Hidden Treasure (Places in town)

Name:

Yuliia Chuvalska

Level / Age:

A1 / 9-10 y.o.

Date:

19.11.2024

Time:

11.20 – 12.00

Length of Lesson:

40 min

Number of students:

13

Lesson Number:

32

Main Aims:

• By the end of the lesson students will be better able to ask and give directions when they produce their own dialogues based on the map of the city.

Subsidiary Aims:

• Student will be able to develop listening skills for specific information by listening a dialogue and choosing the correct option.
• Student will be able to revise grammar construction of There is/are by playing Tic-Tac-Toe game.

Personal Aims:

•  Create a positive rapport by providing Ss with support and praising
•  To activate students' prior knowledge by showing flashcards of directions and prepositions and solving riddles related to places in the city..
•  To help students focus on accuracy when speaking by providing them with visual support

Topic / Activities:

• My city / There is/are

Materials:

• Individual worksheets https://www.canva.com/design/DAGVxGI5Lx4/bpjSpdr1WGz1yUqhjVYRyw/view?utm_content=DAGVxGI5Lx4&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h650d6e4cbe
• Entrance tickets https://www.canva.com/design/DAGVE7L4YeQ/GVA0TRDqeGypimsv7W-5gw/view?utm_content=DAGVE7L4YeQ&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hb41de4243a
• Video
• Jayne Croxford, Graham Fruen (2017) Go Getter 2 Pupil’s Book, Pearson, Pearson Education Ltd p.64
• Go getter 2 Audio CD2 Track 52
• Presentation https://www.canva.com/design/DAGVE7aGfF8/JOAaAXitouU6PtM0OX8LSg/view?utm_content=DAGVE7aGfF8&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h2bc78303a7

Assumptions:

• Ss will have a clear idea of asking and giving directions.
• Ss will enjoy playing the games.
• Most ss will respond well to the end of the lesson.
• Students will be interested in cracking the code at the end of the lesson..

Language structures / Vocabulary with analysis of M/F/P and any anticipated problems

• Grammar

• Anticipation of problems and identification of solutions:

• Lexis: clue, hidden.

• Anticipation of problems and identification of solutions:

Stage Aims

Interaction

materials & Time

Procedure - What will the teacher be doing / saying?

Procedure – What will the students be saying?

What could go wrong? How will I respond?

Warmer

To grab ss’ attention

Entrance tickets

t-ss

S

4 min

• Welcome ss into the classroom and ask how they are feeling today.
• Play Entrance tickets game – ask Ss to read riddles of places in the city on their tickets, guess the place, then find a desk with that place and sit there.

Students will tell me their feeling and will proceed to playing “Entrance ticket” game. They will read riddles and guess what place in the city it is about.

•   Some students might have forgotten some places in the city. I will ask for peer support.

Lead-in

To set the context

Flashcards

t-ss

6 min

• Ask Ss about their hometask and check how well they prepared it by showing flashcards through keyhole. Those who tell the word correctly go to the board and match it with the correct word card.
• Then present the theme of the lesson including the presentation of new words (thief, hidden, clue) by asking CCQs and checking MFP.

Ss will look at the flashcards and say the words.

Ss look at the new words and discuss them answering T’s questions.

Practice task 1

To elicit Ss previous knowledge about places in the town

Presentation slides

t-ss

3 min

•   Ask Ss to look at the questions and ask them to play a game “Wrong answers only” where they should give only wrong answers.

Ss will look at the slide and read and answer the question.

•    Some Ss might have forgotten the rules of the game. I’ll revise the rules before playing the game.

Practice task 2

To develop Ss’ confidence in using There is/There are structure.

Presentation slide

Tic-Tac-Toe game

T – SS

S-S

4 min

• Tell Ss they’re going to work in pairs by playing Tic-Tac-Toe game where they should make true sentences about their town/city using structure There is / There are

• Check instructions. Do you work alone or in pairs? In pairs. Does one of you should share the screen? Yes. Do you discuss when you sort? Yes.

•    Ss play Tic-Tac-Toe game in pairs making sentences about their city/town.

Some Ss might not remember all the words. I’ll support the words with pictures so Ss could easily identify the meaning.

Practice task 3

To let SS use the target vocabulary by singing a rap song

Video

T-SS

2 min

• Ask Ss to sing a rap song about asking and giving directions in the town

Ss sing a song.

Some Ss might not remember the lyrics of the song. I’ll support them with visual support and subtitles.

Practice task 4

To develop listening skills for specific information and Ss’ confidence in understanding the target vocabulary

Presentation slide

T – SS

S-S

4 min

• Ask Ss to look at slide with a map of the city and ask them what building are there and what is wrong with the map (some buildings have no names).
• Tell Ss that they’re going to listen to the dialogue where they should choose the correct option and find the missing building.
• Ss listen, check in pairs then open class.

Ss discuss the map answering T’s questions. Listen to the audio, check answers in pairs then open class.

Some Ss might find the audio speed too fast. I’ll play the audio one more time.

Practice task 5

To let SS use the target vocabulary by giving directions each other

Route on the floor

t-ss

ss-s

5 min

• Drag Ss attention to the routs on the floor. Tell them that they’re going to work in two groups. They should order the steps and then give instruction to one of the students in their group who should follow them with closed eyes.
• Check instructions. Do you work in pairs or in a group? (In groups.) First, do you say the directions or put them into the correct order? (Put them in the correct order).
• Ss work in groups.

Ss discuss and order the directions, then give them to one of the students one by one.

Some Ss still might find it difficult to order the directions. I will ask for peer support.

Practice task 6

To develop reading skills and Ss’ confidence in using the target vocabulary

Presentation slide

t-ss

s-s

6 min

• Show Ss slide with a dialogue with mixed lines. Ask Ss to read and order them. Pay attention to some underline words and ask to replace them using pictures on the board. Tell Ss that now they should do the same but with another dialogue they have in their files.
• Check instructions. Do you work in pairs or in a group? (In pairs.) Do you need to order the lines? (Yes). Do you replace the underlined words using the pictures in the file? (Yes)
• Ss do the task in pairs.
• Open class feedback.

Ss read, order the lines, replaces the underlined words in pairs.

Some Ss still might find it difficult to order and replace the words. I’ll monitor their work and provide them with some extra support and help.

Language feedback

To let Ss reflect on the lesson and information they got

T-Ss

3 min

• Ask Ss how they feel about today lesson by asking to complete the exit ticket (traffic light).
• Set the hometask (get ready for the dictation)
• Say good bye. 

Ss share how they feel at the lesson and explain why

Some Ss might be shy to share with their thoughts. I will nominate them then and encourage to answer.