The weather

Long-term plan Unit 7: The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

The weather

Learning objectives(s)

2.S3 pronounce familiar words and expressions intelligibly;

2.W3 write familiar words to identify people, places and objects:

2.UE3 use basic adjectives to describe people and things

Lesson objectives

All learners will be able to:

• name the main vocabulary words;

Most learners will be able to:

-write weather vocabulary words;

-use them in their speech.

Some learners will be able to:

-say and all the words correctly;

-use them in their speech;

- complete the worksheet correctly.

Success criteria

Learners have met this learning objective if they can:

-recognise spoken language slowly and distinctly;

- pronounce weather vocabulary words correctly

- write weather adjectives

- do most of tasks correctly.

Value links

Ls will work together as a group/pair showing respect and being polite with each other, respect to the natural environment

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

The weather

Plan

Planned timings

Planned activities

Resources

Beginning

7 mins

Learners are introduced the LOs.

Checking of the hometask.

1.Warm up game ‘Memory. Vocab game’

[W] Ls are to turn the card and the word and remember, turn back, if they find matching picture and the word, they say “Bingo ” and put the word and the picture aside (T may use small cards from LP 5 -T’s choice)

http://www.eslgamesplus.com/weather-vocabulary-esl-memory-game-for-beginners/

Middle

32 mins

2.Game-guees the picture and the weather

Ls are shown the PPT with partly closed pictures, they have to guess them.(Number of pictures-T’s choice)

3. Practice

Ls are to complete the ‘Weather crossword’.

4. Ph. Training

[W]Learners listen to the song ‘Action song’ and do the actions.

5. Practice

Game

[W] Ls play ‘Weather board game’. They follow the instructions and answer ‘Weather’-questions.

or

Role-play

[P]Ls are divided into pairs and are given 1 card with the word or a picture – from the set of cards LP 5 (sunny weather, cold, rainy, hot, snowy). Ls may bring or T gives the equipment: sunglasses, a hat(summer and winter), a jacket, a coat, an umbrella.

Ls pretend themselves as if they are talking using a mobile phone. L1 is here. L2-went somewhere-to Alaska, India and so on.

L1-stands(sits)-to the left side with the phone and asks the question: What’s the weather like today?

L2- stands(sits) to the right side with the phone and he/she is wearing the clothes according to the given card and answers:

It’s (sunny, cold, rainy, snowy…).

Ls act out the role-play.

PPT

Worksheet 1

https://www.youtube.com/watch?v=dUXk8Nc5qQ8

http://www.eslgamesplus.com/weather-vocabulary-esl-interactive-board-game/

Ls may need extra things to show the role-play; sunglasses, a hat(summer and winter), a jacket, a coat, an umbrella

End

1 min

Learners give feedback to each other. This might be done in oral form.

Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

H/T: to learn the words.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

FA

Monitoring

Checking the task

Feedback on the work

Health and safety check
ICT links
Video, Ph.Training, online games

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Pair work, group work

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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.

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 orachievements/difficulties of individuals that will inform my next lesson?