Module 5: Creativity

Lesson 2

Theme: Mythical Creatures. J.K. Rowling p.57-58

School: 16

Date:

Teacher name: Sharipova K.M.

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S6 S7 R3

To develop and practise:  vocabulary: animals, mythical creatures and body parts  structure: has got, possessive ’s  integrated skills: listening, speaking, reading, writing

Lesson objectives

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly in production tasks with support

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly in production tasks with support

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly in production tasks with little support

Previous learning

animal body parts / human facial features

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Introduce the topic

(5 min)

S7

What’s in this lesson?

In this lesson, learners will be introduced to the popular song ‘What can it be?’ They will listen to the song, complete comprehension activities, and practise the animals, mythical creatures and body parts mentioned in the song. They will also practise the ‘has got’ and possessive ’s structures as well as sing the song. Finally learners can do some extension work based on the song, inventing, writing and singing about their own mythical creature.

Read the title of the lesson ``Mythical creatures`` and ask Ss to suggest what they think it means.

1. To present some mythical creatures

• Draw Ss’ attention to the pictures of different mythical creatures and ask various Ss to read out the name of the creature each one shows. Play the recording. Ss listen and repeat chorally or individually.

• Elicit the L1 equivalents from Ss around the class.

PPT

CD

Main Activities

S7

S6

R3

R3

2. Pre-listening activity

Introduce the topic of animals and body parts. Review the animals that are featured in the song (bull, horse, rhino, lion, eagle, fish, and man and woman) and elicit the body parts (head, body, horn, wings, tail) using mime or flashcards. Describe some mythical creatures.

Ask learners what do mythical creatures look like.

Example:

A unicorn looks like a horse. It has got a horn, a thick mane and a long tail.

A cyclops looks like a giant. It has got a single eye.

A dragon looks like a huge snake.

3. While- listening activity

3. Tell learners they are going to watch and listen to a song about lots of different mythical creatures. Play the song. Learners complete part 1 of the activity sheet: listen to the song and put the pictures in order.

Play the song again and check answers. Pause the song after each verse and elicit or say the animals, learners repeat. Learners then complete part 2 of the activity sheet: complete the missing words. Check answers as a class.

Flashcards with animals` body parts

Listening to the song ``What can it be? ``

https://learnenglishkids.britishcouncil.org/songs/what-can-it-be

4. Focus on vocabulary

After singing, go through the mythical creatures flashcards (the first five) and ask learners to remember the names of the mythical creatures.

Play a quick flashcard game: hide a flashcard behind a blank card. Move the flashcard up slowly, revealing the picture bit by bit. Learners put their hands up and guess what creature it is.

5. Focus on structure (5 mins)

Demonstrate the next activity. Give one of the flashcards to a group of learners. Ask them ‘Has it got a …?’, e.g. ‘Has it got a bull’s head?’ or ‘Has it got a lion’s body?’ and elicit yes or no from them. Keep asking questions until you can identify the creature and ask ‘Is it a …?’, e.g. ‘Is it a unicorn?’ and the learners confirm. Repeat with the rest of the groups of learners in the class.

6. After- listening activity

Written personalised production of the language.

personalised production of the language (15 mins)

 Ask learners to remember which animal parts were in the song, i.e. a bull’s head, an eagle’s wings, etc. Now brainstorm more on the board, e.g. a monkey’s tail, a rabbit’s body, a giraffe’s legs, a snail’s shell, using the animal body parts flashcards if necessary. Choose two of the ideas, and combine them together, e.g. a rabbit’s body and a snail’s shell. Ask learners to think of a name for it – be creative!

 Now tell learners they are going to invent their own mythical creature and give them a few minutes to think. Then learners complete part 3 of the activity sheet: draw a picture of their mythical creature, think of a name, write about it, and then complete the song lyrics.

 Get some class feedback on the learners’ creatures. Choose a couple of examples and quickly write up on the board the corresponding song verse. You might like to prepare the framework of the verse on the board in advance, as in part 3 of the activity sheet.

Flashcards

Flashcards

Ending the lesson

Learners could also invent another mythical creature, or find out about a different mythical creature to tell the class next time.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback on board

cross-curricular links: Literature [mythical creatures]

challenge more able learners through probing and hypothetical questioning in eliciting views