Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

-Show images of extreme weather events (hurricane, flood, wildfire, blizzard, tornado).

-Ask students:

What do you see?

Have you ever experienced any of these?

Which one do you think is the most dangerous? Why?

Elicit responses and brainstorm vocabulary on the board.

Lead-in to Topic & Vocabulary

Pre-teach key vocabulary: storm, flood, drought, hurricane, tornado, blizzard, heatwave, wildfire.

Matching activity: Students match words with pictures/definitions.

Quick pair activity: Students make one sentence each using the new words

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Projector / pictures of extreme weather (storms, hurricanes, droughts, floods, blizzards).

Short audio/video clip or recording (news report on extreme weather).

Handouts with vocabulary and a short text.

Whiteboard & markers.

Middle

8 min

Ex:1 P:5

Lead-in / Elicitation

Read aloud the list of extreme weather conditions (e.g. blizzard, drought, flood, hurricane, thunderstorm, tornado, heatwave, hailstorm, avalanche, etc.).

Ask individual students to explain or give an example of each one in their own words.

Provide additional clues, gestures, or pictures if needed (e.g. “What happens during a drought? Is it dry or wet?”).

Task Practice

Give Ss time to complete the task (matching, filling gaps, or categorising according to features such as hot/cold, wet/dry, windy/calm).

Monitor and help weaker Ss by giving hints or rephrasing.

Feedback / Checking

Check answers as a class. Ask Ss to justify their answers by giving reasons or examples.

Encourage them to paraphrase instead of copying definitions (e.g. “A flood happens when there’s too much rain and water covers the land.”).

Extension (Optional)

Pair work: Ss ask each other “Have you ever experienced ___? What happened?”

Short writing: Ss write two or three sentences about an extreme weather event they know from the news or their own experience.

Value Link (Birtutas Tarbiye): Highlight the importance of being prepared, helping others, and caring for the environment to reduce the damage caused by extreme weather.

Students label the photos

Answers:

1 thunderstorm

2 hurricane

3 drought

4 flood

5 heatwave

6 dust storm

Descriptor:

- identifies and explains extreme weather conditions

- use vocabulary in meaningful sentences

- Speaks/writes clearly, paraphrases definitions

Excellent (2)

- Correctly identifies and explains all/most extreme weather conditions in their own words.

Good (1)

- Identifies and explains some conditions with minor errors.

Student’s book

10 min

Ex:2 P: 5

Task Explanation

Explain the task (e.g. matching words to definitions, filling in gaps, categorising words like pollution types, renewable energy sources, natural resources, etc.).

Clarify any new or difficult words with examples or visuals (e.g. “recycling – using things again instead of throwing them away”).

Individual / Pair Work

Give Ss time to complete the task individually or in pairs.

Encourage them to think of real-life examples from their community or country (e.g. “water pollution – dirty rivers/lakes”).

Extension (Optional)

Pair discussion: Ss ask each other, “Which environmental problems are serious in our country?”

Mini-poster: Ss create a quick slogan or drawing about saving the environment (e.g. “Save water, save life!”).

Value Link (Birtutas Tarbiye): Emphasise responsibility for protecting nature, reducing waste, and working together for a clean and safe environment.

Students fill the gaps

Answers:

1 greenhouse

2 smog

3 waste

4 warming

5 spill

6 conservation

7 fuels

8 layer

Descriptor:

- understands and explains environment-related words

- uses vocabulary in meaningful sentences or examples

- expresses ideas clearly and confidently

Excellent (3)

- Correctly understands and explains all/most environment-related words in their own words.

Good (2)

- Understands some words but explanations are simple or partly incorrect.

Worksheets

7 min

Ex: 3 P:5

Task Explanation

Explain the task: Ss look at groups of words and circle the one that does not belong (the “odd word”).

Give one example together as a class (e.g. car – bus – train – apple → odd word = apple).

Individual / Pair Work

Give Ss time to complete the task individually or in pairs.

Encourage them to think about categories (land, air, water transport) to identify the odd one out.

Feedback / Checking

Check answers around the class by asking different Ss to explain why the word is odd.

Encourage full-sentence answers (e.g. “Plane is the odd one out because the others are land transport, but a plane is air transport”).

Value Link (Birtutas Tarbiye): Stress the importance of safe, responsible, and eco-friendly travel choices (e.g. using bicycles or public transport to reduce pollution).

Students circle the odd one out

Answers:

MOTORBIKE – rails

BUS – nose

PLANE – license plate

SHIP – pedal

TRAIN – steering wheel

Descriptor:

- identifies and explains transport words and categories

- circles the correct “odd” words and gives clear explanations

- uses transport vocabulary in sentences or examples

Excellent (2)

- Correctly identifies and explains almost all transport words and categories (land/air/water).

Good (1)

- Identifies and explains some transport words correctly, but with a few mistakes.

Student’s book

10 min

Ex: 4 P:5

Lead-in / Vocabulary Elicitation

Read the vocabulary items aloud one by one (e.g. planet, orbit, asteroid, galaxy, satellite, constellation, comet, meteor).

Ask different Ss to explain each word in their own words.

Give simple clarifications or examples if needed (e.g. “A satellite goes around a planet. The Moon is Earth’s satellite.”).

Task Practice

Explain the task (e.g. matching words to definitions, filling gaps, categorising objects: planets, stars, satellites, etc.).

Give Ss time to complete it individually or in pairs.

Monitor and support weaker Ss by giving prompts or visuals.

Feedback / Checking

Check Ss’ answers around the class.

Encourage explanations in full sentences (e.g. “A comet is made of ice and dust and travels around the Sun”).

Ask stronger Ss to give extra examples (e.g. “Can you name a constellation?”).

Value Link (Birtutas Tarbiye): Emphasise curiosity about science, respect for knowledge, and appreciation of the universe as part of human responsibility to explore and protect our planet Earth.

Students label the pictures

Answers:

1 Milky Way

2 meteorite

3 satellite

4 spacecraft

5 eclipse

6 constellation

Descriptor:

- identifies and explains Solar System terms

- uses vocabulary in accurate sentences or examples

Excellent (3)

- Correctly identifies and explains almost all Solar System terms in own words.

Good (2)

- Understands some terms but explanations are simple or partly inaccurate.

End

5 min

Reflection:

- Quick quiz: Teacher says a definition → Ss say the weather word (e.g., “Very little rain for a long time” → drought).

- Exit ticket: Write 2 new words + 1 tip for staying safe in extreme weather.

Homework

Write a short report: “Extreme weather in my country – causes and effects” (8–10 sentences).

Use at least 5 vocabulary words from today’s lesson.

Ss use their stickers to show their knowledge according to the lesson

Poster