Урок английского языка по теме "Games", учебник "Smiles 4"

Module1Kazakhstan in the World of Sport

School:

Lisakovsk

Date:

Teacher name:Elena

CLASS: 4

Number present:

absent:

Lesson title

Children’s games 1

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

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal

information;

Lesson objectives

All learners will be able to:

Respond to topic related questions when speaking with a few errors;

Write 1-2 short sentences in a paragraph to give basic information with some support

Most learners will be able to:

Give comments responding to topic related questions when speaking with few errors;

Write 2-3 short sentences in a paragraph to give basic information with some support

Some learners will be able to:

Justify their answer reactingto more than 3 topic related questions on an increasing range when speaking without any errors;

Create more than 3 extended sentences in a paragraph when giving basic information without any support

Assessment criteria

-React to topic related questions in grammatically correct English when speaking;

-Give basic personal information writing a sequence of short sentences in a paragraph with some support.

Value links

 Students will collaborate in groups in tolerant, fair, respectful way.

Cross-curricular links

PE

ICT skills

Using pictures, PPT, video

Previous learning

Planned timings

Planned activities

Resources

Beginning of the lesson

5 min

Greeting studentsGood morning, students!How are you today?

 “Jigsaw” Strategy. Guessing the theme of the lesson

Division into 3 groups: sport, games, children. Every student is  given one part of the puzzle. Students make the pictures, so they divide into groups. Students glue the parts of the puzzle.There are new words on the back side of each picture.

Students guess the theme of the lesson “Children’s games” according to the jigsaw parts.

Students turn over the pictures and find new words.

Jigsaw parts, pictures

Middle

5 min

Presentation and practice

3 min

1 min

8 min

1 min

Eliciting the vocabulary. (Eliciting techniques)

Teacher introduces topic related words:

 (play ball games-football, basketball, volleyball, tennis, baseball, play chain tag, hide and seek, hot potato, red rover, Simon says, musical chairs, telephone, freeze dance)

Drilling vocabulary in chorus

Activity 1.Labelling. Active strategy “Identify New Words”

Students read the names of the games and match to the pictures.

Descriptor: A learner

• labels the words;

• pronounces words and expressions clearly;

• matches the words to the needed pictures

Differentiation by grouping

Self-assessment of working with vocabulary “Traffic lights”

Activity 2. Speaking in group. Active strategy supported “Throwing a cube”

Students throw a cube and respond to given questions. There are different questions on the cube.

1)What game is it??

2)How many teams play in a game “Red Rover”?

3) What game needs chairs?

4) In what game do you listen the instructions?

5) In what game do you dance?

6) Do you eat “Hot potato”?

Descriptor: A learner

• throws a cube;

• answers questions using supporting picture or some clues;

• uses topic related words appropriately;

• pronounces words and expressions clearly.

Differentiation by support

Group -assessment “Fingers -up”

Students use 1,2,3,4 or 5 fingers held up with 1 meaning “I need a lot of help” and 5 meaning “I really get this”

PPT

HO1

Colourful cards

Physical minute

2  min

Students play in “Simon Says” game. Teacher explains rules to the students that they are to follow the commands only if they are preceded by Simon Says.

https://www.youtube.com/watch?v=lob3Q7TKmQQ

3 min

7 min

Activity 3. Writing. (FA)

Learning objectives

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;

Assessment criteria

-Give basic personal information writing a sequence of short sentences in

 a paragraph with some support.

Level of thinking: knowledge, application, synthesis

Twins' week

Students watch the video.

Task. Writing

Students write short sentences in a paragraph

1) Activities which the twins do on different days of the week.

2) Activities which the twins do at weekends.

3) Activities which you do on different days of the week.

4) Activities which you usually do at weekends.

5) Recommended games for the twins

Descriptor: A learner

•watches the video;

• reads the title of paragraph;

• writes short sentences in a paragraph.

https://learnenglishkids.britishcouncil.org/ru/short-stories/twins-week

HO3

Ending the lesson

2 min

Dartboard evaluation

I participated                                              It was interesting

actively

It was clear                                                 I learnt new information

Stickers/ smiles

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

Differentiation by grouping/ by support

-the less able students get support from the most able students whileworking in groups

•                  Self- assessment “traffic lights”
•                  Group- assessment “5 fingers”

Using physical exercises and active activities

Reflection

Give feedback “Target”, giving the smiles

Answer the most relevant questions from the box on the left about your lesson. 

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Give the homework