climate 1

LESSON: Weather and climate 1

School:

Date: 07.03.2018

Teacher name:

CLASS: 5

Number present: 10

absent:

Learning objectives(s) that this lesson is contributing to

5.R5 Deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.UE12 Use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics

5.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

5.C8 Develop intercultural awareness through reading and discussion

Lesson objectives

All learners will be able to:

- answer the questions about the weather

-use new vocabulary in creating simple sentences

Most learners will be able to:

-talk about the weather

-use regular and irregular adverbs in speech

Some learners will be able to:

-use present simple forms correctly in narration

- discuss about the weather in different countries

Assessment criteria

• Figure out the content of a short text with some support;

• Use main regular and irregular adverbs in speech

• Present the information about the weather using active vocabulary.

Cross curricular

Geography

ICT skills

Using videos

Previous learning

Cities and countries

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

5 min

(W) Teacher greets all pupils and asks them to be more active at the lesson

Brainstorming strategy

(W) The whole class make a circle and do some exercises according to the sounds of climate. Doing these exercises they should predict the theme of the lesson

audio

Activity 1“Weather’ ” TPR approach

(types of weather, useful weather words)

(W) Learners read the weather words in three languages.

(W) While watching video, they repeat, learn weather words and do activities according to the types of the weather……

e. g.“brrrr” “ooooo

After watching video teacher divides the class into two groups, according to the weather words.

1^st group will be the nouns: 2^nd group will be: the adjectives

Sun sunny

Wind windy

Rain rainy

Snow snowy

Cloud cloudy

Song about weather

http://learnenglishkids

worksheets

Middle

30 min

Task 1

(P) Make up a simple dialogue using new words and demonstrate it.

e.g. Do you like sunny weather?

Yes, I do………….

Descriptor: A learner

- creates dialogues using active vocabulary.

Differentiated tasks

Task 2

Most learners: read the weather forecast for the UK and Ireland and draw weather symbols on the map.

Weaker learners make up sentences using these words in Present Simple

e.g. It is snowy in Moscow

(G) Some learners write a weather forecast of the last week in their country.

Descriptor: A learner

- reads the text;

- identifies the meaning of the words related to weather and draws the right symbols on the map;

- creates sentences using these words in Present Simple.

- writes weather forecast for Kazakhstan.

(G) Task 3 Jigsaw strategy

Read the text about weather and then talk what seasons are mentioned in these texts

1 group

It’s cold and snowy. Children like skating and playing snowballs.

Sometimes it’s warm. Sometimes it’s cold. It’s often rainy. People wear boots and coats. People take umbrellas.

2 group

It’s hot and sunny. Children don’t go to school. They have holidays. People swim in the rivers and have picnics.

It’s warm and sunny. There are many new flowers. The sky is blue. Nauryz and Victory day are in this season.

2. Each group shows the pictures and asks questions to the second group to guess what season it is

Descriptor: A learner

- reads the text about weather;

- tells about seasons;

- asks questions.

http://learnenglishkids.britishcou ncil.org/en/fun-games/what`s the-weather Interactive weather forecast around the world

Paper

Color pens

map

Reflection

3 minutes

Self-assessment

Feedback

Green: I learned a lot of today

Yellow: I learned but no more.

Red: I do not understand the tasks. I need one’s help.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

more able learners will be challenged by prompting their groups to develop more elaborate

through questioning and the redirecting of questioning in feedback activities

After doing each task, teacher gives them smiles and at the end of the lesson they count smiles