Lesson plan Water, water everywhere
LESSON: Module 7 Lesson 9 A beach story Revision | 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 | Consolidation. 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 3.3.1.1 3.5.2.1 | Step 1 CHECKPOINT 7 Look, read and number. (activity 1) Elicit the activities depicted. The pupils then read the sentences and number the pictures accordingly. Answer key B 5 C 2 D 1 E 3 F 4 | ||||
3.3.3.1 3.2.1.1 | Step 2 Read and complete. (activity 2) The pupils read the sentences and complete them using the present continuous. Answer key 1 Is Dana swimming 3 am getting 2 is playing 4 is surfing | . | |||
Step 2 Look, read and underline. (activity 3) |
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What do they like doing at the seaside? | |||||
3.3.2.1 | Elicit the pictures. The pupils look at the | ||||
3.2.2.1 | pictures, read the sentences and underline the |
correct words in bold. Answer key 2 going sailing 3 eating ice cream |
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3.4.1.1 3.5.13.1 3.5.13.2 3.2.2.1 | Step 2 Make sentences. (activity 4) The pupils put the words in the correct order to make sentences. Answer key 1 We can’t surf. 2 They can waterski. 3 He can play the violin. 4 She can’t play the drums. 5 Can they have a picnic here? |
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Ending the lesson 3.4.1.1 | The pupils are now ready to do pages 78-79 in the Activity Book. |
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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 | |||
Module 8
Lesson plan Having fun
LESSON: Module 8 Lesson 1 Fun places | School: | ||||||
Date: | Teacher name: | ||||||
CLASS: | Number present: | absent: | |||||
Learning objectives(s) that this lesson is contributing to | 3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;
3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics; 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; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events; 3.5.9.2- use common past simple forms to describe actions and feelings ; | ||||||
Lesson objectives | All learners will be able to: respond correctly to some spoken, written and mimed prompts and show some control of target language in interactive question sequences | ||||||
Most learners will be able to: respond correctly to most spoken, written and mimed prompts and show some control of target language in interactive question sequences | |||||||
Some learners will be able to: recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken questions | |||||||
Previous learning | swimmer, gold medal, diver module 7 | ||||||
Plan | |||||||
Planned timings | Planned activities | Smiles Resources | Teacher Notes | ||||
Beginning the lesson 3.2.4.1 | Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios. |
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Presentation and | Step 1 Listen, point and answer the questions |
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practice | (activity 1) | vocabulary • | |
Look at the picture. Where are they? What are they | Places: park, | ||
doing? | cinema, sports | ||
Pupils’ books open. Refer the pupils to the picture | centre, skating | ||
3.1.7.1 | and ask: Where are they? Elicit: At the cinema. Have | rink, market | |
3.2.8.1 | a class discussion, in L1 if necessary, about different | ||
3.5.9.1 | free-time activities. Read the instructions and explain | ||
3.5.10.1 | the activity. Allow the pupils some time to look at the | ||
3.3.5.1 | picture on page 108 and answer the questions. Check | ||
their answers. | |||
Suggested answer key They are at the cinema. They | |||
are watching a film. |
3.1.6.1
3.5.9.1 3.5.9.2 3.5.15.2 | Step 2 Answer the questions (activity 2) Where do you like going in your free time? Choose and talk with your friend. Read the instructions and explain the activity. Refer the pupils to the places and explain/elicit their meaning. Refer the pupils to the sentences at the end of Ex. 2 and read them out loud. Allow the pupils some time to read the words/phrases and talk about where they like going in their free time. Ask a few pairs to report back to the class. Check their answers. Suggested answer key A: I like going to the skating rink in my free time. B: Me, too!/I don’t. I like going to the park with my friends. etc |
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Step 3 Listen and match. (activity 3) Where did they go last Saturday? There is one extra place. Explain the activity. Refer the pupils to the pictures and ask the pupils what they can see. Elicit the different places. Play the CD, twice if necessary. The pupils listen and match. Check the pupils’ answers. Answer key 1 b 2 c 3 a | Track 25 CD2 | |||||||
Ending the lesson 3.1.6.1 3.2.5.1 | Divide the class into two teams, A and B. Write the target vocabulary on the board, but misspell one of the words. In teams, the pupils have to identify the wrong word and spell it correctly. Each correct answer wins a point. Give an extra point if the word is pronounced correctly, too. The team with the most points wins.
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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 | ||||||
support weaker learners with further modelling and drilling in their pairs stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks | check pronunciation of new language through group and individual drilling check comprehension of listening and reading text through follow-up questions | cross curricular links: Art and Design | ||||||
Lesson plan Having fun
LESSON: Module 8 Lesson 2 Fun places | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | 3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics; 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; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events; 3.5.17.1- use me, too and I don’t to give short answers | ||||
Lesson objectives | All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with some support | ||||
Most learners will be able to: recognise and use most target language correctly and show comprehension of most written and spoken questions with some support | |||||
Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support | |||||
Previous learning | Places: park, cinema, sports centre, skating rink, market | ||||
Plan | |||||
Planned timings | Planned activities | Smiles Resources | Teacher Notes | ||
Beginning the lesson 3.2.8.1 | Ask individual pupils to tell you what they like doing in their free time. e.g. Pupil 1: I like going to the cinema in my free time. etc |
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Presentation and practice 3.1.5.1 3.2.5.1 | Step 1 Listen, point and repeat. Then read and match. (activity 4) Pupils’ books closed. Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name the item. Ask the rest of the class for verification. Explain to the pupils that in today’s lesson you’ll talk about seasons. Ask them to tell you their favourite season. Extension (Optional) Ask a pupil to come to the front. Whisper a season to him/her. The pupil mimes an action related to that season. The rest of the class tries to guess the season. Repeat with as many pupils as you think is necessary. Pupils’ books open. Play the CD. The pupils listen, | Track 26 CD2 FLASHCARD S (52-59) | Target vocabulary • Seasons: spring, summer, autumn, winter; • Actions:ly a kite, go to school, ride a bike, fish. |
3.3.5.1 | point to the pictures and repeat the words. Play the CD |
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again pausing after each word/phrase. The pupils | |||||
repeat, chorally and/or individually. Then they | |||||
complete the activity. Check their answers. | |||||
Answers key 2 e 4 f 6 d 8 c 3 h 5 a 7 b | |||||
3.3.5.1 3.3.6.1 | Step 2 Read and choose. (activity 5) Read the instructions and explain the activity. Allow the pupils some time to complete the activity. Check |
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their answers. Suggested answer key 1 a 2 b 3 b 4 a | |||||
Step 3 Complete, then answer. (activity 5) |
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Go through the examples in the Study spot table and | |||||
3.5.10.1 3.2.4.1 3.5.17.1 | revise present continuous (form and spelling). Read the example and explain the activity. Point to pictures 2-4 and elicit the actions (ride a bike, eat, read). Then ask the pupils to complete the questions and the answers. | ||||
Allow the pupils enough time to complete the activity. | |||||
Check their answers. | |||||
Answer key 2 Is he/Yes, he is. 4 Is he/No, he isn’t. 3 Is | |||||
she/No, she isn’t. | |||||
Step 4 Let’s play (activity 6) Number games |
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3.1.7.1 3.5.9.1 | Read the example and explain the game. Tell the pupils that they have to find the differences between the two pictures. If you want to make the game more | ||||
competitive, you can divide the pupils into two teams, | |||||
A and B. Every time a pupil from a team points out a | |||||
difference, his/her team gets one point. The team with | |||||
the most points wins. | |||||
Ending the lesson 3.1.2.1 | Memory game Have the pupils look at the pictures in Ex. 7 and try to memorise as much as possible. Explain that they are going to play a memory game. Ask the pupils to close their books. Ask pupils questions about the pictures. e.g. Teacher: What is Liam doing in picture A? Pupil 1: He’s lying a kite! Teacher:What is Daisy doing in picture A? Pupil 2: She’s riding a bike! etc |
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Additional information | |||||
Differentiation – how do you plan | Assessment – how are you planning | Cross-curricular links | |||
to give more support? How do | to check learners’ learning? | Health and safety check | |||
you plan to challenge the more |
| ICT links | |||
able learners? |
| Values links | |||
support weaker learners intensively | check control of target language | cross-curricular links: PE | |||
in pairs with modelling and drilling | including use of contractions in oral | through performing actions | |||
new language | activities | and Drama through | |||
challenge stronger learners to | check comprehension in listening and | performing mime | |||
respond in more expansive way to | reading activities by monitoring what |
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the pictures through prompts | learners write as answers and through |
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| follow-up questions |
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Lesson plan Having fun
LESSON: Module 8 Lesson 3 Number games | 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; 3.2.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics; 3.5.11.1- use has got / have got there is / are statement and question forms including short answers and contractions | ||||
Lesson objectives | All learners will be able to: take part in interactive exchanges giving and asking for some information correctly identify some information correctly in comprehension tasks with some support | ||||
Most learners will be able to: take part in interactive exchanges giving and asking for most information correctly identify most information correctly in comprehension tasks with some support | |||||
Some learners will be able to: take part in interactive exchanges giving and asking for information correctly identify most information correctly in comprehension tasks with little support | |||||
Previous learning | Seasons: spring, summer, autumn, winter; • Actions:ly a kite, go to school, ride a bike, fish. | ||||
Plan | |||||
Planned timings | Planned activities | Smiles Resources | Teacher Notes | ||
Beginning the lesson 3.2.3.1 | Draw simple sketches of a sun, lower, rain and snow and have the pupils guess the season. |
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Presentation and practice 3.1.1.1 3.2.4.1 3.3.2.1 3.1.1.1 3.3.5.1 3.1.1.1 | Step 1 Listen and read. (activity 8) Pupils’ books open. Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to Lilly, Liam and Daisy in picture 1) Where are the children? Class: At the park. Teacher: (pointing to the kites) What have the children got? Class: Kites. etc. Play the CD. The pupils listen and follow the story in their books. Then individual pupils read out the story. | Track 27 CD2 | Consolidation |
Step 2 Read the story and complete. (activity 9) Allow the pupils some time to read the story silently and complete the activity. Check the pupils’answers. Answer key 1 are 2 flying 3 worry 4 Spring Play the CD again with pauses for the pupils to repeat, chorally and/or individually. | |||
Step 3 Match the sentences in Ex. 9 to the people below. Read the instructions and explain the activity. Allow the |
3.4.1.1 | pupils some time to match the sentences in Ex. 9 to the people depicted. Check their answers. Answer key A 4 B 3 C 1 D 2. |
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3.2.6.1 3.5.8.1 | Step 4 Act out the story (activity 11) 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. |
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3.2.7.1 | Step 5 Talking point. Listen and read. Make a new dialogue with your friend. (activity 12) 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 of the pairs to come to the front of the classroom and act out the dialogue. | Track 28 CD2 | |||
3.1.5.1 3.2.5.1 | Step 6 Listen, point and repeat. (activity 13) Refer the pupils to the picture of the sea and say: s /s/– se The pupils repeat, chorally and/or individually. Check the pronunciation. Point to the picture of sheep and say: sh \S – sheep. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for ish. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words. | Track 29 CD2 | |||
3.1.5.1 3.2.5.1 | Step 7 Complete. Then listen and repeat. (activity 14) Refer the pupils to the picture. Elicit sheep, ish and sea. Draw the pupils’ attention again to the \s\ and \S\ sounds. Allow the pupils some time to complete the missing letters. Check their answers. Answer key Sally the sheep is fishing in the sea. Play the CD for the pupils to listen and repeat. Ask the pupils to read out the sentence. Check their pronunciation and intonation. | Track 30 CD2 | |||
Ending the lesson 3.2.8.1 5.1.1.1 | Ask the pupils to draw their favourite season. |
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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 | |||
work with weaker students intensively in pair Q and A activity to model and drill interactions aid weaker learners in comprehension tasks with supportive prompts | monitoring of use of target language in pair work activity pre-checking learner answers in comprehension tasks before plenary | Health and Safety check: talk about simple rules Do’s and Don’ts with walking, riding a bike and getting a bus. | |||
Lesson plan Having fun
LESSON: Module 8 Lesson 4 Number games SA8 | 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; 3.2.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10; 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics; | ||||
Lesson objectives | All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with some support | ||||
Most learners will be able to: recognise and most some target language correctly and show comprehension of some written and most spoken questions with some support | |||||
Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support | |||||
Previous learning | Consolidation | ||||
Plan | |||||
Planned timings | Planned activities | Smiles Resources | Teacher Notes | ||
Beginning the lesson 3.2.6.1 | Ask a pair of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 12). Repeat the activity with other pupils. |
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Presentation and practice 3.2.5.1 3.1.6.1 3.2.5.1 3.3.1.1 3.5.2.1 | Step 1 Listen, point and repeat. Then number. (activity 15) Pupils’ books closed. Put up the flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Repeat the procedure with the remaining flashcards. Then point to the flashcards in random order. Ask individual pupils to name them. Extension activity (Optional) Mime an action. Ask the pupils to guess the action. Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then allow the pupils some time to complete the activity. Check their answers. | Track 31 CD2 TPR | Target vocabulary • Activities: eat an ice cream, sleep, listen to music, watch TV, tidy my room, drink milk, pick lowers |
Step 2 Talk with your friend. (activity 16) Refer the pupils to the pictures and explain the activity. |
Then read the example aloud. The pupils use the numbers and the letters to describe the pictures, as in the example. Ask a few pairs to report back to the class. Check their answers. |
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3.3.5.1 3.4.1.1 3.5.10.1 3.2.6.1 | Step 3 Read and underline. (activity 17) Go through the sentences in the Study spot box and revise the present continuous. Read the instructions and explain the activity. Allow the pupils some time to complete the activity. Check their answers. Answer key 2 No, they aren’t. 4 Yes, they are. 3 Yes, we are. 5 No, we aren’t. |
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3.1.6.1 | Step 4 Listen and choose. (activity 18) Play the CD, twice if necessary. The pupils listen and complete the activity. Check the pupils’answers. Answer key 2 b 3 b 4 a. | Track 32 CD2 | |||
3.1.1.1 3.2.1.1 3.5.8.1 | Step 5 Let’s Play (activity 15) Explain the game. Ask a pupil to come to the front of the classroom and mime an action. The rest of the class tries to guess the action. Whoever guesses the action first takes the next turn and the game continues. e.g. Pupil 1: (mimes fishing) Pupil 2: Are you fishing? Pupil 1: Yes, I am. etc |
TPR | |||
Ending the lesson 3.4.1.1 | Write the following on the board. The pupils draw lines to match. Answer key 1 d 2 e 3 f 4 b 5 c 6 a |
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Additional information | |||||
Differentiation – how do you plan to | Assessment – how are you | Cross-curricular links | |||
give more support? How do you plan to | planning to check learners’ | Health and safety check | |||
challenge the more able learners? | learning? | ICT links | |||
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monitor and elicit from weaker learners language they plan to use in their project and check spellings remind stronger learners of structures they should aim to use | monitoring in closed groups and evaluation of learner presentations | cross-curricular : Art | |||
Lesson plan Having fun
LESSON: Module 8 Lesson 5 Flying kites | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | 3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics 3.3.4.1- use with some support a simple picture dictionary 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now 3.5.16.1 use conjunctions and, or, but to link words and phrases | ||||
Lesson objectives | All learners will be able to: respond correctly to some spoken, written and mimed prompts and show some control of target language in presentation and written activities | ||||
Most learners will be able to: respond correctly to most spoken, written and mimed prompts and show control of target of most language in presentation and written activities | |||||
Some learners will be able to: respond correctly to spoken, written and mimed prompts and show control of target of most language in presentation and written activities | |||||
Previous learning | Activities: eat an ice cream, sleep, listen to music, watch TV, tidy my room, drink milk, pick lowers | ||||
Plan | |||||
Planned timings | Planned activities | Smiles Resources | Teacher Notes | ||
Beginning the lesson 3.2.1.1 | Tell the pupils they are going to play the Mirror Me game. Ask the pupils, in pairs, to stand facing each other. One pupil is the leader and mimes an action, e.g. eating an ice cream, and his/her partner has to follow as accurately as possible, as if looking in the mirror. The rest of the class names the action |
TPR | |||
Presentation and practice 3.3.4.1 3.1.6.1 3.5.16.1 | Step 1 Listen and read. (activity 20) Read and circle. Then listen and check. Point to and present the word diary. Ask the pupils, in L1 if necessary, to tell you if they have got a diary and what they usually write in it. Play the CD. The pupils listen and follow along in their books. Allow the pupils some time to read the text silently and complete the activity. Check the pupils’answers. Then pupils read out the text. | Track 33 CD2 | Consolidati on. |
Step 2 Complete the sentences with and, or or but. (activity 21) Write the following on the board: I like spring and summer. Is the English test on Monday or Tuesday? I don’t like bananas, but I like apples. Underline the words in bold. Explain to the pupils that and, or and but help us link ideas in a sentence. We use and to join similar ideas. We use or to list two |
3.4.4.1 3.5.9.1 3.5.10.1 | alternatives. We use but to join different ideas. Read the instructions and explain the activity. Allow the pupils some time to complete the sentences. Check their answers. | |||
Step 3 PORTFOLIO: Talk with your friends. Then write your diary entry for today. The pupils, in pairs or in groups, talk about what they will write in their diaries for today. Go around the classroom, providing any necessary help. For homework, tell the pupils to write a diary entry. Tell them to use the text in Ex. 20 as a model. Suggested answer key Dear Diary, I’m in my room now and I’m listening to music. Mum and Dad are in the kitchen. They are cooking. Bakhytzhan is tidying up his room and Kitty our cat is sleeping under the chair. Grandpa is watching TV. Everyone is happy today! Love, Nurzhan | Spots and Stripes Poster | |||
3.1.6.1 | Step 3 Let’s sing! (activity 22) Point to the picture and elicit the seasons. Then mime as you say: Spring is here! I’m lying my kite with everyone! The pupils repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and follow along in their books. Divide the class into four groups. Play the CD. The pupils listen and sing the corresponding verse. Time permitting, play the CD a third time for the pupils to sing the song as well. | Track 34 CD2 | ||
3.4.1.1 | Step 4 Choose your favourite season. (activity 23) Write your own song. Then draw. Explain to pupils that they have to write their own verse about their favourite season. Tell them to use the song from Ex. 22 as a model. Allow the pupils some time to complete the activity. Walk around the classroom providing any necessary help. Then ask individual pupils to read their songs. Suggested answer key Summer is here! It’s lots of fun! I’m swimming With everyone! | |||
Ending the lesson 3.1.5.1 3.2.5.1 | Ask the pupils to stand up. Name a season, e.g. summer. The pupils whose favourite season is summer form a group. Repeat with the rest of the seasons. | |||
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 | ||
support weaker learners through further modelling and drilling in groups prompt stronger learners to include sentences and phrases linked by conjunctions and but or in their written work | monitor responses to spoken questions recast answers where necessary and drill check written work for accuracy of spelling, punctuation and structure | cross-curricular links: climate around the world | ||
Lesson plan Having fun
LESSON: Module 8 Lesson 6 SAT4 | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | 3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics 3.2.4.1- respond to questions on a limited range of general and some curricular topics 3.3.4.1- use with some support a simple picture dictionary 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now 3.UE16 use conjunctions and, or, but to link words and phrases | ||||
Lesson objectives | All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with support | ||||
Most learners will be able to: recognise and use most target language correctly and show comprehension of most written and spoken questions with support | |||||
Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support | |||||
Previous learning | Consolidation. | ||||
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 season 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 # 8 | ||
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 # 8 |
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 | |||
Lesson plan Having fun
LESSON: Module 8 Lesson 6 Flying kites | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | 3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics 3.2.4.1- respond to questions on a limited range of general and some curricular topics 3.3.4.1- use with some support a simple picture dictionary 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now 3.UE16 use conjunctions and, or, but to link words and phrases | ||||
Lesson objectives | All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with support | ||||
Most learners will be able to: recognise and use most target language correctly and show comprehension of most written and spoken questions with support | |||||
Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support | |||||
Previous learning | Numbers: 1-100 | ||||
Plan | |||||
Planned timings | Planned activities | Smiles Resources | Teacher Notes | ||
Beginning the lesson 3.2.8.1 | 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 3.1.5.1 3.2.5.1 3.3.5.1 | Step 1 My neighbourhood! Complete the map. (activity 24) Pupils’ books closed. Put up the My Neighbourhood! poster on the board. Point to buildings/places, one at a time, and elicit their names. Then point to the buildings/places in random order. Ask individual pupils to name them. Ask the rest of the class for verification. Pupils’ books open. Explain the activity. Refer the pupils to the map. and the sentences. The pupils read the sentences and draw the buildings/places on the map accordingly. Allow the pupils some time to complete the activity. Check their answers. | My Neighbourhood! poster | Target vocabulary • take place, open area, don’t miss, kitebuilding, kite masters |
3.5.2.1 | Step 2 Read and fill in. (activity 25) Read the instructions and explain the activity. Briefly revise numbers 1-100. Refer the pupils to the sentences and the examples in the table and read them out loud. Allow the pupils some time to complete the activity. Check their answers. |
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3.5.2.1 3.3.2.1 | Step 3 Magic Squares! Complete with the right numbers. (activity 26 ) Remember: The numbers in each row must add up to 15. Read the instructions and explain the activity. Elicit the numbers depicted. Explain to the pupils that each row must add up to 15. Allow the pupils some time to complete the activity. Check their answers |
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Ending the lesson 3.2.6.1 | The pupils work in pairs. Ask them to draw a grid like the one in Ex. 24. The pupils think of places and their friend where they are. e.g. Pupil 1: There’s a park in 1B. Pupil 2: (draws a park in 1B.) |
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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 | |||
give weaker learners more than one chance to answer questions by asking simple follow-up questions challenge stronger learners to add really emphasis through their voices in acting out the story | monitor use of target language in tasks and comprehension in response to prompts and ordering task | values links: children think about value of boasting and value of being humble | |||
Lesson plan Having fun
LESSON: Module 8 Lesson 7 Flying kites module revision | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | 3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics 3.2.4.1- respond to questions on a limited range of general and some curricular topics 3.3.4.1- use with some support a simple picture dictionary 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics | ||||
Lesson objectives | All learners will be able to: recognise and use some target language correctly and show comprehension of some written and spoken questions with support | ||||
Most learners will be able to: recognise and use most target language correctly and show comprehension of most written and spoken questions with support | |||||
Some learners will be able to: recognise and use target language correctly and show comprehension of most written and spoken questions with little support | |||||
Previous learning | take place, open area, don’t miss, kitebuilding, kite masters | ||||
Plan | |||||
Planned timings | Planned activities | Smiles Resources | Teacher Notes | ||
Beginning the lesson 3.5.2.1 | Write some numbers on the board. Ask pupils to say them. |
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Presentation and practice 3.1.6.1 3.3.6.1 3.2.4.1 3.5.8.1 3.5.3.1 | Step 1 Listen and read. (activity 27 ) When are the kite festivals in the UK and in Kazakhstan? Pupils’ books open. Have a class discussion, in L1 if necessary, about kite festivals. Ask the pupils to tell you what they know about these festivals and if they’ve ever been to one. Have they got their own kites? Play the CD. The pupils listen and follow the texts in their books. Then they answer the question. | Track 35 CD2 | Target vocabulary • take place, open area, don’t miss, kitebuilding, kite masters |
Step 2 Draw a kite. Compare it to your friend’s. (activity 28 ) Read the instructions and explain the activity. Refer the pupils to the words and read the speech bubble aloud. Upon drawing their kites, the pupils use the words to compare their kites to their friend’s. Allow the pupils some time to complete |
the activity. Check their answers. My kite is funnier than your kite.. |
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3.3.1.1 3.2.6.1 | Step 3 (activity 1 ) Look, read and number. Elicit the activities depicted. The pupils then read the sentences and number the pictures accordingly. Answer key b 5 c 3 d 2 e 4 f 1 Answer the questions. (activity 2 ) The pupils read the questions and answer them about themselves. |
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3.4.3.1 3.3.4.1 | Step 4 Look, read and write one-word answers. (activity 3) Refer the pupils to the picture and elicit the activities. The pupils look at the pictures, read the sentences and write one-word answers. Suggested answer key 1 sunny 3 kite 5 Running 2 bike 4 Sleeping |
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Ending the lesson 3.2.7.1 | The pupils work in pairs. Ask them to draw a grid like the one in Ex. 24. The pupils think of places and their friend where they are. e.g.Pupil 1: There’s a park in 1B. Pupil 2: (draws a park in 1B.) |
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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 | |||
give weaker learners more than one chance to answer questions by asking simple follow-up questions challenge stronger learners to add really emphasis through their voices in acting out the story | monitor use of target language in tasks and comprehension in response to prompts and ordering task | values links: children think about value of boasting and value of being humble | |||
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