My room is small

Time

Steps

Interaction

5 minutes

Teacher says, Stand up please. Good morning class. Teacher uses gestures so the pupils stand up.

Teacher says, How are you? Teacher gets the answers from the pupils

Teacher says, Sit down please. Teacher uses gestures so the pupils sit down.

Teacher shows the pupils the textbook and says:”Take out your books”. Teacher makes sure all the pupils have their Pupil`s book..

Teacher says, ”Open your books on page ”.Teacher points to Activity 1. Teacher uses gestures and waits for all the children to open their textbooks.

Teacher says, Listen and sing. Use gestures.

Play the DVD and sing together with the pupils.

DVD script:

In my room

In my room

I`ve got my bed,

I jump and sleep.

In my room

My teddy bear,

All my toys

And my favourite chair.

Whole class

Whole class

Time

Steps

Interaction

5 minutes

Step 1. Teacher sticks the cards with pictures ( picture, dresser, blanket, pillow, mirror, rug, curtain) on the board. Teacher points to a mirror and says:”mirror”, “curtain” etc. As all are easy to understand except ”dresser”, teacher asks pupils what dressers are used for.

Note: Dresser in American English is a piece of furniture with drawers for storing clothes, sometimes with a mirror on top.

Dresser in British English is something they display plates and cups on. The furniture they put clothes in is a wardrobe (to hang things up) or cupboard (folded clothes).

Step 2. A) Teacher asks the pupils to look at pictures/objects and repeat the words after her/ him.

B) Teacher asks the pupils to repeat the words after her/him in chorus, in pairs and individually.

Whole class

Pair work

Time

Steps

Interaction

5 minutes

Teacher asks:”Let`s work in pairs” .Teacher demonstrates what to do and invites two pupils to the blackboard, says to one of them:”Point to a picture in Activity 2a”. Pupil A points to a “picture”. Pupil 2 says “picture”. If Pupil 2 cannot say, ask the pupils:”Help her/him”.

When they finish, teacher says: ”Sit down, please. Now let`s play in pairs!”.

Pair work

Time

Steps

Interac

tion

5 minutes

Step 1 Teacher asks the pupils to look at the pictures and says what they see there. Accepts all answers. (Possible answers: children playing a game, the boys and girls, the room etc). Then asks the pupils to look at the table and says what they see there. (Answer key: a grey robot, a pink balloon, a red car, a yellow flower, a blue box, a green frog, a purple ball)

Step 2. Teacher asks the pupils to read silently what the children say. And asks the question:

1) What`s the weather? Is it rainy?

2) What game do the children play? (Memory game).

Pair work

Time

Steps

Interac

Tion

10 minutes

Step 1 Teacher asks the pupils to look at the left picture in 3b and asks what has happened. (Possible answer: The cat jumps on the table). Then asks the pupils to look at the picture on the right and help the children to find the objects in the room. Asks: Where`s the ball? (It`s under the bed). Where`s the robot? (It`s on the floor).

Step 2 Teacher asks the pupils to work in pairs, look at the picture and find other objects.

e.g. A: Where`s the frog? B: It`s under the table.

Note: faster pupils can ask about other objects in the room. E.g. A: Where`s the cat? B: It`s under the bed

Pair work

Time

Steps

Interac

tion

10 minutes

Step 1 Teacher says that the pupils will play a game which they played in class 2. And asks the pupils to revise the words they will need to “cross the river”: rooms, objects in the rooms. And asks them to look at activity 2a on page 16.

Step 2 Teacher demonstrates with one pupil. Helps her/him to say: Mr Crocodile, can I cross the river? Teacher says: Yes. Name 5 rooms. The pupils must jump on “ stones” and name 5 rooms. Teacher lets two or three pupils do the same. Then changes the task. Names 5 things in the bedroom. If any pupil fails s/he must go back and try again.

Note: Teacher can divide the class into groups and ask the groups to “cross the river” one by one.

Group work