Body language

Unit:4 Lesson 1

Teacher’s name:

Date:

Grade:4

Number present: absent:

Theme of the lesson:

Body language

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

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.

Value link:

Be friendly, respect each other.

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

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

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

Middle of the lesson

Presentation part.

Team work.

7 min.

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

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

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

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

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.

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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?