"Technology" 4 класс

Module 4: Professions and ways of Communication

5 LESSON:

Theme: Technology

School: №12

Date:

Teacher’s name: Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.1.2.1 understand an increasing range of supported questions which ask for personal information;

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;

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;

4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions

Lesson objectives

All learners will be able to: revise jobs; to talk about community helpers; to write about a community helper

Most learners will be able to: revise jobs; to talk and write about their favourite community helper; tell which of the jobs in the text they need to

Some learners will be able to: revise jobs; to talk and write about their favourite community helper; tell which of the jobs in the text they need to; act out the dialogue

Assessment criteria

To revise jobs; to talk about community helpers; to write about a community helper; to develop the pupils' listening skills through a song.

Language focus

Structures: possessive case; object pronouns.

Language in use: Miss Taylor is our school bus driver and she is my favourite community helper because she is the friendliest person I know. Architects and artists sharing their ideas. Whose hat is this? it's the nurse's hat.

Target vocabulary

community helper, busy, pick someone up, lead singer, career, talent, work for a living

Cross - curricular

links

ICT skills

Plan

Planned timings

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

Smiles Resources

Opening

4.4.4.1

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

Write an adjective on the board (e.g. good) and ask individual pupils to say the comparative and superlative form of it.

Write some jobs on the board, but with a few letters missing. Ask individual pupils to come to the board and complete the missing letters.

Middle

4.1.2.1

4.1.2.1

4.4.4.1

4.5.11.1

4.5.3.1

4.2.3.1

4.2.3.1

4.1.2.1

READING AND WRITING

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

22 Listen and read. Then answer.

Play the CD. The pupils listen and follow the text in their books. Then they answer the questions. Check their answers.

Suggested answer key

1. She's a school bus driver.

2. She gets up very early to clean the school bus and check the tyres.

3. Her favourite singer is Taylor Swift.

4. She's a DJ at the local radio station.

Then individual pupils read out the text.

23 Read and choose.

Explain the activity. Allow the pupils some time to read the sentences and choose the correct words. Check their answers.

Answer key

1 us 2 it 3 them 4 it 5 her

Portfolio: Talk with your friends. Then write about your favourite community helper.

Elicit various community helpers from the pupils and write them on the board. Ask the pupils, in pairs or in groups, to talk about a community helper they know. For homework, tell the pupils to write about a community helper and use the text in Ex. 22 as a model. Then help them file their writing activities in their Language Portfolios.

Suggested answer key

My Favourite Community Helper
By Aidar Abdulayev

Mr Aronov is a police officer and he is my favourite community helper because he is very brave. He's also very friendly and he always has the biggest smile on his face.

Mr Aronov is a very busy man. He gets up early and goes around town in his police car to patrol the city and protect us.

Mr Aronov loves painting and in his free time he draws pictures! He even has a painting in the local art museum!

With his friendly smile and his love of art, Mr Aronov is the best police officer I know! I like him a lot!

PRACTICE (Activities to revise jobs and develop the pupils'

listening skills.)

24 Let's sing!

Point to the song and say: Architects and artists sharing their ideas. 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.

• Thinking: For which of the jobs in the song do you need to ...

Refer fhe pupils to the questions. Allow the pupils some time to complete the activity. Check their answers.

Suggested answer key

1. doctors, nurses

2. inside: architects, artists, doctors, nurses, teachers, photographers, musicians and computer programmers

outside: architects, artists, photographers and musicians

both inside and outside: architects, artists and photographers

1. architects, artists, doctors, nurses, teachers, photographers, musicians and computer programmers

2. artists, photographers and computer programmers

Extension activity (Optional)

Write a few words from the song on the board and ask the pupils to copy them. Ask the pupils to number the words in the order they hear them.

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

25 Thinking: Whose are they? Read and match. Then talk with your friend.

Refer the pupils to the pictures and read aloud the words. Explain the activity. Allow the pupils some time to match the pictures with the jobs. Check their answers.

Answer key

Lc 2d 3e 4 f 5b 6a

Pupils' books closed. Say and write on the board: This is Dana's pencil. Underline the letter in bold. Explain/Elicit that we put -'s at the end of the name to show that the person owns something. Write and say: Whose is this pencil? The pupils repeat, chorally and/or individually. Underline the word in bold. Explain to the pupils that we use whose in order to ask who the owner is.

Pupils' books open. Point to picture 1 and say: Whose hat is this? It's the nurse's hat. The pupils repeat, chorally and/or individually. Then, in pairs, the pupils act out similar dialogues about the rest of the objects in the pictures. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue.

Suggested answer key

A: Whose laptop is this?

B: It's the computer programmer's laptop. Whose camera is this?

A: It's the photographer's camera. Whose mike is this?

B: It's the news reporter's mike. Whose tray is this?

A: It's the waitress' tray. Whose helmet is this?

B: It's the architect's helmet.

(Track 47 CD1)

(Track 48 CD1)

End

4.1.2.1

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

Divide the class into groups. Ask the pupils to make a map of their community and mark the places that have community helpers, e.g. police officer, doctor, firefighter, etc. Display their work in the classroom.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of fhe corresponding acfivities from fhe 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