In my house( There is/There are)
1.R3 recognise some very high frequency words from local
environment
1.L3recognise with support simple greetings recognise
the spoken form of a limited range of basic and everyday classroom words
1.S3pronounce
basic words and expressions intelligibly
Use
“there is/there are” structure to make statements about house rooms
Understand
and follow teacher’s instructions
Pronounce 90% of words intelligibly
There is/There are
Teacher asks students “How
are you?” to find out their mood at the beginning of the lesson; students
choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”
Students get familiar with
the lesson objectives.
Students watch a video and
sing a greeting song
Hello, hello, can you
clap your hands,
Hello, hello, can you
clap your hands
Can you stretch up high,
Can you touch your
toes….
The procedure of the
lesson:
In my house (R, W, P) (18)
Revision:
- demonstrate a picture of
a house
- ask “What’s this”;
students may read the answer from the picture; if they
cannot read and answer, help by reading the sentence aloud
-
in order to consolidate “this is” structure usage, play a song “My house” and
ask students to listen and sing along:
This is my house
My big, big house…
There is a chair in the room
There are a chairs in the room
Whole class
activity:
- provide each
student with a hand-out of “house rooms” where they will be able to see a
number of words denoting rooms in the house
- give students
a minute to look through all the words
- show a video
which use schoral drilling for students to
learn how to pronounce these words correctly (bedroom, kitchen, etc.)
-
ask students to listen to the speaker and repeat the words
Listening practice.
1. Teacher gives a
sheet of paper for each Learners and read sentences, learners should listen
and draw a pictures.For example:
There is a ruler on
the desk.
There are 3 books
under the chair.
There is a pen near
the book.
There are 2 pencils
in the pencil case.
There are 4 apples
on the table.
There is a school
bag near the desk. On, in, under:
https://www.youtube.com/watch?v=3VwQrnA6dkY
Pair work:
-
ask students to work in pairs and tell each other about their own
houses/flats namely which room there are in their apartments using “there
is/are” structure (i.e. There is a bedroom in my house. There are two
playrooms in my house.)
-
go from pair to pair and listen to students stories assisting if necessary
-
give students 3-5 mins to talk to each other
-
in 5 mins give each student a praising sticker for their work.
Dynamic break (W) (2)
Students go to
the carpet and have a dynamic break “Hockey pockey”:
You put one
hand in
You put one
hand out
You put one
hand in
And you
shake, shake, shake.
Tracing (I) (10)
Individual
work:
- provide each
student with a worksheet for tracing the words on the topic “My house”
- set a time
limit of 10 minutes
- monitor and
assist if necessary
- in 10 minutes
come to each student and assist his/her work with help of a sticker (a smile
– stick it on studens’ papers)
Reflection
Ask
students to look at lesson objectives they set at the beginning of the lesson
and think and say (with great teacher support) if and they achieved these
objectives or working towards them and why
Good bye song
Students
listen and sing a good-bye song:
See you later, alligator!
After a while, crocodile!
Good bye, butterfly!
See you again next time!
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