Unit1: Home and away

School: T.Bigeldinov

Date:

Teacher name: Muldaheva G

Grade: 5

Number present:

absent:

Lesson title:

Weather and climate 1

Learning objectives:

5.L1 understand a sequence of supported classroom instructions

5.S2 ask simple questions to get information about a limited range of general topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives:

All learners will be able to:

- recognize and interact meaning clearly using appropriate subject specific vocabulary according to the theme «Weather and climate» with support.

Most learners will be able to:

• understand and discussion using subject-specific vocabulary according to the topic «Weather and climate» with some support.

Some learners will be able to:

• express their thoughts using according to the title «Weather and climate» without support.

Assessment criteria:

• Identify common classroom commands with support

• Ask and answer the questions and interact meaning clearly according to the topic “Weather and climate1” with support

Values links:

The Patriotic Act «Manglik Yel» 1^st value: Independent of Kazakhstan and Astana

Cross-curricular links:

Geography

Previous learning:

They knew about the weather of cities and countries through the previous lesson - “Cities and countries”

Plan

Planned timings

Planned activities

Resources

Beginning

8 min

Greeting.Teachers greets learners;learners respond to greeting

and take their places

Dividing into subgroups: Teacher divides the learners into small

groups using pictures of “Sun” and “Cloud”

Revising the previous lesson:

What is the capital of Kazakhstan?

What is the capital of England?

Describe your country?

Do you know the cities of England?

Warming up: Odd one word out

Banana, apple, cherry, cloud

Horse, cow , sun , sheep

Spoon, foggy, plate, knife

Engineer , doctor, teacher, rain

Blackboard

Picture sheets

Worksheet

Middle

27 min

Task 1. Pre-listening. Method “Match the pictures with the definitions”

Differentiation by scaffolding (with pictures)

More able learners match the words with pictures and make up sentences individually. Less able learners should match the words with pictures.

Descriptor: A learner

- matches the pictures and recognize weather adjectives

AFL: teacher’s assessment in orally form / Self-assessment

Task2. While-listening

Listen to the short text “Weather”

Every season is wonderful in its own way. In spring the air

Is refreshing the trees are in blossom, the ground is covered with the first tender flowers. The birds start singing heavenly songs.

In summer it can be really dry and sultry, there are thunders and lightings during the heavy showers. People go sunbathing, fishing and sailing and enjoy all kinds of fruits and berries…..

Differentiation by scaffolding: ( with key words and pause)

More able learners listen the: “Weather” individually

Less able learners listen to the text: “Weather” with pause and teachers support (air, foggy, frosty, clouds, snow, freezing, colds)

Task3

Post-listening. Method “Who is quick?”

Differentiation by type of task:

More able learners make discussion according to the listening task. Less able learners write T or F sentences

1. Every season is wonderful in it own way. T

2. In spring the air is refreshing the trees are yellow. F

3. The ground is covered with snow. F

4. People go sunbathing, fishing and sailing. T

5. The sky is overcast with grey clouds. T

Descriptor: A learner

• Listen to the text attentively

• Match the words with picture.

• Make discussion about text “Weather”

• Write true(T) or false(F)

AFL: self- assessment

Task 4. Method “ Selecting the correct answer”

Differentiation by difficulty of task:

High level learners encouraging discussion about what is correct and the reason why? Low level learners choose the correct answer and prove it.

Example: Today it is raining/rainy very hard

1. I like the weather when it is sun/sunny

2. It’s cold today. I think it s going snow/to snow.

3. Manchester is very rain /rainy city.

4. Fog/foggy makes driving dangerous.

5. In England in the winter. There is a lot of snowy/snow.

6. When it rains/rainy I always carry an umbrella.

7. In the summer the sun shines /sunny shines and it’s hot.

8. When the wind blows/shines it always feels colder.

9. When its fog/foggy you can’t see very well.

Descriptor: A learner

- selects the correct options

- prove the answers

AFL: peer’s assessment

pictures

End

5 min

Self-assessment

• I know 5 words about the weather (you may ask some learners);

• I can match the picture with weather adjectives

• I know the meaning of the text

• I can select the correct answer.

Feed-back (question box)

After lesson students express their thoughts ideas about the letter

and put in the box question.

H/W: to complete crossword “Weather report”

Self assessment 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

Differentiation by scaffolding (with pictures)

More able learners match the words with pictures and make up sentences individually. Less able learners should match the words with pictures.

Differentiation by type of task:

More able learners make discussion according to the listening task. Less able learners write T or F sentences

Differentiation by difficulty of task:

High level learners encouraging discussion about what is correct and the reason why? Low level learners choose the correct answer and prove it.

Teacher assesses to motivate learners after each their answers

orally

Peer’s assessment: learners assess to each other by their works

Self-assessment

I know 5 words about the weather (you may ask some learners);

• I can match the picture with weather adjectives

• I know the meaning of the text

• I can select the correct answer.

Feedback (question box)

After lesson students express their thoughts ideas about the letter

and put in the box question.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.