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    Lesson 139

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    anabellano1
    The document outlines an English lesson plan focused on spelling food vocabulary words correctly and having students make "word snakes" or "word sausages" by stringing food words together to puzzle other students. Key activities include a spelling detective game, creating and solving word puzzles in pairs, and connecting a circled vocabulary word to their own life.

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    Lesson 139

    Uploaded by

    anabellano1
    16 views3 pages
    The document outlines an English lesson plan focused on spelling food vocabulary words correctly and having students make "word snakes" or "word sausages" by stringing food words together to puzzle other students. Key activities include a spelling detective game, creating and solving word puzzles in pairs, and connecting a circled vocabulary word to their own life.

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    lesson 139

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    The document outlines an English lesson plan focused on spelling food vocabulary words correctly and having students make "word snakes" or "word sausages" by stringing food words together to puzzle other students. Key activities include a spelling detective game, creating and solving word puzzles in pairs, and connecting a circled vocabulary word to their own life.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    16 views3 pages

    Lesson 139

    Uploaded by

    anabellano1
    The document outlines an English lesson plan focused on spelling food vocabulary words correctly and having students make "word snakes" or "word sausages" by stringing food words together to puzzle other students. Key activities include a spelling detective game, creating and solving word puzzles in pairs, and connecting a circled vocabulary word to their own life.

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    SUPER

    Subject : English Class: Time MINDS


    Duration: LESSON
    Theme : World Of Knowledge Focus skill: Writing CCE: Language Date: 139

    Teaching aids: 21st Century Skills/Strategy/Activity:


    Word snake/word sausage template Communication, collaboration.
    Language/Grammar focus:
    Recycled topic language: food vocabulary
    UNIT 4
    Lunchtime
    CONTENT STANDARD
    4.3 Communicate with appropriate language form and
    M style for a range of purposes in print and digital C 3.3 Read independently for information and enjoyment
    media
    LEARNING STANDARDS
    3.3.1 Read and enjoy simple print and digital games at
    M 4.3.2 Spell familiar high frequency words accurately C word level
    LEARNING OBJECTIVES

    M At the end of the lesson, most pupils will be able to spell food words correctly.

    At the end of the lesson, most pupils will be able to make a word snake or word sausage for other pupils to identify
    C food words.
    1. Play “Spelling Detective" with the pupils.
    2. Write all of the food words on the board and you let the pupils study them for one minute.
    I. PRE-LESSON 3. After one minute you tell them to put their heads down and you misspell a few words.
    4. You tell the pupils “Spelling detectives raise your heads and tell me what is wrong."
    5. You call on a pupil and they have to spell the word correctly to you.
    1. Activity 1:
    ➢ Review spelling of food vocabulary by writing gapped words on the board. Focus on sounds
    rather than individual letters here, e.g. s t _ _ k.
    ➢ Draw a word snake or word sausage on the board with the names of food hidden inside
    it. e.g. shapplejmchesekcheesehq (apple, cheese)
    II. LESSON DEVELOPMENT ➢ An alternative is to use words that lead into one another, e.g. pizzapplegg(pizza, apple,
    egg)
    ➢ Pupils read it, and tell each other the food words in it, and then tell you.
    2. Activity 2:
    ➢ Pupils work in pairs to create their own word snake/sausage puzzles.
    ➢ Pupils swap puzzles with another pair, who solve the puzzle.
    1. Task 11:
    ➢ Write a few food words on the board and ask pupils to read them.
    ➢ Look at the board and act as if you are thinking carefully.
    ➢ Say: “What about me?’
    ➢ Choose and circle one of the words.
    III. POST LESSON
    ➢ This should be something you can connect to your personal life (e.g. an apple– your favourite
    fruit
    ➢ Elicit from pupils why you have circled the apple.
    ➢ Ask pupils to do the same in pairs by telling the word to their partner, who should try to
    guess what the connection is.
    REFLECTION
    Lesson postpone:
    M a. ___ out of ___ pupils were able to spell food words correctly.
    a. Course c. CRK

    a. ___ out of ___ pupils were able to make a word snake or b. Sick leave d. Meeting
    C word sausage for other pupils to identify food words. Other :
    Name:
    Name:

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