Explain the activity. The pupils look at the pictures, read the sentences and say the names of the animals. Allow the pupils some time to complete the activity. Check their answers.
(Track 10 CD2)
Pupils book p 88
Answer key
rhino 3 dolphin 5 panda
gorilla 4 polar bear
Then individual pupils read out the texts.
Step 2 Listen and read. Then act out similar dialogues. (Track 24 CD2)
Refer the pupils to the dialogue. Play the CD.The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. Refer the pupils to the pictures and elicit the names of the animals and what the pupils know about them. Read aloud the fact files.The pupils, in pairs, act out similar dialogues using the information in the fact files. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out their dialogues. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.
A: Look at these amazing .... Where do ... live?
B: They live in .... Did you know they are in danger? A: Really? Why?
B: Because....
A: That's a shame. We must do something to protect them!
Suggested answer key
A: Look at these amazing chimpanzees. Where do chimpanzees live?
B: They live in the jungle. Did you know they are in danger?
A: Really? Why?
B: Because people hunt them or sell them as pets. A: That's a shame. We must do something to protect them!
Read and circle. Then listen and check. (Track 25 CD2)
Explain the activity. Go through the sentences and elicit/explain any unknown words. Play the CD. The pupils listen and circle the correct words. Check their answers.
AUDIOSCRIPT
So that was the news at five o'clock. Anyway, I hope you are all listening because here are some rainforest facts.
More than 50% of the world's animals live in rainforests. That's a lot!
There aren't any rainforests in Antarctica because it's always very cold.
The largest rainforest is the Amazon rainforest in South America.
Rainforests give us oxygen. That's why we must protect them.
Today, rainforests are slowly getting smaller because people are cutting down the trees.
We must save our rainforests...
Extension activity (Optional)
Ask the pupils to write guestions based on sentences 1 -5.Then the pupils, in pairs, ask and answer questions. Go around the class providing any necessary help. Ask some pairs to report back to the class.
Read aloud the title of the poster and have a class discussion about why we must save the rainforests. Read the instructions and explain the activity. Allow the pupils some time to prepare their posters. Ask individual pupils to present their poster to the class.
Design your own Save the rainforests! poster. Present it to the class.
Save the rainforests!
Rainforests give us oxygen and many of the v animals live there. We must do something to p them!
Pupils book p 89
Answer key
cold 4 oxygen
South America 5 smaller
Ending the lesson
4.1.4.1
4.1.3.1
(An activity to consolidate the language of the lesson).
(An activity to consolidate the language of fhe le
Tell the pupils to look at the animals on pp. 88- a minute. Have them close their books. Divid class into two teams. A pupil from each team c to the front of the classroom and talks abo animal (what it looks like, where it lives, if it's in dc etc) without naming it. Each correct answer v point.The team with the most points wins the g
ACTIVITY BOOK (Optional)
Suggested answer key
Pupil 1: It's in danger. It lives in warm seas. It's g Team A: Green turtle! etc
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
Module 6 Healthy world Lesson plan
LESSON: Module 6 Lesson 7 - 8
Help the planet 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L5 identify initial, middle and final phonemes and blends
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.UE8 use imperative forms [positive and negative] to give
short instructions on growing 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 familiar words in simple sentences To talk about animals and places that are in danger.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To talk about animals and places that are in danger.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To talk about animals and places that are in danger.
Previous learning
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 Structures: plurals; conjunctions; possessive I | case; adverbs of frequency; adverbs of manner.Language in use: Look at these amazing pandas. Did you know they are in danger? That's a shame! We must do something to protect them Target vocabulary
Save our animals 1: dolphin, polar bear panda, rhino, gorilla, horn, Arctic, melt, I | destroy, cut down, bamboo forest, panda, chimpanzee, green turtle Help the planet 1: pollution, oxygen
Cross-curricular links
Geography (Exs. 30&31) & Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
4.1.5.1
(An activity to revise the language of the previous lesson.)
Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 29). Repeat the activity with other pupils.
PRESENTATION AND PRACTICE
4.3.5.1
4.1.5.1
4.2.4.1
4.3.5.1
4.2.8.1
4.1.5.1
4.3.5.1
4.2.7.1
4.2.8.1
4.5.8.1
4.1.5.1
4.3.5.1
4.2.7.1
4.2.8.1
4.5.8.1
Step 1 Read and complete. Then listen and check. Do you know other places/ animals that are in danger? Tell the class.
Ask the pupils to look at the pictures. Have a picture discussion.
e.g. Teacher: (pointing to Stonehenge) What's this? Pupil: It's Stonehenge.
Teacher: Correct. Where is it?
Pupil: In the UK. etc
Explain the activity. Allow the pupils some time to complete it. Play the CD. The pupils listen and check their answers.Then ask the pupils if they know any other place or animal that is in danger. Elicit answers. Ask the pupils to say why this place/animal is in danger.
Argali are in danger because people hunt them for their horns.
Then individual pupils read out the texts.
Pupils book p 90
(Track 26 CD2)
Answer key
2 danger 3 stones 4 litter 5 spots
6 mountains 7 fur
8 trees
Step 2 Read and complete.
Explain the activity. The pupils read the texts again silently and complete the activity.
Check their answers.
the air pollution from the traffic damages the stones
people hunted them for their fur or cut down the trees so they didn't have a home
Extension activity (Optional) Project: An endangered place/animal.
Ask the pupils to write a small paragraph about a place/animal that is in danger. They can use ideas from Ex. 32 and the texts as models. They can draw or look for pictures on the Internet and attach them. Alternatively, assign the project for homework. The pupils then present their projects to the class. Display
The pupils then present their projects to the class. Display their work in the classroomKazakhstan is a country with many beautiful, wild animals. One of them is the argali.
Argali are amazing animals with yellow or brown fur and horns.They live in the mountains of Kazakhstan. Argali are in danger because people hunt them for their horns. We must all try to save this wonderful animal!
Ask the pupils, in pairs, to make a collage of pictures or drawings of the things you can see and do at the Baikonur Cosmodrome. Alternatively, assign it for homework.
Step 3 CHECKPOINT 6 (Summative Control Work)
CHECKPOINT 6
Number.
The pupils read and number the pictures.
Read and underline.
The pupils read and underline the correct words.
Read and write. Use: some, any, a and
an.
The pupils read and complete the sentences with the correct word.
Read and complete the sentences.
The pupils read and complete the sentences with th< present continuous of the verbs in brackets.
Complete the sentences to be true about yourself.
The pupils read and complete the sentences to t true about themselves.
Suggested answer key
visiting my grandparents
playing football with my friends
having a piano lesson
going to the cinema with my parents
Answer key
a3 b 2 c4
d5 eO fl Answer key
1 loaf 2 pot 3 bars
4 bottles5 carton
Answer key
1 any 2 any 3 an
4 some 5 a Answer key
1 is cooking
2 are making
3 is climbing
4 are visiting
5 is buying
Ending the lesson
Extra Check: The pupils are now ready to do pages 66-67 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
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
Module 6 Healthy world Lesson plan
LESSON: Module 6 Lesson 9
SAT3
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L5 identify initial, middle and final phonemes and blends
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.UE8 use imperative forms [positive and negative] to give
short instructions on growing 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 familiar words in simple sentences To practise reading for pleasure; to listen to and read a story from Russia about the twelve months.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To practise reading for pleasure; to listen to and read a story from Russia about the twelve months.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To practise reading for pleasure; to listen to and read a story from Russia about the twelve months.
Previous learning
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 Structures: Consolidation. Language in use: Snow leopards were in | I danger because people hunted them fortheir fur.Target vocabulary Help the planet 2: litter, monument airpollution, traffic, damage, mysterious, drop, | gum, fur, spots, wild, snow leopards
Cross-curricular links
Geography (Exs. 30&31) & Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
(An activity to revise the language of the previous lesson.)
(An activity to introduce the theme of the lesson.)
Ask pupils to tell you what their favourite season is and the reason why it is their favourite.
e.g. Pupil 1: I like winter because I like snow, etc
PRESENTATION AND PRACTICE
4.1.5.1
4.3.5.1
4.2.7.1
4.2.8.1
4.5.8.1
Step 1 Listen and read. Why is the daughter's basket empty at the end of the story?
Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to the window in picture 1) What's the weather like?
Class: It's snowing.
Teacher: Yes. It's very cold. The girl must go out and look for some food, etc
Play the CD. The pupils listen and follow the story in their books. Refer the pupils to the question and elicit the correct answer,
Pupils book p 90
(Track 27 CD2)
Suggested answer key
The daughter's basket hasn't got any food because she wasn't polite or grateful.
Step 2 Read the story and match.
The pupils read the story and the sentences. Then (An activity to consolidate the theme of the
they match the sentences. Allow the pupils some time Projec(. favourite month
to complete the activity. Check their answers.
Have a discussion, in LI if necessary, about the moral
of the story. Tell the pupils that being polite and kind to others always pays off whereas being rude always creates problems.
Hand out the story cards. Ask the pupils to colour them. Explain to the pupils that they can use the story cards to make their own story books. If you wish, you can have some activities as a class. For instance, you can have the pupils spread out the cards in random order. Play the story with pauses.The pupils listen and raise the corresponding cards. Step 3 CHECKPOINT 6 (Summative Control Work)
1 Look, read and number.
The pupils look at the words and match them to the pictures.
2 Read and underline.
Answer key
2d 3 a 4 b
Play the CD again with pauses for the pupils to repeat, chorally and/or individually. Then ask individual pupils to read out the story.
Ending the lesson
Ask the pupils to draw and colour their month.Tell them to write the reason why tb is their favourite. Allow the pupils some complete the activity. Alternatively, assign th homework. Have the pupils present their drc 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
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
Module 6 Healthy world Lesson plan
LESSON: Module 6 Lesson 10
Revision
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L5 identify initial, middle and final phonemes and blends
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.UE8 use imperative forms [positive and negative] to give
short instructions on growing 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 familiar words in simple sentences To talk about space exploration, NASA and the Baikonur Cosmodrome; to consolidate the language at the module.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To talk about space exploration, NASA and the Baikonur Cosmodrome; to consolidate the language at the module.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To talk about space exploration, NASA and the Baikonur Cosmodrome; to consolidate the language at the module.
Previous learning
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 Structures: Consolidation. Language in use: We are December, January and February. Do you like winter? Oh yes, I do! I love snow! Target vocabulary Consolidation.
Cross-curricular links
Geography (Exs. 30&31) & Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
(An activity to revise the language of the previous lesson.)
Ask pupils to tell you what they remember from the text about Marco Polo.
PRESENTATION AND PRACTICE
4.1.5.1
4.3.5.1
4.2.7.1
4.2.8.1
4.5.8.1
Step 1 (Activities to present and activate the new language.)
Exploring Space
Listen and read
Pupils’ books closed. Put up the pictures related to space on the board. Have a brief discussion, in L1 if necessary, about space and space exploration.
Pupils’ books open. Refer the pupils to the pictures and elicit the words.
(Track 27 CD2)
Pupils book p 90
Step 2 Number the pictures. Ex 29
Explain the activity. Allow the pupils some time to complete it. Check their answers.
Ask the pupils, in pairs, to make a collage of pictures or drawings of the things you can see and do at the Baikonur Cosmodrome. Alternatively, assign it for homework. The pupils then present their projects to the class. Display their work in the classroom
Step 3 CHECKPOINT 6 (Summative Control Work)
1 Look, read and number.
The pupils look at the words and match them to the pictures.
2 Read and underline.
The pupils read the sentences and underline the correct word in bold.
3 Complete.
The pupils read the sentences and complete them with the correct form of the verb.
4 Read and answer.
The pupils read the text and answer the questions. Answer key
1 At 6 o’clock.
2 They gave him lots of presents and cards.
3 They ate pizza and burgers.
4 They sang Happy Birthday.
Ending the lesson
Extra Check: The pupils are now ready to do pages 66-67 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
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
Module 7 Journey into Space Lesson plan
LESSON: Module 7 Lesson 1
Into Space 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L5 identify initial, middle and final phonemes and blends
4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations
Lesson objectives
All learners will be able to:
recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences To talk about space.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To talk about space.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To talk about space.
Previous learning
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! Like make swim go eat ice-cream (grade 2)
Structures: comparisons; must/have to (obligation). Language in use: / would like to travel into space to visit other planets. Target vocabulary Into space: space station, telescope, spacesuit, rocket, alien, planet, astronaut, spaceship, comet
Cross-curricular links
Science (Ex. 1)
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson 4. 1.5.1
Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.
Cards
TPR
4. 1.5.1
4.3.3.1
4. 1.5.1
4.5.3.1
Step 1 Look at the picture. Would you like to travel into space? Why?/Why not? Do you know any planets bigger than Earth?
Pupils' books closed. Put the Journey into space poster up on the board. Point to the pictures, one at a time, and say the corresponding words.The pupils repeat, chorally and/or individually. Point to each picture in random order. Ask individual pupils to name them.
Pupils' books open. Refer the pupils to the picture on p.94 and have a picture discussion. Ask the pupils if they would like to travel into space and why. Elicit answers from individual pupils.Then say and write on the board: Earth. Explain to the pupils that Earth is the name of our planet. Ask the pupils to name other planets (Mercury, Venus, Mars, Jupiter, Saturn, Uranus and Neptune).Then ask them to name the planets that are bigger than Earth.
Answer key
I would like to travel into space to visit other planets. (suggested answer) Jupiter, Saturn, Uranus and Neptune are bigger than Earth.
Target vocabulary Seaside activities: make sandcastles, collect starfish, swim, go sailing, eat ice cream, go fishing
Step 2Can you find these in the picture on page 94? Match. Then listen and check
Explain the activity. Allow the pupils some time to match the pictures with the correct words. Play the CD.The pupils listen and check their answers.
. (Track 28 CD2)
Answer key
2 i 3 h 4 f 5 d 6 b 7 g 8 e 9c
Step 3Look and read. Write yes or no.
Refer the pupils to the picture and have a picture discussion. Read the example aloud and explain the activity. Allow the pupils some time to look at the picture and complete the activity. Ask individual pupils to answer. Ask the rest of the class for verification.
Track 14 CD2
Answer key
2 no 3 no
4 yes 5 no
Ending the lesson
4.1.7.1
An activity to consolidate the language of the le. Play Hangman using the words from the lesson
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 groups in read and tick task providing support e.g. by prompting them to sound out initial letters
challenge stronger learners to answer questions in Step 1 with full short answers
monitoring learner responses in questioning task and drilling answers where learners need support with pronunciation
cross-curricular links:
Module 7 Journey into Space Lesson plan
LESSON: Module 7 Lesson 2
Into Space 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics, begin to describe past experiences on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of general and some curricular topics
4.W4 write with support short basic sentences with appropriate spaces between words
Language in use: Where are you going? I'm going on holiday. When are you going? Who are you going with? What are you doing there? How many days are you staying?
Target vocabulary
Holiday-related words: go fishing, buy souvenirs, swimming trunks, goggles, go hiking, go sightseeing, sunbathe, towel, sunglasses, swimsuit, sunscreen, pack my suitcase
Lesson objectives
All learners will be able to:
recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences To talk about holidays.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To talk about holidays.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To talk about holidays.
Previous learning
Structures: interrogative pronouns; possessive adjectives. Language in use: Where are you going? I'm going on holiday. When are you going? Who are you going with? What are you doing there? How many days are you staying?
Target vocabulary Holiday-related words: go fishing, buy souvenirs, swimming trunks, goggles, go hiking, go sightseeing, sunbathe, towel, sunglasses, swimsuit, sunscreen, pack my suitcase
Cross-curricular links
Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles Resources
Teacher Notes
Beginning the lesson 4.1.7.1
(An activity to revise the language of the previous lesson.)
Put the Journey into space poster upon the board. Say aloud one of the words and ask individual pupils to come to the board and point to the correct picture. Ask the rest of the class for verification.
Presentation and practice
4.1.4.1
4.1.7.1
4.5.5.1
4.3.3.1
4.3.3.1
4.5.5.1
4.5..13.1
4.1.4.1
Step 1 Listen, point and repeat.
Pupils' books closed. Put the picture flashcards up on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Then point to the picture flashcards in random order. Ask individual pupils to name them.
Pupils' books open. Play the CD. The pupils listen, point and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually
(Track 29 CD2)Have Fun! poster on the board.
Target vocabulary • Water sports: sail, surf, waterski, dive; • get wet, pool Structure Present Continuous
Step 2The Zorby family is visiting Earth on holiday. What do they want to do? Read and complete. Then match the pictures to the aliens.
Refer the pupils to the pictures and elicit the new vocabulary. Read the example aloud and explain the activity. Allow the pupils some time to complete it. Check their answers.
Answer key
2 souvenirs - f
3 sightseeing – e 4 goggles – c 5 hiking-d 6 sunscreen, swimsuit, sunbathe - a
Step 3Flop is getting ready for holiday. Read and complete the dialogue.
Pupils' books closed. Say, then write on the board: Who is he? Underline the word in bold. The pupils repeat, chorally and/or individually. Then point to a pupil and ask: Who is he? Elicit the name of the pupil, (e.g. Berik). Say, then write on the board: He's Berik. Underline the word in bold. Explain that we use the interrogative pronoun who to ask about people. Repeat to present the rest of the interrogative pronouns. Explain that we use how old to ask about age, why to ask for reason, what to ask about objects/actions, where to ask about position/ location, and when to ask about time.
Pupils' books open. Go through the Study spot section briefly. Read the example aloud and explain the activity. Go through the text and elicit/explain any unknown words. Allow the pupils some time to complete it. Check their answers.
Answer key
Where are you going?
Who are you going with?
How many days are you staying?
What are you doing there?
When are you leaving?
Step 4 (activity 7) Imagine you are going onholiday in space.Talk with your friend.
Refer the pupils to the questions and explain the activity. Allow the pupils some time to brainstorm answers to the questions. Then the pupils, in pairs, use their answers and act out similar dialogues as the one in Ex.7. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.
A: Why are you so happy, Saule?
B: Because I'm going on holiday.
A: That's nice! Where are you going?
B: I'm going to Mars.
A: Mars? Really? That is fantastic! Who are yoi with?
B: I'm going with my mum, my dad and my t A: How many days are you staying?
B: We're staying four days.
A: What are you doing there?
B: I'm going hiking and sunbathing!
A: When are you leaving?
B: We're leaving tomorrow morning.
A: That's great! Have fun, Saule!
B: Thank you!
Ending the lesson
4.1.4.1
4.5.13.1
Hold up the picture flashcards, one at a time an< individual pupils to correct your statements. e.g. Teacher: (holding the 'go fishing'picture flashcard) Go sightseeing.
Pupil 1: No! Go fishing, etc
Suggested homework
For the next lesson, the pupils should know the words/phrases in Ex. 1.
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 weaker learners in Step 1 and Step 4 by helping them to sound letters and giving one more letter where they struggle
challenge strong learners through questioning before and around the story dialogue task
intensively monitor groups in Step one sounding and writing task
check learner control of target language in story task and model again and drill where necessary
ICT links: follow up lesson by asking learners to use computers/ keyboard and screen to play an interactive task
Module 7 Journey into Space Lesson plan
LESSON: Module 7 Lesson 3
Planets 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular topics
4.R1 recognise, identify and sound with support a growing range of language at text level
4.R4 find with support books, worksheets and other print materials in a class or school library according to classification
4.W4 write with support short basic sentences with appropriate spaces between words
4.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 100
4.UE17 use me, too and I don’t to give short answers, use when clause to describe simple present and past actions on personal and 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 familiar words in simple sentences To develop listening and reading comprehension skills through a story; to practise talking about holidays ;to learn howto distinguish between and pronounce the sounds /[/and /tf/.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To develop listening and reading comprehension skills through a story; to practise talking about holidays ;to learn howto distinguish between and pronounce the sounds /[/and /tf/.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To develop listening and reading comprehension skills through a story; to practise talking about holidays ;to learn howto distinguish between and pronounce the sounds /[/and /tf/.
Previous learning
Language focus Structures: Consolidation. Language in use: This is going to be a great holiday! I'm going to swim all day!Target vocabulary Consolidation.
Cross-curricular links
Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles Resources
Teacher Notes
Beginning the lesson 4.1.4.1
(An activity to revise the language of the previous lesson.)
Say where you are going on summer holidays and ask individual pupils to say what they are doing there. e.g. Teacher: We are going to Greece this summer. Pupil 1: I am going swimming.
Pupil 2: I am going sightseeing, etc
Presentation and practice 4.1.6.1
4.3.1.1
4.3.1.1
4.3.4.1
4.5.17.1
4.4.4.1
4.1.4.1
4.3.4.1
4.1.6.1
Step 1 Listen and read.
Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to picture 1) What are they doing?
Class: They're packing their suitcases.
Teacher: Yes. They're getting ready for their summer holidays, etc
Play the CD. The pupils listen and follow the story in their books.
(Track 30 CD2)
Target vocabulary Consolidation.
Step 2 Read the story and correct the mistakes.
Allow the pupils some time to read the story silently and complete the activity. Check their answers. Answer key
Daisy wants to swim all day.
Daisy's dad wants to go fishing every day.
Daisy's sister wants to play on the beach all day. Bella is having
Step 3 choose the best title for the story.
Allow the pupils some time to read the story again. Then they choose a title. Allow them time to complete the activity. Check their answers.
Answer key
C Holiday For All!
Play the CD again with pauses for the pupils to repeat, chorally and/or individually
.
Step 4 Act out the story (activity 13)
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. 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 pairs to come to the front of the classroom and act out their dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.
A: Let's pack our suitcases.
B: Hurray!! can't wait! I want to ... all day!
A: Don't forget to take your...!
В: I want to ..„too!
A: Don't forget your...!
B: Thanks! Well, that's everything. We're ready for our holiday.
A: Let's go!
(Track 31 CD2)
Suggested answer key
Dana: Let's pack our suitcases.
Berik:Hurray! I can't wait! I want to fish all day!
Refer the pupils to the pictures. Point to sheriff a nd say: /[/ - sheriff. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for cash. Point to cheque and say: /tf/- cheque. Repeat the procedure for rich. Play the CD.The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.
Extension activity (Optional)
Write the following words on the board: shoe, archil shell, wash, mechanic, chocolate, star, cheap. individual pupils to come to the board, read out words and write them next to the correct sound.
(Track 32 CD2)
Answer key
/JV: shoe, shell, wash /tf/: chocolate, cheap
4.1.6.1
4.3.1.1
4.3.4.1
Step 7 Complete. Then listen and check. Read.
Refer the pupils to the picture. Elicit rich, sheriff, chec and cash. Draw the pupils' attention again to the /[/ c AJ7 sounds. Allow the pupils some time to complete missing letters. Play the CD for the pupils to listen c check their answers. Answer key
The rich sheriff wants to give a cheque and some cc to charity.
Ask individual pupils to read out the sentence. Che their pronunciation and intonation
(Track 33 CD2)
.
Ending the lesson
4.1.4.1
4.1.6.1
4.4.4.1
(An activity to consolidate the language of the lesso
Write the following sentences on the board. Ask t pupils to read the story again and choose the corre answer.
Daisy and her... are going on holiday,
a friends b family
Daisy's dad wants to go ... .
a fishing b sightseeing
Daisy's sister wants to play on the ....
a boat b beach
They are going by ... .
a plane b car
Note: If you wish, have the pupils close their boo during this activity.
Answer key
lb 2 a
3 b 4 b
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
cross-curricular links: things we identify with seasons
Module 7 Journey into Space Lesson plan
LESSON: Module 7 Lesson 4
Planets 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L4 understand a limited range of short supported questions on general and some curricular topics
4.S4 respond to questions on an increasing range of general and some curricular topics
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things
4.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 - 100
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
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 To talk about planets.
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 To talk about planets.
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 To talk about planets.
Previous learning
Language focus Structures: present simple; present I continuous; past simple; plurals; comparisons. Language in use: Zorg lives on a different planet. He went to Mars three months ago. j He is visiting Earth now. He's travelling to Venus tomorrow. What did the Ancient Greeks call the Sun? Target vocabulary
An activity to revise the language of the previous lesson.)
Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 13). Repeat the activity with other pupils.
Presentation and practice
4.1.6.1
4.3.1.1.
4.3.4.1
4.4.4.1
4.1.4.1
4.1.6.1
4.5.2.1
4.1.4.1
4.3.1.1
4.3.4.1
Step 1 Listen, point and repeat.
Pupils' books closed. Put the Planets poster up on the board. Point to the planets, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each planet in random order. Ask individual pupils to name them. Pupils' books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually.
(Track 34 CD2)
Target vocabulary Actions: skateboard, do karate, jog, hop, skip, have a picnic, play the violinStructures: the verb can; adverbs of manner
Step 2 Do the quiz and collect planets. Check your answers with your teacher or online.
Explain to the pupils that they will do a quiz about planets. Go through the questions and the prompts and elicit/explain any unknown vocabulary. Allow the pupils some time to do the quiz. Check their answers. Ask the pupils to count how many planets they collected, write the number in their books and check their results.
Answer key
la 2b 3b 4a 5a 6a
Step 3 Read and complete.
Pupils' books closed. Say, then write on the board: I usually play video games on Sundays, but today I am playing chess. Underline the words in bold. The pupils repeat, chorally and/or individually. Explain the difference between the present simple (for repeated actions) and the present continuous (for temporary actions or future plans). Point out the use of key words (always, usually, today, every day, etc) to determine which tense is to be used. Revise/Elicit the interrogative, negative and the short answers. Ask the pupils to make sentences about what they usually do and what they are doing today.
Drill your pupils:
e.g. Teacher: walk to school - take bus
Pupil 1: I usually walk to school, but today I'm taking the bus.
Suggested prompts:
study in the afternoon - play football
go to the park - go to the museum
watch TV - go to the cinema
play tag with my friends - play leap frog with my friends
Say, then write on the board: / live in Astana. Underline the words in bold.The pupils repeat, chorally and/or individually. Explain that we also use present simple to talk about permanent actions in the present. Say, then write on the board: / lived in Almaty three years ago. The pupils repeat, chorally and/or individually. Explain that we use the past simple to talk about actions or states in the past. Revise/elicit the past simple.
Pupils' books open. Go through the Study spot section briefly. Explain the activity. Go through the sentences and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.
Activity
Cards
Step 5 Let’s Play (activity 21 )
Pupils' books open. Refer the pupils to the interrogative pronouns and read the dialogue aloud. Allow th pupils some time to write questions based on Ex.l using the interrogative pronouns.
Pupils' books closed. The pupils play in pairs. Or pupil asks one of the questions he/she wrote and tf other pupil answers. Each correct answer wins point.The pupil with the most points wins.
Suggested answer key
Why are robots exploring Mars now? To find informatic When did Neil Armstrong walk on the Moon? In 19 How often does the moon travel around the Earl Almost once every month.
Who discovered Uranus in 1781? Willian Herschel. Where are the astronauts going tomorrow? To the mo How many aliens are coming out of the spaceship?
Ending the lesson
4.1.6.1
(An activity to consolidate the language of the less
Say a time word or adverb of frequency and elicit w1 tense goes with it. Ask a pupil to make a sentence и it. Repeat with other pupils. e.g. Teacher: Yesterday.
Pupil: I played football yesterday, etc
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
intensive monitoring and support for weaker learners in the writing task
challenging stronger learners in writing task to include further information
monitoring use of target language in speaking tasks and highlighting pronunciation
checking control of spelling structure and punctuation in writing task
Values links: the beauty of the different seasons
Lesson planJourney into Space Lesson plan
LESSON: Module 7 Lesson 5 Aliens 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L5 identify initial, middle and final phonemes and blends
4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics
4.S4 respond to questions on an increasing range of general and some curricular topics
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of general and some curricular topics
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE4 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
4.UE16 use conjunctions and, or, but, because to link words and phrases
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 To revise holidays and planets; to write a blog entry about your dream holiday; to develop the pupils' listening skills through a song.
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 To revise holidays and planets; to write a blog entry about your dream holiday; to develop the pupils' listening skills through a song.
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 To revise holidays and planets; to write a blog entry about your dream holiday; to develop the pupils' listening skills through a song.
Previous learning
Language focus Structures: determiners; conjunctions. Language in use: Oh what a great world this will be, when we can go on holidays under the sea! Bongo's excited because he likes swimming underwater. Target vocabularydream holiday, underwater, glass, hotel, seashells, brilliant, outer space
Cross-curricular links
Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles Resources
Teacher Notes
Beginning the lesson
4.1.5.1
4.2.4.1
(An activity to revise the language of the previous lesson.)
Write on the board the interrogative pronouns from the previous lesson and ask pupils to write questions about the planets using them. Allow the pupils some time to write their questions. Check their answers. e.g. How many moons does Neptune have?
What do people call Mars? etc. Before going into class
Prepare photocopies of the song for each group of pupils. Cut the song into strips, one line per strip.
Divide the class into groups and hand out the strips of paper. The pupils put the strips of paper in the correct order as they listen to the song.
(See the /nfroducf/on for further ideas on how to exploit the songs.)
Presentation and practice
4.1.5.1
4.3.6.1
4.3.6.1
4.4.7.1
Step 1 Complete. Then listen and check.
Explain the activity. Allow the pupils some time to read “ and complete the texts, Play the CD. The pupils listen and check their answers.
(Track 35 CD2)
Answer key
2 windows 3 fish 4 planet 5 aliens 6 spacesuit
Step 2Read and circle.
Explain the activity. Go through the text and elicit/explain any unknown words. Allow the pupils some time to complete it. Check their answers.
Answer key
2 -3 any4 but
5 a
c
о
oo
5 a 6 – 7 the 8 an
6 -
7 the
Step 3 PORTFOLIO: Talk with your friends. Then write a blog entry about your dream holiday.
Ask the pupils, in pairs or in groups, to talk about their dream holiday. For homework, tell the pupils to write a blog entry about their dream holiday and use the text in Ex. 20 as a model. Then help them file their writing activities in their Language Portfolios. Suggested answer key
Daniya from Almaty
My dream holiday is to go to the moon! I would like to stay in space stations with very big windows to watch the stars, comets and spaceships.
Track 23 CD2
4.1.6.1
4.1.8.1
4.3.6.1
Step 4 Let's sing!
Point to the song and say: Oh what a great wor/d this will be! The pupils repeat, chorally and/or individually. Follow the same procedure and present the rest ot the song.
Play the CD.The pupils listen and follow along in their books. Divide the class into three groups and assign a verse to each group. Play the song again and ask each group to sing their corresponding verse.
(Track 36 CD2)
Assign the project as homework. During the next lesson, invite the pupils to present their projects to the class. Make sure you display their work somewhere in the classroom. Then help them file their projects in their Language Portfolios.
Step 5 Read and write the aliens' names.
Refer the pupils to the pictures and have a picture discussion. Explain the activity. Allow the pupils some time to read the text and complete the activity. Check their answers.
Answer key
Bango2 Dalo 3 Yonta 4 Floogle
\Ending the lesson
4.5.4.1
An activity to consolidate the language of the less
Ask the pupils to draw a pit the beach and write a shoi Allow the pupils some time Ask individual pupils to pres class.
Suggested answer key
Dango is wearing sunglasses. He is e he likes fishing.
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
intensive monitoring and support for weaker learners in the writing task
challenging stronger learners in writing task to include further information
monitor motor control and control of spelling in writing task
check comprehension of what learners understand they need to do in writing task through questioning
cross-curricular links: features of Summer Camp
Lesson planJourney into Space Lesson plan
LESSON: Module 7 Lesson 6
Aliens 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
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 To explore other subject areas (Science); to learn about Mars; to foster pupils' creativity by designing their own planet.
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 To explore other subject areas (Science); to learn about Mars; to foster pupils' creativity by designing their own planet.
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 To explore other subject areas (Science); to learn about Mars; to foster pupils' creativity by designing their own planet.
Previous learning
Language focus Structures: present simple; past simple. Language in use: Mars is the fourth planet from the Sun and it has got two moons. Target vocabulary
surface, season, solar system
Cross-curricular links
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles Resources
Teacher Notes
Beginning the lesson
4.1.4.1
Play the song from the previous lesson and ask the pupils to sing along.
4.1.5.1
4.1.8.1
4.3.6.1
4.2.4.1
4.5.16.1
Step 1 Listen and read.
Pupils' books closed. Put the All about Mars poster up on the board. Point to the planet and say Mars. The pupils repeat, chorally and/or individually. Read the facts on the poster aloud and have a class discussion about Mars. Ask the pupils to tell you any other facts they may know about Mars.
Pupils' books open. Play the CD.The pupils listen and follow the in their books.
Explain the activity. Allow the pupils some time to read again the text silently and complete the activity. Check their answers.
Did you know?
Refer the pupils to the Did you know? section. Read the sentence aloud and have a brief class discussion about it. (Background information: Venus is very close to the Sun and that's why it looks very bright. We can see it very early in the morning before the sun rises and late in the evening after the sun is down. Because of this people in the ancient world believed that Venus was two different objects. A star of the morning and one of the evening.The ancient Greeks finally understood that this wasn't the case.)
Answer key 2 c 3a 4 b
4.1.7.1
4.1.8.1
Step 3Listen and circle. (Track 38 CD2)
Explain the activity. Go through the prompts and elicit/explain any unknown words. Play the CD. The pupils listen and circle the correct words. Check their answers AUDIOSCRIPT
Teacher: Mark, can you show the class the planet you designed?
Mark: OK. Hello, everyone! This is my planet, Zarf. It's red and yellow and it's got four moons. It's ten billion kilometres away from the sun. That's why a day on Zarf is thirty - three days on Earth! Zarf has got high mountains, lakes and some volcanoes, too!
Teacher: Well, thank you, Mark.
Answer key
2 red
3 four ten
5 thirty-three
6 lakes
4.5.3.1
4.5.4.1
Step 4 Over to you: Design your own planet and present it to the class.
Ask the pupils to think of their own planet. Write on the board:
Name of planet:
Colour:
Number of moons:
Distance from the Sun:
Length of day:
What else has it got? Elicit answers from individual pupils. Then ask the pupils to draw their planet and write a short description about it. Allow the pupils some time to complete the project. Ask individual pupils to present their planet to the class.
This is my planet, Greenus. It's green and it's got two moons. It's five billion kilometres away from the sun. A day on Greenus is 15 days on Earth. Greenus has got a lot of forests and lakes.
Ending the lesson 4.5.3.1
Pupils' books closed. Divide the class i A and B. Ask one pupil from each tec the front of the class. Tell each p sentence about Mars and ask them sentence. Each correct answer wins a p with the most points wins the game.
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 planJourney into Space Lesson plan
LESSON: Module 7 Lesson 7
Into Space 1 SA7
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
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 To talk about space museums.
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 To talk about space museums.
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 To talk about space museums.
Previous learning
Language focus Structures: Consolidation. Language in use: Visit the National Space Centre in England and see one of the largest planetariums in the UK. Do you like learning about space life? Target vocabulary planetarium, gallery, cosmonaut, space shuttle, cabin, take control
Cross-curricular links
Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles Resources
Teacher Notes
Beginning the lesson
4.1.4.1
(An activity to revise the language of the previous lesson.)
Ask the pupils to write 3 sentences about Mars. Allow the pupils some time to write their sentences. Ask individual pupils to report back to the class. Ask the rest of the class for verification
4.3.5.1
4.4.1.1
4.4.1.1
4.4.5.1
4.5.9.1
Step 1 Read and underline. Then listen and check.
Ask the pupils to look at the pictures. Have a picture discussion.
e.g. Teacher: (pointing to the astronaut) What's this? Pupil: It's an astronaut.
Teacher: It's a statue of an astronaut. Where is it? Pupil: In the UK. Etc Explain the activity. Go through the texts and elicit/explain any unknown words. Allow the pupils some time to read the texts and underline the correct words. Play the CD. The pupils listen and check their answers.
(Track 39 CD2)
Answer key
1
largest
learning
2
at
of
3
through
explore
4
On
of
Answer key
5
learning
6
of
7
explore
8
of
Step 2 Project: My space museum
Ask the pupils to think of their own space museum and write a short paragraph about it using the texts on p.106 as models. They can draw pictures and attach them. Alternatively, assign the project for homework. The pupils then present their projects to the class. Display their work in the classroom.
. Suggested answer key
4.4.1.1
4.4.5.1
4.5.9.1
Project: My favourite sports person Ask the pupils to think of a sports person they like from their country or abroad. Ask them to tell you where this person is from and what he/she can do. Ask the pupils to use the texts in Ex. 29 as models. You can ask pupils to write the short text at home as part of their homework.
Suggested answer key Nikolay Karpenko is from Kazakhstan. He can ski really well.
Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios.
Ending the lesson
4.5.9.1
This is my space museum. It looks like a spaceship. There are so many exciting things to see and do here. You can visit the planetarium and learn about the planets. You can also see spacesuits and helmets that astronauts used in space. Before you leave, remember to take a picture wearing a spacesuit!
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 planJourney into Space Lesson plan
LESSON: Module 7 Lesson 8
Revision
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
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
Previous learning
My space museum
Cross-curricular links
Space
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles Resources
Teacher Notes
Beginning the lesson
4.1.4.1
Ask the pupils to present Project:
Presentation and practice
4.4.1.1
4.4.5.1
4.5.9.1
Step 1 Read and revise the words and grammar module 7
Step 2 Read the instructions and explain the activity. Go through the sentences and explain/elicit any unknown words or any written problems.. Allow the pupils some time to complete the SA 7
SA Cards # 7
Step 3 Read the instructions and explain the activity. When the pupils complete the task, they report put the cards on the teacher’s table.
SA Cards # 7
Ending the lesson
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 planJourney into Space Lesson plan
LESSON: Module 7 Lesson 9
A beach story Revision
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
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
Ask the pupils to present Project: My favourite sports person Individually in the class
Presentation and practice 4.3.5.1 4.4.1.1
CHECKPOINT 7
Read and number.
The pupils read and number the pictures.
Look, choose and complete the sentences.
The pupils look at the pictures and complete the sentences with the present continuous of the correct phrase. Extra Check: The pupils are now ready to 78-79 in the Activity Book.Read and choose the best
Formative Assessment
is packing her suitcase
is going hiking
are buying souvenirs
are going sightseeing
is going swimming
Answer key
B3 C 2 D 4 El F 5
Answer key The pupils read and complete the dialoc Answer key
To White Waters Lake.
This Friday afternoon.
No, my brother is driving.
Yes, of course!
Ending the lesson
4.3.5.1
4.1.4.1
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
Module 8 Machines
LESSON: Module 8 Lesson 1 Slow machines 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular topics
4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics, begin to describe past experiences on an increasing range of general and some curricular topics
4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly
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 To learn and talk about slow machines.
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 To learn and talk about slow machines.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken questions To learn and talk about slow machines.
Previous learning
Language focus Structures: past simple; interrogative pronouns; adverbs of frequency; adverbs of manner. Language in use: / would use a photo booth to take a photo. Target vocabulary Slow machines: photo booth, coffeemachine, bicycle, computer, cassette player, typewriter washing machine • photo, press, button, handles
Cross-curricular links
Science (Exs. 1 & 2)
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
4.1.4.1
Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.
Presentation and practice 4.1.6.1
4.1.6.1
4.2.3.1
4.3.3.1
4.4.1.1
4.1.6.1
4.2.3.1
Step 1 Look at the pictures. Which of the machines would you use to take a photo? to go to school? to do your homework? to make a drink?
Say and write on the board: machine. Elicit/explain what a machine is. Refer the pupils to the picture and have a picture discussion. Elicit the names of the machines (A - photo booth, В - coffee machine, C - bicycle, D - computer). Then ask the pupils which of these machines they would use to take a photo, which one to make a drink, which one to go to school, and which one to do their homework. Elicit answers from individual pupils. Ask the rest of the class for verification. Answer key
I would use a photo booth to take a photo.
I would use a coffee machine to make a drink.
I would use a bicycle to go to school.
I would use a computer to do my homework.
Target vocabulary Places: park, cinema, sports centre, skating rink, market
Step 2 Make a list of 5 machines you use every day! Are they fast or slow?
Refer the pupils to the picture of the computer on p.l 08. Ask: Is it a slow or a fast machine? Elicit: it's a slow machine. Then show the pupils a picture of a smartphone. Ask: Is it a slow or a fast machine? Elicit: It's a fast machine. Explain to the pupils, in LI if necessary what is the difference between slow and fast machines. Then ask pupils to write down 5 machines they use every day. Ask the pupils to think if they are slow or fast machines. Allow the pupils some time to write down their answers. Go around the class providing any necessary help. Check their answers.
Suggested answer key
tablet - fast machine, bicycle - slow machine, scissors - slow machine, microwave - fast machine, dishwasher - fast machine
Step 3 Read and complete. Use: Past Simple. Then match.
Ask the pupils to complete the sentences by using the past simple of the verbs in brackets. Go through the sentences and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.
Refer the pupils to the pictures. Read the words aloud, one at a time. The pupils repeat chorally and/or individually. Explain the activity. Allow the pupils some time to match the pictures with the correct sentences. Check their answers.
Answer key pressed
pushed
used
5 pressed
6 listened
АЗ B 1 C2
Step 4 Listen and number.
Refer the pupils to the pictures and elicit the names of the machines (A - sewing machine, В - phonograph, C - carriage, D - film projector). Refer the pupils to the picture of the sewing machine and ask them what people used this machine for? Elicit/explain that people used a sewing machine to make clothes. Explain the activity. Play the CD. The pupils listen and number the pictures. AUDIOSCRIPT
- People used this to make clothes.
- This machine was at the cinema. It was a
machine for showing films.
- People used this to listen to music.
- People used this to travel from place to place.
(Track 40 CD2)
Answer key
В 3 C 4 D 2
Ending the lesson 4.2.3.1
Ask pupils to think of a slow machine that grandparents or parents used. Ask them to drc picture of the machine and write what they us for. Allow the pupils some time to complete activity. Ask individual pupils to report back to class.
My dad played music on a cassette player
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 planMachines
LESSON: Module 8 Lesson 2 Slow machines 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular topics
4.S1 make basic statements which provide information on an increasing range of general and some curricular topics
4.R2 read and understand with some support short simple fiction and non-fiction texts
4.W5 link with some support sentences using basic coordinating connectors
4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things
4.UE6 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
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 To learn and talk about materials.
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 To learn and talk about materials.
Some learners will be able to:
recognise and use target language correctly and show comprehension of most written and spoken questions with little support To learn and talk about materials.
Previous learning
Language focus Structures: made of/used for; possessive case; this/that/these/those; object pronouns. Language in use: Can you see that watch over there? Yes. Whose is it? It's Akbota's. Give it to her, please. A pot is usually made of clay. Target vocabulary scarf, belt, watch, mirror, candle, remote control, pot, broom
Cross-curricular links
Science
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
4.1.6.1
Ask individual pupils to name a slow machine and say what people use/used it for. Ask the rest of the class for verification.
e.g. People use a coffee machine to make a drink.
Presentation and practice
4.1.6.1
4.2.3.1
4.3.3.1
4.4.1.1.
4.4.7.1
4.3.3.1
4.5.5.1
4.5.12.1
4.5.12.1
Step 1Listen, point and repeat.
Pupils' books closed. Put the picture flashcards up on fhe board. Point to them one at a time and say the corresponding words. The pupils repeat chorally and/or individually. Point to the picture flashcards in random order. Ask individual pupils to name them.
Pupils' books open. Play the CD. The pupils listen, point and repeat. If you wish, play the CD again pausing after each word.The pupils repeat, chorally and or individually.
(Track 41 CD2)
Target vocabulary Seasons: spring, summer, autumn, winter; Actions:ly a kite, go to school, ride a bike, fish.
Step 2 Read and complete. Then match.
Refer the pupils to the first dialogue and read it aloud. Explain the activity. Allow the pupils some time to complete the dialogues. Check their answers.
Refer the pupils to the pictures. Explain the activity. Allow the pupils some time to match the pictures with the dialogues. Check their answers. Then the pupils, in pairs, act out the dialogues.
Answer key
2me 3 you
4 it 5 them АЗ В 5 Cl D 4 E 2
Step 3Look again at the items in Ex. 5. Read and match.
Pupils' books closed. Say, then write on the board: A ruler is made of plastic. Underline the words in bold. The pupils repeat, chorally and/or individually. Then say and write on the board: It's used for drawing straight lines. Underline the words in bold.The pupils repeat, chorally and/or individually. Elicit/Explain that we use made of to talk about the material used to make an object and used for to talk about what we use the object for.
Pupils' books open. Go through the Study spot section briefly. Read aloud the example and explain the activity. Go through the prompts and elicit/explain any unknown words. Allow the pupils some time to complete the activity.
Check their answers.
Answer key
В 3 C 2 D 7 E 5 FI
G 8 H 4
Step 4Explain the activity. Allow the pupils three minutes to complete it. Elicit answers for individual pupils. Ask the rest of the class for verification. Suggested answer key
bottle, cool box, cassette player
pen, pencil
chair, table
coffee machine, bicycle, watch
4.1.3.1
Step 5 Let's Play
Divide the class into two teams, A and B.Ask one pupil from each team to come to the front of the classroom. Name to each pupil an item from Ex.5. The pupils have to say what it is made of. Repeat with the rest of the pupils. Each correct answer wins a point. The team with the most points wins the game.
Suggested answer key Teacher: Candle!
Pupil 1: A candle is made of wax.
Teacher: Mirror!
Pupil 2: A mirror is made of glass, etc
Ending the lesson
4.4.1.1
Write the following on the board: table, m> coat, bike, chair, book, laptop, smartphone, house, etc. Divide the class into two teams.Th take turns choosing an object and saying v used for. Accept all reasonable answers. EacT answer wins a point. The team with the mos wins the game.
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 intensively in pairs with modelling and drilling new language
challenge stronger learners to respond in more expansive way to the pictures through prompts
check control of target language including use of contractions in oral activities
check comprehension in listening and reading activities by monitoring what learners write as answers and through follow-up questions
cross-curricular links: PE through performing actions and Drama through performing mime
Lesson planMachines
LESSON: Module 8 Lesson 3 Fast machines 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L5 identify initial, middle and final phonemes and blends
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges
4.R1 recognise, identify and sound with support a growing range of language at text level
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE14 use prepositions of location and position and direction: at, in, on, behind, between, in front of, near, next to, opposite, up, down, under, above, on the right, on the left, use prepositions of time: on, in, at, before, after, use with/ without to indicate, accompaniment with for instrument and for indicate recipient
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 To develop listening and reading comprehension skills through a story; to talk about playing a game; to learn how to pronounce the /е/, /ei/, /эе/ sounds.
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 To develop listening and reading comprehension skills through a story; to talk about playing a game; to learn how to pronounce the /е/, /ei/, /эе/ sounds.
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 To develop listening and reading comprehension skills through a story; to talk about playing a game; to learn how to pronounce the /е/, /ei/, /эе/ sounds.
Previous learning
Language focus Structures; Consolidation. Language in use: It's made of wax. It's used for lighting a room. Do you want to play 'What's The Object?' Target vocabulary Consolidation.
Cross-curricular links
Consolidation.
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
4.1.4.1
Write vocabulary from the previous lesson with gaps on the board, e.g.b__t. Ask a pupil to say the word (belt) and complete the gaps with the missing letters. Ask the rest of the class for verification. Repeat the activity with other words and pupils.
Presentation and practice 4.1.6.1
4.3.3.1
4.4.7.1
4.4.1.1.
4.4.7.1
4.3.3.1
Step 1 Listen and read.
Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.
e.g. Teacher: (pointing to picture 1) What are the children doing?
Class: They are watching a quiz programme
on TV!
Teacher: (pointing to Jake in pictureи/rw
Play the CD. The pupils listen and follow the story i their books.
(Track 42 CD2)
Consolidation
Step 2 Read the story and complete the summary.
Explain the activity. Refer the pupils to the summary and read the example aloud. Allow the pupils some time to read the story again silently and complete the summary. Check their answers.
Answer key
2 TV
3 Object
4 mum
5 Lilly
6 piano
Step 3 Thinkirfh Read and answer.
Explain the activity.The pupils read the sentences and find the answers in the story. Check their answers.
Answer key
1 scarf
2 watch
3 candle
4.2.3.1
Step 4 Act out the story (activity 11)
Act out the story.
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.
4.1.7.1
4.2.3.1
Step 5 Talking point. Listen and read. Make a new dialogue with your friend.
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. Go around the classroom providing any necessary help.Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.
A: ... ,do you want to play 'What's The Object'?
B: Yes, of course. I always get the right answers!
A: OK. It’s made of.... It’s used for...!
B: ... ?
A: That's ...! Your ft
(Track 43 CD2)
4.1.7.1
4.2.3.1
4.3.3.1
4.5.5.1
Step 6 Activities to familiarise the pupils with the/е/,/ei/ and /аг/sounds.)Listen, point and repeat.
Refer the pupils to the pictures. Point to the picture of mend and say: /e/- mend.The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for apron. Point to the apron and say: /ei/ - apron. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for patch. Point to patch and say: /ж/ - patch. The pupils repeat chorally and/or individually. Play the CD, The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.
Extension activity (Optional)
Write the following on the board as headings:/е/ /ei/./ае/. Write the words: tend catch, send, age, match, say, cake, bend, latch.
Ask individual pupils to come to the board, read out the words and write them next to the correct sound. Ask the rest of the class for verification.
(Track 44 CD2)
Answer key
E - lend, send, bend,
Ei - age, say, cake
ɘ- catch, match, latch
4.1.7.1
Step 7 Complete. Then listen and repea (Track 45 CD2)
Refer the pupils to the picture. Elicit apron, me patch. Draw the pupils' attention again to the and sounds. Allow the pupils some time to cc the missing letters. Play the CD for the pupils 1 and check their answers.
Answer key
Can you mend my apron with this patch?
Ask individual pupils to read out the sentence, their pronunciation and intonation.
Track 30 CD2
Ending the lesson
4.12.3.1
Divide the class into two teams. Put the F flashcards (49-56) on the board in random oro the pupils to look at the cards for a few m Shuffle the cards and remove one without the seeing. Ask them to say which one is missin team who guesses first gets a point. Continue v many cards as you feel is necessary
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 planMachines
LESSON: Module 8 Lesson 4 Fast machines 2 SA8
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.W4 write with support short basic sentences with appropriate spaces between words
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations
4.UE16 use conjunctions and, or, but, because 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 some support To talk about household objects.
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 To talk about household objects.
Some learners will be able to:
recognise and use target language correctly and show comprehension of most written and spoken questions with little support To talk about household objects.
Previous learning
Language focus Structures: order of adjectives. Language in use: The young boy has got а fantastic new tablet. Target vocabulary Fast machines: vacuum cleaner,
microwave, hairdryer digital thermometer,calculator dishwasher, fridge, blender
Cross-curricular links
Machines
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
4.1.5.1
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.
Presentation and practice 4.1.5.1
4.3.1.1
4.2.4.1
4.2.7.1
4.2.4.1
4.2.7.1
4.5.3.1
4.3.1.1
4.4.2.1
4.5.14.1
Step 1 Listen and repeat. Then number the pictures.
Pupils' books closed. Put the Fast machines poster up on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name them. Pupils' books open. Explain the activity. Allow the pupils some time to complete it. Check their answers.
Answer key
C 4 H 6 E 8 A
В
(Track 46 CD2)
TPR
Target vocabulary • Activities: eat an ice cream, sleep, listen to music, watch TV, tidy my room, drink milk, pick lowers
Step 2Answer the questions.
Explain the activity. Go through the questions and elicit/explain any unknown words. Allow the pupils some time to answer the questions. Ask individual pupils to report back to the class. Ask the rest of the class for verification.
Answer key
1 calculator
2hairdryer
3 vacuum
cleaner
4 microwave, dishwasher, fridge, blender
5 microwave
6 fridge
Step 3 Which of these machines are
important to you? to your mum? to your dad?
Ask the pupils which of the machines are important to them, which ones to their mums, and which one to their dads. Elicit answers from individual pupils.
Suggested answer key
The calculator is important to me. I use it to do my maths homework.
The hairdryer is important to my mum. She uses it to dry her hair.
The dishwasher is important to my dad. He uses it to wash the dishes.
Step 4 Read and write.
Pupils' books closed. Say, then write on the board: We bought a new fridge. Underline the words in bold.The pupils repeat, chorally and/or individually. Explain that adjectives come before nouns. Then say and write on the board: We bought a fantastic new big red metal fridge. Underline the words in bold.The pupils repeat, chorally and/or individually. Write opinion, age, size, colour, material above the respective adjective. Explain that when we use many adjectives to describe an object, we have to use a specific order.
Pupils' books open. Go through the Study spot section briefly. Read the examples aloud and explain the activity. Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 S 3 M 4 A5 0 6 A 7 M 8 C
9 S
4.4.2.1
Step 5Explain the activity. Go through the sentences and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.
TPR
Suggested answer key
1 fantastic new
2 small metal 3 small plastic
4 old green
Step 6 Play the adjectives game!
Divide the class into two teams, A and B. Say an adjective from Ex.20 to a pupil from team A. If you wish you can use other adjectives, too.The pupil has to say what type of adjective it is. Repeat with a pupil from team B. Each correct answer wins a point. The team with the most points wins the game. e.g. Teacher: Plastic.
Pupil 1: Material! etc
Ending the lesson
4.4.2.1
4.5.5.1
Write on the board two or three adject noun. Ask a pupil to put the adjectives in order. Ask the rest of the class for verificat with other prompts and pupils. e.g. (Write on the board: red metal old frit Pupil: An old red metal fridge
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 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 planMachines
LESSON: Module 8 Lesson 5 Robots 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics
4.S4 respond to questions on an increasing range of general and some curricular topics
4.R3 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics
4.W8 to include appropriate use of a full stops and question marks, as sentence level with some accuracy when writing independently
4.UE4 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics
4.UE11 use has got / have got there is / are statement, negative and question forms including short and full answers and contractions
4.UE14 use prepositions of location and position and direction: at, in, on, behind, between, in front of, near, next to, opposite, up, down, under, above, on the right, on the left, use prepositions of time: on, in, at, before, after, use with/ without to indicate, accompaniment with for instrument and for indicate recipient
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 To read and talk about people in history; to write | a short biography of a person in history; to develop the pupils' listening skills through a song
Previous learning
Language focusStructures: Consolidation Language in use: Sir Isaac Newton was bom in England, on 4th January, 1643. The light bulb was invented by a man named Edison, inventions and discoveries have changed the lives we lead.Target vocabulary famous, scientific, discovery, invention, gravity, telescope, scientist
Cross-curricular links
History
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
4.1.8.1
Ask individual pupils to mime using one of the items from Ex.17 from the previous lesson. The rest of the class tries to guess what it is. Repeat with as many pupils as you feel necessary.
TPR
Presentation and practice 4.3.6.1
4.3.4.1
4.1.8.1
4.3.4.1
4.3.4.1
4.3.2.1
4.4.5.1
Step 1Read and circle.Then listen and check.
Explain the activity. Read the text aloud and elicit/explain any unknown words. Allow the pupils some time to read the text silently and circle the correct words. Play the CD. The pupils listen and check their answers.
Answer key
2
His
5 and
8
invented
3
but
6 best
9
on
4
because
7 an
10
greatest
Then individual pupils read out the texts.
(Track 47 CD2)
Consolidation.
Step 2Match. Talk with your friend.
Refer the pupils to the names of the famous people and fhe inventions. Explain the activity. The pupils match the people with the inventions orally first, then in writing. Check their answers. Refer the pupils to the prompts and provide the pupils with a model dialogue. Remind the pupils how to read dates. Explain that the first date shows when each person was born and the second date shows when each person died. Then the pupils, in pairs, make similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.
Suggested answer key
A: When was Karl Benz born?
B: He was born in 1844,
A: When did he die?
B: He died in 1929.
A: What did he invent?
B: He invented the first car.
Answer key
a 4 b 2 cl d 3
Step 3PORTFOLIO: Talk with your friends. Then write about a person in history.
The pupils, in pairs or in groups, talk about the people from Ex. 24. Go around the classroom providing any necessary help. For homework, tell the pupils to write a short biography about one of the people in Ex. 24. Then help them file their writing activities in their Language Portfolios.
Suggested answer key
Alexander Graham Bell was born in 1847. He is famous because he made many inventions. His best invention was the telephone.
Alexander Graham Bell died in 1922. Today, people think of him as one of the greatest inventors in history!
Spots and Stripes Poster
4.1.8.1
Step 4 Let's sing!
Point to the picture and elicit the items. Say: The light bulb was invented by a man named Edison. The pupils repeat chorally and/or individually. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and follow along in their books.
(Track 48 CD2)
4.3.2.1
Step 5 Read and match.
Explain the activity. Go through the activity and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 A 3D 4 C
Ending the lesson
4.3.2.1
Refer the pupils to the inventions in Ex. 2^ which of these inventions are important t< what do they use them for. Elicit an individual pupils.
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 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
monitor responses to spoken questions recast answers where necessary and drill
check written work for accuracy of spelling, punctuation and structure
cross-curricular links: climate around the world
Lesson planMachines
LESSON: Module 8 Lesson 6 Robots 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics
4.R2 read and understand with some support short simple fiction and non-fiction texts
4.R4 find with support books, worksheets and other print materials in a class or school library according to classification
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations
4.UE15 use would you like to to invite and use appropriate
responses yes please, no thanks use let’s + verb verbs go enjoy like+ verb + ing
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 To explore other subject areas (Design and Technology); to talk about robots; to design a robot.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken questions with support To explore other subject areas (Design and Technology); to talk about robots; to design a robot.
Some learners will be able to:
recognise and use target language correctly and show comprehension of most written and spoken questions with little support To explore other subject areas (Design and Technology); to talk about robots; to design a robot.
Previous learning
Language focus Structures: determiners; the verb have got there is/there are; prepositions of place; prepositions of time. Language in use: This cute little robot is PaPeRo. It's a small robot made of plastiс What's your robot's name?Target vocabulary
Cross-curricular links
Design and Technology (Exs. 27,28 &30)
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles Resources
Teacher Notes
Beginning the lesson
4.1.4.1
Play the song from the previous lesson and ask the pupils to sing along.
Presentation and practice 4.3.4.1
4.3.6.1
4.4.5.1
Step 1Read and write A or B.
Refer the pupils to the pictures and have a brief class discussion about the robots. Explain the activity. Allow the pupils some time to read the texts and complete the activity. Check their answers.
Then individual pupils read out the texts.
Answer key
2 A 3 В 4 В
Step 2Think of your own robot. Talk with your friend.
Ask the pupils to think of their own robot. Refer them to the questions and ask them to talk, in pairs or in groups, about the name of the robot, what it is made of, what it looks like, and what it can do.
SA Cards # 8
4.1.8.1
4.4.4.1
Step 3 What's your robot's name?
Combot!
What is it made of?
It's made of plastic and metal.
What does it look like?
It's a little blue robot. It's got arms and legs. What can it do?
It can understand what you say and talk. It can help me with my homework, too! etc. POSTER
Put the Robots poster up on the boarc to say what each robot looks like and If you wish, you can ask the pupils to c during this activity.
SA Cards # 8
4.4.8.1
4.5.4.1
4.5.11.1
4.5.14.1
Step 4 Over to you: Design your own robot. Present it to the class.
Read the instructions and explain the activity. Tell the pupils that they can use the texts in Ex. 27 as models. Allow the pupils some time to prepare their projects. Ask individual pupils to present their robot to the class. If you wish, you can assign this for homework.
Suggested answer key
Ending the lesson
4.1.8.1
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 planMachines
LESSON: Module 8 Lesson 6 SAT4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics
4.R2 read and understand with some support short simple fiction and non-fiction texts
4.R4 find with support books, worksheets and other print materials in a class or school library according to classification
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations
4.UE15 use would you like to to invite and use appropriate
responses yes please, no thanks use let’s + verb verbs go enjoy like+ verb + ing
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 To talk about the Robotics Challenge in the UK and in Kazakhstan.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken questions with support To talk about the Robotics Challenge in the UK and in Kazakhstan.
Some learners will be able to:
recognise and use target language correctly and show comprehension of most written and spoken questions with little support To talk about the Robotics Challenge in the UK and in Kazakhstan.
Previous learning
Language focus Structures: infinitive; -ing form. Language in use: Would you like to see robots that can dance, sing or even play sports? Let's see who wins this year! What agreat way for pupils to have fun and learnat the same time!Target vocabulary Robots 2: scary, prize, robotics, challenge, competition
Cross-curricular links
Design and Technology (Exs. 27,28 &30)
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson 4.1.4.1
Ask the pupils to present their projects from the previous lesson.
Presentation and practice 4.3.3.1
4.2.4.1
4.4.8.1
4.5.4.1
4.5.11.1
4.5.14.1
Step 1 Read and complete. Then listen and check.
Ask the pupils to look at the pictures. Have a picture discussion.
e.g. Teacher: (pointing to the white robot) What's this?
Pupil: It's a robot.
Teacher: Correct. What is it doing?
Pupil: It's dancing, etc
Explain the activity. Allow the pupils some time to complete it. Play the CD. The pupils listen and check their answers. Then ask the pupils if they have ever visited any of these two Robotics Challenges or any other robotics competition. Ask the pupils to describe what they saw and what they liked best. If there are pupils who have never visited a robotics competition, ask them which of the two Robotics Challenge they would like to visit and why.
Answer key
2
visit
6 scariest
10
goals
3
country
7 designing
11
have
4
but
8 or
12
and
5
prize
9 five
(Track 49 CD2)
Target vocabulary • take place, open area, don’t miss, kitebuilding, kite masters
Step 2 Extension activity (Optional)
Project: My Robotics Challenge
Ask the pupils to think of their own Robotics Challenge and write a short paragraph about it using the texts on p.l 20 as models.They can draw pictures and attach them. Alternatively, assign the project for homework. The pupils then present their projects to the class. Display their work in the classroom.
Would you like to see robots that can cook? Then you have to visit the Cooking Robotics Challenge in Almaty. Pupils from all over Kazakhstan design their robots with their teachers' help. Pupils have robots cook and the best ones win a prize. Let's see who wins this year!
4.3.3.1
Step 3 3 Read and tick (✓).
The pupils read and choose the correct sentence.
Answer key
1 Gulnara is a pretty young girl.
The woman's got a long pink scarf. Grandma lives in a big old house.
4 Read and answer.
The pupils read and answer the ques Answer key
He invented them in 1910.
They are made of plastic.
They are used for listening to musi
Ending the lesson
4.2.4.1
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 planMachines
LESSON: Module 8 Lesson 7 revision
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
4.L8 understand short, supported, narratives on an increasing range of general and some curricular topics
4.R2 read and understand with some support short simple fiction and non-fiction texts
4.R4 find with support books, worksheets and other print materials in a class or school library according to classification
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of general and some curricular topics
4.W5 link with some support sentences using basic coordinating connectors
4.UE13 use can to make requests and ask permission, use must / mustn’t / have to to talk about obligation, use have to +object + infinitive to talk about obligations
4.UE15 use would you like to to invite and use appropriate
responses yes please, no thanks use let’s + verb verbs go enjoy like+ verb + ing
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 To practise reading for pleasure; to listen to and read a story from Jamaica about a clever spider.
Most learners will be able to:
recognise and use most target language correctly and show comprehension of most written and spoken questions with support To practise reading for pleasure; to listen to and read a story from Jamaica about a clever spider.
Some learners will be able to:
recognise and use target language correctly and show comprehension of most written and spoken questions with little support To practise reading for pleasure; to listen to and read a story from Jamaica about a clever spider.
Previous learning
Language focus Structures: Consolidation. Language in use: I'm the tallest in the jungle! I'm the strongest in the jungle! I am weaker than the other animals, but I am the cleverest!Target vocabulary spider, weak, stick, tie
Cross-curricular links
Design and Technology (Exs. 27,28 &30)
ICT skills
Using videos & pictures, working with URLs
Plan
Planned timings
Planned activities
Smiles
Resources
Teacher
Notes
Beginning the lesson
4.1.8.1
Ask pupils to think of famous fairy tales with animals, e.g. The Tortoise and the Hare, The Lion and the Mouse, etc. Ask individual pupils to tell you their favourite fairy tale with animals and their favourite animal character from each fairy tale.
e.g. Teacher: What is your favourite fairy tale with animals?
Pupil 1: 'The Tortoise and the Hare'.
Teacher: Who is your favourite character from 'The Tortoise and the Hare'?
Pupil 1: The tortoise.
Teacher: Why?
Pupil 1: Because it was the cleverest animal of all. etc
Presentation and practice 4.1.8.1
4.3.2.1
4.1.8.1
4.5.13.1
Step 1 Listen, point and repeat.
Pupils' books closed. Put the flashcards up on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Then point to the flashcards in random order. Ask individual pupils to name them.
Extension activity (Optional)
Point to the flashcards. Invite guesses, in LI if necessary, as to what the story is about. Accept all answers.
Pupils' books open. Play the CD.The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word.The pupils repeat, chorally and/or individually.
(Activities to develop the pupils'listening and reading skills.)
(Track 50 CD2)
FLASHCARDS (57-59)
Target vocabulary • take place, open area, don’t miss, kitebuilding, kite masters
Step 2 Listen and read. Who's the cleverest in the jungle? (Track 51 CD2)
Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.
e.g. Teacher: (pointing to picture 1) Look at all these animals in the jungle. Who's the tallest? Class: The giraffe.
Teacher: Who's the strongest?
Class: The tiger, etc
Play the CD. The pupils listen and follow the story in their books. Refer the pupils to the question and elicit the correct answer.
Suggested answer key
Anansi the spider is the cleverest in the jungle.
4.1.8.1
4.5.13.1
4.5.15.1
Step 3Who says these sentences? Read the story and choose.
The pupils read the story and the sentences. Then they say who says each sentence. Allow the pupils some time to complete the activity. Check their answers.
Play the CD again with pauses for the pupils to repeat, chorally and/or individually. Then ask individual pupils to read out the story.
Smiles Values!
Refer the pupils to the Smites Values! section and read it aloud.
Have a discussion, in U if necessary, about the moral of the story. Explain to the pupils that in life it doesn't matter how small you are or how much physical strength you have. If you are clever enough, you can take down a giant with your intelligence instead of using physical strength.
Extension activity (Optional)
Before going into class
Photocopy the story cards from the Teacher's Resource Pack CD-ROM, one set per pupil.
Hand out the story cards. Ask the pupils to colour them. Explain to the pupils that they can use the story cards to make their own story books. If you wish, you can have some activities as a class. For instance, you can have the pupils spread out the cards in random order. Play the story with pauses.The pupils listen and raise the corresponding cards.
Project: My handprint spider
Hand out the paper.Tell the pupils that a handprint spider. Demonstrate this w Paint the pupil's palms and fingers wf but do not paint the thumbs. Press down on the paper with the fingers s\ eight spider legs, as shown in the picti completion of the activity, the pupils c spiders and present them to the class
Suggested answer key
This is Torri the spider. It's very clever!
Answer key
1 A 2 ВЗА
4 В
4.3.4.1
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.
