Lesson script 2nd educational stage, English Content area:

Lesson script

2nd educational stage, English

Content area:

Detailed requirements

Topic

Duration

Detailed goals regarding the range of information

Student:

 Knows a range of land animals;

 Knows what vertebrates are and can classify them;

 Knows characteristic features of land reptiles, birds and mammals;

 Knows forms of adaptation of animals to life on land in different habitats.

Detailed goals regarding the range of skills

Student:

 Can watch an audio-visual material for specific information;

 Can choose the right word depending on the context;

 Can group items according to their characteristics;

 Develops communication skills.

Detailed goals regarding attitudes

Student:

 Becomes aware of the richness of wildlife;

 Realises that wild animals need different habitats to live;

 Learns to respect the environment;

 Develops curiosity about the natural world.

Methods

Active learning teaching; presentation of visual and audio-visual materials; gap filling (open and closed gaps); individual work, pairwork; groupwork; wholeclass.

Forms and venue

Form: whole class, groups, pairs, individual work.

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Classes are to be held in the classroom.

Materials and teaching aids

Vertebrates classification card (appendix 1) for the teacher and every student; worksheets for all students (appendices 2 and 3); presentation; computer and multimedia projector for playing audio-video materials, board.

Multimedia resources

 Multimedia presentation: Vertebrates

 Worksheet: Vertebrates classification

 Worksheet: Habitats and adaptations

 Online dictionary

Lesson plan

1 Warm-up

Interaction forms: small group work, whole class Duration: 5 minutes

Teacher greets students and asks them to get into pairs. Each pair should prepare a sheet of paper. Their task is to write as many English names of animals as they can in 2 minutes.

When the time is up, students put the pens down and count how many names they were able to write. Teacher asks each pair about their number of words. The pair with the most words wins.

Then the pair with the shortest list read their animals out and the teacher writes the names of these animals on the board. Then other pairs with longer lists of names add new words. At the end of the exercise all names of animals which the students were able to give are written on the board.

2 Main stage 2.1. Introduction

Interaction forms: whole class Duration: 6 minutes

Teacher informs students that the subject of the lesson will be vertebrates living on land. The vertebrates classification card is shown (appendix 1). Teacher asks if students can name individual groups, i.e. fish, amphibians, reptiles, birds, mammals. The names are written on the board. Since fish do not live on land, and amphibians live in a mixed environment, they are not the subject of the lesson.

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At the end of the introduction each student receives the vertebrates classification card and fills it in with names of the classification groups.

2.2. Topic presentation

Interaction forms: whole class, pairwork Duration: 12 minutes

Teaches shows to students the presentation about land vertebrates.

If necessary, the presentation is paused after each slide, and teacher explains the more difficult terms, especially on slides 3, 5, and 7.

Then, the worksheets are distributed to students (appendix 2). Empty spaces in the table are to be completed on the basis of the received information. Students work in pairs.

After a few minutes teacher shows the presentation (this time without pauses); students can add any missing information and check the correctness of the answers.

2.3. Vocabulary consolidation – specific examples of animals Interaction forms: individual work

Duration: 9 minutes

Teacher distributes the exercise (appendix 3) to students and explains that the text presents examples of animals with special adaptations to life in particular habitats. The students’ task is to fill in the gaps in the text with the words given in the box. There is one extra word which should not be used. Students work individually. Teacher checks the exercise by asking different students to give their answers, in turns.

Complete text:

Chameleon

As a reptile, the chameleon is ¹ cold-blooded, so it sunbathes to keep warm. It has a long tongue to catch ² insects. It can change colour to blend into its ³ environment.

Stork

Storks have long legs and ⁴ beaks to catch small animals in meadows, which are their habitat.

As all birds, they are ⁵ warm-blooded. They ⁶ migrate to warmer places for the winter.

Polar bear

These bears have adapted to the extreme Arctic environment. They have thick ⁷ fur, which protects them from ⁸ cold temperatures. Their white colour helps them hide on snow and ice; it is important, because there are no trees to hide behind in their ⁹ habitat.

2.4. Activation of students

Interaction forms: small group work, whole class Duration: 8 minutes

3

Teacher puts students into groups of 3 or 4. Their task is to give examples of other animals which have specially adapted to life in their habitat. After approx. 3 minutes each group presents their examples to the whole class.

3 Closing stage

Interaction forms: whole class Duration: 5 minutes

Teacher asks students to repeat the most important information from the lesson: groups of vertebrates, main features of vertebrates living on land, examples of adaptations to life in a specific habitat. Students can use information from their completed worksheets.

Additional information

Teacher advises students that the www.scholaris.pl website offers a computer application in the form of a multimedia dictionary presenting correct pronunciation together with translations of words and phrases learned during the lesson.

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