Let’s have fun! — Lesson Plan, English, Grade 4
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Lesson plan
| Section |
Leisure Activities and Everyday Communication
|
| Lesson title |
Let’s have fun!
|
| Class |
4
|
| Lesson objectives according to program |
3. 2. 1 recognise familiar names, words, and basic phrases in common everyday situations; 4. 4. 2. 1 follow word order rules in more complex statements;
|
| Lesson objectives |
Students will know and recognise familiar words and basic phrases related to fun activities and leisure.
Students will know how to follow word order rules when forming statements about activities they enjoy.
|
| Values |
Students develop respect for others’ interests by listening attentively and responding positively to classmates’ ideas about enjoyable activities.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Warm-Up and Greeting 5 min |
Organisational moment:
Greet the class and check that students are ready to learn.
Ask students to name one activity they enjoy doing in their free time.
|
Students greet the teacher and share a familiar leisure activity, such as playing football, drawing, or reading. | Shares one relevant leisure activity — 1 point. Follows the classroom routine — 1 point. Stage maximum — 2 points. | board, notebooks |
| Topic and Prior Knowledge 5 min |
Problem statement:
Write “Let’s have fun!” on the board and ask: “What can we do to have fun?”.
Ask: “Which activities do you enjoy?” and “How can we tell someone what we like doing?”.
Invite students to think about how words are ordered in a sentence about an activity.
|
Students name activities they enjoy and suggest that words need to be placed in an order to make a clear sentence. | Names a relevant activity — 1 point. Identifies that sentence word order matters — 1 point. Stage maximum — 2 points. | board, activity picture cards |
| Leisure Words and Sentences 10 min |
New material explanation:
Introduce and model familiar leisure words and phrases: “play football,” “ride a bike,” “dance,” “draw,” and “listen to music.”.
Model the statement pattern “I like + verb-ing,” for example, “I like playing football” and “I like drawing.”.
Explain that the subject comes before the verb in these statements, and that the activity phrase follows “like.”.
Ask: “What does ‘I like riding a bike’ tell us?” and “Which word comes after ‘I like’ in ‘I like dancing’?”.
Answers:
It tells us that the speaker enjoys riding a bike.
The activity word “dancing” comes after “I like.”.
|
Students repeat the words and phrases, identify activities in the examples, and answer the teacher’s questions: the speaker enjoys riding a bike; “dancing” follows “I like.” | Recognises three leisure words or phrases — 1 point each, max 3 points. Identifies the meaning of a model statement — 1 point. States the word-order pattern correctly — 1 point. Stage maximum — 5 points. | board, picture cards, notebooks |
| Guided Speaking Practice 8 min |
Questions to the class:
Ask: “What do you like doing?”.
Ask students to form a complete statement using “I like” and one activity phrase.
Invite partners to ask and answer: “What do you like doing?”.
Answers:
Accept relevant complete statements, such as “I like dancing” or “I like listening to music.”.
|
Students answer with a complete statement, then take turns asking and answering a partner’s question. Students listen respectfully and use the model word order. | Forms a relevant complete statement — 1 point. Uses the “I like + verb-ing” word order correctly — 1 point. Asks or answers a partner’s question appropriately — 1 point. Stage maximum — 3 points. | activity picture cards, notebooks |
| Independent Written Assignment 10 min |
Instructions:
Ask students to write three statements about activities they enjoy, using “I like + verb-ing.”.
Ask students to complete two prompts: “I like __.” and “My friend likes __.”.
Remind students to check sentence word order and spelling of the activity words.
|
Students complete the written assignment independently, writing three personal statements and completing both prompts with suitable activities. | Writes three relevant statements — 1 point each, max 3 points. Completes both prompts with suitable activity phrases — 1 point each, max 2 points. Uses correct word order in the sentences — 1 point. Stage maximum — 6 points. | |
| Learning Check Quiz 5 min |
Instructions:
Give students a short quiz with three items: match “ride a bike” to its picture; choose the correct order, “I like dancing” or “Like I dancing”; and complete “I like __ football.”.
Ask students to answer individually and review their responses together.
|
Students complete the three quiz items independently, then check the answers with the class: match “ride a bike” to the correct picture; choose “I like dancing”; complete the sentence with “playing.” | Matches the activity phrase to its picture — 1 point. Selects the correctly ordered statement — 1 point. Completes the sentence with “playing” — 1 point. Stage maximum — 3 points. | |
| Reflection 2 min |
Runs the "Aim at the target" reflection. Students launch the catapult at the target that matches their feeling about the lesson.
|
Students complete the "Aim at the target" reflection and assess their understanding of the topic. | Shares one relevant phrase or correctly ordered sentence — 1 point. Stage maximum — 1 point. |
Health and safety compliance
| Health and safety compliance | Keep walkways clear and remain seated while writing; handle picture cards and classroom materials carefully. Speak respectfully and listen without interrupting during partner and class discussions. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 4
- Language
- English
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