Holidays and Travel

Unit: 7.2 Holidays and Travel

School:

Date:

Teacher name:

Grade:

Number present:

absent:

Theme of the lesson

Learning about map reading

Learning objectives(s) that this lesson is contributing to

7.C2 Use speaking and listening skills to provide sensitive feedback to peers.

7.C9 Use imagination to express thoughts, ideas, experiences and feelings

7.L4 Understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics.

7.S7 Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics.

7.UE14 Use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

• Convey fantasy ideas including emotions and senses.

• Give feedback to others orally.

Most learners will be able to:

• Recognise the content of an extended conversation using some supporting information.

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Some learners will be able to:

• Employ the rule for nouns and adjectives in common prepositional phrases in practice.

Language objectives

Prepositions of place and giving directions

Asking and answering questions correctly

Previous learning

Vocabulary related to the topic Giving directions

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

Travelling in a city in Kazakhstan and abroad

Kazakh culture

Getting to a place in a city

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

Plan

Planned timings

Planned activities

Resources

Beginning

2 minutes

7 minutes

• Greetings.

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

• Warm-up:

Each student has a picture of a place with the description of its location. They read the text and label the map with the pictures.

Teacher elicits the topic of the lesson. Teacher introduces the learning objectives of the lesson.

• What is the topic of our lesson today?

Pre-listening

Teacher shows the students pictures of the traffic lights. Teacher asks them what direction they show.

While-listening

Teacher hands out the worksheet 2 and focuses students’ attention on the task. Teacher draws students’ attention to the map and points out where the speakers are. Provide peer checking. Ask students to use assessment criteria.

Answers:

A) post office B) underground station C) cinema D) bus station

Post-listening. Speaking.

Teacher divides students into pairs - Student A and B. Each student is given a card. Student A asks Student B for directions. Student B explains how to get to the place. They should use phrases given in the card.

Students take to get prepared and then each pair assesses the one group’s speaking.

Make an assessment checklist with students. Display it on the board.

(e.g., prepositions of place / using grammar correctly / acting)

Note: Students can use their maps prepared beforehand at homes.

Differentiation by pace (extension):

If a student quickly grasps core activity, s/he may draw a map according to the text. They may use pencils to colour. Provide group checking and ask those who draw a map illustrate them to the class.

Plenary:

What have we learned today?

What’s the key piece of key information I know now?

How has today’s lesson made me feel?

What are your next steps? How will you achieve this?

Home task:

Make a short video on giving directions.

PPT slides 2-3

PPT slide 4

Handout 1 Listening task

Audio

Handout 2

Post-listening task

Middle

7 minutes

5 minutes

5 minutes

End

5 minutes

PPT slide 5

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?