How was your weekend?

LESSON 5 : Unit 6 Travel and Holidays

School:

Date:

Theme: How was your weekend?

Teacher’s names: Zh. Ilyasova

Grade 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.1.6.1 organize and present information clearly to others 6.2.8.1 understand supported narratives including some extended talk, on a range of general and curricular topics

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

Lesson objectives

Learners will be able to:

• organize and present information clearly to others in presentation

• understand supported narratives in listening

• use new words and Future Simple to talk about future parks

Assessment Criteria

Learners organize and present information clearly to others

Learners understand supported narratives and identify information

Learners use appropriate subject-specific vocabulary and syntax

Value links

The lesson is aimed at developing learners’ respect to each other, cooperationand intercultural awareness

Cross curriculum links

Geography, Social Studies

Previous learning

Weather conditions

Planned timings

Planned activities

Resources

Lesson Part I

Start

5 minutes

Warming up:

Teacher draws a mind map on the board and asks students what pictures come to their mind when they see a “Park”. (W)

(Possible answers: walking, jogging, tree, birds, relaxing, fresh air, friends, people, and attractions.)

Park

Teacher introduces the learning and lesson objectives and possible outcomes with the students.

Interactive Board

3 minutes

10 minutes

5 minutes

Pre-listening

Teacher shows pictures of Babbacombe Model Village and Almaty Central parks and asks the following questions:

• Do you know the names of these parks?

• Do you know where the parks are situated?

• What is the special about these parks?

• Which park would you like to visit? Why? Why not? (W)

While listening

Students listen to, read the text “Parks around the World”, and find out information. (W, I, f)

• Do you know the names of these parks? (Babbacombe Model Village, Almaty Central parks)

• Do you know where the parks are situated? (Babbacombe Model Village - England, Torquay,

Almaty Central parks – Kazakhstan, Almaty)

• What is the special about these parks?

1. Miniature vehicles, shops, houses, castles and English famous landmarks like Stonehenge)

2. Attractions, fairground rides, cinema, camel ride around the park).

Post listening

Teacher checks new words in the text with the students. Students listen to the new words, repeat and translate them.

Video

10 minutes

10 minutes

Speaking

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

Descriptors

• Uses new vocabulary (3-4 words, hidden, treasure, miniature, landmark, tiny, light up, amusement park, attraction, fairground ride, arrangement)

• Uses Future Simple to describe their future parks

Teacher says: “Imagine that you are architectures and government asks you to draws a plan of the future park in Turkistan. Now in groups you need to draw your parks.”

Students in groups 4 draw a picture of “Future Park in Turkistan” (G)

Students present their parks. When first group presents the other groups should assess whether the followed the descriptors. (peer assessment)

Posters

2 minutes

Reflection

Teacher asks feedback from students;

• What have you learned?

• What was difficult?

• What was interesting

• Could we achieve the lesson objective?

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Learners’ Assessment – how are you planning to check learn learning?

Health and safety check

Аllow less confident learners to give different levels of response (differentiation by outcome); or let some learners ask and answer a fewer number of questions (differentiation by task). Monitor and take notes for future planning.

Аllow less confident learners to give different levels of response (differentiation by outcome); or let some learners ask and answer a fewer number of questions (differentiation by task). Monitor and take notes for future planning.

Teachers will keep a close eye on safe learner activity

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 individuals that will inform my next lesson?