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English: Entry Level 1 - Functional Skills Lesson plan 1

Aim(s) of the lesson Practice/learn correct use descriptive wordsDescribe and discuss the areas people liveTo develop confidence in S&L activities

Learning outcomes To practice/learn correct uses of descriptive words when writing To develop confidence in conversation skills To practise spellings of simple key descriptive words

Differentiation and extension strategiesPair and small group workMore challenging spelling words for more able students

Assessment opportunities Tutor observationPeer evaluationAccurate completion of work

Resources

Interactive white board, enlarged pictures of familiar objects,

Functional Skills coverage and range

Understand the main points of short explanations

Responds appropriately to comments and requests

Make contributions to be understood

Ask simple questions to obtain specific information

Spell correctly some personal and or very familiar words

1


Teaching and learning activitiesTime

10 mins

30 mins

20 mins

20 mins

10 mins

TeacherRegister and welcome class

Facilitate discussion about descriptive words:- what are descriptive words?- how to form descriptive words?- why are they useful in text?- read brief text with and without descriptions – discuss

differences

Facilitate descriptive game:- describe familiar objects- ask students to guess the names based on descriptions- write words used board – get students to put pictures next to

words- ask students to say one descriptive sentence about each

picture- write descriptive words used on board- Take feedback what else you can describe

Pair work/small group work:- group pairs/groups according to ability- ask students to choose familiar object around the room and

describe it to each other- ask pairs/groups to note any descriptive words used - facilitate activity

Pair work/small group work gap fill spelling activity:- give each group a list of descriptive words with missing letters- facilitate accurate completion of activity – discuss spelling

options

Class Listen and responds

Listens and responds to questions. Contributes to discussion

Participate in game using descriptive words/phrasesMatch words to picturesAsks questions and give feedback as appropriateResponds giving descriptive sentences

Students to discuss and describe familiar objects with class matesNote and correct descriptions used by classmatesDiscuss most apt descriptions to use amongst themselves

Complete spelling gap fill activityDiscuss spellings with peers and give feedback

2


Recap, review evaluation and close

3

English: Entry Level 1 - Functional Skills Lesson 2

Aim(s) of the lesson

To develop use and knowledge of descriptive wordsTo enable all students to speak about where they live/different neighbourhoodsTo develop confidence in discussion skills

Learning outcomes students to describe the neighbourhood they live in students to use a range of adjectives to correctly students to write simple descriptive texts about own

neighbourhood students to practise reading simple texts describing

places

Differentiation and extension strategiesPair and small group workDifferentiated word lists

Assessment opportunities

Peer and tutor evaluationAccurate completion of tasks and activities

ResourcesPictures of different neighbourhoods, interactive whiteboard, internet – Google Earth,


Respond appropriately to comments and requestsMake contributions to be understoodAsk simple questions to obtain specific informationRead and understand simple regular words and sentencesUse written words and phrases to present informationSpell correctly some personal or very familiar words

4



15 mins

45 mins

20 mins

10 mins

TeacherWelcome class and register

Show images of a range of neighbourhood:- ask students to use knowledge of descriptive words

to describe them- make lists of words used- ask students to discuss if they would like to live

there, why –why not?- facilitate discussions giving encouragement and

feedback

Facilitate research of images on internet of where they would like to live:

- students to choose as many images as they are comfortable with

- help students to prepare a short descriptive talk to class about images

- students may use Google Earth to find their neighbourhood to talk about

Facilitate poster making activity (pair or individual work depending on ability)

- asks students to print images of neighbourhoods they like

- help student to make a poster with images- ask students to choose words from list on board to

describe their poster (more able students can try to write their own words)

- facilitate activity and give encouragement

Recap, review, evaluation and close

ClassListens and responds appropriately

Participate in discussions using descriptive wordsParticipate in discussions giving appropriate comments

Use internet to research imagesGive brief talk to class using descriptive words on chosen images

Create poster with words on board or own words

5


Aim(s) of the lesson

Use knowledge of alphabetical order to find things

Learning outcomes students to accurately arrange items into alphabetical order students to correctly identify letters of alphabet

Differentiation and extension strategies More able students to take lead over ordering tasks

Assessment strategiesTutor and peer evaluationAccurate completion of tasks and activities

ResourcesAlphabet cards, interactive whiteboard, enlarged pictures of familiar items,


Understand the main points of short explanations

Understand and follow instructions

Make contributions to be understood

Read and understand simple regular words and sentences

Use written words and phrases to present information

6



5 mins

20 mins

20 mins

20 mins

20 mins

Teacher

Welcome class and register

Teacher to show/write/display letters of alphabet:- have brief discussion with class about their knowledge of importance of alphabet

in text Facilitate ordering game/activity:

- arrange letters around the room- ask students to identify and stand next to letters that their first names begin with- next ask students to arrange themselves in a line into alphabetical order

according to first name (more able students to lead this task)- once completed students to then say their names in alphabetical order- all students to check accuracy of task with letters of alphabet across the room

Facilitate another ordering activity:- give out picture cards to students – one each- teacher to hold his/her card up to class- ask students to look at their cards and say whether their item is alphabetically

before or after teacher’s item- ask students to take turns showing their cards to group and say whether their

cards start with letters that are before or after the others- evaluate and give encouragement and feedback as necessary

Facilitate individual task/activity- hide/remove alphabet cards from around the room- depending on ability, either ask students to correctly order and write the letters of

the alphabet or give students jumbled alphabet cards and ask them to correctly place them in order

Organise and facilitate individual tasks depending on ability to evaluate understanding and progress. (use a selection of own resources)

Class Listens and responds appropriately

Listen and respond appropriately

Participate in game/activity Give feedback as necessary



Complete individual tasks as requested

7


05 mins

Recap, review and close

8


Aims of lessonTo develop skills and knowledge when planning a social eventTo develop S&L skills in a social event

Learning outcomes

students will select correct words to write a short invitation students will select correct words to reply to written

invitations students will be able to identify key and familiar words students will practise S&L skills within role play situations

Differentiation and extension activities

Pair work/small group work depending on abilities, differentiated activities depending on ability

Assessment strategies

Tutor and peer observationAccurate completion of activities and tasks

Resources

Interactive whiteboard, videos of 3 different types of parties/social events,

Functional Skills coverage and rangeMake contributions to be understoodRead and understand simple regular words and sentencesUse written words and phrases to present information

9



10 mins

20 mins

30 mins

20 mins

10 mins

Teacher Welcomes class and register

Gives brief introductory talk on parties:- asks what types parties have they attended- asks students to talk about their experiences

Watch a selection of short party videos with class:- asks for feedback- facilitates discussion around behaviour, food, cultural/social

differences, language

Asks for suggested words and phrases to use:- when inviting people to a party- during a party- writes suggestions on board for students to use as prompts- ask some students to make a poster showing dos and don’ts

at a social event- ask some students (more able) to write simple invitations- ask students to give out invitations to class mates- ask recipients to read and either reply verbally or in writing

using selected vocabulary as prompts- facilitate activity and give feedback and encouragement

Arrange students into small groups depending on confidence and ability in discussions:

- ask students to take turns and role play party correct conventions as seen in video

- facilitate and give feedback and encouragement

Review and close

Class Listen and respond appropriately

Listen and participate in discussion giving feedback as necessary

Watch video and give feedback

Participate in activity Makes poster or write invitation depending on abilityRespond to invitation as appropriateAsk for help whenever necessary

Participate in role play scenarios

10

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