How do you get to school?

Long –term plan : Unit 4 Travel

School: Yаbek Esenbekov

Date:

Teacher name:Bakhramova Gulzira

Number present:

Theme of the lesson: Getting to school : How do you get to school?

Learning objectives(s) that this lesson is

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

Lesson objectives

Say its names

Shows the means of the transport

Names the action

Previous learning

In the previous unit, learners developed listening and speaking skills

Value links

• Respect

• Academic honesty

• Cooperation

Cross curricular links

Home task

Art and Russian

Learn by heart about transport and its types

Transport

Plan

Planned timings

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

Beginning

3 minutes

Middle

5 minutes

Teacher says about revision and leaners should repeat last lesson’s expressions

Teacher gives some numbers and leaners should calculate with numbers

Task I

Task II

Game “Whose tail is it?”

Teacher gives some animal’s body and its sharing tails

Leaners should find its tails and glue it then they say its name

New lesson

Task III

Teacher shows some pictures

Teacher demonstrates and drills pronunciation for types of transport Bus car bike school bus tram train visual and actions

Task IV

Teacher shows a school ‘s picture and teacher takes questions to the leaners How do you get to school?

leaners should answer the questions

F E: This is a bus I go to school by bus

This is a school bus I go to school by school bus

In conclusion time All leaners say the words in in this lesson

Handouts

Coloring papers

Cards

CD –audio recording

5 minutes

5 minutes

6 minutes

End

5 minutes

Feedback: Traffic light

Leaners will show sheets with signs

Green – know about transport and answer the questions

Yellow -have difficulty to pronounce transport and hardly answer

Red- I don’t know nothing

Stickers

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?

Cross-curricular links Health and safety check ICT links Values links

More support:

At start of the lesson, they will merry

 learners will listen and sing with CD

And they will work cooparation

 More able learners: give some pictures and they will say and pronounce correctly

A leaner

• Shows the means of transport

• Names tansports correctly using : this is / by

• Names the action ‘on food’

• asks and answers questions.

• Pronounces topic words and expressions

Refleсtion

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?

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?