Lesson Plan8.3A: Travel and Transport
Looking at modes of transport
Integrated with Geography School:
Teacher name: Naukenbayeva Dinara SerikovnaCLASS:8 Number present:absent:Learning objectives(s) that this lesson is contributing to 8.L6 deduce meaning from context in extended talk on the topic
8.L8 understand extended narratives on a range of general and curricular topics
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
All learners will be able to:
name different modes of transport
use talk as a means of reflecting on and exploring a range of perspectives on the world
listen to an extended non-fiction texts on the topic respect different points of view
Most learners will be able to:
understand the main points in extended talk on the topic
check their comprehension of listening activity
learn more new words of transport
Some learners will be able to:
give a talk on the topic “A tour of Kazakhstan”
Previous learning 8.2B: The World Heritage
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Ss are introduced with the lesson and learning objectives.
Lead-in: 3 pictures of different means of transport are shown, learners guess 3 ways of travelling.
Ss match 6 pictures, labelled in a wrong way with 6 means of transport.
Teacher names the correct answers, explaining the meaning.
15 min Presenting vocabulary:
Teacher presents new vocabulary «Means of transport» , giving definitions (on PPT)
Ss record the new words and the definitions into notebooks.
Vocabulary practice: Learners are given two parts of sentences, they discuss and match them.
Teacher shows the correct answers, learners check. (PW)
Pre-listening: Teacher asks the learners about the best mode of transport that can be used to travel and do sightseeing. (a double-decker bus or an open-top bus)
Teacher shows the sights of London and asks the learners to match the names with pictures. (PW) Learners then look at the answers on the board and check.
Listening 1 : Learners listen to a tour guide and order the pictures. (IW) Answer key:
2 Oxford Street
1 Madame Tussauds, Museum
7 Tower of London
5 London Eye
4 Houses of Parliament
8 Buckingham Palace
3 Big Ben
6 Tower Bridge
Listening 2(comprehension): Learners listen to the guide again and circle the correct answers (multiple choice).
1. The tour takes 2 hours.
2. At Madame Tussaud’s you can see models of famous people.
3. Oxford Street is a famous street for shopping .
4. The Queen lives at Buckingham Palace.
5. Big Ben is a clock.
6. You can see great views of London from the London Eye.
Checking: Learners exchange the notebooks, check the answers and complete the table.
Descriptors A WT
Follows the instruction 90% questions are answered 90% spelling is correct Post-listening discussion: Learners ask and answer the following questions (GW):
Have you ever been to any of these places?
Where did you go?
What did you do?
Which city would you like to take a tour in? Why?
Speaking: Learners are asked to think of any sights in Kazakhstan they would like to visit. For example: Medeo, Chimbulak, Duman , Bayterek tower, Palace of Peace & Harmony, Baikonur Cosmodrome, Burabay (Borovoe) National Nature Park etc.
Learners are asked to imagine as if they are tour guides or tourists on an open-top bus in Kazakhstan. Learners prepare a speech and then give a guided tour as a tour guide and tourists in Kazakhstan(GW). http://www.examenglish.com/vocabulary/travel.htmPPT
http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/tour-londonPictures are taken from the internet
8 min Find out:
What did they learn during the lesson: e.g. new vocabulary, similar words in L1, L2 and English
What skills did they develop? e.g. critical analysis
Home task: Find the information about a history of transportation in Kazakhstan.
To learn the new words by heart
Checking home task. 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? Cross-curricular linksHealth and safety checkICT linksValues links
Provide less-able learners with a less dense definition written on a worksheet so they can read.
Allow thinking time.
Create mixed-ability groups for part of the discussion.
Offer differentiation by support.
List in bullet point form their answers to the critical thinking exercise.
Summarise the group’s findings.
Encourage them to justify their opinions.
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’ definitions and offer differentiation by support.
Monitor for correct spelling of specific vocabulary and if necessary ask them to peer assess or check online (self-assessment).
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?
Social net working
computer science: developing vocabulary range to communicate knowledge of social media
reflecting on the role of technology in our lives
respecting diversity of opinionReflection
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?
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?