Excel Grade 5 LessPlans Mod 1

MODULE 1
Lesson plan
LESSON: Module 1 Lesson 1 School:
Date: Teacher name:
CLASS: Number present: absent:

Learning objectives(s) R2 L5 S6 S7
that this lesson is
contributing to
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 Teacher
Resources Notes
Beginning the lesson What’s in this module? Class CD
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
S7 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.
Main Activities 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,
S6 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.
7
 Ask various Ss around the class to read
S7 their sentences aloud to check Ss’ answers.
To predict the content of a text Class CD

 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.
R2
 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.
L5  Check Ss’ answers.
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.
Video
 Play the video. Ss watch it then answer the
questions that accompany it.
Ending the lesson To develop critical thinking skills
 Explain the task and read the prompts
S6 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 Assessment – how are you Cross-curricular links
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
support less able readers by encouraging monitor groups as they complete cross-curricular links: Art and
them to confirm with another learner where comprehension tasks and check Design
target information is in text understanding through follow-up
questions in checking plenary
challenge more able learners by adding two or monitor pronunciation in checking
three more words to the final task e.g. outside final sentence task and highlight
space. any word stress issues on board
8
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and

why?
9
Lesson plan
Date: Teacher name:

Learning objectives(s) C6 S1 S5 S7 W3 W8
that this lesson is
contributing to
use, pronounce and spell some target vocabulary accurately in production tasks with support
use, pronounce and spell most target vocabulary accurately in production tasks and integrate
with some success in extended writing task
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
Resources Notes
Beginning the lesson To present vocabulary for furniture and Class CD
appliances
S7  Draw Ss’ attention to the picture. Play the
recording.
 Ss listen and repeat chorally or individually.
Elicit the L1 equivalents.
Main Activities 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
C6 books. Ss copy the headings into their
notebooks and try to list as many words as
W8 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.
S1 To activate and consolidate vocabulary

 Explain the task and read the example
aloud.
 Ask various Ss to say what there is in each
room.
10
To write about your ideal bedroom
 Explain the task and allow Ss some time to
W3 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 Game
A Play in teams. One team says a letter from
the English alphabet. The other team says a
S5 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!
Values links
support less able learners by getting them to monitor learner spellings in cross-curricular links: Art and
highlight problem parts of word spellings e.g. categorisation task and provide Design
double letters, long vowel sounds remedial support
provide challenge for more able learners by check learner pronunciation in

getting them to sit back-to-back while whole class feedback and drill
describing their rooms and spotting differences and highlight word-stress to board
this way. as necessary
about your lesson.
realistic?

why?
11
Lesson plan
Date: Teacher name:

Learning objectives(s) C4 UE4 UE11
that this lesson is
contributing to
use and pronounce some target structures accurately in controlled tasks with support
use and pronounce most target structures accurately in controlled tasks with support
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
Resources Notes
Beginning the lesson To present there is/there are
 Explain that we use there is to talk about
the existence of sth in the singular and
UE11 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 To practise there is/there are

 Explain the task and read the example
aloud.
UE11  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.
UE4  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.
12
 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.
UE4 To practise using some and any
Allow Ss some time to complete the sentences.
Ending the lesson Check Ss’ answers.
Values links
monitor less able groups in controlled tasks monitor pair sentence completion cross-curricular links: languages
and provide support through further modelling tasks and encourage learners to [contrasts with L1]
and drilling give feedback to each other on
answers
provide extra challenge by getting more able check pronunciation in whole
learners to use short answers ‘yes there is/no class feedback and remodel/drill
there aren’t’ by asking them to confirm use of weak forms ‘a’ / ‘some’
answers given by others. and contractions where necessary
about your lesson.
realistic?

why?
13
Lesson plan
Date: Teacher name:

Learning objectives(s) UE6 UE13 S2 L5
that this lesson is
contributing to
use and pronounce some target language accurately in response to prompts and in
controlled tasks with support
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
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
Resources Notes
Beginning the lesson To present prepositions of place
 Ss close their books. Present prepositions
of place using your book. Put your book on
UE14 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 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.
UE14
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.
14
 Read the task aloud and draw Ss’ attention to the prompts, then
read out the example.
UE 6  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/ Class CD
 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.
To practise describing location
 Explain the task and read the example exchange aloud. Ss work
S2
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 To listen for specific information
lesson  Explain the task.
 Play the recording. Ss listen and note the mistakes.
L5  Check Ss’ answers.
Differentiation – how do you plan to Assessment – how are you planning to Cross-curricular
give more support? How do you plan to check learners’ learning? links
challenge the more able learners? Health and safety
check
monitor less able groups in controlled monitor pair sentence completion tasks and ICT links
cross-curricular
tasks and highlight any errors in spelling encourage learners to give feedback to each Values links
links: languages
for learners to self-correct other on answers [contrasts with L1]
challenge more able learners to produce easily confusable check pronunciation in

sound ordinal sound contrasts e.g.13th/30th 16th/60th whole class feedback and
remodel/ drill final sounds
about your lesson.
realistic?

why?
15
Lesson plan

Date: Teacher name:

Learning objectives(s) C1 R2 S7 L5
that this lesson is
contributing to
identify some specific information in listening and reading texts and use some target
vocabulary accurately in production tasks with support
identify most specific information in listening and reading texts and use most target
vocabulary accurately in production tasks with support
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
Resources Notes
Beginning the lesson To present vocabulary for household
insects
 Direct Ss’ attention to the pictures.
S7  Play the recording with pauses for Ss to
repeat chorally or individually.
 Elicit the L1 equivalents.
Main Activities 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.
R2 meanings of the words in the Check these
words box.
To read for specific information

answer the questions.
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.
C1
 Monitor the activity around the class and
then ask some Ss to tell the rest of the
class their answers.
16
 Play the video. Ss watch it and then do the Video
exercises that accompany it
To listen for specific information Class CD
 Explain the task and ask Ss to read through
the gapped text about the museum and
think about what information may be
L5 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.
Ending the lesson  Check Ss’ answers and read through the
Did you know? box.
Values links
support by eliciting from less able learners use thumbs up and down cross-curricular links:
what kind of information they are listening for technique and follow up questions Biology [types of insect]
in text completion task to check comprehension
challenge more able learners to mark the word

stress on new vocabulary and confirm with
each other.
about your lesson.
realistic?

why?
17
Lesson plan
Date: Teacher name:

Learning objectives(s) S2 S6 W2 UE5 UE8
that this lesson is
contributing to
use some target language accurately to form questions and in spoken and written production
tasks with support
use most target language accurately to form questions and in spoken and written production
tasks with support
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
Resources Notes
Beginning the lesson To present the imperative
 Draw Ss’ attention to the table and elicit
UE8 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.
18
Main Activities To find information about insects and
present it to the class
 Explain the task. Ask Ss how much they
know about insects.
W2  Ask Ss to work in groups and look up
information on the Internet using the key
S6 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.
UE5
 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 Play the quiz in groups.
SMILE
S2
 Direct Ss’ attention to the joke.
 Elicit why a spider needs so many socks.
Values links
pair less able and more able learners to monitor learner spellings in written cross-curricular links: Biology
together for quiz task assigning less able production tasks and provide [facts about insects]
learner role of writing down questions remedial support
provide more able learners challenge by giving monitor use of imperative forms
them a specific ‘insect’ research challenge. and target vocabulary and
feedback to whole class in plenary
about your lesson.
realistic?

why?
19
Lesson plan
Date: Teacher name:

Learning objectives(s) L5 L7 S2 S5 S6 S7
that this lesson is
contributing to
take part in some exchanges using some target language accurately and intelligibly and
identify some target information in listening task
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
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
Resources Notes
Beginning the lesson 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

S6 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).
L7  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 To listen for specific information

Play the recording. Ss listen and follow the
dialogue in their books and mark the
L5 statements. Check Ss’ answers.
S7 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.
20
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.
S2  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
S5
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.
Values links
monitor less able groups in preparing role play monitor accuracy and cross curricular links: languages
and production tasks and support with further interactional appropriacy in role [intonation contrasts with L1]
modelling and drilling play tasks
challenge more able learners to give more monitor pronunciation

expansive answers in response to role play performance in final activity and
prompts give feedback to whole class
about your lesson.
realistic?

why?
21
Lesson plan
Date: Teacher name:

Learning objectives(s) C1 C6 C8 R2 W1
that this lesson is
contributing to
identify some specific information in texts and research and write short organised text using
some of their own words
identify most specific information in texts and research and write short organised text using a
range of their own words
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
Resources Notes
Beginning the lesson To stimulate interest in the topic and listen
and read for specific information
C1  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.
words box.
Main Activities To read for specific information

 Ss read the questions and then read the
text again and answer them.
R2
To consolidate information from a text
 This task may be completed with books
closed or open.
 Elicit sentences from various Ss around the
class.
22
C6  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
W2 they may know about.
 Assign the task as HW and tell Ss to work
in pairs and collect information about a
C8 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.
Values links
monitor less able groups in writing task and monitor poster production drafting ICT links: internet [using search
provide support through further modelling and and encourage learners to give tools effectively]
providing sentence starters feedback to each other on
answers
provide challenge to more able learners by monitor final posters and give
suggesting two or three words they should whole class feedback on some
feature in their posters key areas of language in them
about your lesson.
realistic?

why?
23
Lesson plan
Date: Teacher name:

Learning objectives(s) C8 R1 W6 W7
that this lesson is
contributing to
identify some specific information in reading text and use some target vocabulary and
structure accurately in writing task with support
identify most specific information in reading text and use most target vocabulary and
structure accurately in production tasks with support
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
Resources Notes
Beginning the lesson To predict the content of a text
 Direct Ss’ attention to the picture and tell
them that this is the London Eye.
R1  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 To check comprehension of a text by using

target vocabulary to expand the topic
W6  Explain the task and allow Ss time to read
the text again.
words box.
 Read the example aloud and then elicit
sentences from Ss around the class.
C8  Play the video. Ss watch it, then do the Video
exercises that accompany it.
24
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
W7 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.
Values links
monitor less able groups in writing task and use thumbs up and down cross-curricular links: Art and
provide support through further modelling and technique and follow up questions Design [architecture]
providing sentence starters to check comprehension
challenge more able learners to write a text in highlight errors in text in pencil for
two distinct paragraphs learners to self-correct before
display
about your lesson.
realistic?

why?
25
Lesson plan
Date: Teacher name:

Learning objectives(s) R1 R2 W1 W7
that this lesson is
contributing 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
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
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
Resources Notes
Beginning the lesson To predict the content of a text
R2  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.
words box.
Main Activities To understand the topic of each paragraph

in a text
R1  Read the Study Skills box aloud.
elicit which paragraphs match the topics in
S4 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.
26
To write an informal email about your
W1 house (plan, write and check sentences
W7 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.
Values links
support less able learners in writing by eliciting following speaking activity do a ICT links: format and features of
in small groups model topic sentences for their quick spelling elicitation of words email communication
paragraphs learners have used to the board
give more able learners challenge of sorting take in final pieces of writing for
jumbled model email from this section to find feedback comment and
where each paragraph starts/ends and to put assessment
the sentences/paragraphs in the correct order.
about your lesson.
realistic?

why?
27
Lesson plan
LESSON: Module1 Lesson 11 School:
Date: Teacher name:

Learning objectives(s) C10 S3 S6 R1 R6 W3 W8
that this lesson is
contributing to
use some language from the module to express views and write some relevant questions
accurately
use a range of language from the module to express views and write a range of relevant
questions accurately
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
Resources Notes
Beginning the lesson To discuss values and express own points
of view.
S3 Ask learners to discuss statements and
quotations
S6
To test knowledge learnt in this module
 Explain the task. Allow Ss some time to
C10 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 To write a quiz

 Explain the task and allow Ss time to look
through Module 1 and think of quiz
questions in pairs.
W3  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)
W8  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.
28
 Allow Ss some time to read through the song
and fill in the missing words. Play the
R6 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
R1 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
S3 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
Values links
prompt less able learners to ask a range of monitor question production in cross-curricular links: Music
questions with different question starters and group activity [rhyme and meanings of lyrics]
highlight areas of questions that need to be
corrected before proceeding to quiz
provide challenge for more able learners to try monitor pronunciation of new
and write another short verse for the song vocabulary from Module
about your lesson.
realistic?

why?
29

Excel Grade 5 LessPlans Mod 1

Uploaded by

Copyright:

Available Formats

Excel Grade 5 LessPlans Mod 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Excel Grade 5 LessPlans Mod 1

Uploaded by

Copyright:

Available Formats

MODULE 1

LESSON: Module 1 Lesson 1 School:

Date: Teacher name:

CLASS: Number present: absent:

To present vocabulary for rooms

Main Activities To present/practise vocabulary related to

To predict the content of a text Class CD

To read for specific information

Did I stick to timings?

What changes did I make from my plan and

LESSON: Module 1 Lesson 2 School:

Date: Teacher name:

CLASS: Number present: absent:

Main Activities To categorise vocabulary

S1 To activate and consolidate vocabulary

Which room am I in?

provide challenge for more able learners by check learner pronunciation in

What changes did I make from my plan and

LESSON: Module 1 Lesson 3 School:

Date: Teacher name:

CLASS: Number present: absent:

Main Activities To practise there is/there are

To practise there is/there are through

Did I stick to timings?

What changes did I make from my plan and

LESSON: Module 1 Lesson 4 School:

Date: Teacher name:

CLASS: Number present: absent:

Main Activities To practise prepositions of place

To present ordinal numbers and practise pronunciation; to

challenge more able learners to produce easily confusable check pronunciation in

Did I stick to timings?

What changes did I make from my plan and

LESSON: Module 1 Lesson 5 School:

CLASS: Number present: absent:

Main Activities To predict the content of a text

To read for specific information

challenge more able learners to mark the word

Did I stick to timings?

What changes did I make from my plan and

LESSON: Module 1 Lesson 6 School:

Date: Teacher name:

CLASS: Number present: absent:

Did I stick to timings?

What changes did I make from my plan and

LESSON: Module 1 Lesson 7 School:

Date: Teacher name:

CLASS: Number present: absent:

Previous learning some awareness of question intonation

To identify the context of a dialogue and

Main Activities To listen for specific information

S7 To learn synonymous phrases

challenge more able learners to give more monitor pronunciation

Did I stick to timings?

What changes did I make from my plan and

LESSON: Module 1 Lesson 8 School:

Date: Teacher name:

CLASS: Number present: absent:

Main Activities To read for specific information