LESSON: Module 8 Lesson 2 Slow machines 2

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Learning objectives(s) that this lesson is contributing to

4L6 understand some specific information and detail of short,

supported talk on an increasing range of general and some curricular topics

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

4.R2 read and understand with some support short simple fiction and non-fiction texts

4.W5 link with some support sentences using basic coordinating connectors

4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things

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

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken questions with some support To learn and talk about materials.

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken questions with some support To learn and talk about materials.

Some learners will be able to:

recognise and use target language correctly and show comprehension of most written and spoken questions with little support To learn and talk about materials.

Previous learning

Language focus Structures: made of/used for; possessive case; this/that/these/those; object pronouns.Language in use: Can you see that watch over there? Yes. Whose is it? It's Akbota's. Give it to her, please. A pot is usually made of clay.Target vocabularyscarf, belt, watch, mirror, candle, remote control, pot, broom

Cross-curricular links

Science

ICT skills

Using videos & pictures, working with URLs

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

4.1.6.1

Ask individual pupils to name a slow machine and say what people use/used it for. Ask the rest of the class for verification.

e.g. People use a coffee machine to make a drink.

Presentation and practice

4.1.6.1

4.2.3.1

4.3.3.1

4.4.1.1.

4.4.7.1

4.3.3.1

4.5.5.1

4.5.12.1

4.5.12.1

Step 1Listen, point and repeat.

Pupils' books closed. Put the picture flashcards up on fhe board. Point to them one at a time and say the corresponding words. The pupils repeat chorally and/or individually. Point to the picture 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.

(Track 41 CD2)

Target vocabulary Seasons: spring, summer, autumn, winter; Actions:ly a kite, go to school, ride a bike, fish.

Step 2 Read and complete. Then match.

Refer the pupils to the first dialogue and read it aloud. Explain the activity. Allow the pupils some time to complete the dialogues. Check their answers.

Refer the pupils to the pictures. Explain the activity. Allow the pupils some time to match the pictures with the dialogues. Check their answers. Then the pupils, in pairs, act out the dialogues.

Answer key

2me 3 you

4 it 5 them АЗВ 5 Cl D 4 E 2

Step 3Look again at the items in Ex. 5. Read and match.

Pupils' books closed. Say, then write on the board: A ruler is made of plastic. Underline the words in bold. The pupils repeat, chorally and/or individually. Then say and write on the board: It's used for drawing straight lines. Underline the words in bold.The pupils repeat, chorally and/or individually. Elicit/Explain that we use made of to talk about the material used to make an object and used for to talk about what we use the object for.

Pupils' books open. Go through the Study spot section briefly. Read aloud the example and explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete the activity.

Check their answers.

Answer key

В 3C 2 D 7 E 5 FI

G
8 H 4

Step 4Explain the activity. Allow the pupils three minutes to complete it. Elicit answers for individual pupils. Ask the rest of the class for verification.

Suggested answer key

bottle, cool box, cassette player

pen, pencil

chair, table

coffee machine, bicycle, watch

4.1.3.1

Step 5 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. Name to each pupil an item from Ex.5. The pupils have to say what it is made of. Repeat with the rest of the pupils. Each correct answer wins a point. The team with the most points wins the game.

Suggested answer key Teacher: Candle!

Pupil 1: A candle is made of wax.

Teacher: Mirror!

Pupil 2: A mirror is made of glass, etc

Ending the lesson

4.4.1.1

Write the following on the board: table, m> coat, bike, chair, book, laptop, smartphone, house, etc. Divide the class into two teams.Th take turns choosing an object and saying v used for. Accept all reasonable answers. EacT answer wins a point. The team with the mos wins the game.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

support weaker learners intensively in pairs with modelling and drilling new language

challenge stronger learners to respond in more expansive way to the pictures through prompts

check control of target language including use of contractions in oral activities

check comprehension in listening and reading activities by monitoring what learners write as answers and through follow-up questions

cross-curricular links: PE through performing actions and Drama through performing mime