Water, water everywhere

LESSON: Module 7 Lesson 1

Rain, rain

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud;

3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences;

3.3.2.1- read and follow with limited support familiar instructions for classroom activities

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences

Previous learning

Like make swim go eat ice-cream (grade 2)

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

Ask individual pupils to come to the board. Name an activity item, e.g. go, eat,, make, swim. Ask him/her to write it on the board. Ask the rest of the class for verification.

Cards

TPR

Presentation and practice

3.2.5.1

3.2.3.1

3.3.1.1

3.3.2.1

3.5.9.1

3.5.15.1

3.1.3.1

3.3.1.1

3.2.8.1

Step 1 Speaking (activity 1)

Pupils’ books opened. Refer the pupils to the picture and ask: Where are they? Elicit: At the beach./By the sea. Refer the pupils to the picture again and explain/elicit sandcastles. Have a class discussion, in L1 if necessary, about different activities people do on a beach. Read the instructions and explain the activity. Allow the pupils some time to look at the picture on page 94 and answer the questions. Check their answers.

Suggested answer key They are at the beach. They are making a sandcastle. It’s hot and sunny..

Target vocabulary • Seaside activities: make sandcastles, collect starfish, swim, go sailing, eat ice cream, go fishing

Step 2 Speaking (activity 2)

Ask the pupils, in L1 if necessary, if they have ever been to the seaside. Explain to the pupils that there are lots of fun activities people do at the seaside. Draw a simple sandcastle on the board and say: sandcastle. The pupils repeat chorally and/or individually. Ask the pupils, in L1 if necessary, if they’ve ever made a sandcastle. Have a discussion about activities at the beach. Follow the same procedure to present the remaining words/phrases in Ex. 2.

Read the instructions and explain the activity. Refer the pupils to the sentence at the end of Ex. 2 and read it out loud. Allow the pupils some time to read the words/phrases and tick the ones they like doing at the seaside. Then they tell their friends. Check their answers.

Suggested answer key collect starfish ✓ swim ✓

I like collecting starfish and swimming when I’m at the beach.

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 number the pictures Answer key A 4 B 3 C 2 D 1

Track 14 CD2

Step 4 Tick (✓). (activity 3)

Play the CD again. In pairs, the pupils then use the pictures to tell the beach story. Go around the classroom, providing any necessary help. Ask some pairs to tell the beach story in front of the classroom.

Suggested answer key One day, an old man is walking along a beach. The beach has got a lot of starfish. The man sees a young boy. The boy is throwing the starfish into the sea. The man asks the boy why he is throwing the starfish into the sea. The boy answers that he wants to save them, one at a time!

Track 14 CD2

Ending the lesson

3.2.1.1

Invite a pupil to come to the front of the classroom. Ask him/her to mime a seaside activity from the lesson. The rest of the class makes guesses. The pupil that guesses the activity first comes to the front and the game continues.

e.g. Pupil 1: (mimes swimming) Pupil 2: Swim! Pupil 1: Yes! etc.

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 tick task providing support e.g. by prompting them to sound out initial letters

challenge stronger learners to answer questions in Step 1 with full short answers

monitoring learner responses in questioning task and drilling answers where learners need support with pronunciation

cross-curricular links: