Unit of a long term plan Unit 1: Home and away | School: A Jangeldin |
Date: | Teacher name: A Shakhabayeva |
CLASS: 5th | Number present: | absent: |
Lesson title Weather and climate 1 |
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| S2. Ask simple questions about a limited range of general topics. W1. Plan, write and check sentences with support on a range of basic personal, general and some curricular topics . UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics.R1. Understand the main points in a limited range of short simple texts on general and curricular topics.L1. Understand a sequence of supported classroom instructions |
Lesson objectives | All learners: - Learners use a wide range of comparative and superlative adjectives.Most learners: - Read and understand the context and find mistakes.Express opinions, describe pictures and compare objects using a good lexical and grammatical accuracy. Some learners: -Ask and answer general and complex questions. Write short topic. |
Assessment criteria | Learners recognize the instructions of grammar on higher degree of accuracy.Learners create and apply the rule and use a good lexical range of comparison and superiorityPlan, write and speak on the topicReading and asking about different characteristics of the specific context. |
Level of thinking skills | Knowledge, Understanding, Application, |
Values links | To train the learners to love, appreciate our Motherland and to be positive in any kind of weather |
Cross-curricular links | Kazakh, Geography |
Previous learning | The learners already know adjectives concerning the topicThe learners should know how to compare things, describe pictures and make short topicsThe learners apply a good grammatical accuracy and express own ideas, describe pictures, compare thingsHow can I activate the existing knowledge? Practicing and applying the rules and also the learners’ general knowledge |
Plan |
Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
Start
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The organization momentGreetingTalking about the weather.Discover the theme(The learners listen to some nature sounds find out the topic which we are going to talk)
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Middle
| R1. L1. Active vocabularyListen and readCold warmHot changeableSnowy humidCloudy dry Rainy foggyStormy UE3. Grammar: Inductive approachWhat do you think about the picture? What is it like?What about the weather?London is ….Moscow is ….Astana is …Warm- warmer – the warmestWhat about adjectives with 2 or more syllables? How do you think?Beautiful- more beautiful - ?UE3. Find out (create) the ruleComparative degree Adj+ Adj+ Superlative degree+ adj + AdjDescriptor: The learners should think and create the rule according to the previous examples UE3. Work with cards. Match the pictures with the cardsBig – bigger – the biggestExpensive – more expensive – ? Descriptor: 1.Apply the rule and match the pictures with the correct adjectives. 2. Compare the objects6. Pre- reading task- What’s the weather like in Almaty?- Is the weather changeable in Almaty?- Have you ever been there?R1. S2. 7. Read about Asel and find 4 mistakes in the text.Hello. My name is Asel and I live in Almaty. It’s a beautiful city. It’s spring here now and it’s the rainy season capital. It’s rainy all day and the weather is warm today. It’s very hot and humid ice-cream in the summer and it’s very cold in winter. I like spring, cloudy it’s my favorite season because the blossom on the trees is very beautiful. I don’t like city autumn as it is very windy and the weather is very changeable in autumn. Descriptor:1. Read and find out 4 mistakes in the text2. Answer the questions:- What’s Asel’s favourite season?-Why does she like it?- What’s the weather like in summer in Almaty?- Why Asel doesn’t like autumn?W1. 3.Complete the sentences about yourselfMy favorite season is….The weather is ….I usually go ….
End. Answer the questions. Concept questions -Is the weather cold and snowy in winter?- What’s the weather like in spring?- How do we form adjectives in the comparative degree?- What’s the comparison of “hot”?- How do we form adjectives with 2 or more syllables?- What’s the superiority of “changeable”?
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End | Feedback. In what stage are you?
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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 |
1.Read the text and underline adjectives2. Form comparative and superlative forms of adjectives3. Read and find out 4 mistakes in the text4. Answer the questions:- What’s Asel’s favourite season?-Why does she like it?- What’s the weather like in summer in Almaty?- Why Asel doesn’t like autumn?5.Complete the sentences about yourselfMy favorite season is….The weather is ….I usually go ….
| Use this section to record the techniques that you will use to assess what the learners have learned during the lesson. | Health saving technologies.Using physical exercises and active activities.Rules from the Safety Rules book which can be applied in this lesson. |
Reflection
Were the lesson objectives/learning objectives realistic? Did all the learners achieve thelesson objectives/ learning objectives? 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. |
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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)
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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