Lesson plan. The theme: Furniture

LESSON: 18 Furniture					School: Secondary school named after M. Mametova
Date: 10,11,12/10/2016					Teacher name: Ermekbaeva A.
CLASS: 1 «А»,«Ә», «Б», «В», «Г» ,«Д», «Е», «Ж».					Number present:	absent:
Learning objectives(s) that this lesson is contributing to		1.S1 make basic personal statements and simple statements about objects 2.S3 pronounce basic words and expressions intelligibly 3.S5 use words in short exchanges 4.UE3 use basic adjectives to describe people and things 5.UE11 use there is / there are to make short statements and ask questions
Lesson objectives		All learners will be able to:
		To talk about thing in a room This is my bed. It’s blue. Say about: Things in a room: bed, chair, TV, table, desk.
		Most learners will be able to:
		Understand simple songs. To talk about thing in a room This is my bed. It’s blue. Say about: Things in a room: bed, chair, TV, table, desk. Ask & answer the questions
		Some learners will be able to:
		To talk about thing in a room This is my bed. It’s blue. Say about: Things in a room: bed, chair, TV, table, desk. Say about their things in a room. Listen and understand the story about “My room song”
Previous learning		Some Ss could know phrases: This is my room! This is my bed! It’s blue. This is my desk! It’s red! This is my table. It’s yellow. This is my chair. It’s green. This is my TV. It’s purple. It is...
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
5 minutes	ORGANISATION MOMENT: Warm up activity (Activity to revise the vocabulary from the previous module) Ask a pupil to come to the board. Say a school object. The pupil draws a rough sketch of the object on the board. Ask the rest of the class for verification. Review the numbers by saying a number and having a pupil write it on the board. Ask the rest of the class for verification. Repeat with many pupils as necessary.
Middle 25 minutes End minutes	MAIN: Presentation and practice Pupil’s books closed. Put up the My number! poster on the board. Point to the things inside a room (bed, chair, TV, table, desk), one at a time, and say the corresponding words. The pupils repeat, chorally and individually. Point to each number in random order. Ask individual pupils to say the words. Ask the rest of the class for verification. Name an item, e.g. bed. Ask a pupil to mime an action connected with it, e.g. sleeping. Repeat with as many pupils as you think is necessary. Pupil’s 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. Colour. Point and say. Point to and elicit the colours. Then say: Look at my room! This is my room! This is my bed. It’s blue! Ask the pupils to repeat after you. Elicit the rest of the items in the picture. Explain the activity. The pupils use the colour code and colour in the items. The pupils then point to and present them. Demonstrate this yourself first. For weaker classes, the pupils can simply point to the items and name the colours. Answer key This is my bed. It’s blue. This is my desk. It’s red. This is my table. It’s yellow. This is my chair. it’s green. This is my TV. It’s purple. Sing the My room song ! Point to the picture of the chair in Ex:1 and say: This is my chair. It’s just for me! 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 pupils into three groups. Play the song again for the groups to the sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class. Audio script: This is my chair, It’s just for me! This is my desk, And my TV! My room is cool, My room is fun, My room is Number One! This is my table, It’s just for me! This is my bed, And my TV! Let’s listen! Set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to picture 1)Who are they? Class: Liam and Andy! Teacher: Where are they? In Liam’s ... Class: room! Teacher: (pointing to Liam’s bed in picture 2) This is Liam’s bed. What colour is it? Class: Blue! etc. Play the CD. The pupils listen and follow the dialogue in their books. Audio script: Liam: Look, Andy. This is my room. Andy: Wow! Liam: This is my bed. It’s blue. Liam: This is my desk and this is my TV. Andy: A TV? Oh, good! Liam: Silly TV! Extension activity (Optinal) For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges. For weaker classes: Ask some pupils to take out their story cut outs . Ask them to shuffle them shuffle. Play the dialogue with pauses. The pupils listen and hold up the corresponding cut outs. (An activity to consolidate the language of the lesson.) Focus the pupils’ attention on the picture illustrating ex:1. Have them look at the picture for two minutes before they close their eyes. Divide the class in two teams, A and B. Ask individual pupils from both teams questions about the picture. Each correct answer gets one point. The team with the most points wins. e.g. Teacher: What colour is the bed? Pupil 1 Team A: Blue! Teacher: Correct! etc. Activity book (optional ) If you wish , you can do page 36 from the Activity Book during this lesson or the next one. The lesson is over! Good bye!						Audio script: bed, chair, TV, table, desk. My room song Track 32 CD1 Track 33 CD1
Additional information
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 ICT links Values links
more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.			through questioning and the redirecting of questioning in feedback activities through observation when Students choose smiley faces Teacher can know how Students feel at the end of the lesson	Cross-curricular link with world around us White board is used no more than 10 minutes When Students work in a circle, they will learn to be polite and respectful to the other’s opinions.