Hot and cold
|Long-term plan unit: 1. THE WORLD AROUND US||School: after G. Abdullin|
|Date: 05/04/17||Teacher name: Mendibayeva Zhanar|
|Grade: 1||Number present:||absent:|
|Theme of the lesson||Hot and cold|
|Learning objectives(s) that this lesson is contributing to||1.S3 pronounce basic words and expressions intelligibly
1.UE3 use basic adjectives and colours to say what someone/something is or has
1.S5 produce words in response to basic prompts
|All learners will be able to:
• learn how to pronounce some of the weather vocabulary correctly
· Name the weather words with support
Most learners will be able to:
• learn how to pronounce all of the weather vocabulary correctly
· Name the weather words with little support
Some learners will be able to
• make sentences using the words correctly
|Success criteria||Learners have met this learning objective if they can:
— Remember at least 5 out of 6 words correctly
|Value links||Community – following school, classroom rules; getting to know each other;|
|Cross curricular links||Lesson is connected with geography: students show and describe places where they went in summer;|
|Previous learning||Animals, days of the week|
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
|Start the lesson with LOS introduced.
Students take their cards and get ready to revise. Praise them with the cards if they are first and wright.
Ask students questions like:
-What is the weather today? Is it cold? Is it hot? Is it wet? Is it dry?
This will present differentiation because some of the learners may already know the words and tell you, others will remember the words Hot and cold and simply answer YES or NO to your questions.
Then show them new cards with WEATHER vocabulary, practice saying them and making a sentences.
Play a SNOWBALL when one person starts with a sentence and the others repeat the said sentence and add another one. To support students may have the cards holding when doing this activity.
For example: student A:It is cold.
Student B: it is cold and hot, etc.
To revise animals and weather vocabulary students listen and sing a song.
Students listen and tick or circle the weather words they hear.
It is cold
It is hot
It is sunny
It is windy
It is rainy
It is snowy
Then ask some of them to tell you sentences about pictures. Encourage more able students to make sentences and others will tick the pictures.
Weather flash cards
Rain, rain go away song:
|Save some time for explaining the homework. They have to cut the cards and learn new words, also do som overwriting.
Apples are cut and are on the teacher’s table. Students have to come and take one apple showing their results today. Teacher observes.
I liked and understood the lesson
I didn’t I need some more practice
|Home task worksheet 2, cards to cut
Apples worksheet 3
|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
|Differentiation within the lesson plan is explained
|Observation and cards for quick answer, number of correct answers on the worksheet 1||Singing and dancing|
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
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.|
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?