English Entry 1 - Lesson Plan - Pearson qualifications



|Aim(s) of the lesson | Learning outcomes |

|Practice/learn correct use descriptive words |To practice/learn correct uses of descriptive words when writing |

|Describe and discuss the areas people live |To develop confidence in conversation skills |

|To develop confidence in S&L activities |To practise spellings of simple key descriptive words |

|Differentiation and extension strategies |Assessment opportunities |

|Pair and small group work |Tutor observation |

|More challenging spelling words for more able students |Peer evaluation |

| |Accurate completion of work |

|Resources |Functional Skills coverage and range |

| | |

|Interactive white board, enlarged pictures of familiar objects, |Understand the main points of short explanations |

| | |

| |Responds appropriately to comments and requests |

| | |

| |Make contributions to be understood |

| | |

| |Ask simple questions to obtain specific information |

| | |

| |Spell correctly some personal and or very familiar words |

|Teaching and learning activities |

|Time |Teacher |Class |

| |Register and welcome class |Listen and responds |

| | | |

|10 mins |Facilitate discussion about descriptive words: |Listens and responds to questions. Contributes to discussion |

| |what are descriptive words? | |

| |how to form descriptive words? | |

| |why are they useful in text? | |

| |read brief text with and without descriptions – discuss differences | |

| | | |

| | | |

| |Facilitate descriptive game: | |

|30 mins |describe familiar objects |Participate in game using descriptive words/phrases |

| |ask students to guess the names based on descriptions |Match words to pictures |

| |write words used board – get students to put pictures next to words |Asks questions and give feedback as appropriate |

| |ask students to say one descriptive sentence about each picture |Responds giving descriptive sentences |

| |write descriptive words used on board | |

| |Take feedback what else you can describe | |

| | | |

| |Pair work/small group work: | |

|20 mins |group pairs/groups according to ability |Students to discuss and describe familiar objects with class mates |

| |ask students to choose familiar object around the room and describe it to each other |Note and correct descriptions used by classmates |

| |ask pairs/groups to note any descriptive words used |Discuss most apt descriptions to use amongst themselves |

| |facilitate activity | |

| | | |

| | | |

| |Pair work/small group work gap fill spelling activity: | |

|20 mins |give each group a list of descriptive words with missing letters | |

| |facilitate accurate completion of activity – discuss spelling options |Complete spelling gap fill activity |

| | |Discuss spellings with peers and give feedback |

| | | |

| |Recap, review evaluation and close | |

| | | |

|10 mins | | |

|Aim(s) of the lesson |Learning outcomes |

| |students to describe the neighbourhood they live in |

|To develop use and knowledge of descriptive words |students to use a range of adjectives to correctly |

|To enable all students to speak about where they live/different neighbourhoods |students to write simple descriptive texts about own neighbourhood |

|To develop confidence in discussion skills |students to practise reading simple texts describing places |

|Differentiation and extension strategies |Assessment opportunities |

|Pair and small group work | |

|Differentiated word lists |Peer and tutor evaluation |

| |Accurate completion of tasks and activities |

|Resources |Functional Skills coverage and range |

|Pictures of different neighbourhoods, interactive whiteboard, internet – Google Earth, | |

| |Respond appropriately to comments and requests |

| |Make contributions to be understood |

| |Ask simple questions to obtain specific information |

| |Read and understand simple regular words and sentences |

| |Use written words and phrases to present information |

| |Spell correctly some personal or very familiar words |

|Teaching and learning activities |

|Time |Teacher |Class |

| |Welcome class and register |Listens and responds appropriately |

| | | |

|15 mins |Show images of a range of neighbourhood: | |

| |ask students to use knowledge of descriptive words to describe them |Participate in discussions using descriptive words |

| |make lists of words used |Participate in discussions giving appropriate comments |

| |ask students to discuss if they would like to live there, why –why not? | |

| |facilitate discussions giving encouragement and feedback | |

| | | |

| |Facilitate research of images on internet of where they would like to live: | |

| |students to choose as many images as they are comfortable with | |

|45 mins |help students to prepare a short descriptive talk to class about images |Use internet to research images |

| |students may use Google Earth to find their neighbourhood to talk about |Give brief talk to class using descriptive words on chosen images |

| | | |

| |Facilitate poster making activity (pair or individual work depending on ability) | |

| |asks students to print images of neighbourhoods they like | |

| |help student to make a poster with images | |

| |ask students to choose words from list on board to describe their poster (more able students | |

|20 mins |can try to write their own words) | |

| |facilitate activity and give encouragement | |

| | |Create poster with words on board or own words |

| | | |

| |Recap, review, evaluation and close | |

| | | |

| | | |

|10 mins | | |

|Aim(s) of the lesson |Learning outcomes |

| |students to accurately arrange items into alphabetical order |

|Use knowledge of alphabetical order to find things |students to correctly identify letters of alphabet |

|Differentiation and extension strategies |Assessment strategies |

|More able students to take lead over ordering tasks |Tutor and peer evaluation |

| |Accurate completion of tasks and activities |

|Resources |Functional Skills coverage and range |

|Alphabet cards, interactive whiteboard, enlarged pictures of familiar items, | |

| |Understand the main points of short explanations |

| | |

| |Understand and follow instructions |

| | |

| |Make contributions to be understood |

| | |

| |Read and understand simple regular words and sentences |

| | |

| |Use written words and phrases to present information |

|Teaching and learning activities |

|Time |Teacher |Class |

| | | |

| | |Listens and responds appropriately |

|5 mins |Welcome class and register | |

| | |Listen and respond appropriately |

| |Teacher to show/write/display letters of alphabet: | |

| |have brief discussion with class about their knowledge of importance of alphabet in text | |

|20 mins | |Participate in game/activity |

| |Facilitate ordering game/activity: |Give feedback as necessary |

| |arrange letters around the room | |

| |ask students to identify and stand next to letters that their first names begin with | |

| |next ask students to arrange themselves in a line into alphabetical order according to first name (more able students to lead this task) | |

| |once completed students to then say their names in alphabetical order | |

| |all students to check accuracy of task with letters of alphabet across the room | |

| | | |

|20 mins |Facilitate another ordering activity: | |

| |give out picture cards to students – one each | |

| |teacher to hold his/her card up to class |Participate in game/activity |

| |ask students to look at their cards and say whether their item is alphabetically before or after teacher’s item |Give feedback as necessary |

| |ask students to take turns showing their cards to group and say whether their cards start with letters that are before or after the | |

| |others | |

| |evaluate and give encouragement and feedback as necessary | |

| | | |

| |Facilitate individual task/activity | |

|20 mins |hide/remove alphabet cards from around the room | |

| |depending on ability, either ask students to correctly order and write the letters of the alphabet or give students jumbled alphabet |Participate in game/activity |

| |cards and ask them to correctly place them in order |Give feedback as necessary |

| | | |

| |Organise and facilitate individual tasks depending on ability to evaluate understanding and progress. (use a selection of own resources) | |

| | | |

|20 mins |Recap, review and close | |

| | |Complete individual tasks as requested |

| | | |

| | | |

|05 mins | | |

|Aims of lesson |Learning outcomes |

| | |

|To develop skills and knowledge when planning a social event |students will select correct words to write a short invitation |

|To develop S&L skills in a social event |students will select correct words to reply to written invitations |

| |students will be able to identify key and familiar words |

| |students will practise S&L skills within role play situations |

|Differentiation and extension activities |Assessment strategies |

| | |

|Pair work/small group work depending on abilities, differentiated activities depending on ability |Tutor and peer observation |

| |Accurate completion of activities and tasks |

|Resources |Functional Skills coverage and range |

| |Make contributions to be understood |

|Interactive whiteboard, videos of 3 different types of parties/social events, |Read and understand simple regular words and sentences |

| |Use written words and phrases to present information |

|Teaching and learning activities |

|Time |Teacher |Class |

| | |Listen and respond appropriately |

| |Welcomes class and register | |

|10 mins | | |

| |Gives brief introductory talk on parties: |Listen and participate in discussion giving feedback as necessary |

| |asks what types parties have they attended | |

| |asks students to talk about their experiences | |

| | |Watch video and give feedback |

|20 mins |Watch a selection of short party videos with class: | |

| |asks for feedback | |

| |facilitates discussion around behaviour, food, cultural/social differences, language | |

| | | |

| |Asks for suggested words and phrases to use: |Participate in activity |

|30 mins |when inviting people to a party |Makes poster or write invitation depending on ability |

| |during a party |Respond to invitation as appropriate |

| |writes suggestions on board for students to use as prompts |Ask for help whenever necessary |

| |ask some students to make a poster showing dos and don’ts at a social event | |

| |ask some students (more able) to write simple invitations | |

| |ask students to give out invitations to class mates | |

| |ask recipients to read and either reply verbally or in writing using selected vocabulary as prompts | |

| |facilitate activity and give feedback and encouragement | |

|20 mins | | |

| | | |

| |Arrange students into small groups depending on confidence and ability in discussions: | |

| |ask students to take turns and role play party correct conventions as seen in video |Participate in role play scenarios |

| |facilitate and give feedback and encouragement | |

|10 mins | | |

| |Review and close | |

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