Lesson plane "Holiday"

Lesson Plan

LESSON: Unit 9. Holiday.

Transport

School: Soviet secondary school

Date:

Teacher name: Bissimbayeva Saule

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.C6organise and present information clearly to others

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

• Understand the main ideas of the dialogues in videos;

• Recognize topic related vocabulary in dialogues;

• Act situations provided in the template;

Most learners will be able to:

• Understand details in listening extracts;

• Use topic related vocabulary in their dialogues;

• Create their own dialogues based on the given situations and act;

Some learners will be able to:

• Understand detailed information from the dialogues in videos;

• Apply topic related vocabulary in speech fluently;

• Create their own dialogues on the topic without support and act;

Language objectives

Use simple present tenses in speech

Value links

Respect to others, collaboration, academic honesty

Cross curricular links lin

Geography

ICT skills

Projector or Smart board for presenting videos, PPT. Students use IWB for matching exercises

Intercultural awareness

Students will be able to understand that every person should respect the values of other countries..

Kazakh culture

Students will be able to describe the usage of transport meansin their area.

Pastoral Care

Taking into account needs of all learners

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Learners learned the vocabulary to the topic ‘Holiday’, described their holidays, and wrote a brochure.

Plan

Planned timings

Planned activities

Resources

Beginning

0-3 minutes

3-5

Pre-learning

Suggest students listening to the sounds and ask them to identify what sound it is. Play the video without the displaying. Ask students to guess the topic of the lesson.

Introduce the topic and the objectives of the lesson to students.

Video Transportation soundhttps://www.youtube.com/watch?v=-CilXCFVwBg

PPT slides 2,3,4

Middle

5-12

12-15

16-36 minutes

Divide students into groups of 3-4. To revise the transport vocabulary, ask them to label pictures with words.

For differentiation: for fast students – put the transport words into three groups: Land, Air and Sea.

Provide students with cards with adjectives to describe transport and ask them to

• find his/her pairs with adjectives with opposite meanings:

Fast students make up their own sentences with these adjectives.

LISTENING

● Students listen to the dialogues and choose an appropriate place where the conversation is being held. (Ex.2 listening and write words).

Task 2.

Listen again and complete the sentences.

1) __________and sits under the umbrella, Emma.

2) __________ here on the towel.

3) _________ on my sunglasses.

4) Emma, can you _________ sunhat on, please.

5) You need _______ when it’s hot.

6) You mustn’t ________ straight after meal.

7) You _________ swimming in an hour

VOCABULARY and ROLE PLAY

● Students listen to the dialogues again and put the words under the pictures. Check by displaying correct answers on IWB/ or ask fast students match the pictures with the words. Make sure that students pronounce these words correctly.

● Then students listen once more and answer the questions individually.

● Encourage students to check their answers in pairs by reading the dialogues on the next page. Students may use local data.

• Formative assessment

Students act their own dialogues. They may choose a situation by preference: at the train station, at the airport or in a taxi by their preference.

If time allows, encourage students to develop assessment criteria for the best acting out of the dialogue. Jot down students’ suggestions on the board.

For differentiation: Fast learners can use information about their local area: where tourists can find a bus station, train station, airport. They make up sentences using infinitive of purpose e.g.

You can get there by _______. The bus station/ train station/ airport is at / next to/ near / opposite / in front of / on the left of / right of ____/ between the ______ and the ______.

●Role- play. Tell students that during the presentation they will evaluate each pair‘s dialogues against the criteria developed by the class.

Solution elementary. Second edition.

PPT

http://www.linguahouse.com/worksheet/transport/

Audio, videos 1,2,3

“Formative assessment L3”

End

36-40

What have you learnt with your eyes this lesson?

What have you learnt with your ears?

What have you learnt with your body?

PPT

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• More support can be given at the start and in middle of lesson by providing slow learners with suitable vocabulary for making up sentences in dialogues.

• Vocabulary revision activities are differentiated by task.

• Fast learners can be encouraged to create their own versions of situations with non-limited range of language when they practise the role-play.

• Learners can choose the situation for role-playing by their preference.

• Monitor how much vocabulary learners can recall from thesounds of types of transportation..

• Monitor learners as they cope with listening exercises.

• Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

• Make sure learners have sufficient space to act out the role-play.

• Points from Safety rules were used at this lesson.

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 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 individuals that will inform my next lesson?