Language Focus. Is there/ Are there

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 27.03.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Places in a town

Learning objectives

6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics curricular topics.

6.1.8.1 develop intercultural awareness through reading and discussion

6.6.14.1 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 on a limited range of familiar general and curricular topics familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn vocabulary for places in a town.

• Learn there is … , there are … with a, an, some and any to talk about a town.

• Write sentences about a town.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students: Do you live in a town or in the country?

• Ask: What can you find in a town? Try to elicit some words for places in a town, e.g. shops, cinema

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

Asking questions

8 min

Ex: 1 P:92

• Refer students to the picture on page 19. They match the words individually, then compare their answers in pairs.

• Students listen and check their answers.

• Drill the pronunciation of the words.

• In a weaker class, check understanding of the words in the box and advise students to write translations of each word in their notebooks

Ex: 2 P:92

• Remind students to listen carefully for clues about where each speaker might be.

• Ask students to check their answers in pairs.

• If students disagree about their answers, play the CD again so that they can check.

Ex: 3 P:92

• Point out the labels A–D on the map of the city. Refer students to the texts below the picture, and explain that each text describes the relevant area on the map.

• Allow students time to read the texts and the options carefully, and choose option a or b

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

Students match twelve of the words in the box with places.

Descriptor:

- match twelve of the words

- work in pairs

Answers:

1 train station 7 shops 2 factory 8 school 3 flats 9 sports centre 4 park 10 restaurant 5 shopping centre 11 river 6 offices 12 car park

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students listen and answer the question. Where are the people in situations?

Descriptor:

-listen the task

-answer the question

Answers:

1 park 5 sports centre 2 library 6 factory 3 train station 7 school 4 restaurant 8 cinema

Students work in pairs. Read the information.

Descriptor:

- gives information about himself/herself;

Answers:

A a: This is a good place for the bus station.

B a: This is a good place for the cinema.

C a: This is a good place for the library.

D b: This is a good place for the hospital.

-can match twelve of the words

Total: 1 point

-can answer the question

Total: 1 point

-can gives information about himself/herself

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 29.03.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Reading: A description of a modern city

Learning objectives

6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

Learners will be able to:

• Read about some interesting buildings.

• Find spelling rules for plural nouns.

• Talk about your town.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Ask students to look at the photo on page 20 and the title of the text. Ask students to try to guess where this city is, but do not tell them whether they are right or not.

• Elicit some ideas and write them on the board.

• Pre-teach the words floor (a building with three floors), gym and lake.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

8 min

Ex: 1 P:94

• Before students read the text, ask them to look at the photos and read the words in the box. Remind them that photos can help them interpret a text, and give them useful clues about the content.

• Check understanding of the words in the box. In a stronger class, ask one or two students to say which words they chose and why.

• When students have listened, discuss the words again and check their answer from the warm-up activity

Ex: 2 P:94

• Allow students time to read the sentences carefully before they answer true or false. In a weaker class, they can complete this activity in pairs.

• Check answers with the class. Ask students to identify the area of the text where they found the answer

Ex: 3 P:94

• Refer students to the text, and explain that the plural forms of the nouns in the box can all be found in the text. In a stronger class, ask students to close their books while you check the answers.

• Ask students when the -ies form is used. Elicit answers from individual students.

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

Students look at the photos and choose six words that you can use to describe the building. Then read, listen and check your answers.

Descriptor:

- read the text

- choose six words to describe the building

Answers:

Not mentioned: museum, mountains

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students read the text again and write true or false. Correct the false sentences.

Descriptor:

- read the text

- write true or false

Answers:

1 False. You can see the Burj Khalifa from 100 kilometres away.

2 False. The skyscraper is a modern building.

3 False. There are 900 flats in the skyscraper. 4 True.

5 False. The lifts in the tower are very fast

Students find the plural forms of these words in the text. When do we form a plural with -ies

Descriptor:

- find the plural forms

Answers:

offices, cities, flats, parks, shops, libraries We usually form a plural with -ies when the noun ends in consonant + -y. We change the -y to -i and add -es.

-can choose six words to describe the building

Total: 1 point

-can write true or false

Total: 1 point

-can find the plural forms

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 31.03.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Language Focus. Is there/ Are there

Learning objectives

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

6.6.14.1 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

Learners will be able to:

• Learn and use the question forms Is there …? and Are there …? with the appropriate short answers.

• Use key phrases to express quantity.

• Describe an ideal place to live.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Tell students to imagine they are visiting a new town or city.

• Tell them that they need to find out whether there is a cinema in the town. Elicit the question they would ask, and write it on the board: Is there a cinema in this town?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

8 min

Ex: 1 P:95

• Refer students back to page 20. Point out that they should study the question forms in exercise 5 to complete the first part of the activity, then read the text again if necessary to answer each question. In a stronger class, encourage them to do this from memory.

Ex: 2 P:95

• In a weaker class, allow students to complete the rules in pairs. Refer students back to exercise 1 for support. You may need to highlight the singular and plural nouns in the questions

LANGUAGE NOTE

To form questions from there is / there are we put the verb first: Is there …? / Are there …?: Is there a swimming pool? NOT There is a swimming pool? In short answers, we can’t use the contracted form there’s. We say: Yes, there is NOT Yes, there’s. We use any, NOT some in questions with plural nouns: Are there any hotels? NOT Are there some hotels? We use How many with plural nouns to ask about quantity. Elicit that the answer to a question with how many will include a number

Ex: 3 P:95

• In a weaker class, tell students to circle the nouns to help them form the questions correctly. • Go round and listen as they are talking. Check that they are using short answers correctly

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

Students complete the questions. Then match the questions with answers

Descriptor:

- read the text

- match the questions with answers

Answers:

1 any, b 2 are, a 3 Is, c

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students choose the correct answers

Descriptor:

- complete the rules

- choose the correct answers

Answers:

1 any 2 singular nouns 3 plural nouns

Students complete the questions with is there / are there. Then ask and answer with a partner. Give short answer.

Descriptor:

- complete the questions

- give short answer

Answers:

1 Is there

2 Are there

3 Are there

4 Is there

5 Are there

6 Are there

7 are there

8 are there Students’ own answers

-can match the questions with answers

Total: 1 point

-can complete the rules

Total: 1 point

-can give short answer

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 03.04.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Describing places.

Learning objectives

6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.2.1.1 understand a sequence of supported classroom instructions

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

Lesson objectives

Learners will be able to:

• Learn adjectives to describe places.

• Use adjectives to complete sentences describing your town.

• Listen to a conversation about different places.

• Listen for general meaning and specific details.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Write the heading My town on the board.

• Ask students to describe their town.

• Elicit some adjectives, for example big, small, nice, and write them on the board.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

8 min

Ex: 1 P:96

• Students look at the pictures. Explain that the adjective below each picture describes that image, and that the words in the box are the opposites of these.

• When students have checked their answers, use the recording to drill the pronunciation of any words that are new to students.

Ex: 2 P:96

• Look at the example with the class. Check understanding of quite: it is used to modify the adjective and make it less strong. Then look at the word really in items 2 and 3. Elicit that this makes an adjective stronger.

• Students complete the sentences using information that is true about their own town.

• Ask students to compare their sentences in pairs.

• Ask some students to read their sentences to the class, and ask the class if they agree

Ex: 3 P:96

• Refer students to the photos and ask students what they think the two cities are like.

• Play the CD. Students listen and answer the question.

Ex: 4 P:96

• Allow students time to read the sentences. • Play the CD again. Students decide if the sentences are true or false. • Check that students are able to form the correct sentence where the sentence is false

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

Students match adjectives with their opposites. Then listen and check.

Descriptor:

- match adjectives with their opposites.

Answers:

1 safe 2 unfriendly 3 quiet 4 dirty 5 pretty 6 modern

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students complete the sentences about where you live. Use the adjectives.

Descriptor:

- complete the sentences using information

- Use the adjectives

Answers:

Students’ own answers.

Students Tina is from Miami and Tom is Brighton. Listen to their conversation. Which city does Tina prefer?

Descriptor:

- discuss about photos

Answers:

Tina prefers Miami because her friends and family are there.

Students listen again and write true or false

Descriptor:

- write true or false

Answers:

1 True 2 False 3 True 4 False 5 False 6 False

-can match adjectives with their opposites.

Total: 1 point

-can Use the adjectives

Total: 1 point

-can discuss about photos

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 05.04.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Language Focus. Comparative adjectives

Learning objectives

6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

6.6.2.1 use quantifiers many, much , a lot of ,a few on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn comparative adjectives.

• Complete a quiz comparing places around the world.

• Use comparative adjectives to compare two places.

• Express your opinions about different places.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, write on the board the names of two cities, for example Brighton and Tokyo.

• Ask students what they think the differences are between the two cites.

• Elicit some examples of comparative adjectives and write them on the board, for example: Brighton is smaller than Tokyo. Tokyo is more modern

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

8 min

Ex: 1 P:97

• Refer students back to the adjectives presented on page 22, and explain that they have different comparative forms. Explain that these forms are used in exercise 4 on page 22, and they can be categorized in this table.

• Students copy the comparative forms into the correct rows.

• Check answers with the class. Then ask students to think about how comparative adjectives are formed in their language. Can they be categorized in the same way?

Ex: 2 P:97

• Students complete the sentences individually. Check they have done this correctly before they start the pairwork.

• In pairs, students ask and answer the questions. In a stronger class, you can allow extra time to look up any answers they do not know in an atlas or on the internet. • Play the CD to check the answers.

Ex: 3 P:97

• Refer students to the prompts under the speech bubbles. Explain that they can use these ideas, or any of their own, and that they should write a mixture of true and false sentences. Point out that there is a choice of adjectives in the prompts, so they can choose how to compare the places.

• Students write their sentences.

• Go through the example exchange in the speech bubbles. Model it with a stronger student.

• In pairs, students ask and answer the new questions.

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

Students complete the table with adjectives. How do you make comparatives in you language.

Descriptor:

- complete the table with adjectives

Answers:

1 safer 4 friendlier 2 bigger 5 more exciting 3 prettier 6 better

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students complete the sentences. Do the quiz with a partner.

Descriptor:

- complete the sentences

- Use the adjectives

Answers:

1 more expensive – True

2 newer – True

3 wider – False

4 higher – True

5 longer – False

6 more dangerous – True

7 older – False

8 further – False

Students write six more sentences for the quiz using these words or your own ideas. Then test your partner

Descriptor:

- write six more sentences

Answers:

Students’ own answers

-can complete the table with adjectives

Total: 1 point

-can do the quiz with a partner.

Total: 1 point

-can write six more sentences

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 07.04.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Speaking: Asking for travel information

Learning objectives

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics

6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

Learners will be able to:

• Learn key phrases for asking for travel information.

• Learn travel uses of the prepositions by and on.

• Listen to a conversation in which someone asks for travel information.

• Practise asking for travel information

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Ask students how often they use trains, and how often they use coaches. Ask when they last travelled by one of these methods. Was it cheap or expensive? Did they travel a long way?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

8 min

Ex: 1 P:97

• Refer students to the photo and ask them to look for clues about where the people are.

• If students find this difficult, point out clues in the photo, for example, the man is holding a train timetable, and Tina is carrying a bag.

• You could remind students that they first met Tina in Unit 1, with her cousin Laura.

Ex: 2 P:97

• Refer students to the dialogue and read the instructions with the class.

• Explain that they have to listen for several pieces of specific information, in order to complete the gaps and answer the questions. Suggest that they listen the first time without writing anything. The second time you play the CD, they should complete the dialogue with the correct words. The third time, they should use the information they have written to say how far London is and which form of transport is more expensive.

• Remind students not to worry about the blue words at this stage.

Ex: 3 P:97

• Students can cover the dialogue for this exercise, and then refer back to it to check their answers and correct any mistakes. In a weaker class, ask them to do this in pairs.

• Check answers with the class before students practise the dialogue with a partner.

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

Students look at the photo. Where are the people? What information does Tina want?

Descriptor:

- discuss about the photo

Answers:

They are at the train station. Tina wants information about how far London is, and how much it costs to get there

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students listen and complete the dialogue

Descriptor:

- listen the dialogue

- complete the dialogue

Answers:

1 50 2 ten 3 bus station London’s about fifty minutes from here. The train is more expensive than the coach

Students cover the dialogue and complete these key phrases.

Descriptor:

- complete these key phrases.

Answers:

1 want 2 far 3 from 4 much

-can discuss about the photo

Total: 1 point

-can complete the dialogue

Total: 1 point

-can complete these key phrases.

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 10.04.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Speaking: Asking for travel information

Learning objectives

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics

6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

Learners will be able to:

• Learn key phrases for asking for travel information.

• Learn travel uses of the prepositions by and on.

• Listen to a conversation in which someone asks for travel information.

• Practise asking for travel information

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• Ask students how often they use trains, and how often they use coaches. Ask when they last travelled by one of these methods. Was it cheap or expensive? Did they travel a long way?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

8 min

Ex: 1 P:98

• Refer students to the photo and ask them to look for clues about where the people are.

• If students find this difficult, point out clues in the photo, for example, the man is holding a train timetable, and Tina is carrying a bag.

• You could remind students that they first met Tina in Unit 1, with her cousin Laura

Ex: 2 P:98

• Refer students to the dialogue and read the instructions with the class.

• Explain that they have to listen for several pieces of specific information, in order to complete the gaps and answer the questions. Suggest that they listen the first time without writing anything. The second time you play the CD, they should complete the dialogue with the correct words. The third time, they should use the information they have written to say how far London is and which form of transport is more expensive.

• Remind students not to worry about the blue words at this stage.

Ex: 3 P:98

• Students can cover the dialogue for this exercise, and then refer back to it to check their answers and correct any mistakes. In a weaker class, ask them to do this in pairs.

• Check answers with the class before students practise the dialogue with a partner.

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

Students look at the photo where are the people. What information does Tina want?

Descriptor:

- discuss about the photo

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students listen and complete the dialogue. How far is London? Which is more expensive the train or the coach?

Descriptor:

- listen the dialogue

- compare the transport.

Students cover the dialogue and complete these key phrases. Pactise the dialogue.

Descriptor:

- complete these key phrases.

-can discuss about the photo

Total: 1 point

Answers:

They are at the train station. Tina wants information about how far London is, and how much it costs to get there.

-can complete the dialogue

Total: 1 point

Answers:

1 50

2 ten

3 bus station London’s about fifty minutes from here. The train is more expensive than the coach.

-can complete these key phrases.

Total: 1 point

Answers:

1 want

2 far

3 from

4 much

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 12.04.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

Writing: A description of a town.

Learning objectives

6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.2.1.1 understand a sequence of supported classroom instructions

6.3.2.1 ask simple questions to get information about a limited range of general topics

Lesson objectives

Learners will be able to:

• Study a model text.

• Learn key phrases for describing a town or city.

• Learn about the position of adjectives.

• Write about a town you like

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students: Do you like your town? Why? What’s your favourite place in the town? Why?

• Elicit some ideas from students and then ask: What’s your favourite town? Why?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min

10 min

10 min

8 min

Ex: 1 P:99

• Check answers with the class and make sure students understand the rule that adjectives usually come before, not after, nouns in English

Ex: 2 P:99

• Go through the words in the box and check understanding. Clarify that these are pieces of information which complete the key phrases.

• In a weaker class check understanding by asking students to translate the phrases into their own language.

Ex: 4 P:99

• Focus students on the blue words in the text about Brighton. In a weaker class, recap that friendly, pretty, etc. are adjectives. Ask students to study where these words are placed in the sentences. • Check answers by asking individual students to read out the completed rules.

Ex: 5 P:99

• Students use the rules they have identified to order the words correctly. Allow them time to complete this individually, then check answers in

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

Students read the model text and answer the questions.

Descriptor:

- read the model text

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students complete the key phrases with the words in the box.

Descriptor:

- complete the key phrases

Students look at the words in blue in the model text. Then choose the correct words in the rules.

Descriptor:

- choose the correct words in the rules

Students order the words to make sentences.

Descriptor:

- make sentences.

-can read the model text

Total: 1 point

Answers:

1 Yes.

2 Paragraph 3. 3 Paragraph 2. 4 Paragraph 1. 5 Students’ own answers

-can complete the key phrases

Total: 1 point

Answers:

1 England

2 160,000

3 friendly

4 the beach and the aquarium

5 85, London

-can choose the correct words

Total: 1 point

Answers:

1 before

2. before

-can make sentences.

Total: 1 point

Answers:

1 Manchester is a big city.

2 I like exciting places.

3 The streets are very safe.

4 The library is a very quiet building.

5 There are some really interesting shops.

6 The town has got a big park.

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit of a long term plan: Unit 8 Our neighbourhood

School:

Date: 14.04.23

Teacher name:

Grade: 6

Number present:

absent:

Lesson title

My Country. A city park

Learning objectives

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.4.7.1 recognise typical features at word, sentence and text level in a limited range of written genres

6.5.1.1 plan, write, edit and proofread work at text level with support on a

Lesson objectives

Learners will be able to:

• Learn vocabulary for talking about parks

• Read a text about the First President’s Park

• Revise comparative adjectives

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

2 min

3 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

Books closed. In pairs, students think of a park they like and write a list of the things they like about it, for example beautiful trees, café, flowers, etc. Get feedback from the class by asking a few pairs to read their lists. Go through any words students use that other members of the class might have difficulty with.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

10 min