Writing skill. Persuasive style method
Pre-writing activity. Support your learners with vocabulary to write a letter in the group. The question they need to discuss and write within the group is: “We are schoolchildren who must take care of our nature. What should we do?”
The following useful expressions and words are:
“to take care of, to plan, throw away litter, trash bin, to warn others, ride a bike, go for a walk, clean the area where I live, to invite other friends to protect our environment”.
As a teacher with less able students try to teach them to use those new phrases in the sentences and assist with mistakes. More and most able students may start writing at once
| Descriptor | ||
| 1 | His task achievement and linking devices are logically connected | |
| 2 | He uses at least 5 given model words into his persuasive writing | |
Concluding the lesson
Assessment
Self-assessment chart
Three things I’ve learnt.
Giving the hometaskTo read the text “Saving the planet” They will work on new words and retell to the whole class.
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
Less able learners will just write two sentences on nature protection letter Most able students will be able to
make up sentences using those words.
write a letter according to the style of letter
More able students will be able to
understand the meaning of the nature and climate vocabulary and learn the usage them in sentences
peer and individual assessment were used using special assessment descriptor.
Health saving technologies.
Using physical exercises and active activities.
When they were working in a group, they were controlled attentively how they sat, what they were talking about and so on. Physical exercise was offered after 20 minutes. They were warned to be careful to use electronic tools during the lesson.
Summary evaluation
What two things went really well (consider both teaching and learning)?
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1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
Short- term plan
| Unit of a long term plan Unit 1: Home and away | School: | |||||||||
| Date: | Teacher name: | |||||||||
| CLASS: 5th | Number present: | absent: | ||||||||
| Lesson title Weather and climate 1 |
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| S2. Ask simple questions about a limited range of general topics. W1. Plan, write and check sentences with support on a range of basic personal, general and some curricular topics . 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. R1. Understand the main points in a limited range of short simple texts on general and curricular topics. L1. Understand a sequence of supported classroom instructions | |||||||||
| Lesson objectives | All learners: - Learners use a wide range of comparative and superlative adjectives. Most learners: - Read and understand the context and find mistakes. -Express opinions, describe pictures and compare objects using a good lexical and grammatical accuracy. Some learners: -Ask and answer general and complex questions. Write short topic. | |||||||||
| Assessment criteria | 1 Learners recognize the instructions of grammar on higher degree of accuracy. 2 Learners create and apply the rule and use a good lexical range of comparison and superiority 3 Plan, write and speak on the topic 4 Reading and asking about different characteristics of the specific context. | |||||||||
| Level of thinking skills | Knowledge, Understanding, Application, | |||||||||
| Values links | To train the learners to love, appreciate our Motherland and to be positive in any kind of weather | |||||||||
| Cross-curricular links | Kazakh, Geography | |||||||||
| Previous learning | The learners already know adjectives concerning the topic The learners should know how to compare things, describe pictures and make short topics The learners apply a good grammatical accuracy and express own ideas, describe pictures, compare things
How can I activate the existing knowledge? - Practicing and applying the rules and also the learners’ general knowledge | |||||||||
| Plan | ||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | ||||||||
| Start |
1. The organization moment Greeting Talking about the weather. 2. Discover the theme (The learners listen to some nature sounds find out the topic which we are going to talk)
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| Middle | R1. L1. Active vocabulary Listen and read Cold warm Hot changeable Snowy humid Cloudy dry Rainy foggy Stormy 1. UE3. Grammar: Inductive approach - What do you think about the picture? - What is it like? - What about the weather? London is …. Moscow is …. Astana is … Warm- warmer – the warmest 2. What about adjectives with 2 or more syllables? How do you think? Beautiful- more beautiful - ? 3. UE3. Find out (create) the rule A) Comparative degree Adj+ Adj+ B) Superlative degree + adj + Adj Descriptor: The learners should think and create the rule according to the previous examples 1. UE3. Work with cards. Match the pictures with the cards Big – bigger – the biggest Expensive – more expensive – ? Descriptor: 1.Apply the rule and match the pictures with the correct adjectives. 2. Compare the objects 6. Pre- reading task - What’s the weather like in Almaty? - Is the weather changeable in Almaty? - Have you ever been there? R1. S2. 7. Read about Asel and find 4 mistakes in the text. Hello. My name is Asel and I live in Almaty. It’s a beautiful city. It’s spring here now and it’s the rainy season capital. It’s rainy all day and the weather is warm today. It’s very hot and humid ice-cream in the summer and it’s very cold in winter. I like spring, cloudy it’s my favorite season because the blossom on the trees is very beautiful. I don’t like city autumn as it is very windy and the weather is very changeable in autumn.
Descriptor: 1. Read and find out 4 mistakes in the text 2. Answer the questions: - What’s Asel’s favourite season? -Why does she like it? - What’s the weather like in summer in Almaty? - Why Asel doesn’t like autumn? W1. 3.Complete the sentences about yourself My favorite season is…. The weather is …. I usually go ….
End. Answer the questions. Concept questions -Is the weather cold and snowy in winter? - What’s the weather like in spring? - How do we form adjectives in the comparative degree? - What’s the comparison of “hot”? - How do we form adjectives with 2 or more syllables? - What’s the superiority of “changeable”?
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| End | Feedback. In what stage are you?
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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 | ||||||||
| 1.Read the text and underline adjectives 2. Form comparative and superlative forms of adjectives 3. Read and find out 4 mistakes in the text 4. Answer the questions: - What’s Asel’s favourite season? -Why does she like it? - What’s the weather like in summer in Almaty? - Why Asel doesn’t like autumn? 5.Complete the sentences about yourself My favorite season is…. The weather is …. I usually go ….
| Use this section to record the techniques that you will use to assess what the learners have learned during the lesson. | Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.
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| Reflection
Were the lesson objectives/learning objectives realistic? Did all the learners achieve thelesson 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?
| Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | |||||||||
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| 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)
What have I learned from this lesson about the class orindividuals that will inform my next lesson?
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| Unit of a long term plan Unit 1: Home and away | School: | |||||||||||||||||||||
| Date: | Teacher name: | |||||||||||||||||||||
| CLASS: 5th | Number present: | absent: | ||||||||||||||||||||
| Lesson title Weather and climate 2 | ||||||||||||||||||||||
| Learning objectives | 5.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.S2 ask simple questions to get information about a limited range of general topics | |||||||||||||||||||||
| Lesson objectives | All learners will be able to read the text, learn new words, make a simple sentences according to the theme, Most learners will be able to make a dialogue according to the theme with correct pronunciation. Some learners will be able to compeer our climate with other countries and answer the questions. | |||||||||||||||||||||
| Assessment criteria | 1 to develop the learners’ correct pronunciation of active vocabulary 2 listen and discuss of a given topic and questions 3 to develop the learners’ reading skills with the support of a dialogue 4 differentiate among weather, season and climate according to the pictures; 5 planning, crafting “Handprint Sun”and speaking on the given topic | |||||||||||||||||||||
| Level of thinking skills | Knowledge, Understanding, Application, | |||||||||||||||||||||
| Values links | Lesson is aimed to bring up pupils of such qualities as patriotism, consciousness, national spirit, social activity, who will protect our country and nature. | |||||||||||||||||||||
| Cross-curricular links | Giving theme has cross curricular links with geography | |||||||||||||||||||||
| Previous learning | Learners have an information about the weather The features of the weather in every season. New vocabulary according to the previous lesson | |||||||||||||||||||||
| Plan | ||||||||||||||||||||||
| Planned timings | Resources | |||||||||||||||||||||
| Start 5min 3 min 10min | Organizational moment Good morning pupils! How are you today? Are you ready for the lesson? Who is on duty to today? Warm up “Listen and remember ” To learners will be given 8 simple words twice. Lion, baby, sweet, balloon, friend, umbrella, house, bike
L6. New vocabulary Forecast – ауарайы Lovely - сүйкімді Outing – шығу, қыдыру Bright – ашық Absolutely – мүлде, өте тамаша Rainbows – кемпірқосақ L7, R2. Task №1 Listen and read the dialogue in pair, underline adjectives from the dialogue and answer the questions
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ICT, pictures, audio-player | ||||||||||||||||||||
| middle 5min 10min 7min | S2. Task №2 Answer the following questions 3 1 Who are the names of these two friends? 2 What about they are talking? 4 What says the weather forecast for tomorrow? 5 What is the weather like today? Descriptor A learner: listen attentively the dialogue Read in pair and translate Underline adjectives Answer the questions R6. Task №3 Group work. Differentiate among weather, season and climate according to the pictures, describing; Rain, stormy, hot, shining, wind, freeze, umbrella, coat...etc Descriptor A learner: read words from the picture Stick by differentiating with group Describe their works Play a game “Freeze in a circle” when teacher will say freeze pupils will stop walking and freeze by showing a nature phenomenon. |
Posters, markers | ||||||||||||||||||||
| End 5min | W1. Task №4 Planning, crafting and speaking on the “Hand print Sun” and write about: - what they learned about weather and climate - what remained unclear for them - what they need to continue working on Home task: write comparative and superlative forms of underlined adjectives from the dialogue |
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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 | ||||||||||||||||||||
| I have used following tasks as - Working with a dialogue, in this task learners will work with 4 skills individually such as- listening, reading, writing and speaking. All learners will read and make simple sentences to the giving dialogue. Most learners will translate, underline adjectives and answer the questions. Some learners will compeer our climate with England and make a dialogue
| I will assess the learners works by praise orally and will give little sunshine- for active pupils Little clouds - for good participators Rainy clouds- for satisfied pupils | To pay attentions to learners safety during the doing activates, be careful in using scissors’ in moving to places, in dividing to groups. | ||||||||||||||||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve thelesson 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? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | |||||||||||||||||||||
| 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 orindividuals that will inform my next lesson? | ||||||||||||||||||||||
| Unit2: Living things | School: | ||||
| Date: | Teacher name: | ||||
| Class:5 | Number present: | Absent: | |||
| Theme: Plant 1 | Finding out about plants through pictures and a chant and writing about plants. | ||||
| Learning objective | 5L3 Understand an increasing range of unsupported basic questionson general and curricular topics. 5C4 Evaluate and respond constructively to feedback from others. 5S7 Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topics. 5R1 Understand the main points in a limited range of short simple texts on general and curricular topics. 5W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics. | ||||
| Lesson objective | All learners will be able to: participate in discussions; give and respond the questions;
Most learners will be able to: answer the questions; talk about the plants ; uses appropriate layout; improve communication skills;
Some learners will be able to: Make their own sentences learners speak out their opinions about the topic covered; gives constructive feedback; | ||||
| Assessment criteria | Recognize basic general question without support. Analyze given feedback and give constructive answers to feedback. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Read the text and identify the main idea of it. Write short sentences on familiar topics; Connect sentences into a paragraph. | ||||
| Value links | Universal Labor Society Upbringing of the respectful attitude towards the nature.
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| Cross- curricular links | Kazakh, Russian language; Biology
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| Previous learning | Weather and climate: cold, snowy, rainy, sunny, foggy; | ||||
| Plan |
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| Planned timings |
| Resources | |||
| Beginning 5 min. | Greeting. Teacher shows the video. Warm up
Sing a song of flowers. Sing a song of flowers, Flowers all around Flowers that are growing, Growing in the ground Flowers of every color They look so pretty too?
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video
you.tube 
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| Middle 5 min. 10min. 10 min. 10 min. | 5L3 Task 1 The method ‘’Think,integrate,share’’ Listen to the teacher. Look at the pictures and name the words. .
Answer the question. 1.Do you plant flowers? 2. When do you usually plant flowers? 3. Where do you usually plant flowers? 4. What’s your favorite flower? 5. Do you water it? 6. How often do you water it? 7. What kind of flowers doyou plant? 8. What do living plants need? 9. What do plants provide us? 10 What type of plants do you know? Descriptor: A learner - answer the questions; - make grammatically correct sentences;
5C4 ;5S7 Task 2 The method ‘’Storyboards’’. Group work. Look at the pictures. Learners A: Choose a picture. Present ideas to the class. Evaluate the feedback and respond to it. Learners B:Give feedback to classmates on presenting his / her thoughts. Ask questions to clarify the ideas.
Descriptor: A learner talks about plants; evaluates partner’s answer; gives constructive feedback; asks the questions for clarification.
5R1 Task3(reading one by one) Read the text and answer the questions. Plants are very important kind of life. Plants are living organisms such as flowers, trees, herbs, bushes, grasses, vines, ferns, mosses and green algae. They provide us with food materials, wood and also the live giving oxygen. Plants cover most land and can be big or small and come in many colors, but they are not animals. Plants usually can’t move. They breathe a different kind of air than people and animals do. Plants make their own food from water, sunlight and the soil. Plants usually make more plants, or reproduce, with seeds. Questions: 1.Why plants are very important kind of life? 2.What do living plants need? 3.How do plants grow? 4.What do plants provide us? Descriptor : A learner -reads the text; -answer the questions using the information from the text; 5W2 Task4 The method ‘’Cluster mapping’’ Write a short topic using the picture from task 2. Follow the instructions. 1.Give the title to the topic. 2.Make up a short plan. 3.Write the main idea. 4.Give three details. 5.Write summary sentence. 6.Use your draft organizer. 7.Follow the layout structure. 8.Write a short story (about 10 sentences).
Descriptor : A learner writes a short topic; uses appropriatelayout; keeps the format of a given genre.
| pictures
ICT
ICT board
poster
Internet
Pictures
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| End 5min. | At the end of the lesson, learners reflect on their learning: Learners have to write their answers on the stickers and stick it on a tree: - What have you learnt today? - What would you like to learn? - What would you like to work on?
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| Additional information
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| Differentiation- how do you plan to give more support? | Assessment- how are you planning to check learners’ learning? | Health and safety check | |||
| - to give children additional materials constructions; | - by giving feedback; -by observing; -by smiling I’ll give 3 different flowers: 1.Roses for active learners. 2.Tulip for not active learners. 3.Daisy for satisfied learners.
| Using physical activity singing.
Using CD, computer, internet. | |||
| Reflection: Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? If not, why? Did my planned differentiation work well? Did the learners achieve the LO?
| Now it’s interesting to hear your reflection on the lesson.
What was the most interesting part of the lesson?
The lesson is over. Thank you for cooperation. | Descriptor: | |||
| 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 or achievements/ difficulties of individual that will inform my next lesson.
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Short term plan
| Unit of a long term plan: | School: №89 L. Zholdasov | |||||||
| Date: | Teacher name: | |||||||
| CLASS: 5 | Number present: | absent: | ||||||
| Lesson title | PLANTS 2 | |||||||
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | R.2 Understand with little support specific information and detail in short simple texts on a limited range of general and curricular topic(s W.7 Use with support appropriate layout a text level for a limited range of written genres on familiar on general to general topics and some curricular topics U.E3 Use a grouping variety of adjectives and regular and irregular comparative and superlative on limited range of familiar general and curricular topics | |||||||
| Lesson objectives | All learners will be able to understand with support specific information detail short simple texts Most learners will be to use a grouping variety of adjectives Some learners will be to read and write some of the words from the topic. | |||||||
| Assessment criteria | - Understand with little support specific information and detail about plants. - Write a text keeping a register and format of given gentle - Use variety regular irregular comp0rative and superlative adjectives. | |||||||
| Values links | Universal Labor Society. | |||||||
| Cross-curricular links | Biology | |||||||
| Previous learning | Plants 1 | |||||||
| Plan | ||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | ||||||
| Start 10 минут | Warming up Teacher asks learners «How are you?» to find out their mood at the beginning of the lesson: students choose one of the smiles they see on the slide, saying «I am happy/sad....etc.» Planned activities: Dividing into two groups by method “Flowers” Steppe flowers- Room flowers. ( with picture) “Brainstorming” Look pictures and answer this questions: 1. What colour do you like? (green or red) 2. What plant do you like? (Trees or flowers) 3. Why do you like tree ? 4. Why do you like flower ? | Slide | ||||||
| Middle 25 минут | R2 Read the short text about «The little plant» And find adjectives. Compare the plant with flower using these adjectives. A little plant lived inside a dark damp room.One day she heard a soft tapping on her door, «Who is there?» she asked «I am little raindrop.Please let me in,»cried the visitor. «No way!» said the Plant angrily. Little Raindrop was very sad for being turned away.After sometime the Plant heard a soft rustle near the door. « Who is there now?» she asked « I am Sunny Sunshine,»said the new visitor. «I don’t have time for sunshine,»said the Plant haughtily. A few days later, the leaves of the Plant turned brown in colour, and her young stem began drooping. Then one day, she heard the chirping of birds, and opened her door to see outside.It was spring and there were colourful flowers and greenery all around. Descriptor a learner reads text and finds adjectives. Compare the plant with flower using adjectives. W.7 Read the sentences and write True or False. 1. Leaves take in sunlight, water and soil to make food. 2. Roots absorb water from the air. 3. Fruit protect the seeds. 4. Plants need soil, air, sunlight and milk to grow. 5.Flowers attract mammals. 6.We use plants to make cosmetics such as perfumes, shampoos and cream Description: Write the sentences and choose True or False. UE 3 Fill in the correct from of the adjectives.Regular and irregular Comparative Superlative forms. 1 bad-worse-the worst. 2 This is the..... picture on the wall 3 My test was.... yours 4 Ben and Jake were the....t actor in the school play 5 .Good - better – the best 6.This plant..... than this 7.Football is....than hockey 8.I am..... now than yesterday; Description: Use adjectives | |||||||
| End 10 минут | Summarizing all the lesson
1.Number these sentences in order 1-5 … Next, the small plant grows flowers. ….First, a seed falls into the ground. ….Finally, the adult plant grows fruits and seeds. ….Then, the seeding grows a stem and leaves. …Roots start to grow from the seed. 2. Answer the questions. Use full answers. Why are plants important? ………………. What do plants need to grow? Plants needs w….., s……t, and … grow. What do we use plants for? We use plants to make f…, d…., c…., m….. and c….. . Where do seeds grow? ………….. In summary section use method “Success ladder”(Feedback) The first stairs: I know information about plants. The second stairs: I know read and understand text about plants. The third stairs: I know what grow plants and use forms adjectives in the sentences.
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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 | ||||||
| All learners will be to: Write name flowers you like. Most learners will be to: Full the chart adjectives forms Some learners will be to: Make up the short conversation about plants. | “Success ladder” (Feedback) The first stairs: I know information about plants. The second stairs: I know read and understand text about plants. The third stairs: I know what grow plants and use forms adjectives in the sentences. | To pay attention 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 thelesson 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? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | |||||||
| 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 orindividuals that will inform my next lesson? | ||||||||
| Long term plan unit: | School: | |||||||||||||||||||||||||||||||||
| Date: | Teacher name: | |||||||||||||||||||||||||||||||||
| Grade: 5 | Number present: | Absent: | ||||||||||||||||||||||||||||||||
| Theme of the lesson:Animals | ||||||||||||||||||||||||||||||||||
| Learning objectives (s) that this lesson is contributing to | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topic 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics | |||||||||||||||||||||||||||||||||
| Lesson objectives | All learners will be able to: - write with support factual descriptions at text level which describe animals, places and objectswith support; -use simple present to describe routines, habits and states ontopic “Animals” with support Most learners will be able to: - write with support factual descriptions at text level which describe animals, places and objects with some support; -use simple present to describe routines, habits and states ontopic “Animals” with some support Some learners will be able to: - understand specific information and detail in short, simple texts on theme ‘Animals’ without support -write with support factual descriptions at text level which describe animals, places and objects without support; -use simple present to describe routines, habits and states ontopic “Animals” without support | |||||||||||||||||||||||||||||||||
| Assessment criteria | - 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 «Animals» -use simple present and simple past regular and irregular forms | |||||||||||||||||||||||||||||||||
| Value links | Secular society with high spirituality | |||||||||||||||||||||||||||||||||
| Cross curricular links | Biology | |||||||||||||||||||||||||||||||||
| ICT skills | Slide: pictures of animals | |||||||||||||||||||||||||||||||||
| Previous learning | Plants | |||||||||||||||||||||||||||||||||
| Plan | ||||||||||||||||||||||||||||||||||
| Time | Planned activities | Resources | ||||||||||||||||||||||||||||||||
| Beginning 10 min | 1. Greeting: duty’s report 2. Psychological atmosphere Phonetic drill You can go to Africa 3. Checking up the home task talk about sea animals New words: teacher will pronounce every word, students will repeat after teacher domestic animal-үй жануары, wild animal- жабайы жануар, woods- ормандар, ағаштар, jungles-джунгли, fields-жайылым, fox-түлкі, tiger-жолбарыс, wolf-қасқыр, elephant-піл, hare-қоян, horse-жылқы, bull-өгіз, sheep-қой
Descriptors: - guessing the name of animals | pictures | ||||||||||||||||||||||||||||||||
| Middle 25 min | Speaking4 Method: 5W Questions Ex: 2 Answer the questions Teacher will ask questions then children will answer If some students can’t answer the questions teacher shows them and help with some gestures. Teacher makes discussion around this question: 1. What kind of animals do you know? 2. Where do wild animals live? 3. Where do domestic animals live? 4. When do people use animals? 5. Which animals are very clever? Students try to share their opinions Descriptors; - Answer the questions Method: Imagine Guessing game. Ex: 3. Learners look at the picture and guess, parts of what animals are there on the picture Teacher asks learners: “What animal is it?’’ Learners choose one card and answer.
R.2 Ex:2 Read and translate the text. Differentiation by task for the text: Group 1: underline new words and explain their meanings Group 2: ask 10 questions about the specific details of the text. Group 3: summarize the text. 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. It should be said that both wild and domestic animals can be good actors and we can see them in the circus. There are animal-trainers that train a certain kind of animals. For example, Kucklachov has the theatre where cats play main parts. Such shows are really funny and interesting. Descriptors; -Read and translate the text UE. 9 Present Simple Tense The simple present tense in English is used to describe an action that is regular, true or normal.
Past Simple Tense The Past Tense is used to talk about something that started and finished at a definite time in the past. Affirmative form
Question form
Negative form
Inductive methods Ex: 1 Make sentences
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