5 grade excel план урока

LESSON: Module 1 Lesson 1

School: M.Makataev

Date: 09.09.2019

Teacher name: Poteryaiko T.V.

CLASS: 5 B,V,G

Number present:

absent:

Lesson title

Rooms and Furniture

Learning objectives(s) that this lesson
is contributing to

R2   L5   S6   S7

Lesson
objectives

All learners will be able to:

identify some specific information from
the text and use some target vocabulary to describe some features of houses
accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from
the text and use a range of target vocabulary to describe some features of
houses accurately in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from
the text and use a range of target vocabulary to describe some features of
houses accurately in response to prompts and in production tasks

Previous learning

vocabulary for rooms of the house/
basic shapes / has got

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

What’s in this module?

Read the title of the module Home
& Away! and ask Ss to suggest what they think
it means. Go through the topic list and stimulate a discussion to prompt Ss’
interest in the module.

To present vocabulary for rooms

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

·       Draw Ss’ attention to the pictures and elicit which room
is which.

Class CD

Main Activities

            S6

            S7

            R2

            L5

To present/practise vocabulary related
to furniture

·       Play the next recording. Ss listen and repeat chorally or individually.
Elicit the L1 equivalents from various Ss.

·       Explain the task and read out the headings, translating them if
necessary. Read the example sentences aloud and then Ss work in closed pairs
and write the words under the headings and make sentences of their own.

·       Ask various Ss around the class to read their sentences aloud to
check Ss’ answers.

To predict the content of a text

·       Direct Ss’ attention to the pictures and elicit what they show.
Ask Ss to say what they think the buildings look like. Give prompts if
necessary. Ask: Which building looks like: a football? a violin? a piano?

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

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

To read for specific information

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

·       Check Ss’ answers.

Class CD

To check comprehension of a text

·       Allow Ss two minutes to go through the text. Ss close their books
and try to remember two things from each text and tell their partner.

·       Ask some pairs to report back to the class. Ss open their books
and check.

·       Play the video. Ss watch it then answer the questions that
accompany it.

Video

Ending the lesson

            S6

To develop critical thinking skills

·       Explain the task and read the prompts aloud.

·       Brainstorm with Ss for interesting ideas.

·       Allow Ss time to write their sentences, then ask various Ss around
the class to read their sentences aloud.

Additional information

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

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

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

support less able readers by encouraging
them to confirm with another learner where target information is in text

monitor groups as they complete
comprehension tasks and check understanding through follow-up questions in
checking plenary

cross-curricular links: Art and Design

challenge more able learners by adding
two or three more words to the final task e.g. outside space.

monitor pronunciation in checking final
sentence task and highlight any word stress issues on board

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module 1 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C6  S1  S5  S7  W3  W8

Lesson objectives

All learners will be able to:

use, pronounce and spell some target
vocabulary accurately in production tasks with support

Most learners will be able to:

use, pronounce and spell most target
vocabulary accurately in production tasks and integrate with some success in
extended writing task

Some learners will be able to:

use, pronounce and spell a range of
target vocabulary accurately in production tasks and integrate to good effect
in extended writing task

Previous learning

basic rooms of houses / vocabulary
for basic features and furnishings of rooms

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

To present vocabulary for furniture
and appliances

·       Draw Ss’ attention to the picture. Play the recording.

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

Class CD

Main Activities

            C6

            W8

            S1

            W3

To categorise vocabulary

·       Read the Study Skills box aloud to explain the function of the task.

·       Write the headings on the board. Ss look at the picture for a
minute then close their books. Ss copy the headings into their notebooks and
try to list as many words as they can remember under each heading. Ss in
pairs check their answers and add more words under each heading.

·       Check Ss’ answers on the board.

To activate and consolidate
vocabulary

·       Explain the task and read the example aloud.

·       Ask various Ss to say what there is in each room.

To write about your ideal bedroom

·       Explain the task and allow Ss some time to draw their ideal
bedroom and write about it. Ss then compare with their partner and note the
similarities and differences.

·       Ask various pairs around the class to present their ideal bedroom
to the class.

·       Alternatively, assign the task as HW and check Ss’ answers in the
next lesson. Display the drawings to the class..

Ending the lesson

            S5

Game

A   Play in teams. One team says a
letter from the English alphabet. The other team says a word which starts
with this letter and is related to houses/rooms/furniture/ appliances. If the
team can’t think of a word within 5” they miss their turn. Any correct answer
gets 1 point. The team with the most points wins.

    Team AS1: P!

    Team BS1: Pillow!

Which room am I in?

B   Play in pairs. Say a sentence
about a room you are in. Your partner says the name of the room.

    A: There’s a wardrobe in it.

    B: Bedroom!

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 by getting
them to highlight problem parts of word spellings e.g. double letters, long
vowel sounds

monitor learner spellings in categorisation
task and provide remedial support

cross-curricular links: Art and Design

provide challenge for more able learners
by getting them to sit back-to-back while describing their rooms and spotting
differences this way.

check learner pronunciation in whole
class feedback and drill and highlight word-stress to board as necessary

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson. 

LESSON: Module 1 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C4  UE4  UE11

Lesson objectives

All learners will be able to:

use and pronounce some target structures accurately
in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures
accurately in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures
accurately in controlled tasks with little support

Previous learning

basic uses of determiners with
singular and plural nouns  /  basic uses of impersonal it/there structures

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE11

To
present there is/there are

·       Explain that we use there is to talk about the existence of
sth in the singular and there are in the plural.

·       Read the examples in the table aloud and then elicit the answers
to complete the rules from Ss around the class.

Main Activities

            UE11

            UE4

            UE4

To
practise there is/there are

·       Explain the task and read the example aloud.

·       Ss complete the task.

·       Check Ss’ answers.

To practise there is/there are
through personalisation

·       Explain the task and allow Ss time to complete the sentences about
their own bedrooms.

·       Check Ss’ answers around the class.

To revise a/an and present some – any

·       Read the first two example sentences aloud and elicit that we use a with singular items that begin with a consonant sound and an with singular items that begin with a vowel sound.

·       Read the next example sentence aloud and explain that we use some in affirmative sentences for plural items.

·       Read the final two example sentences aloud and explain that we use
any
in negative plural sentences and interrogative
plural sentences.

·       Ask different Ss to read the examples aloud, then elicit when each
is used to complete the rules.

To practise using some and any

Allow Ss some time to complete the
sentences.

Ending the lesson

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

monitor less able groups in controlled
tasks and provide support through further modelling and drilling

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

cross-curricular links: languages
[contrasts with L1]

provide extra challenge by getting more
able learners to use short answers ‘yes there is/no there aren’t’ by asking
them to confirm answers given by others.

check pronunciation in whole class
feedback and remodel/drill use of weak forms  ‘a’ / ‘some’  and contractions
where necessary

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

UE6  UE13   S2   L5

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 ordinal numbers / basic
prepositions of location

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE14

To present prepositions of place

·       Ss close their books. Present prepositions of place using your book.
Put your book on the desk, then ask and answer: Where’s my book? It’s on
the desk.

·       Put your book in your bag, then ask and answer:

·       Where’s my book? It’s in my bag, etc. Present the rest of the prepositions of place in the same
way.

·       Then put your book in various places around the classroom and ask
Ss to tell you its location.

·       Ss open their books. Refer Ss to the drawings and the example and
explain the task. Elicit answers from Ss around the class.

Main Activities

            UE14

            UE 6

            S2

To practise prepositions of place

Explain the
task and allow Ss some time to complete the text. Check Ss’ answers by asking
various Ss to read out the completed text.

To present ordinal numbers and practise pronunciation;
to practise asking and answering questions using ordinal numbers

·       Play the recording with pauses for Ss to listen and repeat
chorally or individually. Pay special
attention to Ss’ pronunciation and intonation and correct where necessary.

·       Read the task aloud and draw Ss’ attention to the prompts, then
read out the example.

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

To pronounce /θ/, /δ/

·       Explain to Ss that th can be pronounced two ways.

·       Play the recording. Ss listen and repeat.

·       Draw Ss’ attention to the words ending in th and inform them that whenever an ordinal number ends in th it always has a /θ/ sound and that all pronouns that begin with th have a /δ/ sound.

·       Elicit other words with the same sounds from Ss around the class.

Class CD

To practise describing location

·       Explain the task and read the example exchange aloud. Ss work in
pairs and ask and answer questions.

·      
Monitor the
activity around the class and then ask some pairs to act out their exchanges.

Ending the lesson

            L5

To listen for specific information

·       Explain
the task.

·       Play
the recording. Ss listen and note the mistakes.

·       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

monitor less able groups in controlled
tasks and highlight any errors in spelling for learners to self-correct

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

cross-curricular links: languages
[contrasts with L1]

challenge more able learners to produce
easily confusable sound ordinal sound contrasts e.g.13^th/30^th 
16^th/60^th

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

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module 1 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C1  R2  S7    L5

Lesson objectives

All learners will be able to:

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

Most learners will be able to:

identify most specific information in
listening and reading texts and use most target vocabulary accurately in
production tasks with support

Some learners will be able to:

identify all specific information in
listening and reading texts and use most target vocabulary accurately in
production tasks with little support

Previous learning

some common insect vocabulary / 
basic ‘scanning’ strategy

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

To present vocabulary for household
insects

·       Direct Ss’ attention to the pictures.

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

·       Elicit the L1 equivalents.

Main Activities

            R2

            C1

            L5

To predict the content of a text

·       Ask Ss to read the title and the introduction and then elicit the
topic of the text.

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

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

To read for specific information

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

·       Check Ss’ answers.

To check comprehension of a text

·      
Ss read the text
in Ex. 2. Ss close their books and talk in pairs about what they learnt from
the text that they didn’t know before.

·       Monitor the activity around the class and then ask some Ss to tell
the rest of the class their answers.

·       Play the video. Ss watch it and then do the exercises that
accompany it

Video

To listen for specific information

·       Explain the task and ask Ss to read through the gapped text about
the museum and think about what information may be missing.0 (e.g. 1 noun,
2 noun, 3 number, 4 noun, 5 number, 6 number)

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

Class CD

Ending the lesson

·       Check Ss’ answers and read through the Did you know? box.

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 by eliciting from less able
learners what kind of information they are listening for in text completion
task

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

cross-curricular links:
Biology [types of insect]

challenge more able learners to mark the
word stress on new vocabulary and confirm with each other.

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module 1 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

S2 S6  W2  UE5 UE8

Lesson
objectives

All learners will be able to:

use some target language accurately to
form questions and in spoken and written production tasks with support

Most learners will be able to:

use most target language accurately to
form questions and in spoken and written production tasks with support

Some learners will be able to:

use most target language accurately to
form questions and in spoken and written production tasks with little support

Previous learning

basic uses of imperative forms /
insect vocabulary from previous lesson

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE8

To present the imperative

·       Draw Ss’ attention to the table and elicit how the imperative is
formed (with the verb but without the subject. The negative imperative is formed
with Do not/Don’t
and the verb).

·       Write the following on the board to explain the use of the
imperative.

– Be quiet!
(order)

– Fold the
paper in half. (instruction)

– Have a
biscuit. (offer)

– Call me
later, please. (request)

To practise the imperative

·       Explain the task. Ss complete it.

·       Check Ss’ answers on the board.

Main Activities

            W2

            S6

            UE5

To find information about insects and
present it to the class

·       Explain the task. Ask Ss how much they know about insects.

·       Ask Ss to work in groups and look up information on the Internet
using the key word in the search bar or in encyclopaedias / other reference
books. Tell Ss that they can use the website suggested on the Express
Publishing website to help them.

·       Ask various groups of Ss to present their work to the class.

To prepare a quiz about insects and
play it with the class

·       Explain the task. Ask Ss to prepare a series of quiz questions.

·       Ss work in groups. They decide who will do the research, who will
write the questions and who will type them up and design the quiz layout.

Ending the lesson

            S2

Play the quiz in groups.

SMILE

·       Direct Ss’ attention to the joke.

·       Elicit why a spider needs so many socks.

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

pair less able and more able learners to
together for quiz task assigning less able learner role of writing down
questions

monitor learner spellings in written
production tasks and provide remedial support

cross-curricular links: Biology [facts
about insects]

provide more able learners challenge by
giving them a specific ‘insect’ research challenge.

monitor use of imperative forms and
target vocabulary and feedback to whole class in plenary

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson. 

LESSON: Module 1 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

L5   L7   S2   S5   S6  S7

Lesson objectives

All learners will be able to:

take part in some exchanges using some
target language accurately and intelligibly and identify some target information
in listening 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 listening 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 listening task

Previous learning

some awareness of question intonation

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S6

            L7

To identify the situation and
speakers in a dialogue

Ask Ss to read the first exchange and
elicit answers to the questions in the rubric.

To identify the context of a dialogue
and practise pronunciation/intonation

·       Explain the task. Ss read the sentences and say what they think
the dialogue is about (talking about someone’s room and things).

·       Play the recording. Ss listen and check.

To practise intonation

Play the recording with pauses for Ss to
repeat the sentences chorally or individually. Elicit the L1 equivalents.

Main Activities

            L5

            S7

            S2

            S5

To listen for specific information

Play the recording. Ss listen and follow
the dialogue in their books and mark the statements. Check Ss’ answers.

To learn synonymous phrases

Read the phrases aloud. Refer Ss back to
the dialogue and elicit the synonymous ones from various Ss around the class.

To act out a dialogue

·       Play the recording for Ex. 3 again. Divide the class into groups
of three and ask them to take roles and read the dialogue aloud.

·       Monitor the activity around the class and ask some groups to read
the dialogue aloud in front of the class.

To practise role-playing

·       Explain the situation.

·       Remind Ss that they can use the dialogue in Ex. 3 s a model as
well as any ideas of their own to complete the task. Encourage Ss to try and
be original and not just copy the dialogue.

·       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.

Ending the lesson

Monitor the activity around the class and
then ask pairs of Ss to act out their dialogues in front of the class.

Additional information

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

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

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

monitor less able groups in preparing
role play and production tasks and support with further modelling and
drilling

monitor accuracy and interactional
appropriacy in role play tasks

cross curricular links: languages
[intonation contrasts with L1]

challenge more able learners to give more
expansive answers in response to role play prompts

monitor pronunciation performance in
final activity and give feedback to whole class

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module 1 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C1 C6 C8  R2  W1

Lesson objectives

All learners will be able to:

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

Previous learning

basic vocabulary of geographical
location / features of buildings

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C1

To stimulate interest in the topic
and listen and read for specific information

·       Refer Ss to the pictures and ask Ss to tell you what they know
about these landmarks. Elicit answers and ask Ss to tell you what information
they would like to know about them and write it on the board (e.g. Where
are they located? What are they made of? When were they built?)

·       Play the recording. Ss listen and follow the texts in their books
and find the answers to their questions.

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

Main Activities

            R2

            C6

            W2

            C8

To read for specific information

·       Ss read the questions and then read the text again and answer
them.

·       Check Ss’ answers.

To consolidate information from a text

·       This task may be completed with books closed or open.

·       Elicit sentences from various Ss around the class.

·       Play the video. Ss watch it, then do the exercises that accompany
it.

Video

To write about a special building
in your country

·       Explain the task and brainstorm with Ss about special landmarks in
your country they may know about.

·       Assign the task as HW and tell Ss to work in pairs and collect
information about a building/landmark using the Internet, encyclopaedias or
other reference books and use it to write a short paragraph.

·       Remind Ss to include the name, location and special features and
ask Ss to stick a picture to decorate their piece of writing.

Ending the lesson

To create a poster on special buildings
in the country

Ss work in groups. They find pictures of
special buildings and landmarks in their country. Then, they design and
layout a poster using these materials. Ss display their posters 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

monitor poster production drafting and
encourage learners to give feedback to each other on answers

ICT links: internet [using search tools
effectively]

provide challenge to more able learners
by suggesting two or three words they should feature in their posters

monitor final posters and give whole
class feedback on some key areas of language in them

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module 1 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C8  R1  W6  W7

Lesson objectives

All learners will be able to:

identify some specific information in
reading text and use some target vocabulary and structure accurately in
writing task with support

Most learners will be able to:

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

Some learners will be able to:

identify all specific information in
reading text and use most target vocabulary accurately in writing task with
little support

Previous learning

basic vocabulary for
buildings/facilities /  simple comparatives and superlatives

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R1

To predict the content of a text

·       Direct Ss’ attention to the picture and tell them that this is the
London Eye.

·       Elicit the meaning of Design & Technology (a school
subject that covers all forms of art) and explain that some buildings/ structures can be considered a
work of art because of their unusual design.

·       Explain the task and allow some time to read through the
statements and decide which are true and which are not.

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

Main Activities

            W6

            C8

            W7

To check comprehension of a text by
using target vocabulary to expand the topic

·       Explain the task and allow Ss time to read the text again.

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

·       Read the example aloud and then elicit sentences from Ss around
the class.

·       Play the video. Ss watch it, then do the exercises that accompany
it.

Video

To write a short text about a strange
structure/building

·       Explain the task and ask Ss to look up information on the Internet
using the key phrase in the search bar or in encyclopaedias/other reference
books.

·       Remind them to answer the questions in the rubric.

·       Ss work in groups and write a short text using the information
they collected.

·       Encourage Ss to stick a picture to illustrate their piece of
writing.

Ending the lesson

Ask some Ss to read their text to the
class. Ss can display their texts 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: Art and Design
[architecture]

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

highlight errors in text in pencil for
learners to self-correct before display

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module 1 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

R1  R2   W1  W7

Lesson objectives

All learners will be able to:

identify some main ideas and specific information
in the text and write an email with some appropriate features of style and
organisation with support

Most learners will be able to:

identify most main ideas and specific
information in the text and write an email with a range of appropriate
features of style and organisation with support

Some learners will be able to:

identify all main ideas and specific
information in the text and write an email with a range of appropriate
features of style and organisation with little support

Previous learning

basic outline features of and email /
basic linking in extended writing

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R2

To predict the content of a text

·       Ask Ss to read the first sentence in each paragraph and elicit
what they think the email is about.

·       Allow Ss some time to read the whole email and check their
answers.

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

Main Activities

            R1

            S4

To understand the topic of each
paragraph in a text

·       Read the Study Skills box aloud.

·       Allow Ss time to read the text again and elicit which paragraphs
match the topics in the rubric.

To personalise the topic and talk
about your house

·       In pairs Ss ask and answer the questions.

·       Ask various Ss to report back to the class on their house to check
Ss’ answers.

            W1

            W7

To write an informal email about
your house (plan, write and check sentences with support)

·       Explain the task and tell Ss they can use their answers from Ex. 3
to help them. Point out that Ss should follow the plan to write their email.

·       Ss complete the task in class or it may be assigned as HW. Point
out that Ss can use prepositions of place to add to their description and
make it more interesting. Also, encourage Ss to use adjectives such as big,
small, etc.

Ending the lesson

As an extension give Ss the text in the Suggested
Answer Key without paragraphs or putting the paragraphs in a muddled order.
Ask Ss to find where each paragraph starts/ends and to put the
sentences/paragraphs in the correct order.

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 topic sentences for their paragraphs

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 of
sorting jumbled model email from this section to find where each paragraph
starts/ends and to put the sentences/paragraphs in the correct order.

take in final pieces of writing for
feedback comment and assessment

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

LESSON: Module1 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C10  S3  S6  R1  R6  W3  W8

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

expressing likes and dislikes / basic
subject and object question structures

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S3

            S6

            C10

To discuss values and express own
points of view.

Ask learners to discuss statements and
quotations

To test knowledge learnt in this module

·       Explain the task. Allow Ss some time to read the sentences and
decide whether each one is true or false.

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

Main Activities

            W3

            W8

            R6

            R1

            S3

To write a quiz

·       Explain the task and allow Ss time to look through Module 1 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
London Eye is in Windsor. (F)

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

To read for coherence and cohesion;
to understand the author’s purpose

·       Explain the task and elicit the meanings of the words
in the list.

·       Allow
Ss some time to read through the song and fill in the missing words. Play the
recording. Ss listen and check their answers.

To read for information; to understand
purpose

·       Allow Ss some time to talk amongst themselves in pairs and think
about the question. Ask various Ss around the class to say why home is
important to the singer.

To personalise the topic

·       Ask Ss to give a reason why they like their homes.

·       Ask Ss to complete the sentence from their own point of view.

·      
Elicit answers from Ss around the class.

Ending the lesson

Game

Play in teams or pairs. Say the name of a
room. The other team/person says a piece of furniture or an appliance we can
find in this room.

A: bedroom

B: bed

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: Music [rhyme and
meanings of lyrics]

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

monitor pronunciation of new vocabulary
from Module

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan and
why?

Answer the most relevant questions from
the box on the left about your lesson.

Badminton

Water polo

Rugby

Football

Basketball

Cricket

Hockey

Tennis

Swimming

Cycling

Gymnastic

Karate

Baseball

Golf

Ice skating

Judo

1

a ball

to play

we

trainers

need

football.

and

2.

a racket

we

to play

badminton.

need

3.

need

and

to go

a bike

we

a helmet

cycling.

4.

a ball

a basket

we

and

basketball.

need

to play

5.

a kimono

need

judo.

we

to do

Answers

Types of music

Musical instrument

A/8

Rock

Electric guitar

B/10

Jazz

Saxophone

C/2

Classical

Harp, piano, cello

D/4,1

Ethnic –этнический, относящийся к какому либо
народу

Accordion (German), Dombyra, Kobyz, Sherter, Zhetygen, Syrnai…

E/6

Folk

Violin

F/3

Heavy metal

Drums

G/11

Disco

Synthesizer

H/11,5

Pop

Synthesizer, acoustic guitar

Great

Великая

Good

Хорошая

Beautiful

Красивая

Excellent

Отличная

Interesting

Интересная

Perfect

Замечательная, совершенная

Romantic

Романтичная

Fantastic

Фантастичная

Breathtaking

Захватывающая