" Snow and ice 2"

Long-term plan units:

School:

English

Date:

Teachers:

Grade: Grade 4

Number present:                    

absent:

Theme of the lesson:Snow and Ice 2

Learning objective(s) that this lesson is contributing to

4.UE13 use must / mustn’t / have to to talk about obligation

4.W8 include appropriate use of a full stop during guided writing of short, familiar sentences

4.L6 understand some specific information and detail of short, supported talk on a limited range of general and some curricular topics

4.S8 recount very short basic stories and events on a limited range of general and some curricular topics

4.W4 write with support short basic sentences with appropriate spaces between words

4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

Lesson objectives

All learners will be able to:

Revisit vocabulary from the unit

Write 2 sentences with must/mustn’t

Write 1 sentence with have to

Most learners will be able to:

Write 3-4 sentences with must/mustn’t

Write 2 sentences with have to

Some learners will be able to:

Help other learners to come up with ideas for sentences

Write 5-6 sentences with must/mustn’t

Write 3 sentences with have to

ICT skills

No

Value links

Competition, Functional literacy

Previous learning

Arctic animals

Cross curricular links

Geography

Intercultural awareness

Global citizenship through exploration of the world environment

Kazakh culture

Kazakhstan’s environment

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

(G)

Greet the learners and ask them how they are doing.

Prepare a worksheet with a table so learners can record words, phrases and sentences. Make a set of nine cards for groups of learners to revisit language from the unit (hot, cold, summer, winter, summer clothes, winter clothes, volcano, fire, snow, ice, arctic).

In small groups, learners turn over a card from the middle of the table and each says a word, phrase then sentence about a word on it e.g. hot: fire (word), hot summer (phrase). It’s very, very hot inside volcanoes (sentence). Before turning over next card, learner on left of one speaking writes down the language said.

Differentiation. If a learner can’t think of a word, phrase or sentence, other learners help.

Cards, worksheet with a table

Middle

20 min

(W/P)

Show slide 2 and ask sts: Is this a volcano? Is the snow moving? Are there mountains with snow in Kazakhstan?

Introduce a new word (avalanche) with a picture on slide 4. Click only once. Ask learners why avalanches are dangerous and ask what can cause them (loud noises, wind, people, helicopters). Now click again and drill the pronunciation of “avalance”.

Write on the board:

People must be quiet. They mustn’t make loud noises.

Ask sts what must/mustn’t may mean. Encourage learners to discuss in pairs.

Explain sts what must/*mustn’t mean.

Learners play an interactive game following the second hyperlink. How many sentences can they make with must and mustn’t?

Pass out Grammar Practice worksheet. Explain sts that in the first task they are to read the rules and match them with the pictures. Ask sts to switch their papers and check each other’s work.

Task 2. STs are to read the sentences and choose either True or False.

Differentiation. Sts may complete this task in pairs. Form mixed-ability pairs.

Assign Task 3/4 as a homework.

PPT 1-2/ Pictures

http://learnenglishkids.britishcouncil.org/en/grammar-practice/modals-must-and-mustnt

worksheet 1

7 min

(W)

Have a short dynamic break. Show a video with actions for sts to repeat.

Then write on the board: Helicopters have to rescue people. Explainsts that this is the job of rescue people. Say: I have to teach you because it’s my job. Learners say what they have to do e.g.

We have to come to school. We have to do our homework.

Dynamic video

3 min.

(I/G)

Homework & Reflection

1. Show slide 3. Have students write and complete the ‘what I’ve learned’ sentence with a new word that they learned. The point of the exercise is to reflect on learning, so every kid can pick a different word, or words for higher achievers. 2. Tell students to study their words and do task 3 and 4 (worksheet1)

PPT slide 3

Student Copybooks

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 able learners can be encouraged to write more for what words they learned that day at the end of the lesson. More able learners may be paired with students needing extra help for the TPS at the beginning of the lesson.

The teacher will be able to assess how well the students have acquired the new words through the speaking practice. The teacher will know how well the students are doing at writing the new words and sentences by circulating the room often and checking written work.

Lessons will be delivered in accordance with health and safety standards.

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?