Different places

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 L9

R3

S2 S4

UE5

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:

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 lesson

L2

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.

Presentation and practice

L9

L4

S2

S6

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 CD1

My 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.

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

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

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

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

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

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 links
Health and safety check
ICT links
Values links

• provide more closed questions on texts for weaker learners to ensure participation

• more 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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.