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FAQ

Writing skill. Persuasive style method

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Pre-writing activity. Support your learners with vocabulary to write a letter in the group. The question they need to discuss and write within the group is: We are schoolchildren who must take care of our nature. What should we do?

The following useful expressions and words are:

to take care of, to plan, throw away litter, trash bin, to warn others, ride a bike, go for a walk, clean the area where I live, to invite other friends to protect our environment.

As a teacher with less able students try to teach them to use those new phrases in the sentences and assist with mistakes. More and most able students may start writing at once

 

Descriptor
1 His task achievement and linking devices are logically connected  
2 He uses at least 5 given model words into his persuasive writing  

 

     https://www.youtube.com/watch?v=ko6GNA58YOA   PPT with new words   Handout with these words and expressions     PPT with questions   Descriptor sheet   Copy books, pens and PPT with useful words
End 2mins

Concluding the lesson

Assessment

Self-assessment chart

Three things Ive learnt.

Giving the hometask To read the text Saving the planet They will work on new words and retell to the whole class.

 Handout   KWL chart

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

Less able learners will just write two sentences on nature protection letter Most able students will be able to

make up sentences using those words.

write a letter according to the style of letter

More able students will be able to

understand the meaning of the nature and climate vocabulary and learn the usage them in sentences

peer and individual assessment were used using special assessment descriptor.

 

 

Health saving technologies.

Using physical exercises and active activities.

When they were working in a group, they were controlled attentively how they sat, what they were talking about and so on. Physical exercise was offered after 20 minutes. They were warned to be careful to use electronic tools during the 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:
                 

Short- term plan

Unit of a long term plan Unit 1: Home and away

School:

Date:

Teacher name:

CLASS: 5th

Number present:

 absent:

Lesson title

Weather and climate 1

 

S2. Ask simple questions about a limited range of general topics.

W1. Plan, write and check sentences with support on a range of basic personal, general and some curricular topics.

UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics.

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

L1. Understand a sequence of supported classroom instructions

Lesson objectives

All learners: - Learners use a wide range of comparative and superlative adjectives.

Most learners: - Read and understand the context and find mistakes.

-Express opinions, describe pictures and compare objects using a good lexical and grammatical accuracy.

Some learners: -Ask and answer general and complex questions. Write short topic.

Assessment criteria

1 Learners recognize the instructions of grammar on higher degree of accuracy.

2 Learners create and apply the rule and use a good lexical range of comparison and superiority

3 Plan, write and speak on the topic

4 Reading and asking about different characteristics of the specific context.

Level of thinking skills

Knowledge, Understanding, Application,

Values links

To train the learners to love, appreciate our Motherland and to be positive in any kind of weather

Cross-curricular links

Kazakh, Geography

Previous learning

The learners already know adjectives concerning the topic

The learners should know how to compare things, describe pictures and make short topics

The learners apply a good grammatical accuracy and express own ideas, describe pictures, compare things

How can I activate the existing knowledge?

- Practicing and applying the rules and also the learners general knowledge

Plan
Planned timings

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

Resources
Start  

 

1. The organization moment

Greeting

Talking about the weather.

2. Discover the theme

(The learners listen to some nature sounds find out the topic which we are going to talk)

 

 

Middle    

R1. L1. Active vocabulary

Listen and read

Cold warm

Hot changeable

Snowy humid

Cloudy dry

Rainy foggy

Stormy

1. UE3. Grammar: Inductive approach

- What do you think about the picture?

- What is it like?

- What about the weather?

London is .

Moscow is .

Astana is

Warm- warmer the warmest

2. What about adjectives with 2 or more syllables? How do you think?

Beautiful- more beautiful -?

3. UE3. Find out (create) the rule

A) Comparative degree

Adj+ Adj+

B) Superlative degree

+ adj + Adj

Descriptor: The learners should think and create the rule according to the previous examples

1. UE3. Work with cards.

Match the pictures with the cards

Big bigger the biggest

Expensive more expensive ?

Descriptor: 1.Apply the rule and match the pictures with the correct adjectives.

2. Compare the objects

6. Pre- reading task

- Whats the weather like in Almaty?

- Is the weather changeable in Almaty?

- Have you ever been there?

R1. S2. 7. Read about Asel and find 4 mistakes in the text.

Hello. My name is Asel and I live in Almaty. Its a beautiful city. Its spring here now and its the rainy season capital. Its rainy all day and the weather is warm today. Its very hot and humid ice-cream in the summer and its very cold in winter. I like spring, cloudy its my favorite season because the blossom on the trees is very beautiful. I dont like city autumn as it is very windy and the weather is very changeable in autumn.

Descriptor:

1. Read and find out 4 mistakes in the text

2. Answer the questions:

- Whats Asels favourite season?

-Why does she like it?

- Whats the weather like in summer in Almaty?

- Why Asel doesnt like autumn?

W1. 3.Complete the sentences about yourself

My favorite season is.

The weather is .

I usually go .

 

End.

Answer the questions. Concept questions

-Is the weather cold and snowy in winter?

- Whats the weather like in spring?

- How do we form adjectives in the comparative degree?

- Whats the comparison of hot?

- How do we form adjectives with 2 or more syllables?

- Whats the superiority of changeable?

 

 
End

Feedback. In what stage are you?

 

 

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

1.Read the text and underline adjectives

2. Form comparative and superlative forms of adjectives

3. Read and find out 4 mistakes in the text

4. Answer the questions:

- Whats Asels favourite season?

-Why does she like it?

- Whats the weather like in summer in Almaty?

- Why Asel doesnt like autumn?

5.Complete the sentences about yourself

My favorite season is.

The weather is .

I usually go .

 

Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

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)

 

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 
                 

Unit of a long term plan Unit 1: Home and away

School:

Date:

Teacher name:

CLASS: 5 th

Number present:

 absent:

Lesson title

Weather and climate 2

Learning objectives

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