Lesson Plan

Name: Amelia Quelhas

Date: 12 September 2007

Level: 3rd Year / 3 ano 1 Ciclo or 4th year house vocabulary lesson

Input/Topic: House Vocabulary, Language structures: My House Its number three!, How do you spell that?. Dominoes Its your turn, Take a domino., I pass. Find the differences My bedroom has got . , Is your teddy bear under the ?

Aims: By the end of the lesson students will be able to identify house vocabulary (rooms and objects) and be able to spell this vocabulary. They will be able to describe rooms in a house and say what objects its got. They will also be able to say where a teddy bear has been placed. Materials: Downloadable resources: My House worksheet, House Dominoes, Find the Differences. Flashcards: pictures, wordcards and numbers 1-15. Other materials:

Summary of Activities Activity 1: Look at word and grab number. Activity 2: Dominoes Activity 3: Find the Differences

Timing 20 mins 10 mins 30 mins

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Lesson Plan

Activity/Aim

Procedure - T divides class into 5 groups.(5 in each group) - T gives Ss My House Worksheet. T asks Ss to look at the different rooms in the house and the objects in each room. T asks Ss to go through the numbered objects and orally say what it is in their groups. T tells them not to write anything on worksheet at this stage. - T gives each group a set of cards with numbers 1-15. - T asks Ss to give their group a name. It could be the name of a household object or a room. T writes the group names on board. - T tells Ss that he/she is going to show a wordcard and Ss must identify it in the worksheet and see which number this object has been given. T tells Ss that the first group to hold up the corresponding number gets a point. - T shows a word card (e.g. chair). - T tells Ss that the first group to hold up the number corresponding to the object in the worksheet gets a point.( Chair Number 8). T asks Ss to copy the word onto the worksheet next to the correct number. - This activity continues until all words have been put up on the board.

Interaction

Time

Ss - Ss 20 mins T - Ss

Ss remain in their groups of 5 to play dominoes. T tells Ss how to play dominoes: - Each S takes 4 dominoes. So there are no remaining dominoes. - The first S places one of their dominoes on the table. The second S tries to put a domino on the table that matches one side of whats already there. - If the S cannot go, he skips that turn (I pass). - Ss continue taking turns putting dominoes on table until someone wins. - The winner is the first person to get rid of all their dominoes. T gives a set of 20 dominoes to each group. Ss put the dominoes face down on the table and mix them up. T tells Ss to take 4 dominoes each and start playing. T asks Ss if they want to play again.

Ss

10 mins

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Part A - T divides board into two sections. T asks for two volunteers. Each S goes up to board and draws what T tells them. - T asks them to draw a bed and a table. - T has the following dominoes (picture section): mirror, lamp, chair, pillow, picture, mat. T asks each S to take 3 dominoes each and draw the objects in their bedroom. - T asks S1 to talk about his/her bedroom mentioning one object in the bedroom Ive got a mat. S2 draws a mat in his bedroom. T asks S2 to talk about his/her bedroom. Ive got a lamp. S1 draws a lamp in his bedroom. Ss alternate describe and draw. The whole class listen and look. - T does NOT clean off the drawings. They will be used in Part B. - T pairs Ss up. T gives Student A and B the Find the differences worksheet. - T asks Students A to start. Students B draw the object in their bedroom if they dont have it. Students B then say another object they have. This continues until all 4 objects (arrows) have been mentioned and drawn if they dont have it.

Part B - T shows a REAL teddy bear to students! T elicits teddy bear. - T asks class who has a teddy bear and where it is. - T places teddy bear in different places of bedrooms (boardwork) and elicits the 4 prepositions of place(under, in, on, between) The teddy bear is under the chair etc.. - T says class is going to play a game: boys against girls. - T asks a girl and a boy to stand in front of board with their backs faced to it. - T places teddy bear in Bedroom A and tells class that they must not tell the two Ss where it is. The boy and girl must guess where T put it. They each get a chance to say where they think where it is. The first S to come up with the correct position gets wins a point for their group. - Two more students (boy and girl) T asks a S to come up and place it wherever he/she wants. Students with back faced to board start guessing. - Game continues until students have grasped the meaning of the 4 prepositions of place. - T pairs students up. T tells students to refer to Find the differences worksheet Part B. T tells Ss to first draw the teddy bear in all the rooms and referring to the appropriate preposition. Bedroom
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Ss -Ss

30 mins

under, kitchen in, living room on, bathroom between. They must then complete the sentence: My teddy bear is under the . Student A starts by asking Student B, Is your teddy bear under the chair? Student B says, Yes or No. If Student B says No Student A needs to ask another question until he/she finds the right place. Student A then completes the sentence: My partners teddy bear is under the _____________ . Student B proceeds in the same way : guess (ask: Is ), complete sentence.

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