For example: I have got a dog. Dolphins live in the rivers and oceans. Chimpanzee is smart animal. I drink water. Cats like milk
Descriptor: a learner
Compare two forms of noun;
Use countable and uncountable noun
Make sentences with noun
http://easyscienceforkids.com
/all-about-dolphins/
In summary section use method:
“ Sailor”
Sea – I can read new words;
Ship – I can read and say new words;
Sail – I know countable and uncountable nouns;
Flag – I can make up short sentences.
They build ship because clarify their level
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?
Task is working with a pictures in this task. Learners will work with 3 types of skills. Such as speaking, reading and writing. They will work individually and collaborative form.
All learners will find the new words from the picture
Most learners will difine countable and uncountable nouns
Some learners will make up short sentences about sea animals
I will evaluate the learners works by praise orally and I will give them sea animals
for active pupils ( smart dolphin)
for good participators ( starfish)
for satisfied pupils ( carefree turtle)
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?
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 or individuals that will inform my next lesson?
Lesson plan
| Unit of a long term plan: Living things | School | ||||||||||||||
| Date: | Teacher name: | ||||||||||||||
| CLASS: 5 | Number present: | absent: | |||||||||||||
| Lesson title | Animals 2 | ||||||||||||||
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme)
| 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 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics. W7 use with some support appropriate layout at text level for a limited range of written genres of familiar general topics and some curricular topics. 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. | ||||||||||||||
| Lesson objectives | All learners will be able to: · understand some specific information and detail with some support questions · use adjectives to describe things Most learners will be able to: · take turns when speaking with others · recognize the difference between fact and opinion · compare Some learners will be able to: · spell most familiar high – frequency words accurately when writing independently · analyze | ||||||||||||||
| Assessment criteria | · figure out the content of a short conversation with some support · interact with each other delivering content correctly and clearly to others · read the text and find the evidence in it to prove facts or opinions · write a text keeping the register and format of a given genre · apply the rule for comparative and superlative adjectives | ||||||||||||||
| Values links | to bring up being responsible for care of the animals and to protect them | ||||||||||||||
| Cross-curricular links | Biology | ||||||||||||||
| Previous learning | Animals 1 | ||||||||||||||
| Plan | |||||||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||||||||
| Start (Beginning of the lesson) 5min. 2min. | Greeting: Teacher greets learner learners respond to greeting Dividing into subgroups: Teacher divides learners into subgroups using pieces of animals’ pictures. Revising the previous lesson: What are the differences between the domestic animals and wild animals? Brainstorming Teacher shows photo of animal on the screen and asks questions:
Do you know this animal? Have you ever seen it? Learners listen and answer questions. | Pieces of animals’ pictures
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| Middle(of the lesson) 10min. 10 min. 8min. 5min. | R9.Task 1Read the text, decide which statement is a fact and which is an opinion Snow leopard The snow leopard is an official Symbol of Kazakhstan. In Kazakhstan people always respected this leopard as the strongest and proudest animal. The snow leopard is a big cat. It lives high up in the Tien Shan mountains. It usually comes out at night. It has thick fur, which protects it from the freezing cold. It eats wild sheep and goats. It also eats smaller animals and birds. But it isn’t dangerous for people. It is strong and can kill animals that are three times biggest than it. Unfortunately, they are an endangered species. In Kazakhstan there are less than 200, so we need to protect them in order to survive. Descriptor a learner · name a fact · gives an opinion UE3. Task2 Write 3 forms of underlined adjectives from the text and make sentences: Example, strong-stronger-strongest A lion is stronger than a wolf.
Descriptor a learner · Write comparative and superlative of regular adjectives · Write comparative and superlative of irregular adjectives · Make sentences with adjectives S6 Task 4 Pair work. Talking about animals. The learners ask guestions each other such as: Do you have pet? What is your favourite pet? What does it like?
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