Weather
Weather
| Цели обучения (ссылка на учебную программу): | |
| Цели урока: | 4.L6 understand some specific information and detail of short, supported talk on a limited range of general and some curricular topics 4.W4 write with support short basic sentences with appropriate spaces between words 4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics |
| Языковые цели: | |
| Ожидаемый результат: | Read a short letter and answer 2 comprehension questions correctly with some support Read a short letter and answer 3 comprehension questions correctly with little support Help other learners to come up with ideas for sentences Listen to the recording and answer all questions correctly |
| Критерии успеха: | Recognize specific information about body parts Make up basic personal sentences about body parts using topical vocabulary |
| Привитие ценностей: | Competition, Functional literacy |
| Навыки использования ИКТ: | |
| Межпредметная связь: | Biology |
| Предыдущие знания: | Global citizenship through exploration of the world environment |
Ход урока
| Этапы урока | Запланированная деятельность на уроке | Ресурсы |
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Начало урока |
Class routine
-Good morning! How are you today? Who’s on duty today? What date is it today? What day of the week is it today? What’s the weather like today? Who’s absent? Starter Warm up. Checking hometask
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Середина урока |
Introduction The teacher introduces the lesson objectives, tells students know what to expect from the lesson - Today we are going to play games, read the text, watch video, make presentation. By the end of the lesson you will be able to make sentences about weather. (W)Teacher asks learners watch the video “weather” and guess the title of the lesson. Teacher says that they are going to speak about different weather Development (w) new words of the lesson -let’s read new words (read one by one) -I give you descriptor for every task. (G) Children match pictures with the words (assessment under the task)
Interaction pattern: Ss-Ss Descriptor: - names the pictures Differentiation by scaffolding Less able learners: makes up sentences with the help of structure More able learners: makes up sentences without support (F) Assessment: teacher’s oral feedback (“well done”, “great”, “you are right”) (G) Reading Pre-reading task Questions: -What seasons do you know? (winter, spring, summer, autimn) - What season is it now? - what is the weather in summer? Interaction pattern: T-Ss
- Answers the questions Differentiation by scaffolding Less able learners: answers to the questions from another learner More able learners: Answer and ask questions to another learner (f) Assessment: “Thumbs Up, Thumbs Down” Teacher asks learners to show “thumbs up” if they haven’t problem to ask and answer the question and “thumb down” if they have any difficulties. While-reading task: Children should read the statement and remember the information. Text There are four seasons: Spring, Summer, Autumn and Winter. Every season has three months. The weather in every month is changeable. In Spring it is sunny, sometimes cold and rainy. In summer are there three months: June, July, and August. The weather in summer it is hot and sunny, sometimes it is windy and rainy. In autumn it is cold, windy, foggy and rainy. There are many fruits. Winter months are December, January and February. It is very cold, snowy and windy. Interaction pattern: I, Ss-Ss Descriptor: - Reads the sentences. - Remembers the information. Differentiation by scaffolding (F)Self-Assessment of understanding: Teacher asks learners to raise the green square if they know all parts of body, yellow square if they know some parts of body and red if they don’t know any parts of body.
I know weather of every season I know some some weather I don’t know any weather Post-reading task
there are three months in ______ June, July and August. there are three months in _________ December, January and February . It is sunny, sometimes cold and rainy in ____. In _______ it is cold, windy, foggy and rainy. Autumn, summer, spring, winter
Descriptor: -Reads the sentences - Completes the sentences with the words from box Differentiation: By support High level learners: complete the sentences without support Low level learners: complete the sentences with topical vocabulary Peer-Assessment: Teacher asks to change the worksheet with each other and check |
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Конец урока |
(D Dynamic break Teacher provides the game “Dancing pause” Children should dance near to the card with the words about weather. When the music stop they should read and translate the word. Making poster Let’s make a poster the weather of every season. First group will make poster of weather in summer/ winter and so on. (W) Game “What is missing?” Teacher shows flashcards with words (weather) to the class and stick it on the board in any order. Then, gives the instruction to close their eyes and teacher erase out one of the words when children open their eyes they should guess what word is missing. Interaction pattern: T-Ss. Ss-Ss Descriptor: - Finds the missing word - Names the word |
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Рефлексия |
Differentiation by scaffolding (f) Self-Assessment of understanding: Reward the winners with smiles
(f) Self-Assessment: Each pair changes worksheets with another pair, tick + for the right answer and – for the not right answer for assessing works. |
Plenary: Phone message: Teacher gives the phone to learners. Children should write their opinion about the lesson. What was difficult? What was interesting?
Class routine: Teacher gives and explains the hometask
Teacher and children say good bye to each other. |
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