Theme of the lesson: Animals

Theme of the lesson: Animals

School: 54

Date:

Teacher name: Sembayeva U.K.

CLASS: 5

Number present:

absent:

Learning objectives

5.UE9 use simple present regular and irregular forms to describe routines, animals, 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

5.L4 understand the main points of supported extended talk on a range of general and curricular topics

Lesson objectives

All learners will be able to:

• name the animals they know

• learn at least 3 new words related vocabulary

• read and understand main facts about animals

Most learners will be able to:

• tell about the animal

Some learners will be able to:

• understand most of the language in text about animals

• use present simple forms accurately in speaking

Value links

Value of environment

Cross curricular links

Biology

Previous learning

Plants

Plan

Planned timings

Planned activities

Resources

5 min

Middle

35 min

8 min

4 min

10 min

5 min

Warm-up

Teacher greets students; students respond to greeting and take their places.

Today we will work hard, because students should help for animals to escape to Madagascar from zoo by magic map. Let`s begin our journey. For this each group will get arrows for each task and they can get to Madagascar. Before dividing into groups take picture from the Magic box.

Students take part of animals and connect pictures. Teacher shows a picture on PPT and asks learners: What’s your favorite animal and why? (slide 1) Learners should answer for the question.

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.

Teacher introduces new words of animals by pictures. Teacher reads 2 time’s learners should repeat. They are:

Teacher gives a paper for each group. They should write the animals for each letter.

Task. Write the animals name for each letter.

Pre-listening

• Teacher prepares learners for listening and gives the question task. Learners read it.

While listening

Listen and answer the questions

• Where do they live?______________________

• How many legs have they got?_____________

• What can they do?_______________________

• Can they climb trees?____________________

• What do they eat?_______________________

• Are they dangerous to people?_____________

• Do they live in family groups?_____________

• What color are they?____________________

After listening learners should guess what is listening about

Post listening

Task: Students should answer for the questions, write “True” or “False”

T F

1. They like banana

2. They have got 3 legs

3. They are dangerous for people

4. They live in Africa

5. They look like wolf

Team work.

• For revise knowledge about animals teacher gives envelope: the names of animals with kind of animals (sea, wild, domestic). Learners should stick for each type of animals the names of animals. After that teams check each other’s answers. Teacher focuses on pronunciation and spelling the words correctly. (Peer based assessment)

PPT

Pictures part of animals

Magic map

PPT

PPT

PPT

Worksheet

Audio task

Active board

Worksheet

8 min

Whole class

• Teacher puts on each student crown with animals. Students describe each other with phrases: Can I ……..? Have I got……? Am I…..big / red…..? Do I live…. /in the forest/ in the ocean? Other students should answer only “Yes” or “No”

Who is faster? Activity

Teacher takes papers with 5 pictures of animals. All students should stand in a circle on the papers in front of them. They should walk and dance with music, when music stop students should stand on the papers and teacher says names of animals, for example tiger, if one students hasn’t tiger on the paper which stands, he/she out of the game. Who will faster that is win. Teacher monitors, takes notes and assesses learner’s answers. (Teacher based assessment)

Worksheet 1,2,3

Audio task

End

5 min

• 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

Evaluation worksheet

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

• 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

Monitor learners as they read and make notes about the animals. Which learners have difficulties reading, making notes, and reporting information to group orally?

• 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

• Links to the biology: Do they know about the animals form 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 oWorksheetwn words.

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?