The weather

Long-term plan Unit 7: The natural environment

School:

Date:

Teacher name: Samal Pernebayeva

Grade

Number present:

absent:

Theme of the lesson:

The weather

Learning objectives(s)

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE3 use common adjectives in descriptions and to talk about simple feelings

Lesson objectives

All learners will be able to: answer the questions, talk about the weather and apply should in their sentences based on the teacher’s prompts;

Most learners will be able to: ask and answer the questions, talk about the weather and apply should in their sentences based on the teacher’s prompts when necessary;

Some learners will be able to: ask and answer the questions, talk about the weather and apply should in their sentences with little support;

Assessment criteria

Learners have met this learning objective if they can:

- pronounce weather vocabulary words

- write weather adjectives

-apply should to talk about clothing when it’s sunny/hot/cold…

Value links

Ls will work together as a group showing respect and being polite with each other.

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Students know some weather vocabulary

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Middle

5 mins

25 mins

Greet the learners.

• "Hello!"/"Good morning!"/"Good afternoon!"

• “How are you?”

• “What day is it today?”

• “What is the weather like today?”

Checking of the hometask.

Warm up

Teacher makes a puzzle of the word weather using numbers and letters: 3 2 1 4 6 2 5

Learners should find the word using keys. Learners should guess the meaning of the word looking at the parts of the weather pictures provided by the teacher:

1 2 3 4 5 6

A E W T R H

Presentation and practice

Learners are introduced the success criteria of the lesson.

• To learn new words related to weather

• To use It’s ….You should wear..

Teacher shows the presentation with weather vocabulary and revises them with learners in a whole-class and individual drilling.

Task 1: Walk around the class with learners, point to the picture and ask How’s the weather? Encourage learners to do gestures and say the words with you, It’s rainy, it’s sunny and etc. Next, get all learners to stand, say out a weather word (It’s rainy!)- And learners have to run over to the correct picture.

Task 2: Give learners a worksheet, first ask them to read after you, then they should match words with a picture, check as an open class activity, and then tell learners to count how many correct answers do they have.

Teachers shows the presentation with should and weather pictures and scaffolds the sentences. Learners repeat after the teacher.

It’s ……You should wear……

Task 3 Practice writing weather vocabulary (FA)

Ask learners to write the missing word and compare answers with a class. Less able students are provided with the picture dictionary.

Feedback: Teacher gives feedback for learners during the lesson. This might be done in oral form.

Weather Worksheet

PPT

End

5 mins

Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

• What was interesting

H/T: to learn new weather vocabulary 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, individually

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

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

Monitoring

Checking the task

Feedback on the work

Health and safety check
ICT links
Video, PPT

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?

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?