Lesson Plan for 4th grade

Unit: 8 Machines

School: №64

Date: 05.05.2020

Teacher name: Zhansaya Tankibaeva

Grade: 4

Number present:

absent:

Theme of the lesson

Fast machines

Learning objectives(s) that this lesson is contributing to

4.UE3 use simple one syllable and some two syllable adjectives to make comparisons

4.S7 contribute a limited range of suitable words, phrases and sentences including giving opinions during short pair and whole class exchanges

Lesson objectives

All learners will be able to:

• Recognise the difference between one syllable and two syllable adjectives

• contribute a limited range of suitable words, phrases and sentences during short pair and whole class exchanges with support

Most learners will be able to:

• Make comparisons using one syllable and two syllable adjectives

• contribute a limited range of suitable words, phrases and sentences during short pair and whole class exchanges with little support

Some learners will be able to:

• Make sentences using one syllable and some syllable adjectives

• contribute a limited range of suitable words, phrases and sentences including giving opinions during short pair and whole class exchanges independently

Language objectives

Comparison of adjectives

Previous learning

Types of machines

Plan

Planned timings

Planned activities

Resources

Lead in

1 minute

5 minutes

5 minutes

7 minutes

• Greetings.

Greeting learners. Setting positive atmosphere by asking some ice breaking questions.

• Warm-up: (W)

Play song in the first hyperlink. Learners tell you slow then fast transport. Explain the red car is called a ‘four by four’ (out road cars)

Play a song one more time to encourage learners to sing along

Pre-teaching: new vocabulary: (W)

Teacher demonstrates cars from ‘Cars’ cartoon.

Let’ compare cars Lightning McQueen and Mater (fast/slow)

Sally Carrere and Mack (big/small)

Sheriff and Cruz (serious/funny)

(W/P/I)Choral drilling – pair drilling – individual drilling

Grammar studying : (W)

• Teacher gives sentences and Ss repeat them:

McQueen is faster than Mater. McQueen is the fastest

Mack is bigger than Sally. Sally is smaller than Mack.

Mack is the biggest.

Sheriff is more serious than Cruz. Sheriff is the most serious.

• (I) Teacher elicits the grammar rules using the pictures for comparison (What car is the biggest (smallest, fastest, funniest) the most serious?)

• (W)Teacher gives the table with rules

Ss read the table by chain

Grammar practice

• (P) Teacher gives cards with some absent forms of adjectives. Ss fill the absent forms of adjectives

Speaking

(W) Students describe the picture of car races with colour cars using structures 1 A .... car is smaller than a ... car. A ... is the biggest.

2 A yellow car is ... than a blue car. A red car is ... .

3 I can see that ....because it is ...

Ss get 1 smile for each right answer.

(P) (FA) Interview “Race report”

1^st student is an interviewer (he/she doesn’t see a picture and ask questions (What car is …?)

2^nd student is a reporter (he/she answers the questions) F.e. A green car is the fastest.

Differentiation: less able Ss have prompt cards for questions and answers

Teacher role: observation, listens to pairs and make notes according to criteria

• Ss use correct form of comparative and superlative adjectives

• Ss can make sentences using comparative and superlative adjectives

• Ss can give their opinion about the result of the race.

Peer assessment. Pair A speaks, pair 2 listens and assess according to criteria

Reflection : What adjectives have you learned today? What can we do with our adjectives (compare)?

http://www.rhymes123.com/ov er-the-mountains-nursery rhymeskids-songslearnenglish-kids-britishcouncil-video_801d0c473.html

PPP Slides 1-3

PPP Slides 4,5

(sen-ces with pictures)

Handout 1

Cards

PPP Slide 6

Pictures with 2 cars at the FINISH point for each pair

Ask/answer 3 or

more questions

Use at least 5 new words

Can name the winner car