Short term lesson plan
Unit 8 Our
neighbourhood
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School:
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Date:
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Teacher’s name:
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Class: 6
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Number present:
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Number absent:
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Lesson title
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Language
Focus.
Is
there/ Are there.
Practicing
asking and answering questions about the place you live.
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Learning objectives(s) that this lesson
is contributing to
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6.C1 use speaking and listening skills
to solve problems creatively and cooperatively in groups
6.C2 use speaking and listening skills
to provide sensitive feedback to peers
6.S7 use appropriate subject-specific
vocabulary and syntax to talk about a limited range of general topics general
and curricular topics
6.W2 write with support a sequence of
short sentences in a paragraph on a limited range of familiar general topics
6.W3 write with support factual
descriptions at text level which describe people, places and objects
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 and there is / there are on
a limited range of familiar general and curricular topics familiar general
and curricular topics
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Lesson objectives
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All
learners will be able to:
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*develop
speaking skills through communication about a modern city;
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*improve
reading skills through recognising typical features at word
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*write
descriptions given facts about the city.
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Most
learners will be able to:
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*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.
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*Demonstrate the
ability to find correct information without any mistakes;
*Respond
to and discuss the
reading passage using
interpretive, evaluative and creative thinking skills.
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*Apply topic
related vocabulary in speech with grammar accuracies.
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Value links
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Cooperation, respect each other's
opinion, functional literacy, love to people and a Motherland.
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Cross curricular links
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Social Science, Psychology, Geography, Information
Technology, History.
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Previous learning
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Talking about
the city.
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Use of
ICT
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Smart board for
showing a presentation, getting additional information, playing the audio
files.
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Intercultural awareness
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Discuss
experiences in different countries.
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Health and Safety
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Breaks and physical activities used. Everyday classroom precautions will ensure that safety
measures are provided to prevent the exposure of electrical power cords.
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Planned timings
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Planned
activities
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Resources
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Beginning
of the lesson
6
min.
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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.
There is / There are
Warm up. Free talk about
a place in unknown city or town.
The Sts. need to
find out if there is a cinema there, you will ask a question: is there a
cinema in this town?
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Slide (useful
phrases).
Pictures
PPT
Student Book
p.95
Pictures
PPT
Slide (useful phrases).
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Main
Activities
15
min.
13
min
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Main
part
Complete
the questions. Ex.1 p.95.
The
Rule about some/ any/ no with there is/ there are. Ex.2- 3 p.95. Do these
exercises in pairs.
Sts.
work with ex.4 in groups on their own. The material is connected with
quantity: only one, a lot of, loads of, one or two, no. Use the diagram: the
increase in the number of line represents the increase in quantity.
Answers: no, only one,
one or two, a lot of, loads of.
LEXICAL
TASK: think about an ideal place to live and make up sentences using the
words in a bracket.
Ex.5:
In my ideal place to live there are no factories
DESCRIPTION
OF THE IDEAL PLACE.
Ex.6 p.95. Use active words and phrases. Make posters in groups of 3.
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Student Book
p.95
Writing
Worksheet
Pictures
PPT
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Ending the lesson
6
min.
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Giving
the home task. W.B.
p.65
Students
express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
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Green:
How can you use today's learning in different subjects?
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Red:
How do you feel about your work today?
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White:
What have you leant today?
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Black:
What were the weaknesses of your work?
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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"
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Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
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Assessment –
how are you planning to check learners’ learning?
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Critical thinking
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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.
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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
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Students think
critically, exploring, developing, evaluating and making choices about their
own and others’ ideas
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Оборот there is/there are в
английском языке употребляется, когда нужно указать на наличие какого-либо лица
или явления в определенном месте. После оборота there
is/there are ставится подлежащее.
There is a lamp on the table. На столе (находится) лампа.
There was a storm last night. Прошлой
ночью была буря.
Перевод
предложений с этим оборотом начинается обычно с обстоятельства места.
Если
подлежащее выражено существительным во
множественном числе, то глагол to be после there
ставится также во множественном числе.
There are two lamps on the table.
На столе (находятся) дне лампы.
Если
в предложении с оборотом there is/there are
несколько подлежащих, то глагол to be обычно
согласуется в числе с подлежащим, которое следует непосредственно за ним.
There is a pen and six pencils on
the table.
На столе ручка и шесть карандашей.
There are six pencils and one pen
on the table.
На столе шесть карандашей и одна ручка.
Имеется тенденция, однако, употреблять этот оборот с глаголом to be во множественном числе (there are) в случаях, если второе
подлежащее стоит во множественном числе.
There are a pen and six pencils on
the table.
На столе ручка и шесть карандашей.
При
изменении времени изменяется форма глагола to be:
There was a lamp on this table. На
этом столе была лампа.
There were three cars in the yard. Во дворе было три машины.
There will be a crystal chandelier over this table.
Над этим столом будет хрустальная люстра.
После
формального подлежащего there глагол
to be
может употребляться с модальными глаголами или с глаголами to seem, to appear в значении «казаться».
There must be somebody in the room.
Кажется, в комнате кто-то есть.
Отрицательная форма образуется при помощи отрицания no, которое ставится после
глагола to be перед существительным.
There is no lamp on the table.
Если
перед существительным стоит определение,
выраженное местоимениями any, much и др., то после глагола to be
ставится частица not.
There
is not any lamp on the table. На
столе нет (никакой) лампы.
There is not much snow in the
street. На улице не много снега.
Вопросительная форма при употреблении глагола to be в Present Simple или Past Simple (или Present и
Past Indefinite) образуется путем постановки глагола to
be на первое место — перед
there.
Is there a lamp on the table? На
столе есть лампа?
При
наличии сложной формы глагола (т.е. при наличии вспомогательных или модальных глаголов)
вспомогательный или модальный глагол ставится перед there,
а глагол to be
— после there.
Will there be an English lesson at 3
o’clock?
Будет ли урок английского языка в три часа?
При
постановке вопроса к подлежащему с оборотом there is/there are
употребляется вопросительное слово what,
которое является подлежащим предложения. Глагол to be в этих случаях
всегда употребляется в единственном числе, даже если вопрос ставится в
отношении наличия нескольких предметов или явлений.
Краткие ответы на
вопрос, содержащий оборот there is/ there are,
также строятся по общему правилу.
Are there any books on the table? —
На столе есть какие-либо книги? —
Yes, there are (some). Да, есть.
(No, there aren’t.) (Нет.)
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