Transports

Long-term plan unit: 5

Travel

School: ZKO, t.Uralsk, № 42Ak niet gymnasium.

Date:

Teacher name: Ishangalieva A.A.

CLASS: 1

Number present:

absent:

Theme of the lesson: Transport

Learning objectives(s) that this lesson is contributing to

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use

Lesson objectives

Learners will be able to:

• recognize simple greetings

• sequence the characters in the story

• name the characters and transport items in English

Success criteria

• Learners have met this learning objective L3, if they can identify 8 -10 words

Value links

• Cooperation Respect : when students work in pairs, they will learn to be polite and respectful to each other

Cross curricular links

Learners can apply sequencing in math as well as in their Russian and Kazakh classes.

ICT skills

• Smart board

• E-book: Let’s travel

Previous learning

Learners were introduced to new vocabulary for transport items in their English subject area class.

Plan

Planned timings

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

Resources

Beginning

1. Greeting with the song “Make a circle”.

Make a circle big, big, big.

Small, small, small. Big, big, big.

Make a circle small, small, small.

Hello, hello, hello.

1. Dividing pupils into 3 groups with the transport pictures (car, plane, boat). They are air, water, land transports.

T: Let’s listen to the transport’s sounds. …

-What is it? (It’s a car. Show me your car. You are land transport group).

-What is it? Yes, it is a boat. Show me your boats. You are water transport group.

-What is it? It’s a plane. You are Air transport group.

1. Check the h/t: Pupil’s pictures about “My favourite place” (ask with name sticks)

2. Guess the title of the theme with Rebus TRANSPORT.

3. Introduce with Title and aims of the lesson.

T: Today we are going to speak about Transport and how do we get to school, park and other places. Let’s travel with a train and we stop in each stations during our trip and do some tasks of the lesson. Ok.

Middle

T: So,

the 1-st Station “Meeting”.

Hello, this is our friend-dog Fluffy. It say you Hello, my name is Fluffy. What is your name and how are you?

The 2-nd station “Words”

,, ,,

By car, by bus, by plane, by bike, on foot.(write on the board).

T: Open your PB at p. 97,Ex 1Listen, point and repeat.

(repeat individually and in chorally).

The 3-rd station Work in pairs. PB p. 97 Ex 2 Choose talk with your friend.

Flesh cards

Go to school, go to the park, do to your friend’s house, go on holiday, go shopping.

(repeat examples chorally)

Pupils talk in pairs with the masks of Liam and Lily.

Liam: Hello, Lilly!

Lilly: Hello, Liam!

Liam: How do you go to school?

Lilly: I go to school by car.

Liam: Good bye!

Lilly: Bye, Bye! etc.

T: Lets mark: Very good, good, or bad?!

BREAK

Learners stand sing the song “Come on everybody!”

and move.

Come on every body, clap your hands!

Come on everybody, stamp your feet!

Standup, Sit down, jump all around!

Come on everybody, dance to the beat!

T:

A.B. p. 75 Say read and match.

#1 What is it? It is a car.

T: Draw line from #1 to D (it is a car) and c go by car.

#2-E-a

#3-A-d

#4-B-e

#5-C-b.

T: Let’s mark : Very good, good, bad.

The 4-th station “Work in groups”

Task for 1-st group: Colour, point and say.

It is a car. It’s yellow.

It’s bus. It’s red. It’s a train. It’s blue.

, , ,,.

Task for 2-nd group: Trace. Circle.

a red bike

a green car

a purple plane

Task for 3-rd group: Count the transports.

T: Let’s mark each group Very good, good, bad.

The 5-th station “Individually work”.

T: I give you set of cards. Listen to the instructions and follow them.

-Show the red bus please! , ,,,,.

T: Well done!

The 6-th station “Play”. (play with a ball or bag of beans).

T: How do you go to school? I go to school by car. etc.

Descriptor: T: I want to give you descriptor sheet of papers.

Answer please.

Now let’s check. Is this bus yellow?

Is this bike red?

Is this car black?

Do you draw an apple near the box?

Have you any mistakes? (pupils answer).

T: Now, our trip is over! It was very interesting!

Your h/t is to draw one transport you like. And put it in your portfolio.

ASSESSMENT

Now, let’s mark each group with the traffic light.

Green is-very good,

Yellow is- good,

Red is-bad.

So, the first group mark second, second-the third and the third for first.

e-book- words.

e-book- dialogue.

e-book –song.

End

REFLECTION

T: Take you stickers from your PB and glue the smile near the red smileif you don’t understand the lesson.

Near the yellow if you don’t understand something

Near the green if you understand the lesson.

T: Let’s count how many stars do you have? Oh, you are brilliant!

Thank you! Stand up! Good bye!

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

• Questions were formulated at all levels according to Bloom’s Taxonomy levels

Support:

• Questions that do not have right or wrong answers

Challenging:

• Evaluative questions which promote further discussion.

Application questions that allow students to relate the topic to their own lives and experiences

• through formative assessment

Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

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?

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?