Around the house

Unit 5: Buildings

3.L8 understand short, narratives on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics

3.S4 respond to questions on a limited range of general and some curricular topics

·         tell what different types houses are used for with support

·         answer the question according to topic with support

·         identify types housing and rooms with some support

·         tell what different types houses are used for with some support

·         answer the question according to topic with some support

·         identify types housing and rooms with no support

·         tell what different types houses are used for with no support

·         answer the question according to topic with no support

·         Learners have met 3.L8 learning objective if they tell what different housing and rooms are used for

·          Learners have met 3.S3  learning objective if they can give short, basic description of people and objects in most tasks

·         Learners have met 3.S4  learning objective if they can answer the questions completely

Everyday classroom precautions

(W)

ü  Good morning!

ü  What is the date today?

ü  What day of the week is it today?

ü  Let’s cheсk your home task

ü  What is the topic? Etc.

·         Show (or draw) your learner a picture of your home and tell your learner a little about it, for example: ‘This is my house. It’s an old house and it’s cold in winter! There are two bedrooms’. Encourage your learner to tell you a little about his or her house. This will enable you to establish how much topic vocabulary he or she is already familiar with.

(The teacher draws the children’s attention first to the screen, and then to the board where the topic of the lesson is written, asks for the title of the lesson to be repeated. The children repeat the title of the theme «My house» for the choir teacher.)

·         T: Today we will speak about your houses, rooms, furniture. We’ll listen to the songs, read, write, play the games. You’re very good students. So I wish you good luck! Let’s go on!

Lesson objectives:

·         identify types housing and rooms

·         tell what different types houses are used for

·         answer the question according to topic

·         Dividing into 3 group :

ü  Kitchen

ü  Dining room

ü  Living room

(W)

·         Show your learner some pictures of houses/flats. Encourage your learner to tell you which he or she likes and to give reasons for his or her preferences, where possible.

·         I like my bedroom because it is nice

picture

(I/W)

·         Pass out the new types of rooms and furniture

·         Tell students to use pencil to write in words that they already are familiar with

·         Check the correct answers and spelling together as a class & practice choral pronunciation

·         Answers the questions about the furniture in your house . Teacher reads questions. differentiation by support

1. What can you see in the picture?

2. Is the house big or small?

3. How many floors are there in the house?

4. What is there near the garage?

5. Where is the garage?

6. How many windows are there in the house?

7. Are there any flowers in front of the house?

Assessment  smiles

Descriptors:

·         answers the questions according to the picture

·         Remember game

·         Teacher gives the picture, they look for a moment and find missing things you can remember. Let`s see if you know the names of the rooms in the flat. (a living room, a dining room, a bedroom, a kitchen, a hall, a bathroom). differentiation by resource

Assessment: «Praise» technique

·         Let’s play the game «Guess the room». Let’s play the game «Guess a room». differentiation by support

1. You sleep … in the bedroom.

2. You eat … in the kitchen / dining room.

3. You cook … in the kitchen.

4. You watch TV … in the living room.

5. You wash your face in the bathroom.

6. My favorite room is …. (Pupils call each their favorite room in the house.)

Evaluation: «Praise» technique

Descriptors:

·         find necessary words

·         identify name of the rooms

Self-evaluation

Smilies

(I)

On the board there are two columns: different rooms and furniture. The task of the students is to connect the view of the room with the suitable furniture. At first, work is in pairs, mini-groups, then the check takes place at the board. Representatives of groups in turn go out and join. The rest check their results with the board.

Descriptors:

·         connect the view of the room with the suitable furniture

Evaluation: «Two stars and desire»

Work in group.

«We are designers» (work in groups: distribution, explanation of the assignment, task performance, presentation of the results)

T: Now let’s have fun. Raise your hands who likes red colour? Green colour? Divide into two groups. Imagine that you are designers. Make a design of your house drawing the pictures. Write the names of things. Present your picture to your classmates and talk about your house.

Pp: This is my house. I’ve got a bedroom, a living room, a kitchen and a bathroom in my house. There is a green sofa in my living room. There are 2 armchairs next to the sofa. There is a black TV on the table in front of the sofa. differentiation by resource

Descriptor:

·         make a design of house drawing the pictures

·         write the names of things in the house

·         talk about your house.

Evaluation-Smiles

(W)

·         Play ‘touch the word’ as an exit ticket by displaying the pictures of furniture on the board and having students touch the word

Reflection

·         What is  the topic of the lesson?

·         What did we do in the lesson?

·         What did you learn in the lesson?

Hometask

·         To learn new vocabulary

·         To draw a dream house

1min

If some pupils  can`t answers the questions according to the picture

with no support , I`ll work with a stronger student to support them

At the second task pupils will be  differentiation by support.

If some pupils  can`t find missing things that they can remember with no support , I`ll work with a stronger student to support them.

At the third task pupils will be  differentiation by support.

If some pupils  can`t find necessary words and identify name of the rooms

with no support , I`ll work with a stronger student to support them.

At the fourth task pupils will be  differentiation by resource.

If some pupils  can`t make a design of house drawing the pictures, write the names of things in the house, talk about house with no support , I`ll give them some  resource.

Assessment  smiles will be carried out through individual work . If they will answers the questions about the furniture right- put the smiles;

«Two stars and one wish» strategies will be carried out in pair work. If students will match the view of the room with the suitable furniture. Students will be assessed through two stars and desire.

Assessment:»Praise» technique will be carried out through whole class. If they will find missing things that they  can remember, they will be assessed with praise.

Assessment:»Praise» technique will be carried out through individual work. If students will find necessary words and identify name of the rooms. Students will be assessed through praise

Assessment  smiles will be carried out through

group work. If they will make a design of your house drawing the pictures. They will be assessed with smiles.

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?