Town and country Lesson plan

Lesson plan

Teacher:

Grade: 6 class.

Time: 45 min

Level: Pre-Intermediate.

Book: Oxford Solutions Pre-Intermediate Students' Book 

Unit 3:E. Town and country

Vocabulary: adjectives for describing places

Speaking: talking about where you live

Content: dialogue, vocabulary and introducing.

Topic: home

Material: Solutions Pre-Intermediate c/b, t/b, internet links.

Aims: to develop pupils' listening and speaking skills integrating with reading and writing skills.

Objectives:

1. To help students correctly formulate their answers, ex 1, p 28.

2. To practice reading comprehension. Ex 2,3 p 28.

3. To help students answer the questions true/false. Ex 5. P 29.

4. To organize a work and for pupils to prepare a dialogue. Ex 7. P 29.

5. To check a dialogue with pupils. Ex 8.p29.

Equipment: flash card, computer and internet.

Lesson procedure

I. Introduction.

Greeting:

T: Good afternoon, children!

SS: Good afternoon, a teacher!

T: How are you, today?

SS: We are fine, thank you. And you?

T: I am fine too, thank you.

Involving pupils and motivating them in order to hold their attention.

T: Lets us start our lesson. Who is on duty today?

S1: I am on duty.

T: Who is absent?

S1: ……. is absent. /Aidana and Asel are absent.

T: What is the date today?

S1: It is the 22 January.

T: What is the day today?
S1: It is Friday.

T: Good of you, S1. Thank you. Take your seat.

Introducing the new theme:

Lead-in 2 minutes

• Inform the class of the lesson objectives.

Put lonesome, lonely and alone on the board. Explain the meaning (lonesome, lonely feeling sad unhappy because you have no friends to talk to; alone without any other people).

Ask students if they know any people who live alone. Ask: are they happy about it? In what ways is life difficult/easy when you are alone? In what other situations can a person feel lonely? Have a short class discussion.

Teacher: Very good!

• The topic of the lesson: Today we're going to talk about positive and negative aspects of loneliness.

II. Main part.

Lead in activity

Ex: 1 p: 28. Look at the photo and the title of the text. What do you think it is about? Encourage students to share ideas by explaining that analyzing the photos and the title will help them understand the text. While students are brainstorming, do not reveal which of their ideas match the text.

Ex:2 p:28. Read only the first sentence of each paragraph and match it with the correct topic 1-5.

Check understanding by asking: How many paragraphs are there in the text? (5) Why is it good to read sentence 1 in each paragraph? (Because it gives you the general idea of what the paragraphs and the text are about.) Allow 2 minutes for students to match.

Ex:3 p:28. Read the text and check your answers to exercises 1 and 2.

In a weaker class, pre-teach mayor, clerk, treasurer, librarian, railway, inhabitant, truck driver, surrounded by, filled with, compete with, industrialized, turn to dust, take care of. Allow 4 minutes for students to read. Check answers.

KEY

1 Who is Elsie and what does she do? (topic 3)

2 A description of the town of Monowi (topic 1)

3 Monowi in the past (topic 4)

4 Finding work (topic 2 )

5 what Elsie thinks of life in Monowi (topic 5)

CULTURE NOTE JOBS

In the US the mayor - is the head of the local government and is elected by the residents of the town. A mayor belongs to one of the two main political parties and often has a lot of political power. (n the UK the mayor does not have much political power)

The town clerk - is a person who keeps a town's records, for example: birth, marriage and death records, census information and voter registration.

The town treasurer - is the person who controls a town finances.

Ex:4 p28 Match the highlighted adjectives in the text with the definition below. In a weaker class, work together. In a stronger class, ask students in pairs to analyze the context on their own. Check as a class. KEY

1 empty

2 tiny

3 silent

4 rural

5 extraordinary

6 lonely

7 enormous

Ex 5 p 29 Read the text again. Are the sentences true or false? Correct the false sentences.

Students read the instructions and do the task individually. Allow 5 minutes. Remind them to underline the relevant fragments of the text. Check by having different students read an answer and the text fragment.

KEY

1 T

2 T

3 T

4 F the farmers couldn't compete with the enormous industrialized farms. They left the town to look for other work."

5 F Three years ago, the last inhabitant, apart from Elsie and her husband, moved away. Then Elsie's husband died.

6 T

7 F....as long as I can take care of myself, I'll stay here,

Ex 6 p 29. Match the adjectives 1-7 with their opposite’s a-g. Describing places.

Students can work in pairs. Explain that all adjectives refer to places, for example, a town. Check as a class. Model the pronunciation for students to repeat chorally and individually.

KEY

1 boring c exciting

2 clean a polluted

3 dangerous e safe

4 modern f old

5 noisy g quiet

6 pretty d ugly

7 relaxing b stressful

Exercise 7 p 29. Match the questions with the answers.

Go over the questions with the class. Explain or elicit the meaning of the best and the worst. Check that students understand the second question (What's it like?) by writing two answers on the board (e.g. like it very much, and It's beautiful) and eliciting the correct one. Encourage students to write notes rather than full sentences as it saves time. Allow 3 minutes.

KEY 1 c 2 e 3 a 4 f 5 b 6 d

Ex 8 page 29.SPEAKING.Work in pairs. Ask the questions in exercise 7 and students should give their own answers.

Put students in new pairs -the less they know each other the better. Allow 4-6 minutes. Ask different students to report back on their partners. If they live in the same area, do they agree on their descriptions and evaluations?

ADDITIONAL SPEAKING ACTIVITY

Ask students: you were Elsie Eiler, would you stay in Monowi? Why/ Why not? Get students to look back through the text and find reasons why the other people left Monowi. Start a list on the board. Encourage students to add to it with their own ideas. Ask: What shops and services do you need in a town? What do young families need? What do old people need? Now put students in pairs to think ol reasons why people stay in a place. Allow a couple of minutes before sharing as a class. Divide students up into As and Bs. Explain to students that they are the residents of a town like Monowi. People have started moving away and the town is dying. Group A want into move away, Group B want to stay in their town. Allow a couple of minutes for students to prepare their reasons for staying or going individually, Remind them of the quantifiers and adjectives to describe a town from lesson 3B and ask them to remember anything that they can from the interviews in 3C. Encourage them to make notes with key words rather than writing out whole sentences Put students in new A/B pairs. Tell them that they must discuss their situation and try to convince their partner to stay or go. Allow 3-4 minutes for pair work. Encourage students to respond to what their partner says and try to think of reasons why they are wrong. Finally bring the class together again. Ask pairs who are leaving to raise their hands. Ask pairs who are staying to raise their hands. Briefly ask a few pairs to say why they made their decision.

III. Conclusion:

L esson outcome.

Ask students: What have you learned today? What can you do now? And elicit answers: I can understand a newspaper article. I have learned about Monowi. I can talk about where live.

IV. Giving home assignment:

T: Open your diaries/notebooks and write down a home task.

Make a dialogue in written form with using the questions we used today.

Also you should learn by hard new words.

V. Assessment:

Giving feedback on pupils' work, participation and answers. Evaluating them relying on the participation.

T: Pupils, you have done well today! Students, you were so active and gave good answers, you three get excellent/ you need to be more attentive, so you get good.

Goodbye, children! The lesson is over.