English plan for

Unit of a long term plan Numbers

School:

Date:

Teacher name:

CLASS: 4 th

Number present:

absent:

Lesson title

Numbers from 11 to 100

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

1.Recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.Use cardinal numbers 11 - 100 to count

1.Recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly

Lesson objectives

All learners will able to

- to introduce numbers and number names from 11 to 100

Most learners will be able to:

-fill the missing number

Some learners will be able to:

-resolve examples "Ten and four is fourteen."

Assessment criteria

-to count correctly from 11 to 100

-to add numbers

-give examples

Language objective

-speak in English

Values links

Cross-curricular links

Maths

Previous learning

Colours

Plan

Planned timings

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

Resources

Good afternoon, students!

How are you?

At the previous lesson you got acquainted with the numbers from 1 to 10 today we should count from 11 to 20. And today I offer you to repeat counting from 1 to 10.

1 - 20

(W) Listening to and watching an animation of the song

Work with a set of number flashcards [numerals]. Learners use fingers to count as Teacher says numbers as a warmer to the song.

Number song 10-20 counting from 10-20

2.(Group work) Today we count from 11 to 20

Teacher shows the numbers from 11 to 20. Then she teachers how to count correctly these numbers.

Descriptor:- count correctly the numbers

-fill the missing number

- match the words with the numbers

oral feedback

FA: Think-Pair- Share/

Turn to Your

Partner Teacher gives direction to students. Students formulate individual response, and then turn to

a partner to share their answers. Teacher calls on several random pairs to share their answers

with the class.

3. resolve examples "Ten and four is fourteen."

(Group work) teacher shows the numbers and teachers how to прибавлять и отнимать.

f.e: ten plus five is fifteen

eleven plus six is seventeen

descriptor: -count correctly the numbers

-add the numbers.

Oral feedback:

FA: Think-Write-Pair-

Share Students think individually, write their thinking, pair and discuss with partner, then share with

the class.

Worksheet numbers from 11 to 20.

Worksheet to add

End

Reflexion

Oral feedback

Inside-Outside

Circle Inside and outside circles of students face each other. Within each pair of facing students,

students quiz each other with questions they have written. Outside circle moves to create new pairs. Repeat.

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?

Health and safety check

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

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.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?