Lesson Plan 5

Theme of the lesson:.

Unit:5 Hot and cold
Teacher’s name:
Date:
Grade: 4 Number present: absent:
Theme of the lesson: My favorite Weather
Learning objectives(s) that 4.S7 contribute a growing range of suitable words, phrases, and
this lesson is contributing to: sentences including giving opinions during short pair, group and whole
class exchanges
4.R5 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues
Lesson objectives: All learners will be able to: make a sentence through support of
auxiliary card
Most learners will be able to: complete the story with necessary
information.
Some learners will be able to: make a sentences using modal verbs
Assessment criteria -define the words correctly in matching task.
-memorize the basic information and complete sentences.
Value links Ls will work together as a group showing respect and being polite with
each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Ss know the modal verbs have to, don’t have to and must, mustn’t
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment : Students listen to the At the https://
of the lesson 1.Greeting. teacher and repeat the organization youtu.be/
Warming-up 2. Organization moment. examples after teacher moment T l7r_jkIqvIg
3 мин. Teacher shows a video and give examples, too. supports Ss to PPP-2
about modal verb The aim: ensure correct express their
can/can’t. writing skills and speech clearly
Then giving some improve literacy skills. using .«The
examples drills again. Efficiency: develop praise»
speaking skills and method to
pronounce the topic evaluate Ss.
vocabulary correctly. like:
“Good job!
Well done!”
Pre- Looking at the picture Ss match the dialogue Feedback: Pupil’s book
learning match the dialogues to according the meaning of “Sandwich” Smiles 4.
Individual some of the words in Ex the picture. . Well done, you Page 74
work 16. Aim: increase short term find all the Ex 17.
5 min. memory and increase correct PPP-3
Teacher explain the attention to detail, answers and Worksheet - 1
instruction of the task and improve the ability to learn to use
manage a time. find similarities and topical
During that time Teacher differences in objects vocabulary.
support through drilling Efficiency: help to
new words and give some classify objects that are Descriptor:
help for less able Ss. grouped by similar traits -match the
Then Ss read the correct and develop critical dialogue
answer to the class. thinking skills -read the
Differentiation: dialogue
This task differentiated 1 point.
 by the time management.
More able Ss finish
firstly and less able Ss
finish later with prompt
cards.
Middle of Make sentences. Ss make a sentence and T supports Ss Pupil’s
the lesson Ex 18. read for the class for to express Pupil’s book
Teacher explains the checking with others. their speech Smiles 4.
Individual instruction of the task. Ss Aim: develop speaking clearly using Page 75
work. should reorder the skills and understand the «The praise» Ex 18.
10 min. sentences and make a description clearly. method to Worksheet - 2
correct sentence. Efficiency: evaluate Ss. PPP-4
develop and integrate the like:
Differentiation: more able use of the “Good job!
SS answer the questions language skills Well done!”
and give correct answeers,
less able Ss work through
T’s support.
Individual What does the SS do when Ss work in groups and T supports Ss
work. there is a fire drill? write sentences. After to express White paper
“A fire Looking at the ex 20. finishing the task, a their speech A4.
drill” Students write an actions presenter will read for clearly using
10 min. about themselves. the class. Teacher will «The praise»
Before doing this task evaluate according to method to
Teacher divides Ss into 3 their correct answer. evaluate Ss.
groups. Aim: select their own like:
Group 1 – is red color. topics and write about “Good job!
Group 2 – is green color what is meaningful to Well done!”
Group 3 – is yellow colors. them.
Teacher explain each Efficiency: the best way
Group’s instruction. Red for personal
group they will write development, both
negative sentences. socially and cognitively.
Green group write positive Differentiation:
sentences and yellow More able Ss give
group write mixed meaningful examples
sentences both negative and less able Ss give
and positive. short answers. This task
differentiated by the
level of Ss.
Individual Put the can/ can’t to the Ss complete the task with Feedback: Worksheet -3
work gaps. can/can’t. “Sandwich” PPP-5
8 min 1. I ___ only speak Aim: improve usage of method.
English. I don't know any grammar materials Great! All of
other languages. Efficiency: develop you could
2.What sports ____ you writing skills. complete the
play the best? Differentiation: missing
3.A dog ___ be man's best According to the grammar
friend, but it can't help understand of grammar correctly. But
with the chores. Ss complete the gaps. you take a lot
4.Narrow-minded people Less able Ss complete ime to this
____ see the future very with little support More task.
well. ables.
5. Fish _____ breathe
outside the water.
6.____ you cook?
7. Denis doesn't want to go
swimming with us because
he ____ swim.
 8. It's really dark here, I
______ see anything.
End of the Teacher check the Ss answer the questions “Sandwich” Whiteboard
lesson. understand of Ss with and say reasons in method. PPP -6
concept checking English. Suggested Great! You
Reflection questions. answer: Yes, you can. can give
1. Teacher take a text Because you jump now. correct
Individual and read, then ask Ss answer, but
work: “Can I read?” Aim: to check Ss general you need some
4 min. 2. Teacher jump and comprehension and practice the
asks “Can I jump”? revise the new theme. spelling again.
3. Teacher sing a song as Efficiency: revise the
a bad singer, and asks topical words
“Can I sing a song?” completely.

Additional information
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health and
you plan to give more support? check learners’ learning? safety rules
How do you plan to challenge the
more able learners?
During the lesson some tasks Reflection at the end of the lesson and teacher Provide some
differentiated by outcomes of the summary provides support for progress and physical
students and by their abilities. achievement, and challenge to thinking and exercises for
All learners make a sentence setting future objectives. learners
through support of auxiliary card Teacher evaluates with “The praise”.
Most learners complete the story “Sandwich” method.
with necessary information. Great! You can give correct answer, but you
Some learners make a sentences need some practice the spelling again.
using modal verbs
Reflection
Were the lesson objectives/learning
objectives realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?
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 orachievements/difficulties of individuals that
will inform my next lesson?
 Lesson Plan 6
Theme of the lesson:.
Unit:5 Hot and cold
Teacher’s name:
Date:
Grade: 4 Number present: absent:
Theme of the lesson: Volcanoes
Learning objectives(s) that 4.2.4.1 respond to questions on an increasing range of general and
this lesson is contributing to: some curricular topics;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing
range of general range of general and some curricular topics;
Lesson objectives: All learners will be able to: memorize the specific information of
short supported talk some curricular topics.
Most learners will be able to: respond to the basic question of a short
story.
Some learners will be able to: write a lot of words in a limited time.
Assessment criteria -underline the grammar based words correctly
-define the correct words in a multiple choice task.
Value links Ls will work together as a group showing respect and being polite with
each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Ss know the modal verbs have to, don’t have to and must, mustn’t
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment : Students write 3 At the White paper
of the lesson 1.Greeting. sentences about weather. organization A4.
Warming-up 2. Organization moment. Suggested answer key moment T PPP-2
7 мин. (An activity to revise the A: I saw a big ball of supports Ss to
language of the previous snow rolling down the express their
lesson.) mountain. speech clearly
Ask the pupils to make up B: Avalanche, etc. using .«The
3 sentences about a praise»
weather condition or The aim: use sight method to
natural disaster from the words and drawings to evaluate Ss.
previous lesson without practice like:
saying what it is. Then in their writing skills. “Good job!
pairs, the pupils say their Efficiency: ensure the Well done!”
sentences to their partner general comprehension
and see if they can guess about previous lesson.
the correct answer.
Pre- Activities to develop the Then individual pupils Feedback: Pupil’s book
learning pupils' reading and read out the text. Answer “Sandwich” Smiles 4.
Individual writing skills.) key Well done, you Page 76
work Read and underline. eighty 4 have 6 up find all the Ex 21.
10 min. Then listen and check. have 5 or correct
Explain the activity. Allow Then individual pupils answers and
the pupils some time to read out the text. learn to use
read the text and underline Aim: learn to define topical
 the correct words. Play the important point of the vocabulary.
CD. The pupils listen and text.
check their answers. Efficiency: help to Descriptor:
define the types of modal -read the
verbs correctly. dialogue
Differentiation: -underline the
This task differentiated main points.
by the time management. 1 point.
More able Ss finish
firstly and less able Ss
finish later after giving
right answers.
Middle of Listen and circle. Ss circle the correct Feedback: Pupil’s
the lesson Read aloud the title and sentences. “Sandwich” Pupil’s book
elicit from the pupils what Answer key Well done, you Smiles 4.
Individual they know about Hawaii4 There aren't find all the Page 76
work. volcanoes. Explain the any correct Ex 22.
7 min. activity. Go through the Pacific 5 Etna answers and Worksheet - 1
sentences and elicit/explain largest volcano in learn to use PPP-3
any unknown words. Play Europe is Mount Etna in topical
the CD. The pupils listen Italy? Well that's all vocabulary.
and circle the correct about volcanoes
word/phrase. Check their Aim: develop view Descriptor:
answers. points of Ss and reading -read the task
AUDIOSCRIPT skills. -circle the
And now let's talk about Efficiency: ensure the correct answer
volcanoes. Did you know reading skills through 1 point.
that the word Volcano drilling new words after
comes from the word the teacher.
Vulcan, the Roman god of Differentiation:
fire? Yes, that's right. As More able Ss did the task
for the largest active correctly, less able Ss
volcano, that's Mauna Loa correct their task after
and it's in Hawaii. So if presenting the task.
you want to see it up dose,
then you have to visit
Hawaii. And when you are
in Hawaii, you can visit
other volcanoes, too. Why?
Because most volcanoes
are in the Pacific Ocean.
There are more than 1,000
volcanoes, but there aren't
any volcanoes in the UK.
And did you know that the
Individual Portfolio: Talk with your The pupils, in pairs or in Feedback:
work. friends. Then write a small groups, talk about a “Sandwich” Pupil’s
“PORTFO text about a campsite in campsite in their country. Very good, Pupil’s book
LIO” your country. Aim: learn how to you can Smiles 4.
10 min. For homework, tell the introduce and develop introduce your Page 76
pupils to write about the vocabulary to express country very Worksheet - 2
campsite using the text in ideas clearly. good, but you PPP-4
Ex. 21 as a model. Then Efficiency: learn to should follow
help them file their writing follow the instruction the
activities in their and learn to be a guider. instruction.
Language Portfolios. Differentiation:
More able Ss give
meaningful examples
and less able Ss give
 short answers. This task
differentiated by the
level of Ss.
Group Let's sing! The pupils listen and At the end T Worksheet -4
work Refer the pupils to the sing the corresponding supports Ss to PPP-5
3 min picture. Ask: What's the verse.Time permitting express their
weather like in London play the CD a third time speech clearly
Town? Elicit: It's windy for the pupils to sing the using .«The
and rainy. Then say as you song as a class. praise»
mime: It's a windy day in Aim: develop control of method to
London Town, a windy, pulse and rhythm evaluate Ss.
windy day. The pupils Efficiency: this method like:
repeat,chorally and/or is the best way to learn “Good job!
individually. Repeat with the language, helps Well done!”
rainy. remember the topical
Play the CD.The pupils words clearly.
listen and follow along in
their books. Divide the
class into two groups.
Assign a verse to each
group. Play the CD.
End of the Teacher gives each S. Ss write comments and “Stickers” Whiteboard
lesson. stickers, they write hung it up to the board. PPP -6
comments and wishes Aim: to check and know
Reflection about this lesson. Ss wishes for the next
lesson.
Individual Efficiency: learn to
work: comment somebody and
3 min. develop critical thinking
skills.
Additional information
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health and
you plan to give more support? check learners’ learning? safety rules
How do you plan to challenge the
more able learners?
During the lesson some tasks Reflection at the end of the lesson and teacher Provide some
differentiated by outcomes of the summary provides support for progress and physical
students and by their abilities. achievement, and challenge to thinking and exercises for
All learners memorize the specific setting future objectives. learners
information of short supported talk Teacher evaluates with “The praise”.
some curricular topics. “Sandwich”
Most learners respond to the basic Very good, you can introduce your country very
question of a short story. good, but you should follow the instruction.
Some learners write a lot of words
in a limited time.
Reflection
Were the lesson objectives/learning
objectives realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?
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 orachievements/difficulties of individuals that
will inform my next lesson?