Previous learning
|
Robots 2
|
Plan
|
Planned timings
|
Planned activities
|
Learners’ activities
|
Evaluation
|
Resources
|
Begining
3 min
|
GREETINGS.
INTRODUCE THE LESSON OBJECTIVES.
Ask the pupils to present their projects from the previous lesson.
|
|
|
|
SA
35 min
|
LISTENING
Task 1. Listen to the story very carefully. Write the missing words into the sentences.
1. One day there was a big _______2. “The 10.15 London _______will be here in one hour.” said Rabbit. 3. “Let’s get Eric the Engine. He’s__________ than all of us.” [1] 4. Eric sent his __________ ahead.
READING
Task 2. Read the text.
Circle 5 sentences relevant to the text. There are 3 EXTRA sentences.
1. Tom and Sam went swimming.
2. The spacecraft was strange.
3. They flew to Mercury.
4. Tom and Sam took part in Alien Olympics.
5. Tom and Sam won medals.
6. They got presents.
7. The time on the planet was fun.
8. They flew back home.
WRITING
Task 3. Write 4 sentences about Bob the astronaut’s daily routine. Put punctuation marks. Use questions and adverbs sometimes, often, always, never.
1. What does Bob always have to do in the morning?
2. What does he sometimes do in the afternoon and at night?
3. What does Bob often like to do in space?
4. What can he never eat in space?
SPEAKING
Task 4. Choose ONE picture and tell about this machine. Name the machine, describe it, and tell what it can do, how it moves, where or how we can use it.
Example: It’s a wheelbarrow. A wheelbarrow has one small wheel. It is green and new. It is slower than a cart. We can use it to move flowers in the garden.
|
Learners write the missing words into the sentences.
Learners read the text then
circle 5 sentences relevant to the text
Learners write about Bob the astronaut’s daily routine
Learners choose ONE picture and tell about this machine
|
Individual avaluation
|
|
End
2 min
|
REFLECTION
What did you learn today?
What was easy/difficult?
What was the most interesting/boring thing for you today?
Hometask: to revise the words from the units
Saying goodbye
|
|
Self-assessment
|
|
LESSON 68
Unit 7: Journey into Space
|
School: Stavropolka Secondary School
|
Date:
|
Teacher name: Rogova V.V.
|
Grade: 4
|
Number present:
|
Number absent:
|
Theme of the lesson:
|
Unit Revision
|
Learning objectives
|
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.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
|
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 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 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 listen to and read a story from Jamaica about a clever spider.
|
Previous learning
|
Summative control work for the 4th term
|
Plan
|
Planned timings
|
Planned activities
|
Learners’ activities
|
Evaluation
|
Resources
|
Begining
5 min
|
GREETINGS. INTRODUCE THE LESSON OBJECTIVES
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.
|
Greeting
|
|
|
Middle
30 min
|
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.
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.
Step 3 Who say these sentences?
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.
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
|
Learners listen and pronounce
Learners answer the questions
Learners read the story and choose.
Learners do spiders and present them to the class
|
Verbal evaluation
Mutual avaluation
Individual avaluation
|
|
End
5 min
|
FEEDBACK
There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face. Ss will choose one and put on their desks.
Well what did we do in our lesson?
Saying goodbye
|
|
Self-assessment
|
|
