People I know

LESSON: Module 4 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L2 L9

R3

S2 S4

UE5 UE7 UE14

Lesson objectives

All learners will be able to:

ask some questions and exchange some information accurately, read and answer some of the questions

Most learners will be able to:

ask most questions and exchange most information accurately, read and answer most of the questions

Some learners will be able to:

ask all questions and exchange information accurately, read and find all target information

Previous learning

prepositions of place in / on house Where’s ?

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

L2

Ask a pupil: Can I have your (pen), please? Encourage the pupil to do so. Say: Thank you. Repeat with other pupils and other school items.

Presentation and practice

L2 S2 S4

UE5 UE7 UE14

L9

L2 S4

R3

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the My House poster on the board. Present the rooms (kitchen, bedroom, garden). Point to each room 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.

(activity 1) Point to picture 1 and ask: Where’s Mummy? Elicit: She’s in the kitchen. Follow the same procedure for pictures 2 and 3. Focus the pupils’ attention on the use of ‘she’ for women and girls and ‘he’ for boys and men. Then ask the pupils to complete the sentences. Allow the pupils some time to complete the activity. Check the pupils’ answers.

Explain the activity. The pupils, in pairs, talk about where the people in the pictures are. For weaker classes, write on the board: Where’s ...? She’s/He’s in the ... .Ask the question. Have the pupils repeat after you. 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.

Track 45 CD1

My House Poster

Step 3 Sing the ‘Where’s Charlie?’ song! (activity 2)

Gesture with your hand and say: Where’s Charlie? Then draw a simple sketch of a house on the board, point to it and say: He’s in the house! The house! He’s in the house! 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 three groups and assign a verse to each group. Play the song again for the groups to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 46 CD1

Step 4 Listen and read. (activity 3)

Set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to picture 1) Who’s this? Class: Charlie! Teacher: Where is Charlie? Class: In the garden! Teacher: (pointing to picture 3) Where’s Mummy? Class: She’s in the kitchen! Play the CD and ask the pupils to listen and follow the dialogue in their books.

Track 47 CD1

Step 5 (activity 4)

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right answer. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Track 47 CD1

Ending the lesson

R3

Write the following questions and answers on the board in jumbled order: Where’s Mummy? She’s in the kitchen. Where’s Daddy? He’s in the bedroom. Where’s Charlie? He’s in the house. Ask the pupils to match the questions and answers.

Alternatively:

Write questions and answers on separate cards (photocopy them). Get pupils to match up cards and stick on board and/or in exercise books.

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

• extra support with modelling and drilling of question forms in weaker pairs of learners

• monitoring of correct question formation, word stress and pronoun agreement in tasks

• values links: keeping our books [notebooks] tidy. Encourage learners to make neat notes of new words matched to visuals in their notebooks

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.

LESSON: Module 4 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L4 L9

S2 S3 S6

R3

UE5 UE& UE14

Lesson objectives

All learners will be able to:

respond correctly to some prompts in comprehension tasks and produce some language with clear pronunciation in oral tasks

Most learners will be able to:

respond correctly to most prompts in comprehension tasks and produce most language with clear pronunciation in oral tasks

Some learners will be able to:

respond promptly and correctly in comprehension tasks and produce language that is easily understood in oral tasks

Previous learning

rooms of the house subject questions short answers yes she is no he isn’t

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S3

POSTER

Put up the My House Poster on the board. Say: kitchen. Ask a pupil to come to the board and point to the kitchen. Repeat with bedroom and garden. Play the ‘Where’s Charlie?’ song from the previous lesson (Track 46 CD1). Invite the pupils to sing along.

My House Poster

Track 46 CD1

Presentation and practice

L9

L4

S2

S6

UE5 UE7 UE14

S3

L9

R3

Step 1 Listen, point and repeat.

Pupils’ books closed. Leave My House poster on the board. Point to the rooms and the bath, one at a time, and say the corresponding words. The pupils repeat after you. Point to each item in random order. Ask individual pupils to name them. 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.

Track 48 CD1

My House Poster

Photocopy the things inside/outside a house templates (sofa, wardrobe, tree, frying pan, fridge, TV, bed, bath, radio, chair, table, flower) from the Teacher’s Resource Pack CD-ROM.

Step 2 Listen and draw lines. Talk with your friend. (activity 5)

Elicit the names of the people and the rooms. Play the CD, twice if necessary. The pupils listen and draw lines. Check their answers. Write on the board: Where’s ... ? She’s/He’s in the ... . Ask the question. Have the pupils repeat after you. Explain the activity. The pupils, in pairs, talk about where the people in the picture are. 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.

Track 49 CD1

Step 3 Sing the ‘Follow Me’ song!
(activity 6)

Gesture with your hand and say: Follow me, follow me! Where am I? Then point to the house in Ex. 5, gesture and say: Am I in the house? Where, oh where am I? The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Divide the class into two groups and assign a verse to each group. Play the CD. The groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 50 CD1

Step 4 Listen and read.

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 51 CD1

Step 5 Circle.

Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right sentence. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Track 51 CD1

Ending the lesson

Explain to the pupils that they are going to play a game called ‘I spy’. Put up the Tree House poster. Divide the class into two teams. The teams take turns trying to guess the word you are thinking. Each correct guess wins a point. The team with the most points wins. e.g. Teacher: I spy with my little eye something beginning with K. Team A Pupil 1: Kitchen! Teacher: That’s right. 1 point for Team A.

Tree House Poster

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

• provide more closed questions on texts for weaker learners to ensure participation

• more challenging open questions on texts for stronger learners

• check comprehension of listening and reading text through follow-up questions

• ICT links: for some activities place learners at a keyboard and have words spelt out for them to type to class screen

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.

LESSON: Module 4 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L5 L9

S1 S3

R2 R3

UE1 UE6 UE14

Lesson objectives

All learners will be able to:

pronounce most new target language correctly and respond correctly to some prompts in listening and speaking tasks with support

Most learners will be able to:

pronounce most new target language correctly and respond correctly to most prompts in listening and speaking tasks with some support

Some learners will be able to:

pronounce new target language correctly and respond to most prompts in listening and speaking tasks independently

Previous learning

prepositions of place/origin this / these It’s from

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

L5 R2

Write some words on the board with some letters missing, e.g. k __ __ c __ e __ .Ask a pupil to come to the board and complete the word. Ask the rest of the class for verification. Repeat with other pupils and other words. Play the Follow me song from the previous lesson (Track 50 CD1). Invite pupils to sing along.

Track 50 CD1

Presentation and practice

S3

UE14

S1

UE1

UE6

L9

R3

Step 1 Look, read and match. Then listen and check. (activity 9)

Pupils’ books closed. Put up the ‘In My Room’ poster on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat after you. Point to each item in random order. Ask individual pupils to name them. Ask the rest of the class for verification. Take your book and place a pen on it. Show it to the class and say: There’s a pen on the book. Write the sentence on the board. Underline the word in bold. The pupils repeat after you. Follow the same procedure and present in and under. Place the pencil in, on or under and ask the pupils to say the correct preposition.

Pupils’ books open. Refer the pupils to the picture and elicit where the items are. Allow the pupils some time to complete the activity. Check the pupils’ answers.

Track 52 CD1

In My Room Poster

Step 2 Look and say. (activity 10)

Place two books on your desk. Point to them and say: These are books. Write the sentence on the board. Underline the word in bold. The pupils repeat after you. Stand further away from the books, point to them and say: Those are books. Write the sentence on the board. Underline the word in bold. The pupils repeat after you. Explain the use of these to talk about things that are near us and those to talk about things that are further away from us. Refer the pupils to the picture and elicit the items. Read the example and explain the activity. Ask pupils to make sentences as in the example.

Step 3 Where is it from? Listen and read. Talk with your friend.

Refer the pupils to the toys in Ex. 11. Explain/Elicit the countries the toys are from. Play the CD. The pupils listen and follow in their books. Ask the pupils if they have any of these toys. Read the speech bubbles or ask two pupils to read them out loud. The pupils, in pairs, ask and answer questions. Check round the class providing any necessary help.

Track 53 CD1

Ending the lesson

L9

Tell the pupils that they are going to play a game called Chinese Whispers. Explain the game. Whisper an item from Ex. 9 to a pupil. The pupil whispers the word to the pupil sitting next to him/her and so on. The last pupil says the word out loud.

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

• support weaker learners with further modelling and drilling in their pairs

• stronger learners who complete activities quickly can copy target sentences from board into notebooks

• concept-check: these/those [proximity]

• monitor learner exchanges in pair work

• cross-curricular links: Geography countries and their toys

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.

LESSON: Module 4 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L1

S1 S3

R3

W7 W8

UE5 UE14

Lesson objectives

All learners will be able to:

respond to most prompts in tasks and produce some language correctly with support in project work

Most learners will be able to:

respond to most prompts correctly in tasks and produce most language correctly with some support in project work

Some learners will be able to:

respond to prompts correctly in tasks and produce language correctly [spellings, punctuation] independently in project work

Previous learning

where’s she’s in the rooms of the house it’s from …

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S3

Ask a pupil to come to the board. Say a part of the house. The pupil draws a rough sketch of it on the board. Ask the rest of the class for verification. Repeat with all the different parts of the house.

Presentation and practice

R3

L1

UE5 UE14

S3

UE14

W7 W8

Step 1 Where’s Charlie? Match. Say. Craftwork

The pupils look at the pictures, match them to the words and then say where Charlie is. Give the pupils enough time to complete the activity. Check their answers. Explain to the pupils that they are going to make a house. Hand out the photocopies of the template. Guide them through the cutting, gluing and colouring of the house. Go around the classroom as the pupils do the craftwork and ask questions about the parts of the house, e.g. What colour is it? etc. During this stage, feel free to play any song from the module. Make sure you display their work somewhere in the classroom.

House template

Photocopy the house template from the Teacher’s Resource Pack CD-ROM, one per pupil. Also, have scissors, glue and coloured pencils ready to use or ask the pupils to bring their own in the previous lesson.

Step 2 Let’s play!

Refer the pupils to the pictures and explain that they are going to play a game. Ask two pupils to come to the front of the classroom. Tell the class that one pupil is going to mime an action while saying Follow me! Follow me! Where am I? and the other pupil has to guess where he/she is. Repeat with as many different pupils as you think is necessary.

Step 3 PROJECT TIME

Refer the pupils to the project and the picture. Tell the pupils that they will be drawing their bedroom. Refer them to the sentences. Tell them to do the same for their projects.

Assign the project as homework. During the next lesson, invite pupils to present their projects to the class. Make sure you display their work somewhere in the classroom. Then help them file their drawings in their Language Portfolios.

Ending the lesson

S1

Tell the pupils to draw and colour their favourite part of the house from those illustrated in the book. Pupils present their drawings to the rest of the class.

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

• guided support with weaker learners in groups in comprehension and writing tasks

• provide extension task opportunities for stronger learners in the project writing

• check handwriting, spelling and sentence formation in writing task and decide on any remedial follow-up tasks

• ICT links: type a few good examples of learner writing and project to the board.

Ask various learners to come out and use the keyboard to correct errors.

LESSON: Module 4 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L9

S1

R2

UE5 UE8

Lesson objectives

All learners will be able to:

respond to most prompts in elicitation and song activities and produce some words and short sentences correctly in their short presentations

Most learners will be able to:

respond to most prompts in elicitation and song activities and produce most words and short sentences correctly in their short presentations

Some learners will be able to:

respond to prompts in elicitation and song activities correctly and produce a range of words and short sentences correctly in their short presentations

Previous learning

action verbs: stand sit skip parts of the house It’s got

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

Ask the pupils to present their projects from the previous lesson to the class and talk about their bedrooms

Presentation and practice

L9

R2

S1

L9

UE8

L9

UE8

Step 1 Listen and read.

Pupils’ books closed. Refer the pupils to the world map. Point to the UK, Canada and Kazakhstan. Say the name of each country out loud. The pupils repeat after you. Ask the pupils, in L1 if necessary, to tell you what they know about these countries, e.g. capital cities, flags, famous people, etc. Explain to the pupils that in this section they will be learning about interesting houses from three different countries.

Pupils’ books open. Point to the first picture and say: This is a cottage. Do the same for the remaining pictures. Play the CD. The pupils listen and follow in their books. Then, ask individual pupils to read part of the texts out loud. Ask pupils if they have ever seen such houses and initiate a class discussion, in L1 if necessary.

Track 54 CD1

World Map

Step 2 Draw a house from your country. Present it to the class.

Ask the pupils to draw a house from their country. Then they come to the front of the classroom and talk about it. Tell them to use the texts as an example. Make sure you display their drawings somewhere in the classroom.

Alternatively, explain the activity and assign it as homework. The pupils can find pictures online or take pictures.

Step 3 Listen and point. Sing the ‘This is My House’ song!

POSTER

Pupils’ books open. Put up the ‘Get Active’ poster on the board. Point to the actions one at a time, say what they are (bend, stretch, jump, twist, run) and mime them. Then have the pupils mime the actions as you say them again. Draw a large house on the board. Present: door, window, chimney and smoke by pointing to the corresponding items. The pupils repeat after you. Point to the corresponding items in random order. Ask individual pupils to name the item. Ask the rest of the class for verification. Pupils’ books open. Present the lyrics of the song (see Teacher’s Book). Read the instructions and explain the activity. Play the CD. The pupils listen and point. Play the CD again. The pupils sing along.

Track 55 CD1

Get Active Poster

Step 4 Listen and do.

Demonstrate the song again, as shown in the pictures and tell the pupils to do the same. Play the CD again. The pupils listen and do the actions.

Track 56 CD1

Ending the lesson

UE5

Ask the pupils to form pairs. Explain that they will play a game called Mirror Me! One pupil mimes a part of a house and the other pupil tries to copy him/her. Invite a pair to the front of the classroom and demonstrate the game to the rest of the class. Continue with as many pairs as you think is necessary.

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

• support weaker learners by modelling for them as they prepare to talk about their drawings to ensure they have two or three things to say

• guide strong learners to give more expansive answers in presenting houses e.g. tell us about the different rooms

• monitor learner progression in acquisition of structures in description task

• check pronunciation of new language through group and individual drilling

• cross-curricular links: actions in PE / Geography [different parts of the world]

LESSON: Module 4 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L9

S1

R3

W6 W7 W8

Lesson objectives

All learners will be able to:

follow with support most of the written and audio story text and produce with support some language correctly in the letter task

Most learners will be able to:

follow most of the written and audio story text and produce with support most language correctly in the letter task

Some learners will be able to:

follow independently the written and audio story text and produce most language with correct spelling and punctuation in the letter task

Previous learning

Let’s That’s a nice … Thank you … Where’s

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

STORYTIME: Draw a simple sketch of an igloo on the board and say: igloo. The pupils repeat. Ask them where they might find igloos and who lives in them. Elicit/Explain that igloos are types of snow houses built by the Inuit who live in the Arctic regions of Canada, Alaska and Russia. Tell the pupils that they are going to read a story about an owl that helps an Inuit family.

Presentation and practice

S1

L9

R3

Step 1 Listen, point and repeat.

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. Use the story cards to present the story.

Flashcards 35-37

Track 57 CD1

Step 2 Listen and read. Act out the story. (activity 3)

Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and/or individually. Read the Smiles Values! and have a discussion, in L1 if necessary, with the pupils about the moral of the story. Tell pupils that we should look after the things that are important, and always help others. Put up the story cards in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups, some time to rehearse. Ask the groups to act out the story. They can use the story cards for help.

Track 58 CD1

Story Cards

Optional: Photocopy the story cards from the Teacher’s Resource Pack CD-ROM, one set per pupil.

Ending the lesson

W6 W7 W8

Ask the pupils to write a thank you letter to the owl. Demonstrate this orally in class. Ask them to draw pictures on their letters, if they wish. Make sure you display their work somewhere in the classroom.

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

• guided support with weaker learners in groups in the writing tasks e.g. start sentences off.

• provide extension opportunities for stronger learners in the writing task e.g. ask them to include certain details

• check handwriting, spelling and sentence formation in writing task and decide on any remedial follow-up tasks

• Values links: importance of helping others