Holidays and Travel

Unit: 7.2 Holidays and Travel

School:

Date:

Teacher name:

Grade:

Number present:

absent:

Theme of the lesson

Learning about map reading

Learning objectives(s) that this lesson is contributing to

7.C9 Use imagination to express thoughts, ideas, experiences and feelings

7.R2 Understand specific information and details in texts on a range of familiar general and curricular topics.

7.S7 Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics.

7.UE14 Use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

• Convey fantasy ideas including emotions and senses.

Most learners will be able to:

• Realise particular facts and parts in reading passage.

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Some learners will be able to:

• Employ the rule for nouns and adjectives in common prepositional phrases in practice.

Language objectives

Prepositions of place and giving directions

Previous learning

Technology gadgets that can be used while travelling

ICT skills

Projector or Smart board to show a presentation

Value links

Cooperation, respect to each other, functional literacy

Cross curricular links

Geography

Intercultural awareness

Travelling in a city in Kazakhstan and abroad

Kazakh culture

Talking about how people get to places in Kazakhstan

Pastoral Care

To develop leadership skills

To provide opportunity to work autonomously

To create a friendly atmosphere for collaborative work

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Glossary

W – whole class discussion

I – individual work

P – pair work

G – group work

f – Formative assessment

Plan

Planned timings

Planned activities

Resources

Beginning

2 minutes

7 minutes

• Greetings.

Greeting learners. Setting positive atmosphere by asking some ice breaking questions.

• Warm-up: (W)

Show them the pictures of the Earth/ Eurasian continent/ Kazakhstan/ Astana city and elicit what they see. After each picture elicit what they see.

Teacher elicits the location of Astana and then the places of interest in Astana.

• What are the famous places in Astana that tourists can visit?

Teacher focuses students’ attention n slide 3 where they can see a man who is lost. Teacher elicits:

• Who is it? (a tourist) How can you know? How does he feel himself? (sad/upset/confused)

• What does he need to find a way/ place? (a map/ gadgets)

• Why is it a good idea to learn how to read a map? Is it useful?

• Can you give directions?

• Have you ever given a direction? If yes, what place was it?

• What vocabulary did you use to give directions?

Teacher elicits the topic of the lesson. Teacher introduces the learning objectives of the lesson. Pay attention to the picture and elicit why there are a lot of people carrying a “goal”. Point out that they should work together to achieve their goals.

• What is the topic of our lesson today?

Do people use a map while travelling in Kazakhstan?

Pre-teaching new vocabulary: (W)

Teacher demonstrates the pictures of the traffic lights. Teacher elicits what direction they show.

Teacher hands out the worksheet. Before doing the exercise teacher makes sure that students understand what left/right/roundabout/straight are. Students match the words with the pictures and write the correct word in the boxes below the picture (prepositions of direction and location). Provide peer assessment.

Vocabulary practice: (W)

Teacher consolidates the new vocabulary and ensures that students can use the words in the context. Teacher shows the sentences on the Active board or hands out the worksheet 2 to complete the sentences. Provide self-assessment (slide 7).

Pre-reading (I, P)

As soon as students finish sentence completion task, ask them to make up their own sentences using these words (go straight/ go past/ on the left/ on the right/ take the first left/ take the first right). Teacher shows them a map (on the slide 7) to make sentences. Teacher provides pair work.

Freer practice. Reading (I, f)

Students read the conversation and name two places that were mentioned. Teacher elicits the answers.

Teacher enables them to read the text again and do “True or False” task.

Differentiation by pace (extension):

If a student quickly grasps core activity, s/he may draw a map according to the text. They may use pencils to colour. Provide group checking and ask those who draw a map illustrate them to the class.

Plenary: (W)

What have we learned today?

What skills have you improved? (reading, speaking)

What subject can we relate the topic “Travelling”? (Geography)

Elicit what is going to be held this summer (EXPO 2017) and how this new language might be helpful. (They can give directions to the tourists).

Home task:

Learn new words

They draw a map to use on the next lesson.

PPT slides 2-3

PPT slide 4

PPT slide 5

Handout 1

Pre-teaching new vocabulary

PPT slides 6-7

Handout 2- Vocabulary practice

PPT slide 8

Retrieved from:

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/giving-directions

Handout 3-

Reading

Middle

2 minutes

7 minutes

5 minutes

5 minutes

12 minutes

End

5 minutes

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 is provided by support.

Differentiation by pace (extension).

• Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)

• Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? (give directions)

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Reflection

Were 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?

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