Module 4: Weather.

Lesson 12(4) School:

Date: Teacher name:

Grade: Number present: absent:

Lesson theme Make a kite. Sounds and Words.
Learning objectives 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words ;
3.1.2.1 recognise familiar words with visual support;
3.3.1.2 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter ;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very
simple language using a dictionary.

Lesson objectives Learners will be able to:

⮚ listen to and read a story about the characters flying their kites;
⮚ read a short, illustrated fiction story written in very simple language
using a
⮚ dictionary;
⮚ make a kite and play a game;
⮚ recognise the letters e, r, d, p and n and the sounds they make;
⮚ understand and pronounce the words red and pen;
⮚ read/recognise the sight words it, is, a, and, isn’t;
⮚ recognise the sounds of phonemes and phoneme blends in words;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils answer the The teacher

the lesson questions.
Revise the language of the assesses learners
Warming-up previous lesson. for their ability.
7 min Ask individual pupils “Good job! Pictures
questions about what they do
Well done!”
on a
hot/snowy/cold/sunny/rainy/
windy day and elicit
responses.
e.g. Teacher: Do you make a
snowman on a snowy day?
Pupil 1: Yes, I do.
Teacher: Do you fly your kite
on a rainy day?
Pupil 2: No, I don’t.
Middle of the Present the Flying Kites!
lesson story.
Observing and P.B. p.46,
Presentationa Read the title of the story and monitoring ex.1.
nd Practice. elicit its meaning. Ask:
30 min What is the story about? Let’s
Audio CD
find out! Go through the
pictures and set the scene. ( Track 34)
e.g. Teacher: (pointing to
Cody in picture 1) Who’s
this? IWB

Class: Cody. The pupils listen and

Teacher: Yes. (pointing to the follow
children in picture. along in their books.
1) Where are the children?
Class: In the garden.etc
Follow the same procedure
and present the rest of the
story. Play the audio.
Ask: Whose kite is in the
tree?
Write Cody’s and Elsa’s on
the board. Play the audio
The pupils listen, look at
again. the pictures and
Time permitting, play the answer (Cody’s).
audio a third time with pauses
for the pupils to listen and Teacher’s
repeat, chorally and/or assessment
individually. Check the
pupils’ pronunciation and
intonation. If you wish, play
the animated video for the
pupils to watch.
Extension Activity
Write the following words on
the board: helmet, kite, high.
Ask the pupils to go through
the dialogue again and tell the
class what they mean.
Explain that they can use
their dictionaries.
Check the pupils’
comprehension of the story.
Explain the activity.
Check the pupils’ answers.
Extension Activity
(Optional)
The pupils look at the
• For stronger classes: In pictures in the story and
Mutual assessment
groups, answer the questions.
through Yes/No
Allow them some time to questions
rehearse their dialogues.
Invite some groups to come
to the front of the classroom
and act out their dialogues.
Provide any necessary help.
• For weaker classes: Hand
out the photocopies of
P.B.
the story cards, one set per p.47, ex.2.
pupil. Ask the pupils
to colour them in. Play the The pupils act out
story with pauses.
the dialogue.
Consolidate the language
through craftwotk and a
game.
Make a kite using a square
sheet of paper. Then, they
Play the New kite! game.
Collect all the kites from
the pupils. The pupils sit in a
circle. Play a song from The pupils listen and
Modules 1-4. The game hold up the
begins with the pupils passing corresponding cards.
around one of the kites. When
the music stops, the pupil
holding the kite must pay a
forfeit (answer a question,
follow an instruction, do a
mime, etc). Say:
New kite! New kite! and
introduce another of the
pupils’ kites to the circle.
When the music stops, two
pupils will be holding a kite,
and therefore both must pay a
forfeit! The game finishes
when all the kites have been
introduced into the circle.
The pupils make a kite
and then play the game.

P.B. p.47,
ex.4.

Present the letters e, r, d, p The pupils repeat after Observing and P.B. p.52,
and n and the sounds they you. monitoring ex.1.
make.
Audio CD
Books closed. Write the letter
( Track 38)
e on the board. Point to it and
say: \e\. Present the rest of the
letters in the same way. Point
to the letters in random order IWB
and ask the pupils to say the
sounds they make.
The pupils say the P.B. p.52,
Books open. Play the audio. sounds they make. ex.2.
Practice recognizing the Audio CD
sounds the letters e, r, d, p
and n make. ( Track 39)

Explain the activity. Play the The pupils listen, point

audio, twice if necessary. to the letters and say the
P.B. p.52,
sounds.
The pupils listen and circle. ex.3.
Check their answers. Audio CD
present words with the letters ( Track 40)
e, r, d, p and n.
Books closed. Show the
pupils a red pen and ask:
What colour is it? Elicit: Red. P.B. p.52,
Write the letters on the board, ex.5.
point to and say: r \r\ – e \e\ – The pupils Audio CD
d \d\ – red \red\.
 Present pen in the same way repeat after you.
present and practice sight
words. ( Track 41)
The teacher
Write the sight words on the evaluates learners
board and say them. for their ability.
“Good job!
The pupils repeat after you.
Well done!”
Play the audio.
Invite a pupil to the board.
Say a word.
Repeat with more pupils. Activity
The pupils listen and
repeat. Book
(Optional),
p.47.
The pupil says the word
and underlines it with
his/her finger.
End of the Consolidate the language of The pupils hold up the corresponding
lesson the lesson.
card.
8 min Hand out the letter and word
cards, one set per pupil.
Name a sound. Poster
The pupils arrange the letters to make the
Say the words red and pen. Success
words.
Repeat the words.
The pupils show the correct word cards.
Extension Activity
(Optional)
Ask the pupils to go through
the module, find and
circle any of the sight words
they can see. Invite pupils
to point to and say them loud.