swim hop wings
LO 1.3 | LO 4.2 | LO 5.2 |
A problem to solve
- Listen.
- Discuss the problem.
- Say what you think Terry should do.
Terry wants a pet.
Terry doesn’t want a dog. Why not?
Terry doesn’t want a cat. Why not?
Terry doesn’t want a rabbit. Why not.
- What kind of pet do you think Terry should choose?
- Give your reasons.
- Make a list of pets you think Terry should choose.
1. ................................................................................................................................
2. ................................................................................................................................
3. ................................................................................................................................
4. ................................................................................................................................
5. ................................................................................................................................
- How many children choose 1. ? 2. ? 3. ? 4. ? 5. ?
- Most children want Terry to have a .
LO 2.5 | LO 4.3 | LO 6.1 | LO 6.6 |
My graph
- What kind of pet do you have?
- Tell the class about your pets.
- Ask you friends which pets they have.
- Make a cross next to the pet each friend has.
Our pets
dogs | X | ||||||||||
cats | |||||||||||
rabbits | |||||||||||
fish | |||||||||||
birds | |||||||||||
mice |
- Discuss the graph.
LO 1.3 | LO 2.5 | LO 5.4 |
My dictionary page
- Read the words.
- Keep this page in your file.
lies | John | birds | barking |
waits | Nicky | cages | tails |
gate | Tom | fish | buy |
brings | pet shop | tanks | babies |
perhaps | dogs | rabbits | whiskers |
another | kennels | hutches | fluffy |
Saturday | cats | mice | furry |
Terry | baskets | straw | ginger |
LO 2.6 | LO 6.11 |
Assessment
Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.
Assessment Standard 1.3: We know this when the learner understands simple oral instructions by responding physically (e.g. ‘put up your hand’).
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.5: We know this when the learner expresses self in simple ways if given an oral structure:
Assessment Standard 2.6: We know this when the learner expresses self in simple ways if given an oral structure:
Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
Assessment Standard 4.2: We know this when the learner uses simple, familiar words to complete sentences:
Assessment Standard 4.3: We know this when the learner writes lists with titles;
Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.
Assessment Standard 5.2: We know this when the learner identifies things from simple descriptions:
Assessment Standard 5.4: We know this when the learner records information on simple chart using ticks and crosses, or simple yes or no:
Learning Outcome 6: GRAMMAR AND VOCABULARY : The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.
Assessment Standard 6.1: We know this when the learner understands question forms in oral texts:
Assessment Standard 6.6: We know this when the learner understands some negative forms in oral texts:
Assessment Standard 6.11: We know this when the learner understands between 500 and 1000 common spoken words in context by the end of grade 1.