Date: | Theme: 5. Health and Body |
Level and number of learners/ class profile | Beginner level |
Timetable fit | Learners already know the parts of the face |
Main aim(s) | To revise the parts of the face: hair, eyes, ears, nose, mouth |
Subsidiary aims | To teach reading and identifying the parts of the face |
Assumptions | Learners can name different colours and say what colour is smth |
Anticipated problem | Learners may have problems in saying It has got… |
Possible solution | Before doing an exercise1 explaining the meaning of the sentences and ask to practice |
Timing | Procedure | Stage aims | Aids and materials | Interaction pattern |
3minutes | Students name the words from the previous lessons | Warmer: to get students talking | | Teacher Whole class |
12minutes | Pupil’s books closed. My Face poster is on the board. Learners repeat the new words after the T. Learners put the words to the appropriate place on the poster. Learners point to the parts of their faces on his/her face. And name them. | To introduce new vocabulary | Poster Names of face parts | Teacher Whole class Individual work |
15minutes | Ex1p60 Explaining the meaning of the sentence: It has (It’s) got… Learners read and complete the sentences. Learners then read the sentences and complete the face of the teddy bear. T shows two fingers point to her eyes and says: I’ve got two eyes, etc. Learners repeat after the teacher. | To provide an opportunity for learners to improve their spoken performance. To focus on accuracy To consolidate today’s new words by visualization | | Teacher Whole class (Teacher monitors) Teacher Whole class |
5minutes | Learners look at the pictures in their books and answer to the questions: T: (pointing to the picture 1) Where is Charlie’s teddy bear? Is it in the toy box? C: No. T: (pointing to the picture 2) What has Lily got? C: A ballerina! T: What colour eyes has the ballerina got? C: Blue, etc. | To give learners further fluency practice | Pupil’s Book | Teacher Whole class |
5minutes | Learners draw and colour a face. It can be a teddy bear, an alien, a monster, etc. Upon completion of the activity, the learners present it to the class and describe it. E. g: Pupil 1: It’s got green hair, yellow eyes, a nose and a mouth, etc. | To give learners fluency practice in describing his/her work | Sheets of paper, coloured pencils | Individual work (Teacher monitors) |