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In my house(Is there/Are there? Yes/No)
1.UE11use there is/are to
make short statements
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
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learners use is there/are
there to present their house;
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learners describe what
there is in their house for the other learner.
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Windows,desks,pens,computer
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
follow the instructions to make a circle of different shapes and sizes.
(Make a circle big, big,
big; small, small, small; big, big, big;
Make a circle small,
small, small;
Hello, hello, hello)
https://www.youtube.com/watch?v=ALcL3MuU4xQ
The procedure of the
lesson:
In my house (D, W) (15)
Demonstration:
- 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
- use 3x3 choral drilling
of the phrase “this is a house” for students to learn how to pronounce it correctly
Whole class activity:
- provide each student with
a hand-out of “is there/are there” structure
- read
each phrase aloud, use a 3x3 choral drilling for students to learn how to pronounce these phrases correctly
-
show a picture of a house with various objects inside (windows, desks, etc.)
-
model a couple of sentences as an example: 1.“In this house there are 3
pens”,Are there 3 pens in this house? Yes/No
“In
this house there is one computer” Is there one computer in this house? Yes/No.
-
ask students “How many?” questions for various items in the house
(i.e
How many windows are there in this house? – There are 3 windows in this
house.)
Dynamic break (W) (2)
Whole class activity:
Students go to the carpet
and have a dynamic break “Head, shoulders, knees & toes”
Head, shoulders, knees
and toes
Knees and toes
Head, shoulders, knees
and toes
Knees and toes
And eyes and ears and
mouth and nose
Head, shoulders, knees
and toes
Knees and toes.
https://www.youtube.com/watch?v=h4eueDYPTIg
In my house (I, P) (13)
Individual work:
- give each student an
outline of a house
- ask students to spend 3-5
minutes and draw various object they want to have in their houses
- monitor students’
progress
Pair work:
- in 5 minutes ask students
to find a partner and share the information about their houses with their
peers using “there is/are” structure
- give students 4-5 minutes
to talk to each other, go around the class and listen to students’ stories,
assist if necessary
- in 4-5 minutes come to
each student individually and assess his/her work with help of sticker (a
smile – stick it on a student’s paper)
Reflection
Students identify what they
did well in the lesson and what needs improvement.
Good bye song
Students
sing a good-bye song and dance
Good-bye, good-bye, see you again!
Good-bye, good-bye, see
you, my friend!
https://www.youtube.com/watch?v=Xcws7UWWDEs
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