Lesson plan Unit of a long term plan: Holiday School: T.Zharokov Date: 15.05.2018 Teacher name: Zhunusova G.A. CLASS: 5B Number present: absent: Lesson title Transport Learning objectives(s) that this lesson is contributing to (link to the Subject programme) 5.L2 understand an increasing range of unsupported basic questions which ask for personal information 5.S2 ask simple questions to get information about a limited range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics Level of thinking skills Lower-order thinking skills Lesson objectives All learners will be able to : use new transport words and adjectives to describe transport Most learners will be able to : create questions to find out how students get to school. Some learners will be able to : talk about their holidays describing place, activities and write some sentences;
Assessment criteria Ask simple questions to find out general and specific information in a class survey Talk about holidays describing place, activities
Values links Respect intercultural awareness and to be polite and respectful to each other Cross-curricular links Geography Previous learning Holiday activities Plan Planned timings Planned activities (replace the notes below with your planned activities) Planned activities (replace the notes below with your planned activities) What will the pupils learn? How will they learn it? Suggested Teaching Activities Active Learning activities Resources Start 4 min Greeting: learners respond to greeting of the teacher and take their places. “Picture prompt” -activity Use pictures of transport. How do you think what theme have we got for today? Teacher asks the learners to identify today’s theme and asks what the holiday means. Teacher introduces lesson objectives and Assessment Criteria to the learners. Song: “Vehicles and Transportation” Pictures of transport, places, activities Middle 2 min
Acquaint new words: a taxi, a car, a train, an airplane, a coach, a helicopter, a ship, a boat, a lorry, a scooter, etc. Let`s go divided these words the on the categories and make up sentence.
Land Sea Air
f.eg: How do you get to Astana?-I get to Astana by train. Differentiation for more able learners: Why you choose this type of transport? AFL: Oral feedback
I. Task 2. Learners choose pictures of transport, city, weather and activity and use them to talk. They are asked to questions: Where do you want to go?- How do you get there? What do you do there? What is the weather like in that place? Teacher gives out a worksheet with table to every learner. Ask the learners to take notes using given pictures below. name place transport weather activities Ss AFL: Gallery- nomination “Best work” W. Task-3 Song : ”Let’s be planes!” Phonetic drill: “Choral repetition” activity Poems about transport. The train Tickerty-tack Over the track Far, far away Puffing all day. Tickerty-too, Harry up do! Trains cannot wait, Must not be late. Tickerty-tock, Nickerty-nock, Speeding along’ Singing the song. Tickerty-tackerty Nickerty-nackerty Tickerty-tackerty Tock!
Pair work Make a dialogue:
Where do you want to go? I want to go to England How do you get there? Why? I get there by train
AFL 2 stars and a wish For group assessment, ask students to give a star and a wish. The star = 1 thing that are good about the piece of work, a wish = something they can improve to make it even better “Word tree”, flashcards, pictures
A2 paper, colour marker
End 5 min Reflection Teacher gives her comments about students work and ask students write “All you know”-activity Students write down everything they know about “Transport” at the start of the unit. Feedback
Home task is to learn the poem So, our lesson is over. Good bye! Stickers 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
Task 1. Divide these words on the categories and make up sentence. Differentiation by outcome for more able learners: Why you choose this type of transport? Task 5. Differentiation by task for more able learners: -make up a story connecting sentences into paragraph Task 6. Match a word in A with a word in B to take a new word. Differentiation by More able learners make up sentences using compound nouns; Less able learners translate the words
At the end of the lesson, learners reflect on their learning: “All you know”. Yes or No cards 2 stars and a wish Gallery Oral feedback
- ICT displays - smart/interactive white boards or screens, projectors;
Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? 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:
What have I learned from this lesson about the class or individuals that will inform my next lesson?