Unit of a long term plan Holidays

School:

Date:

Teacher name

Saparova Saltanat

CLASS: 5

Number present: 11

absent:

Lesson title

Transport

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

Lesson objectives

All learners will be able to

• talk about transport using pictures and write sentences with support

Most learners will be able to

• talk about their holidays describing place, objects and write some sentences with support;

Some learners will be able to

• link sentences into paragraph using zero conditional and defining relative clauses with which who that where without support

Assessment criteria

Write about holidays describing place, objects using zero conditional

Values links

Economic growth based on industrialization and innovation

Cross-curricular links

Geography

ICT links

Interactive board, pictures of transport

Previous learning

Transport

Plan

Planned timings

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

Resources

Start

5 min

Greetings: Good morning my dear students!

Who is on duty today?

Who is absent?

What weather like today?

What was your hometask?

Divide into 2 groups: urban and private

Warming up: “I have never been …” activity.

“Picture prompt” -activity

Use pictures of transport. How do you think what theme have we got for today?

The method: Picture prompt.

Pictures of transport, places, activities

Middle

5 min

10 min

3 – min

10 min

2 min

“Word tree”

I. SPEAKING ACTIVITY/ group work. Acquaint new words. Match words with picture.

A flower, a taxi, a table, a car, a train, an airplane, a ruler, a coach, a raft, a helicopter, a Jet, a ship, an air, a ferry boat, a ground, a hot air balloon.

II. Writing activity./Group work. Task: 2 Find types of transport.

Transport

Water Air

Urban Other

A taxi, a car, a train, an airplane, a coach, a raft, a helicopter, a Jet, a ship, a ferry boat, a hot air balloon

Descriptor:

They can match the words with picture

They can find types of transport

Warm- up:

The train

Tickerty-tack

Over the track

Far, far away

Puffing all day.

Tickerty-too,

Harry up do

Task 3. Writing activity. Make up sentences in Zero Conditionals sentences defining relative clauses with which, who, that, where..

If you visit Astana in winter, bring warm clothes with you where it is very cold.

If I miss the train, I drive to work which is fast.

Descriptor:

A learner:

-writes sentences using zero conditional clauses correctly;

-uses which, who, that, where properly

Formative assessment

Orally

The method: “word tree”

pictures

The method: Graphic organizer.

Pictures, board

The method

Peer work

End 2 min

3 min

Home task: Ex: 5

feedback

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?

Health and safety check

I'll show learners picture with transport ,I give support to learners make up sentence .In warm up activity I use pictures in order to promote learners and to simplify their understanding .

2 Using flash cards in introducing new words is very useful because It can help learners for their visualization .

3.Uising graphic organizers to find types of transport .Can develop creative thinking and improve their memorization.

4.I explain 0 conditionals then I will give the task .I use laws dropping to support and give direction if they need.

Assessment by smiles

Peer assessment

Keep the safety

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? 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 individuals that will inform my next lesson?