Places in a town

Unit 8 Our neighbourhood

Teacher name:

Date:

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.

Value links

Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 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

Middle of the lesson

Presentation part.

35 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.

Answers:

1 train station

2 factory

3 flats

4 park

5 shopping centre

6 offices

7 shops

8 school

9 sports centre

10 restaurant

11 river

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?

Answers:

1 park

2 library

3 train station

4 restaurant

5 sports centre

6 factory

7 school

8 cinema

Students work in pairs. Read the information.

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.

Descriptor:

- match twelve of the words

- work in pairs

Total: 1 point

Descriptor:

-listen the task

-answer the question

Total: 1 point

Descriptor:

- gives information about himself/herself;

Total: 1 point

Cards

Worksheets

End of the lesson

5 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 8 Our neighbourhood

Teacher name:

Date:

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.

Value links

Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 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

Middle of the lesson

Presentation part.

35 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.

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.

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

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.

Descriptor:

- read the text

- choose six words to describe the building

Total: 1 point

Descriptor:

- read the text

- write true or false

Total: 1 point

Descriptor:

- find the plural forms

Total: 1 point

Cards

Worksheets

End of the lesson

5 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 8 Our neighbourhood

Teacher name:

Date:

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.

Value links

Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 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

Middle of the lesson

Presentation part.

35 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

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

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.

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

Descriptor:

- read the text

- match the questions with answers

Total: 1 point

Descriptor:

- complete the rules

- choose the correct answers

Descriptor:

- complete the questions

- give short answer

Total: 1 point

Cards

Worksheets

End of the lesson

5 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