Animals 2

Lesson plan


Unit of a long term plan:Unit 2 Living things School: School-lyceum named after A.Bukeikhanov
Date: 10.11.2017 Teacher name: A.Tileikhan
CLASS: grade 5 Number present: 15 absent:
Lesson title Animals 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme) 5.L6  deduce meaning from context in short, supported talk on an increasing  range of general and curricular topics

5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.R6  recognise the attitude or opinion of the writer in short texts on a limited range of general  and curricular topics

5.R9  recognise the difference between fact and opinion in short, simple texts on an increasing  range of general  and curricular topics

5.W7  use with some support appropriate layout at text level  for a limited range of written genres on familiar general topics and some curricular topics

5.UE1  use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics

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 students will be able to:

Learn and use the comparative and superlative forms

Read the text

Most students will be able to:

Draw an imaginary animal

Can answer rightly to the questions

Some students will be able to:                                          

Report about his favourite animal

Assessment criteria can make up sentences with comparative and superlative forms

— can describe the picture

— can answerthe question

Language objective Identifying language objectives (only for non-language subjects) including the examples of key words and phrases.

Subject-specific vocabulary and terminology.


Useful classroom language for dialogue/writing:

Discussion points:

Can you say why…?

Writing prompts:

Values links Economic growth based on industrialization and innovation
Cross-curricular links ICT
Previous learning Animals1

Finding out about and categorising animals, writing about them and recording information in a table.


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



Dividing to 2 groups

Teacher asks: What kind of animals do you know?

What is your favourite animal and why?

Introduction to comparative and superlative forms

Comparative and superlative forms

We form the comparative and superlative of short adjectives (e.g. cheap) and long adjectives (e.g. expensive) in different ways.


Short word, e.g. cheap:             cheaper                   (the) cheapest

Long word, e.g. expensive:        more expensive     (the) most expensive



Middle Text “StrangeAnimals


Logums are animals from the planet Dentol. They are larger than elephants. A Logum has the biggest body between mammals. His neck is shorter and his head is smaller than elephants’. He has four short thick legs. His feet are flat. Each foot has three big toes. A Logum has the longest trunk like an elephant. Under the trunk there is a very big mouth. There are four sharp teeth in the mouth.

The Logum’s eyes are small and round. His ears are small and narrow. They are in the middle of his head. A Logum has long thick green hair. He lives in a cold climate. He is a slow animal. He has bad sight and bad hearing. He eats meat.

Ex 1. Read the imaginary text  “Strange Animals” and say how do they live? Find adjectives and comparative and superlative forms of adjective.

Ex 2. Answer the questions

1. What planet are Logums from?

a) our planet      b) the planet Dentol      c) the moon

2. Are Logums large or small?

a) small       b) not very large       c) very large

3. How many toes has a Logum?

a) two       b) three       c) four

4. Has a Logum a trunk?

a) Yes       b) No

Ex 3. Choose an appropriate word to finish

1. The Logum’s feet are

a) flat       b) short.      c) thin.

2. A Logum is like

a) a tiger.       b) an elephant.      c) a horse.

3. A Logum lives in

a) a warm climate.       b) a hot climate.      c) a cold climate.

4. A Logum eats,

a) meat.      b) grass.         c) leaves.

Ex 4. Decide which of them is true/false

  1. A Logum has a very big tail.
  2. Hisheadissmall.
  3. Hismouthisbig.
  4. Hehasfourteeth.
  5. His ears are small and narrow.
  6. A Logum is a nice animal.

Ex 5. Describe Logum. Write at least 3 sentences.

1.     ____

2.     ____

3.     ____


Answers: Strange Animals


Ex 1. Strange animals live on the planet Dentol.


Ex 2.      1. b) the planet Dentol                 2. c) very large                  3. b) three           4. a) Yes


Ex 3.      1. a) flat      2. b) an elephant          3. c) a cold climate.                     4. a) meat


Ex 4.       1 false                  2 true                   3 true                   4 true                   5 true                   6 true или false


Ex 5. Different answers are possible


Assessment: Each right answer one dollar (bill assessment)

End Draw and describe an animal of your own creation

1.     Draw an imaginary animal of your own creation.  Then describe it to your neighbour using comparative and superlative form of adjective.  Your neighbour has to draw it without looking at your picture. Then switch your pictures. Then evaluate each other.

2.     Oral discussion (Group work)

In small groups, find out from each other about their pets or favourite animals, and then report to the whole class.

Questions for discussion

·         Do you have a pet? If no, have you ever had a pet, or do you want to have one?

·         Describe your pet, or your favourite animal.

·         How do you look after it?

·         What kinds of food do you give it?

·         Do you speak to your pet?  What do you say to it?

3. Oral discussion (Group work)

Imagine you are an animal. How would you like others (human beings) to take care of you?


A3 paper
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

·      More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.

·      Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.

·      More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

Each right answer to the questions of the text — one dollar (bill assessment)

They should evaluate each other their picturesand description.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.



Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson 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 orindividuals that will inform my next lesson?










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