Unit 8: Our neighbourhood

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Across Curriculum, Citizenship

Learning objectives

6.1.5.1 use feedback to set personal learning objectives

6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics

Lesson objectives

- present new vocabulary

- introduce and discuss the topic

- consolidate information in a text

Value links

Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Lead – In:

-What do you see in the picture?

-What sport do you go in for?

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Learners remember previous lesson vocabulary

Students say different words from the picture

Learners answer the questions

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

make basic statements related to personal information, match places to continents

Descriptor:

- answer the question

Total: 2 point

Picture

Middle of the lesson

Presentation part.

30 min

Ex 1a P:96

Read the list of public facilities aloud and explain/elicit their meanings, Elicit which ones Ss' towns/cities have.

Then, draw Ss' attention to the pictures and elicit which facilities they show.

Ex 1b P:96

• Ask various Ss around the class to tell the class what their free-time activities are and which public facilities they use to do them.

Ex: 2 P: 96

• Read the rubric aloud and elicit a variety of answers from Ss around the class. Write the two best suggestions on the board.

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.

Ex: 3 P: 96

Read the rubric aloud and elicit a variety of answers from Ss around the class referring to the text as necessary.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

• Learners read the list of public facilities and say which ones your town/city has.

ANSWERS

1 playground

2 library

3 wildlife reserve/national park

4 swimming pool

5 skate park

Learners ask and answer the question. Tell your partner.

ANSWERS

I like rollerblading, so I go to the skate park every weekend.

I like reading, so I go to the library every week.

I like running, so I go to the park every afternoon. etc

Learners answer the question. In pairs, think of two ways.

ANSWERS

Leisure and sport facilities in a town can help to reduce crime such as vandalism and graffiti because young people have a place to go and use their energy positively. They can also help to develop young people's skills and abilities and give them a healthy hobby.

Learners write three ways local town councils can improve the local community.

ANSWERS

1 They can encourage people to do sports and create places where they can play.

2 They can use sports centers to create more job opportunities and reduce unemployment.

3 They can use sport to reduce crime

Descriptor:

- read the list

- say which ones your

Total: 2 point

Self assessment

Descriptor:

- ask and answer the question

- tell your partner

Total: 2 point

Descriptor:

- read the rubric aloud

- answer the question

Total: 2 point

Descriptor:

- write three ways local town

Total: 2 point

Students book

End of the lesson

5 min

Reflection

Learners provide reflection on what they have learned at the lesson.