Excel Grade 5 short term plan 4 module

LESSON: Module 4 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L7  S4 S7  S6   R6

Lesson objectives

All learners will be able to:

use some target language correctly to identify jobs and talk about roles with some correct pronunciation

Most learners will be able to:

use a range of target language correctly to identify jobs and talk about roles with mostly correct pronunciation

Some learners will be able to:

use a range of target language correctly to identify jobs and talk about roles in some detail with mostly correct pronunciation

Previous learning

basic job and profession vocabulary

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

What’s in this module?

Read the title of the module World of Work and ask Ss to suggest what they think it means. Go through the What’s in this module? list and stimulate a discussion to prompt Ss’ interest in the module.

Main Activities

            S7

            S6

            L7

            R6

To present vocabulary for jobs

·       Elicit the L1 equivalents from Ss around the class.

·       Go through the list of jobs A-H and play the recording. Ss listen and repeat chorally and/or individually.

To match descriptions to jobs

·       Go through the job descriptions 1-8 and explain/elicit the meanings of any unknown words.

·       Give Ss time to match the descriptions to the pictures and then check Ss’ answers.

Class CD

To present/practise new vocabulary

·       Explain/Elicit the meanings of any unknown words and read out the example.

·       Then elicit answers from Ss around the class.

To predict the content of a text; to listen and read for specific information

·       Direct Ss to the pictures and the headings and elicit Ss’ guesses in answer to the question.

·       Play the recording. Ss listen and follow the texts in their books and find out if their guesses were correct.

To read for specific information

·       Give Ss time to look up the words in the Check these words box.

·       Ask Ss to read the texts again and complete the sentences.

·       Check Ss’ answers.

Ending the lesson

            S4

To express a preference

·       Ask Ss to discuss which job they would/ wouldn’t like to do and why with their partner and then ask some Ss to share their answers with the class.

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

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

support less able learners through supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then feedback on board

values links: responsibility

challenge more able learners through probing and hypothetical questioning in eliciting views

LESSON: Module 4 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S6  S7  C4   C7   W3

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 character qualities / vocabulary of jobs/occupations

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S6

To present job qualities

·       Play the recording with pauses for Ss to repeat the job qualities chorally and/or individually.

·       Check Ss’ intonation and pronunciation.

Main Activities

            C4

            S6

            C7

            S7

            W3

To generate vocabulary

·       Explain the task and ask Ss to write the headings into their notebooks.

·       Give Ss a one-minute time limit to think whether the jobs on p. 45 are indoors or outdoors.

·       Check Ss’ answers.

To match job qualities to jobs

·       Explain the task and read out the example.

·       Give Ss time to write sentences and then ask various Ss around the class to read out the sentences

To practise new vocabulary

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

·       Check Ss’ answers.

To write a short text about working as a basketball mascot

Explain the task. Play the video. Go through the plan with Ss on the board or in their books and give Ss time to complete the task.

Video

Ending the lesson

Tell Ss to use the information from the video they watched or from the text. Ask some Ss to read out their texts.

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 choice of word, structure and spelling 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 by asking them to mark word stress on new words of more than one syllable

take in final piece of writing to assess

LESSON: Module 4 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE5  UE6   S1 S2 S4 S7  W3

Lesson objectives

All learners will be able to:

use and spell some target language correctly in asking and answering questions about others and themselves with some correct intonation

Most learners will be able to:

use and spell most target language correctly in asking and answering questions about others and themselves with some correct intonation in question activity

Some learners will be able to:

use and spell a range of target language correctly in asking and answering questions about others and themselves with mostly correct intonation in question activity

Previous learning

basic subject and object pronouns / basic interpersonal questions

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE6

            UE6

To present subject/object pronouns

·       Ss close their books. Present the subject pronouns.

·       Point to yourself and say: I, then write it on the board. Point to a S and say: you, then write it on the board. Point to a male S and say: he. Then write it on the board. Explain that we use he for a boy or a man. Continue for the rest of the subject pronouns.

·       Present the object pronouns. Say, then write on the board: I am a teacher. Look at me. Underline the words I and me. Explain that me is an object pronoun. Present the other pronouns in the same way. e.g., Look at him. He’s a student. Look at her. She’s a student. Look at it. It’s a desk, etc.

·       Elicit the L1 equivalents for both the subject pronouns and the object pronouns.

To identify subject/object pronouns

·       Ask Ss to go through the text and find all the subject/object pronouns. Point out that subject pronouns go before the verb, whereas object pronouns go after the verb.

·       Check Ss’ answers.

Main Activities

            UE6

            UE5

            UE6

            S2

            S1

            S4

To practise using subject/object pronouns

·       Read the example aloud. Allow Ss some time to replace the words in bold.

·       Check Ss’ answers. Ask Ss to identify the type of pronoun.

To present question words through translation

·       Ss close their books. Write all the question words on the board. Give an example for each question word and explain when each word is used.

Who is that man? He’s Mr Jones. (people)

What is it? It’s a pencil. (thing)

Where are my keys? They’re here. (place)

How old are you? I’m 10 years old. (age)

When is your birthday? In June. (time)

What kind of food do you like? I like pizza. (thing)

·       Ss open their books and read the box.

·       Elicit the L1 equivalents for the highlighted question words.

To practise using question words

Ss do the task. Check Ss’ answers.

To practise question words

Read the example. Allow time for Ss to write the questions, then check Ss’ answers on the board.

To practise speaking about yourself

·       Ask Ss to look at the questions and ask a pair of Ss to read the example aloud.

·       Ss ask and answer the questions in closed pairs.

·       Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.

            S7

To consolidate vocabulary and grammar through translation

Elicit the L1 equivalents for the questions from Ss around the class.

Ending the lesson

            W3

To practise language and grammar presented in the unit

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

·       Alternatively, assign the task 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

monitor less able groups in controlled tasks and highlight any errors in choice of word, structure and pronunciation – redrill where necessary

monitor interactive pair tasks and note error in accuracy and intonation to give feedback to whole class

cross-curricular links: languages [contrasts with L1]

Challenge more able learners by asking them to show interest in details of their partner’s answer and to elicit more information

LESSON: Module 4 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S2 UE5 UE13 W3

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 ‘have to’ talk about obligation and necessity

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE13

To present have to/don’t have to (rules)

·       Ss close their books. Say then write on the board: I have to work late today. Underline have to, and explain that it means I need to do it because it is the rule.

·       Point to one student and say, He has to do his homework. Write it on the board, and underline has to. Point to a female student – Say: She has to do her homework. Write on the board and underline.

·       Everyone in the class has to do homework. Repeat with negatives and interrogatives. They don’t have to stay late. Do you have to stay late? etc.

·       Emphasise that we use it to show obligation. And the negative form to show lack of necessity. Elicit further examples from Ss.

·       Ss open their books and read through the table.

·       Elicit any similar structures in Ss’ L1.

LESSON: Module 4 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S2  S5  S7  R1  R3  UE5

Lesson objectives

All learners will be able to:

identify some main ideas and detailed information in the text and use some detail correctly in asking and answering questions

Most learners will be able to:

identify most main ideas and detailed information in the text and use some detail correctly in asking and answering questions

Some learners will be able to:

identify all main ideas and detailed information in the text and use a range of detail correctly in asking and answering questions

Previous learning

basic use of skimming for gist and scanning skills/basic use of question forms

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To introduce the topic

Direct Ss’ attention to the pictures and elicit answers to the questions in the rubric.

Main Activities

            R1

            R3

            S7

            S5

            S2

            UE5

To predict the content of a text

·       Read the Study Skills box aloud and then ask Ss to read the title of the text and the first and last sentence in each paragraph. Elicit what they think the text is about.

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

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 and answer the questions.

·       Check Ss’ answers.

Class CD

To practise new vocabulary

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

To act out an interview

·       Explain the task and read the example aloud.

·       Ss work in pairs. Ask Ss to prepare their questions based on the text in Ex. 2. Ss take roles and act out their interviews. Remind Ss to refer back to the text for ideas.

Ending the lesson

Monitor the activity around the class and then ask some pairs to act out their interviews 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

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

monitor question production in group activity for accuracy and intonation

values links: job satisfaction

provide more able learners with challenge by highlight some details in text they should write questions about

LESSON: Module 4 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S2   S6  S7  L8   W3

Lesson objectives

All learners will be able to:

identify some main ideas and detailed information in the text and use some target vocabulary and structure correctly in writing task with support

Most learners will be able to:

identify most main ideas and detailed information in the text and use a range of target vocabulary and structure correctly in writing task with support

Some learners will be able to:

Identify all main ideas and detailed information in the text and use a range of target vocabulary and structure correctly in writing task with little support

Previous learning

vocabulary from Module relating to jobs, character qualities and responsibilities

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

To present and practise vocabulary for jobs

Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents.

Main Activities

            S6

            S2

            L8

To practise vocabulary for activities connected with jobs

·       Go through the phrases and explain/elicit the meaning of any unknown words. Alternatively, ask Ss to look up the meanings of any words they do not know in the Word List or in their dictionaries.

·       Explain the task and read the example aloud. Ss then make sentences using the phrases. Ask various Ss around the class to say their sentences aloud.

To personalise the topic by asking about parents’ jobs

·       Ss work in pairs and ask and answer, as in the example.

·       Ask various pairs to ask and answer in front of the class.

To listen for specific information

·       Explain the task. Ss listen and match the people to the jobs.

·       Check Ss’ answers.

Class CD

Ending the lesson

            W3

To write an email about your family

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

·       Alternatively, assign as HW. Then ask some Ss to read their emails aloud 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 learners as they write their emails and prompt learners to self-correct and expand information

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

values links: family life

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

take in and assess final piece of writing

LESSON: Module 4 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C7   R5   UE6   S7   L6

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 dialogue 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 dialogue 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 dialogue reading task

Previous learning

basic functional language for personal questions in interviews

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C7

            S7

To present the situational language of job adverts

·       Explain the task. Draw Ss’ attention to the two job adverts. Elicit/Explain any unknown words. Give Ss time to read and find the answers to the questions.

·       Check answers.

Main Activities

            R5

            UE5

            S6

            S5

            S6

To present the situational language of job applications and for specific information

·       Explain the task. Allow Ss time to read through the dialogue to find the answer.

·       Check answers.

To practise question words in a situational dialogue

·       Explain the task. Allow Ss time to fill in the question words into the dialogue.

·       Play the recording for Ss to check their answers.

Class CD

To practise situational language by reading dialogues

·       Ss work in closed pairs reading out that dialogues.

·       Monitor the activity around the class. Then ask some pairs to present the dialogue to the class.

To act out a dialogue

·       Explain the situation. Ask Ss to read the other advert, and to work together in pairs to prepare dialogues based on the second advert.

·       To help Ss, draw the following diagram on the board: (See T’s book)

Ending the lesson

To pronounce

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

·       Pay attention to Ss’ pronunciation and intonation and correct as necessary.

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 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 4 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S3  S4  S7  L7   R2  R5   C7

Lesson objectives

All learners will be able to:

identify some specific information in texts and research and write short organised notes for class presentation 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 class presentation 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 class presentation using a range of their own words

Previous learning

vocabulary from Module relating to jobs, character qualities and responsibilities

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

To present vocabulary for part-time jobs

·       Explain the task. Read the example. Give Ss time to think of as many part-time jobs as they can.

·       Elicit answers around the class. List them on the board and have Ss add them to their notebooks.

Main Activities

            L7

            R2

            R5

To predict content; to read and listen for specific content

·       Explain the task. Ask Ss to read the title of the blog and look at the pictures.

·       Elicit answers from Ss.

·       Play the recording and Ss read the text to see if they were correct.

To read for specific information

·       Go through the Check these words box, and elicit or explain the meaning of the words or allow Ss time to look them up.

·       Explain the task. Allow Ss time to read the text again and answer the questions. Ss correct the false statements.

·       Check Ss’ answers.

To present and practise work and job vocabulary

·       Read out the Study Skills box aloud. Explain that work is general and refers to the activity in general. I like my work. Job is specific, and refers to a particular position. I have a job with a local company. If necessary elicit further examples around the class.

·       Remind Ss that uncountable nouns do not take a/an.

·       Explain task. Allow Ss time to complete the sentences with the correct word.

·       Check Ss’ answers.

·       Play the video to consolidate the material in this section and elicit comments from the Ss.

Video

Ending the lesson

            C7

            S3

            S4

To present information to the class about part-time jobs

·       Explain the task. Allow Ss time to do research online about popular part-time jobs in their country.

·       Ss choose one part-time job and present it to the class.

·       Alternatively, set the task as HW and then present it around 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 research task and provide a graphic organiser through which they can organise their notes/presentation

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

values links: working child age

challenge more able learners to use two or three more complex phrases in presentation

highlight errors in learner notes in pencil for learners to self-correct before presentation

LESSON: Module 4 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L5   R3  R4    W3   C4

Lesson objectives

All learners will be able to:

identify some main ideas and detailed information in the text and use some target vocabulary and structure correctly in question writing task with support

Most learners will be able to:

identify most main ideas and detailed information in the text and use a range of target vocabulary and structure correctly in question writing task with support

Some learners will be able to:

identify all main ideas and detailed information in the text and use a range of target vocabulary and structure correctly in question writing task with little support

Previous learning

basic internet research skills: words for targeted search

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            L5

To introduce a topic through pictures and listen and read for specific information

·       Direct Ss’ attention to the pictures and read the headings aloud.

·       Elicit answers to why they think ants are amazing. (accept all answers)

·       Play the recording, and Ss listen and read the text.

·       Check answers.

Video

Main Activities

            R3

            W3

            W3

            C4

            R4

To read for specific information

·       Draw Ss’ attention to the Check these words box and have them look up the meanings of any words they don’t know.

·       Explain the task. Ss go through the text again and replace the words.

·       Check Ss’ answers.

To consolidate information from the text

·       Draw Ss attention to the Did you Know box on the page. Read it aloud.

·       Explain the task. Ask Ss to write down three facts they find interesting.

·       Allow Ss time to prepare their answers.

·       Monitor the activity and help Ss with vocabulary and sentence structure.

·       Ask several Ss to present their answers to the class.

To prepare a short quiz about ants

·       Ask Ss to look up information about ants on the internet or in encyclopaedias or other reference materials.

·       Ss will prepare a short T/F series of quiz questions about ants.

·       Write an example question on the board.

·       Q 1 Ants make honey T or F

·       Circle the correct answer. Circle F.

·       Ask Ss to work in pairs or groups and to use this an example. Ss prepare their quizzes and swap them with other pairs/ groups.

Ending the lesson

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

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

use thumbs up or down technique and follow up questioning to check learner comprehension

cross-curricular links: Biology [insect workers]

provide challenge to more able learners by giving them some slightly more complex sentence starters [for T/F activity]

monitor question production in group activity to give feedback to whole class on board

LESSON: Module 4 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R5   R6   W3   W6   W7   W8   S4

Lesson objectives

All learners will be able to:

identify some main ideas and detailed opinion in the text and use some target vocabulary and structure correctly in blog writing task with support

Most learners will be able to:

identify most main ideas and detailed opinion in the text and use a range of target vocabulary and structure correctly in blog writing task with support

Some learners will be able to:

identify all main ideas and detailed opinion in the text and use a range of target vocabulary and structure correctly in blog writing task with little support

Previous learning

basic functional language for expressing preferences and simple opinions

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R5

To identify a text type

·       Direct Ss’ attention to the text and elicit what type of text Ss think it is.

·       Play the recording. Ss listen and follow the text in their books. Elicit what the text is about.

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

Main Activities

            R6

            W3

            S4

To read for specific information

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

·       Check Ss’ answers.

To understand subject/verb order

·       Read the Study Skills box aloud and give further examples if necessary.

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

·       Check Ss’ answers on the board.

To personalise the topic

·       Ask Ss to look up information on the Internet or look in encyclopaedias/other reference books.

·       Allow time for Ss to collect information and prepare their presentations. Alternatively, assign the task as HW.

·       Ask Ss to present their work to the class.

Ending the lesson

            W6

            W7

            W8

To write a blog entry describing your favourite singer

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

·       Allow Ss time to complete the task and check Ss’ answers by asking various Ss to read their blog entries 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

monitor less able learners as they write their blogs and prompt learners with sentence starters and encourage them to self-correct

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

cross curricular links: Music [style of music and song]

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

take in and assess final piece of writing

LESSON: Module 4 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C4  S3  W3   UE5  L1

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 from the Module

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C4

To practise reading for specific information

·       Explain the task. Ss read and choose which they think are important.

·       Ss compare their answers with a partner.

·       Check answers around the class by asking several students.

Main Activities

            W3

            S3

            UE5

            W3

To create a poster about work

·       Explain the task. Ss choose phrases from the list in Ex. 1. They work together in groups to make a poster called How to work well.

·       Allow Ss time to agree on which phrases. Ss find pictures to illustrate the poster.

·       Ss present posters to the class, and can be displayed if possible.

·       Alternatively set this task as HW and present the next day.

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.

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

            L1

To listen and read for specific information

Ask Ss to say as many phrases as possible related to their daily routines. Play the song. Ss listen and say which ones are mentioned in the song.

Game

·       Play in teams. One person from team A mimes a job.

·       The other team must guess what job it is. Each correct answer gets one point. The team with the most points is the winner.

Team AS1: (mimes planting flowers)

Team BS1: gardener

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: work and society

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

monitor pronunciation of new vocabulary from Module