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31 Мамыр 2021
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Seasons. Months open lesson 5 grade
Sample lesson plans for Kazakhstan Grade 4
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 4-сыныбына арналѓан оќулыќ Экспресс Паблишин баспасы 2018
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
Уважаемые учителя английского языка, работающие по УМК обновленного содержания образования по английскому языку международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления данных планов. В зависимости от уровня учащихся, требований администрации вашей школы и по пожеланию учителя поурочные планы подлежат корректировке самим учителем, преподающим в данной параллели.
С уважением, методисты международного образовательного центра
«EDU Strеam».
The lesson plans presented here provide detailed and mapping of the Grade 4 learning objectives designated within the Ministry of Education subject programme for English to the content and activities in the Smiles 4 for Kazakhstan course. The plans describe in a comprehensive way reasonable target success criteria for different ability groups of learners within classes and plot for teacher’s key differentiation and ongoing formative assessment opportunities in using the material.
Module Themes
Unit 1. Kazakhstan in the World of Sport
Unit 2. Values in Myths and Legends
Unit 3. Treasure and heritage
Unit 4.Professions and ways of Communication
Unit 5. Hot and cold
Unit 6. Healthy world
Unit 7. Journey into space Unit 8. Machines
Using the lesson plans.
As you familiarize yourself with each plan and how it relates to the activities in the Smiles 4 course, add these symbols to sections of the plan to remind yourself of the main type of activity and interaction pattern involved in each stage.
W = whole class G = group work P = pair work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
Use the Teacher’s Notes section to remind yourself of key equipment and material e.g. material for craftwork that you will need to bring
After the lesson use the reflection boxes to think about what worked particularly well and which activities could have been handled better to inform the way you will do things moving forward through the course. Use these sections too, to reflect on ongoing difficulties learners may be having and reflect how you may adapt future support, differentiation and checking boxes in future plans to address this.
Sample Blank Plan
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LESSON:
School:
Date:
Teacher’sname:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
Lessono bjectives
All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Previous learning
Plan
Planned timings
Planned activities (replace the notes below with your planned activities)
Smiles Resources
Opening
Middle
End
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Additionalinformation |
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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 you planning to check learners’ learning? |
Cross-curricular links Health and safety check ICT links Values links |
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Reflection Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson |
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Grade 4: Long term
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Units |
Topics, content |
Learning objectives |
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TERM 1 |
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Kazakhstan in the World of Sport |
Children’s games 1 |
4.L2 understand an increasing range of questions which ask for personal information 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W4 write with support a sequence short sentences in a paragraph to give basic personal information 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly 4.UE14 use prepositions of location position and direction at, behind, between, in, in front of, near, next to, opposite, above, up, down, on the right, on the left, use prepositions of time: on, in, at, before, after use with/without to indicate, accompaniment with for instrument and for to indicate recipient 4.UE17 use me, too\ and I don’t to give short answers, use when clauses to describe simple present and past actions on personal and familiar topics |
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Children’s games 2 |
4.S4 respond to questions on an increasing range of general and some curricular topics 4.R2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.W4 write with support a sequence short sentences in a paragraph to give basic personal information 4.UE5 use interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics 4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics |
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OIimpic Games |
4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.W4 write with support a sequence short sentences in a paragraph to give basic personal information 4.UE5 use interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics |
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Aesor’s Fubles 1 |
4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly 4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly |
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Aesor’s Fubles 2 |
4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 3.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics 4.UE3 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly |
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Values in Myths and Legends |
Traditional stories 1` |
4.L4 understand an increasing range of short supported questions on general and some curricular topics 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics 4.W7 spell most familiar high- frequency words accurately when writing independently 4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks use let’s + verb, verbs go, enjoy, like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings |
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Traditional stories 2 |
4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.UE1 use singular nouns, plural nouns – including some common irregular plural and uncountable nouns, possessive forms ‘s/s’ to name, describe and label things 4.UE7 use personal subject and object pronouns including indirect object pronouns and use possessive pronouns mine, yours, to give personal information and describe actions and events 4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks use let’s + verb, verbs go, enjoy, like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings |
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People and places |
4.L5 identify initial, middle and final phonemes and blends 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics 4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.W2 begin to use joined up handwriting in a limited range of written work 4.UE3 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons |
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Dragons and creatures 1 |
4.S4 respond to questions on an increasing range of general and some curricular topics 4.W7 spell most familiar high- frequency words accurately when writing independently 4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks use let’s + verb, verbs go, enjoy, like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings 4.UE16 use conjunctions and, or, but, because to link words and phrases |
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Dragons and creatures 2 |
4.S4 respond to questions on an increasing range of general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics 4.W4 write with support a sequence short sentences in a paragraph to give basic personal information 4.UE12 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly 4.UE15 use would you like to to invite and use appropriate responses yes please, no thanks use let’s + verb, verbs go, enjoy, like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings |
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TERM 2 |
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Treasure and heritage |
Treasure maps 1 |
4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics 4.S6 take turns when speaking with others in a growing range of short, basic exchanges 4.R4 find with support books, worksheets and other print materials in a class or school library according to classification 4.UE1 use singular nouns, plural nouns – including some common irregular plural and uncountable nouns, possessive forms ‘s/s’ to name, describe and label things 4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics |
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Treasure maps 2 |
4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics 4.S4 respond to questions on an increasing range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.UE8 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics 4.UE11 use has got / have got there is / are statement, negative question forms including short and full answers and contractions 4.UE14 use prepositions of location position and direction at, behind, between, in, in front of, near, next to, opposite, above, up, down, on the right, on the left, use prepositions of time: on, in, at, before, after use with/without to indicate, accompaniment with for instrument and for to indicate recipient |
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Treasure and numbers
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