"Body language"

Module 4: Professions and ways of communication

1 LESSON:

Theme: Body language

School: №12

Date:

Teacher’s name: Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.1.1.1 understand an increasing range of classroom instructions;

4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;

4.3.1.1 recognise, identify and sound with support a growing range of language at text level;

4.4.2.1 begin to use joined-up handwriting in a limited range of written work;

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

4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

Lesson objectives

All learners will be able to: talk about ways of communication using demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

Most learners will be able to: talk about ways of communication use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses. Describe the picture.

Some learners will be able to: talk about ways of communication use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses. Describe the picture and say why they use the gadgets.

Assessment criteria

To talk about ways of communication.

Language focus

Structures: plurals; possessive case.

Language in use: / like chaffing with ту friends online. I chat with them every day. Call me! Good luck! Give me a high five! It's OK. Please! Hurray!

Target vocabulary

profession, communication, gadget, communicate, send text messages, chat online, use a mobile phone, send emails

Cross - curricular

links

Social studies (Ex. 3)

ICT skills

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources

Opening

4.1.1.1

BEGINNING THE LESSON

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

Middle

4.2.1.1

4.5.6.1

4.3.1.1

4.2.1.1

4.5.1.1

1 Look at the picture. What are the children doing? Have you got any of these gadgets? If yes, what do you use them for?

Pupils' books closed. Write the word gadget on the board. Ask the pupils if they know what gadgets are and elicit the names of different gadgets (e.g. tablet, mobile phone, earphones, etc).

Pupils' books open. Ask the pupils to look at the pictures on p. 48 and have a picture discussion. Point to the boy and ask: What is he holding? Elicit: A tablet. Then ask: What is he doing? Elicit answers (e.g. He's playing games.) Repeat the same for the girl. Ask the pupils if they have any of these gadgets and what do they use them for. Elicit answers from individual pupils.

Suggested answer key

I have a tablet. I use it to watch videos online.

2. How do you communicate with your family and friends? Which way of communication do you use more often? Choose and tell the class.

Read aloud the phrases and explain to the pupils that these are different ways of communication. Ask the pupils if they can think of other ways of communication. Read aloud the example and explain the activity. Allow the pupils some time to complete it. Check their answers. Ask individual pupils to tell the class.

Suggested answer key

I like sending text messages to my friends. I text them every day.

Body Language

3. Let's Play

Pupils' books closed. Write on the board: It's OK. Good luck! Sign OK without speaking. Ask the pupils which of the two sentences is correct. Then write body language on the board and explain to the pupils, in LI if necessary, what body language is.

Pupils' books open. Refer the pupils to the pictures, one at a time, and read aloud the phrases. The pupils listen and repeat chorally and/or individually.

Divide the class into two teams, A and B. Ask one pupil from each team to come to the front of the classroom. One pupil mimes one of the phrases and the other tries to guess the correct phrase. Each correct answer wins a point. The team with the most points wins the game.

Suggested answer key

Pupil 1: (mimes 'Good luck!')

Pupil 2: Good luck! etc.

4. Look, read and choose the correct answer.

Read aloud the sentences, one at a time, and ask the pupils to choose the correct word. The pupils look at the pictures and complete the activity orally first, then in writing.

Answer key1 kiss 2 shake 3 hug

End

4.3.1.1

(An activity to consolidate the language of the lesson.)

Ask a pupil to come to the front of the classroom. Say a sentence and ask the pupil to respond using body language and the correct phrase if possible. Repeat with the other pupils.

Suggested answer key

Teacher: I got an A at the test.

Pupil: (miming and saying) Give me a high five!

Teacher: Your favourite football team won the match.

Pupil: (miming and saying) Hurray! etc.

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