Extra reading: Science vertebrates unit 2

Unit 2: Living things

Lesson 25

Teacher name:

Nurgaliyeva Saltanat

Date:

21.10.2024

Grade: 5 “V”

Number present:

absent:

Lesson title

Extra reading: Science vertebrates unit 2

Learning objectives

5.3.2.1 ask simple questions to get information about a limited range of general topics;

5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;

5.5.2.1 write with support a sequence of short sentences in a paragraph on a limited range of

familiar general topics

Lesson objectives

Learners will be able to:

• read and learn about vertebrates.

• learn vocabulary to describe animals.

• describe the vertebrates animals.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Organization Phase

Greet students, take attendance, and introduce the lesson topic.

*“Good morning, everyone! Today, we are going to learn about animals with backbones, also known as vertebrates.”

Briefly introduce the five groups of vertebrates:

*“Can anyone name some animals with backbones? There are five main groups: birds, fish, mammals, reptiles, and amphibians.

Students listen and prepare their materials (textbook, notebook, pencil).

Students raise hands and share examples of vertebrates they know (e.g., birds: parrots, fish: goldfish, etc.).

“Good job!

Well done!

Very good ”

Formative Assessment

Good job!

Assessment criteria

Student’s book

Introduction Phase

Display the textbook page with the vertebrate groups on the board (if possible) and go over each section quickly:

*“Let’s take a look at the groups one by one: birds, fish, mammals, reptiles, and amphibians. We will read about them and learn new words to describe them.

Read the passage about vertebrates from the textbook (page 22).

*“Birds have got two legs, two wings, and feathers. Most birds can fly, but some cannot. For example, flamingos are birds. Now, let's look at fish...

Students follow along in their textbooks and listen to the teacher.

Students underline new vocabulary (wings, feathers, gills, scales, etc.).

Main part

Reading Activity

Ask the students to carefully look at the images and read the text about different groups of vertebrates: birds, fish, mammals, reptiles, and amphibians.

- *“Let's explore vertebrates! Who can tell me the name of an animal from each group?

Vocabulary and Comprehension Activity

Write key terms on the board like "feathers," "scales," "fur," "gills," and "smooth skin." Ask students to identify which animal group each term belongs to.

- *“Where do we find feathers? What about scales?”*

Listening and Review Activity

Exercise:3 page22

Play the audio for Track 1.22 and ask students to fill in the blanks for each vertebrate group. They will listen to statements about each type of animal (e.g., "It can live on land and in water").

- *“Let’s listen again and match each description to the correct vertebrate group!

Students read aloud or silently from the textbook. Each student can be assigned a specific section (e.g., one reads about birds, another about fish).

Students answer by connecting each word to the corresponding vertebrate group.

Students listen and match descriptions like "They have feathers" to birds, "They have fur" to mammals, etc.

Ex:3

1. They can usually fly. Answer: Birds

2. Their young are born from eggs.Answer: Birds, Fish, Reptiles, Amphibians

3.Their young form inside their bodies. Answer: Mammals

4.They haven’t gotlungs. Answer: Fish, Amphibians (Tadpoles)

5. They haven’t got arms or legs.Answer: Fish, Some Reptiles (e.g., snakes)

6.They’ve got skin, fur, or feathers

Answer: Mammals, Birds

7.They don’t live on land.Answer: Fish

8.They can live in water and on land Answer: Amphibians, Some Reptiles

interactive board, video

End of lesson

Home task:

Vocabulary

Wings, Feathers, Scales, Fins, Fur, Lungs

Students express gratitude for something they learned or enjoyed during the lesson, promoting a positive classroom atmosphere.

Students use their stickers to show their knowledge according to the lesson.