Hot and cold

Lesson plan.

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
Lesson objectives
			*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;
ICT skills
Previous learning			*Animals, days of the week*
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Beginning 5 minutes	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.						Students’ cards
Middle 3 minutes 5 minutes 5 minutes 7 minutes 10 minutes	Activity 1. 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. Activity 2.Drilling Then show them new cards with WEATHER vocabulary, practice saying them and making a sentences. Activity 3. 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. Activity 4. To revise animals and weather vocabulary students listen and sing a song. Activity 5. Students listen and tick or circle the weather words they hear. Examples: 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: www.youtube.com/watch?v=KAYZo8a8AHg worksheet 1
End 2 minutes 3 minutes	Save some time for explaining the homework. They have to cut the cards and learn new words, also do som overwriting. Plenary 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
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 ICT links
Differentiation within the lesson plan is explained				Observation and cards for quick answer, number of correct answers on the worksheet 1		Singing and dancing
Reflection 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.

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: What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?