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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