: |
Assessment how are you planning to check learners learning?
|
Cross-curricular links Health and safety check ICT links Values links | |||
| extend modelling and drilling sequences with some groups seek extended answers from some learners e.g. ask some learners to introduce to other learners | monitoring response to prompts and instructions monitoring clarity of speech in instruction and singing tasks | Values links: being polite to others | |||
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Answer the most relevant questions from the box on the left about your lesson. |
Lesson plan
LESSON: Module 1 Lesson 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L1 L4
S4 S6 S7
R6
UE14 UE17
Lesson objectives
All learners will be able to:
understand some instructions and produce some appropriate responses when prompted
Most learners will be able to:
understand most instructions and produce some target language correctly with clear pronunciation when prompted
Some learners will be able to:
understand all instructions and produce most target language correctly with clear pronunciation when prompted
Names of shapes in the air on the ground This is.. Stand
Plan
Planned activities
Smiles Resources
Mime opening a book and elicit the command from the pupils. Repeat the procedure with the remaining commands. Play the Keep moving song from the previous lesson (Track 05 CD1). Invite the pupils to sing along.
Pupils books closed. Put up the flashcards on the board. Point to the shapes, one at a time, and name them. The pupils repeat, chorally and/or individually. Point to the shapes in random order and elicit the appropriate word from the pupils. Pupils books open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.
Track 05 CD1 FLASHCARDS (5-8)
| Presentation and practice
L1
S7 UE14
L4 S4 S6 UE16
R6
S3 | Step 1 Trace the shapes (activity 5) Explain the activity. The pupils trace the shapes. Then they point to and name the shapes. For stronger classes, the pupils complete the sentences. |
| ||||
| Step 2 Sing the Shapes Song and perform actions (activity 6) Draw an imaginary circle in the air as you say: This is a circle in the air. The pupils repeat after you. Then draw an imaginary circle on the ground as you say: This is a circle on the ground. The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into four groups and assign a verse to each group. Play the song again. The pupils sing their assigned verse. Encourage the pupils to draw imaginary shapes in the air and on the ground as they sing. Time permitting, play the song a third time for the pupils to sing the song as a class.
|
Track 07 CD1 | |||||
|
Step 3 Listen and Read Set the scene by asking the pupils questions. e.g. Teacher: (pointing to picture 1) Is Liam ready? Class: Yes! Teacher: Yes, Liam is ready! (pointing to Lilly in picture 2 and shaking head) Is Lilly ready, too? Class: No! etc Play the CD and ask the pupils to listen and follow the dialogue in their books |
Track 8 CD1 | |||||
| Step 4 Tick (✓) (activity 8) Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right shape. Check the pupils answers. Answer Key Stand in the circle. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud. | ||||||
| Ending the lesson L1 S3 | Ask two pupils to come to the front of the classroom. Tell one of the pupils to turn his/her back to the other pupil. Then ask the other pupil to draw a shape on the pupils back using his/her finger, but without saying what it is. The pupil has to guess the shape. Then they swap roles. Continue with the rest of the class |
| ||||
|
Additional information | ||||||
: 2018-10-17; !; : 562 | : :  | 1544 -  |
||||||
