People and places

Module 2. Values in Myths and Legends

LESSON: 13

5. Theme: People and places

School: №12

Date: 7.10-9.10

Teacher’s name:Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.1.5.1 identify initial, middle and final phonemes and blends;

4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues;

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

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons

Lesson objectives

All learners will be able to: read and translate the statements

Most learners will be able to: read and translate the statements. Make own sentences using comparative and superlative degrees of adjectives

Some learners will be able to: read and translate the statements. Make own sentences using comparative and superlative degrees of adjectives. Make comparisons of the places.

Assessment criteria

To talk about places

Language focus

Structures: possessive adjectives; to- infinitive; ing-form

Language in use: I want to go to the market to buy some fresh fruit. I like eating fruit. Can you go to the market to buy some fruit, please?

Target vocabulary

People and places: library, theatre, swimming pool, funfair, shopping centre, café, museum

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

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

Ask pairs of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 14). Repeat with as many pairs as you feel necessary.

Interactive Whiteboard Software

Middle

4.3.5.1

4.5.1.1

4.5.15.1

4.5.1.1

4.4.2.1

4.3.5.1

4.3.5.1

4.5.1.1

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

People and Places

FFLASHCARDS (9-15)

17 Listen, point and repeat. Then match.

Pupils’ books closed. Put the flashcards up on the board. Point to them, one at time, and name them. The pupils repeat, chorally and/or individually. Repeat the procedure with the remaining flashcards. Then point to the flashcards in random order. Ask individual pupils to name them.

Extension activity (Optional)

Mime an action associated with one of the places, e/g/ reading a book. Ask the pupil the name the place, e.g. library.

Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then allow the pupils some time to complete the activity. Check their answers.

Answer key

2 d 3 b 4 f 5 a 6 g 7 c

18. Where are they? Read and Write.

Explain the activity and read the example aloud. Explain that the sentences are clues to find the correct answer. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 At the liberty

3 At the shopping Centre

4 At the funfair.

5 At the Café

6 At the theatre

STUDY SPOT

(Activities to present and practice –ing form and to - infinitive)

19 Read and choose

Pupil’s books closed. Say and write on the board: I want to go to the library. I enjoy going to the library. Underline the words in bold. Explain to the pupils, in L1 if necessary, that after certain verbs (e.g. want, hope, etc.) we use the infinitive, while after other verbs we use the –ing form. We usually use the – ing form after verbs that show feelings (e.g. enjoy, like, hate, etc.) Then write on the board: I hope… to the library. Underline the word in bold. Ask the pupils to complete the sentence by putting the verb to go in the correct form (infinitive or -ing). Substitute the verb hope with other verbs (e.g. like, start, love, hate, etc.) and repeat.

Then, write on the board: I want to go to the library to borrow a book. Underline the words in bold. Ask the pupils: Why do I want to go to the library? To borrow a book. Explain to the pupils, in Ll if necessary, that we use the infinitive to show purpose.

Pupils' books open. Go through the Study spot section briefly. Ask the pupils: What do you want to do? What do you like doing? Elicit answers. (I want to go to funfair. I like going to the swimming pool. etc) Suggest to the pupils to use activities from Ex. 17.

Read the instructions and the example and explain the activity. Go through the sentences and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 listening 4 to feel 6 to read

3 to visit 5 juggling

20 Complete the sentences in a way that it true about yourself.

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

Suggested answer key

1. play video games.

2. learn how to play rugby.

3. go to the funfair on Sunday.

4. reading stories.

5. playing leap frog.

6. doing jigsaw puzzles.

21 Match to make Grandma’s questions

Draw the pupils’ attention to the pictures and elicit the names of the places (1-market,2-supermarket,3- library,4-theatre,5-post office). Read the instructions and explain the activity. Ask the pupils: Where can you go to buy some fruit? Elicit: At the market. Ask the pupils to match picture 1 with the correct phrase. Allow the pupils some time to complete the activity. Check their answers by asking questions (Where can you go to…).

Answer key

1 buy some fruit 2 get some milk

3 take back some books 4 buy three tickets

5 post some letters

Refer the pupils to the question and read it aloud. If necessary, provide the pupils with another example. Ask the pupils to make questions as in the example.

Answer key

Can you go to the supermarket to get some milk?

Can you go to the library to take back some books?

Can you go to the theatre to buy three tickets?

Can you go to the post office to post some letters?

(Track 22 CD1)

End

4.5.1.1

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

Ask a pupil to come to the front of the classroom. Ask him/her to choose a place from Ex. 17 & 21 without letting the rest of the class know which one. The pupil decides whether he/she likes/doesn’t like going to the place and mimes the action accordingly. The rest of the class tries to guess where he/she likes/doesn’t like going

e.g. Pupil 1: (mimes watching something in a

enjoyable way )

Pupil 2: You like going to the theatre.

Pupil 1: That’s right! ect

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

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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