| LESSON 10: Unit 9.Transport
| School:
|
|
| Date: Theme: Speaking. Degrees of comparison | Teacher’s names: |
| Grade 6 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to
| 6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.3.2.1 ask simple questions to get information about a growing range of general topics 6.6.2.1 use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar general and curricular topics 6.6.3.1 use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics
|
|
| Lesson objectives | All learners will be able to: -Practice grammar structures by identifying comparative and superlative degrees of adjectives with some support -Create the questions for the discussion with the topical words (5-6) - Express ideas and feelings with appropriate quantifiers more, little, few less, fewer not as many , not as much with some support |
| Most learners will be able to:
-Practice grammar structures by identifying comparative and superlative degrees of adjectives with some support -Create the questions for the discussion with the topical words (5-6) - Express ideas and feelings with appropriate quantifiers more, little, few less, fewer not as many , not as much with minimal support
|
| Some learners will be able to: -Practice grammar structures by identifying comparative and superlative degrees of adjectives with some support -Create the questions for the discussion with the topical words (5-6) - Express ideas and feelings with appropriate quantifiers more, little, few less, fewer not as many , not as much without support
|
|
| Assessment Criteria | Student can answer the questions to the text correctly ; Student can show the continents on the map; Student can ask a question about a country/continent Student can give his opinion in 2 sentences |
|
| Value links | The lesson is aimed at developing learners’ respect to each other, cooperation,stimulating Functional literacy |
|
| Cross curricular links | Nature, Geography |
|
| Previous learning | Words related to topic Transport |
|
| Planned timings |
Planned activities |
Resources |
|
| Lesson Part I |
|
| Start
0-5 minutes
5-10 minutes
| 1.Pre-learning (W)
Teacher starts the lesson by asking about the types of transport they know. All the answers, provided by the learners, should be acceptable. Teacher may show video (see learning resources) and asks learners to identify more examples related to transport, usual and unusual means. 2.Interactive Starter (W/P)
Leaners are suggested: to complete the words and find them in the word search. to read the sentences and find out if the statements are True (T) or False (F) to look and match the words with the pictures
3.Teacher tells the learners the objectives of the lesson
-Practice grammar structures by identifying comparative and superlative degrees of adjectives with some support -Create the questions for the discussion with the topical words (5-6) - Express ideas and feelings with appropriate quantifiers more, little, few less, fewer not as many , not as much with some support |
Audio track
http://www.youtube.com/watch?v=YdmjSz0h57M
Handout 1
|
|
| 10-20 minutes | Focus on Grammar Degrees of comparison 1.Write down comparative and superlative degrees of comparison to the following adjectives 2. Complete the sentences with the correct form of the adjective New York is ________________(big) than Washington. Princess Fiona is ____________(beautiful) than Shriek. A cat is_____________________ (small) than a tiger. Winnie-the-Pooh is ___________(fat) than Rabbit. The hamster is _______________(small) than while. An elephant is__________________(big) than a dog. 3. Correct the mistakes She is the beautifullest girl in our class. ______ This house is the niceest. _______________ Dogs are clever than mice. - _________________ 4. Complete the sentences with the correct form of the adjective I think elephants are _________(smart) animals. This river is _________________(deep) than the other. My mother is ______________(wonderful) in the world. Ann’s dress is ____________(interesting) than Susan’s.
|
Handout 2 |
|
| 20-40 minutes | (G) Focus on Speaking Teacher gives out conversation cards and lets learners in pairs talk with each other. First, Teacher models speaking activity with the one of learners from the class. After some time learners may swap their cards and practice speaking. Feedback: Teacher gives feedback on learners’ speech focusing on grammar mistakes, lexis and fluency.
Learners are handed out the worksheets to fill in the table and make up questions using sentence frames. Then, they ask the questions from their classmates to provide a conversation Alternative: Teacher can use the handout with the questions, which are ready to ask. How long does it take you to get here? (e.g. 5 minutes, 20 minutes, 1 hour) -How often do you take a taxi? Are taxis expensive? -Driving causes pollution. -How can we prevent this? -Which means of public transport do you know? Make a list. -Is petrol (gasoline) expensive where you live? -How can we use less? Learners also revise the means of transports doing several tasks, like: word search activity, marking true/false to the sentences Differentiation: More able learners will give the more extended answers |
Handout 3 conversation cards
Handout 4 |
|
|
40-45 minutes | Reflection Learners reflect on what they have learned at the lesson.
Now I know how to understand the information ………….. how to say my opinion ………….. how to give arguments |
Reflective journals |
|
| 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 |
|
| Differentiation by length of response - word limits or other length expectations - e.g. the number of exchanges in a reflection - can be different to indicate how much individual learners should write or prepare to speak. | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson | 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? |
1 340
46 393 
