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How to start
•
Ask the students to look out of the classroom window and
describe where their school is located. Are there lots of
houses and blocks of flats close by? Is the area quiet?
•
Show the photos of different settings for
urban, suburban
and rural settings.
See if they can describe the differences
between the images. Ask questions, for example,
Where are
there more buildings? Where is there less traffic?
Explain
that people live in different communities – urban, suburban
or rural.
Activities: step-by-step guide
Activity 1
•
Ask the students to find the corresponding stickers for the
unit. Tell the students to look at the illustration and to place
the stickers in the correct place. When they finish, they can
check their answers with a partner.
•
As students are placing their stickers, walk around the class
to check understanding and informally assess progress.
•
Ask the students about where they live and where
family members live. Ask, for example:
Where does your
grandmother live? Ina rural, urbanor suburban community?
Where do you live?
Activity 2
•
Ask the students to look at the pictures and to write the
words in the correct place. Check answers.
✔
Teaching tip
•
Making real life connections helps students understand
concepts.
•
Read the sentence at the bottom of the page.
Extra ideas!
Revision
•
Distribute pieces of paper and pencils to the students.
Encourage them to draw a picture of their community and
to label it with the word
rural, suburban or urban.
Extension
•
Ask the students to think of some of the advantages or
disadvantages of living in different communities. For
example, rural communities are quiet, urban communities
are loud. In urban communities there are lots of shops, in
rural communities there are lots of animals
✔
Teaching tip
•
Keep inmind that students at this age need a lot of repetition.
Be sure to take time to review and reinforce concepts from
previous lessons and units on a regular basis.
•
Make sure students are tolerant and respectful towards
different types of housing situations that families can have.
•
Explain to the students that they need to invent a home and
draw a picture of it in the space. Tell them that the home can
be an imaginary home, a combination of different homes
from the photo or their dream home. When they have
finished the picture, they can colour it.
•
Once all of the students have completed and coloured their
drawings, they can share their ideas in small groups. Ask
follow-up questions, for example:
Is your home in a city? Is
it in a rural area? Is your invented home big or small?
Content objectives
•
Differentiate between rural, suburban and urban
settings.
•
Recognise that different people live in different
communities.
Vocabulary
•
rural, suburban, urban
Structures
•
There
are
blocks of flat in urban and suburban areas.
•
There
are
less houses and flats in rural communities.
•
Where
do
you
live
?
•
People
live
in urban, suburban and rural communities.
Resources
•
Stickers
Materials
•
photos of urban, suburban or rural settings
Communities
Assessment opportunity
