Multidisciplinary gymnasium №41 named after A. Pushkin
Short-term plan for a teacher of secondary education organization
|
Unit |
Unit 2 “Living things” |
|
Teacher’s name |
Bekturganova Z.A. |
|
Date |
11/10 - 16/10 |
|
Grade |
5V, 5E |
|
Lesson topic |
Animals backbones |
|
Learning objectives according to curriculum |
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics |
|
Lesson objectives |
To improve reading skills and listening for detail information in the context of living things (animals), complete the words of the text correctly, answer the questions for comprehension, read the text, write the sentences using the words of the text correctly |
Plan of the lesson
|
Lesson stage\ timing |
Teacher actions |
Students actions |
Assessment |
Resources |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
1. Warm up 3 min |
Greetings. Learners answer the questions. Look at the pictures. Cover the rest of the page. How many animals can you find in one minute? Teacher elicits objectives of the lesson. ü Label the pictures and write down active vocabularies ü Learn new words, ü Read facts about animal with backbones, ü Complete the sentences. |
Students answer the questions. Students name objectives of the lesson. |
Encourage students to work. Oral feedback. |
Lesson objectives on the board Today at the lesson ü Label the pictures and write down active vocabularies ü Learn new words, ü Read facts about animal with backbones, Complete the sentences.
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
2. Pre-teaching vocabulary 10 min |
Teacher asks learners to complete the card with words.
Teacher gives instruction to do the task. Descriptor: 1. Work in pairs 2. Write the animals in the correct column. 3. Check with the whole class.
|
Students complete the card. Learners write the animals in the correct column.
|
Encourage students to work. Check with the whole class. Give oral feedback. Answer key:
|
Card
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
3. Text animals’ classes 15 min
|
Teacher gives instructions to do the task, to get to know new words, to read the text and complete the table . Descriptor: 1. Work individually 2. Stick the card in your copy-book 3. Complete the table. 4. Check with the whole class. |
Learners read the text and complete the table how babies are born from: birds, fish, mammals, reptiles, amphibians.
|
Encourage students to work, monitor the mistakes, oral feedback. Answer key: How their babies are born:
|
Card for each student How their babies are born:
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
4. Relaxation time 2 min |
Teacher gives instructions. |
Students students touch a part of the body exercise and relax |
Encourage students to do the exercise |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
5.Listening for specific information 10 min
|
Teacher gives instructions to do the task, to watch the story and write the missing words in the sentences Descriptor: 1. Work individually 2. Stick the card in your copy-book 3. Write the correct group for each statement. 4. Check with the whole class. |
Learners read the text and write the correct group for each statement.
|
Encourage students to do the exercise, monitor the mistakes, oral feedback. Success criteria: 2 points for each correct answer Assessment 5-10 points 4-8 points 3-6 points 2-4 points 1-2 points Answer key: 1.Birds 2. Fish 3. Mammals 4. Fish 5. amphibians |
Card for each student
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Reflection 5 min Homework Find out about chameleons and their habitat, learn new words |
Teacher asks students to find out about chameleons and their habitat homework.
|
Students complete the sentences and share ideas. |
Encourage students to speak, gives feedback
|
Board Рефлексия · I know… · What was easy for you? · What was difficult for you?
|
How their babies are born from: How their babies are born from:
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
How their babies are born from:
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
How their babies are born from:
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
How their babies are born from:
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
How babies are born from:
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
How their babies are born from:
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
How babies are born from:
|
Birds |
Fish |
Mammals |
Reptiles |
Amphibians |
|
|
|
|
|
|
|
land |
air |
water |
land |
air |
water |
land |
air |
water |
|
cat |
|
|
cat |
|
|
cat |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
land |
air |
water |
land |
air |
water |
land |
air |
water |
|
cat |
|
|
cat |
|
|
cat |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
land |
air |
water |
land |
air |
water |
land |
air |
water |
|
cat |
|
|
cat |
|
|
cat |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
land |
air |
water |
land |
air |
water |
land |
air |
water |
|
cat |
|
|
cat |
|
|
cat |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Wings- крылья Wings- крылья Wings- крылья
Feathers- перья Feathers- перья Feathers- перья
Scales- чешуя Scales- чешуя Scales- чешуя
Gills- жабры Gills- жабры Gills- жабры
Fins- плавники Fins- плавники Fins- плавники
Fur- шерсть Fur- шерсть Fur- шерсть
Lungs- легкие Lungs- легкие Lungs- легкие
Tadpole- головастик Tadpole- головастик Tadpole- головастик
Smooth skin- гладкая кожа Smooth skin- гладкая кожа Smooth skin- гладкая кожа
hatch from eggs- вылупиться из яиц hatch from eggs- вылупиться из яиц hatch from eggs- вылупиться из яиц
Wings- крылья Wings- крылья
Feathers- перья Feathers- перья
Scales- чешуя Scales- чешуя
Gills- жабры Gills- жабры
Fins- плавники Fins- плавники
Fur- шерсть Fur- шерсть
Lungs- легкие Lungs- легкие
Tadpole- головастик Tadpole- головастик
Smooth skin- гладкая кожа Smooth skin- гладкая кожа
hatch from eggs- вылупиться из яиц hatch from eggs- вылупиться из яиц
Wings- крылья Wings- крылья
Feathers- перья Feathers- перья
Scales- чешуя Scales- чешуя
Gills- жабры Gills- жабры
Fins- плавники Fins- плавники
Fur- шерсть Fur- шерсть
Lungs- легкие Lungs- легкие
Tadpole- головастик Tadpole- головастик
Smooth skin- гладкая кожа Smooth skin- гладкая кожа
hatch from eggs- вылупиться из яиц hatch from eggs- вылупиться из яиц
Wings- крылья Wings- крылья
Feathers- перья Feathers- перья
Scales- чешуя Scales- чешуя
Gills- жабры Gills- жабры
Fins- плавники Fins- плавники
Fur- шерсть Fur- шерсть
Lungs- легкие Lungs- легкие
Tadpole- головастик Tadpole- головастик
Smooth skin- гладкая кожа Smooth skin- гладкая кожа
hatch from eggs- вылупиться из яиц hatch from eggs- вылупиться из яиц
|
Read the text again. Write the correct vertebrate group(s) for each statement. |
Read the text again. Write the correct vertebrate group(s) for each statement. |
Read the text again. Write the correct vertebrate group(s) for each statement. |
|
1 They can usually fly. |
1 They can usually fly. |
1 They can usually fly. |
|
2 They haven’t got arms or legs. |
2 They haven’t got arms or legs. |
2 They haven’t got arms or legs. |
|
3 They’ve got skin, fur or feathers. |
3 They’ve got skin, fur or feathers. |
3 They’ve got skin, fur or feathers. |
|
4 They don’t live on land. |
4 They don’t live on land. |
4 They don’t live on land. |
|
5 They can live in water and on land. |
5 They can live in water and on land. |
5 They can live in water and on land. |
Read the text again. Write the correct
vertebrate group(s) for each statement.
1 They can usually fly.
2 They haven’t got arms or legs.
3 They’ve got skin, fur or feathers.
4 They don’t live on land.
5 They can live in water and on land.
Read the text again. Write the correct
vertebrate group(s) for each statement.
1 They can usually fly.
2 They haven’t got arms or legs.
3 They’ve got skin, fur or feathers.
4 They don’t live on land.
5 They can live in water and on land.
Read the text again. Write the correct
vertebrate group(s) for each statement.
1 They can usually fly.
2 They haven’t got arms or legs.
3 They’ve got skin, fur or feathers.
4 They don’t live on land.
5 They can live in water and on land.
Read the text again. Write the correct
vertebrate group(s) for each statement.
1 They can usually fly.
2 They haven’t got arms or legs.
3 They’ve got skin, fur or feathers.
4 They don’t live on land.
5 They can live in water and on land.
Рефлексия
• I know…
• What was easy for you?
• What was difficult for you?
Animals
Bird Gorilla
Cat Horse
Cow Fish
Dog Frog
Elephant Shark
Giraffe
Multidisciplinary gymnasium №41 named after
Card land air water cat 3
Reflection 5 min Homework
How their babies are born from:
Разработка поурочного плана для 5 класса "Animals with backbones"
land air water land air water land air water cat cat cat land air water land air water land air water cat cat cat land…
Wings- крылья
Read the text again. Write the correct vertebrate group(s) for each statement
Разработка поурочного плана для 5 класса "Animals with backbones"
Разработка поурочного плана для 5 класса "Animals with backbones"
Рефлексия • I know… • What was easy for you? •
Animals Bird
© ООО «Знанио»
С вами с 2009 года.
