Treasure and Heritage

Short-term plan :

Unit 3: Treasure and Heritage.

School: M.Mametova

English

Date: 8/11/19

Teachers: G.Pashanova

Grade: Grade 4

Number present:

absent:

Theme of the lesson: Treasure map 2

Learning objective(s) that this lesson is contributing to

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

4.S6 take turns when speaking with others in a limited range of short basic exchanges

4.R4 use with some support a simple picture dictionary

4.UE4 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range of general and some curricular topics

4.UE8 use imperative forms (positive and negative) to give short instructions on limited range of familiar topics

Lesson objectives

All learners will be able to:

• Give 2-3 correct answers to questions on the text;

• Use 2-3 correct imperative directions in showing the direction in maps;

• Give 1-2 ideas in identifying the direction to the treasure;

Most learners will be able to:

• Give 3-4 correct answers to questions on the text;

• Use 3-4 correct imperative directions in showing the direction in maps;

• Give 3-4 ideas in identifying the direction to the treasure;

Some learners will be able to:

• Give 5 correct answers to question on the text;

• Use more than 5 correct imperative directions in showing the direction in maps;

• Give more than 5 ideas in identifying the direction to the treasure;

Language objectives

Use imperatives in communication

ICT skills

Value links

To be a sensitive man and truth man

Previous learning

Vocabulary on “Treasure and Heriage”

Global Citizenship

Understanding how piracy happened in other countries

Intercultural Understanding

What other people treasure in different cultures

Cross-Curricular

Geography

Kazakh culture

What do we treasure in Kazakhstan?

Pastoral Care

Assure you met all learners’ social, emotional, behavioral and mental needs

Plan

Planned timings

Planned activities

Resources

Beginning

4 min

(W)

Lesson Opening & Warm-Up

• Greet learners.

• Practice imperatives with the learners. Ask learners:

• Stand up

• Stamp your feet

• Turn left

• Raise your hands

• Turn right

• Clap your hands

• Turn left

• Wave your hands

• Turn right

• Hug your friend

Ask learners what they have practiced. Encourage them say “Imperatives”. You may remind the task with the text, where they found imperatives.

• Introduce lesson objectives.

• Ask them write the topic and the date in copybooks.

Middle

8 min

10 min

Speaking about the text

• Ask questions about treasure and Heritage of our country

• What are they?

• Ask learners the following questions:

1. This house hasn’t got windows. What is it?

2. In this lake trees come out of the water. What’s the name of the lake?

3. What fruit comes from Kazakhstan?

4. It shows the nest of a mythical bird? What is it?

5. Find a mountain that looks like a yurt. What is its name?

6. It can sing. What is it? Don’t choose a bird.

7. You can play this with your hands. What is it?

8. This animal is on the Kazakh flag. What animal is it?

Ask learners say heritages of Kazakhstan: Baiterek Monument,Eagle,Singing Sand, Apples, Dombra, Sherkala, Lake Kaindy,Yurt

*Differentiation: less able learners may give short answers or repeat the answers of more able learners.

Read and answer the questions

1. Whose birthday was it?Nurlan

2. When was his birthday? On September 29

3. How old was he? 11

4. Where was the treasure hunt? in the park

5. How many children were there? 6

6. Where were the sandwiches? Behind the tree

*Differentiation: teacher gives support less able learners

pictures

cards

5 min

(P)

10 min

(G)

Speaking on text

Retelling the text with their own words by doing the dialogue

*Differentiation: pair up less able learners with more able ones.

“Blind treasure seeker”

Beforehand hide two boxes with “Treasure in class. ”Divide the class into two teams and explain the assessment criteria of the game.

Rule: In each team there is a pirate who is seeking the treasure. Sweets are treasure for teams. While the pirate is out of the room the other members of the team make up direction to their team pirate so that he can find the treasure in 2 minutes time. Then the team divides the direction imperatives so that each member take part. The blindfolded pirate listens to his team’s directions and finds the treasure. Should the guide make a mistake, he is out of the game. And if time is out they will lose the game.

Assessment criteria:

• All members take part (each says an imperative)

• Be organized;

• Don’t interrupt each other;

• Don’t make a mistake in direction;

• Be positive;

• Get treasure in 2 minutes;

*Differentiation: more able learners give support to less able ones in group work.

Jigsaw

2 boxes with sweets

3 min.

Reflection

• What did you learn today?

• What was easy/difficult?

• What was the most interesting/boring thing for you today?

Homework & Reflection

Bring a small gift to a friend and hide it in class. Write directions and ask him/her to find that “treasure”.

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 will be done by flexible grouping – mixed-ability pairings will allow for students to support one another.

Peer – checking in pair work

Whole class assessment in group 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 or achievements/difficulties of individuals that will inform my next lesson?