"Animal behaviour" 6 grade

Unit of a long term plan:

Unit 3 Our Countryside.

Lesson plan 28

School: Bolek batyr secondary school

Date:

Teacher's name: Kudabaeva K.

CLASS: 6 Ә

Number present:

absent:

Lesson title

Animal behaviour

Learning objectives(s)

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups ( Ex.1,2 p.36)

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics ( Ex.3 p.36)

6.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics( Ex.4 p.36)

6.W3 write with support factual descriptions at text level which describe animals ( Ex.5,6 p.36).

Lesson objectives

All learners will be able to:

• Identify the theme, new words, understand an interview about animal's behaviour use them as the basis for discussion with a correct grammar tense.

• Transfer the given information into a graphic organizer.

• Offer constructive peer-feedback using rubric.

Most learners will be able to:

• Select, compile, and synthesize information for an oral presentation.

• Demonstrate the ability to write grammatically correct sentences on familiar topics;

Some learners will be able to:

• Respond to and discuss the texts using interpretive, evaluative and creative thinking skills.

• Demonstrate the ability to ask a variety of questions in different tenses;

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

Beaver, dam, salmon ,chase, enormous, hole, move.

Values links

Appreciating the love to animals

Cross-curricular

links

Natural Science, Social Science, History, Geography

Previous learning

Vocabulary related to people's active way of life

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

3 min

3 min

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

(E.g. - Hello, my friend, you look beautiful today!

-That's very nice of you to say so.)

Pre-learning

Hot Seat Game

• One learner sits in front of the class. Teacher hands a strip of a paper with the name of an activity from the previous lesson. The classmates should guess the word by asking some questions:

Teacher elicits the knowledge of making question rule and helps learners to remember the rules for making affirmative and negative sentences with Present Continuous.

Slide (objectives)

Slide (useful phrases)

Writing

Worksheets

Main part

5 min

5 min

5 min

5 min

7 min

3 min

The main part of the lesson.

Today we'll speak about animals behaviour.

New words:

beaver [ˈbiː.vər]  бобер кемші

dam [dæm] бөгет плотина

salmon  [ˈsæm.ən] семга лосось

chase [tʃeɪs] қуу преследовать

enormous  [ɪˈnɔːməs]  зор огромный

hole [həʊl] отверствие тесік

move [muːv] шаг қадам

BEHAVIOUR

With what words can you associate it:

conduct, action, activity, doings, manners.

So, what can animals do? Write as many activities as you know?

What is it doing?

Ex. 1 p.36 (activity of animals)

What six animals can you see on page 36?

Why do we use Present Continuous in this exercise?

1. The blackbird is feeding / eating its chicks.

2. The beaver is digging / building a dam.

3. The chameleon is catching / helping an insect with its tongue.

4. The fish is fighting / protecting the other fish.

5. The bear is hunting / hiding the salmon.

6. A falcon is playing with / chasing a group of smaller birds.

Pair work

Ex. 2 Complete the sentences with names of animals. Compare your answers with a partner.

Owls hunt at night. They eat small animals.

1. hide in trees. They haven’t got legs.

2. catch fish. They sleep in the winter.

3. don’t feed their young. They can change colour when they want to hide.

4. hunt smaller fish. They sometimes attack humans.

5. protect their babies from sharks. They sing to each other.

Group work

Ex.3 Listen to the interview with Mike and try to understand which of the photos he speaks about?

He speaks about pictures: 1,3,4, 6.

While listening, do also Ex.4.

Try to complete the text. Then listen again and check your answers.

Blackbirds feed their chicks every day for ¹ weeks. In the second photo, the chameleon is catching a ² . The chameleon sometimes catches insects from a distance of ³ centimetres! The big fish is a goliath grouper and it is ^4________metres long. It isn’t attacking

the small ⁵ ____, it’s protecting them. In the last

photo, a falcon is hunting small birds. It’s a very fast bird and it sometimes ^{6 __________} at 390 kilometres an hour.

«Think and say»

Speak about any animal you know, use plan of Ex.5:

1. How big is the animal? (enormous, quite / not very big, quite / not very small, tiny)

2. Where does it live? (in trees, the sea, rivers, your house, holes, other)

3. What does it eat? (meat, other animals, grass, fruit, other)

4. How does it move? (swim, walk, run, fly)

Whiteboard

A table

A presentation

" Wild animals".

Writing

Worksheets

Writing

Worksheets

CD 1.31

Student's Book p.36

End

4 min

Home task. WB ex.3, 4 p.26

Think about activities of the animal.

Students express their attitude to the lesson and give self-assessment using the method: “Rainbow”

Slide (Homework)

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?

Health and safety check

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.

By task:

For more able learners additional leveled tasks are offered.

Grammar Present Continuous describe a picture, fill in the gaps

Assessment criteria:

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Descriptors:

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Teacher's observation using observation checklist (Appendix 2 - reference to the resource "Literature Circle Role Sheets" by Christine Boardman Moen. p.28) and monitoring.

Self-assessment.

Health saving technologies.

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?

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: