A discription a wild life photo

Unit of a long term plan:

Unit 3 Our Countryside.

School: №22

Date: 20.11.18

Teacher's name: Karabalieva A.K

CLASS: 6 B

Number present:

absent:

Lesson title

A description of a wildlife photo.

Learning objectives(s)

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

6.W6 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

6.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

• Identify the theme, study a model article about an animal, new words in the reading passage and use them as the basis for discussion.

• Transfer information from the reading passage into a newspaper article.

• Offer constructive peer-feedback using rubric.

Most learners will be able to:

• Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

• Respond to and discuss the reading using interpretive, evaluative and creative thinking skills and write an article about an animal.

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

Orcas, squid, calf, extinct, fishing net, habitat,

Values links

Appreciating the love to animals and the ability to write articles about animals.

Cross-curricular links

Kazakh language, Russian language, Social Science, Biology

Previous learning

Vocabulary related to people's activities

Plan

Planned timings

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

Resources

Start

5 min

The lesson greeting.

Warm-up

• Teacher suggests singing a fun song for the start of the lesson. ( A song " What do you see?").

• Learners are informed about the lesson objectives

Teacher informs that they are going to write an article about animals.

Slide (objectives)

https://www.youtube.com/watch?v=MCjhynvMunE

Slide (useful phrases)

Main part

Speaking about animals.

Game «What is it?»

Speaking about Red list animals: The orca

( Kосатка)

The killer whale or orca (Orcinus orca) is a toothed whale belonging to the oceanic dolphin family, of which it is the largest member.

The article is usually consists of 3 parts:

1. Introduction: the animal(s) in this photo is....

2. The way of living: habitat, behaviour, babies.

3. They are in the ' red list' because.....

Read the article about the orcas and do Ex.1 - 2 p.39.

Optional activity: Language Focus.

Linking words: because, and, also, but, or.

Put a right linking word:

1.These animals are orcas___ "killer whales".

2.An orca is not a whale,______ a type of dolphin.

3.They are aggressive___ they eat fish.

4.They are in danger___ there is a pollution in the sea.

5.They ____ die in fishing nets.

Answers:

1. or 2.but 3.and 4. because 5. also

WTITING GUIDE

Look at the photo and write an article about polar bears. Ex.4 p.39. Use a plan and notes.

Whiteboard

A presentation

" Wild Animals".

A picture

Writing

Worksheets

Student's Book p.39

Writing

Worksheets

Student's Book p.39

End

Home task.

WB p.29

An article about an animal.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

• Green: How can you use today's learning in different subjects?

• Red: How do you feel about your work today?

• White: What have you leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

• Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

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

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.

By task:

For more able learners additional leveled tasks are offered.

Assessment criteria:

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Descriptors:

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Teacher's observation

Self-assessment.

Health saving technologies.