Volcanoes

Unit:5

Hot and cold

Teacher’s name:

Date:

Grade: 4

Number present: absent:

Theme of the lesson:

Volcanoes

Learning objectives(s) that this lesson is contributing to:

4L6 understand some specific information and detail of short,

supported talk on an increasing range of general and some curricular topics

4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

Values:

Demand, honor, national interest

Assessment criteria

-underline the grammar based words correctly

-define the correct words in a multiple choice task.

Value links

Ls will work together as a group showing respect and being polite with each other.

Cross curricular links

Natural science

ICT skills

Using videos & pictures, working with URLs

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

7 мин.

Organization moment :

1.Greeting.

2. Organization moment.

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

Matching new words related o the weather in the last lesson using the Tarsia method.

Students match the task given by the method.

Appropriate answers:

1) rainy – жаңбырлы

2) windy – желді

3) snowy – қарлы

4) cold – суық

5) hot – ыстық

6) sunny – шуақты

7) cloudy – бұлтты

8) foggy – тұман

9) stormy – дауылды

The aim: use sight words and drawings to practice their writing skills.

Efficiency: ensure the general comprehension about previous lesson.

At the organization moment T supports Ss to express their speech clearly using .«The praise»

method to evaluate Ss. like:

“Good job!

Well done!”

White paper A4.

PPP-2

Pre-learning

Individual work

10 min.

Activities to develop the pupils' reading and writing skills.)

Read and underline. Then listen and check.

Explain the activity. Allow the pupils some time to read the text and underline the correct words. Play the CD. The pupils listen and check their answers.

Then individual pupils read out the text. Answer key

eighty 4 have 6 up

have 5 or

Then individual pupils read out the text.

Aim: learn to define important point of the text.

Efficiency: help to define the types of modal verbs correctly.

Differentiation:

This task differentiated by the time management. More able Ss finish firstly and less able Ss finish later after giving right answers.

Feedback: .«The praise»

method to evaluate Ss. like:

“Good job!

Well done!”

Descriptor:

-read the dialogue

-underline the main points.

Pupil’s book

Smiles 4.

Page 76

Ex 21.

Middle of the lesson

Individual work.

7 min.

Listen and circle.

Read aloud the title and elicit from the pupils what they know about volcanoes. Explain the activity. Go through the sentences and elicit/explain any unknown words. Play the CD. The pupils listen and circle the correct word/phrase. Check their answers.

AUDIOSCRIPT

And now let's talk about volcanoes. Did you know that the word Volcano comes from the word Vulcan, the Roman god of fire? Yes, that's right. As for the largest active volcano, that's Mauna Loa and it's in Hawaii. So if you want to see it up dose, then you have to visit Hawaii. And when you are in Hawaii, you can visit other volcanoes, too. Why? Because most volcanoes are in the Pacific Ocean. There are more than 1,000 volcanoes, but there aren't any volcanoes in the UK. And did you know that the

Ss circle the correct sentences.

Answer key

Hawaii 4 There aren't any

Pacific 5 Etna

largest volcano in Europe is Mount Etna in Italy? Well that's all about volcanoes

Aim: develop view points of Ss and reading skills.

Efficiency:  ensure the reading skills through drilling new words after the teacher.

Differentiation:

More able Ss did the task correctly, less able Ss correct their task after presenting the task.

Feedback: .«The praise»

method to evaluate Ss. like:

“Good job!

Well done!”

Descriptor:

-read the task

-circle the correct answer

Pupil’s Pupil’s book

Smiles 4.

Page 76

Ex 22.

Worksheet - 1

PPP-3

Individual work.

“PORTFOLIO”

10 min.

Portfolio: Talk with your friends. Then write a small text about a campsite in your country.

For homework, tell the pupils to write about the campsite using the text in Ex. 21 as a model. Then help them file their writing activities in their Language Portfolios.

The pupils, in pairs or in groups, talk about a campsite in their country.

Aim: learn how to introduce and develop vocabulary to express ideas clearly.

Efficiency: learn to follow the instruction and learn to be a guider.

Differentiation:

More able Ss give meaningful examples and less able Ss give short answers. This task differentiated by the level of Ss.

Feedback: .«The praise»

method to evaluate Ss. like:

“Good job!

Well done!”

Pupil’s Pupil’s book

Smiles 4.

Page 76

Worksheet - 2

PPP-4

Group work

3 min

Let's sing!

Refer the pupils to the picture. Ask: What's the weather like in London Town? Elicit: It's windy and rainy. Then say as you mime: It's a windy day in London Town, a windy, windy day. The pupils repeat,chorally and/or individually. Repeat with rainy.

Play the CD.The pupils listen and follow along in their books.

The pupils listen and sing the corresponding verse.Time permitting play the CD a third time for the pupils to sing the song as a class.

Aim: develop control of pulse and rhythm

Efficiency: this method is the best way to learn the language, helps remember the topical words clearly.

At the end T supports Ss to express their speech clearly using .«The praise»

method to evaluate Ss. like:

“Good job!

Well done!”

Worksheet -4

PPP-5

End of the lesson.

Reflection

Individual work:

3 min.

Teacher gives each S. stickers, they write comments and wishes about this lesson.

Ss write comments and hung it up to the board.

Aim: to check and know Ss wishes for the next lesson.

Efficiency: learn to comment somebody and develop critical thinking skills.

“Telephone”

method

Whiteboard

PPP -6

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?

Health and safety rules

During the lesson some tasks differentiated by outcomes of the students and by their abilities.

All learners memorize the specific information of short supported talk some curricular topics.

Most learners respond to the basic question of a short story.

Some learners write a lot of words in a limited time.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

Teacher evaluates with “The praise”.

“Sandwich”

Very good, you can introduce your country very good, but you should follow the instruction.

Provide some physical exercises for learners

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?