Excel Grade 5 short term plan 5 module

MODULE 5

Lesson plan

LESSON: Module 5 Lesson 1		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S6 S7 R3
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	animal body parts / human facial features
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S7	What’s in this module? Read the title of the module Creativity 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 some mythical creatures · Draw Ss’ attention to the pictures and ask various Ss to read out the name of the creature each one shows. Play the recording. Ss listen and repeat chorally or individually. · Elicit the L1 equivalents from Ss around the class.		Class CD

Main Activities S7 S6 R3 R3	To present new vocabulary Go through the features in the list and explain/ elicit the meanings of any unknown words. Play the recording. Ss listen and repeat chorally or individually and point to each feature as it is mentioned. To relate mythical creatures to animals Elicit which creatures look like the animals in the list. To describe mythical creatures Read out the example and ask various Ss around the class to describe the creatures using the phrases given earlier.
	To introduce the topic and predict the content of the text · Read the title aloud and allow Ss one minute to read the introduction to the text. Elicit answers/guesses to the questions in the rubric and then play the recording. · Ss listen and follow the text in their books and find out the answers. · Play the video for the Ss and elicit their comments at the end. To read for specific information/detailed understanding/main ideas · Allow Ss some time to read the text again and mark the sentences T (true) or F (false). · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box.		Video
Ending the lesson	Check Ss’ answers. As an extension ask Ss to correct the false statements.
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		cross-curricular links: Literature [mythical creatures]
challenge more able learners through probing and hypothetical questioning in eliciting views

Lesson plan

LESSON: Module 5 Lesson 2		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S1 S4 S7 C3 C4 W4
Lesson objectives	All learners will be able to:
	take part in some exchanges using some target language accurately and use some target vocabulary with correct word stress
	Most learners will be able to:
	take part in some exchanges using a range of target language accurately and use some target vocabulary with correct word stress
	Some learners will be able to:
	take part in some exchanges using a range of target language accurately and use most target vocabulary with correct word stress
Previous learning	vocabulary for simple film genres/ use of simple short form agreement/disagreement
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S8 S3	To consolidate information from a text Allow Ss a couple of minutes to review the text and then ask various Ss around the class to tell the class the differences between the creatures in the Harry Potter books and the same creatures in mythology. To consolidate information from a text · Allow Ss time to write their sentences. In closed pairs, Ss then read their sentences to their partner who correct the mistakes. · Monitor the activity around the class and then ask some pairs to report back to the class.

Main Activities S1 S7 C3 UE5 S4	To present types of films · Go through the list of film types and explain/elicit the meanings of any which are unknown. · Ss complete the task. Check Ss’ answers. Point out that some types of films do not take the word ‘film’ after them (e.g. western, horror, musical etc).
	To practise agreeing/disagreeing about your taste in films · Explain the task and draw Ss’ attention to the expressions in red in the example exchanges. · Elicit/Explain that we can use So + auxiliary verb + personal pronoun/noun to agree with what a person has said or Neither + auxiliary verb + personal pronoun/noun to agree with sth negative that sb has said. · Ss talk in pairs about their taste in films. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson S1 W4	To present adjectives and practise using them to describe films · Explain the task and read out the example exchange with a S. · Ss then complete the task in pairs. Monitor the activity around the class and then ask some pairs to ask and answer 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 dialogue production task and support with further modelling and drilling		monitor accuracy and interactional appropriacy in dialogue task		cross-curricular links: Literature [mythical creatures]
challenge more able learners to give more expansive answers in dialogue task			monitor pronunciation performance in dialogue task and give feedback to whole class

Lesson plan

LESSON: Module 5 Lesson 3		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S3 S8 S6 UE5 UE9
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	past simple including negative and interrogative forms
Plan
Planned timings			Excel Resources		Teacher Notes
Beginning the lesson UE9	To present the past simple of the verb ‘to be’ – was/were Explain that was/were is the past simple form of the verb ‘to be’. Go through the table with Ss and read out all the persons. Ss fill the gaps and then elicit when we use was/were

Main Activities UE9 UE5 S3 S8	To practise the past simple of the verb ‘to be’ in the affirmative was/were Ss fill in the correct word. Check Ss’ answers. To practise the past simple of the verb ‘to be’ in the negative wasn’t/weren’t · Explain the task and read out the example. · Ss complete the task. Check Ss’ answers in the correct word. Check Ss’ answers. To practise the past simple of the verb ‘to be’ in the interrogative with short answers · Draw Ss’ attention to the timetable and then Ss complete the task. · Check Ss’ answers around the class by asking one S to say a question and another to answer it.
	To practise talking about the past · Explain the task and read out the example exchange with a S. · Ss then work in pairs and ask and answer. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson UE9 S6	To pronounce strong and weak forms · Read out the table and explain that strong and weak forms relate to when words are stressed/ not stressed. · Play the recording and elicit the strong/weak forms. To consolidate comprehension of strong/ weak forms Give Ss some time to find examples and check Ss’ answers around the class.		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 forms 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 different time phrases when talking about the past		monitor pronunciation of weak form in sentence activity and remodel and drill to whole class

Lesson plan

LESSON: Module 5 Lesson 4		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S4 UE5 UE9 UE13 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	past simple including negative and interrogative forms and past modal ‘could’
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	To present the past simple form of ‘have’ – had Go through the table and elicit how we form the negative and interrogative of the verb ‘have’ in the past simple.

Main Activities UE9 S4 UE13 UE5 S4 UE9	To practise the affirmative and negative forms of had · Explain the task and draw Ss’ attention to the picture. · Ss complete the task. Check Ss’ answers. To practise the interrogative form of had with short answers · Explain the task. Ss work in pairs and ask and answer questions. · Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
	To present the past simple form of the modal verb ‘can’ – could · Ss read the table. Check Ss’ comprehension by asking various Ss to give example sentences of things they could do when they were young (e.g. I could ride a bike when I was six.) and then expand on this to cover all forms (e.g. Could you ride a bike when you were five? No, I couldn’t. Could you ride a bike when you were seven? Yes, I could. etc). To practise could in the affirmative and negative forms. · Ss complete the task. Check Ss’ answers.
	To practise could in the interrogative form with short answers · Explain the task. Ss work in pairs and ask and answer using the prompts and could in the interrogative form with short answers. · Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson W4 W7	To practise could further using personal examples · Explain the task and allow Ss enough time to complete the sentences. · Check Ss’ answers by asking various Ss around the class to read out their completed sentences.
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 and prompt learners to self-correct and expand information		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 through more probing questions when they present writing to class		monitor pronunciation of weak form in sentence activity and remodel and drill to whole class

Lesson plan

LESSON: Module 5 Lesson 5		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C9 S1 S8 R1 R2 R8 L8 W4
Lesson objectives	All learners will be able to:
	identify some main ideas and detailed information in texts 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 texts 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 texts and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	vocabulary relating to mythical creatures
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson C9	To introduce the topic and stimulate interest in the text · Direct Ss’ attention to the picture and ask if they know anything about the Samruk. Elicit a variety of questions and write three of them on the board. · Play the recording. Ss listen and follow the text in their books and check if the questions were answered.		Class CD

Main Activities R1 R2 R6 S1 S8 S1 L8	To read for specific information/detailed understanding/main ideas · Allow Ss some time to read the texts and mark the sentences T (true) or F (false) or DS (doesn’t say). · Direct Ss to the Word List to look up the meanings of the words in the *Check these words* box. · Check Ss’ answers. Ss should justify their answers.
	To make verb/noun phrases and summarise a text · Ss match the verbs to the nouns, then ask various Ss around the class to give a summary of the text using the phrases. · Play the video for the Ss and elicit their comments at the end. To practise reading years · Read the Study Skills box aloud and write the examples on the board, underlining the years. Say the years aloud and direct Ss to repeat. · Direct Ss’ attention to the pictures and ask various Ss around the class who the people are. · Ask various Ss to read out the captions under the pictures. · Choose a pair of Ss to read out the example. · Explain the task and allow Ss time to ask and answer questions about the pictures. · Ask various pairs of Ss to report back to the class about the people in the pictures		Video
	To listen for specific information · Explain the task and play the recording. Ss listen and complete the fact file. · Check Ss’ answers.
Ending the lesson W4 W6	To write a short paragraph Ss complete the paragraph.
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: Literature [mythical creatures]
provide challenge to more able learners by asking them to include two or three phrases in the writing

Lesson plan

LESSON: Module 5 Lesson 6		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C8 L5 W3 UE9
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	some past simple regular forms
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson UE9	To present the past simple affirmative for regular verbs · Ss close their books. Present the past simple. Say: I worked hard yesterday. Write it on the board. Underline worked and explain that this verb is in the past simple. Point to a S and say: You worked hard yesterday. Then write it on the board. Underline worked. Point to a male S and say: He worked hard yesterday. Then write it on the board. Underline worked. Present the other persons in the same way. · Explain the spelling rules of the past simple for regular verbs by writing the verbs love, play, miss, travel, stop, try and their past simple forms on the board (loved, played, missed, travelled, stopped, tried). Ss open their books. Read out the table. · Elicit the L1 equivalent for the example.

Main Activities UE9 W3 C8 W3	To practise the past simple affirmative · Explain the task and allow Ss some time to complete it. · Check Ss’ answers by reading the text aloud and eliciting the missing verb forms from various Ss around the class. Check correct spelling on the board. To present the past simple negative · Ss close their books. Write on the board: I didn’t work yesterday and She didn’t work yesterday. Underline I didn’t in the first sentence and She didn’t in the second sentence. Explain that we use didn’t in all persons to form the negative of the past simple. Point out that the main verb is also the same for all persons and is used in its base form. · Ss open their books. Read out the rule and elicit the word to complete it then elicit the L1 equivalent of the example.
	To practise the past simple negative · Explain the task. Allow Ss two minutes to read the text in Ex. 2 again and then read out the example. · Ss complete the task. Ask various Ss to read out the answers to the class.
Ending the lesson L5	To pronounce · Play the recording with pauses for Ss to listen and repeat chorally or individually. · Pay special attention to Ss’ pronunciation and intonation and correct as necessary. · Elicit other words with the same sounds from Ss around the class. · Refer Ss to the text in Ex. 2 again and elicit the past forms. Write them on the board and then elicit how each verb ending is pronounced.			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: History [historical leaders]
challenge more able learners to produce contrasts in ‘ed’ endings on different pairs of words			check pronunciation in whole class feedback and remodel/ drill final sounds

Lesson plan

LESSON: Module 5 Lesson 7		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C8 S4 UE5 UE9 W3
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	past simple including negative and interrogative forms
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson UE9 UE5	To present the past simple interrogative and short answers · Ss close their books. Write on the board: Did I play tennis yesterday? No, I didn’t and Did you play tennis yesterday? No, you didn’t. Explain that we use Did I/you/he/she/it/we/they/ to form questions in the past simple. Focus Ss’ attention on the position of did (before the personal pronoun). The main verb is used in its base form. We answer in the short form with Yes/No, I/you/he/she/it/we/they did/didn’t. · Ask Ss questions to check their understanding. T: Did you walk to school yesterday? S1:Yes, I did./No, I didn’t. T: Did your mum go to work yesterday? S2: Yes, she did./No she didn’t. etc · Ss open their books. Read the table aloud and elicit the missing words.

Main Activities UE9 UE5 S4 UE5 S4 C8	To practise using the past simple affirmative Allow Ss some time to complete the task and then check Ss’ answers. To practise using the past simple interrogative and short answers · Explain the task and read out the example. · Ss do the task. Check Ss’ answers. · Play the video for Ss and elicit their comments at the end.		Video
	To practise using the past simple interrogative to talk about the past · Explain the task and read out the example exchange. · Ss work in closed pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
Ending the lesson W3	To write about past events Allow Ss time to do the task. Then ask them to check their answers with other Ss around the class to find someone who can match their sentences.
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: History [historical leaders]
provide challenge to more able learners by asking them to say which facts are related to Kazakhstan

Lesson plan

LESSON: Module 5 Lesson 8		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	R2 R3 R6 UE9 S4 S8
Lesson objectives	All learners will be able to:
	identify some specific information in the text correctly and use some target language correctly in oral summary task 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 oral summary task 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 oral summary task with little support
Previous learning	use of regular past simple forms and basic narrative linkers and language of ‘years’
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson R2	To introduce the topic and predict the content of the text · Elicit what Ss know about Atlantis. Read out the title and subheadings in the text as well as the words in the list. · Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis.		Class CD Video

Main Activities R3 R6 UE9 S4	To read for comprehension · Draw Ss attention to the Study Skill box and read it aloud. Give an example of key words and then explain the task. · Allow Ss some time to read the text and answer the questions. Then direct Ss to the Word List to look up the meanings of the words in the Check these words box. · Check Ss’ answers around the class.
	To practise the past simple and revise question words · Explain the task and ask two Ss to read the example exchange aloud. · Ss do the task in closed pairs, then ask some pairs to ask and answer in front of the class.
Ending the lesson S8	To give a summary of a text · Explain the task and go through the verbs in the rubric explaining any unknown ones. · Allow Ss two minutes to read the text again and then ask various Ss to give their summary to the class using as many of the verbs in the list as they can. · Evaluate Ss’ performance. Check for: inclusion of all points, correct word order, spelling mistakes (if written), grammar (syntax mistakes), pace (if spoken), rapport (if spoken)
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 with supportive questioning and prompting in eliciting oral summary		use thumbs up and down technique and follow up questions to check comprehension	cross-curricular links: Literature [myths and legends]
provide challenge to more able learners by pairing them with less able learners in text comprehension and telling them to guide less able learners where to look in text for answers		monitor pronunciation of target words in oral summary task and highlight to board and redrill

Lesson plan

LESSON: Module 5 Lesson 9		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	UE9 W1 C4 R9
Lesson objectives	All learners will be able to:
	identify some main ideas and detailed information in texts 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 texts 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 texts and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	vocabulary relating to significant historical figures and events
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson UE9	Remind Ss of ‘Atlantis’ text in previous lesson by eliciting key content. To present/practise there was/there were · Point out that there was/there were is the past simple of there is/there are and the same rules apply. · Elicit the L1 explanations for the examples in the note and then ask various Ss to point out more examples in the text.

Main Activities

To check Ss’ comprehension of a text

Allow Ss five minutes to complete the task, then check Ss’ answers around the class.

To write a diary entry to personalise the topic

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

· Ask various Ss around the class to read out their answers to the rest of the class. Elicit which Ss had similar answers.

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
monitor less able learners as they write their narratives and prompt learners to self-correct and expand information	use thumbs up and down technique and follow-up questions to monitor comprehension of text	cross-curricular links: Literature [myths and legends]
provide challenge to more able learners through more probing questions when they present their texts	take in and assess final piece of writing

Lesson plan

LESSON: Module 5 Lesson 10		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C8 UE5 UE9 R4 R8
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	some past simple regular forms and some common irregular ones
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	To present the past simple for irregular verbs · Explain that irregular verbs don’t take -ed in the past simple but they all change differently and Ss must learn the forms. Refer Ss to the irregular verbs list at the back of their books and advise them to study it and learn the irregular forms. · Read out the table and elicit the L1 equivalents for the examples.

Main Activities UE9 UE5 UE9 R4 R9	To practise the past simple of irregular verbs · Allow Ss some time to complete the task. · Check Ss’ answers. To practise the past simple and identify irregular verbs Give Ss time to read the biography and fill in the gaps. To practise the past simple interrogative and affirmative of irregular verbs · Explain the task and read out the example. · Ss complete the task, then check Ss’ answers. · Check Ss’ answers and then elicit the irregular verbs. To practise the past simple of irregular verbs Give Ss some time to complete the gaps then check Ss’ answers
	To consolidate information in a text and further practise the past simple of irregular verbs (negative and affirmative) · Explain the task and read out the example. · Ss complete the task.
Ending the lesson	Check Ss’ answers by asking various Ss to read out their statements.
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 forms for learners to self-correct		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers	cross-curricular links: Literature [world literature]
challenge more able learners to produce different time phrases when talking about the past		monitor pronunciation of target verbs and remodel and drill to whole class

Lesson plan

LESSON: Module 5 Lesson 11		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	UE9 S1 S4 W1 W4 W7
Lesson objectives	All learners will be able to:
	use some target language correctly in email writing task with support
	Most learners will be able to:
	use a range of target language correctly in email writing task with support
	Some learners will be able to:
	use a range of target language correctly in email writing task with little support
Previous learning	past simple regular and irregular forms, narrating past events
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S4 UE9	To practise the past simple of irregular verbs (interrogative) and short answers · Ss work in pairs and ask and answer, as in the example. · Monitor the activity around the class and then ask some pairs to share their answers with the class.

Main Activities S1 W1 UE9 S4 W4 W7	To practise using time expressions with the past simple · Explain the task and read out the example. · Elicit a variety of personal sentences from Ss around the class. To practise the past simple (regular + irregular verbs) interrogative and short answers · Ss ask and answer in pairs, as in the example. · Monitor the activity around the class and then ask some pairs to ask and answer in front of the rest of the class.
	To write an email using the past simple · Explain the task and either allow Ss time to complete it in class or assign as HW. · Remind students that they can use the example in Ex. 4 to help them. · Check Ss’ answers by asking various Ss to read out their emails.
Ending the lesson	Game Ask Ss to look at the Irregular Verbs section at the end of the book for two minutes. Ss close their books. Say verbs in their base form. Ss, in teams, say the relevant past simple form. Each correct answer gets 1 point. The team with the most points is the winner.
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 plan

LESSON: Module 5 Lesson 12		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	R2 R5 S6 S3 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 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	past simple question and answer exchanges
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S6	To practise pronunciation of situational language · Play the recording. Ss listen and repeat. · Pay attention to Ss’ pronunciation and intonation and correct as necessary.		Class CD

Main Activities R5 R2 S7 S6	To identify the context of a dialogue and predict the content · Elicit what Ss think the dialogue is about. · Ss listen and follow the text in their books and check. To read for specific information · Allow Ss time to read the dialogue again and complete the task. · Check Ss’ answers.		Class CD
	To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. To consolidate situational language through translation Elicit the L1 equivalents for the sentences in Ex. 1 from Ss around the class.
	To act out a dialogue · Draw Ss’ attention to the Study Skills box at the side. Read it, or have one of the Ss read it aloud, and remind Ss to be aware of intonation patterns as they practise the dialogues. · Play the recording again. Then ask Ss to work in pairs and take roles and read out the dialogue. · Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.
Ending the lesson S3 S7	To practise role-playing · Explain the situation. Remind Ss that they can use sentences from Ex. 1 as well as the dialogue in Ex. 2 to help them and any ideas of their own to complete the task. · Ss complete the task in pairs. To help Ss, draw the following diagram (See T’s Book) on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.
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 [language 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 plan

LESSON: Module 5 Lesson 13		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	WR4 W6 W7 L8 R3 S1
Lesson objectives	All learners will be able to:
	identify some main ideas and detailed information in texts 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 texts 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 texts and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	vocabulary relating to professions and basic biographical facts
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S7	To introduce the topic · Explain what the word ‘profession’ means (a type of job that needs a high level of training or education) and read out the examples. Then allow Ss one minute to write down as many as they can think of. · Ss check their list with their partner and then ask some Ss to read out their list to the class.

Main Activities L8 R3 W6 W4 W6	To predict the content of a text · Direct Ss’ attention to the pictures and elicit what, if anything, they know about the people in them. Read the questions in the rubric aloud and elicit guesses from Ss’ in answer to them. · Draw Ss’ attention to the Check these words box. Elicit the meanings of the words or allow Ss time to look up the words and check meanings around the class. · Play the recording. Ss listen and follow the text in their books and check if their guesses were correct.			Class CD
	To use specific vocabulary to write sentences · Explain the task and elicit the meaning of any unknown words in the list. · Allow Ss time to write their sentences. · Check Ss’ answers around the class. · Play the video for the Ss and elicit their comments at the end.			Video
	To write a short article about an artist from your country · Draw Ss attention to the Did you know? box. Initiate a discussion about well-known painters or elicit names of Kazakhstani artists. · Ask Ss to look up information on the Internet or look in encyclopaedias/other reference books. · Allow Ss time to collect the information and prepare their presentations. Alternatively, assign the task as HW.
Ending the lesson S1	Ask Ss to present their work to the class.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
monitor less able groups in writing task and provide support through further modelling and providing sentence starters		use thumbs up and down technique and follow up questions to check comprehension			cross-curricular links: Literature [artist biography]
provide challenge to more able learners by asking them to write a text in distinct paragraphs			take in final piece of writing to assess

Lesson plan

LESSON: Module 5 Lesson 14		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L5 S1 S6 S7 W5 W8
Lesson objectives	All learners will be able to:
	identify some main ideas and detailed information in the text and present some detail correctly in presentation and writing tasks
	Most learners will be able to:
	identify most main ideas and detailed information in the text and present some detail correctly in presentation and writing tasks
	Some learners will be able to:
	identify all main ideas and detailed information in the text and present a range of detail correctly in presentation and writing tasks
Previous learning	basic vocabulary of musical instruments and types of music
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson S6	To introduce the topic and present musical instruments · Draw Ss’ attention to the musical instruments in the pictures. · Play the recording. Ss listen and repeat chorally or individually. · Elicit the L1 equivalents from Ss around the class.

Main Activities S7 L5 S6 S1	To present types of music · Go through the names and types of music in the lists. · Play the recording. Ss listen and match. · Check Ss’ answers.		Class CD
	To listen for specific information · Go through the instruments in the list A-H. · Play the recording. Ss listen and match the items. · Explain to them there are two extra instruments they do not need to use. · Check Ss’ answers. · Play the video for the Ss and elicit their comments at the end.		Video
	To prepare a presentation on your favourite type of music · Explain the task and tell Ss to use the Internet or look in encyclopaedias/other reference books. · Allow time for Ss to collect the information and prepare their presentations. Alternatively, assign the task as HW. · Ask Ss to present their work to the class.
W5 W8	To create a poster showing traditional music instruments · Explain the task and tell Ss to work in groups and use the internet or encyclopaedias/other reference books to look up traditional musical instruments from Kazakhstan. · Allow time for Ss to collect their information and write out a text and add pictures to prepare their posters. Alternatively assign the task as HW.
Ending the lesson	Ask Ss to present their work to the class, presenting on a board in the classroom, etc. if possible.
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 poster writing task and provide support through further modelling and providing sentence starters		monitor accuracy of use and pronunciation of module vocabulary and remodel and drill as necessary		cross-curricular links: Music
challenge more able learners to write two or three connected sentences for each part of poster		highlight errors in poster text in pencil for learners to self-correct before display

Lesson plan

LESSON: Module 5 Lesson 15		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S4 R2 R6 R8 W4 W6 W7
Lesson objectives	All learners will be able to:
	identify some uses of target structure and detailed information in text and use some target vocabulary and structure correctly in email writing task with support
	Most learners will be able to:
	identify most use of target structure and detailed information text and use a range of target vocabulary and structure correctly in writing task with support
	Some learners will be able to:
	identify all uses of target structure and detailed information in the text and use a range of target vocabulary and structure correctly in writing task with little support
Previous learning	basic adjectives describing reactions and views
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson R8	To read for lexico-grammatical structure · Explain the task. Allow Ss time to complete the gaps with the correct adjectives. · Direct Ss to the Word List to look up the meanings of the words in the Check these words box. · Ss compare their answers with their partner, then check Ss’ answers around the class.		Video

Main Activities R2 R6 S4 W4 W6 W7	To use descriptive language · Read the Study Skills box aloud. · To consolidate Ss’ understanding, write the words good, bad and nice on the board. Elicit various adjectives from Ss around the class that mean the same as these words and write them under each one. Ss may copy the lists into their notebooks. · Explain the task and explain/elicit the meanings of any unknown adjectives in the list. · Ss complete the task. Check Ss’ answers. · Draw Ss’ attention to the Check these words box. Elicit the meanings of the words or allow Ss time to look up the words in the word list. Check meanings around the class. · Play the video for the Ss and elicit their comments at the end.		Video
	To write an email about an event you attended Explain the task and allow Ss time to complete it in class.
Ending the lesson	· Ask various Ss to read out their emails to the class. · Alternatively, assign as HW and check Ss’ answers 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		use vocabulary activity to do quick spelling elicitation of words to board		ICT links: format and features of email communication
give more able learners challenge by asking them to include expansive descriptive details		take in final pieces of writing for feedback comment and assessment

Lesson plan

LESSON: Module 5 Lesson 16		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S2 S3 C3 C9 UE5
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 from the module
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	To personalise the topic and talk about your interests · Explain the task. Ss read and choose which are true for them. · Ss tell their partner. · Monitor the activity around the class checking for pronunciation and grammar. · Check answers around the class by asking several students to repeat their answers.

Main Activities	To create a story · Explain the task. Ask Ss to work in groups and think up two special creatures. · Allow Ss time to create creatures and draw them. Ss think of a story for the creatures and what they can do and write it. · Ask the groups of Ss to present their story to the class.
	To test knowledge learnt in this module · Explain the task. Allow Ss some time to read the questions and mark the sentences as true or false. · Alternatively, you may allow Ss to review the module and find the relevant information to complete the statements correctly. Check Ss’ answers.
	To consolidate vocabulary learnt in the 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. People eat a special soup for Nauryz. (T) · Ss swap their quizzes with another pair and do it and then report back to the class.
	To listen for gist · Play the recording. Ss listen and answer the question in the rubric. · Check Ss’ answers around the class. To listen for specific information · Play the recording again. · Ss listen and complete the gaps. · Check Ss’ answers.		Class CD
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		monitor question production in group activity		cross-curricular links: Art [responses to Art]
provide challenge for more able learners to try and write another short verse for the song		monitor pronunciation of new vocabulary from Module

MODULE 5 Lesson plan

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To consolidate vocabulary learnt in the module ·

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23.09.2020