Sample lesson plans for Kazakhstan Grade 4
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 4-сыныбына арналѓан оќулыќ Экспресс Паблишин баспасы 2018
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
 
Уважаемые учителя английского языка, работающие по УМК обновленного содержания образования по английскому языку международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления данных планов. В зависимости от уровня учащихся, требований администрации вашей школы и по пожеланию учителя поурочные планы подлежат корректировке самим учителем, преподающим в данной параллели.
С уважением, методисты международного образовательного центра
«EDU Strеam».
The lesson plans presented here provide detailed and mapping of the Grade 4 learning objectives designated within the Ministry of Education subject programme for English to the content and activities in the Smiles 4 for Kazakhstan course. The plans describe in a comprehensive way reasonable target success criteria for different ability groups of learners within classes and plot for teacher’s key differentiation and ongoing formative assessment opportunities in using the material.
Module Themes
Unit 1. Kazakhstan in the World of Sport
Unit 2. Values in Myths and Legends
Unit 3. Treasure and heritage
Unit 4.Professions and ways of Communication
Unit 5. Hot and cold
Unit 6. Healthy world
Unit 7. Journey into space Unit 8. Machines
Using the lesson plans.
As you familiarize yourself with each plan and how it relates to the activities in the Smiles 4 course, add these symbols to sections of the plan to remind yourself of the main type of activity and interaction pattern involved in each stage.
W = whole class G = group work P = pair work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
Use the Teacher’s Notes section to remind yourself of key equipment and material e.g. material for craftwork that you will need to bring
After the lesson use the reflection boxes to think about what worked particularly well and which activities could have been handled better to inform the way you will do things moving forward through the course. Use these sections too, to reflect on ongoing difficulties learners may be having and reflect how you may adapt future support, differentiation and checking boxes in future plans to address this.
Sample Blank Plan
LESSON:
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School:
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Date:
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Teacher’sname:
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CLASS:
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Number present:
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absent:
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Learning objectives(s) that this lesson is contributing to
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Lessono bjectives
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All learners will be able to:
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Most learners will be able to:
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Some learners will be able to:
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Previous learning
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Plan
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Planned timings
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Planned activities (replace the notes below with your planned activities)
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Smiles Resources
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Opening
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Middle
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End
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Additionalinformation
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to check learners’ learning?
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
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Grade 4: Long term
Units
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Topics, content
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Learning objectives
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TERM 1
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Kazakhstan in the World of Sport
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Children’s games 1
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4.L2 understand an increasing range of questions which ask
for personal information
4.S4 respond to questions on an increasing range of general and some curricular topics
4.W4 write with support a sequence short sentences in a paragraph to give basic personal information
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly
4.UE14 use prepositions of location position and direction at, behind, between, in, in front of, near, next to, opposite, above, up, down, 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 to indicate recipient
4.UE17 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
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Children’s games 2
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4.S4 respond to questions on an increasing range of general and some curricular topics
4.R2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics
4.W4 write with support a sequence short sentences in a paragraph to give basic personal information
4.UE5 use interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
4.UE8 use imperative forms [positive and negative] to give
short instructions on a growing range of familiar topics
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OIimpic Games
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4.L4 understand an increasing range of short supported
questions on general and some curricular topics
4.S4 respond to questions on an increasing range of general and some curricular topics
4.W1 plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
4.W4 write with support a sequence short sentences in a paragraph to give basic personal information
4.UE5 use interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
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Aesor’s Fubles 1
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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.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly
4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly
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Aesor’s Fubles 2
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4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics
3.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe things use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly
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Values in Myths and Legends
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Traditional stories 1`
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4.L4 understand an increasing range of short supported
questions on general and some curricular topics
4.L8 understand short, supported narratives on an increasing range of general and some curricular topics
4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some
curricular topics
4.W7 spell most familiar high- frequency words accurately when writing independently
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, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings
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Traditional stories 2
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4.L8 understand short, supported narratives on an increasing range of general and some curricular topics
4.S3 give short, basic description of people and objects
on a limited range of general and some curricular topics begin to describe past experiences 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.W1 plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
4.UE1 use singular nouns, plural nouns – including some
common irregular plural and uncountable nouns,
possessive forms ‘s/s’ to name, describe and label things
4.UE7 use personal subject and object pronouns including indirect object pronouns and use possessive pronouns mine, yours, to give personal information and describe actions and events
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, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings
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People and places
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4.L5 identify initial, middle and final phonemes and blends 4.L8 understand short, supported narratives on an increasing range of general and some curricular topics
4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using
contextual clues
4.W2 begin to use joined up handwriting in a limited range of written work
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe things use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
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Dragons and creatures 1
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4.S4 respond to questions on an increasing range of general and some curricular topics
4.W7 spell most familiar high- frequency words accurately when writing independently
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, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings
4.UE16 use conjunctions and, or, but, because to link
words and phrases
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Dragons and creatures 2
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4.S4 respond to questions on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing
range of short, basic exchanges
4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics
4.W4 write with support a sequence short sentences in a paragraph to give basic personal information
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common ly manner adverbs to describe actions e.g. slowly, quietly
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, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, usae declarative what + adjective+ noun to show fellings
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TERM 2
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Treasure and heritage
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Treasure maps 1
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4.S3 give short, basic description of people and objects
on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing
range of short, basic exchanges
4.R4 find with support books, worksheets and other print materials in a class or school library according to classification
4.UE1 use singular nouns, plural nouns – including some
common irregular plural and uncountable nouns, possessive
forms ‘s/s’ to name, describe and label things
4.UE8 use imperative forms [positive and negative] to give
short instructions on a growing range of familiar topics
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Treasure maps 2
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4.L3 understand the main points of short, supported talk 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.W1 plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
4.UE8 use imperative forms [positive and negative] to give
short instructions on a growing range of familiar topics
4.UE11 use has got / have got there is / are statement, negative question forms including short and full answers and contractions
4.UE14 use prepositions of location position and direction at, behind, between, in, in front of, near, next to, opposite, above, up, down, 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 to indicate recipient
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Treasure and numbers 1
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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 and some curricular topics
4.W1 plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
4.UE2 use cardinal numbers 1 -1000 and ordinal numbers 1 - 100
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Treasure and numbers 2
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4.L4 understand an increasing range of short supported
questions on general and some curricular topics
4.S5 pronounce an increasing range of words, short phrases and simple sentences intelligibly
4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics
4.W2 begin to use joined up handwriting in a limited range of written work
4.UE5 use interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
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Our planet’s treasure 1
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4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics
4.S3 give short, basic description of people and objects
on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing
range of short, basic exchanges
4.R3 recognise basic opinions in short, simple texts on an increasing range of general and some curricular topics
4.W4 write with support a sequence short sentences in a paragraph to give basic personal information
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Our planet’s treasure 2
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4.L8 understand short, supported narratives on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing
range of short, basic exchanges
3.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
4.R5 understand the main points of short simple texts on a growing range general and some curricular topics by using
contextual clues
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Professions and ways of Communication
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Body language
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4.L1 understand an increasing range of classroom instructions
4.S1 make basic statements which provide personal information on an increasing range of general and some curricular topics
4.R1 recognise, identify and sound with support a growing range of language at text level
4.W2 begin to use joined up handwriting in a limited range of written work
4.UE1 use singular nouns, plural nouns – including some
common irregular plural and uncountable nouns, possessive
forms ‘s/s’ to name, describe and label things
4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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Communicating around the world
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4.L1 understand an increasing range of classroom instructions
4.L3 understand the main points of short, supported talk on an increasing range of general and some curricular topics
4.S1 make basic statements which provide personal information on an increasing range of general and some curricular topics
4.R1 recognise, identify and sound with support a growing range of language at text level
4.W6 use upper and lower case letters accurately when writing names, places and short sentences when writing independently
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Technology
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4.L2 understand an increasing range of questions which ask
for personal information
4.S3 give short, basic description of people and objects
on a limited range of general and some curricular topics begin to describe past experiences on an increasing range of general and some curricular topics
4.W4 write with support a sequence short sentences in a paragraph to give basic personal information
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe things use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE11 use has got / have got there is / are statement, negative question forms including short and full answers and contractions
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TERM 3
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5. Hot and Cold
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Healthy bodies 1
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4.S5 pronounce an increasing range of words and short phrases and simple sentences intelligibly
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4.W7 spell most familiar high-frequency words accurately when writing independently
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4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly
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Healthy bodies 2
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4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.W2 begin to use joined-up handwriting in a limited range of written work
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics/ using –ing forms swimming, spelling as nouns to describe familiar and classroom activities
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Save our animals 1
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4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things
4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
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Save our animals 2
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4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics
4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics, begin to describe past experiences on an increasing range of general and some curricular topics
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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
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6. Healthy world
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Help the planet 1
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4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics
4.L4 understand a limited range of short supported questions on general and some curricular topics
4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.R2 read and understand with some support short simple fiction and non-fiction texts
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly
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Help the planet 2
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4.L5 identify initial, middle and final phonemes and blends
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.UE8 use imperative forms [positive and negative] to give
short instructions on growing range of familiar topics
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Healthy bodies 1
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4.S5 pronounce an increasing range of words and short phrases and simple sentences intelligibly
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4.W7 spell most familiar high-frequency words accurately when writing independently
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4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly
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Healthy bodies 2
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4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.W2 begin to use joined-up handwriting in a limited range of written work
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics/ using –ing forms swimming, spelling as nouns to describe familiar and classroom activities
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Save our animals 1
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4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things
4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
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TERM 4
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Journey into Space
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Into Space 1
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4.L5 identify initial, middle and final phonemes and blends
4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
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
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Into Space 2
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4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics, begin to describe past experiences on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing range of short, basic exchanges
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.W4 write with support short basic sentences with appropriate spaces between words
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Planets 1
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4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular topics
4.R1 recognise, identify and sound with support a growing range of language at text level
4.R4 find with support books, worksheets and other print materials in a class or school library according to classification
4.W4 write with support short basic sentences with appropriate spaces between words
4.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 100
4.UE17 use me, too and I don’t to give short answers, use when clause to describe simple present and past actions on personal and familiar topics
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Planets 2
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4.L4 understand a limited range of short supported questions on general and some curricular topics
4.S4 respond to questions on an increasing range of general and some curricular topics
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things
4.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 100
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
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Aliens 1
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4.L5 identify initial, middle and final phonemes and blends
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.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.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE4 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.UE16 use conjunctions and, or, but, because to link words and phrases
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Aliens 2
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4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
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Machines
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Slow machines 1
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4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular topics
4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics, begin to describe past experiences 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.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quikly
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Slow machines 2
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4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular topics
4.S1 make basic statements which provide information 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.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things
4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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Fast machines 1
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4.L5 identify initial, middle and final phonemes and blends
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges
4.R1 recognise, identify and sound with support a growing range of language at text level
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
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
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Fast machines 2
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4.S4 respond to questions on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.W4 write with support short basic sentences with appropriate spaces between words
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
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.UE16 use conjunctions and, or, but, because to link words and phrases
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Robots 1
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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 to refer 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
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Robots 2
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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
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Sample Plan
Module 1. Kazakhstan in the world of sport
LESSON: 1
Theme: Children’s games 1
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School:
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Date:
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Teacher’s name:
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CLASS: 4
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Number present:
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absent:
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Learning objectives(s) that this lesson is contributing to
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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
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Lesson objectives
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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;
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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
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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
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Assessment criteria
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Learners can talk about sport and games; express preferences; describe your daily routine; make suggestions
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Language focus
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Adverbs of time, Present Simple, interrogative pronouns, possessive adjectives
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Target vocabulary
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Types of Sport, children’s game
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Cross - curricular
links
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PE
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ICT skills
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Using videos& pictures, working with URLs (Internet)
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Plan
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Planned timings
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Planned activities (replace the notes below with your planned activities)
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Smiles Resources
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BEGINNING THE LESSON
4.1.2.1
4.2.4.1
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(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.
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Interactive Whiteboard Software
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Middle
4.1.2.1
4.5.12.1
4.5.17.1
4.5.12.1
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POSTER
Ex.2 p. 5 Pupils’ 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 out the 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
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Track 2 CD 1
Vocabulary and grammar practice p.39-42
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End
4.4.4.1
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(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.
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Additional information
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to check learners’ learning?
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
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Module 1: Kazakhstan in the world of sport
LESSON: 2
Theme: Children’s games 1
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School:
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Date:
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Teacher’s name:
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CLASS: 4
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Number present:
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absent:
|
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Learning objectives(s) that this lesson is contributing to
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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;
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Lessono bjectives
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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;
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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
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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;
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Assessment criteria
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Learners can talk about children’s games
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Language focus
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Present Simple; interrogative pronouns
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Target vocabulary
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Play board games, juggle, do a jigsaw puzzle, play video games, go bowling, play chess
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Cross - curricular
links
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PE
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ICT skills
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CD
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Previous learning
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adverbs of time and frequency, adverbs of manner
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Plan
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Planned timings
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Planned activities (replace the notes below with your planned activities)
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Smiles Resources
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BEGINNING THE LESSON
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(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.)
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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
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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.
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Track 3 CD1
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ENDING THE LESSON
4.2.4.1
4.5.12.1
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(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.
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Additional information
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to check learners’ learning?
|
Cross-curricular links Health and safety check ICT links
Values links
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|
|
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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
|
3. Module 1. Kazakhstan in the world of sport
LESSON: 3
Theme: Children games 2
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School:
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Date:
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Teacher’s name:
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CLASS: 4
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Number present:
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absent:
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Learning objectives(s) that this lesson is contributing to
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4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.3.2.1 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics;
4.4.3.1 write with support short sentences which describe people, places and objects;
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;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
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Lesson objectives
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All learners will be able to: understand an increasing range of short supported questions on general and some curricular topics; plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
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Most learners will be able to: respond to questions on an increasing range of general and some curricular topics; plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
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Some learners will be able to: plan, write and check sentences without support on a range of basic personal, general and some curricular topics;
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Assessment criteria
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To develop listening and reading comprehension skills through a story; to practice talking about free-time activities and hobbies; to learn how to pronounce the [dz] sound
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Language focus
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Structures: imperative.
Language in use: Hey Penny. Are you staying in? I’m not sure. Hold on. Never mind.
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Target vocabulary
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Consolidation
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Cross - curricular
links
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PE
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ICT skills
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Using videos& pictures, working with URLs (Internet)
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Plan
|
|
Planned timings
|
Planned activities (replace the notes below with your planned activities)
|
Smiles Resources
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BEGINNING THE LESSON
4.5.5.1
4.3.2.1
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(An activity to revise the language of the previous lesson.)
The pupils work in pairs. One pupil thinks of a free-time activity and says how often he/she does it without naming it. Other pupil tries to guess the activity.
e.g. Pupil 1: I never do this.
Pupil 2: Play chess. Etc
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Interactive Whiteboard Software
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Middle
4.3.2.1
4.2.4.1
4.2.4.1
4.4.3.1
4.5.8.1
4.2.4.1
4.2.4.1
4.5.5.1
4.2.4.1
4.3.2.1
4.4.3.1
4.3.2.1
4.5.5.1
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PRESENTATION AND PRICTICE
(Activities to present and activate the new language)
10 Listen and read.
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) What are Daisy and Lily doing?
Class: They are reading magazines.
Teacher: (pointing to Liam in picture 1) What is Liam doing?
Class: Sending a text message. Etc
Play the CD. The pupils listen and follow the story in their books.
11. Read the story and complete.
Allow the pupils some time to read the story again silently and complete the activity. Check their answers.
Answer key:
2 answer 3 ring 4 house 5 habby
12 Thinking : Choose.
Explain the activity and allow the pupils some time to complete it. Check their answers.
Answer key: Hold on.
13 Act out the story.
For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front of the classroom and act the story.
For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.
14 Talking point. Listen and read. Make a new dialogue with your friend.
Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues about themselves. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out dialogue. If you wish, write the following an the board so the pupils can refer to it white they are completing the activity.
A: Hey …. . Are you staying in? You usually go out on…
B: I`m not sure. I`m just … . What are you doing?
A: I`m practicing my new hobby.
B: New hobby?
A: Yes. I`m… .
B: .. ? Hold on. I`m coming over. I want to try it, too!
Suggested answer key
Dana: Hey, Kairat. Are you staying in? You usually go out on Sunday!
Kairat: I`m not sure. I`m just doing a jigsaw puzzle. What are you doing?
Dana: I`m practicing my new hobby.
Kairat: new hobby?
Dana: yes. I`m playing chess.
Kairat: Chess? Hold on. I`m coming over. I want to try it, too!
15 Listen, point and repeat.
Refer the pupils to the pictures. Point to the jellyfish and say: /dz/ - jellyfish. The repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for jewellery, giant and gem. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.
16 complete. Then listen and repeat.
Refer the pupils to the picture. Elicit giant, jellyfish, juggling, jewellery and gems. Draw the pupils` attention again to the /dz/ sound. Allow the pupils some time to complete the missing letters. Play the CD for the pupils to listen and check their answers.
Answer key
The giant jellyfish is jugging with some jewellry and gems.
Ask individual pupils to read out the sentence. Check their pronunciation and intonation.
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(Track 4 CD1)
(Track 5 CD1
(Track 6 CD)
(Track 7 CD1)
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End
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(An activity to consolidate the language of the lesson.)
Write the following sentence on the board. Ask the pupils to read the story again and decide which sentences are true and which are false. Check their answer.
1 It`s Saturday
2 Daisy and Lilly are sending text messages.
3 Liam hasn`t got Jake`s phone number.
4 Lake has a new hobby.
5 Lilly and Daisy go with Liam to Jake`s house.
6 Jake`s new hobby is doing jigsaw puzzles.
Note : If you wish, have the pupils close their books during this activity.
Answer key
1 True 3 False 5 True
2 False 4 True 6 False
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
|
|
|
|
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
|
Достарыңызбен бөлісу: |
