Theme: Weather

Unit 5: Plans

Theme: Weather

School:

Date:

Teacher‘s name:

Grade 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities

5.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now

Lesson objectives

All learners will be able to:

• Apply new weather words they learnt ;

• Use present continuous tense with minor errors

Most learners will be able to:

• Write their own weather forecast

Some learners will be able to:

• Use more complex word related to weather

Language objectives

• To apply at least 3 new words related to weather

Previous learning

Weather 1

Values links

respect , cooperation

Cross-Curricular Link

Natural science

Use of ICT

PPT teacher’s use

Intercultural awareness

Accept diversity of other cultures

Kazakh culture

Ask learners to compare some words and phrases with the Kazakh equivalents

Pastoral Care

Assure you met all learners’ needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Planned timings

Planned activities

Resources

Start

10 min

Middle

7 min

7 min

13 min

Plenary/

reflection

Warm up:

Ask each learners to tell you at least 1 word related to weather they remember from last lesson. Ask more able learners to make sentences with words (Differentiation)

Lead in: Distribute the small grids among learners and tell them that they will prepare Bingo cards for their classmates. Tell them they they need to draw pictures of the words related to weather. (learners may use their copybooks with tables). Ask learners to swap their grids.

Play Bingo game. Call out the word in English and if the learner has it, he/she crosses the correspondent picture

Ask learners if they know what a tongue twister is. Ask learners to tell you several in their mother tongue. Tell learners that thy will practice an English tongue twister about the weather. Firstly, play the audio for the learners and them if they find it difficult.

Then ask learners to rewrite it into the copybook. Allow some time for learners to practice and have a completion who can yell the tongue twister fast and correct.

Ask learners how people can know about the weather; elicit the answer “weather forecast” in learners’ mother tongue. Ask leaners to write this word down.

Distribute the worksheet among learners. Ask them to go through it and make sure they understand everything.

Ask learners when the action is happening (now!). Pay learners attention on the usage of to be+ Ving.

Tell learners to look through the paper again, put it away and ask them some comprehension questions, if the answer is true learners put thumbs up, if the answer if false- thumbs down.

For example:

The weather in the south-west is warm, and the sun is shining (false)

Ask more able learners to correct the false sentences

Distribute the worksheet among learners and ask them to write the weather forecast according to the map. ( children may write any countries/ cities names) Remind them about using Pr. Continuous when it is possible. Ask learners to compare their works with each other (FA)

Distribute pictures with the sunny, cloudy and stormy weather among learners. Read the statements and ask learners to show the sun if they absolutely agree with it, cloud – if they partly agree and storm if they disagree

• I know 7 words about the weather (you may ask some learners);

• I can write a weather forecast;

• I know how to use Present Continuous;

• I can use Present Continuous without mistakes.

H/W: ask learners to watch the weather forecast and write about the weather in 5 different cities of Kazakhstan, using Pr Continuous.

Worksheet 1

https://learnenglishkids.britishcouncil.org/ru/tongue-twisters/whether-the-weather

PPT (slide 1)

Worksheet 2

Worksheet 3

Worksheet 4

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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

Physics, History
Critical thinking

Values links

More support:

• Pair work

More able learners:

• To make sentences;

• To correct False sentences during the comprehension task

Monitor the activities and taking notes about individual need of the learners;

Self-assessment

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own sentences.

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?