Біздің ауданымыз тақырыбындағы сабақ жоспары, 6-сынып

MODULE 8 “ OUR NEIGHBOURHOOD”

Lesson plan

LESSON: Module 8 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning

6.3.2.1- ask simple questions to get information about a growing range of general

objectives(s)

topics;

that this

6.1.3.1-respect differing points of view

lesson is

6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing

contributing

range of general and curricular topics;

to

6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases

describing times and location on a growing range of familiar general and

curricular topics;

Lesson

All learners will be able to:

objectives

To write short sentences in a paragraph.

Answer the questions.

Do exercises with grammar material;

Most learners will be able to:

To write short sentences in a paragraph.

Answer the questions.

Do exercises with grammar material;

Some learners will be able to:

Use grammar to make sentences.

Speak about places in the city

Previous

future tense will/won’t.

learning

Plan

Planned

Planned activities

Excel

Teacher

timings

Resource

Notes

Beginning the

What’s in this module?

lesson

Read the title of the module Our neighbourhoodand ask

Ss to suggest what they think it means. Go through

thetopic list and stimulate a discussion to prompt

Ss’interest in the module.

To present new vocabulary

To present shops

Draw Ss’ attention to the street map and the names

of the shops in it.

Main

Play the recording. Ss listen and repeat chorally or

Activities

individually. Ask various Ss to give the L1

equivalents.(Ss’ own answers)

Elicit what sort of things we can buy/do in each

shop and then ask various Ss around the class to say

one thing for each shop. Encourage Ss to say

different things and continue until all ideas have

been exhausted.

To practise prepositions ofPlace

Revise prepositions of place with Ss and explain/

elicit the meanings of the ones presented through

translation into Ss’ L1 or by demonstrating them

with objects in the classroom.

Explain the task and read out the example. Then, Ss

ask and answer in pairs. Monitor the activity around

the class and then ask some pairs to ask and answer

in front of the class.

To predict the content of the text

Direct Ss’ attention to the pictures and the title and

allow them one minute to read the introduction.

Elicit Ss’ guesses in answer to the questions in the

rubric.

Play the recording. Ss listen and follow the text in

their books and check their guesses.

To read for specific information

Allow Ss some time to read the text and mark

the statements.

Ask Ss to use the Word List to look up the

meanings of the words in the Check these words

box.

Check Ss’ answers. As an extension Ss can correct

the false statements.

Explain that the author may have written the text

for a number of reasons e.g. to inform, to entertain,

etc. Elicit the author's purpose in writing the text

from Ss.Suggested Answer Key

Ending the

To consolidate new vocabulary

lesson

Explain the task. Give Ss time to complete it, then

check Ss’ answers.

Additional information

Differentiation – how do you plan to

Assessment – how are you

Cross-curricular links

give more support? How do you plan to

planning to check learners’

Health and safety

challenge the more able learners?

learning?

check

ICT links

Values links

support less able learners through more

monitor pronunciation and

supportive questioning and prompts and

accuracy in whole class drilling

conscripting first immediately after

and check and remodel as

modelling

appropriate

challenge more able learners by flashing

up a range of random numbers

Reflection

Answer the most relevant questions from the box on the

Were the lesson objectives/learning

left

objectives realistic?

about your lesson.

Did I stick to timings?

What changes did I make from my plan

and why?

Lesson plan

LESSON: Module 8 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning

6.5.6.1- link, with minimal support, sentences into coherent paragraphs using

objectives(s) that

basic connectors on a growing range of familiar general topics;

this lesson is

6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns

contributing to

including someone, somebody, everybody, no-one on a growing range of

familiar general and curricular topics;

6.6.9.1- use appropriately an increased variety of present and past simple active

and some passive forms on a growing range of familiar general and curricular

topics;

Lesson

All learners will be able to:

objectives

To write short sentences in a paragraph.

Listen and answer the questions with support.

Do exercises with grammar material;

Most learners will be able to:

To write short sentences in a paragraph.

Listen and answer the questions with some support.

Do exercises with grammar material;

Some learners will be able to:

Use grammar to make sentences.

Speak about places in the city

Previous

Prepositions of place

learning

Plan

Planned timings

Planned activities

Excel

Teacher

Resources

Notes

Beginning the

To compare two places

personalise the topic and

lesson

express your opinion

Explain the task. Write the two locations on the

board and ask various Ss around the class to

offer comparisons and make notes about them

under the headings (e.g. Verona, USA is quiet

but Verona, Italy is busy etc). Encourage Ss to

make as many comparisons as possible.

Then, allow Ss a few minutes to formulate their

answers about which place they prefer and why

and then ask various Ss to read out their

sentences to the class.

Main Activities

To read for gist

Ss read the signs and match them to the places

they can be seen.

Check Ss’ answers. Ask Ss to say which words

helped them decide.

To read for gist

Explain the task and allow Ss some time to read the

sentences and match them to the shops.

Check Ss’ answers.

To listen for specific information

Explain the task. Ask Ss to identify the places in the photographs.

Play the recording. Ss listen and complete the task.

Check Ss’ answers.

To act out a dialogue

Explain the task and allow Ss some time to think of

another shop and what they will say.

Ss then act out their dialogues in closed pairs.

Monitor the activity around the class and then ask

some pairs to act out their dialogues in front of the

class.

To present and practise linking words showing comparisons and consolidate through translation

Ask three individual Ss to read out the sentences and then ask three others to translate them.

(Ss’ own answers)

To make notes and compare

two places using linkers of contrast

Explain the task and read out the example.

Ss complete the task. Ask various Ss to read out

their sentences.

To write a short paragraph making

comparisons

Ending the lesson• Explain the task and brainstorm with Ss for ideas to help them complete the task if necessary.

Ss complete the paragraph. Check Ss’ answers

Additional information

Differentiation – how do you plan to give

Assessment – how are you planning

Cross-curricular

more support? How do you plan to

to check learners’ learning?

links

challenge the more able learners?

Health and safety

check

ICT links

Values links

provide support for writing task by

check answers in comprehension

Values: Caring

providing less able learners with sentence

task using thumbs up or down

about p

starters

technique and follow-up questions

laces of natural

beauty

monitor and challenge more able learners

monitor pronunciation of new

to justify their opinions in group task

vocabulary in paraphrasing task and

with probing questions

highlight any word-stress errors to

board

Reflection

Answer the most relevant questions from the

Were the lesson objectives/learning

box on the left about your lesson.

objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Lesson plan

LESSON: Module 8 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning

6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns

objectives(s) that

including someone, somebody, everybody, no-one on a growing range of

this lesson is

familiar general and curricular topics;

contributing to

6.6.9.1- use appropriately an increased variety of present and past simple active

and some passive forms on a growing range of familiar general and curricular

topics;

Lesson objectives

All learners will be able to:

To write short sentences in a paragraph.

Answer the questions.

Do exercises with grammar material;

Most learners will be able to:

To write short sentences in a paragraph.

Answer the questions.

Do exercises with grammar material;

Some learners will be able to:

Use grammar to make sentences.

Speak about places in the city

Previous learning

Present continuous (future meaning)

Plan

Planned timings

Planned activities

Excel

Teacher

Resources

Notes

Beginning the

To present a/an, and some/any/every/no

lesson

and their compounds

Go through the table with Ss and elicit the L1

equivalents for the examples.

(Ss’ own answers)

To practisea/an and some/any/no

Main Activities

Explain the task.

Ss do the task in closed pairs. Check Ss’ answers.

To practisesome/every/any and their

compounds

Explain the task. Ss complete the task. Check Ss’

answers.