Treasure maps1

Module 3 Treasure and heritage

1. LESSON:

Theme: Treasure maps1

School:№12

Date:

Teacher’s name: Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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;

4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;

4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;

4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things;

4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics;

4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

Lesson objectives

All learners will be able to: give short, basic description of people and objects, using possessive and determiners; begin to describe past experiences;

Most learners will be able to: give short, basic description of people and objects, using possessive and determines; begin to describe past experiences; use the map of treasure

Some learners will be able to: give short, basic description of people and objects, using possessive and determines; begin to describe past experiences; use the map of treasure; read fluently

Assessment criteria

To talk about Kazakhstan’s natural treasures and cultural heritage; to read about a treasure hunt.

Language focus

• Structures: plurals; determiners; imperative’ the verb ‘have got’; there is/there are; prepositions of place and direction

• Language in use: The house hasn’t got windows. What is it? In this lake, trees come out of the water. What’s the name of the take?

Target vocabulary

Treasure maps: treasure, heritage, monument, eagle, dombra, yurt, flag

Cross - curricular

links

Geography

ICT skills

Planned timings

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

Smiles

Resources

Opening

4.2.3.1

Hand out the completed Progress Report Cards for the previous module and ask the pupils to fail them in their Language Portfolios

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

Middle

4.3.4.1

4.2.6.1

4.2.6.1

4.5.1.1

Treasure Maps 1

1. Look at the map. Answer the question

Pupils’ books open. Ask the pupils to look at the pictures on p.34 and have a picture discussion. Elicit anything the pupils nay know about them. (e.g. Do you know what a dombra is? Can you play a dombra?). Explain the activity. Go through the sentences and elicit/ explain any unknown words. The

Pupils answer the question orally first, then in writing. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 Kaindy Lake 3 Apples

4 The Bayterek Monument 5 Sherkala

6 Singing Sand 7 A dombra

8 An eagle

2 Read and answer. Write in your notebook.

Pupils’ books closed. Put your pen it the book, write and say: There’s a pen in the book. Underline the word in bold. The pupils repeat after you. Follow the same procedure and present the rest of the prepositions (out of, in front, up, down, behind, opposite, on, under).

Pupils’ books open. Refer the pupils to the pictures and have a pictures discussion. Ask the pupils if they know what a treasure hunt is and elicit answers. Read aloud the text while the pupils follow it their books. Alternatively, you can ask the pupils to read it aloud. Explain the activity. Go through the questions and elicit/explain any unknown word. Allow the pupils some time to read the text silently and complete the activity. Check their answers.

Answer key

1. Nurlan’s

2 On 29th September 3 11

4 In the park 5 6

6 Behind the tree. 7 In a box opposite the table.

8 His birthday cake.

End

4.5.4.1

4.5.8.1

(An activity to consolidate the language of the lesson)

Draw a lake and a mountain on the board. Ask a pupil to come to the board. Say one of the suggested prompts below and ask the pupil to draw an object according to the prompt. If you wish, you can use your own prompts. Repeat the activity with other pupils.

Suggested prompts: a fish in the lake, a fish coming out of the lake, an eagle on the tree, an apple in front of the tree, a pirate behind the tree, 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