Module 7 Water, water everywhere Lesson plan

LESSON: Module 7 Lesson 1 Rain, rain

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud;

3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.3.2.1- read and follow with limited support familiar instructions for classroom activities

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences

Like make swim go  eat ice-cream  (grade 2)

Plan

Planned activities

Smiles

Resources

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

Ask individual pupils to come to the board. Name an activity item, e.g. go, eat,, make, swim. Ask him/her to write it on the board. Ask the rest of the class for verification.

Cards TPR

3.3.1.1

3.3.2.1

3.5.9.1

3.5.15.1

Step 2 Which do you need when it’s rainy? Put a tick or a cross then say.

Answer key

Items to be ticked: umbrella, raincoat Items to be crossed: shorts, T-shirt

I don’t need shorts when it’s rainy. I need an umbrella.

Step 3 Craft work Experiment! How much does it rain a week? In groups make and measure.

Read the instructions and explain the activity. When they complete the experiment they report to the class.

Suggested answers:

Tuesday 5 centimetres ,

Invite a pupil to come to the front of the classroom. Ask him/her to mime a seaside activity from the lesson. The rest of the class makes guesses. The pupil that guesses the activity first comes to the front and the game continues.

e.g. Pupil 1: (mimes swimming) Pupil 2: Swim! Pupil 1: Yes! etc.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links Health and safety check ICT links

Values links

work with weaker groups in read and tick task providing support e.g. by prompting them to sound out initial letters

challenge stronger learners to answer questions in Step 1 with full short answers

cross-curricular links:

LESSON: Module 7 Lesson 2 Rain, rain

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud;

3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.3.2.1- read and follow with limited support familiar instructions for classroom activities

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences

Seaside activities: make sandcastles, collect starfish, swim, go sailing, eat ice

cream, go fishing

Plan

Planned activities

Smiles

Resources

An activity to revise the vocabulary from the previous lesson.

Draw simple sketches of the items from Ex. 2 (e.g. starfish) on the board. Ask individual pupils to tell you what they are.

Track 14 CD2

Step 2 Follow the lines and complete. (activity 5)

Explain the activity. Play the CD, twice if necessary.

The pupils listen and complete the activity. Check their

answers.  Answer key 1 a 2 e 3 c 4 b 5 f

3.2.4.1

3.5.10.1

Step 3 Let’s Play (activity 6 )

The pupils look at the picture in Ex. 5 for one minute and

then close their books. Make false statements about the

picture. The pupils correct your statements.

Suggested answer key

Teacher: Bob is sailing.

Pupil A: No, he isn’t. He’s surfing. etc

Step 4 (activity 7)

Pupils’ books closed. Mime, say and then write: I am surfing. The pupils repeat, chorally and/or individually.

Underline the verb and explain that this tense is called

the present continuous. Then elicit how it is formed.

Explain that we use it to talk about actions happening

now, at the moment of speaking.

Pupils’ books open. Go through the Study spot section

briefly. Explain the activity and allow the pupils some

time to complete it. Check their answers.

Answer key 1 a 4 is diving, e 2 are sailing, c 5 are

surfing, d 3 is looking, f 6 is fishing, b

Step 5 Circle. (activity 8)

Read and complete.

Refer the pupils to the postcard. Allow the pupils some

time to complete the activity. Check their answers.

Answer key 2 is waterskiing 4 are swimming 3 is diving

5 am writing

Step 6 Circle. (activity 9)

Take roles. Continue the conversation.

For stronger classes: Ask the pupils to refer to the postcard in Ex. 8 and, in pairs, continue Damir and Zhaniya’s conversation.

Ask the pupils, in pairs, to describe a picture for their partner to draw. e.g. Pupil 1: In this picture, a girl is

suring. etc

Additional information

Differentiation – how do you plan to

Cross-curricular links

give more support? How do you plan

Health and safety check

to challenge the more able learners?

ICT links

Values links

prompt weaker learners in Step 1 and

ICT links: follow up

Step 4 by helping them to sound letters

lesson by asking learners

and giving one more letter where they

to use computers/

struggle

keyboard and screen to

challenge strong learners through

play an interactive task

questioning before and around the story

dialogue task