4O

6 2nd May 2023 / Tuesday 7 - 8, 10:20 - 11:20

World of Self, Family & Friends (M1) Where Are You From? Writing

Main: 4.3 Communicate with appropriate language Main: 4.3.1 Use capital letters, full stops, question
form and style for a range of purposes in print and marks and commas in lists appropriately in guided
digital media writing at discourse level

By the end of the lesson, most of the pupils will be able to;
1.use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level.
2. describe people, and objects using suitable statements.

Pupils can revise and consolidate vocabulary and structures learnt in previous lessons.

Pre-lesson:-
1. Stick pictures of people doing a sport and/or a leisure activity on the board.
2. On the board write: My name is ..., I'm from ..., I'm ... years old, In this picture I'm ...
3. Ask different pupils to talk about themselves and their favourite sports/leisure activities. (21ST CA)
Lesson development:-
4. Divides pupils into pairs or small groups. Tell them to take out their pictures and talk about themselves
and the sport/leisure activities they like.
5. Direct pupils’ attention to the Writing tip and read it out aloud.
6. Explain the Writing tip to pupils.
7. Have pupils write their own email, based on the pictures they brought. If possible, have pupils use
computers for this activity and/or send their email to a classmate.
8. If possible, have pupils send/give their emails to a friend. Pupils respond informally (orally or in writing)
to the email they received.
Post-lesson
9. Ask pupils to think back on their learning. In their learning diary, they can write new words I they
remember and activities they enjoyed. (HOTS)

10 / 36 pupils able to achieve learning objectives and given enrichment exercise (s).
26 / 36 pupils not able to achieve learning objectives and given remedial exercise(s).
 4O

6 5th May 2023 / Friday 7-8

World of Self, Family & Friends (M1) Where Are You From? Language Art

Main: 5.3 Express an imaginative response to literary Main: 5.3.1 Respond imaginatively and intelligibly through
creating simple picture stories, simple poems and cartoon
texts
stories. Other imaginative responses as appropriate

By the end of the lesson, most of the pupils will be able to respond imaginatively and intelligibly through creating
simple picture stories, simple poems and cartoon stories. Other imaginative responses as appropriate

Pupils can describe people and objects using suitable statements.

Pre-lesson:-
1. Bring in realia in a bag/box (seashell, egg shell, coconut, teacup, etc)
2. Get pupils to come up and choose an object from the box without seeing it. They touch and feel the object and describe it to the
class. (21st CA)
3. The pupils guess what the object is. Repeat for all the other objects.
Lesson development:-
4. Divide pupils into groups. Give each group an object (seashell, eggshell, hollow coconut, teacup).
5. Ask pupils where they can find those objects. Get pupils to put the objects to their ears and listen closely.
6. Pupils describe the sounds they think they can hear. Encourage them to be imaginative and creative.
7. Give one stanza to each group. Pupils read the stanza in their groups.
8. A representative from each group will pass the stanza they have to the group that has the correct object.
9. Each group reads its stanza aloud with actions
10. Tell pupils that the theme for today’s lesson is ‘Magic’.
11. In groups, pupils discuss and decide what other sounds they can hear from the objects in the poem (seashell, eggshell, hollow
coconut, teacup). (HOTS)
12. Pupils then rewrite any one stanza of the poem, with the new sound that they hear.
Example: I listened to a coconut
and thought I could hear
the sound of a fish swimming
inside my ear.
Post-lesson

24 / 36 pupils able to achieve learning objectives and given enrichment exercise (s).
12 / 36 pupils not able to achieve learning objectives and given remedial exercise(s).