Place a check mark beside the skills you demonstrate in your role.

Unit of a long term plan

Unit 8 Our neighbourhood      Lesson plan 81

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

Language Focus.

Is there/ Are there.

 Practicing asking and answering questions about the place you live.

Learning objectives(s) that this lesson is contributing to

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C2 use speaking and listening skills to provide sensitive feedback to peers

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics general and curricular topics

6.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

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

6.UE14 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards and there is / there are on a limited range of familiar general and curricular topics familiar general and curricular topics

Lesson objectives

All learners will be able to:

· *develop speaking skills through communication about a modern city;

· *improve reading skills through recognising typical features at word

· *write descriptions given facts about the city.

· Most learners will be able to:

· *Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

*Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· *Demonstrate the ability to find correct information without any mistakes;

*Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· *Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy, love to people and a Motherland.

Cross curricular l ink s

 Social Science, Psychology, Geography, Information Technology, History.

Previous learning

Talking about the city.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

There is / There are

Warm up. Free talk about a place in unknown city or town.

The Sts. need to find out if there is a cinema there, you will ask a question: is there a cinema in this town?

Slide (useful phrases).

Pictures

PPT

Student Book p.95

Pictures

PPT

Slide (useful phrases).

Main part

Complete the questions. Ex.1 p.95.

The Rule about some/ any/ no with there is/ there are. Ex.2- 3 p.95. Do these exercises in pairs.

Sts. work with ex.4 in groups on their own. The material is connected with quantity: only one, a lot of, loads of, one or two, no. Use the diagram: the increase in the number of line represents the increase in quantity.

Answers: no, only one, one or two, a lot of, loads of.

LEXICAL TASK: think about an ideal place to live and make up sentences using the words in a bracket.

Ex.5: In my ideal place to live there are no factories

DESCRIPTION OF THE IDEAL PLACE. Ex.6 p.95. Use active words and phrases. Make posters in groups of 3.

Student Book p.95

Writing

Worksheet

Pictures

PPT

Giving the home task. W.B. p.65

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

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?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

7. Identify the main idea in extended talks with little support.

8. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

9. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

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