TESL 1

TELS 1

TESL 1

➡️ Further introduction of the topic by showing pupils the “London Bridge is Falling” down song

OBJECTIVE :

by the end of the lesson, pupils will be able to :

✨ Display understanding of the main idea, specific information and details of longer simple texts and narratives

independently.

SUCCESS CRITERIA :

✨ Pupils can recognise and reproduce target language phonemes intelligibly

Steps:

1️⃣ Sing-Along Time 🎶

• Play the song "London Bridge is Falling Down" and encourage students to sing along.

• Display the lyrics on the screen or provide a printed copy for students to follow.

2️⃣ Action Time! 🤹

• While singing, students act out the lyrics (e.g., pretending to build or fall like a bridge).

• Two students can form a bridge with their hands while others walk under it.

3️⃣ Quick Discussion 💬

• Ask students:

  • What do you think the song is about?

  • What words from the song do you recognize?

• List key words from the song (e.g., bridge, falling, build, strong, break) on the board.

• The teacher reads the lyrics of "London Bridge is Falling Down" aloud with clear pronunciation and expression.

• Students follow along using their printed or digital copies of the lyrics.

• The teacher pauses at key words (e.g., bridge, falling, build, strong, break) and emphasizes pronunciation.

2️⃣ Choral Reading 🎤

• Students read along with the teacher in unison.

• The teacher encourages proper intonation and rhythm.

3️⃣ Vocabulary Focus 🔍

• The teacher highlights important words related to bridge construction and repair.

• Quick discussion: What do these words mean? How do they relate to bridges?

• The teacher provides simple definitions and real-life examples.

4️⃣ Guided Questions 💬

• Why do you think the bridge keeps falling down in the song?

• What materials could be used to make it stronger?

• Have you seen a bridge in your town? What does it look like?

➡️ Pupils will listen to the audio for each words, and match the words to the right column.

➡️ Teacher guides pupils to guess the meaning of unfamiliar words using context clues.

Teacher could ask :

• "How can bridges help us in our daily life?"

• "Have you ever been on a bridge?"

• Distribute printed or digital copies of the "London Bridge is Falling Down" lyrics to students.

• In pairs or individually, students scan the text to find words related to bridge construction and repair (e.g., bridge, falling, build, strong, break, repair, iron, wood, stone).

• They highlight these words using different colors (e.g., blue for materials, red for actions).

2️⃣ Class Discussion 💬

• The teacher asks students to share some of the words they highlighted.

• Quick Q&A:

  • What do these words tell us about how bridges are built or repaired?

  • Which materials do you think are the strongest? Why?

3️⃣ Word Meaning & Context 📖

• The teacher provides definitions or real-life examples for challenging words.

• Students match words to pictures of bridge materials (wood, iron, stone, etc.).

• Divide pupils into small groups and provide each group with a printed copy of the song lyrics.

• Ask them to underline or highlight words related to bridge construction and repair (e.g., falling down, build, iron, clay, wood, stone).

• Each group discusses and lists what they think are the most important details in the song.

🔎 Highlighting Key Words

• Pupils use colored markers or digital highlighters to mark words associated with bridges.

• Groups present their findings to the class, explaining why certain words are important.

• The teacher compiles the key words on the board for everyone to see.

💡 Guessing Meaning Through Context Clues

• The teacher picks unfamiliar words from the lyrics (e.g., mortar, repair, bridge).

• Guides pupils to use clues from the song to guess the meaning:

  • “If the bridge is falling down, what does repair mean?”

  • “What material is stronger: wood, iron, or clay?”

• Encourages pupils to explain their guesses before giving the correct meanings.

🎭 Interactive Practice

• Pupils act out different actions from the song (e.g., pretending to build or repair a bridge).

• Quick Q&A: "What materials do we use to make strong bridges?"

• Play the song London Bridge is Falling Down one more time and ask pupils to listen carefully.

• Provide them with a worksheet or slide displaying the lyrics.

• Guide pupils to identify sentence structures used in the song, and correct the sentence.

• Teacher asks:

  • “What do you notice about how the sentences are formed?”

  • “Why do you think certain lines repeat in the song?”

💬 Group Discussion: Rebuilding London Bridge

• Divide pupils into small discussion groups.

• Ask them:

  • "If you had to rebuild London Bridge, what materials would you use?"

  • "How would you make it stronger so it doesn't fall down again?"

• Encourage them to justify their choices using what they learned about bridge construction.

• Each group presents their ideas, and the teacher facilitates a discussion on real-world bridge-building techniques.

• The teacher conducts a short question-and-answer session to review the lesson.

• Sample questions:

  • “What is the song London Bridge is Falling Down about?”

  • “What are some key words related to bridge construction?”

  • Reflecting on Learning Through Songs

    • Teacher asks:

      • “How did singing help you remember new words?”

      • “Do you think learning through songs makes it easier to understand new topics?”

    • Pupils share their thoughts on how music can aid memory, pronunciation, and vocabulary building.

• Divide students into small groups (3-5 per group).

• Each group imagines they are engineers tasked with rebuilding London Bridge.

• Using the highlighted words from the previous activity, students brainstorm which materials (e.g., stone, iron, steel) and which methods would make the bridge stronger.

2️⃣ Guiding Questions 💬

• Which materials will you use and why?

• How will you design the bridge so it won’t fall?

• What modern technology could help make it stronger?

3️⃣ Mini-Presentation 🎤

• Each group presents their ideas to the class in a short 1–2 minute explanation.

• The teacher provides positive feedback and asks follow-up questions.

• Pupils complete a short worksheet that includes:
  ✅ Matching activity – Match key words (e.g., bridge, iron, stone, repair) with their meanings or images.
  ✅ Fill in the blanks – Complete sentences using the correct vocabulary.
  ✅ Short answer question – What materials would you use to rebuild London Bridge and why?

2️⃣ Pair Review 🔄

• Students exchange worksheets with a partner to check answers together.

• The teacher reviews key answers with the whole class.

3️⃣ Reflection & Wrap-Up 💭

• Quick discussion: What did we learn today?

• The teacher reinforces the importance of strong materials in bridge construction.

• If time permits, a quick exit ticket:

  • Write one new word you learned today and use it in a sentence.

Instructions:

Step 1: Introduce the Words (2 mins)

• Pupils will guess the word related to a bridge by asking yes/no questions.

Step 2: Select a Guessing Player (1 min)

• Select a Guessing Player.

  One pupil comes to the front and faces away from the board.

• The teacher or a classmate places a clue card (with a word + picture) on the board so the rest of the class can see it.

Step 3: Guessing Game (6 mins)

• The class answers yes/no questions asked by the player to help him/her guess the word.

  
  

  Example Questions:

  “Is it strong?”

  “Is it made of stone?”

  “Does it support a bridge?”

  
  

• The player keeps guessing until they get the correct word.

  If they guess correctly within five questions, they earn two candy; otherwise, they earn one candy.

  Another pupil takes the next turn.