| LESSON: Module 4 Lesson 1 | School: |
| Date: 06.12.18 | Teacher name: |
| CLASS: | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | L2 L9R3S2 S4UE5 |
| Lesson objectives | All learners will be able to: |
| ask some questions and exchange some information accurately, read and answer some of the questions |
| Most learners will be able to: |
| ask most questions and exchange most information accurately, read and answer most of the questions |
| Some learners will be able to:
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| ask all questions and exchange information accurately, read and find all target information |
| Previous learning | prepositions of place in / on house Where’s ? |
| Plan |
| Planned timings | Planned activities | Smiles Resources | Teacher Notes |
Beginning the lessonL2
| Ask a pupil: Can I have your (pen), please? Encourage the pupil to do so. Say: Thank you. Repeat with other pupils and other school items. |
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Presentation and practice
L9
L4
S2S6
UE5 UE7 UE14
S3
L9
R3 | Step 1 Listen, point and repeat. Pupils’ books closed. Leave My House poster on the board. Point to the rooms and the bath, one at a time, and say the corresponding words. The pupils repeat after you. Point to each item in random order. Ask individual pupils to name them. Ask the rest of the class for verification.Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. | Track 48 CD1My House Poster
| Photocopy the things inside/outside a house templates (sofa, wardrobe, tree, frying pan, fridge, TV, bed, bath, radio, chair, table, flower) from the Teacher’s Resource Pack CD-ROM.
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| Step 2 Listen and draw lines. Talk with your friend. (activity 5)Elicit the names of the people and the rooms. Play the CD, twice if necessary. The pupils listen and draw lines. Check their answers. Write on the board: Where’s ... ? She’s/He’s in the ... . Ask the question. Have the pupils repeat after you. Explain the activity. The pupils, in pairs, talk about where the people in the picture are. Explain to the pupils that they can refer to the question and answer on the board or at the bottom of the page for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class. | Track 49 CD1 |
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| Step 3 Sing the ‘Follow Me’ song! (activity 6)Gesture with your hand and say: Follow me, follow me! Where am I? Then point to the house in Ex. 5, gesture and say: Am I in the house? Where, oh where am I? The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Divide the class into two groups and assign a verse to each group. Play the CD. The groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class. | Track 50 CD1 |
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| Step 4 Listen and read. Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the dialogue in their books. | Track 51 CD1 |
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| Step 5 Circle. Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right sentence. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud. | Track 51 CD1 |
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Ending the lesson
| Explain to the pupils that they are going to play a game called ‘I spy’. Put up the Tree House poster. Divide the class into two teams. The teams take turns trying to guess the word you are thinking. Each correct guess wins a point. The team with the most points wins. e.g. Teacher: I spy with my little eye something beginning with K. Team A Pupil 1: Kitchen! Teacher: That’s right. 1 point for Team A. | Tree House Poster |
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular linksHealth and safety checkICT linksValues links |
| provide more closed questions on texts for weaker learners to ensure participationmore challenging open questions on texts for stronger learners | check comprehension of listening and reading text through follow-up questions | ICT links: for some activities place learners at a keyboard and have words spelt out for them to type to class screen |
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19 Қаңтар 2019
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