Transportation 5 grade

Lesson Plan

LESSON: Unit 9. Holiday.

Transport (Revision lesson)

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topic

5.S2 ask simple questions to get information about a limited range of general topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• understand the gist of a song while listening;

• know transport vocabulary ;

• make up questions with transport vocabulary for a class survey.

Most learners will be able to:

• understand the detailed information while listening ;

• apply transport vocabulary in the class survey;

• create a class survey.

Some learners will be able to:

• understand a song entirely while listening;

• apply transport vocabulary in the class survey without support;

• create a class survey and summarise its results;

Language objectives

Use simple present and past tenses in speech

Value links

Respect to others, collaboration, academic honesty

Cross curricular links lin

Geography

ICT skills

Projector or Smart board for presenting videos, PPT

Intercultural awareness

Students will be able to understand that every person should respect the values of other countries.

Kazakh culture

Students will be able to describe the usage of transport meansin their area.

Pastoral Care

Taking into account needs of all learners

Health and Safety

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

Previous learning

Learnerswere acquainted with the vocabulary to the topic ‘Transport’, made up their own dialogues on different situations.

Plan

Planned timings

Planned activities

Resources

Beginning

0-5 minutes

Pre-learning

Divide students in groups of 3-4 randomly. Ask students to write words related to the topic of “Holiday. Destination.Transport.” in 1 minute. Then they stick their lists of words on the board .Each group checks other groups’words and counts how many words each group has written correctly. The group having more and correct words is a winner.

Introduce the topic and the objectives of the lesson to students.

A 4 sheets of paper, felt-tip pens

PPT slides 2,3

Middle

5-14

15- 25

26-36 minutes

Listening

Ask students if they can imitate sounds producing by different types of transport. Explain that they will learn a transportation song. For differentiation: Ask fast students to listen to a song and fill in gaps. Slow students listen and complete the song with words below. Learners listen to the song twice. Then provide students with the lyrics of the song and ask students to check their partners’ jobs. Assess how students are able to get specific information from the song.( see handout 4 ‘Formative assessment L8’)

VOCABULARY

Ask students what would be if there were no types of transport in the world. Students are supposed to give various imaginative responses. Elicit the ways of getting to school in this case. Ask them how they get to school.

Revise the vocabulary by making a mind map in a group of 3-4. Students make a mind map on the wordsgo by…; take/catch … . Remind the other transport words they can use: go by bike or cycle/ride (from the transportation song);

go by car or drive;

go on foot or walk;

give somebody a lift to… or drive somebody to…

CLASS SURVEY

Create a bar graph or pictograph as a class. You may want to watch the Tally Charts and Bar Graphs movie https://jr.brainpop.com/math/data/tallychartsandbargraphs/

or the Pictographs movie https://jr.brainpop.com/math/data/pictographs/ to get learners acquainted with.

Create a survey together that asks how students get to school. Create a tally chart on the board and then have students record their tallies in the chart. Then have students or pairs turn the chart into a bar graph or pictograph or create one as a class. Ask questions about the data. How many students take cars to get to school? How many take the bus? How many more students take the bus than walk? Discuss with the answers together.

Formative assessment criteria are provided in handout 6 “Formative assessment S2”

https://www.youtube.com/watch?v=bR5qNw3gZq0 PPT slide 4

Transportation song video

Handouts 1(for fast students),2 (for slow students),3 ( lyrics) “Transportation song”Handout 4 ‘Formative assessment L8’

PPT slide 5

Solution elementary. Second edition.SB p.98 Handout 5‘transport words’

PPT slide 6

https://educators.brainpop.com/lesson-plan/transportation-activities-for-kids/?bp-jr-topic=transportation

handout 6 “Formative assessment S2”

End

36-40

PLENARY

• Come back to the lesson objectives and summarize with studentsif they met the lesson objectives. Encourage them to give the KUI feedback.

“As a result of the lesson today I:

know…

understand…

can use the information in the following other situations….”

• Finish the lesson with the ‘Transportation song’

PPT slides 7,8,9

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

• Listening activities are differentiated by task

• More support can be given in the middle of lesson by providing slow learners with suitable vocabulary for making up survey questions and sentences .

• Vocabulary activities are differentiated by support.

• Fast learners can be encouraged to use the full range of vocabulary from the song and create their questions in present and past tenses while conducting and summarizing a class survey

• Monitor learners as they cope with a listening task.

• Monitorgroups of learners as they agree on making a mind map and conduct a class survey.. Do they take turns to speak? Do they contribute appropriate language for the class survey?

• Make sure learners have sufficient space to conduct a class survey.

• Points from Safety rules were used at this lesson.

Reflection

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?

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?