Ағылшын тілі. 5-сынып. Unit 2 Living things. Animals.
|LESSON: Unit 2 Living things. Animals.||School: “Sert”|
Teacher: Zakirbayeva Aisha
|CLASS: 5||Number present: 8||absent:0|
|Learning objectives(s) that this lesson is contributing to||5.L3 understand an increasing range of unsupported basic questions on general and curricular topics|
5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.W8 spell most high-frequency words accurately for a limited range of general topics ( ex.1p.48)
5.UE1 use appropriate degree of comparison describing animals on a limited range of familiar general and curricular topics ( ex 3 — 6 p.48)
|Lesson objectives||All learners will be able to:|
|· name the animals they know|
· learn at least 3 new words from animal related vocabulary
· read and understand main facts about animals
|Most learners will be able to:|
|· tell about the animal they read about|
|Some learners will be able to:|
|· understand most of the language in text about animals|
· use present simple forms accurately in speaking
|Language objectives||Use simple present simple tense, new vocabulary|
|Value links||Value of environment|
|Cross curricular links||biology|
|ICT skills||Projector or Smart board for presenting a video|
|Previous learning||Not necessary|
Teacher shows a picture on PPT and asks learners: Which word can you spell? (slide 1) Learners should spell the word correctly, then teacher can introduce the topic of the lesson.
Teacher asks learners: What can you see on the picture? (slide 2) Teacher checks their knowledge of how they know the names of some animals.
Then teacher lets the learners know the LO of the lesson. (slide 3)
Teacher starts a word snake on the board using animals, to continue the snake learners have to use the last letter of the following word. (open class activity)
· Learners are divided into small groups and asked to brainstorm and write any animals they know in 2 min and then learners name the animals they have written.
· Teacher distributes the handout with animal flashcards and asks learners to match words to the pictures in pairs. (Differentiation by support, more able learners with learners who need support). Learners should swap their works with other groups and check each other’s matching worksheets with a teacher’s support. Teacher checks answers as an open-class activity. Teacher focuses on pronunciation and spelling the words correctly. (Peer based assessment)
|· Teacher divides learners work groups, e.g. kangaroo (student A), tigers (student B), lions (student C)|
· Teacher introduces the text about animals, for Kangaroo’s group teacher gives the text about Kangaroo, for Tiger’s group, text about Tiger, and for Lion’s text about Lions. Leaners will read in groups, and underline the unfamiliar words and ask each other or teacher can help them. After that, learners should exchange their text with other groups, so learners will read the facts about these three types of animals.
Hot Chair activity.
Teacher takes an empty 3 chairs – one for each team- and puts them in front of the class, facing the team members. Teacher explains to the learners that these chairs are the hot chairs. Then get one member from each team to come up and sit in that chair, so they are facing their teammates, learners should ask questions about animals the learners who sit on the chair. The first hot chair learner to answer the question and wins a point for their team. Teacher monitors, takes notes and assesses learner’s answers. (Teacher based assessment)
To support learners teacher can provide a list of questions on the board as an example:
1. Where do kangaroos live?
2. What do they eat?
3. How big are they?
4. How many babies do they have?
|· Learners complete an evaluation of what they did during the lesson by circling one word in each statement:|
I can understand: all / most of / some of the text in the website. .
I can tell about an animal very well/ well/not bad