Transport in my town

Unit of a long term plan: Holiday

School:

Date:

Teacher name:

CLASS: 5

Number present:

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

5.UE17 use if clauses (in zero conditionals); use where clauses ; use before/after clauses (with past reference)

use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics

Level of thinking skills

Lower-order thinking skills

Lesson objectives

All learners will be able to :

• talk about their holidays using pictures and write sentences using if clauses;

Most learners will be able to :

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

Some learners will be able to :

• link sentences into paragraph using zero conditionals and defining relative clauses with which who that where

Assessment criteria

-Write about holidays describing place, objects using zero conditional

Values links

Respect intercultural awareness and to be polite and respectful to each other

Cross-curricular

liks

Geography

Previous learning

Holiday activities

Plan

Planned timings

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

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start

4 min

Greeting: learners respond to greeting of the teacher and take their places. Dividing into subgroups using cards with word {1 group - public transport ; 2 group - private transport; 3 group - urban transport}

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? Teacher asks the learners to identify today’s theme and asks what the holiday means. Teacher introduces lesson objectives and Assessment Criteria to the learners.

Pictures of transport, places, activities

Middle

2 min

4 min

4 min

2 min

7 min

12 min

5 min

- Teacher revises the words using “Word tree”, flashcards, pictures about holiday and transport (take photos, look around, buy souvenirs, do shopping, go sightseeing, loose the way, spend money, monuments, theatres, bridges, parks, statues, palaces, cathedrals, art galleries) In feedback learners name the transport, places, activities looking at the pictures.

I. Task 1.

Acquaint new words: 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. Let`s go divided these words the on the categories and make up sentence.

Transport

Water Air

Urban Other

f.eg: How do you get to Astana?-I get to Astana by train.

Differentiation for more able learners:

Why you choose this type of transport?

AFL: Oral feedback

I. Task 2.

Learners choose pictures of transport, city, weather and activity and use them to talk. They are asked to questions:

Where do you want to go?-

How do you get there?

What do you do there?

What the weather is like in that place?

Teacher gives out a worksheet with table to every learner. Ask the learners to take notes using given pictures below.

AFL: Gallery- nomination “Best work”

W. Task-3

Phonetic drill: “Choral repetition” activity

Poems about transport.

G. Task 4. “Basketball questions”- Activity

Answer the question.

What do you like to do on weekends?

(I usually go to the beach. I usually watch TV. I play football.) And compare your answer with this sentence.

If it`s hot, I usually go to the beach. What you see, what differences are there? How connect two sentences between themselves? Try to change your answers using this structure.

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

f.eg: 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

AFL: An opinion to your neighbor

G. Task 5: “Round station” activity

Each group chooses a table and make your journey. 1st group must to write about chosen city. 2nd group must to write transport. 3rd group about sightseeing. When they are finished each group must pass the paper and the table next to group and check it. This activity each group repeat three times and each group must complete more information. Every time the learners reads sentences, gives their assessment and shows the mistake if they find them.

Descriptor:

A group

-selects an appropriate table;

-writes clear about chosen city, transport, sightseeing using if clauses;

-gives feedback and read the sentences

Differentiation for more able learners:

-make up a story connecting sentences into paragraph

Differentiation for less able by support

AFL 2 stars and a wish

For group assessment, ask students to give a star and a wish. The star = 1 thing that are good about the piece of work, a wish = something they can improve to make it even better

I. Task 6.

Match a word in A with a word in B to take a new word

Differentiation:

More able learners make up sentences using compound nouns

Less able learners translate the words

“Number speak” activity (any learner say own version, if the learners agree-yes, if they disagree-no)

AFL- Yes or No cards

“Word tree”, flashcards, pictures

Pictures, cards

A2 paper, colour marker

End

5 min

Reflection

Teacher gives her comments about students work and ask students write “All you know”-activity

Students write down everything they know about “Transport” at the start of the unit.

Home task is...

So, our lesson is over. Good bye!

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

Task 1. Divide these words on the categories and make up sentence.

Differentiation by outcome for more able learners:

Why you choose this type of transport?

Task 5. Differentiation by task for more able learners:

-make up a story connecting sentences into paragraph

Task 6. Match a word in A with a word in B to take a new word.

Differentiation by More able learners make up sentences using compound nouns;

Less able learners translate the words

At the end of the lesson, learners reflect on their learning:

• “All you know”.

• Yes or No cards

• 2 stars and a wish

• Gallery

• Oral feedback

- ICT displays - smart/interactive white boards or screens, projectors;

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?