| Long-term plan units: Kazakhstan in the World of Sport | School:
English |
| Date: September 2018 | Teachers: |
| Grade: Grade 4 ABC | Number present: | absent: |
| Theme of the lesson: Aesop’s Fables. A Story about Competition: The Tortoise and the Hare |
| Learning objective(s) that this lesson is contributing to | 4.1.8.1 (4.L8) understand short, supported narratives on an increasing range of general and some curricular topics; 4.2.5. (4.S5) pronounce an increasing range of words, short phrases and simple sentences intelligibly 4.3.3.1 (4.R3) recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics 4.5.12.1 (4.UE12) use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly |
| Lesson objectives | All learners will be able to: Pronounce 80 % of new and old words in a text correctly Answer at least 1 question appropriately Identify 2-3 opinions correctly Most learners will be able to: Pronounce 85 % of new and old words in a text correctly Answer 2 questions appropriately Identify 4 opinions correctly Some learners will be able to: Pronounce 90-100 % of new and old words in a text correctly Answer 3 questions appropriately Identify 5 opinions correctly |
| ICT skills | PPT |
| Value links | Competition, Functional literacy, Respect |
| Previous learning | Knowledge of the Olympics in their home language, Games |
| Cross curricular links | Physical Education |
| Plan |
| Planned timings | Planned activities | Resources |
| Beginning 5 min (W)
| Greet the learners. The learners do the role-play of a mini-teacher. Choose one learner and tell him/her to ask daily questions (e.g. What date is it today? What’s the weather like today? How are you? etc.) Then ask the learners to read the aims of the lesson and think what they are going to do at the lesson. | PPT Slide 1 |
| 5 min (W/P) | Pre-listening Learners watch the presentation and repeat the words. The learners are to ask questions if they don’t understand the words. | PPT Slides 2-12 |
| 9 min (W)
6 min (P) | Listening Tell the learners that they are going to watch a video about the Tortoise and the Hare. After watching the video, ask the learners if they enjoyed the story of the tortoise and the hare and why. Ask if they liked the ending. Ask the learners to discuss the questions in pairs. After listening Peer assessment. Learners are working in pairs. Each learner is given an assessment card. The learners write their names and the name of a partner to be assessed. They ask 3 questions each and give 3 answers each. The assessing learner marks the answered questions on the card. Differentiation: while speaking and assessing less able students can be provided with support by the teacher or a more able partner giving the necessary words or ideas to understand the question or remember the content. For students that are more able: they can be asked more than 3 questions and their answers can have more details and descriptions. | Video
Assessment Sheet 1 |
| 10 min (I) | Reading Learners are provided with a short simple text to read. Learners are doing it to recognise basic opinions in a text. Self- assessment. Each learner is given an Assessment Sheet 2. He/she reads the options (statements), identifies the opinions and writes A for the author’s opinion, T for the Tortoise’s opinion, H for the Hare’s opinion. The teacher shows the slide with the answers and the learners check their works themselves. The teacher monitors the proses and gives comments if necessary.
| Worksheet 1
Assessment Sheet 2 |
| 5 min (W) | Reflection & Homework Have the students complete the reflection sheet. In their copybooks, have students answer the question on slide 13 to sum up their understanding of the story and the moral of the tale. | Reflection sheet |
| 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? | Health and safety check |
| The teacher and co-teacher should circulate often offering support asking questions, suggesting ideas or helping with words. The reading task is differentiated for stronger and less-able students. The teacher can involve stronger students in helping to direct less-able students during the discussions or assessment.
| The teacher will be able to assess how well the students understood the text through their answers to the comprehension questions. | Lessons will be delivered in accordance with health and safety standards. |
| Summary evaluation What two things went really well (consider both teaching and learning)? 1:
2:
What two things would have improved the lesson (consider both teaching and learning)? 1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
|
199
163 151 
