Animals
Lesson plan
Short term plan
Short term plan
| Unit of a long term plan: Fantasy World! | School: 148 | ||||||||||||||||||
| Date: 26. 02. 2020 y | Teacher: Abduzhalilova Rakhila | ||||||||||||||||||
| CLASS: 5 | Number present: 10 | absent: | |||||||||||||||||
| Lesson title | Animals | ||||||||||||||||||
| Learning objectives(s) | 5. C8 develop intercultural awareness through reading and discussion 5. L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5. S5 keep interaction going in basic exchanges on a growing range of general and curricular topics 5. S7use appropriate subject - specific vocabulary and syntax to talk about a limited range of general topics 5. W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5. UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Lesson objectives | All learners will be able to understand the meaning of a story about animals Most learners will be able to speak about animals and make suggestions Some learners will be able to write an essay stating a problem and offering solutions | ||||||||||||||||||
| Assessment criteria | Recognize the meaning of a story with some support Convey fantasy ideas including emotions and senses | ||||||||||||||||||
| Level of thinking | Knowledge Understanding Application | ||||||||||||||||||
| Values links | Lifelong learning, respect, cooperation, transparency | ||||||||||||||||||
| Cross - curricular links | Biology, Geography | ||||||||||||||||||
| Previous learning | Reading for pleasure. | ||||||||||||||||||
| Plan | |||||||||||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||||||||||||
| Start 5 min | Organization moment. Greeting. Teacher greets the learners and ask what the day and the date is, and ask about their mood at the beginning of the lesson. Checking up the homework. Method. “10 questions”. Teacher sticks the sticker on the forehead of a learner with the word of they have learned previous lessons, the rest learners of a group ask various questions such as procedural, probing, convergent and display to a learner. A learner should guess what is on her/his forehead. Dividing the class into groups with the pictures of wild and domestic animals | Pictures of wild and domestic animals | |||||||||||||||||
| Middle 5min 7 min 3 min 10 min 5 min | Activity 1. Pre - listening. Method “Brainstorming” Individual work. In a minute write as many animals as you can think of. Compare with your partner. Activity 2. Listening. Pair work. Looking at the film poster pupils should listen and repeat what are these animals are in the native language.
Activity 4. Group work. Solving the crosswords. “Who is quicker?” Activity 5. Group work. Make a cluster. 1st group “Domestic animals” Group 2: “Wild animals” .
To write 5 min. essay about their favorite animal
| Excel for Kazakhstan 5 Grade Student s book Page 85 Wb. ex. 1. p. 50 Cluster | |||||||||||||||||
| End 5 min | Assessment: Teacher assesses learners with traffic light (green light)- excellent п()()() (yellow light)- good (red light)- satisfactory Feedback “INSERT” V - I know….. -- - …. is not clear to me + - …. is new information to me ? – I was surprised at …. | ||||||||||||||||||
| 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 | |||||||||||||||||
| Differentiationcan be achieved through the selection of activities, identification of learning out comes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners (Theory of Multiple Intelligences by Gardner) All learners will understand specific information related to the target, pronounce and name some words, according to the topic. Challenge more able learners: - according to the video learners guess the theme of the lesson; answer to the questions; make own stories. make up sentences using those words. write a letter according to the style of letter Less able learners will just write two sentences on the theme animal protection letter | I will assess the learners works by praise orally and will give pictures for active pupils. I assesse learners achievements with formative assessment by gests and by traffic lights, smiles, twa stars and one wish In order to motivate learners after each their answers and Feedback through Traffic light red - difficulties during the lesson, yellow – what do you like during the lesson green – your best answer I will assess learners by giving oral feedback and explain why they have taken such kind of assessment. | Health saving technologies. To pay attentions to learners safety during the doing activates, be careful in moving to places, in dividing to groups | |||||||||||||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why | |||||||||||||||||||
| Сабақтың толық нұсқасын жүктеу | |||||||||||||||||||
| Summary evaluation What two things went really well (consider both teaching and learning)? 1 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class that will inform my next lesson? | |||||||||||||||||||
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