Living things

Unit of a long term plan: Unit 2 Living things

School: K.Akynov

Date:

Teacher name: Bidashova Zh

CLASS: 5

Number present:

absent:

Lesson title:

Human Beings2/2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to: read and understand main facts about plants in our life Most learners will be able to: can use common verbs followed by infinitive Some learners will be able to: tell about the role of plants and animals in human being’s life

Assessment criteria

-Identify details in a reading passage with little support -Interact with each other delivering content correctly and clearly to others; -Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences -Demonstrate the correct use of verb+infinitive, verb+ing patterns in the context.

Values links

Explaining the relationship between humans with animals and plants.

Ss will value natural resources and appreciate their motherland.

Cross-curricular links

Biology

Previous learning

Human Beings2

Plan

Planned timings

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

Resources

Start

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: with names of animals and parts of plants Warming up: Phonetic drill

What a rose can you say A rose can say I love you And want you to be mine, A rose can say I thank you For being o very kind A rose can say I’m sorry. If I hurt you in any way A rose can say get well soon, May God bless you today Revising the previous lesson: Hand out the slips of paper to each pupil. Call out each word in random order. The pupils hold up their slips of paper as soon as they hear their word.

Teacher shows a short video about the Human beings and plants and asks: So can you guess what the theme of our lesson is? The theme of our lesson is “ Plants in our life ”. We’ll speak about plants and animals because plants and animals are the part of nature. Teacher introduces lesson objectives to the learners

https://www.youtube.com/watch?v=QVig7_D-VFc

Middle

W) Pre-reading: “ Brainstorming” Have students brainstorm answers to the following questions: Ask each group to record as many plants and animals as possible How do you understand the word “ living things and none-living things”? And what about a human being? What plants do you know?  Do you have any plants at home? What do plants give us? Why are plants important to people?” (They provide vitamins and minerals our bodies need to grow.)

Learners should complete KWL chart about “plants in our life”

What I know	What I want to know

W) 5.S7 1.Work with text . Teacher asks learners to read the text , complete the chart with the main ideas

Plants in our life Without plants, people could not live. The plants have many parts. Some of these plant parts are good to eat.. People eat the fruits, nuts, roots, stems, seeds, or flowers of different plants. We need to breathe the oxygen that plants produce. And we need plants for another, very different reason: we need to see them for their beauty.  Plants provide habitats for animals are the primary habitat for thousands of other organisms. Animals also want to eat plants . Animals live in, on, or under plants. Plants provide shelter and safety for animals. Plants also provide a place for animals to find other food.. As a habitat, plants alter the climate. On a small scale, plants provide shade, help moderate the temperature, and protect animals from the wind.

2. Read the text again and mark the statements right (v) or wrong (x).

1. Without plants , people could live . 2 . Animals , plants and human beings aren’t parts of nature. 3. Plants provide habitats for animals and human beings. 4. Plants help moderate the temperature

Descriptor A learner • reads the text; • completes the chart according to the text. • mark the statements right or wrong

W) UE 15 Explain the grammar

V + INFINITIVE
Most normal verbs use this construction.

I want to go
They decided to stay at home
They need to buy a bigger car

V + -ING

 Verbs of likes and dislikes: like, dislike, hate, detest, love, prefer, enjoy...

    Ken likes reading comics
    I enjoy listening to music                                 
    She hates walking in the rain
    I love singing in the shower

Task Use the pictures to write sentences with infinitives.

Descriptor A learner

• makes up sentences;

• uses verb/verb+ing patterns

Ph. Training

Learners listen to the song about flowers and dance a little.

Evaluate the lesson with the semantic map

G) S6 Task Complete the semantic map 1. Ask children, in their table group , to name as many differences they can think of between plants and animals using   infinitive 2. Ask children to name as many similarities they can think of between plants and animals using

Plants and Animals: Similarities and Differences

Descriptor A learner • completes the chart . • find similarities and differences between plants and animals Learners should complete the KWL chart

“Insert” strategy

pictures

Pictures

The semantic map

End

Reflection

Technique of FA: Oral feedback

Learners make comments about the lesson orally. Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. At the end of the lesson, students reflect on:

- what they learned

- what remained unclear for them

- what they need to continue working on

Leaners should show their mood with Estimate “Firework”

Excellent- Clap your hands up

Good- Clap your hands in front of you

Satisfactory- Clap your hands down

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

While playing game more able Ss can prompt and help weaker Ss.

Stronger Ss can show their speaking skills while working with pictures

KWL chart. Self-assessment: Estimate “Firework”

Technique of FA: Oral feedback

Using physical exercises and active activities.

Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.