Making and responding to suggestions.

Learning objectives(s) that this lesson is contributing to

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

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

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

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

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.W5 link without support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

· Identify the theme, plot, new words in the reading passage about suggestions  and use them as the basis for discussion.

· Transfer information from the reading passage into a graphic organizer.

· Offer constructive peer-feedback using rubric.

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.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, Psychology, Geography, Information Technology.

Previous learning

Talking about past events.

Use of ICT

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

Intercultural awareness

Discuss experiences in different countries in the past.

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 the last trip. What did they take with them, how did people prepare before they left?  The teacher asks Sts. in pairs make a list of things  they take to the journey?

What did the tourists take with them?

Slide (useful phrases).

Pictures

PPT

Student Book p.110

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Ex.1 p.110. Identifying the topic. Predicting based on the picture.

Answer:

They are looking at the map because they are lost.

Ex.2 p.110. Gist listening. Sentence completion task. Role-play.

Answers:

1. e

2.b

3.d

4.c

5.a

Ex.3. Listen to the key - phrases and fill in the table:

Ex.4 p.110. Sentence completion task. Role-play. Pronunciation practice.

Answers:

1. stay here

2.about going to the doctor?

3. don't we phone her Mum?

Ex.5 p.110. Creative exercise. In pairs, make new mini- dialogues using active words combinations and key - phrases.

OPTIONAL ACTIVITY: Language Focus.

Student Book p.110

CD. 2.49.

Pictures

PPT

CD. 2.50.

A Table

CD. 2.51.

Student Book p.110

Teacher's Book p.132.

Giving the home task.

W.B. p.76

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:

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

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

51. 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