|Long-term plan unit: Buildings|
|Learning objectives(s) that this lesson is contributing to||3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues|
|Lesson objectives||All learners will be able to:|
Understand new words according the text
name the rooms
understand the main idea of the text.
give short, basic description of
use has got / have got there is / are statement and question forms including short answers and contractions
complete the conversation with appropriate words;
Identify the main points of short texts using contextual clues on familiar topics
Use has got / have got , there is / are short answers and contradictions
|Value links||respect differing points of view|
|Cross curricular links|
|ICT skills||PPT, video|
|Beginning||-Good morning children! -Good morning teacher!-Good luck everyone!Teacher introduces lesson objectives to the students.Students watch the video about ‘House’ and guess the theme of the lesson. |
New Vocabulary ReviewUse pictures to review and practice the new vocabulary.
And the end who has same pictures of the rooms, they will complete group. Class will divide into 3groups: 1. Living room2. Bed room3. Kitchen
|Middle 25 m||Pre-reading: Task 1: |
Have you got a house?
Have you got a garden?
What colour is your house?
What furniture have you got in your apartment?
How many rooms are there in your house?
How many windows have you got in your house?
Answer to questions.
pronounces words clearly
uses appropriate topical vocabulary
While reading:Descriptor: A learner
reads the text with support;
answers the questions according to the text.
Descriptor: A learner
uses has got/have got, there is/there are to describe a picture;
asks questions about the house;
I assess students peer work
Text about Househttp://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/TheHouse.htm
|End5 m||Closing Reflection/Self-Assessment & Goodbye-I understand this but feel like I need more practice with it...-I don’t understand this at all…||Goodbye Song |
|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?|
Low level students:
Middle level students: Reads the text to identify details and find the correct house for each person. Makes some mistakes in task performing.
High level students: Reads the text, understands the details, finds the proper houses and marks them correctly. Describe the picture. Ask and answer questions. Tell about the house. Can use the new words and structure has got / have got, there is / are.
|-Assess by descriptors-assess by smiles-assess by claps etc.||Students try to express opinions.|
|ReflectionWere the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?|
What two things would have improved the lesson (consider both teaching and learning)?1: 2: