Unusual Buildings. Furniture and Appliances p. 10-11

LESSON: Module 1. Unusual Buildings. Furniture and Appliances p. 10-11

School: 101 school

Date: September

Teacher name: Aitmaganbet A

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C6 S1 S5 S7 W3 W8

Lesson objectives

All learners will be able to:

use, pronounce and spell some target vocabulary accurately in production tasks with support

Most learners will be able to:

use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task

Some learners will be able to:

use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task

Value development

be able to effectively plan your time and make efforts to achieve the results of any activity;

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.

Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.

Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with shapes

Beginning the lesson

S7

To present vocabulary for furniture and appliances

Draw Ss’ attention to the picture. Play the recording.

Ss listen and repeat chorally or individually. Elicit the L1 equivalents.

Main Activities

30 min

To categorise vocabulary

• Read the Study Skills box aloud to explain the function of the task.

• Write the headings on the board. Ss look at the picture for a minute then close their books. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading.

• Check Ss’ answers on the board.

To activate and consolidate vocabulary

• Explain the task and read the example aloud.

Ask various Ss to say what there is in each room.

To write about your ideal bedroom

• Explain the task and allow Ss some time to draw their ideal bedroom and write about it. Ss then compare with their partner and note the similarities and differences.

• Ask various pairs around the class to present their ideal bedroom to the class.

Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the drawings to the class..

Ending the lesson

10 min

Game

A Play in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to houses/rooms/furniture/ appliances. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins.

Team AS1: P!

Team BS1: Pillow!

Which room am I in?

B Play in pairs. Say a sentence about a room you are in. Your partner says the name of the room.

A: There’s a wardrobe in it.

B: Bedroom!

“I know/want to know/knew” method.

T gives cards.

And explains the instructions.

Students complete the table what they know and want to know, knew.

Aim:Ss define what they have learnt from today’s lesson.

Efficiency:

Helps to analyze about their understanding

Feedback:

“I know/want to know/knew” method.

Cards