Lesson plan "Travelling"

UNIT: 2.8.3B: Travel and Transport (Language with content)

LESSON: 1-2 Travelling

SCHOOL: NIS Aktobe

DATE:

TEACHER: Naukenbayeva Dinara

Learning objectives that this lesson is contributing to

8.C10 use talk or writing as a means of reflecting on and exploring a range of

perspectives on the world

8.UE9 use appropriately a variety of active and passive simple present and past forms and

past perfect simple forms in narrative and reported speech on a range of familiar

general and curricular topics

8.S8 recount some extended stories and events on a growing range of general and curricular topics

Lesson objectives

All learners will be able to:

• Understand the concept of new phrases

Most learners will be able to:

• See the difference between Past Simple and Present Perfect tenses

Some learners will be able to:

• Reproduce the situations from the video using new vocabulary

Language objectives

• Topical vocabulary

• The use of Past Simple and Present Pefrect

Previous learning

Present Perfect and Past Simple tenses

Plan

Timing

Planned activities

Resources

2

3

5

10

10

20

15

10

5

10

10

10

1^st period

1. Starter Activity

Teacher greets the students and projects/writes the Learning and Lesson objectives on the board.

1. Warm up (W)

Students look at the picture, discuss what they see and give it a name.

1. Pre-watch (G)

Students are divided into 3 groups and make their own list of facts that will make you want to travel. They share afterwards.

1. While watching (I)

Students watch the video and put the following phrases into logical order

Facts that will make you want to travel

Make somebody happier, material goods, post trip happiness, weekend getaway, regular traveller, get along with people, feel less anxiety, social situations, increased intimacy, travel accessory, change history, to be inspired, biking across, discover, big cost, dinner out, stay in a castle, massage, make somebody smarter, frequent travellers, problem solver, plan a trip

1. Post watching

Students are given the questions (What did it smell like? What scents did you notice? What colours did you see? What textures or materials did you notice? What sounds did you hear? What was the noise level?) which they associate with the words (Students give associations with given qualification – scent, colour etc).

1. Formative Assessment speaking (P)

Students make up a story using the appropriate vocabulary to describe the picture to their partners in 2 minutes. Students are given the checklists with the criteria for assessment after which they give their feedback to each other.

2^nd period

1. Use of English (W/I)

Teacher divides the board into two columns, where there are two grammar patterns - I went/was and I have been. Students remember the difference between Past Simple and Present Perfect tenses. If there are some Students who don’t know it yet, they still have a chance to get it seeing the examples and short explanations on the board. Students tell the situations of 1) the particular event in the past and 2) experience. SS write down the examples on the board.

1. Pre-watching (W)

Students predict the topic of the video according to the preview picture.

1. While-watching (I)

Students watch the video “A long weekend” and answer the questions filling in the gaps and matching the correct answers.

1. Post-watching (P/I)

Peer assessment with the subtitles.

1. Feedback (Revision)

Let the Students make notes what they’ve learnt during the lesson & what skills they’ve developed.

Students reproduce the situations in sentences with the speech patterns (Past Simple vs Past Perfect) using learned vocabulary and watching the video about travelling.

TP

Pictures

Appendix 1 video

“Facts that will make you want to travel”

https://www.youtube.com/results?search_query=Facts+that+will+make+you+want+to+travel

TP pictures

Appendix 2

Appendix 3

Mp4 video

https://www.youtube.com/results?search_query=a+long+weekend

Appendix 4

Appendix 5

Additional information on these lessons (for the teacher)

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

More support:

• Provide less-able learners with a less dense definition written on a worksheet so they can read.

• Allow thinking time.

• Offer differentiation by support.

More-able learners:

List in bullet point form their answers to the critical thinking exercise.

• Summarise the group’s findings.

• Encourage them to justify their opinions.

All groups

Change groups to change group dynamics if necessary.

• Monitor learners as they share their experiences to check for recurring errors for future planning.

• Monitor learners’ answers and offer differentiation by support.

• Monitor for specific vocabulary and if necessary ask them to peer assess or check

• Observe learners when participating in discussion. Did the group dynamics work? 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? Could they express which skills they had developed?

• computer science: developing vocabulary range to communicate knowledge of social media

• reflecting on the role of technology in our lives

• respecting diversity of opinion

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?

Summary evaluation:

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Student A Name__________________________Grade_________Date________

Make a story using the appropriate vocabulary to describe the picture to your classmate in 10 minutes.

………………

Work with your partner. Discuss their stories in 2 min and check each other by using the checklist.

Check list. Check yourself. Speaking (D)

8.S8 recount some extended stories and events on a growing range of general and curricular topics

The task achieved if:

• At least 7 words are used to describe the picture correctly (related to the Travelling) Yes/No

• Past Simple and Past Perfect are used appropriately, at least 2 sentences. Yes/No

• At least 5 linking words are used Yes\No

(firstly, to start with, to begin with, secondly, however, to sum up, but, on the one hand/on the other hand, in addition, additionally, to conclude, as a result, in addition, for instance)

- Speak during 2 minutes Yes\No

Teacher’s Comments