Plan of the lesson "Weather and climate"

Unit 1: Home and away

School: 19

Date:

Teacher name:

Grade: 5

Number present:

absent:

Theme of the lesson:

Weather

Learning objectives(s) that this lesson is contributing to

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S2 ask simple questions to get information about a limited range of general topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

• Identify the parts of speech of words (noun, adjectives)

Most learners will be able to:

• Write the weather words correctly (spelling);

Some learners will be able to:

• To write a short weather report

Success criteria

• To talk about weather in our city;

Pastoral care

Learners are taught to be tolerant and respect each other

Value links

Learners will discuss the definitions of the weather

Kazakh culture

This lesson focuses on:

• Weather in our city.

Cross curricular links

Geography

ICT skills

-

Previous learning

Cities and countries

Plan

Planned timings

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

Resources

Starter

5 min

Warm –up

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

Teacher introduces lesson objectives.

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

PPT (slide 1)

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.

e.g. This is water when it’s very, very cold. We can see it on in rivers and ponds in winter. We can skate on it. (ice)

Learners in pairs write adjectives to describe weather. (P)

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

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

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.

(Self-assessment) Learners check the answers as a whole class and tick the correct words in the columns. In case there are mistakes more able learners or teacher comment and explain the mistake.

Teacher asks learners to identify the difference between weather and climate?

• What is weather?

• What is climate?

(Weather is what is happening today in a town, city or in the countryside. Climate is used to talk about what the weather is like generally in a country.)

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

Teacher hands out copies with tasks on weather. Learners do matching task then underline the correct weather words in sentences. (I, W)

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

Worksheet 1

PPT (slide 2)

Primary Grammar Box

p 91

Plenary\ Reflection

5 min

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

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
ICT links

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 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?

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 or achievements/difficulties of individuals that will inform my next lesson?