Term2

Unit 3. Our countryside.

School: №20

Date:

Teacher’sname: Karmenova D.S.

Grade 6 _

Number present:

absent:

Theme of the lesson

Animals in the coutryside

Learning objectives(s) that this lesson is contributing to

Give an opinion at sentence level on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

• understand with limited support the main points of extended talk on animals;

• discuss on some functions and uses of animals;

Most learners will be able to:

• use most topical vocabulary while speaking about animals;

• discuss on some functions and uses of animals;

• give an opinion at sentence level on the topic with little or no teacher’s support;

Some learners will be able to:

• use less-frequent topical vocabulary when speaking on animals;

• discuss on functions and uses of animals;

Assessment criteria

Learners have met learning objective if they can tell about animals to express their opinion and use their background knowledge

Value links

Respect to narure and living things while pair discussion.

Crosscurricular links

Nature. Biology.

Use of ICT

Projector or Active board for showing a presentation, playing the audio file

Previous learning

Learners have already studied the words for the topic animals this term, so they know vocabulary.

Planned timings

Planned activities

Resources

Beginning

Min. 5

Middle

Min. 8

End

5 minutes

Organization moment:

Teacher: Good afternoon! I’m really glad to see you. Please sit down. Let’s start our lesson.

Who's absent today? Look at the interactive board and say what we are going to talk about?

We are going to revise the theme animals.

The aims of the lesson:

• revise vocabulary on the theme animals

• revise modal verbs should and shouldn’t

Phonetic drill

T –First of all, I’d like you to revise some sounds and how we pronounce them. Repeat after me

{æ}- animal, camel, habit, cat

{ai} - rhino, wild, kind, right

{ɜː}- world, bird, work, word

{ei}- save, brave, cage, endangered

{o}- dog, frog, join, protect

Well done. Thank you.

Group work

Now we will work in groups. We have 3 groups. They are: snow leopard, golden eagle, strong bear.

Let’s remember what types of animals there are.

Animals can live not far from the people. We call them «Domestic animals»

Animals can live in the forest. We call them «Wild animals».

Also there are endangered animals.

Now we will work in groups. The first group will write domestic animals, the second group wild animals and the third group will write endangered animals.

Describe animals

1. size, shape and colour

2. where they live

3. what they eat

4. any other important fact

Now let’s revise modal verbs should and shouldn’t.

When we use these words?

And now, we’ll do the next task which is called «The Code of Rules». We’ll try to define what we should do and what we shouldn’t do with animals.

Cards: to be friendly with animals; to feel responsible for animals; to fight for endangered animals; to save animals from the death; feed animals and birds; help animals; frighten animals; save animals; take care of animals

• Now, dear boys and girls. Let’s do the breaking storm exercise. I have the riddles for you. Try to guess.

1. This animal is very big. It is grey and sometimes white. It likes to eat leaves and grass. It has a very long nose. It lives in India and Africa. (elephant)

2. This animal can run, but can’t fly. It is very clever and friendly. It lives at home or in the street. It’s a man’s friend. (dog)

3. This animal isn’t big. It lives in the river or near the water. It can jump and swim, but it can’t run. It is green. (frog)

4. It can run, jump and walk. It is grey. It lives in the house. It is very small. It likes bread and cheese. (mouse)

5. This animal can be black, grey and white. It lives in the house. It can catch a grey mouse. It likes fish, meat and milk. It can run and jump. (cat)

6. It is brave and strong. It lives in the forest. It likes honey. (bear)

Reading

Work with vocabulary

species – түр, тұқым

reserve - қорық

endangered – қауіп төнген

protect – қорғау

permission -рұқсат

attraction - тартымдылық

sand dunes – құм төбелер

Look through the text. What about the text?

Do the exercise 1 page 41, match the numbers with the words.

Reflection

Learners provide feedback on what they have learned at the lesson. They stick stickers on the board.

Homework: Learn new words.

So you worked very active today. Thank you. The lesson is over. Goodbye!

Cards

PPP

Student’s book

Stickers

End

1min

Feedback: Teacher asks learners what task was difficult to them and which pair worked well.

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?

Critical thinking

• Provide support to less able learners while they have pair discussion.

• While matching cards with types of natural disasters, less able learners are given translations, more able – definitions in English.

• While listening, more able learners will answer the questions and complete the table; less able learners will be given options to complete the table.

• Speaking is assessed while observing pair discussion, common mistakes could be highlighted after the activity;

• Listening is assessed according to the marking scheme: 8 out of 10 answers should be correct;

• Home work will be assessed next lesson according to the criteria;

Learners work in groups or pairs, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect values as suggested in the Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G7 English.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: learners like the topic of the class;

2: learners achieved lesson objectives;

What two things would have improved the lesson (consider both teaching and learning)?

1: more vocabulary activities;

2: videos about Kazakhstan natural disasters in English;

What have I learned from the lesson about this class or individuals that will inform my next lesson?

Learners need more time for speaking practice.