LESSON: Unit 2 Living
things. Animals.
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School: Donskaya
secondary school
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Date:
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Teacher’s name: Yessetova
M.S.
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CLASS: 5
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Number present:
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absent:
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Learning
objectives(s) that this lesson is contributing to
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5.R4 read with some
support a limited range of short fiction and non-fiction texts
5.UE9 use simple present and
simple past regular and irregular forms to describe routines, habits and
states on a limited range of familiar general and curricular topics
5.S6
communicate meaning clearly at sentence level during, pair, group and
whole class exchanges
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Lesson
objectives
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All learners
will be able to:
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·
name
the animals they know
·
learn
at least 3 new words from animal related vocabulary
·
read
and understand main facts about animals
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Most learners
will be able to:
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·
tell
about the animal they read about
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Some learners
will be able to:
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·
understand
most of the language in text about animals
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use
present simple forms accurately in speaking
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Language
objectives
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Use simple present simple tense,
new vocabulary
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Value
links
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Value of environment
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Cross
curricular
links
link
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Biology
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ICT
skills
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Projector or Smart board for
presenting a video
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Previous
learning
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Living things. Plants.
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Plan
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Planned
timings
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Planned
activities
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Resources
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5 min
3 min
5 min
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Warm-up
Teacher shows a picture on PPT and asks
learners: Which word can you spell? (slide 1) Learners
should spell the word correctly, then teacher can introduce the topic of the
lesson.
Teacher asks learners: What can you see
on the picture? (slide 2) Teacher checks their knowledge of how they know the
names of some animals.
Then teacher lets the learners know the
LO of the lesson. (slide 3)
Teacher starts a word snake on the board
using animals, to continue the snake learners have to use the last letter of
the following word. (open class activity)
Ex:
cat-tiger-rabbit-turtle-elephant-etc.
Pre-learning
· Learners
are divided into small groups and asked to brainstorm and write any animals
they know in 2 min and then learners name the animals they have written.
Pair work.
· Teacher
distributes the handout with animal flashcards and asks learners to match
words to the pictures in pairs. (Differentiation by support, more able
learners with learners who need support). Learners should
swap their works with other groups and check each other’s matching worksheets
with a teacher’s support. Teacher checks answers as an open-class activity.
Teacher focuses on pronunciation and spelling the words correctly. (Peer
based assessment)
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PPT
Flashcards
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Middle
15
min
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· Teacher
divides learners work groups, e.g. kangaroo (student A), tigers (student B),
lions (student C)
Group work
· Teacher
introduces the text about animals, for Kangaroo’s group teacher gives the
text about Kangaroo, for Tiger’s group, text about Tiger, and for Lion’s text
about Lions. Leaners will read in groups, and underline the unfamiliar words
and ask each other or teacher can help them. After that, learners should
exchange their text with other groups, so learners will read the facts about
these three types of animals.
Hot Chair
activity.
Teacher takes an empty 3 chairs –
one for each team- and puts them in front of the class, facing the team
members. Teacher explains to the learners that these chairs are the hot
chairs. Then get one member from each team to come up and sit in that
chair, so they are facing their teammates, learners should ask questions
about animals the learners who sit on the chair. The first hot chair learner
to answer the question and wins a point for their team. Teacher monitors,
takes notes and assesses learner’s answers. (Teacher based assessment)
To
support learners teacher can provide a list of questions on the board as an
example:
1.
Where do kangaroos live?
2. What do they
eat?
3. How big are
they?
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Worksheet 1,2,3
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End
36-40
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· Learners
complete an evaluation of what they did during the lesson by circling one
word in each statement:
I can
understand: all / most of / some of the text in the website. .
I can tell about an animal
very well/ well/not bad
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Evaluation worksheet
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Additional
information
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Differentiation
– how do you plan to give more support? How do you plan to challenge the more
able learners?
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Assessment – how
are you planning to check learners’ learning?
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Cross-curricular
links
Health and safety check
ICT links
Values links
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· More
support can be given at the start and in middle of lesson by providing
less-able learners with vocabulary in a word list so they can read examples
of words seen or heard.
· Learners
who are less confident at telling about the animal are shown questions to
answer
· More-able
learners can be encouraged to use more complicated sentences
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Monitor learners as they read and
make notes about the animals. Which learners have difficulties reading, making
notes, and reporting information to group orally?
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Notice any sentences which are difficult for
learners to understand and adapt for a future lesson.
· Monitor
learners as they prepare the fact file about the animal. Help with the
vocabulary
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· Links
to Biology: Do they know about the animals from the websites?
· Check
if students have a comfortable class layout to work in groups
Learners use computers to locate
information, report back to group and record in fact files using some of own
words.
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Reflection
Were the lesson
objectives/learning objectives realistic?
What did the learners learn
today?
What was the learning atmosphere
like?
Did my planned differentiation
work well?
Did I stick to timings? What
changes did I make from my plan and why?
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Use the space
below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson.
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Summary
evaluation
What two things went really well
(consider both teaching and learning)?
1:
2:
What two things would have
improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this
lesson about the class or individuals that will inform my next lesson?
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