The natural environment: The weather

Lesson: Term 4

The natural environment: The weather

2.S3: Pronounce unfamiliar words and phrases, connect them with familiar words

2.L3: recognize with support common names and names of weather changings

2.UE3: use basic adjectives to describe the words concerning the theme

2.L1: recognize short basic instructions for a limited range of classroom routines spoken

• Listen and understand a song using the contextual clues
• Read and understand new vocabulary
• Pronounce unfamiliar words and short phrases
• Do the gestures

• Enjoy listening and sing a song
• Do the gestures while singing

• Understand the mean points of the song and poem
• Memorise words about weather
• Read the poems and words, song fluently
• Translate the word combinations
• Learn by heart poems

Planned

timings

Planned activities

(replace the notes below with your

planned activities)

0-5 min

Teacher will greet children and children too. Then switch on the relaxing music. Then will read the poem.

Spring is here! Spring is here!

Winter is gone and flowers appear!

Children, come out! And jump the rope!

Spring is here now! I hope! I hope!

Smilе to sun! Smile to friends! Smile to guests! And smile to me!

• Thank you! Before taking your seats choose

these smiles at the beginning of the lesson (characters that represent an emotion), and divided into two groups with your smiles, please.

Audio recorder

Smiles

Write poem on interactive board.

• Let’s begin our lesson! Listen this song.

“Weather song”

To find the theme of the lesson

Video “Weather song”

An interactive board

“Teach the weather vocabulary”

Before class prepare the weather flashcard pictures for the vocabulary; sunny, windy, rainy, cloudy, snowy.

Repeat them with your teacher. Stick these cards around the walls of your classroom

Middle

10-15

Play “Touch the cards”

Teacher walks around the classroom touch the weather cards. Get all your pupils to stand up. Teacher shouts out a weather word (e.g. it’s sunny!) pupils have to run to over the correct picture, touch it and say

15-25

Sing “The weather song” and talk about the weather outside

Motion for your students to come over the window (or even outside) Say a few times “How’s the weather?”, “Look outside” and use gestures about weather words. Encourage them to join in and sing along. Play the song two or three times.

Verse 1:

How is the weather? How is the weather?

Look outside.

How is the weather? How is the weather?

Look outside.

Video from youtube

Gestures for the weather song

There are some easy gestures you can do as you sing along to the song:

1. For the question

part “How is the weather?” sing along and do the ‘palms of the hands up’ question gesture.

1. For the ‘look

outside’ part, face the window and put your hand over your eyes (like a salute), as if you were looking into the distance.

1. Use hand gestures

for the weather words:

• Sunny: slowly

spread your arms out

• Rainy: wiggle your

fingers downwards like rain

• Windy: gesture

wind blowing out of your mouth

• Cloudy: make

cloudy shapes with your hands

• Snowy: wiggle

your fingers downwards like snow

and shiver

• Foggy: close your

eyes and put your hand out in front

like you are trying to feel for

something you can’t see

• Hot: fan your face
• Cold: shiver and wrap your arms
  around your body

Read classroom reader “What weather do you like?”

Before class, download and print off the reader “What Weather do you like?” from our website. As you go through each page, point to the pictures and elicit each key word, e.g:

T: What is this?

P: It is a flower.

T: And how is the weather?

P: It is sunny

T: That is right

End

30-40

Do “Weather match and draw” worksheet

To finish off the lesson, give out the worksheets.

Assessment “Traffic light”

Red, green, yellow sticks.

red – 5

green – 4

yellow – 3

“Emotion smiles” at the end of the lesson

Differentiation

howdoyouplanto

givemoresupport?

Howdoyouplanto

challengethemore

ablelearners?

Assessment – howare

youplanningtocheck

learners’ learning?

Cross-curricularlinks

Healthandsafetycheck

ICT links

Valueslinks

• Moresupportcan

begivenby

ensuringlessconfident

readers

saylinesofpoem

aloudwith a

partner. Theycan

writethreewords

theylikeinthe

poem.

• Moreable

learnerscanwrite

and/orreadaloud

thelongerlinesin

poem, andthink

ofmorerhyming

wordstoaddto

thethreesets.

Write 8 words

they like in the evaluation

• Walkingaroundand

listeningtolearners

astheyreadthe

poemaloud. Noting

whichlearnerscan

remembermany

words, somewords,

a fewandhardlyany.

• Monitoringlearners

astheycirclewords

onworksheet: can

theyidentifytopic

vocabulary, sounds

andimperative

verbs?

• Science: materials objects are made from
• Citizenship: caring for the Planet; recycling used

objects

Reflection

Were the lesson

objectives/Learning

objectives realistic?

What did the learners

learn today?

What was the

learning atmosphere

like?

Did my planned

differentiation work

well?

Did I stickto

timings? What

changesdidmake

frommyplanand

why?

Use the space below to reflect on your lesson. Answer the most relevant

questions from the box on the left about your lesson.

Summaryevaluation

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:

Whathave I learned from this lesson about the class or individuals that will inform my next lesson?