Treasure maps

Unit:

Treasure and heritage

Teacher name:

Date:

Grade:4

Number present:

Number absent:

Theme of the lesson:

Treasure maps 1

Learning objectives(s) that this lesson is contributing to

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics;

4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;

4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;

4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things;

4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics;

4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

Lesson objectives

Learners will be able to:

give short, basic description of people and objects, using possessive and determines; begin to describe past experiences; use the map of treasure; read fluently

Planned timings

Teacher's actions

Pupils` actions

Assessment

Resources

10

minutes

ORGANISATION MOMENT:

Teacher greets students

Students respond to greeting and take their places

-

20

minutes

MAIN PART

Look at the map. Answer the question

Pupils’ books open. Ask the pupils to look at the pictures on p.34 and have a picture discussion. Elicit anything the pupils nay know about them. (e.g. Do you know what a dombra is? Can you play a dombra?). Explain the activity. Go through the sentences and elicit/ explain any unknown words. The

Pupils answer the question orally first, then in writing. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 Kaindy Lake 3 Apples

4 The Bayterek Monument 5 Sherkala

6 Singing Sand 7 A dombra

8 An eagle

Read and answer. Write in your notebook.

Pupils’ books closed. Put your pen it the book, write and say: There’s a pen in the book. Underline the word in bold. The pupils repeat after you. Follow the same procedure and present the rest of the prepositions (out of, in front, up, down, behind, opposite, on, under).

Pupils’ books open. Refer the pupils to the pictures and have a pictures discussion. Ask the pupils if they know what a treasure hunt is and elicit answers. Read aloud the text while the pupils follow it their books. Alternatively, you can ask the pupils to read it aloud. Explain the activity. Go through the questions and elicit/explain any unknown word. Allow the pupils some time to read the text silently and complete the activity. Check their answers.

Answer key

1. Nurlan’s

2 On 29th September 3 11

4 In the park 5 6

6 Behind the tree. 7 In a box opposite the table.

8 His birthday cake.

the pupils to look at the pictures on p.34 and have a picture discussion.

The pupils repeat after you.

pupils if they know what a treasure hunt is and elicit answers. Read aloud the text while the pupils follow it their books.

Formative assessment

PB p.34

PB p.34

10

minutes

ENDING THE LESSON:

Well what did we do in our lesson?

- Evaluation of the lesson

Give the home task

Sing a Good bye song

Children sing a Good bye song

Feedback

https://www.youtube. com/watch?v= Xcws7UWWDEs