Unit of a long-term plan

Unit 5. Hot and Cold

School:

Date: 11.02.2025

Teacher name: Zhabaeva Aizhan

Grade: 4

Number present:

absent:

Lesson title

Snow and Ice

Learning objectives

4.3.6.1 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics

4.2.7.1 contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

4.5.13.1 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations

Lesson objectives

- contribute a growing range of suitable words, phrases, and sentences using "can", "must/mustn’t/have to" about snow and ice

- read and understand some specific information and details in short, simple texts about the weather

Stages / Time

Teachers actions

Students actions

Assessment

Resources

Start

3-5

Organization moment

• Greeting.

T asks “What date is it today?”

“What day of the week is it today?”

“What's the weather like today?”

• T shows a video created with the help of AI.

Warm-up

• T reads the tongue twister, the ss should repeat the tongue twister after the teacher to improve pronunciation.

"Snowy ice, icy snow,

Fast and cold, watch me go!"

Lead – In

• T divides the students into 3 groups using sun/snow/raindrops cards.

• T shows picture and distributes snowflake postcards to the students with words written on them, then asks questions (W).

"What do you think of when you hear these words?"

“Which words from these cards are associated with the words Snow and Ice?”

Teacher asks Ss to look around class and try to guess the theme of the lesson.

Checking homework\Vocabulary (W)

• T uses a projector to display pictures and asks students for words from the previously learned vocabulary.

The aim: To develop Ss speaking skills

Ss answer questions

Ss repeat the tongue twister after the teacher

Ss select cards and are divided into groups.

Ss select cards with appropriate words and attach them to the board.

Ss The students name the words while looking at the pictures.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:“Good job!

Well done!”

«The praise» method is used to evaluate Ss with phrases like: “Good job!

Well done!”

«The praise» method is used to evaluate Ss with phrases like: “Good job!

Well done!”

Assessment criteria Self-assessment

-recognize and recall previously learned vocabulary

Pictures

Appendix 1

PPT

Appendix 2

Appendix 3

Appendix 4

Projector

Middle

35 min

10-12 min

Repeating and remembering the rules of the Modal Verb (W)

• T asks questions

"What are modal verbs?

"Which modal verbs do we know? "

When do we use "Can"?

When do we use "Can’t"?

When do we use "Have to"?

When do we use "Must"?

When do we use "Mustn’t"?

Plickers (I)

• T displays a question on the interactive board. Ss hold up their Plickers card with the chosen answer facing up. The teacher scans the cards using a smartphone, and the system records responses in real time.

New words (W)

• T gives students a new vocabulary for today's lesson. T shows words and pictures on the interactive whiteboard, and the children repeat new words after the teacher.

Work with new words

T gives a differential assignment related to new vocabulary. The students complete the assignment and give it to the teacher for review.

Fill in the table (P)

• T gives students flashcards with places and photos where they need to describe the weather, what people must wear using new words.

Warm-up (Physical Activity Break)

• T turns on a weather-themed warm-up video. The children follow the actions while watching the video.

Weather poster (G)

• The teacher distributes posters and texts related to the weather and new words. Students use the text to make a poster and present their work.

Ss answer questions

Ss insert the missing words using a Plicker card

Ss read vocabulary words and repeat after the teacher

Ss complete the task using new words

Ss describe the climate, weather, and clothing of people in a specific place

Ss do exercises

Ss read a short text describing the weather and make a poster based on this text and answer the questions.

«The praise» method is used to evaluate Ss with phrases like: “Good job!

Well done!”

Assessment criteria

Self-assessment

Descriptor:

-work individually

-fill the gaps with modal verbs

Total: 3 points

Time: 5 min

«The praise» method is used to evaluate Ss with phrases like:“Good job!

Well done!”

«The praise» method is used to evaluate Ss with phrases like:“Good job!

Well done!”

Assessment criteria:

Peer-assessment

Descriptor:

-work in pairs

-answer all questions -use must correctly

Total: 3 points

Time: 5 min

«The praise» method is used to evaluate Ss with phrases like:“Good job!

Well done!”

Assessment criteria:

Group-assessment

Descriptor:

-work in groups

-read the text and understand

-pronunciation is clear

Total: 3 points

Time: 5 min

PPT

Handout

Plicker platform

Appendix 5 PPT

Handout

Appendix 6

PPT

Handout

Appendix 7

Handout

Appendix 8

Interactive board

Appendix 9

Poster

Handout

Appendix 10

PPT

End

4-5 min

Home task:

Write a small text related to the weather and using new words.

Feedback (traffic light method)

T asks the children to rate the lesson and turns on the traffic light method.

Traffic lights

Green- everything is clear

Yellow- I need some help!

Red - I need more support!

https://classroomscreen.com/app/screen/w/88fb00c5-b8ba-4087-bab7-889374ca9cf7/g/b90efccb-f8f5-4999-8fcb-facf069be8d2/s/a4cc072f-ddf0-48cd-8da3-93a13ba9a9b1