Открытый урок по английскому языку ''Weather and climate'' (5 класс)

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
		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 - What’s 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. It’s a beautiful city. It’s spring here now and it’s the rainy season capital. It’s rainy all day and the weather is warm today. It’s very hot and humid ice-cream in the summer and it’s very cold in winter. I like spring, cloudy  it’s my favorite season because the blossom on the trees is very beautiful. I don’t 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: - What’s Asel’s favourite season? -Why does she like it? - What’s the weather like in summer in Almaty? ­- Why Asel doesn’t 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? - What’s the weather like in spring? - How do we form adjectives in the comparative degree? - What’s the comparison of “hot”? - How do we form adjectives with 2 or more syllables? - What’s 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: - What’s Asel’s favourite season? -Why does she like it? - What’s the weather like in summer in Almaty? ­- Why Asel doesn’t 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?