: |
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 | ||||
| differentiation instruction above in Step 1
| monitor and drill learner stress placement on polysyllabic shape words monitor learner use of target language in production activities | Cross-curricular links: [Maths] shapes | |||||
| 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 3
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L1 L4 L6
S2 S3 S4
R6
UE4 UE5
Lesson objectives
All learners will be able to:
respond to some prompts correctly and recognise most written words in the story
Most learners will be able to:
respond to most prompts correctly and understand most elements of the story
Some learners will be able to:
respond to all prompts correctly and complete comprehension activities with only limited support
names of shapes and colours What colour is it? Its
Plan
Planned activities
Smiles Resources
Draw the shapes in the air, one at a time, and say the corresponding word for each. Repeat one more time. Then say a shape and ask individual pupils to draw it in the air. Play the Shapes Song from the previous lesson (Track 07 CD1). Invite the pupils to sing along.
Pupils books closed. Put up the flashcards on the board, one at a time, and name the colours. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the colour. Ask the rest of the class for verification. Point to various items in the classroom. Ask: What colour is it? Elicit their colours. Pupils books open. Play the CD. The pupils listen, point to the pictures, and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.
Track 07 CD1 FLASHCARDS (9-14)
| Presentation and practice
L6
S2 S4 UE5
L6 S3
L6
R5 | Step 1 Listen and colour (activity 9) Elicit the shapes from the pupils. Ask them to take out their green, yellow, blue and red coloured pencils. Play the CD, twice if necessary. The pupils listen The pupils then work in pairs. One pupil thinks of one of the shapes. The other pupil asks for its colour to find it. Then they swap roles. Demonstrate this yourself first. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.
|
Track 10 CD1
| ||||||||||
| Step 2 Lets sing! (activity 10) Gesture and say: Goodbye, goodbye. The pupils repeat after you. Then mime and say: Bye-bye and see you soon! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and follow along in their books. Play the song again. The pupils listen and sing along. |
Track 11 CD1 | |||||||||||
| Step 3 Listen and Read (activity 11) Refer the pupils to pictures in the dialogue and set the scene. Play the CD and ask the pupils to listen and follow the dialogue in their books. |
Track 12 CD1 | |||||||||||
| Step 4 Circle the Right Word (activity 12) Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Allow the pupils some time to complete the activity. Check their answers. 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 | Ask the pupils to take out their red, blue, green, yellow, orange and pink coloured pencils. Name a colour. Ask the pupils to raise their corresponding coloured pencils. Repeat with the rest of the colours. |
| ||||||||||
|
Additional information | ||||||||||||
: 2018-10-17; !; : 1459 | : :  | 1726 -  |
||||||||||||
