Lesson plan Water, water everywhere
| LESSON: Module 7 Lesson 7 A beach story | School: | |||||
| Date: | Teacher name: | |||||
| CLASS: | Number present: | absent: | ||||
| Learning objectives(s) that this lesson is contributing to | 3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines; 3.3.2.1- read and follow with limited support familiar instructions for classroom activities; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.4.8.1- include appropriate use of a full stop during guided writing of short, familiar sentences | |||||
| 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 | sea, air, ground, water vapour, evaporate, form, condense, precipitation, condensation, evaporation, cloud formation | |||||
| Plan | ||||||
| Planned timings | Planned activities | Smiles Resources | Teacher Notes | |||
| Beginning the lesson 3.2.4.1 | An activity to revise the language of the previous lesson.) Say: When the sun shines on the sea, warm air rises and forms water vapour. What is this called? Elicit: Evaporation. Follow the same procedure with condensation, precipitation and cloud formation. |
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| Presentation and practice 3.1.1.1 3.1.3.1 3.3.5.1 3.3.6.1 | Step 1 Listen and read (activity 29) Pupils’ books closed. Tell the pupils you will talk about famous athletes today. Brainstorm famous sports stars and write their names on the board. Ask the pupils, in L1 if necessary, who their favourite athletes are and why. Pupils’ books open. Have the pupils look at the pictures. Ask them if they recognise the people presented and elicit what they can do really well (surf, swim, dive). Play the CD and ask the pupils to listen and follow the texts in their books | Track 24 CD2 | Target vocabulary • swimmer, gold medal, diver |
| 3.3.1.1 3.2.3.1 | Step 2 Read and match. (activity 30) Allow the pupils some time to complete the activity. Check their answers.
Answer key 1 b 2 c 3 a Then individual pupils read out the texts. |
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| 3.4.1.1 3.5.9.1 3.2.8.1 | Project: My favourite sports person Ask the pupils to think of a sports person they like from their country or abroad. Ask them to tell you where this person is from and what he/she can do. Ask the pupils to use the texts in Ex. 29 as models. You can ask pupils to write the short text at home as part of their homework. Suggested answer key Nikolay Karpenko is from Kazakhstan. He can ski really well. Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios. |
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| Ending the lesson 3.1.9.1 | Ask the pupils to present Project: My favourite sports person Individually in the class |
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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 | |||||
| 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 | |||||
Lesson plan Water, water everywhere
| LESSON: Module 7 Lesson 8 A beach story SA7 | School: | |||||||
| Date: | Teacher name: | |||||||
| CLASS: | Number present: | absent: | ||||||
| Learning objectives(s) that this lesson is contributing to | 3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines;
3.3.2.1- read and follow with limited support familiar instructions for classroom activities; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.4.8.1- include appropriate use of a full stop during guided writing of short, familiar sentences | |||||||
| 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 | sea, air, ground, water vapour, evaporate, form, condense, precipitation, condensation, evaporation, cloud formation | |||||||
| Plan | ||||||||
| Planned timings | Planned activities | Smiles Resources | Teacher Notes | |||||
| Beginning the lesson 3.1.9.1 3.2.8.1 | Ask the pupils to present Project: My favourite sports person Individually in the class |
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| Presentation and practice 3.1.1.1 3.3.2.1 3.3.5.1 | Step 1 Read and revise the words and grammar module 7 | ||
| Step 2 Read the instructions and explain the activity. Go through the sentences and explain/elicit any unknown words or any written problems.. Allow the pupils some time to complete the SA 7 | SA Cards # 7 | ||
| 3.4.8.1 3.3.6.1 | Step 3 Read the instructions and explain the activity. When the pupils complete the task, they report put the cards on the teacher’s table. | SA Cards # 7 |
| Ending the lesson 3.1.9.1 3.2.8.1 | Ask the pupils to present Project: My favourite sports person Individually in
the class |
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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 | |||||
| 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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