Обновленка Smiles-4 класс КСП ҚМЖ Краткосрочный план Қысқа мерзім жоспары Lesson Plans сынып for Kazakhstan

Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova

Smiles Grade 4 Short Plan

Module 1. Kazakhstan in the world of sport
LESSON:1
Theme: Children’s games 1 School:
Date: Teacher’s name:
CLASS: 4 Number present: absent:
Learning objectives(s) that this lesson is contributing to 4.1.2.1 understand an increasing range of supported questions which ask for personal information;
4.2.4.1 respond to questions on an increasing range of 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;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly;
4.5.17.1 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
Lesson objectives All learners will be able to:understand an increasing range of supported questions which ask for personal information; respond to questions on an increasing range of general and some curricular topics using me, too and I don’t.Write with support a sequence of short sentences in a paragraph to give basic personal information;
Most learners will be able to:understand an increasing range of supported questions which ask for personal information; respond to questions on an increasing range of general and some curricular topics using me, too and I don’t. Write without support a sequence of short sentences in a paragraph to give basic personal information; find some funny sport stories using adverbs of time and frequency
Some learners will be able to:understand an increasing range of supported questions which ask for personal information; respond to questions on an increasing range of general and some curricular topics using me, too and I don’t. Write without support a sequence of short sentences in a paragraph to give basic personal information;find and tell some funny sport stories using adverbs of time and frequency

Assessment criteria Learners can talk about sport and games; express preferences; describe your daily routine; make suggestions
Language focus Adverbs of time, Present Simple, interrogative pronouns, possessive adjectives
Target vocabulary Types of Sport, children’s game
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) SmilesResources
BEGINNING THE LESSON

4.1.2.1
4.2.4.1

(Activities to present and activate the new language. )
Ex 1 p 5.T: Look at the pictures. Which is a team sport? Which is an individual sport? Is there a sport you can play really well?
Pupils’ book open.Explain, in L1 if necessary what is a team sport and what is an individual sport. Ask the pupils to look at the picture on p.4 and elicit the names of the sports (football, tennis). Ask the pupils: What type of sport is tennis? Elicit: It is an individual sport. Then ask: What type of sport is football? Elicit: It is a team sport. Ask the pupils to name other individual and team sports they know. Then ask the pupils to tell the class if there is a sport they can play really well.
P1: I can play bandy really well. Interactive Whiteboard Software

Middle

4.1.2.1

4.5.12.1
4.5.17.1

4.5.12.1 POSTER
Ex.2 p. 5Pupils’ book closed.Put the Children’s games poster up on the board.
Point to the children’s games, one at a time, and say the corresponding words. The pupils repeat chorally and/ or individually. Point to the games in random order and ask individual pupils to name them. Ask the rest of the class for verification.
Pupils’ book open. Point to children’s games. Play the CD. The pupils listen, point and repeat the words. If you wish, play the recording again with pauses for the pupils to repeat chorally or individually.
Ex 3 p 5 Refer the pupils to the picture and the dialogue. First, read out the dialogue and then act out a similar dialogue with one of the pupils. Ask the pupils to act out, in pairs, similar dialogues about themselves. Go around the classroom monitoring the activity and providing any necessary help. Ask some pairs to come to the front of the classroom and act outthe dialogue.
Answer key:
Dana:I sometimes play hide-and-seek with my friends.
Aidar:I don’t. I play leap frog with my friends.
Ex 4 p 5 Refer the pupils to the Funny Sports Facts box and read aloud the first fact. Initiate a discussion, in L1 if necessary, about it. If you wish, you can show the pupils a picture of Alan Shephard playing golf on the moon. (Background information: Alan Shephard was the Commander of Apollo 14, a space mission that landed on the moon in 1971.) Then read aloud the second fact.
Ask the pupils to use the internet or other sources and find some more funny sports facts. They can include a drawing or a picture. Have the pupils, one at a time, come to the front of the classroom and present their funny fact. Alternatively, you can assign the activity for home work and have the pupils present their assignment to the class during the next lesson.
Answer: A chef won the first Olympic Games in Ancient Greece.
Note: Once you have collected their assignments, guide your pupils on how to file them in their Language Portfolios.
Present Simple ex 1, 2
Adverbs of frequency ex 3 Track 2 CD 1

Vocabulary and grammar practice p.39-42

End
4.4.4.1
(An activity to consolidate the language of the lesson)
Divide the class into two teams, A and B. Invite a pupil from each team to the board. The pupils think of a sport or children’s game and draw clues on the board for their team to guess the sport/game. They are not allowed to speak, write words or use gestures. Each correct answer wins a point. The team with the most points wins the game.
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.

Additionalinformation
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
• • •
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

Module 1: Kazakhstan in the world of sport
LESSON: 2
Theme: Children’s games 1 School:
Date: Teacher’s name:
CLASS: 4 Number present: absent:
Learning objectives(s) that this lesson is contributing to 4.1.2.1 understand an increasing range of supported questions which ask for personal information;
4.2.4.1 respond to questions on an increasing range of 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;
4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly;
Lessonobjectives All learners will be able to:respond to questions on an increasing range of general and some curricular topics; write with support short sentences which describe people, places and objects;
Most learners will be able to: use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics; 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
Some learners will be able to: : use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics; 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;ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics;
Assessment criteria Learners can talk about children’s games
Language focus Present Simple; interrogative pronouns
Target vocabulary Play board games, juggle, do a jigsaw puzzle, play video games, go bowling, play chess
Cross — curricular
links PE
ICT skills CD
Previous learning adverbs of time and frequency, adverbs of manner
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Smiles Resources
BEGINNING THE LESSON
(An activity to revise the language of the previous lesson.)
Ask to pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 3). Repeat the activity with other pupils.

PRESENTATIONS AND PRACTICE
(Activities to present and activate the new language.)
Middle
4.1.2.1
4.2.4.1

4.5.12.1

4.2.4.1
4.5.12.1

4.2.4.1
4.5.12.1

4.2.4.1

4.2.4.1
4.5.12.1
POSTER
5. Listen, point and repeat. Then match.
Pupils’ books closed. Put the Children’s games poster up on the board. Point to the activities, one at a time, and say the corresponding phrases. The pupils repeat chorally and/or individually. Point to each activity in random order. Ask individual pupils to name them.

Pupils’ books open. Play the CD. The pupils listen and repeat. If you wish, play the CD again pausing after each word. The pupils repeat chorally and/or individually. Then they complete the activity. Check their answers.

Answers key
2 a 3 d 4 f 5 e 6 b
6 Read and choose.
Explain the activity and read the example aloud. Explain that the sentences are clues to find the correct answer. Go through the activity and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 B 3 B 4 A 5 A

7 Let’s play
Read the example and explain the game. Divide the class into two teams, A and B. Invite a pupil from each team to the board. One pupil asks what a person from Ex.5 does in his/her free time. The other person has to say what activity the person does. Each correct answer wins a point. The team with the most points wins the game.
Suggested answer key
A: What does Bob do in his free time?
B; He juggles. What does Ann do in her free time?
A: She plays chess.etc

STUDY SPOT
(Activities to present and practice the present simple and adverbs of frequency.)
Pupils’ books closed. Say and write on the board: I walk to school. Underline the word in bold. Present the other persons in the same way. Explain/Elicit the spelling rules of the third persons. Present the negative and interrogative forms.
Say and write on the board: I always tidy my room. I am always busy on Saturday. Underline the words in bold. Elicit the adverbs of frequency. Explain that adverbs of frequency go before main verbs, but after the verb ‘to be’. Follow the same procedure to present the remaining adverbs.
Pupils’ books open. Go through the Study spot section briefly. Ask the pupils: What do you do every day? Elicit answers. (I play video games every day. I go to school every day.etc) Suggest to the pupils to use activities from Ex. 5.

8 Thinking cap: Complete the questions. Then answer them.
Read the instructions and explain the activity. Read aloud the example and ask the pupils to answer the question (e.d. I live in Astana.) Go through the sentences and elicit any unknown words. Allow the pupils some time to complete the activity. Check their answers.
Answers key
2 does Bauyrzhan Islamkhan play
He plays for Kairan.
3 do you have
I have an English lesson twice a week/ every Monday/ 2 hours a week. Etc. (suggested answer)
4 does an ice hockey match last
It lasts 60 minutes.
5 do you like
I like team sports. (suggested answer)

9 What do they do every day? Match and say.
Read the instructions and the example and explain the activity. Remind the pupils to look at the Study spot box for the adverbs of frequency key. If necessary, provide the pupils with another example. Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 e Aizhan never juggles.
3 c Ulan always plays chess.
4 b Sultan never does a jigsaw puzzle.
5 f Berik sometimes goes bowling.
6 d Marzhan usually plays video games. Track 3 CD1
ENDING THE LESSON
4.2.4.1
4.5.12.1

(An activity to consolidate the language of the lesson)
Ask the pupils to say what they always/sometimes/never do in free time (e.g I sometimes play board games, etc).
ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the corresponding activities from the Activities 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
• • •
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









Lesson planMachines

LESSON: Module 8 Lesson 5 Robots 1 School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 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.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
4.W8 to include appropriate use of a full stops and question marks, as sentence level with some accuracy when writing independently
4.UE4 use determiners a, an, the, zero article, some, any, this, these, that, those torefer to things on a growing range of general and some curricular topics
4.UE11 use has got / have got there is / are statement, negative and question forms including short and full answers and contractions
4.UE14 use prepositions of location and position and direction: at, in, on, behind, between, in front of, near, next to, opposite, up, down, under, above, 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 indicate recipient
Lesson objectives All learners will be able to:
respond correctly to some spoken, written and mimed prompts and show some control of target language in presentation and written activities
Most learners will be able to:
respond correctly to most spoken, written and mimed prompts and show control of target of most language in presentation and written activities
Some learners will be able to:

respond correctly to spoken, written and mimed prompts and show control of target of most language in presentation and written activities To read and talk about people in history; to write | a short biography of a person in history; to develop the pupils’ listening skills through a song
Previous learning Language focusStructures: Consolidation Language in use: Sir Isaac Newton was bom in England, on 4th January, 1643. The light bulb was invented by a man named Edison, inventions and discoveries have changed the lives we lead.Target vocabulary famous, scientific, discovery, invention, gravity, telescope, scientist
Cross-curricular links History
ICT skills Using videos & pictures, working with URLs
Plan
Planned timings Planned activities Smiles
Resources Teacher
Notes
Beginning the lesson

4.1.8.1 Ask individual pupils to mime using one of the items from Ex.17 from the previous lesson. The rest of the class tries to guess what it is. Repeat with as many pupils as you feel necessary.

TPR

Presentation and practice

4.3.6.1
4.3.4.1

4.1.8.1
4.3.4.1

4.3.4.1
4.3.2.1
4.4.5.1

Step 1Read and circle.Then listen and check.
Explain the activity. Read the text aloud and elicit/explain any unknown words. Allow the pupils some time to read the text silently and circle the correct words. Play the CD. The pupils listen and check their answers.
Answer key
2 His 5 and 8 invented
3 but 6 best 9 on
4 because 7 an 10 greatest
Then individual pupils read out the texts. (Track 47 CD2)

Consolidation.
Step 2Match. Talk with your friend.
Refer the pupils to the names of the famous people and fhe inventions. Explain the activity. The pupils match the people with the inventions orally first, then in writing. Check their answers. Refer the pupils to the prompts and provide the pupils with a model dialogue. Remind the pupils how to read dates. Explain that the first date shows when each person was born and the second date shows when each person died. Then the pupils, in pairs, make similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.
Suggested answer key
A: When was Karl Benz born?
B: He was born in 1844,
A: When did he die?
B: He died in 1929.
A: What did he invent?
B: He invented the first car.
Answer key
a 4 b 2 cl d 3

Step 3PORTFOLIO: Talk with your friends. Then write about a person in history.
The pupils, in pairs or in groups, talk about the people from Ex. 24. Go around the classroom providing any necessary help. For homework, tell the pupils to write a short biography about one of the people in Ex. 24. Then help them file their writing activities in their Language Portfolios.
Suggested answer key
Alexander Graham Bell was born in 1847. He is famous because he made many inventions. His best invention was the telephone.
Alexander Graham Bell died in 1922. Today, people think of him as one of the greatest inventors in history! Spots and Stripes Poster

4.1.8.1
Step 4 Let’s sing!
Point to the picture and elicit the items. Say: The light bulb was invented by a man named Edison. The pupils repeat chorally and/or individually. Follow the same procedure to present the rest of the song. Play the CD.The pupils listen and follow along in their books. (Track 48 CD2)

4.3.2.1 Step 5 Read and match.
Explain the activity. Go through the activity and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers. Answer key
2 A 3D 4 C
Ending the lesson
4.3.2.1 Refer the pupils to the inventions in Ex. 2^ which of these inventions are important t< what do they use them for. Elicit an individual pupils. 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 support weaker learners through further modelling and drilling in groups prompt stronger learners to include sentences and phrases linked by conjunctions and but or in their written work monitor responses to spoken questions recast answers where necessary and drill check written work for accuracy of spelling, punctuation and structure cross-curricular links: climate around the world Lesson planMachines LESSON: Module 8 Lesson 6 Robots 2 School: Date: Teacher name: CLASS: Number present: absent: Learning objectives(s) that this lesson is contributing to 4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics 4.R2 read and understand with some support short simple fiction and non-fiction texts 4.R4 find with support books, worksheets and other print materials in a class or school library according to classification 4.R6 understand with some support, some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.W5 link with some support sentences using basic coordinating connectors 4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations 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 Lesson objectives All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with support To explore other subject areas (Design and Technology); to talk about robots; to design a robot. Most learners will be able to: recognise and use most target language correctly and show comprehension of most written and spoken questions with support To explore other subject areas (Design and Technology); to talk about robots; to design a robot. Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support To explore other subject areas (Design and Technology); to talk about robots; to design a robot. Previous learning Language focus Structures: determiners; the verb have got there is/there are; prepositions of place; prepositions of time. Language in use: This cute little robot is PaPeRo. It's a small robot made of plastiс What's your robot's name?Target vocabulary Cross-curricular links Design and Technology (Exs. 27,28 &30) ICT skills Using videos & pictures, working with URLs Plan Planned timings Planned activities Smiles Resources Teacher Notes Beginning the lesson 4.1.4.1 Play the song from the previous lesson and ask the pupils to sing along. Presentation and practice 4.3.4.1 4.3.6.1 4.4.5.1 Step 1Read and write A or B. Refer the pupils to the pictures and have a brief class discussion about the robots. Explain the activity. Allow the pupils some time to read the texts and complete the activity. Check their answers. Then individual pupils read out the texts. Answer key 2 A 3 В 4 В Step 2Think of your own robot. Talk with your friend. Ask the pupils to think of their own robot. Refer them to the questions and ask them to talk, in pairs or in groups, about the name of the robot, what it is made of, what it looks like, and what it can do. SA Cards # 8 4.1.8.1 4.4.4.1 Step 3 What's your robot's name? Combot! What is it made of? It's made of plastic and metal. What does it look like? It's a little blue robot. It's got arms and legs. What can it do? It can understand what you say and talk. It can help me with my homework, too! etc. POSTER Put the Robots poster up on the boarc to say what each robot looks like and If you wish, you can ask the pupils to c during this activity. SA Cards # 8 4.4.8.1 4.5.4.1 4.5.11.1 4.5.14.1 Step 4 Over to you: Design your own robot. Present it to the class. Read the instructions and explain the activity. Tell the pupils that they can use the texts in Ex. 27 as models. Allow the pupils some time to prepare their projects. Ask individual pupils to present their robot to the class. If you wish, you can assign this for homework. Suggested answer key Ending the lesson 4.1.8.1 Ask the pupils to present Project: My favourite sports person Individually in the 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 extra support with modelling and drilling with weaker groups of learners as they rehearse provide extra challenge in use of language in questions around story ordering task check learner control of target language in story task and model again and drill where necessary check comprehension through questions is story ordering task Values links: lessons from stories from other places Lesson planMachines LESSON: Module 8 Lesson 6 SAT4 School: Date: Teacher name: CLASS: Number present: absent: Learning objectives(s) that this lesson is contributing to 4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics 4.R2 read and understand with some support short simple fiction and non-fiction texts 4.R4 find with support books, worksheets and other print materials in a class or school library according to classification 4.R6 understand with some support, some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.W5 link with some support sentences using basic coordinating connectors 4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations 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 Lesson objectives All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with support To talk about the Robotics Challenge in the UK and in Kazakhstan. Most learners will be able to: recognise and use most target language correctly and show comprehension of most written and spoken questions with support To talk about the Robotics Challenge in the UK and in Kazakhstan. Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support To talk about the Robotics Challenge in the UK and in Kazakhstan. Previous learning Language focus Structures: infinitive; -ing form. Language in use: Would you like to see robots that can dance, sing or even play sports? Let's see who wins this year! What agreat way for pupils to have fun and learnat the same time!Target vocabularyRobots 2: scary, prize, robotics, challenge, competition Cross-curricular links Design and Technology (Exs. 27,28 &30) ICT skills Using videos & pictures, working with URLs Plan Planned timings Planned activities Smiles Resources Teacher Notes Beginning the lesson 4.1.4.1 Ask the pupils to present their projects from the previous lesson. Presentation and practice 4.3.3.1 4.2.4.1 4.4.8.1 4.5.4.1 4.5.11.1 4.5.14.1 Step 1 Read and complete. Then listen and check. Ask the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to the white robot) What's this? Pupil: It's a robot. Teacher: Correct. What is it doing? Pupil: It's dancing, etc Explain the activity. Allow the pupils some time to complete it. Play the CD. The pupils listen and check their answers. Then ask the pupils if they have ever visited any of these two Robotics Challenges or any other robotics competition. Ask the pupils to describe what they saw and what they liked best. If there are pupils who have never visited a robotics competition, ask them which of the two Robotics Challenge they would like to visit and why. Answer key 2 visit 6 scariest 10 goals 3 country 7 designing 11 have 4 but 8 or 12 and 5 prize 9 five (Track 49 CD2) Target vocabulary • take place, open area, don’t miss, kitebuilding, kite masters Step 2 Extension activity (Optional) Project: My Robotics Challenge Ask the pupils to think of their own Robotics Challenge and write a short paragraph about it using the texts on p.l 20 as models.They can draw pictures and attach them. Alternatively, assign the project for homework. The pupils then present their projects to the class. Display their work in the classroom. Would you like to see robots that can cook? Then you have to visit the Cooking Robotics Challenge in Almaty. Pupils from all over Kazakhstan design their robots with their teachers' help. Pupils have robots cook and the best ones win a prize. Let's see who wins this year! 4.3.3.1 Step 3 3 Read and tick (✓). The pupils read and choose the correct sentence. Answer key 1 Gulnara is a pretty young girl. The woman's got a long pink scarf. Grandma lives in a big old house. 4 Read and answer. The pupils read and answer the ques Answer key He invented them in 1910. They are made of plastic. They are used for listening to musi Ending the lesson 4.2.4.1 The pupils work in pairs. Ask them to draw a grid like the one in Ex. 24. The pupils think of places and their friend where they are. e.g. Pupil 1: There’s a park in 1B. Pupil 2: (draws a park in 1B.) 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 give weaker learners more than one chance to answer questions by asking simple follow-up questions challenge stronger learners to add really emphasis through their voices in acting out the story monitor use of target language in tasks and comprehension in response to prompts and ordering task values links: children think about value of boasting and value of being humble Lesson planMachines LESSON: Module 8 Lesson 7 revision School: Date: Teacher name: CLASS: Number present: absent: Learning objectives(s) that this lesson is contributing to 4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics 4.R2 read and understand with some support short simple fiction and non-fiction texts 4.R4 find with support books, worksheets and other print materials in a class or school library according to classification 4.R6 understand with some support, some specific information and detail in short, simple texts on a growing range of general and some curricular topics 4.W5 link with some support sentences using basic coordinating connectors 4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations 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 Lesson objectives All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with support To practise reading for pleasure; to listen to and read a story from Jamaica about a clever spider. Most learners will be able to: recognise and use most target language correctly and show comprehension of most written and spoken questions with support To practise reading for pleasure; to listen to and read a story from Jamaica about a clever spider. Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support To practise reading for pleasure; to listen to and read a story from Jamaica about a clever spider. Previous learning Language focus Structures: Consolidation. Language in use: I'm the tallest in the jungle! I'm the strongest in the jungle! I am weaker than the other animals, but I am the cleverest!Target vocabularyspider, weak, stick, tie Cross-curricular links Design and Technology (Exs. 27,28 &30) ICT skills Using videos & pictures, working with URLs Plan Planned timings Planned activities Smiles Resources Teacher Notes Beginning the lesson 4.1.8.1 Ask pupils to think of famous fairy tales with animals, e.g. The Tortoise and the Hare, The Lion and the Mouse, etc. Ask individual pupils to tell you their favourite fairy tale with animals and their favourite animal character from each fairy tale. e.g. Teacher: What is your favourite fairy tale with animals? Pupil 1: 'The Tortoise and the Hare'. Teacher: Who is your favourite character from 'The Tortoise and the Hare'? Pupil 1: The tortoise. Teacher: Why? Pupil 1: Because it was the cleverest animal of all. etc Presentation and practice 4.1.8.1 4.3.2.1 4.1.8.1 4.5.13.1 Step 1 Listen, point and repeat. Pupils' books closed. Put the flashcards up on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Then point to the flashcards in random order. Ask individual pupils to name them. Extension activity (Optional) Point to the flashcards. Invite guesses, in LI if necessary, as to what the story is about. Accept all answers. Pupils' books open. Play the CD.The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word.The pupils repeat, chorally and/or individually. (Activities to develop the pupils'listening and reading skills.) (Track 50 CD2) FLASHCARDS (57-59) Target vocabulary • take place, open area, don’t miss, kitebuilding, kite masters Step 2 Listen and read. Who's the cleverest in the jungle? (Track 51 CD2) Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to picture 1) Look at all these animals in the jungle. Who's the tallest? Class: The giraffe. Teacher: Who's the strongest? Class: The tiger, etc Play the CD. The pupils listen and follow the story in their books. Refer the pupils to the question and elicit the correct answer. Suggested answer key Anansi the spider is the cleverest in the jungle. 4.1.8.1 4.5.13.1 4.5.15.1 Step 3Who says these sentences? Read the story and choose. The pupils read the story and the sentences. Then they say who says each sentence. Allow the pupils some time to complete the activity. Check their answers. Play the CD again with pauses for the pupils to repeat, chorally and/or individually. Then ask individual pupils to read out the story. Smiles Values! Refer the pupils to the Smites Values! section and read it aloud. Have a discussion, in U if necessary, about the moral of the story. Explain to the pupils that in life it doesn't matter how small you are or how much physical strength you have. If you are clever enough, you can take down a giant with your intelligence instead of using physical strength. Extension activity (Optional) Before going into class Photocopy the story cards from the Teacher's Resource Pack CD-ROM, one set per pupil. Hand out the story cards. Ask the pupils to colour them. Explain to the pupils that they can use the story cards to make their own story books. If you wish, you can have some activities as a class. For instance, you can have the pupils spread out the cards in random order. Play the story with pauses.The pupils listen and raise the corresponding cards. Project: My handprint spider Hand out the paper.Tell the pupils that a handprint spider. Demonstrate this w Paint the pupil's palms and fingers wf but do not paint the thumbs. Press down on the paper with the fingers s\ eight spider legs, as shown in the picti completion of the activity, the pupils c spiders and present them to the class Suggested answer key This is Torri the spider. It's very clever! Answer key 1 A 2 ВЗА 4 В 4.3.4.1 Step 4 Look, read and write one-word answers. (activity 3) Refer the pupils to the picture and elicit the activities. The pupils look at the pictures, read the sentences and write one-word answers. Suggested answer key 1 sunny 3 kite 5 Running 2 bike 4 Sleeping Ending the lesson 4.3.4.1 Before going into class Have the black paint and the paper the pupils to use. 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 give weaker learners more than one chance to answer questions by asking simple follow-up questions challenge stronger learners to add really emphasis through their voices in acting out the story monitor use of target language in tasks and comprehension in response to prompts and ordering task values links: children think about value of boasting and value of being humble

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