Unit of a long-term plan: Hot and Cold

School: Uzunkul village primary secondary school

Date:

Teacher name: Tagarova Anargul Tynylkeevna

Grade: 4

Number present: 8

absent:

Lesson title

Weather 1

Learning objectives

4.1.9.1 (L) Recognize words that are spelt out from a limited range of general and curriculum topics

4.2.1.1 (S) make basic statements which provide information on an increasing range of general and some curricular topics;

4.5.10.1 (UE) use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics, use - ing forms swimming, spelling as nouns to describe familiar and classroom activities;

Lesson

Objectives

Level of thinking skills

• identify spelling of words of weather

• create own sentences on the topic “Weather” using vocabulary and present continuous forms, pronounce/ spell weather vocabulary words

Knowledge and comprehension

Application

Stages / Time

Teacher’s action

Student’s action

Assessment

Resources

Greeting

Lead-in.

2 min

Practise

Pre-listening

4 min

While-listening task.

12 min

Post-listening Task

13 min

Organization moment

T greets the class

Warm up.

Stay in a circle. Wish to each other best wishes

Activity 1.

Group work

Teacher shows the video about weather

and asks to answer the CCQ questions one by one by the activity ‘Chain’

• What’s the weather like today?

• What month is it?

• What kinds of transport do you know?

• What’s your favorite weather?

Task1.

Pre-listening task.

Method: ‘Bouncing ball’

(Pair Work)

New words.

Teacher reads the new words and asks to repeat after, by throwing the ball

Cloudy-

Sunny-

Rainy-

Snowy-

Foggy-

Task for a learner with individual needs: teacher asks to show the present weather on the picture and talk about it

Functional reading literacy (locate information) learners get information from the video and the vocabulary

Task 2

Activity ‘Matching’

Pair work

- watch the video about the grammar and teacher asks to make up their own sentences using the present continuous tense. The teacher highlights five of them: sunny, rainy, cloudy, snowy and foggy

Task for a learner with individual needs:

Teacher gives the pictures of weather to match correctly.

Read and match

Differentiation by support

Less able learners are provided with resources (pictures, examples)

Activity ‘Cube’

Pair work

Task 3

Teacher gives the cube with sentences to complete using verbs in the Present Continuous form

1. Ann ___(play) in the snow.

2. He is ___ (look) to the window, the weather is rainy.

3. Berik is ___ (paint) a beautiful picture right now.

Questions for learner with individual needs:

Scaffolding strategy: Show and tell

Student with individual needs will be given some pictures and ask CCQ questions to answer.

1. What season is it now? (winter, autumn, spring ..)

2. What do people need in rainy day?

3. What is your favorite weather?

Functional reading literacy

(Understanding and Interpretation) learners answer the questions, formulate their answers about weather and expresses their opinions

Students greet teacher.

Stand and wish good wishes

Descriptor:

A learner

- watches the video

-answers the questions to guess the topic of the lesson.

-answers the questions and share with your ideas according to the lesson’s tittle

Descriptor:

A learner

- listens to the teacher attentively

-repeats after and tries to learn by heart catching the ball

Descriptor:

A learner

- looks through the pictures

-shows the correct picture of weather

Descriptor:

A learner:

-watch the video attentively

-make up sentences about the weather using the grammar

A descriptor:

-looks at the pictures carefully

-matches the pictures with weather correctly

Descriptor:

A learner:

-reads the sentences in the cube

-completes the sentences with the correct verb in the present continuous

Answers:

1/is playing

2/looking

3/painting

A learner with individual needs gives short answers

Learners express their opinion by answering questions

Feedback:

“The praise” method is used to motivate Ss.

“Well done, very well”

-can read the words correctly

Total: 1 point

pupils are evaluated by collecting vitamins

Peer assessment

Students evaluate each other

Formative assessment:

60 – Seconds Share

Pair assessment

“Applause”

teacher shows the key answer of the task on the board, the students check their answers and say what is correct and what is incorrect.

https://youtu.be/RmSKsyJ15yg

Handout1

Card

Worksheet

Handout 2

https://youtu.be/iXGbW9D0yTI

Handout 3

Handout 4

5 min

Feedback. “PLUS-MINUS-INTERESTING”

Teacher hangs poster on the wall for evaluation learners’ knowledge.

Plus – What did they learn?

Minus – What they didn’t understand?

Interesting – What was interesting?

Descriptor:

A learner

-express their attitude to the lesson

-gives self-assessment

Stickers

Cloudy- |ˈklaʊdɪ|

https://images.app.goo.gl/Cp7iLkq9d1ZzHRmq7

Sunny- |ˈsʌnɪ|

https://images.app.goo.gl/jKK3N1VMs1janMos5

Rainy- |ˈreɪnɪ|

https://images.app.goo.gl/rnoiRq86DdX5xwFK9

Snowy- |ˈsnəʊɪ|  

https://images.app.goo.gl/EHJMsZZBURSDUMkY7

Foggy- |ˈfɒɡɪ|

https://images.app.goo.gl/AwSe6XS64zDavZ3o6