LESSON: Module 5 Lesson 2

LESSON: Module 5 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6 L9

S1 S3 S6

R6

W3

UE3 UE11

Lesson objectives

All learners will be able to:

follow some text in reading and listening tasks and use some target language to initiate and respond correctly in exchanges

Most learners will be able to:

follow most text in reading and listening tasks and use most target language correctly to initiate and in exchanges

Some learners will be able to:

understand all written and audio text and initiate independently and respond with clear

pronunciation in most exchanges

Previous learning

has / hasn’t got parts of the face short answers big / small

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

Ask a pair of pupils to come to the board. One pupil names a part of the face and the other touches the corresponding part on his/her own face. Ask the rest of the class for verification. Resume the activity with as many pairs as you think is necessary. Play the Teddy Bear song from the previous lesson. Invite the pupils to sing along.

Track 62 CD1

Presentation and Practice

L9

S1

L6

UE11

S3

UE3

L9

S3

L6

R6

S6

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the item. Ask the rest of the class for verification. Stretch out your arms and say: big. Encourage the pupils to mime your action and repeat after you. Then point to the elephant and say: a big elephant. The pupils repeat after you. Then point to the mouse and say: a small mouse, bringing your hands closer together to explain small. Encourage the pupils to mime your action and repeat after you. Say big or small and ask the pupils to show the difference in size by miming. Pupils’ books open. Play the CD. The pupils listen, look at the pictures and repeat the phrases. Play the CD again pausing after each phrase. The pupils repeat, chorally and/or individually.

Flashcards 38-39

Track 64 CD1

Step 2 Listen and number. (activity 5)

Talk with your friend. Read the instructions and explain the activity. Prompt the pupils to give you a description of each toy. Tell the pupils they are going to listen and number the toy that is being described. Play the CD, twice if necessary. Check their answers. Write on the board: It’s got ... . It hasn’t got ... . It’s number ... .Explain their meaning. The pupils then work in pairs. They take turns saying what a toy has/hasn’t got for their partner to guess the toy. Explain to the pupils that they can refer to the sentences on the board or at the bottom of the page in their Pupil’s books for help. Go around the classroom, providing any necessary help. Ask some pairs to report back to the class.

Track 65 CD1

Step 3 Sing the ‘I’m Big’ song! (activity 6)

Show the pupils the elephant flashcard and say: I’m big, I’m big! I’m very, very big! The pupils repeat after you. Then point to your ears, mime and say: My ears are big. 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 two groups and assign a verse to each group. Play the song and the groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 66 CD1

Elephant flashcard

Step 4 Listen and read. (activity 7)

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 67 CD1

Step 5 Circle. (activity 8)

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 story out loud.

Ending the lesson

S6

Ask the pupils to choose one facial feature e.g. nose. The pupils draw and colour as many different shapes and sizes of that facial feature as they can think of. Go around the classroom providing any necessary help. Display their work somewhere in the classroom.

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 groups in read and circle task providing support e.g. by prompting them to sound out initial letters

• give stronger groups the task of making up more questions for others about the text using has got..

• check learner pronunciation in eliciting, drilling and drawing presentation activities

• check comprehension following comprehension tasks with open questions/prompts asking learners to point e.g. show me a big nose.. Who’s got yellow hair?

• ICT links: provide learners a link to an interactive game on matching facial features to do at home on a computer on their own or with support