People and places 4 grade

UNIT of a long term plan 2:

Values in Myths and Legends

School: school - gymnasium№17 named after Ataturk

Date: 07.10.2021

Teacher’s name:Shaihislam Zh.S

CLASS: 4

Number present:13

absent:0

Lesson title

People and Places

Learning objectives

4.W3 write with support short sentences which describe places, people and objects.

4. S7 contribute a growing range of suitable words, phrases and sentences during short pair, group and whole class exchanges.

Lesson objectives

All learners will be able to

• Name the topical vocabulary on based pictures on the topic People and places

Most learners will be able to

• identify active vocabulary on the theme “People and Places”

Some learners will be able to

• Transform the questions with the modal verb Can as a request with applying topical vocabulary

Assessment criteria

They can:

- actively participate in place name calling

- apply topical vocabulary in active learning

- write request questions with modal verb Can in the sentences of request

Value links

Describing different types of places of entertainment

Cross curricular links

Art

ICT skills

PPT, video, сards

Previous learning

The legend of Korkyt

PLAN

Planned timings

Planned activities

Resourses

Start

5 min

Middle

5 min

3 min

7 min

6 min.

1 min.

2 min.

10 min.

Lead-in [W]

Teacher greets learners and sets environmentally-friendly atmosphere within the classroom.

Starter. “Pictionary” [W] Teacher turns on the pictures of different places of fun and rest. Then students guess the theme of the lesson and teacher asks eliciting questions about different places they have already been, and where do they like to go and after that teacher and learners set the lesson objectives together.

Giving new vocabulary.

Teacher presents new words on the blackboard.

Leaners write down new words into their copy-books.

Technique – Chorus drill . When the topical vocabulary is copied out, teacher pronounce new words one by one, learners should repeat the new words after teacher in chorus.

“When the wind blows”.

In order to divide learners into groups teacher at the beginning of activity asks learners to choose cards, one card per person. There will be 3 types of pictures on them: a fish, a bird and a lion.

A teacher reads:

• The wind blows at those, who can run.

• The wind blows at those, who can fly.

• The wind blows at those, who can swim.

Activity 1. “Memory game” [G], [GA], [D]

Learners of each group are shown a picture for just 10 seconds, they must study it in order to remember details. After that the pictures are taken away by teacher, learners should draw the details of the picture, write some words from pictures and describe the picture shortly.

Learners should assess each other work by active learning “Carousel”. Teacher returns the pictures to check. They can make some additions to the works and oral discussions of other groups and after that assesses each other by giving comments.

Activity 2. “Taboo” [G], [GA].

From each group two representatives comes to the blackboard. They are given 3 cards for each group. Each card have a key word and 3 or 4 words according to the key word. One learner should describe the place to the second learner, no way to read these given words! The second learner should guess a key word. The other 2 groups assess them, they will count how many words they guessed, and they assess each other using stickers as a circle with different colours with meanings: green circle – Very good! - for 3 right answers, yellow circle –Good! – for 2 right answer, red circle – Try harder!- for 1 right answer.

Warm-up. Physical activity. [TPR]

Clap your hands

Clap your hands

Listen to the music and clap your hands.

Pre-writing.

Popcorning. [W] [T-W] Teacher pronounce the word combinations and learners should act them out or give its translation: buy some fruit, take back some books, buy three tickets, post some letters, get some milk.

Teacher evaluates the learners by comments as: “Very good”, “Good job”, “Excellent”, “Awesome”.

Activity 3. “Graffiti board”. [F], [GA], [D]. Learners are given glue, marker, scissors, cards with word combinations, pictures.

Teacher asks learners to go out to the graffiti board. A large space is needed. Beforehand for graffiti board are prepared 3 graffiti boards of A 3 paper. Teacher gives pictures and word combinations to each group. They should name the pictures, match word combinations with pictures, and make questions with the modal verb Can using the pattern.

Descriptor: A learner:

• Names the places given in the pictures

• Matches the word combinations to the pictures

• Makes up questions with the modal verb Can.

Feedback: Groups assess each other using technique “Two stars and a wish”.

Two stars – areas where the learners’ work excelled.

A wish – an area where there can be some level of improvement.

Presentation on the white board

Board

Presentation

Pictures on the board

https://www.youtube.com/watch?v=6XyRIpP1Qkw

End

5 min

Draw your brain

Learners draw the outline of a brain in their copy-books and fill it with words that explain what they have learnt during the lesson.

Teacher gives home task

Additional information

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

Assessment – how are planning to check learners’ learning?

Health and Safety check

• Activity 1 (according to a lesson objectives)

differentiated by outcome

• All learners will be

able to draw a picture by memory according to place which was represented

• Most learners will be

able to compose sentences

• Some learners will

be able to discuss picture by memory

• Activity 4 -

differentiated by task

Learners: make

analysis of their work and help weaker ones to arrange information.

• Writing and speaking tasks are

differentiated according to the learners’ language level: from easier to more challenging.

Types of assessment.

Activity 1 – group assessment

Learners assess each other’s work by active learning “Carousel”.

Activity 2 – (GA) – group assessment.

Groups assess each other using stickers as a circle with different colours with meanings: green circle – Very good! - for 3 right answers, yellow circle –Good! – for 2 right answer, red circle – Try harder!- for 1 right answer.

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