Student

Date: 3rd/ November/ 2017 Juwaher Rashed Ali ALnaqbi

teacher:
Time: 9:10 10:00 School: Khatt School
MST: Sultana Abdullah Class: Grade 4
Unit 3: The UAE desert- lesson 2: Desert
Unit: No. Ss 26 students
animals 1

Learning objectives:

Speaking: To talk about the weather and the specific characteristics of an animal (the camels).

Listening: To listen for specific information and answer the following questions about the camels.

Reading: To comprehensively read the camels text to find similarities and differences and camels body parts
functions.

Writing: To write sentences about the weather and animals. (which ensure linking the last lesson and build on it)

Prior Knowledge (What knowledge are you building in?) students know:
o Writing sentences in present simple.
o Lexis of weather, animals, plants, and parts of the body.
o Present simple question forms
o Personal subject pronouns
o Students have skills to select the answers from listening.
o Understanding of the question form: What is X like?
o The superlative and comparative forms

st
21 Century Skills:

o Global awareness: understand and address global issues.

o Environmental literacy: demonstrate knowledge and understanding of the environment and the
circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and
ecosystems.

Materials:
o Learners Book, page 42
o Activity Book p.31
o Camels Worksheet
o Colored markers
o Colored pencils
o A4 Papers
o Big picture of a camel
o Writing notebook
o Data-show (showing a camel)


Key vocabulary:

Thick, long, store, fat, eyelashes, hump, wide, round,

Present simple statements and question forms; Pronouns it and they.

Common misconceptions for learners, ways of identifying these and techniques for addressing these
misconceptions:

o Learners may find difficulties with asking questions in the present simple. the use of do/does needs to be
integrated. Learners will a need a lot of scaffolding and continued encouragement with this aspect of the
language.

Evaluation / Assessment: (How will you know your students have achieved the goal?)
Check the students answers after each activity or at the end of the lesson collect their books and mark them.

Personal focus (related to PDP): In this lesson I am working on my

o Building my management skills and focus on teaching strategies that include writing, listening, speaking and
reading skills.
o Focus on myself to be a guide teacher rather than just take long time to lecture and talk.
o Let each student to be busy with learning something new.

ACTIVITY INTER- Teacher and STUDENTS

PURPOSE /
And resources TIME ACTIO
(Activity and Language)
N OBJECTIVE OF
ACTIVITY
Activity 1
Activity 1 Individ Engage students
5 ually Give out paper and colored pencils for each students.
minutes write Review the last lesson
1 the
Starter sentenc Ask the learners to draw a picture of todays weather and write two sentences about it.
es then
Colored pencils Read Feedback
A4 Papers for
Whole
class Ask learners to share some of their sentences with the class.

(Low achievers): These learners can write one sentence.

(High achievers): These learners can write three sentences.

Activity 2 5 Whole Identify and describe Activity 2:

minutes class the desert animal
(camel) Ask learners to give you names of desert animals.
Learners Book, page
42
When someone say camel, bring out your picture of a camel and support the learners to
describe it. Talk about its color, size and physical features and try to include the
new vocabulary such as eyelashes, hump, etc.


In Encourage students to Activity 3:

Activity 3 groups read and speak
10
Learners Book, page minutes Ask the students to read the text, highlight the difficult words and look at the labelled
42 picture.

Teacher should clarify any difficult words and help with pronunciation.

Teacher read the text loudly for the students then asks each student to read at least one
line loudly one by one.

Ask students to find some similarities and differences and discuss it with whole class.

Feedback

While teacher/ a student is reading ask the rest of students to follow them by put
their finger on the text and notice if there is a wrong pronunciation. That keep them
on the track.

Work Activity 4:
Activity 4 10 Individ Identify the new
minutes ually vocabulary and write On the board present a camel by Data-show then label its body parts (hump, eyelashes,
lips- thick skin- long neck, long legs, wide round feet) by write and point each body parts
descriptive sentences for name.
Data-show (camel spelling practice , word
Then ask students to write at least three descriptive sentences about the camel and the desert
pic) study, and applying weather on their writing notebook.

Writing notebook
prior knowledge about

the last lesson.


Individ Read and practice the Activity 5 ( it, they ):

Activity 5 ually use of it and they
15
minutes Teacher will review the use of pronouns it and they on the board by tell the students it
Then in for one thing (singular) and they for two things or more (plural)
Camel Worksheet pairs
Assessment Give out the worksheet for each student as they have to read then match by write
the correct number on the blank. Then they have to change the subject to they or
it. (See the worksheet below the lesson plan)
Check students Give students time to work in pairs to come up with the questions for the given
answers
answers.

Ask them to write their questions and compare with another pair.

Answers

Why does a camel have a long neck? It helps the camel reach leaves on tall trees.

Why does a camel have wide round feet? They help a camel walk on top of the sand.

Why does a camel have long eyelashes? They keep sand out of the camels eyes.

Why does a camel have a hump? It stores fat for when there is no food or water.

Why does a camel have thick lips? They help the camel eat spiny desert plants.

Feedback

Teacher should check students answers and help them.

Teacher should take notes of students who did good job and who needs more
practice for the use of it and they.


Activity 6 5 Whole Review, check students hold your camel picture up again and review all the new vocabulary related to the
minutes class understanding and
Review close the class camels physical features.

Ask the questions above to check understanding: why does a camel have thick lips, etc.

Ask learners what new information they learned about camels today.

Finally give them the homework. Homework: Activity Book page 31



The lesson in the Learners Book



The worksheet for activity 5: