Weather and climate
| Unit of a long term plan
Home and away
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School: №135 | |||||||||||||||||||
| Date: | Teacher name: Nazgul | |||||||||||||||||||
| CLASS: 5 | Number present: | absent: | ||||||||||||||||||
| Lesson title | Weather and climate 1
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| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.S2 ask simple questions to get information about a limited range of general topics
5.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics |
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| Lesson objectives | All students will be able to: Read and write the names of the weather and climateMost students will be able to: Make a dialogue using the names of the weather and climate Describe about your country’s weather and climate |
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| Assessment criteria | – ask simple questions to get information about general topics
– deduce meaning from context in short texts – communicate in pair, group and whole class – plan, write, edit and proofread work at text – use a growing variety of adjectives and regular and irregular comparative and superlative adjectives |
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| Language objective | Identifying language objectives (only for non-language subjects) including the examples of key words and phrases.
Subject-specific vocabulary and terminology.
Useful classroom language for dialogue/writing: Discussion points: Can you say why…? Writing prompts: |
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| Values links | National unity, peace and harmony in our society
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| Cross-curricular links | Natural science | |||||||||||||||||||
| Previous learning | Reading, listening and writing about cities in Scotland and Kazakhstan. | |||||||||||||||||||
| Plan | ||||||||||||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | ||||||||||||||||||
| Start
5min |
Greetings
Organizations moments What’s sounds are they? Name them. (Learners listen the wind, rain, thunder sounds and try to guess the theme) -So, dear students during the lesson I’ll give you sun, if you’ll work hard. At the end of the lesson we’ll count who has more than 3 sun I’ll give candies. -Yes, you are right! Today we’ll speak about weather and climate. 1.Introducing new words according to the theme
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active board, presentation
Worksheet1 |
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| Middle
15min |
Teacher divides learners into 3 groups by the game “Rainbow”.
Task 2. Look at the pictures and complete the sentences using the words in the box. (W)
Task 3. Put the conversation in the correct order (G)
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cards
Worksheet2
Dialogues
Worksheet3
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| End
5min |
Task 4.
Group 1.(A) Read the text and draw the weather of each city on the map. It is cloudy and rainy in Astana today. It’s windy in Karaganda. It’s sunny in Almaty. It’s snowy in Pavlodar today. It’s foggy in Atyrau. And it’s cloudy in Aktau. Group II.(B) Compare the weather in Kazakhstan & Britain Descriptors -7-9 sentences -use vocabulary from the lesson -use comparative and superlative adjectives Group III.(C) Imagine that you are in Antarctica. Describe and draw one day there. Descriptors – describe your one day including the weather in 10-12 sentences -draw a picture -use vocabulary from the lesson -use comparative and superlative adjectives FA: -So students let’s count your sun & decide who will get candies
Reflection.
Distribute pictures with the sunny, cloudy and stormy weather among learners. Read the statements and ask learners to show the sun if they absolutely agree with it, cloud – if they partly agree and storm if they disagree. – I know 7 words about the weather – I can write a weather forecast; – I can make a dialogue – I can draw the weather
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Workseet4
map
pictures
colours pen |
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| 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 check
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| Group 1.(A) Read the text and draw the weather of each city on the map.
Group II.(B) Compare the weather in Kazakhstan & Britain Group III.(C) Imagine that you are in Antarctica. Describe and draw one day there.
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Sun(smile), candy
sun -absolutely agree with it, cloud –partly agree storm – disagree.
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Health saving technologies.
Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson. |
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| Reflection
Were the lesson objectives/learning objectives realistic? Did all the learners achieve thelesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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Degree or disagree
– I know 7 words about the weather – I can write a weather forecast; – I can make a dialogue – I can draw the weather
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| Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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