Lesson plan Water, water everywhere
| LESSON: Module 7 Lesson 6 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 | Consolidation. | |||||
| Plan | ||||||
| Planned timings | Planned activities | Smiles Resources | Teacher Notes | |||
| Beginning the lesson 3.5.13.2 3.5.7.1 | Ask some pupils to present their portfolio activities from the previous lesson. Play the song from the previous lesson. Invite the pupils to sing along. |
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| Presentation and practice 3.1.3.1 3.2.5.1 3.3.5.1 3.2.1.1 | Step 1 Read and match. (activity 26 ) Pupils’ books closed. Put up the Water Cycle! poster on the board. Explain to the pupils, in L1 if necessary, that the water cycle involves the sea, air and the ground. Point to the water drop and say: drop. The pupils repeat, chorally and/or individually. Then point to the drop surfing in the ocean and explain that the sun was very hot, so the drop changed into water vapour. Write on the board and say: water vapour. The pupils repeat, chorally and/or individually. Follow the same procedure to present the rest of the water cycle. During this stage, you can present/elicit some vocabulary such as water vapour, evaporate, form, condense, precipitation, condensation, evaporation, cloud formation, etc. Pupils’ books open. The pupils read the texts. Then they read the sentences (1-4) and match them to the correct words (a-d). Allow the pupils some time to complete the activity. Check | Water Cycle! poster | Target vocabulary • sea, air, ground, water vapour, evaporate, form, condense, precipitatio n, condensati on, evaporatio n, cloud formation |
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3.1.1.1
3.3.1.1 3.2.1.1 | their answers. Answer key 1 c 2 a 3 d 4 b Then individual pupils read out the texts.. | ||||||||
| Step 2 Quiz show. Are you good at Geography? (activity 27 ) Do the quiz and find out! Read the instructions and explain the activity. Go through the sentences and explain/elicit any unknown words. Allow the pupils some time to complete the quiz. Check their answers. Answer key 2 C 3 B 4 C 5 | |||||||||
| 3.1.1.1 3.4.1.1 3.1.4.1 | Step 3 Craft work (activity 28 ) Read the instructions and explain the activity. Refer the pupils to the pictures and elicit each step of the experiment. Go around the classroom, providing help with the bottles. When the pupils complete the experiment, they report back to the class. Suggested answer key Tuesday 5 centimetres Wednesday 6 centimetres etc | ||||||||
| Ending the lesson 3.1.9.1 | Tell the pupils they are going to play a game. Hand out the slips of paper to the pupils. Ask them to draw simple sketches of a drum, pot, coat, wood, loaf of bread and a horse (one on each slip of paper). Then ask them to choose only five of those cards and place them on their desks, face up. Call out the names of five objects at random. The pupils listen and turn the corresponding sketch face down. The winner is the pupil who has turned all their cards face down. | ||||||||
| 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 | |||||||
| extra support with modelling and drilling with weaker groups of learners as they rehearse provide extra challenge in use of language in questions around story ordering task
| check learner control of target language in story task and model again and drill where necessary check comprehension through questions is story ordering task | Values links: lessons from stories from other places
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