e pictures.
Example:
Group work
Differentiation:
High level students: Write the sentences using right types of animals near the picture.
Low level students: Write the types of animals near the picture
After students have completed the task, they can either check their work by consulting their vocabulary copybooks or peer assess.
Grammar revision. Reading
To revise have/has got go through the PPP.
Pre – reading
clarify any unknown vocabulary
Reading
read the text about Mike Vazovsky and write has or hasnt.
After reading task
Differentiation by the level
High level students: retell the text
Low level students: Answer the questions
1. What can you see in the picture?
2. Has it got a head?
3. Has it got any ears?
Vocabulary Animals body parts
Introduce words of body parts. Read the words and let students repeat. Nominate students to do choral/individual drill
Hand out vocabulary lists and let students glue them into their copybooks
Then hand out didactic material and ask students to fill in the gaps with the appropriate words from the box
Differentiation:
High level students: Write the appropriate words without help.
Low level students: Choose the appropriate words into the right place.
After students have completed the task, they can either check their work by consulting their vocabulary copybooks or peer assess.
PPT slides 2-4
PPT slide 5-20
End
5 mins
Reflection
Learners guess animals in riddles
Who am I?
I am a mammal with four legs, a tail, and a mane. I also have fangs and claws on my paws.
I am a and I live in .
I live in the sea but I have no fins. I have eight tentacles and I can change colour. I
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