| Learning objective(s) that this lesson is contributing to | 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
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| Beginning
2 min
3min
| Greeting. Setting the aim of the lesson Pre-learning Hang up three different posters (example - one of a yurt, one of a skyscraper, one of a cottage) in the three corners of the classroom. Tell students to choose one corner to stand in, and talk about why they chose that poster. Why do people use different houses |
PPT
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| Middle 10 min
12 min
8 min | Activity 1 (W, I) Draw a house on board. Brainstorm words learners know about houses. How many words do learners know? Project about 10 pictures of different homes in Kazakhstan on board and number them 1- 10. Learners make links between any two homes orally e.g. 3 and 6 have got big doors. 4 and 7 have got three floors. 2 and 9 have got small gardens. 1 is a very big house but 8 is a very small house. Learners write 3 - 6 sentences making links between different homes. How many different words about homes can they use? Activity 2 (W, P)Pre-teach or elicit materials homes are made of (wood, metal, glass, stone, brick, felt, twigs) Tell learners: what yurts were made of; their shape; the different types; and show pictures. Project picture of two or three different yurts and a contemporary home on board. Learners point to and say materials: (wood, metal, glass, stone, brick, felt, twigs) then say 3 differences between yurt e.g. The yurt is a circle shape but the new home is a square shape. The yurt has felt walls but the new home has stone walls. It is made of/ It looks/ It sounds/ It tastes/ It smells Learners in pairs complete a T-chart to show differences between two types of homes. They compare charts with another pair. Activity 3 Skills: Use of English (I, P, f)Write a word bank on board for learners to label then write about their homes. (e.g. apartment, house; bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door; small, big, beautiful) Learners use blank A4 paper to draw and label their home. They use the word bank to check if they can use all words. Compare with a partner. Is their spelling correct? Ask learners to underline any word they think is difficult to say on their drawing e.g. window. Check pronunciation of all words. | Audio CDs Internet material |
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