4 сынып ағылшын тілінен қысқа мерзімді жоспар

LESSON 18

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:16.11.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Treasure maps 1

Learning objectives

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics

4.R4 find with support books, worksheets and other print materials in a class or school library according to classification

4.UE1 use singular nouns, plural nouns – including some common irregular plural and uncountable nouns, possessive

forms ‘s/s’ to name, describe and label things

Lesson objectives

give short, basic description of people and objects, using possessive and determines; begin to describe past experiences; use the map of treasure; read fluently

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETINGS. INTRODUCE THE LESSON OBJECTIVES.

Hand out the completed Progress Report Cards for the previous module and ask the pupils to fail them in their Language Portfolios

Middle

PRESENTATION AND PRACTICE Treasure Maps 1

1. Look at the map. Answer the question

Pupils’ books open. Ask the pupils to look at the pictures on p.34 and have a picture discussion. Elicit anything the pupils nay know about them.

(e.g. Do you know what a dombra is? Can you play a dombra?).

Explain the activity. Go through the sentences and elicit/ explain any unknown words.

Allow the pupils some time to complete the activity. Check their answers.

2 Read and answer. Write in your notebook.

Pupils’ books closed. Put your pen it the book, write and say: There’s a pen in the book. Underline the word in bold. The pupils repeat after you. Follow the same procedure and present the rest of the prepositions (out of, in front, up, down, behind, opposite, on, under).

Pupils’ books open. Refer the pupils to the pictures and have a pictures discussion. Ask the pupils if they know what a treasure hunt is and elicit answers. Read aloud the text while the pupils follow it their books. Alternatively, you can ask the pupils to read it aloud. Explain the activity. Go through the questions and elicit/explain any unknown word. Allow the pupils some time to read the text silently and complete the activity. Check their answers.

Learners answer the question orally first, then in writing.

2 Kaindy Lake 3 Apples

4 The Bayterek Monument 5 Sherkala

6 Singing Sand 7 A dombra

8 An eagle

1. Nurlan’s

2 On 29th September 3 11

4 In the park 5 6

6 Behind the tree. 7 In a box opposite the table.

8 His birthday cake.

Learners read the text silently and complete the activity

Verbal evaluation

Individual

evaluation

Cards

Pictures

End

REFLECTION

Bring a small gift to a friend and hide it in class. Write directions and ask him/her to find that “treasure”.

What did you learn today?

What was easy/difficult?

What was the most interesting/boring thing for you today?

Home task: Write 3 instructions in imperative using pronouns

Saying goodbye

Learners answer

LESSON 19

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:21.11.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Treasure maps 2

Learning objectives

4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.UE14 use prepositions of location position and direction at, behind, between, in, in front of, near, next to, opposite, above, up, down, on the right, on the left, use prepositions of time: on, in, at, before, after use with/without to indicate, accompaniment with for instrument and for to indicate recipient

Lesson objectives

understand the main points of short supported talk; plan, write and check sentences without support to find someone’s treasure

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

(An activity to revise the language of the previous lesson.)

Write on the board the prepositions of place from the previous lesson. Allow the pupils three minutes to write their sentences. Check their answers. The pupil with the most correct sentences is the winner.

Learners have 3 minutes to write as many sentences as they can, using these prepositions.

Track 29 CD1

Middle

PRESENTATION AND PRACTICE

3 Listen, point and repeat. Then match.

4 Find Captain Jack Parrot’s treasure! Do the sums and cross off the places on the map. The last place is where the treasure is.

Write the following sums on the board. Read aloud the sums and draw the pupils’ attention to the names of the symbols (+ plus, - minus, x times, =equals).

1+1+2 (one plus one equals two)

2-1=2 (two minus 1 equals one)

2x2=4 (two times two equals four)

5 Look, read and underline.

Pupils` books closed. Put your pencil on the left of a book, show it to the class and ask: Where is the pencil?

Follow the some procedure and present the rest of the prepositions.

6 Where does Captain Parrot take the treasure next?

Pupils` books closed. Write on the board the numbers 1-10 and the respective ordinal numbers next to them. Explain how we from the ordinal numbers and draw the pupils` attention to the irregular ones (firs, second, third). Point to the numbers, one at a time, and say the corresponding words. The pupils repeat chorally and/or individually. Point to the numbers in random order and ask individual pupils to name them. Ask the rest of the class for verification. Write on the board: 20 – twenty – twentieth. Underline the letters in bold and elicit the spelling rule. Then write on the board the numbers 30,40,45,58,100 and elicit the ordinal numbers.

Learners listen and match

Learners write on the board other sums and to read them aloud.

Answer: It`s on the left of the book.

Learners repeat, chorally and/or individually.

Learners listen and circle.

Individual

evaluation

Selfassess

ment

Individual

evaluation

End

REFLECTION Play Buzz Frizz.

Learners take turns counting up one number at a time, but instead of any multiple of three they have to say `Buzz` if a pupil makes a mistake, he/she can be made to sit out that round if you like.

Hometask: Draw an island on a piece of paper. Draw lots of places on the island. Then draw an ‘X’ to show where the treasure is. They should write directions to the partner to find their treasure.

Saying goodbye

Learners do the reflection

LESSON 20

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:23.11.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Treasure and numbers 1

Learning objectives

4.S4 respond to questions on an increasing range of general and some curricular topics

4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.UE2 use cardinal numbers 1 -1000 and ordinal numbers 1 - 100

Lesson objectives

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

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

(An activity to revise the language of the previous lesson.)

Ask a pupil to come to the board. You say a cardinal number (1-1,000) and the pupil writes the number using letters on the board. Repeat with other pupil.

Learners write the respective ordinal numbers next to the cardinals.

Verbal

evaluation

Middle

Presentation and practice

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.

Play the CD.

Read the story and answer the question

Explain the activity. Allow the pupils some time to read the story again silently and answer the questions. Check their answers. Ask the pupils to tell you where they found the answers in the dialogue.

Act out the story.

For stronger classes: Assign roles to the pupils.

Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story.

For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.

Talking point.

Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues. Go around the classroom providing necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue.

Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit fashion, mansion and exhibition. Draw the pupils’ attention again to the [ʃn] sound and the different spellings. Allow the pupils some time to complete the missing letters. Play the CD for the pupils to listen and check their answers.

Learners listen and follow the story in their books.

Learners read the story and answer the question

Learners act out the story

Learners listen and read, then make a new dialogue with friend.

Learners complete the missing letters.

Selfassess

ment

Individual

evaluation

Mutual avaluation

Verbal

evaluation

End

REFLECTION

Ask the pupils to close their books and write three things they remember from the story. If you wish, set a time limit of two minutes to complete the activity. Ask a few pupils to report back to the class.

Hometask: Ex: 6 at page 28 (Activity book)

Saying goodbye

Learners do the task

Selfassess

ment

LESSON 21

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:28.11.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Treasure and numbers 2

Learning objectives

4.L4 understand an increasing range of short supported questions on general and some curricular topics

4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics

4.W2 begin to use joined up handwriting in a limited range of written work

4.UE5 use interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics

Lesson objectives

use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

Ask 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.

Learners act out the dialogue

Verbal

evaluation

Middle

Listen, point and repeat. Then match.

Pupils’ books closed. Point to the natural features, one at a time, and say the corresponding words. Point to each natural feature in random order. Ask individual pupils to name them.

Extension activity (Optional)

Ask the pupils to look at the poster, choose an item and make a sentence.

e.g. Pupil 1 : (pointing to the island ) I’m going to go to an island this summer. Etc

Read and choose . Then say.

Explain the activity. Allow the pupils some time to complete it.

Then elicit answers from individual pupils.

e.g. Malta is an island ., The Pacific is an ocean . etc

Read and choose.

Pupils’ books closed. Say and write on the board: This is a desert. This is an island. Underline the words in bold. Explain 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. Underline the words in bold. Explain 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.

Pupils’ book open. Go through the Study spot section briefly. Read the instructions and the example and the activity. Go through the sentences and elicit/explain any unknown words.

Learners listen, point and match

Learners repeat, chorally and/or individually.

Learners make a sentences

Learners read and complete, then answer

Learners repeat chorally and/or individually.

Learners complete the activity.

Individual

evaluation

Mutual avaluation

Verbal

evaluation

End

REFLECTION

Divide the class into two teams, A and B. Read a sentence from ex. 15, e.g. Malta is an… . The team with the most points wins the game. If you wish, you can use famous natural features in the pupils’ country.

Hometask: Ex: 8 at page 28 (Activity book)

Saying goodbye

A pupil from each team writes the answer on the board (island). Each correct answer wins a point.

Selfassess

ment

LESSON 22

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:30.11.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Treasure and numbers 2

Learning objectives

4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics

4.S6 take turns when speaking with others in a growing range of short, basic exchanges

4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics

4.W4 write with support a sequence short sentences in a paragraph to give basic personal information

Lesson objectives

talk about seven natural wonders of the world with support; express basic likes and dislikes; present their presentation work to the class

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

Play the song from the previous lesson and ask the pupils to sing along.

Write the words island, river, lake, rainforest, waterfall, mountain, desert, ocean on the board. Tell the pupils to choose one of the words and imagine that they are going to visit one of these places this weekend. Ask them to think of what they are going to do there. Pupils, in pairs, talk to each other. Ask some pupils to report back to the class. Pupil: I'm going to visit the Amazon rainforest this weekend. I'm going to see a lot of plants and animals there.

Learners do the task

Verbal

evaluation

Middle

PRESENTATION AND PRACTICE

22 Listen and match. Then talk with your friend.

Say and write on the board: natural wonders. Explain/ Elicit 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. Refer the pupils to the pictures and the title and have a class discussion about these seven natural wonders. Elicit anything the pupils might know about them. Read aloud the countries/regions and ask the pupils if they know or if they can guess where these natural wonders are. Explain the activity and play the CD.

Refer the pupils to the picture and the dialogue. Ask the pupils to act out, in pairs, similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue.

23 Read and choose.

Refer the pupils to the picture and have a brief picture discussion. Read aloud the text or ask some of the pupils to read it. The pupils listen and follow in their books. Explain the activity. Refer the pupils to the questions. Check their answers.

Answer key

1 A 2 A 3 В 4 В

Then individual pupils read out the text.

Learners repeat, chorally and/or individually.

Learners listen and match.

Answer key

2D 3C 4 F 5 A 6G 7E

Learners read out the dialogue and then act out a similar dialogue

Learners read the text silently and choose the correct answer.

Individual

evaluation

Mutual avaluation

Verbal

evaluation

Track 38 CD1

End

REFLECTION

(An activity to consolidate the language of the lesson.)

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.

Hometask: Ex: 12 at page 30 (Activity book)

Saying goodbye

Learners answer

Selfassess

ment

LESSON 23

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:5.12.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Our planet’s treasure 1

Learning objectives

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 objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

Lesson objectives

Identify the main ideas of short supported talks

Describe objects in short basic sentences, talk about past experiences on general and some curricular topic

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

Greet the learners and ask them how they are doing. Write archaeologist on board. Does it look like Kazakh or Russian? Does it sound like Kazakh or Russian?

Learners tell you three things they know about archaeology.

Verbal

evaluation

Middle

Reading Practice

Tell Ss they are going to read a text about the Earth and one of its treasure. Explain the Ss that they will come across new vocabulary but you won’t tell them what they mean. First, they have to complete reading comprehension tasks.

Read the text as a whole class. Drill pronunciation of new vocabulary.

Ask Ss to answer the questions even if they have confusing and unfamiliar words.

Speaking Practice

Ask Ss to brainstorm what other Planet’s Treasure they know. Write their ideas on the board.

With a partner, ask the Ss to brainstorm adjectives (warm, beautiful, orange, important, dangerous, expensive etc.)

Sample: beautiful mountains, blue sky, fast rivers, deep oceans, mysterious caves, wild animals, coniferous forests, dangerous jungles, hot deserts etc.

Learners read a text about the Earth and

answer the questions

Learners use these adjectives with the nouns related to the planet’s treasure.

Verbal

evaluation

Mutual avaluation

LISTENING

Task 1. Listen to the story. Start to draw a line to show the way where the buried treasure is.

Teacher can read the transcript below.

‘Start near the big volcano. Go straight toward the big coconut tree. Turn right and go straight on until the crocodile pond. Cross the bridge, turn to the right and keep walking. Turn left in front of the waterfall. Then, go straight until you see a cave. Go through the cave. The treasure is buried in it.

SPEAKING

Task 2. Answer the questions

What can you see on the pictures?

Which place would you like to visit? Why?

What do you know about Bayterek/ Sherkala/ Lake Kaindy/ Singing Sand?

Learners listen to the story and draw a line to show the way where the buried treasure is.

Learners answer the questions using pictures

Individual

evaluation

End

REFLECTION

The point of the exercise is to reflect on learning, so every kid can pick a different word, or words for higher achievers.

Hometask: to learn the new words

Saying goodbye

Learners write and complete the ‘what I’ve learned’ sentence with a new word that they learned.

Selfassess

ment

LESSON 23

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:7.12.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Our planet’s treasure 2 SA 1

Learning objectives

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 objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics

Lesson objectives

Identify the main ideas of short supported talks

Describe objects in short basic sentences, talk about past experiences on general and some curricular topic

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

Greet the learners and ask them how they are doing. Write archaeologist on board. Does it look like Kazakh or Russian? Does it sound like Kazakh or Russian?

Learners tell you three things they know about archaeology.

Verbal

evaluation

Middle

Reading Practice

Tell Ss they are going to read a text about the Earth and one of its treasure. Explain the Ss that they will come across new vocabulary but you won’t tell them what they mean. First, they have to complete reading comprehension tasks.

Read the text as a whole class. Drill pronunciation of new vocabulary.

Ask Ss to answer the questions even if they have confusing and unfamiliar words.

Speaking Practice

Ask Ss to brainstorm what other Planet’s Treasure they know. Write their ideas on the board.

With a partner, ask the Ss to brainstorm adjectives (warm, beautiful, orange, important, dangerous, expensive etc.)

Sample: beautiful mountains, blue sky, fast rivers, deep oceans, mysterious caves, wild animals, coniferous forests, dangerous jungles, hot deserts etc.

Learners read a text about the Earth and

answer the questions

Learners use these adjectives with the nouns related to the planet’s treasure.

Verbal

evaluation

Mutual avaluation

LISTENING

Task 1. Listen to the story. Start to draw a line to show the way where the buried treasure is.

Teacher can read the transcript below.

‘Start near the big volcano. Go straight toward the big coconut tree. Turn right and go straight on until the crocodile pond. Cross the bridge, turn to the right and keep walking. Turn left in front of the waterfall. Then, go straight until you see a cave. Go through the cave. The treasure is buried in it.

SPEAKING

Task 2. Answer the questions

What can you see on the pictures?

Which place would you like to visit? Why?

What do you know about Bayterek/ Sherkala/ Lake Kaindy/ Singing Sand?

Learners listen to the story and draw a line to show the way where the buried treasure is.

Learners answer the questions using pictures

Individual

evaluation

End

REFLECTION

The point of the exercise is to reflect on learning, so every kid can pick a different word, or words for higher achievers.

Hometask: to learn the new words

Saying goodbye

Learners write and complete the ‘what I’ve learned’ sentence with a new word that they learned.

Selfassess

ment

LESSON 24

Unit 3: Treasure and heritage

Teacher name:

Turarbekova

Date:12.12.2022-14.12.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics

4.S3 give short, basic description of people and objects

on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics

4.W4 write with support a sequence short sentences in a paragraph to give basic personal information

Lesson objectives

revise talking about natural features and natural wonders, express basic likes and dislikes

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

(An activity to revise the language of the previous lesson.)

Ask the pupils to present their projects from the previous lesson.

Learners answer

Verbal

evaluation

(Track 39 CD1)

Middle

PRACTICE

25 Listen and read. Which place would you like to visit? Why?

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

Ask the pupils to tell you what they know about these places.

Ask the pupils which place they would like to visit and why.

Individual pupils read out the texts.

26 Read and match to make sentences.

Read the instructions and the example and explain the activity. Check their answers.

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.

2 Read and match.

3 Read and complete.

The pupils read and complete the sentences with the correct ordinal number.

4 Read and choose.

Learners read again the texts silently and complete the activity.

Learners read and complete. Then match

Learners read the numbers and match.

Learners read and complete

Learners read and choose the correct words.

Individual

evaluation

Verbal

evaluation

End

REFLECTION

Learners reflect on their learning:

Whathasbeenlearned?

Whatremainedunclear?

What is necessary to work on

Hometask: Project: A natural wonder in Kazakhstan.

Ask the pupils to think of natural wonders in Kazakhstan and write a small paragraph about it using the texts in Ex. 25 as models. They can draw pictures and attach them. The pupils then will present their projects to the class .

Saying goodbye

Learners do the reflection

Selfassess

ment

LESSON 25

Unit 4: Professions and ways of Communication

Teacher name:

Date:19.12.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Body language SA2

Learning objectives

4.L1 understand an increasing range of classroom instructions

4.S1 make basic statements which provide personal information on an increasing range of general and some curricular topics

4.W2 begin to use joined up handwriting in a limited range of written work

4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

Lesson objectives

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.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

Learners answer

Middle

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. Write the word gadget on the board. Ask the pupils if they know what gadgets are and elicit the names of different gadgets (e.g. tablet, mobile phone, earphones, etc).

Pupils' books open. Ask the pupils to look at the pictures on p. 48 and have a picture discussion.

2. How do you communicate with your family and friends? Which way of communication do you use more often? Choose and tell the class.

Read aloud the phrases and explain to the pupils that these are different ways of communication. Ask the pupils if they can think of other ways of communication. Read aloud the example and explain the activity. Allow the pupils some time to complete it. Check their answers. Ask individual pupils to tell the class.

3. Let's Play

Pupils' books closed. Write on the board: It's OK. Good luck! Sign OK without speaking. Ask the pupils which of the two sentences is correct. Then write body language on the board and explain to the pupils, in LI if necessary, what body language is.

Pupils' books open. Refer the pupils to the pictures, one at a time, and read aloud the phrases.

Divide the class into two teams, A and B. Ask one pupil from each team to come to the front of the classroom. Each correct answer wins a point. The team with the most points wins the game.

4. Look, read and choose the correct answer.

Read aloud the sentences, one at a time, and ask the pupils to choose the correct word.

Learners answer the questions

Learners read and complete

Learners listen and repeat chorally and/or individually.

One pupil mimes one of the phrases and the other tries to guess the correct phrase.

Learners look at the pictures and complete the activity

Individual

evaluation

Verbal

evaluation

Mutual avaluation

Individual

evaluation

End

REFLECTION

Learners reflect on their learning:

Whathasbeenlearned?

Whatremainedunclear?

What is necessary to work on

Hometask: Ex:2 at page 36 Read and complete (Activity Book)

Saying goodbye

Learners answer

Selfassess

ment

LESSON 27

Unit 4: Professions and ways of Communication

Teacher name:

Turarbekova

Date:21.12.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Communicating around the world

Learning objectives

4.L1 understand an increasing range of classroom instructions

4.S1 make basic statements which provide personal information on an increasing range of general and some curricular topics

4.W6 use upper and lower case letters accurately when writing names, places and short sentences when writing independently

Lesson objectives

talk about communicating around the world using the degrees of comparisons and give their own examples

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

GREETING. INTRODUCE THE LESSON OBJECTIVES.

Ask 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.

Learners do the task

Verbal

evaluation

Middle

5 Listen and repeat. How do you usually travel every day?

Pupils' books closed. Put the Means of transport poster up on the board. Point to the means of transport, one at a Time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each means of transport in random order. Ask individual pupils to name them.

Pupils' books open. Play the CD. The pupils listen, point and repeat. Then they talk about how they usually travel every day.

6 thinking: Find the means of transport. More than one can be correct. Write on the board: / have to do my homework every day. Underline the words in bold. Explain that the verb have to expresses necessity and obligation. Explain the task. Allow the pupils some time to complete the activity. Check their answers.

7. Match the opposites. Then rearrange the letters to complete the texts.

Explain the activity. Go through the texts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

8. Say and write.

Pupils' books closed. Say, then write: Cars are faster than scooters. The pupils repeat chorally and/or individually. Elicit the spelling rules for the comparative. Explain the irregular adjectives.

9 Thinking: Read and make sentences, as in the example.

Read aloud the example and explain the activity. Allow the pupils some time to complete the activity. Check their answers.

10 Let's Play

Divide the class into two teams, A and B. Ask one pupil from each team to come to the front of the classroom. One pupil chooses 2 flashcards showing means of transport and shows them to the second pupil. The second pupil 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.

Learners listen and answer

Learners complete the activity

Learners match

Learners underline the words in bold.

Learners make sentences

Learners follow the instructions

Individual

evaluation

End

REFLECTION

There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face. Ss will choose one and put on their desks.

Hometask: Ex: 4 at page 37 Read and complete (Act.Book)

Saying goodbye

Learners answer

Selfassess

ment

LESSON 31

Unit 4: Professions and ways of Communication

Teacher name:

Turarbekova

Date:26.12.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Summative control work for the 2^nd term

Learning objectives

4.1.3.1 Understand the main points of short supported talk on an increasing 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

4.4.1.1 Plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.5.14.1 Use prepositions of location, position and direction to indicate; accompaniment with for instrument and for to indicate recipient

4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics

Criteria

Identify the main points of short talk with support

Read the text and mark the statements “True” and “False”.

Make up sentences on personal, general and some curricular topics with support

Use prepositions of place to indicate where objects and people are

Learners answer 5 questions using supporting picture.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

2 min

GREETINGS

The aims of the lesson

SA

35 min

LISTENING

Task 1. Listen to a man talking about different professions.

Put the number in a small box next to the picture.

Then write the name of the profession in a big box. Number 1 is done as an example.

READING

Task 2. Read the text and mark the sentences True or False.

1. Museums are not important parts of our culture.

2. Museums educate us many things.

3. Nurzhan didn’t love to go to museums when he was a child.

4. He will never forget seeing the bones of ancient animals.

5. The National Museum in Moscow is the best museum for Nurzhan.

WRITING

Task 3. Imagine you are a pirate. Look at the map. There is an ‘X’ to show where your treasure is. Write directions to find your treasure! Use prepositions of place

SPEAKING

Task 4. Look at the pictures and answer the questions.

Which devices from the pictures do you have?

Which of them would you like to have?

Which of them can you use to do homework?

Do you like playing computer games?

How often do you watch TV / listen to music?

Learners listen

put the number in a small box next to the picture, then write the name of the profession in a big box

Learners read the text and mark the sentences true or false.

Learners look at the map and write directions to find your treasure

Learners look at the pictures and answer the questions.

Individual

evaluation

End

3 min

REFLECTION

There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face.

Hometask: to revise the words from the unit

Saying goodbye

Pupils choose one and put on their desks.

Selfassess

ment

LESSON 29

Unit 4: Professions and ways of Communication

Teacher name:

Turarbekova

Date:28.12.2022

Grade: 4

Number present:

Number absent:

Theme of the lesson:

Technology

Learning objectives

4.L2 understand an increasing range of questions which ask for personal information

4.S3 give short, basic description of people and objects

on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics

4.UE11 use has got / have got there is / are statement, negative question forms including short and full answers and contractions

Lesson objectives

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

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETING. INTRODUCE THE LESSON OBJECTIVES.

Write an adjective on the board (e.g. good) and ask individual pupils to say the comparative and superlative form of it.

Write some jobs on the board, but with a few letters missing.

Learners come to the board and complete the missing letters.

Verbal

evaluation

Middle

35 min

READING AND WRITING

Listen and read. Then answer.

Play the CD. The pupils listen and follow the text in their books. Then they answer the questions. Check their answers.

Read and choose.

Explain the activity. Allow the pupils some time to read the sentences and choose the correct words.

Portfolio: Talk with your friends. Then write about your favourite community helper.

Elicit various community helpers from the pupils and write them on the board. Ask the pupils, in pairs or in groups, to talk about a community helper they know. For homework, tell the pupils to write about a community helper and use the text in Ex. 22 as a model. Then help them file their writing activities in their Language Portfolios.

PRACTICE

Let's sing!

Point to the song and say: Architects and artists sharing their ideas. The pupils repeat, chorally and/or individually. Follow the same procedure and present the rest of the song.

Play the CD. Divide the class into three groups and assign a verse to each group. Play the song again and ask each group to sing their corresponding verse.

Extension activity (Optional)

Write a few words from the song on the board and ask the pupils to copy them. Ask the pupils to number the words in the order they hear them.

Thinking: Whose are they? Read and match. Then talk with your friend.

Refer the pupils to the pictures and read aloud the words. Explain the activity. Check their answers.

Learners listen and follow the text in their books