Communicating around the world

Module 4: Professions and ways of communication

2. LESSON:

Theme: Communicating around the world

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;

4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;

4.1.10.1 recognise words similar to words in student native language;

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;

4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently

Lesson objectives

All learners will be able to: talk about communicating around the world

Most learners will be able to: talk about communicating around the world using the degrees of comparisons.

Some learners will be able to: talk about communicating around the world using the degrees of comparisons and give their own examples

Assessment criteria

To talk about and compare means of transport.

Language focus

Structures: comparative form; demonstrative pronouns

Language in use: A scooter is slower than a motorbike.

Target vocabulary

Means of transport: hot-air balloon, helicopter, plane, tram, minibus, underground, van, scooter, motorbike, ferry, ship, yacht

Cross - curricular

links

ICT skills

Plan

Planned timings

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

Smiles Resources

Opening

4.2.1.1

4.1.1.1

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

Write on the board the names of different gadgets and ask the pupils to tell you what we can use them for (e.g. mobile phone: send text messages).

Ask one of the pupils to come to the front of the classroom and use body language to express one of the phrases from the previous lesson. The rest of the class say aloud the correct phrase. Repeat with as many pupils as necessary.

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

Middle

4.3.1.1

4.2.1.1

4.4.2.1

4.2.1.1

4.4.2.1

4.3.1.1

4.2.1.1

5 Listen and repeat. How do you usually travel every day? (Track 40 CD1)

Pupils' books closed. Put the Means of transport poster up on the board. Point to the means of transport, one at a Time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each means of transport in random order. Ask individual pupils to name them.

Pupils' books open. Play the CD. The pupils listen, point and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then they talk about how they usually travel every day.

Suggested answer key I usually travel by tram every day.

6 thinking: Find the means of transport. More than one can be correct. Write on the board: / have to do my homework every day. Underline the words in bold. Explain that the verb have to expresses necessity and obligation. Explain the task. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2. tram, underground

3. helicopter, hot-air balloon, plane, tram, minibus, underground, ferry, ship

4. underground, minibus

5. helicopter, plane, van

6. tram, minibus

7. Match the opposites. Then rearrange the letters to complete the texts.

Explain the activity. Go through the texts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

Answer key 2

2 a 3 f 4 e 5 d 6 c

2 safe 4 fast 6 noisy

3 expensive 5 cheap 7 dirty

STUDY SPOT

(Activities to present and practise the comparative form.)

8. Say and write.

Pupils' books closed. Say, then write: Cars are faster than scooters. Underline the words in bold. The pupils repeat chorally and/or individually. Elicit the spelling rules for the comparative. Explain the irregular adjectives.

Pupils' books open. Go through the Study spot section briefly. Explain the activity and allow the pupils some time to complete it. Check their answers.

Answer key

1. better 4 smaller 6 noisier

2. funnier 5 fatter

9 Thinking: Read and make sentences, as in the example.

Read aloud the example and explain the activity. Allow the pupils some time to complete the activity. Check their answers.

Answer key

1. Cars are safer than scooters.

2. Minibuses are slower than trams.

3. Planes are noisier than hot-air balloons.

4. Trains are cheaper than planes.

10 Let's Play

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 chooses 2 flashcards showing means of transport and shows them to the second pupil. The second pupil has to make a sentence comparing the two means of transport and using the adjectives in Ex.7.Then, the second pupil chooses two flashcards and the first pupil makes a sentence. Repeat with the remaining pupils. Each correct sentence wins a point. The team with the most point wins the game.

End

4.2.1.1

(An activity to consolidate the language of the lesson

Divide the class into two teams, X and O. Draw a 3 X grid on the board. Ask a pupil from each team to com to the board. One pupil writes an adjective from Ex. 3 i a cell in the grid and makes a sentence with it. The other pupil writes the opposite of that adjective in another cell and also makes a sentence. If the sentences arc correct, they get to mark the cells accordingly, with ar X and O. Repeat with the remaining pupils. The winner is the team that has three marks horizontally, vertically or diagonally. If you have a large class, you may play the game in pairs.

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