Module 9 Lesson 7

Teacher’s name: R. R. Seipilova

Date: 13.05.2025
Grade: 5 Number of people present Number of people
absent
The Theme of the lesson Reading a brochure. Summer camp
Objectives according to the Curriculum 5.4.4.1- read with some support a limited range of short fiction and
non-fiction texts;
5.4.6.1- recognize the attitude or opinion of the writer in short texts on
a limited range of general and curricular topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• read about summer camps in the USA.
• learn adjectives used to describe positive experiences.
• compare my own summer holidays with the description of what
happens at the summer camp.
Some learners will be able to:
Evaluation criteria Give feedback to others orally
Demonstrate respect to people’s opinions using lexical units of topic
vocabulary. Identify details in a text with little support
Level of thinking skills Low order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the Student actions Assessment Resources
the pupils: with special
lesson/timin educational needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to students respond to
the lesson/ students respond to greeting greeting and take greeting and take
min and take their places. their places. their places.
Hello, boys and girls! How
are you?
Students work with 1 point for Book
Students work with vocabulary and each correct
Warm up (4 min)
vocabulary and answer the questions answer
• Books closed. Draw a tent
answer the questions
on the board.
• Elicit or teach the word
camp.
• Ask students if they go
camping. If any student do,
ask them
what they like or dislike
about camping.
• Ask: Do you know what a
summer camp is?
The middle 1 • Ask students to open Students work with Students work with 1 point for Book, slide
of the lesson their books at page 101. photos and answer photos and answer each correct
– 35 min • Refer students to the five the questions the questions answer
photos and elicit the
activities shown in them.
Students read the Book, slide
2 • Read out the five titles Students read the titles and do 1 point for
and then ask students to titles and do matching. each correct
work in pairs to match the matching. Weaker students may answer
descriptions with the titles. Stronger students use teacher’s help
• To help weaker students may think of
you could do the first one alternative titles.
as an example.
• Ask stronger students to Students read the
think of an alternative title questions and answer Book, slide
for each of the five them.
descriptions. 1 point for
Students read the each correct
3 • You could test students’ questions and answer answer
memories by asking how them.
many of the six questions Stronger students
they can answer without work with structure
looking back at the text. of the text.
• Ask students to work
alone to read the text and
answer the questions.
• Encourage stronger Students read the text
students to pay attention to and make a decision. Book, slide
the way the text has been
organised, e.g. the title, the
use of paragraphs, the 1 point for
length of the sentences. each correct
How does the way a text Students read the text Weaker students may answer
has been organised affect and make a decision. translate words
the way students read it? Book,
• Students can compare dictionary
their answers in small
groups before you check
answers with the class. 1 point for
Students read the each correct
• Students read the text adjectives and find answer
again and decide which of their meanings.
the summer camps they
would most like to go to
and why. • Students then
share their ideas with a
partner.
• Ask some students to
report back to the class on Students make
what their partner said sentences and share
ideas Book
4• Read out the adjectives
and go through the meaning
of each in turn.
• Allow weaker students
to find out how the words Students work in 1 point for
translate into their Students make pairs and complete each correct
language. sentences and share the task. answer Book, slide
• Elicit example sentences ideas
with these adjectives and
put them
on the board.
• Ask students to work in
pairs to find out what the 1 point for
adjectives Students work in Students work in each correct
describe in the text.•Check pairs and complete small groups and answer
answers. the task. design their own
• To extend this work, you summer camp
could ask students to turn to
the Vocabulary bank on
page 123 and do the
Adjectives exercises in
Explore vocabulary.
Teacher
 5 • Read out the example Students work in evaluates and
sentence. small groups and guides
• Give students a few design their own students
minutes to write their summer camp
sentences about the
differences between their
holidays and the summer
camps.
• Monitor and help with
vocabulary as necessary.
6 • Put students into pairs.
• Students read their
descriptions out to one
another.
• Ask some students to
report back to the class on
their partner.
• You could then ask the
class to vote on whether
they would like to spend a
few weeks at an American-
style summer camp.

• Put students into small

groups to design their own
summer camp.
• Students must give their
camp a name and come up
with a theme for it, e.g.
sport, music or film, and a
programme of activities.
• Students design a poster
advertising their camp
using PowerPoint, Poster
MyWall or another poster-
making site.
• Groups present their
posters to the class.
• Display the posters on the
wall and ask the class to
vote for its favourite.
The end of Homework (5 min)
the lesson – Set Exercise 5 on page
5 min 72 of the Workbook for
homework.