Паронян-Ткаченко Софья Мартуновна
город Атырау Средняя школа №24
учитель английского языка в начальных классах
|Unit 7: 1 Water, water everywhereSchool:NIS Kokshetau||School: 24 Atyrau|
|Date:||Teacher name: Paronyan – Tkachenko S.M.|
|Theme of the lesson: Rain, rain. The Water Cycle|
|Learning objectives(s) that this lesson is contributing to||184.108.40.206 pronounce familiar words and short phrases intelligibly when reading aloud;
220.127.116.11 recognise, identify and sound with support a limited range of familiar words in simple sentences;
18.104.22.168 read and follow with limited support familiar instructions for classroom activities
|Lesson objectives||All learners will be able to:
Most learners will be able to:
Some learners will be able to:
|ICT skills||Using SMART board and projector|
|Value links||Appreciating the Earth’s Resources|
|Previous learning||Water usage verbs|
|Cross curricular links||Biology|
|Planned timings||Planned activities||Resources|
Today I will tell a story about the water cycle.
|Pictures & words about the water cycle
DIDACTIC MATERIAL 1
Video about Drippy the Raindrop
|Write the words in a notebook along with the transcription and translation.
rain — [reɪn] – дождь
drop — [drɔp] – капля
flood — [flʌd] – наводнение
thunderstorm — [ˈθʌndəstɔ:m] – молния
thunder [ˈθʌndə] – гром
water [ˈwɔ:tə] – вода (водный)
cycle [ˈsaɪkl] – цикл
|18 mins||. Follow the link, and watch a cartoon about the water cycle and answer questions.
My Water Cycle Story
Differentiation: Strong students may want to add extra information. Allow them to add information as long as they follow the correct water cycle sequence.
Feedback: Collect the papers and provide written feedback.
Water Cycle Story Board
|Closing & Reflection
Ask students to name the four stages of the water cycle.
Have students write in their copybooks:
Today I learned how to use first, second, third, fourth and last to tell a story.
|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?|
|The lowest learners have support with writing the story. Stronger students can add varying levels of information to their story.||The teacher can see how well students understand the information by checking through their stories, once collected.|
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?
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?