| Long-term plan: Unit: 9. Holidays | School: Boarding school 3 for visually impaired students Semey |
| Date: 23.06.2017 | Teacher name:Bakdauletova Kundyz Erzhankyzy |
| Grade: 5 | Number present: | absent: |
Theme of the lesson:
| Public transport |
| Learning objectives | 5.S3 give an opinion at sentence level on a limited range of general and curricular topics5.L3 understand an increasing range of unsupported basic questions on general and curricular topics |
| Lessonobjectives |
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| All learners will be able to:Express their opinions connected to the topic with teacher’s supportMost learners will be able to:Express their opinions and justify their actionsSome learners will be able to:Analyse the situations and give reasons for their opinions |
| Assesmentcriteria | Talk about public transports |
| Language objectives | Words related to public transport |
| Previous learning | Types of transport |
| Cross curricular links | Environmental studies |
| ICT skills | PPT |
| Plan |
| Planned timings | Planned activities | Resources |
| 5 mins | Warm upSuggest 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.T presents the LO, the topic of the lesson. |
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10mins
13mins
12 min
2 min | Listening1. Teacher plays the recording about conversations at the train station, in taxi and at the airport. Learners decide where the conversations take place. Learners write down unfamiliar words into their vocabularies: ticket, single, return, platform, traffic, aisle seat, baggage, carry-on bag, boarding pass, flight.T monitors the activity and makes notes of common mistakes.“T: Listen to the dialogues and put 1, 2 or 3.How do you think who are the people who talk?”At the train station ____At the airport ____In a taxi ____ Assessment criterion: each group has found what about the conversations 1-3 and professions of the people who talk.Group work feedback: discuss the conversations and assess each other.2. Teacher gives cards with sentences. Learners put the cards into right order. Each group checks the task each other. Assessment criterion: groups put the cards into right order. Check answers each other. Each correct putting card is 1 point.
Speaking Learners are divided into three groups. Every group gets their situations that are discussed within their groups.
For differentiation: Differentiation is held by support. Learners support each other. Teacher supports less able learners.Differentiation is held by outcome. Group A-learners: find 3 situations from the card and solve the problem. Group B-learners: find 2 situations and solve the problem. Group C- learners: find 1 situation and solve the problem.
Criteria-based assessment:
Role playEach group will perform role play according to their situation cards.
Differentiation by peer’s support.Learners help each other to perform a situation.Differentiation by outcome. Learners choose a role for themselves.
Criteria based assessment:Artistic scene 1 pointClear pronunciation 1 pointCorrect grammar 1 point
Formative assessment: “One word summary”Select one word which best summarizes a topic. |
https://www.linguahouse.com/esl-lesson-plans/general-english/transport/audioplayer/transport-ex2
match situations
Case study
T: Take the role card and discuss the situation.A – You work in the check-in at AirAstana. Today all the flights are cancelled because all of the pilots are on strike. You have to explain to the passengers that there will be no flights for at least three days.B – You work for Kazakhstan Rail. You arrived at work this morning and your boss told you that all trains are cancelled today because of important engineering work on the tracks. You have to tell the passengers the news! C – You arrive at Oskemen train station. You have paid a lot of money for a ticket to Semey where you have a friend waiting for you. Your friend doesn’t have a mobile phone and will be waiting for you at the station.
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| 3 min | PLENARY Come back to the lesson objectives and summarize with students if they met the lesson objectives. Ask them to give the exit ticket feedback.
H/T: Complete the chart:
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| 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 checkICT links |
| Support for weaker students: working in pairs/groups, phrasesChallenges for more able students: Encouraged to do more writing; assist weaker students.Pair work, group work | MonitoringTeacher observation about individual progressFA according to the set criteriaPeer assessment
| Health promoting techniquesBreaks and physical activities used.
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| ReflectionWere the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? |
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Summary evaluationWhat 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 achievements/difficulties of individuals that will inform my next lesson?
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13 Қараша 2018
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