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Жақын арада сайт әкімшілігі сізбен хабарласады
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
People and places 4 grade
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
Short-term plan
UNIT of a long term plan 2: Values in Myths and Legends |
School: school - gymnasium№17 named after Ataturk |
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Date: 07.10.2021 |
Teacher’s name:Shaihislam Zh.S |
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CLASS: 4 |
Number present:13 |
absent:0 |
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Lesson title |
People and Places |
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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. |
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Lesson objectives |
All learners will be able to
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Most learners will be able to
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Some learners will be able to
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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 |
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Value links |
Describing different types of places of entertainment |
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Cross curricular links |
Art |
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ICT skills |
PPT, video, сards |
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Previous learning |
The legend of Korkyt |
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PLAN |
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Planned timings |
Planned activities |
Resourses |
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Start 5 min
Middle
5 min
3 min
7 min
6 min.
1 min.
2 min.
10 min.
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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:
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:
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
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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 |
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Additional information |
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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 |
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differentiated by outcome
able to draw a picture by memory according to place which was represented
able to compose sentences
be able to discuss picture by memory
differentiated by task
Learners: make analysis of their work and help weaker ones to arrange information.
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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