Session 8 Sequence of activities

Rain

Name/type Aims Procedures Materials Time

Review To revise vocabulary  Show children a whiteboard version of a bingo template. Bingo template 15 mins
vocabulary -  Write key vocabulary from the previous sessions in each of the 9 from session
Bingo To give children practice in spaces. Allow children who struggle to write on their own to draw seven for each
listening pictures of key vocabulary in each of the spaces. Children can child
choose from animal vocabulary/weather vocabulary/the seasons and
activity verbs from the previous session. Flipchart (or
 Demonstrate how to play bingo. Read out vocabulary from the OHT version
previous sessions. Ask a volunteer to come up to the board and of bingo
cross off the words/pictures they hear. Explain that the first child who template)
crosses off all his/her words/pictures is the winner.
 Inform children of the aims of the lesson.

Reading and To revise vocabulary from the  Show children the whiteboard version of the drawing worksheet. Flipchart (or 15 mins
Drawing story Read aloud the first instruction. Ask a volunteer to draw what is an OHT
worksheet instructed in the first box. version of
To allow children to illustrate the  Read aloud the other instructions. Check the children understand all session eight
story in their own way in order to of the instructions. Hand out the drawing worksheet. Monitor as materials one)
reinforce the meaning of the story children draw what is instructed in each box.
and stimulate memory  This is a good opportunity for children to explore the artwork from the Session eight
storybook. Show children images from the storybook and ask them materials one
how the illustrator portrays heat, rain and so on. Encourage children – Draw the
to notice the brushstrokes and use of colour. Elicit responses such pictures
as ‘I feel hot.’ when the children look at the images of the hot, dry
season. Encourage children to recognise that the illustrator uses red Storybook
and orange to portray heat and blue and green to portray rain and the
rainy season. Use gestures and L1 as necessary to prompt
responses.
Assign parts To assign parts for the final  Show the children images of the animals which appear in the story. Animal 20 mins
for the performance Elicit what the animals say just before the rain comes and after the flashcards
performance rain has fallen. Use gestures to support the children and stimulate
their memory. Session eight
 Assign parts of the story to each child. Less confident children can materials two
work in groups. More confident children can be assigned individual – suggested
parts as necessary. script (adapt
 Assign a narrator or group of narrators to introduce and describe the as necessary
dry season and a narrator or group of narrators to introduce and for your class)

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).
 describe the rainy season. Elicit descriptions from the story using
images from the book.
 Run through the different stages of the book. Provide support as
necessary. Use visual prompts (flashcards or images from the book)
and gestures to stimulate memory. Encourage the children to
Practise To provide children with an  Read the story aloud. Encourage children to participate when they 20 mins
individual opportunity to practise their part hear their part of the story being read. If children feel confident,
parts of the of the story encourage them to read the appropriate part of the story and say
performance what their animals say. Encourage less confident children to make
gestures to express what their animals say.
Song review To reinforce and practise song  Sing the song together. Encourage children to do the accompanying 10 mins
gestures to reinforce the meaning.
 If children have become familiar with the song, it can be sung in
rounds. Divide the children into two groups. The first group should
start singing the song. After they have sung the first two lines (It is
raining. It is raining.), the second group should start singing.

Review To review the key language items  Use flashcards to review key language items as necessary. Flashcards 10 mins
from this session  Ask children questions about the story using storybook images to
support and promote discussion. Storybook

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