Long-term plan unit 7:

The natural environment

School: Compulsory school of Kazakhstan

Date: 20.04. 2017

Teacher name: Ergalyeva Gulnur

Grade: 2

Number present:

absent:

Theme of the lesson: The weather

Learning objectives

2.S3 pronounce familiar words and expressions intelligibly

2.L3 recognize with support common names and names of places, recognize the spoken form of a limited range of everyday and classroom words

2.UE3 use basic adjectives to describe the weather

2.L1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly

Lesson objectives

All learners will be able to:

name the main vocabulary words

Most learners will be able to:

write weather vocabulary words

use words in short exchanges

Some learners will be able to:

say all the words and expressions correctly

use them in their speech

Success criteria

Learners have met this learning objective if they can:

recognize spoken language slowly and distinctly

pronounce weather vocabulary words correctly

write weather adjectives

do all tasks correctly

Value links

Ls will work together as a group/pair showing respect and being polite with each other, respect to the natural environment

Cross curricular links

Primary Science

ICT skills

PPT, Video, online game

Previous learning

Weather adjectives

Plan

Time

Planned activities

Resources

Beginning

3 mins

Learners are introduced the LOs.

Checking of the homework.

Warm up game ‘Show the weather’[W] Learners have to make a circle and show the actions for weather. The teacher says the following instructions in a random order:

Show sunny weather. (Learners make ‘sparkling fireworks’) Show rainy weather (Learners shake their hands down).

Show windy weather (Learners wave their hands up)

Show cold weather have to show that they are cold)

Show me fog (Learners close their eyes with hands and open, close again and open)

Show hot weather (Learners pretend as if they are waving a fan)

PPT slide 5

Middle

7 mins

8 mins

4 mins

10 mins

10 mins

Presentation

Game “Match cards”

[G] Learners are divided into 3 groups and are given 3 sets of ‘Weather’ cards face down. They have to turn the cards and match the pictures with the words. They match and say the words pointing the pictures

FA: coloured paper; green is very nice; yellow is nice; brown is so-so;

[I] (F) Word search

Learners complete the worksheet. They are write the words next to the pictures and find “weather” words in the word search.

Ph. Training- Action song

[W]Learners listen to the song ‘If you are a kid’ and do the actions.

Practice

‘Weather board game’( group work)

Listening [W] Learners play ‘Weather board game’. They follow the instructions and answer ‘Weather’-questions.

Learners can submit the answer and know the result. They play with the words and pictures. Some listening tasks are included as well.

( Differentiation by task )

Speaking. Role-play ‘Weather in different countries’ ( pair work)

[P] Learners are divided into pairs and are given 1 card with the word or a picture – from the set of cards LP 5 (sunny weather, cold, rainy, hot, snowy). Ls may bring or T gives the equipment: sunglasses, a hat (summer and winter), a jacket, a coat, an umbrella.

Learners pretend themselves as if they are talking using a mobile phone. L1 is here. L2-went somewhere-to Alaska, India and so on.

L1-stands (sits)-to the left side with the phone and asks the question: What’s the weather like today?

L2- stands(sits) to the right side with the phone and he/she is wearing the clothes according to the given card and answers:

It’s (sunny, cold, rainy, snowy…).

Ls act out the role-plays.

Worksheet 1,PPT slide 6

Worksheet 2, PPT slides 7,8

https://www.youtube.com/watch?v=Qr9ge4XGUYs

PPT slide 9

http://www.eslgamesplus.com/weather-vocabulary-esl-interactive-board-game/

PPT slides 10-14

Ls may need extra things to act out the role-play: sunglasses, a hat(summer and winter), a jacket, a coat, an umbrella

PPT slides 15-16

End

3 mins

Learners give feedback to each other on the lesson. It’s done in oral form.

-Were the objectives achieved?

Reflect on what learners have learnt from the lesson.

Learners are asked to close their eyes , put a hand on the chest and show:

1 finger - I don’t understand the topic,

2 fingers- I understand, but 50 % ,

3 fingers- I understand and I’m happy with my results

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

Monitoring: monitor learners’ work.

Monitor individual student’s answer: Does he/she give the right answer?

Monitor group work. Note any learners who can give the correct answer.

Monitor use of language. Who needs language support: grammar, vocabulary, pronunciation? Checking the task

Feedback on the work

Health and safety check
ICT links
Video, Ph.Training, online game

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Pair work, group work

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 achievements/difficulties of individuals that will inform my next lesson?