Fast Machines open lesson

LESSON 63

Unit 8: Machines

School: 5 school-lyceum

Date:10.05.2023

Teacher name: Kulbarakov N

Grade: 4 a

Number present: 20

Number absent:20

Theme of the lesson:

Fast machines 1

Learning objectives

4.L5 identify initial, middle and final phonemes and blends

4.R1 recognise, identify and sound with support a growing range of language at text level

4.W2 begin to use joined-up handwriting in a limited range of written work

4.UE3 use adjectives, including possessive adjectives, on a

growing range of general and some curricular topics to

describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons

Lesson objectives

All learners will be able to:

take part in interactive exchanges giving and asking for some information correctly identify some information correctly in comprehension tasks with some support

Most learners will be able to:

take part in interactive exchanges giving and asking for most information correctly identify most information correctly in comprehension tasks with some support

Some learners will be able to:

take part in interactive exchanges giving and asking for information correctly identify most information correctly in comprehension tasks with little support

Previous learning

Slow machines 2

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS. INTRODUCE THE LESSON OBJECTIVES.

Write vocabulary from the previous lesson with gaps on the board, e.g.b__t. Ask a pupil to say the word and complete the gaps with the missing letters. Ask the rest of the class for verification. Repeat the activity with other words and pupils.

Learners say the word and complete the gaps with the missing letters.

Middle

30 min

Step 1 Listen and read.

Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.

Step 2 Read the story and complete the summary.

Explain the activity. Refer the pupils to the summary and read the example aloud. Check their answers.

Step 3 Act out the story

For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story.

For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.

Step 4 Talking point. Listen and read.

Refer the pupils to the picture and the dialogue. Play the CD.The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues. Go around the classroom providing any necessary help.

Step 5

Complete. Then listen and repea (Track 45 CD2)

Refer the pupils to the picture. Elicit apron, me patch. Draw the pupils' attention again to the and sounds. Allow the pupils some time to cc the missing letters. Play the CD for the pupils 1 and check their answers.

Learners listen and read

Learners read the story again silently and complete the summary

Learners act out the story.

Learners make a new dialogue with your friend.

Learners complete listen and repeat

Verbal evaluation

Individual avaluation

Mutual avaluation

End

5 min

REFLECTION

There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face. Ss will choose one and put on their desks.

Hometask: to learn new words

Saying goodbye

Self-assessment