Ғарыш және Жер тақырыбындағы ашық сабақ

Short-term plan

Long-term plan: Unit 1 Home and away

School: 48

Date:

Teacher name: Istuanieva B.KH

Grade: 5A B

Number present:

absent:

Lesson title: Weather and climate

Holidays

Learning objectives

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

5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.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

Lesson objectives

-understand the main vocabulary that characterize the weather

-describe weather using a range of adjectives and write sentences about weather in different countries with some support

-create weather report for the week

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, adverbs of definite time accurately

-connect sentences into paragraphs with basic connectors with some support.

Value links

to teach learners to be environmental-educated person through this lesson (A secular society with high spirituality “Mangilik Yel” 3)

Cross curricular links

Geography

ICT skills

Video, PPT, Smart board

Previous learning

Cities and countries

Plan

Planned timings

Planned activities

Resources

Start

5 min

Greeting

Warm-up. Game: “Show the weather”

The teacher says the following instructions in a random order: Learners make a circle and show actions for weather.

Show sunny weather. (Learners make ‘sparkling fireworks’) Show rainy weather (Learners shake their hands down).

Show windy weather (Learners wave their hands up)

Show cold weather have to show that they are cold)

Show me fog (Learners close their eyes with hands and open, close again and open)

Show hot weather (Learners touch their face)

(D) Setting the context.

Teacher tells about weather and climate and set the words by images, then shows written form of words: hot, cold, warm, cloud, rain, snow, ice, sun, fog, wind, storm.

(W, P, I) Drilling.

Learners read the words on the board with emotions in chorus, then in pairs and individually.

Images of weather

Middle

3 min

5 min

2 min

15 min

3 min

(W, P, I) Listening.

Pre-listening

Learners should write weather words in alphabetical order correctly.

While-listening

Learners write the weather in three countries answering questions in pairs. What is the weather in Sydney, in Florida and in India?

Post-listening

Learners write the ‘weather’ words under the pictures individually.

(W) Use of English. “Spelling bee game”

Teacher elicits the words. Learners write adjectives to describe the weather. Teacher nominates a learner to spell a word for others to check. Learners should sort adjectives into 3 groups according to letter patterns: add only ‘y’ (snowy, rainy, cloudy, windy, stormy); double consonant before ‘y’ (sunny, foggy); drop ‘e’ and add ‘y’ (icy). Learners record these words in spelling notebooks according to patterns. Write ‘verbs’ on board. Learners with a different partner agree on verbs to use for rainy, snowy, sunny, windy (to rain, to snow, to shine, to…