LESSON: Module 8 Lesson 1

LESSON: Module 8 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6 L9

S1 S3

R3 R6

W3

UE8 UE10

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

some clothes words words for colours Look I love my new red hat

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

Invite a pupil to come to the front of the classroom and whisper one of the action verbs from Module 7 in his/her ear. The pupil then mimes the action for the rest of the class to guess. Whoever guesses correctly takes the next turn.

Presentation and practice

S3

L9

W3

UE10

S3

UE10

S1

R3

UE3

UE8

R6

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 item in random order. Individual pupils name the item. Ask the rest of the class for verification.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually

Track 29 CD2

Flashcards 50-55

Step 2 CRAFTWORK Write, Make and Talk to your Friend. (activity 1)

Point to and elicit the items of clothing. Allow the pupils some time to write the names of the clothes. Check their answers. Hand out the photocopies and tell the pupils that they are going to dress their paper dolls. Guide them through the cutting, gluing and colouring of their templates. Write on the board: I’m wearing my ... today! Point to and read the sentence. Have the pupils repeat after you. Explain the activity. The pupils hold up their dolls and say what they are wearing. Demonstrate this yourself first. Explain to the pupils that they can refer to the sentence 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.

Photocopy the doll & clothes templates from the Teacher’s Resource Pack CD-ROM, one per pupil. Also, have scissors, glue and coloured pencils ready to use or ask the pupils to bring their own in the previous lesson.

Step 2 Sing the ‘Clothes’ song! (activity 2)

Draw a simple sketch of a hat on the board. Point to it and say: This is my new hat! The pupils repeat after you. Then mime/put a hat on your head and say: I’m wearing my hat today! The pupils repeat after you. Then gesture with your hand and say: Let’s go out and play! 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. Assign a verse to each group. Play the song for the pupils to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 30 CD2

Bring a hat to class.

Step 3 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 31 CD2

Step 4 Tick (). (activity 4)

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the clothes Liam is wearing. Check the answers. Play the CD again with pauses for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Track 31 CD2

Ending the lesson

L6

Hand out the flashcards to different pupils. Call out the words, one at a time. Ask the pupils to stand up whenever they hear the word for the flashcard they have. Repeat with as many pupils as you think is necessary.

Flashcards 55-59

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