Unit of a long term plan: Living things

Unit of a long term plan: Living things

School: Arshaly Secondary school  №3

Grade:5

Teacher name: Shalova  A.K.

Lesson title: Living/non-living things

Number present:

absent:

Learning objectives

5.L5 understand most specific

information and detail of short, supported talk on a wide range of familiar

topics

5.S2 ask simple questions to get information  about a limited range of general topics

5.R4  read with some support a limited range  of short fiction and non-fiction texts

5.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

Lesson 

objectives:

 All learners will be able to:

-Ask and answer the

questions related to living and non-living thigs

- Describe the things using

adjectives

- Read and answer the questions.

Assessment criteria:

know

the words according to the theme;

complete

the sentences.

Language objective  

Active

vocabulary: Classroom commands. Living/Non-living things (skateboard,

goldfish, guitar, cap, gloves, snake, helmet, digital camera, watch, comic

book, tortoise, trainers, flowers, basketball, scarf)

Values links

National pride

Cross-curricular

Natural science

Use of ICT

PPT  teacher

Previous learning

Learners were introduced the topic of plants on

the previous lesson. This lesson is focused on teaching plant parts and plant

growing. 

Plan

Planned things

                             Planned activities

Resources

Beginning

5min

 Warm

up.  

Task. Speaking-listening. T-C: drilling approach the words at the topic of the lesson.

T: - repeat the words correctly three times after a teacher as a learner. Then

teacher asks the learners to pronounce it one by one.

T-L1: Let’s practice the words in chorus then

individually:

dog, skateboard, goldfish, guitar, cap,

gloves, snake, helmet, digital camera, watch, comic book, tortoise, trainers,

flowers, basketball, and scarf.

Living things show the characteristics of life like respiration, reproduction,

growth, movement and environmental adaptation and response whereas,

non-living things are exact opposite of living things. Non-living

things do not show characteristics of a living thing.

Whiteboard

PPT slide 1

Middle

[W],[I],

3 min

Task 1. T-C: a)

Magic thing. «Listen and guess» game

 The gist of the game is to use the verb to

have/has according to the theme with e.g. name, colour, size, etc. The verb

has got, hasn’t got, like. Learner goes to the board and begins to draw part

of his Magic thing, at this time the rest of the group sets him suggestive

questions, trying to guess what it is.

T: -listen and guess the

magic thing in the box.

L1:- What do you see? Answer

the questions. You will guess the thing, becomes the next participant.

Learner should tell about his Magic thing.

Checking comprehensive:

Concept questions: Learners  can only

ask questions that require an answer yes/no,

L1:- Is it a flower? Is it a ball?

L2:- No, it is not.

L 1:- My magic element is basketball.

L3:-It is cats. It’s big. It’s white and

yellow.

L1:-It has got two eyes. It can fly. It can

sing. It can dance.

L4:-It can’t.  

Differentiation by dialogue and support- Learner work on a

common a task, but some of them receive more or less support than other.  

Teacher assessment: Good for you!

Slide 2

2. Task. Speaking-listening. T-C: drilling approach the words at the topic of the lesson.

T: - repeat the words correctly three times after a teacher as a learner. Then

teacher asks the learners to pronounce it one by one.

T-L1: Let’s practice the words in chorus then

individually:

dog, skateboard, goldfish, guitar, cap,

gloves, snake, helmet, digital camera, watch, comic book, tortoise, trainers,

flowers, basketball, and scarf.

[W]

5

min

3. Task. Modelling. Vocabulary practice. Thinking- speaking. Answer

the question.

T-C: -look at

the picture on the

whiteboard. Let’s should spell the word correctly? How do you think? What‘s

difference between these words?

L: - Living things show the characteristics

of life like growth, movement and environmental adaptation and response

whereas, non-living things are exact opposite of living things. Non-living

things do not show characteristics of a living thing.

L1:- The dog is living animals. It can move.

L 2: - The cap is a non-living because it can’t

move.

T: - Yes, some of them are living and living

things.

L: - our topic of the lesson is Living/non-living

things.

This word can introduce the topic of the lesson.

Teacher checks their knowledge of how they know the names of living/

non-living things.

PPT

Slide 3

3 min

[G]

4. Task. [G] Running dictation.

T-C: - Choose one colour

paper. Learners divided into 2 groups and Red colour is 1st group,

the green colour is 2nd group. The 1st group write the

Living things. The 2nd group write the non-living things. Then

quickly write down the words in two columns. 

When the learner identified the things, learner calls the words correctly

while the writing and you take the stickers.

T: - Look at the

pictures. Which are living things? Which are non-living things?  

 1st group’s learner write living

thing name as word phrases (noun with adjective).2nd

group’s learner write non-living thing name with translation. Use

the dictionary to check the meaning. 

Classify them using the table.  Work

in groups.  

G1:- the dog is living thing.-little.

G2:- the  skateboard is non-living thing-toy

 Fish,

dog, skateboard, guitar, cap, gloves, snake, helmet, camera, watch, comic

book, tortoise, trainers, flowers, basketball, scarf.

 Peer based assessment – the groups exchanged and checked  

their work. Correct mistakes.

Then teacher lets the learners know the LO of the

lesson. Differentiation by result - lower students can use a dictionary.

(slide 3)

Let’s revise the group’s rules.

Handout 1

 5 min

[P],[I]

5. Performs individual

tasks.

 T: - distributes the

handout with Living/non-living things flashcards and asks learners to match the

words to the pictures in pairs.

T:

- read, and match the words.

 Differentiation by

support, more able learners with learners who need support.

L1-L2:- should swap their works

with other learner and check each other are matching worksheets with a

teacher’s support.

 T: - checks and focuses on pronunciation answers

as an open-class activity and spelling the words correctly.

Peer based assessment- assesses him/her

according the assessment criteria.

Slide 4

Handout 2

[G], [W],[I]

15 min

6. Task 1. Pre-reading task: 3. (P)

The teacher: Work in pairs. Ask and answer the

questions with your partner.  Write

your answers in your copybook.

Then read the names in the list aloud.

Modeling:  Who’s the   man in the picture? How the names below

are related to him? -Tony Stark, Stark Industries, Pepper Potts, Iron Monger.

Checking comprehension: If “yes” show green cards.

If “no”  show 

red cards

You read a text. -green

Answer the questions.  green

Write your answers. Green.

Task 2. While- reading task:

(W)

The teacher:  Read the text about Iron Man. Find new words from

the text.

Modeling:  to find out the meaning of the words: engineer, business, loyal, secretary,

metal suit, fly, strong, protect, world, enemy, watch, brilliant, find out.

Differentiation by support:   Lower students can use a dictionary.

Checking comprehension:

The teacher: Answer false or true

You listen to the text. False

You read a text. true

You underline new words. True.

The teacher: (W) Are you ready? What words did you

find?

Iron Man

3. [I] Post-reading task. Checking

comprehension. Answer the question:

L1:-What is Tony’s job? L2: Where is his job? L3: Who’s Pepper Potts?

L4: What has Tony got? L5: What can Iron Man do? L6: Who is his enemy?

Differentiation by support, more able learners with

learners who need support.

Key: The man

in the picture is Iron Man/ Tony Stark.

 Stark Industries is his

father’s company. Pepper Potts is Tony Stark’s secretary. Iron Monger is Iron

Man’s/ Tony Stark’s enemy.    

Modeling:  Tony Stark is a loyal secretary.  F (engineer)

Checking comprehension:

We will do “true or false” task. True

Statements are written in handouts. True

Differentiation by task: Strong students correct the mistake and

give full correct answer.

PPT

Slide 5

Handout 3

-Tony Stark is the man in the picture.

-Iron

Monger is very bad.

[I]: T- C: Speaking.

“Photo-Gallery walks”. Draw   a picture

of learners’ family, present it to the class.

T: - tell to each other

they will draw a picture or a photo of their family.

- write short sentences;

assign the activity as h/w.

-present it to the class

at the lesson.

L1.-He has got brother and sister. He hasn’t got grandpa

and father.       

He hasn’t got sister. 

4   

What have you got? Complete the sentences.

 I’ve

got (a) aunt.     I haven’t got

(a) uncle.

End

5 min

Reflection.

Learners

complete an evaluation of what they did during the lesson by circling one

word in each statement:

Name 3 things: I have learnt…

I still want to know…

I didn’t understand …

Formative assessment: feedback

Evaluation worksheet