LESSON: Module 2 Lesson 2

Magnificent eagles

School:

Date:

Teacher’s name:

CLASS:

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Learning objectives that this lesson is contributing to

11.1.3 - respect differing points of view

11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding

11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics

11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.3.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics

11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems

Cross - curricular links

Biology

ICT skills

Using videos& pictures, working with URLs

Previous learning

The Animal World

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Warming-up

Team work

10 min.

Organization moment :

1.Greeting.

T give them different shapes and ask them to divide into 3groups.

I-circle

II -square

III–triangle

In differentiation part t «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with shapes

25 min

Ex. 1 p. 22 a) To introduce the topic

• Direct Ss’ attention to the picture and ask them to guess the type of bird. • Then elicit what the students know (if anything) about this bird.

Suggested Answer Key

The bird is a golden eagle. Golden eagles are birds of prey.

Ex. 1 p. 22 b) To describe an animal using key vocabulary

• Refer Ss to the Word List at the back of their books or their dictionaries and give them time to look up the meanings of the words/phrases given. • Ask Ss to point to the relevant parts of the body of the eagle in the picture and say the words in the list which describe each body part. • Then ask various Ss around the class to describe the eagle in the picture using the key vocabulary.

Suggested Answer Key

Golden eagles have dark brown plumage with white markings on the underside of their wings.They have a hooked beak, large eyes and sharp talons.They have golden feathers on their heads and necks; they also have feathers on their legs. Golden eagles have an enormous wingspan.

Answer Key

hooked (adj): curved or bent, like a hook beak (n): the hard, outer mouth of a bird plumage (n): the feathers of a bird feather (n): the cover of a bird’s skin marking (n): a pattern or collection of marks that form a distinguishing feature underside (n): the side of something that is lower or underneath wingspan (n): the distance between the tips of a bird’s wings talon (n): a bird’s claw

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ex. 2 p. 22 To read for gist

• Read out the Study Skills box. • Ask Ss to read the text quickly and then elicit what the main idea in each paragraph is.

Answer Key

Para A: Golden eagles are symbols of freedom and power for many people around the world.

Para B: What golden eagles look like.

Para C: Where golden eagles live and their mating habits.

Para D: The diet of golden eagles, their hunting skills and their amazing eyesight.

Para E:Golden eagles are endangered but conservation groups are trying to help them.

Ex. 3 p. 22 To read for specific information

• Ask Ss to read the questions (1-5) and the possible answers and give them time to read the text again and choose the correct answers. • Check Ss’ answers around the class and ask Ss to justify their answers with examples from the text.

Answer Key

1 B (para A:“symbols of freedom, power and courage”)

2 D (para B:“white markings on the underside of their wings”)

3 A (para B:“They snatch their prey up in their sharp talons”)

4 D (para C:“Golden eagles often mate for life”)

5 A (para D:“they see far better than humans … a million cones in each square millimetre of their retinas”)

6 B (para E:“breeding golden eagles and releasing them into the wild”) • Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

prey (n):an animal that is hunted and eaten by another animal full-grown (adj): adult mate (v): to produce offspring hatch (v): to break out of an egg rodent (n): a small mammal with sharp front teeth, such as a mouse or rat carnivore (n): a meat-eating animal soar (v): to fly upwards air current (phr): a body of moving air caused by a change in temperature or pressure detect (v): to notice or discover differentiate (v): to tell the difference between something retina (n): the part of the eye that receives light breed (v):to keep animals in a controlled environment in order to reproduce them

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ex. 4 p. 23 To answer comprehension questions

• Play the recording and ask Ss to follow the text in their books. • Give Ss time to answer the questions. Remind them not to copy information from the text but use their own words.

Check Ss’ answers around the class.

Suggested Answer Key

1 Golden eagles usually live in open areas such as mountains, deserts or grasslands.

2 After they hatch,golden eagle chicks learn how to fly. This might take around 60 to 70 days. After about 100 days, they don’t need their parents anymore and they leave the nest.

3 The work of the Sunkar Reserve is important because they are helping to maintain the population of golden eagles in the wild. Without their help, the number of wild eagles could drop drastically because of threats such as hunting.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ending the lesson

Reflection

Individual work:

10 min.

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.