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Module 2. Values in Myths and Legends LESSON: 15 7. Theme: Dragons and creatures 2		School: 220
Date: 23.10.2020		Teacher’s name: Izbaskhanova Aidana
CLASS: 4 в		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	4.2.4.1 respond to questions on an increasing range of general and some curricular topics; 4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges; 4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics; 4.4.3.1 write with support short sentences which describe people, places and objects; 4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly; 4.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, use declarative what [a/an] + adjective + noun to show feelings
Lesson objectives	All learners will be able to:   respond to questions on an increasing range of general and some curricular topics
	Most learners will be able to:   write with support short sentences which describe people, places and objects;
	Some learners will be able to:   write with support short sentences which describe people, places and objects; use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly;
Assessment criteria	To  explore other subject areas (Natural History)  To talk and write about dinosaurs.
Language focus	Structures: plurals; -ing form; conjunctions possessive case. Language in use: Dracorex was a dinosaur that looked a lot like a dragon! The Kondo Dragon is the largest lizard in the world. What a strange creature! Would you like to see it?
Target vocabulary	Dragons and  Creatures 1: horn, spike, tooth, claw, tail, feather
Cross - curricular links	Natural History
ICT skills	Using videos& pictures, working with URLs (Internet)
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)			Smiles Resources
BEGINNING THE LESSON 4.2.4.1	(An activity to revise the language of the previous Lesson.) Play the song from the previous lesson. The pupils sing along. Ask some pupils to present their portfolio activities from the previous lesson			Interactive Whiteboard Software
Middle 4.3.3.1 4.4.3.1 4.2.6.1 4.5.15.1 4.5.12.1  4.4.3.1	PRESENTATION AND PRACTICE (Activities to present and activate the new language.) Dragons and Creatures 1   POSTER 26 Listen and read. Then label the pictures with the words in bold. Pupils’ books closed. Have a class discussion, in L1 if necessary, about dinosaur. Put the Dinosaurs poster up on the board. Say and point to the words, one at a time. The pupils repeat, chorally or individually. Then point to the pictures in random order. Ask individual pupils to name them. Pupils’ book open. Play the CD. The pupils listen and follow in their books. Explain the activity. The pupils read the text silently and label the pictures. Allow them some time to complete the activity. Check their answers. Answer key 2 spikes    3 teeth   4 feathers   5 tail    6 claws Then individual    pupils read out the texts. 27 read and complete. Use: and, or, but, because. Read the instructions and the example and explain the activity. Go through the sentences and elicit\explain any unknown words. Allow the pupils some time to complete the activity. Check their answers. Answer key 2 but   3 or/and   4 but   5 because 28 Read, choose and complete. Read the instruction and 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. Answer key 2 yellow   3 four   4 tail   5 teeth   6 visit 29 Collect information about another dinosaur. Make a project or a PowerPoint presentation. Present it to the class. Brainstorm ideas about dinosaurs and write them on the board. Explain the activity. The pupils use the Internet to find information about another dinosaur and present it to the class. Tell them to use the text in ex.26 as models. Alternatively, assign the project as homework. Then help them file their projects in their Language Portfolios. Note lf the pupils do not have internet access, ask them to use encyclopedias, newspapers or magazines. Suggested answer key Triceratops means `three-horned face. It was nine metres long. It had a big head with three horns – two on its forehead that could grow up to one metre in length, and a shorter one on its nose. Triceratops looked scary but it only ate plants. What a strange creature!			(Track 25 CD1)
End 4.2.4.1	(An activity to consolidate the language of the lesson.) Ask the pupils to write two things that impressed them about each dinosaur. Ask individual pupils to report back to the class. Suggested answer key Dracorex looked like a dragon! It was about 3 metres tall. Deinonychus means `terrible claw`. It had a long tail and its body was covered in feathers. ACTIVITY BOOK (Optional) If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

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?	Cross-curricular links Health and safety check ICT links Values links
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Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Module 2. Values in Myths and Legends LESSON: 17 9. Theme: Revision		School:
Date:		Teacher’s name:
CLASS: 4		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	4.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, use declarative what [a/an] + adjective + noun to show feelings
Lesson objectives	All learners will be able to:   plan, read, write and check sentences with support on a range of basic personal, general and some curricular topics;
	Most learners will be able to:   plan, read, write and check sentences with support on a range of basic personal, general and some curricular topics;
	Some learners will be able to:   plan, read, write and check sentences with support on a range of basic personal, general and some curricular topics;
Assessment criteria	To talk about mythical creatures
Language focus	Structures: adverbs of manner; adverbs of frequency. Language in use: Scientists explore the lake to try and find out what there really is under the water. What a cool creature!
Target vocabulary	Dragons and creatures: monster, believe, lake, spot, explore, unicorn, mythical
Cross - curricular links	Literature
ICT skills	Using videos& pictures, working with URLs (Internet)
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)			Smiles Resources
BEGINNING THE LESSON 4.5.15.1	30. Listen and read. Ask  the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to the Loch Ness Monster)                          Look at this creature. (An activity to revise the language of the previous lesson.) Ask the pupils to present their from the previous lesson. e.g. Teacher: (pointing to the Loch Ness Monster)                         Look at this creature. What is it?         Pupil:      It’s the Loch Ness Monster.         Teacher: Where does it live?         Pupil:       In the UK. etc Play the CD. The pupils listen and follow the texts in their book.			Interactive Whiteboard Software Track 26 CD 1
Middle	31 Read and write the answers in your notebook. Take turns to ask and answer the questions. Explain the activity. The pupils read the texts again silently and Complete the activity. Check their answers and ask them where they found them in the texts. Answer key 1             It’s grey. 2             In a lake called Loch Ness in Scotland. 3             It has a big body, a long neck and a small head. 4             Thousands of years ago. 5             It was 1.8 metres tall and over 4 metres long. It  had long hair all over its body. 6             From the huge horn that grew on its head. Extension activity (Optional) Project: My favourite mythical creature. Ask the pupils to think of their favourite mythical creature and write a small paragraph about it using the text 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 project to the class. Display their work in the classroom. Suggested answer key The griffin is one of the most beautiful mythical creatures in history. It has the body, tail and back legs of a lion, and the head and wings of an eagle. Its front legs are also like an eagle’s legs. The griffin was a very strong creature. People believed that griffins protected treasures. What a cool creature! CHECKPOINT 2 1 Read and number. The pupils match the pictures with the correct words. Answer key B 2         C 5        D 1        E 3          F 4 2 Look and complete. The pupils look at the pictures and complete the missing letters to from the words. Answer key 1 Theatre                4 museum 2 funfair                  5 swimming pool 3 café 3 Read and choose. The pupils read and choose the correct answer. Answer key 1 A       2 A      3 B      4 A      5 B
End	4 Make sentence. The pupils put the words in the correct order to from question. Answer key 1 Did Kairat go on a school trip? 2 How Was it? 3 Where did you go? 4 What did you do? Extra Check: The pupils are now ready to go pages 22-23 in the Activity Book

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?	Cross-curricular links Health and safety check ICT links Values links
		
Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson