The blueprint`s Reviewing
Grade 5
External context
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Topic, sub-topic |
Situation |
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Locations |
Persons |
Objects |
Events |
Operations |
Texts |
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Подорож
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country town city village airport bus station train station motherland home places of interest seaside abroad |
driver passenger traveler friends family travel agent tour guide tourist strange
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guide agency dish transport ticket suitcase backpack sleeping bag camera souvenir |
voyage shopping excursion holidays travelling trip festival |
to explore to spend to imagine to arrive to discover buying tickets going sightseeing buying tickets buying presents visiting a travel agency |
map tickets announcements e-mails advertisement guide book plan |
Communicative language skills
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Oral comprehension |
Written comprehension |
Oral interaction |
Written interaction |
Online interaction |
Oral production |
Written production |
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Can understand a short description/announcement of a trip Can get the main information from announcements at a railway station / bus station / airport |
Can get necessary information from the tickets / timetables / announcements / maps from the Internet about the place before visiting it. Can find a necessary square / street / territory location in the country / town Can distinguish various means of transport from signs. Can understand safety rules for tourists. Can choose a place on the map. |
Can ask about how to get to the place on the map Can talk to friends about travel preferences. Can understand when a driver addresses him/her and can respond adequately Can understand a foreigner and respond adequately. Can talk to a tour guide about the places of interest
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Can request simple information about travelling in writing Can request simple information about the town(country) which he(she) wants to visit. |
Can follow simple instructions as to the tour guide Can place a simple information about future trip online Can communicate in social networks at an elementary level |
Can briefly describe a new trip / voyage Can make a short presentation of a favorite trip / transport Can provide simple instructions as to where to buy tickets Using simple phrases and sentences can tell about the place where he(she) would like to go. Can give some advice as to where to travel. |
Can draw up a simple planning list for travelling Can produce a simple post of a favorite kind of travelling Can write a simple tourist’s list. |
Core skills
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Critical thinking |
Creative thinking |
Communication |
Collaboration |
Emotional development |
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Critical thinking Can compare views on certain places / means of transport Can make a decision as to the trip based on simple analysis of pros and cons Can decide where to travel by analyzing the advantages and disadvantages of a particular place. |
Can create a simple short story about means of transport / interesting places Can build on others’ ideas in order to advertise popular places of interest Can make a post card / presentation Can plan a trip according to the interests, wishes |
Can ask for clarification Can describe likes/dislikes to family members or friends Can use appropriate forms of address, greetings and farewells in a airport / bus station / train station Can use simple techniques to start and maintain a conversation with somebody about favorite directions of travelling / means of travelling / places of interests |
Can make relevant suggestions based on the current topic of conversation Can volunteer to take on a specific role in travel planning Can contribute to drawing up a simple town map or a route of travelling |
Can show that a person understands the other people’s attitude to his/her preferences in organizing a rest Can describe own emotions when travelling |
Language inventory
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Language functions |
Sample exponents |
Sample vocabulary |
Sample grammar |
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describing, characterising asking for and giving information comparing and contrasting expressing own impressions, views, feelings justifying own choice liking and disliking feelings |
I like this place / transport because... What about...? No thanks. Can I help you? I dislike.... I agree with you. I want to describe... It’s cool. I think it’s true because… I feel excited/happy. I’d like to go to/visit… I am going to go… Where are you going to go...? My favourite place to spend holidays is… My favourite way of travelling is … Have you ever been to… It’s fantastic! It’s worth it! |
ancient situated beach camping capital city consist of dish drive favourite go by car / bus / train / plain / ship go hiking
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go on foot money organize photographs places of interest sightseeing situated souvenirs spend stay at hotel strange tickets to arrive
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to consist of to discover to explore to imagine to look for tour guide town tradition traditional travel agent traveler wonderful
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Article: Articles a / an Noun: plurals, countable and uncountable nouns; how much …? / how many…? Adjective: comparatives of short and long adjectives Adverb: adverbs of frequency (always, often, sometimes, never) Conjunction: because, and, but, or Modality: can / can’t Verb: there is / there are; have got, to be going to Present Simple Present Continuous Past Simple, Present Perfect
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Sample learning outcomes for the topic.
By the end of studying the topic, learners will be able to:
- can speak about travel preferences;
- ask and answer questions about the place which is planned to visit;
- discuss the ways of spending holidays;
- successfully negotiate a travelling strategy with family or friends and draw up a travelling list;
- recommend where to go;
- make presentation of a place of interest;
- etc.
Sample assessment for learning strategies
- Elicit what is known or not known on the topic through classroom dialogue.
- Ask questions which can elicit evidence of learners’ level of understanding from simple recall to higher-order questions.
- Encourage learners to ask questions to clarify understanding.
- Clearly communicate to learners what is being learnt and why on the topic, so that learners make sense of what they are doing and see the value of it.
- Negotiate what success looks like with learners to help them understand where they are going in their learning.
- Provide exemplars of successful performance to help learners understand the criteria for success.
- Give feedback to help learners move from their current performance to the desired performance: provide specific information which learners can use to move forward, clearly link feedback to the learning intention and the learners’ understanding of the success criteria, focus feedback on the task rather than the student.
Sample assessment of learning instruments.
Choose the right textbook as it’s the main learning instrument, the content of which includes sections that are relatively completed, the material is aimed at learning four types of speech activity: speaking, listening, reading and writing.
Use a workbook, a book for reading,
Use computer technology to practice grammar skills, to develop writing and reading skills, to make projects.
Use an interactive whiteboard, which makes a lesson not only productive but also exciting for both a teacher and students.
Use pictures, cards, schemes.
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