Сабақ жоспары "Weather and climate" 5 сынып

Lesson plan

LESSON: Weather and climate

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L3understand an increasing range of unsupported basic questions on general and curricular topic

5.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

Lesson objectives

All learners will be able to:

• Answer to the question on the topic weather and climate with support

• Hold a communication clearly at sentence level about weather and climate during group and the whole class exchanges with lots of support on topic weather and climate

• Plan write edit and proofread work at topic weather and climate with support

Most learners will be able to:

• Answer to the question on the topic weather and climate with some support

• Hold a communication clearly at sentence level during , group and the whole class exchanges with some support on topic weather and climate

• Plan write edit and proofread work at topic Weather and climatewith some support

Some learners will be able to:

• Answer to the question on the topic weather and climate without support.

Hold a communication clearly at sentence level during group and the whole class exchanges without support on topic Weather and climate

• Plan write edit and proofread work at topic Weather and climate without support

Assessment criteria

• Answer to the questions on the topic weather and climate

• Communicate at sentence level about weather and climate

• Plan write edit and proofread work at topic weather and climate

Value links

Economic growth based on industrialization and innovation

Cross curricular links

Geography

Previous learning

Weather and climate.

Plan

Planned timings

Planned activities

Resources

Beginning

5min

Organization moment.

Checking for their attendance and home task with Red Ball

Brainstorming

The teacher gives listening the noise of weather on CD to guess the theme

Students listen the noise from CD and guess the theme

S-T Wind,rainstrom ,rain

T-S What is our theme of todays?

S-T Weather

OK . Now we begin our todays interesting English lesson

Let`s divide into three groups: Method Magic Box please take pictures who has picture of sunny will be sunny group and who has picture of Rainy group and who has picture of snowy they will be snowy group.

CD

Text

“Climate is what we expect , weather is what we get”

M. Twain

Middle

15min

Listening/Watching

Divide learners into 3 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 : same, several, kind of, temperature, record, place, change, plant ,grass, tree.

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 activity

They start watching a video and try to pause when they meet those revised new words and again repeat their meanings.

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 ?

• What is weather?

• What is difference between weather and climate ?

• Why we must record the weather every day?

• What is the weather like in your village ?

What is the climate like in your place?

Self- assessment

• Group work.

Writing skill. Persuasive style method

Pre-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 plan , to record , to warn others , 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

http://comi.com//learn/geography

Text : English book for kids

L Joraeva ,S Han

PPT with new words

Handout with these words and expressions

PPT with questions

FA with stickers

FA with words

” Well done’ “ Good for you” Good job

Descriptor sheet

Copy books, pens and PPT with useful words

End

Concluding the lesson

Self- assessment; writing letter feedback

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement

What have I learnt?

What have I found easy ?

What have I found difficult?

So, the lesson is over .Goodbye for now

Giving the home task ;Draw “ Weather in my village” They will retell to the whole class.

Handout Post

Letter stickers

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

More support can be given at the start and in the middle of lesson by providing less-able learners with vocabulary in a word list so they can write sentence and letter what they seen and heard

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

Create mixed ability groups in order to make work each member of the group and support weaker learners.

Tasks are selected according to the needs, interests and learning style of the learners.

Give waiting time to support less able learners.

The teacher will use such oral forms of formative as” Well done’ “ Good for you” Good job”’ In this way the teacher encourages learners to actively participate in the lesson

The teacher assess learner according to the descriptors bellow

What have I learnt ?

What have I found easy?

What have I found difficult?

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.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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.

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:

What have I learned from this lesson about the class or individuals that will inform my next lesson?