Unit of a long term plan:

Unit 3 Our Countryside. School: №2

Teacher's name: Bortaeva M

Date: 20.11.2020.

CLASS: 6 Number present: absent:

Lesson title CLIL. Natural science: Animals.

6.C10 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world (Ex.1-3 p.41)
6.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Learning
objectives(s) 6.S8 recount basic stories and events on a range of general and
curricular topics ( describe vertebrates)
6.R1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate basic knowledge for usage of the Present
Tenses.
 Transfer information from the given information into a
graphic organizer.
 Offer constructive peer-feedback using rubric.
Lesson objectives Most learners will be able to:
 Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions;
Some learners will be able to:
 Respond to and discuss the reading passage using
interpretive, evaluative and creative thinking skills.
 Make a presentation about different groups of vertebrates
Higher order thinking skills (according to the revised Bloom's
Level of thinking
taxonomy).
 Read the given text and identify the general information.
 Demonstrate skills of organizing and expressing ideas
Assessment criteria
accurately.
 Illustrate a viewpoint in a discussion.
vertebrates, scales, feathers, wings, lungs, fins, gills, backbone,
Target language
reptile, mammals.
Values links Responsibility, Global Citizenship.
Cross-curricular Natural Science, Social Science.
links
Previous learning Vocabulary relating to people's activity and animal's life and actions
Plan
Planned Planned activities (replace the notes below
Resources
timings with your planned activities)
 Beginning Warm-up

Teacher greets the class and suggests playing the

game to the learners. Teacher explains the rules
for this game.
Game “Back to Blackboard” Rules:
T: One pupil stands back to the picture of an
animal.
Teacher shows the animals from interactive
board.
Classmates should not name the animal;
Classmates can give some associations.
Pupil should guess the name of animal.

5 min Pupils: They are big. Whiteboard

They live in the forest.
They sleep in the winter.
P1: Bear.
Teacher: Yes, well done!

Pupils: They have long nose and big

ears.
P2: Elephant!
Teacher: Is she right?
Pupils: Yes, she is right.
Teacher: Excellent.

Pupils: They can fly.

They have different colors.
They can talk.
P3: Parrot.
Teacher: You are clever boy!

Pupils: They haven’t legs.

They have long tongue.
P4: Snake.

Teacher: Great!

2 min Whiteboard
Brainstorming
T: Tongue twister help you to enrich your
speaking.
A big black bug
Bit a big black dog
On his big black nose.

Teacher says each learners EXCELLENT.

Middle
The teacher will introduce the objectives of the
10 min lesson.
Teacher informs that they are going to speak
about different types of vertebrates.
T: All animals are divided into two main groups.
Vertebrates and Invertebrates. Today we can
talk about only vertebrates.
Vertebrates is an animal that has a backbone.
We have a bacлbone.We are vertebrates. We can
feel your spine going all the way up your and
through your neck.

Backbone

Animals are classified into 5 different groups.

Video
Vertebrates | The Dr.
Binocs Show | Educational
Videos For Kids

Teacher shows the video of Dr.Binocs.

And then teacher divide pupils into two groups

with sweets.
New words from Ex 1 p41.
Teacher reads the new words.
Pupils will repeat after teacher.
NEW WORDS
T:feathers
scales
legs
hair
 wings
lungs
fins
backbones
gills

PYRAMID DISCUSSION
Teacher: What about this video?
What is it mean vertebrate?
How many groups of vertebrates do you know?

Pupils: This video is about vertebrate animals.

Vertebrates have got a backbone.
Vertebrates divided into 5 groups.
8min Mammals Reptiles Fish Bird Amphibians

Task 1.Build the text.

Working with text.
Ex. 1 p.41Read and listen.
T: First you will listen to the text.
Check your answers in exercise 1.
P1: fins
P2: lungs
P3: feathers
P4: legs
P5: hair
Fill in a necessary word and take one vertebrate
from the pictures. And give descriptions.

Descriptor: 1 Pupils known information about

vertebrate animals.
2 They can used the new words

Task 2 Poster. Make description.

Group 1:
Poster

Warm blooded

Have got lungs Haven’t got gills

Mammals

Have got 4 legs Have got hair

Teacher assess the pupils with signal cards.

 Group2:

Live on the land

Lungs and scales Not gills

Reptiles

Not fins and hair Cold-blooded

Teacher assess the pupils with sweets..

Descriptor: 1 Pupils gave their own thinking.
7 min 2 They can classified animals.

Spectrum of values.
Ex 2 p 41
Teacher gives to pupils answers to the questions.
Pupils should find appropriate questions. And
pupils should give analyze to their answers.

Pupil of first group gives answer to second

group. If pupil of second group find the question Box with sweets
right the first group will give sweet.
Group 1 fish
Group2: Which type of animal doesn’t live on
land?

Group2: fish and reptiles.

Group 1Which types of animals have got
scales?

Group 1: mammals
Which type of animal has got hair?

Pupils assess themselves with sweets.

6 min Descriptor:1Pupils can built questions for Worksheets

answer.
2Pupils can gave some information.
Words of bank.
Teacher gives a bank inside some words. Pupils
should find the words related to the theme.
P: vertebrates, scales, feathers, wings, lungs,
fins, gills, backbone, reptile, mammals.

Teacher assess the pupils with smiles.

Descriptor: 1Pupils found the new words very

fast.
2 Pupils spoke the new words correctly
 End Home task.
Presentation "Television broadcasting about Slide (Homework)
2min animals"
FEEDBACK:
Teacher asks learners to give a feedback using
butterfly to the lesson.
Red: I don’t understand
Yellow: I have some questions
Green: Everything is clear

Additional information
Differentiation – how Assessment – how are Health and safety check
do you plan to give you planning to check
more support? How learners’ learning?
do you plan to
challenge the more
able learners? can be
Differentiation Assessment criteria: Health saving technologies.
achieved through  Read the given Pupils learned assess each other.
content (Based on the passage and identify the During the pupils were very active.
theory of Multiple general information. I developed pupils thinking skills
Intelligences different  Demonstrate skills through using these method.
tasks are used with the of organizing and
same text). expressing ideas
By support: accurately.
Less able learners will  Illustrate a
be supported through viewpoint in a discussion.
step-be-step Descriptors:
instructions, glossaries, A learner
thinking time.  reads the text for
By task: global understanding;
For more able learners  selects meaningful
additional leveled tasks information, constructs
are offered. the answer;
 presents
information in the group
discussion.
 evaluates the
peers’ answers.

Teacher's observation
using observation
checklist (Appendix 2 -
reference to the resource
"Literature Circle Role
Sheets" by Christine
Boardman Moen. p.28)
and monitoring.
Self-assessment.