Ашық сабақ "“Transport”" 6-сынып

Unit of a long term plan

Unit 9

School:

Date:

Teacher name:

Grade 6

Number present:

Number absent:

Lesson tittle:

“Transport”

Learning objectivesthat this lesson is contributing to (link to the

Subjectprogramme)

6.С9 Use imagination to express thoughts ,ideas, experiences and feelings.

6.S7use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and some curricular topics.

6.L3 understand more complex supported questions on a growing range of general and curricular topics.

6.UE3 use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics.

Lesson objectives

All learners will be able tounderstand the main ideas of the dialogues in the videos, ask and answer the questions

Most learners will be able totalk about ways of travelling and types of transport.

Some learners will be able to Create their own dialogues based on the given examples without support and act.

Assessment criteria

• name the kinds of transport;

• talk about ways of travelling using familiar words;

• make dialogues and posters,give information.

Language objectives

Learners can talk about kinds of transport.

Value links

Economic growth based on industrialization and innovation.

Cross curricular link

Geography,Kazakh/Russian, Physics

Previous learning

Learners will have prior knowledge of some of the vocabulary associated with neighborhood.

Plan

Planned

timings

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

Resources

Start

10 min

Organization moment: a)Greeting;

b)Duty’s report

Warm-up: a) Listen to the song and tryto pronounce sounds;

b) Answer the questions: What sounds

can make the train?(the bus, the plain,

the car, the ship).

BRAINSTORMING STRATEGY:

c)Answering the questions learners name

the theme of the lesson.

Dividing into three groups:

Choose the picture, name it and find the group.

Sounds song, an active board, pictures

Oral comments

Middle

5 min

5 min

5 min

5 min

End

10 min

(W)Presentation:Learners watch the video about Transport.

Task1

(G)PRACTICE: TPR APPROACH: Learners from each group take pictures and show to other group. Take the card, name the kind of transport using gestures.

(Teacher checks learners understanding through formative assessment- smiles)

.

Task 2

They should match the words with the opposite meanings.

Cheap-expensive ;comfortable –uncomfortable; convenient- inconvenient; dangerous -safe; fast –slow.

Task 3

PREVIEW APPROACH

Listening

Students listen to the dialogues and choose an appropriate place where the conversation is being held.

Task 4

Complete the sentences with the appropriate words. Use only one word in each gap: roadworks, off , underground,  pedestrian, helicopter

1. A ________ is an aircraft that uses rotating wings called blades to fly.

2. The ___________ is a railway system in which electric trains travel mainly below the ground.

3. There are delays on our main motorway because of ______________ .

4. A _______________ is a person who is walking in a street.

5. Is this Mayakovskaya Street or should I get _______________ at the next stop?

* * *

Complete the text below. Use one word for each gap:  take off, a motorbike, trips, an accident, carriages,  flight, traffics jam, check, passenger, get to

1. It’s dangerous to ride ____________without a helmet.

2. Some people use cars even for short__________.

3. He once waited eighteen hours because of the _____________.

4. If you keep driving fast, you will have ___________________.

5. A person who travels on public transport is a ______________.

Group assessment sheet

(I) Conclusion.

Basketball strategy. Move questions between learners.

1. Which transportation do you prefer-air,sea or board?

2. What type transport do you think we will see in the future ?

3. Do you like travelling by aeroplane?

4. What do you think is the most dangerous form of transportation?

5.What is your favourite kind of car ?Why?

6.Do you like riding a bicycle?

Descriptor: a learner asks and answers the questions.

Feedback: “Two stars and one wish”.

Let’s conclude our lesson. Take the stickers and answer of the following question: how did you feel at the lesson? What was difficult and easy for you.

Assessment: After every activity teacher gives smiles, give oral comments

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

Presentation.

Oral comments

Work

sheets,

smiles

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

Work sheet

Magic box

Stickers

Cards

Reflection

“Traffic light”

T- Everyone of you has three colored circles like traffic lights. At the end of the lesson you should show me how well you understand the tasks.

Green- no problems. All is clear.

Yellow- I have some problems. Explain me again.

Red- I don’t understand the task. I need one’s help.

Additional information

Differentiation – how do you

plan to give more support?

How do you plan to challenge

themoreablelearners?

Assessment – how are you

planning to check learners’

learning?

Cross curricular links

Health and safety check, ICT links, Value links

By asking questions, with the help of the different tasks

With the help of scores on stickers

Geography,Kazakh/Russian,Physics.

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.

I think my objectives are realistic because I see the results. I could link the previous lesson with today’s lesson. I could link learning objectives with lesson objectives.

The learners do the tasks according their abilities.

All learners learn some words, name the kinds of transport;

ask and answer the questions using familiar words;

Most learners read and write out key words, make up claster.

Some learners retell the text using key words.They pay attention for their grammar: Predict the story using new lexic and grammar structure, express opinions and solve problems. It helps todevelop learners’creativity and critical thinking skills. These tasks could involve the learners in teaching process, help to develop learners’ listening, reading, speaking and writing skills.

According Bloom’s taxonomy there are some levels of thinking skills: Knowledge, Understanding, Application, Analysis and Creativity.