A1 Movers Reading and Writing Part 4

A1 Movers Reading and Writing Part 4
Description
This lesson plan has been designed to help students prepare for A1 Movers Reading and Writing Part
4. This lesson plan can be delivered face to face or online. The ‘online options’ column gives
teachers ideas how the stages could be adapted for teaching online.
In this lesson, students complete a Reading and Writing Part 4 task (multiple choice cloze). To
prepare for this they learn some facts about dolphins.
Time required: 45 minutes (can be extended or shortened as required)

Materials  A1 Movers sample task (see below - sent to parents in advance and
required: printed if possible)
 Prepared presentation/PowerPoint slides
Aims:  to discuss facts about dolphins

 complete a practice A1 Movers Reading and Writing Part 4 task
Procedure
Lesson Stages Online options
Greet the students as they arrive. Check they know how to
switch their audio and
video on.
Warmer
Display picture from the sample materials. Ask: “What are they?” (dolphins) Ask: Share your screen.
“Have you ever seen a dolphin? Where?”
Ask students what they know about dolphins. Put them in pairs to discuss.
If you can monitor
For extra support, write questions on the board: students safely, put them
Are dolphins friendly or dangerous? in breakout rooms. If not,
What do they eat? do the activity as a whole
What can they do? class, asking different
Would you like to see one? Why/why not? children the questions and
“Do you agree? Why/why
Elicit ideas from the students. It doesn’t matter if they don’t know, the point is to get
not?”
them thinking about the lesson topic.
Speaking (and optional listening) - dolphin facts
Write these dolphin facts on the board. Put students into pairs. Ask them to decide Share your screen.
if they are true or false.
1
Dolphins sleep with one eye open. Use breakout rooms.
Dolphins have names for each other.
Dolphins can’t smell.
As a class, elicit ideas. Ask them why they think the facts are true or false. All the
facts are true!
Reading and writing

‘Meeting’ the text Send the worksheet to
parents in advance to
Display the text (see Materials). Set one or two ‘gist’ questions – you could ask
print/open on the students’
students what they think the answers are before reading. Tell students not to worry
screen.
about the gaps. Give students 1 minute to find the answers in the text. For
example:
Do dolphins live on their own or with their family? (with their family) You could highlight the
information using your
Can dolphins talk to each other? (yes)
mouse, or Annotate.
Do dolphins like people? (yes)
Vocabulary
Share your screen
Use the picture (see Materials) to elicit/check understanding of whale.
Reading and writing task
Share your screen and use
Display the questions options (see Materials). Read aloud the first sentence and your mouse to point.
show how the example word ‘of’ is from the options.
Read the next part of the text: “They are smaller ............................. most whales”.
Point to the three options for this gap in turn and reject them (“Do we say ‘smaller
then? No! ‘smaller that’? No! ‘smaller than’? Yes!”) Write than in the gap.
Set the task: “Choose the correct words. Write them on the lines” Children work Use breakout rooms for
individually, then check their answers with a partner. the pair check.
Remind students to be careful to choose a word from the correct set of options.
For extra support, do more than one example as a whole class. If this is the first
time children have seen this type of task, they might need lots of help. Give them
lots of praise and encouragement.
Answers
You/your students could
1 than 2 quickly 3 out 4 who 5 swim write answers on the
screen using Annotate, or
in the chat.
When checking answers, ask questions to check understanding. For example,
“Why do we say ‘jump out’ here? Because then they ‘jump back in,’” “Why do we
say ‘who’ here? Because we are talking about ‘people.’”
2
For extra support: If a lot of children struggled with some of the answers, you
might decide to briefly review a grammatical point, for example:
Adverb of frequency (sometimes/always/usually) + present simple verb
Verb + adverb
Give other examples of these grammatical patterns, and elicit other examples too.
Optional extensions
Song
For younger children, you could play the click click dolphin song. If you don’t Share your screen and
have access to YouTube, learn and sing the song for children. You could add sound.
actions too! Children can sing along with the song (the video shows the lyrics).
Interview with a dolphin
Children think of questions they would like to ask a dolphin. They can write them.
If you have a toy dolphin, you could get students asking their questions in turn for it
to ‘answer’. If not, model the activity by pretending to be the dolphin and answering
their questions.
Alternatively, put children into pairs. They take it in turns to be the dolphin and Use breakout rooms
answer their partner’s questions.
For extra support, give them a choice of questions (for example: What’s your
favourite food? Where do you live? Do you go to school?), and/or allow preparation
time in pairs or groups.
Homework
Children could complete the Homework worksheet (see Materials) to practise
another Reading and Writing Part 4 task.
3
Materials
4
5
Homework
Source https://www.cambridgeenglish.org/Images/476679-cambridge-english-a1-movers-classroom-
activities.pdf p.12

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A1 Movers Reading and Writing Part 4

Time required: 45 minutes (can be extended or shortened as required)

Aims:  to discuss facts about dolphins

Reading and writing

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