Unit of a long term plan: Save our animals
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Schoo: 42
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Date:
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Teacher name: Agasheva E.T
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CLASS: 5
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Number present: 10
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absent:0
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Theme of the lesson:
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Save our animals 1
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme)
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5.R2understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe places and objects
5.UE9 use simple present forms to describe animals and their places
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Lesson objectives
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All learners will be able to:
Read and discuss information about animals
Most learners will be able to:
Describe places and objects with support
Some learners will be able to:
Use simple present forms to describe animals and their places
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Assessment criteria
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Ask and answer the questions
Describe animals and their habitat in written form
Use simple present forms to describe animals and their places
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Language objective
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Learners can speak about animals
Use subject- specific vocabulary and terminology:
Endangered,Grey wolf, whale, Siberian tiger, Length, Weight, Lifespan,
Learners can use adjectives: big, small, strong, quick, cowardly,cunning
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Values links
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Responsibility, national unity,peace and harmony in our society
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Cross-curricular link
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Biology, geography
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Previous learning
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To check learners understanding of previous lesson teacher shows the pictures of plants and ask the name of plants and describe them. grass, flowers, bananas, leaves,trees etc.
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Plan
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Planned timings
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Planned activities (replace the notes below with your planned activities)
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Resources
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Beginning
3 minutes
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(D) Let’s divide into two groups by pictures of animals.
1group: animals that eat grass
2 group: animals that eat meat
(G) Learners in groups of 5 - 6 stand in a circle and take turns
to say an animal. How many can each group say in English?
Brainstorming:
What kind of animals were lived 2 million years ago?
Can we see these animals nowadays?
How do you think and what about will be our today’s theme?
To introduce with new words :
Endangered,Grey wolf, whale, Siberian tiger, Length, Weight, Lifespan,
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worksheet
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Middle
12 minutes
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Video telling method to develop listening skills. To show a video about wild animals. Prepare a large mind map for each group with animals in centre and 6 lines branching from centre. Encourage learners to look at picture dictionaries to check spelling and add some more names.
Descriptors:
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http://www.youtube.com/watch?v
=kZnJfQ54aAQ
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15 minutes
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Fact files for reading stage.
(W, f) Ask which animals are becoming extinct. Project tiger
hyperlink, then whale and wolf. Learners ask questions in order
to complete fact files e.g. How tall / long is the ____? How
long does it live? What does it eat? What sound does it make?
They can repeat questions and ask for spelling so they have all
the information needed for fact file.
Descriptors:
write suitable adjectives to describe an endangered animals
write all the information needed for fact file.
Write short essay using the adjectives on the theme “ Why people are continue hunting for fun or needs”
- Give the main idea
Use grammar structure” have got/ has got
Correct using of structures
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Fact files
http://www.defenders.org/tiger/ba
sic-facts facts about endangered
animals: tigers
http://www.defenders.org/whales/
basic-facts facts about endangered
animals: whales
http://www.defenders.org/graywolf/
basic-facts facts about
endangered animals: wolves
Fact file
http://www.animalfactguide.com/
animal-facts images of
endangered animals
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End
15 minutes
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I), (G),(W).
Learners write five sentences about what they have learnt during the lesson. Next they reduce their five sentences to five words. Finally they reduce their five words to one word. Learners share their key word with the whole class.
(I, f) Learners look at images of animals we need to save. They
choose one of them and write five sentences about them.
G)Discuss in your group a question: Why do you think that these animals are in danger? Tell your class about your group ideas and make a poster
Descriptors for assess the poster:
make more understandable poster
give factual information
To present clearly
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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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Health and safety check
ICT links
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more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.
more learners will be able challenged by prompting their groups to develop knowledge about endangered animals
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through questioning and the redirecting of questioning in feedback activities
through observation in group and end performance activities or check by descriptors
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Environmental science, biology, geography.
To show a video
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Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve the lesson objectives/ learning objectives? If not, why?
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.
The lesson objectives/learning objectives were realistic?
Learners have learnt new vocabulary.
The learning atmosphere was good.
My planned differentiation work well.
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Summary evaluation
What two things went really well (consider both teaching and learning)?
1. work with flashcards
2.energising
What two things would have improved the lesson (consider both teaching and learning)?
1.develop speaking skills
2.give more information about theme
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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