Паронян-Ткаченко Софья Мартуновна

3.3.1.1 recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.3.2.1 read and follow with limited support familiar instructions for classroom activities

• Describe the water cycle using ‘first, second, third, fourth and finally’ with considerable support

Most learners will be able to:

• Write a story about a rain drop in the water cycle with some support
• Describe the water cycle using ‘first, second, third, fourth and finally’ with support

Some learners will be able to:

• Make a sentences with the new words

10 mins

Today I will tell a story about the water cycle.

1. The teacher reviews the water cycle through pictures and words on the board. Students may come up and match the words to the picture. Students may also physically act out the word while one student is matching word to picture.
2. The teacher pre teaches the word ‘raindrop’ and draws a picture on the board.
3. The teacher writes two question on the board for students to answer & tells students they are going to watch a video about a raindrop:

1. What is the raindrop’s name in the video?
2. Where does the raindrop go?

1. Play the video and have students discuss the video by answering the questions at the end. At each stage of the story, also hold up the corresponding vocabulary word (i.e. hold up COLLECTION when Drippy collects in the river)

DIDACTIC MATERIAL 1

Video about Drippy the Raindrop

10 mins

rain – [reɪn] – дождь

drop – [drɔp] – капля

flood – [flʌd] – наводнение

thunderstorm – [ˈθʌndəstɔ:m] – молния

thunder [ˈθʌndə] – гром

water [ˈwɔ:tə] – вода (водный)

cycle [ˈsaɪkl] – цикл

https://www.youtube.com/watch?v=nIkRu9LL4sk

My Water Cycle Story

1. Pass out the water cycle templates. Show students that there are 6 boxes and that they match the 6 sentences on their story preparation cards.
2. Have students complete the story about a raindrop using the sentences from their story preparation sheet.

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.

https://www.youtube.com/watch?v=nIkRu9LL4sk

Water Cycle Story Board

2 mins

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.

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)?

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?