LESSON: Module 8 Lesson 2

LESSON: Module 8 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6 L9

S1 S3 S4

R3 R6

UE8 UE10

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken questions with some support

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken questions with some support

Some learners will be able to:

recognise and use target language correctly and show comprehension of most written and spoken questions with little support

Previous learning

clothes words weather words hot cold rain snow close your eyes come

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S3

L9

Put up the clothes flashcards on the board. Invite a pupil to come to the board. Name an item of clothing. The pupil points to it. Ask the rest of the class for verification. Repeat with as many pupils as you think is necessary. Play the ‘Clothes’ song from the previous lesson (Track 30 CD2). Invite the pupils to sing along.

Flashcards 55-59

Track 30 CD2

Presentation and practice

S4

S1

L9

L6

R3

L9

UE8

UE10

S3

R6

Step 1 POSTER Listen, point and repeat.

Pupils’ books closed. Put up the My Weather poster on the board, and present the weather. Then mime a weather condition and ask: What’s the weather like? Elicit: It’s hot. Follow the same procedure for the remaining weather conditions.

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

Track 32 CD2

My Weather Poster

Step 2 Listen and do. Listen and number. (activity 5)

Say as you mime: It’s hot. Encourage the pupils to copy your mime. Repeat with the rest of the weather conditions. Explain the activity. The pupils listen to different types of weather conditions and mime an appropriate action. Refer the pupils to the picture. Say: This is a magic island! Look! It’s sunny and it’s hot. Elicit the rest of the weather conditions. Play the CD again. The pupils listen and number.

Track 33 CD2

Step 3 Sing the ‘Weather’ song! (activity 6)

Mime and say: Close your eyes. The pupils repeat after you. Then using your fingers say: Count one, two, three. The pupils repeat after you. Then draw a simple sketch of an island on the board. Point to it and say: island. Ask the pupils to repeat after you. Then gesture with your hand and say: Come to the island, come with me! 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. Play the song again and encourage the pupils to join in. Play the song as many times as you feel is necessary.

Track 34 CD2

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 35 CD2

Step 5 Tick (✓). (activity 8)

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the appropriate sentence. 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.

Track 35 CD2

Ending the lesson

S1

Say a weather condition and ask the pupils to mime it. e.g. Teacher: It’s cold. Class: (hugging themselves, shivering)

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 intensively in pairs with modelling and drilling new language

• challenge stronger learners to respond in more expansive way to the pictures through prompts

• check control of target language including use of contractions in oral activities

• check comprehension in listening and reading activities by monitoring what learners write as answers and through follow-up questions

• cross-curricular links: PE through performing actions and Drama through performing mime