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Толығырақ
02 Қараша 2024
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0 рет жүктелгенТегін турнир Мұғалімдер мен Тәрбиешілерге
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Lesson Plan 4
Theme of the lesson:
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Unit:3 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Treasure and numbers1 |
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Learning objectives(s) that this lesson is contributing to: |
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics; 4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics; 4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100 |
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Lesson objectives: |
All learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they can see in the pictures. Most learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they can see in the pictures; make a new dialogue. Some learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they can see in the pictures ; act out the story |
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Value link: |
Be friendly, respect each other. |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week.“You are so….” method helps to start the lesson with telling compliment words to each other The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the compliments they show their appreciations . |
Ss make a circle and tell compliments to each other using adjectives without repeating. “You are so(beautiful,cool,intelligent)” |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning «Brainstorming» method Individual work 5 min. |
(An activity to revise the language of the previous lesson.) T asks a pupil to come to the board and say a cardinal number (1-1,000) Aim: Revise the previous lessons material. Find out how much do they understand ordinal numbers. Efficiency: Ss refresh their mind before starting new theme. In differentiation part «Word scramble» method was used to write the respective ordinal numbers next to cordinals. After that T introduces the aim and theme of the lesson. |
Ss come to the board and write the respective ordinal numbers next to the cardinals using letters on the board.
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Descriptor: - understand the teacher's instructions - can write ordinal numbers - know materials of previous lesson. Total: 3 points |
Whiteboard letters |
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Middle of the lesson Presentation part. Team work. 7 min. |
Presentation and practice (Activities to develop the pupils` listening and reading skills.) Listen and read. Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to picture 1) Where are the children Class: They are at a park: Teacher: (pointing to Lilly in picture 3) What`s wrong with Lilly Class: She got sunburnt! etc |
Ss answer to the T’s questions. |
Descriptor: - recognise basic opinions in short -answer the questions Total: 2 points |
Whiteboard Pupils Book Flashcards My day video |
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Read the story and answer the question T explains the activity and allows the pupils some time to read the story again silently and answer the questions. Checks their answers. Asks the pupils to tell where they found the answers in the dialogue. Answer key 1.To find ten leaves and name the trees. 2.A classmate, Drake. 3.Because her arms are sore. 4.Jake’s 5.Jake’s team |
Ss open book on p 40, do exercise 8. Write on their copybooks. |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book Poster |
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Pair work 5 min. |
. Thinking: In pairs, answer the questions. T explains the activity and asks pairs to report back to the class. (accept all reasonable answers.) Suggested answer key 1.They all stayed together and helped each other. They worked as a team. 2.Yes, because Drake left his team behind. He didn’t care about his team. He only cared about winning. Aim: to develop critical thinking skills Efficiency: Ss can make a plan and find the answers |
Ss. read the questions and discuss the answers with their partner |
Descriptor: -cooperate as a pair -can make decision and report to school Total: 2 points |
Whiteboard Pupils Book Poster |
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Team work 8 min. |
Act out the story. •For stronger classes: T assigns roles to the pupils. Allows them enough time to rehearse their roles in groups. •For weaker classes: Select a short exchange from the story for the pupils to act out in pairs. Aim: to develop speaking skills Efficiency: Ss can act out the story Differentiation: «Role play» is used to develop their speaking and acting skills |
Ss practice together an act out and come to the front and act out the story. |
Descriptor: -can work together as a team -can act out the story Total: 2points |
Whiteboard Pupils Book Poster |
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Work in pairs. 5 min Listening |
Talking point. Listen and read. Make a new dialogue with your friend. T refers the pupils to the picture and the dialogue. Play the CD. Pause the CD for the pupils to repeat, chorally and/or individually.. T goes around the classroom providing necessary help. A: So, what’s today’s expedition? B: We must… . A: This should be easy. Let’s do it! Suggested answer key A: So, what’s today’s expedition? B: We must find these ten wild flowers, name them and draw them in our notebooks. A: This should be easy. Let’s do it! Aim: develop critical thinking and listening skills. Efficiency: Ss use new vocabulary and practice it with groupmates. . |
Ss listen and follow along. and in pairs act out similar dialogues |
Descriptor: -perceive information by listening -act out dialogues Total:2 points |
Whiteboard Pupils Book Poster. |
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Team work 5min |
STUDY SPOT (Activities to familiarize the pupils with the [ʃn ] sound and the different spellings) Listen, point and repeat T refers the pupils to the pictures. Points to the first picture and say: [ʃn ] – fashion.. Checks their pronunciation. Reviews the spelling of the different words and explains/ elicits how the words are spelled differently but the ending is pronounced the same. Play the CD. 1Complete. Then listen and repeat. T draws the pupils’ attention again to the [ʃn] sound and the different spellings. Allows the pupils to complete the missing letters. Play the CD for the pupils to listen and check their answers. Answer key The ticket for the fashion exhibition at the mansion was $10! Aim: develop students listening and pronunciation skills. Efficiency: Ss can pronounce the words rightly |
Ss repeat, chorally and/or individually and listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words. Ss complete the missing letters |
Descriptor: -can spell and pronounce the words -can complete the missing letters Total: 2points |
Whiteboard |
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End of the lesson. Feedback Individual work: 2 min. |
T asks to write three things they remember from the story. Aim: to consolidate the language of the lesson Efficiency: Ss can write and report back to school Differentiation: «Conclusion» method is used to finish the lesson. |
Write three things that they remember |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan 4
Theme of the lesson:
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Unit:3 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Treasure and numbers2 |
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Learning objectives(s) that this lesson is contributing to: |
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics; 4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly; 4.4.2.1 begin to use joined-up handwriting in a limited range of written work; 4.5.5.1 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics |
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Lesson objectives: |
All learners will be able to: use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions Most learners will be able to: use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions Some learners will be able to: use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions |
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Value link: |
Be friendly, respect each other. |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Happy circle The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . |
Ss make a circle and wishes the best wishes to each other |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Pair work 5 min. |
(An activity to revise the language of the previous lesson) T asks pairs of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex.11). Repeat with as many pairs as you feel necessary. Aim: Revise the previous lessons material. Find out how much do they remember. Efficiency: Ss refresh their mind before starting new theme.
In differentiation part «Role play» method was used to develop student’s acting skills. After that T introduces the aim and theme of the lesson. |
Ss act out the diologue
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Descriptor: - learned by heart the dialogue - can act out it Total: 2point |
Whiteboard Cards Pupils Book |
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Middle of the lesson Presentation part. Individual work 8 min. |
PRESENTATION AND PRACTICE (Activities to present and activate the new language.) POSTER Our Planet’s Treasure 1 14Listen, point and repeat. Then match. Pupils’ books closed. T puts up the Our planet’s treasure poster on the board. Points to the natural features, one at a time, and say the corresponding words... Ask individual pupils to name them. Ask the pupils to look at the poster, choose an item and make a sentences e.g. Pupil 1 : (pointing to the island ) I’m going to go to an island this summer. etc |
Ss repeat, chorally and/or individually. Point to each natural feature in random order |
Descriptor: -can pronounce increasing range of words -can make up sentences Total: 2points |
Whiteboard Pupils Book Flashcards |
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Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat.. Check their answers. Answer key 2 G 4 A 6 F 8 H 3 E 5 C 7 B |
Ss listen, point to the words and repeat. Ss repeat, chorally and/or individually and look at the pictures and match them to the words |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book Poster |
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Individual work 6 min. |
Read and choose. Then say. 1.T explains the activity Answer key 1 A 2 B 3 B 4 B 5 A 6 A e.g. Malta is an island ., The Pacific is an ocean . etc 2. T asks students to decide if the sentences True or False Aim: to develop pupils critical thinking and geographical knowledge Efficiency: students can make decision Differentiation: «Thinking cap» method is used to do the activity much more interesting. |
1.Ss complete the sentences, decide if the sentences true or false and correct false statements |
Descriptor: -can pronounce simple sentences intelligibly -can complete sentences -can identify false statements and correct them Total: 3 points |
Whiteboard Pupils Book Cap |
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Individual work 8 min. |
STUDY SPOT (Activities to present and practice the articles.) T explains new grammar materials (a, an. the) Says and write on the board: This is a desert. This is an island. Underlines the words in bold. Explains to the pupils that we use a before nouns that begin with a consonant sound and we use an before nouns that begin with a vowel sound. Say and write on the board: This is a desert. This is the Sahara Desert. Underlines the words in bold. Explains to the pupils, in L1 if necessary, that we use the indefinite article a when we refer to something general, and the definite article the when we refer to something specific. Then says and writes on the board: This is an island. This is Malta. Explain to the pupils that we use the definite article the only before names of deserts, lakes and oceans, but we don’t use it before names of mountains, lakes, islands and countries. Answer key 2 B 3 C 4 A 5 C 6 A Aim to develop grammar Efficiency use new grammar structure |
Ss read and choose articles exercise 16,p 43 circle the correct option. |
Descriptor: -can choose correct articles -understand teacher`s instruction Total: 2 points |
Whiteboard Pupils Book Poster |
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Team work 5 min
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Let’s play T divides the class into two teams, A and B. gives one blue and one red card to a pupil from each team. Say saloud a sentence. If the sentence is correct, the pupils raise the blue card. If the sentence is wrong, they raise the red card. Then the pupils give the card to other member or their team and you repeat with other sentences. Each correct answer wins a point. The team with the most points wins the game . Aim: develop critical thinking skills and grammar. Efficiency: Differentiation: «Correct The Teacher game» game is used to develop their speaking and listening skills. |
Ss work in pairs and listen and practice reading the story. Practice speaking: Make a new dialogue in exercise 13. |
Descriptor: -can identify correct answers. -can work as a team. |
Whiteboard Pupils Book Poster. |
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End of the lesson. Team work Feedback 5 min. |
T reads sentences from exercise 15 Hawai is an…. Aim: to consolidate the language of the lesson Efficiency: Ss can write and report back to school Differentiation: «Conclusion» method is used to finish the lesson. |
Pupils complete the sentences and write to the board |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan 4
Theme of the lesson:
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Unit:3 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Our planet’s treasure 1 |
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Learning objectives(s) that this lesson is contributing to: |
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics; 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics; 4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics; 4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information |
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Lesson objectives: |
All learners will be able to:to read and write an email about their last holidays using Past Simple with prompts; Most learners will be able to:to read and write an email about your last holidays using Past Simple without prompts; Some learners will be able to:to read and write an email about your last holidays using Past Simple without prompts and tell about their trip to their classmates; |
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Value link: |
Be friendly, respect each other. |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Poem The best present The best present in the world Can`t be bought in the mall The best present in the world Isn`t a bike or a ball The best present in the world Can`t be caught like some bugs The best present in the world Is simply one of your hugs The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . |
Ss make a circle and read o poem together and hug each other |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Pair work 5 min. |
T asks a pupil to came to the board. Asks to take Bee cards Say a word Ask the rest of the class for verification. Repeat the activity with other pupils. Aim: Revise the previous lessons material. Find out how much do they remember. Efficiency: Ss refresh their mind before starting new theme.
In differentiation part «Spelling Bee» game method was used to check student’s vocabulary. After that T introduces the aim and theme of the lesson. |
Ss take cards and say a word from the previous lesson (e.g. lake), spell and write it.
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Descriptor: - learned by heart new words - can spell and write Total: 2point |
Whiteboard Cards Pupils Book |
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Middle of the lesson Presentation part. Individual work 8 min. |
Read and circle. Then listen and check. T refers the pupils to the picture and asks them to guess where Pat went on holiday and what she did. Allows the pupils some time to read the text silently and complete the activity. Play the CD. Answer key 1 the Pacific Ocean 3 rainforest 2 mornings 4 waterfalls Then individual pupils read out the text. |
Ss listen and follow the text in their books. Check their answers. |
Descriptor: -can listen and understand the meaning -can read and chose right version Total: 2points |
Whiteboard Pupils Book Flashcards |
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T explains the activity. Checks their answers. Suggested answer key 1 I went to Lake Balkhash. 2 I went with my family. 3 I went swimming, sailing and fishing. 4 I saw many birds. Aim:to develop students listening and critical thinking skills Efficiency: describe past events |
Ss read and answer the questions orally first, then in writing |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book Poster |
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Pair work 6 min. |
Portfolio: T T asks the pupils, in pairs to talk about their holidays. For homework, tell the pupils to write an email to their friend and to use the text in Ex. 18 as a model. Suggested answer key Hi Gulnara, How are you? I`m writing to tell you about my holiday in Lake Balkhash. It was great! I went there with my family. I swam in the lake every day. We saw many birds there. Mum and dad took me sailing and fishing, too. It was a wonderful holiday! Write and tell me all about your holiday. Take care, Daniya. Aim:to develop writing skills Efficiency: to write an email about their last holidays |
1.Ss talk with their friends. Write an email to their friend about their last holidays. |
Descriptor: -can write an email -can follow the steps in writing |
Whiteboard Pupils Book
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Individual work 8 min. |
Paint to the picture and say: We`re going to go on holiday and have a lot of fun!. Follows the same procedure and present the rest of the song. Play the CD. T divides the class into three groups and assigns a verse to each group. Play the song again and asks each group to sign their corresponding verse. Time permitting, play the song again for the pupils to sing together as a class Aim to develop listening skills Efficiency to repeat grammar and vocabulary through a song |
Ss repeat, chorally and/or individually and listen and follow along in their book |
Descriptor: -can listen, understand and sing a song -can complete out words Total: 2 points |
Whiteboard Pupils Book Poster |
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Team work 5 min
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Thinking time Asks the pupils to draw some images connected to holidays. Ask them to present their drawings Aim: develop critical thinking skills and speaking Efficiency:draw and present using new vocabulary Differentiation: «Masterpiece» game is used to develop their speaking skills. |
Ss draw and present |
Descriptor: -can use new vocabulary. -can make sentences following the structure. |
Whiteboard Pupils Book |
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End of the lesson. Team work Feedback 5 min. |
An activity. Demonstrates the following dialogue with a pupil: e.g. Teacher: Where are you going to go on holiday? Pupil 1: I`m going to go to Mexico. Teacher: Have a nice holiday! Pupil 1: Thank you! Aim: to consolidate the language of the lesson Efficiency: develop speaking skills sed to |
Ss answer the questions |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan 4
Theme of the lesson:
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Unit:3 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Our planet’s treasure 2 |
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Learning objectives(s) that this lesson is contributing to: |
4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics; 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges; 4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics; 4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues |
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Lesson objectives: |
All learners will be able to:talk about seven natural wonders of the world with support Most learners will be able to:talk about seven natural wonders of the world with support; express basic likes and dislikes Some learners will be able to:talk about seven natural wonders of the world with support; express basic likes and dislikes; present their presentation work to the class |
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Value link: |
Be friendly, respect each other. |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Poem The best present The best present in the world Can`t be bought in the mall The best present in the world Isn`t a bike or a ball The best present in the world Can`t be caught like some bugs The best present in the world Is simply one of your hugs The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . |
Ss make a circle and read o poem together and hug each other |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Pair work 5 min. |
Play the song from the previous lesson and ask the pupils to sing along. T writes the words island, river, lake, rainforest, waterfall, mountain, desert, ocean on the board. Tells the pupils to take a plane imagine that they are flying and going to visit one of these places this weekend. Ask them to think of what they are going to do there. Suggested answer key Pupil: I'm going to visit the Amazon rainforest this weekend. I'm going to see a lot of plants and animals there. Aim: Revise the previous lessons material. Find out how much do they remember. Efficiency: Ss refresh their mind before starting new theme.
In differentiation part «Let`s fly» game method was used to check student’s vocabulary. After that T introduces the aim and theme of the lesson. |
Ss , in pairs, talk to each other. report back to the class.
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Descriptor: - can work in pair - can make up sentences using construction: to be going to Total: 2point |
Whiteboard Cards Pupils Book |
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Middle of the lesson Presentation part. Individual work 10 min. |
PRESENTATION AND PRACTICE (Activities to present and activate the new language.) 22 Listen and match. Then talk with your friend. T says and writes on the board: natural wonders.. Explains/ Elicits what natural wonders are. Have a brief class discussion, in LI if necessary, about natural wonders in their country and how important they are to the planet. Refers the pupils to the pictures and the title and have a class discussion about these seven natural wonders. Elicits anything the pupils might know about them. Reads aloud the countries/regions and ask the pupils if they know or if they can guess where these natural wonders are. Explains the activity and play the CD. Answer key 2D 3C 4 F 5 A 6G 7E Note: Tcan explain to the pupils that the Northern Lights can be seen in other countries like, for example, Iceland. Refers the pupils to the picture and the dialogue. First, reads out the dialogue and then act out a similar dialogue with one of the pupils. Asks the pupils to act out, in pairs, similar dialogues. Goes around the classroom providing any necessary help. Asks some pairs to come to the front of the classroom and act out the dialogue. Suggested answer key Akbota: Which natural wonder would you like to see? Nurzhan: Mount Everest. Akbota: Where can you see it? Nurzhan: In Tibet and Nepal. Aim:to raise pupil`s enviromental awareness Efficiency: to talk about natural wonders
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Ss. repeat, chorally and/or individually. The pupils listen and match. Check their answers. Answer the questions |
Descriptor: -can choose right answers -can answer the questions Total: 2points |
Whiteboard Pupils Book Flashcards |
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Individual work 7 min. |
Read and choose. T refers the pupils to the picture and have a brief picture discussion. Reads aloud the text or asks some of the pupils to read it. Explains the activity. Refers the pupils to the questions. Answer key 1 A 2 A 3 В 4 В Then individual pupils read out the text. Aim:to delop pupil`s reading skills Efficiency: discuss the text and tell opinions
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Ss listen and follow in their books and read the text silently and choose the correct answer. Check their answers. |
Descriptor: -can read and choose the answer Total 1 point |
Whiteboard Pupils Book
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Team work 10 min. |
Find information about another natural wonder. Make a project or PowerPoint® presentation. Present it to the class. T brainstorms the names of various natural wonders from around the world and write them on the board. Have a class discussion, in LI if necessary, about the problems they face. Explains the activity..Tells them to use the text in Ex. 23 as a model, Alternatively, assign the project for homework. Then T helps them file their projects in their Language Portfolios. Suggested answer key The Amazon Rainforest in South America is one of the world's natural wonders. It is the largest rainforest in the world and is home to many kinds of animals. But the Amazon is getting smaller and smaller. This is because people throw rubbish into the river and cut down the trees, Let's hope we can look after this amazing wonder so people can still see it hundreds of years from now! Aim: develop critical thinking skills and speaking Efficiency:make a project implementing the solution and fixing issues Differentiation: «Waterfall» project making method is used to develop collecting and analyzing skills. |
Ss use the Internet to find information about another natural wonder and present it to the class |
Descriptor: -can use and find information from the internet -can prepare a project following the requirements Total: 2 points |
Whiteboard Pupils Book Poster |
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End of the lesson. Team work Feedback 5 min. |
T allow the pupils some time to read the text again and then close their books. Ask them to try and remember two things from the text. Check their answers. Suggested answer key The Great Barrier Reef is in Australia. You can see i1 from spaceAim: to consolidate the language of the lesson Efficiency: develop speaking skills sed to |
Ss answer the questions |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan 4
Theme of the lesson:
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Unit:3 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Revision (Our world – Checkpoint 3) |
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Learning objectives(s) that this lesson is contributing to: |
4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics; 4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information |
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Lesson objectives: |
All learners will be able to:revise talking about natural features andnatural wonders, express basic likes and dislikes Most learners will be able to: revise talking about natural features andnatural wonders, express basic likes and dislikes Some learners will be able to: revise talking about natural features andnatural wonders, express basic likes and dislikes |
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Value link: |
Be friendly, respect each other. |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Poem To move to breathe to fly to float To gain all while you give To roam the roads of land remote To travel is to live The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . |
Ss make a circle and read o poem together |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Pair work 5 min. |
(An activity to revise the language of the previous lesson.) Ask the pupils to present their projects from the previous lesson Aim: Revise the previous lessons material. Find out how much do they remember. Efficiency: Ss refresh their mind before starting new theme. After that T introduces the aim and theme of the lesson. |
Ss present projects
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Descriptor: - prepared a project - present it to class Total: 2point |
Whiteboard Cards Pupils Book |
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Middle of the lesson Individual work 10 min. |
PRACTICE 25 Listen and read. Which place would you like to visit? Why? T ask the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to the Giant's Causeway) This is the Giant's Causeway. Where is it? Pupil: It's in the UK. Teacher: This is Lake Kaindy. Where is it? Pupil: It's in Kazakhstan, etc Asks the pupils to tell you what they know about these places. Play the CD. Asks the pupils which place they would like to visit and why. Elicit answers from individual pupils. Suggested answer key I would like to visit Lake Kaindy to see the underwater forest. Then individual pupils read out the texts. Aim:to revice talking about natural features Efficiency: to talk about natural wonders and discuss
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Ss. answer the questionsand listen and follow the texts in their book. |
Descriptor: -can listen and follow the text -can answer the questions and tell which places they would like to visit Total: 2points |
Whiteboard Pupils Book Flashcards |
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Individual work 7 min. |
Read and match to make sentences. Reads the instructions and the example and explain the activity. Check their answers. Answer key 2d 3a 4c
Aim:to delop pupil`s reading skills Efficiency: improve language concentration and memmory Differentiation: «Find the half» memory game method is used to develop thinking and memory.
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Descriptor: -can read and match sentences Total 1 point |
Whiteboard Pupils Book
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Team work 10 min. |
Project: A natural wonder in Kazakhstan. T aska the pupils to think of natural wonders in Kazakhstan and write a small paragraph about it using the texts in Ex. 25 as models. Display their work in the classroom. Suggested answer key Torysh is a valley with rock formations that look like balls. The name Torysh actually means the Valley of Balls! The rocks are spread in the middle of the desert and have different sizes. Some are 3-4 metres in diameter! Aim: develop critical thinking skills and speaking Efficiency:make a project implementing the solution and fixing issues Differentiation: «Waterfall» project making method is used to develop collecting and analyzing skills. |
Ss use the Internet to find information about another natural wonder and present it to the class |
Descriptor: -can use and find information from the internet -can prepare a project following the requirements Total: 2 points |
Whiteboard Pupils Book Poster |
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CHECKPOINT 3 1 Read and complete. Then match. The pupils put the letters in the correct order to form words and complete the sentences.Then they look at the pictures and match the sentences with the pictures. Answer key 1 rainforest - F 4 ocean - D 2 island - E 5 river - C 3 mountain – В 2 Read and match. The pupils read the numbers and match. Answer key le 2 f 3a 4 d 5b 3 Read and complete. The pupils read and complete the sentences with the correct ordinal number. Answer key 1 thirtieth 3 twenty-first 5 first 2 ninth 4 ninetieth 4 Read and choose. The pupils read and choose the correct words. Answer key 1C 2 A 3B 4 A 5 В 6A |
Ss do the tasks |
-can complete sentences and match them -can complete with coorect ordinal numbers Total 2 points |
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End of the lesson. Team work Feedback 5 min. |
To fill progress peport card well ok bad Talklk about Kazakhstans heritage Say where things are Talk about natural features Talk about natural wonders Write an email to his\her friend They tick very well, ok or bad
Aim: to consolidate the language of the lesson Efficiency: develop speaking skills sed to |
Ss answer the questions |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan 4
Theme of the lesson:
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Unit:4 Lesson 1 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Body language |
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Learning objectives(s) that this lesson is contributing to: |
4.1.1.1 understand an increasing range of classroom instructions; 4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics; 4.3.1.1 recognise, identify and sound with support a growing range of language at text level; 4.4.2.1 begin to use joined-up handwriting in a limited range of written work; 4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things; 4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses |
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Lesson objectives: |
All learners will be able to: talk about ways of communicationusing demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses Most learners will be able to: talk about ways of communication use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses. Describe the picture. Some learners will be able to: talk about ways of communication use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses. Describe the picture and say why they use the gadgets. |
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Value link: |
Be friendly, respect each other. |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Betty Botter bought some butter She sells seashells by the seashore “Tongue twisters.” To improve accents The aim: To develop pronunciation and fluency Efficiency: Say tongue twisters as quickly as they can . |
Ss repeat and learn toungue twisters |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Speaking time Individual work 5 min. |
T prepares questions and asks about amazing places that they would like to visit Aim: Revise the previous lessons material Efficiency: Improves speaking. After that T introduces the aim and theme of the lesson. |
Studens find answers to the questions and make a project |
Descriptor: - can answer questions - can tell about amazing places - make a project Total: 3 points |
Whiteboard letters |
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Middle of the lesson Presentation part. Team work. 7 min. |
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PRESENTATION AND PRACTICE (Activities to present and activate the new language.) 1 Look at the picture. What are the children doing? Have you got any of these gadgets? If yes, what do you use them for? Pupils' books closed. T writes the word gadget on the board. Asks the pupils if they know what gadgets are and elicit the names of different gadgets (e.g. tablet, mobile phone, earphones, etc). Asks the pupils to look at the pictures on p. 48 and have a picture discussion. Points to the boy and ask: What is he holding? Elicit: A tablet. Then asks: What is he doing? Elicit answers (e.g. He's playing games.) Repeats the same for the girl. Asks the pupils if they have any of these gadgets and what do they use them for. Suggested answer key I have a tablet. I use it to watch videos online. Aim to talk about ways of communication Efficiency can make a picture discussion Differentiation: «Did you know» is used to develop their speaking and making decision skills
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Ss open books and answers the questions |
Descriptor: - recognise basic opinions in short -answer the questions Total: 2 points |
Whiteboard Pupils Book Flashcards My day video |
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Individual work 5 min. |
. How do you communicate with your family and friends? Which way of communication do you use more often? T reads aloud the phrases and explains to the pupils that these are different ways of communication. Asks the pupils if they can think of other ways of communication. Read aloud the example and explain the activity. Allows the pupils some time to complete it. Checks their answers. Asks individual pupils to tell the class. Suggested answer key I like sending text messages to my friends. I text them every day. |
Ss Choose and tell the class. |
Descriptor: -can choose the way of communication -can make sentences and tell the class Total: 2 points |
Whiteboard Pupils Book Poster |
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Team work 8 min. |
. Let's Play Pupils' books closed. T writes on the board: It's OK. Good luck! Signs OK without speaking. Asks the pupils which of the two sentences is correct. Then writes phrases on the board and explain to the pupils, in LI if necessary, what body language is. Pupils' books open. Refers the pupils to the pictures, one at a time, Divide the class into two teams One pupil mimes one of the phrases other tries to guess .Each correct answer wins a point.
Aims to develop pupil`s thinking Efficiency: Understand each other and body language
Differentiation: «Body language» method is used to learn phrases. |
Ss reads aloud the phrases and listen and repeat chorally and/or individually. |
Descriptor: -can work together as a team -can mime and guess phrases Total: 2points |
Whiteboard Pupils Book Poster |
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Work in pairs. 7 min Listening |
Look, read and choose the correct answer. Read aloud the sentences, one at a time, and ask the pupils to choose the correct word. The pupils look at the pictures and complete the activity orally first, then in writing. Answer key1 kiss 2 shake 3 hug Aim: develop critical thinking and writing skills. Efficiency: Ss use new vocabulary and practice it with groupmates. . |
Ss reads and writes to their copybook |
Descriptor: -read and choose correct answer -can work as a pair Total:2 points |
Whiteboard Pupils Book Poster. |
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End of the lesson. Feedback Individual work: 8min. |
An activity to consolidate the language of the lesson.) T asks a pupil to come to the front of the classroom. Says a sentence and ask the. Repeat with the other pupils. Suggested answer key Teacher: I got an A at the test. Pupil: (miming and saying) Give me a high five! Teacher: Your favourite football team won the match. Pupil: (miming and saying) Hurray! etc. Aim: to consolidate the language of the lesson Efficiency: Ss can write and report back to school Differentiation: «Who is the first»game method is used to finish the lesson. |
Ss respond using body language and the correct phrase if possible |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan 4
Theme of the lesson:
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Unit:4 Lesson 2 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Communicating around the world |
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Learning objectives(s) that this lesson is contributing to: |
4.1.1.1 understand an increasing range of classroom instructions; 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics; 4.1.10.1 recognise words similar to words in student native language; 4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics; 4.3.1.1 recognise, identify and sound with support a growing range of language at text level; 4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently |
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Lesson objectives: |
All learners will be able to: talk about communicating around the world Most learners will be able to: talk about communicating around the world using the degrees of comparisons. Some learners will be able to: talk about communicating around the world using the degrees of comparisons and give their own examples |
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Value link: |
Be friendly, respect each other. |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Who am I? In this game, the T prepares cards with famous people's names on them. The leader tapes one card on the back of each member. Then everyone pretends they are at a party and asks each other questions to find out their own identities. When someone guesses their own name correctly, the name-tag gets taped to their front and they continue to chat with the party guests until everyone is wearing the nametag on the front. The aim: To develop speaking Efficiency: makes up generally questions and develops thinking skills. |
Ss answer for the quetions |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Speaking time Individual work 5 min. |
An activity to revise the language of the previous lesson.) T writes on the board the names of different gadgets and ask the pupils to tell you what we can use them for (e.g. mobile phone: send text messages). Asks one of the pupils to come to the front of the classroom and use body language to express one of the phrases from the previous lesson. The rest of the class say aloud the correct phrase. Repeat with as many pupils as necessary. Aim: Revise the previous lessons material Efficiency: to mprove speaking. After that T introduces the aim and theme of the lesson. |
Studens find answers t |
Descriptor: - can tell what they can use gadgets - can express body language phrases Total: 2 points |
Whiteboard letters |
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Middle of the lesson Presentation part. Individual work. 7 min. |
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. 5Listen and repeat. How do you usually travel every day? (Track 40 CD1) Pupils' books closed. T puts the Means of transport poster up on the board. Points to the means of transport, one at a Time, and says the corresponding words. Pupils' books open. Play the CD. Then
Aim to introduce new vocabulary Efficiency can use transport words compare means of transport |
Ss repeat, chorally and/or individually. Point to each means of transport in random order. They talk about how they usually travel every day. |
Descriptor: - can name transports -point to each means Total: 2 points |
Whiteboard Pupils Book Flashcards My day video |
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Individual work 5 min. |
thinking: Find the means of transport. More than one can be correct. T writes on the board: / have to do my homework every day.Underline the words in bold. Explain that the verb have toexpresses necessity and obligation. Explain the task. Allow the pupils some time to complete the activity. Check their answers. Answer key 2. tram, underground 3. helicopter, hot-air balloon, plane, tram, minibus, underground, ferry, ship 4. underground, minibus 5. helicopter, plane, van 6. tram, minibus Aim: develop vocabulary and grammar Efficiency: students can use new vocabulary Differentiation: «Thinking cap» game is used to develop their critical thinking skills. |
Ss find the meaning of of transport. |
Descriptor: -can find the meaning of transport -can complete the sentences Total: 2 points |
Whiteboard Pupils Book Poster |
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Team work 8 min. |
Match the opposites. Then rearrange the letters to complete the texts. T explains the activity. Goes through the texts and elicits/explains any unknown words. Allow the pupils some time to complete the activity. Check their answers. Answer key 2 2 a 3 f 4 e 5 d 6 c 2 safe 4 fast 6 noisy 3 expensive 5 cheap 7 dirty
Aims to develop pupil`s thinking and and improve long term memory Efficiency: Train student’s memory and brain
Differentiation: «Find my opposite» game method is used to learn phrases. |
Ss match the opposites |
Descriptor: -can match opposites -rearrange the letters to complete the text Total: 2points |
Whiteboard Pupils Book Poster |
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Work in pairs. 1 min Listening |
Pupils' books closed. T says, then writes: Cars are faster than scooters.Underline the words in bold.The pupils repeat chorally and/or individually. Elicit the spelling rules for the comparative. Explain the irregular adjectives. Pupils' books open. Go through the Study spotse ction briefly. Explains the activity and allow the pupils some time to complete it. Check their answers. Answer key
Aim: to explain new grammar material Efficiency: Ss use new grammar and practice it with groupmates. . |
Ss say and write comparative adjectives |
Descriptor: -say and write comparatives Total:14 point |
Whiteboard Pupils Book Poster. |
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Thinking: Read and make sentences, as in the example. T reads aloud the example and explains the activity. Answer key
Aim: to develop grammar Efficiency: Ss use new grammar and make sentences
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Ss make sentences |
-can make sentences -can compare different means of transport |
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10 Let's Play Divide the class into two teams, A and B. Asks one pupil from each team to come to the front of the classroom. One pupil. Repeat with the remaining pupils. Each correct sentence wins a point. The team with the most point wins the game. Aim: to develop grammar and vocabulary Efficiency: Ss use new grammar and make sentences |
Ss come to the front and chooses 2 flashcards showing means of transport and shows them to the second S. The second S has to make a sentence comparing the two means of transport and using the adjectives in Ex.7.Then, the second pupil chooses two flashcards and the first pupil makes a sentence |
-can make sentences comparing means of transport |
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End of the lesson. Feedback Individual work: 5min. |
T divides the class into two teams, X and O. Draw a 3 X3 grid on the board. Ask a pupil from each team to come to the board.. If the sentences are correct, they get to mark the cells accordingly, with an X and O. Repeat with the remaining pupils. The winner is the team that has three marks horizontally, vertically or diagonally. If you have a large class, you may play the game in pairs. |
One S writes an adjective from Ex. 7 in a cell in the grid and makes a sentence with it.The other pupil writes the opposite of that adjective in another cell and also makes a sentence |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan 4
Theme of the lesson:
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Unit:4 Lesson 3 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Communicating around the world |
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Learning objectives(s) that this lesson is contributing to: |
4.1.1.1 understand an increasing range of classroom instructions; 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curriculartopics; 4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics; 4.3.1.1 recognise, identify and sound with support a growing range of language at text level; 4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently |
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Lesson objectives: |
All learners will be able to:read and talk about means of transport around the world; make a new dialogue using range of general curricular topics with support Most learners will be able to: read and talk about means of transport around the world; make a new dialogue using range of general curricular topics without support Some learners will be able to: read and talk about means of transport around the world; make a new dialogue using range of general curricular topics without support and act out it. |
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Value link: |
Be friendly, respect each other. |
Plan:
Lesson Plan 4
Theme of the lesson:
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Unit:4 Lesson 4 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Communicating around the world |
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Learning objectives(s) that this lesson is contributing to: |
4.1.1.1 understand an increasing range of classroom instructions; 4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics; 4.1.10.1 recognise words similar to words in student native language; 4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics; |
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Lesson objectives: |
All learners will be able to: understand the main points of short supported talk and match the phrases, talk about different jobs Most learners will be able to: understand the main points of short supported talk and match the phrases, find one extra word; talk about different jobs Some learners will be able to:understand the main points of short supported talk and match the phrases, find one extra word; talk about different jobs; tell about their job which they would like to do |
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Value link: |
Be friendly, respect each other. |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Describe the Picture. First, T shows the entire class a picture. Makes sure it has lots of little details in it, preferably one where you could spend a good minute or so describing every last detail to your friend. Then, takes the picture down and tells the students to describe what they saw to their partner. Gives them about 30 seconds. Now, here’s the twist. Splits the class into two teams and divide sthe blackboard in two. Chooses three students randomly from each team to come up to the blackboard. Places a piece of chalk in each student’s hand and tells them they have to write down as many things they saw in the picture as they can in 30 seconds (or one minute) Aim: To develop speaking Efficiency: develops thinking skills. In differentiation part «Describing pictures» game method was used to describe
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Ss come to th board and describe pictures” |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Interactive method Pair work 5 min. |
Ask pairs of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 5). Repeat with as many pairs as you feel necessary Aim: Revise the previous lessons material. Find out how much do they understand ordinal numbers. Efficiency: Ss refresh their mind before starting new theme. In differentiation part «Role play» method was used to act out |
Ss come to the board and act out the dialogue
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Descriptor: - understand the teacher's instructions - can act out the dialogue Total: 2 points |
Whiteboard letters |
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Middle of the lesson Presentation part. Team work. 7 min. |
PRESENTATION AND PRACTICE (Activities to present and activate the new language.) 18 Listen and repeat. Then match. Pupils' books closed. Put the Jobs poster up on the board. Point to the jobs, one at a time, and say the corresponding words, The pupils repeat, chorally and/or individually. Pupils' books open. Play the CD.The pupils listen, point to the words and repeat. Then they complete the activity. Check their answers. Answer key 2. i 4c 6 f 8g 10 b 3. h 5 d 7 e 9 j |
Ss repeat chorally or individually.The y listen and point pictures and repeat |
Descriptor: -can point pictures and say the words -can math pictures with words and complete activity Total: 2 points |
Whiteboard Pupils Book Flashcards My day video |
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Read and complete. Read aloud the example and explain the activity. Explain that the sentences are clues for the pupils to find the correct answer. Allow the pupils some time to complete the activity. Check their answers. Answer key 2 nurse 5 waitress 3 computer programmer 6 architect 4 news reporter Aims to develop vocabulary Efficiency: identify jobs |
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Descriptor: -can find correct answer -can complete the activity Total: 2 points |
Whiteboard Pupils Book Poster |
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Pair work 5 min. |
. Listen and match. There is one extra job. Play the CD, twice, if necessary. Answer key IB 2D 3 E 4 A 5 F AUDIOSCRIPT Teacher: OK, everyone. Let's talk about different jobs. Simon, what would you like to be when you grow up? Simon: A dentist. Miss. Teacher: That's great, Simon. How about you, Tina? I know that your dad is a mechanic. Would you like to be a mechanic, too? Tina: No, Miss. I want to be an architect. I like the idea of designing houses. Teacher: Good for you, Tina. Bob? Bob: My brother wants to be a computer programmer, but I would like to be a photographer. I love taking pictures. Kelly: I would like to be a computer programmer, Miss. I love computers. Teacher: That's great, Kelly. And how about you, Nick? Nick: A news reporter, Miss. I'd like to work at a TV station one day Aims to develop listening Efficiency: talk about jobs |
Ss listen and complete the activity. Check their answers |
Descriptor: -understand the listening task -can complete activity and find extra job Total: 2 points |
Whiteboard Pupils Book Poster |
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Team work 8 min. |
Act out the story. •For stronger classes: T assigns roles to the pupils. Allows them enough time to rehearse their roles in groups. •For weaker classes: Select a short exchange from the story for the pupils to act out in pairs. Aim: to develop speaking skills Efficiency: Ss can act out the story Differentiation: «Role play» is used to develop their speaking and acting skills |
Ss practice together an act out and come to the front and act out the story. |
Descriptor: -can work together as a team -can act out the story Total: 2points |
Whiteboard Pupils Book Poster |
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Work in pairs. 5 min Listening |
Look, read and complete. Pupils' books closed. Say, then write: Tom, Nick and George are friends. Tom is the tallest of all. Nick is the youngest in the class. Underline the words in bold.The pupils repeat chorally and/or individually. Elicit the spelling rules for the superlative. Explain the irregular adjectives. Pupils' books open.T goes through the Study spot section briefly. Explains the activity. Goes through the texts and elicits/explains any unknown words. Allows the pupils some time to complete the activity. Check their answers. Answer key 2 the slowest 4 the tastiest 3 the kindest 5 the biggest Aim: develop grammar Efficiency: Can use new grammar structure . |
Ss listen and follow along. and in pairs act out similar dialogues |
Descriptor: -understand spelling rules for the superlatives Can complete the activity Total:2 points |
Whiteboard Pupils Book Poster. |
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Individual work 5min |
Make own “My Neighbours” project T gives direction Aim: to develop speaking and writing skills Efficiency: Ss can write and act outt Differentiation: «Project» method is used to make a project. |
Ss write and present to class |
Descriptor: -can draw and attach pictures of their neighbors -present project to class Total: 2points |
Whiteboard |
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End of the lesson. Feedback Individual work: 2 min. |
T divides the class into two teams, A and B. T whispers one of the jobs without letting the class hear it. Each correct answer wins a point. The team with the most points wins. Aims to repeat vocabulary Efficiency:improve student`s attention, listening and speaking |
Ss come to the board, tries guess the word. He/She c The pupil tries to get his/her team to guess the word. He/She can act it out, give definitions or write example sentences, but he/she mustn't say or write the word. an act it out, give definitions or write example sentences, but he/she mustn't say or write the word. |
-can act out the words -can guess the words |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan
Theme of the lesson:
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Unit:4 Lesson 5 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Technology |
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Learning objectives(s) that this lesson is contributing to: |
4.1.2.1 understand an increasing range of supported questions which ask for personal information; 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics; 4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information; 4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons; 4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions |
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Lesson objectives: |
All learners will be able to: revise jobs; to talk about community helpers; to write about a community helper Most learners will be able to: revise jobs; to talk and write about their favourite community helper; tell which of the jobs in the text they need to Some learners will be able to: revise jobs; to talk and write about their favourite community helper; tell which of the jobs in the text they need to; act out the dialogue |
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Value link: |
Be friendly, respect each other. |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Happy circle The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . |
Ss make a circle and wishes the best wishes to each other |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
Lesson Plan4
Theme of the lesson:
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Unit: 4 Lesson 6 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Technology |
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Learning objectives(s) that this lesson is contributing to: |
4.1.2.1 understand an increasing range of supported questions which ask for personal information; 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics; 4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information; 4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons; |
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Lesson objectives: |
All learners will be able to: understand an increasing range of supported questions which ask for personal information;give short, basic description of people and objects, begin to describe past experiences with prompts;use adjectives, including possessive adjectives Most learners will be able to: understand an increasing range of supported questions which ask for personal information;give short, basic description of people and objects, begin to describe past experiences;use adjectives, including possessive adjectives Some learners will be able to: understand an increasing range of supported questions which ask for personal information;give short, basic description of people and objects, begin to describe past experiences;use adjectives, including possessive adjectives |
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Value link: |
Be friendly, respect each other. |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 5 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. MY NATIVE LAND My Motherland - You are dear to me like a mother. Ready for me to scream What life can I give for you! The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: improve speaking and pronunciation. |
Ss read a poem and learn by heart |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning Team work 5 min. |
Play the song from the previous lesson and ask the pupils to sing along. (An activity to introduce the theme of the lesson.) POSTER T puts the Communicating around the world poster up on the board. Points to the UK, Kazakhstan, Spain, France, Germany, Italy, Greece and Turkey and name each country.. Asks the pupils, in LI if necessary, to tell you what they know about these countries (flag colours, capital cities, landmarks, food, etc). Aim: Revise the previous lessons material. Find out how much do they understand ordinal numbers. Efficiency: Ss refresh their mind before starting new theme. In differentiation part «Word scramble» method was used to write the respective ordinal numbers next to cordinals. After that T introduces the aim and theme of the lesson. |
Ss sing a song and repeat, chorally and/or individually
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Descriptor: - understand the teacher's instructions - can sing a song - know materials of previous lesson. Total: 3 points |
Whiteboard letters |
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Middle of the lesson Presentation part. Team work. 10 min. |
Listen and repeat. Find the countries on the map. Play the CD. The pupils listen, point and repeat the names of the countries. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Explain the activity. Allow the pupils some time to find the countries on the map and match them in their notebooks. Check their answers. Answer key Id 3 f 5 g 7 b 2h 4c 6e 8a |
Ss answer to the T’s questions. |
Descriptor: - recognise basic opinions in short -answer the questions Total: 2 points |
Whiteboard Pupils Book Flashcards My day video |
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Listen and read. Make a new dialogue with your friend Refer the pupils to the picture and the dialogue. Play the CD.. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues about themselves. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity. A: Hello, I'm ... . I'm from .... Where are you from? B: Hi, I'm ... . I'm from ... . A: Welcome to ...,... I B: Thanks! Suggested answer key Mario: Hello, I'm Mario. I'm from Italy. Where are you from? Dana: Hi, I'm Dana. I'm from Kazakhstan. Mario: Welcome to Italy, Dana! Dana: Thanks! Aim: to develop speaking skills Efficiency: Ss can act out the story Differentiation: «Role play» is used to develop their speaking and acting skills
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Ss listen and follow along .The Ss, in pairs, act out similar dialogues about themselves |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book Poster |
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Pair work 5 min. |
Thinking: Rewrite Mario and Korkem's text messages. Pupils' books closed. T write on the board the following prompts. C U I8r LOL Plz Thx Asks the pupils if they know what they mean (C U I8r = See you later, LOL = Laughing Out Loud, Plz = Please, Thx = Thanks). Elicits their meaning and explain how we write text messages. Pupils' books open. Refer the pupils to the text messages and explain the activity. Allow sthe pupils some time to complete it. Checks their answers. Answer key Where r u? = Where are you? I'm w8ting 4 u @ the park. = I'm waiting for you at the park. OK. cu! = OK. See you! Aim: to develop critical thinking skills Efficiency: Ss can make a plan and find the answers Differentiation: «Secret words» is used to develop vocabulary and speaking |
Ss. read the tasks and find secret words |
Descriptor: -can rewrite text messages -can make decision and find answer to the questions Total: 2 points |
Whiteboard Pupils Book Poster |
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Individual work 10 min. |
Write the sentences correctly. T reads the first sentence and asks the pupils what they think is wrong. Refers them to the example and explain that we use the upper case at the beginning of sentences, of names of people, cities, countries, days and months, and for the personal pronoun I. Explains the activity. Allows the pupils some time to complete it. Check their answers. Answer key 1.I live in London. I'm nine years old and I like chatting online with my friends. 2.Hola! I'm Carlos and I'm from Barcelona. I talk on my mobile phone almost every day. 3.Сәлеметаз бе! I'm Dana. I live in Astana. I can use my mobile phone only on Saturdays and Sundays to talk with my friends. Aim: to develop writing skills Efficiency: Ss can use correct structures Differentiation: «Role play» is used to develop their speaking and acting skills |
Ss do exercises an writ eit to the copybooks |
Descriptor: -can find mistakes -can use capital letters correctly Total: 2points |
Whiteboard Pupils Book Poster |
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End of the lesson. Feedback Individual work: 5 min. |
T putsup the Communicating around the world poster on the board. Say the name of a country and ask a pupil to show the country on the poster. Repeat with other pupils. Aim: to consolidate the language of the lesson Efficiency: Ss can talk about countries around the world Differentiation: «Conclusion» method is used to finish the lesson. |
Ss say the names of countries and show countries on the poster |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Lesson Plan4
Theme of the lesson:
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Unit:4 lesson 7 |
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Teacher’s name: |
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Date: |
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Grade:4 |
Number present: absent: |
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Theme of the lesson: |
Treasure and numbers1 |
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Learning objectives(s) that this lesson is contributing to: |
4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things; 4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses |
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Lesson objectives: |
All learners will be able to:use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things; use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses Most learners will be able to: use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things; use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses; compare high-tech buildings in London and Kazakhstan Some learners will be able to: use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things; use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses; find information and present it to their classmates. |
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Value link: |
Be friendly, respect each other. |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 3 min.
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Organization moment: 1.Greeting. Asking the date and day of the week. Teacher asks -Are you in a good mood or in a bad mood?
It`s too good to be in a good mood. (tongue twister) The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: Improve pronunciation. |
Ss learn by heart tongue twister |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” |
CD player Microphone |
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Pre-learning «Brainstorming» method Individual work 5 min. |
(An activity to revise the language of the previous lesson.)
Ask pairs of pupils
to come to the front of the classroom and act out the dialogue from
the previous lesson (Ex. 27). Repeat with as many pairs as you feel
necessary Aim: Revise the previous lessons material. Find out how much do they understand ordinal numbers. Efficiency: Ss refresh their mind before starting new theme. In differentiation part «Role play» method was used to develop pupils speaking. After that T introduces the aim and theme of the lesson. |
Ss come to the board and act out
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Descriptor: - can make up dialogue -can act out it. Total: 2 points |
Whiteboard letters |
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Middle of the lesson Presentation part. Team work. 7 min. |
Listen and read T asks the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to the Gherkin) What is this? Pupil: It's a skyscraper. Teacher: Correct. It's the Gherkin. Where is it? Pupil: It's in the UK. Etc Ask the pupils to tell you what they know about these places. Play the CD. The pupils listen and follow the texts in their books. |
Ss answer to the T’s questions. |
Descriptor: - can read out texts - can answer the questions Total: 2 points |
Whiteboard Pupils Book Flashcards My day video |
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Read and choose. Explains the activity. Ask pupils: Which building would you like to visit? Why? Allow the pupils some time to write their answers in their notebooks. Ask individual pupils to report back to the class.Then individual pupils read out the texts. Answer key 2. 1, 037 3. Egg 4. Fast Suggested answer key I would like to visit the Bayterek Tower because you can see the whole city from up there. Aim: to talk about high-teck buildings Efficiency: improve speaking skills |
Ss open book on p 62 do exercise 29. Write on their copybooks. |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book Poster |
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Pair work 5 min. |
Project: A high-tech building in Kazakhstan. Ask the pupils to think of a high-tech building in Kazakhstan and write a small paragraph about it using the texts in Ex. 30 as models. their work in the classroom. Suggested answer key Khan Shatyr is an entertainment centre in Astana. It looks like a tent! It opened in 2006 and it is 150 metres tall. It is one of the tallest building in the city. There are a lot of shops and restaurants in Khan Shatyr.There is also a water park and a beach! It is fantastic! . Aim: to develop critical thinking skills Efficiency: Ss can make a plan and project In differentiation part «Project» method was used to develop pupils speaking. |
Ss. can draw or look for pictures on the Internet and attach them. Alternatively, assign the project for homework. The pupils then present their projects to the class. |
Descriptor: -cooperate as a pair -can make decision and present the project. Total: 2 points |
Whiteboard Pupils Book Poster |
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Team work 15 min. |
CHECKPOINT 4 1 Read and number. The pupils read the words and number the pictures. Answer key B3 C 5 D 2 El F 4 2 Look, read and complete. The pupils look at pictures and complete the sentences with the correct words. Answer key 1. architect 5 mechanic 2. photographer6 electrician 3. news reporter 7 waitress 4. dentist 8 computer programmer 3 Read and choose. The pupils read and choose the correct words. Answer key 1A 2 С 3B 4 В 5 В 6C |
Ss do check-points |
Descriptor: -can complete the sentences -can choose correct words Total: 2points |
Whiteboard Pupils Book Poster |
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Team work 5min |
STUDY SPOT (Activities to familiarize the pupils with the [ʃn ] sound and the different spellings) Listen, point and repeat T refers the pupils to the pictures. Points to the first picture and say: [ʃn ] – fashion.. Checks their pronunciation. Reviews the spelling of the different words and explains/ elicits how the words are spelled differently but the ending is pronounced the same. Play the CD. 1Complete. Then listen and repeat. T draws the pupils’ attention again to the [ʃn] sound and the different spellings. Allows the pupils to complete the missing letters. Play the CD for the pupils to listen and check their answers. Answer key The ticket for the fashion exhibition at the mansion was $10! Aim: develop students listening and pronunciation skills. Efficiency: Ss can pronounce the words rightly |
Ss repeat, chorally and/or individually and listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words. Ss complete the missing letters |
Descriptor: -can spell and pronounce the words -can complete the missing letters Total: 2points |
Whiteboard |
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End of the lesson. Feedback Individual work: 2 min. |
To fill progress report card well ok bad talk about how they communicate with their family talk about means of transport compare means of transport talk about jobs talk about countries around the world Aim: to consolidate the language of the lesson Efficiency: Ss improve writing listening reading comprehensions Differentiation: «Conclusion» method is used to finish the lesson. |
Answer the questions |
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Reflection
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Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
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Материал ұнаса әріптестеріңізбен бөлісіңіз
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жариялап табыс табыңыз!
Материалдарыңызды сатып, ақша табыңыз.
(kaspi Gold, Halyk bank)
