OPEN LESSON "Treasure map"

Short-term plan :

Unit : Treasure and Heritage

School: 2

Date:17.10.19

Teacher’s name: Anarbaeva P.

Grade: 4

Number present:

absent:

Theme of the lesson: Treasure map 1

Learning objectives(s) that this lesson is contributing to

4.2.3.1 give short, basic description of people and objects on a limited range of general and some curricular topics

4.3.4.1 use with some support a simple picture dictionary

4.5.8.1 use imperative forms to give short instructions on limited range of familiar topics

Lesson objectives

All learners will be able to:

• Take some part in the discussion of the topic;

• Understand and share 60-70 % of information from the text;

• Underline some imperatives in the text;

Most learners will be able to:

• Take most part in the discussion of the topic;

• Understand and share 75-85 % of information from the text;

• Underline most imperatives in the text;

Some learners will be able to:

• Take active part in the discussion of the topic;

• Understand and share 90-95 % of information from the text;

• Underline all imperatives in the text;

Language focus

Imperative directions: go straight, pass through, go for 10 meters, etc.

Value links

Understanding the value of national heritage and treasure

Cross - curricular

links

Geography

ICT skills

Using projector & pictures.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources

Beginning

10 min

Lesson Opening. To divide into the three groups with cards

• Greet learners. Ask about previous learning:

• Ask a question: What is Heritage and Treasure? Show slide 3 Explain the concepts.

PPT

Slides 1-9

Middle

10 min

Vocabulary.

Give the children cards with picture and their translate into three languages

• Ask if they know what chests are used for. Show slide 13 and images of pirates. Ask learners if they know any famous pirates or stories about pirates.

• Ask learners the following questions

What do pirates usually look for? (treasure)

What transport do pirates use? (boats, ships)

What bird is usually there on a pirate’s shoulder? (a parrot)

What clothes do pirates usually have? (trousers, shirt, hat, boots)

• Introduction of the topic.

• Introduce lesson objectives.

New Words

• Introduce new vocabulary on Slides 14-26.

• Distribute the vocabulary list and ask learners to glue them into their vocabularies.

Make sure all learners pronounce the words correctly.

Descriptor

1	Answer the questions
2	Read the new words correctly

Slide 10

Slides 12-34

Vocabulary list

Middle

20 min

• Divide the class into three teams. Pass out different paragraphs of the story to students.

• Once they read their paragraphs, a member from each team will be grouped in other 3 groups so that they can share their findings with other members. Divide the roles in a group: a note taker, a speaker, and person who asks questions.

• Distribute learners the copies of the original text and ask them find imperatives in pairs.

Descriptor

1	Read the text
2	Write main sentences in the text
3	Answer the questions

Captain Goldtooth Story

End

5. min.

Reflection

• What words did you learn today?

• What imperatives do you know now?

Homework & Reflection

Learn new words and imperatives

Slide 36

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?

Health and safety check

Differentiation will be done by flexible grouping – mixed-ability pairings will allow for students to support one another.

The teacher will be able to assess how well the students are understanding the story through the activities following the story.

Lessons will be delivered in accordance with health and safety standards.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

Short-term plan :

Unit : Treasure and Heritage

School: 2

Date:18.10.19

Teacher’s name: Anarbaeva P.

Grade: 4

Number present:

absent:

Theme of the lesson: Treasure map 2

Learning objectives(s) that this lesson is contributing to

4.2.3.1 give short, basic description of people and objects on a limited range of general and some curricular topics

4.3.4.1 use with some support a simple picture dictionary

4.5.8.1 use imperative forms to give short instructions on limited range of familiar topics

Lesson objectives

All learners will be able to:

• Take some part in the discussion of the topic;

• Understand and share 60-70 % of information from the text;

• Underline some imperatives in the text;

Most learners will be able to:

• Take most part in the discussion of the topic;

• Understand and share 75-85 % of information from the text;

• Underline most imperatives in the text;

Some learners will be able to:

• Take active part in the discussion of the topic;

• Understand and share 90-95 % of information from the text;

• Underline all imperatives in the text;

Language focus

Imperative directions: go straight, pass through, go for 10 meters, etc.

Value links

Understanding the value of national heritage and treasure

Cross - curricular

links

Geography

ICT skills

Using projector & pictures.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources

Beginning

10 min

Lesson Opening.

• Greet learners. Ask about previous learning. Check hometask

• Ask a question: What is Heritage and Treasure? Show slide 3 Explain the concepts.

PPT

Slides 1-9

Middle

10 min

Vocabulary.

Give the children cards with picture and their translate into three languages

• Ask if they know what chests are used for. Show slide 13 and images of pirates. Ask learners if they know any famous pirates or stories about pirates.

• Ask learners the following questions

What do pirates usually look for? (treasure)

What transport do pirates use? (boats, ships)

What bird is usually there on a pirate’s shoulder? (a parrot)

What clothes do pirates usually have? (trousers, shirt, hat, boots)

• Introduction of the topic.

• Introduce lesson objectives.

New Words

• Introduce new vocabulary on Slides 14-26.

• Distribute the vocabulary list and ask learners to glue them into their vocabularies.

Make sure all learners pronounce the words correctly.

Slide 10

Slides 12-34

Vocabulary list

Middle

20 min

• Divide the class into three teams. Pass out different paragraphs of the story to students.

• Once they read their paragraphs, a member from each team will be grouped in other 3 groups so that they can share their findings with other members. Divide the roles in a group: a note taker, a speaker, and person who asks questions.

• Distribute learners the copies of the original text and ask them find imperatives in pairs.

Captain Goldtooth Story

End

5. min.

Reflection

• What words did you learn today?

• What imperatives do you know now?

Homework & Reflection

Learn new words and imperatives

Slide 36

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?

Health and safety check

Differentiation will be done by flexible grouping – mixed-ability pairings will allow for students to support one another.

The teacher will be able to assess how well the students are understanding the story through the activities following the story.

Lessons will be delivered in accordance with health and safety standards.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

a note taker

a note taker

a note taker

a note taker

a note taker

a note taker

a speaker

a speaker

a speaker

person who asks questions

person who asks questions

person who asks questions