Lesson plan: 20/10/2014

Alomar Eliana and Sansot Laura.

Course: 5th C

N° of Practice: 10

Objectives: During this lesson students are expected to:

1-      Practise the following “parts of the house”: bathroom, bedroom, dining room, kitchen, living room, etc.

2-      Practise the following pieces of “furniture”: table, chair, sofa, lamp, cupboard, wardrobe, etc. and apply them in matching and completion activities.

3-      Make meaningful connections between the concepts learnt about the unit “The house” and prepositions.

4-      Practice the spelling and the pronunciation of pieces of “furniture” and “parts of the house”

5-      Practice the verb “There is/are” to write and read sentences. There is a washing machine in this bedroom.

6-      Practice the use of prepositions and of pieces of furniture freer, produce without so many restrictions. The dog………………… (is next to the man)

7-      Listen to the teacher to practice the pronunciation of the parts of a house and pieces of furniture.

8-      Listen actively, listening to the teacher and drawing at the same time.

9-      Practise the prepositions: in, on, under, behind, between, beside and next to.

10-  Practise the use of prepositions to locate objects in rooms with the help of images in completion activities. There is a washbasin in the bathroom.

11-   Reflect on the fact that not all the houses are equal.

Class description:

The students in this elementary class are between 9 and 10 years old. There are 24 students, the same number of boys and girls. The class starts at 13:15 in the afternoon, but before all the students meet with headmistress in the playground in order to be welcomed. The students are asleep during the whole hour of the lesson. They can start being noisy, especially when the same activity is taking place for a long time and some of them finish it before the rest.

Nevertheless, they work hard if they keep on working continuously in an activity that interests them, for example, when they have to talk about themselves or have to use their creativity. One aspect is important about this class, as they are very young and with a low level of English, they speak in Spanish all the time.

Timetable fit:

The lesson takes place from 14:15 to 15:15 pm on Mondays. During the current unit students have been introduced to the topic “The family”. They have written descriptions about their own family and then, they read them aloud. They have read about members of other families and have been asked to look for information about the age, birthday and physical features of the members of their own family.

Last class students worked with an activity in which they had to draw balls in a picture of a living room according to sentences. They were also given a sheet of paper in which they had to complete a text with pieces of furniture and parts of the house choosing between two options. They also listened to the teachers and completed a picture with different numbers according to the order in what they have heard the different turns. Finally, they read and drew in an exercise on page 20.

Next class, students will continue working on the same lexical and grammatical items. They will make some activities about “The House” in relation with prepositions “in-under-on-behind-next to-between”.

Personal Aims:

• I am going to speak as loud as possible.
• I am going to organize the space on the blackboard clearly.
• I am going to praise students when they participate in class and I am going to smile as much as possible.
• I will speak in English as much as possible.

Anticipated problems:

• Students may not remember some vocabulary about the house.
• Students may not understand the new vocabulary (prepositions).

Possible solutions:

• The teacher will activate children’s prior knowledge about the family by writing words on the blackboard.
• The teacher will help students and repeat the items as many times as necessary. The teacher will provide a list with new vocabulary about the house.

Activities:

	Activities	Interaction	Procedure	Time
1	Warm-up	T → SS	Teacher will provide students with the badges used during the previous lesson.	2’
2	Speaking Writing	S,S,S	Pre-task: The teacher will distribute and describe a sheet of paper with the image of a house. She will ask students questions about what they see in the picture, making reference to prior knowledge. Ex: Is this a bathroom? Where is the cooker? Is the kitchen under the bedroom? What is this?  Task: Teacher will introduce the activity. Students have to work in pairs. The teacher will design the groups. Student A has to draw 5 elements in different places. Student B asks where the elements are.  Student A answers and student B draws it in the same place. Then, they compare both images. Ex: Where is the computer? It is on the desk.	15’
3	Speaking Listening	T → SS	Pre-task: The teacher will distribute and describe a sheet of paper that has an image. The teacher will ask questions to student and will recover prior knowledge. What is this? Are there books in this bedroom? What do you can see? Task: Teacher will explain the activity through an example. She will read a sentence and then she will draw the object mentioned on the blackboard. Ex: There is a lamp on the bedside table: then, the teacher will draw a bedside table and a lamp on it. Thereafter, the teacher will read sentences that include objects and prepositions. Students have to draw what they hear. Ex: There is a book under the bedside table.	15´
4	Writing	S,S,S	Task: Taking into account activity 3, students have to pick up six objects of the ones that they drew on the picture and write questions and answers about their location. The teacher will give an example, writing it on the blackboard and explaining it orally.  Ex: Where is the book? It is under the bedside table. Teacher will remind students of the use of is/are orally.	10´
5	Reading Listening Speaking	GG,GG	Pre-task: Teacher will explain the next activity by giving examples from the classroom: Where is that book? It is on the desk.  Is there a bal in this room? Yes, There is a ball on the floor. She will explain that it is a game and that each group will earn points if they answer questions correctly. She will also explain that the more points they earn, the more difficult the question. She will anticipate that they will have choose from different options to answer questions according to a picture, but each student will have to answer at least one question orally (the same student cannot do all the speaking).The teacher will group student in a way that four groups are made and she will assign to each group a different part of the house. Task: Teacher will show students the power point presentation of the game, assigning points to each group. She will help students if they have trouble with the activity .	15´
6	Follow up	S,S,S	Students have to complete a very simple activity from the booklet, where they have to complete with on, in, under, according to images. Ex: the bird is.......the lamp.	2’

Additional possibilities:

• Students have to answer T or F in an activity on page 19 of the booklet according to a short description of a house. Then they have to justify the false options.