Dragons and creatures 1

Module 2. Values in Myths and Legends

LESSON: 14

6. Theme: Dragons and creatures 1

School:

Date:

Teacher’s name:

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.4.7.1 spell most familiar high-frequency words accurately when writing independently;

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;

4.5.15.1 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, use declarative what [a/an] + adjective + noun to show feelings;

4.5.16.1 use conjunctions and, or, but, because to link words and phrases

Lesson objectives

All learners will be able to: read and write a short text about when they were little

Most learners will be able to: read and write a short text using would you like to

and conjunctions

Some learners will be able to: read and write a short text using would you like to, conjunctions and grammar structures and make their own sentences

Assessment criteria

Learners can read and write a short text about when they were little

Language focus

Structures: adjectives; comparisons

Language in use: When I was little, I was naughty, but I was cute! My favourite place was the museum.

Target vocabulary

Naughty, cute, funny, different

Cross - curricular

links

Literature

ICT skills

Using videos& pictures, working with URLs (Internet)

Plan

Planned timings

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

Smiles Resources

BEGINNING THE LESSON

4.4.7.1

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

Write the following on the board:

Learn/English

Want, enjoy, love, hate, like

Ask individual pupils to make a sentence with one of the verbs and the correct form of the verb learn.

Repeat the activity with other verbs and prompts.

e.g. I want to learn English.

I enjoy playing chess. etc

Interactive Whiteboard Software

Middle

4.5.16.1

4.4.7.1

4.5.15.1

4.5.1.1

4.5.1.1

4.4.7.1

READING AND WRITING

(Activities to develop the pupils` reading and writing skills.)

22 Listen, read and choose.

Explain the activity. Point to the pictures and elicit the adjectives naughty and funny. Play the CD. The pupils listen and follow along un their books. The pupils then read the texts silently and complete the activity. Ask the pupils to tell you the sentences where they found the answers. Check their answer.

Answer Key

2 b 3 b 4 a

Then individual pupils read out the texts.

23 Over to you: Read and complete.

Explain the activity. Allow the pupils some time to complete it. Check their answers.

Suggested answer key

1 pizza 5 superman

2 red 6 the cheetah

3 cars 7 the sports centre

4 T-shirts and jeans 8 Aladdin

PORTFOLIO: Talk with your friends. Then write about what you were like when you were little.

Ask the pupils, in pairs or in groups, to talk about what they were like when they were little. Go around the classroom providing any necessary help. For homework, tell the pupils to use the texts in Ex. 22 as models to write about themselves.

Suggested answer key

When I was little. I was always naughty, but I was funny! My favourite place was the theatre. I went there with my mum and dad. My favorite food was pizza and my favourite toys were cars. My favourite animal was my pet cat, Mimi.

By Nurzhan

24 Let’s sing!

Point to the song and say: A long, long time ago, before you and before me. The pupils repeat, chorally and/or individually. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and follow along in their books.

Divide the class into three groups and assign a verse to each group. Play the song again and ask each group to sing their corresponding verse.

Extension activity (Optional)

Before going into class

Prepare photocopies of the song for each group of pupils. Cut the song into strips, one line per strip.

Divide the class into groups and hand out the strips of paper. The pupils put them in the correct order, listen to the song and check their answers.

(See the introduction for further ideas on how to exploit the songs.)

25 Look, read and write yes or no.

Draw the pupils’ attention to the pictures and ask them if they know the buildings. Read aloud the names of the buildings and the facts. Read the instructions and the example and explain the activity. If necessary, provide the pupils with another example. Go through the sentences and elicit any unknown words. Allow the pupils some time to complete the activity. Check their answers.

Answer key 2 no 3 yes 4 no 5 yes

(Track 23 CD1)

(Track 24 CD)

End

4.4.7.1

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

Give the pupils a time limit (e.g. 3 minutes) and ask them to write down as many words/phrases as they can from the lesson. The pupil that can remember the most items wins.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from 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

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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