Excel Grade 5 short term plan 6 module

LESSON: Module 6 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C8   R2   R3   R4

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

basic vocabulary relating to types of writing and story

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R2

What’s in this module?

Read the title of the module Reading for Pleasure 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

            R4

            S7

            C8

            R2

            R2

To present and categorise types of literature

·       Explain that in literature non-fiction refers to texts that discuss the real world and fiction refers to texts from the world of imagination.

·       Explain the task. Allow Ss time to look at the pictures and choose which type each is.

·       Check Ss’ answers.

To present new vocabulary

·       Explain the tasks. Ss explore the books in the school library or at home and report back to the teacher on which types of books they find.

·       Ss present answers to the class.

To introduce the topic and stimulate interest in the text

·       Explain the task. Allow Ss time to read through the text in order to answer the questions.

·       Check answers around the class.

Video

To present vocabulary for a story

·       Explain the task. Allow time for Ss to look at the pictures and choose the descriptions from the list.

·       Check Ss’ answers.

To read for specific information

·       Play the recording. Ss listen and read the text. Allow Ss time to put the pictures in the correct order.

·       Check Ss’ answers

Class CD

Ending the lesson

            R3

To read for specific information

·       Allow Ss time to prepare their answers. Ss can work in closed pairs.

·       Check Ss’ answers.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

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 [types of literature]

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

LESSON: Module 6 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S3  S4   S6  S7  C7   C9

Lesson objectives

All learners will be able to:

express some views using some target language accurately and use some target vocabulary with correct word stress

Most learners will be able to:

express a range of views using a range of target language accurately and use some target vocabulary with correct word stress

Some learners will be able to:

express a range of views using a range of target language accurately and use most target vocabulary with correct word stress

Previous learning

basic vocabulary for describing features of a book

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To personalise the topic

Elicit answers from the Ss around the class

Main Activities

            S7

            C7

            C9

            S3

            C7

            S4

            S6

To practise adjectives

·       Draw Ss’ attention to the Study Skills box. Have one student read aloud the content of the box. Elicit more examples from the class.

·       Allow Ss time to complete the task.

·       Check Ss’ answers.

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

To personalise the topic

·       Explain the task. Allow Ss to work in closed pairs and come up with their own ideas.

·       Elicit answers from around the class.

Video

To develop thinking skills

·       Explain the task. Allow Ss to work in closed pairs and choose an answer.

·       Elicit answers from around the class

To design a cover for the story

·       Explain the task. Ss work in groups and think of ideas of what they want to have on the cover of this story.

·       Allow Ss time to draw or design the covers. Alternatively allocate the task as HW.

·       Present Ss’ designs to the whole class.

Ending the lesson

            C9

To act out a mime of the story

·       Explain the task. Allow Ss to work in groups and take roles and act out the story.

·       Allow Ss to videotape the performances.

·       Present the videos to the whole 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 miming task and support with further modelling and drilling

monitor accuracy and pronunciation in eliciting views and then feedback to whole class before final task

cross curricular links: Literature [responses to literature]

challenge more able learners to give more expansive answers in response to miming prompts

LESSON: Module 6 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C8  R1  R2   R5  W3

Lesson objectives

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly to make points about the text and topic

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly to make points about the text and topic

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly to make points about the text and topic

Previous learning

vocabulary for talking about events in narratives and legends

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C8

To introduce the topic and stimulate interest in the text

·       Explain the task. Allow Ss time to read through the text in order to answer the questions.

·       Check answers around the class.

Main Activities

            R2

            R2

            R5

To read for specific information

·       Explain the task. Allow Ss time to match the pictures with the captions.

·       Check answers.

To read for gist and specific information

·       Explain the task. Play the recording. Ss listen and read the text.

·       Allow time for the Ss to identify the people in the pictures.

·       Check Ss’ answers aloud around the class.

Class CD

To read for specific information

·       Explain the task. Allow Ss time to put the pictures in the correct order.

·       Check Ss’ answers.

To read for specific information

·       Draw Ss attention to the Check these words box. Elicit meaning of the words or allow Ss time to look up the words and check meanings around the class.

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

·       Check Ss’ answers.

Ending the lesson

            W3

To consolidate vocabulary learnt in this module

·       Explain the task.

·       Allow Ss time to complete the sentences.

·       Check Ss’ answers.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

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 to board

cross-curricular links: Literature [heroes and legends]

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

LESSON: Module 6 Lesson 4

School: M.Makataev

Date: 14.02.2019

Teacher name: T.V.Poteryaiko

CLASS: 5 G

Number present:

absent:

Lesson title

Robin Hood

Learning objectives(s) that this lesson is contributing to

R1   R4   R5   S8 C7   C9

Lesson objectives

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

Previous learning

basic narrative linkers and vocabulary for describing narrative events

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R1

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

To expand vocabulary

·       Explain the task. Ask Ss to work in pairs and find alternatives to said.

·       Check Ss’ answers.

Main Activities

            R5

            S8

            R2

            C7

To practise sequence of events

·       Explain the task. Ask Ss to work individually or in pairs to put the sentences in the order the happened in the story.

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

To retell a story

·       Explain the task. Choose whether Ss will say or write the task.

·       Allow Ss to read for specific information

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

·       Check Ss’ answers.  Ss time to write or say the story around the class.

·       Alternatively set the task as HW and have the students present their answers the following day.

·       Check Ss’ answers.

To read for specific information

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

·       Check Ss’ answers.

To talk about differences between two characters; to develop thinking skills

·       Ss work in pairs and tell each other the difference between the two characters. Explain that Ss need to use but when they compare the two characters since they don’t share similar characteristics.

·       Monitor the activity around the class.

·       Ask some students to present to the class.

            C9

To develop thinking skills

·       Ask Ss to work in groups and decide what happened next in the story.

·       Elicit discussion of the question and answers around the class.

Ending the lesson

            R4

To develop research skills/thinking skills

·       Explain the task.

·       Allow Ss time to research the story.

·       Play the video for the Ss and elicit their comments. Check answers around the class.

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 to board

cross-curricular links: Literature [heroes and legends]

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

LESSON: Module 6 Lesson 5

School:  M.Makataev

Date: 15.02.2019

Teacher name: T.V.Poteryaiko

CLASS: 5 G

Number present:

absent:

Lesson title

Robin Hood

Learning objectives(s) that this lesson is contributing to

C10   R2   R5   R6  S7

Lesson objectives

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

Previous learning

vocabulary relating to myths and legends

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R2

            C10

To stimulate interest in the topic and read for specific information

·       Explain the task. Elicit answers from Ss.

·       Allow Ss time to read the text for answers.

·       Check answers around the class.

Main Activities

            R5

            R6

            S7

To listen and read for gist and specific information

·       Explain the task. Play the recording. Students read and listen to find the information.

·       Check Ss’ answers.

Video

Class CD

To read for specific information

·       Explain the task. Allow Ss time to answer the questions working in pairs.

·       Check the answers by asking individual Ss around the class.

·       Check Ss’ answers

To practise vocabulary learnt in this lesson

·       Explain the task.

·       Allow Ss time to complete the questions.

Ending the lesson

·       Check Ss’ questions.

·       Ask Ss to choose a story or book they like or remember from when they were younger. Homework task is to think about how they would summarise it verbally or in writing for the following 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 with supportive questioning and prompting in eliciting answers and views orally

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 checking answers and highlight to board and redrill

LESSON: Module 6 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C4   C9   S3   S8   W2   UE17

Lesson objectives

All learners will be able to:

identify some specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Most learners will be able to:

identify a range of specific information and ideas in the text correctly and use some target language correctly to recount information about the text

Some learners will be able to:

Identify a range of specific information and ideas in the text correctly and use a range of target language correctly to recount information about the text

Previous learning

basic co-ordinating and subordinate conjunctions

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To read for specific information

·       Explain the task. Allow Ss time to fill in the answers.

·       Check Ss’ answers

·       Play the video and elicit comments from the class.

Video

Main Activities

            UE17

            UE17

            C4

            W2

            C9

            S8

To present linkers

·       Draw Ss’ attention to the grammar box on Linkers.

·       Read through the box and have Ss read the examples. Elicit further examples from the Ss.

·       Allow Ss time to find further examples in the text.

·       Check answers.

To practise linkers

·       Allow Ss enough time to complete the exercise.

·       Check Ss’ answers.

To write or present a summary of the story

·       Explain the task. Allow Ss time to summarise the story. They should make 4 deliberate mistakes in the story and see if the other students can spot them.

·       Monitor the activity around the class. Alternatively, allocate the task as HW.

·       Several Ss around the class present their summaries.

To develop creative skills

·       Explain the task. Explain that a cover should have the title of the book, the author and a picture usually showing the main characters or something important in the story.

·       Ss work individually or in pairs to create a cover that they think would suit this story.

·       Allow enough time for the Ss to finish the task.

·       Present the covers to the class or display in the classroom.

Ending the lesson

            C9

            S3

To develop thinking skills

·       Explain the task. Elicit alternative answers from the Ss.

·       Allow Ss time to discuss alternative endings in pairs.

·       Then ask several Ss around the class to present their answers.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

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

monitor accuracy, use of linkers in checking and whole class plenary and then feedback to board

cross-curricular links: Literature [heroes and legends]

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

LESSON: Module 6 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C5   S1  S2  UE5 L5

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 / vocabulary for expressing views

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C5

To develop values and talk about reading

·       Explain the task. Ask the Ss to work in pairs and read the sentences.

·       Allow Ss time to discuss the reasons for reading.

·       Monitor the activity around the class.

·       Ss present answers in pairs.

Main Activities

            S1

            R2

            UE5

            S2

            L5

To personalise the topic

Elicit Ss’ reasons why they like reading from around 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 revise vocabulary taught 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. The older brother of the giants liked to play music. (F))

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

To listen for specific information

·       Explain the task. Play the recording for Ss to fill in the missing words.

·       Check answers.

·       Play recording again for Ss to sing along.

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: Literature [responses to Literature]

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

monitor pronunciation of new vocabulary from Module