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LESSON: Module 4
Lesson 1
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School: #4
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Date:
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Teacher name: Shevnina O.S
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CLASS: 2 G, D, E
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Number
present:
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2 “G”
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2 “D”
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2 “E”
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absent:
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2 “G”
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2 “D”
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2 “E”
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Learning objectives(s) that this lesson
is contributing to
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L2 L9
R3
S2 S4
UE5 UE7 UE14
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Lesson
objectives
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All learners will be able to:
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ask some questions and exchange some
information accurately, read and answer some of the questions
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Most learners
will be able to:
ask most questions and exchange most information accurately, read and answer
most of the questions
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Some learners will be able to: ask all
questions and exchange information accurately, read and find all target
information
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Previous
learning
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prepositions of place in / on house
Where’s ?
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Plan
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Planned timings
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Planned
activities
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Smiles
Resources
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Teacher
Notes
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Beginning the lesson
L2
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Ask a pupil: Can I have your (pen),
please? Encourage the pupil to do so. Say: Thank you. Repeat with other
pupils and other school items.
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Presentation and practice
L2 S2 S4
UE5 UE7 UE
L9
L2 S4
R3
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Step 1 Listen, point and repeat.
Pupils’ books closed. Put up the My
House poster on the board. Present the rooms (kitchen, bedroom, garden).
Point to each room in random order. Ask individual pupils to say the word.
Ask the rest of the class for verification. Pupils’ books open. Play the CD.
The pupils listen, point to the pictures and repeat the words. Play the CD
again pausing after each word. The pupils repeat, chorally and/or
individually.
(activity 1) Point to
picture 1 and ask: Where’s Mummy? Elicit: She’s in the kitchen. Follow the
same procedure for pictures 2 and 3. Focus the pupils’ attention on the use
of ‘she’ for women and girls and ‘he’ for boys and men. Then ask the pupils
to complete the sentences. Allow the pupils some time to complete the
activity. Check the pupils’ answers.
Explain the activity. The pupils, in
pairs, talk about where the people in the pictures are. For weaker classes,
write on the board: Where’s ...? She’s/He’s in the ... .Ask the question.
Have the pupils repeat after you. Explain to the pupils that they can refer
to the question and answer on the board or at the bottom of the page for
help. Go around the classroom providing any necessary help. Ask some pairs to
report back to the class.
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Track 45 CD1
My House Poster
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Step 3 Sing the ‘Where’s Charlie?’ song!
(activity 2)
Gesture with your hand and say: Where’s
Charlie? Then draw\make a simple sketch of a house on the board, point to it
and say: He’s in the house! The house! He’s in the house! The pupils repeat
after you. Follow the same procedure to present the rest of the song. Play
the CD. The pupils listen to the song. Divide the class into three groups and
assign a verse to each group. Play the song again for the groups to sing the
assigned verses. Time permitting, play the song a third time for the pupils
to sing the song as a class.
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Track 46 CD1
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Step 4 Listen and read. (activity 3)
Set the scene by asking the pupils
questions about what they can see in the pictures. e.g. Teacher: (pointing to
picture 1) Who’s this? Class: Charlie! Teacher: Where is Charlie? Class: In
the garden! Teacher: (pointing to picture 3) Where’s Mummy? Class: She’s in
the kitchen! Play the CD and ask the pupils to listen and follow the dialogue
in their books.
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Track 47 CD1
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Step 5 (activity 4)
Explain the activity. The pupils look at
the pictures, read the dialogue silently and tick the right answer. Check the
pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally
and/or individually. Ask individual pupils to read the dialogue out loud.
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Track 47 CD1
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Ending the lesson
R3
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Write the following questions and
answers on the board in jumbled order: Where’s Mummy? She’s in the kitchen.
Where’s Daddy? He’s in the bedroom. Where’s Charlie? He’s in the house. Ask
the pupils to match the questions and answers.
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Alternatively:Write questions and
answers on separate cards (photocopy them). Get pupils to match up cards and
stick on board and/or in exercise books.
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Additional
information
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Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to
check learners’ learning?
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Cross-curricular links
Health and safety check
ICT links
Values links
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- extra support with modelling and
drilling of question forms in weaker pairs of learners
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- monitoring of correct question
formation, word stress and pronoun agreement in tasks
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- values links: keeping our books
[notebooks] tidy. Encourage learners to make neat notes of new words
matched to visuals in their notebooks
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Reflection
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and
why?
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Answer the most relevant questions from
the box on the left about your lesson.
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