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Lesson 1 - Inventions

Stages and time Lesson procedure (describe the activities and Justification for the activity (content, language, cognition, culture)
instructional strategies)

Warm up In a circle, each student is given the name of a


fruit. Teacher calls out a fruit. When pupil's
2 minutes
fruit is called they change seats.

Brainstorming Showing pictures with some inventions to elicit Content:


the answer from the students what this lesson To know what is an invention and what is a discovery. To know what is a difference between
3 minutes
will be about. What are they? yes, old things. an invention and a discovery. To know who is an inventor.
So, what is an invention? Is discovery the same To know who is a discoverer.
like an invention? What is the difference? Language: an invention, an inventor, a discover, a discoverer.
Teacher explains what is the invention and Cognition:
what is the discovery. Short discussion about To connect their prior knowledge with the new information.
inventions and inventors students know. Culture:
Teacher asks a question: Which inventions do To be aware that all over the world there were some inventors and discoverers.
you know? Who inventors do you know? To be aware that inventors were from different countries .
To identify some inventions with their own country and other countries.

Presentation about inventions Teacher shows the presentation about some Content:
and inventors inventions and their inventors: light bulb - To know who invented a specific invention.
Thomas Edison, telescope - Galileo Galilei To know where did a specific inventor live.
5 minutes
paper - Cai Lun To know the use of each invention.
telephone - Alexander Bell Language:
computer - Konrad Zuse To use Past Simple talking about the inventors' live.
wheel - Egyptians To name the inventions.
compass - Shen Kuo Cognition:
To point a place of living of a specific inventor on the map of Europe.
During presentation, students are asked to
To determine the location on the map of Europe.
show inventors' country they lived in on the
To memorize inventions and their inventors.
map of world and define where it is located
Culture:
using the structure: It is located on the ... of...
To understand the importance of inventions on our life.
Short discussion based on the Which inventions and inventors do you
presentation remember? Why are they important today?
Give some examples when do we use them in
2 minutes
the present.

Pre-teaching vocabulary Presenting new lexis to the students: flippers,


churn, glass armonica, lens, postmaster, to
5 minutes
measure, odometer. Drilling and one activity
with these words.

Presenting the book and short Teacher presents the book Ben and Now. Content - to know that Benjamin Franklin is one who invented many inventions which are
discussion based on the book. Students listen to the teacher. Before, after and useful until now. To name all his inventions. To know the contributions of these inventions on
during telling the story, teacher asks the our present life.
12 minutes
questions to check their attention and
Language - inventions, past simple, present simple.
understanding of the content of the book.
The questions: Did his inventions contribute for Cognition - to describe and classify inventions from the earliest to the oldest.
changing our present life? How? Can you list his
inventions from the book? Culture - to understand the importance of inventions and their contributions on present life.

Working in pairs Working in pairs, students are given pictures Content -activate and build on their prior and new knowledge.
with the inventions from the book and they are
5 minutes Language - justification of their opinions using appropriate grammar structure.
asked to put these inventions in a chronological
order based on the book. Cognition - naming their invention and finding similarities to any invention which exists.
Working in groups of 4, each group selects one Culture - choice of invention and referring it to concrete country and usage.
name with the invention. Their task is to make
Working in groups a mini project about this invention on a paper
A4. It means: What is it or can be used for?
8 minutes
Give some examples of usage in daily life. They
can draw and then write.

Evaluation Then, they present their work in front of other


groups. Teacher gives them feedback.
3 minutes
Lesson 2 - Houses

Stages and time Lesson procedure (describe the activities and Justification for the activity (content, language, cognition, culture)
instructional strategies)

Warm up Clapping going around the circle. One clap continues


the direction. Two claps changes the direction back.
2 minutes

Teacher introduces the lexis from materials on real


Introduction with objects that children should know and asks them:
the sensory game What is this? This is a/an… What is it made of? It is
made of…
6 minutes
Flashcards with the materials: paper, plastic, wood,
rubber, cotton, wool.

The sensory game using these objects made of these


materials.

Short discussion with Drawing a sketch of the house on the board for Cognition Lower order thinking.
students about types eliciting the answer from the students what this
of houses and their lesson will be about. What is this? Yes, this is a
brainstorming house. So, what types of houses do you know?
Teacher shows the pictures with different types of
2 minutes
houses to support students' answers. These types
Teaching types of are: skyscraper, terraced house, cottage, detached
houses and house, semi detached house, hut, block of flats.
completing one
Students complete one exercise about types of
exercise with types
houses and then they check their answers in pairs.
of houses. Checking
in pairs.

5 minutes
Presentation about Teacher shows the presentation and the map of Content
houses all over the Europe and asks: Can you show on the map and Different types of houses. Materials for building houses. Human influences: changing the material and
world. define where is it? Teacher recalls 4 sides of the tool for making the shelter for human beings. Understand how individual houses are built, which
world : north, south, west, east. Teacher explains materials were used to made individual type of house.
5 minutes
that we can also say, e.g. south-east. Culture
Example of different types of houses all over the world - various perspectives. Focus on diversity of
While presenting the styles and materials used to
buildings/shelters for human beings all over the world. Use linking organizations: (natural and
build these houses, students are asked to point on
environmental conditions that makes an igloo warm not melt) to find a 'sister' class. Engage in peers
the map the country where the house is. They define
review using both classes.
the location using sides of the world (north, south,
Language
east, west).
Short discussion Language of describing types of houses.
about the After the presentation, teacher asks some questions Cognition Explain how individual type of house is made and what materials were used to build it.
presentation based on what they have seen and learnt. 'In which Understand the relationship between different materials (which material is the weakest and which one
house would you like to live?' is the strongest and why). Hypothesize how other houses might be made using different materials. of
2 minutes these houses depending on the country and continent.

Pre-teaching new Teacher teaches new words from the book: settlers,
words from the book sod, dirt, plow, thick, holes, burrow. Drilling with
Soddies with one these words and one activity.
activity

5 minutes

Presentation the Teacher asks students: How did people build their Language
book and short houses in the past? How these houses were called? Grammatical progress in using past simple .
discussion Was it hard or easy to build houses like that? Why? Language of describing types of houses.
8 minutes Cognition Higher order thinking.

Production based on Working in groups, students are provided with some Language
the book cartoons or shoeboxes, straw, grass, sticks and glue. Recycling discussion skills at a higher level.
They are encouraged to build dioramas depicting the Presenting evidence.
8 minutes
insides of soddies. They are asked to think: Where
would you sleep, eat, play and learn?

Evaluation and Students present their work in front of the class. Language
getting feedback
Using feedback. Extending presentation skills.
2 minutes
Lesson 3 - Living

Stages and time Lesson procedure (describe the activities and Justification for the activity (content, language, cognition, culture)
instructional strategies)

Warm up I went to the shops and bought...


Each child remembers the previous item(s) and adds
2 minutes
one of their own.

Introduction: Short discussion Teacher starts the discussion to activate and engage Cognition Lower order thinking.
about what they know about students to participate in the lesson and asks the
living in the past (3 minutes) questions. What do you know about living in the past?
If someone from family told you about living in the
Making a mind map about
past? How living looked like?
living in the past
3 minutes In pairs make a small mind map about living in the
past. Reading main ideas.

Presentation about The Teacher introduces the presentation about chores and Content
chores and games of children games of children in the past. Types of chores and games of children in the past. People's quality of life in the past. Human
in the past influences: changes in the living conditions. Understand how these changes influenced on
current life.
5 minutes

Short discussion with Teacher asks some questions to students: Would you Language
questions based on like to live in this time like these children? What do you Language to build arguments and disagreements:
presentation think about their chores and games? Do you like them? Language of describing, defining, explaining, hypothesizing.
Why? Why not? Cognition Explain life in the past using examples. Understand the relationships between past
4 minutes
and present (what was then and what is now). Explain basic changes between both periods.
Reading sentences aloud on big color papers.
One exercise Represent the differences between past and present visually.
There are activities from the presentation, which
Culture Example of living conditions all over the world from different perspectives in the past.
5 minutes children did. Read aloud together. Then match the
picture to appropriate activity. One student comes and
take one picture and match to the sentence.
Pre-teaching vocabulary from Teacher teaches new vocabulary. Look at this. What is Language
the book with one activity this? This is a ... Repeat louder. Students Key vocabulary: skyline, horse hooves, iron wheel, pushcart, carriage, tenement
with these words practice what they have learned in the game what's
5 minutes missing.

Presenting the book. Teacher presents the book If you lived 100 years ago. Culture
Teacher shows supportive pictures from the book and Focus on diversity of living conditions of social status in the past. Use linking organizations
6 minutes
while presenting the content of the book. Students (social status) to find a 'sister' class. Engage in peer review using both classes.
listen to the teacher carefully.

Discussion about the book Which country changed in the book? (America) Do you Content
with one activity based on know where is it? Can you point on the map of Europe? Organize, research and present one episode form the book individually.
the book Which city was in the book about? (New York) Can you
Language
point on the map of Europe? Which changes were in
9 minutes Language for project work. Using feedback.
the book? What do you remember? Which nations
Extending presentation skills.
lived in New York City? (Irish, German, Italians,
Language to build arguments and disagreements.
Soundinavians, Jews)
Asking and answering questions using evidence.
Making a poster in groups of 3. Presenting differences
Feedback 3 minutes between living in the past and now. They can draw
and use optional art technique and write. Then,
students present their work in front of the class.
Checking students' works. Giving them feedback.
Lesson 4 - Toys

Stages and time Lesson procedure (describe the activities and instructional Justification for the activity (content, language, cognition, culture)
strategies)

Warm up All close eyes and listen for X minutes. Then go around the
circle to say what sounds were heard.
2 minutes

Short discussion about their Teacher shows a porcelain doll and tries to elicit the answer Cognition: Lower order thinking.
favorite toys and their from students. Look at this. What is this? Yes, this is a doll.
parents' and grandparents' And what is the doll? Toy. What is your favorite toy? Why?
toys. Do we need toys? Why? What people did when there wasn't
technology?
3 minutes

Presentation about Teacher shows the presentation about Victorian Britain Content
Victorian Britain toys in toys in 19th century. Teacher explains what students see. Different toys in 19th century. Understand the evolution of toys.
19th century
6 minutes

Short discussion about the Teacher asks the questions to students: What do you think Content
presentation about these toys? Can you describe them? Would you like to Different ways of spending a leisure time in the past.
Which of Victorian toys do play them? Which of these toys do you like the most? Why? Cognition
you like the most? Why? Which of these toys you wouldn't like to play? Why? Explain the evolution of toys from the past until now. Understand how children spend
Which of these don't you their free time in the past. Represent the timeline of toys from the past until now.
like? Why? What are the Hypothesize how toys might change in the future.
similarities between Culture
Victorian and our present Look at different toys from different and broader perspective, from their country but
toys? from the other countries, too.

3 minutes
Eliciting known words from Teacher tries to elicit known words form the book Then and Language
the book now for reading the street: wooden logs, bumpy road, chalk, Key vocabulary: stacked, hopscotch, toss, stumbling, dials, laundry.
2 minutes buttons, plug.

Pre-teaching new Teacher teaches new vocabulary to better understand the


vocabulary from the book content of the book: stacked, hopscotch, toss, stumbling,
One activity with these dials, laundry.
words
After that, students practice what they have learned in one
6 minutes
vocabulary game.

Presenting the book. Teacher presents the book. Students listen to the teacher Cognition Comparing toys in the past from the present. Contrasting toys in the past
carefully. They look at the pictures which are shown by the from the present.
6 minutes
teacher while presenting the story. While presenting the
content, teacher asks: Which picture tells about then and
which one tells about now?

Teacher asks the questions based on the book: What toys


Discussion about the book. were in that book? Can you list? Can you compare toys in
the past and in the present from the book? Can you contrast
3 minutes
toys in the past and in the present from the book?

One activity based on the Whole class makes a book but each group makes one paper
book. of that book. Working in groups of 4, each group selects
one topic from the book: games, school, telephone, chores,
9 minutes
spending free time with family, listening to the music. They
write past and present, draw characteristic element of the
Feedback topic they have and write a short description of that
starting: In the past people... Nowadays we ... Finally, they
5 minutes present their work in front of the group.

Checking students' works. Giving them feedback.


Lesson 5 - Communication

Stages and time Lesson procedure (describe the activities and instructional Justification for the activity (content, language, cognition, culture)
strategies)

Warm up If I were an instrument, I would be ... because ...


Each student says the sentence with completing with her or
2 minutes
his own idea.

Short discussion about Teacher starts a short discussion about communication and Cognition: Lower order thinking.
communication asks questions: What is a communication? How people
communicated in the past? Teacher makes a mind map from
3 minutes
students' brainstorming.

Eliciting the words which Teacher shows the pictures and tries to elicit the answers Language
are going to occur in the from the students. Look at this, what is this? : caveman, Key vocabulary: caveman, inscribing, tribe, rods, emergency, radio waves, get in
poster inscribing, tribe, rods, emergency, radio waves. Some drilling touch, type out, rotary telephone, flashlight, pesky, texting a message
with these words to practice and one activity with them. Key phrases:
5 minutes

Telling the story about Teacher tells the non-fiction story about evolution of Content
evolution of communication using a poster. Types of communication. People communicating with each other from the past
communication using a until now. Human influences on changes in communication. Stages of evolution in
poster. communication. Understand how people passed information to each other
without devices in the past.
4 minutes
Cognition
Explain different types of communication from the past until now. Represent the
evolution of communication visually. Hypothesize how communication might
develop in the future.

Some question after the Teacher asks some questions: Did communication between Language
presentation. Making one people change? How? What types of communication do you Language for describing, defining, explaining, hypothesizing.
exercise on a big paper remember? Students do an exercise based on the poster.
based on the poster. Teacher explains the rules of the task. These are types of
communication and pictures to them. Match the pictures to
6 minutes
the type of communication and put them into correct order.
Pre-teaching new words Teacher teaches students new vocabulary to better
from the book understand the content of the book. Look at this and repeat
Communication with one after me: get in touch, type out, rotary telephone, flashlight,
exercise with these words pesky, texting a message. Students practice new lexis in one
6 minutes vocabulary game.

Presenting the book. Teacher presents the content of the book. Teacher shows Language
students the pictures to facilitate students' better Presenting evidence. Extending presentation skills. Using feedback. Recycling
5 minutes
comprehension. discussion skills at a higher level. In a plenary: asking and answering questions
Discussion about the book using evidence. Language to build arguments and disagreements. Language for
Teacher asks some questions based on the book. Did you like
2 minutes group work.
the book? Why? What this book was about?
Doing one activity based Culture focus on various ways of communication from different perspectives in
Students do one activity based on the story. They work in
on the book the past.
pairs. They are given 4 plastics cups, 2 strings, scissors. Tier
6 minutes task is to make a telephone using these things. Teacher
explains the task. Then each pair gets a topic they are going
to discuss. (What is your favorite.../ what do you like.../ what
don't you like...?)
Feedback Several voluntary pairs present their conversation in front of
3 minutes class. Teacher gives them feedback.
Lesson 6 - Time

Stages and time Lesson procedure (describe the activities and instructional Justification for the activity (content, language, cognition, culture)
strategies)

Warm up Activity in pairs. There is a person A and a person B. A is the


leader, B is the mirror. Must copy the actions, go slowly at
2 minutes
first. Then, swap roles.

Short discussion about Teacher shows students the clock and asks them: What is
time and measuring the this? Students answer: This is a clock. What time is it? Is it
time important to know what the time is? Why? What other types
of clocks do you know? What are other ways of measuring
3 minutes
time?

Teaching vocabulary Teacher shows students picture with different types of clock. Language
3 minutes Look at this. What type of clock is it? It's a ...(sundial, water Key vocabulary: sundial, water clock, sand clock, candle clock, merkhet,
clock, sand clock, candle clock, merkhet, astronomical clock, astronomical clock, pendelum clock, quartz clock
One activity with the
pendelum clock, quartz clock). Repeat after me! Key phrases:
clocks.
Students repeat after the teacher. Some drilling with one
2 minutes
activity.

Presentation about ways Teacher shows students the presentation about measuring Content
of measuring the time in the time in the past until now. Types of clocks. Different clock in ancient times and in medieval time. Understand
the past until now. how people measure time in the past. Human influences on development of
While presenting teacher explains each type of measuring the
clocks, ways of measuring the time. Organize, research and present a design of
6 minutes time to enable students better understanding.
their own sundials in groups. Cognition Explain the evolution of clocks from the
past until now. Understand how people used from the clocks in the past.
Hypothesize how clocks and other ways of measuring time might be in the future.

Short discussion about the Teacher asks the questions and students answer the Content
presentation questions: Was it easier to measure the time in the past or Different types of measuring time.
now? Why? Which ways of measuring the time was the most Language
3 minutes
interesting? Why? Which way of measuring time was the Presenting evidence. Extending presentation skills. Using feedback, Recycling
Doing 2 mathematical most difficult and the easiest? Why? discussion skills at a higher level. In a plenary: asking and answering questions
exercises using evidence. Language to build arguments and disagreements.
Students complete mathematical exercises and then check in
Culture
10 minutes pairs. Example of clocks from different perspectives. Focus on diversity of clocks.

Making their own sundial Working in pairs, students make their own sundial using art Language
using art techniques. techniques. Teacher explains how to make sundial. Language for group work.
7 minutes

Feedback Students present their sundials. Teacher gives students


3 minutes feedback after their works.

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