LESSON PLAN 1: WHERE WE LIVE!

Unit objetives: Key Competences

Linguistic competence
 Talk about places around me.
 To follow directions and answer Digital Competence
questions about a city map. Social and civic competence
 To practise the written form of the Cultural Awareness and Expresion
vocabulary and structures taught Competence
orally.

Languaje
Target Places in our town (1): cinema, library, shopping centre,
supermarket, swimming pool, park, castle, chemist, post office.
vocabulary Places in our town (2): guest house, fire station, airport, stadium,
underground, railway station, bookshop, police station, bus stop,
university.
Target How do you I to the swimming pool? Turn left at the corner, then
go straight ahead. The swimming pool is at the end of the street.
structures behind, between, in front of, near, next to, opposite.
What were you doing yesterday at 7 o’clock? I was (going to the
cinema).
Features Phonics: /p/ and /b/
Cross-curricular: Social Science: interesting places in town
Values: Learn to be flexible and adapt to different situations.

Content
Story In the lost world of Atlantis

Writing A friendly email describing their own town

Socio- • Talking about different places in my town
• Finding out about types of homes
cultural • Recognising the importance of being flexible and adapting to
aspects different
situations
Learning • Using previous knowledge to interpret information in a text
• Identifying rules about how to give directions to go to a place
strategies • Logical thinking: understanding cause and effect and organising
information in a table
• Critical thinking: interpreting information in a map
• Collaborative learning: working in a group to create a
presentation
• Reflecting on learning and self-assessment

Skills

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Listening Reading
 Can identify places in a town  Can understand a story
 Can understand a story  Can understand details of a story
 Can recognise the importance of
being flexible
 Can understand an email about
living on an island
 Can understand a text about
interesting places
Speaking Writing
 Can say what I was doing  Can find out and write an email
 Can say where places are and give about an interesting place
directions  Can write simple sentences about
 Can identify the sounds /p/ and /b/ where places are (Activity Book)
 Can discuss a story  Can write simple sentences and
 Can talk about learning to be describe places
flexible  Can write simple sentences about
 Can talk about an interesting place where I live

Classroom ideas Resources

• Bring to class photos of different • Pupil’s Book and activity Book
places in a town or city • Flashcards and wordcards
• Ask pupils to find out which places • Posters and maps
there are in a town using a map • Stories from Book Depository
• Make a poster about the similarities • Grammar round-up (Pupil’s Book p.
and differences between urban and 85)
rural life, to decorate the classroom • Wordlist (Activity Book p.77)
wall • IWB activities and games
• Bring to class library books about • Bulletin Board
urban and rural life • Unit 3 Test
• Play games from the Games Bank
• Use the Photocopiables

Pupils with specific needs of educational support

I will promote a flexible curriculum taking into account the key competences,
objectives, content, methodology, evaluation criteria, grouping, selection and use of
resources, among others. In 6th Grade, there are several students students following
a specific pedagogical reinforcement program to improve their linguistic skills or
basic knowledge in instrumental areas and to facilitate their inclusion in the
classroom. In this case, I have carried out the following measures:
 Changes in the classroom placement to avoid distraction. The student is placed
close to the teacher.
 Preparation in advance of all the necessary resources for the development of the
tasks.
 Selection of tasks by eliminating those less important.

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  Clearly communication of the amount of time the student has to complete the tasks.
 Extra time on the tasks rewarding the finished tasks by establishing the Chip
System approach.
 Making positive entries on the student’s agenda valuing achievements.
 Development and reinforcement of the student’s social skills and socialization.
We will seek to perform cooperative learning tasks, which require a broad
consensus and strong cooperation and collaboration of all team members.
 Peer tutoring for students to work together to help each other learn.
 Project-based learning to promote the acquisition of a deeper knowledge through
active exploration of real-world challenges and problems.

Assessment and evaluation criteria

Self/peer/co assessment:
• I can say where places are and give directions
• I can talk about what I was doing
• I can find out and talk about an interesting place
• I can write an email about a place

Evaluation techniques:
 Informal evaluation: systematic and direct observation in oral and written
productions, studen´s participation and homework; direct questions or
interviews about any particular aspects, audio/video recording of the learners’
performances to enable the teacher to analyse those performances in detail;
students’ portfolios and booklets.
 Formal evaluation: evaluation through diagnostic tests at the beginning of the
school year, lesson plan tests in each school term, and end of year test.

Evaluation outcomes:
 Know the vocabulary of places in town and their proper pronunciation.
 Identify and name different places in town using diverse street maps.
 Learn to ask for directions and understand the directions given to them.
 Reproduce riddles, rhymes and songs with ludic character, repeating parts or all of
the text.
 Know / discriminate words that contain a particular phonetic feature: /p/ and /b/
 Know and use basic vocabulary and structures to describe actions that are usually
performed.
 Read and construct simple sentences, using the vocabulary of places in town.
 Write simple personal correspondence (emails) to about personal life and the
immediate environment and asks questions related to these topics.

SESSION 1

 WARM UP

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 1) “Greetings and daily routines”. We start the lesson by greeting the
students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) We open the book on page 4-5. We ask the students to observe the comic
strip cartoons. We ask them: “What are we learning today?” We’re
reading and discussing a story”. Then, we ask them to anticipate what the
story is about: “What is the story about?”.

 MAIN BODY
3) We practice listening with CD1, audio 2. We ask students to follow the
listening in the comic strips.
4) We write the questions on the blackboard and ask the students to answer
True o False:
 The mysterious couple went to the 1950. True
 They met a girl named Mary. False
 They have a problema. Their THD isn’t working. True
5) We put the listening about the characters CD1, audio 3. We ask the
students to answer the questions:
 What’s Matt’s job?
 What’s AL’s job?
 Where is Bella?
 What do the mysterious couple want to do?

 WRAP UP:
6) Storymapping. This sample worksheet provides a model of a strategy
which can help students who struggle to understand each of the
individual elements of a story or written text. Students have to describe
the characters, setting (when and where the story is written), plot
(actions) and conclusión.

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SESSION 2

 WARM UP
1) “Greetings and daily routines”. We start the lesson by greeting the
students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) We will practice the vocabulary related to the story. To do this, the
following words are written on the blackboard: late, tired, THD, weird,

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 trace, wrong with, transport, time park. In small groups, we ask students
to choose two words and create a sentence in English with them.
Example: Matt is tired because he works in the time park. There is
something wrong with the THD.

 MAIN BODY

3) We open the book on page 6-7. We ask:“What are we learning today?” We

are learning about the characters of a story”. We will use the “Future
Island” poster. We ask students to describe what they see: The police
officer is a robot. Cars can fly in the sky.
4) We ask students to compare “Future Island” with their own city. Example:
“In my city, cars don´t fly”. We write the sentences on the board and ask
the students to copy them in theis notebooks.
5) We practice listening with CD1, audio 3. We explain students that they
will listen to information about the characters in the story.
They will copy the instructions of activity 4. They will also copy the
sentences leaving a gap to complete them following the listening.

 WRAP UP

6) Drawing race: We divide the class into teams and invite a student of each
team to move to the blackboard. I will whisper a word (from the
vocabulary list) to everyone and they will have to draw the object on the
board. The first team wins a point.

7) Eyes on me: I will teach the rhyme: One, two, three… eyes on me! The
students stop what they are doing and answer: One, two, three… eyes on
you!

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SESSION 3
 WARM UP
1) “Greetings and daily routines”. We start the lesson by greeting the
students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) I write on the blackboard “Places in town”. I will ask students:
What places in town do you know? If a student mentions places, we will
write them on the board as in a brainstorming. The students write the
vocabulary list in their notebooks.
3) We open the book on page 26. We ask:“What are we learning today?”
We’re learning to identify places in town”.

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  MAIN BODY

1) Slow reveal: We use flashcards to work with places. We are going to play
to: “How many places do you recognise?”. We slowly show the flashcard,
covered with a white paper and students must find out what it is.
2) We open the book on page 36 again. We ask students to observe the
picture again. We ask: Who can you see in the picture? What do you think
they are talking about? We practice listening with CD2, audio 1. The
students listen to the audio and answer the question: Where is the girl?
3) We ask students to focus on the story, we talk about what we see in the
illustration. We practice listening with CD1, audio 47. We pause for
students to talk about the vocabulary aloud. We ask students to focus on
the story, we talk about what we see in the illustration. We practice
listening with CD1, audio 47. We pause for students to speak the
vocabulary aloud. Then, we can pause the audio, so that the students say
the previous words. In addition, we choose four students at random to
represent the story.
4) Afterwards, we can pause the audio, so that the students say the previous
names. In addition, we choose four students at random to represent the
story.
5) We are going to review the structure: “There is/isn’t and There
are/aren’t”.
I will write the structure on the board using the grammar train technique:
There is a monkey. Let's practice using the structure. For this, we get in
the chair and repeat. We ask students to copy the grammar train in the
notebook.

Ther is a castle Ther are many castles

e e

 WRAP UP

6) Look and say. We continue in pairs. We ask students:“Use the structure to

talk about people, animals and objects in the beach”.
Looking at the drawing, they should construct sentences using the
structure.

SESSION 4

 WARM UP

1) “Greetings and daily routines”. We start the lesson by greeting the

students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.

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 2) We open the book on page 27. We ask students: “What are we learning
today?” We’re learning to say where places are and give directions.”.
3) We show students photos or pictures of places in town to review
vocabulary. We can use the flashcards.
4) Boom!! We play in small groups. We introduce the flashcards of the
vocabulary that we want to teach in a bag and we put a certain number of
flashcards with the word Boom!! Students should be taking flashcards
from the bag and must pronounce them correctly. If they do so, they keep
the flashcard, otherwise it goes back into the box. If a student takes out
the flashcard that puts “Boom!!!” their group loses all the flashcards that
has in possession. At the end of the game, the one with the most flashcards
will win.

 MAIN BODY

5) We read the box: “Look! Box”. We explain the difference between:

opposite/in front of, near/next to/between and behind. We use the
flashcards with vocabulary to give directions. We give more examples
using classroom objects and write some of them on the blackboard. Then
we ask them to copy the table with the prepositions of place and, in
addition, the sentences from the blackboard in their notebooks.
6) Transition activity: In pairs, we work on activity 6. One asks and the other
answers according to the pictures. Then change roles.
7) We show illustrations in the IWB or place class objects in different
positions and ask the students:“Where is the ...?” Group answers.

 WRAP UP

8) Look and say. In pairs, we explain students: “Use the structure to talk
about places you can see in the IWB”. Looking at the drawing or
illustration, they should create sentences using the structure.

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SESSION 5

 WARM UP

1) “Greetings and daily routines”. We start the lesson by greeting the

students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) We open the book on page 28. We ask students: “What are we learning
today?” We’re learning to say what I want and don’t want to do. We ask
students: “What is there in your town? What do you like about your town?
Why?/Why not?”.

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 3) Look and match. We ask students to observe the photographs. We
practice listening with CD1, audio 52. We pause for students to repeat. We
put the audio twice. The second time we match photographs with audio
text.

 MAIN BODY

4) We tell them that they will listen to a song. We put the CD1, audio 53. The
students follow the song with the lyrics in front. They will listen to it twice
and then we ask: “How many places can you hear in the song?”. (ANSWER
KEY: shopping centre, bookshop, post office, airport).
5) Karaoke: We will use the karaoke version so that students can sing the
song (CD1, audio 54).
6) We explain the difference between present continuous and past
continuous. The present continuous refers to actions that are occurring
at the right moment in which we are speaking; The past continuous refers
to actions that were being performed at a time in the past. We set an
example: We are/were walking past the post office.
7) We read the text aloud: “Where do Lee and Kim want to go?”
Students can dramatise the text.

 WRAP UP

8) We ask students: “How many words about towns and cities do you know
now?” We give students a few minutes to do a list and tell their
classmates those words they know.

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SESSION 6
 WARM UP

1) “Greetings and daily routines”. We start the lesson by greeting the

students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) Open books and ask pupils to look at the activities. Ask: “What are we
learning today? We’re.asking and answering about directions and
we’re.learning to pronounce words with /p/ and /b/”.
3) Pupils talk about their area and its positive aspects. Start by saying “I like
my town/village because…”.

 MAIN BODY

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 4) Listen and match. Pupils listen to identify the different places on the map.
We put the CD1, audio 58. (ANSWER KEY: a 2 b 3 c 4 d 1).
5) Listen, read and say: Pupils look at the tongue twister and say which
sounds the blue letters make. Then, we play the audio (CD1:59) to check.
We will say the sounds /p/ and /b/ in isolation a few times and pupils
repeat. Play the audio again. Stop after each line to give pupils time to
repeat.
6) Pupils practise saying the tongue twisters in pairs.

 WRAP UP

7) Look at the map and the questions. Write directions in your notebook.
Pupils look at the map and write answers to the questions. When pupils
have finished, put them into pairs. They should take turns to ask and
answer the
questions, referring to the map:
 How do you get from the school to the bookshop? Turn right and then
go straight ahead. At the end of Charing Cross Road turn left. The
bookshop is next to the post office.
 How do you get from the shopping centre to the circus? Go straight
ahead at Coronation Street and then turn right. At the end of Portobello
Street there is the circus next to the cinema.
 How do you get from the post office to the chemist? Go straight ahead
at Coronation Street. The chemist is between the factory and the school.
 How do you get from the bookshop to the library? Turn right at
Coronation Street. The theatre is in front of the cinema.

8) Find the mistakes. Students have to find the mistakes in the words about
places in town and write the correct words. A fun filler or end of lesson
activity in which students practise vocabulary and quick thinking. They
have the pictures as a clue.

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SESSION 7

 WARM UP

1) “Greetings and daily routines”. We start the lesson by greeting the

students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) Ask, What are we learning today? Write the lesson objectives on the
board or look at them on the screen: We’re reading and acting out
a.story.

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  MAIN BODY

1) We use the video: The story of Atlantis. Students watch the images and
listen to the video. We can ask: What have yoy seen in the video? And we
make a list on the board using the vocabulary we know.
2) Tell pupils that they should read carefully the text. We ask: Where does
the Inuit child live? Students answer the question in their notebooks.
3) Students are going to answer the questions:
- Who is Plato?
- What is Atlantis?
- What areas can Inuits live in?
- Where is Atlantis?
- Why Atlantis disappeared?

 WRAP UP

4) Spelling bee: Divide the class into two teams. The first player in Team A
is given a word to spell. If correct, the team gets a point. This can also be
done as a class competition by having pupils line up to be given words
one by one. When they make a mistake, they sit down. The last pupil
standing is the winner.
5) Spell check: We are going to practise spelling words with target sounds
and to focus on punctuation. Write five sentences on the board, each with
two errors, e.g..the sentence does not begin with a capital letter, the final
punctuation is missing or wrong, sample words are misspelt. In pairs,
pupils
correct the.mistakes.

SESSION 8

 WARM UP

1) “Greetings and daily routines”. We start the lesson by greeting the

students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) Elicit the meaning of e-pal. Ask pupils if they have got an e-pal. Elicit ideas
about what e-pals could write to each other about. Ask pupils if they
would like to have an e-pal in another country. Ask, Do you write emails?
When do you write them?
3) Who do you write them to? Elicit responses. If pupils don’t send emails,
ask them why not. Elicit if they think it is a good idea or a bad idea to send
postcards, giving reasons why.

 MAIN BODY

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 4) Read and complete. Explain to pupils that they are going to read an email
and complete it with the missing words from the box. Give pupils time to
write the missing words in their notebooks. Then put them into pairs to
compare their answers. Play the audio. Pupils listen, follow in their books
and check their answers.
5) Imagine the place you live in. Ask and answer about it.
Where is your place?
What things can you do there?
What do you like about it?

 WRAP UP

1) Write in your notebook. Using the information above and the example,
write an email to a friend describing the place where you live.

SESSION 9

 WARM UP

1) “Greetings and daily routines”. We start the lesson by greeting the

students, saying good morning and asking how they are doing. “Who is
missing today?” Every day, the helper should be in charge of counting
attendees. We will use the “Bulletin Board” to deduct the day of the week
and the month of the year. We will talk about the weather (sunny, cloudy,
rainy) the season, the temperature and the days left for a given event, etc.
2) Ask, What are we learning today? Write the lesson objectives on the board
or look at them on the screen: We’re reviewing the vocabulary and
structures of the lesson plan.

 MAIN BODY

3) General knowledge quiz. Explain to pupils that they are going to read
several questions in a general quiz about the unit. They will have to
answer the questions in small groups.

 WRAP UP

4) Orientation tour. A game in which students take a look at the map and
follow the directions to find out where each person lives.

5) Places in town snakes and ladders. It is played between two or

more players on a gameboard having numbered, gridded squares. A
number of "ladders" and "snakes" are pictured on the board. The object
of the game is to navigate one's game piece, according to die rolls, from

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the start (bottom square) to the finish (top square), helped or hindered
by ladders and snakes respectively.

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