Theme: Olympic Games lesson plan for 4grade

Module 1. Kazakhstan in the world of sport

LESSON: 4

Theme: Olympic Games

School:

Date:

Teacher’s name:

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;

4.5.5.1 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics

Lesson objectives

All learners will be able to: write with support a sequence of short sentences in a paragraph;

Most learners will be able to: write with support a sequence of short sentences in a paragraph to give basic personal information;

Some learners will be able to: write withщге support a sequence of short sentences in a paragraph to give basic personal information;

Assessment criteria

Learners can talk about Olympic Games

Language focus

Adverbs of manner; interrogative pronouns

Target vocabulary

Rowing, archery, fencing, handball, water polo, long lump, cycling, gymnastics, rugby, figure skating

Cross - curricular

links

PE

ICT skills

Using videos& pictures, working with URLs (Internet)

Plan

Planned timings

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

Smiles Resources

BEGINNING THE LESSON

4.5.5.1

4.1.4.1

(An activity to revise the language of the previous lesson)

Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (ex 14). Repeat with as many pairs as you feel necessary.

Interactive Whiteboard Software

Middle

4.1.4.1

4.4.4.1

4.4.1.1

4.2.4.1

4.5.5.1

4.4.1.1

4.1.4.1

4.4.1.1

4.2.4.1

4.4.1.1

PRESENTATION AND PRACTICE

(Activities to present and activate the new language)

17 Listen, point and repeat. Then match.

Pupil’s book closed. Put the Olympic Games poster up on the board. Point to the pictures, one at a time, and say the corresponding words/phrases. The pupils repeat, chorally and/or individually. Point to each sport in random order. Ask individual pupils to name it.

Pupil’s book open. Play the CD. The pupils listen and repeat. Then the pupils match the words to the pictures. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 A 3 B 4 E 5 G 6 J 7 I 8 D 9 C 10 F

18. What sport do they play well? Listen and write.

Explain the activity. The pupils listen and complete the activity. Ask pupils to tell you what sport each person play well. Ask the rest of the class for verification.

Answer key

2 cycling 3 rugby 4 gymnastics

AUDIOSCRRIPT

A: Kelly, what sport do you do well?

Kelly: I play water polo really well.

A: Water polo?

Kelly: Yes.

A: What about you, Sam?

Sam: Well, I like cycling and cycle really well!

A: I cycle well, too!

A: Jenny, what sport do you do well? I know your brother plays handball well. Do you play handball well, too?

Jenny: No, I don’t, but I play rugby well.

A: That’s a nice sport, too!

A: Bob? What about you?

Bob: Well, I like a lot of sports, but I do gymnastics well.

A: Gymnastics? Wow! That’s a difficult sport!

STUDY SPOT

(Activities to present and practice adverbs of manner.)

Pupil’s book closed. Say and write on the board: He runs quickly. Underline the word in bold. Explain to the pupils that adverbs of manner tell us how someone does something. (How does he run? Quickly).

Write on the board quick-ly. Explain to the pupils that we usually form adverbs by adding –ly at the end of an adjective. Write on the board the words beautiful, bad and slow and ask the pupils to form the adverbs (beautiful - beautifully, bad – badly, slow - slowly). Then write on the word easy – easily and explain the spelling rule.

Pupil’s book open. Go through the Study spot section briefly and draw the pupil’s attention to the two irregular adverbs (good – well, fast - fast).

19 Choose and complete the sentences.

Read the instructions and the example and explain the activity. Go through the phrases and the sentences and elicit any unknown words. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 very fast 3 his meal slowly 4 English well

5 his teacher’s questions quickly 6 new sports easily

20 Talk with your friend

Read aloud the adjectives, one at a time, and ask the pupils to say the correct adverb (e.g. good - well). Refer the pupils to the picture and the dialogue. First, read aloud the dialogue and then act out the similar dialogue with one of the pupils. Ask the pupils to act out, in pairs, similar dialogues about themselves. Go around the classroom and provide necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue.

21 Let’s play

Explain the activity. Divide the class into two teams, A and B. Write the letters R,F,G,H,S,A and B on the board. Each team takes turns to say a sport beginning with one of the letters. If one of the team can’t answer, the other team gets an extra turn. Each correct answer gets a point.

Suggested answer key

R – rugby, rowing

F – fencing, football

G – golf, gymnastics

H – handball, hockey

S – swimming, sailing

A – archery, athletics

B – basketball, boxing

Track 8 CD 1

Track 9 CD 1

End

4.1.4.1

(An activity to consolidate the language of the lesson.)

Ask a pupil to mime playing one of the sports from ex. 17. The first pupil to guess which sport it is comes to the front and mimes another sport. Repeat as many times as you feel necessary.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

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?

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