Summer camp. Making suggestions

Long-term plan unit: 9 Holidays

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Summer camp

Learning objective (s) that this lesson is contributing to

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;

5.4.6.1- recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to: • read about summer camps in the USA.

• learn adjectives used to describe positive experiences.

• compare my own summer holidays with the description of what

happens at the summer camp.

Some learners will be able to:

Success criteria

Give feedback to others orally

Demonstrate respect to people’s opinions using lexical units of topic vocabulary. Identify details in a text with little support

Value links

Labour and creativity, cooperation

Cross curricular links

Geography

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Background

Summer camps are not so common in the UK, but they are a significant part of American cultural life. Millions of American children attend camps each summer and camps have provided the setting for many films and books. Children at camps in the USA do everything from sports to music to hiking and canoeing. At some camps they even study.

Warm up

• Books closed. Draw a tent on the board.

• Elicit or teach the word camp.

• Ask students if they go camping. If any student do, ask them

what they like or dislike about camping.

• Ask: Do you know what a summer camp is?

1 • Ask students to open their books at page 101.

• Refer students to the five photos and elicit the activities shown in them.

Suggested answers

canoeing, music classes, ICT classes, volleyball, horse riding

2 • Read out the five titles and then ask students to work in pairs to match the descriptions with the titles.

• To help weaker students you could do the first one as an example.

• Ask stronger students to think of an alternative title for each of the five descriptions.

Answers

The brochure is describing various summer camps in

America.

A 3 B 1 C 5 D 4 E 2

3 • You could test students’ memories by asking how many of

the six questions they can answer without looking back at the text.

• Ask students to work alone to read the text and answer the

questions.

• Encourage stronger students to pay attention to the way the text has been organised, e.g. the title, the use of paragraphs, the length of the sentences. How does the way a text has been organised affect the way students read it?

• Students can compare their answers in small groups before you check answers with the class.

Answers

1 A, E 2 D 3 C 4 B, E 5 A 6 A, B

Optional activity

• Students read the text again and decide which of the summer camps they would most like to go to and why. • Students then share their ideas with a partner.

• Ask some students to report back to the class on what their partner said

Explore

adjectives

4• Read out the adjectives and go through the meaning of each in turn.

• Allow weaker students to find out how the words translate into their language.

• Elicit example sentences with these adjectives and put them

on the board.

• Ask students to work in pairs to find out what the adjectives

describe in the text.• Check answers.

• To extend this work, you could ask students to turn to the Vocabulary bank on page 123 and do the Adjectives exercises in Explore vocabulary.

Answers

popular summer camps perfect introduction

special concert amazing technology luxury cabins

excellent horse rider

5 • Read out the example sentence.

• Give students a few minutes to write their sentences about

the differences between their holidays and the summer camps.

• Monitor and help with vocabulary as necessary.

6 • Put students into pairs.

• Students read their descriptions out to one another.

• Ask some students to report back to the class on their partner.

• You could then ask the class to vote on whether they would like to spend a few weeks at an American-style summer camp.

Optional activity

• Put students into small groups to design their own summer camp.

• Students must give their camp a name and come up with a theme for it, e.g. sport, music or film, and a programme of activities.

• Students design a poster advertising their camp using PowerPoint, Poster MyWall or another poster-making site.

• Groups present their posters to the class.

• Display the posters on the wall and ask the class to vote for its favourite.

Homework

Set Exercise 5 on page 72 of the Workbook for

homework.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?