LESSON: Module 5 Lesson 1

LESSON: Module 5 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L5 L9

S1 S5

R2 R6

UE3 UE 11

Lesson objectives

All learners will be able to:

recognise and use some target language in response to prompts with some correct spelling and pronunciation of individual sounds

Most learners will be able to:

recognise and use most target language in response to prompts with mostly correct spelling and pronunciation of individual sounds, with some correct use of contractions

Some learners will be able to:

recognise and use target language with correct spelling and pronunciation of individual sounds with mostly correct subject verb agreement and contracted forms.

Previous learning

He’s got colours names of toys

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

Write some words on the board, e.g. kitchen. Ask a pupil to come to the board, mime a corresponding action and say the word. Ask the rest of the class for verification. Repeat with other pupils and other words

Presentation and practice

L9

S1

L5

R2

S5

UE11

L9

R3

R6

UE3 UE11

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the My Face poster on the board. Point to and name the parts of the face. The pupils repeat after you. Then point to the parts of your face and ask the pupils to call out the appropriate word. Name a part of the face. Ask a pupil to point to it on his/her face. Ask the rest of the class for verification.

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 61 CD1

My Face Poster

Step 2 Complete. Draw, colour and say. (activity 1)

Explain the activity. Ask the pupils to read and complete the sentences. Check the pupils’ answers. The pupils then read the sentences and complete the face of the teddy bear. Go around the classroom providing any necessary help. Write the following on the board: It’s got. Explain its meaning. Ask the pupils to come to the front and present their completed drawing.

Step 3 Sing the ‘Teddy Bear’ song!
(activity 2)

Draw a simple sketch of a teddy bear on the board. Point to it and say: I’m a very funny teddy bear. The pupils repeat after you. Then show two fingers, point to your eyes and say: I’ve got two eyes. 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 pupils into four groups and assign a verse to each group. Play the song for the groups to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 62 CD1

Step 4 Listen and read. (activity 3)

Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the dialogue in their books.

Track 63 CD1

Step 5 Circle. (activity 4)

Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Ending the lesson

S1

Ask the pupils to draw and colour a face. Explain to them that it can be a teddy bear, an alien, a monster, etc. Go around the classroom providing any necessary help. Upon completion of the activity, the pupils present it to the class and describe it.

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

• Health and safety check: talk to children about safety with toys