Long-term plan unit: Unit 7 «Fantasy world»

School: 18

Date: 27.02.2019

Teacher name:

Grade: 5 «А»

Number present:

absent:

Theme of the lesson

«Animals»

Learning objectives(s) that this lesson is contributing to

5.R4 read with some support a limited range of short fiction and non fiction texts

5.S6 communicate meaning clearly at sentence level during,pair,group and whole class exchanges

5.UE3 use a growing variety of adjectives, regular comparative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to

• Name the animals they know

• Learnt at least 5 new words from animal related vocabulary

• Raed the main facts about animals

• develop their critical thinking skills by drawing a poster about animals with some support

• practice speaking skills and asking questions using comparative adjectives while working in pairs with some support

• develop their ability to recognize the specific information in the text while selecting the words with some support

Most learners will be able to

• tell about the animal they read about

• develop their critical thinking skills by drawing a poster about animals with a little support

• practice speaking skills and asking questions using comparative and superlative adjectives while working in pairs with a little support

Some students will be able to

• develop their critical thinking skills by drawing a poster about animals with a little or no support

• practice speaking skills and asking questions using comparative and superlative adjectives while working in pairs with a little or no support

• develop their ability to recognize the specific information in the text while selecting the words with a little or no support

Language objectives

Use simple present tenses,can,can’t, comparative adjectives

Value links

Value of environment, animals

Cross curricular links

biology

ICT skills

Projector or Smart board ,flashcards, posters

Previous learning

Not necessary

Plan

Planned timings

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

Resources

Beginning

5mins

Warm-up

Good morning children! I’m glad to see you. How are you?

3mins

5 mins

5mins

15mins

9 mins

Brainstorming:

Learners look at the board and guess the riddles. You should be attentive and smart. Look at the board! Can you guess the riddles?

1. It’s big and green.It can swim.It lives in the river.It eats other animals and fish.(a crocodile)

2. It’s domestic animal.It can run.It can climb.It can catch a mouse.(a cat)

3. It lives on the farm. It’s big.It gives us milk.(a cow)

Let’s start our lesson. It’s unuasual lesson,because we have a lot of guests. They want to see if you know English well,how you read,speak,write and listen.

Then they guess the theme of the lesson “Animals”

Regrouping

Divide the class into three groups according to pictures “Domestic animals” “Wild animals” “Sea animals”

Answer the question

Do you know about animals?

Each group answer the question

• T. shows the picture of animals and learners call out any names of animals

• T. asks learners about the topic of the lesson and introduces the lesson objectives

It’s a game a hot ball. Give it each other and say the name of animals and translate it in Kazakh, Russian

Main part

• T. shows the presentation with the animals to introduce and learners write the words on their vocabulary: a tiger, a snake, an ape, a bear, a monkey, a wolf

Do you know this cartoon?

Do you know the names of animals?

Who is the main hero of this cartoon?

Look at the board please

An ape is a big animal. It has got a tail. It lives 60 years.

Monkey is small. It has got a long tail. It lives 30 years.

Tell me please where the animals live?

Do you the place where animals live? Where does it live?

In the forest

In the water

In the pond/marsh

In the farm

In the jungle

Give an example: Tigers live in the forest

What does it eat?

Meat

Grass

Leaves

Fish

Give one example: Bears eat fish

Let’s review parts of body

Horns [hɔːn]- мүйіздер

Body [bɒdi]- дене

Hooves [huːvz]- тұяқтар

Beak [biːk]- тұмсық

Wings [wɪŋz]- қанаттары

Neck [nek]- мойын

Tail [teɪl]- құйрық

Match the words with parts of body

Tell me please Can dog run?

Activity 1: T. gives worksheets and then pupils check their answers

What can the animals do? Write down can or can’t

• A dog……. run, jump, swim.

• A cat ….. climb, run, jump.

• A tiger …. fly.

• A horse …. run, jump.

• A monkey …. jump, climb, walk.

• A parrot …. fly, speak.

• An eagle ….. fly and hunt.

READING

Descriptor. A learner

• Reads the text and understand

• Answer the multiple choice questions

• Identifies True and False statements and writes T or F next to the sentences

Activity 2: T. gives worksheets with reading tasks. They read and answer the questions. Then they assess themselves

Comparative adjectives

Small – smaller

Lions are bigger than wolves

Compare the animals

Poster: Group work

• T. shows the picture of three animals and gives it to groups.

Descriptor

learners

• Write parts of body

• Write place where animal live

• Write food

• Describe animals

Each group assess another groups’ poster

Game “TRUE” “FALSE”. The captain of each group put the green colour up (T) put the red colour up (F)

The cow is a wild animal.

PPT or picture of animals

PPT or flashcards with the animals

flashcards

PPT or picture of ‘Animals’

PPT

PPT

PPT

flashcards

PPT

PPT

A Poster,

markers

PPT

End

3 minutes

Each pupil say what steps he/she has reached.

Feedback “Stairs”

I can’t do it

I’ll try to do it

I did it!

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
ICT links
Values links

• More support can be given in Activity 2 when theyread about animals by providing less-able learners with examples or words to make up the sentence and in Activity 3 while asking questions also less-able learners can be given the model of a question so that they can just put appropriate name and adjective

• Learners who are less confident at drawing the animals, can be given a picture of animals

• Monitor when you show the flashcards of animals

• Monitor when learners write their sentences about animals

• Assessment criteria of R2

• Monitor when they ask questions

• Self-knowledge, Psychology and Art: when learners draw their family tree and make a presentation in Activity 2 and Activity 3 they develop their creativity, love and respect to their family

• Use of Smart board or projector while presenting the words and tasks

• Develop learners’ love, respect animals

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?