Lesson plan Water, water everywhere

LESSON: Module 7 Lesson 9 A beach story Revision

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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

3.3.2.1- read and follow with limited support familiar instructions for classroom activities;

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;

3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.4.8.1- include appropriate use of a full stop during guided writing of short, familiar sentences

Lesson objectives

All learners will be able to:

respond to some written and spoken prompts correctly and show some control in spelling and structure in reading task with some support

Most learners will be able to:

respond to most written and spoken prompts correctly and mostly use correct spelling and structure in reading task with some support

Some learners will be able to:

respond to written and spoken prompts correctly and mostly use correct spelling, punctuation and structure in reading task with little support

Consolidation. sea, air, ground, water vapour, evaporate, form, condense,

precipitation, condensation, evaporation, cloud formation

Plan

Planned timings

Planned activities

Smiles

Resources

Beginning the lesson

3.1.9.1

3.2.8.1

Ask the pupils to present Project: My favourite sports person Individually in the class

correct words in bold.

Answer key 2 going sailing 3 eating ice cream

Step 2 Make sentences. (activity 4)

The pupils put the words in the correct order to make sentences.

Answer key 1 We can’t surf. 2 They can waterski. 3 He can play the violin. 4 She can’t play the drums. 5 Can they have a picnic here?

The pupils are now ready to do pages 78-79 in the Activity Book.

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

extra support with modelling and drilling with weaker groups of learners as they rehearse

provide extra challenge in use of language in questions around story ordering task

check learner control of target language in story task and model again and drill where necessary check comprehension through questions is story ordering task

Values links: lessons from stories from other places

LESSON: Module 8 Lesson 1 Fun places

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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;

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

3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events;

3.5.9.2- use common past simple forms to describe actions and feelings ;

Lesson objectives

All learners will be able to:

respond correctly to some spoken, written and mimed prompts and show some control of target language in interactive question sequences

Most learners will be able to:

respond correctly to most spoken, written and mimed prompts and show some control of    target language in interactive question sequences

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken questions

swimmer, gold medal, diver module 7

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.

3.1.6.1

3.5.9.1

3.5.9.2

3.5.15.2

Step 2 Answer the questions (activity 2) Where do you like going in your free time? Choose and talk with your friend.

Read the instructions and explain the activity. Refer the pupils to the places and explain/elicit their meaning. Refer the pupils to the sentences at the end of Ex. 2 and read them out loud. Allow the pupils some time to read the words/phrases and talk about where they like going in their free time. Ask a few pairs to report back to the class. Check their answers.

Suggested answer key A: I like going to the skating rink in my free time. B: Me, too!/I don’t. I like going to the park with my friends. etc

Step 3 Listen and match. (activity 3) Where did they go last Saturday? There is one extra place.

Explain the activity. Refer the pupils to the pictures and ask the pupils what they can see. Elicit the different places. Play the CD, twice if necessary. The pupils listen and match. Check the pupils’ answers.

Answer key 1 b 2 c 3 a

Track 25 CD2

Divide the class into two teams, A and B. Write the target vocabulary on the board, but misspell one of the words. In teams, the pupils have to identify the wrong word and spell it correctly. Each correct answer wins a point. Give an extra point if the word is pronounced correctly, too.

The team with the most points wins.

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: Art and Design

LESSON: Module 8 Lesson 2 Fun places

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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

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

3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events;

3.5.17.1- use me, too and I don’t to give short answers

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken questions with some support

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken questions with some support

Some learners will be able to:

recognise and use target language correctly and show comprehension of most written and spoken questions with little support

Places: park, cinema, sports centre, skating rink, market

Plan

Planned activities

Smiles Resources

Ask individual pupils to tell you what they like doing in their free time. e.g.

Pupil 1: I like going to the cinema in my free time. etc

point to the pictures and repeat the words. Play the CD

again pausing after each word/phrase. The pupils

repeat, chorally and/or individually. Then they

complete the activity. Check their answers.

Answers key 2 e 4 f 6 d 8 c 3 h 5 a 7 b

Step 2 Read and choose. (activity 5)

Read the instructions and explain the activity. Allow the pupils some time to complete the activity. Check

their answers. Suggested answer key 1 a 2 b 3 b 4 a

Step 3 Complete, then answer. (activity 5)

Go through the examples in the Study spot table and

revise present continuous (form and spelling). Read the

example and explain the activity. Point to pictures 2-4 and elicit the actions (ride a bike, eat, read). Then ask the pupils to complete the questions and the answers.

Allow the pupils enough time to complete the activity.

Check their answers.

Answer key 2 Is he/Yes, he is. 4 Is he/No, he isn’t. 3 Is

she/No, she isn’t.

Step 4 Let’s play (activity 6) Number games

Read the example and explain the game. Tell the pupils

that they have to find the differences between the two pictures. If you want to make the game more

competitive, you can divide the pupils into two teams,

A and B. Every time a pupil from a team points out a

difference, his/her team gets one point. The team with

the most points wins.

Memory game Have the pupils look at the pictures in Ex. 7 and try to memorise as much as possible. Explain that they are going to play a memory game. Ask the pupils to close their books. Ask pupils questions about the pictures. e.g. Teacher: What is Liam doing in picture A? Pupil 1: He’s lying a kite! Teacher:What is Daisy doing in picture A? Pupil 2: She’s riding a bike!

etc

Additional information

Differentiation – how do you plan

Assessment – how are you planning

Cross-curricular links

to give more support? How do

to check learners’ learning?

Health and safety check

you plan to challenge the more

ICT links

able learners?

Values links

support weaker learners intensively

check control of target language

cross-curricular links: PE

in pairs with modelling and drilling

including use of contractions in oral

through performing actions

new language

activities

and Drama through

challenge stronger learners to

check comprehension in listening and

performing mime

respond in more expansive way to

reading activities by monitoring what

the pictures through prompts

learners write as answers and through

follow-up questions

LESSON: Module 8 Lesson 3

Number games

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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

3.2.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics;

3.5.11.1- use has got / have got there is / are statement and question forms including short answers and contractions

Lesson objectives

All learners will be able to:

take part in interactive exchanges giving and asking for some information correctly identify some information correctly in comprehension tasks with some support

Most learners will be able to:

take part in interactive exchanges giving and asking for most information correctly identify most information correctly in comprehension tasks with some support

Some learners will be able to:

take part in interactive exchanges giving and asking for information correctly identify most information correctly in comprehension tasks with little support

Seasons: spring, summer, autumn, winter; • Actions:ly a kite, go to school, ride a

bike, fish.

Plan

Planned activities

Smiles Resources

Draw simple sketches of a sun, lower, rain and snow and have the pupils

guess the season.

Presentation and practice

3.1.1.1

3.2.4.1

3.3.2.1

3.1.1.1

3.3.5.1

3.1.1.1

pupils some time to match the sentences in Ex. 9 to the people depicted. Check their answers.

Answer key A 4 B 3 C 1 D 2.

Step 4 Act out the story (activity 11)

For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups.

Encourage them to come to the front and act out the story. • For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.

Step 5 Talking point. Listen and read. Make a new dialogue with your friend. (activity 12)

Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually.

The pupils, in pairs, act out similar dialogues about themselves. Go around the classroom providing any necessary help. Ask some of the pairs to come to the front of the classroom and act out the dialogue.

Track 28 CD2

Step 6 Listen, point and repeat. (activity 13)

Refer the pupils to the picture of the sea and say: s /s/– se The pupils repeat, chorally and/or individually. Check the pronunciation. Point to the picture of sheep and say: sh \S

– sheep. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for ish. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

Track 29 CD2

Step 7 Complete. Then listen and repeat. (activity 14) Refer the pupils to the picture. Elicit sheep, ish and sea. Draw the pupils’ attention again to the \s\ and \S\ sounds. Allow the pupils some time to complete the missing letters. Check their answers.                                                         Answer key Sally the sheep is fishing in the sea. Play the CD for

the pupils to listen and repeat. Ask the pupils to read out the sentence. Check their pronunciation and intonation.

Track 30 CD2

Ask the pupils to draw their favourite season.

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

work with weaker students intensively in pair Q and A activity to model and drill interactions

aid weaker learners in comprehension tasks with supportive prompts

monitoring of use of target language in pair work activity pre-checking learner answers in comprehension tasks before plenary

Health and Safety check: talk about simple rules Do’s and Don’ts with walking, riding a bike and getting a bus.

LESSON: Module 8 Lesson 4

Number games SA8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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

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

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

3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics;

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken questions with some support

Most learners will be able to:

recognise and most some target language correctly and show comprehension of some written and most spoken questions with some support

Some learners will be able to:

recognise and use target language correctly and show comprehension of most written and spoken questions with little support

Consolidation

Plan

Planned activities

Smiles Resources

Ask a pair of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 12). Repeat

the activity with other pupils.

Presentation and practice

3.2.5.1

3.1.6.1

3.2.5.1

3.3.1.1

3.5.2.1

Then read the example aloud. The pupils use the numbers and the letters to describe the pictures, as in the example. Ask a few pairs to report back to the class.

Check their answers.

Step 3 Read and underline. (activity 17) Go through the sentences in the Study spot box and revise the present continuous. Read the instructions and explain the activity. Allow the pupils some time to complete the activity. Check their answers.

Answer key 2 No, they aren’t. 4 Yes, they are. 3 Yes, we are. 5 No, we aren’t.

Step 4 Listen and choose. (activity 18)

Play the CD, twice if necessary. The pupils listen and complete the activity. Check the pupils’answers.

Answer key 2 b 3 b 4 a.

Track 32 CD2

Step 5 Let’s Play (activity 15)

Explain the game. Ask a pupil to come to the front of the classroom and mime an action. The rest of the class tries to guess the action. Whoever guesses the action first takes the next turn and the game continues. e.g.

Pupil 1: (mimes fishing) Pupil 2: Are you fishing? Pupil 1: Yes, I am. etc

TPR

Write the following on the board. The pupils draw lines to match.

Answer key 1 d 2 e 3 f 4 b 5 c 6 a

Additional information

Differentiation – how do you plan to

Assessment – how are you

Cross-curricular links

give more support? How do you plan to

planning to check learners’

Health and safety check

challenge the more able learners?

learning?

ICT links

Values links

monitor and elicit from weaker learners language they plan to use in their project and check spellings

remind stronger learners of structures they should aim to use

monitoring in closed groups and evaluation of learner presentations

cross-curricular : Art

LESSON: Module 8 Lesson 5 Flying kites

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 3.3.4.1- use with some support a simple picture dictionary

3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now

3.5.16.1 use conjunctions and, or, but to link words and phrases

Lesson objectives

All learners will be able to:

respond correctly to some spoken, written and mimed prompts and show some control of target language in presentation and written activities

Most learners will be able to:

respond correctly to most spoken, written and mimed prompts and show control of target of most language in presentation and written activities

Some learners will be able to:

respond correctly to spoken, written and mimed prompts and show control of target of most language in presentation and written activities

Activities: eat an ice cream, sleep, listen to music, watch TV, tidy my room, drink milk, pick lowers

Plan

Planned activities

Smiles

Resources

Tell the pupils they are going to play the Mirror Me game. Ask the pupils, in pairs, to stand facing each other. One pupil is the leader and mimes an action,

e.g. eating an ice cream, and his/her partner has to follow as accurately as possible, as if looking in the mirror. The rest of the class names the action

TPR

Presentation and practice

3.3.4.1

3.1.6.1

3.5.16.1

3.4.4.1

3.5.9.1

3.5.10.1

alternatives. We use but to join different ideas. Read the instructions and explain the activity. Allow the pupils some time to complete the sentences. Check their

answers.

Step 3 PORTFOLIO: Talk with your friends. Then write your diary entry for today. The pupils, in pairs or in groups, talk about what they will write in their diaries for today. Go around the classroom, providing any necessary help. For homework, tell the pupils to write a diary entry. Tell them to use the text in Ex. 20 as a model.

Suggested answer key Dear Diary, I’m in my room now and I’m listening to music. Mum and Dad are in the kitchen. They are cooking. Bakhytzhan is tidying up his room and Kitty our cat is sleeping under the chair.

Grandpa is watching TV. Everyone is happy today! Love, Nurzhan

Step 3 Let’s sing! (activity 22)

Point to the picture and elicit the seasons. Then mime as you say: Spring is here! I’m lying my kite with everyone! The pupils repeat after you. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen and follow along in their books. Divide the class into four groups. Play the CD. The pupils listen and sing the corresponding verse. Time permitting, play the CD a third time for the pupils to sing the song as well.

Step 4 Choose your favourite season. (activity 23)

Write your own song. Then draw.

Explain to pupils that they have to write their own verse about their favourite season. Tell them to use the song from Ex. 22 as a model. Allow the pupils some time to complete the activity. Walk around the classroom providing any necessary help. Then ask individual pupils to read their songs.

Suggested answer key Summer is here! It’s lots of fun! I’m swimming With everyone!

Ask the pupils to stand up. Name a season, e.g. summer. The pupils whose favourite season is summer form a group. Repeat with the rest of the seasons.

Additional information

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

Cross-curricular links Health and safety check ICT links

Values links

support weaker learners through further modelling and drilling in groups

prompt stronger learners to include sentences and phrases linked by conjunctions and but or in their written work

cross-curricular links: climate around the world

LESSON: Module 8 Lesson 6 SAT4

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

3.3.4.1- use with some support a simple picture dictionary

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

3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now

3.UE16 use conjunctions and, or, but to link words and phrases

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken questions with support

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken questions with support

Some learners will be able to:

recognise and use target language correctly and show comprehension of most written and spoken questions with little support

Consolidation.

Plan

Planned activities

Smiles

Resources

Ask the pupils to present Project: My favourite season Individually in the class

Presentation and practice

3.1.1.1

3.3.2.1

3.3.5.1

Ask the pupils to present Project: My favourite sports person Individually in 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

extra support with modelling and drilling with weaker groups of learners as they rehearse

provide extra challenge in use of language in questions around story ordering task

check learner control of target language in story task and model again and drill where necessary check comprehension through questions is story ordering task

Values links: lessons from stories from other places

LESSON: Module 8 Lesson 6 Flying kites

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

3.3.4.1- use with some support a simple picture dictionary

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

3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now

3.UE16 use conjunctions and, or, but to link words and phrases

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken questions with support

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken questions with support

Some learners will be able to:

recognise and use target language correctly and show comprehension of most written and spoken questions with little support

Numbers: 1-100

Plan

Planned activities

Smiles Resources

Ask some pupils to present their portfolio activities from the previous lesson.

Play the song from the previous lesson. Invite the pupils to sing along.

Step 2 Read and fill in. (activity 25)

Read the instructions and explain the activity. Briefly revise numbers 1-100. Refer the pupils to the sentences and the examples in the table and read them out loud. Allow the pupils some time to complete the activity. Check their answers.

Step 3 Magic Squares! Complete with the right numbers. (activity 26 ) Remember: The numbers in each row must add up to 15.

Read the instructions and explain the activity. Elicit the numbers depicted. Explain to the pupils that each row must add up to 15. Allow the pupils some time to complete the activity. Check their answers

The pupils work in pairs. Ask them to draw a grid like the one in Ex. 24. The pupils think of places and their friend where they are. e.g. Pupil 1:

There’s a park in 1B. Pupil 2: (draws a park in 1B.)

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

give weaker learners more than one chance to answer questions by asking simple follow-up questions

challenge stronger learners to add really emphasis through their voices in acting out the story

monitor use of target language in tasks and comprehension in response to prompts and ordering task

values links: children think about value of boasting and value of being humble

LESSON: Module 8 Lesson 7 Flying kites module revision

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

3.3.4.1- use with some support a simple picture dictionary

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

3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken questions with support

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken questions with support

Some learners will be able to:

recognise and use target language correctly and show comprehension of most written and spoken questions with little support

take place, open area, don’t miss, kitebuilding, kite masters

Plan

Planned activities

Smiles Resources

Write some numbers on the board. Ask pupils to say them.

Presentation and practice

3.1.6.1

3.3.6.1

3.2.4.1

3.5.8.1

3.5.3.1

the activity. Check their answers.

My kite is funnier than your kite..

Step 3 (activity 1 ) Look, read and number. Elicit the activities depicted. The pupils then read the sentences and number the pictures accordingly.

Answer key b 5 c 3 d 2 e 4 f 1 Answer the questions. (activity 2 )

The pupils read the questions and answer them about themselves.

Step 4 Look, read and write one-word answers. (activity 3)

Refer the pupils to the picture and elicit the activities. The pupils look at the pictures, read the sentences and write one-word answers.

Suggested answer key 1 sunny 3 kite 5 Running 2

bike 4 Sleeping

The pupils work in pairs. Ask them to draw a grid like the one in Ex. 24. The pupils think of places and their friend where they are. e.g.Pupil 1: There’s a park in 1B. Pupil 2: (draws a park in

1B.)

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

give weaker learners more than one chance to answer questions by asking simple follow-up questions

challenge stronger learners to add really emphasis through their voices in acting out the story

monitor use of target language in tasks and comprehension in response to prompts and ordering task

values links: children think about value of boasting and value of being humble

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