Презентация по английскому языку на тему "Healty world" (4 класс)

Құрметті әріптес!

                Қазақстан Республикасының «Авторлық құқық және сабақтас құқықтар туралы» заңына сәйкес авторлық құқық заңмен қорғаланатынын ескертеміз. Сатып алған ҚМЖ – ны тарату туралы факт анықталған жағдайда әкімшілік  айыппұл салынады.

«USTAZ tilegi» ғылыми әдістемелік орталығының әкімшілігі

 

№472 бұйрығы бойынша жасалған ҚМЖ келесі бетте

Бұл ҚМЖ ust.kz сайтында жасалынған.  «USTAZ tilegi» ғылыми-әдістемелік орталығының сайтынының ҚМЖ бөлімінде кез-келген пән, кез-келген сынып бойынша ҚМЖ және презентацияны жүктеп ала аласыз. Ол үшін сілтеме арқылы өтіңіз.

https://ust.kz/qmg

Lesson Plan 1

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Weather 1
Learning objectives(s) that this lesson is contributing to:	4.L9 recognize  words that are spelt out from a limited rung of general and  curricular topics 4.S1 make basic statements which provide information on an increasing  range of   general and some curricular  topics 4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
Lesson objectives:	All learners will be able to: recognize and use some target language correctly and show comprehension of some written and spoken  familiar words in simple sentences Most learners will be able to: talk about summer and winter activities Some learners will be able to: recognize and use target language correctly with clear pronunciation and talk about the weather.
Assessment criteria	-pronounce the topical words correctly -describe the weather in a short talk
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Learners will need to be familiar with/Structures: comparisons; the verb 'have got'; there is/are. Target vocabulary

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 5 мин.	Organization moment : 1.Greeting. 2. Organization moment. Look at the picture Refer the pupils to the pictures and have a picture discussion. Elicit what season it is, what's the weather like, what the children are doing and what they're wearing (e.g. Is it winter or summer? Is it cold or hot? etc). Explain the activity. Go through the questions and elicit/explain any unknown vocabulary. Allow the pupil's some time to answer the questions. Check their answers.		Ss answer the questions as possible and write down the unknown vocabulary to the copybook. Answers: It’s winter. It’s cold They’re wearing jackets, helmets and gloves. New Year. The aim: learn to express the opinions intelligibly. Efficiency: develop speaking skills and pronounce the new vocabulary correctly.	At the organization moment T supports Ss to express their speech clearly using .«The praise» method  to evaluate Ss. like: “Good job! Well done!”		PPP-2 Pupil’s book Smiles 4. Page 69 Ex ½ PPP-2
Pre-learning Individual work 5 min.	Listen, point and repeat. Answer the questions. It’s snowing. It’s cloudy. It’s sunny. It’s foggy. It’s cold. It’s hot. It’s windy. It’s raining. Aim: pronounce the topic vocabulary words correctly. Efficiency:Ss learn new words before starting new theme. And practice during the exercise. This method helps Ss to reflect the spelling of new words.		Pupils' books closed. Put the flashcards up on the board. Point to the flashcards, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Point to them in random order. Ask individual pupils to name them. Ask the rest of the class for verification. Pupils' books open. Play the CD.The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each phrase. The pupils repeat, chorally and/or individually.	Feedback: “Hamburger” You are excellent! You can pronounce the words correctly. Please, be more attentively when you work on pronunciation! You name all words correctly!		Pupil’s book Smiles 4. Page 69 Ex 2. (Track 1 CD2) FLASHCARDS (29-36) PPP-3
Middle of the lesson Individual work. 8 min.	Read and match. Then say. Pupils' books closed. Write on the board a summer activity and a winter activity. Ask the pupils What do you do in summer? Elicit answers (e.g. I go swimming.). Give verification to the pupils by saying (Swimming) is a summer activity. Repeat the same in order to elicit winter activities. Pupils' books open. Explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.		Ss follow teacher’s instruction and classify the characteristics of weather. Answer key: A summer activity: surfing, skating, camping A winter activity: skiing, snowboarding Aim: define each season’s characteristics correctly. Efficiency: develop vocabulary and speaking skills by describing the weather. Differentiation: Less able Ss classify the weather characteristics by teacher’s support drilling the new words translation.	T supports Ss to express their speech clearly using «The praise» method  to evaluate Ss. like: “Good job! Well done!” Descriptor: -read the words -match the words -say the activities		Pupil’s book Smiles 4. Page 69 Ex 3. PPP-4
Individual  work.  “Game” 15 min.	Let's Play Ask the pupils to draw a picture of them doing a winter or summer activity. Ask one pupil from each team to come to the front of the classroom. One pupil shows his/her drawing and asks: What am I doing? The other pupil answers: You're (swimming). It's summer/winter. Each correct answer wins a point. The pupils with the most points wins the game.		Ss draw a picture of activities and say to the class. Aim: develop speaking and critical thinking skills. Efficiency: Ss practice the describing tasks to improve speaking skills and expressing clear ideas. Differentiation:«Game» method is helps to the teacher to see the general comprehension of Ss. Less able Ss name the characteristics of weather by supports of the classmates.	Descriptor: -draw a picture -describe the picture -define the activities «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Poster Pencils PPP-5
Individual work 4 min	(An activity to consolidate the language of the lesson.) Put the flashcards on the board. Point to a picture and say a type of weather condition, sometimes saying the correct one and sometimes not. Ask the pupils to say yes or no. e.g.		Teacher: (pointing to It's cold.') It's cold. Class:      Yes. Teacher: (pointing to 'It's sunny.') It's raining. Class: No. etc Aim: develop speaking and critical thinking skills. Efficiency: Ss practice the describing tasks to improve speaking skills and expressing clear ideas.	Descriptor: -listen to the teacher -define correct condition «The praise» method  to evaluate Ss. like: “Good job! Well done!”		PPP-6
End of the lesson. Reflection Individual work: 3 min.	“Comments” method is used to find out was the lesson clear or not. Use the stickers.		Ss use their stickers to write about today’s lesson. Commentaries, wishes. Aim: know how many Ss got the theme. Efficiency:learn to comment somebody using simple sentence.	Ss hung the stickers  on the board.		Whiteboard     Stickers PPP-7
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners recognise and use some target language correctly and show comprehension of some written and spoken  familiar words in simple sentences Most learners talk about summer and winter activities Some learners recognise and use target language correctly with clear pronunciation and talk about the weather.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Hamburger” You are excellent! You can pronounce the words correctly. Please, be more attentively when you work on pronunciation! You name all words correctly!			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 2

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Weather 1
Learning objectives(s) that this lesson is contributing to:	4.S7 contribute a growing  range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges 4.R6   understand with some support, some specific information and detail in short, simple texts on a growing  range of general and some curricular topics 4.W4   write with support short basic sentences with appropriate spaces between words
Lesson objectives:	All learners will be able to practise talking about camping; to learn how to distinguish between  Most learners will be able to: develop listening and reading comprehension skills through a story Some learners will be able to: recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences.
Assessment criteria	-pronounce the topical words correctly -match the words correctly -find the words correctly
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Learners will need to be familiar with  Structures: have to/don't have to, must/mustn't.            ILanguage in use: You must have warm, clothes. You mustn't drop litter. Do I have to g bring a tent? No, you don't have to.Target vocabulary |  Camping items: campfire, firewood, rope. fishing rod, first-aid kit, blanket, camp stove, . cool box, whistle, penknife, safety, campsite, sleeping bag, tent

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 5 мин.	Organization moment : 1.Greeting. 2. Organization moment. Ask individual pupils to talk about camping safety using must or mustn't. e.g. Pupil 1: You mustn't feed the animals. Pupil 2: You must keep your food in a cool box. et		e.g. Pupil 1: (mimes painting in an enjoyable way) Pupil 2: You like painting. Pupil 1: That’s right! etc The aim: involve Ss for the lesson and learn to express the opinions intelligibly. Efficiency: develop speaking skills and pronounce the new vocabulary correctly.	At the organization moment T supports Ss to express their speech clearly using .«Thumbs up, Thumbs down»  method  to evaluate Ss. like: “Good job! Well done!”		PPP-2 Pupil’s book Smiles 4. Page 69 Ex ½ PPP-2
Pre-learning Individual work 5 min.	Listen and read ex 9. Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to the firewood in picture 3) What's this? Class: Firewood, etc		The pupils listen and follow the story in their books. Aim: develop the pupils’ listening and reading skills. Efficiency:learn to express view points and develop critical thinking skills	Feedback: “Hamburger” Well done, you say all the characteristics of camping and learn to use topical vocabulary.		Pupil’s book Smiles 4. Page 69 Ex 2. (Track 3 CD2)
Middle of the lesson Individual work. 8 min.	Read the story again and say if the sentences are True or False. Allow the pupils some time to read the story again silently and complete the activity. Check their answers.		Ss answer  False       3 False     5 False  True       4 True Aim: imagine the camping and talk about camping safety Efficiency: speaking skills describing campinf safety. Differentiation: Ss listen the story, more able Ss understand and express ideas at all, less able Ss answer looking at the text again.	T supports Ss to express their speech clearly using «The praise» method  to evaluate Ss. like: “Good job! Well done!” Descriptor: -read the story -define true/false  1 point		Pupil’s book Smiles 4. Page 72 Ex 9. Worksheet -1 PPP-3
Individual work.  “Matching” 5 min.	Read the story again and answer. Read the story again and match. Allow the pupils some time to read the story again. Then they complete the activity. Check their answers. Differentiation:«Matching» method defines the general comprehension of Ss. Less able Ss do the ex by little support .		Ss answer Id 2 c 3 a 4 b Play the CD again with pauses for the pupils to repeat, chorally and/or individually. Aim: memorize the story step by step. Efficiency: Remember the story better and remember topical words better.	Descriptor: -read the story -define half sentence correctly 1 point. «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 73 Ex 11. PPP-4 Worksheet - 2
Individual  work 10 min	Ex 12 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.		Ss follow teachers instruction. Aim: develop speaking and critical thinking skills. Efficiency: improve role playing skills through acting out and expressing clear ideas.	Descriptor: -follow instruction -act out the story «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 73 Ex 12.
Individual work 5 min	Listen, point and repeat. Refer the pupils to the pictures. Point to knight and say: /ai/ - knight. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for light. Point to the picture of spy and say: /ai/- spy. Repeat the procedure for sky. Explain fhe spelling differences (-igh, -y). Play fhe CD. Extension activity (Optional) Write the following words on the board: night fly, my, fight, try, right. Ask individual pupils to come to the board, read out the words and write them in the corresponding category (-igh and -y). Play the CD.		The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words. The pupils follow the story in their books. Aim: practice pronunciation to spell and say correctly in further time. Efficiency: less able Ss learn the correct pronunciation through T’s drilling.	«The praise» method  to evaluate Ss. like: “Good job! Well done!”		Whiteboard PPP-5         Pupil’s book Smiles 4. Page 73 Ex 14.
End of the lesson. Reflection Individual work: 3 min.	Teacher check Ss comprehension by the method “Concept checking question”. Can they collect the firewood? Why do they can’t light the firewood?		Ss answer the questions. Aim: to check Ss general comprehension and revise the new theme. Efficiency: revise the topical words completely.	«The praise» method  to evaluate Ss. like: “Good job! Well done!”		Whiteboard PPP -6
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners practise talking about camping; to learn how to distinguish between  Most learners develop listening and reading comprehension skills through a story Some learners recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Hamburger” Well done, you say all the characteristics of camping and learn to use topical vocabulary.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 3

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Weather 2
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.S7 contribute a growing  range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges 4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
Lesson objectives:	All learners will be able to: memorize the topical words some curricular topics. Most learners will be able to: practice the phrases and sentences during the pair work. Some learners will be able to: remember the main opinion of the story and express clearly.
Assessment criteria	-define the words correctly in matching task. -memorize the basic information and completesentences.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Learners will need to be familiar with/Structures: present continuous; -ing form; conjunctions.  Swimming is usually a summer activity but skiing is a winter activity. What am I doing? You're swimming. It's summer!Target vocabulary Weather.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 5 мин.	Organization moment : 1.Greeting. 2. Organization moment. (An activity to revise the language of the previous lesson.) Attract Students attraction to pay attention. Ask him/her to think of a weather condition and mime it. The rest of the class has to guess the weather condition. The pupil that guesses correctly first, comes to the front of the classroom and the game continues. e.g. Pupil 1: (mimes sweating)Pupil 2: It's hot! etc		e.g. Teacher: There is a blue bed in the room. Pupil 1: No. Teacher: There are six paintings on the wall. Pupil 2: Yes. etc. The aim: revise and continue the meaning of the dialogue to develop memory skills. Efficiency: develop speaking skills and pronounce the new vocabulary correctly.	At the organization moment T supports Ss to express their speech clearly using .«The praise»  method  to evaluate Ss. like: “Good job! Well done!”		PPP-2
Pre-learning Individual work 8 min.	Match the words to the pictures. Then listen and check? (Track 2 CD2) Pupils' books closed. Put up the Camping poster on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name them. Pupils' books open. Play the CD. The pupils listen and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Allow the pupils some time to complete the activity.		The pupils read the words and match them to the pictures. Then they listen again and check their answers. Aim: develop the Ss listening and quickness skills. Efficiency:learn to express view points and develop critical thinking skills Differentiation: This task differentiated by the time management. More able Ss finish firstly and less able Ss finish later.	Feedback: “Sandwich” Well done, you name all the pictures correctly and learn to use topical vocabulary. Descriptor: -match the words -listen the words and check. 1 point.		Pupil’s book Smiles 4. Page 70 Ex 5. PPP-3
Middle of the lesson Individual work. 10 min.	2 Complete. Then choose the right picture. Ex 6 Read and find the words. Explain the activity. Allow the pupils enough time to complete the activity. Check their answers. Differentiation: more able SS answer the questions and give correct answeers, less able Ss work through T’s support.		Ss define the words. 2 firewood 8 penknife 3 whistle 9 fishing rod 4 campfire 10 cool box 5 camp stove 6 rope 7 blanket Aim: develop speaking skills and understand the description clearly. Efficiency: improve vocabulary and usage of vocabulary.	T supports Ss to express their speech clearly using «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Pupil’s        Pupil’s book Smiles 4. Page 70 Ex 6. PPP-4
Individual work.  “STUDY SPOT” 10 min.	(Activities to present and practise 'have to/don't have to'and 'must/mustn't’.) Complete the sentences. Use: must or mustn't. Pupils' books closed. Say and write on the board: You must do your homework. You mustn't throw rubbish. The pupils repeat, chorally and/or individually. Underline the words in bold and explain/elicit that these are modal verbs. Explain that we use must for obligation and mustn't for prohibition. Then say and write on the board: have to study for the test. You don't have to wear a jacket. Explain that the modal verbs are the same for all persons. Pupils' books open. Go through the Study spot section briefly. Read aloud Camping safety and elicit what it means. Explain the activity. Go through the sentences and elicit/explain any unknown words. Allow the pupils some time to complete it. Check their answers.		The pupils repeat, chorally and/or individually. Underline the words in bold and explain that we use have to for necessity and don't have to for lack of necessity. The pupils complete the questions. Then they answer the questions about themselves. Aim: use grammar usage correctly and say obligation correctly. Efficiency: Know the rule of modal verb and practice in conversation. Differentiation: More able Ss give meaningful examples and less able Ss give short answers. This task differentiated by the level of Ss.	T supports Ss to express their speech clearly using «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 71 Ex 7. PPP
Individual  work  5 min	You want to go camping. Talk with your friend and find out about what you have to/don't have to do at a campsite. Pupils' books closed. Say and write on the board: Do I have to study for the test? Yes, you have to.The pupils repeat, chorally and/or individually. Underline the words in bold and explain how we form questions with have to and how we give positive short answers.Then say and write on the board: Do I have to wear a jacket? No, you don't have to.The pupils repeat, chorally and/or individually. Underline the words in bold and explain how we give negative short answers. Pupils' books open. Refer the pupils to the picture and read the dialogue aloud. Explain the activity. Go through the prompts and elicit/explain any unknown words. In pairs, the pupils talk about what they have Ask a few pairs to report back to the class.		Ss suggested answer. A: Do I have to pay? B: Yes, you have to. Do I have to cook? A: No, you don't have to. Do I have to wash my clothes? B: Yes, you have to. Do I have to clean around my tent? A: Yes, you have to. Do I have to have a camp stone? B: No, you don't have to. Aim: improve usage of grammar materials Efficiency: develop speaking skills. Differentiation: More able Ss act out with less able Ss to support them.	Feedback: “Sandwich” method. Great! You can make a good and meaningful dialogue, but you need some preparing .		ex 8. Page 71. Pupil’s book. Smiles 4.  PPP-5
End of the lesson. Reflection Individual work: 7 min.	(An activity to consolidate the language of the lesson.) Write on the board a word from Ex. 5 with scrambled letters. Ask a pupil to come to the board and write the word. Ask the rest of the pupils for verification. Repeat with other pupils.		Ss define the scrambled words. Aim: to check Ss general comprehension and revise the new theme. Efficiency: revise the topical words completely.	“Sandwich” method. Great! You can find the correct words, but you need some practice the spelling again..		Whiteboard PPP -6
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners memorize the topical words some curricular topics. Most learners practice the phrases and sentences during the pair work. Some learners remember the main opinion of the story and express clearly.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Sandwich” method. Great! You can make a good and meaningful dialogue, but you need some preparing .			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 4

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Weather 1
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.S7 contribute a growing  range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges 4.W8 to   include appropriate use of a full stops and question marks, as sentence level with some accuracy when writing independently
Lesson objectives:	All learners will be able to: define the name of pictures correctly Most learners will be able to: express the half parts of sentences correctly Some learners will be able to: make sentences intelligibly to express to the others
Assessment criteria	-write the words correctly in the picture -match the descriptions correctly
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Learners will need to be familiar with/reminded of theStructures: Consolidation. Language in use: Right everyone! We must put up the tents before it gets dark! Target vocabulary,  Consolidation.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 5 мин.	Organization moment : 1.Greeting. 2. Organization moment. (An activity to revise the language of the previous lesson.) Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 13). Repeat the activity with other pupils.		Ss act out the previous lesson dialogue again. The aim: revise and continue the meaning of the dialogue to develop memory skills. Efficiency: develop speaking skills and pronounce the new vocabulary correctly.	At the organization moment T supports Ss to express their speech clearly using .«Orally feedback»  method  to evaluate Ss. like: “Good job! Well done!”		PPP-2 Pupil’s book Smiles 4. Page 73 Ex13 PPP-2
Pre-learning Individual work 5 min.	(Activities to present and activate the new language.) Listen, point and repeat. Look, choose and write. Then listen and check. Pupils' books closed. Put the Weather poster up on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name them.		Pupils' books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Aim: develop the Ss listening and quickness skills. Efficiency:learn to express view points and develop critical thinking skills	Feedback: “Sandwich” Well done, you say all the characteristics of pictures correctly and learn to use topical vocabulary.		Pupil’s book Smiles 4. Page 74 Ex 16.
Middle of the lesson Individual work. 8 min.	STUDY SPOT (Activities to present and practise the modal 'can'.) Make sentences. Pupils' books closed. Briefly revise the modal can. Explain that it is the same for all persons. Then, say and write on the board: Can you close the door, please? Yes, I can. Underline the word in bold and explain that we use can for requests. Then, say and write on the board: Can I go out, dad? No, you can't. The pupils repeat chorally and/or individually. Underline the word in bold and explain that we also use can to ask for permission. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.		The pupils repeat chorally and/or individually. Pupils' books open. Go through the Study spot section briefly. Read the example and explain the activity. Aim: develop grammar literacy ans use in sentences intelligibly. Efficiency: learn the structure of can and practice. Differentiation: more able SS answer the questions and give examples, less able Ss work through T’s support.	T supports Ss to express their speech clearly using «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Pupil’s        Pupil’s book Smiles 4. Page 75 PPP-3
Individual work.  “A fire drill” 5 min.	What does the teacher have the children do when there is a fire drill? Listen and number. Then say. Elicit/explain what a fire drill is. Read the instructions and explain the activity. Play the CD. The Ss listen and number the prompts. Check their answers. Then, read aloud the example and ask individual pupils to tell you what the teacher has the children do when there is a fire drill. AUDIOSCRIPT Differentiation:«Matching» method defines the general comprehension of Ss. Less able Ss do the ex by little support .		Ss follow teachers instruction.  The teacher has the children walk to the main door. She has them walk outside in a line. Then the teacher has the children go to the meeting point. She has the children wait quietly. Aim: develop critical thinking skills and logical thinking skills. Efficiency: Know the rule of helping to others during the accident.	Descriptor: -follow instruction -find the correct way of helping «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 75 Ex 19.
Individual  work  10min	Make a new dialogue with your friend. 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 about themselves. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity. A: I love camping. B: Me, too! Let's get everything ready. We must.... A: Can I... ? B:.... And we must..., too! A: I can do that.		Suggested answer of Ss.  Dana: I love camping. Ulan: Me, too! Let's get everything ready. We must collect the firewood. Dana: Can I bring water from the river? Ulan: Yes, it's not far. And we must cook on the camp stove, too! Dana: I can do that	Feedback: “Sandwich” method. Great! You can make a good and meaningful dialogue, but you need some preparing .		White paper and sample dialogue from the book, ex 19. Page 75. Pupil’s book. Smiles 4.
End of the lesson. Reflection Individual work: 7 min.	(An activity to consolidate the language of the lesson.) Write the following prompts on the board. If you wish, you can use your own prompts. wear your jacket (/)  use your penknife (X) eat in class (X)         play video games (X) go camping (/)          go skating (/) leave early (X) Ask two pupils to come to the front of the classroom. One pupil asks a question using can and one of the prompts. The other pupil replies according to the prompts. Repeat with other pupils.		Ss answer the questions. A: Can I wear your jacket? B: Yes, you can. A: Can I eat in class? B: No, you can't. A: Can I go camping? B: Yes, you can. A: Can I leave early? B: No, you can't. A: Can I use your penknife? B: No, you can't. A: Can I play video games? B: No, you can't. A: Can I go skating? B: Yes, you can. Aim: to check Ss general comprehension and revise the new theme. Efficiency: revise the topical words completely.	“Sandwich” method. Great! You can make a good and meaningful dialogue, but you need some preparing .		Whiteboard PPP -6
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners define the name of pictures correctly Most learners: express the half parts of sentences correctly Some learners make sentences intelligibly to express to the others		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Sandwich” method. Great! You can make a good and meaningful dialogue, but you need some preparing .			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 5

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Weather 2
Learning objectives(s) that this lesson is contributing to:	4.S7 contribute a growing  range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges 4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
Lesson objectives:	All learners will be able to: make a sentence through support of auxiliary card Most learners will be able to: complete the story with necessary information. Some learners will be able to: make a sentences using modal verbs
Assessment criteria	-define the words correctly in matching task. -memorize the basic information and complete sentences.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss know the modal verbs have to, don’t have to and must, mustn’t

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 3 мин.	Organization moment : 1.Greeting. 2. Organization moment. Teacher shows a video about modal verb can/can’t. Then giving some examples drills again.		Students listen to the teacher and repeat the examples after teacher and give examples, too. The aim: ensure correct writing skills and improve literacy skills. Efficiency: develop speaking skills and pronounce the topic vocabulary correctly.	At the organization moment T supports Ss to express their speech clearly using .«The praise»  method  to evaluate Ss. like: “Good job! Well done!”		https://youtu.be/l7r_jkIqvIg PPP-2
Pre-learning Individual work 5 min.	Looking at the picture match the dialogues to some of the words in Ex 16. Teacher explain the instruction of the task and manage a time. During that time Teacher support through drilling new words and give some help for less able Ss. Then Ss read the correct answer to the class.		Ss match the dialogue according the meaning of the picture. . Aim: increase short term memory and increase attention to detail,  improve the ability to find similarities and differences in objects Efficiency: help to classify objects that are grouped by similar traits and develop critical thinking skills Differentiation: This task differentiated by the time management. More able Ss finish firstly and less able Ss finish later with prompt cards.	Feedback: “Sandwich” Well done, you find all the correct answers and learn to use topical vocabulary. Descriptor: -match the dialogue -read the dialogue 1 point.		Pupil’s book Smiles 4. Page 74 Ex 17. PPP-3 Worksheet - 1
Middle of the lesson Individual work. 10 min.	Make sentences. Ex 18. Teacher explains the instruction of the task. Ss should reorder the sentences and make a correct sentence. Differentiation: more able SS answer the questions and give correct answeers, less able Ss work through T’s support.		Ss make a sentence and read for the class for checking with others. Aim: develop speaking skills and understand the description clearly. Efficiency:  develop and integrate the use of the  language skills	T supports Ss to express their speech clearly using «The praise» method  to evaluate Ss. like: “Good job! Well done!”		Pupil’s        Pupil’s book Smiles 4. Page 75 Ex 18. Worksheet - 2 PPP-4
Individual work.  “A fire drill” 10 min.	What does the SS do when there is a fire drill?  Looking at the ex 20. Students write an actions about themselves. Before doing this task Teacher divides Ss into 3 groups. Group 1 – is red color. Group 2 – is green color Group 3 – is yellow colors. Teacher explain each Group’s instruction. Red group they will write negative sentences. Green group write positive sentences and yellow group write mixed sentences both negative and positive.		Ss work in groups and write sentences. After finishing the task, a presenter will read for the class. Teacher will evaluate according to their correct answer. Aim: select their own topics and write about what is meaningful to them. Efficiency: the best way for personal development, both socially and cognitively. Differentiation: More able Ss give meaningful examples and less able Ss give short answers. This task differentiated by the level of Ss.	T supports Ss to express their speech clearly using «The praise» method  to evaluate Ss. like: “Good job! Well done!”		White paper A4.
Individual  work  8 min	Put the can/ can’t to the gaps. 1. I ___ only speak English. I don't know any other languages. 2.What sports ____ you play the best? 3.A dog ___ be man's best friend, but it can't help with the chores. 4.Narrow-minded people ____ see the future very well. 5. Fish _____ breathe outside the water. 6.____ you cook? 7. Denis doesn't want to go swimming with us because he ____ swim. 8. It's really dark here, I ______ see anything.		Ss complete the task with can/can’t. Aim: improve usage of grammar materials Efficiency: develop writing skills. Differentiation: According to the understand of grammar Ss complete the gaps. Less able Ss complete with little support More ables.	Feedback: “Sandwich” method. Great! All of you could complete the missing grammar correctly. But you take a lot ime to this task.		Worksheet -3 PPP-5
End of the lesson. Reflection Individual work: 4 min.	Teacher check the understand of Ss with concept checking questions. 1.        Teacher take a text and read, then ask Ss “Can I read?” 2.        Teacher jump and asks “Can I jump”? 3.        Teacher sing a song as a bad singer, and asks “Can I sing a song?”		Ss answer the questions and say reasons in English. Suggested answer: Yes, you can. Because you jump now. Aim: to check Ss general comprehension and revise the new theme. Efficiency: revise the topical words completely.	“Sandwich” method. Great! You can give correct answer, but you need some practice the spelling again.		Whiteboard PPP -6
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners make a sentence through support of auxiliary card Most learners complete the story with necessary information. Some learners make a sentences using modal verbs		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Sandwich” method. Great! You can give correct answer, but you need some practice the spelling again.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 6

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Volcanoes
Learning objectives(s) that this lesson is contributing to:	4L6 understand some specific  information and detail of short, supported talk on an increasing  range of general and some curricular topics 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
Lesson objectives:	All learners will be able to: memorize the specific information of short supported talk some curricular topics. Most learners will be able to: respond to the basic question of a short story. Some learners will be able to: write a lot of words in a limited time.
Assessment criteria	-underline the grammar based words correctly -define the correct words in a multiple choice task.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss know the modal verbs have to, don’t have to and must, mustn’t

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 7 мин.	Organization moment : 1.Greeting. 2. Organization moment. (An activity to revise the language of the previous lesson.) Ask the pupils to make up 3 sentences about a weather condition or natural disaster from the previous lesson without saying what it is. Then in pairs, the pupils say their sentences to their partner and see if they can guess the correct answer.		Students write 3 sentences about weather. Suggested answer key A: I saw a big ball of snow rolling down the mountain. B: Avalanche, etc. The aim: use sight words and drawings to practice their writing skills. Efficiency: ensure the general comprehension about previous lesson.	At the organization moment T supports Ss to express their speech clearly using .«The praise»  method  to evaluate Ss. like: “Good job! Well done!”		White paper A4. PPP-2
Pre-learning Individual work 10 min.	Activities to develop the pupils' reading and writing skills.) Read and underline. Then listen and check. Explain the activity. Allow the pupils some time to read the text and underline the correct words. Play the CD. The pupils listen and check their answers.		Then individual pupils read out the text. Answer key  eighty     4 have      6 up  have       5 or Then individual pupils read out the text. Aim: learn to define important point of the text. Efficiency: help to define the types of modal verbs correctly. Differentiation: This task differentiated by the time management. More able Ss finish firstly and less able Ss finish later after giving right answers.	Feedback: “Sandwich” Well done, you find all the correct answers and learn to use topical vocabulary. Descriptor: -read the dialogue -underline the main points. 1 point.		Pupil’s book Smiles 4. Page 76 Ex 21.
Middle of the lesson Individual work. 7 min.	Listen and circle. Read aloud the title and elicit from the pupils what they know about volcanoes. Explain the activity. Go through the sentences and elicit/explain any unknown words. Play the CD. The pupils listen and circle the correct word/phrase. Check their answers. AUDIOSCRIPT And now let's talk about volcanoes. Did you know that the word Volcano comes from the word Vulcan, the Roman god of fire? Yes, that's right. As for the largest active volcano, that's Mauna Loa and it's in Hawaii. So if you want to see it up dose, then you have to visit Hawaii. And when you are in Hawaii, you can visit other volcanoes, too. Why? Because most volcanoes are in the Pacific Ocean. There are more than 1,000 volcanoes, but there aren't any volcanoes in the UK. And did you know that the		Ss circle the correct sentences. Answer key  Hawaii    4 There aren't any  Pacific    5 Etna largest volcano in Europe is Mount Etna in Italy? Well that's all about volcanoes Aim: develop view points of Ss and reading skills. Efficiency:  ensure the reading skills through drilling new words after the teacher. Differentiation: More able Ss did the task correctly, less able Ss correct their task after presenting the task.	Feedback: “Sandwich” Well done, you find all the correct answers and learn to use topical vocabulary. Descriptor: -read the task -circle the correct answer 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 76 Ex 22. Worksheet - 1 PPP-3
Individual work.  “PORTFOLIO” 10 min.	Portfolio: Talk with your friends. Then write a small text about a campsite in your country. For homework, tell the pupils to write about the campsite using the text in Ex. 21 as a model. Then help them file their writing activities in their Language Portfolios.		The pupils, in pairs or in groups, talk about a campsite in their country. Aim: learn how to introduce and develop vocabulary to express ideas clearly. Efficiency: learn to follow the instruction and learn to be a guider. Differentiation: More able Ss give meaningful examples and less able Ss give short answers. This task differentiated by the level of Ss.	Feedback: “Sandwich” Very good, you can introduce your country very good, but you should follow the instruction.		Pupil’s        Pupil’s book Smiles 4. Page 76 Worksheet - 2 PPP-4
Group  work  3 min	Let's sing! Refer the pupils to the picture. Ask: What's the weather like in London Town? Elicit: It's windy and rainy. Then say as you mime: It's a windy day in London Town, a windy, windy day. The pupils repeat,chorally and/or individually. Repeat with rainy. Play the CD.The pupils listen and follow along in their books. Divide the class into two groups. Assign a verse to each group. Play the CD.		The pupils listen and sing the corresponding verse.Time permitting play the CD a third time for the pupils to sing the song as a class. Aim: develop control of pulse and rhythm Efficiency: this method is the best way to learn the language, helps remember the topical words clearly.	At the end T supports Ss to express their speech clearly using .«The praise»  method  to evaluate Ss. like: “Good job! Well done!”		Worksheet -4 PPP-5
End of the lesson. Reflection Individual work: 3 min.	Teacher gives each S. stickers, they write comments and wishes about this lesson.		Ss write comments and hung it up to the board. Aim: to check and know Ss wishes for the next lesson. Efficiency: learn to comment somebody and develop critical thinking skills.	“Stickers”		Whiteboard PPP -6
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners memorize the specific information of short supported talk some curricular topics. Most learners respond to the basic question of a short story. Some learners write a lot of words in a limited time.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Sandwich” Very good, you can introduce your country very good, but you should follow the instruction.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 7

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Volcanoes
Learning objectives(s) that this lesson is contributing to:	4.S6 take turns when speaking with others in a growing  range of short, basic exchanges 4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
Lesson objectives:	All learners will be able to: understand more about the structure of the earth. Most learners will be able to: understand the structure of a volcano and be able to recognize this in cross section. Some learners will be able to: able to name and locate some of major volcanoes in North and South America and the UK and Ireland.
Assessment criteria	-define the correct answers of the task.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss know about volcano and some names of volcanoes

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 10 мин.	Organization moment : 1.Greeting. 2. Organization moment. Pupils take part in an ‘Around the World’ challenge. Ask the pupils to make up 3 sentences about a weather condition or natural disaster from the previous lesson without saying what it is. Then in pairs, the pupils say their sentences to their partner and see if they can guess the correct answer. The winner is the pupil who answers the most questions, therefore travels the furthest. The aim: correctly answer a question posed by the teacher before one of their classmates Efficiency: ensure the general comprehension about previous lesson.		·          Pupil A stands behind Pupil B who is seated. · The teacher asks them a question. No one else is allowed to answer. · If Pupil A answers first, they can continue to travel ‘Around the World’, standing behind the next seated pupil, ready for another question.  · If Pupil B answers first, they get the chance to travel ‘Around the World’ while Pupil A takes their vacated seat.	At the organization moment T supports Ss to express their speech clearly using . «The praise»  method  to evaluate Ss. like: “Good job! Well done!”		White paper A4. PPP-2 Worksheet - 1
Pre-learning Individual work 7 min.	Teacher explains the shapes of Volcanoes. There are two shapes. 1 Shield volcanoes. 2. Composite volcanoes		Ss listen to the teacher and answer some questions about the shapes. Aim: Discuss the structure of a volcano with pupils. Efficiency: help to define the types volcanoes.	«The praise»  method  to evaluate Ss. like: “Good job! Well done!”		PPP-3 Worksheet - 2
Middle of the lesson “Thinking cap” Individual work. 2 min.	Riddle time: Read and answer. What always falls, but never gets hurt? (You can see it in the picture in Ex.23.) Differentiation: This task differentiated by the Ss quickness skills and logical thinking skills.		SS look at the page 23 and find answer and say to the class. Aim: improve critical and logical thinking skills. Efficiency:  concern Ss for the task and learn to deceive the audience with their meanings while riddle task.	Feedback: “Sandwich” Well done, you find the correct answer and learn to use topical vocabulary. Descriptor: -read the riddle -find the correct answer 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 77 Ex 24. Worksheet - 1 PPP-3
Individual work.  “Thinking cap” 15 min.	In three minutes, write … 1.        Five kinds of weather. 2.        Two winter activities. 3.        Three summer activities. 4.        Four things you can take with you when you go camping. 5.        Two things you mustn’t do when you go camping. Ss should write in three minutes words that learnt in previous lesson.		Ss write thing that they remember from previous lessons. Aim: revise the previous lessons to remember better. Efficiency: memorize the information and repeat the spelling of topical words. Differentiation: More able Ss give meaningful examples and less able Ss give short answers. This task differentiated by the level of Ss.	Feedback: “Sandwich” Very good, you can introduce your country very good, but you should follow the instruction.		Pupil’s        Pupil’s book Smiles 4. Page 76 Worksheet - 2 PPP-4
End of the lesson. Reflection Individual work: 6 min.	What have we learned today? Give each pupil a post-it note. They should write, or draw, one piece of information they have learned today. Pupils can then stick their post-it note on a wall or whiteboard (perhaps in the shape of a composite volcano). As a class did we remember everything?		Ss write comments and hung it up to the board. Aim: to check and know Ss wishes for the next lesson. Efficiency: learn to comment somebody and develop critical thinking skills.	“Post-it note”		Whiteboard PPP -6
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand more about the structure of the earth. Most learners understand the structure of a volcano and be able to recognize this in cross section. Some learners able to name and locate some of major volcanoes in North and South America and the UK and Ireland.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “The praise”. “Sandwich” Very good, you can introduce your country very good, but you should follow the instruction. “Post-it note” write comments or interesting information that they interested in.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 8

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Snow and ice
Learning objectives(s) that this lesson is contributing to:	4.R6   understand with some support, some specific information and detail in short, simple texts on a growing  range of general and some curricular topics 4.L3   understand the main points of short supported  talk on an increasing  range of general and some curricular topics
Lesson objectives:	All learners will be able to: revise weather and camping to talk about season. Most learners will be able to: pronounce topical words correctly and express specific information with some support. Some learners will be able to: express the main points of the theme correctly.
Assessment criteria	-choose the correct items of each season. -correct the sentences -complete the sentences with the basic information.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss know about volcano and the weather chracteristics.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 3 min.	Organization moment : 1.Greeting. 2. Organization moment. An activity to revise the language of the previous lesson.) Play the song from the previous lesson and ask the pupils to sing along.		Ss sing a song of previous lesson. The aim: revise the previous lesson to connect with new lesson. Efficiency: ensure the general comprehension about previous lesson.	At the organization moment T supports Ss to express their speech clearly using . «thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 77, Exercise 23 PPP-2 Worksheet - 1
Pre-learning Individual work 7 min.	Choose and write on the igloo the words that have to do with snow and ice. Say and write on the board snow and ice. Have a brief class discussion. Read aloud the words and elicit/explain any unknown vocabulary. Explain the activity. Allow the pupils some time to complete it. Check their answers.		Ss answers Scarf, snowflake, penguin, winter, ice crystal Aim: define the characteristics of winter correctly and pronounce intelligibly. Efficiency: help to define the types weather.	“Sandwich” Well done, you find the correct answer and learn to use topical vocabulary.		Smiles-4. Pupil’s book. Page- 78, Exercise 26 PPP-3 Worksheet - 2
Middle of the lesson Individual work. 5 min.	Listen and read. Refer the pupils to the pictures, one at a time, and have a class discussion. Play the CD. The pupils listen and follow in their books. Differentiation: This task differentiated by the Ss reading skills. More able Ss pronounce the new words perfectly and less able Ss pronounce the topical words by teacher’s little support.		Ss read the text and discuss each other. Aim: develop reading skills and ensure with the characteristics of weather in other world. Efficiency:  concern Ss for the task and learn to attract the audience with their meanings while reading task.	Feedback: “Sandwich” Very well, you read the text accurately and clearly. But work with your pronunciation again. Descriptor: -read the text -define the main points. 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 78 Ex 27.
Individual work.  “Thinking cap” 8 min.	Read again. Correct the sentences Explain the activity. Allow the pupils some time to read the text again silently and correct the sentences Then individual pupils read out the texts. Differentiation: This task differentiated by the vocabulary level’s of Ss.		Ss write thing that they remember from previous lessons. Suggested answer of Ss. 2 ice 3 snow     4 blue whales volcano   5 February Aim: revise the previous lessons to remember better. Efficiency: analyze the meaning of the sentences and choose the correct answer.	Feedback: “Sandwich” Very good, you replace the correct words and try to keep this way of studying, but pay attention for the spelling.  Descriptor: -read the text -correct the sentences 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 79 Ex. 28. Worksheet - 3 PPP-4
Individual work 8 min	Read, choose and complete. Explain the activity. Go through the text and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.		Ss read the sentences and words , choose  and complete the sentences. Aim: understand the meaning of the sentences and develop logical thinking skills. Efficiency: Ss improve thinking skills and develop  vocabulary.	«thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!” Descriptor: -read the sentences -complete the sentences correctly. 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 79 Ex. 29.
Group work 6 min	Teacher divides Ss into 2 groups. Group A. Group B. This is the flag of Antarctica. In pairs, draw and make a new flag with new colors. Present it to the class. Read the instructions and explain the activity. The pupils, in pairs, draw their flags. Ask pairs of pupils to present their flag to the class. FUNTIME! Read aloud the joke for the pupils. Alternatively, you can ask one of the pupils to read it.		Suggested answer of Ss. This is the flag of Antarctica. It's white. There's a penguin on the flag. Aim: develop view points and increase the vocabulary. Efficiency: writing skills will be developed by the describing flag.	Feedback: “Sandwich” Very good, you replace the correct words and try to keep this way of studying, but pay attention for the spelling.		Pupil’s        Pupil’s book Smiles 4. Page 79 Ex. 30. PPP-5
End of the lesson. Reflection Individual work: 3 min.	Pupils' books closed. Ask pupils to write in the  notebook two things they remember about Antarctic Allow the pupils some time to write their sentences./5 individual pupils to report back to the class.		Suggested answer key Antarctica is bigger than the USA. There's a lot of ice in Antarctica. Aim: check Ss general comprehension of the new theme. Efficiency: revise the new theme and will form them in the further life.	«Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -6
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners revise weather and camping to talk about season. Most learners: pronounce topical words correctly and express specific information with some support. Some learners express the main points of the theme correctly.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. “Sandwich” Very good, you replace the correct words and try to keep this way of studying, but pay attention for the spelling.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 9

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Snow and ice  SA5
Learning objectives(s) that this lesson is contributing to:	4.R6   understand with some support, some specific information and detail in short, simple texts on a growing  range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of  basic personal, general and some curricular topics
Lesson objectives:	All learners will be able to: explore other subject areas (Geography) to talk about snow and ice  Most learners will be able to: use some specific information and detail in short to complete the tasks. Some learners will be able to: use the topical words to make up sentences.
Assessment criteria	-answer the questions correctly -complete the sentences correctly
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Natural science
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Language focusStructures: prepositions of place;prepositions of time; conjunctions.Language in use: This is the flag of Antarctica. Target vocabulary. Snow and ice: igloo, scarf, snowflake,penguin, ice crystal whale, dark, light, polar bears, temperature,stick, point

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 3 min.	Organization moment : 1.Greeting. 2. Organization moment. An activity to revise the language of the previous lesson.) Play the song from the previous lesson and ask the pupils to sing along.		Ss sing a song of previous lesson. The aim: revise the previous lesson to connect with new lesson. Efficiency: ensure the general comprehension about previous lesson.	At the organization moment T supports Ss to express their speech clearly using . «thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 77, Exercise 23 PPP-2 Worksheet - 1
Pre-learning Individual work 7 min.	Look, read and circle. Exercise 1. Teacher explains the instruction of the task. There are two words. Ss should choose only one correct answer looking at the picture. Differentiation: ss work individually in this task and less able ss do the task through classmate’s support.		Ss read the words and cicle the correct answers. Aim: define the items and remember the spelling. Efficiency: help to define the types things.	“Sandwich” Well done, you find the correct answer and learn to use topical vocabulary.		Smiles-4. Pupil’s book. Page- 81, Exercise 1 PPP-3 Worksheet - 2
Middle of the lesson Individual work. 5 min.	Read and complete. Looking at the picture near the sentences, Ss should complete the sentence. Differentiation: This task differentiated by the Ss vocabulary skills.		Ss read the sentences and complete the sentence with one word. Aim: develop view points and learn to describe pictures. Efficiency:  pictures as a prompt cards, easy way to remember the words better.	Descriptor: -read the text -define the words. 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 81 Ex 2. Worksheet – 3 PPP-4
Individual work. “Completing” 8 min.	Nurlan wants to go camping with his family. What must/mustn’t he do? Read and complete.  Ss should complete the sentences with must and mustn’t. Differentiation: This task differentiated by the vocabulary level’s of Ss.		Ss read and complete the sentences. Answer key 1.mustn't 2.mustn't  3. mustn't 4. mustn't 5. must Aim: revise the previous lessons to remember better. Efficiency: analyze the meaning of the sentences and choose the correct answer.	Descriptor: -read the text -complete the sentences -use must/ mustn’t 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 81 Ex. 3. Worksheet - 4 PPP-5
Individual work 10 min	Make sentences.   Teacher explain the instruction of the sentences.		Ss reorder the words and make a sentence. Aim: understand the meaning of the sentences and develop logical thinking skills. Efficiency: Ss improve thinking skills and develop  vocabulary.	«thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!” Descriptor: -read the sentences -reorder the words correctly. 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 81 Ex. 4. PPP-6 Worksheet - 5
End of the lesson. Reflection Individual work: 7 min.	Pupils' books closed. Ask pupils to write in the  notebook three sentences they remember about this module. Allow the pupils some time to write their sentences./5 individual pupils to report back to the class.		Suggested answer key Antarctica is bigger than the USA. There's a lot of ice in Antarctica. Aim: check Ss general comprehension of the module. Efficiency: revise the module and will form them in the further life.	«Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -7
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners explore other subject areas (Geography) to talk about snow and ice  Most learners some specific information and detail in short to complete the tasks. Some learners: use the topical words to make upsentences.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. “Sandwich” Very good, you replace the correct words and try to keep this way of studying, but pay attention for the spelling.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 10

Theme of the lesson:.

Unit:5	Hot and cold
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Revision
Learning objectives(s) that this lesson is contributing to:	4.R6   understand with some support, some specific information and detail in short, simple texts on a growing  range of general and some curricular topics 4.W1 plan, write and check sentences with support on a range of  basic personal, general and some curricular topics UE16  use conjunctions and, or, but, because  to link words and phrases
Lesson objectives:	All learners will be able to: revise some specific information curricular topics Most learners will be able to: use some specific information and detail in short to express clearly Some learners will be able to: use the topical words to answer the questions.
Assessment criteria	-answer the questions correctly -make a project
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Geography
ICT skills	Using videos  & pictures, working with URLs
Previous learning	talk about snow and ice. Language focus Structures: prepositions of place; prepositions of time; conjunctions. Language in use: This is the flag of         Antarctica. Target vocabulary,  Snow and ice: igloo, scarf, snowflake,           penguin, ice crystal whale, dark, light, polar bears, temperature, stick, point

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 8 min.	Organization moment : 1.Greeting. 2. Organization moment. (An activity to revise the language of the previous lesson.) Ask the pupils, in pairs, to write in three minutes as many words as they can that have to do with ice and snow. Each correct word wins a point. The pair with the most points wins..		Ss write words and say to the class. . The aim: revise the previous lesson. Efficiency: ensure the general comprehension about module.	At the organization moment T supports Ss to express their speech clearly using . «The praise»  method  to motivate Ss. like: “Good job! Well done!”		White paper A4.
Pre-learning Individual work 10 min.	Listen and read. Ask the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to the Bayterek Tower) What's this? Pupil:      The Bayterek Tower. Teacher: It's a sculpture that looks like the Bayterek Tower. What is it a made of? Pupil:    Ice. etc Play the CD. Ask the pupils to tell you if they know any other puppet shows. If not you can ask them to go online and find one or provide them with the name of a puppet show they can research.		The pupils listen and follow the texts in their book. Aim: learn to express the thoughts clearly and accurately. Efficiency: help to name the building correctly. Differentiation: ss work individually in this task and less able ss do the task through classmate’s support.	“Sandwich” Well done, you find the correct answer and learn to use topical vocabulary.		Smiles-4. Pupil’s book. Page- 80, Exercise 31 PPP-2 Worksheet - 1
Middle of the lesson Individual work. 10 min.	Read and answer. Explain the activity. The pupils read again the texts silently and complete the activity. Check their answers. Then individual pupils read out the texts. Differentiation: This task differentiated by the Ss level of thinking skills.		Ss read the questions and answer for them correctly as possible. Ss answers. Every year in January and February. Seventeen days. Every year in December. Ice bricks. Animals, castles, fairy tale characters or famous buildings. Aim: develop view points and learn to describe pictures. Efficiency:  pictures as a prompt cards, easy way to describe better items.	Descriptor: -understand the questions -answer the questions 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 80 Ex 32. Worksheet – 2 PPP-3
Individual work.  “Project” 10 min.	Extension activity (Optional) Project: An ice festival. Ask the pupils to search online for another ice festival and write a small paragraph about it using the texts in Ex. 30 as models. They can draw or look for pictures on the Internet and attach them. Alternatively, assign the project for homework. The pupils then present their projects to the class. Display their work in the classroom		Ss suggested answer Aim: revise the previous lessons to remember better. Efficiency: practice the structure of the sentences and use in conversation. Differentiation: This task differentiated by the vocabulary level’s of Ss. All Ss understand the task and help each other and some learners present to the class.	Descriptor: -read the text -complete the sentences -use must/ mustn’t 1 point.		Pupil’s        Pupil’s book Smiles 4. Page 81 Ex. 3. PPP-4 Worksheet - 3
End of the lesson. Reflection Individual work: 2min.	Teacher gives stickers to Ss to reflect module 5.		Ss write comments, wishes, opinions. Aim: check Ss general comprehension of the module. Efficiency: revise the module and will form them in the further life.	«Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -5
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners revise some specific information curricular topics Most learners use some specific information and detail in short to express clearly Some learners use the topical words to answer the questions.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. «The praise»  method  to motivate Ss. like: “Good job! Well done!” “Sandwich” Well done, you find the correct answer and learn to use topical vocabulary.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

                                                                                                   Lesson Plan 11

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Healthy bodies 1
Learning objectives(s) that this lesson is contributing to:	4.R6   understand with some support, some specific information and detail in short, simple texts on a growing  range of general and some curricular topics 4.S5 pronounce an increasing range of words and short phrases and simple sentences intelligibly. 4.W7   spell most  familiar high-frequency words accurately when  writing independently
Lesson objectives:	All learners will be able to: define the healthy food and unhealthy food. Most learners will be able to: express about healthy eating to others Some learners will be able to: complete the poster with the correct sentences
Assessment criteria	-answer the question correctly -reorder the words correctly to make a sentence.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Biology
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Language focus   Structures: Consolidation.  Language in use: At the carnival there area lot of fun activities for everyone. At the Quebec Carnival you can also enjoy snow sculptures, shows and skating! You must visit Astana in December. Target vocabulary rock formation, popular, attraction, deep, underwater, spear, dive, brave, pine needles.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 2 min.	Organization moment : 1.Greeting. 2. Organization moment. (An activity to revise the language of the previous lesson.) Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.		Ss file the previous lesson report cards. The aim: compare the knowledge to show results. Efficiency: save the works to compare with the next module.	At the organization moment T supports Ss to express their speech clearly using . «The praise»  method  to motivate Ss. like: “Good job! Well done!”		White paper A4. And  a file.
Pre-learning Individual work “Question” 10 min.	(Activities to present and activate the new language.) Look at the picture. Answer the questions. Say and write on the board: healthy eating. Elicit/explain what healthy eating means. Refer the pupils to the picture and have a picture discussion. Use the questions in the activity to elicit from the pupils orally where the children are, what they are doing, what they are eating and if the food is healthy. Then ask the pupils what they usually eat at school and elicit answers from individual pupils. Refer the pupils to the activity. Allow the pupil's some time to answer the questions. Check their answers.		Ss answer: at the school cafeteria salad, sandwich, juice (suggested answers) yes fruit (suggested answer) Aim: analyze the useful food for the children. Efficiency: Ss will know the importance of eating a healthy food. Differentiation: this task differentiated by the Ss speaking skills. More able Ss express opinions clearly.	“Sandwich” Well done, you express your thoughts correctly, I agree with you. but don’t confuse that the sweets are unhealthy food.		Smiles-4. Pupil’s book. Page- 83, Exercise 1. PPP-2 Worksheet - 1
Middle of the lesson Individual work. “Thinking cap” 5 min.	Read and choose Explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers. Differentiation: This task differentiated by the Ss level of thinking skills.		Ss answer – 1 2 4. Aim: categorize the types of food . Efficiency: learn new words of topic intelligibly during the practice.	Descriptor: -read the sentences -choose the correct sentences 1 point.		Pupil’s book Smiles 4. Page 83 Ex 2. Worksheet – 2 PPP-3
Individual work.  “Scrambled task” 5 min.	Make sentences to complete the poster. Refer the pupils to the pictures. Explain that these are all ways to a healthy body. Read the example and explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.		Ss suggested answer Get active every day! Sleep 10 hours! Drink a lot of water! Aim: develop and integrate the use of the language skills.  Efficiency: practice the structure of compiling sentences. Differentiation: This task differentiated by the vocabulary level’s of Ss. All Ss understand the task and help each other and some learners present to the class.	Descriptor: -make sentence -complete the poster 1 point. During the lesson T supports Ss to express their speech clearly using . «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 81 Ex. 3. PPP-4 Worksheet - 3
Individual work. “Presentation” 10 min	In pairs, write two more ways to a healthy body. Draw pictures. Present them to the class. Ask the pupils, in pairs to write two more ways to a healthy body and draw pictures. Explain that they can use the sentences in Ex.3 as models. Allow the pupils some time to complete the activity. Ask each pair to present their projects to the class.		Ss suggested answers Eat fish! Don't eat sweets and sugar! Aim: reflect the theme through classifying the types of food. Efficiency: learn to express ideas and thoughts and break down the shyness between others	Descriptor: -write a healthy body -draw pictures -present to the class 1 point.		Pupil’s book Smiles 4. Page 83 Ex. 4.
End of the lesson. Reflection Individual work: 8min.	Ask individual pupils what they do every day to a healthy body. Tell the pupils that they can use ing from Exs. 3 & 4. Then ask the pupils which of  ways to a healthy body they don't do every day.		Ss express their thoughts to the teacher using topical words. Aim: check Ss general comprehension of the module. Efficiency: make them to speak more during the lesson. Asking questions it is the best way to build a person with a good manner.	«Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -5
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners define the healthy food and unhealthy food. Most learners express about healthy eating to others Some learners complete the poster with the correct sentences		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. «The praise»  method  to motivate Ss. like: “Good job! Well done!” “Sandwich” Well done, you express your thoughts correctly, I agree with you. but don’t confuse that the sweets are unhealthy food.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 12

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Healthy bodies 1
Learning objectives(s) that this lesson is contributing to:	4.L1 understand  an increasing range of   classroom instructions 4.S5 pronounce an increasing range of words and short phrases and simple sentences intelligibly. 4.W7   spell most  familiar high-frequency words accurately when  writing independently
Lesson objectives:	All learners will be able to: point the healthy food correctly Most learners will be able to: list the food to make a healthy food Some learners will be able to: compose the meaningful sentence to talk with the friend.
Assessment criteria	-match the words correctly. -list the healthy food ingredients
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Biology
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Language focusStructures: present simple; adverbs of frequency; adverbs of manner.Language in use: Healthy eating gives your body what it needs to work properly Eat more fruit and vegetables! Target vocabularyHealthy bodies: healthy properly, energy, fat, sick, sad, body, fruit, vegetables, get active, sleep, drink, water

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Pair work 2 min.	Organization moment : 1.Greeting. 2. Organization moment. (An activity to revise the language of the previous lesson.) Ask individual pupils what to do to have a healthy body. Elicit answers. Ask the rest of the class for verification.		Ss file the previous lesson report cards. The aim: compare the knowledge to show results. Efficiency: save the works to compare with the next module.	At the organization moment T supports Ss to express their speech clearly using . «The praise»  method  to motivate Ss. like: “Good job! Well done!”		White paper A4. And  a file.
Pre-learning Individual work “Matching” 8 min.	(Activities to present and activate the new language.) POSTER  Listen, point and repeat. Then match. Pupils' books closed. Put the Time to eat poster up on the board. Point to the items, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name the item. Explain to the pupils that in today's lesson you'll talk about food and drinks. Ask them to tell you their favourite food and drink. Pupils' books open. Play the CD.The pupils listen and repeat. If you wish, play fhe CD again pausing aftereach word/phrase.The pupils repeat chorally and/or individually.Then the pupils match the pictures to the words. Check their answers.		Ss answers: lb 2i 3h4 g 5 j6 d7a 8c 9e10 f Aim: memorize the name of food better. Efficiency: know the spelling of food correctly. Differentiation: there are some unknown words for less able Ss to match, they match with little support of teacher.	Descriptor: -point the pictures -match the pictures and words correctly. 1 point. «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 84, Exercise 5.
Middle of the lesson Individual work. “Thinking cap” 10 min.	You want to make a salad. In pairs, decide what to include. Refer the pupils to the pictures and elicit the names of the food items. Read the dialogue aloud and explain the activity. The pupils, in pairs, ask and answer questions, as in the example. Go around the classroom providing any necessary help. Ask some pairs to report back to the class. Differentiation: This task differentiated by the Ss level of thinking skills.		Ss suggested answer A: Let's put some tomatoes in our salad. B: Yes, sure. Why not? A: Let's put some carrots in our salad. B: Oh, no. Let's put some cucumbers. A: Let's put some mayonnaise in our salad. B: Yes, sure. Why not? Etc Aim: develop writing skills and remember the spelling of new words. Efficiency: learn how to make a salad and practice to say in English.	Descriptor: -work in pairs -decide a receipt -list a need food 1 point. «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 84 Ex 6.
Individual work.  “STUDY SPOT ” 15 min.	Match. Then talk with your friend. Pupils' books closed. Say, then write on the board: / am playing chess now. Underline the words in bold. The pupils repeat, chorally and/or individually. Then say and write on the board: / am having a piano lesson this evening. Underline the words in bold. The pupils repeat, chorally and/or individually. Elicit/Explain that we use the present continuous for temporary actions, actions happening at the time of speaking or for fixed arrangements in the near future. Point out that we use words like at the moment, now, these days, at present, tonight, this evening, etc with the present continuous. Revise/Elicit the interrogative, negative and the short answers. Drill your pupils: e.g. Teacher: play video games (now) Pupil 1: I am playing video games (now), etc Pupils' books open. Go through the Study spot section briefly. Read aloud the example and explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete it. Check their answers. Read aloud the dialogue and ask the pupils, in pairs, to make similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.		Ss suggested answer 2a 3b 4e 5c A: What are you doing? B: I'm going to the gym. A: Going to the gym? B: Yes. Exercising gives me more energy! Aim: develop and integrate the use of the language skills.  Efficiency: practice the structure of compiling sentences. Differentiation: This task differentiated by the grammar literacy  of Ss. All Ss understand the task and help each other and some learners make a dialogue to the class.	Descriptor: -match the words -talk to the friend 1 point. During the lesson T supports Ss to express their speech clearly using . «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 85 Ex. 7. PPP-2-3 Worksheet - 1
End of the lesson. Reflection Individual work: 5min.	Ask individual pupils what they do every day to a healthy food. Tell the pupils that they can use ing. Then ask the pupils which of  ways to a healthy food they don't eat every day.		Ss express their thoughts to the teacher using topical words. Aim: check Ss general comprehension of the module. Efficiency: make them to speak more during the lesson. Asking questions it is the best way to build a person with a good manner.	«Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners point the healthy food correctly Most learners list the food to make a healthy food Some learners compose the meaningful sentence to talk with the friend.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. «The praise»			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 13

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Healthy bodies 2
Learning objectives(s) that this lesson is contributing to:	4.L1 understand  an increasing range of   classroom instructions 4.S5 pronounce an increasing range of words and short phrases and simple sentences intelligibly. 4.W7   spell most  familiar high-frequency words accurately when  writing independently
Lesson objectives:	All learners will be able to: define food for travelling and say to others Most learners will be able to: classify the country of food correctly Some learners will be able to: create a receipt and present to the class.
Assessment criteria	-say travel food correctly -define countries’ of food -creae an unusual snack and present to the class.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Biology
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Language in use: Healthy eating gives your body what it needs to work properly Eat more fruit and vegetables! Target vocabulary Healthy bodies: healthy properly, energy, fat, sick, sad, body, fruit, vegetables, get active, sleep, drink, water.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Individual work.  “Let’s play” 10 min.	Organization moment: 1.Greeting. 2. Organization moment. Let’s Play A pupil starts by saying what he/she bought. The ne: pupil repeats what was said and adds their own ideas as in the example. The pupil who forgets what is the previous pupils said loses and has to pay a forfeit, e.t.c name a flashcard, sing a song, etc.		Suggested answer key of Ss. Pupil 1: ... I bought cucumbers, sausages and some lettuce. Pupil 2:1 bought cucumbers, sausages, some lettuce and tomatoes. Pupil 3:1 bought cucumbers, sausages, some lettuce tomatoes and mushrooms, etc. The aim: engage in intentionally with the goal of increasing understanding and questioning thoughts and actions. Efficiency: engages the heart as well as the mind.	At the organization moment T supports Ss to express their speech clearly using . «Thumbs up, Thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 84, Ex. 9 PPP-2 Worksheet - 1
Pre-learning Individual work “Matching” 8 min.	Who is doing what for tomorrow's party? Listen and match. Then say. Refer the pupils to the pictures and elicit the words. Explain the activity. Play the CD. The pupils listen and match. Check their answers. Ask the pupils to tell you what each person is doing for tomorrow's party. Differentiation: there are some unknown words for less able Ss to match, they match with little support of thevteacher.		Ss answers: 1 Ayaulym               2 Karlygash  3 Bakhytzhan 4 Nurzhan Karlygash is decorating the house. Ayaulym is going shopping. Bakhytzhan is cooking some pasta and making some sandwiches. Nurzhan is bringing some CDs and playing some music Aim: generate interest, build confidence and to facilitate comprehension. Efficiency: great opportunities to teach new words or review vocabulary previously taught.	Descriptor: -listen the story -match the pictures and words correctly. 1 point. «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 85, Exercise 8 PPP-3 Worksheet - 2
Middle of the lesson Individual work. “Drawing” 8 min.	(An activity to consolidate the language of the lesson.) Say one of the food items from the lesson. Ask a pupil to come to the board and draw its shape. Ask the rest of the class for verification. Differentiation: This task differentiated by the Ss level of thinking skills.		Ss come to the board and draw the shapes of food that asking teacher. Aim: enable pupils to use their imagination and creativity and motivated them to take part in activity. Efficiency: employ establish illustrate imitate interact locate maintain measure.	Descriptor: -define the word -draw its shapes 1 point. «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 84 Ex 6.
Individual work. 12 min.	Listen and read. What is the text about? Choose. Teacher explain to read the text and define the unusual Snack, Healthy Snacks and Sweet Snacks. Differentiation: All Ss understand the meaning of the task clearly and some of them classified the types of food correctly.		Ss read the text and say the types of Snacks and discuss in pairs. Aim: learn name the  food in English and develop and integrate the use of the language skills.  Efficiency: practice the structure of compiling sentences.	Descriptor: -read the text -choose food for travelling 1 point. During the lesson T supports Ss to express their speech clearly using . «Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 86 Ex. 10.
End of the lesson. Reflection Individual work: 5min.	(An activity to revise the language of the previous lesson.) Ask individual pupils to say one thing they're doing and one thing they're not doing at the weekend. e.g. Pupil 1: I'm playing football with my friends. I'm not studying English, etc		Ss say the positive and negative sentence s as possible Aim: check Ss general comprehension of the grammar Efficiency: reflect the grammar practicing the speaking skills.	«Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners define food for travelling and say to others Most learners classify the country of food correctly Some learners create a receipt and present to the class.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. «The praise»			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 14

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Healthy bodies 2
Learning objectives(s) that this lesson is contributing to:	4.L1 understand  an increasing range of   classroom instructions 4.S6 take turns when speaking with others in a growing  range of short, basic exchanges 4.W2 begin to use joined-up handwriting in a limited range of written work
Lesson objectives:	All learners will be able to: memorize the classroom instruction correctly Most learners will be able to: say like and dislike food intelligibly Some learners will be able to: use grammar in conversation perfectly
Assessment criteria	-say like and dislike food -define the correct words -use grammar perfectly
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Biology
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Target vocabulary Healthy bodies: healthy properly, energy, fat, sick, sad, body, fruit, vegetables, get active, sleep, drink, water.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up 8 min.	Organization moment: 1.Greeting. 2. Organization moment. Listen, point and repeat. Which of these do you like? Which don’t you like? Say to your partner. Teacher elicit Ss to repeat the new topical words and say like and dislike food.		Ss say like and dislike food to the class. The aim: tell about like and dislike correctly Efficiency:develop grammar literacy practicing like and dislike tasks.	At the organization moment T supports Ss to express their speech clearly using . «The Praise»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 88, Ex. 14 PPP-2 Worksheet - 1
Pre-learning Individual work “Matching” 8 min.	Read and choose the correct word. Teacher explain the instruction of the task. Ss should circle the correct phrase words. Differentiation: there are some unknown words for less able Ss to circle, they circle with the help of dictionary.		Ss understand the task and circle the correct appropriate word for the half words. Aim: recognize the phrases and memorize for further time. Efficiency: develop vocabulary and critical thinking skills.	Descriptor: -read the words -choose the correct word 1 point. «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 88, Exercise 15 PPP-3 Worksheet - 2
Middle of the lesson Individual work.  “Discussion” 10 min.	Look at the trays. Who eats healthy food? Who eats junk food? Teacher asks  Ss to say advantages and disadvantages of eating healthy food. Differentiation: This task differentiated by the Ss level of speaking skills.		Ss try to answer the questions, shares ideas, and say about their tasks. Aim: enable pupils to work in groups and motivated them to take part in activity. Efficiency: employ establish illustrate imitate interact locate maintain measure.	Descriptor: -say advantages -say disadvantages 1 point. «Two stars, a wish»  method  to motivate Ss. like: “well done, you can say clearly your opinion, but learn to listen to others”.		Pupil’s book Smiles 4. Page 84 Ex 6.
Individual  work. “Study spot” 12 min.	Teacher explain the use of an article a/an and some, any. ·  A is used with singular countable nouns that begin with a consonant. ·  An is used with singular countable nouns that begin with a vowel. ·  Some can be used with plural countable nouns and uncountable nouns. ·  Any is usually used for plural countable nouns and uncountable nouns in questions and negative statements. Write the words in the correct box. Some An A		Ss looking at the picture write the words in three boxes. Aim: improve the use of grammar correctly Efficiency: classify the fruit to the correct box. Differentiation: All Ss understand the instruction of the task clearly and some of them classified the types of food correctly.	Descriptor: -name the food -put in the correct place 1 point. During the lesson T supports Ss to express their speech clearly using . «Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 89 Ex. 18.
End of the lesson. Reflection Individual work: 2min.	Concept checking questions. Can you say me junk food? Can you say me healthy food?		Ss say the junk and healthy food Aim: check Ss general comprehension of the grammar Efficiency: analyze the Ss knowledge through asking questions.	«Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners memorize the classroom instruction correctly Most learners say like and dislike food intelligibly Some learners use grammar in conversation perfectly		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. «The praise» «Two stars, a wish»  method  to motivate Ss. like: “well done, you can say clearly your opinion, but learn to listen to others”.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 15

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Save our animals 1
Learning objectives(s) that this lesson is contributing to:	4.R1 recognize,   identify and sound  with support a  growing range of  language at text level 4.S6 take turns when speaking with others in a growing  range of short, basic exchanges 4.W2 begin to use joined-up handwriting in a limited range of written work
Lesson objectives:	All learners will be able to: practice talking about how to save animals. Most learners will be able to: define with some support the name of animals. Some learners will be able to: act out a dialogue to practice the name of animals correctly.
Assessment criteria	-write animal’s name correctly -act out a dialogue using the name of animals.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Biology
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Target vocabulary Food items: salt and pepper, cabbage, pizza, sausage, olive oil, mayonnaise, lettuce, cucumber, mushrooms, mustard

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Individual work. 5 min.	Organization moment: 1.Greeting. 2. Organization moment. Teacher plays the video to watch “Animal’s dance”. Ss should repeat the animal’s action and practice the new words.		Ss dance following the instruction. The aim: involve Ss for the lesson and energize them for the subject. Efficiency:attract attention for the lesson and develop listening skills.	At the organization moment T supports Ss to express their speech clearly using . «The Praise»  method  to motivate Ss. like: “Good job! Well done!”		https://youtu.be/CT86Dl442jA   PPP-2 Worksheet - 1
Pre-learning Individual work “Matching” 8 min.	What animal am I? Read and write. Explain the activity. The pupils look at the pictures, read the sentences and say the names of the animals. Allow the pupils some time to complete the activity. Check their answers. Differentiation: there are some unknown words for less able Ss to define the name of animals, they find with the support of teacher.		Ss suggested answer Answer key  1rhino  2 gorilla 3 dolphin 5 panda  4 polar bear Then individual pupils read out the texts. Aim: recognize the name of animals and memorize for further time. Efficiency: develop vocabulary and critical thinking skills.	Descriptor: -read the statements -define the correct animals 1 point. «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 92, Exercise 26 PPP-3
Middle of the lesson Individual work. “Discussion” 10 min.	Listen and read. Then act out similar dialogues. Refer the Ss to the dialogue. Play the CD. The Ss listen and follow along. Pause the CD for the Ss to repeat, chorally and/or individually. Refer the Ss to the pictures and elicit the names of the animals and what the Ss know about them. Read aloud the fact files. The Ss, in pairs, act out similar dialogues using the information in the fact files. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out their dialogues.		Ss read the dialogue and complete the words. And act out similar dialogue in pairs. And act out similar dialogues. Aim: engage in intentionally with the goal of increasing understanding. Efficiency: questioning thoughts and actions. Differentiation: This task differentiated by the Ss level of speaking skills.	Descriptor: -read the dialogue -act out the dialogue 1 point. «Two stars, a wish»  method  to motivate Ss. like: “well done, you can say clearly your opinion, but learn to listen to others”.		Pupil’s book Smiles 4. Page 93 Ex 27. PPP-4
Individual  work. “Did you know?” 5 min.	Read and circle. Then listen and check. Explain the activity. Go through the sentences and elicit/explain any unknown words. Play the CD.		The pupils listen and circle the correct words. Check their answers. Aim: improve listening skills and attentive  skills. Efficiency: learn to define the spoken words.	Descriptor: -read the sentences -circle the correct answer 1 point.  «Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 93 Ex. 28. PPP-5
Individual work.  “Presentation” 10 min	Design your own Save the rainforests! poster. Present it to the class. Save the rainforests! Rainforests give us oxygen and many of the v animals live there. We must do something to p them!		Ss design their own rainforests. Aim: improve clear spoken skills and ideas. Efficiency: learn to express thoughts clearly and constructively.	«The Praise»  method  to motivate Ss. like: “Good job! Well done!”		White paper and pencils
End of the lesson. Reflection Individual work: 2min.	Concept checking questions. Teacher describe an animal without saying the name of animal. Each correct answer is one point.		Ss define the animals and say names. Aim: check Ss general comprehension of the grammar Efficiency: analyze the Ss knowledge through describing topical words.	«The Praise»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners practice talking about how to save animals. Most learners define with some support the name of animals. Some learners act out a dialogue to practice the name of animals correctly.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. «The praise» «Two stars, a wish»  method  to motivate Ss. like: “well done, you can say clearly your opinion, but learn to listen to others”.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 16

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Save our animals 2
Learning objectives(s) that this lesson is contributing to:	4.L3   understand the main points of short supported  talk on anincreasing  range of general and some curricular topics 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics, begin to describe past experiences on an increasing range of general and some curricular topics 4.R2 read and understand with some support short simple fiction and non-fiction texts
Lesson objectives:	All learners will be able to: define the text words with  support of the teacher. Most learners will be able to:  respond to the questions correctly. Some learners will be able to: act out a shopping to practice the name of food correctly.
Assessment criteria	-write animal’s name correctly -act out a dialogue using the name of animals.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Biology
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Target vocabulary Food items: salt and pepper, cabbage, pizza, sausage, olive oil, mayonnaise, lettuce, cucumber, mushrooms, mustard

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Individual work. 5 min.	Organization moment: 1.Greeting. 2. Organization moment. (An activity to revise the language of the previous lesson.) Whisper a food or drink item to a pupil at the front of the class. Ask him/her to whisper the same word to the pupil sitting next to him/her, who then whispers it to the next pupil, etc. Ask the last pupil to call out the word. Check if the word is the correct one.		Ss follow  the instruction and play a game till the end.  The aim: involve Ss for the lesson and energize them for the subject. Efficiency:attract attention for the lesson and develop listening skills.	At the organization moment T supports Ss to express their speech clearly using . «The Praise»  method  to motivate Ss. like: “Good job! Well done!”		It is may be: apple, juice, bread e.t.c.
Pre-learning Individual work “READING AND WRITING ” 10 min.	1 (Activities to develop the pupils' reading and writing skills.) Complete. Then listen and check. Which is your favorite snack? Explain the activity. The pupils read the blog entries silently and complete them. Play the CD. The pupils listen and check their answers. Then individual pupils read out the texts and say what their favourite snack is. Suggested answer key My favourite snack is nuts.		Ss suggested answer yogurt      4 peanuts 6 carrots  walnuts   5 peppers Aim: recognize the name of snacks and express clearly Efficiency: develop vocabulary and logical thinking skills. Differentiation: All Ss read the task and understand the text, more able Ss complete the sentences without any helps, less able Ss complete with help of dictionary.	Descriptor: -complete the gaps -listen and check -say favorite snack 1 point. «The praise»  method  to motivate Ss. like: “Good job! Well done!”		Smiles-4. Pupil’s book. Page- 90, Exercise 21 PPP-2
Middle of the lesson Individual work.  “Matching” 4 min.	Read and match. Ss should match the answers of the questions and check in pairs. Then present to the class.		Ss read the questions and match with the answer of the question. Aim: increase short term memory and  increase attention to detail. Efficiency: develop thinking skills and improve the ability to find similarities and differences.	Descriptor: -read the questions -match with the answers 1 point. «Two stars, a wish»  method  to motivate Ss. like: “well done, you can find the answer of the questions correctly, but practice your pronunciation.		Pupil’s book Smiles 4. Page 90 Ex 22. PPP-3
Individual  work. “Dancing” 5 min.	Teacher plays the video and ask Ss to follow the instruction.		Ss dance following the video dance. Energize  Ss during the lesson and relax brain through paying attention to the video.	«The praise»  method  to motivate Ss. like: “Good job! Well done!”		https://youtu.be/CT86Dl442jA
Individual  work. “Portfolio” 10 min.	Project: My shopping list Tell the pupils that they have got five pounds to whichever food/drink items they'd like in Ex. 25. T make their shopping list and present it to the class: there any change left? Differentiation: This task differentiated by the abilities of Ss. Less able Ss draw the items and more able Ss present to the class.		Ss suggested answer My shopping list Two packets of biscuits£2.40 One bar of chocolate£1.10 One can of cola50p One carton of milk80p Total:       £4.80, Change: 20p Aim: develop Ss creativeness and ideas, increase view points. Efficiency: break down the barriers between Ss and keep warm atmosphere during the action.	Descriptor: -make a shopping list -present to the class 1 point.  «Thumbs up, thumbs down»  method  to motivate Ss. like: “Good job! Well done!”		Pupil’s book Smiles 4. Page 93 Ex. 28. PPP-4
End of the lesson. Reflection Individual work: 6min.	Write the months on the board. Ask the pupils to look at the months for one minute before they close their eyes. Erase a month. Ask the class to tell you which month is missing.		Ss close eyes and find the erased months. Aim: check Ss general comprehension of the grammar Efficiency: analyze the Ss knowledge through playing a game.	«The Praise»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners define the text words with  support of the teacher. Most learners respond to the questions correctly. Some learners act out a shopping to practice the name of food correctly.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Thumbs up, thumbs down”. «The praise» «Two stars, a wish»  method  to motivate Ss. like: “well done, you can find the answer of the questions correctly, but practice your pronunciation.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 17

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Help the planet 1.
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.S6 take turns when speaking with others in a growing  range of short, basic exchanges 4.R2 read and understand with some support short simple fiction and non-fiction texts
Lesson objectives:	All learners will be able to: understand the meaning of the short topic on some curricular topics. Most learners will be able to: complete the topic with basic information correctly. Some learners will be able to: create the own an unusual receipt for presentation.
Assessment criteria	-write the country names correctly -create an unusual snack for presentation.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Early Biology and Geography
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss know the countries of food. In previous lesson talked about countries.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Individual work 5 min.	Organization moment: 1.Greeting. 2. Organization moment. Read and write the country. You can eat/drink … 1. Camel’s milk in Kazakhstan. 2. Chocolate with ketchup and peanuts in ____. 3. Octopus-flavoured crisps in ______. 4. Fish and chips-flavoured ice-cream in _______. 5. A lemon drink with pepper in _______. 6. Hot and spicy sweet in the _________.		Ss read the sentences and complete the sentences with countries. The aim: improve Ss writing skills and personal development. Efficiency: learn the spelling of countries’ correctly and write perfectly.	Teacher evaluates with “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand		Smiles-4. Pupil’s book. Page- 87, Exercise 11 PPP-2
Pre-learning Individual work “Thinking cap” 10 min.	Create an unusual snack! Present it to the class. Teacher explains the instruction of the task. Ss should choose a food that they need for the receipt. And think own snack. Differentiation: All Ss understand the instruction of the task and share ideas, but some of them present to the class.		Ss select the name of food for receipt. Aim: develop Ss thinking skills and ideas. Efficiency: develop vocabulary and logical thinking skills.	Feedback: Teacher evaluates each Ss using the Feedback “Hamburger” You are excellent! You can do the task very quick. Please, be more attentively when you list food! You name all types correctly!		Smiles-4. Pupil’s book. Page- 87, Exercise 12 PPP-2
Middle of the lesson Individual work  “Word Gym” 8 min.	Read, choose and complete. You can use your dictionary to help you. ·         Hot and spicy ·         Dessert ·         Dish ·         Flavours ·         Chew ·         Rare		Ss read the sentences and choose the words and complete the sentences. Aim: increase short term memory and develop their task management skills through the completion  . Efficiency: develop thinking skills and improve the ability to find the appropriate word.	Descriptor: -read the sentences -complete the sentences. 1 point. «Hamburger»  method  to motivate Ss. like: “well done, you can say the lunchbox, but practice your pronunciation.		Pupil’s book Smiles 4. Page 89 Ex 20. PPP-3
Individual  work. “Lunchbox” 8 min.	What is there in your lunchbox? Choose 4 food items. Tell the class. Teacher reads the example of the task. There is a burger, a carrot, some crackers and some pizza in my lunchbox.  Differentiation: Less able Ss name the food, more able Ss tell the class intelligibly. This task differentiated by the level of Ss.		Ss tell the lunchbox looking at the picture and examples. Aim: increase the constructive speaking skills. Efficiency: memorize and practice the pronunciation of some unknown words.	Feedback: Teacher evaluates each Ss using the Feedback “Hamburger” You are excellent! You can do the task very quick. Please, be more attentively when you ! You name all types correctly!		https://youtu.be/CT86Dl442jA
Individual  work. “Think and circle” 6 min.	Read and choose. According to the grammar Teacher gives the next task. SS should choose the correct answer and circle them. Differentiation: According Ss grammar literacy, this task differentiated by the level of Ss.		Ss circle the correct answer as possible. Aim: revise the grammar and learn to define where to use some and any. Efficiency: makes Ss to think and develop thinking skills.	Descriptor: -read the sentence -choose the correct answer 1 point.  Feedback: “Thumps up, thumps down”. In order to evaluate students’ knowledge teacher asks them show Thumps Up if everything was easy, and to show Thumps down if they think task was difficult. Teacher can observe the level of the knowledge.		Pupil’s book Smiles 4. Page 89 Ex. 20. PPP-4
End of the lesson. Reflection Individual work: 3 min.	Concept checking question. Teacher asks three questions to check Ss general comprehension. Some sugar or a sugar? What is the lunchbox in mother language? What is the colour of tomato?		Ss answer the teacher’s questions. Aim: check Ss general comprehension of the grammar and vocabulary. Efficiency: analyze the Ss knowledge through asking questions.	«The Praise»  method  to motivate Ss. like: “Good job! Well done!”		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand the meaning of the short topic on some curricular topics. Most learners complete the topic with basic information correctly. Some learners create the own an unusual receipt for presentation.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with «The praise» method  to motivate Ss. like: “Good job! Well done!” “Thumps up, thumps down”. In order to evaluate students’ knowledge teacher asks them show Thumps Up if everything was easy, and to show Thumps down if they think task was difficult. Teacher can observe the level of the knowledge.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 18

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Help the planet 2.
Learning objectives(s) that this lesson is contributing to:	4.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics 4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues 4.UE8 use imperative forms[positive and negative] to give short instructions on growing  range of familiar topics
Lesson objectives:	All learners will be able to: locate the words correctly  to the appropriate places Most learners will be able to: understand the topical words clearly to express others Some learners will be able to: analyze the opinion of the author to check general comprehension.
Assessment criteria	-read the text and complete the text. -tell the class other places wild animals.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Early Geography
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss know the animals’ places and their differences from each other.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Individual work 5 min.	Organization moment: 1.Greeting. 2. Organization moment. Teacher shows the animal pictures to name them. Drill the pronunciation to Ss to express correctly.		Ss name the animals and practice pronunciation. The aim: improve Ss vocabulary skills and personal development. Efficiency: learn the spelling of animals’ correctly and write perfectly.	Teacher evaluates with “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand		PPP-2
Pre-learning Individual work “Thinking cap” 15 min.	Read and complete. Then listen and check. Do you know other places/ animals that are in danger? Tell the class. Ask the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to Stonehenge) What's this? Pupil:                It's Stonehenge. Teacher: Correct. Where is it? Pupil:      In the UK. etc Explain the activity. Allow the pupils some time to complete it. Play the CD. The pupils listen and check their answers. Then ask the pupils if they know any other place or animal that is in danger. Elicit answers. Ask the pupils to say why this place/animal is in danger. Argali are in danger because people hunt them for their horns. Then individual pupils read out the texts		Ss answer teacher’s questions. And complete the text. Ss suggested answer for the text. 2 danger 3 stones 4 litter 5 spots 6mountains 7 fur 8 trees Aim: connect the ideas on the text to what they already know. Efficiency:  put into practice grammatical structures, new lexical items, and elements of pronunciation. Differentiation: Less able Ss name the places and more able Ss express thoughts clearly.	Feedback: Teacher evaluates each Ss using the Feedback “Hamburger” Well done! You can define the words and put appropriate places, next time try to express clearly.		Smiles-4. Pupil’s book. Page- 94, Exercise 30 PPP-3
Middle of the lesson Individual work  “Fill in” 8 min.	Read and complete. Explain the activity. The pupils read the texts again silently and complete the activity. Check their answers. the air pollution from the traffic damages the stones people hunted them for their fur or cut down the trees so they didn't have a home. Differentiation: More able Ss complete the sentences without support, less able students complete with teacher’s support.		Ss read the text again and continue the sentences with own words. Aim: practice reading quickly (skimming) and distinguish the basic information. Efficiency: develop thinking skills and improve the ability to find the appropriate information.	Descriptor: -read the text -complete the sentences. 1 point. «Hamburger»  method  to motivate Ss. like: “well done, you can complete, but practice your pronunciation.		Pupil’s book Smiles 4. Page 94 Ex 31. PPP-3
Individual  work. “Lunchbox” 8 min.	Teacher asks Ss write 10 ways of helping the Earth. After Ss writing Teacher shows own variant. Differentiation: This task differentiated by the abilities and levels of Ss. More able Ss present their thoughts to the class.		Ss write advices and tips to save the planet from pollution. Aim: define the specific thoughts for the answers. Efficiency: Ss distinguish good and bad habits	Feedback: Teacher evaluates each Ss using the Feedback “Hamburger” You are excellent! You say the ways of protecting the nature clearly, but try to use specific information.		White paper PPP -
End of the lesson. Reflection Individual work: 4 min.	“Fist of five” Teacher has learners respond by showing their level of asking appropriate questions. Ls hold up one finger if they are bad at asking questions, two-three fingers if they need to work, five fingers if they are mastered about saying how to save our planet.		Ss show their fingers to the techer. Aim: check Ss general comprehension of the grammar and vocabulary. Efficiency: define the level of general comprehension.	“Fist of five” method.		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners locate the words correctly  to the appropriate places Most learners understand the topical words clearly to express others Some learners analyze the opinion of the author to check general comprehension.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Hamburger” Well done! You can define the words and put appropriate places, next time try to express clearly.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 19

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Revision
Learning objectives(s) that this lesson is contributing to:	4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues 4.W1 plan, write and check sentences with support on a range of  basic personal, general and some curricular topics
Lesson objectives:	All learners will be able to: complete the concluding tasks with support of teacher. Most learners will be able to: understand and write the answers of the concluding tasks correctly. Some learners will be able to: choose the correct answer for the basic tasks.
Assessment criteria	-read the text and complete the text. -tell the class other places wild animals.
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Early Geography
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss know the animals’ places and their differences from each other.

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Individual work 5 min.	Organization moment: 1.Greeting. 2. Organization moment. Look and complete. 1. He has _____ books. 2. Do you have ___brothers? 3. There are ____flowers here. 4. He hasn’t got ____friends. 5. Do you see____birds.		Ss complete sentences with som/any form. The aim: revise the grammar with teacher to make a sentences correctly. Efficiency: memorize the rule of grammar better during the practice.	Teacher evaluates with “Three Applause”. One clap – I don’t understand Two claps – I understand Three claps - I totally understand		PPP-2
Pre-learning CHECKPOINT 6 Individual work 25 min.	Number.1 The pupils read and number the pictures. Read and underline. The pupils read and underline the correct words. Read and write. Use: some, any, a and an. The pupils read and complete the sentences with the correct word. Read and complete the sentences. The pupils read and complete the sentences with th< present continuous of the verbs in brackets. Complete the sentences to be true about yourself. The pupils read and complete the sentences to be true about themselves. Differentiation: Less able Ss write with some mistakes and more able Ss try  do all tasks correctly.		Task 1.Ss answer a3            b 2           c4 d5            eO           fl Task  2. 1 loaf       2 pot3 bars 4 bottles5carton                        Task 3. 1 any 2 any 3 an 4 some 5 a Task 4. 1 is cooking             2  are making 3  is climbing 4 are visiting 5 is buying Suggested answer Task 5. visiting my grandparents playing football with my friends having a piano lesson going to the cinema with my parents Aim: evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Efficiency: have a high point value during the doing the tasks.	Feedback: Teacher evaluates each Ss using the Feedback “Hamburger” Well done! You can do all tasks and but there are some mistakes on writing, work with spelling.		Smiles-4. Pupil’s book. Page- 95, Exercise 1,2,3,4,5. PPP-3,4,5,6,7
Middle of the lesson Individual work  “Fill in” 5 min.	Let’s sing  Teacher asks Ss sin a song. Ex. 23. After singing the song Teacher asks: what is the main idea of the song? Choose. a.         It is better to eat food we can find in nature. b.        We must not throw away the wrappers.		Ss sing song and express main idea of the author. Aim: learn to analyze the texts and authors opinion. Efficiency: develop thinking skills and improve the ability to find the appropriate information.	«Hamburger»  method  to motivate Ss. like: “well done, you can say the main idea of the song, but practice your pronunciation.		Pupil’s book Smiles 4. Page 91 Ex 23.
End of the lesson. Reflection Individual work: 5 min.	Teacher asks Ss write: I know ______ I want to know________ I learnt __________		Ss write the opinions about the module. Aim: check Ss general comprehension of the grammar and vocabulary. Efficiency: define the level of general comprehension.	“KWL” method.		Whiteboard PPP -8
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners complete the concluding tasks with support of teacher. Most learners understand and write the answers of the concluding tasks correctly. Some learners choose the correct answer for the basic tasks.		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with “Hamburger” Well done! You can define the words and put appropriate places, next time try to express clearly.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?

Lesson Plan 20

Theme of the lesson:.

Unit:6	Healthy  world
Teacher’s name:
Date:
Grade: 4	Number  present:                                                      absent:
Theme of the lesson:	Revision
Learning objectives(s) that this lesson is contributing to:	4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues 4.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
Lesson objectives:	All learners will be able to: understand the meaning of the text Most learners will be able to: memorize the opinion of the author and respond to basic questions correctly Some learners will be able to: analyze the text and express to the class clearly
Assessment criteria	-read the text and complete the text. -tell the class about own city
Value links	Ls will work together as a group showing respect and being polite with each other.
Cross curricular links	Early Litereture
ICT skills	Using videos  & pictures, working with URLs
Previous learning	Ss read the Stonehenge story and recognize the usage of topical words

Plan:

Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment		Resources
Beginning of the lesson Warming-up Individual work 5 min.	Organization moment: 1.Greeting. 2. Organization moment. Teacher shows on the board the new words and drill several time to practice the pronunciation.		Ss repeat the words and repeat after the teacher several times. The aim: increase the vocabulary and usage of vocabulary. Efficiency: practice the pronunciation of new words.	Teacher evaluates with “The Praise” method saying “well done! Correct! Try again! Good!”.		PPP-2
Pre-learning Individual work Story time 25 min.	Listen and read. How does Afolabi teach the lazy people a lesson? Why the city is very dirty? Who is the head of the town? Who teach them all a lesson? Who is Amaki? Teacher asks them to discuss about action of Afolabi and people of that city.		Ss read the story and answer the questions. Then discuss the story. Aim: develop speaking skills and improve remembering skills. Efficiency: improve vocabulary skills and practice pronunciation. Differentiation: All Ss read the text and remember the story, but more able Ss answer the questions. This task differentiated by the levels of Ss speaking skills.	Feedback: Teacher evaluates each Ss using the Feedback “Hamburger” Well done! You can retell me the story correctly, at home read again to practice the spelling of the new words.		Smiles-4. Pupil’s book. Page- 98, Exercise PPP-3
Middle of the lesson Individual work  “Fill in” 5 min.	Read and choose Teacher asks Ss to choose the correct answer to complete the thoughts correctly. Differentiation: This task differentiated by the Ss levels. Less able Ss work with more able Ss.		Ss read and choose the correct answer. Aim: learn to analyze the texts and authors opinion. Efficiency: develop thinking skills and improve the ability to find the appropriate information.	«Hamburger»  method  to motivate Ss. like: “well done, you can say the main idea of the story, but practice your pronunciation.		Pupil’s book Smiles 4. Page 99 Ex 2. PPP-3
End of the lesson. Reflection Individual work: 5 min.	Over to you: tell the class. Is your town clean or dirty? Do you help to keep your town clean? How? Should hard-working people be rewarded? How?		Ss answer the questions of  the Teacher. Aim: check Ss general comprehension of the grammar and vocabulary. Efficiency: define the level of general comprehension.	To evaluate the Ss answer T uses “The Praise” method. “Well done!” “Very Good” “You are right”		Whiteboard PPP -4
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 rules
During the lesson some tasks differentiated by outcomes of the students and by their abilities. All learners understand the meaning of the text Most learners memorize the opinion of the author and respond to basic questions correctly Some learners analyze the text and express to the class clearly		Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives. Teacher evaluates with «Hamburger»  method  to motivate Ss. like: “well done, you can say the main idea of the story, but practice your pronunciation.			Provide some physical exercises for learners
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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?