Treasure and Heritage

Short-term plan:

Unit 3: Treasure and Heritage

Lesson : 4

School: Zhaksy secondary school №1

English

Date: 07.11.19

Teacher’s name: Bikaeva L.R.

Grade 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.L4 understand a limited range of short supported questions on general and some curricular topics

4.W1 plan, write and check short sentences with considerable support on a limited range of personal and some curricular topics

4.W2 write words and phrases of regular shape and size

4.UE2 use cardinal numbers 1 - 100 to count and ordinal numbers 1 - 10

Lesson objectives

All learners will be able to:

• Understand how to form ordinal numbers;

• Count ordinal numbers from 1-10;

• Write a treasure problem with support;

• Write 2-3 ordinal numbers correctly;

• Most learners will be able to:

• Write a treasure problem with little support;

• Make up cardinal numbers;

• Write 4 ordinal numbers correctly;

Some learners will be able to:

• Write a treasure problem without support;

• Write 5 ordinal numbers correctly

Language objectives

Learner has achieved learning objectives if:

4.UE2 use cardinal numbers 1 - 100 to count and ordinal numbers 1 - 10

Previous learning

Treasure map 2

Values links

Competition, functional literacy

Cross-Curricular Link

Geography, Mathematics

Use of ICT

PPT teacher uses

Intercultural awareness

Global citizenship through exploration of the numbers in English

Kazakh culture

Comparison of numbers formation in L1 and L2

Pastoral Care

Assure you met all learners’ needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Planned timings

Planned activities

Resources

Start

7 min

(W)

Lesson Opening & Warm-Up

• Greet learners. Introduce the lesson objectives. Make sure they understand lesson objectives.

Treasure and numbers

Today we will:

• Solve and make treasure problems

• Learn how to form ordinal numbers

Ordinals Buzz Fizz

Buzz Fizz is a common numbers game can be played with ordinal numbers as easily as with cardinal numbers. Students take turns counting up one number at a time, but instead of any multiple of three they have to say “Buzz”, so going around the class or a group you get “One” “Two” “Buzz” “Four” “Five” “Buzz” “Seven” etc. People who make a mistake can be made to sit out that round if you like.

Board, markers

Slide 1

Slide 2

Middle

5 min

(W/P)

• Ask learners to take their seats and draw learners’ attention to Slide. Explain that in this task learners should solve treasure problems. Give learners some time to think of their answers. Have some learners from the class give their answers.

Answer key

A pirate has got a treasure chest. There are 20 gold coins and 17 silver coins in it. How many coins are there? (There are 37 coins)

Another pirate comes and takes 12 coins. How many coins are in the treasure chest now? (There are 25 coins)

A treasure island has got 16 rocks on the beach. It’s got 7 rocks near the mountain. It’s got 5 rocks outside the cave. How many rocks are on the island? (There are 38 rocks)

Slides 3-5

10 min

(I/P)

• Divide learners into pairs. Explain that each pair should agree on number of coins and rocks to use in their treasure problems. They should write and check their problems before giving them to another pair to answer. After they finish tell them to read their problems aloud and ask other learners to suggest their answers.

Learners’ copybooks

5 min

(I/W)

• Draw learners’ attention to Slide. Tell them that another type of numbers is ordinal numbers. Explain that ordinal numbers show order, position. Give out Handout 1 and Worksheet 2 and have learners glue them into their copybooks. Explain that in Worksheet 2 they should write the numbers in words. Show answers on the Slide

Slides 6,7

Didactic material 1

Didactic material 2

Slide 8

End

3 min

(I/W)

Revisit lesson objectives

• Draw learners’ attention to the “Reflection” slide and ask them to say:

What did you learn today?

What was the easiest thing for you today?

What was the most difficult thing?

Slide 9

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

More support:

• Peer support

• Teacher’s support through the whole lesson.

Formative assessment

Teacher assesses learners’ progress by observing their work during the class and peer assessment

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 individuals that will inform my next lesson?