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Description of

class

''Mea Selimovi'' primary school; Class: III; Class profile: 25 students; 8 years old; Subject: English language
Location: English classroom; School year: 2011/2012. Teacher: Amila Islamovi,prof.

Teaching unit
1 8.

UNIT 4 Hes a hero! Lesson 2 Talking and singing about jobs;

Recent work

Present of auxiliary verb to be(is), job words & personal pronouns he, she

Type of lesson

Practising Identifying people-jobs and verb to be is/isnt

Sources

Family and Friends 1; Class Book; Workbook; Teachers Book; CD; Family and Friends Alphabet Book; Reading
and writing; Grammar Friends 1Testing and Evaluation Book

Aims and objectives


Short term
Long term

Methods

To act out the story


To practise present of verb to be form is He is a pupil. Is he a pupil?
To present and practise personal pronouns he and she; to choose he or she for people
To use short answers. Yes, she is. No, she isnt.
To improve pupils vocabulary
To develop pupils skills- listening, reading, writing and speaking
Encouraging good behaviour
To spread love to English language
Act out the story
Illustration
Demonstration

Miming game
Class management
Individual part

Pair work

Whole class

Interaction
Teaching aids, materials
and equipment
Procedure
Additional plan

T- S,S,S
S,S-S,S
S,S,S
Class Book, Workbook, CD player, Story poster 4, pencil,
Introduction part, main part, final part
Optional activity Teachers Book page 45

y partIntroductor

Aims and objectives


To revise jobs words
To talk about jobs
To develop pupils
remember

Class organization procedure and


activities
Warmer
Teacher plays miming game with pupils. She
pretends that she is putting out a fire with a
hose. Pupils guess what job is that. Then she
calls up a child to come and to the front of
the class. She gives him/her one of the jobs
flashcards. He or She mimes for the class to
guess the job. She repeats the activity with
other children. Then she asks pupils to tell
her what it happened in the story. What can
they remember?

Teaching
aids
Flashcards
Teacher's
Book

Possible
problems
None.

Possible
solutions
None.

Timing

Main part

To act out to the story


To encourage pupils
working in groups
To develop pupil's thinking
and understanding
To spread love to English
language

T invites pupils to turn to the story on page


28 of their CB.. Then T plays the recording,
pausing for children to repeat. Then she
divides the class into groups of five. Each
child chooses a different role: Billy, Tim,
Rosy, Grandma, or Grandpa. If our class
doesnt divide equally into groups of five,
children in some groups could have more
than one role. Tim doesnt have a speaking
part, so could double up with another
character.
Children practice acting out the story. T
monitors the activity, checking for correct
pronunciation. Then some of the pairs come
to the front of the class and act out the story.
STORY ACTIONS
Rosy points to Billy, who is writing on the
board.
Billy points to Grandma. Grandma adds salt
to the pan.
Rosy and Billy point to the pan, horrified
Grandpa puts out the fire with the
extinguisher. Billy holds up his hands and
cheers. Grandma looks shocked.

Class
Book
CD
CD player
Story
poster 4

Some pupils
might have
problem
working in
group.

Teacher
tries to
divides
pupils
into
groups by
their
abilities.
9

Main part

To look at the pictures and


say about them
To present personal
pronouns he and she
To present short forms of He
is = Hes & She is= Shes
To choose he or she for
people

Main part

To use short answers. Yes,


she is. No, she isnt.

To practise Hes & Shes


To complete the sentences
To develop pupil's skills
To read the sentences

T asks pupils to look at the pictures in


exercise 2 and say what they can see. She
copies the sentences onto the board, leaving
spaces where the jobs words are. Then she
puts different flashcards in the spaces to
elicit sentences and questions with the same
pattern, e.g. She is a pilot. Is she a
housewife?
Children repeat the new sentences chorally.
She invites a volunteer to come and
substitute a flashcard to make a new
sentence. Teacher says the sentences and
pupils repeat after her.
Teacher draws attentions to the grammar box
and explains them what short form is.
He is= Hes
She is = Shes
She writes it and asks pupils to copy
Grandma, Rosy = She
Grandpa, Tim, Billy= He
T writes he and she on the board. She
points to a girl and the class says SHE. She
points to a boy and they say HE. Then she
shows to the pictures of a female nurse says:
He is a nurse. Tell me: Yes or No. Children
reply with the correct pronoun. Then they
read the example answer in the CB. They
write Hes or shes at the beginning of the
other sentences.
T asks pupils to complete given sentences
individually. She checks the answer with the
whole class, in chorus.

Class
Book
Board
Chalk
Flashcards

Class
Book
Board
Chalk
Pencil
Rubber

Some pupils
dont
understand
difference
between he
& she.

None.

Point to
one girl
in the
class and
ask
children
what they
will use
for hershe or he.
Point to a
boy and
ask the
same
questions.

None.

7'

Main part

To model a dialogue
To work in pairs
To practise jobs words
To develop pupils self
confidence

Final part

To practise recognizing and


writing all the new words
from the unit; with a
particular focus on the new
words from this lesson.

T asks pupils to look at the pictures in


exercise 4. Teacher models the dialogue with
a child. She asks them to work in pairs. She
invites one of the pairs to read the example
for the class.
She describes another picture for the children
to describe.
They do the other pictures. She walks
monitors and helps where necessary.
T asks pupils to take their Workbook and
open them on page 29. She goes through
exercise with the class and monitors their
work. There are 2 simple exercises they need
to do. Teacher writes description marks for
pupils who finis during lesson. If they dont
finish, the rest of the class is going to be their
homework.

None.

None.

Class
Book
Pencil
Rubber
6

Workbook
Pencil
Felt tips
Pen
Rubber

Some pupils
arent sure
what to do.

Teacher
explains
them
again.
She
monitors
and helps
where
necessary.

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