Holidays and Travel

Lesson plan

Unit of a long term plan Holidays and Travel School: Granitniy BS
Date: 09.04.2019 Teacher name: A. S. Shakhmetova

CLASS: 6 A Number present: 12 absent:
Lesson title Holidays and Travel
Learning objectives(s) that this lesson is contributing to (link to the Subject programme) 6.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and some curricular topics
6.S3 Give an opinion at sentence and discourse level on an increasing range of general and curricular topics
6.4.2.1 Understand independently specific information and detail in short simple texts on a limited range of general and curricular topics
Lesson objectives All learners will be able to:
Talk about holidays and travels using subject-specific vocabulary and syntax
Identify independently specific information and detail in short simple texts about holidays and travel
Most of learners will be able to:
Practice speaking about holidays and travels using subject-specific vocabulary and syntax
Distinguish independently specific information and detail in short simple texts about holidays and travel
Some learners will be able to:
Organize speaking about holidays and travels using subject-specific vocabulary and syntax
Select independently specific information and detail in short simple texts about holidays and travel
Assessment criteria Use holidays and travel vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
Recognize particular facts and parts in reading passage
Values links Respect to culture of other countries
Cross-curricular links Geography
Previous learning Our Health
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start Warm up and division into groups:
Teacher gives parts of puzzles and students should find other parts and gather them.
(China, Spain, Thailand, Japan)
They stay in that group which they constructed.

Handout 1
Middle Pre-reading activity:
Teacher gives different texts to the groups, students should look through the text and find the new words from the text. Stickers are given to write.
“Hungry Tom” activity. Students stick the stickers onto the board under the picture of “Tom”. The teacher together with students define the active and passive lexis of the lesson. Teacher organizes vocabulary work.
While-reading activity:
Each group reads their own text, then the speaker goes to the next group and explains the text.
Descriptor: Read the text.
Discuss the text in your group.
Tell your text to the next group.
Feedback: Smiles of different emotions are given to students. After the Speaker’s speech they raise their smiles.

Post reading activity:
Teacher gives a task to fill in the graphical organizer according to the text.
Descriptor: Fill in the organizer according to the text.
Assessment: Teacher gives the keys and the groups check each other by changing their works.
Formative assessment:
Task. Take turns describing your dream place/holiday. Give two-three reasons.
Justify your opinion by giving reasons, ask each other question.
Possible questions:
Where do you want to travel?
Why do you want to visit it?
How do you prefer to travel?
Do you like to travel with family or friends?
“Double circle” activity : Students stand on two circles, in a limited time the partners must tell each other about their dream travel.
Descriptor:
 uses topical vocabulary appropriately
 Pronounce the words correctly
 provides logical and consistent information using appropriate linking words.
Peer assessment : by the descriptor

Stickers

Handout 2

Smiles

Handout 3

End Cinquain: Line1 – 1 word (noun)
Line2- Description -2 words (adjective)
Line3- Action – 3 words (verb)
Line4- Feeling -4 or more words
Line5 –Title (synonym for a title)-1 word
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

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner). Use this section to record the techniques that you will use to assess what the learners have learned during the lesson. Health saving technologies.
Using physical exercises and active activities.
Rules from the Safety Rules book which can be applied in this lesson.
Reflection

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:

2:

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