English Entry 2 - Lesson Plan - Pearson
Aim(s) of the lesson
To facilitate a positive classroom learning environment
To familiarise students with the college premises and course |Learning outcomes
- students to use key words and phrases to introduce themselves to each other
- students to understand and respond appropriately to simple greetings
- students to recognise and learn meanings of key safety signs
- students to interact comfortably to other students in the room | |
|Differentiation and extension strategies |Assessment opportunities |
|Pair work and small group work, differentiated spelling activities |Tutor observation and feedback |
| |Peer evaluation |
|Resources |FS coverage and range: |
|Interactive board, videos, H&S signs and notices, college handbook |Make appropriate contributions that are clearly understood |
| | |
| |Communicate information so that meaning is clear |
| | |
| |Ask and respond to straightforward questions |
| | |
| |Follow the gist of discussions |
| | |
| |Read and understand high frequency words and words with common spelling patterns |
| | |
| |Use knowledge of alphabetical order to locate information |
| | |
| |Use written words and phrases to record and present information |
| | |
| |Spell correctly all high frequency words and words with common spelling patterns |
|Teaching and learning activities |
|Time |Teacher |Class |
| |Welcomes class and takes register |Listens and responds as required |
| | | |
|10 mins |Introduce self-: |Listens and asks questions |
| |models introductory words and phrases |Notes keys words and phrases used |
| |gives interesting information | |
| |responds to questions | |
|15 mins | | |
| |Watch others making introductions- |Watch videos |
| |watch video |Give feedback and opinions |
| |facilitate discussion activities about videos |Asks and responds to questions about making introductions |
|20 mins | | |
| |Facilitates and observes students introducing themselves- |Make introductions to each other in small groups |
| |put students into small groups |Practice using introductory words and phrases as modelled by teacher |
| |gives feedback and encouragement |Gives and receives feedback |
| |writes introductory words and phrases on board | |
|15 mins | | |
| |Displays key H&S signs and notices from college handbook |Talks about recognised signs, meanings and importance |
| |discuss meanings and importance |Talks about various locations where they can be found |
| |discuss their locations |Practice spelling key signs |
| | | |
| |Facilitate small group work activity/game (individual work as an extension) | |
|20 mins |gap fill activity to spell signs |Completes spelling activities according to ability |
| |matching sign to meaning/spelling activity | |
| | | |
| |Review of aims and close | |
|10 mins | | |
| | | |
|Aim(s) of the lesson | Learning outcomes |
| | |
|To encourage and develop S&L opportunities |Students will be able to ask and respond to simple questions |
| |Students will be able to identify and read simple high frequency words |
|For students to be able to practise and develop simple questioning techniques |Students will be able to demonstrate understanding of class rules and expectations |
| | |
|For students to follow and understand a short talk on a class rules/ expectations | |
|Differentiation and extension strategies |Assessment opportunities |
|Pair and group work |Peer and tutor observations, accuracy of completed work, |
|Resources |FS coverage and range |
| |Make appropriate contributions that are clearly understood |
|Interactive white board, | |
| |Communicate information so that meaning is clear |
| | |
| |Express simply feelings or opinions and understand those expressed by others |
| | |
| |Ask and respond to straightforward questions |
| | |
| |Follow the gist of discussions |
| | |
| |Read and understand high frequency words and words with common spelling patterns |
| | |
| |Use written words and phrases to record and present information |
| | |
| | |
| |Spell correctly all high frequency words and words with common spelling patterns |
|Teaching and learning activities |
|Time |Teacher |Class |
|30 mins |Welcome and take register |Listen and respond appropriately |
| | | |
| |Facilitate discussion the importance of following rules:- |Listens and gives opinions appropriately |
| |Facilitate short game where students must follow the rules | |
| |Takes feedback from game |Participates in game and gives feedback about importance of rules |
| |Write lists of key words from discussion on board | |
| |Facilitates written activity |Each student to write one sentence about rules they like and follow |
| |Encourages feedback about rules students would like in classroom | |
| | |Discuss rules they have written – peer evaluations, corrections and discussions |
| |Develop simple questioning techniques:- | |
| |Brainstorm a list of question words | |
|30 mins |Activity - turning sentences into questions | |
| |Puts the question mark sign on board |Gives known words to form questions |
| |Takes feedback from activity |Completes activity in pairs or individually |
| |Facilitate discussion activity around asking and answering |Participates in peer evaluation and corrects as necessary |
| |questions appropriately |Takes part in activity – take turns in correctly asking and answering questions from classmates |
| | | |
| |Facilitate poster making activity | |
| |Explains activity | |
| |Give feedback, encouragement and evaluations | |
|20 mins | | |
| |Review of aims and close | |
| | | |
| | | |
| | | |
|10 mins | | |
| | |Work in pairs or individually to create poster of desired class rules |
| | |Make corrections as necessary |
|Differentiation and extension strategies |Assessment opportunities |
| | |
|Group work, pair work, |Tutor observation, accurate completion of work, accurate and independent use of descriptive words and phrases |
|Resources |Functional Skills coverage and range |
| | |
|interactive white board, familiar objects to describe, |Make appropriate contributions that are clearly understood |
| | |
| |Communicate information so that the meaning is clear |
| | |
| |Ask and respond to straightforward questions |
| | |
| |Follow the gist of discussions |
| | |
| |Read and understand high frequency words and words with common spelling patterns |
| | |
| |Use written words and phrases to record and present information |
| | |
| |Punctuate correctly, using upper and lower case, full stops and question marks |
| | |
| |Spell correctly all high frequency words and words with common spelling patterns |
|Teaching and learning activities |
|Time |Teacher |Class |
| | | |
| |Welcome and register |Listens and responds appropriately |
| | | |
|10 mins |What are descriptive words/phrases? |Listens and responds |
| |Teacher models description of him/her self |Notes words on board |
| |Creates lists of descriptive words used |Gives feedback appropriately |
| |Facilitates feedback on uses | |
| | | |
| |Descriptive game: | |
|20 mins |Teacher selects familiar (but hidden)object and describes to class |Participates in game |
| |Students listen to descriptions to guess object name | |
| |Winner can select object to describe | |
| |List descriptive words used in game on board | |
| | | |
| |Facilitates descriptive activities: | |
| |Ask for volunteers to describe themselves to class (more able students) | |
| |Students to work in small groups/pairs and describe themselves/each other |Participates in activities using known descriptive words and phrases |
|20 mins | | |
| |Differentiated descriptive activities: | |
| |Students to read simple descriptive texts and answer questions verbally | |
| |Students to write simple descriptive texts using words from board | |
| |Provides feedback accordingly |Participates in activities according to abilities/levels/understanding |
| | | |
|30 mins |Review of aims and close | |
| | | |
| | | |
| | | |
|10 mins | | |
|Aim(s) of the lesson |Learning outcomes |
|To raise awareness of famous festivals |Students to use knowledge of alphabetical ordering to spell words |
| |Students to practise simple questioning words and phrases |
|Use knowledge of alphabetical ordering in text |Some students to write short text about festival |
|Differentiated and extension strategies |Assessment opportunities |
|Pair work/ small group work, | |
|All students to complete tasks and extensions according to ability |Tutor observation, accurate completion of work |
|Resources |Functional Skills coverage and range |
|Interactive white board, picture/videos of famous festivals, alphabet cards |Make appropriate contributions that are clearly understood |
| |Express simply feelings or opinions and understand those expressed by others |
| |Communicate information so that meaning is clear |
| |Ask and respond to straightforward questions |
| |Follow the gist of discussions |
| |Understand the main events in chronological texts |
| |Read and understand high frequency words and words with common spelling patterns |
| |Use knowledge of alphabetical order to locate information |
|Teaching and learning activities |
|Time |Teacher |Class |
| |Welcomes and register |Listens and responds appropriately |
| | | |
|20 mins |Alphabet ordering game: |Participates in game |
| |Arranges students into pairs/small groups according to ability |Gives feedback on difficulty/ease of completion |
| |Facilitates students correctly ordering jumbled alphabet cards (can be timed for| |
| |differentiation) | |
| |Differentiate ordering tasks – some letters can be missing for students to gap | |
| |fill | |
| |Checks for accuracy and requests feedback on task | |
| | | |
| |Talk about festivals: | |
| |Introduce key festivals in UK by reading simple text to class | |
|20 mins |Show pictures/videos | |
| |Invites feedback/opinions and questions on festivals/text |Listens and responds with opinions |
| | |Listens and asks questions |
| |Facilitates spelling activities: |Ask and responds to questions about festivals in UK and country of origin |
| |Gap fill festival words |Students to talk about festivals in UK and country of origin |
|20 mins |Group spelling assessment | |
| |Takes feedback | |
| | | |
| |Facilitates written task: |Using alphabet cards, complete missing letters to correctly spell names of festivals |
|20 mins |Ask some students to write simple/compound sentences about festivals |Gives feedback |
| |Some students to create poster with key words | |
| |Gives feedback on tasks | |
| |Evaluations, review of aims and close |Spell correctly key words and phrases when writing sentences or key words |
| | |Punctuate sentences correctly |
| | | |
| | | |
|10 mins | | |
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