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LESSON: Module 4 Lesson1
The
Theme:Four
walls
Date:
Teacher's name:
CLASS:3
Learning
objective(s)that this
lesson is contributing to
To talk about parts of a house; to talk about
what we can find in each part of a house.
Lesson objectives
All learners
will be able to:
3.UE11 use have
got + noun to describe and ask about possessions
(it
was practiced in Unit 1 Animals) use how many are
there? question form
3.R5 understand
the main points of simple sentences on familiar
topics by using contextual clues
3.R4 begin to use with support a simple
picture dictionary
3.S3 use a limited
range of basic words, phrases and short sentences
to
describe objects, activities and classroom
routines
3.L1 understand a range of short basic supported
classroom instructions
(when doing
exercises)
Assessment
criteria
Learners have met the learning objectives if they
can: Talk about parts of a house; talk about what we
can find in each part of a house.
Language
focus
Structures: There
is/are
Language in use:
There’s a car in the garage. There are two lamps
in the bathroom. They bought a lamp for the
bedroom.
Target
vocabulary
Part of a house:
bathroom, bedroom, hall, living room, kitchen,
garage, garden
Things in a house:
lamp,
mirror, bath, fridge, cooker, bookcase, sofa, armchair; car,
tree
Extra materials
Completed Progress Report
Cards.
Previous learning
Vocabulary from the Module
3
Plan
Planned timings
Planned
activities (replace the notes below with your planned
activities)
Smiles Resources
BEGINNING THE
LESSON
Hand out the
completed Progress Report Cards for the previous module and ask the
pupils to file them in their
Language
Portfolios.
PRESENTATION
AND PRACTICE
3.R5
3.R4
Look at the picture. Which rooms are on
theground floor? Which rooms
are on thefirst
floor? Which rooms are on thesecondfloor?
Pupils’ books
closed. Draw a simple sketch of a house on the board with two
floors. The house should have a kitchen on the ground floor, a
living room on the first floor and a bedroom on the second floor.
Point to the kitchen and ask: Which room is this? Elicit: kitchen.
Then say: There’s a kitchen on the ground
floor.
Explain the
meaning of ground floor. Follow the same procedure and present the
first and second floor.
Pupils’ books open. Refer the pupils to the
picture. Ask: Where’s the kitchen? Help the pupils answer: On the
ground floor. Ask: What else is there on the
ground
3.UE11 3.S3
floor?
Help the pupils
answer: the garage. Repeat the activity for the other parts of the
house. Then ask individual to say on which floor each room
is.
Answer key:
ground
floor: kitchen, garage; first floor: hall, living room; second
floor: bathroom, bedroom.
Look at the picture again
andmatch.Say.
Go through and
present the items 1-10. Explain the activity. Allow the pupils time
to write the corresponding letter. Check their
answers.
Answer
key: 3 b 4 d 5 a 6 c 7 g 8 g 9 c10
c
3.S3
Read the examples.
Remind the pupils that we use There’s before nouns in the singular
form and There are before nouns in the plural form. The pupils then
look at the picture and make sentences as in the
example.
Check their answers.
Answer
key:
3 There are two
trees in the garden. 4 There’s a mirror in the
hall.
There’s a bath in the
bathroom.
There are two bookcases in the
living room. 7 There’s a fridge in the
kitchen.
8 There’s a cooker
in the kitchen. 9 There’s a sofa in the living
room.
10 There are two armchairs in the living
room
What did the Omarovs buy for their
newhouse
Interactive Whiteboard Software or
Track36 CD1
yesterday? Listen and tick
(✓). Then
say.
Explain the
activity. Tell pupils that bought is the verb buy in the past
simple. Play the CD twice, if necessary. The pupils listen and tick
the correct boxes. Check their answers.
Answer
key: phrases to be
ticked: four chairs for the
kitchen;
a table for the garden.
AUDIOSCRIPT
The Omarovs bought
some things for their new house yesterday.
They bought a lamp for the bedroom. They bought
four chairs for the kitchen. They bought a table for the garden,
too!
ENDING THE LESSON
Ask a pupil to
begin sketching one of the items in Ex. 2 on the board. The rest of
the class tries to guess what it is and in which room it can be
found. Whoever guesses correctly comes to the board and the game
continues.
Suggested answer
key:
Pupil 1: (Begins to draw a
fridge.)
Pupil 2: It’s a fridge. There’s a fridge in the
kitchen.
ACTIVITY BOOK
(Optional)
If you wish, you
can assign some or all of the
corresponding activities from the Activity Book
for homework. If this is the case, make sure you explain them
first.
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
Reflection
Were the lesson
objectives/learning objectives realistic?
Did I stick to
timings?
What changes did I
make from my plan and why?
Use the space
below to reflect on your lesson. Answer the most relevant questions
from the box on the left about your
lesson
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