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LESSON: Module 2. Theme: Helping other people |
School: 27 |
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Learning objectives(s) that this lesson is contributing to |
6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; 6.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics; 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; 6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics; 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics 6.5.2.1 - write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; |
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Lesson objectives |
All learners will be able to: identify some specific information from the text and use some target vocabulary to describe some things |
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Most learners will be able to: identify most specific information from the text and use some target vocabulary to describe some things |
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Some learners will be able to: identify all specific information from the text and use a range of target vocabulary to describe some things |
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Previous learning |
discuss the benefits of learning a foreign language |
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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. |
Organization moment: 1.Greeting. Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team. |
“I wish….” method helps to start the lesson with telling supporting words to each other. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . |
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 cards |
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37 min |
What’s in this module? Read the title of the module Helping & Heroes and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Explain/Elicit the meaning of any unknown words, thenSs find the page numbers for the items listed. Ask questions to check Ss’ understanding. |
To identify historical figures vocabulary Draw Ss’ attention to the pictures and ask various Ss to read out the names, countries and dates for each person. Explain/Elicit the meanings of any unknown words and read out the example, then Ss match the people to what they were. |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book Poster |
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To talk about historical figures Explain that we read years before 2000 by splitting them into two numbers (e.g. 1450 = fourteen fifty, 1899 = eighteen ninety-nine). Ask two Ss to read out the example exchange, thenSs ask and answer in pairs. Monitor the activity around the class. Explain that when a date is BC we count down to zero to go forwards in time. |
Background information Leonardo da Vinci was an Italian painter, sculptor and architect. He painted the Mona Lisa. Marie Curie was a Polish scientist. She discovered radium and won the Nobel prize. Cleopatra was an Egyptian queen. She was a beautiful and powerful woman. There are many books and films about her. Florence Nightingale was a British nurse and writer who pioneered modern nursing during the Crimean War. Many people came to know her as ‘the lady with the lamp.’ Genghis Khan was a Mongolian emperor. He built the second largest empire in the history of the world. BauyrzhanMomyshuly was a Kazakh hero. He was a military officer and author. Abraham Lincoln was the 16th American President. He helped end the Civil War and slavery. William Wallace was a Scottish warrior. He fought against the English to help free Scotland. |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book Poster |
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End of the lesson. Reflection Individual work: 5 min. |
The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder. |
Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation:«Conclusion» method is used to finish the lesson. |
Descriptor: Speak on the theme “My day”, -can describe classroom with prepositions of place -can use ordinal numbers - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book Poster: Success Ladder. |
Module 2. Values in Myths and Legends LESSON: 11 3. Theme:Traditional stories 2 |
School: 27 |
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Date: 04.10.2023 |
Teacher’s name: Beisembekova Altynay Beisembekkyzy |
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CLASS: 4 А |
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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; 4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics; 4.2.4.1 respond to questions on an increasing 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; 4.5.3.1 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; 4.5.7.1 use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and describe actions and events |
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Lesson objectives |
All learners will be able to: give short, basic description of people and objects, begin to describe what they see on the picture |
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Most learners will be able to: give short, basic description of people and objects, begin to describe what they see on the picture using comparative and superlative adjectives |
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Some learners will be able to: give short, basic description of people and objects, begin to describe what they see on the picture using comparative and superlative adjectives |
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Assessment criteria |
Learn and talk about the Vikings; to talk about past civilization and past events |
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Language focus |
Structures: possessive adjectives; comparisons; past simple; subject and object pronouns. Language in use: The Romans lived in the centre of Italy. They came to Britain 2.000 years ago. |
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Target vocabulary |
The Vikings: loom, row a boat, hunt, sticks, mud, wooden bucket, longhouse, wrestle |
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ICT skills |
Using videos& pictures, working with URLs (Internet) |
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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. |
Organization moment: 1.Greeting. Ask about the weather. Prepare worksheets with tasks and organize Ss places. In differentiation part «Refreshing» method was used to encourage them to revise previous materials. |
Prepare to write Check point. “T’s wish”method to encourage Ss The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the compliments they show their appreciations. |
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 cards |
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(An activity to revise the language of the previous lesson.) Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex.5). Repeat the activity with other pupils. PRESENTATION AND PRACTICE |
(Activities to present and activate the new language.) FLASHCARDS (1-8) |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book |
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6 Listen, point and repeat. Pupils’ books closed. Put the flashcards up on the board. Point to them, one at a time, and say the corresponding words. The pupils repeat chorally and/or individually. Point to the flashcards in random order. Ask individual pupils to name them. Pupils’ books open. Play the CD. The pupils listen, point and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. |
7 Look, read and write yes or no. Explain the activity and read the example aloud. The pupils look at the picture and read the sentences. Allow the pupils some time to complete the activity. Check their answers. Answer key 2 yes 3 no 4 no 5 yes 6 yes After doing ex 7 ask pupils to write sentences using 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 looking at the picture p.20 |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book |
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STUDY SPOT (Activities to present and practise the past simple.) 8 Complete the sentences. Then match. Check your answers online or with your teacher. |
Pupils’ books closed. Say, then write on the board: The ancient Egyptians lived in houses made from mud. The Romans spoke Latin. Underline the words in bold. The pupils repeat after you. Explain/Elicit that this is the past simple and we use it to talk about actions that happened at a specific time in the past. Explain/Elicit that we add –ed at the end of regular verbs but that some verbs (irregular) in the past simple use a different form of the verb. Write the following verbs on the board and elicit the spelling rules and irregular forms: stop->stopped, study->studied, play->played, write->wrote, give->gave, ride->rode, eat->ate. Revise the negative and interrogative forms and write short answers on the board. Answer key 2 lived 3 wore 4 made 5 watched 6 wrote Suggested answer key A 1, 2, 3, 4, 6 B 1, 2, 5 |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book |
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9 Read and circle. Then listen and check. Explain the activity. Read the example out loud. Allow the pupils some time to complete the activity. Play the CD. The pupils listen and check their answers. |
Answer key 2 played 3 didn’t go 4 paid 5 drank AUDIOSCRIPT The Aztecs were very interesting people, but actually, they didn’t call themselves the Mexica. They were very fit and played a lot of sports. Boys and girls went to school but they didn’t go to the same school. They went to different schools. To the Aztecs cocoa beans were very important. They even paid for things with cocoa beans. And did you know that they drank chocolate to make them strong and healthy? |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book |
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(An activity to consolidate the language of the lesson.) Ask the pupils to imagine they lived a long time ago in one of the time periods from the lesson. Have a class discussion about what it was like, where they lived, what they wore, etc. |
ACTIVITY BOOK (Optional) If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class. |
T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
Whiteboard Pupils Book |
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End of the lesson. Reflection Individual work: 5 min. |
Traffic light method is used to find out was the lesson clear or not. Use the stickers. |
Ss use their stickers to show their knowledge according to the lesson Green- I understood Yellow-I have some questions Red-I need a help. Aim: To know how many Ss got the theme. Efficiency: Ss can use colors to show how much do they remember. Differentiation:«Conclusion» method is used to finish the lesson. |
Descriptor: Know all the key words of this unit. Can use grammar material 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book Poster. |
Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде пәніңізді белгілеп, керек материалды алып сабағыңызға қолдана аласыз