Module 7. Lesson 1. Rain, rain

LESSON: Module 7. Lesson 1.

Rain, rain

School: Secondary School named after Toleubai Amanov

Date:

Teacher’s name: Reizvikh Elena Viktorovna

CLASS: 3

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud;

3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.3.2.1- read and follow with limited support familiar instructions for classroom activities

Lesson objectives

Learners will be able to:

• memorize short basic instructions relating to features

• recognise and use some target language correctly in simple sentences

• tell about habits and facts with need/don’t need

Previous learning

I like sunny weather / rainy weather / windy weather / snowy weather / foggy weather /

hot weather / warm weather / cold weather / frosty weather / good weather

make sandcastle, collect starfish, swim, go sailing, eat ice-cream, go fishing

Plan

Planned timings

Planned activities

Smiles

Resources

Teacher

Notes

Beginning the

lesson

Teacher greets students

Teacher: Today we will speak about the weather and let’s name the summer activities.

Ask him/her to write it on the board.

Ask the rest of the class for verification.

Cards

TPR

Presentation

and practice

3.2.5.1

3.2.3.1

Step 1. Speaking.

Pupils’ books opened. Refer the pupils to the picture p. 94

and ask:

What kind of weather is it? (rainy)

What kind of weather do they like?

Suggested answer:

I like sunny weather.

I like rainy weather.

I like windy weather.

I like snowy weather.

I like foggy weather.

I like hot weather.

I like warm weather.

I like cold weather.

I like frosty weather.

I like good weather.

New words:

Boots

Shorts

Raincoat

Sandals

T-shirt

Pupils’ books

Pictures

Pictures

Target vocabulary • Seaside activities: make sandcastles, collect starfish, swim, go sailing, eat ice cream, go fishing

3.3.1.1 3.3.2.1

3.5.9.1

3.5.15.1

Step 2. Which do you need when it’s rainy?

Put a tick or a cross then say. Answer key :

Items to be ticked: umbrella, raincoat Items to be crossed: shorts, T-shirt. I don’t need shorts when it’s rainy. I need an umbrella.

Riddles about the weather and seasons:

1. My color is yellow.

I am shaped like a ball.

I live in the sky.

I am very hot.

What am I? (SUN)

2. My color is white.

I am round like a circle.

I live in the sky.

I come at night.

What am I? (MOON)

3. My color is white.

I have many fluffy shapes.

I live in the sky.

What am I? (CLOUD)

4. I am colorful.

I made of red, orange, yellow,

Green, blue and purple.

You see me in the sky after it rains.

What am I? (RAINBOW)

5. They come out at night

Without being called

And are lost in the day

Without being stolen

What are they? (STARS)

Step 3. Craft work Experiment! How much does it rain a week? In groups make and measure.

Read the instructions and explain the activity. When they complete the experiment they report to the class.

Suggested answers: Tuesday 5 centimeters ,

Track 14

CD2

Ending the lesson

3.2.1.1

Invite a pupil to come to the front of the classroom. Ask him/her to mime a seaside activity from the lesson. The rest of the class makes guesses. The pupil that guesses the activity first comes to the front and the game continues.

e.g. Pupil 1: (mimes swimming) Pupil 2: Swim!

Well, what did we do in our lesson?

Saying “Good bye”

Evaluation of the lesson

Give the home task

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?

Cross-curricular links

Health and safety check

ICT links

Values links

work with weaker groups in read and tick task providing support e.g. by prompting them to sound out initial letters

challenge stronger learners to answer questions in Step 1 with full short answers

monitoring learner responses in questioning task and drilling answers where learners need

support with pronunciation

cross-curricular links: