Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got any ands?
Yes, it has. Biscuit? That’s a funny name!
Target vocabulary
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Consolidation
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ICT skills
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Using audios
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Previous learning
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‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives
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Part of the lesson/Time
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Teacher’s activity
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Student’s activity
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Assessment
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Resources
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Beginning of the lesson
Warming-up
Team work
7 min.
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Organization moment:
1.Greeting.
Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third
In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.
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“I wish….” method helps to start the lesson with telling supporting words to each other.
The aim: To develop Ss speaking skills and create friendly atmosphere
Efficiency: By telling the wishes they show their appreciations .
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At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:
“Good job!
Well done!”
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CD player
Microphone
cards
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PRESENTATION AND PRACTICE
30 min.
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Listen and read.
Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.
e.g. Teacher: (pointing to the children and grandma in picture one) Liam, Lilly and Daisy are with Daisy’s Grandma and Grandpa.
(pointing to the big eyes in picture two) What are these?
Class: Eyes
Teacher: Yes! Two big eyes! etc
Play the CD. The pupils listen and follow the story in their books. Then individual pupils read out the story.
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Read the story and choose.
Allow the pupils some time to read the story silently and complete the activity. Check their answers.
Answer key
2 a 3 b
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Tick (✓) the right sentence.
Refer the pupils to the picture and the sentences. The pupils read the sentences and tick the one that corresponds to the picture. Check their answers.
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Answer key
3 Amir, come and say hello!
Play the CD again with pauses for the pupils to repeat, chorally and/or individually.
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Act out the story
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For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front
and act out the story.
For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Talking point. Listen and read.
Make a new dialogue with your friend.
Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually.
The pupils, in pairs, act out similar dialogues about themselves. Go around the classroom providing any necessary help. Ask some of the pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while doing the task.
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A: What does your monster look like, ... ?
B: It’s got ... and a big ... !
A: Has it got any ... ?
B: Yes, it has. It’s got Look!
A: What’s its name?
B: ... .
A ? That’s a funny name!
Suggested answer key
Kanat: What does your monster look like, Dana? Dana: It’s got five eyes and a big ear!
Kanat: Has it got any legs?
Dana: Yes, it has. It’s got six legs. Look! Kanat: What’s its name?
Dana: Coco.
Kanat: Coco? That’s a funny name!
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Listen, point and repeat.
Write the letter o on the board. Point to it and say: \ɒ\.
The pupils repeat, chorally and/or individually. Point to the letter again and ask the pupils to say the sound.
Refer the pupils to the pictures. Point to the dog and say:
\ɒ\ – dog. The pupils repeat, chorally and/or individually.
Check their pronunciation. Repeat the procedure for long and body. Play the recording. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sound and the words.
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