Excel Grade 5 short term plan 1 module

Lesson plan 4

LESSON: Module 1 Lesson 1		School: M.Makataev
Date: 09.09.2019		Teacher name: Poteryaiko T.V.
CLASS: 5 B,V,G		Number present:		absent:
Lesson title	Rooms and Furniture
Learning objectives(s) that this lesson is contributing to	R2 L5 S6 S7
Lesson objectives	All learners will be able to:
	identify some specific information from the text and use some target vocabulary to describe some features of houses accurately in response to prompts and in production tasks
	Most learners will be able to:
	identify most specific information from the text and use a range of target vocabulary to describe some features of houses accurately in response to prompts and in production tasks
	Some learners will be able to:
	Identify all specific information from the text and use a range of target vocabulary to describe some features of houses accurately in response to prompts and in production tasks
Previous learning	vocabulary for rooms of the house/ basic shapes / has got
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S7	What’s in this module? Read the title of the module Home & Away! and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. To present vocabulary for rooms · Play the recording. Ss listen and repeat chorally or individually. · Draw Ss’ attention to the pictures and elicit which room is which.		Class CD

Main Activities S6 S7 R2 L5	To present/practise vocabulary related to furniture · Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss. · Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own. · Ask various Ss around the class to read their sentences aloud to check Ss’ answers.
	To predict the content of a text · Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what they think the buildings look like. Give prompts if necessary. Ask: Which building looks like: a football? a violin? a piano? · Play the recording. Ss listen and follow the text in their books. · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box. To read for specific information · Allow Ss time to read the text again and answer the questions. · Check Ss’ answers.			Class CD
	To check comprehension of a text · Allow Ss two minutes to go through the text. Ss close their books and try to remember two things from each text and tell their partner. · Ask some pairs to report back to the class. Ss open their books and check. · Play the video. Ss watch it then answer the questions that accompany it.			Video
Ending the lesson S6	To develop critical thinking skills · Explain the task and read the prompts aloud. · Brainstorm with Ss for interesting ideas. · Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
support less able readers by encouraging them to confirm with another learner where target information is in text		monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary			cross-curricular links: Art and Design
challenge more able learners by adding two or three more words to the final task e.g. outside space.			monitor pronunciation in checking final sentence task and highlight any word stress issues on board

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 2		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C6 S1 S5 S7 W3 W8
Lesson objectives	All learners will be able to:
	use, pronounce and spell some target vocabulary accurately in production tasks with support
	Most learners will be able to:
	use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task
	Some learners will be able to:
	use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task
Previous learning	basic rooms of houses / vocabulary for basic features and furnishings of rooms
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S7	To present vocabulary for furniture and appliances · Draw Ss’ attention to the picture. Play the recording. · Ss listen and repeat chorally or individually. Elicit the L1 equivalents.		Class CD

Main Activities C6 W8 S1 W3	To categorise vocabulary · Read the *Study Skills* box aloud to explain the function of the task. · Write the headings on the board. Ss look at the picture for a minute then close their books. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading. · Check Ss’ answers on the board. To activate and consolidate vocabulary · Explain the task and read the example aloud. · Ask various Ss to say what there is in each room.
	To write about your ideal bedroom · Explain the task and allow Ss some time to draw their ideal bedroom and write about it. Ss then compare with their partner and note the similarities and differences. · Ask various pairs around the class to present their ideal bedroom to the class. · Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the drawings to the class..
Ending the lesson S5	Game A Play in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to houses/rooms/furniture/ appliances. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins. Team AS1: P! Team BS1: Pillow! Which room am I in? B Play in pairs. Say a sentence about a room you are in. Your partner says the name of the room. A: There’s a wardrobe in it. B: Bedroom!
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?	Cross-curricular links Health and safety check ICT links Values links
support less able learners by getting them to highlight problem parts of word spellings e.g. double letters, long vowel sounds		monitor learner spellings in categorisation task and provide remedial support	cross-curricular links: Art and Design
provide challenge for more able learners by getting them to sit back-to-back while describing their rooms and spotting differences this way.		check learner pronunciation in whole class feedback and drill and highlight word-stress to board as necessary

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 3		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C4 UE4 UE11
Lesson objectives	All learners will be able to:
	use and pronounce some target structures accurately in controlled tasks with support
	Most learners will be able to:
	use and pronounce most target structures accurately in controlled tasks with support
	Some learners will be able to:
	use and pronounce most target structures accurately in controlled tasks with little support
Previous learning	basic uses of determiners with singular and plural nouns / basic uses of impersonal it/there structures
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson UE11	To present there is/there are · Explain that we use there is to talk about the existence of sth in the singular and there are in the plural. · Read the examples in the table aloud and then elicit the answers to complete the rules from Ss around the class.

Main Activities UE11 UE4 UE4	To practise there is/there are · Explain the task and read the example aloud. · Ss complete the task. · Check Ss’ answers. To practise there is/there are through personalisation · Explain the task and allow Ss time to complete the sentences about their own bedrooms. · Check Ss’ answers around the class.
	To revise a/an and present some – any · Read the first two example sentences aloud and elicit that we use a with singular items that begin with a consonant sound and an with singular items that begin with a vowel sound. · Read the next example sentence aloud and explain that we use some in affirmative sentences for plural items. · Read the final two example sentences aloud and explain that we use any in negative plural sentences and interrogative plural sentences. · Ask different Ss to read the examples aloud, then elicit when each is used to complete the rules.
	To practise using some and any Allow Ss some time to complete the sentences.
Ending the lesson	Check Ss’ answers.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in controlled tasks and provide support through further modelling and drilling		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers	cross-curricular links: languages [contrasts with L1]
provide extra challenge by getting more able learners to use short answers ‘yes there is/no there aren’t’ by asking them to confirm answers given by others.		check pronunciation in whole class feedback and remodel/drill use of weak forms ‘a’ / ‘some’ and contractions where necessary

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 4		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	UE6 UE13 S2 L5
Lesson objectives	All learners will be able to:
	use and pronounce some target language accurately in response to prompts and in controlled tasks with support
	Most learners will be able to:
	use and pronounce most target structures accurately in response to prompts and in controlled tasks with support
	Some learners will be able to:
	use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support
Previous learning	basic ordinal numbers / basic prepositions of location
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson UE14	To present prepositions of place · Ss close their books. Present prepositions of place using your book. Put your book on the desk, then ask and answer: Where’s my book? It’s on the desk. · Put your book in your bag, then ask and answer: · Where’s my book? It’s in my bag, etc. Present the rest of the prepositions of place in the same way. · Then put your book in various places around the classroom and ask Ss to tell you its location. · Ss open their books. Refer Ss to the drawings and the example and explain the task. Elicit answers from Ss around the class.

	Main Activities UE14 UE 6 S2	To practise prepositions of place Explain the task and allow Ss some time to complete the text. Check Ss’ answers by asking various Ss to read out the completed text.
		To present ordinal numbers and practise pronunciation; to practise asking and answering questions using ordinal numbers · Play the recording with pauses for Ss to listen and repeat chorally or individually. Pay special attention to Ss’ pronunciation and intonation and correct where necessary. · Read the task aloud and draw Ss’ attention to the prompts, then read out the example. · Ss complete the task in pairs. Monitor the activity around the class and ask some Ss to ask and answer in front of the class.
		To pronounce /θ/, /δ/ · Explain to Ss that th can be pronounced two ways. · Play the recording. Ss listen and repeat. · Draw Ss’ attention to the words ending in th and inform them that whenever an ordinal number ends in th it always has a /θ/ sound and that all pronouns that begin with th have a /δ/ sound. · Elicit other words with the same sounds from Ss around the class.		Class CD
		To practise describing location · Explain the task and read the example exchange aloud. Ss work in pairs and ask and answer questions. · Monitor the activity around the class and then ask some pairs to act out their exchanges.
	Ending the lesson L5	To listen for specific information · Explain the task. · Play the recording. Ss listen and note the mistakes. · Check Ss’ answers.
	Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in controlled tasks and highlight any errors in spelling for learners to self-correct		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers		cross-curricular links: languages [contrasts with L1]
	challenge more able learners to produce easily confusable sound ordinal sound contrasts e.g.13^th/30^th 16^th/60^th		check pronunciation in whole class feedback and remodel/ drill final sounds

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 5		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C1 R2 S7 L5
Lesson objectives	All learners will be able to:
	identify some specific information in listening and reading texts and use some target vocabulary accurately in production tasks with support
	Most learners will be able to:
	identify most specific information in listening and reading texts and use most target vocabulary accurately in production tasks with support
	Some learners will be able to:
	identify all specific information in listening and reading texts and use most target vocabulary accurately in production tasks with little support
Previous learning	some common insect vocabulary / basic ‘scanning’ strategy
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S7	To present vocabulary for household insects · Direct Ss’ attention to the pictures. · Play the recording with pauses for Ss to repeat chorally or individually. · Elicit the L1 equivalents.

Main Activities R2 C1 L5	To predict the content of a text · Ask Ss to read the title and the introduction and then elicit the topic of the text. · Play the recording and Ss listen and follow the text in their books. · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box. To read for specific information · Allow Ss time to read the text again and answer the questions. · Check Ss’ answers. To check comprehension of a text · Ss read the text in Ex. 2. Ss close their books and talk in pairs about what they learnt from the text that they didn’t know before. · Monitor the activity around the class and then ask some Ss to tell the rest of the class their answers. · Play the video. Ss watch it and then do the exercises that accompany it		Video
	To listen for specific information · Explain the task and ask Ss to read through the gapped text about the museum and think about what information may be missing.0 (e.g. 1 noun, 2 noun, 3 number, 4 noun, 5 number, 6 number) · Play the recording. Ss listen and fill the gaps.		Class CD
Ending the lesson	· Check Ss’ answers and read through the *Did you know?* box.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
support by eliciting from less able learners what kind of information they are listening for in text completion task		use thumbs up and down technique and follow up questions to check comprehension		cross-curricular links: Biology [types of insect]
challenge more able learners to mark the word stress on new vocabulary and confirm with each other.

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 6		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S2 S6 W2 UE5 UE8
Lesson objectives	All learners will be able to:
	use some target language accurately to form questions and in spoken and written production tasks with support
	Most learners will be able to:
	use most target language accurately to form questions and in spoken and written production tasks with support
	Some learners will be able to:
	use most target language accurately to form questions and in spoken and written production tasks with little support
Previous learning	basic uses of imperative forms / insect vocabulary from previous lesson
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson UE8	To present the imperative · Draw Ss’ attention to the table and elicit how the imperative is formed (with the verb but without the subject. The negative imperative is formed with Do not/Don’t and the verb). · Write the following on the board to explain the use of the imperative. – Be quiet! (order) – Fold the paper in half. (instruction) – Have a biscuit. (offer) – Call me later, please. (request) To practise the imperative · Explain the task. Ss complete it. · Check Ss’ answers on the board.

	Main Activities W2 S6 UE5	To find information about insects and present it to the class · Explain the task. Ask Ss how much they know about insects. · Ask Ss to work in groups and look up information on the Internet using the key word in the search bar or in encyclopaedias / other reference books. Tell Ss that they can use the website suggested on the Express Publishing website to help them. · Ask various groups of Ss to present their work to the class.
		To prepare a quiz about insects and play it with the class · Explain the task. Ask Ss to prepare a series of quiz questions. · Ss work in groups. They decide who will do the research, who will write the questions and who will type them up and design the quiz layout.
	Ending the lesson S2	Play the quiz in groups. SMILE · Direct Ss’ attention to the joke. · Elicit why a spider needs so many socks.
	Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?	Cross-curricular links Health and safety check ICT links Values links
pair less able and more able learners to together for quiz task assigning less able learner role of writing down questions			monitor learner spellings in written production tasks and provide remedial support	cross-curricular links: Biology [facts about insects]
	provide more able learners challenge by giving them a specific ‘insect’ research challenge.		monitor use of imperative forms and target vocabulary and feedback to whole class in plenary

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 7		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L5 L7 S2 S5 S6 S7
Lesson objectives	All learners will be able to:
	take part in some exchanges using some target language accurately and intelligibly and identify some target information in listening task
	Most learners will be able to:
	take part in a range of exchanges using most target language accurately and with some appropriate intonation and identify most target information in listening task
	Some learners will be able to: take part in a range of exchanges using most target language accurately and with clear intonation and identify all target information in listening task
Previous learning	some awareness of question intonation
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S6 L7	To identify the situation and speakers in a dialogue Ask Ss to read the first exchange and elicit answers to the questions in the rubric. To identify the context of a dialogue and practise pronunciation/intonation · Explain the task. Ss read the sentences and say what they think the dialogue is about (talking about someone’s room and things). · Play the recording. Ss listen and check. To practise intonation Play the recording with pauses for Ss to repeat the sentences chorally or individually. Elicit the L1 equivalents.

Main Activities L5 S7 S2 S5	To listen for specific information Play the recording. Ss listen and follow the dialogue in their books and mark the statements. Check Ss’ answers. To learn synonymous phrases Read the phrases aloud. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.
	To act out a dialogue · Play the recording for Ex. 3 again. Divide the class into groups of three and ask them to take roles and read the dialogue aloud. · Monitor the activity around the class and ask some groups to read the dialogue aloud in front of the class.
	To practise role-playing · Explain the situation. · Remind Ss that they can use the dialogue in Ex. 3 s a model as well as any ideas of their own to complete the task. Encourage Ss to try and be original and not just copy the dialogue. · Ss complete the task in pairs. To help Ss, draw the following diagram (See T’s Book) on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.
Ending the lesson	Monitor the activity around the class and then ask pairs of Ss to act out their dialogues in front of the class.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?	Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in preparing role play and production tasks and support with further modelling and drilling		monitor accuracy and interactional appropriacy in role play tasks	cross curricular links: languages [intonation contrasts with L1]
challenge more able learners to give more expansive answers in response to role play prompts		monitor pronunciation performance in final activity and give feedback to whole class

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 8		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C1 C6 C8 R2 W1
Lesson objectives	All learners will be able to:
	identify some specific information in texts and research and write short organised text using some of their own words
	Most learners will be able to:
	identify most specific information in texts and research and write short organised text using a range of their own words
	Some learners will be able to:
	identify all specific information in texts and research and write more extended organised text using a range of their own words
Previous learning	basic vocabulary of geographical location / features of buildings
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson C1	To stimulate interest in the topic and listen and read for specific information · Refer Ss to the pictures and ask Ss to tell you what they know about these landmarks. Elicit answers and ask Ss to tell you what information they would like to know about them and write it on the board (e.g. Where are they located? What are they made of? When were they built?) · Play the recording. Ss listen and follow the texts in their books and find the answers to their questions. · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box.

Main Activities R2 C6 W2 C8	To read for specific information · Ss read the questions and then read the text again and answer them. · Check Ss’ answers. To consolidate information from a text · This task may be completed with books closed or open. · Elicit sentences from various Ss around the class. · Play the video. Ss watch it, then do the exercises that accompany it.		Video
	To write about a special building in your country · Explain the task and brainstorm with Ss about special landmarks in your country they may know about. · Assign the task as HW and tell Ss to work in pairs and collect information about a building/landmark using the Internet, encyclopaedias or other reference books and use it to write a short paragraph. · Remind Ss to include the name, location and special features and ask Ss to stick a picture to decorate their piece of writing.
Ending the lesson	To create a poster on special buildings in the country Ss work in groups. They find pictures of special buildings and landmarks in their country. Then, they design and layout a poster using these materials. Ss display their posters to the class.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in writing task and provide support through further modelling and providing sentence starters		monitor poster production drafting and encourage learners to give feedback to each other on answers		ICT links: internet [using search tools effectively]
provide challenge to more able learners by suggesting two or three words they should feature in their posters		monitor final posters and give whole class feedback on some key areas of language in them

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 9		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C8 R1 W6 W7
Lesson objectives	All learners will be able to:
	identify some specific information in reading text and use some target vocabulary and structure accurately in writing task with support
	Most learners will be able to:
	identify most specific information in reading text and use most target vocabulary and structure accurately in production tasks with support
	Some learners will be able to:
	identify all specific information in reading text and use most target vocabulary accurately in writing task with little support
Previous learning	basic vocabulary for buildings/facilities / simple comparatives and superlatives
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson R1	To predict the content of a text · Direct Ss’ attention to the picture and tell them that this is the London Eye. · Elicit the meaning of Design & Technology (a school subject that covers all forms of art) and explain that some buildings/ structures can be considered a work of art because of their unusual design. · Explain the task and allow some time to read through the statements and decide which are true and which are not. · Play the recording. Ss listen and follow the text in their books and check if they were correct.

Main Activities W6 C8 W7	To check comprehension of a text by using target vocabulary to expand the topic · Explain the task and allow Ss time to read the text again. · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box. · Read the example aloud and then elicit sentences from Ss around the class. · Play the video. Ss watch it, then do the exercises that accompany it.			Video
	To write a short text about a strange structure/building · Explain the task and ask Ss to look up information on the Internet using the key phrase in the search bar or in encyclopaedias/other reference books. · Remind them to answer the questions in the rubric. · Ss work in groups and write a short text using the information they collected. · Encourage Ss to stick a picture to illustrate their piece of writing.
Ending the lesson	Ask some Ss to read their text to the class. Ss can display their texts to the class.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in writing task and provide support through further modelling and providing sentence starters		use thumbs up and down technique and follow up questions to check comprehension			cross-curricular links: Art and Design [architecture]
challenge more able learners to write a text in two distinct paragraphs			highlight errors in text in pencil for learners to self-correct before display

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 10		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	R1 R2 W1 W7
Lesson objectives	All learners will be able to:
	identify some main ideas and specific information in the text and write an email with some appropriate features of style and organisation with support
	Most learners will be able to:
	identify most main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with support
	Some learners will be able to:
	identify all main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with little support
Previous learning	basic outline features of and email / basic linking in extended writing
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson R2	To predict the content of a text · Ask Ss to read the first sentence in each paragraph and elicit what they think the email is about. · Allow Ss some time to read the whole email and check their answers. · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box.

Main Activities

To understand the topic of each paragraph in a text

· Read the Study Skills box aloud.

· Allow Ss time to read the text again and elicit which paragraphs match the topics in the rubric.

To personalise the topic and talk about your house

· In pairs Ss ask and answer the questions.

· Ask various Ss to report back to the class on their house to check Ss’ answers.

W1 W7	To write an informal email about your house (plan, write and check sentences with support) · Explain the task and tell Ss they can use their answers from Ex. 3 to help them. Point out that Ss should follow the plan to write their email. · Ss complete the task in class or it may be assigned as HW. Point out that Ss can use prepositions of place to add to their description and make it more interesting. Also, encourage Ss to use adjectives such as big, small, etc.
Ending the lesson	As an extension give Ss the text in the Suggested Answer Key without paragraphs or putting the paragraphs in a muddled order. Ask Ss to find where each paragraph starts/ends and to put the sentences/paragraphs in the correct order.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?	Cross-curricular links Health and safety check ICT links Values links
support less able learners in writing by eliciting in small groups model topic sentences for their paragraphs		following speaking activity do a quick spelling elicitation of words learners have used to the board	ICT links: format and features of email communication
give more able learners challenge of sorting jumbled model email from this section to find where each paragraph starts/ends and to put the sentences/paragraphs in the correct order.		take in final pieces of writing for feedback comment and assessment

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module1 Lesson 11		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C10 S3 S6 R1 R6 W3 W8
Lesson objectives	All learners will be able to:
	use some language from the module to express views and write some relevant questions accurately
	Most learners will be able to:
	use a range of language from the module to express views and write a range of relevant questions accurately
	Some learners will be able to:
	use a wide range of language from the module to express views and write a range of relevant questions accurately
Previous learning	expressing likes and dislikes / basic subject and object question structures
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S3 S6 C10	To discuss values and express own points of view. Ask learners to discuss statements and quotations To test knowledge learnt in this module · Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false. · Alternatively, you may allow Ss to review the module and find the relevant information to help them. Check Ss’ answers.

Main Activities W3 W8 R6 R1 S3	To write a quiz · Explain the task and allow Ss time to look through Module 1 and think of quiz questions in pairs. · Tell Ss they can use the quiz in the previous task as a model. Offer an example. e.g. The London Eye is in Windsor. (F) · Ss swap their quizzes with another pair and do it and then report back to the class.
	To read for coherence and cohesion; to understand the author’s purpose · Explain the task and elicit the meanings of the words in the list. · Allow Ss some time to read through the song and fill in the missing words. Play the recording. Ss listen and check their answers.
	To read for information; to understand purpose · Allow Ss some time to talk amongst themselves in pairs and think about the question. Ask various Ss around the class to say why home is important to the singer. To personalise the topic · Ask Ss to give a reason why they like their homes. · Ask Ss to complete the sentence from their own point of view. · Elicit answers from Ss around the class.
Ending the lesson	Game Play in teams or pairs. Say the name of a room. The other team/person says a piece of furniture or an appliance we can find in this room. A: bedroom B: bed
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?	Cross-curricular links Health and safety check ICT links Values links
prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz		monitor question production in group activity	cross-curricular links: Music [rhyme and meanings of lyrics]
provide challenge for more able learners to try and write another short verse for the song		monitor pronunciation of new vocabulary from Module

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan 4 LESSON:

S7