Unit of a long term plan:

Our Countryside. Unit 3 Lesson plan 25

School:Zholdybai

Date:

Teacher's name:Omarova .A.A.

CLASS: 6

Number present:

absent:

Lesson title

Animals

Learning objectives(s)

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics ( Ex.1 p.32)

6.S2 ask more complex questions to get information about a growing range of general topics and some curricular topics ( Ex.2 p.32)

6.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics ( Ex.3, 4 p.32)

6.W8 spell most high-frequency words accurately for a limited range of general topics ( Ex 1,5, 6 p.p.32, 33)

Lesson objectives

All learners will be able to:

• Identify the theme, learn vocabulary and key phrases, ask and answer questions about animals and use them as the basis for discussion.

• Transfer information from the reading passage into a mind - map "Animals".

• Offer constructive peer-feedback.

Most learners will be able to:

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

Some learners will be able to:

• Respond to and discuss the presentation using interpretive, evaluative and creative thinking skills and speak about animals in Kazakhstan

Level of thinking

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

Assessment criteria

• Read the given information and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

Bear, butterfly, chameleon, crocodile, elephant, falcon, fly, human, frog, owl, parrot, seal, to attack, to climb trees, shark, spider, to hunt, to swim.

Values links

Appreciating the love to nature, animals and plants

Cross-curricular links

Biology, Zoology, Science

Previous learning

Vocabulary related to country and language report

Plan

Planned timings

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

Resources

Start

2 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.)

Look at the number of pictures and say about what we are going to speak today:

Write as many animals as you know? Tell your partner if they are wild or domestic?

Slide (objectives)

Slide (useful phrases)

Presentation

" Animals".

Middle

The main part of the lesson

• Teacher suggests looking at the pictures at p. 33" Eye to Eye" and match the animals in the box with photos 1 - 16.

Which photo is not an eye?

• Choose any animal you like and say some words about it? Do this exercise in pairs. Use key phrases of Ex.2 p.32.

Photo 14 is not an eye. It's a butterfly wing.

Picture 12 - It looks like an elephant. Agree or disagree.

Sts. guess the animals using key phrases.

Pre - listening task:

Do you know these animals? Look at the cards, if you don't know them, consult an internet.

List of animals and birds from the listening dialogue:

blackbird, chicks, insects, chameleon, goliath, falcon.

(Sts. pronounce these words correctly).

While - listening task:

While listening the text, fill in a right word:

1. Blackbirds are good..... and the two birds.... the chicks.

2. The blackbird is feeding the chicks an ......

3. What's the chameleon......?

4. The big fish is ...... the small fish.

5. The ... bird s a falcon - a fantastic......

A teacher gives the right answers and pupils evaluate themselves.

Answers:

1.parents / feed

2. insect

3.catching

4. protecting

5.bigger / hunter Scores: 7

Look at Ex.5 and speak about one animal in Ex.1 p.32.

Let's do a task in groups. You are translators, take a short text and translate the names of animals.( 3 minutes). Mind the spelling of words.

Where do animals live?

Our planet is home for many animals. They live everywhere. (еж), (волк), (лиса), (белка) and (заяц) live in the forest. And (слон), (обезьяна) and (тигр) live in the jungle. (лягушка) lives in the lake. (ящерица) lives in the field. And (летучая мышь) lives in the dark places. ( 11 words).

Which of the animals we have spoken today are:

birds, insects, mammals, reptiles, fish.

Student's book

pp.32 - 33

Writing

Worksheets

CD 1.28

Writing

Worksheets

Writing

Worksheets

A Cluster or mind - map

End

Home task.

WB p.24. One animal to describe.

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

• Green: How can you use today's learning in different subjects?

• Red: How do you feel about your work today?

• White: What have you leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

• Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

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.

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.

Self-assessment.

Peer-assessment using rubric (Appendix 1).

Constructive teacher and peer feedback.

Health saving technologies.