Holiday activities

Unit of a long term plan: Holidays

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Holiday activities

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

• .

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

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.UE10 use present continuous forms with present and future meaning on a limited range of familiar and curricular topics

Level of thinking skills

Lower-order thinking skills

Lesson objectives

All learners will be able to:

• Read the text about Matt and find sentences in the Present Continuous tense

• Write sentences of Matt’s story

Most learners will be able to:

• Make up sentences about holiday activities using Present Continuous tense

Some learners will be able to:

• Write about their future trip using Present Continuous tense

Assessment criteria

Apply present continuous tense with present and future meaning in their writing works

Values links

To be organized, patient and leading healthy lifestyle

Cross-curricular links

Geography, Physical Education

Previous learning

Name of some Holidays, some activities related to Holidays

Plan

Planned timings

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

Resources

Start

6 minutes

W Greeting: Teacher and learners stand in a circle.

Hello, Children

How are you?

Who is on duty today?

Who is absent?

Inner and Outer circle Activity

Ok. Then let’s begin our lesson with the revision of previous Lesson. Pupils stand in an inner and outer circle and speak about “Their last year Holiday”. Every student has 30 seconds to speak. For 1 round.

Dividing into 3 groups using magic cards with pictures

{1 group-cars; 2 group - backpack; 3 group - boats}

Warming up:

“Find the odd word out”-Activity

Use words. (holiday, day off, weekend, day of rest)

How do you think what theme have we got for today?

The learners find the odd word and identify lesson’s theme.

Teacher introduces lesson objectives and Assessment Criteria to the learners.

Pictures of transport, back bags, slides

Middle

8 - 9 minutes

10 -12 minutes

8 - 10 minutes

7- 8 minutes

Ind. Task-1 “Hungry Tom” activity.

Read the text - “Matt’s holiday?” Find new words in the text.

Pupils write new words on the stickers and put them on “Hungry Tom” on the board.

Differentiation task for more able learners: find translation of these words as quickly as possible.

Then Pupils read the text and recognize the main idea, specific information of the text in a group.

AFL: Numbers speak - questioning

G: Task 2. Missing words – Activity

Teacher gives groups two envelopes with missing words in them, first envelope with the Present Simple tense sentence and the second one is with the Present Continuous tense. Students have to make right order of the sentences and say what differences they see. Then make their own sentences in the Present Continuous tense.

- How do you think, how do we form the Present continuous tense?

- What can you say about its structure? What auxiliary and general verbs do we use?

- Try to make up your own 3 sentences in the Present Continuous Tense and write them down.

Descriptors: A learner:

• Reads all the words

• Makes right order

• Says the differences

• Makes a structure of the Present Continuous Tense

• Makes up their own sentences.

AFL: Gallery → nomination “Best work”.

Task 3

Images Activity: what’s happening

(I).Look at the picture. Describe it. Write your sentences using the Present continuous affirmative or negative forms. – Differentiation by less support.

Differentiation by more support – Teacher gives these worksheets to less able students.

1.Zhandos isn’t sleeping (sleep). He’s swimming.

2.Zhenya .......(run)................................

3.The two boys ........(swim).................

4.Aidos ..............(read) a book...............

5.Maira and Svetlana................(make) a sandcastle......................................

Descriptors A learner

• Looks at the picture

• Makes sentences using the present continuous negative form or present continuous affirmative form.

• Writes their sentences down

AFL – “Teacher and Expert Envoy” – Differentiation by ability

I: Task 4

Categorizing grid - Activity

Write down 4 issues according to their importance that are very important when you are going to have holidays.

Descriptors: A learner

• Thinks up what four issues to choose

• Writes them down

AFL – Gallery

Message 2. Diana Goodey. Cambridge p.30

Pictures, cards

Excel SB p.112 ex.5

End

3 -4 minutes

Evaluation tree

I have known how to use the PrCn tense and can make sentences with it ……………………………………..

I want to know more about how to use the PrCn tense

I don’t understand how to use the PrCn tense

Home task is …

Goodbye!

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

Differentiation for more able learners: find translation of these words as quickly as possible (differentiation by ability)

Differentiation by more support – Teacher gives worksheets with sentences to fill in for less able students, while more able students work without worksheets just looking at the picture.

Extra task for more able students:

Look at the picture. Write questions and answer them.

Example :

Is Jenny doing her homework? - No, she isn’t

AFL: number speak - questioning

AFL: Gallery →nomination “Best work”.

AFL – “Teacher and Expert Envoy”

AFL – Gallery

Evaluation tree

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?