Lesson plan grade 4

Unit of a long term plan: Lifestyle

School: № 372

Date: 29.01.2018

Teacher name: Taskynbayeva G.

CLASS: 4

Number present:

absent:

Lesson title

Free time

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Use of English: Present simple: (affirmative, negative);

Talking about free – time activities

Lesson objectives

• All leaners will be able to:

talk about free time activities (2-3 sentences);

• Most leaners will be able to:

listen, understand and complete the tasks with little teacher’s support;

• Some leaners will be able to:

make sentences with simple perfect forms of common verbs;

Assessment criteria

• Use present simple to write sentences which describe

people, places and objects;

• talk about their free time;

• Speak and memorize familiar words intelligibly and answer the questions with support;

Level of thinking skills

Application and analyze

Values links

Life-long learning,

Cross-curricular links

Music, Art

Previous learning

Life in Britain

Plan

Planned timings

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

Resources

Start

0-3 min

3-5 min

5-15 min

As students are entering the classroom, ask daily questions/ practice speaking so that you get ready for the class:

-What day is it today?

-What is the date today?

-What is the topic of the lesson?

-Ask some questions so to remember the material from the previous day.

Learning and lesson objectives are introduced.

Asking home task.

Middle

15-30 min

30-35 min

35-40 min

Task 1.

(w) Picture search. (Exercise 1)

T. – What do Iza and Boris do in their free time? Who does what? Find clues in the pictures. Write notes.

Task 2. (I)

Comprehension. (Exercise 3)

(D)Teacher introduces the new gramma structure – Present simple

Task 3.

(w) Grammar practice (Exercise 6)

Task 4.

(D) Pronunciation. (Exercise 5)

Hot spot 1

Supports

Hot spot 1

End

40-45 min

Giving the home task.(Exercise 8)

Reflection

Learners make their oral feedback. Learners make comments about the lesson orally.

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

More support will be given to the weaker learners in Task 1.

Task 2. Support will be given to the weaker learners to identify the answer correctly and talented students will retell the text after listening to the recorder.

As oral students’ formative assessment in groups, pair and individual works teacher evaluates them by asking questions.

TASK 1. Learners are evaluated by giving colourful stickers.

TASK 2. Learners are evaluated by peer assessment.

TASK 3. Learners are evaluated by using tick and cross.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

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.

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 individuals that will inform my next lesson?