Living things for 5th grade

Unit: 2

Living things

Term:1

Teacher name: Dulatova A. D

V. V.

Class: 5

Number of present:

absent:

Lesson title:

About animals

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.C6 organize and present information clearly to others

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.UE3 use a growing variety of adjectives and regular comparative and superlative adjectives on a limited range of familiar general and curricular topics.

Lesson objectives

All students will be able to

• describe an animal with support

• compare and contrast three different animals using regular forms of comparative and superlative forms of adjectives with a support

Most students will be able to:

• describe an animal with a little support

• compare and contrast three different animals using regular forms of comparative and superlative forms of adjectives with a little support

Some students will be able to:

• describe an animal with no support

• compare and contrast three different animals using regular forms of comparative and superlative forms of adjectives with no support

Assessment Criteria

• Sts can describe an animal using adjectives and «Animals» vocabulary.

• Sts can compare and contrast three different animals using regular and irregular forms of adjectives.

Useful classroom language for dialogue/writing:

Rabbit, spider, snake, dog, cat, elephant, lion, mouse, whale, zebra, giraffe, donkey, horse, wild, domestic, short, big, small, beautiful, old, strong, weak, clever

Values links

• respect and tolerance to different points of view

• attentive listening

• collaboration skills

• productive team/pair work through following group work rules

• respect the flora and fauna of Kazakhstan

Cross-curricular links

Biology, Russian

Previous learning

The verb «to be», word-order (adjective + noun), vocabulary «Adjective»

PLAN

Planning

Timing

Planned activities

Assessment

Communicative patterns

Resources

Teacher’s actions

Student’s actions

START

BRAIN STORM

3

3

(organize students and demonstrate slides organizing situation for getting acquainted students with lesson objectives)

1. Good morning, dear students! I am glad to see you! Today we are going for a walk to the Zoo.

-What will we see in the Zoo?

-Can you describe or compare animals in English?

-Here you see a book about animals. But it is empty. What do you think, what are we going to do at this lesson?

Yes, you are right. Today we will describe different animals using nouns and adjectives. So, let’s start our journey.

Differentiation by outcome

1. You see the empty cage. What animals can sit here?

Listen to the teacher and answer her questions according to the pictures.

-Animals

-No, we can’t

- We will fill the book with information about animals.

Share ideas and fill in the cluster.

Formative peer assessment and feedback «Gallery work». Students stick their works on the walls of the class, then walk around study clusters and add some words which are missing.

Whole class

Group work (groups are formed according to the strategy «Match the puzzle with animals»

PPP

Slide 1

MIDDLE

RIDDLES

(Stick and tails)

Presentation grammar material

Model

CONCEPT CHECKING:

BOARD SUMMARY

PRACTICE

REFLECTION

End

10

5

2

5

5

5

5

2

Teacher: models the situation. Shows a picture and describes it.

It is brown. It is big. It lives in a forest. It likes honey. It is brave. What is it?

Teacher: gives students cards with pictures of animals and asks them to make up riddles to these pictures

Differentiation by support

Differentiation by grouping

Teacher demonstrates pictures on the board and present new grammar material.

The dog is big.

The tiger is bigger.

The elephant is the biggest.

The cat is small.

The mouse is smaller.

The snail is the smallest.

Teacher demonstrates two different animals on flash-card and asks sts to compare them.

TPR

Differentiation by role distribution

T explains the task. One of you is the Zoo keeper and the other is a student who visits the Zoo. A student will ask questions about the animals and the Zoo keeper will answer.

What animal is taller?

What animal is the tallest?

T makes the summary on the board and pays students attention if they want to compare two people or things they use comparative of adjectives and add er to the adjective. If they want to compare more than two, they use superlative and add est to an adjective

Differentiation by task

3–2–1 Countdown

Differentiation by home task (skills and interest)

Album «Animals»

guess the meaning of the world

Students are divided into groups

High achieving students –make up riddles without support and incode the answers.

Middle achieving students- make up riddles with a little support.

Low achieving students- make up riddles with a little support.

Drill after the teacher

make up sentences.

The wolf is bigger than the rabbit.

The rabbit is smaller the wolf.

The cheater is faster than the tiger.

The tiger is slower than the cheater.

Students sing a song «Let’s go to the ZOO» and show actions.

(High and middle achieving students are «students», they ask question. Low achieving students are «Zoo keepers», they answer the questions.

Sts work in mingle pairs. They move around the class. Pictures of animals for comparing are hanging on the walls of the classroom. Zoo keepers are standing near the walls with pictures. «Students» are walking around the class and ask question comparing

Sts make notes in their notebooks

Sts name three things which they haven’t known before.

Two things which they know now.

One thing which is difficult

At home students make an album «Animals».

They describe an animal in 6-7 sentences

Visuals - draw the animal

Audials- record a story as a fair-tale

Kinesthetic- sculpt with clay

Formative peer assessment Sts.exchange their riddles, find answers and give a star for the best work.

Formative assessment according to the feedback «Finger signals». Teacher shows thumb up for students right answers

Formative assessment via

Formative assessment via teachers observation.

Teacher monitoring, marking students strong and weak points

Formative assessment via monitoring

Formative criteria

Formative assessment through teachers feedback

Formative assessment through «Exebition»

Teacher-whole class

Group work

Teacher-whole class

Pair work

Whole class

Mingle pair work

Teacher-whole class

individual

TestCriterea based assessment.docx

T-whole class

Individual work at home

(worksheet 1)

(worksheet 2)

(worksheet 3)