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4 class Slow machines

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«4 class Slow machines»

School: №23

Long term plan unit: Unit 8 : Machines Slow Machines

Date: 1.04.2021

Teachers names: Kuanysheva Aygerim

Grade: 4 A

Number present:

absent:

Topic of the lesson: Slow Machines

Learning objective(s) that this lesson is contributing to

3.S4 respond to basic supported questions giving personal and factual information

3.S8 express basic likes and dislikes

3.W3 write short phrases to identify people, places and objects

3.R4 begin to use with support a simple picture dictionary

Lesson objectives

All learners will be able to:

  • Understand the meaning of most new adjectives

  • Use them in sentences to describe different music orally / in written form (with peer/teacher support)

  • Understand a short text with considerable support

Most learners will be able to:

  • Understand the meaning of almost all new adjectives

  • Use them in sentences to describe different music orally / in written form (with slight peer/teacher support

  • Understand a short text with little support

Some learners will be able to:

  • Understand the meaning of all new adjectives

  • Use them in sentences to describe different music orally / in written form and help partners to do the same

  • Understand a short text without support

Assessment Criteria

The student has achieved the objectives if:

3.R4 – they use pictures to understand a short text

3.W3 – write at least 3 sentences (with 1 minor allowed per sentence) describing music

Value links

Life-long learning, appreciation of the arts, Patriotism & Internationalism

Previous learning

Musical instruments, some verbs (dance to it, keep a beat, etc.)

Cross – curricular links

Music, Art

Use of ICT

Computer, Projector, SMART board

Global Citizenship (incl. intercultural awareness)

How can we describe music from different countries?

What musical instruments are used to make this music?

Kazakh culture

How can we describe Kazakh music?

What musical instruments are used to make Kazakh music?

Pastoral Care

The teacher will support the students’ development in a holistic manner – mentally, socially, cognitively, emotionally

Health and safety

The teacher will do a safety check to eliminate potential hazards before the lesson starts. The teacher will be familiar with the emergency procedures.

Time

Planned activities

Resources


Beginning

(W/I)

5 min


Greeting, Objectives & Daily Question

As students are entering the classroom, remind them to open their copybooks and write down the date and the topic.

Write the following in the middle of the board:

Thursday, April 1, 2021

Slow Machines

What is your favourite machines? Why do you like it?



Write the following on the side of the board:

  • We can use new adjectives to describe slow machines

  • We can write and read about machines



  • Greet learners and have them sing “Hello” song

  • After two minutes, choose a student leader to lead the opening of the lesson. Have the student leader ask:

-(Ask the daily question)

-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. (country/instrument)

-(Reads the lesson objectives) with teacher prompting

  • As the student leader is opening the lesson, the teacher can circulate the room and stamp the incentive charts of students who answered the daily question correctly & on time

  • The teacher can then ask if the students understand the lesson objectives. Tell students that you hope they can do all the lesson objectives by the end of the lesson











PPT – Slide 1

























Middle

5 min

(G)

Warming up

  • Tell students that they will be divided into three groups according to the instrument family: string instruments and woodwind instruments

  • Pass out flashcards and tell sts that they should find their group of instruments

  • Play “Guess music” game

  • Have learners choose a card. Pass out cards with prompts for speaking. Allocate time (1 min) for sts to discuss and get ready to answer questions

  • Have groups ask each other questions and guess the music



Flashcards

cards


7 min

(D/W)

Listening + Writing

  • Tell sts they are going to listen to some part of a machines and try to describe it with help of questions, but this time they should do it in written form in their copybooks

  • Show the PPT slide, go through the questions as a class:

1. Do you like this machines?

2. Why/why not? (Is it modern/ not modern/ fast/slow?)

3. What machines has got?

  • Double check sts’ understanding of all questions

  • Play the song for 30-40sec

  • Time sts for 1min to make up a sentence about the song including new adjectives (differentiation by support – model an example if need be)

  • Ask sts to ask each other the questions in pairs

  • You may somehow award the most successful sts (stamps or stickers) 

  • Ask volunteering sts OR pick random sts in the group to share their sentences

  • Provide corrective feedback if need be

  • Tell sts that they will write sentences about the machines, then exchange their copybooks and do peer checking

  • Have them read assessment criteria

  • Allocate some time (2 min) for sts to write their sentences

  • Ask sts to switch their copybooks with a partner for peer check and assessment

  • Pick random sts to read the sentences from the copybooks they’ve got

  • Analyze the sentences as a class, providing corrective feedback where relevant



PPT

Kazakh song



20 min

(D/W/I)

Machines Reading + Writing

***Before class place the number 1 to identify the station, do the same for the other 3 stations students will physically rotate around the world stations every 3 minutes

  • Tell sts they are going to read a text about machines by traveling to different reading ‘stations’

  • Pass out the Handouts to each kid and put them into pairs

  • Tell students that they will start at the station that they are first assigned and then rotate

  • Students get exactly 3 minutes in each station – no more. If they finish early, ask additional questions and have them have them explore deeper

  • Students should move to filling out information from the next paragraph after 3 minutes

  • The questions:

1. Describe Machines.

2. How many types are there in machines?

3. What is the name of machines?

Circulate often during this activity showing students how to answer etc.

Differentiation by grouping: Students should be paired in mixed ability groups so that they finish at similar times and can support one another. Students needing extra support may take their vocabulary words around the room with them.

  • Check the task as a class

  • Invite learners to stand in a circle

  • Ask students the mini thinking/reflection questions

Texts for Station Reading



Handouts for kids


End

3 min

(W)


Reflect, Revisit Learning Goals & Check with Questions

  • Have the teacher helper re-read the learning goals for the day

  • Ask students to reflect on if they feel they have achieved the learning goals

  • Smiling feedback (If you think that you have worked well today and you have no questions, go to the happy smile with the word “Super!”. If you need help or you have questions about the lesson, then go to sad smiles with the word “Help” or “?” sign)

PPT the last slide

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?

***See in text notes about specific differentiation techniques

In general:

  • Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

  • Allow for extra time for students needing it, when appropriate

  • Give extra text or visual support to students needing extra English support

  • Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

  • Encourage high-performing students to lead activities and support others during challenging tasks

  • Provide interesting puzzles, texts etc. to those students who finish early

  • Use open-ended tasks and questions so students may take their learning in their own directions

  • When possible, allow for student choice of task

Informally throughout the lesson and specifically through:

3.S3 – they use 3-5 new adjectives to describe machines.

3.W3 – write at least 3 simple, guided sentences describing machines.

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?










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Предмет: Английский язык

Категория: Планирование

Целевая аудитория: 4 класс.
Урок соответствует ФГОС

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4 class Slow machines

Автор: Куанышева Айгерим Куанышкызы

Дата: 12.04.2021

Номер свидетельства: 577980

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