Module 7 Water, water everywhere

LESSON: Module 7 Lesson 3 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

• Water sports: sail, surf, waterski, dive; • get wet, pool Structure Present Continuous

Plan

Planned activities

Smiles

Resources

Write a few words from the previous lesson on the board. Ask the pupils to write the words in alphabetical order as fast as they can in their notebooks. The

first pupil to do so is the winner.

Presentation and practice

3.1.1.1

3.3.1.1

3.3.5.1

3.3.3.1

3.2.4.1

3.2.5.1

3.2.6.1

3.5.10.1

3.2.6.1

3.1.3.1

For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story. • For weaker classes: Select a short exchange from the story for the pupils

to act out in pairs.

Step 5 Talking point. Listen and read. (activity 14) Make a new dialogue with your friend. Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out

similar dialogues about themselves. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it

while they are completing the activity.

Step 6 Listen, point and repeat. (activity 15)

Refer the pupils to the pictures. Point to the picture of walrus and say: w / w / – walrus. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for water. Point to the picture of whiskers and say: w / w / - whiskers. The pupils repeat, chorally and/or individually.

Focus the pupils’ attention on the letters wh. Repeat the procedure for white. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sound and the words. Answer key what, well, wet

Step 7 Complete. Then listen and read. (activity 16) Refer the pupils to the picture. Elicit walrus, white, whiskers and water. Draw the pupils’ attention again to the / w / sound. Allow the pupils some time to complete the missing letters.

Check their answers.

Answer key The walrus with the white whiskers is on the water.

Play the CD for the pupils to listen and repeat. Ask the pupils to read out the sentence. Check their pronunciation and intonation.

Ask the pupils to look at the story again and try to memorise as much as possible. Explain to the pupils that they are going to play a memory game. Divide the class into two teams, A and B, and ask them to close their books. Ask individual pupils from both teams questions about the pictures in the story. Each correct answer gets one point. The team with the most points wins. e.g. Teacher: Who is sailing? Pupil 1 Team

A: Lilly! Teacher: Correct! 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

Мы поможем в написании ваших работ!