Шет тілінен ашық сабақтар жинағы 4 сынып 39 бет

Қалдығұл Айсара Саттарқызы

Ағылшын тілі пәнінің мұғалімі

LESSON: Module 4 Lesson 2

The Theme: Our Town(1)

Date: 09.12.2019

Teacher's name: Kaldygul A. S

CLASS: 3

Number present:

Number absent:

Learning objective(s) that this lesson is contributing to

To talk about places and location; to practise giving directions.

Lesson objectives

All learners will be able to:

3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are use prepositions of time: on, in, at to talk about days and times

3.S1make basic statements related to personal information, people and objects on familiar topics and classroom routines

3.W7spell some familiar high-frequency words accurately during guided writing activities

Assessment criteria

Learners have met the learning objectives if they can: Talk about places and location; practise giving directions.

Language focus

Structures: Prepositions of place (opposite, next to, between, behind)

Language in use: You can get bread from the baker’s. Excuse me! Where’s the supermarket? It’s next to the butcher’s.

Target vocabulary

Places: butcher’s, greengrocer’s, bank, post ofice, hospital, baker’s, supermarket, sweet shop

Prepositions: opposite, next to, between, behind

ICT skills

Using videos

Extra materials

Picture flashcards

Previous learning

'Parts of the house, things in the house' vocabulary

There is/are

Plan

Planned timings

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

Resources

BEGINNING THE LESSON

Greeting with learners.

Psychological training. “Circle of wishes”

Division into two groups class: 1)BANK; 2)SWEET SHOP

Checking up the home task . “Feed Santa”

Heart

Cards

Santa’s picture

MIDDILE OF THE LESSON

New theme. Warm up: Use the secret code to solve the riddle(our new theme) . We have different figures for different letters. Students together with teacher identify the topic of the lesson and objectives.

1. Activity . Vocabulary. Teacher shows the video with different buildings and pronounces the words, students repeat the words after the teacher. Then teacher shows the pictures with the words and she doesn’t pronounce them. And her students should name these words.

Introduction new words with support video.

2.(W) Matching activities. T: Please, match the words with the pictures.

Descriptor: A learner:

matches the words with the pictures.

3. (W)(I). Method “Memory game” Consolidation of the new words. Game: one students throws the ball and say the word. Another student catches the ball, repeats this word and adds his own word. The third student repeats two previous ones and adds his new word. S1, S2, S3,….

4. Introduction of new grammar material.

Prepositions: behind, between, next to, opposite. Teacher demonstrate the pictures with prepositions, and explains their usage. All learners pronounce the names of prepositions of location.

5. (G)(UE). Formative assessment tasks. Look at the map of the city. Fill in the gaps with prepositions.

Descriptor: A learners:

1) Uses prepositions from the boxes and the picture

2) Completes sentences with proper prepositions

3) Answers the questions according to the pictures.

6. (I)(UE) Differentiation. Teacher suggests individual tasks for students giving descriptor:

Descriptor: A learners:

1) label the buildings and pronounce the words

2) read the sentences and choose the suitable preposition

3) make their own sentences using prepositions

7. (P)(I). Talk to your friend. Ask and answer the questions. Students work in pairs. They turn to each other and ask questions.

A: Excuse me! Where’s the supermarket? B: It’s next to the baker’s.

A: Excuse me! Where’s the butcher’s? B: It’s opposite the hospital.

A: Excuse me! Where’s the greengrocer’s?

B: It’s between the post office and the hospital. A: Excuse me! Where’s the hospital?

B: It’s opposite the butcher’s.

A: Excuse me! Where’s the baker’s? B: It’s next to the supermarket.

All learners understand and translate the questions. Most learners respond the questions and give a short answer. E.g. Is this a hospital? Yes, it is/No, it isn’t .

Some learners make up their own questions. (Peer-assessment)

Cards

Shapes

Video

Picture of different Buildings

Cards

Ball

Pictures

Worksheets

Pupils book Smiles 3

Assessment cards

ENDING THE LESSON

Reflection. “CAKE” . Teacher gives to students different beautiful flower stickers. Students write about lesson for today. And stick they to the cake.

Homework. Ex 4.p37 in activity book

Stickers

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Did I stick to timings?

What changes did I make from my plan and why?

LESSON: Module 1 Lesson 3

The Theme: Body parts

Date: 12.09.2019

Teacher's name: Kaldygul A.S

CLASS: 3

Learning objective(s)

that this lesson is contributing to

To listen to and read a story about the characters’ experience on a farm; to practise describing a monster; to learn how to pronounce the sound \ɒ\.

Lesson objectives

All learners will be able to:

3.R5 understand the main points of simple sentences on familiar topics by using contextual clues

3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics

Assessment criteria

Learners have met the learning objectives if they can listen to and read a story about the characters’ experience on a farm; describe a monster; learn how to

pronounce the sound \ɒ\.

Language focus

Structures: Consolidation.

Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got any ands?

Yes, it has. Biscuit? That’s a funny name!

Target vocabulary

Consolidation

ICT skills

Using audios

Previous learning

‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives

Plan

Planned timings

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

Smiles Resources

BEGINNING THE LESSON

3.S1

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

Ask the pupils to describe their partner (hair, eyes).

e.g. Assel’s got red hair and green eyes.

PRESENTATION AND PRACTICE

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 children and grandma in picture one) Liam, Lilly and Daisy are with Daisy’s Grandma and Grandpa.

(pointing to the big eyes in picture two) What are these?

Class: Eyes

Teacher: Yes! Two big eyes! etc

Play the CD. The pupils listen and follow the story in their books. Then individual pupils read out the story.

Read the story and choose.

Interactive Whiteboard

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

Answer key

2 a 3 b

Software or Track 04 CD1

Tick (✓) the right sentence.

Refer the pupils to the picture and the sentences. The pupils read the sentences and tick the one that corresponds to the picture. Check their answers.

Answer key

3 Amir, come and say hello!

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

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.

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 of the 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 doing the task.

A: What does your monster look like, ... ?

B: It’s got ... and a big ... !

A: Has it got any ... ?

B: Yes, it has. It’s got ... . Look!

A: What’s its name?

B: ... .

A: ... ? That’s a funny name!

Suggested answer key

Kanat: What does your monster look like, Dana? Dana: It’s got five eyes and a big ear!

Kanat: Has it got any legs?

Dana: Yes, it has. It’s got six legs. Look! Kanat: What’s its name?

Dana: Coco.

Kanat: Coco? That’s a funny name!

(Activities to familiarise the pupils with the pronunciation

of the sound \ɒ\.)

Listen, point and repeat.

Write the letter o on the board. Point to it and say: \ɒ\.

The pupils repeat, chorally and/or individually. Point to the letter again and ask the pupils to say the sound.

Refer the pupils to the pictures. Point to the dog and say: