Excel Grade 5 short term plan 3 module

LESSON: Module 3 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R1  S5   S6   UE1  W3  W8

Lesson objectives

All learners will be able to:

use some target language correctly to identify family connections and ask and answer some questions with some correct pronunciation

Most learners will be able to:

use a range of target language correctly to identify family connections and ask and answer most questions with some correct pronunciation

Some learners will be able to:

use a range of target language correctly to identify family connections and ask and answer most questions with mostly correct pronunciation

Previous learning

possessive adjectives / possessive pronouns

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R1

What’s in this module?

Read the title of the module Values 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.

Main Activities

            S5

            UE1

            S6

To present vocabulary for family members

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

·         Elicit the L1 equivalents from Ss around the class.

To practise vocabulary for family members and present ’s genitive/whose

·         Direct Ss’ attention to the family tree and explain the task.

·         Ss complete the task. Check Ss’ answers.

·         Ss close their books. To present ’s genitive/ whose, start by pointing to a student and saying: Who’s [Bill]? (He’s [Mario’s] brother/best friend, etc.) Write it on the board. Then point to a student’s book and say: Whose book is this? (It’s [Paula’s].) Write it on the board. Indicate some desks in the classroom and say: (Whose desks are these? They are the student’s desks.) Write it on the board. Say then write: Who’s the children’s teacher? (I’m the children’s teacher.)

·         Ss open their books. Ask them to read the theory box and match the examples you have written on the board with the examples in the theory. Elicit answers round the class.

To practise ’s genitive/whose

·         Ask two students to read out the example exchange about Sue’s family while the rest of the class follow in their books. Ss then ask and answer in pairs about Sue’s family, using the pictures and vocabulary in Exs. 1 and 2 to extend the activity.

·         Monitor the activity around the class and help as necessary.

Ending the lesson

            W3

            W8

Ask Ss to draw their own family tree and write sentences using target language.

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 pair work and remodel and drill question and answer sequences

monitor pair work and feedback sequences and drill contracted forms and possessive ‘s where necessary

cross-curricular links: languages [L1 contrasts]

challenge more able learners to find 3 other types of relative in the dictionary and find any words on page which are homophones in English

LESSON: Module 3 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C9   R2   S3 S6  W3

Lesson objectives

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly in summarising it

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly in summarising it

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly in summarising it including expressing less obvious connections

Previous learning

vocabulary for family members / basic adjectives describing personality

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C9

To introduce the topic and predict the content of the text

·         Direct Ss to the picture and elicit what they know about the Flintstones and ask them to answer the question in the rubric.

·         Play the recording. Ss listen and follow the text in their books and find out.

Main Activities

            R2

            R2

            S3

            S6

To read for specific information

·         Draw Ss’ attention to the picture again and allow them time to read through the text and use the descriptions in the text to identify the people in the picture.

·         Check Ss’ answers.

To read for specific information

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

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

·         Check Ss’ answers.

·         Evaluate their performance.

·         Play the video for the Ss and elicit their comments at the end.

Video

To paraphrase a text

Explain the task and then ask Ss to present the Flintstones and the Rubbles to the rest of the class.

Ending the lesson

Ask Ss to write out their character presentations.

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 comprehension task and prompt them to scan to find target information in the text

check answers in comprehension task using thumbs up or down technique and follow-up questions

values links: family life

provide challenge through questioning about text which prompts more able learners to make less obvious connections e.g.  Are Fred and Barney similar?

monitor pronunciation of new vocabulary in paraphrasing task and highlight any word-stress errors to board

LESSON: Module 3 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L2   L8   C9   UE5   S6  W1  W7

Lesson objectives

All learners will be able to:

identify some specific information in listening text and use and spell some target vocabulary correctly

Most learners will be able to:

identify most specific information in listening text and use and spell a range of target vocabulary correctly

Some learners will be able to:

identify most specific information in listening text and use and spell a range of target vocabulary correctly

Previous learning

basic character adjectives and their opposites

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            L8

To present character adjectives and opposites

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

·         Read the Study Skills box aloud and explain what an opposite is and give some examples (e.g., tall – short, black – white, big – small, etc).

·         Allow Ss time to find the opposites and check with their partner, then check answers with the class.

Class CD

Main Activities

            C9

            UE5

            L2

            S6

To practise character adjectives and opposites

·         Explain the task and give Ss time to complete it.

·         Check Ss’ answers around the class.

To talk about family and friends using character adjectives and mime

·         Explain the task and go through the example.

·         Ss work in pairs and complete the task. Monitor the activity around the class and then choose various Ss to mime adjectives for the class.

To explain the position of adjectives in sentences

·         Read the theory aloud and elicit other examples from

·         Ss around the class. Then elicit examples from the text on p. 34.

To practise making sentences with adjectives

Explain the task and allow Ss time to complete it, then check Ss’ answers.

To listen for specific information

Explain the task and play the recording. Ss listen and identify each of the people.

To describe your family members’ characters

Explain the task. Ss work in pairs and complete the task. Monitor the activity around the class and then ask some pairs to report back to the class.

Ending the lesson

            W1

            W7

Ss draw family trees and write sentences about their families.

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 family tree work and prompt less able learners to use adjectives from text and tasks to describe family members

monitor pronunciation of target vocabulary in checking and presentation tasks – model and drill again where necessary

values links: family histories

provide challenge to more able learners by asking them to include certain types of information in presenting family members to class e.g. best quality / annoying habit

LESSON: Module 3 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE6  UE9   S6  W7

Lesson objectives

All learners will be able to:

use and spell some target language correctly in talking about daily routines and habits with some correct pronunciation

Most learners will be able to:

use and spell a range of target language correctly in talking about daily routines and habits with some correct pronunciation

Some learners will be able to:

use and spell a range of target language correctly in talking about daily routines and habits with mostly correct pronunciation

Previous learning

basic uses of present simple forms to describe everyday likes, habits

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE6

            UE9

            W7

To present the present simple affirmative and understand its use for routines/habits, repeated actions and permanent states

·         Ss close their books. Present the present simple.

·         Say: I live in Madrid. Write it on the board.

·         Underline live and explain that this verb is in the present simple. Point to a S and say: You live in Madrid. Then write it on the board. Underline live.

·         Point to a male S and say: He lives in Madrid. Then write it on the board. Underline lives. Explain that the third person singular usually takes an -s. Present the other persons in the same way.

·         Explain the spelling rules of the third person singular by writing the verbs miss, finish, watch, mix, go, cry on the board. Stress the difference between the spelling of play and cry.

·         Ss open their books. Read the table aloud. Focus Ss’ attention on the uses of the tense (for repeated actions, permanent states, habits and timetables).

·         Elicit the L1 equivalents.

Main Activities

            W7

            S6

            UE9

To consolidate the spelling rules of the third-person singular in the present simple

·         Explain the task and any unknown verbs. Alternatively, Ss can look up the verbs in the Word List or in their dictionaries.

·         Allow Ss a few minutes to complete the task answers - check Ss’ answers on the board.

To practise using the present simple to talk about daily routines

·         Explain the task. Draw Ss’ attention to the diagram and direct Ss to picture 1 and read the example sentence aloud.

·         Go through the phrases in the box or ask Ss to look up the meanings of these phrases in the Word List, then tell Ss to make sentences for each of the activities 2-11 in the diagram using these phrases.

To consolidate and personalise the use of the present simple

·         Ss work in pairs and tell each other their daily routines.

·         Monitor the activity around the class and then ask some Ss to tell their daily routine to the class. Ask Ss to use then, after that to link their ideas.

Ending the lesson

            C2

To pronounce

·         Explain the task and explain that -s (third person singular verb ending) can be pronounced in three different ways.

·         Play the recording Ss listen and tick the correct box.

·         Check Ss’ answers.

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

Class CD

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 third person endings on different pairs of words

check pronunciation in whole class feedback and remodel/ drill final sounds

LESSON: Module 3 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S4   UE3   W4   W7

Lesson objectives

All learners will be able to:

use some target structure and pronounce some contractions correctly and use some correct question intonation

Most learners will be able to:

use a range of target structure including appropriate short answers and pronounce most contractions correctly and use some correct question intonation

Some learners will be able to:

use a range of target structure including appropriate short answers and pronounce most contractions correctly and use good question intonation

Previous learning

basic forms and uses of present simple negative and interrogative forms

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE9

To present the present simple negative/ interrogative

·         Ss close their books. Write on the board: I don’t like Mondays. She doesn’t like Mondays. Underline I don’t in the first sentence and She doesn’t in the second sentence. Explain that we use I/you/we/ they do not/don’t and he/she/it does not/ doesn’t to form the negative of the present simple. Point out that the main verb is the same for all persons.

·         Then write on the board: Do I like Mondays? No, I don’t. Does she like Mondays? No, she doesn’t.

·         Explain that we use Do I/you/we/they and Does he/she/it to form questions in the present simple.

·         Focus Ss’ attention on the position of do/does (before the personal pronoun). We answer in the short form with Yes/No, I/you/we/they/do/don’t and he/she/it does/ doesn’t.

·         Ss open their books and read the table.

·         Ask Ss questions to check their understanding.

Main Activities

            S4

            UE3

            W4

            W7

To practise using the present simple in the negative

Allow Ss time to complete the sentences and check Ss’ answers on the board.

To practise using the present simple in the interrogative

Explain the task and allow Ss time to complete the sentences. Check Ss’ answers.

To ask and answer about your family using the present simple interrogative

·         Explain the task. Ask a pair of Ss to read the example aloud.

·         Ss do the task in pairs. Monitor the activity around the class and then ask some pairs to act out their exchanges in front of the class.

To present like/love/hate + -ing form

Explain the meanings of like/love/hate and elicit the L1 equivalents for the sentences from Ss around the class.

To practise like/love/hate + -ing

·         Explain the task and read out the example.

·         Ss complete the task and then check Ss’ answers on the board

To write a short text about a typical day

·         Explain the task. Ss write their daily routines and take turns to read them to the rest of the class. After each S has read theirs, ask the class if they have a similar one.

·         Remind Ss to use the present simple affirmative and the vocabulary presented in this unit.

Ending the lesson

            W1

Ask Ss to check and write out their daily routine in their best handwriting and illustrate them for display.

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 structure, spelling and punctuation for learners to self-correct in  their writing

monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers

cross-curricular links: languages [contrasts with L1]

provide challenge to more able learners to include three particular phrases in writing about their daily routine

LESSON: Module 3 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S5   R3   R6  W5

Lesson objectives

All learners will be able to:

understand some detailed points and attitudes of writer and use some target vocabulary correctly in talking about themselves with support

Most learners will be able to:

understand most detailed points and attitudes of writer and use a range of target vocabulary correctly in talking about themselves with support

Some learners will be able to:

understand all detailed points and attitudes of writer and use a range of target vocabulary correctly in talking about themselves with little support

Previous learning

basic vocabulary for character qualities / expressing likes / approval

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S5

To present and practise vocabulary of qualities in a friend

·         Direct Ss attention to the images with words describing qualities in a friend.

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

·         Elicit meaning of any unknown words.

Main Activities

            R3

            R6

            W5

To listen and read for specific information

·         Draw the Ss attention to the blog, and the question in the rubric.

·         Play the recording. Ss listen and read to find the specific information.

·         Check S’s answers around the class.

Class CD

To read for specific information

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

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

·         Check Ss’ answers.

·         Play the video for the Ss and elicit their comments at the end.

Video

To personalise a topic by asking about a friend

·         Explain the task.

·         Allow Ss time to fill in the information about a friend.

Ending the lesson

Ss work in pairs to ask and answer the questions.

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

ask less able learners to tell another learner which part of text contains target information before giving answers

use thumbs up and down technique and follow-up questions to monitor comprehension of text

values links: friendship

provide challenge for more able learners by prompting them to give more expansive answers as they prepare to talk about friends

monitor learners in presenting information about themselves and note errors for feedback to whole class

LESSON: Module 3 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S1 S7 L5 L6   W4   C9

Lesson objectives

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly in production tasks with support

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly in production tasks with support

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly in production tasks with little support

Previous learning

vocabulary relating to the theme of friendship from previous sections

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S1

            S7

To present personal information to the class

·         Ask Ss to tell the class about their best friend.

·         Repeat around the class until Ss have all had a chance to present.

(use prompt cards to help encourage Ss to use target language from previous lessons)

Main Activities

            L6

            W4

            C9

To listen for specific information

·         Explain the task.

·         Play the CD. Ss listen and match the names with the activities.

·         Check Ss’ answers.

Class CD

To write a blog post about your best friend

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

·         Alternatively assign it as HW. Then ask some students to read their blog post aloud to the class.

To create a personalised card for a friend

Explain the task. Discuss Friendship Day. Allow the Ss time to complete the task. Alternatively set the task for HW and have the students present their cards in a display in the classroom or as a presentation.

Ending the lesson

Ss present cards to rest of class before they are displayed.

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 as they write blogs and prompt learners to self-correct and expand information

use thumbs up and down technique and follow-up questions to monitor comprehension of text

values links: friendship

provide challenge to more able learners through more probing questions when they present about their friends

take in and assess final piece of writing

LESSON: Module 3 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2  R6   L6  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 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 functional language for talking about the time and making arrangements

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S6

To practise telling the time

·         Read through the table eliciting/explaining any unknown words.

·         Choose two Ss to read the example aloud. Allow Ss time to do the task in closed pairs.

·         Ask some pairs to act out their exchanges.

Main Activities

            L6

            R2

            R6

            S7

            S6

To identify the context of a dialogue

·         Read the sentences aloud and elicit the L1 equivalents.

·         Elicit what the dialogue is about (making plans to play a sport).

·         Play the recording. Ss listen and follow the text in their books and find out.

Class CD

To read for specific information

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

·         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 practise role-playing and act out a dialogue

·         Explain the task. Ss work in pairs and choose one of the situations. Remind Ss that they can use the dialogue in Ex. 2 as a model.

·         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 (see. 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 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

LESSON: Module 3 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L8   R6   W4   W5

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

vocabulary relating to the theme of special days

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            L8

To predict the content of a text

·         Choose various Ss to read the title and the headings.

·         Elicit Ss’ ideas as to what the text is about.

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

Class CD

Main Activities

            R6

            W5

            W4

To read for specific information

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

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

·         Check Ss’ answers.

·         Play the video for the Ss and elicit their comments at the end.

Video

To write about another celebration in your country

Explain the task and allow Ss some time to write about a celebration in their country. Remind Ss to use the texts in Ex. 1 as a model.

Ending the lesson

Ss present their chosen ‘Celebration Day’ to 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: Geography [different regions and populations]

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

LESSON: Module 3 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2   S5 S7   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

basic awareness of words in English that rhyme may have different spellings

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

To introduce the topic through pictures

Direct Ss’ attention to the pictures and read the headings aloud. Elaborate on each type of family and ask various Ss to say what sort of family theirs is.

Main Activities

            R2

            S5

To listen and read for specific information

·         Play the recording. Ss listen and follow the text in their books and answer the question in the rubric.

·         Direct Ss to the Word List to look up the

·         meanings of the words in the Check these words box.

·         Check Ss’ answers

To learn about rhyme

·         Explain the task and test Ss’ understanding of rhyme by saying a word e.g., day and asking Ss to say a rhyming word e.g., say.

·         Elicit the rhyming words in the second verse and an answer to the question in the rubric. Check Ss’ answers.

·         As an extension ask Ss to recite the poem.

LESSON: Module 3 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R6   S4   W1   W2   W5  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 listen for specific information

·         Explain the task. Allow Ss time to fill in the gaps with the appropriate word.

·         Play the CD. Ss listen and check that they have chosen the correct word.

·         Check Ss’ answers.

Class CD

Main Activities

            R6

            S4

            W1/2/5/8

To read for specific information

·         Allow Ss time to read and answer the questions.

·         Checks Ss’ answers.

To understand the use of also

·         Read the Study Skills box aloud. Ask Ss to provide other examples of the use of also.

·         Explain the task and allow Ss time to complete it.

·         Check Ss’ answers on the board.

To talk about a friend

·         Ss work in pairs to ask and answer questions about a friend.

·         Monitor the activity around the class. Ask a few students to present the information to the class.

Write an email about your best friend

·         Explain the task and remind Ss that they can use their answers to Ex. 4 and the text of the email in Ex. 1 as a model.

·         Allow Ss time to complete the task and check Ss’ answers.

Ending the lesson

·         Ask various Ss to read their emails aloud.

·         Alternatively, assign as HW.

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 details that they would like their friend to respond to

take in final pieces of writing for feedback comment and assessment

LESSON: Module 3 Lesson 12

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R6  C2  C9 S3  S4  W3

All learners will be able to:

use some language from the module to express views and write a range of 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 from the Module

Plan

Planned timings

Excel
Resources

Teacher
Notes

Beginning the lesson

            R6

To practise reading for specific information

Ss read the poster. Discuss the values of friendship around the class.

Main Activities

            C9

            W3

            C2

            S4

            C9

To write a sentence about values

·         Explain the task. Allow Ss time to write their sentences.

·         Monitor the activity around the class. Ask some Ss to share their sentences.

To create a poster based on the student’s recipe for friendship

·         Explain the task. Allow Ss time to work in groups to create their recipe. Ss collect pictures or make drawings for the poster.

·         Alternatively set the task for HW and have the students present their posters in a display in the classroom or as a presentation.

To test knowledge learnt in this module

·         Explain the task. Allow Ss 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

            W3

To write a quiz

·         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 is the word for your mother’s brother? (uncle).

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

Ending the lesson

            S3

To listen and read for specific information

·         Explain the task. Ss discuss who might say this.

·         Allow the students time to discuss what friendship means to them.

·         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: family

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

monitor pronunciation of new vocabulary from Module