Unit of a long term plan: Transport

Unit of a long term plan: Transport

School: № 112

lyceum
lyceum

Date:

Teacher name: Kydyrbayeva Kamar

CLASS: 6

Number present:

absent:

Lesson title

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

6.1.9.1. use imagination to express thoughts, ideas, experiences and feelings.

6.2.4.1 understand with limited support the main points of extended talk  on a limited range of general and curricular topics

6.3.8.1 recount some extended stories and events on a limited range of general and curricular topics;

6.4.2.1understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.4.2.1 use future form will make offers, promises, and predictions on a growing range of  familiar general and curricular topics.

Lesson objectives

All learners will be able to:

·         Make a short story about your trip

·         Identify the main idea of topic and retell it

·         Identify and compare the main information from the text

·         Practice using of Future form

Assessment criteria

·         Introduce own short story

·         Use appropriate topical vocabulary in their speech

·         Find out the main idea and explain detail information

·         Complete the sentences to make offers, promises and predictions

Values links

Labour and creativity, cooperation, lifelong learning

Cross-curricular links

Geography

Previous learning

They know Future Simple and Continuous

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

(Beginning of the lesson)

5min.

Greeting: Teacher greets learners and ask them: Did they manage to learn as much information as it was possible about different transport? Revise the words, related to transport

Dividing into subgroups: Teacher divided learners into 3 groups (air, water and land transport).

Solve the riddles

1)This vehicle makes frequent stops

So getting to places can be slow

In London they’re usually red

The ones you take to school are yellow   (Bus)

2)I’m a transport you don’t have drive

Which means you can sit back and relax

I can take you across the country

Not in the air but along some tracks    (train)

Teacher tells learners the objectives of the lesson.

      Explaining the grammar Future Form

Teacher gives some examples and asks learners to make sentences using Future form in orally.

Video

PPT

Middle(of the lesson)

10min.

10 min.

    5min.

5min.    

Activity 1. Individual work. Differentiated tasks [6.4.2.1]

Choose one activity and do tasks

A.Choose the correct item

1.I promise I will/am going to try a green curry in Thailand

2.We will/are going to take a gondola ride today – I arranged it last night.

3.I will/is going to call a taxi for you

4.You’re packing a suitcase. Will you/Are you going to go on holiday?

Assessment: Teacher gives green ticket for learners without mistakes; yellow ticket with mistakes. T. provides feedback who needs it.

B.Complete the sentences in Future form using words from tablet

1.Mary_____ with the cooking

2.I______ you tomorrow

3.It_______ a nice day tomorrow

4.I think Brazil ______ the World Cup

5.I’m sure you _______the film

6.We _______ you an email

Descriptor    a learner

-read the sentences

-complete the sentences in Future form

-use words from tablet

Assessment: Teacher shows right answers\assess and gives oral or written feedback.

C.Complete the sentences and guess “will” for promises, offers or predictions

1.________ I help you with those bags?

2.Don’t worry. We_____ be late.

3.I think it _______ be rain tomorrow.

4.I promise I _______ forget to phone you.

Descriptor    a learner

-read the sentences

-complete the sentences

-find out which one for promises, offers and predictions

Assessment: Teacher gives green ticket for learners without mistakes; yellow ticket with mistakes. T. provides feedback.

Activity 2. Group work [6.1.9.1]

Teacher shows the map of Kazakhstan. Learners should think and imagine their story using transport.

Ex: How can they get to cities of Kazakhstan?

Descriptor    a learner

-look at board and pictures

-imagine your trip

-make a poster and present it.

Assessment: Teacher gives green ticket for learners without mistakes; yellow ticket with mistakes. T. provides feedback.

Activity 3. Listening and Speaking. Pair and individual work. [6.2.4.1, 6.3.8.1]

Listen to James and Stella describing their journey. Which kind of transport does each person use?

Draw James and Stella’s journey map. Listen again. How long does it take each person to get?

Descriptor    a learner

-listen attentively

-draw their map

-present it

Assessment: Teacher assess learners by giving tickets and  gives oral or written feedback.

Activity 4. Work in group [6.4.2.1]

Look at the pictures. In which country can you see these types of transport? Listen and read to find out. Do task (T/F)

Exploring the world

Descriptor    a learner

-look at the pictures

-listen and read

-find out transports

-do task (T/F)

Assessment: Teacher shows right answers\assess and gives oral or written feedback.

Pictures

PPT

Worksheets

End (of the lesson.)

5min.

Reflection: Learners provide feedback an what they have learned at the lesson. Learners will continue the following sentences (in written or orally):

In this lesson I have practiced the following grammar structures…

I still have some problems with…

Feedback

Teacher will identify which group has more tickets and give them golden ticket to London. Teacher gives oral or written feedback.

Homework:  Writing postcard to your English pen-friend. You are on holiday and you’re travelled in a strange means of transport.

 Stickers

Tickets

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

Teacher supports less able learners pictures, by synonyms, by descriptor, by giving  sentences structure.

Teacher challenges more able learners by presenting main summary, by describing without support create sentences.

Learner’s learning is checked by teacher’s correction.

-Monitoring

-eaves dropping

-assess by descriptor

-assess with tickets

Green ticket — excellent

Yellow ticket— good

Red ticket— satisfied

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 books 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 oral achievements/difficulties of individuals that will inform my next lesson?