Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2. 

Warm up:

Books closed. Draw students’ attention to your desk (ask them to stand up and look at it if necessary). Ask them what they can see on it, e.g. There’s a dictionary. There’s a book. There are some pens.

Put any new vocabulary on the board and model for pronunciation.

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 12

Ask Ss to look at the picture.

• Play the recording. Ss listen and repeat chora and/or individually.

• Elicit the L1 equivalent for each word

Learners listen and repeat. Say the school areas in your language.

ANSWERS

location: on a quiet street my classroom: desks and chairs for 25 children, a blackboard, posters on walls

Pair assessment

Descriptor:

- listen and repeat

- describe your school

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 12

Read the rubric aloud.

• Play the recording. Ss listen and follow the dialogue in their books.

• Elicit answers to the questions in the rubric.

Learners listen to and or read the dialogue. Answer the question.

ANSWERS

Andy's classroom is up the stairs. To get there, he should go past the science lab and the computer room. Then he should turn left, go past the staffroom and the nurse's office, turn right, then go up the stairs and down the corridor. Classroom 3C is on his right

T’s ffedback

Descriptor:

- read the dialogue.

- answer the question.

Total: 2 point

Worksheets

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 12

Go through the prepositions of direction/ movement with Ss. Present each preposition by miming the movement it shows. Give Ss time to read through the dialogue in Ex. again. In pairs, Ss act out their dialogues. RAF

Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class

A learner with individual needs: will be paired with helpers and teacher allows him act out the dialogues with support.

Learners look at the map of the school and in pairs act out similar dialogues. Use prepositions of directions/movement

ANSWERS

A: Excuse me, where is classroom 3A?

B: Go past the computer room and turn left. Go past the staffroom and the nurse's office, turn right and go up the stairs.

A: I'm sorry. Can you repeat the last bit, please?

B: Of course. Go up the stairs. Classroom 3A is on your right.

A: Thank you.

B: You're welcome.

A: Excuse me, where is the auditorium?

B: Go along the corridor, past the staffroom and the nurse's office. Turn left.

A: I'm sorry. Can you repeat the last bit, please?

B: Of course. Turn left. The auditorium is next to the canteen.

A: Thank you.

B: You're welcome.

A: Excuse me, where is the nurse's office?

B: Go along the corridor and turn right. Then go past the staffroom

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- look at the map

- act out the dialogues

Total: 2 point

Task. IV

Ex: 4 P: 12

Go through the Study Skills box and explain how we link sounds in English. Check Ss' comprehension by asking for further examples.

Direct Ss' attention to the example and elicit the linking sounds in the sentences.

Play the recording for Ss to check.

Play the recording again with pauses for Ss to listen and repeat chorally or individually. Pay special attention to Ss' pronunciation and intonation. Repeat the task if necessary

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners read the theory. Find the linking sounds in the sentences below. Listen and repeat.

ANSWERS

1 Can I have an apple?

2 I am always late for school.

3 I hope it's OK for Anna to come with us.

4 How about eight o'clock?

T’s comment

Descriptor:

- read the theory.

- find the linking sounds

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder