Unit:5

Hot and cold

Teacher’s name:

Gubasheva K.M

Date:

Grade: 4

Number present: absent:

Theme of the lesson:

Weather

Learning objectives(s) that this lesson is contributing to:

4.1.9.1.recognise words that are spelt out from a limited rung of general and curricular topics

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

Lesson objectives:

- practise talking about camping; to learn how to distinguish between

- develop listening and reading comprehension skills through a story

-recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences.

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Organization moment :

1.Greeting.

2. Organization moment.

Ask individual pupils to talk about camping safety using must or mustn't.

e.g. Pupil 1: You mustn't feed the animals.

Pupil 2: You must keep your food in a cool box. et

e.g. Pupil 1: (mimes painting in an enjoyable way) Pupil 2: You like painting. Pupil 1: That’s right! etc

The aim: involve Ss for the lesson and learn to express the opinions intelligibly.

Efficiency: develop speaking skills and pronounce the new vocabulary correctly.

At the organization moment T supports Ss to express their speech clearly using

«Thumbs up, Thumbs down»

method to evaluate Ss. like:

“Good job!

Well done!”

Pupil’s book

Smiles 4.

Page 69

Ex ½

PPP-2

Pre-learning

Individual work

Listen and read ex: 9.

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 the firewood in picture 3) What's this?

Class: Firewood, etc

The pupils listen and follow the story in their books.

Aim: develop the pupils’ listening and reading skills.

Efficiency:learn to express view points and develop critical thinking skills

Feedback: “Hamburger”Well done, you say all the characteristics of camping and learn to use topical vocabulary.

2 point

Pupil’s book

Smiles 4.

Page 69

Ex 2.

(Track 3 CD2)

Middle of the lesson

Individual work.

Read the story again and say if the sentences are True or False.

Allow the pupils some time to read the story again silently and complete the activity. Check their answers.

Ss answer

False 3 False 5 False

True 4 True

Aim: imagine the camping and talk about camping safety

Efficiency: speaking skills describing campinf safety.

Differentiation by tasks

T supports Ss to express their speech clearly using «The praise» method to evaluate Ss. like:

“Good job!

Well done!”

Descriptor:

-reads the story

-define true/false

2 point

Pupil’s book

Smiles 4.

Page 72

Ex: 9.

Self-assessment

Worksheet -1

PPP-3

Individual work.

“Matching”

Read the story again and answer.

Read the story again and match.

Allow the pupils some time to read the story again. Then they complete the activity. Check their answers.

Ss answer

Id 2 c 3 a 4 b

Play the CD again with pauses for the pupils to repeat, chorally and/or individually.

Aim: memorize the story step by step.

Efficiency:

Remember the story better and remember topical words better.

Descriptor:

-reads the story

-define half sentence correctly

«The praise» method to evaluate Ss. like:

“Good job!

Well done!”

3 point.

Pupil’s book

Smiles 4.

Page 73

Ex :11.

PPP-4

Self-assessment

Worksheet - 2

Wordwall

Individual work

Ex: 12

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.

Ss follow teachers instruction.

Aim: develop speaking and critical thinking skills.

Efficiency:

improve role playing skills through acting out and expressing clear ideas.

Descriptor:

-follows instruction

-acts out the story

«The praise» method to evaluate Ss. like:

“Good job!

Well done!”

2 point

Pupil’s book

Smiles 4.

Page 73

Ex 12.

Individual work

Listen, point and repeat.

Refer the pupils to the pictures. Point to knight and say: /ai/ - knight. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for light. Point to the picture of spy and say: /ai/- spy. Repeat the procedure for sky. Explain fhe spelling differences (-igh, -y). Play fhe CD. Extension activity (Optional)

Write the following words on the board: night fly, my, fight, try, right. Ask individual pupils to come to the board, read out the words and write them in the corresponding category (-igh and -y).

Play the CD.

The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

The pupils follow the story in their books.

Aim: practice pronunciation to spell and say correctly in further time.

Efficiency: less able Ss learn the correct pronunciation through T’s drilling.

«The praise» method to evaluate Ss. like:

“Good job!

Well done!”

1 point

Whiteboard

PPP-5 Pupil’s book

Smiles 4.

Page 73

Ex 14.

End of the lesson.

Reflection

Individual work:

Teacher check Ss comprehension by the method “Concept checking question”.

Can they collect the firewood?

Why do they can’t light the firewood?

Ss answer the questions.

Aim: to check Ss general comprehension and revise the new theme.

Efficiency: revise the topical words completely.

«The praise» method to evaluate Ss. like:

“Good job!

Well done!”

Whiteboard

PPP -6

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?