A park in Almaty or in London.

Unit of a long term plan

Unit 8 Our neighbourhood      Lesson plan 87

School:

Date:

Teacher’s name:

C lass: 6

Number absent:

Lesson  title

CLIL. Geography: Reading a map.

Learning objectives(s) that this lesson is contributing to

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

6.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

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

6.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

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

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

Lesson objectives

All learners will be able to:

· *develop speaking skills through communication about the city map;

· *improve reading skills through recognising typical features at word;

· *write descriptions given facts about the city or a town using the right grammar. 

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

Love to the Motherland, cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

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

Previous learning

Talking about a city park.

Use of ICT

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

Intercultural awareness

Discuss how to read a city map.

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.

Warm up. Free talk about  a map. The teacher asks Sts. to give associations with a word: map.

Slide (useful phrases).

Pictures

PPT

Student Book p.101.

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

· Show students a map and ask them to identify what it is and what it is used for. Repeat while holding up the handouts of the compass rose, mini poster symbols, and map key. Be sure to cover the name of each with sticky notes to reveal at a later time..

Explicit Instruction/Teacher Modelling.

· Read Follow That Map! aloud.

· During the read aloud, focus on key terms presented in the introduction. Ask students to point out examples of each throughout the story.

· As students identify key terms, explain that a map is a picture or chart that shows rivers, mountains, streets, etc. in a certain area, a compass rose is a circle printed on a chart to show direction (N, S, E, and W), symbols are pictures used to represent a word or group of words, and a map key is a list that explains the symbols on a map.

· Display each definition under each visual to create instant mini posters for students to view.

Ex.1 p.101.Mathcing exercise.

Discussion of the text" Maps". Ex.2 p.101.

Working with a map. Ex. 3-4

Guided Practice/Interactive Modeling

· Pass out to each student the Town Map worksheet.

· Inform students that maps usually have titles, as you point to the top of the map. Ask students to say aloud the title of this map.

· Tell students that they will look at the Town Map to gain practice in identifying symbols and reading a compass rose and map key.

· Ask students to point to the compass rose on the worksheet. Once identified, have students label it with North, South, West, and East using the first letter only. Remind students to use the mini poster for help.

· Next, ask students to identify the map key. Ask students to explain the use of the map key and its symbols.

· Model the first two problems for students, and ask them to complete the third problem on their own.

· Walk around the class to monitor students as they are working.

· When students have finished, ask for a student volunteer to share their answer, while others check their own work.

Independent Working Time

· Ask students to complete the Town Map worksheet.

· For early finishers, pass out the Reading a Map worksheet.

· Monitor students while they are working, and assist students who need extra support. Ex.5 p.101.

Differentiation

· Enrichment: For students who need an extra challenge, provide the Build a City worksheet. Using this worksheet, ask students to determine, in writing, the direction of locations relative to another on the grid map.

· Support: For students needing support, complete the Town Map worksheet as a small group. To provide support in reading symbols, complete the Reading a Map worksheet in a small group.

Student Book p.101

Pictures

PPT

Maps

Symbols.

Writing

Worksheet

Student Book p.101

Giving the home task.

    W.B. p.69

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:

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

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

27. 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

Unit of a long term plan

Unit 8 Our neighbourhood      Lesson plan 88

School:

Date:

Teacher’s name:

C lass: 6

Number absent:

Lesson  title

Project.

City profile.

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