Unit5: Hot and Cold

Lesson 36

Teacher’s name:

Sovetkhan Rys

Date:

30.01.25

Grade: 4 B

Number present:

absent:

Lesson title

Weather 2

Learning objectives

4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics

4.1.7.1 use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics

4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics

Lesson objectives

- Talk about weather and natural disasters.

-Learn new words

-Watch a video “ Flood Safety Tips”

-Make questions and answer for them

Value links

Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so.

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

The beginning of the lesson

3 min

Organization moment :

1.Greeting. . (Whole class, Individually)

Warm-up

Phonetic Drill Exercise.

Sit nicely

Be quit

No talking

No sleeping

Have a nice day

Pupils greet teacher and sit down.

“have a nice day”

Whole class. Group work

Checking home task:

“Who is the fastest” method

Teacher controls the process, gives feedback and asks additional questions if it’s necessary.

Teacher evaluate pupils with phrases

Well done!”

Good job!

Assessment criteria

- Learners have met the learning objectives if they can talk about camping and camping safety

-repeat, chorally and/or individually

-Ask individual pupils to name them

Total: 2 assyks

Pictures

Bells

Worksheets Assyks

https://wordwall.net/resource/84941736

fortune’s wheel

1 min

Pre-reading stage

Pre-learning “Brainstorming” method”

Teacher asks learners to look at whiteboard. Teacher asks learners some questions

Teacher controls answers and give them feedbacks.

(Whole class)

(Open –ended task)

The aim: To develop pupils speaking skills, critical thinking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Lead-in

-what types of natural disasters do you know?

Transcripts:

Tornado, hail, etc.

Descriptors:

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary

Students say different words from the picture

Learners should guess the names of natural disasters. Share with ideas. Answer for teacher’s questions.

Learners can say names of natural disasters on their native languages

Assessment:

Teacher’s feedback

CCQ:

-Is a tornado dangerous?

Can a flood happen after snow melts?

Yes/No answers

Differentiation:

-

whiteboard

8 min

Teacher attends learners’ attention on the blackboard.

• Show the words on the board and read them aloud

• Pronounce each word clearly and ask students to repeat together and individually.

• Highlight the order of the words: "Let’s repeat the words in the same order."

• Hand out word cards and instruct: "Stick these words into your dictionaries."

• Ask: "Who can repeat the order of the words? What was the first word? Second?" Encourage participation and praise efforts.

(individually )(whole class)

“Multiphoto” method

(Closed task)

The aim: To develop pupils speaking, listening skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Task 1.Look at the blackboard. Repeat new words. Remember order of these words. Stick new words on dictionaries.

Flood — [flʌd]наводнение

Storm —[stɔːrm] шторм

Thunder — [ˈθʌndər] гром

Lightning — [ˈlaɪtnɪŋ] молния

Avalanche —[ˈævəˌlæntʃ] лавина

Tornado — [tɔːˈneɪdoʊ]торнадо

Hail — [heɪl] град

Descriptor:

Repeat new words

Remember new words

Assessment:

Teacher’s assessment

Differentiation:

By task:

Learners are given tasks.

Strong learners:

Repeat new words independently

Evaluate their own progress

Apply new words creatively

Weak learners:

Repeat new words with teacher’s support

Have difficulty using new words independently

Limited self-evaluation

Use words only in familiar contexts

Teacher’s feedback:

• Which words did you remember?

• Which words did you know?

Worksheets Assyk

Blackboard

Pictures of natural disasters

Names of natural disasters

cards

3 min

Teacher shows to pupils video about “Flood Safety Tips

”

Teacher gives to 2 groups rucksack and cards with different things. learners should what they take in emergency situations

From this video teacher develops pupils “functional literacy”

Emergency Numbers:

Fire Service: 101

Police: 102

Ambulance: 103

Emergency Gas Service: 104

Unified Rescue Service: 112

"111 Emergency Service" Contact Center

"111" is available 24/7.

"111" ensures confidentiality.

(whole class) (group work)

The aim: To develop students' ability to make correct decisions in emergency situations.

Efficiency:To conduct a discussion on how to prepare for a potential flood, including assembling emergency kits and knowing evacuation routes.

Task 2. Watch a video “Flood Safety Tips” and choose what you will take with you in emergency situations

Descriptors:

Watch a video

Choose correct variant

Assessment

-Group assessment

Teacher’s feedback

Total: 2 assyks

Differentiation:

By on students' language proficiency and cognitive skills.

Strong Learners:

Independently watch the video and understand all key flood safety tips.

Choose the correct cards confidently and justify their choice.

Evaluate their own progress by reflecting on what they’ve learned about flood safety.

Weak Learners:

Watch the video with teacher’s support and focus on identifying basic flood safety tips.

read correct answer with guidance and support from the teacher.

https://www.youtube.com/watch?v=cqCMXSOo8qc

Emergency Call Numbers pictures

Cards

5 min

Teacher attends learners’ attention on the walls

• hang the cards on the wall

• Check answers by asking students to read aloud their unscrambled words.

Group work.

The aim: to enhance students' vocabulary, spelling, and critical thinking skills by unscrambling letters to form meaningful words. It also aims to foster teamwork and collaboration among classmates.

Efficiency:

Improves spelling, word recognition, and vocabulary-building skills.

Makes learning interactive and enjoyable, sustaining students' interest in language activities.

«Detective » method

Task 3.Unscramble the letters to form words.

ANSWERS

1. avalanche

2. storm

3. flood

4. tornado

Descriptor:

Read words

Put letters in order

Write on copybooks

Say right variant

Assessment:

Self assessment

Differentiation

By task

Strong learners

Read orally without teacher’s support

Can guess natural disasters

Weak learners

Read orally with a little teacher’s support

Total: 2 assyks

Pictures of camels

1 min

Warm up

Teacher shows cards with different actions

Ask children to look at the pictures of the actions.

Whole class

Learners stand in a circle and repeat the actions

Transcript

Sit, run, eat, wash your hands, walk, sleep, dance, sing, jump

Descriptor:

Do actions

Assessment

-

Teacher’s feedback:

Well done! Good job!

https://youtu.be/S6vxAvx4TW4?si=RKdeYteuoMOGcZ8F

kuy

cards

6 min

Teacher gives learners comics about “can” learners read orally them. Then learners make their own questions using “can”

Whole class

The students listen attentively to the teacher's explanation.

Students complete the exercise given by the teacher, forming their own questions using "can."

They may work in pairs or groups to practice asking and answering questions with "can."

Descriptor:

Read comics

Make sentences

assessment

-

Comics

6 min

Teacher attends learners attention on the whiteboard. Learners should put words in order. Teacher checks learners

Transcripts:

Can you speak English?

Can your mum swim?

Can they run?

Can Mike jump?

Can James dance?

Whole class, group work, individually

Task. 4 make sentences

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

• Listen carefully to the teacher’s explanation and ask questions if something is unclear.

• Work individually, in pairs, or groups to rearrange the words into the correct order.

• Use clues (e.g., capitalization, grammar rules) to decide the correct sequence.

Descriptor:

• The student forms a complete and meaningful sentences.

• The student reads the completed sentence correctly without errors.

Assessment

Pair assessment

Differentation

By task

Strong learners

Do task without teacher’s support

Make sentences in correct order

Check weak learners’ sentences

Weak learners

Do task with a little teacher’s support

Make sentences with some mistakes

Total:2 assyks

Whiteboard

Assyks

https://wordwall.net/resource/84495160

cards

4min

By this task teacher can provide learners’ reading skills, listening skills, speaking skills respect each other and listen carefully.

• Preparing question cards in advance to ensure they are clear and interesting for the children.

• Distributing the cards to each student, explaining that they should respond with “yes, it can” or “no, it can’t.”

• Explaining the rules of the game: how to answer correctly and what to do if someone has questions.

• Observing the process to ensure that everyone understands the task and is participating.

• Encouraging active participants and creating a friendly atmosphere so that the children feel comfortable.

Group work

Task 5. Answer for the questions “Yes, it can/ No, it can’t

Receiving the cards and carefully reading the questions.

Reflecting on each question and deciding how to respond: “yes, it can” or “no, it can’t.”

Participating in the discussion if the teacher invites them to share their answers with the class.

Interacting with classmates, discussing their answers and opinions.

Smiling and maintaining a positive attitude towards the task, even if the answer is “no, it can’t.”

Descriptor:

• Answer for the questions

Assessment:

Group assessment

Total: 2 assyks

Cards roulettes

3 min

By this task teacher can provide learners’ writing skills respect each other and listen carefully.

Explain the task structure and provide an example.

Read the task instructions with the students and clarify any new words or constructions.

Organize individual or pair work on forming questions and answers.

Check the task completion, correct mistakes, and provide feedback.

1. (whole class)

Read the task instructions and identify key words.

Formulate questions from the given phrases (e.g., “Can I go camping?”).

Provide answers using the appropriate information (“Yes, you can” / “No, you can’t”).

Write down the answers or say them out loud.

Task 6. Ex.12 p.51 (AB) Form questions and answer them with Yes, I can/No I can’t

Transcript:

Can we leave early? Yes, you can

Can I go out tonight? No, you can’t

Can I close the door, please? Yes , you can

Descriptor:

1. form 4 questions.

2. provide correct answers

3. use grammatically correct structures in questions and answers.

Assessment:

Teacher’s assessment

Total: 2 assyks

AB

assyks

The end of the lesson

5 min

Teacher gives instruction to learners to conclude today’s lesson using method “Bilimclass”

Give them feedback, marks and hometask

Say them goodbye

Learners conclude the lesson

Fill the blanket

Share with another students

Say to teacher goodbye

Hometask: make 3 questions with “can”

Descriptor:

Fill the table