- •1 Class. To introduce the idea of town and countryside.
- •2A Individual, group. To practise listening for specific information.
- •2B Individual / Pairs. To practise listening for specific information.
- •2C Individual / Pairs. To practise listening for specific information.
- •3 Pairs. To practise talking about the places in their area and the new vocabulary.
- •4 Homework. To practise writing about the places where Pp live and why they like living
- •1A Individual, class. To introduce the names of some of the most popular sights of London.
- •1B Pairs, class. To introduce active vocabulary.
- •2A Pairs, class. To practise readig for specific information.
- •2B Pairs, class. To personalise the information about London.
- •3A Individual, class. To pracise listening for specific information.
- •3B Individual. To practise using direction adverbals.
- •4A Class. To raise Pp’s awareness of the different forms of superlatives.
- •4B Individual / Pairs, class. To practise the superlative forms of and adjectives.
- •5A Class. To practise talking about sights.
- •5B Homework. To consolidate the material of the lesson.
- •Lesson 3 where dreams come true
- •1A Individual, pairs. To revise topic vocabulary.
- •1B Individuals, pairs. To practise reading for information.
- •1C Pairs. To practise saying where they would like to live and why.
- •2A Class, individual, pairs. To listen for specific information.
- •2B Class, individual, pairs. To practise listening and reading for specific information.
- •3A Pairs, groups. To revise word order in questions and practise asking questions.
- •3B Pairs, groups. Practise asking questions.
- •5 Homework. To practise writing about the places where Pp would like to live.
- •1A, 1b Class. To introduce topic vocabulary. To practise reading for specific
- •Information.
- •1C Individual, class. To practise reading for detailed information.
- •2 Class. To get Pp to notice different structures used to talk about buildings and places.
- •3 Individual. To practise talking about buildings and places.
- •4 Homework. To practise writing, focusing on describing a city / town / village.
- •1A Class. To introduce new vocabulary.
- •1B Class. To develop reading for gist.
- •1C Individual. To prctise expressing attitude and opinion.
- •2A Class, individual. To practise listening for details.
- •2B Individual, class.To practise speaking about desires.
- •2C Individual, class.To practise expressing opinions and reasons.
- •3 Pairs. To practise talking about preferences.
- •4 Homework. Written consolidation.
- •1 Class. To practise reading for information.
- •2 Groups. Board game Moscow for kids.
- •1 Listening
- •1 Preparation
2B Individual, class.To practise speaking about desires.
Pp say what house children want to build.
2C Individual, class.To practise expressing opinions and reasons.
Pp say who they think will be the winner and why.
3 Pairs. To practise talking about preferences.
Pp ask and say each other which house they would like to build.
4 Homework. Written consolidation.
UNIT 8 TOWN AND VILLAGE
LESSON 6 MOSCOW
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Communication objectives Pp will be able
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Skills development Pp will practise
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Materials: one dice for each group of players ( from two to four players), a counter for each player.
Warm up
Ask Ss what they know about Moscow, who has been to this city and what places has visited, what liked best , who would like to go to this city and why, etc.
1 Class. To practise reading for information.
Ask Ss to read about places they can visit in Moscow and choose the place they would like to go and why.
2 Groups. Board game Moscow for kids.
Split the class into groups of four. Any number of pupils in a group is possible but four is the most convenient.
Go through all the instructions with Ss.
Elicit a summary of how to play in Russian.
The aim is to be the first player to get to the Ostankino Tower to get a prize.( a tour to Moscow or any prize you think can motivate pupils to play the game and win.)
Ss play the game by throwing a dice and answer the questions about the places they have read about (a particular colour of the questions corresponds the colour of the sight name), if a S can’t answer the question she / he misses a turn and reads the text under the title of same colour as the square he / she has landed on again.
Make a photocopy of questions per a group of four and cut them into the strips. Put the strips ( with questions) face down into different colour piles (colours are written face up).
Answer key:
Pink questions: 1 clock 2 every hour 3 67,3
Brown questions: 1 2
Orange questions: 1
Yellow questions: 1 5,000 2 at the Moscow Zoo
Green questions: 1 boat trips 2 ice-skating
Blue questions: 1 the State Armory 2 largest collection of Russian gold and silver, weapons, crowns, thrones and carriages of Russia's rulers
Red questions: 1 The Red Square 2 beautiful
UNIT 8 TOWN AND VILLAGE
LESSON 7 PROGRESS PAGE
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Lesson objectives Pupils will be able
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Self-evaluation
Explain to Pp the objective of the lesson: to see for themselves what and how well they have learned in the unit and to find out the areas that need more work.
Explain to Pp the meaning of the evaluation scale (see TB Introduction) and ask them to predict their mark.
Ask Pp to do the tasks individually. Encourage them to use the SB, WB and the notes in their exercise books.
Set a time limit of 30 minutes and 10 minutes for checking the answers.