Конспект урока "Travelling around the world"

Unit of a long term plan Travel

School: Lycee ‘”BEST”

Date:

Teacher name: Chizhakovskaya Y.S.

CLASS: 7

Number present:

absent:

Lesson title

Travelling around the world

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

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

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

7.S2 ask complex questions to get information about a limited range of general topics and some curricular topics

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

7.W6 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Lesson objectives

All learners will be able to:

name means of transport

listen and answer peers’ questions

Most learners will be able to:

name countries and cities according to the texts

make up a dialogue using prompts

Some learners will be able to:

write an essay on the topic “My best trip ever” (180 words)

Assessment criteria

Interact with each other delivering content correctly and clearly to others

Values links

Leading active way of life

Cross-curricular links

Tourism

Previous learning

Basic means of transport, countries and their capitals, passive voice structure (present simple passive, past simple passive, future simple passive)

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 min

I

W

Greetings

Lead in: Brainstorming

On board: pictures of different countries.

To activate students’ prior knowledge of the topic it will be better to answer teacher’s questions:

What can you see? What countries are these? What are the capitals of these countries? What are their symbols? Have you ever been to this countries?

Drilling. To make sure of correct pronunciation students are to repeat the names of countries and their capitals after the teacher all together.

Visuals –pictures

(Kazakhstan, The USA, Great Britain, China, Turkey)

Middle

10 min

G

10 min

P

W

I

15 min

1. Match the countries. (Listening)

Students are to listen to 4 people talking about different countries, they are to identify the person with the country using a chart.

Pre-listening task: Students are to remember English-speaking countries and name them.

While-listening task: Students are to complete the chart according to the audio.

Post- listening task: students match the opinions. 1.Dan and Jill discovered a new type of holiday and now go away every year in winter.

2. Tony doesn’t like his city in warm weather, but wouldn’t like to be in the countryside in winter.

3. Chris got fed up with family holidays abroad and now goes on activity holidays

4. Karen travels around and goes to a variety of places

2. 48 hours in Manhattan (asking for information)

Have you ever been to Manhattan? What do you know about it? Where is it situated?

The class should be divided into pairs. Each pair has a short simple text about Manhattan.

While-reading task: Each pair should read the text and analyse making up questions about it using prompts.

Post reading task: after completing the task students are to make up a dialogue using their questions about Manhattan and exchange the information.

3.Have you ever travelled? Where? Whom? When?

Student are to make up a graphic organizer of their travelling’s key words.

After a short discussion students are to write an essay on the topic “My best trip ever” using appropriate vocabulary (180 words)

Graphic organizer:chart

Handouts – chart

Sample sentence

prompts

graphic organizer

I

W 3 min

Feedback

Aeroplane technique (craft activity)

Ask students to write comments on paper to key questions

• What have you learnt?

• What could have been better?

Then, teacher asks students to fold the paper airplanes and throw into a bucket or similar.

White sheets of paper

A bucket

markers

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

Involving everyone through dialogues.

Using tasks from simple to more complicated.

Less able students are given greater support by the teacher, providing them with shortened instructions, sample sentences, asking simple questions to check their understanding of the text.

Less able students use cue cards for presenting their parts of text.

More able students are encouraged to develop own ideas, can manage with the tasks with no support.

Monitoring

Observations by the teacher during the lesson to identify the students who need help

Questioning to promote a full answer

Eavesdropping while students discuss in groups.

Mingling activity

Use whiteboard no more than 15 minutes

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? 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 individuals that will inform my next lesson?