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Урок по английскому языку в рамках обновления содержания среднего образования по теме "Transport"

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«Урок по английскому языку в рамках обновления содержания среднего образования по теме "Transport"»


Lesson plan




Unit of a long term plan: Transport

School: Pervomayskaya SS

Date:

Teacher name: Marusich T.V.

CLASS: 6

Number present:

absent:

Lesson title

Exploring the world

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

6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

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

Lesson objectives

All learners will be able to:

- define specific information from short, simple text about transport exploring the world and determine name and means of transport and country to express personal experiences;

Most learners will be able to:

-demonstrate the ability to identify most details in short, simple texts about transport and

complete the sentences by matching two parts of the sentences;

Some learners will be able to:

-demonstrate the ability to identify all details in short, simple texts about transport and compose 5 sentences of their own.


Assessment criteria

• learners can demonstrate understanding of the text by answering the question to the text about transport, matching a texts with a pictures and parts of the sentences and composing 5 sentences of their own.




Values links

Respect; cooperation.

Cross-curricular link

Geography

Previous learning

Means of transport

Plan

Planned timings

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

Resources

Start

3 min

Greeting. Active learning ( Strategy “Smile”)

The teacher greets the learners and invites to cheer up each other, using the strategy “Smile”

Teacher offers learners to stand in row face to face and tells the children what they should do.

Smile as…

- a baby to his mother;

- a cat to the sun;

- the most polite Japanese;

- a dog to his owner.



Teacher presents Learning objectives.



Middle


3 min.




2 min.





















2 min.



5 min










7 min.









1min.


10 min.










































2 min













2 min.

Critical thinking



Make a cluster.

Learners should remember the words of the last lesson and make a cluster. (means of transport) oral interview

Learners should use the words from the cluster to complete.

After the learners make a cluster the teacher invites them to do an exercise to consolidate the vocabulary.

Learners self assess the works using the teacher’s keys

Collaborative learning.

Division into groups.

Learners divide into three groups AIR, LAND,SEA by guessing the riddles (types of transport)

Pre-reading

Learners should read the first sentence of short texts and say in which country they can see definite means of transport.















While-reading

Read the texts again and write the answers. The groups swap the answers and peer assess using the teacher’s keys.













Dynamic break



Post-reading

-less able learners should determine connection between short texts and pictures and complete the table;

Descriptor:

A learner:

-matches a text with a picture;

-fills in the table.


Name of transport

Country

Means of transport













Complete the table




-more able learners should match two parts of the sentences;

Descriptor:

A learner:

-matches to parts of the sentences

Match two parts of the sentences


1. Today we went a) to travel around the island.

2. It is an excellent way to see b) songs as you travel up and down the canals.

3. The friendly gondoliers sing traditional Italian c) on a tour of Beijing’s streets.

4. We’re going sightseeing in d) high as well.

5. The locals use these banana shaped boats e) on a ride in a gondola!

6. It’s more convenient than f) anywhere you like if you want to take a look around.

7. I got in a rickshaw and went g) a longtail boat.

8. You can actually ask the driver to stop h) taking a bus and you have the chance to see more things.

9. Prices are not too i) this beautiful city.



-most able learners should:

a) Match the words to form phrases.

b) Choose five phrases and make sentences using them.

Descriptor:

A learner:

- Matches the words to form phrases.

- Chooses five phrases and make sentences using them













Learners work ten minutes and do as many tasks as they can.



Formative assessment.

Task.

Read the texts in page 100 again and do the quiz. Mark the sentences as T (true) or F (false).

1.I am in Venice, Italy with my friend. __________

2.Today we went on a ride in a boat! __________

3.The friendly gondoliers sing traditional Italian songs as you travel up and down __________

the canals and pass by old buildings.

4.Today we’re going sightseeing in a longtail boat. __________

5.The locals use these banana shaped boats to travel around the island. __________

6. I got in a rickshaw and went on a tour of Beijing’s streets. __________

7. You can actually ask the pilot to stop anywhere you like if you want to __________

take a look around.

Descriptor

A learner

  • Writes (T) if the statement is true;

  • Writes (F) if the statement is false;



Learners self assess the works using the teacher’s keys

Feedback: on the board is a picture of a lorry. Teacher gives the sheets of green apple and students should write down on them one wish and two things they liked on the lesson.

















Workbook p64 ex1



































riddles



Student’s book p100, ex 1















Student’s book p100, ex 2













Handout 1

Teacher gives keys



















Handout 2

Teacher gives keys



















Workbook p 64,ex 2

Peer Assessment



















Handout 3

End

3 min.

Reflection - learners use Target Board to evaluate their work during the lesson.

Yellow -I worked poorly, I need to try.

Red -I worked good, I made a few mistakes.

Blue-I worked perfectly.



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



Since 20 to 30 minutes of the lesson the learners have a differentiation task

-less able learners should determine connection between short texts and pictures and complete the table;

Descriptor a learner:

-matches a text with a picture;

-fills in the table.


-more able learners should match two parts of the sentences;

Descriptor a learner:

-matches to parts of the sentences

-most able learners should:

a) Match the words to form phrases.

b) Choose five phrases and make sentences using them.

Learners work ten minutes and do as many tasks as they can.

Descriptor a learner:

- Matches the words to form phrases.

- Chooses five phrases and make sentences using them



Self-assessment - learners using the teacher’s keys (on the 8th minutes)



The groups swap the answers and peer assess using the teacher’s keys. (on the 22nd minutes)



Formative assessment is since 35 till 37

Assessment criteria:

  • learners can select main information of the text

From the beginning of the lesson, the learners greet each other with a smile.



On the 23d minute of the lesson learners make a Dynamic Break.

Reflection












Summary evaluation












Handout 1

Complete the table



Complete the table

Name of transport

Country

Means of transport

















Complete the table

Name of transport

Country

Means of transport









































Handout 2

Match two parts of the sentences


1. Today we went a) to travel around the island.

2. It is an excellent way to see b) songs as you travel up and down the canals.

3. The friendly gondoliers sing traditional Italian c) on a tour of Beijing’s streets.

4. We’re going sightseeing in d) high as well.

5. The locals use these banana shaped boats e) on a ride in a gondola!

6. It’s more convenient than f) anywhere you like if you want to take a look around.

7. I got in a rickshaw and went g) a longtail boat.

8. You can actually ask the driver to stop h) taking a bus and you have the chance to see more things.

9. Prices are not too i) this beautiful city.



Keys: 1e, 2i, 3b, 4g, 5a, 6h, 7c, 8f, 9d










































Unit 9: Transport

Topic: Exploring world

Learning objective: 6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics.

Level of thinking skills: Application

Assessment criteria: learners can select main information of the text


Task.

Read the texts in page 100 again and do the quiz. Mark the sentences as T (true) or F (false).

1.I am in Venice, Italy with my friend. __________

2.Today we went on a ride in a boat! __________

3.The friendly gondoliers sing traditional Italian songs as you travel up and down __________

the canals and pass by old buildings.

4.Today we’re going sightseeing in a longtail boat. __________

5.The locals use these banana shaped boats to travel around the island. __________

6. I got in a rickshaw and went on a tour of Beijing’s streets. __________

7. You can actually ask the pilot to stop anywhere you like if you want to __________

take a look around.

Descriptor

A learner

  • Writes (T) if the statement is true;

  • Writes (F) if the statement is false;



























Unit 7: Nature disasters

Topic: The man who rode a tornado

Learning objective: 7.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics


Level of thinking skills: Application

Assessment criteria: learners can select main information of the text


Task.

Add the sentences.

  1. Matt Suter was visiting …



  1. It was raining heavily



  1. Suddenly, …



  1. Terrified, …



  1. On his head had he ….



  1. His grandma…



  1. Matt was very lucky …



Descriptor

A learner

  • Add the sentences


























Riddles






  1. When it is driven, it goes; when it stops, it falls down.

(A bicycle.)

  1. What is it, that resembles a cart, but has no wheels, and leaves no tracks behind it?

(A boat.)


  1. Will cry, will source,
    Under heaven will fly.

(Helicopter)

































Repeating of vocabulary. Match words to translate.




Flood землетрясение


Earthquake молния


Tsunami наводнение


Avalanche засуха


Tornado ураган


Volcanic eruption цунами


Lightning лавина, обвал


Hurricane торнадо


Drought извержение вулкана




Repetition of vocabulary. Match words to translate.




Flood землетрясение


Earthquake молния


Tsunami наводнение


Avalanche засуха


Tornado ураган


Volcanic eruption цунами


Lightning лавина, обвал


Hurricane торнадо


Drought извержение вулкана
















Read the text again and mark sentences (1-3) as T (true), F (false) or DS (doesn’t say).


  1. Matt Suter lived with his grandmother in a trailer.

  2. It was raining all day before the tornado hit.

  3. Passing planes made the trailer shake.



Read the text again and mark sentences (4-6) as T (true), F (false) or DS (doesn’t say).


  1. Matt hit his head when he landed in the field.

  2. Matt escaped the tornado with minor injuries.

  3. Matt’s grandmother thought he was dead.




Read the text again and find:

  • Four phrases describing weather

  • Two nouns for injuries



Read the text again and find:

  • Four verbs related to tornado activity

  • Two adjectives describing feelings























Earthquake

Жерсiлкiнiсi

Землетрясение









Put the verbs in brackets in the correct form.

  1. Alison … (to have) lunch at two o’clock yesterday.

  2.  Edward and Henry … (to play) the guitar all the evening.

  3.  Ben … (to run) in the park in the morning yesterday.

  4.  I … (to speak) to the manager from three to half past five last Thursday.

  5. My grandparents … (to drive) to Poltava at this time yesterday.

  6.  Lucy … (to iron) clothes from 4 to 6 o’clock last Saturday.

  7. You … (to sleep) for three hours in the afternoon.

  8.  Julia … (to listen) to news at this time yesterday.

  9. My mother … (to dust) the furniture when I came home yesterday.

  10. We … (to play) on the playground all day last Sunday.



Put the verbs in brackets in the correct form.

  1. Alison … (to have) lunch at two o’clock yesterday.

  2.  Edward and Henry … (to play) the guitar all the evening.

  3.  Ben … (to run) in the park in the morning yesterday.

  4.  I … (to speak) to the manager from three to half past five last Thursday.

  5. My grandparents … (to drive) to Poltava at this time yesterday.

  6.  Lucy … (to iron) clothes from 4 to 6 o’clock last Saturday.

  7. You … (to sleep) for three hours in the afternoon.

  8.  Julia … (to listen) to news at this time yesterday.

  9. My mother … (to dust) the furniture when I came home yesterday.

  10. We … (to play) on the playground all day last Sunday.








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Предмет: Английский язык

Категория: Уроки

Целевая аудитория: 6 класс

Автор: Марусич Татьяна Валерьевна

Дата: 20.09.2019

Номер свидетельства: 520311

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