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


End 10 min

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?

Health and safety check

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)

To pay attentions to learners safety during the doing activates be careful in moving to places in dividing to groups


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)?



What two things would have improved the lesson (consider both teaching and learning)?



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



Teacher name:


Number present:


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


Previous learning

Animals 1


Planned timings

Planned activities (replace the notes below with your planned activities)

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?


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
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.

base form comparative superlative

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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