Name:

Julia Naumenko

Level / Age:

6-8/Beginners

Date:

Time:

Length of Lesson:

45 min

Number of students:

Lesson Number:

Tutor:

Main Aims: By the end of the lesson students will  have revised the spelling of some animals ( such as lion , a hippo, a giraffe , a bear ,a fox , a snake , a parrot , an elephant ) and will be able to talk about the things in the room using the   construction “ there is / there are” as well as the prepositions of place .

Subsidiary Aims: SS will  revise the use of the question form “ Where is/ Where are “, develop their turn taking , motor  skills .

Personal Aims: To give clear instructions

Topic / Activities: Animals/ Prepositions of place

Language Structures / Vocabulary:

 Prepositions of place such as “ on , in , under near “ ,  some vocabulary about  “ Animals “ such as  lion , a hippo, a giraffe , a bear ,a fox , a snake , a parrot , an elephant

Materials: Pictures of animals , Cards with the names of the animals, Hand outs with crosswords

Assumptions: Ss might have difficulties spelling some words , they also might not know some vocabulary about animals , confuse the singular and plural forms , as well as the prepositions of places .

Stage Aims

Interaction

Materials & Time

Procedure - What will the teacher be doing / saying?

Procedure – What will the students be saying?

What could go wrong?  How will I respond?

1. Warm-up

Name game

-To remember the names of the Ss

T-Ss

Ss

3 min

 Hello , I am Yulia

Nice to meet you

 Let’ s play a game . Stand up and let’s make a nice big circle. Say the names of you friends like this.” Ann. Ann, Bohdan . Ann , Bohdan ,Nastya…

Hello , Nice to meet you too

Ss say the names of their classmates

Ss could forget  the names of their classmates or misunderstand the rule of the game – help them to remember the rules and demonstrate the activity again if necessary

 2.Lead –in

“Do  you like animals . What animals do you know  ?”

To revise the vocabulary they know and activate ss’s schemata

T-SS

1 min

T-SS 2 min

Pictures of a lion , a fox , a bear , a giraffe , a hippo , a snake , a parrot , an elephant

T asks Ss to name animals(brainstorming)

Look at these pictures. What animals are these ?

Teacher elicits from the Ss or provides the target language

Ss  say the names of the animals

Ss say the names of the

animals on the pictures

Some words might be new for the Ss or they can mispronounce some – Provide the words and drill the pronunciation

To introduce the written form of the target language

Pairwork check

Open class-to check if ss have completed the task correctly

T-S

S-s

SS

3 min

Hand outs with the names of the animals and  their pictures 

The cards with the names of the animals  to put on the board

Now match the words to the pictures

Check if your partner has the same

Let’s do it together .T nominates the S .

Go to the board and match

Ss match the pictures

Some students may have problems reading the words –ask the stronger Ss to help them

 4.Drilling

Disappearing dictation

-to memorise the spelling of the target language

T-S

S-S

3-4 min

The pictures of the animals on the board

T puts the Ss in pairs , one S is with his back to the board

T writes the word on the board and gradually rubs out all the letters . Then asks Ss to spell the missing letters

Ss spell the missing letters

Ss may mispronounce some letters – gently correct them .

5.Controlled practice “ Unjumble the words” –to see if Ss can make the words

Open class feedback- to see if SS have completed  the task correctly

T-Ss

S-S

3 min

The  set of letters

Gluesticks

And blank paper

T_SS

S-S

Ss

Each pair gets a set of words

Now make a word from these letters .  Demonstrate the activity with one word Finished ? Please put your word under the correct picture

Let’s check together : “ Is it right ?”

Now put your papers under the chairs please .

Ss make the words and put the words under the correct picture

Ss say : Yes , that’s right or No, that’s wrong

Some words can have difficult spelling –weaker Ss can look on the board for reference if they need

To consolidate the prepositions of places

 Such as “ in  , on , under , near “

To give Ss more practice

3 min

Small toys

T takes a small toy and asks the Ss : Where is the toy ?

Elicits the answers : It’s on / in/ under / near the hand

Now listen to me and show .

ICQs: Do you speak now ? Do you show ?

Now ( One S nominated by the teacher shows and asks : Where is the toy ? )  you say

Put the Ss in pairs They in turns ask each other questions and answer them .

Ss answer T’s questions

Ss   mime

Ss ask and answer

Ss may  not remember  some prepositions – demonstrate

Drilling

 To give Ss an opportunity to drill the target language

To revise the vocabulary

Revise there’s /there are

Freer practice

To practise  Ss’s  memory skill

To enable students to produce the target language spontaneously

Flexi stage*

Hawaiian skirt

Matching activity

Feedback

5 min

T-Ss

The pictures of a bear , a fox , a snake , a cake  , a box, a chair

SS-SS

3 min

S-Ss

T-S

2 min

SS

1 min

1 min

T-SS

5  min

 Ask SS “ Where is the snake/ fox / Bear ?/ Elicit Ss’s  answers

Teach them the rhythm

The chant :

Where is the bear?- It’s under the chair

Where is the fox ?- It’s in the box

Where is the snake -? It’s near the cake

Now stand up

We have two groups

Now group 1 asks the questions and Group 2 answers . Let’s change over.

We have a new teacher : you show the picture

Ss ask and answer

Now you have got a picture and binoculars

Can you see  a guitar/ a ball/a car / a computer/ CDs / a monster doll /oranges /a school bag ?

Let’s play a game

Look at the picture again and try to remember where these thing are : Near the bed , on the chair….

 There’s / There are (put on the board ) a book / books

T sets  a team game

 SS Make a line . The rule :

Make  there’s /there are sentences  about the things in the picture , For example ;There’s a schoolbag near the bed  , Then ask the questions to the other group : Where is? Where are …?

The correct answer gets a  point and the correct question gets half of the point.

Ss in pairs or in groups of 3 match the sentences

Thank Ss for their good work

Say good-bye

Ss look at the pictures and repeat the chant after the teacher

Group 1 asks –Group 2 answers then swap

Ss in turns show the pictures to their partners

Ss look at the pictures and find the objects

Ss memorise the location of the things  in  the  picture

Ss make sentences with  There’s / There are

Ss make sentences in turns

Ss match the parts of the sentences

Some Ss might misunderstand the task – Tt should participate in the activity

Some words could be new for students –check and provide their meaning using the picture

If students make mistakes when they use there’s/there are

Give more examples

Not all Ss in the group might want to participate-set the rule that each S should make a sentence