"Weather 2" 4 класс

LESSON: Module 5 Lesson 3 Weather 2

School: №12

Date:

Teacher name: Nogayeva A.K.

CLASS: 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.L4 understand a limited range of short supported questions on general and some curricular topics

4.S2 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics

4.S4 respond to questions on an increasing range of general and some curricular topics

4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

4.R6 understand with some support, some specific

information and detail in short, simple texts on a growing range of general and some curricular topics

4.W4 write with support short basic sentences with appropriate spaces between words

4.W7 spell most familiar high-frequency words accurately when writing independently

4.W8 to include appropriate use of a full stops and question marks, as sentence level with some accuracy when writing independently

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences To develop listening and reading comprehension skills through a story; to practise talking about camping; to learn how to distinguish between

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To develop listening and reading comprehension skills through a story; to practise talking about camping; to learn how to distinguish between

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To develop listening and reading comprehension skills through a story; to practise talking about camping; to learn how to distinguish between

Previous learning

Learners will need to be familiar with Structures: have to/don't have to,

must/mustn't. I Language in use: You must have warm, clothes. You mustn't drop litter. Do I have to g bring a tent? No, you don't have to.Target vocabulary |

Camping items: campfire, firewood, rope. fishing rod, first-aid kit, blanket, camp stove, . cool box, whistle, penknife, safety, campsite, sleeping bag, tent

Cross-curricular links

differentiated Instruction Ex. 11

ICT skills

Using videos& pictures, working with URLs

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

4.2.2.1

4.2.4.1

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

Ask individual pupils to talk about camping safety using must or mustn't.

e.g. Pupil 1: You mustn't feed the animals.

Pupil 2: You must keep your food in a cool box. et

POSTER

e.g. Pupil 1: (mimes painting in an enjoyable way) Pupil 2: You like painting. Pupil 1: That’s right! etc

Presentation and practice

4.1.4.1

4.3.6.1

4.3.6.1

4.4.4.1

4.3.6.1

4.2.7.1

4.2.2.1

4.2.4.1

4.1.4.1

4.2.7.1

4.4.8.1

4.1.4.1

4.4.4.1

4.4.7.1

Step 1 (Activities to develop the pupils’ listening and reading skills.)

Listen and read ex 10

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

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 the firewood in picture 3) What's this?

Class: Firewood, etc

Pupils book p 68

(Track 3 CD2)

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

Step 2 Read the story again and say if the sentences are True or False.

Allow the pupils some time to read the story again silently and complete the activity. Check their answers.

Pupils book p 68

Answer key

False 3 False 5 False

True 4 True

Step 3 Read the story again and answer.

Read the story again and match.

Allow the pupils some time to read the story again. Then they complete the activity. Check their answers.

Step 4 Act out the story. Ex 14

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.

Step 5 Talking point. Listen and read. Make a new dialogue with your friend. Ex

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 about themselves. Go around the classroom providing any 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: I love camping.

B: Me, too! Let's get everything ready. We must.... A: Can I... ?

B: .... And we must..., too!

A: I can do that.

SOUNDS SPOT (Activities to familiarise the pupils with the pronunciation of the sound /aI/.)

Listen, point and repeat.

Refer the pupils to the pictures. Point to knight and say: /ai/ - knight. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for light. Point to the picture of spy and say: /ai/- spy. Repeat the procedure for sky. Explain fhe spelling differences (-igh, -y). Play fhe CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

Extension activity (Optional)

Write the following words on the board: night fly, my, fight, try, right. Ask individual pupils to come to the board, read out the words and write them in the corresponding category (-igh and -y).

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

Pupils book p 69

(Track 3 CD2)

Pupils book p 69

(Track 4 CD2)

Pupils book p 69

(Track 5 CD2)

Answer key

Id 2 c 3 a 4 b

Play the CD again with pauses for the pupils to repeat, chorally and/or individually.

Suggested answer key Dana: I love camping.

Ulan: Me, too! Let's get everything ready. We must collect the firewood.

Dana: Can I bring water from the river?

Ulan: Yes, it's not far. And we must cook on the camp stove, too!

Dana: I can do that.

Answer key

igh: night, fight, right y: fly, my, try

Step 6 Listen, point and repeat. Ex 15

Complete. Then listen and repeat.

(Track 6 CD2)

Refer the pupils to the picture. Elicit knight, light, spy and sky. Draw the pupils' attention again to the /ах/ sound. Remind them of the different spellings (-igh, -y). Allow the pupils some time to complete the missing letters. Play the CD for the pupils to listen and check their answers.

Pupils book p 69

Answer key

I spy with my little eye a knight lighting a fire and looking at the sky!

Ask individual pupils to read out the sentence. Check their pronunciation and intonation.

Ending the lesson

4.2.2.1

(An activity to consolidate the language of the lesson.

Ask the pupils to think of a title for the story and write it. Ask a few pupils fo report back to the class.

ACTIVITY BOOK (Optional)

Suggested answer key

An emergency pizza!

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

• support weaker learners with further modelling and drilling in their pairs

• stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

• check pronunciation of new language through group and individual drilling

• check comprehension of listening and reading text through follow-up questions

• cross curricular links: Art