Unit 2. Living things. Human Beings 2.
| Unit: 2.Living things
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School: 79 | ||||
| Date:
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Teacher name: Koishygulova Laura. | ||||
| Grade: 5 | Number present | Absent: — | |||
| Theme of the lesson: Human Beings 2 | |||||
| Learning objectives (s) that this lesson is contributing to
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L6 deduce meaning from context in short supported talk on an increasing range of general and curricular topics.
S6 communicate meaning clearly at sentence level during pair, group and whole class exchanges. R9 recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics. W3 write with support factual descriptions at text level which describe animals, places and objects U.E3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics. |
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| Lesson objectives | All learners will be able to:
write with support factual descriptions at text level which describe animals, places and objects with support get information about a limited range of the topic ‘The lion and the mouse’ with support use adjectives to describe things Most learners will be able to: recognize the difference between fact and opinion write with support factual descriptions at text level which describe animals, places and objects with some support understand unexpected comments about a limited range of the topic ‘The lion and the mouse’ with some support Some learners will be able to: spell most familiar high – frequency words accurately when writing independently understand specific information and detail in short, simple texts on theme ‘The lion and the mouse’ without support write with support factual descriptions at text level which describe animals, places and objects without support |
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| Assessment criteria
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— apply the rule for adjectives;
— describe specific information and detail in short simple text on given theme; -write with support factual descriptions at text level which describe animals, places and objects; -make a response on an increasing range of the topic ‘The lion and the mouse’ |
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| Value links | Secular society with high spirituality | ||||
| Cross curricular links | Biology and Geography | ||||
| ICT skills | Slide: pictures of animals, videos | ||||
| Previous learning | Animals | ||||
| Plan | |||||
| Time | Planned activities | Resources | |||
| Beginning
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1.Greeting: Teacher greets learners. Learners respond to greeting
2. Psychological atmosphere Phonetic drill You can go to Africa Teacher shows photo of animal on the screen and asks students to make the animals’ voices 3. Dividing into subgroups: Teacher divides learners into subgroups using pieces of animals’ pictures 1) Domestic animals 2) Wild animals 3) Pets 4. Checking up the home task talk about favorite cartoon 5. Teacher stops the moment from a definite cartoon and students guess what animals are there in the cartoon |
Pictures
Pieces of animals’ pictures
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| Middle
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6. ‘YES or NO?’
Students use green and red cards to answer the given questions. Green cards for positive answers and red ones for negative answers. Pre-reading task. Watching a video 7. Formative assessment task Read the text The lion and the mouse A lion is sleeping in his den. A mouse runs into the lion’s den, jumps on his head and sits on his nose. The lion is angry. He takes the mouse in his strong paw. “What are you doing, silly mouse?”, roars the lion. “I will eat you”. The mouse is crying. “Please, don’t eat me. Perhaps one day I can help you”. The lion laughs when he hears it. How is a little mouse going to help the King of Beasts? However he lets the mouse go. Some days later the mouse is looking for food in the forest. Suddenly she sees the lion in a big net. The mouse begins to chew the net. She is making big holes in it. And the lion jumps out from the net. He is free. “There”, says the mouse. “You see how a little mouse can help a lion”. Choose the correct answer. 1.In his den the lion …………. a)is jumping b) is sleeping c) is eating 2.The lion is going …………. a)to kill the mouse b) to eat the mouse c) to play with the mouse 3.The mouse ………. a)is laughing b) is running away c) is crying 4.When the mouse sees the lion in the net she ……. a)is running away b) is laughing c) is chewing the net Read the sentences and write T for True or F for False sentences 1. The lion and the mouse are good friends. ___ 2. The lion kills the mouse. ___ 3. The lion is sleeping in the den. ___ 4. The mouse helps the lion. ___ 5. The lion is free. ___ Descriptor A learner • reads the text; • answers the multiple choice questions; • identifies true and false statements and writes True or False next to the sentences. 8. ‘DOMINO’ Vocabulary work Students revise the new words by playing ‘DOMINO’ 9. Describing animals. At first teacher gives definitions for a kind of animal then after the students answer she gives pictures of animals to each group to describe. 10. ‘Who is it?’ Students should show the hiding animal to the group by using ‘Shadow’, ‘Crocodile’ and ‘Slowly slowly’ methods. |
Cards
Worksheets |
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| End
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11.‘Walking dictation’ There will be one writer in each group. And other students of the group will transform the text to their writers orally.
Animals There are two types of animals. We know wild animals. They are those that live in the woods, jungles and in the fields. They are: foxes, tigers, wolves, elephants, hares and so on. And there are animals that live near the people. They are called domestic animals. And some of them even help people. Horses, bulls, dogs help people a lot. Domestic animals are cows, cats, sheep and so on. Many years ago when there were no cars and trucks people used horses and bulls working in the fields. Dogs are our great friends but they also guard our houses and they are used in the army and by the police. Cats catch mice and rats. As for other domestic animals they are also very useful. Hens, ducks, geese, turkeys give meat and eggs. Cows and goats give milk. Descriptors —Read and transform the text orally — Write by dictation 12.Home task. To make an illustrative dialogue about animals 13. Feedback.Students write their opinions on stickers and stick them on the board. |
Brainteasers Stickers
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| 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 |
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| Most support:
-they will repeat the new words and they can learn words by repeating -I’ll give them cards which have translation of the words in the text Challenge: More able learners: — if they can’t know the name of the picture I’ll tell them the first letter of the word Teacher gives different activities for each subgroup. |
1. After each activity teacher will assess in oral form (excellent, good, very clever boy or girl, good job ) and will give stars for the group works
2. According to their mood after the lesson students will stick stickers to the smiles that handing on the board 3. Emotions
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Safety health technology
CD disk Health activities |
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| Reflection
Were the lesson objectives/learning objectives realistic? Did the learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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The lesson objectives were realistic
All students achieved the LO
My planned differentiation worked well
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| Summary evaluation
What two things went really well (consider both teaching and learning)? 1: Walking dictation 2: Collaborative work What two things would have improved the lesson (consider both teaching and learning)? 1: Asking questions 2: What have I learned from this lesson about the class or achievements/ difficulties of individuals that will inform my next lesson? I realized that some students aren’t good at working in a group. They couldn’t express their minds |
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