Treasure and numbers1

Module 3: Treasure and Heritage

3. LESSON:

Theme: Treasure and numbers1

School:№12

Date:

Teacher’s name:Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general 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;

4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100

Lesson objectives

All learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they can see in the pictures.

Most learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they can see in the pictures; make a new dialogue.

Some learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they can see in the pictures ; act out the story

Assessment criteria

To develop listening and reading comprehension skills through a story: to talk about a class expedition

To learn how to pronounce [ʃn] and its different spellings.

Language focus

Structures: Consolidation.

Language in use: what`s today`s expedition? We must find these ten leaves and name the trees.

Target vocabulary

Consolidation.

Cross - curricular

links

ICT skills

Plan

Planned timings

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

Smiles Resources

Opening

4.5.2.1

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

Ask a pupil to come to the board. You say a cardinal number (1-1,000) and the pupil writes the number using letters on the board. Repeat with other pupil. Then, ask pupils, one at a time, to came to the board and write the respective ordinal numbers next to the cardinals.

Middle

4.3.3.1

Presentation and practice

(Activities to develop the pupils` listening and reading skills.)

7 Listen and read.

Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (pointing to picture 1) Where are the children

Class: They are at a park:

Teacher: (pointing to Lilly in picture 3) What`s wrong with Lilly

Class: She got sunburnt! etc

Play the CD. The pupils listen and follow the story in their books.

(Track 31 CD1)

4.3.3.1

4.4.1.1

4.3.3.1

4.4.1.1

4.3.3.1

4.3.3.1

8 Read the story and answer the question

Explain the activity. Allow the pupils some time to read the story again silently and answer the questions. Check their answers. Ask the pupils to tell you where they found the answers in the dialogue.

Answer key

1. To find ten leaves and name the trees.

2. A classmate, Drake.

3. Because her arms are sore.

4. Jake’s

5. Jake’s team

9. Thinking: In pairs, answer the questions.

• Explain the activity. In pairs, the pupils read the questions and discuss the answers with their partner. Ask pairs to report back to the class. Accept all reasonable answers.

Suggested answer key

1. They all stayed together and helped each other.

They worked as a team.

2. Yes, because Drake left his team behind. He didn’t care about his team. He only cared about winning.

10. Act out the story.

• For stronger classes: Assign roles to the pupils.

Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story.

• For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.

11. Talking point. Listen and read. Make a new dialogue with your friend.

Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues. Go around the classroom providing necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.

A: So, what’s today’s expedition?

B: We must… .

A: This should be easy. Let’s do it!

Suggested answer key

A: So, what’s today’s expedition?

B: We must find these ten wild flowers, name them and draw them in our notebooks.

A: This should be easy. Let’s do it!

STUDY SPOT

(Activities to familiarise the pupils with the [ʃn ] sound and the different spellings)

12 Listen, point and repeat

Refer the pupils to the pictures. Point to the first picture and say: [ʃn ] – fashion. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for mansion and exhibition. Check their pronunciation. Review the spelling of the different words and explain/ elicit how the words are spelled differently but the ending is pronounced the same. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

13 Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit fashion, mansion and exhibition. Draw the pupils’ attention again to the [ʃn] sound and the different spellings. Allow the pupils some time to complete the missing letters. Play the CD for the pupils to listen and check their answers.

Answer key

The ticket for the fashion exhibition at the mansion was $10!

(Track 32 CD1)

(Track 33 CD 1)

(Track 34 CD1)

End

( An activity to consolidate the language of the lesson)

Ask the pupils to close their books and write three things they remember from the story. If you wish, set a time limit of two minutes to complete the activity. Ask a few pupils to report back to he class.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity book for home work. 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