Ex.4 - 5 p.92. Pay attention to the Language note.

Places in a town.

Describe a place you know.

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.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics curricular topics.

6.C8 develop intercultural awareness through reading and discussion

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

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

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

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

Lesson objectives

All learners will be able to:

· develop listening skills through working on the text" City Simulation". improve speaking skills by working in pairs, groups and whole class

· express their ideas including emotions and senses

· identify some specific information from the text and use some target vocabulary to describe city or a town accurately in response to prompts and in production tasks using structures: there is/ there are/ some/ any / a, the.

Most learners will be able to:

identify most specific information in texts and research and write short organised text using a range of their own words talking about the city or a town in our country and in the U.K using structures: there is/ there are/ some/ any / a, the.

Some learners will be able to:

identify most specific information in texts and research and write short organised text using a range of their own words talking about the city or a town in our country and in the U.K using structures: there is/ there are/ some/ any / a, the be able to describe a picture using key phrases

Value links

 Love to the place you live, cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, Psychology, Geography, Information Technology.

Previous learning

Talking about novel, myths and legends.

Use of ICT

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

Intercultural awareness

Discuss life in the city or in the country  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.

Warm up.

To stimulate interest in the topic, watching video about the city the Sts. live.

· Refer Ss a video, ask Ss to tell you what they know about their city or town. Elicit answers and ask Ss to tell you what information they would like to know about the city

  and write it on the board (e.g. How old is the city? How many people live? When was it built?)

· Play the recording. Ss watch and in 3 groups write as many places of interest as they can.

Ss put the sights in order of great importance?

Slide (useful phrases).

Pictures

PPT

Student Book p.92 - p.93

Writing  Worksheet

Video about a city

Pictures

PPT

Slide (useful phrases).

Main part

The teacher refers Sts. to the picture on p.93 and asks them to do Ex.1 p.92 which is matching and pronunciation drill one.

Working with the short text and a map" City Simulation". Where are the people in situations 1 - 8?

Answers:

1. park

2. library

3. train station

4. restaurant

5. sports centre

6.factory

7. school

8. cinema

Each text describes he relevant area on the text. Choose the option:

A a, B a, C a, D b.

I think: This is a good place for the bus station.

The Introduction of: there is/ there are + a, an, some and any.

Ex.4 - 5 p.92. Pay attention to the Language note.

Creative exercise: Ex.6 p.92

If you have time, do Optional activity: Vocabulary.

Speak about Almaty.

Student Book p.83

CD. 2.33

CD. 2.34

Pictures

PPT

CD. 2.35

Student Book p.92

Teacher's Book p.115

A Table

Teacher's Book p.115

Giving the home task.

    W.B. p.64

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:

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

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

3. 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