To talk about parts of a house; to talk about what we can find in each part of a house.
|LESSON: Lesson 1||The Theme: Four walls|
|Date:—||Teacher’s name:Kalibekova A.B.|
|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.|
|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;
|Extra materials||Completed Progress Report Cards.|
|Previous learning||Vocabulary from the Module 3|
|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
|Look at the picture. Which rooms are on the ground floor? Which rooms are on the first floor? Which rooms are on the second floor?
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 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 and match.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
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.
3 There are two trees in the garden.
4 There’s a mirror in the hall.
5 There’s a bath in the bathroom.
6 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 new house 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.
The Omarovs bought some things for their new house
They bought a lamp for the bedroom.
They bought four chairs for the kitchen.
They bought a table for the garden, too!
Interactive Whiteboard Software or Track 36 CD1
|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.
|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
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|