Weather and climate

Home and away

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

Make a dialogue  using the names of the weather and climate
Some students will be able to:

Describe about your country’s  weather and climate

- 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

Subject-specific vocabulary and terminology.

Useful classroom language for dialogue/writing:

Discussion points:

Can you say why…?

Writing prompts:

5min

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

Worksheet1

15min

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)

Worksheet2

Dialogues

Worksheet3

5min

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

Workseet4

map

pictures

colours pen

Group II.(B)

Compare the weather in Kazakhstan & Britain

Group III.(C)

Imagine that you are in Antarctica. Describe and draw one day there.

sun -absolutely agree with it,

cloud –partly agree

storm - disagree.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

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?

-          I know 7 words about the weather

-          I can write a weather forecast;

-          I can make a dialogue

-          I can draw the weather

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?