Stage Aims Procedure Time

Stage name Interaction

Introduction/ Introduction to the Introduction “My name is Zakia Siddiqui”. Tell them that now know each
Lead place of living via TL other’s names and want to learn more now.
Show them the picture and ask them what they see in the picture.
Ask: “Can you please tell me what this is?”. Answer should be “House”. And
then tell them “but I don’t live in a house” Show them another picture with a
flat and ask them again, “Can you please tell me what this is?” and tell them
that I live in a flat. “Where do you live?” Expected answer, “I live in a flat /
house”. Ask them to tell all where do they live in. “I live in a house/ flat”
S-T 5 min
Show them different rooms and ask stds to name them. Bedroom, dining room,
study room, living room, kitchen and bathroom. Elicit the goods they can see in
each room. 5 from each room.
S-T 1 min
Show them a picture comparing Tidy and untidy wardrobe. Ask them what stds
Focus on TL Introducing new think about it. Make sure they understand tidy and untidy by the explanation?
terminologies Use words arranged, organized and on their places to elaborate. Ask the, “How
does the classroom looks like, tidy or untidy”?

Now show them the picture of Roald Dahl. Ask them: “Who is he”, “What he S-T 2 min
use to do?” Elicit the names of any of his books Stds have read. Charlie and the
Chocolate Factory, Matilda, The Witches, and Fantastic Mr. Fox (For Children,
movies) or Tales of the Unexpected (For adults, TV Show).

Controlled Stds practice using TL Give students “Students book” and ask them to share with one of their S-S, S-T 2 min
Practice classmates. “Let’s see what we have on page number 12”. Then tell them it’s
Roald Dahl’s room.
Ask them what they see in the picture? “What can you see in this picture?”. Std
should tell “it’s a room. “What type of the room is it?”, “Tidy or untidy?”.
 Stage Aims Procedure Time
Stage name Interaction
What is the reason for this stage
Who does what?
of the lesson? e.g. S-S; T-S etc.
Focus on TL To develop stds’ ability Form the groups of two each and ask them to find the items in the photo
to use TL mentioned in Ex 1b. Stds should be able to identify a lamp is on the table, a
.. chair is next to the table, photos, a phone, and pieces of paper etc. S-S, S-T 3 min

Tell them what vowels are. Then take the things mentioned in 1b to explain
them the use of a/an. Tell them a/an are used only for the singular forms.

Elicit the table to enhance the understanding of a/an and the plurals:
S-T, 5 min

Check To see if they Give one minute to the students in pairs to do Ex 2a from the same page 12. S-S 1 min
understand TL Compare results.
 Stage Stage Aims Interac Time
What is the reason for this
Procedure
name Who does what? tion
stage of the lesson? e.g. S-S;
T-S etc.
Introduce students with different sounds of the plurals by the following tabulation:
..
S-T 5 min

Refer to Ex 3a ask one by one from the student to read them and help with the S-T 2 min
pronunciation.

Give time in pairs for Ex 3b and discuss the right answers.

Do a/an exercise of p250 from TBK only if I have enough time otherwise skip it as most S-T 0-3 min
of these are already covered.

Free Speaking and Give a briefing about the game “Where are my glasses?” Form the group with 3 or 4 S-S 12 min
Speaking implementation of pupils each. Name them as Dad, Mum, Tom and Jenny. Tell them that they don’t have to
target TL share picture with the others. “on the bottom of the page are the items which you have
lost, ask your family members to help you find them. Once you have found your items,
help them to find their lost items. Appreciate them to ask questions such as “Where are
my/is my …..?” and reply by “They’re (preposition) the (object)”. T 2 min

Summary and Concluding remarks.