Wild animals.

Long-term plan unit: 3 OUR COUNTRYSIDE

School: Tasotkel secondary school

Lesson 1

Date: 05.11.18

Teacher’s name: Baktiyarova A.E

CLASS: 6

Number present:

absent:

Theme of the lesson: Wild animals.

Learning objective (s) that this lesson is contributing to

6.3.1.1- provide basic information about the topic at discourse level;

6.3.2.1- ask simple questions to get information on a limited range of familiar general and curricular topics;

6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics.

Lesson objectives

All learners will be able to:

Most learners will be able to:

• use and understand vocabulary for wild animals.

• describe a wild animal.

Some learners will be able to:

Success criteria

Demonstrate respect to people’s opinions using lexical units of topic vocabulary;

Form opinion and give constructive answers to feedback;

Identify facts and details in extended talks with little support.

Value links

Kazakh patriotism and civil responsibility

Cross curricular links

Kazakh, Russian

ICT skills

Previous learning

Reading: A Kazakh Hero

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Be curious

• Books closed. Elicit or introduce words to describe what it’s like

to live in the countryside.

• Ask students to open their books at page 30.

• Elicit sentences to describe the photo, e.g. There is a house on the edge of a cliff. It looks dangerous and far away from other people. Ask students if they know of any houses like this in their country.

• Give students a couple of minutes to answer the three questions.

• Students can then compare their answers in pairs before you check answers with the class.

• Tell students that the theme of Unit 3 is the countryside.

Suggested answers

• I think an elderly couple live in this house.

• I think that they live there because it’s their family home.

Their parents and grandparents lived there, too. And their children probably moved to a big city.

• The view from this house is great, but I wouldn’t like to live there. I like living in a flat. It’s near my school and a park.

Warm up

• Books closed. Put students into small groups.

• Give students a minute to make a list of animals. Items could include farm as well as wild animals.

• Make this competitive by telling students that the group that comes up with the most words wins.

Practice

• Ex1 Ask students to open their books at page 31.

• Use the pictures to revise the names of animals before students do the matching exercise. Students could also check how many of the words they mentioned in the warmup are shown in the pictures.

• Put students into pairs to do the matching exercise.

• Weaker students can look up the meanings of the words in a dictionary.

• Play the recording tr1.19 for students to listen, check their answers

and repeat the phrases.

• Ex2 Read out the items.

• Put students into pairs to find the animals from Exercise 1.

• Check answers.

• You could extend this by putting students into small groups and asking them to write three sentences similar to those in Exercise 2. You could then give those sentences to different groups to try and find the animals.

Answers

• Ex1 a mouse b duck c seal d rabbit e camel f bear g deer

h snow leopard i insect j wolf

k gazelle l snake

• Ex2 1 duck, seal 2 rabbit, camel, deer, gazelle 3 insect

4 mouse 5 bear, snow leopard, wolf, snake

Game Play Pictionary with the vocabulary for wild animals.

See Games bank on pages 28–29.

• Ex3 Ask students to describe the wild animals shown in Exercise 2. Elicit the words and phrases that students might need to use for this task and write them on the board, e.g. an animal with, it has/they have, lives in/on, etc.

• Give students time to make notes about the animal.

• Ex4 Put students into pairs to ask and answer questions.

• Students ask and answer questions to guess each other’s animals.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 124 and do the exercises for Wild animals.

Optional activity

• Put students into pairs or small groups.

• Ask students to look for images of other wild animals that you can find in Kazakhstan online.

• Students say what they think of the animals and then pick their favourites, which they can then share with the class.

Optional activity

• Put students into small groups.

• Ask students to draw a wild animal.

• Students describe their wild animal to their partner, who then has to draw an animal from the description.

• Students present their drawings for the class to decide which is their favourite.

Homework

Exercises 1, 2, 3 and 4 on page 23 of the Workbook

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 ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?