Session 5 Sequence of activities

Peas

Name/type Aims Procedures Materials Time

of activity

Review To review all vocabulary Children sit on floor at front of class read story up to on boats, on 5 mins
To encourage children to produce trains, on planes.
spoken language Encourage participation of vocabulary from sets 1 & 2.
Ask them what comes next before turning the pages to stimulate their
memory.
Action To put actions & familiar tune to Children sit on floor at front of class. storybook 15 mins
Song tricky sentences to enable Read The pods are picked & mime picking pods.
children to relate pea process. Children repeat sentence with action.
The pods are picked. 2. Packed
Repeat with all 6 sentences from pea process.
in a box. 3. Put on a truck. 4.
Taken to a pea factory. 5. Peas 1. The pods are picked. 2. Packed in a box. 3. Put on a truck. 4.
plucked from their pods. 6. Taken to a pea factory. 5. Peas plucked from their pods. 6. Packed
Packed in bags & tins. in bags & tins.
Sing 6 sentences to the tune of Frere Jacques with actions,
repeating lines 3 & 6.
Children stand up in a line & sing song with actions.
Class gap To read & visualise pea process Children go back to their desks. 10 mins
fill Draw pea processing diagram on board to mirror Worksheet 5.1.
Elicit missing words
Volunteers come to board to write in missing words.
Individual To consolidate pea process Hand out Pea Processing Diagram. Worksheet 5.1 10 mins
gap fill Children complete on their own. Leave model on board if need be. Pea
Monitor & check for accuracy. Processing
Diagram

The United Kingdoms international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).
Touch & say To introduce adjectives to enable
adjectives children to differentiate between
frozen & fresh.
To revise peas & pod & numbers.
Adjective To introduce written word for
antonyms adjectives, revise yummy &
match yucky & introduce healthy &
unhealthy.
To match antonyms to provide
children with a better
understanding of meaning.
Adjective To play a card game to provide
antonym speaking practice.
Pelmanism To revise expressions used for
games ie your turn, Im the
winner.
Cut & stick To cut out adjective cards & stick
next to correct opposite to enable
children to consolidate language.
Review To review everything children
have learned in lesson.
Children sit on floor at front of class. Bag of frozen 15 mins
Show them a frozen bag of peas. Elicit bag & introduce frozen. peas, glass of
Give each child a few peas to touch & introduce cold & hard. warm water,
paper bag of
Put a few peas into warm water & demonstrate the changes.
pea pods.
Introduce, warm & soft.
Ask for a volunteer to feel inside a bag of fresh peas in their pods &
guess pods.
Introduce, fresh.
Give each child a pea pod and demonstrate opening it and count
number of peas inside.
Each child opens her/his pod & counts the number of peas inside.
Get feedback by asking children How many peas are in your pod?
Children sit back at their desks. flipchart 10 mins
Elicit adjective opposites and ask for volunteers to match on board.
Illustrate healthy & unhealthy using gestures.
Ask 3 children to come to the front of the class to demonstrate the Adjective 10 mins
game with you. Pelmanism
Explain rules & model adjective pelmanism with 3 volunteers at front cards.
of class. Rules: Each child takes it in turns to turn over two cards
saying the word as they do so. If they are opposites they keep the
pair, if not they turn them face down again. The child with the most
pairs at the end is the winner.
Once the three volunteers have demonstrated the game with you put
the children into groups of four & give each group a set of cards.
Monitor & help as necessary as children play in their groups insisting
on correct pronunciation.
Hand out adjective worksheet & tell children to cut out & stick next to Worksheets 10 mins
correct opposite. 5.2 & 5.3
Monitor & help as necessary. Adjective
Children put in folder once they have finished. opposites
Ask children what they have done in the lesson i.e. What was the first 5 mins
thing we did today? What new words did you learn? How did you
learn them? Use original lesson aims on board to help them
remember
Sing the Pea Processing song.
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