Excel Grade 5 short term plan 2 module

LESSON: Module 2 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2  L5   W3   S7   C6

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe some things about themselves and others accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use some target vocabulary to describe some things about themselves and others 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 things about themselves and others accurately in response to prompts and in production tasks

Previous learning

use of ‘has/have got’

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            L5

What’s in this module?

Read the title of the module Living things! 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 personal things

·       Draw Ss’ attention to the pictures and play the recording. Ss listen and repeat chorally or individually.

·       Elicit the L1 equivalents from various Ss.

Class CD

Main Activities

            R2

            L5

            S7

To read for specific information

·       Elicit the meaning of living and non-living and ask Ss to categorise the words into each type.

·       Give Ss time to complete the task.

·       Check Ss’ answers.

To listen for specific information

Explain the task and play the recording. Ss listen and fill in what Peter has and hasn’t got. Check Ss’ answers.

To personalise the topic

Ask Ss to look at the pictures again and complete the sentences with what they have/haven’t got. Ask some Ss to read their sentences aloud.

Ending the lesson

            C6

            W3

To prepare and present living and non-living things

·       Explain the task.

·       Give Ss time to find images of living and non-living things and make posters.

·       Present or display the posters for 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

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: Biology [living and non-living things]

provide challenge for more able learners by asking them to mark stress on compound words and model pronunciation for others

monitor pronunciation of new vocabulary and drill 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: Module 2 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R1   R2   S7   L5

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary 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 production tasks with little support

Previous learning

basic adjectives for describing physical and facial appearance

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 ask if they recognise the man/character, then read the names in the list aloud.

·       Play the recording. Ss listen and follow the text in their books. Elicit answers to the questions in the rubric then direct Ss to the Word List to look up the meanings of the words in the Check these words box.

Class CD

Main Activities

            R2

            S7

            L5

            S7

To read for specific information

·       Allow Ss time to read the text again and answer the questions.

·       Check Ss’ answers.

·       Play the video. Ss watch and listen to consolidate the material.

To recall information from a text

·       Allow Ss a minute to read the text, then close their books and try and remember two things from the text.

·       Elicit a variety of answers from Ss around the class.

Video

To present adjectives related to appearance

·       Draw Ss’ attention to the words and play the recording. Ss listen and repeat chorally or individually.

·       Elicit the L1 equivalents from various Ss miming the meaning of each word. Refer Ss to the Word List to find the meanings of the adjectives, if necessary.

Class CD

To present vocabulary for the parts of the body

·       Draw Ss’ attention to the picture of Merlin and the indicated body parts. Play the recording. Ss listen and repeat chorally or individually.

·       Elicit the L1 equivalents from various Ss.

Ending the lesson

As an extension Ss work in pairs. Point to various parts of the body. Ss name it.

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 learners in reading task and prompt them to scan for 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: film and literature [animation characters]

challenge more able learners by asking them in final task to name and spell different parts of face and body

monitor pronunciation of new vocabulary and drill 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: Module 2 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2  L6   S1   S6  W3

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary 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 production tasks with little support

Previous learning

basic facial, physical and character description adjectives

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R2

Matching descriptions to characters

·       Draw Ss’ attention to the cartoon characters and elicit short descriptions of each one to aid understanding of the task.

·       Read the rubric and allow Ss time to complete the task in pairs. Check Ss’ answers.

Main Activities

            L6

            S1

            S6

            W3

To listen for specific information

·       Play the recording. Ss listen and identify which characters John talks about.

·       Check Ss’ answers.

To practise describing appearance

·       Ask various Ss around the class to choose one of the characters on this page from Shrek III and describe him/her.

·       Point out that descriptions usually start with general features (such as size, height or age) and then move on to more specific details (such as hair and eye colour) after that.

·       Check Ss’ answers. Evaluate their presentation.

·       Think about: grammar/syntax mistakes, cohesion, pace, rapport with audience.

·       Play the video. Ss watch and listen to consolidate the material.

Video

To write about your favourite cartoon character

·       Explain the task and tell Ss to use the vocabulary from this unit and the verb ‘have got’.

·       Allow time for Ss to complete the task in class or assign as HW.

·       Remind Ss to decorate their writing with a picture.

Ending the lesson

To create Ss’ own cartoon

·       Ss think about what cartoon character they want to draw Ss also write what their cartoon character looks like.

·       Ss display their cartoon character 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

challenge more able learners to write a text in two distinct paragraphs

monitor presentation and feedback on grammar errors, cohesion, pace, rapport with audience.

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: Module 2 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE4  S1  S4

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 uses of a/some/any    has got / have got

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE4

To present the verb ‘have got’

·       Ss close their books. Present the verb have got.

·       Point to your eyes and say: I have got blue eyes.

·       Then write it on the board.

·       Repeat using the rest of the affirmative forms.

·       Drill Ss. Give prompts. Ss make sentences using have/has got.

·       Point to your nose and say: I have got a small nose.

·       I haven’t got a big nose. Write the negative form on the board and underline haven’t got. Give examples in all forms.

·       Point to a S and ask Has Serik got small ears? (Yes, he has.) Ask: Has Serik got big ears? (No, he hasn’t.)

·             Write these on the board and underline has got (interrogative), Yes, he has. / No, he hasn’t.

·       Explain that the last two sentences are short answers. Elicit from Ss how short answers are formed (Yes + personal pronoun/noun + have/has – No + personal pronoun/noun + haven’t/hasn’t).

·       Ss open their books and read the table.

Main Activities

            S1

            S4

To practise the verb ‘have got’

·       Explain the task and point out that the pictures show characters from Star Wars.

·       Allow time for Ss to complete the task. Check Ss’ answers.

·       Play the video. Ss watch and listen to consolidate the material.

Video

To practise ‘have got’ in the affirmative and negative

·       Explain the task. Ss make sentences.

·       Monitor the activity around the class and then ask some Ss to share their sentences with the rest of the class.

To practise the interrogative form of the verb ‘have got’

·       Explain the task. Ss do the task.

·       Monitor the activity around the class, then ask some

·       Ss to ask and answer the questions aloud.

To practise the interrogative form of the verb ‘have got’ and short answers

·       Explain the task and read out the example.

·       Ss do the task in closed pairs.

Ending the lesson

Monitor the activity around the class and then ask some pairs to report back to the class on what their partner has/hasn’t got.

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 I have/no I haven’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: Module 2 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE1   UE3   S1   W7

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 uses of possessive adjectives / possessive and demonstrative pronouns

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

Main Activities

            UE3

To present possessive adjectives/pronouns and consolidate through translation

For the presentation of personal pronouns, possessive adjectives and possessive pronouns see p. 26(T)

Ss open their books and read the table. Elicit the L1 equivalents for the possessive adjectives and possessive pronouns in order to check Ss’ understanding.

To practise personal pronouns/possessive adjectives/possessive pronouns

·       Explain the task. Allow time for Ss to complete the task.

·       Check Ss’ answers. Ask Ss to identify which are personal pronouns (PP) or possessive adjectives (PA), and possessive pronouns (PPR).

            UE1

            UE6

            S1

To present plurals

·       Explain that when we talk about more than one thing, we usually add -s to the noun. e.g. desk – desks

·       Read the examples in the table aloud and focus Ss’ attention on the different plural endings.

·       Then, read the theory for irregular plurals aloud.

·       Ss close their books. Drill Ss. Read nouns in the singular aloud. Ss say the relevant plural form.

·       Ss open their books and say whether the rules are similar in their L1.

To practise forming plurals

·       Allow Ss some time to complete the task.

·       Check Ss’ answers on the board. Ask Ss which are irregular plurals (I).

To present This – These / That – Those

·       Ss close their books. Present this/these – that/those.

·       Point to a book close to you and say: This is a book.

·       Then write it on the board. Point to a book far away from you and say: That is a book. Then write it on the board. Present the plural forms the same way.

·       Ask questions to check Ss’ understanding: What do we use for things that are near to us? (this/these). What do we use for things that are far away from us? (that/those).

·       As an extension, point to various things in the classroom. Ss, in teams, make sentences using this/these – that/those. Each correct sentence gets 1 point. The team with the most points wins.

To pronounce  (plurals)

·       Play the recording. Ss listen and tick the correct plural sounds.

·       Play the recording again with pauses, for Ss to listen and repeat chorally or individually.

Class CD

Ending the lesson

            W7

To consolidate the grammar of the unit

·       Allow Ss some time to complete the task and then ask various Ss to read out their sentences to the rest of the class.

·       Alternatively, assign the task as HW and Ss read their sentences aloud in the next lesson

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 contrasts in plural endings on different pairs     of words

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: Module 2 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2 S7 W8

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary 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 production tasks with little support

Previous learning

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            W8

Remind Ss of vocabulary from previous lesson by putting words (jumbled letters) on board.

Main Activities

            S7

            R2

            R2

            R2

To present vocabulary for appearance

·       Draw Ss’ attention to the box with words describing appearance.

·       Play the recording. Ss listen and repeat chorally or individually.

·       Elicit L1 equivalents from various Ss.

To practise describing appearance

·       Ask Ss what a blog is and if they have one. Explain that in this blog Damir is introducing his e-friends from around the world.

·       Explain the task. Ask Ss to look at the photos in Damir’s blog. Ask one student to find a person with straight black hair. Give the example Lauren has got straight black hair.

·       Give Ss time to find the people matching the descriptions.

·       Check Ss’ answers around the class.

Class CD

To read for specific information

·       Explain the task. Play the recording. Ss listen and follow the text in their books. Elicit answers to the question in the rubric then 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 and practise giving detailed answers

·       Explain the task. Ask Ss to read the questions and search for the relevant information. Allow Ss time to complete the task.

·       Check Ss’ answers around the class.

Ending the lesson

Ask Ss to say if they have e-friends and to tell the class about them if they do and/or ask Ss to describe their friends or family relations.

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 groups and support by eliciting from less able learners where target information is in text

use thumbs up and down technique and follow up questions to check comprehension

values link: friendship

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: Module 2 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6   C8   UE9   W3  S1  S2

Lesson objectives

All learners will be able to:

identify some specific information in listening text and use some target vocabulary and structure accurately in production tasks with support

Most learners will be able to:

identify most specific information in listening 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 listening text and use most target vocabulary and structure accurately in production tasks with little support

Previous learning

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

C8

To present nationalities and flags

·       Explain the task. Ask students to look at the flags and the names of the countries below them.

·       Read the example – This is the British/UK flag. The nationality is British.

·       Allow Ss time to complete the task of matching the flags to the nationalities. Ss write the answers in their notebooks.

·       Play the CD so the Ss can check their answers.

·       Play the CD again, and the students repeat orally or chorally.

·       Elicit L1 equivalents from various Ss around the class.

Class CD

Main Activities

            L6

            S1

            S2

            UE9

            W3

To listen for specific information

·       Explain the task. Ss listen to the CD and find the missing information and fill it in.

·       Then Ss say which is the nationality of each person.

·       Play the CD twice, if necessary

To practise giving personal information

·       Explain the task.

·       Go through the example with one pair of students reading.

·       Ss work in pairs – they ask and answer personal questions using the given details.

·       Monitor the activity around the class then ask some pairs to present the information to the whole class.

Class CD

To write personal details about yourself

·       Allow Ss some time to write their sentences using the template in the exercise to help them.

·       Ask the Ss to attach a photo of themselves if they have one, or they can add it later as homework.

·       Pick some or all of the students to present themselves to the whole class.

Ending the lesson

Display the writing on a class board or add to the Student’s portfolio.

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 and support by eliciting from less able learners correct spelling of words in writing task

use thumbs up and down technique and follow up questions to check comprehension

values links: friendship

challenge more able learners to include two further details about themselves in writing task

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: Module 2 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2  L2   S1  S2  S5

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 reading 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 reading 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 reading task

Previous learning

basic greeting and introduction exchanges

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S2

            L2

To practise and produce the language of greetings, introductions and asking personal questions

·       Read the box at the side of the page. Explain that it is important to practise listening to and speaking with the rhythm of English in order to sound more natural.

·       Play the recording with pauses. Ss listen and repeat chorally and individually.

·       Focus Ss’ attention on the rhythm and the stresses in the words.

·       Check Ss’ pronunciation and intonation.

·       Elicit the sentences in the Ss’ L1.

Class CD

Main Activities

            R2

            S1

            S2

            S5

To read for specific information

·       Allow Ss time to read the dialogue again and find the answers.

·       Ss mark T (True) or F (false).

·       Check Ss’ answers

To practise reading and rhythm

·       Ss work in groups of three and take roles. Ss read the dialogues aloud.

·       Walk around the class and monitor the activity checking Ss’ rhythm and intonation.

·       Choose some groups of three to read the dialogue aloud in front of the class.

To practise the situational language taught in this unit

Explain the task. Ss work in closed groups of three and act out their dialogues. 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, too. Ss can copy the diagram into their notebooks and use it as a reference while doing the task.

Ending the lesson

Monitor the activity around the class and then ask some Ss to act out their dialogues for 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 situational 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: Module 2 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C7   L5   R2   R8   S6

Lesson objectives

All learners will be able to:

identify some specific information in texts and research and write short organised text for display 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 for display 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 for display using a range of their own words

Previous learning

language for describing colour, shape and position

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            L5

To listen and read for specific information

·       Direct Ss’ attention to the flags.

·       Play the CD. Ss listen and follow the text in their books.

·       Ss say which flag has got which symbols.

Video

            R2

            C7

            R8

To read for specific information

·       Elicit or explain the meaning of the words in the Check these words box.

·       Allow Ss time to read the questions and answer them by reading the text again. Ss mark T (True) or F (false) for each sentence.

·       Check Ss’ answers.

To make a poster presentation of a flag or flags from around the world

·       Explain the task. Ss work in groups to find other flags around the world.

·       Assign the task as HW or allow Ss time to make and add additional information to their posters.

Ending the lesson

            S6

·       Have the groups present their work to the class.

·       Posters can be displayed in the class or saved to Portfolios.

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

challenge more able learners to write two or three connected sentences for each part of display.  [as in reading text]

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: Module 2 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C6  S1 S6  R6   W3

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

words:  the same, different, almost   / vocabulary for describing appearance

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To introduce the topic

Draw Ss’ attention to the pictures and elicit any similarities/differences between the people in them.

Main Activities

            S1

            R6

            W3

To personalise the topic

Read the questions in the rubric aloud and elicit answers from various Ss around the class.

To read for specific information

·       Refer Ss to the Word List to look up the meanings of the words in the Check these words box.

·       Play the recording. Ss listen and follow the text in their books and mark the questions T, F or DS.

·       Check Ss’ answers around the class.

Project Work

To do a survey and discuss the results

·       Allow Ss some time to interview eight Ss in the class and complete the table.

·       Ss, in pairs, then discuss the results and note any similarities and differences.

Ending the lesson

            S6

            C6

Monitor the activity around the class and then ask some pairs to report their results and their findings to the rest 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

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

values link: appreciating differences

provide challenge to more able learners by suggesting two or three words they should use in reporting results

monitor final presentation and give whole class feedback on some key areas of language [errors] in them

LESSON: Module 2 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R1   W3   W8

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 punctuation and linking in extended writing

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To read for specific information

·       Refer Ss to the Word List to look up the words in the Check these words box.

·       Explain the task. Allow Ss time to complete the task.

·       Play the recording. Ss listen and follow the text in their books to check their answers.

Class CD

Main Activities

            R1

            W8

            W3

            W8

To read for specific information

·       Elicit or explain the meaning of the words in the Check these words box.

·       Allow Ss time to read the text again and complete the sentences.

·       Check Ss’ answers.

To present and practise correct punctuation

·       Go through the Study Skills box and write the examples on the board, underlining each punctuation point. Ask Ss to find examples in the text in Ex. 1.

·       Allow Ss some time to punctuate the sentences, then check Ss’ answers on the board.

·       As an extension, write this on the board or photocopy it and give it to Ss to punctuate it.

Hi I’m Nurlan I’m from Astana I’m 11 years old I’ve got a great collection I’ve got comic books posters caps and scarves

What about you Have you got a collection

Write back

Nurlan

To write an email about your collection

·       Explain the task. Make sure Ss understand that they can use the text in Ex.1 as a model.

·       Draw Ss’ attention to the way the text is punctuated, how similar ideas are connected (and) and how we express reason (because).

·       Allow Ss time to complete the task.

Ending the lesson

Ask some Ss to read their piece of writing aloud to theclass. Alternatively, assign as HW and check in the next lesson.

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 sentence openings for the prompts

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 by asking them to include descriptions of objects in their writing

take in final pieces of writing for feedback comment and assessment

LESSON: Module 2 Lesson 12

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C4   C7  L5  S3  R2

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

vocabulary of the Module

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C4

To talk about Values and consolidate language in this module

·       Read the words about the Kazakhstan flag. Ss discuss the message of the symbols. They talk about how it reflects the country.

·       Class discussion about the value of national pride.

Main Activities

            S3

            R2

            W3

To create a flag or discuss an existing flag

·       Explain the task.

·       Allow Ss time to collect information, choose a flag and find out what the symbols mean.

·       Ss share their flag and its meaning with the class.

·       Work can be displayed in class or added to Portfolios.

To test knowledge learned in this module

·       Explain the task. Allow Ss, individually or in small groups, some time to read the questions and think of the correct information to answer the questions.

·       Alternatively, you may allow Ss to review the module, and find the relevant information to answer the questions. Check Ss’ answers.

To write a quiz based on knowledge in this module

·       Explain the task and allow Ss time to look through the module 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. What football team does Ermek Kuantayev play for? Answer – FC Kairat.)

·       Ss swap their quizzes with another pair and do it and then report back to the class.

            C7

            L5

To listen for specific information

·       Play the recording. Ss listen and fill in the gaps.

·       Check Ss’ answers.

To listen and read for specific information

Ask Ss to read the song again and elicit the main idea.

Class CD

Ending the lesson

Play the video to consolidate language.

Video

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

values links: national pride

provide challenge for more able learners to try and write another short verse for the song

monitor pronunciation of new vocabulary from module