Урок по английскому языку в 4 классе "Weather 1"

Unit: Unit 5. Hot and cold

School: "Secondary school of the village of Uspenoyurevka of the Department of Education for the Burabay district of the Department of Education of the Akmola region"

Term: Term 3

Teacher name: Chubykina D.A.

Grade: 4

Number present:

absent:

Lesson title: Weather 1

Learning objectives:

4.L9 recognise words that are spelt out from a limited range of general and curriculum topic;

4.S1 make basic statements which provide information on an increasing range of general and some curricular topics;

4.W7 spell most familiar high-frequency words accurately when writing independently;

4.S4 respond to questions on an increasing range of general and some curricular topics.

Lesson objectives:

All learners will be able to:

-Remember the words on the topic “weather”;

-Apply types of weather with teacher support;

-Practice talking about the weather.

Most learners will be able to:

-Describe the weather with teachers` little support;

-Recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences to talk about weather.

Some learners will be able to:

-Increase their knowledge about weather and seasons;

-Understand the main points and all the details of extended talk on the topic weather;

-Execute all sentences correctly using new words, without support.

Assessment criteria:

Learners have met the learning objective if they can:

- recognize and answer personal questions;

- describe the weather.

Value links:

Cooperation, respect to each other, functional literacy

Cross curricular links:

Geography

Previous learning:

-Nouns describing weather;

-Summer/winter activities;

-Seasons.

Plan

Plan timings

Teachers actions

Students actions

Assessment

Resources

Start

Greeting.

-Good morning, children, I’m glad to see you. Let’s start our lesson.

Warm up. - Method of “Question – answer”

What date is it today?

What day of the week is it today?

Who is on duty today?

What do you think which color we can use to describe each season?

Brainstorming.

Pupils listen to the record (The sounds of rain, of wind, snow, thunderstorm)

What sounds have we heard?

What are we going to talk about today?

The topic of our lesson is «Weather»

What's the weather like today?

Read a tongue-twister:

Whether the weather is cold,

whether the weather is hot,

we have to put up with the weather,

whether we like it or not.

Learning objectives: 4.1.9.1 recognise words that are spelt out from a limited range of general and curriculum topics.

How do you think, what will the aim of our lesson?

Aim of the lesson: Remember the words on the theme “weather”

Let’s start!

Students greet the teacher in return.

Students answer the teacher’s question.

Students listen to the sound: answer the question and determine the theme of the lesson.

Students practice pronunciation of sounds. At first they repeat after the teacher and then, they read it individually.

Students listen learning objective and determine aim of the lesson.

Feedback

Feedback

Audio

https://ww

w.soun

djay.com/w

ind-sound-

effect.html

https://mix

kit.co/free-sound-effects/rain/

Middle

Presenting new vocabulary – active learning “word and picture”

Pupils repeat the words after the teacher.

1.sun –солнце, sunny- солнечно

2.cloud -облако, cloudy-облачно

3.fog –туман, foggy- туманно

4.wind –ветер, windy-ветрено

5.rain –дождь, rainy -дождливо

6.snow –снег, snowy-снежно

7.storm –шторм, stormy-штормит

8 frost-мороз, frosty-морозно

9.cold- прохладно

10. hot-жарко

Practicing new vocabulary.

The words describing weather(sunny, snowy, windy…) are given in stickers. The names of seasons are given in posters (A3 paper. Not all stickers are used.)

-Stick the words meaning the weather to the appropriate season.

Group 1 works on “Winter”

Group 2 works on “Spring”

Group 3 works on “Summer”

Group 4 works on “Autumn” posters

Sunny/snowy/windy/foggy/cold/warm/

rainy/sky

cloudy/stormy/frosty/hot/sun/wind/ski/

snow/swim/etc

Criteria for peer assessment:

-Distribute the weather by season without mistakes;

- Find stickers with extra words;

-Explain their choice of these words.

For weak students:

For middle level students:

Usynn - Sunny

ysnyn\oht\docl\idwyn\

For strong students:

The teacher gives students "puzzles" with letters, and they will need to collect words from these letters.

Descriptor: A Learner

-Work individual;

-Finds words 1-4.

Answer the questions – snowball (The teacher throws a "snowball" to the student and, depending on the level of knowledge, asks a question. The stronger student - without answer options, the weaker one - calls the answer options so that he can remember the words on this topic.)

1. The coldest season of the year is …

a) autumn c) spring

b) winter d) summer

2. The hottest season of the year is …

a) autumn c) spring

b) winter d) summer

3. Pupils have the longest holidays in …

a) autumn c) spring

b) winter d) summer

4. September, October, November are the months of the …

a) autumn c) spring

b) winter d) summer

5. Spring has three months: March, April and …

a) June c) May

b) July d) August

6. New Year starts in …

a) January c) November

b) February d) December

7. Winter months are: December, January and …

a) September c) November

b) October d) February

8. Pupils begin to go to school in …

a) June c) August

b) July d) September

Description: a learner

-Answer on the question without mistake;

-Spell words correctly.

Exercise 1 page 69

What season is it?

What’s the weather like?

What clothes are they wearing?

What holidays are there in this season?

Descriptor:

-they answer the questions correctly, in a full answer;

-spells the words accurately;

-recognises the spelt words.

“Cluster method”

1^st group- Winter activities

2^nd group- Summer activities

The learners were able to classify the shown activities into 2 groups “winter activities” and “summer activities” Before starting this task teacher will give to the leaders the descriptor which consists of rating scale and criteria.

Descriptor

Students working out with new vocabulary

Students working out with new vocabulary

Group work: Students stick the stickers on the appropriate posters

Individual task: students find the words

Students play the game

Work in book: answer the question

Students do the cluster in groups

Feedback

Peer Assessment

Self Assessment

Self Assessment

Teacher Assessment

Teacher Assessment

Pictures

Stickers/

Paper

Card

The shapes of papers

Student’s book: page 69

Student’s book: exercise 3 page 69/clossary

End

Feedback:

-Now answer my questions once more:

- Do you like winter? Why do you like winter?

- Do you like cold and snowy weather?

- Do you like to ski and to skate in winter?

- Do you make snowmen?

- Do you like summer? Why do you like summer?

- Do you like sunny and warm weather?

- Do you like to swim in the river in summer?

- Do you like rainy weather?

Reflection:

What was the aim of our lesson?

How did we achieve the goal?

What were we doing?

Homework: learn new words

Students answer the teacher question

Students remember what they did in class, what goal they set themselves at the beginning of the lesson and how they achieved it.

Reflection: students hang “apples” on a tree depending on how far they have achieved the lesson goal.

Students write down their homework.

Feedback

Paper A3/

“Apples”

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Differentiation by the task in pre-teaching vocabulary and by individual support.

Assessment – how are you planning to check learners’ learning?

Teacher observes learners while students are discussing and makes records to provide constructive feedback

Students assess themselves according to the answers provided by the teacher