Traditional stories 2

Module 2. Values in Myths and Legends

LESSON: 10

3. Theme: Traditional stories 2

School: №12

Date:3.10.19-4.10.19

Teacher’s name: Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;

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;

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

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;

4.5.7.1 use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and

describe actions and events

Lesson objectives

All learners will be able to: give short, basic description of people and objects, begin to describe what they see on the picture

Most learners will be able to: give short, basic description of people and objects, begin to describe what they see on the picture using comparative and superlative adjectives

Some learners will be able to: give short, basic description of people and objects, begin to describe what they see on the picture using comparative and superlative adjectives

Assessment criteria

Learn and talk about the Vikings; to talk about past civilization and past events

Language focus

Structures: possessive adjectives; comparisons; past simple; subject and object pronouns.

Language in use: The Romans lived in the centre of Italy. They came to Britain 2.000 years ago.

Target vocabulary

The Vikings: loom, row a boat, hunt, sticks, mud, wooden bucket, longhouse, wrestle

Cross - curricular

links

History

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

4.1.8.1

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

Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex.5). Repeat the activity with other pupils.

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

FLASHCARDS (1-8)

Interactive Whiteboard Software

Middle

4.1.8.1

4.5.3.1

4.1.8.1

4.2.4.1

4.2.3.1

4.2.3.1

4.5.7.1

6 Listen, point and repeat.

Pupils’ books closed. Put the flashcards up on the board. Point to them, one at a time, and say the corresponding words. The pupils repeat chorally and/or individually. Point to the flashcards in random order. Ask individual pupils to name them.

Pupils’ books open. Play the CD. The pupils listen, point and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

7 Look, read and write yes or no.

Explain the activity and read the example aloud. The pupils look at the picture and read the sentences. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 yes 3 no 4 no 5 yes 6 yes

After doing ex 7 ask pupils to write sentences using 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 looking at the picture p.20

STUDY SPOT

(Activities to present and practise the past simple.)

8 Complete the sentences. Then match. Check your answers online or with your teacher.

Pupils’ books closed. Say, then write on the board: The ancient Egyptians lived in houses made from mud. The Romans spoke Latin. Underline the words in bold. The pupils repeat after you. Explain/Elicit that this is the past simple and we use it to talk about actions that happened at a specific time in the past. Explain/Elicit that we add –ed at the end of regular verbs but that some verbs (irregular) in the past simple use a different form of the verb. Write the following verbs on the board and elicit the spelling rules and irregular forms: stop-stopped, study-studied, play-played, write-wrote, give-gave, ride-rode, eat-ate. Revise the negative and interrogative forms and write short answers on the board.

Answer key

2 lived 3 wore 4 made 5 watched 6 wrote

Suggested answer key

A 1, 2, 3, 4, 6

B 1, 2, 5

9 Read and circle. Then listen and check.

Explain the activity. Read the example out loud. Allow the pupils some time to complete the activity. Play the CD. The pupils listen and check their answers.

Answer key

2 played 3 didn’t go 4 paid 5 drank

AUDIOSCRIPT

The Aztecs were very interesting people, but actually, they didn’t call themselves the Mexica. They were very fit and played a lot of sports. Boys and girls went to school but they didn’t go to the same school. They went to different schools. To the Aztecs cocoa beans were very important. They even paid for things with cocoa beans. And did you know that they drank chocolate to make them strong and healthy?

(Track 16 CD1)

End

4.2.3.1

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

Ask the pupils to imagine they lived a long time ago in one of the time periods from the lesson. Have a class discussion about what it was like, where they lived, what they wore, etc.

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