Unit 7. Water, water everywhere

School: Grammar school #1

Date:

Teacher’s name: Sagynbek A.G.

Grade: 3

Number present:

absent:

Theme of the lesson: Cross curricular links. CLIL. Geography. The water cycle!

Learning objectives that this lesson is contributing to

3.3.5.1 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.4.8.1 include appropriate use of a full stop during guided writing of short, familiar sentences

All learners will be able to:

- talk about the water cycle

- learn geographic terms

- practice topical vocabulary with support

Assessment criteria

Learners have met this learning objective if they can:

- participate actively in discussion; talk about the water cycle by using given vocabulary

Value links

Teamwork: Leaners will work well together in pairs showing respect and being polite with each other.

Cross - curricular links

Lesson is connected Geography

ICT skills

Using SMART board, pictures and videos

Previous learning

Favourite activities

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Greeting & Objectives

To create a positive attitude, learners greet each other and describe how they feel today.

Warm-up:

Talking about favourite activities.

Teacher asks students about their activities and revise “I like + -ing”, “I can …. ”.

e.g. I like jogging. I can skip well.

Middle

4 mins

5 mins

11 mins

3 mins

3 mins

2 mins

5 mins

1 min

Presentation

Teacher asks students:

• What’s the weather like today?(What was the weather like yesterday? Was it rainy or sunny?) Is it rainy or sunny?

• Who knows how rain is formed? Students may explain in their native language.

Pre – reading vocabulary

Ocean |ˈəʊʃ(ə)n| океан

Water vapour |ˈwɔːtə ˈveɪpə| водяной пар

Evaporate |ɪˈvapəreɪt| испаряться, превращаться в пар(ы)

Evaporation |ɪˌvapəˈreɪʃ(ə)n| испарение

Join |dʒɔɪn| соединяться; объединяться

Drop |drɒp| капля

Cloud |klaʊd| облако

Wind |wɪnd| ветер

Mountain |ˈmaʊntɪn| гора

Condense |kənˈdɛns| конденсироваться

Condensation |kɒndɛnˈseɪʃ(ə)n| конденсация

Turn back into |tɜːn ˈbæk ˈɪntə| превращаться в

Fall down |fɔːl daʊn| падать

Precipitation |prɪˌsɪpɪˈteɪʃ(ə)n| выпадение осадков

Cloud formation |klaʊd fɔːˈmeɪʃ(ə)n| образование облака

Practice

Activity 1

Learners read and translate the text about the water cycle.

Students watch the video about the water cycle to summarize the steps of water cycle.

Activity 2

Students read the sentences (1-4) and match them to the correct words (a-d).

1. When the sun shines on the sea, warm air rises and forms water vapour. This is called _____.

2. The water vapour in the air changes into small drops of water. This is called _____.

3. The small drops of water come together and form clouds. This is called ______.

4. When the clouds are big and heavy, the drops of water fall as rain or snow. This is called _____.

Answer key

1. C 2. A 3. D 4. B

Children, let’s make funny exercises. Stand up. Watch the video repeat children’s actions and sing a song all together.

Physical training

“Action Verbs Song”

Activity 3

Making a poster of the water cycle.

Homework

Learn new words

PPT

https://www.youtube.com/watch?v=s0bS-SBAgJI&t=57s

Posters, glue, cards, pictures

End

1 min

Reflection

Learners reflect on their learning:

Learners use stickers.

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?

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

through observation

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?