Lesson plan Water, water everywhere
| LESSON: Module 7 Lesson 5 By the sea | School: | |||
| Date: | Teacher name: | |||
| CLASS: | Number present: | absent: | ||
| Learning objectives(s) that this lesson is contributing to | 3.1.4.1- understand a limited range of short supported questions on general and some curricular; 3.1.5.1- distinguish between phonemically distinct words; 3.5.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities; 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now | |||
| Lesson objectives | All learners will be able to: respond to some written and spoken prompts correctly and show some control in spelling and structure in reading task with some support | |||
| Most learners will be able to: respond to most written and spoken prompts correctly and mostly use correct spelling and structure in reading task with some support | ||||
| Some learners will be able to: respond to written and spoken prompts correctly and mostly use correct spelling, punctuation and structure in reading task with little support | ||||
| Previous learning | Actions: skateboard, do karate, jog, hop, skip, have a picnic, play the violin Structures: the verb can; adverbs of manner | |||
| Plan | ||||
| Planned timings | Planned activities | Smiles Resources | Teacher Notes | |
| Beginning the lesson 3.4.2.1 | Write a few letters on the board. Ask the pupils to use them to make up as many words as possible. Give them a time limit. e.g. s k o p j h i g (hop, jog, skip) | |||
| Presentation | Step 1 Listen and read. Then answer. (activity 22) | Track 22 | Consolidation. | ||
| and practice | Explain the activity. Play the CD. The pupils listen | CD2 | |||
| and follow in their books. The pupils then read the | |||||
| texts silently and answer the questions. Ask the pupils | |||||
| 3.1.6.1 | to say which sentences helped them to answer the | ||||
| 3.2.4.1 | questions. Allow some time for the pupils to complete | ||||
| 3.5.10.1 | the activity. Check their answers. | ||||
| 3.5.13.1. | Answer key 1 Yes, she can. 2 She’s jogging. 3 He’s | ||||
| 3.5.13.2 | doing karate. 4 No, he isn’t. He’s eating an ice cream. | ||||
| 3.1.4.1 | Then individual pupils read out the texts. | ||||
| Step 2 Read and choose. (activity 23) |
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| The pupils read the sentences and choose the correct | |||||
| 3.3.5.1 | answer. Allow the pupils some time to complete the activity. Check their answers. | ||||
| Answer key 1 going 3 see 5 run home 2 decide 4 hear |
| 3.5.10.1 3.2.5.1 3.1.5.1 | Step 4 Let’s Sing! (activity 24) Point to the picture and ask: What is he doing? Elicit: He’s suring. Point to the song and say: We are sailing, we are suring, we are diving in the pool! The pupils repeat, chorally and/or individually. Follow the same procedure and present the rest of the song. During this stage, present/elicit any unknown words/phrases. Play the CD. The pupils listen and follow along in their books. Divide the class into two groups and assign a verse to each group. Play the song again and ask each group to sing their corresponding verse. Time permitting, play the song again for the pupils to sing together as a class. | Track 23 CD2 | |||||
| 3.5.10.1 3.5.13.1. 3.5.13.2 3.2.3.1 | Step 4 PROJECT TIME Refer the pupils to the picture and elicit what the boy is doing at Summer Camp (playing basketball). Ask the pupils, in pairs or in groups, to talk about their own experiences at a summer camp. For homework, tell the pupils to write a short text about the things they can do at a summer camp and use the texts in Ex. 22 as models. This is me at Summer Camp. Look! I’m playing basketball! I can play basketball really well! |
| Assign the project as homework. During the next lesson, invite the pupils to present their projects to the class. Make sure you display their work somewhere in the classroom. Then help them file their projects in their Language Portfolios. | ||||
| Ending the lesson 3.5.13.2 3.5.7.1 | Ask the pupils to form a circle. Explain to them that as soon as you say about the things they can do at a summer camp |
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| Additional information | |||||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
| Assessment – how are you planning to check learners’ learning? | Cross-curricular links Health and safety check ICT links Values links | |||||
| intensive monitoring and support for weaker learners in the writing task challenging stronger learners in writing task to include further information | monitor motor control and control of spelling in writing task check comprehension of what learners understand they need to do in writing task through questioning | cross-curricular links: features of Summer Camp
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