Animals

Long-term plan unit: 2 LIVING THINGS

School:

Lesson 1

Date:

Teacher name:

CLASS:

Number present:

absent:

Theme of the lesson: Animals

Learning objective (s) that this lesson is contributing to

5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics

5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn the names of animals.

• organize animal words into categories.

• create, draw and describe an animal.

Some learners will be able to:

Success criteria

• Discuss a problem in groups and suggest a solution to this problem

• Recognize basic general questions without support

• Give basic information about themselves and others at sentence level

Value links

Civil responsibility

Cross curricular links

Biology

ICT skills

Using web sites

Previous learning

Information about Almaty

Plan

Stages of the lesson

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

Teacher’s notes

Beginning

Warm-up

• Books closed. Put students into small groups.

• Give the groups two minutes to write down animals they know the English words for. Tell students the winning group will be the one which comes up with the most correct words.

• When the time is up, ask a student from each group to read out their list to the class.

Middle

1.14 Ask students to open their books at page 13.

• Show that the animal pictured in the example is a mixture of a tiger and a polar bear. Ask students to name this invented animal, e.g. a polar tiger, a tiger bear.

• Students work in pairs to identify the rest of the animals. Tell them one of the words (horse) will be used twice.

• Play the recording.

• Students listen to it, check their answers and repeat the words.

• Elicit names for the invented animals and write them on the board.

Fast finishers

Students can turn to the Vocabulary bank on page 117 and do the Jog your memory! activity.

Answers

2 a giraffe and a fish 3 a sheep and a monkey

4 a spider and a shark 5 a cow and a horse 6 a gorilla and a frog 7 a zebra and an elephant 8 a horse and a dog 9 a cat and a bird

• Read out the instructions. Make sure that students know

what they have to do.

• Put students in pairs to copy and complete the chart. Ask students to do this in two stages: first complete the chart with pets / farm animals / wild animals and then with land /water animals.

• Check answers.

• To extend the work on the animals vocabulary, you could ask students to turn to the Vocabulary bank on page 117 and do the Jog your memory! exercises.

• Write a few words on the board which students can use in their descriptions, e.g. wing, tail, fur, feather, trunk, claw, beak. Teach the meaning of these words by drawing basic pictures of animals and labelling the relevant part of the animal, e.g. draw an elephant and label its trunk.

• While students are writing their descriptions, monitor and help with vocabulary.

• Put students in pairs to describe their invented animals to each other.

• Ask some students to tell the class about their partner’s animal.

• You could put the pictures up on the wall and do a vote to find out the class’s favourite.

Suggested answers

Pets: a cat, a dog, a fish, a frog, a spider

Farm animals: a bird, a cat, a cow, a dog, a horse, a sheep

Wild animals: a bird, an elephant, a frog, a giraffe, a gorilla, a monkey, a polar bear, a fish, a shark, a spider, a tiger, a zebra

Water animals: a fish, a frog, a polar bear, a shark

Land animals: a bird, a cat, a cow, a dog, an elephant, a frog, a giraffe, a gorilla, a horse, a monkey, a polar bear, a sheep, a spider, a tiger, a zebra

End

Students make a set of animal flashcards. They can use this website: http://www.cram.com/flashcards/create.

• Students can use their flashcards in pairs to play vocabulary games, e.g. Student A describes an animal on a flashcard. Student B guesses which animal is being described. Student A puts three animal cards on the table and describes one of the animals. Student B picks up the animal card being described.

Homework

Set Exercises 1, 2, 3, 4, 5 and 6 on page 7 of the Workbook for homework. You could also ask students to do these vocabulary games and exercises:http://learnenglishkids.britishcouncil.org/en/fungames/

animal-countdown

http://learnenglishteens.britishcouncil.org/grammarvocabulary/

vocabulary-exercises/animals

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 ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

Points from Safety rules used at this lesson.

REFLECTION