Holidays and travel

Holidays and Travel

School: №12

Date:

Teacher name: Спанова Ш.А

Grade: 7 Ә,В

Number present:

absent:

Theme of the lesson

Present continuous: affirmative and negative

Learning objectives(s) that this lesson is contributing to

7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics •

7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics

7.S1 provide basic information about themselves and others at discourse level on a range of general topics

Lesson objectives

All learners will be able to:

• Use present continuous: affirmative and negative

Most learners will be able to:

• Learn the rules and use them in their speech

Some learners will be able to:

• They should write sentences about different people in the class using the verb forms in the box. Refer them to the example as a model.

Language objectives

Present continuous: affirmative and negative

Previous learning

Technology gadgets that can be used while travelling

ICT skills

Projector or Smart board to show a presentation

Value links

Cooperation, respect to each other, functional literacy

Cross curricular links

Geography

Intercultural awareness

House

Kazakh culture

Talking about how people get to places in Kazakhstan

Pastoral Care

To develop leadership skills

To provide opportunity to work autonomously

To create a friendly atmosphere for collaborative work

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Glossary

W – whole class discussion

I – individual work

P – pair work

G – group work

f – Formative assessment

Plan

Planned timings

Planned activities

Resources

Beginning

3 minutes

7 minutes

• Greetings.

Greeting learners. Setting positive atmosphere by asking some ice breaking questions.

• Warm-up: (W)

Books closed. Revise have got with the class. Tell each student to hold a pen and to stand up. Hold a pen yourself for the whole class to see. Say I’ve got a pen, gesturing that you are talking about yourself. Ask the class to repeat.

Teacher elicits the topic of the lesson. Teacher introduces the learning objectives of the lesson. Pay attention to the picture and elicit why there are a lot of people carrying a “goal”. Point out that they should work together to achieve their goals.

• What is the topic of our lesson today?

Pre-teaching new vocabulary: (W)

Teacher hands out the worksheet. Before doing the exercise teacher makes sure that students understand which of the sentences have a subject in the third person singular are. Students match the words with the pictures and write the correct word in the boxes below the picture (The present simple in the affirmative.). Provide peer assessment.

Vocabulary practice: (W)

Teacher consolidates the new vocabulary and ensures that students can use the words in the context. Teacher shows the sentences on the Active board or hands out the worksheet 2 to complete the sentences. Provide self-assessment

Pre-reading (I, P)

As soon as students finish sentence completion task, ask them to make up their own sentences using these words .Teacher provides pair work.

Freer practice. Reading (I, f)

Students read the conversation and name two places that were mentioned. Teacher elicits the answers.

Teacher enables them to read the text again and do “True or False” task.

Plenary: (W)

What have we learned today?

What skills have you improved? (reading, speaking)

What subject can we relate the topic “Travelling”? (Geography)

Elicit what is going to be held this summer (EXPO 2017) and how this new language might be helpful. (They can give directions to the tourists).

Home task:

Learn new words

They draw a house to use on the next lesson.

PPT slides 2-3

PPT

PPT

Handout 1

Pre-teaching new vocabulary

PPT slides 6-7

Handout 2- Vocabulary practice

PPT slide 8

Retrieved from:

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/giving-directions

Handout 3-

Reading

Middle

8 minutes

5 minutes

12 minutes

End

5 minutes

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

Differentiation is provided by support.

Differentiation by pace (extension).

• Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)

• Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? (give directions)

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

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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 achievements/difficulties of individuals that will inform my next lesson?