Открытый урок на тему Weather

Unit of a long term plan: Home and away

School: S. Berdikulov

Date:

Teacher name: Zhanibek A. E.

CLASS: 3

Number present:

absent:

Lesson title Weather

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics.

5.UE 3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

Lesson objectives

All learners will be able to:

Apply new weather words they learnt the main facts about weather

Most learners will be able to:

Write the weather words correctly (adjectives);

complete worksheets and make some sentences using active vocabulary

Some learners will be able to:

Write the weather forecast for tomorrow in Astana and in London using the limited range of vocabulary

Assessment criteria

• Figure out the content of a short text with some support;

• Use main regular and irregular adverbs and their comparative forms, adverbs of frequency and adverbs of definite time accurately

• Connect sentences into paragraphs with basic connectors with some support

Language objective

Values links

Learners will discuss the definitions of the weather

Cross-curricular links

Geography

Previous learning

Cities and countries

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 min

Warm –up

Learners identify weather sounds of rain, thunder and wind. Ask learners to guess what the topic is. (weather)

https://www.youtube.com/ watch?v=bqix15pI8rM sounds

Middle

10 min

10 min

10 min

Teacher distributes cards with the words: cloud, rain, snow, ice, sun, fog, wind, and storm. Learners read the words and explain them. The class is to guess what the word is.

Learners in pairs write adjectives to describe weather.

Suggest learners to divide their copybook into three columns, according to the spelling.

(Differentiation) The task can be differentiated. Allow more able learners to think and write the words in the correct columns.

Teacher supports less able learners with the following division.

1. Only ‘y’ (snowy, rainy, cloudy, windy, stormy)

2. Double consonant before ‘y’ (sunny, foggy)

3. Drop ‘e’ and add ‘y’ (icy).

Teacher monitors learners’ works

Task 1 Read the weather forecast for the UK and Ireland and draw weather symbols on the map

Descriptor: A learner

Task 1

identifies the meaning of the words related to weather

draws the right symbols on the map

Task 2

Write a weather forecast of the last week in your country.

Descriotor Task 2

• writes weather forecast for Kazakhstan;

• uses adverbs appropriately;

• uses topical vocabulary

Teacher reminds learners the question to ask about weather: ‘What’s the weather like today?’

Learners brainstorm words related to the previous day’sweather: morning; midday; afternoon. They write a simple weather report using was and were and compare with a partner

Worksheet 1

Worksheet 2

Formative

Assessment

https://world-weather.ru/pogoda/

https://www.gismeteo.kz/catalog/kazakhstan/

End

Plenary \Reflection

5 min

Ask learners what the most interesting/ difficult part of the lesson was.

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 speak,write 7 words about the weather (you may ask some learners);

- I can write a weather forecast;

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

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?

Health and safety check

Differentiation by peer support and task

Monitoring

. Safety regulations are taken into account when planning and conducting the lesson.

There are types of activities that meet the needs of learners with different learning styles and level.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? 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 orindividuals that will inform my next lesson?