Ашық сабақ тақырыбы Animals 6 сынып

Unit of a long term plan:

Unit 3 Our Countryside.

School: №2

Date: 20.11.2018.

Teacher's name: Balzhanova Nuraina

CLASS: 6

Number present:

absent:

Lesson title

CLIL. Natural science: Animals.

Learning objectives(s)

6.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world (Ex.1-3 p.41)

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

6.S8 recount basic stories and events on a range of general and curricular topics ( describe vertebrates)

6.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

All learners will be able to:

• Identify the theme, new words and use them as the basis for discussion.

• Demonstrate basic knowledge for usage of the Present Tenses.

• Transfer information from 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

• Provide a point of view in conversations and discussions;

Some learners will be able to:

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

• Make a presentation about different groups of vertebrates

Level of thinking

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

Assessment criteria

• Read the given text and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

vertebrates, scales, feathers, wings, lungs, fins, gills, backbone, reptile, mammals.

Values links

Responsibility, Global Citizenship.

Cross-curricular links

Natural Science, Social Science.

Previous learning

Vocabulary relating to people's activity and animal's life and actions

Plan

Planned timings

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

Resources

Beginning

5 min

2 min

Middle

10 min

8min

7 min

6 min

Warm-up

Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this game.

Game “Back to Blackboard” Rules:

T: One pupil stands back to the picture of an animal.

Teacher shows the animals from interactive board.

Classmates should not name the animal;

Classmates can give some associations.

Pupil should guess the name of animal.

Pupils: They are big.

They live in the forest.

They sleep in the winter.

P1: Bear.

Teacher: Yes, well done!

Pupils: They have long nose and big ears.

P2: Elephant!

Teacher: Is she right?

Pupils: Yes, she is right.

Teacher: Excellent.

Pupils: They can fly.

They have different colors.

They can talk.

P3: Parrot.

Teacher: You are clever boy!

Pupils: They haven’t legs.

They have long tongue.

P4: Snake.

Teacher: Great!

Brainstorming

T: Tongue twister help you to enrich your speaking.

A big black bug

Bit a big black dog

On his big black nose.

Teacher says each learners EXCELLENT.

The teacher will introduce the objectives of the lesson.

Teacher informs that they are going to speak about different types of vertebrates.

T: All animals are divided into two main groups. Vertebrates and Invertebrates. Today we can talk about only vertebrates.

Vertebrates is an animal that has a backbone.

We have a bacлbone.We are vertebrates. We can feel your spine going all the way up your and through your neck.

Backbone

Animals are classified into 5 different groups.

Teacher shows the video of Dr.Binocs.

And then teacher divide pupils into two groups with sweets.

New words from Ex 1 p41.

Teacher reads the new words.

Pupils will repeat after teacher.

NEW WORDS

T:feathers

scales

legs

hair

wings

lungs

fins

backbones

gills

PYRAMID DISCUSSION

Teacher: What about this video?

What is it mean vertebrate?

How many groups of vertebrates do you know?

Pupils: This video is about vertebrate animals.

Vertebrates have got a backbone.

Vertebrates divided into 5 groups.

Mammals Reptiles Fish Bird Amphibians

Task 1.Build the text.

Working with text.

Ex. 1 p.41Read and listen.

T: First you will listen to the text.

Check your answers in exercise 1.

P1: fins

P2: lungs

P3: feathers

P4: legs

P5: hair

Fill in a necessary word and take one vertebrate from the pictures. And give descriptions.

Descriptor: 1 Pupils known information about vertebrate animals.

2 They can used the new words

Task 2 Poster. Make description.

Group 1:

Warm blooded

Haven’t got gills

Have got lungs

Mammals

Have got hair

Have got 4 legs

Teacher assess the pupils with signal cards.

Group2:

Live on the land

Lungs and scales

Not gills

Reptiles

Not fins and hair

Cold-blooded

Teacher assess the pupils with sweets..

Descriptor: 1 Pupils gave their own thinking.

2 They can classified animals.

Spectrum of values.

Ex 2 p 41

Teacher gives to pupils answers to the questions. Pupils should find appropriate questions. And pupils should give analyze to their answers.

Pupil of first group gives answer to second group. If pupil of second group find the question right the first group will give sweet.

Group 1 fish

Group2: Which type of animal doesn’t live on land?

Group2: fish and reptiles.

Group 1Which types of animals have got scales?

Group 1: mammals

Which type of animal has got hair?

Pupils assess themselves with sweets.

Descriptor:1Pupils can built questions for answer.

2Pupils can gave some information.

Words of bank.

Teacher gives a bank inside some words. Pupils should find the words related to the theme.

P: vertebrates, scales, feathers, wings, lungs, fins, gills, backbone, reptile, mammals.

Teacher assess the pupils with smiles.

Descriptor: 1Pupils found the new words very fast.

2 Pupils spoke the new words correctly

Whiteboard

Whiteboard

Video

Vertebrates | The Dr. Binocs Show | Educational Videos For Kids

Poster

Box with sweets

Worksheets

End

2min

Home task.

Presentation "Television broadcasting about animals"

FEEDBACK:

Teacher asks learners to give a feedback using butterfly to the lesson.

Red: I don’t understand

Yellow: I have some questions

Green: Everything is clear

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.

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.

Pupils learned assess each other.

During the pupils were very active.

I developed pupils thinking skills through using these method.