English Entry 1 - Lesson Plan - Edexcel
|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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