Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

With books closed, write the word weather on the board.

Ask the class: What’s the weather like today? Elicit some ideas. Ask: What’s the weather like in summer / winter? Elicit some ideas. Ask: What weather do you like / dislike?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

7 min

Ex: 1 P:72

- Put students into pairs.

- Ask them to match the words with the pictures.

- Play the CD and ask students to check their answers.

- Check that students understand all the adjectives in the box.

- Drill the pronunciation of any new or unfamiliar words.

Differentiation:

Weaker students: Allow students to work in pairs to match the words to the pictures.

Stronger students: Ask students to use some of the adjectives in their own sentences or to describe additional pictures or people.

Values Link – Adal Azamat: Respect for Creativity and Innovation. Pair work and active engagement help develop flexible thinking and confident communication, reflecting Adal Azamat values.

Students match six of the words in the box with the photos. Then listen and check.

ANSWERS:

1 snowy

2 sunny

3 rainy

4 stormy

5 foggy

6 icy

Descriptor:

- identifies and correctly matches vocabulary words-1

- pronounces new and familiar adjectives clearly after drilling-1

Total: 2 point

Student’s book

8 min

Ex: 2 P:72

- Read the task with the class.

- Do one example together.

- In a weaker class, complete the example as a whole-class activity.

- Encourage students to use a variety of actions and expressions.

- Monitor students while they are speaking and practising.

- At the end, ask a few individual students to mime their actions for the class.

- Give brief feedback and positive reinforcement.

Differentiation:

Weaker students: Model useful actions and expressions and allow students to copy them.

Stronger students: Encourage students to use more detailed or original actions and to combine expressions creatively.

Values Link – Adal Azamat: Respect for Creativity and Innovation. Students experiment with different ways of communication, take creative risks, and confidently present original ideas, reflecting the qualities of an Adal Azamat learner.

Learners work in pairs. Mime and guess weather words in exercise 1

ANSWERS:

Students’ own answers.

Descriptor:

- understands the task by following the example provided by the teacher-1

- participates actively in the activity, using a variety of actions and expressions-1

Total: 2 point

10 min

Ex: 3 P:72

- Ask students to match the adjectives from Exercise 1 with the nouns.

- Students work individually.

- After matching, students answer the follow-up question.

- Ask students to compare their answers in pairs.

- Check answers as a class and clarify any difficulties.

Differentiation:

Weaker students: Do one or two examples together on the board. Allow students to work in pairs and provide prompts or translations if needed.

Stronger students: Ask students to justify their choices and create an additional adjective–noun combination of their own.

Values Link – Adal Azamat: Respect for Creativity and Innovation. Students develop flexible thinking and confidence in using language creatively, which reflects the values of an Adal Azamat learner.

Learners match the nouns with adjectives in exercise 1. Which word doesn’t change

ANSWERS:

sunny – sun,

cold – cold,

foggy – fog,

windy – wind,

icy – ice, .

snowy – snow,

hot – heat,

rainy – rain,

cloudy – cloud,

stormy – storm

‘cold’ doesn’t change

Descriptor:

- matches adjectives from Exercise 1 with the appropriate nouns-2

- demonstrates understanding of adjective–noun collocations-1

Total: 3 point

10 min

Ex: 4 P:72

- Refer students to the photo and the sentences.

- Elicit that the conversation is about an explorer going on an expedition.

- Play the CD.

- Students listen and choose the correct answer.

- Check answers as a class and confirm understanding.

Differentiation:

Weaker students: Use the photo to elicit key ideas and pre-teach or translate important vocabulary (e.g. explorer, expedition). Allow students to listen twice and discuss answers in pairs.

Stronger students: Ask students to justify their choice using words or phrases they heard in the recording.

Values Link – Adal Azamat: Respect for Creativity and Innovation. Learners practise imaginative thinking and informed decision-making, developing the qualities of an Adal Azamat learner.

Functional Literacy (Функционалдық сауаттылық)

Reading a Weather Message (Real Life)

Read the message.

Tomorrow will be cloudy with heavy rain in the afternoon. Strong wind is expected in the evening. The temperature will be 18°C.

Answer the questions:

What will the weather be like in the afternoon?

When will it be windy?

Is it a good day for a picnic? Why / Why not?

Interdisciplinary communication.

Geography: climate and location (Пәнаралық байланыс)

Imagine you are a weather reporter.
Give advice using should / shouldn’t.

Example:

People should take umbrellas today.

People shouldn’t travel far during the storm.

Write 4 sentences.

Learners look at the photo and listen to an interview with

Ken Ford

ANSWERS:

с

Descriptor:

- identifies the context of the conversation using the photo and sentences-2

- demonstrates listening comprehension by selecting the correct answer -1

Total: 3 point

End

5 min

FEEDBACK

Ask:

What new words did you learn today?

What’s your favourite weather?

Praise participation.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster