Jale Jale

Assessed 1
Elementary level


Main Aims

  • To provide clarification and practice of everyday things and personal belongings in the context of famous people's rooms and their lives.

Subsidiary Aims

  • To provide accuracy speaking practice in a a conversation and discussion in the context of an imaginary situation and a personal preference
  • To provide fluency speaking practice in a to elicit target vocabulary items in the context of through the context.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows a painting (Bedroom in Arles by Van Gogh - without any furniture), however, the picture is too small to understand. T makes it bigger and asks Ss what it might be. T maximizes the picture until the correct answer comes up. T asks Ss what is odd in this picture (Ss are expected to say "it's empty") T asks Ss to find the original picture by solving the mystery jigsaw puzzle by clicking on the link. Then Ss are sent to breakout rooms. Ss are monitored by T in the rooms. When Ss come back to the main session, T shows the original painting and ask Ss the difference between these two pictures (Ss are expected to say "In the first picture the room is empty, in the second picture it is full")

Highlighting (4-6 minutes) • To draw students' attention to the target language

Ss are asked to look at their books, Page 14. T asks Ss what they see and compare the pictures (Ss are expected to say "It's tidy/untidy") T divides the class into two groups and sends a different picture with a gap-fill activity to each group (One group receives the picture of Virginia Woolf's room, the other Ian Rankin's). Ss go to their breakout rooms and try to fill the gaps with their previous knowledge. Ss come back to the main room and T shows the worksheet on screen. T writes the correct answers in the gaps.

Exposure and Clarification (8-10 minutes) • To provide context for the target language through a text or situation, To clarify the meaning, form and pronunciation of the target language

T asks Ss if they remember anything from all three rooms they have seen. T shows flashcards related to everyday items on the screen (on one side there is the picture, on the other, there is the word). Ss are asked CCQ questions (e.g the word "a diary" T: Can you write on it? Ss: Yes, T: Do you write on it every day? Ss: Yes, Do you take maths notes on it? Ss: No, etc) Ss are asked to repeat the words for the correct pronunciation pattern.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gives instructions for the controlled activity. Ss are divided into pairs and each pair go to the link T sends. One S from each pair is asked to share their screen with their pair. In the link, there are pictures and words are Ss are expected to match the words with pictures (as soon as they make a pair, the word, and the picture disappear). Ss are asked to play again as they are done with the sets. Ss come back to the main room and T shares their screen and plays it with Ss.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T tells a story to Ss. "This is Ian Rankin. He writes books. One day he was bored at home and wanted to go out for a drink. He took his bag with him. He drank some beer and he had an idea for his new book. He left the bar in a hurry and forgot his bag in the bar! Luckily you found his bag. You opened the bag and what did you find?" T gives the instructions and asks ICQ for better understanding. Ss are divided into groups and one S from each group shares their screen. Ss spin the wheel and resume or eliminate the items by discussing. Ss come back to the main room. T asks what items they found in Ian's bag.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

T asks Ss what they have in their bags. T sends a survey link to Ss and asks them to write 5 (five) things they have in their bags. T receives the results and shares them with Ss.

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