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CEFR
YEAR 2
2018
W
EE LESSON: 1 (Writing 1)
K:
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__ MAIN SKILL(S) FOCUS: Writing
__
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_3 THEME: World of Self, Family & Friends
-
5_
__ TOPIC: Introduction
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_
LANGUAGE/GRAMMAR FOCUS:
MAIN SKILL MAIN SKILL Plan a lesson to review learning from Large paper, coloured Values (Friendship) Your choice, depending
Year 1. pencils. on the needs of
Writing Writing individuals in your class.
4.2 4.2.1 In this lesson, pupils work in pairs or
Communicate basic Ask for and give basic small groups to ask and answer You can offer more or
information intelligibly personal information questions about themselves on topics less support for the
for a range of purposes using basic questions such as their name, age, favourites. speaking and writing, and
in print and digital and statements encourage pupils to write
media Then they will write about their partner more or less detail
(My new friend) and draw a picture (for depending on the level of
example, of them, their family, pet, a literacy of your pupils and
favourite something). what you would like to
review.
COMPLEMENTARY COMPLEMENTARY
SKILL Have pupils introduce their partner to
SKILL the class.
Speaking Speaking
2.3 These pictures can be left on the
2.3.1 classroom wall to help you and the
Communicate Introduce self and others
appropriately to a small pupils get to know each other.
to an audience using
or large group fixed phrases
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.58 Language Strategies 2 and 5 may
See Teacher’s Book. be suitable.
Listening Listening
1.2 1.2.1 Lesson Delivery Use other strategies if
Understand meaning in Understand with support See Teacher’s Book. appropriate.
a variety of familiar the main idea of simple
contexts sentences Post lesson
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Speaking Speaking
2.1 2.1.1
Communicate simple Give simple personal
information intelligibly information using basic
statements
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Listening Listening
1.2 1.2.1
Understand meaning in Understand with support
a variety of familiar the main idea of simple
contexts sentences
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.60 Language Strategy 5 may be
See Teacher’s Book. suitable.
Reading Reading
3.2 3.2.2 Lesson Delivery Use other strategies if
Understand a variety of Understand specific See Teacher’s Book. appropriate.
linear and non-linear information and details of
print and digital texts by simple sentences
NB – this is a reading lesson. Have
using appropriate
pupils read and match, draw a line
reading strategies
before/while listening.
Post lesson
See Teacher’s Book.
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Listening
1.2 Listening
Understand meaning in 1.2.1
a variety of familiar Understand with support
contexts the main idea of simple
sentences
MAIN SKILL MAIN SKILL Pre-lesson A story about days of the Language Strategy 6 may be
Task 10 (with flashcards or realia of week, for example suitable.
Language Arts Language Arts known words from the list) The Very Hungry
5.2 5.2.1 Caterpillar (Book available Use other strategies if
Express personal Name people, things, or see appropriate.
Lesson delivery https://www.youtube.co
responses to literary actions, or places of 1. Ask pupils to sit or stand in a
texts interest in texts m/watch?v=vkYmvxP0
circle. Place the flashcards/realia in the AJI
middle of the circle. Ask pupils to point Also, movie at:
to the food they like. https://www.youtube.co
m/watch?v=75NQKSm1YY
COMPLEMENTARY COMPLEMENTARY 2. Review the words by helping )
SKILL SKILL pupils to say I like x. or My favourite is
x. Flashcards/realia/toys of
Listening Listening food:
1.2 1.2.1
Understand meaning in Understand with support 3. Ask pupils if they ate any of
apple pear
a variety of familiar the main idea of simple these foods this week. Ask them which
strawberry
contexts sentences day they ate it on. NB This asks about
orange cake
the past. Do not focus on this, just elicit
ice cream
the days of the week in association with
cheese
the foods.
sausage
lolly pop
4. Introduce the caterpillar. Ask watermelon
pupils what it likes to eat. leaf
caterpillar
5. Read/tell/show the story (Very
Hungry Caterpillar), asking questions to
check understanding and using the
images to support understanding. NB
pupils do not need to understand every
word, just the general idea of the story.
Post lesson
Task 11
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards for Language Strategy 3 may be
Task 4: Identify the flashcard actions from p.56-60 suitable at stage 8 (see
Listening Listening (these can be Learning Outline).
1.2 1.2.2 handdrawn if
Lesson Delivery necessary) : play
Understand meaning in Understand with support 1. Review the flashcards on the Use other strategies if
a variety of familiar specific information and football, go swimming, appropriate.
board from the pre-lesson task by play the piano etc.
contexts details of simple checking pupils know these
sentences Enough for one per
expressions. Then mime each one and pupil (they can be
ask pupils to guess what you are doing. repeated)
Post lesson
Task 1 (you will need to make notes as
pupils talk about their weekly activities
for this)
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards Language Strategies 2 or 5 may be
Task 4: Identify the flashcard of actions (from suitable.
Speaking Speaking Lesson 6)
2.1 2.1.1 Lesson delivery Use other strategies if
Communicate simple Give simple personal 1. Write numbers 1 to 6 (or one to six)* on the One or two dice appropriate.
information intelligibly information using basic board. If you have a numbers song, you could sing per pair or group
statements the song. (or whole class if
not available)
*You could extend this to
12 and use two dice for
2. Review the action flashcards and put them
COMPLEMENTARY COMPLEMENTARY this activity.
on the board next to a number as the pupils say
SKILL SKILL A worksheet for
them correctly.
each pupil with a
Listening table for pairwork
Listening interview (see
1.2 1.2.2 3. Ask pupils to close their eyes or turn
Understand with support around. Remove an action card from the board. Ask below)
Understand meaning in
a variety of familiar specific information and pupils to tell you which card you removed. They can
contexts details of simple tell you the number and/or the action. Repeat.
sentences
4. Put the pictures back on the board and
write the phrase next to them (you can elicit spelling,
ask pupils to write in their notebooks or ask a pupil
to come and write on the board).
Post lesson
Task 3
Day Activity
Mondays
Wednesdays
Thursdays
Fridays
Saturdays
Sundays
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards of Language Strategies 1 or 3 may be
Task 4 actions suitable.
Reading Reading
3.1 3.1.2 Lesson delivery One worksheet for Use other strategies if
Recognise words in Recognise and sound out each pupil, in two parts. appropriate.
1. Write the words on the board:
linear and non-linear with some support
play watch day game Part 1 – see below.
texts by using beginning, medial and
ball Part 2 – sentences
knowledge of sounds final sounds in a word
what based on pupils’
and letters When writing the
hurray responses in Lesson 7)
worksheet part 2, you
match could choose pupils who
Elicit the common letter (a). participate less often,
Ask pupils to read the words to their who have lower
COMPLEMENTARY partner. proficiency or who have
COMPLEMENTARY
SKILL low motivation. This will
SKILL
help involve them more in
2. Model the /ei/ sound. Ask
their learning.
Reading Reading pupils to tell their partner which words
3.1 3.1.1 have this sound.
Recognise words in Identify, recognise and Feedback on 1 and 2 whole class and
linear and non-linear name the letters of the check pronunciation. If appropriate, select
texts by using alphabet suitable activities for your
knowledge of sounds pupils from LINUS
and letters 3. Elicit spellings for /ei/ sound: Module 1 to be added in
ay and a+C+e (ask pupils to say the to this lesson to focus on
letter names). phonemes from Lines a
Ask pupils to write (or tell you) more and b of the Year 1
words which follow this rule. Phonics Table (see
syllabus)
4. Give pupils the worksheet. Ask
them to read the sentences in part 1
and circle the /ei/ sounds. Then they
should read them with their partner
before checking whole class.
Post lesson
Task 12
2. I go swimming on Saturdays.
MAIN SKILL MAIN SKILL Pre-lesson Word cards to make up Language Strategies 3 or 4 may be
Task 1 (days of the week) sentences. One per suitable (see learning
Writing Writing student. e.g. outline).
4.3 4.3.3 Lesson delivery
Communicate with Plan, draft and write 1. Have pupils sit or stand in a I / go / swimming / on / Use other strategies if
appropriate language simple sentences circle. Give each pupil a word card. Ask Saturdays / I / play / appropriate.
form and style for a pupils to find friends to make sentences. football / on / Fridays
range of purposes in They should stand in a line to make a If appropriate, select
print and digital media sentence with their words. Worksheet for each suitable activities for your
If you have a very large class or would pupil (see below) pupils from LINUS
like to control this more, children can Module 1 to be added in
work in groups so that each group to this lesson to focus on
makes one sentence. phonemes from Lines a
COMPLEMENTARY Ask pupils to say their sentences. Put and b of the Year 1
SKILL COMPLEMENTARY
the sentences on the board. Elicit the Phonics Table (see
SKILL
need for full stops. syllabus).
Writing
4.2 Writing
Communicate basic 4.2.1 2. Play a game to elicit the
information intelligibly Ask for and give basic spelling of favourite (e.g. see pre-lesson
for a range of purposes personal information task 7), leave the word on the board.
in print and digital using basic questions and
media statements
3. Tell pupils that your favourite
day is X. Tell them what you do on that
day. Ask pupils to write their favourite
day in their exercise books. They can
also write what they do on that day,
depending on the proficiency level of
your class or pupils. Monitor and help
pupils as necessary.
Post lesson
Task 5
Day: _____________________________________
_________________________________
_________________________________
_________________________________
MAIN SKILL MAIN SKILL Plan a Language Arts lesson linked to Your choice depending Science and Your choice depending
the main and the complementary on the focus of your Technology on your lesson
Language Arts Language Arts content and learning standards. lesson.
5.2 5.2.1
Express personal Name people, things, You could extend Lesson 5 by Suggested material:
responses to literary actions, or places of rereading The Very Hungry Caterpillar The Very Hungry
texts interest in texts. and providing some activities to Caterpillar
develop understanding of life cycles in
nature, specifically the butterfly.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Speaking Speaking
2.1 2.1.3
Communicate simple Give a short sequence of
information intelligibly basic instructions
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.61 Language Strategy 2, 3 or 7 may be
See Teacher’s Book. suitable.
Speaking Speaking
2.1 2.1.1 Lesson Delivery Use other strategies if
Communicate simple Give simple personal See Teacher’s Book. appropriate.
information intelligibly information using basic
statements
Post lesson
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Speaking Speaking
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.62 Values Strategy 6 may be
See Teacher’s Book. (asking for help when suitable.
Listening Listening you need it)
1.2 1.2.3 Lesson Delivery Use other strategies if
Understand meaning in Understand with support See Teacher’s Book. appropriate.
a variety of familiar very short simple
contexts narratives
NB – this lesson focuses on Activity 1
(picture story), which continues onto
page 63.
Listening Listening
1.2 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of simple
sentences
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.63 Values Strategy 2 may be
See Teacher’s Book. (asking for help when suitable.
Reading Reading you need it)
3.1 3.1.3 Use other strategies if
Recognise words in Blend phonemes (CVC, Lesson Delivery appropriate.
linear and non-linear CCVC, CVCV, CCV)
See Teacher’s Book.
texts by using
knowledge of sounds of
letters
Post lesson
See Teacher’s Book.
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Listening
1.1 Listening
Recognise and 1.1.1
reproduce target Recognise and reproduce
language sounds with support a range of
high frequency target
language
phonemes
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.64 Language Strategy 2 may be
See Teacher’s Book. suitable.
Writing Writing
4.3 4.3.1 Use other strategies if
Communicate with Use capital letters and Lesson Delivery appropriate.
appropriate language full stops appropriately in
See Teacher’s Book.
form and style for a guided writing at
range of purposes in sentence level
print and digital media
Post lesson
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Listening Listening
1.2 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of simple
sentences
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Language Your choice, as
linked to the main and the appropriate to your appropriate to your
Language Arts Language Arts complementary content and learning lesson. lesson.
5.1 5.1.2 standards.
Enjoy and appreciate Say the words in simple Some example songs
rhymes, poems and texts, and sing simple In this lesson, pupils listen to and join in can be found here:
songs songs with intelligible a song which focuses on blending
pronunciation, rhythm phonemes. They should see and work https://www.kizphonics.
and intonation with the words of the song in written com/phonics-
i) simple chants and form as well. phonemesongs/
raps ii) simple rhymes iii)
simple action songs iv)
simple songs http://www.earlychildho
odeducationzone.com/
best-phonics-songs/
COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
Reading
3.1.3
Reading Blend phonemes (CVC,
3.1 CCVC, CVCV, CCV)
Recognise words in
linear and non-linear
texts by using
knowledge of sounds
and letters