| Unit of a long term plan | School: A Jangeldin |
| Date: | Teacher name: A Shakhabayeva |
| CLASS: 5 | Number present: | absent: |
| Lesson title | Weather and climate 1Listening, reading, writing and talking about the weather.
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| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics5.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 |
| Level of thinking skills | Comprehension, Application, Evaluation |
| Lesson objectives | All learners will be able to:Understand the meaning of topical vocabularyWrite a at least short sentence using them Most learners will be able to:Hold a communication clearly at sentence level during pair, group and the whole class exchangesWrite a sentence correctly keeping the correct word orderSome learners will be able to:Interpret the whole content of the video using phrases and topical vocabulary
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| Assessment criteria | They will understand the content of the video with the help of revised new vocabularyThey get involved in speaking activities at least with one ideaThey write a letter to people around the word to invite to protect the nature |
| Differentiation | Less able learners will just write two sentences on nature protection letter |
| Most able students will be able to make up sentences using those words.write a letter according to the style of letter |
| More able students will be able to understand the meaning of the nature and climate vocabulary and learn the usage them in sentences |
| Values links | The strategy “Mangilik Yel”
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| Cross-curricular links | Geography |
| Previous learning | Weather and climate. Natural disaster new words and word expressions |
| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
| Start5mins | Organization moment. Checking for their attendance and home task.
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5mins
10mins
5mins
10mins
8mins
| Listening/Watching
Divide your learners into 3-4 groups with 4 students. Make sure each group has at least one the most able student to assist others while they are doing listening activities. In a group, there will be definitely one-two less able students who should be supported with the transcript of the listening track.
Video segment teaching method
Pre-listening- Words on the board method Unfamiliar words to this video are displayed on PPT : CO2, to come out of, go up into, electricity, to come from power station, climate change, to cause, drought, coral reef, to die, to protect, ride a bike and so on.Ask one student to come to the board and circle two words, and make a good sentence using both. Repeat the same with others until the words are picked.
While listening activityThey start watching a video and try to pause when they meet those revised new words and again repeat their meanings. If it is important, translate into Kazakh language for better understanding. Post listening. Discussion through noting method.When they finish listening to video the following questions to the video are given on PPT. Leader of the group divides them into the number of the pupils. BUT, according to the levels of pupils, the most able student may have not 1, but 2 questions to answer. Here interpretation method will be useful in which students write on their own words using new words above What is climate change?How do understand CO2?What happens if all people use cars?Is it harmful to the air if we watch TV and use electricity so often?If the climate change what does it cause?What is coral reef?What must we do to stop climate change?
Slef- assessment
Group work.Writing skill. Persuasive style methodPre-writing activity. Support your learners with vocabulary to write a letter in the group. The question they need to discuss and write within the group is: “We are schoolchildren who must take care of our nature. What should we do?”The following useful expressions and words are:“to take care of, to plan, throw away litter, trash bin, to warn others, ride a bike, go for a walk, clean the area where I live, to invite other friends to protect our environment”.As a teacher with less able students try to teach them to use those new phrases in the sentences and assist with mistakes. More and most able students may start writing at once
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https://www.youtube.com/watch?v=ko6GNA58YOA
PPT with new words
Handout with these words and expressions
PPT with questions
Descriptor sheet
Copy books, pens and PPT with useful words |
| End2mins | Concluding the lessonAssessmentSelf-assessment chartThree things I’ve learnt.Giving the hometask To read the text “Saving the planet” They will work on new words and retell to the whole class.
| Handout
KWL chart |
| 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? | Health and safety check |
| Less able learners will just write two sentences on nature protection letter Most able students will be able to make up sentences using those words.write a letter according to the style of letterMore able students will be able to understand the meaning of the nature and climate vocabulary and learn the usage them in sentences | peer and individual assessment were used using special assessment descriptor.
| Health saving technologies.Using physical exercises and active activities.When they were working in a group, they were controlled attentively how they sat, what they were talking about and so on. Physical exercise was offered after 20 minutes. They were warned to be careful to use electronic tools during the lesson. |
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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:
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11 Шілде 2018
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