Lesson objectives
All learners will be able to:
say and write some of the new words when prompted, follow most of the audio and written story
Most learners will be able to:
say, write and use most new words correctly when prompted and respond to some questions about the audio and written story
Some learners will be able to:
say new words clearly, spell new words independently and respond to questions about the audio and written story
Previous learning
names of family members, my family song
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
Put up the My Family poster on the board. Name a family member. Ask a pupil to come to the board and point to the corresponding member. Ask the rest of the class for verification. Repeat with the rest of the family members. Play the My family song from the previous lesson. Invite the pupils to sing along.
My Family Poster
Track 20 CD1
Presentation and practice
L4
S4
UE4 UE7
L9
L4
R6
W7
R2
Step 1 Listen and Point. Read and Match.
[activity 5]
Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard 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.
Point to number 1 and ask: What’s this? Elicit: It’s a radio. Follow the same procedure and elicit the rest of the items. Then ask the pupils to number the words. Allow the pupils some time to complete the activity. Check the pupils’ answers.
Write on the board: What’s this? It’s a.. Ask the question. Have the pupils repeat after you. Explain the activity. The pupils, in pairs, talk about the items (1-4). 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.
FLASHCARDS
(21-25)
Target interaction
A: What’s this?
B: It’s a radio.
A: What’s this?
B: It’s a bed.
Step 2 Sing My Tree House song!
[activity 6]
Put up the tree house flashcard. Point to it, gesture with your hand and say: Come to my tree house. The pupils repeat after you. Then mime and say: Come with me. The pupils repeat after you. Then draw a simple sketch of a table and chair on a board or use the flashcards and say: A table and a chair. 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 two groups and assign a verse to each group. Play the CD. The groups sing their assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.
Track 23 CD1
Flashcards
Step 3 Listen and read. [activity 7]
Set the scene by asking the pupils questions about what they can see in the pictures.
Play the CD and ask the pupils to listen and follow the dialogue in their books.
Track 24 CD1
Target Interaction
Teacher: (pointing to picture 1) Where are Liam,
Lilly and Charlie? In the.
Class:. Tree house!
Teacher: (pointing to the chair in picture 1)
What’s this?
Class: A chair!
Teacher: Yes! A red chair!
Step 4 Read and Think [activity 8]
Explain the activity. The pupils look at the pictures, read the dialogue silently and complete the phrases. Check the pupils’ answers.
Play the CD again pausing for the pupils to repeat, chorally and/or individually. Then ask individual pupils to read the dialogue out loud.
Track 24 CD1
Ending the lesson
UE4 UE7
Tell the pupils that you will play a game called In my tree house. Ask the pupils to think about what items they would like to have in their tree house. Ask individual pupils to report back to the class. Alternatively, they can draw a picture and present it.
Target Interaction
Teacher: What’s in your tree house, Andrew?
Andrew: A red radio!
Teacher: That’s nice!
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
differentiate level of challenge in questions and prompts.
easier: so this is a ….?
Harder: What’s this?
challenge stronger learners to write words out free-hand
check learners directional letter formation and spelling in written task
check and drill learner pronunciation in oral tasks
health and safety: you could ask learners about good ways and bad ways to sit on chairs
Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Answer the most relevant questions from the box on the left about your lesson.
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