LESSON: Module 5 Lesson 7 – 8 Our World – Checkpoint 5 SA

Before going into class

Have the photocopies of the templates from the Teacher’s Resource Pack CD- ROM for the pupils, one set per 3 pupils. Bring a white sheet/ cloth, straws and a lamp.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first.

ACTIVITY

BOOK (Optional)

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 weaker learners with further modelling and drilling in their pairs

· stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

· check pronunciation of new language through group and individual drilling

· check comprehension of listening and reading text through follow-up questions

· cross curricular links: Music

LESSON: Module 6 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines

3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics

3.1.2.1- understand a limited range of short supported questions which ask for personal information

3.1.8.1- understand short, narratives on a limited range of general and some curricular topics

3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics

3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.2.4.1- respond to questions on a limited range of general and some curricular topics

3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things

use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

To talk about space exploration, to read about NASA and the Baikonur Cosmodrome.

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of present simple questions.

• Art (Ex. 4)

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

Additional information

LESSON: Module 6 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.4.2.1- write words and phrases of regular size and shape

3.5.7.1- use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events

3.4.2.1- write words and phrases of regular size and shape

3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.4.4.1- write with support short basic sentences with appropriate spaces between words

3.1.2.1- understand a limited range of short supported questions which ask for personal information

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

To practise storytelling. To talk about actions in the past.

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of present simple questions.

History

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to revise the vocabulary from the previous lesson.)

Write the words from the previous

lesson on the board. Ask the pupils to

make sentences using them.

PRESENTATION AND PRACTICE

3.2.5.1

3.1.6.1

3.3.6.1

3.4.2.1

and interrogative forms and the short answers. Point out that in the interrogative and negative form, the main verb remains the same.

· Pupils’ books open. Go through the Study spot section briefly. Explain the activity. Allow the pupils some time to complete it. Check their answers.

Pupils book p 81

Step 4 Look, read and correct. Ex 8

Pupils book p 81

Refer the pupils to the pictures and the sentences. The pupils look at the pictures and correct the sentences. Check their answers.

Step 5 Let’s Play ex 9

Read the example and explain the game. A pupil starts by saying what he/she played yesterday. The next pupil repeats what the previous pupil said and adds his/her own. The pupil who forgets what the previous pupils said loses and has to pay a forfeit

(An activity to consolidate the language of the lesson.)

Project: Yesterday, I …

Tell the pupils to draw a sketch depicting an action they did yesterday and write a sentence about it. The pupils then present them to the class.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first

ACTIVITY

BOOK (Optional)

Additional information

Differentiation – how do you plan to

Assessment – how are you

Cross-curricular links

give more support? How do you

planning to check learners’

Health and safety check

plan to challenge the more able

learning?

ICT links

learners?

Values links

· support weaker learners with further modelling and drilling in their pairs

· check pronunciation of new language through group and individual drilling

· cross curricular links: Art

LESSON: Module 6 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.4.2.1- write words and phrases of regular size and shape 3.3.4.1- use with some support a simple picture dictionary

3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.4.5.1- link with support words or phrases using basic coordinating connectors

3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.1.5.1- distinguish between phonemically distinct words

3.1.4.1- understand a limited range of short supported questions on general and some curricular topics

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.1.3.1- understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

To listen to and read a story about Nanny’s walk on the beach; to practise talking about actions in the past; to learn how to distinguish between and pronounce the sounds /b/ and /v/.

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of present simple questions.

History

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to revise the vocabulary from the previous lesson.)

Cover a flashcard with a piece of paper. Slowly reveal the flashcard and ask the

FLASHCARDS (41- 47)

Play the CD again with pauses for the pupils to repeat, chorally and/or individually.

3.3.5.1

3.1.5.1

3.2.5.1

Additional information

LESSON: Module 6 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10

3.4.8.1- include appropriate use of a full stop during guided writing of short, familiar sentences

3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.2.7.1- contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

3.1.4.1- understand a limited range of short supported questions on general and some curricular topics

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.4.7.1- spell a growing number of familiar high-frequency words accurately during guided writing activities

To name the months; to talk about things that happened in the past.

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of present simple questions.

Music

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to revise the language from the previous lesson.)

Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 14). Repeat the activity with other pupils.

Extension activity (Optional) Say: This month is before August, but after June. Which month is it? Elicit: July. Ask pupils to take your role and repeat the activity.

Step 2 Read and say. Ex 18

Explain the activity. The pupils read the sentences and say the corresponding answers. Check the pupils’ answers.

pupils listen and complete the activity.

Step 5 Talk with your friend. Ex 21

The pupils, act out dialogues, as in the example

(An activity to consolidate the language of the lesson.)

A pupil thinks of the people in Ex. 20 and says a sentence. The class guesses who they are

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them in class first.

ACTIVITY

BOOK (Optional)

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 weaker learners with further modelling and drilling in their pairs

· stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

· check pronunciation of new language through group and individual drilling

· check comprehension of listening and reading text through follow-up questions

· cross curricular links: Music

LESSON: Module 6 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.5.1.1- use singular nouns, plural nouns – including some common irregular plural forms use possessive forms ‘s/s’ with proper names and nouns to talk about ownership

3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.4.5.1- link with support words or phrases using basic coordinating connectors 3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics 3.4.4.1- write with support short basic sentences with appropriate spaces between words

3.1.9.1- recognise short basic words that are spelt out

3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.1.8.1- understand short, narratives on a limited range of general and some curricular topics

3.5.5.1- use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics

3.5.6.1- use demonstrative pronouns this, these, that, those in open and closed questions

3.2.7.1- contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

To talk about their previous birthday; to write about their last birthday; to revise the months; to develop the pupils’ listening skills through a song.

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of present simple questions.

Music

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to revise the language from

Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios.

(An activity to consolidate the language of the lesson.)

Write the months on the board. Ask the pupils to look at the months for one minute before they close their eyes. Erase a month. Ask the class to tell you which month is missing.

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 weaker learners with further modelling and drilling in their pairs

· stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

· check pronunciation of new language through group and individual drilling

· check comprehension of listening and reading text through follow-up questions

· cross curricular links: Music

LESSON: Module 6 Time for CLIL

Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.4.2.1- write words and phrases of regular size and shape

3.3.4.1- use with some support a simple picture dictionary

3.2.1.1- make basic statements which provide personal information on a limited range of general topics

3.1.2.1- understand a limited range of short supported questions which ask for personal information

To explore other subject areas (History); to talk about Marco Polo.

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of present simple questions.

Music

Using videos & pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to revise the language of the

previous lesson.)

Ask pupils to presents their portfolio activities from the previous lesson. Play the song from the previous lesson. Invite the pupils to sing along.

Marco Polo

6 Listen and read. Marco Polo stayed in China for three years. True or False? Ex 26

· Pupils’ books closed. Write the name Marco Polo on the board. Ask the pupils, in L1 if necessary, to tell you what they know about him. Elicit their answers and write them on the board

·

Pupils’ books open. Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures

Step 2 Read again and put      the

Pupils book p 89

sentences in the right order. Ex 27

· For stronger classes: Ask the pupils to cover the text. The pupils put the sentences in the right order without looking at the text. Check the pupil’s answers.

· • For weaker classes: Refer the pupils

to the sentences. Allow the pupils some time to read the text again and complete the activity. Check the pupils’ answers.

(An activity to consolidate       the language of the lesson).

Say some sentences about Marco Polo. Ask the pupils to say if they are true or not.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class

ACTIVITY

BOOK (Optional)

Additional information

Differentiation – how do you plan to

Assessment – how are you

Cross-curricular links

give more support? How do you

planning to check learners’

Health and safety check

plan to challenge the more able

learning?

ICT links

learners?

Values links

· support weaker learners with further modelling and drilling in their pairs

· check pronunciation of new language through group and individual drilling

· cross curricular links: Music

LESSON: Module 6 Lesson 7 – 8

Our World – Checkpoint 6 SA

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.3.1- give short, basic description of people and objects on a limited range of general and some curricular topics

3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

3.4.2.1- write words and phrases of regular size and shape

3.1.2.1- understand a limited range of short supported questions which ask for personal information

To talk about space exploration, NASA and the Baikonur Cosmodrome; to consolidate the language at the module.

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of present simple questions.

Music

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to revise the language of the previous lesson.)

Ask pupils to tell you what they remember from the text about Marco Polo.

3.3.5.1

3.3.6.1

3.4.2.1

3.1.2.1

3.4.1.1

Additional information

LESSON: Module 6 Lesson 9

Storytime III (Too-too-moo and the Giant)

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines

3.1.3.1- understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics

3.4.4.1- write with support short basic sentences with appropriate spaces between words

3.3.4.1- use with some support a simple picture dictionary

3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

To practise reading for pleasure; to listen to and read a story from Indonesia about a girl and a giant

Structures: Consolidation. • Language in use: Can I have some porridge, Mum? I’m hungry! I make porridge for the giant every morning. Look after the porridge. Give it to the giant when he comes!

Music - Art

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to introduce the theme of the lesson.)

Ask the pupils, in L1 if necessary, to name any famous stories or fairy tales with giants from their country, e.g. (The Wounded Lion, The Water of Life, etc). Have a brief class discussion.

(An activity to consolidate the theme of the lesson.)

Ask the pupils to write a short letter to Too-too-moo. You can write the following on the board as a model:

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 weaker learners with further modelling and drilling in their pairs

· stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

· check pronunciation of new language through group and individual drilling

· check comprehension of listening and reading text through follow-up questions

· cross curricular links:

· Value - if necessary, that we should do the right thing, even when it’s difficult.

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