excel6 - modules - A4 - 236page - utv - копия

Sample lesson plans
Virginia Evans – Jenny Dooley – Bob Obee

Translations by: Natalya Mukhamedjianova
Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления
данных планов. В зависимости от уровня учащихся, требований
администрации вашей школы и по пожеланию учителя поурочные
планы подлежат корректировке самим учителем, преподающим в
данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».
Grade 6 long term
Unit Strands Learning objectives

Term 1
1 Our Class Content 6.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups; 6.1.3.1 - respect
differing points of view
Listening 6.2.1.1 - understand a longer sequence of supported classroom
instructions;
6.2.2.1- understand more complex supported questions which ask
for personal information;
6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics
Speaking 6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics;
6.3.2.1- ask simple questions to get information about a growing
range of general topics
Reading 6.3.1.1- understand the main points in a growing range of short,
simple texts on general and curricular topics;
6.3.2.1- understand independently specific information and detail
in short, simple texts on a limited range of general and curricular
topics;
6.3.4.1- read independently a limited range of short simple fiction
and non-fiction texts;
6.3.8.1- use independently familiar paper and digital reference
resources to check meaning and extend understanding;
6.3.9.1- recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics
Writing 6.5.1.1- plan, write, edit and proofread work at text level with
some support on a growing range of general and curricular topics;
6.5.2.1- write with some support about real and imaginary past
events, activities and experiences on a limited range of familiar
general topics and some curricular topics;
6.5.3.1- write with some support about personal feelings and
opinions on a limited range of familiar general and curricular
topics;
6.5.6.1- link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar
general topics
Use of 6.6.1.1- begin to use basic abstract nouns and compound nouns and
English noun phrases describing times and location on a growing range of
familiar general and curricular topics;
6.6.3.1- use common participles as adjectives and order adjectives
correctly in front of nouns on a growing range of familiar general
and curricular topics;
6.6.9.1- use appropriately an increased variety of present and past
simple active and some passive forms on a growing range of
6.6.12.1- use an increased variety of adverbs, including adverbs of
degree too, not enough, quite , rather on a growing range of
1
6.6.13.1 - use modal forms including mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics;
6.6.15.1 - use common verbs followed by infinitive verb / verb +
ing patterns; use infinitive of purpose on a limited range of familiar
general and curricular topics
2 Helping and Content 6.1.1.1- use speaking and listening skills to solve problems
Heroes creatively and cooperatively in groups;
6.1.3.1- respect differing points of view;
6.1.8.1- develop intercultural awareness through reading and
discussion
Listening 6.2.1.1- understand a longer sequence of supported classroom
instructions;
6.2.6.1- deduce meaning from context in supported extended talk on
a range of general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics;
6.2.8.1- understand supported narratives including some extended
talk, on a range of general and curricular topics
Speaking 6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics;
6.3.6.1- communicate meaning clearly at sentence and discourse
level during, pair, group and whole class exchanges;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular
topics;
6.3.8.1- recount some extended stories and events on a limited range
of general and curricular topics
Reading 6.4.1.1 - understand the main points in a growing range of short,
6.4.2.1 - understand independently specific information and detail in
short, simple texts on a limited range of general and curricular
topics;
6.4.4.1 - read independently a limited range of short simple fiction
6.4.6.1 - recognise the attitude or opinion of the writer in short texts
on a growing range of general and curricular topics
Writing 6.5.1.1 - plan, write, edit and proofread work at text level with
some support on a growing range of general and curricular topics;
6.5.2.1 - write with some support about real and imaginary past
6.5.3.1 - write with some support about personal feelings and
opinion on a limited range of familiar general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
Use of 6.6.1.1 - begin to use basic abstract nouns and compound nouns and
6.6.3.1 - use common participles as adjectives and order adjectives
2
6.6.5.1 - use questions including questions with whose, how often,
how long and a growing range of tag questions on a growing range
of familiar general and curricular topics;
6.6.12.1 - use an increased variety of adverbs, including adverbs of
degree too, not enough, quite, rather on a growing range of
6.6.15.1 - use common verbs followed by infinitive verb / verb +
Term 2
3 Our Content 6.1.1.1- use speaking and listening skills to solve problems
Countryside creatively and cooperatively in groups;
6.1.10.1- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
instructions;
supported, extended talk on a range general and curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk
on a range of general and curricular topics
Speaking 6.3.2.1- ask simple questions to get information about a growing
range of general topics;
6.3.3.1- give an opinion at sentence and discourse level on an
6.3.8.1- recount some extended stories and events on a limited range
of general and curricular topics
Reading 6.4.2.1-understand independently specific information and detail in
topics;
6.4.4.1- read independently a limited range of short simple fiction
6.4.5.1- deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts;
resources to check meaning and extend understanding
Writing 6.5.1.1 plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics;
6.5.2.1- write with some support about real and imaginary past
opinions on a limited range of familiar general and curricular topics;
general topics;
Use of 6.6.3.1- use common participles as adjectives and order adjectives

English correctly in front of nouns on a growing range of familiar general
3

6.6.11.1- use common impersonal structures with: it, there on a
growing range of familiar general and curricular topics;
6.6.14.1 - use an increased variety of prepositions of time, location
and direction; use by and with to denote agent and instrument; use
prepositions before nouns and adjectives in common prepositional
phrases on a growing range of familiar general and curricular
topics;
6.6.16.1- use conjunctions if, when, where, so, and, or, but, because,
before, after to link parts of sentences in short texts on a growing
range of familiar general and curricular topics;
6.6.17.1- use subordinate clauses following think know believe
hope, say, tell; use subordinate clauses following sure, certain; use
defining relative clauses with which who that where on a growing
range of familiar general and curricular topics
4 Drama and Content 6.1.3.1 - respect differing points of view;
Comedy 6.1.6.1 - organise and present information clearly to others; 6.1.9.1
- use imagination to express thoughts, ideas, experiences and
feelings;
6.1.10.1 - use talk or writing as a means of reflecting on and
instructions;
Speaking 6.3.2.1 - ask simple questions to get information about a growing
range of general topics;
6.3.4.1 - respond with limited flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics;
6.3.5.1 - keep interaction going in longer exchanges on a range of
general and curricular topics;
6.3.7.1 - use appropriate subject-specific vocabulary and syntax to
topics;
6.3.8.1 - recount some extended stories and events on a limited
range of general and curricular topics
Reading 6.4.2.1- understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics
6.4.3.1- understand the detail of an argument on a limited range of
familiar general and curricular topics, including some extended texts
4
Writing 6.5.2.1- write with some support about real and imaginary past
6.5.5.1- develop with support coherent arguments supported when
necessary by examples and reasons for a limited range of written

genres in familiar general and curricular topics;
Use of 6.6.7.1 - use simple perfect forms to express indefinite and
English unfinished past [with for and since] on a growing range of familiar
6.6.12.1 - use an increased variety of adverbs, including adverbs of
degree too, not enough, quite, rather on a growing range of familiar
6.6.15.1- use common verbs followed by infinitive verb / verb +
Term 3
5 Our Health Content 6.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
6.1.8.1- develop intercultural awareness through reading and
discussion;
6.1.9.1- use imagination to express thoughts, ideas, experiences and
feelings;
6.1.10.1- use talk or writing as a means of reflecting on and
Listening 6.2.5.1- understand most specific information and detail of
curricular topics;
6.2.7.1- recognise the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics
Speaking 6.3.1.1- provide basic information about themselves and others at
discourse level on a range of general topics;
6.3.3.1- give an opinion at sentence and discourse level on an
6.3.4.1- respond with limited flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics;
6.3.5.1- keep interaction going in longer exchanges on a range of
6.3.6.1- communicate meaning clearly at sentence and discourse
level during pair, group and whole class exchanges;
topics
5
Reading 6.4.4.1- read independently a limited range of short simple fiction
6.4.6.1- recognize the attitude or opinion of the writer in short texts
on a growing range of general and curricular topics;
Writing 6.5.1.1- plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics;

general topics;
6.5.7.1- use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and some
curricular topics;
limited range of familiar general topics and some curricular topics;
6.5.9.1- punctuate written work at text level on a limited range of
general topics and some curricular topics with some accuracy
6.6.2.1- use quantifiers including more, little, few less, fewer not as
many , not as much on a growing range of familiar general and
curricular topics;
6.6.8.1- use future form will to make offers, promises, and
predictions on a growing range of familiar general and curricular
topics;
6.6.10.1- use present continuous forms with present and future
meaning and past continuous forms for background and interrupted
past actions on a limited range of familiar general and curricular
topics;
6.6.13.1- use modal forms including, mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics;
6.6.15.1- use common verbs followed by infinitive verb / verb +
6 Holidays and Content 6.1.2.1- use speaking and listening skills to provide sensitive
Travel feedback to peers;
6.1.5.1- use feedback to set personal learning objectives;
6.1.6.1- organise and present information clearly to others
6
instructions;
supported, extended talk on a range general and curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk on
a range of general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics;
6.2.8.1- understand supported narratives including some extended
talk, on a range of general and curricular topics
Speaking 6.3.3.1- give an opinion at sentence and discourse level on an

topics
Reading 6.4.2.1- understand independently specific information and detail in
topics;
6.4.6.1- recognise the attitude or opinion of the writer in short texts
on a growing range of general and curricular topics;
6.4.7.1- recognise typical features at word, sentence and text level
in a range of written genres;
6.4.9.1- recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics
Writing 6.5.3.1- write with some support about personal feelings and
general topics;
6.5.7.1- use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and some
curricular topics;
6.5.8.1 spell most high-frequency vocabulary accurately for a
6.6.2.1- use quantifiers including more, little, few, less, fewer not as
many, not as much on a growing range of familiar general and
curricular topics;
6.6.7.1- use simple perfect forms to express indefinite and
unfinished past [with for and since] on a growing range of familiar
6.6.8.1 - use future form will to make offers, promises, and
predictions on a growing range of familiar general and curricular
7
topics;
6.6.10.1 - use present continuous forms with present and future
meaning and past continuous forms for background and interrupted
past actions on a limited range of familiar general and curricular
topics
7 Reading for Content 6.1.4.1- evaluate and respond constructively to feedback from
Pleasure others;
6.1.7.1- develop and sustain a consistent argument when speaking or
writing
Speaking 6.2.5.1- keep interaction going in basic exchanges on a growing
Reading 6.3.1.1.- understand the main points in a growing range of short,
6.3.2.1- understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics;

6.3.3.- understand the detail of an argument on a limited range of familiar general and curricular topics,
including some extended texts;
6.3.4.1.-read independently a limited range of short simple fiction and non-fiction texts;
6.3.5.1- deduce meaning from context on a limited range of familiar general and curricular topics,
6.3.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and
curricular topics;
6.3.7.1-recognise typical features at word, sentence and text level in a range of written genres;
6.3.8.1-use independently familiar paper and digital reference resources to check meaning and extend
understanding;
6.3.9.1-recognise the difference between fact and opinion in short, simple texts on a wide range of general
and curricular topics
Writing
6.5.4.1-write with some support topics with some paragraphs to give basic personal information;
6.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a
limited range of written genres in familiar general and curricular topics
Term 4
8 Our
Neighbourhood
Content
6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers4
6.1.3.1-respect differing points of view
Listening
6.2.4.1- understand with limited support the main points of extended talk on a range of general and
curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk
on a range general and curricular topics
8
Speaking
6.3.1.1- provide basic information about themselves and others at discourse level on a range of general
topics;
6.3.2.1- ask simple questions to get information about a growing range of general topics;
Reading
6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and
curricular topics;
6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres
Writing
6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a
growing range of familiar general topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and
some curricular topics; 6.5.9.1- punctuate written work at text level on a limited range of general topics
and some curricular topics with some accuracy
Use of
English
6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and
location on a growing range of familiar general and curricular topics;
6.6.6.1- use a variety of personal, demonstrative and quantitative
pronouns including someone, somebody, everybody, no-one on a growing range of familiar general and
curricular topics;
6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms
on a growing range of familiar general and curricular topics;
6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for
background and interrupted past actions on a limited range of familiar general and curricular topics;
6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a
6.6.14.1- use an increased variety of prepositions of time, location and direction; use by and with to denote
agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a
6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose
on a limited range of familiar general and curricular topics
9 Transport
Content
6.1.8.1- develop intercultural awareness through reading and discussion;
9
6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;
6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
Listening
6.2.3.1- understand more complex supported questions on a growing range of general and curricular
topics;
6.2.4.1- understand with limited support the main points of extended talk on a range of general and
curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular
topics
Speaking
6.3.2.1- ask simple questions to get information about a growing range of general topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general
topics, and some curricular topics;
6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics
Reading
6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range
of general and curricular topics;
6.4.1.1- read independently a limited range of short simple fiction and non-fiction texts;
curricular topics;
6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres;
Writing
growing range of familiar
general topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and
some curricular topics; 6.5.9.1- punctuate written work at text level on a limited range of general topics
and some curricular topics with some accuracy
10
Use of
English
6.6.2.1- use quantifiers including more, little, few, less, fewer not as many , not as much on a growing
6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing
6.6.4.1- use a variety of determiners including all, other on a growing range of familiar general and
curricular topics;
6.6.5.1- use questions including questions with whose, how often, how long and a growing range of tag
questions on a growing range of familiar general and curricular topics;
6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar
6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose
on a limited range of familiar general and curricular topics;
6.6.17.1- use subordinate clauses following think know believe hope, say , tell; use subordinate clauses
following sure, certain; use defining relative clauses with which who that where on a growing range of
familiar general and curricular topics
11
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of, from,towardson a
limited range of
familiar gene ral and
curricular topics
15
.UE use mon
6 verbs ollowe
com by
infinitive
f d verb / verb
ing
+ ttens on a
limted
pa rrange of
i
familiar gener al and
curricular topics
16
.UE use
6 conjunction s , if
whe
s , wherobefor ,
afte
n toe,link pae,rts of
r
sentences on a
range
limited of familiar
general and
topic
curricular
s 17
.UE use i claus
6 in zero f es
conditionals)
use where clause
us before/a
s;
(with past
ceauses fter
( reference); use
16
l
defini relati
claus
ng wit ve whi
wh
es th hwhechto
ogiv at re a
details
limited
e on range of
famili gener
ar and al
topi curricular
cs
GRADE 6
MODULE 1“OUR CLASS”
Lesson plan
LESSON: Module 1 Lesson 1 School:

Date: Teacher name:
CLASS: Number present: absent:
Learning 6.4.1.1understandthe main points in a limitedrangeofshort simple texts
objectives(s) that on generalandcurricular topics
this lesson is 6.3.1.1- provide basic information about themselves and others at discourse
contributing to level on a range of general topics;
6.2.2.1- understand more complex supported questions which ask for personal
information;
6.6.9.1- use appropriately an increased variety of present and past simple active
and some passive forms on a growing range of familiar general and curricular
topics;
6.5.3.1- write with some support about personal feelings and opinions on a
limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target
vocabulary to describe school subjects accurately in response to prompts and in
production tasks
Most learners will be able to:
identify most specific information from the text and use a limited range of
target vocabulary to describe school subjects accurately in response to
prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target
vocabulary to describe some school subjects accurately in response to prompts
and in production tasks
Previous learning vocabulary for school
Plan
Planned timings Planned activities Excel Teacher
Resources Notes
Beginning the What’s in this module? Class CD
lesson Read the title of the module Our class and ask Ss to
suggest what they think it means. Go through the topic
6.4.1.1 list and stimulate a discussion to prompt Ss’ interest in
6.3.1.1 the module.
Find the page numbers

Explain/Elicit the meaning of any unknown words,
6.3.1.1 thenSs find the page numbers for the items listed.
Ask questions to check Ss’ understanding.
17
Main To present Vocabulary for School Subjects
Activities Play the recording. Ss listen and repeat chorallyand/or individually.
Elicit the L1 equivalents from various Ss.(Ss’ own answers)
6.6.9.1 Draw Ss’ attention to the pictures and ask various Ss to say which
subject is shown in each picture.
To personalise the topic

6.4.1.1 Read the sentence stems aloud and allow Ss time to complete them,
then ask some Ss to read their completed sentences aloud
Ending the To check comprehension

lesson Check Ss’ answers.
6.5.3.1
Additional information
Differentiation – how do you plan Assessment – how are you planning to Cross-
to give more support? How do you check learners’ learning? curricular
plan to challenge the more able links Health
learners? and safety
check
ICT links
Values links
support less able readers by monitor groups as they complete Benefits
encouraging them to confirm with comprehension tasks and check oflearning a
another learner where target understanding through follow-up questions foreign
information is in text in checking plenary language
challenge more able learners by monitor pronunciation in checking final
adding two or three more words to sentence task and highlight any word stress
the final issues on board
Reflection Answer the most relevant questions from the box on

the left about your lesson.
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and

why?
18
Date: Teacher name:
Learning 6.4.1.1 understandthe main points in a limitedrangeofshort simple texts on
objectives(s) generalandcurricular topics
that this 6.3.1.1- provide basic information about themselves and others at discourse level
lesson is on a range of general topics;
contributing 6.2.2.1- understand more complex supported questions which ask for personal
to information;
6.6.9.1- use appropriately an increased variety of present and past simple active and
some passive forms on a growing range of familiar general and curricular topics;
6.5.3.1- write with some support about personal feelings and opinions on a limited
Lesson All learners will be able to:

objectives use, pronounce and spell some target vocabulary accurately in production tasks
with support
use, pronounce and spell most target vocabulary accurately in production tasks and
integrate with some success in extended writing task
use, pronounce and spell a range of target vocabulary accurately in production
tasks and integrate to good effect in extended writing task
Previous
Vocabulary for School Subjects
learning
Plan
Planned Planned activities Excel Teacher
timings Resources Notes
Beginning the To speak about vocabulary for School Subjects Class CD
lesson English, Geography, Music, History, Information &
Communication Technology [ICT], Maths, Science, Art,
6.3.1.1 Physical Education [PE], Design &
Technology [D&T])
Main To read for gist Class CD Video

Activities Ask Ss to look at the pictures A-D and elicit what
identifies the people/subjects in each picture. Ask:
6.4.1.1 Which pictures show two teenage girls in schooluniforms?
(A), (B)
Which picture shows a teenage student in his classroom?
(D)
Which picture shows a teenage student in her ICT class?
(C)
19
Lesson plan
6.2.2.1
Allow Ss time to read the texts 1-4 and elicit which picture
matches which text.
Refer Ss to the Word List to look up the words in the Check
6.3.1.1 these words box.
6.6.9.1
Play the video for Ss and elicit their comments.
To listen and read for specific information
Ask Ss to go through the incomplete sentences.
Allow Ss three minutes to do the task. Alternatively,play
6.5.3.1
the recording. Ss do the task. Check Ss’ answers.
To consolidate comprehension of a text
Allow Ss time to review the text and copy the table into
their notebooks. Check Ss’ answers on the board.
Ask various Ss to use the table to make sentences, as in the
example.
6.6.9.1
Differentiation – how do you plan Assessment – how are you planning Cross-curricular links
to give more support? How do you to check learners’ learning? Health and safety
plan to challenge the more able check
learners? ICT links
Values links
support less able readers by monitor learner spellings in Benefits oflearning a
encouraging them to confirm with categorisation task and provide foreign language
another learner where target remedial support
information is in text
provide challenge for more able check learner pronunciation in whole
learners by adding two or three class feedback and drill and highlight
more words to the final word-stress to board as necessary

What changes did I make from my plan

and why?
20
Date: Teacher name:
Learning 6.4.1.1understandthe main points in a limitedrangeofshort simple texts
objectives(s) on generalandcurricular topics
that this 6.3.1.1- provide basic information about themselves and others at discourse level
lesson is on a range of general topics;
contributing 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases
to describing times and location on a growing range of familiar general and curricular
topics;
6.2.2.1- understand more complex supported questions which ask for personal
information;
topics;
objectives use and pronounce some target structures accurately in controlled tasks with
support
use and pronounce most target structures accurately in controlled tasks with
support
use and pronounce most target structures accurately in controlled tasks with little
support
Previous Students around the world
learning
Plan
Beginning To learn about compound nouns, abstract nouns and
the lesson noun phrases
6.4.1.1 Read out the theory box and then direct Ss to the text
6.6.1.1 on p. 6 to find the items listed. Elicit answers from Ss
around the class.
To present sports
Play the recording. Ss listen and repeat chorally and/or Class CD
individually.
Elicit the L1 equivalents from Ss around the class and
various Ss' favourite sports.(Ss’ own answers)
Main To listen for specific information
Activities Read the Study Skills box aloud, then ask Ss to look at the Class CD
gaps and say what type of word is missing from each one.
21
Lesson plan
6.2.2.1 Elicit Ss' answers.
Play the recording while Ss listen and complete the gaps
with the missing information. Check Ss’ answers.
6.3.1.1 To ask for and give personal information

Ask Ss to complete the task in closed pairs and make notes.
Ask some pairs to act out the dialogues for the class.
To write a short text; to consolidate the vocabulary of
the unit
6.5.3.1 Allow Ss some time to complete the task and then check
Ss’ answers.
Alternatively, assign the task As HW and check Ss' answers
in the next lesson.
Ending the Check Ss’ answers.
lesson
6.6.9.1
Differentiation – how do you plan Assessment – how are you planning to Cross-curricular
to give more support? How do you check learners’ learning? links Health
plan to challenge the more able and safety
learners? check
ICT links
Values links
monitor less able groups in monitor pair sentence completion tasks Benefits
controlled tasks and provide and encourage learners to give feedback to oflearning a
support through further modelling each other onanswers foreign language
and drilling
provide extra challenge by getting check pronunciation in whole class feedback

more able learners to use short
answers


and why?
22
Date: Teacher name:
Learning 6.4.1.1 understand the main points in a limited range of short simple texts
objectives(s) on general and curricular topics
that this 6.4.4.1 read and understandwithsome support a limited rangeofshortfiction
lesson is and non-fiction texts
contributing 6.4.2.1 understandwith littlesupportspecific informationanddetail
to inshort,simpletexts onalimitedrangeof generalandcurricular topics
6.1.3.1 - respect differing points of view
6.2.5.1- understand most specific information and detail of supported, extended
talk on a range general and curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics;
Lesson All learners will be able to: use and pronounce some target language
objectives accurately in response to prompts and in controlled tasks with support

use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
controlled tasks with little support
Previous compound nouns, abstract nouns and noun phrases / sport
learning
Plan
Beginning the To compare the Present Simple and the Present
lesson Continuous Tenses
Ss’ books closed. Say, then write on the board: Ialways
6.6.9.1 eat breakfast in the morning. Elicit what tensethe verb is
in (present simple) and what thesentence expresses (a
habit/routine). Say, then writeon the board: I am teaching
a lesson now. Elicit whattense the verb is in (present
continuous) and whatthe sentence expresses (an action
happening now).
6.6.9.1
6.4.1.1 Explain that stative verbs (i.e. verbs that describe astate
not an action) don’t usually have continuousforms (e.g. I
believe in fairies. NOT I’m believing infairies).
Ss’ books open. Read the theory box aloud andelicit the
6.4.2.1 L1 equivalents for the example sentencesfrom Ss around
the class. Then ask Ss to findexamples in the text on p. 6.
Examples in the text:
23
Lesson plan
Present simple:I’m 12 years/ICT is really fun/myfavourite
sport is football/She has a great sense ofhumour/She is
very good at drawing and painting, etc.
Present continuous:We’re having a great time!
Main To practise the present simple and the present

Activities continuous
Explain the task and explain that stative verbs are verbs
6.5.1.1 that express a state rather than an action (e.g.like, love,
hate, believe, etc). Remind Ss that they don’t have
continuous forms. Give Ss time to complete the task then
check Ss’ answers. Class CD
6.2.5.1
To revise the third-person singular form of the
present simple and identify third-person verb endings
Explain the task and ask Ss to copy the table into their
notebooks.
Give Ss time to complete it with the verbs and then play the
recording for Ss to listen and check their answers.
6.5.1.1 Play the recording again with pauses for Ss to repeat either
chorally or individually. Pay attention to Ss’ intonation.
To present adverbs of frequency
Ask various Ss around the class to read out the
sentences. Point out that the words in bold are adverbs of
frequency and they show how often we do something.
Elicit where in the sentence the adverbs of frequency
appear (before the main verb, but after the verb ‘to be’) and
6.6.12.1 read out the table and elicit the missing words.
To present and practise other adverbs used as time

expressions with the present simple and present
continuous
Explain the task. Read out the time expressions and the
example and elicit sentences from Ss around the class.
lesson
6.1.3.1
Differentiation Assessment – how are you planning to check learners’ Cross-curricular links
– how do you learning? Health and safety
plan to give check
more support? ICT links
How do you Values links
monitor less monitor pair sentence completion tasks and encourage Benefits of
able groups in learners to give feedback to each other onanswers learning a foreign
controlled language
tasks and
24
provide extra check pronunciation in whole class feedback and remodel/
challenge by drill final sounds
getting more
able learners to
use short
answers


why?
25
Lesson plan

Date: Teacher name:
that this lesson 6.1.3.1 - respect differing points of view
is contributing 6.1.1.1 - use speaking and listening skills to solve problems creatively and
to cooperatively in groups;
6.3.2.1- understand independently specific information and detail in short, simple
texts on a limited range of general and curricular topics;
topics;
6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns;
use infinitive of purpose on a limited range of familiar general and curricular
topics
objectives use some language from the module to express views and write some relevant
questions accurately
use a range of language from the module to express views and write a range of
relevant questions accurately
use a wide range of language from the module to express views and write a range
of relevant questions accurately
Previous the present simple and the present continuous / adverbs of frequency
learning
Plan
Beginning the To revise the present simple and the present
lesson continuous / adverbs of frequencyI go to school every
day.
6.6.9.1 I’m learning how to cook these days.I usually play
football on Saturdays.I sometimes walk to school. I
have piano lessons on Mondays.I am writing sentences
at the moment.I never get up early on Sundays.
Main Activities To practise adverbs of frequency

Explain the task and read out the example sentence.
Give Ss time to write sentences for the rest of the
items and then check Ss’ answers around the class.
To present the –ingform and the to-infinitive
26
6.6.15.1 Go through the theory table with Ss. Elicit if
there are any similar structures in Ss’ L1.
(Ss’ own answers)
To present the –ingform and theto-infinitive

6.6.15.1 Read out the example and give Ss time to complete
therest of the sentences. Check Ss’ answers around the
class.
6.5.3.1
To practise the –ingform and theto-infinitive using
6.1.1.1
personal examples
Give Ss time to complete the sentences, then
elicitanswers from various Ss around the class.
6.6.12.1
To present and practise adverbs
Read out the theory box and explain the type andform
of adverbs.
Give Ss time to complete the sentences and thenelicit
6.5.1.1 answers from Ss around the class.
To present the comparative forms ofadverbs

Read out the theory box and then elicit how we
formshort, longer and irregular adverbs.
6.4.1.1
6.2.5.1 To practise comparative forms of adverbs
Give Ss time to complete the task and then elicit
answersfrom Ss around the class.
lesson
6.1.3.1
Differentiation – how do you plan Assessment – how are you to Crosscurricul
to give more support? How do you planning check learners’ learning? ar links
plan to challenge the more able Health and
learners? safety check
ICT links
Values links
monitor less able groups in use thumbs up and down nd Benefits

controlled tasks and highlight any technique a follow up questions to hension oflearning a
errors in spelling for learners to check compre foreign language
selfcorrect
provide extra challenge by getting
more able learners to use short
answers
27

and why?
28
Lesson plan

Date: Teacher name:
that this lesson 6.4.4.1 read and understandwithsome support a limited rangeofshortfiction
is contributing and non-fiction texts
to 6.4.2.1 understandwith littlesupportspecific informationanddetail
inshort,simpletexts onalimitedrangeof generalandcurricular topics
6.1.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.3.2.1- understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
objectives identify some specific information from the text and use some target vocabulary
to describe school subjects accurately in response to prompts and in production
tasks
identify most specific information from the text and use a limited range of target
vocabulary to describe school subjects accurately in response to prompts and in
production tasks
vocabulary to describe some school subjects accurately in response to prompts
Previous adverbs of frequency / the –ingform and the to-infinitive / the comparative forms
learning of adverbs
Plan
Beginning the To present classroom objects Class CD
lesson Ask Ss to look at the pictures.
Play the recording. Ss listen and repeat chorally and/or
6.3.2.1 individually.
Elicit the L1 equivalent for each word and then ask
various Ss to say which of them are in their classroom.
(Ss’ own answers)
29
Main To read for gist Class CD Video
Activities Ask Ss to look at the pictures and give them time to
read through the texts.
6.4.1.1. Elicit Ss’ answers to the question in the rubric.
6.4.4.1 Play the video for Ss and elicit their comments at
the end.
6.4.2.1 To read for specific information
Ask Ss to read statements (1-5).
Give Ss time to read the texts and complete the task.
Check Ss’ answers around the class.
Refer Ss to the Word List to look up the words in the
Check these words box.
To consolidate and personalise the topic

6.1.3.1
Read through the rubric with Ss and give them some
time to think about how their school compares to the
schools in the texts.
Ask Ss to get into pairs.
Ss make comparisons between their school and the
schools in the texts.
Monitor the activity. Elicit
comparisons from various pairs.
6.1.1.1
6.2.5.1 To listen for specific information
Play the recording, twice if necessary. Class CD
Encourage Ss to note down key words while they are
listening to the description.
Check Ss’ answers, asking them what words helped
them decide.
6.1.3.1 To compare classrooms

Give Ss time to look at the pictures and think about
their answers.
Ask Ss to compare the classrooms in the pictures, in
pairs. Then ask some pairs to tell the class.
6.1.3.1
To present your school and your classroom
Write the headings on the board. Ss copy them in their
notebooks and make notes. Check Ss around the class.
Ask various Ss to tell the class.
6.5.1.1
To write a short article about your ideal school Ask
Ss to copy the headings into their notebooks and then
make notes under them. Help Ss with any unknown
vocabulary. (e.g. turn to p. 12 and present the school
areas). Give Ss time to use their notes to write a short
article and then ask various Ss to read their article to
the class.
Alternatively, assign the task as HW and check Ss'
answers in the next lesson.
6.5.1.1
To write a short article about your ideal classroom
30
Give Ss time to write a short article and then ask
various Ss to read their article to the class.
Ending the Play the quiz in groups.

lesson
6.5.1.1
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan planning to check learners’ Health and safety
to challenge the more able learners? learning? check
ICT links
Values links
pair less able and more able learners monitor learner spellings in Benefits oflearning a
to together for quiz task assigning written production tasks and foreign language
less able learner role of writing provide remedial support
down questions
provide more able learners challenge monitor use of imperative forms
by giving challenge. and target vocabulary and
feedback to whole class in
plenary


and why?
Lesson plan

Date: Teacher name:
31
that this lesson 6.4.2.1 understandwith littlesupportspecific informationanddetail
is contributing inshort,simpletexts onalimitedrangeof generalandcurricular topics
to 6.1.3.1 - respect differing points of view
6.1.1.1 - use speaking and listening skills to solve problems creatively and
objectives take part in some exchanges using some target language accurately and
intelligibly and identify some target information in listening task
take part in a range of exchanges using most target language accurately and with
some appropriate intonation and identify most target information in listening task
clear intonation and identify all target information in listening task
Previous classroom objects
learning
Plan
Beginning the To present school areas Class CD
lesson Ask Ss to look at the picture.
6.4.1.1 individually.
Elicit the L1 equivalent for each word. (Ss’ own
answers)
Main To read for specific information

Activities Read the rubric aloud.
6.4.1.1 Play the recording. Ss listen and follow the dialogue in
6.4.2.1 their books. Elicit answers to the questions in the rubric.
To ask for/give directions; To present and practice

prepositions of direction/movement
6.3.2.1 Go through the prepositions of direction/movement with
6.2.5.1 Ss. Present each preposition by miming the movement it
32
shows.
Give Ss time to read through the dialogue in Ex. 2 again. In
pairs, Ss act out their dialogues.
Monitor the activity around the class and then ask various
pairs to act out their dialogues in front of the class.
To pronounce linking sounds
6.4.1.1 Go through the Study Skills box and explain how we link
6.1.1.1 sounds in English. Check Ss’ comprehension by asking for
further examples.
Direct Ss’ attention to the example and elicit the linking
sounds in the sentences.
Play the recording for Ss to check.
Play the recording again with pauses for Ss to listen and
repeat chorally or individually. Pay special attention to Ss’
pronunciation and intonation. Repeat the task if necessary.
Ending the Monitor the activity around the class and then askpairs of
lesson Ss to act out their dialogues in front of theclass.
6.1.1.1
6.1.3.1
Differentiation – how do you plan Assessment – how are you Cross-curricular links
to give more support? How do you planning to check learners’ Health and safety check
plan to challenge the more able learning? ICT links
learners? Values links
monitor less able groups in monitor accuracy and Benefits oflearning a
preparing role play and production interactional appropriacy in foreign language
tasks and support with further role play tasks
modelling and drilling
challenge more able learners to give monitor pronunciation

more expansive answers in response performance in final activity and
to role play prompts give feedback to whole class


and why?
Lesson plan
33
Date: Teacher name:
Learning 6.2.1.1 - understand a longer sequence of supported classroom instructions;
objectives(s) 6.4.1.1 understandwith littlesupportspecific informationanddetail
that this lesson inshort,simpletexts onalimitedrangeof generalandcurricular topics
is contributing 6.13.1 use mightmaycould to express possibility on a limited range of familiar
to general and curricular topics
6.4.2.1 - understand independently specific information and detail in short, simple
6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck
meaning andextend understanding
6.4.9.1 recognisethe difference between factandopinionin
short,simpletextson anincreasingrangeof generalandcurricular topics
objectives identify some specific information in texts and research and write short organised
text using some of their own words
identify most specific information in texts and research and write short organised
text using a range of their own words
identify all specific information in texts and research and write more extended
organised text using a range of their own words
Previous school areas / prepositions of direction/movement
learning
Plan
Beginning the To introduce the topic and predict thecontent of a Class CD Video
lesson text
Initiate a class discussion about school rulesandelicit
6.2.1.1 Ss’ opinions about other rules aroundtheworld.
Play the recording. Ss listen and follow the texts intheir
books and check.
Main Activities To read for specific information

Allow Ss some time to read the text and complete the
6.2.1.1 task. Ask Ss to use the Word List to look up the meanings
6.4.2.1 of the words in the Check these words. Check Ss’
answers.
Play the video for Ss and elicit their comments at the end.
To write a comment to post to a blog
34
6.5.1.1 Explain the task and allow Ss time to complete it in class.
Ask various Ss around the class to read out their
comments to the class.
To present and practise must/mustn't, need, should

6.6.13.1 Read out the theory box and explain how we can express
obligation, prohibition, necessity and advice, and provide
further examples where necessary.
Ask Ss to read the sentences (1-4) and replace the phrases
in bold with the words in the list. Check Ss' answers
around the class.
To introduce the topic and predict the content of the Class CD Video
6.4.4.1 text
Read out the definition and explain/elicit the meanings of
any unknown words.
Direct Ss’ attention to the pictures and read out the
situations. Initiate a class discussion about shyness and
how someone can overcome their shyness.
Play the recording. Ss listen and follow the text in their
books and find out the answers to the questions in the
rubric.
6.4.1.1
To read for specific information
Give Ss time to read the text and answer the questions.
6.4.9.1 To identify regular and irregular adverbs in a text

Remind Ss that adverbs describe verbs or other adverbs.
Give Ss time to scan the text and find the adverbs. Then
ask them to look them up in their dictionaries.
Elicit answer from Ss around the class.
Ending the To consolidate information in a text and give advice
lesson Explain the situation and ask Ss in pairs to take turns and
give advice on how to overcome shyness.
6.1.3.1 Monitor the activity around the class and then ask some
pairs to report back to the class.
give more support? How do you plan planning to check learners’ Health and safety check
to challenge the more able learners? learning? ICT links
Values links
monitor less able groups in writing monitor the activity around the Benefits oflearning a
task and provide support through class and then ask some pairs to foreign language
further modelling and providing report back to the class.
sentence starters
provide challenge to more able give whole class feedback on
learners by suggesting two or three some key areas of language in
words them
35

and why?
36
Lesson plan

Date: Teacher name:
Learning 6.2.1.1 - understand a longer sequence of supported classroom instructions; 6.4.1.1
objectives(s) understandwith littlesupportspecific informationanddetail inshort,simpletexts
that this onalimitedrangeof generalandcurricular topics
lesson is 6.13.1 use mightmaycould to express possibility on a limited range of familiar
contributing general and curricular topics
to 6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck
6.4.9.1 recognise the difference between factandopinionin short,simpletextson
anincreasingrangeof generalandcurricular topics
6.5.2.1- write with some support about real and imaginary past events, activities
and experiences on a limited range of familiar general topics and some curricular
topics;
objectives identify some main ideas and specific information in the text and write an email
with some appropriate features of style and organisation with support
identify most main ideas and specific information in the text and write an email
with a range of appropriate features of style and organisation with support
identify all main ideas and specific information in the text and write an email with
a range of appropriate features of style and organisation with little support
Previous
school rules / must/mustn't, need, should / regular and irregular adverbs
learning
Plan
Beginning the To recognise fact and opinion Draw Ss’
lesson attention to the underlined sentences.
Explain what fact (sth that is true), and opinion (what sb
6.4.9.1 thinks) mean. Give Ss time to read the email and then
6.2.1.1 elicit which sentences express fact/opinion.
Main To practise punctuation

Activities Go through the Study Skills box showing Ss some types of
punctuation in English and drawing attention to any
6.4.8.1 differences to Ss’ L1. Sscan give examples of their own.
Ask Ss to punctuate the sentences, then check Ss’ answers.
37
To compare two classrooms
6.5.2.1 Ask Ss to look at the text in Ex. 1 again and then think
about their classroom.
Give Ss some time to compare their classrooms with
6.5.2.1 Nurziya's classroom in pairs.
Monitor the activity around the class.
To write an email to a pen-friend

6.5.1.1 Tell Ss that they are going to use their answers fromEx. 3
to write a reply to the email that Nurziya sent.
Ss can complete the task in class, or you can assignit as
HW and check Ss’ answers in the next lesson.
Portfolio
6.5.1.1 Tell Ss to make notes under the headings to helpthem
6.4.1.1 before they start writing.
6.13.1 Remind Ss to follow the plan and be careful
withpunctuation.
Ending the Ask some Ss to read their texts tothe class. Ss can display
lesson their texts to the class.
6.1.3.1
Differentiation – how do you plan Assessment – how are you planning Cross-curricular
to give more support? How do you to check learners’ learning? links
plan to challenge the more able Health and safety
learners? check
ICT
links
Values links
monitor less able groups in writing use thumbs up and down technique Benefits of
task and provide support through and follow up questions to check learning a foreign
further modelling and providing comprehension language
sentence starters
challenge more able learners highlight errors in text in pencil for
to write a text in two distinct learners to self-correct before display
paragraphs
38

and why?
Lesson plan

Date: Teacher name:
Learning 6.2.1.1 - understand a longer sequence of supported classroom instructions;
objectives(s) that 6.4.1.1 understandwith littlesupportspecific informationanddetail
this lesson is inshort,simpletexts onalimitedrangeof generalandcurricular topics
contributing to 6.13.1.1- use mightmaycould to express possibility on a limited range of familiar
6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck
6.5.1.1- plan, write, edit and proofread work at text level with some support on
a growing range of general and curricular topics;
6.5.2.1- write with some support about real and imaginary past events, activities
and experiences on a limited range of familiar general topics and some
curricular topics;
Lesson All learners will be able to: use some target language accurately and
objectives intelligibly and identify some target information in listening task

use most target language accurately and with some appropriate intonation and
identify most target information in listening task
use most target language accurately and with clear intonation and identify all
target information in listening task
Previous punctuation / write an email to a pen-friend
learning
Plan
Resources Notes
39
Beginning To discuss the benefits of learning a foreign
the lesson language
6.2.1.1 Read out the question and ask Ss to read the list of
6.1.3.1 reasons and then ask various Ss to tell the class using
the list. Elicit further reasons from various Ss around
the class.
(Ss' ownAnswers)
Main Activities To test knowledge learnt in this module Explain

the task. Allow Ss some time to read the
6.2.1.1 sentences and complete the gaps.
Alternatively, you may allow Ss to review the module
and find the relevant information to fill each gap.
Check Ss’ answers.
To write a quiz
Explain the task and allow Ss time to look through Module
1 and think of quiz questions in pairs.
6.13.1.1 Tell Ss they can use the quiz in Ex. 2 as a model.Offer an
6.5.2.1 example (e.g. ICT is Information andCommunication …).
Ss swap their quizzes with another pair and do itand then
report back to the class.
Song To listen and read for specificinformation

Explain the task and play the recording.
6.5.1.1 Ss listen and follow the song in their books. Ask Ssto Class CD Video
identify which items in the pictures arementioned and
also name seven school subjects.Check Ss’ answers. Play
the recording again for Ss to sing along.
Game
Play in teams. Say a word from the module. The other team
6.4.1.1 writes the word on the board and spells it. Each correct
answer gets a point. The team with the most points is the
winner.
6.4.8.1 Extra Activity Ask Ss to spell each of the words in the
pictures in Ex. 4. e.g. eraser, E-R-A-S-E-R
Ending the Play the video and elicit Ss’ comments at the end
lesson 6.1.3.1
learners? ICT links
Values links
pair less able and more able monitor learner spellings in written Benefits of learning a
learners to together for quiz task production tasks and provide foreign language
40
assigning less able learner role of remedial support
writing down questions
provide more able learners take in final pieces of writing for
challenge by giving them a specific feedback comment and assessment
‘insect’ research challenge.


and why?
41
1`GRADE 6
MODULE 2 “HELPING & HEROES”
Lesson plan

Date: Teacher name:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level
objectives(s) that during, pair, group and whole class exchanges;
this lesson is 6.6.5.1 - use questions including questions with whose, how often, how long
contributing to and a growing range of tag questions on a growing range of familiar general
6.1.1.1- use speaking and listening skills to solve problems creatively and
6.4.2.1 - understand independently specific information and detail in short,
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about
a limited range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited range of familiar general and curricular topics;
6.2.1.1- understand a longer sequence of supported classroom instructions;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range
of familiar general topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics and
some curricular topics;
vocabulary to describe some things
identify most specific information from the text and use some target
identify all specific information from the text and use a range of target
Previous learning discuss the benefits of learning a foreign language
Plan
Resources Notes
Beginning the lesson What’s in this module? Class CD
Read the title of the module Helping & Heroes and
6.2.1.1 ask Ss to suggest what they think it means. Go
6.3.6.1 through the topic list and stimulate a discussion to
6.6.5.1 prompt Ss’ interest in the module.
6.5.8.1 Explain/Elicit the meaning of any unknown words,
42
thenSs find the page numbers for the items listed.
Main To identify historical figures vocabulary

Activities Draw Ss’ attention to the pictures and ask various Ss to read
out the names, countries and dates for each person.
6.1.1.1 Explain/Elicit the meanings of any unknown words and
read out the example, then Ss match the people to what they
were.
6.4.2.1 To talk about historical figures

6.3.7.1 Explain that we read years before 2000 by splitting them
into two numbers (e.g. 1450 = fourteen fifty, 1899 =
eighteen ninety-nine).
Ask two Ss to read out the example exchange, thenSs ask
and answer in pairs. Monitor the activity around the class.
Explain that when a date is BC we count down to zero to go
forwards in time.
Background information
6.5.3.1 Leonardo da Vinci was an Italian painter, sculptor and
6.5.2.1 architect. He painted the Mona Lisa.
Marie Curie was a Polish scientist. She discovered radium
and won the Nobel prize.
Cleopatra was an Egyptian queen. She was a beautiful and
powerful woman. There are many books and films about
her.
Florence Nightingale was a British nurse and writer who
pioneered modern nursing during the Crimean War. Many
people came to know her as ‘the lady with the lamp.’
Genghis Khan was a Mongolian emperor. He built the
second largest empire in the history of the world.
BauyrzhanMomyshuly was a Kazakh hero. He was a
military officer and author.
Abraham Lincoln was the 16th American President. He
helped end the Civil War and slavery.
William Wallace was a Scottish warrior. He fought against
the English to help free Scotland.
6.5.3.1
43
support less able readers by monitor Ss as they complete Being a hero
encouraging them to confirm with comprehension tasks and check
another learner where target understanding through follow-
information is in text up questions in checking
plenary
provide challenge for more able monitor pronunciation of new
learners by asking them to mark vocabulary and drill and
stress on words and model feedback to whole class in
pronunciation for others plenary


and why?
44
Lesson plan
Date: Teacher name:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair,
objectives(s) group and whole class exchanges;
that this 6.6.5.1 - use questions including questions with whose, how often, how long and a
lesson is growing range of tag questions on a growing range of familiar general and
contributing curricular topics;
to 6.1.1.1- use speaking and listening skills to solve problems creatively and
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a limited
6.6.3.1 - use common participles as adjectives and order adjectives correctly in
front of nouns on a growing range of familiar general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events, activities
topics;
objectives identify some specific information in reading text and use some target vocabulary
accurately in production tasks with support
identify most specific information in reading text and use most target vocabulary
accurately in production tasks with support
identify all specific information in reading text and use most target vocabulary
accurately in production tasks with little support
Previous
historical figures
learning
Plan
timings Resource Notes
Beginning To introduce the topic and stimulate interest in the text Class CD
the lesson Elicit what, if anything, Ss know about Pocahontas. Play
6.2.1.1 the recording. Ss listen and follow the text in their books
6.1.1.1 and find out the answer to the question in the rubric
Main To read for specific information (multiple choice)
Activities Allow Ss some time to read the text carefully and answer
the questions.
45
6.4.2.4 Ask Ss to use the Word List to look up the meanings of
6.5.8.1 the words in the Check these words box and read the
quotation aloud.
To consolidate new vocabulary

6.3.7.1 Explain the task and give Ss time to choose the
correctwords. Then check Ss’ answers.
To summarise a text
6.3.7.1 Explain the task and give Ss time to prepare
6.5.3.1 theirsummaries.
Ss tell their partner their summary. Ask some pairsto
To express your opinion on ahistorical figure

Allow Ss some time to think about the question inthe
6.6.3.1 rubric, formulate their answers and write themdown.
6.5.2.1 Encourage Ss to explain their opinions fully.
Ask various Ss to read out their sentences.
Alternatively, assign the task as HW and check
Ss’answers in the next lesson.
Ending the lesson As an extension Ss work in pairs. Ss tell each other
6.1.1.1 what they have known about Pocahontas
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
Values links
monitor less able learners in reading task monitor Ss as they complete Being a hero
and prompt them to scan for where target comprehension tasks and check
information is in text. understanding through followup
questions in checking
challenge more able learners by asking l
monitor pronunciation of new
them in final task to name and spell the
vocabulary and drill and
words
feedback to whole class in
plenary
46

and why?
Lesson plan

Date: Teacher name:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level
objectives(s) that during, pair, group and whole class exchanges;
this lesson is 6.6.5.1 - use questions including questions with whose, how often, how long
contributing to and a growing range of tag questions on a growing range of familiar general
6.6.3.1 - use common participles as adjectives and order adjectives correctly
in front of nouns on a growing range of familiar general and curricular
topics;
6.5.2.1 - write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics and
some curricular topics;
All learners will be able to:
identify some specific information in speaking and listening and use some
target vocabulary accurately in production tasks with support
identify most specific information in speaking and listening and use most
identify all specific information in speaking and listening and use most
target vocabulary accurately in production tasks with little support
Previous learning express your opinion on a historical figure
47
Plan
Resources Notes
Beginning the lesson To present vocabulary for appearance Explain
6.2.1.1 the task and allow Ss some time to complete it
6.3.7.1 and then check Ss’ answers around the class.
6.5.8.1 As an extension, ask Ss to use the phrases to
describe their classmates.
To categorise new vocabulary

Explain the task and ask Ss to write the headings in
their notebooks.
Write the headings on the board and elicit which
words go under which headings from Ss around
the class. Ss copy the completed table into their
notebooks.
Main To use vocabulary in context and describe people

Activities Explain the task and read out the example.
6.3.7.1 Ask various Ss around the class to describe the people.
6.6.3.1 Encourage Ss to describe them in as much detail as they
can.
6.3.7.1
6.6.3.1 To present vocabulary for describing character
Explain the task and explain/elicit the meanings of the
adjectives 1-5 and a-e. Ss match them and then
complete the sentences. Check Ss’ answers.
To describe people’s appearanceand character

6.3.7.1 Explain the task and ask two Ss to act out theexample
6.6.3.1 dialogue.
6.5.3.1 Ss work in pairs and ask and answer the questionsWhat
does he/she look like? (ask about appearance)What is
he/she like? (ask about character) in closedpairs.
Monitor the activity around the class and then asksome
pairs to ask and answer in front of the class.
6.1.1.1
6.2.1.1 To listen for specific information
Explain the task and play the recording. Ss listenand mark
the sentences.
Check Ss’ answers, then play the recording againfor Ss to
correct the false statements.
6.5.2.1
6.5.8.1 To complete a short paragraph about ahistorical figure
Explain the task and give Ss time to complete theparagraph.
Ending the GameChoose a leader. He/She says a part of the body from
lesson the ones mentioned in Ex. 5. Ss, in teams, say an adjective
that can describe this part of the body. Each correct answer
48
6.6.5.1 gets 1 point. The team with the most points is the winner.
Leader: face Leader: hair
Team AS1: round Team BS1: curly, etc
monitor less able groups in writing use thumbs up and down Being a hero
task and provide support through technique and follow up
further modelling and providing questions to check
t h i
challenge more able learners to monitor presentation and
t t feedback on grammar
write a text
errors, cohesion, pace, rapport
with audience.


and why?
Lesson plan
Date: Teacher name:
49
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during,
objectives(s) pair, group and whole class exchanges;
that this lesson 6.6.5.1 - use questions including questions with whose, how often, how long and
is contributing a growing range of tag questions on a growing range of familiar general and
to curricular topics;
6.5.2.1 - write with some support about real and imaginary past events, activities
topics;
Lesson All learners will be able to: use and pronounce some target language accurately
objectives in response to prompts and in controlled tasks with support

use and pronounce most target structures accurately in response to prompts and
in controlled tasks with support
use and pronounce most target structures accurately in response to prompts and
in controlled tasks with little support
Previous
vocabulary for appearance / describing character
learning
Plan
Beginning the To present grammar for appearance
lesson Ss close their books. Present the Past Simple. Say, then
write on the board: I worked hard yesterday.
6.3.6.1 Underline worked and explain that this verb is in the
6.1.1.1
past simple. Point to a S and say: You worked hard
yesterday. Then write it on the board. Point to a male S
and say: He worked hard yesterday. Then write it on
the board.
Present the other persons in the same way. Elicit that the
verb is the same in all
Main Activities To present the Past Simple
persons. Explain/Elicit the spelling rules of the past
6.6.5.1 simple for
6.2.1.1 regular verbs by writing the verbs work, love, play,
study, travel and their past simple forms on the board:
50
work – worked (most verbs take -ed to form their past
simple form), love – loved (verbs ending in -e add -d),
study – studied (verbs ending in consonant +y lose y and
take -ied), play – played (verbs ending in a vowel +y
add -ed), travel – travelled (verbs ending in vowel + l, p,
k, b, etc double the consonant and add -ed).
To practise the Past Simple
6.4.2.1 Explain the task and allow Ss some time to complete it in
their notebooks.
Check Ss’ answers by playing the recording. Check
correct spelling on the board.
To pronounce /t/, /d/, /Id/ (Past Simple verb endings)

Play the recording with pauses for Ss to repeat chorally
6.5.8.1 or individually.
Ss copy the table into their notebooks.
Play the recording again. Ss listen and tick the correct
sounds. Check Ss’ answers, then elicit more words with
the same sounds
6.5.2.1 To practise using the Past Simple affirmative
Allow Ss some time to complete the task and then check
Ss’ answers. Elicit which verbs are regular/irregular.
To practise using the Past Simple negative Explain

6.5.2.1 the task and read out the example.
Ss do the task. Check Ss’ answers.
Ending the Monitor the activity around the class and check Ss
lesson 6.1.1.1 answers
monitor less able groups in controlled monitor pair sentence Being a hero
tasks and provide support through completion tasks and encourage
further modelling and drilling learners to give feedback to
each other onanswers
provide extra challenge by getting check pronunciation in whole
more able learners to use short class feedback and remodel/drill
answers ‘yes I did/no I didn’t’ by use of endings -d/-ed and
asking them to confirm answers given contractions where necessary
by others.
51

and why?
Lesson plan

Date: Teacher name:
52
Learning 6.3.8.1- recount some extended stories and events on a limited range of general
objectives(s) and curricular topics
that this lesson 6.1.8.1- develop intercultural awareness through reading and discussion
is contributing 6.4.1.1 - understand the main points in a growing range of short, simple texts on
to general and curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk on a range of
6.3.6.1- communicate meaning clearly at sentence and discourse level during,
pair, group and whole class exchanges;
6.2.8.1- understand supported narratives including some extended talk, on a
range of general and curricular topics 6.1.3.1- respect differing points of
view;
Lesson All learners will be able to: use and pronounce some target language accurately
objectives in response to prompts and in controlled tasks with support

controlled tasks with support
controlled tasks with little support
Previous Pronunciation of /t/, /d/, /Id/ (Past Simple verb endings) / Past Simple
learning affirmative / Past Simple negative
Plan
Beginning the To revise rules of pronunciation of /t/, /d/, /Id/ (Past
lesson 6.5.8.1 Simple verb endings) / Past Simple affirmative / Past
Simple negative
Main Activities To practise using the Past Simple interrogative
6.3.6.1 Explain the task and read out the example.
6.6.5.1 Ss complete the task. Check Ss’ answers by asking
various Ss to ask and answer in front of the class.
To ask and answer about the past using the Past

6.6.9.1 Simple interrogative
Explain the task and ask two Ss to read out the example.
Ss complete the task in pairs.
Monitor the activity around the class and then ask some
53
6.5.2.1 To ask and answer about the past using question
6.3.6.1 words
Explain the task and ask two Ss to read out the example.
6.5.2.1
6.1.3.1 To practise using time expressions with the Past
Simple
Explain the task and read out the example.
Give Ss time to write similar sentences, then check Ss’
6.5.2.1 answer around the class.
6.4.2.1
To present and practise prepositions of movement
Go through the prepositions in the pictures. Point out
that the pictures will help Ss complete the task. Give
Ss time to complete the text with the correct
6.2.6.1 6.5.2.1 preposition. Then check Ss’ answers.
6.1.3.1
To write a short paragraph, personalize the topic
Give Ss time to complete the task in class and then ask
various Ss to read out their completed paragraphs to the
class.
Ending the To consolidate the grammar of the unit
lesson 6.5.2.1 Alternatively, assign the task as HW and Ss read their
sentences aloud in the next lesson
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able groups in controlled monitor pair sentence Being a hero
completion tasks and
tasks and highlight any errors in spelling
for learners to self-correct encourage learners to give
feedback to each other on
answers
challenge more able learners to produce check pronunciation in
contrasts in endings whole class feedback and
remodel/ drill final sounds
Reflection Answer the most relevant
questions from the box on
Were the lesson objectives/learning the left about your lesson.
54
and why?
55
Lesson plan

Date: Teacher name:
Learning 6.3.8.1- recount some extended stories and events on a limited range of
objectives(s) that general and curricular topics
this lesson is 6.1.8.1- develop intercultural awareness through reading and discussion
contributing to 6.4.1.1 - understand the main points in a growing range of short, simple texts
on general and curricular topics;
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree
too, not enough, quite, rather on a growing range of familiar general and
curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk on a range
6.3.6.1- communicate meaning clearly at sentence and discourse level
during, pair, group and whole class exchanges;
6.4.4.1 - read independently a limited range of short simple fiction and
nonfiction texts;
identify some specific information in reading text and use some target
vocabulary accurately in production tasks with support
identify most specific information in reading text and use most target
identify all specific information in reading text and use most target
vocabulary accurately in production tasks with little support
Previous learning Past Simple interrogative / time expressions / prepositions of movement
Plan
Resources Notes
Beginning the lesson To introduce the topic Class CD
Initiate a class discussion about giants and elicit
any tales about giants Ss know of.
Main Activities To read and listen for specific information
Play the recording. Ss listen and follow the text in
6.3.6.1 their books. Give Ss time to answer the questions.
6.3.8.1 Ss compare their answers with their partner’s.
6.4.4.1 Check Ss’ answers.
56
6.3.6.1 To consolidate new vocabulary
6.1.8.1. Ask Ss to use the Word List to look up the
6.4.1.1 meaningsof the words in the Check these words box.
6.5.8.1 Explain the task and give Ss some time
to completeit. Check Ss’ answers.
Ireland is a country to the west of Britain.
IncludingNorthern Ireland, it is the third biggest
island inEurope. The capital is Dublin and 6.1
million peoplelive there.
Scotland is a country in the UK. It is to the north
ofEngland. The capital is Edinburgh and around 5
millionpeople live there.
6.6.12.1 To present and practise adverbs of degree and

too/enough
Explain that adverbs of degree are used before an
adjective to express to what degree something is
done. Read the table aloud and explain that the ticks
show the degree with (✓) being mild and (✓✓✓)
being strong.
Say, then write on board: That dress is very/really
beautiful. Explain to Ss that we use very/really +
adjective to make an adjective stronger.
Say, then write on board: He’s too old to drive.
andHe is old enough to drive. Tell Ss that in the first
example the person is old and can’t drive whereas,
in the second example the person is of a suitable age
to drive. Explain that we use too + adjective to show
that something is more than we want (negative
meaning) whereas, we use adjective + enough to
show that there is as much as needed. (positive
meaning) NOTE: Tell Ss that we put enough before
nouns. (e.g. I’ve got enough money to buy that
6.2.6.1 necklace.)
Explain the task and give Ss time to complete it.
To predict missing information in a listening task

6.2.6.1 Draw Ss’ attention to the advert and elicit what part
of speech is missing in each gap.
To listen for specific information

Play the recording. Ss listen and complete the gaps.
Check Ss’ answers on the board.
To make notes from a text
Draw Ss’ attention to the notes box and ask them to
copy the headings and the subheadings into their
notebooks and complete the task.
57
Check Ss’ answers on the board.
6.3.6.1
6.1.3.1 To tell a story in the past simpleusing notes
Set the scene and explain the task. Read aloudthe
Study Skills box and point out that this advicewill
help Ss complete the task successfully. Ask
various Ss to tell the story of Finn
MacCool,using their notes from Ex. 6a.
Ending the lesson To write an email about a visit to the Giant’s
Causeway
6.5.2.1 Explain the task and give Ss some time to complete
it. Remind Ss to include all the points in the rubric.
Alternatively, assign as HW and check Ss’ answers
in the next lesson.
Extra Activity for weaker classes

Write the email in the Suggested Answer Key in Ex.
7 and remove words to create a gapped text. Give the
words in a list for Ss to complete. Suggested words
to omit: time, best, bridge, rocks, surface, giant,
cross, enemy.
challenge the more able learners? learning? check ICT
links
Values links
monitor groups and support by eliciting use thumbs up and down Being a hero
from less able learners where target technique and follow up
information is in text questions to check
challenge more able learners to mark the h i
word stress on new vocabulary and
confirm with each other.


why?
58
Lesson plan
Date: Teacher name:
Learning 6.3.8.1- recount some extended stories and events on a limited range of
objectives(s) that general and curricular topics
this lesson is 6.1.8.1- develop intercultural awareness through reading and discussion
contributing to 6.4.1.1 - understand the main points in a growing range of short, simple texts
on general and curricular topics;
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree
too, not enough, quite, rather on a growing range of familiar general and
curricular topics;
6.4.4.1 - read independently a limited range of short simple fiction and
nonfiction texts;
identify some specific information in listening text and use some target
vocabulary and structure accurately in production tasks with support
identify most specific information in listening text and use most target
vocabulary and structure accurately in production tasks with support
identify all specific information in listening text and use most target
vocabulary and structure accurately in production tasks with little support
Previous learning adverbs of degree and too/enough
Plan
Resources Notes
Beginning the To identify the context of a dialogue and practise Class CD
lesson pronunciation
Explain the task. Play the recording with pauses for
6.5.8.1 Ss to repeat chorally or individually.
Then Ss read the sentences and say what they think
the dialogue is about (a book a person read).
6.4.1.1 To listen and read for confirmation

6.4.4.1 Play the recording. Ss listen and follow the text in
59
their books and find out.
Main To read for specific information and

Activities consolidate situational language through
translation Allow Ss time to read the dialogue and
6.2.6.1 answer the questions. Elicit the L1 equivalents for
6.3.8.1 the sentences in Ex. 1.
(Ss’ own answers)
King Arthur is a legendary British leader. He led the
Knights of the Round Table at Camelot and had a magical
sword called Excalibur.
6.4.2.1
To learn synonymous phrases
Read out the sentences. Refer Ss back to the dialogue and
elicit the synonymous ones from various Ss around the
class.
6.4.2.1 To act out a dialogue
6.1.8.1 Ask Ss to work in pairs and take roles and read out the
dialogue. Pay attention to Ss’ rhythm and intonation and
correct as necessary.
Monitor the activity around the class and ask some pairs to
read out the dialogue in front of the class.
6.4.2.1
6.3.6.1 To practise role-playing Explain
6.6.12.1 the situation.
6.2.8.1 Remind Ss that they can use the dialogue in Ex. 2 as a
model, as well as any ideas of their own to complete the
task.
Ss complete the task in pairs. To help Ss, draw the
following diagram on the board and elicit appropriate
phrases Ss should use. Write them on the board. Ss can
refer to the diagram while doing the task.
Ending the • Check Ss’ answers.
lesson 6.3.6.1
6.1.3.1
monitor less able groups in monitor accuracy and Being a hero
preparing role play and production interactional appropriacy in
tasks and support with further situational tasks
modelling and drilling
60
more expansive answers in performance in final activity
response to role play prompts and give feedback to whole
class
Reflection Answer the most relevant questions from the box on the left
Were the lesson objectives/learning about your lesson.
What changes did I make from my

plan and why?
Lesson plan
61
Date: Teacher name:
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing
objectives(s) range of general and curricular topics
that this lesson 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases
is contributing describing times and location on a growing range of familiar general and
6.3.3.1- give an opinion at sentence and discourse level on an increasing range of
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited range of general
objectives take part in some exchanges using some target language accurately and
intelligibly and identify some target information in reading task
some appropriate intonation and identify most target information in reading task
clear intonation and identify all target information in reading task
Previous practise pronunciation / practise role-playing
learning
Plan
Beginning the To introduce the topic and predict the content of a Class CD
lesson text
Direct Ss’ attention to the pictures and elicit their
6.2.8.1 guesses to the questions in the rubric.
books and find out the answers.
6.4.2.1 OrakBalga was a village in what is now the Zhualy
District in southern Kazakhstan.
Edward I was an English King. He ruled from 1272 -
1307. He conquered Wales and started a long war with
Scotland which continued after his death.
62
6.2.8.1 Allow Ss some time to read the text and answer the
6.4.6.1 questions.
Ask Ss to use the Word List to look up the meanings of
the words in the Check these words box, then check Ss’
6.2.8.1 answers.
6.4.4.1
6.5.8.1 To personalise the topic
Explain the task and give Ss time to complete the
sentences. Ss tell their partners. Elicit a variety of answers
from Ss around the class to check their answers.
6.1.3.1 To learn the pronunciation of strong forms
6.6.1.1 Explain that strong forms are words that are stressed in a
sentence to give emphasis. Point out that question words,
adjectives and proper nouns are often stressed. Play the
recording with pauses for Ss to repeat either chorally or
individually. Play the recording again for Ss to underline
the strong forms. Check Ss’ answers.
To write about a hero from your country

6.3.3.1
Explain the task. Ask Ss to look up information on the
Internet or in encyclopaedias or other reference books
about a hero from their country and write a short text
either in class or as HW.
Remind Ss to include all the points in the rubric.
Ending the Ask various Ss to read out their texts to the class.
lesson
6.3.6.1
Values links
monitor groups and support by monitor accuracy and Being a hero
eliciting from less able learners interactional appropriacy in
where target information is in text situational tasks
challenge more able learners to mark monitor pronunciation
the word stress on new vocabulary performance in final activity and
and confirm with each other. give feedback to whole class


63
why?
Lesson plan

Date: Teacher name:
64
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing
that this lesson 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases
is contributing describing times and location on a growing range of familiar general and
familiar general topics and some curricular topics6.3.3.1- give an opinion at
sentence and discourse level on an increasing range of general and curricular
topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics;
objectives identify some specific information in reading text and use some target vocabulary
and structure accurately in writing task with support
identify most specific information in reading text and use most target vocabulary
and structure accurately in production tasks with support
identify all specific information in reading text and use most target vocabulary
and structure accurately in production tasks with support
Previous
pronunciation of strong forms
learning
Plan
Beginning To introduce the topic Class CD
the lesson Direct Ss’ attention to the picture and elicit their guesses
6.4.6.1 to the question in the rubric.
6.6.1.1 Give Ss time to read the text in their books and find out
the answer.
Main Activities To practise the -ing form and the to-infinitive
Explain the task and give Ss time to read the text again
6.6.15.1 and complete the task. Play the recording for Ss to check
their answers.
65
Give Ss time to read the text and answer the questions.
the words in the Check these words box. Check Ss’
answers around the class.
6.5.8.1 To complete a summary and consolidate new vocabulary

Explain the task and give Ss some time to complete it.
6.3.3.1 To express a personal opinion Elicit answers to the

6.5.3.1 question from Ss around the class.
To design a poster
Explain the task and ask Ss to find a picture ofFlorence
6.5.3.1 Nightingale and use the information in thetext to help them
6.3.8.1 design a poster.
Ask Ss to work in pairs or small groups andcomplete the
task. Ss then present their poster tothe rest of the class.
(Ss' own answers)
To give a presentation on aperson who helped others

Explain the task and ask Ss to collect informationfrom the
6.5.3.1 Internet or from other reference sourcesand make notes under
6.2.7.1 the headings.
Then ask Ss to use their notes to prepare apresentation or
write a short text about a personwho helped others. Ask
various Ss to give theirpresentation or read their text to the
class.
Ending the Alternatively, assign the task as HW and check Ss'answers in
lesson the next lesson.
6.3.6.1 Have the groups present their work to the class.
Posters can be displayed in the class or saved toPortfolios.
support less able readers by monitor groups as they Being a hero
encouraging them to confirm with complete comprehension tasks
another learner where target and check understanding
if i monitor final presentation and
provide challenge to more able
h h f ll i i
ii give whole class
learners by suggesting two
feedback on some key areas of
or three words they should use in
language
reporting
results [errors] in them
66
Reflection Were the lesson Answer the most relevant
objectives/learning objectives questions from the box on the
realistic? left about your lesson.

plan and why?
Lesson plan
67
LESSON: Module 2 Lesson 10
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning objectives(s) that this lesson is contributing to

6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and
curricular topics
6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited
range of general and curricular topics;
6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular
topics;
6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of general
6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics
6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole
class exchanges;
Lesson objectives
identify some specific information in texts and research and write short organised text for display using
some of their own words

identify most specific information in texts and research and write short organised text for display using a
range of their own words

identify all main ideas and specific information in the text and write an email with a range of appropriate
features of style and organisation with little support
Previous learning
the -ing form and the to-infinitive
68
Plan
Planned timings
Planned activities
Excel
Resources
Teacher
Notes
Beginning the lesson 6.3.6.1

Check Ss' HW: the groups present their work to the class.
Posters can be displayed in the class or saved to Portfolios
Class CD
Main Activities
6.2.7.1
6.4.6.1
6.3.8.1
6.6.1.1
To read for cohesion and sequence of events
Explain the task and give Ss some time to complete it. Play the recording and check Ss’ answers around
the class.
To put events in order and summarise a text

Ss list the events in the text in chronological order and tell their partner a summary of the biography of
Abraham Lincoln.
Monitor the activity around the class and then ask some Ss to tell the class about Abraham Lincoln.
69
6.3.8.1
6.4.2.1
6.5.1.1
Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.
To listen for specific information and ideas Explain the task and point out that the informationSs
hear will help them to prepare for the writingtask to follow.
Play the recording. Ss listen and complete the notes. Check Ss’ answers.
To write a biography
Read the Study Skills box aloud and give Ss time toorder the dates/events. Go through the
Checkpointand revise use of prepositions.
Explain the task and play the recording again ifnecessary for Ss to make more notes.
Go through the paragraph plan and remind Ss tocover all the points mentioned. Draw Ss’ attentionto the
Checkpoint and revise prepositions of time.
Ending the lesson

6.3.3.1
6.3.6.1
•Allow Ss some time to complete the task or assign as
HW.
Check Ss’ answers by asking various Ss to read out their biographies to the class.
Differentiation – how do you plan to give more support? How do you plan to challenge the more able
learners?
70
Assessment – how are you planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able groups in writing task and provide support through further
modelling and providing sentence starters
use thumbs up and down technique and follow up questions to check comprehension
Being a hero
challenge more able learners to write two or three connected sentences for each part of display. [as in
reading text]
highlight errors in text in pencil for learners to selfcorrect before display
Reflection
Were the lesson objectives/learning objectives realistic?

What changes did I make from my plan and why?
Answer the most relevant questions from the box on the left about your lesson.
71
Lesson plan

Date: Teacher name:
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
objectives(s) that growing range of general and curricular topics
this lesson is 6.4.2.1 - understand independently specific information and detail in short,
contributing to simple texts on a limited range of general and curricular topics;
6.3.3.1- give an opinion at sentence and discourse level on an increasing
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk
on a limited range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited range of
6.3.6.1- communicate meaning clearly at sentence and discourse level
during, pair, group and whole class exchanges;
identify some main ideas and specific information in the text and write a
short text with some appropriate features of style and organisation with
support
identify most main ideas and specific information in the text and write a
short text with a range of appropriate features of style and organisation with
support
identify all specific information in texts and research and write a short text
Previous learning put events in order and summarise a text / write a biography
Plan
Resources Notes
Beginning the lesson Check Ss’ HW by asking various Ss to read out Class CD
6.4.2.1 their biographies to the class.
6.5.8.1
Main Activities To discuss a quotation
6.3.3.1 Ask Ss to discuss what they think the quotation
means in closed pairs. Then ask some pairs to
share their answers with the class.
72
To discuss the value of being a hero
6.3.6.1 Read out the question and ask Ss to read the list of
qualities and then talk in closed pairs about which
ones apply to a hero. Ask various Ss to tell the class.
(Ss' own Answers)
To write a short text about a personal hero
Explain the task and give Ss time to think about their
6.3.3.1 personal hero and make notes under the headings.
6.5.3.1 Ask Ss to write a short text using their notes and then
ask various Ss to read their text to the class.
To test knowledge learnt in this module

Explain the task. Allow Ss some time to read the
questions and complete the gaps.
6.2.7.1 Alternatively, you may allow Ss to review the module
and find the relevant information to fill each gap.
To write a quiz
Explain the task and ask Ss to work in pairs. Allow Ss
6.2.7.1 time to look through the module and think of quiz
questions.
Tell Ss they can use the quiz in the previous task as a
model. Offer an example (e.g. Pocahontas was from …
. [Virginia, USA])
Ss can swap their quiz with another pair and do it and
then report back to the class.
SongTo read for cohesion and rhyme

6.3.3.1
Go through the list of words. Explain/Elicit their
6.4.6.1
meanings. Ss complete the gaps. Play the song. Ss
listen and check their answers.
To understand the author's opinion and express an

6.2.7.1
opinion
Read the rubric aloud and give Ss time to read the song
again and consider their answers.
Ask various Ss around the class to share their answers
with the class.
GameCollocations/Phrases (at Teacher’s discretion)

6.3.8.1 Write these words on the board. Ss in teams choose
one word from each column and make a sentence using
the phrase. Each correct sentence gets 1 point. The
team with the most points is the winner.
A B
73
• curly • round • • peace • face • lips • hair
respected • full • end • • height • death • manners
promote • have good • of • the war • giant • leader
medium • powerful •
cruel
Play the video and elicit Ss’ comments at the end

Ending the lesson • Check the Ss knowledge:
6.3.8.1 Summative Assessment for the Module 2
“Helping and Heroes” – SA2
give more support? How do you plan to planning to check learners’ Health and safety check
Values links
support less able learners in writing by following speaking activity Being a hero
eliciting in small groups model sentence do a quick spelling elicitation
openings for the prompts of words
give more able learners challenge in take in final pieces of writing for
their writing feedback comment and
assessment
questions from the box on the
Were the lesson objectives/learning left about your lesson.

and why?
MODULE 3“OUR COUNTRYSIDE”
Lesson plan

Date: Teacher name:
74
Learning 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of
objectives(s) general and curricular topics;
that this 6.1.6.1organiseand presentinformation clearly to others
lesson is 6.4.2.1-understand independently specific information and detail in short, simple
contributing texts on a limited range of general and curricular topics;
to 6.4.4.1- read independently a limited range of short simple fiction and non-fiction
texts;
6.4.8.1- use independently familiar paper and digital reference resources to check
meaning and extend understanding
objectives Read for specific information, to listen for sequence and order of events, to tell
about their experiences
Read for specific information, to listen for sequence and order of events, to tell
Previous
Past simple / prepositions of movement
learning
Plan
Beginning the What’s in this module?
lesson Read the title of the moduleOur countryside and ask Ss to
suggest what they think it means. Go through the topic
6.5.8.1 list and stimulate a discussion to prompt Ss interest in the
module.
Main To present new vocabulary Class CD
Activities Draw Ss’ attention to the pictures and ask various Ss
to read out the geographical feature each one shows.
6.4.8.1 Play the recording. Ss listen and repeat chorally or
individually.
Elicit the L1 equivalents from Ss around the class.
To match places to continents

6.3.3.1 Present the continents and then explain the task. Go
through the list of places and elicit whether Ss know any
of them. Read out the example, and then elicit answers
form Ss around the class.
As an extension ask Ss to identify which of them are the
same as the features in the pictures.
Play the recording. Ss listen and check their answers.
75
6.1.6.1 Read the example aloud. Then, elicit an example for each
geographical feature (1-10) from Ss’ country from Ss
around the class.
To describe pictures
6.3.3.1 Direct Ss’ attention to the pictures and ask various Ss
around the class to describe them
.Ask them to imagine they are there and elicit what they
might be able to see, hear, smell, etc.
Ending the Ask various Ss around the class to read out their
lesson 6.1.1.1 sentences to the rest of the class
to give more support? How do you check learners’ learning? links Health
learners? check
ICT links
Values links
monitor weak learners in task monitor pronunciation of target vocabulary Values: Caring
completion and question and and constantly give feedback on errors about places of
answer sequences natural beauty
challengestrong learners to find 3
more new words that can complete
the Check these words box.


why?
76
Lesson plan

Date: Teacher name:
that this 6.1.6.1organiseand presentinformation clearly to others
lesson is 6.4.2.1-understand independently specific information and detail in short, simple
contributing texts on a limited range of general and curricular topics;
to 6.4.4.1- read independently a limited range of short simple fiction and non-fiction
texts;
Previous
Past simple / prepositions of movement
learning
Plan
Beginning To revise new vocabulary
the lesson Draw Ss’ attention to the pictures and ask various Ss to
6.5.8.1 read out the geographical feature each one shows.
Main To describe pictures Class CD

Activities Direct Ss’ attention to the pictures and ask various Ss
around the class to describe them
6.1.6.1 .Ask them to imagine they are there and elicit what they
6.3.3.1 might be able to see, hear, smell, etc.
To introduce the topic and predict the content of the

text Read the name of each place aloud and elicit whether
any Ss know of these places and what people can see/do
6.3.3.1 there. Elicit a variety of questions about the places from
Ss around the class. Write the best ones on the board.
77
books and find out the places and see if their questions
were answered. Suggested questions:
Where is the person scuba diving?
Where are these ancient ruins?
Where is this desert?

6.4.2.1 Give Ss time to read the through the text again and answer
the questions
Ask Ss to use the Word List to look up the meanings of the
words in the Check these words box.
6.4.4.1 To consolidate information in a text

Read the rubric aloud and give Ss time to formulate their Class CD Video
answers and write their sentences.
Ending the Ask various Ss around the class to read out their sentences
lesson to the rest of the class
6.1.1.1
Differentiation – how do you plan Assessment – how are you planning to check Crosscurricula
to give more support? How do you learners’ learning? r links Health
learners? check
ICT links
Values links
monitor weak learners in task monitor pronunciation of target vocabulary Values: Caring
completion and question and and constantly give feedback on errors about places of
answer sequences natural
challenge strong learners to find 3

Reflection Answer the most relevant questions from the box on the
left about your lesson.

why?
78
Lesson plan

Date: Teacher name:
Learning 6.4.8.1- use independently familiar paper and digital reference resources to check
objectives(s) meaning and extend understanding
that this lesson 6.6.3.1- use common participles as adjectives and order adjectives correctly in
is contributing front of nouns on a growing range of familiar general and curricular topics;
to 6.2.5.1- understand most specific information and detail of supported,
extended talk on a range general and curricular topics;
6.1.6.1 - organiseand presentinformation clearly to others

Previous
vocabulary for countryside/ basic adjectives describing geographical features
learning
Plan
Beginning the To consolidate new vocabulary
lesson Explain the task and give Ss time to match the words to
orm collocations. Tell Ss they may check in the text if
hey need to.
6.4.8.1 Check Ss’ answers and then give Ss more time to
6.6.3.1 complete the sentences.
Check Ss’ answers by asking various Ss to read out the
completed sentences.
79
Main Activities To present and categorise new vocabulary Write the
heading on the board and ask Ss around the class to
read out the activities one at a time and elicit which
6.1.1.1 heading they go under.
Ss copy the completed table from the board in their
notebooks.
To act out exchanges talking about activities

6.2.5.1 Explain/Elicit the meanings of the adjectives in the list.
6.1.1.1 Ask a pair of Ss to model the example. Ss then work in
pairs and act out similar exchanges using the adjectives.
Monitor the task around the class. Then ask various
pairs to act out their exchanges.
To listen for specific information and order of

6.5.8.1 events Explain the situation and the task and play the
recording.
Ss listen and put events in the order they happened.
Check Ss’ answers and then elicit how Ian felt at the
end of his trip.
Ending the To narrate person’s experience
lesson Play the recording again. Then ask various Ss to narrate
Ian’s experience using the sentences in Ex.5.
6.1.6.1
Differentiation – how do you plan to Assessment – how are you to check Crosscurricular
give more support? How do you planning learners’ learning? links Health
learners? check
ICT links
Values links
provide support for writing task by check answers in comprehension k using Values: Caring
providing less able learners with tas thumbs up or down technique llow-up about places of
sentence starters and fo questions natural
monitor and challenge more able monitor pronunciation of new lary in

learners to justify their opinions in vocabu paraphrasing task and ord-
group task with probing questions highlight any w stress errors to
board
80
Lesson plan


why?

Date: Teacher name:
Learning 6.6.7.1 use simple perfect forms of common verbsto express what has happened
objectives(s) [indefinitetime]on a limited range of familiargeneral and curricular topics
that this lesson 6.2.1.1- understand a longer sequence of supported classroom instructions;
is contributing 6.4.2.1-understand independently specific information and detail in short, simple
to texts on a limited range of general and curricular topics;
6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
6.6.11.1- use common impersonal structures with: it, there on a growing range of
objectives Learn the present perfect and for/since, to compare the present perfect and the
past simple
Learn the present perfect and for/since, to compare the present perfect and the
past simple
past simple
Previous
Vocabulary
learning
Plan
81
Beginning the To present the present perfect affirmative and
lesson negative
Ss’ book closed. Say, then write on the board: I have
6.6.7.1 worked hard today. Tom hasn’t worked hard today.
6.4.2.1 Underline: have worked and hasn’t worked.
Explain that his verb is in the present perfect and elicit
the form (affirmative – subject personal pronoun +
have/has +past participle, negative- subject personal
pronoun +haven’t/hasn’t + past participle).
Explain that the past participles of regular verbs are
formed by adding –ed to the end of the verb and that
irregular verbs have their own forms.
Explain that we use the present perfect to talk about
actions that started in the past and continue up to now,
life experiences and completed past actions with results
we can see now.
Main Activities To practise past participles
6.6.7.1 Ss’ books open. Give Ss time to copy the table into their
6.2.1.1 notebooks and then elicit the answers to fill the gaps.
Then elicit examples from the text.
To practise past participles

Explain the task and go through the example.
6.6.7.1 Give Ss time to do the task, then direct them to the
irregular Verbs list at the back of their books to check their
answers. Elicit which verbs are regular/irregular from
various Ss around the class.
To practise the present perfect

Give Ss time to complete the sentences, and then check Ss’
answers.
6.1.10.1 To present the present perfect interrogative and short
6.6.7.1 answers Direct Ss’ attention to the table and elicit how we
form questions in the present perfect (have/has + subject
personal pronoun + past participle).
Explain/Elicit that we form short answers with Yes/No +
subject personal pronoun + have/has/haven’t/hasn’t.
To practise the present perfect interrogative

Explain the task and read out the example, then give Ss
6.6.7.1 some time to complete the task. Check Ss’ answers.
Ending the To practise the present perfect and the past simple
lesson interrogative
Explain the task and ask two Ss to model the example.
6.6.11.1 Ss complete the task in pairs.
pairs to ask and answer in front of the rest of the class.
82
Lesson plan
Differentiation – how do you plan to Assessment – how are you planning Crosscurricular
give more support? How do you plan to check learners’ learning? links Health
to challenge the more able learners? and safety
check
ICT links
Values links
monitor less able groups in controlled monitor pair sentence completion s and crosscurricular
tasks and highlight any errors in task encourage learners to give each links:
structure, spelling and punctuation for feedback to other on answers languages
learners to self-correct in their [contrasts with
writing L1]
challenge more able learners by

asking to give more examples, and
asking additional questions.
83

why?
84
Lesson plan

Date: Teacher name:
Learning 6.6.7.1 use simple perfect forms of common verbsto express what has happened
objectives(s) [indefinitetime]on a limited range of familiargeneral and curricular topics
that this lesson 6.2.1.1- understand a longer sequence of supported classroom instructions;
is contributing 6.4.2.1-understand independently specific information and detail in short, simple
to texts on a limited range of general and curricular topics;
6.6.11.1- use common impersonal structures with: it, there on a growing range of
objectives Learn the present perfect and for/since, to compare the present perfect and the
past simple
past simple
past simple
Previous
Grammar
learning
Plan
Beginning the To revise the present perfect affirmative and negative
lesson 6.6.7.1 forms
85
Main Activities To present adverbs used with the present perfect
Elicit the L1 equivalents for the sentences.
Say, then write on the board: I have been a teacher for
6.6.7.1 years. I have worked at this school since 2005. Explain
that we use for/since in affirmative and negative
sentences. Explain that we use for to express duration and
since to state when an action started.
Give Ss time to complete the task. Check Ss’ answers and
elicit their reason for their choices.
6.6.7.1 To compare the present perfect/past simple

Read out the theory box and elicit any similar structures in
Ss’ L1.
To practise the present perfect/past simple

6.6.7.1 Give Ss time to complete the task and then check Ss’
answers. Remind Ss that the past simple a time is stated or
implied.
To practise the present perfect and the past simple

6.6.11.1 Give Ss time to complete the task and then check Ss’
answers.
Ending the To practise the present perfect and the past simple
lesson interrogative
Explain the task and ask two Ss to model the example.
6.1.10.1 Ss complete the task in pairs.
pairs to ask and answer in front of the rest of the class.
Differentiation – how do you plan to Assessment – how are you planning to Cross-curricular
give more support? How do you plan check learners’ learning? links
to challenge the more able learners? Health and safety
check
ICT links
Values links
monitor less able groups in controlled monitor pair sentence completion e cross-curricular
tasks and highlight any errors in tasks and encourage learners to giv links: languages
structure, spelling and punctuation for feedback to each other on answers [contrasts with
learners to self-correct in their writing L1]
challenge more able learners by asking

to give more examples, and asking
additional questions.
86

why?
87
Lesson plan

Date: Teacher name:
Learning 6.2.1.1- understand a longer sequence of supported classroom instructions;
objectives(s) 6.4.2.1-understand independently specific information and detail in short, simple
that this lesson texts on a limited range of general and curricular topics;
is contributing 6.4.5.1- deduce meaning from context on a limited range of familiar general and
to curricular topics, including some extended texts;
talk on a range general and curricular topics;
objectives Read for gist and specific information, to listen for specific information, to talk
about the weather/seasons, to complete a dialogue, to write an email
Read for gist and specific information, to listen for specific information, to talk
Read for gist and specific information, to listen for specific information, to talk
Previous
Preset perfect/ for/since
learning
Plan
Beginning the To introduce the topic and stimulate
lesson interest in the text
Draw Ss’ attention to the title and the pictures and elicit
a variety of questions about Charyn Canyon from Ss
around the class. Write three of them on the board. Play
6.2.1.1 the recording. Ss listen and follow the text in their
books and find out if their questions were answered.

Give Ss time to read the text again.
Ask Ss to use the Word List to lookup the meanings of
6.4.2.1 the words in the Check these words box, then give Ss
6.4.5.1 some time to correct state statements.
Check Ss' answers around the class.
To check meanings of unknown words

6.4.8.1 Give Ss time to look up the meanings of the words in
6.3.3.1
88
bold in their dictionaries.
Elicit definitions from Ss around the class.
To consolidate comprehension of a text and express your
opinion
Ss discuss in pairs what they found interesting in the text
and compare opinions.
Ask various pairs to report back to the class.
To listen for specific information (multiple choice)

6.2.5.1 Explain the task and play the recording. Ss listen and
complete the task.
Ending the To complete a dialogue and consolidate vocabulary from
lesson the module
Explain the task and allow Ss some time to complete the
dialogue. Ask Ss to answer in full sentences.
6.3.3.1 Check Ss’ answer by asking several Ss to read out the
completed dialogue.
Differentiation – how do you plan to Assessment – how are you planning to Crosscurricular
give more support? How do you plan check learners’ learning? links
to challenge the more able learners? Health and
safety check
ICT links
monitor less able groups in controlled monitor pair sentence completion tasks and crosscurricular
tasks and highlight any errors in encourage learners to give feedback to each links:
spelling for learners to self-correct other on answers languages
[contrasts with
L1]
challenge more able learners to check pronunciation in whole class feedback

produce contrasts in third person and remodel/ drill final sounds
endings on different pairs of words
about your lesson.

and why?
89
Lesson plan
Date: Teacher name:

Learning 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of
objectives(s) perspectives on the world
that this 6.5.2.1- write with some support about real and imaginary past events, activities
lesson is and experiences on a limited range of familiar general topics and some curricular
contributing topics;6.2.6.1- deduce meaning from context in supported extended talk on a
to range of general and curricular topics
objectives To book a holiday

To book a holiday
To book a holiday
Previous
Weather vocabulary
learning
Plan
Beginning the To write a short email about a place
lesson Explain the task. Tell Ss to make notes on each point and
then use their notes to help them write their email. Allow
6.1.10.1 time for Ss to complete their emails.
6.5.2.1 Ask various Ss around the class to read their emails aloud.
Main To practise pronunciation of situational language

Activities Play the recording. Ss listen and repeat chorally and/or
individually.
Pay attention to Ss’ pronunciation and intonation and
6.2.6.1 correct as necessary.

Read the rubric aloud. Play the recording.
Ss listen and follow the text in their books and find out
where Ms Akhmetova wants to go.

Read out the phrases. Refer Ss back to the dialogue and
class.
To act out a dialogue
90
Ask Ss to work in pairs, take roles and read out the
dialogue.
Monitor the activity around the class and ask some pairs
to read out the dialogue in front of the class.
Ending the To practise role-playing
lesson Read the Study Skills box aloud and explain that this tip
will help them complete the task.
Explain the situation.
model, as well as any ideas of their own to complete the
task.
phrases Ss should use. Write them on the board. Ss can
refer to the diagram while doing the task.
to give more support? How do you check learners’ learning? links
plan to challenge the more able Health and safety
learners? check
ICT
links
Values links
monitor less able groups in monitor pair sentence completion tasks cross-curricular
controlled tasks and highlight any and encourage learners to give feedback links: languages
errors in structure, spelling and to each other on answers [contrasts with
punctuation for learners to L1]
selfcorrect in their writing
provide challenge to more able
learners to include three particular
phrases in writing short email
about your lesson.

plan and why?

Date: Teacher name:
91
Lesson plan
Learning 6.4.2.1-understand independently specific information and detail in short, simple

objectives(s) texts on a limited range of general and curricular topics;
that this lesson 6.4.5.1- deduce meaning from context on a limited range of familiar general and
is contributing curricular topics, including some extended texts;
to 6.3.2.1- ask simple questions to get information about a growing range of general
topics;
objectives To read for specific information, to act out a phone conversation, to write about a
place of natural beauty, to learn about silent letters
To read for specific information, to act out a phone conversation, to write about a
To read for specific information, to act out a phone conversation, to write about a
Previous
basic vocabulary for booking a holiday
learning
Plan
Beginning the To listen and read for specific information Video
lesson Direct Ss’ attention to the pictures and elicit what, if
anything, they know about them. Read the sentences
aloud one at a time and ask Ss to say if they think they
6.4.2.1 are true or not.
6.4.5.1
their books to find out.
the words in the Check these words box. Allow Ss some
time to complete the task. Check Ss’ answers.
92
Main Activities To practise role playing
Explain the situation. Ss take roles and act out their
telephone conversations in closed pairs. Suggest
that Ss include an interesting fact from the text or
6.3.2.1 from the Did you know?box.
6.3.8.1 Monitor the activity around the class and then ask
some pairs to act out their conversations in front of
the class.
To personalise the topic and talk and write

about a local place of natural beauty
Ask Ss to think of a place of natural beauty in Ss’
6.1.10.1 own country they are familiar with.
Allow Ss two or three minutes to make notes under
the headings.
Allow Ss a further five minutes to use their
answers to write a short paragraph about the place.
Ask various Ss to read out their piece of writing to
the class.
Ending the lesson To practise silent letters
Go through the Study Skills box with Ss. Ask Ss to
go through the list of words and try to guess which
the silent letters are.
Play the recording. Ss listen and check.
Play the recording again. Ss listen and
repeat chorally or individually.
Ask Ss to find other words with silent letters in the
texts (e.g. sights, power, etc).
Values links
to put in pair less able learners with more use thumbs up and down values links: Caring
able learners in pair working tasks technique and follow-up about places of natural
questions to monitor beauty
comprehension of text
monitor learners in presenting
the place of natural beauty

why?
93
Lesson plan

Date: Teacher name:
Learning 6.2.6.1- deduce meaning from context in supported extended talk on a range of
objectives(s) general and curricular topics
that this lesson 6.4.5.1- deduce meaning from context on a limited range of familiar general and
is contributing curricular topics, including some extended texts;
to 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of
objectives To read for specific information, to prepare a quiz on the Earth’s oceans
To read for specific information, to prepare a quiz on the Earth’s oceans
To read for specific information, to prepare a quiz on the Earth’s oceans
Previous
vocabulary relating to the theme caring about the places of natural beauty
learning
Plan
Beginning the To introduce the topic and predict the content of the
lesson text
Elicit as many of the oceans as possible from Ss
6.2.6.1 around the class and read out the questions in the
rubric. Play the recording. Ss listen and follow the text
in their books and find out the answers.
Main Activities To read for specific information Video

Allow Ss three minutes to read the text again. Then Ss
answer the questions. Ask Ss to use the Word List to look
up the meaning of the words in the Check these words
box.
6.4.5.1 Check Ss’ answers around the class.
6.1.10.1 Play the video for Ss and elicit their comments.
To consolidate information from a text
Ss talk in pairs and say two things they remember about
each ocean from the text.
Ask various Ss around the class to share their answers
with the rest of the class.
To prepare a quiz on the world’s oceans
Ask Ss to work in groups and look up information on the
Internet using the key word ‘oceans’ in the search bar or
in encyclopaedias, atlases or other reference books. Tell
Ss that they can use the website suggested on the Express
Publishing website to help them.
Allow time for Ss to collect the information and prepare
94
their quizzes. Alternatively, assign the task as HW.
Ending the Ask various groups to read their quizzes out for the class
lesson to answer.
Differentiation – how do you plan to Assessment – how are you planning Cross-curricular links
give more support? How do you plan to check learners’ learning? Health and safety
to challenge the more able learners? check ICT
links
Values links
Challenge less able learners and use thumbs up and down technique values links: Caring
more able learners to work together and follow-up questions to monitor about the places of
in the group works, and monitor comprehension of text natural beauty
their activities
about your lesson.

plan and why?

Date: Teacher name:
Learning 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic
objectives(s) connectors on a growing range of familiar general topics;
that this 6.6.16.1- use conjunctions if, when, where, so, and, or, but, because, before, after to
lesson is link parts of sentences in short texts on a growing range of familiar general and
contributing curricular topics;
to 6.5.1.1 - plan, write, edit and proofread work at text level with some support on a
objectives To read for lexico-grammatical structure, to learn simple linkers, to write an email
comparing two places
To read for lexico-grammatical structure, to learn simple linkers, to write an email
To read for lexico-grammatical structure, to learn simple linkers, to write an email
95
Lesson plan

Previous
basic functional language for talking about the geography
learning
Plan
Beginning Ss do the revision of basic functional language for talking
the lesson about the geography
Main To read for lexico-grammatical structure

Activities Explain the task and go through the Study Skills box. Allow
6.5.6.1 Ss time to complete the gaps.
Ss compare their answers with their partner, then check Ss’
answers around the class.
Ask Ss to use the Word List to look up the meanings of the
To present and practise simple linkers

6.6.16.1 Go through the Study Skills box again and elicit further
6.5.1.1 examples for each of the linkers presented.
6.5.3.1 Explain the task. Ss complete the task. Check Ss’ answers.
To write an email comparing two places
Explain the task and go through the paragraph plan. Give Ss
time to complete the task in class. Ask various Ss to read out
their emails to the class.
Ending the Assign HW and check Ss answers in the next lesson.
lesson
Differentiation – how do you plan Assessment – how are you planning to Cross-curricular links
to give more support? How do check learners’ learning? Health and safety
you plan to challenge the more check ICT
able learners? links
Values links
monitor less able groups in monitor accuracy in reading cross curricular links:
reading and writing the email languages [intonation
contrasts with L1]
challenge more able learners to monitor pronunciation performance in
write more words in writing the the first activity
email
96
about your lesson.

plan and why?
97
Lesson plan

Date: Teacher name:
Learning 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
objectives(s) that familiar general topics and some curricular topics
this lesson is 6.4.8.1- use independently familiar paper and digital reference resources to
contributing to check meaning and extend understanding
6.5.8.1 use future forms willfor predictionsand to begoingtoto talk about
already decided plans on a limited range of familiar general and curricular topics
6.6.8.1 use future forms willfor predictionsand begoingtoto talk about already
decided plans on a limited range of familiar general and curricular topics
objectives To learn and discuss values, to do a quiz, to write a quiz, to read & listen for
specific information, to express an opinion
To learn and discuss values, to do a quiz, to write a quiz, to read & listen for
To learn and discuss values, to do a quiz, to write a quiz, to read & listen for
Previous
lexico-grammatical structure/ linkers
learning
Plan
Resources Notes
Beginning the To learn about the value of caring about places of
lesson natural beauty
Explain the task and give Ss time to look up the
6.4.8.1 meanings of the words in the list in their dictionaries.
Give Ss time to complete the task and then check Ss'
answers.
Main Activities To prepare a video about nature reserves

Explain the task and divide Ss into pairs or small groups.
Explain that Ss can use ideas from the module as well as
their own.
Tell Ss they may use a mobile phone and talk to camera
6.6.8.1 about Kazakhstan's nature reserves using visual aids
6.5.8.1 such as photos or they may use a computer editing Video
programme and use digital images and videos from
websites and online platforms.
Ask Ss to then upload the video onto the school website.
To test knowledge learnt in this module/to do a quiz
sentences and complete the gaps.
98
Ending the lesson Allow Ss to review the module and find the relevant
information to help them. Check Ss’ answers.
give more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check ICT
links
Values links
monitor less able groups in completing use thumbs up and down technique Values: Caring about
the task and quiz and follow up questions to check places of natural beauty
comprehension
challenge more able learners by making
them as group leaders for task 2.


why?
99
MODULE 4 “DRAMA AND
COMEDY”
Lesson plan

Date: Teacher na
CLASS: Number pr
Learning 6.4.3.1- understand the detail of an
objectives(s) general and curricular topics, inclu
that this lesson 6.1.9.1 - use imagination to expres
is contributing 6.3.7.1 - use appropriate subject-s
to limited range of general topics, an
6.4.2.1- understand independently
texts on a limited range of general
6.1.6.1 - organise and present info
6.3.8.1 - recount some extended st
6.1.3.1 - respect differing points o
6.3.4.1 - respond with limited flex
unexpected comments on a range
6.2.5.1- understand most specific
talk on a range general and curricu
objectives To read for gist and specific inform
a text, to act out an excerpt, to wri
To read for gist and specific inform
Previous Self-check for module Our country
learning
Plan
Planned Planned activities
timings
Beginning Read the title of the module Dram
the lesson Ss to suggest what they think it m
6.4.2.1 topic list and stimulate a discussio
6.1.3.1 interest in the module.
Main To present new vocabulary and in

Activities of the module
Read out the definitions and elicit a
6.4.3.1 or tragedies from Ss around the clas
To consolidate comprehension of n
1
0
0
Draw Ss’ attention to the pictures and the blurbs and
choose three Ss to read them out to the class.
Have the class listen and follow in their books and then
elicit Ss' answers with reasons.
To introduce the topic and stimulate interest in the

6.3.4.1 text
6.2.5.1 Elicit what, if anything, Ss know about Charles Dickens.
Ss read the biography in their books and find out the
answer to the question in the rubric.
6.1.9.1 To read for gist

6.3.8.1 Draw Ss' attention to the picture. Read the questions in
the rubric aloud. Elicit Ss’ guesses.
books to find out.
the words in the Check these words box.
Ending the Play the video for Ss and elicit their comments. Video
lesson
6.1.6.1
to give more support? How do you to check learners’ learning? Health and safety check
plan to challenge the more able ICT links
extra support with modelling and monitoring of correct word stress Value: The importance
drilling of question forms in weaker and pronoun agreement in tasks of reading
pairs of learners


why?
Lesson plan
1
0
1
Date: Teacher nam
CLASS: Number pre
Learning 6.4.2.1- understand independently
objectives(s) texts on a limited range of general
that this lesson 6.1.6.1 - organise and present info
is contributing 6.3.8.1 - recount some extended st
to and curricular topics
6.3.5.1 - keep interaction going in
curricular topics;
6.1.3.1 - respect differing points o
6.3.4.1 - respond with limited flex
unexpected comments on a range
6.2.5.1- understand most specific
talk on a range general and curricu
objectives To read for gist and specific inform
To read for gist and specific infor
Previous reading excerpts
learning
Plan
timings
Beginning the To read for specific information
lesson Allow Ss two minutes to read the
answer the questions.
6.4.2.1 Check Ss’ answers around the clas
Main Activities To consolidate new vocabulary t
Draw Ss' attention to the words in
give Ss time to match them to the
6.3.7.1 words/phrases in the list. Check
the class.
To consolidate comprehension o
6.1.6.1 Read the questions aloud and give
through the text again and formula
Ask various Ss around the class to
with the rest of the class.
6.3.8.1
1
0
2
To present literary elements
Ask Ss to read the definitions. Then give Ss time to
read the excerpt again and then answer the questions.
Elicit answers from Ss around the class.
6.3.5.1 To order events and give a summary

6.1.3.1 Allow Ss time to read the text again and list the main
events in order and then ask various Ss around the class
to give a summary of the story.
To act out a scene

6.3.4.1 Divide the class into groups and have them act out the
6.2.5.1 scene from the excerpt using their own words. To
predict the next events in a story
Ask Ss to discuss in pairs what they think will happen
next.
Then ask some pairs to tell the class their ideas.
Play the recording for Ss to listen and check their
answers to Ex. 9, and see what happens to Oliver
Twist.
Ending the To write an alternative ending to the story Allow

lesson Ss time to complete the task in class.
6.5.2.1 Ask various Ss to read out their endings to the class. Ss
vote for the best one.
Alternatively, assign as HW and check Ss answers in
the next lesson.
Values links
Challenge less able learners by check pronunciation and Values links:
letting them to be the main characters comprehension of the material Importance of reading
in role playing from listening
about your lesson.

plan and why?
Lesson plan
1
0
3
Date: Teacher name

CLASS: Number prese
Learning 6.4.3.1- understand the detail of an
objectives(s) and curricular topics, including som
that this 6.3.7.1 - use appropriate subject-spe
lesson is limited range of general topics, and
contributing 6.1.6.1 - organise and present inform
to 6.3.8.1 - recount some extended sto
6.3.5.1 - keep interaction going in l
curricular topics;
6.1.3.1 - respect differing points of
6.3.4.1 - respond with limited flexib
unexpected comments on a range o
6.2.5.1- understand most specific in
on a range general and curricular to
6.5.2.1- write with some support ab
and experiences on a limited range
topics;
objectives To learn the past continuous, to com
To learn the past continuous, to com
To learn the past continuous, to com
Previous literary elements
learning
Plan
timings
Beginning To present the past continuous
the lesson Ss’ books closed. Say, then write on
6.4.3.1 studying yesterday. Explain/Elicit h
6.1.6.1
continuous affirmative is formed (p
was/were + verb + ing). Explain th
persons and we use it to talk about a
a certain time in the past.
Say, then write on the board: I wasn
yesterday. Explain/Elicit how the p
negative is formed (personal prono
+ verb + ing). Explain that this is th
persons.
Say, then write on the board: Was I
Explain/Elicit how the past continu
1
0
4
formed (Was/Were + personal pronoun + verb + ing).
Explain that this is the same in all persons.

Do a drill with Ss. Write on the board: I was
sleeping last night. Give Ss different subject
pronouns, Ss substitute the subject, as in the
example. e.g. T: Tom
S1: Tom was sleeping last night. T: The dog S2:
The dog was sleeping last night.
Do similar drills for the negative and the interrogative
forms.
Ss’ books open. Give Ss time to read through the theory,
elicit how we form the past continuous and then elicit
any similar structures in Ss’ L1.
Main To practise the past continuous affirmative
Activities Explain the task and give Ss some time to complete it.
6.3.7.1 Check Ss’ answers.
To practise the past continuous negative &

6.3.5.1 affirmative
Explain the task, direct Ss’ attention to the picture in Ex.
2 and read out the example.
Ss complete the task. Check Ss’ answers.
6.2.5.1 To practise the past continuous

Give Ss time to complete the task and then check Ss’
answers.
6.2.5.1 To practise all forms of the past continuous

Explain the task and ask two Ss to model the example
dialogue.
Ss complete the task in pairs. Monitor the activity
around the class and then ask some pairs to ask and
answer in front of the class.
6.5.2.1
To compare the past simple and the past continuous
Ss’ books closed. Say, then write on the board: At 10 pm
last night I was driving home. Explain/Elicit that we
don’t know when you set off or when you got home only
that the action was in progress at a stated time in the
past.
Say, then write on the board: I arrived home at 11 pm.
6.1.3.1 Explain/Elicit that the action was completed at a
6.3.4.1 stated time in the past.
Say, then write on the board: I was listening to the radio
while I was driving. Ask Ss to say how many actions
there were (2) and when they were happening (at the
same time).
1
0
5
Say, then write on the board: I drov
went to bed. Ask Ss to say how man
6.3.8.1
(2) and when they happened (one a
Elicit the rules for the use of the p

past continuous (past simple = a co
stated time in the past, actions that
the other in the past; past continuou
6.5.2.1 progress at a stated time in the past
happened at the same time in the pa
Ss open their books, read through th
the examples in their L1.
To practise the past simple and id

past forms
Give Ss time to complete the task a
answers. Refer Ss to the list of Irreg
back of the book to help them if nec
Ask Ss around the class to identify
forms.
To practise the past simple and th

Give Ss time to complete the task a
answers.
Ending the To practise the past simple and past

lesson personal examples
Explain the task and read out the ex
6.5.2.1 three-minute time limit to write the
ask various Ss around the class to re
out to the class.
Differentiation – how do you plan Assessment – h
to give more support? How do you to check learne
plan to challenge the more able
learners?
Challenge less able learners by Monitor learne
asking to give more examples the material, th
Challenge more able learners by
asking them to make longer
sentences for examples
1
0
6

why?
1
0
7
Date: Teacher name:
Learning 6.4.3.1- understand the detail of an argument on a limited range of familiar general
objectives(s) and curricular topics, including some extended texts
that this 6.3.2.1 - ask simple questions to get information about a growing range of general
lesson is topics;
contributing 6.3.6.1 - communicate meaning clearly at sentence level during, pair, group and
to whole class exchanges
6.4.3.1- understand the detail of an argument on a limited range of familiar general
and curricular topics, including some extended texts
6.3.2.1 - ask simple questions to get information about a growing range of general
topics;
texts on a limited range of general and curricular topics
objectives To read for specific information, to talk about different types of films, to listen for
specific information, to decide on a film to watch, to write an email
To read for specific information, to talk about different types of films, to listen for
To read for specific information, to talk about different types of films, to listen for
Previous past simple and past continuous
learning
Plan
Planned Planned activities Smiles Teacher
Beginning the To present new vocabulary
lesson 6.4.3.1 Play the recording with pauses for Ss to repeat chorally
and/or individually.
Pay attention to Ss’ pronunciation and intonation.
Main To talk about types of films; to practise using Video
Activities adjectives
Have Ss discuss their favourite types of films in pairs
following the example dialogue.
6.4.2.1 6.3.2.1 Monitor the activity around the class.
6.4.3.1 To introduce the topic of a text, listen and read for
gist
108
Lesson plan
6.3.2.1 books and answer the questions in the rubric.

6.2.5.1 Check Ss' answers.
Allow Ss time to read the review again and complete the
task.
Check Ss' answers.
Ending the lesson Ask Ss to use the Word List to look up the
6.5.3.1 meanings of the words in the Check these words
box.
Values links
Challenge more able learners to lead the Check vocabulary and Value: Films of
discussions monitor pronunciation motherland
Challenge less able learners to read loud
the texts

and why?

Date: Teacher name:
109
Learning 6.5.3.1- write with some support about personal feelings and
objectives(s) opinions on a limited range of familiar general and curricular topics;
that this lesson 6.5.5.1- develop with support coherent arguments supported when necessary by
is contributing examples and reasons for a limited range of written genres in familiar general and
6.3.5.1 - keep interaction going in longer exchanges on a range of general and
curricular topics;
6.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
6.3.2.1 - ask simple questions to get information about a growing range of
general topics;
6.6.7.1 - use simple perfect forms to express indefinite and unfinished past [with
for and since] on a growing range of familiar general and curricular topics;
6.3.6.1 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges
objectives To read for specific information, to talk about different types of films, to listen
for specific information, to decide on a film to watch, to write an email
To read for specific information, to talk about different types of films, to listen
To read for specific information, to talk about different types of films, to listen
Previous Basic vocabulary for describing a film
learning
Plan
Beginning the To express an opinion and re imagine a film Allow
lesson 6.5.3.1 Ss time to formulate their answers and then elicit
Main Activities To listen for specific information Explain

the task and play the recording.
6.2.5.1 Ss listen and complete the gaps.
To decide on a film
6.3.7.1 Explain the task and ask two Ss to model the example
6.3.2.1 in front of the class.
110
Lesson plan
Then ask Ss to complete the task in pairs.

Monitor the activity around the class.
To practise the present perfect and the past simple

6.3.6.1 Ask Ss to complete the task in closed pairs. Monitor
the activity around the class and then have some
pairs share their answers with the rest of the class.
Ending the lesson To write an email

Explain the task and allow Ss some time to
6.3.6.1 complete it.
Ask various Ss around the class to read out their
answers to the rest of the class.
Values links
Challenge both less and more able Check spelling and grammar cross-curricular links:
learners by letting them to work in pairs in writing tasks check actions in Films (films
pronunciation of new of different countries)
language through group and
individual drilling

and why?

Date: Teacher name:
111
Learning 6.3.5.1 - keep interaction going in longer exchanges on a range of general and
objectives(s) curricular topics;
that this lesson 6.4.2.1- understand independently specific information and detail in short,
is contributing simple texts on a limited range of general and curricular topics
to 6.3.6.1 -communicate meaning clearly at sentence level during, pair, group
and whole class exchanges
6.4.3.1- understand the detail of an argument on a limited range of familiar
general and curricular topics, including some extended texts
6.3.5.1 - keep interaction going in longer exchanges on a range of general and
curricular topics;
6.3.2.1 - ask simple questions to get information about a growing range of
general topics;
6.6.7.1 - use simple perfect forms to express indefinite and unfinished past [with
for and since] on a growing range of familiar general and curricular topics;
simple texts on a limited range of general and curricular topics

objectives To book tickets for performance; to learn the pronunciation of /i:/, /I/
To book tickets for performance; to learn the pronunciation of /i:/, /I/
To book tickets for performance; to learn the pronunciation of /i:/, /I/
Previous Vocabulary for describing films
learning
Plan
Planned timings Planned activities Smiles Teacher
Resources Notes
Beginning To practise pronunciation of situational language
the lesson Play the recording. Ss listen and repeat chorally
6.3.6.1 and/or individually.
6.3.2.1 Pay attention to Ss’ pronunciation and intonation and
correct as necessary.
Main Activities To listen for specific information
Read the rubric aloud. Play the recording.
6.3.5.1 Ss listen and follow the text in their books and find
out what Maria wants to do.

6.4.2.1 Play the recording again. Then, ask Ss to work in
pairs and take roles and read out the dialogue.
Monitor the activity around the class and ask some
pairs to read out the dialogue in front of the class.
112
Lesson plan
To practise role-playing
6.4.3.1 Read the prompts box aloud and explain the situation.
model, as well as the prompts, to complete the task.
phrases Ss should use. Write them on the board. Ss
can refer to the diagram while doing the task.
Ending the lesson To pronounce /i:/, /I/

Play the recording. Ss listen and tick (✓) the
6.6.7.1 correct boxes.
Play the recording again with pauses for Ss to
repeat chorally and/or individually.
Elicit other words with these sounds from various
Ss around the class.
Values links
guided support with weaker learners check pronunciation Values links: going
in groups in the dialogue tasks theatre
provide extension opportunities for
stronger learners in the dialogue tasks
e.g. ask them to include certain details


why?
113
Date: Teacher name:
Learning 6.4.2.1- understand independently specific information and detail in short, simple
objectives(s) texts on a limited range of general and curricular topics
that this 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of
lesson is perspectives on the world
contributing 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
to familiar general topics and some curricular topics
6.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too, not
enough, quite, rather on a growing range of familiar general and curricular topics;
objectives To read for specific information, to give a presentation on two writers, to write
about writer in your country, to learn about rhymes, to draw picture
To read for specific information, to give a presentation on two writers, to write
To read for specific information, to give a presentation on two writers, to write
Previous Pronunciation of /i:/ and /I/
learning
Plan
Beginning the To listen and read for specific information, to make
lesson 6.2.1.1 notes from a text
6.4.2.1 Play the recording. Ss listen and read the texts, and
complete the table with information for each heading.
Write the table on the board and complete it with the
class.
114
Lesson plan
Main To give a presentation on two writers Ask Video

Activities Ss to use their notes in the table to give a
6.1.6.1 presentation to the class on the two writers.
6.1.10.1 Point out that Ss should try not to simply read from their
notes but to actively engage the audience with eye
contact and positive body language.
To write a text about a writer from your country

6.5.8.1 Explain the task and ask Ss to copy the headings into
6.4.2.1 their notebooks. Then give Ss time to research
information about a writer from their country and make
notes under the headings. Tell Ss to use their notes to
write a short text and pay attention to correct spelling.
Ask various Ss to present the writer to the class.
To introduce the topic and predict the content of the
6.1.9.1 text
6.4.2.1 Elicit what if anything Ss know about Robert Louis
Stevenson, then ask Ss to read the biography to check.
6.3.5.1 To predict the content of a text

6.4.2.1 Direct Ss’ attention to the title and the picture and elicit
what the poem can be about.
books and find out the answer to the question in the
rubric.

Give Ss time to read the poem again and then answer the
questions.
Ending the To draw a picture

lesson Point out that the poem is divided into four parts and
explain that each part is a verse.
6.1.9.1 Then explain the task and give Ss time to complete it.
Put the pictures on the walls around the class.
to give more support? How do you to check learners’ learning? Health and safety check
plan to challenge the more able ICT links
support weaker learners by check comprehension of listening Cross-curricular links:
modelling for them as they prepare and reading text through follow-up Writers of different
to talk about their writers to ensure questions countries
they have two or three things to say
guide strong learners to give more
115
expansive answers in presenting
writers e.g. tell us about their
family
about your lesson.

plan and why?

Date: Teacher name:
Learning 6.4.2.1- understand independently specific information and detail in short, simple
objectives(s) texts on a limited range of general and curricular topics
that this 6.1.6.1 - organise and present information clearly to others;
lesson is 6.3.8.1 - recount some extended stories and events on a limited range of general and
contributing curricular topics
to 6.2.5.1- understand most specific information and detail of supported, extended talk
6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of
6.2.5.1- understand most specific information and detail of supported, extended talk
6.4.3.1- understand the detail of an argument on a limited range of familiar general
and curricular topics, including some extended texts
6.1.3.1 - respect differing points of view;
objectives To read for sequence of events, to listen for specific information and ideas, to write a
story
To read for sequence of events, to listen for specific information and ideas, to write a
story
To read for sequence of events, to listen for specific information and ideas, to write a
story
Previous To present a writer
learning
Plan
116
Lesson plan

Beginning To read for specific information
the lesson Give Ss time to read the poem again and then answer the
6.5.8.1 questions
6.4.2.1
To express feelings and give reasons
Give Ss time to consider their answers and then elicit
answers with reasons from various Ss around the class.
To identify rhyming words
Elicit the words that rhyme in the poem from Ss around
the class.
Main To predict the order of events in a story
Activities Explain the task and direct Ss’ attention to the pictures.
6.4.2.1 Ask questions. How many characters are there? (3) How
6.1.6.1 do you think they are related? (They’re a family.) Where
are they? (By a lake.) What are they doing there? (They
are having a picnic.)
6.3.8.1 Ask Ss to try to order the pictures. Then play the
6.2.5.1 recording for Ss to listen, follow the text in their books
and check their guesses.
To read for structure and order of events and give a

summary of a story
Explain the task and read out the Study Skills box. Allow
6.1.6.1 Ss time to read the text again and put the events in order
6.1.3.1 and then ask various Ss around the class to give a
summary of the story.
To listen for ideas for a story

Go through the plan with Ss. Underline the key words.
6.4.3.1 Explain that these words will help them do the task. Play
the recording twice if necessary. Ss listen and answer the
questions in the plan.
Ending the To write a story

lesson Allow Ss time to complete the task in class. Remind Ss to
give their story a title. Ask various Ss to read out their
6.1.10.1 stories to the class.
Alternatively, assign as HW and check Ss answers in the
next lesson.
to give more support? How do to check learners’ learning? Health and safety check
you plan to challenge the more ICT links
able learners? Values links
guided support with weaker check handwriting, spelling and Values links:
117
learners in groups in sentence formation in writing task importance of stories
comprehension and writing tasks and decide on any remedial follow-
provide extension task up tasks
opportunities for stronger learners
in the writing
about your lesson.

plan and why?
Date: Teacher name:

Learning 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns;
objectives(s) use infinitive of purpose on a limited range of familiar general and curricular
that this lesson topics
is contributing 6.1.3.1 - respect differing points of view;
to 6.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of
6.4.3.1- understand the detail of an argument on a limited range of familiar
general and curricular topics, including some extended texts
texts on a limited range of general and curricular topics
6.1.6.1 - organise and present information clearly to others;
objectives To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to
write a quiz, to listen and read for gist
To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to
To learn and discuss values, to practise infinitive and -ing forms, to do quiz, to
Previous story writing
learning
118
Lesson plan
Plan
Beginning the To practise the infinitive/-ing form, to learn about
lesson the importance of reading
Explain the task and give Ss time to complete the
6.6.15.1 sentences. Check Ss' answers.
Main Activities To discuss the importance of reading
Ask Ss to discuss the necessity of reading books in
6.1.3.1 pairs. Tell Ss to use some of the ideas in Ex. 1a.
6.1.10.1 Monitor the activity around the class and then ask some
pairs to tell the class.
To talk about a story

6.1.3.1 Explain the task and ask various Ss around the class to
tell the rest of the class about a book they have read.
To test knowledge learnt in this module/to do a quiz

6.4.3.1 Explain the task. Allow Ss some time to read the
6.2.5.1 questions and decide if each statement is true or false.
Alternatively, you may allow Ss to review the module
and find the relevant information to mark the sentences
correctly. Check Ss’ answers.
To consolidate vocabulary learnt in the module/to

write a quiz
6.5.8.1 Explain the task and allow Ss time to work in pairs,
6.4.2.1 look through the module and think of quiz questions.
6.1.6.1 Tell Ss they can use the quiz in the previous task as a
model. Offer an example (e.g. Shakespeare wrote
Hamlet. [T])
Ending the To listen and read for gist

lesson Read the question in the rubric aloud and play the
recording. Ss listen and follow the song in their books.
6.4.3.1 Elicit an answer to the question in the rubric from Ss
around the class.
Play the video and elicit Ss’ comments at the end.
Values links
Challenge less and more able Monitor quiz completion Values links:
learners by letting them to lead the importance of reading
discussions
119

why?
120
MODULE 5 “OUR
HEALTH”
Lesson plan
Date: Teacher name:

Learning 6.3.1.1- provide basic information about themselves and others at discourse level
objectives(s) on a range of general topics;
that this 6.4.4.1- read independently a limited range of short simple fiction and non-fiction
lesson is texts;
contributing 6.4.8.1- use independently familiar paper and digital reference resources to check
to meaning and extend understanding
familiar general topics and some curricular topics;
talk on a range general and curricular topics curricular topics;
limited range of general topics, and some curricular topics
objectives To listen and read for gist, to read for specific information, to read for
comprehension, to give health advice, to write a text message giving advice
To listen and read for gist, to read for specific information, to read for
Previous Drama and comedy
learning
Plan
Beginning the Read the title of the module
lesson 6.3.7.1 Our health and ask Ss to suggest what they think it means.
Go through the topic list and stimulate a discussion to
prompt Ss’ interest in the module.
1
2
1
Main To present illnesses/ailmen
Activities Draw Ss’ attention to the pi
6.5.8.1 listen and repeat chorally or
equivalents
6.3.1.1 To discuss illnesses/ailmen

6.4.4.1 meanings of any unknown w
6.4.8.1 example exchange, then Ss
illnesses/ailments referring
phrases.
Monitor the activity around
6.1.1.1 pairs to report back to the c
To introduce the topic, to
Direct Ss to the title of the a
what remedies Ss think som
Play the recording. Ss listen
6.2.5.1 books to find out
To read for specific inform

Give Ss time to read the tex
Check Ss' answers. Tell Ss
unsure of in their dictionarie
Ending the Refer Ss to the Word List to

lesson 6.3.3.1 Check these words box.
Play the video for Ss and el
Differentiation – how do you plan to Asses
give more support? How do you plan to che
to challenge the more able learners?
support weaker learners with further check

modelling and drilling in their pairs langu
stronger learners who complete indivi
activities quickly should spell new comp
words aloud for others to copy in readin
their notebooks quest
Reflection Answ
about

plan and why?
Lesson plan

Date: Teacher name:
Learning 6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing
objectives(s) range of general and curricular topics;
that this 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of
lesson is general and curricular topics;
contributing 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
to familiar general topics and some curricular topics;
on a range general and curricular topics curricular topics;
6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should
(for advice) on a range of familiar general and curricular topics;
6.5.7.1- use with some support appropriate layout at text level for a growing range
of written genres on familiar general topics and some curricular topics;
objectives To listen and read for gist, to read for specific information, to read for
comprehension, to give health advice, to write a text message giving advice, to
learn the modal verb have to/ don’t have to
Previous Basic vocabulary of health
learning
Plan
1
2
3
Beginning the To read for comprehensio
lesson Ask Ss to read the text again
opinion from the class. Ask
6.4.6.1 the text to support their opin
Main To consolidate prior know

Activities Give Ss time to discuss the
some pairs to tell the class.
• Explain the task. Ss complete it. Check Ss’
6.3.3.1 answers.
6.5.8.1 • Then give Ss time to write sentences using the
phrases based on the text. Elicit sentences from Ss around
the class.
To prepare a digital presentation summarising the
text
Ask Ss to read the text again and make notes about the
home remedies.
Give Ss time to use their notes to prepare a PowerPoint or
other format of digital presentation with images and a
6.2.5.1 short text about each one.
Ask Ss to give their presentations in front of the class.
To present and practise new vocabulary

Explain the task and go through the words in the list.
Explain the meanings of any unknown words or ask Ss to
6.1.1.1 look them up in their dictionaries and then give Ss time to
complete the task. Check Ss' answers.

Explain the task and give Ss time to complete it. Check
6.3.7.1 Ss’ answers.
To listen and read for specific information

Read out the questions in the rubric.
Play the recording. Ss listen and read the dialogue to find
out the answers. Check Ss' answers.
To practise role playing

Explain the task. Remind Ss that they can use the
dialogue in Ex. 7a as a model.
6.3.3.1 Ss complete the task in closed pairs.
To write a text message giving advice

Remind Ss to include the points in the list and then check
Ss' answers around the class.
6.6.13.1
To present the modal verb have to
Ss close their books. Present have to. Say, then write on
the board: I have to go early today. Explain that this
modal verb is in the affirmative. Point to a S and say: You
have to wear a uniform at school. Point to a male S and
say: He has to wear a uniform at school. Present all
persons in the same way. Say then write on the board: I
don’t have to work on Sundays. Explain that this is the
1
2
5
negative form. Point to a S
to school on Sundays. Prese
way.
6.6.13.1 Ss open their books. Read o
equivalents for the example
To practise the affirmativ

to
Explain the task and allow S
Check Ss’ answers around t
To present the interrogative
answers
Ss close their books. Say th
have to work? Yes, I do./Do
don’t./Does he have to work
that we use Do I/you we/you
form questions with have to
position of Do/Does (before
6.5.7.1 answer in the short form wi
I/you/we/they/do/don’t and Y
Ask questions to check Ss’
T: Do you have to make you
Yes, I do./No, I don’t.
T: Does your mum have to g
S2: Yes, she does./No she do
Ss open their books. Read th

we form the interrogative of
Ending the To talk about obligation usi

lesson • Explain the task and
example.
• Ss complete the task
around the class.
Differentiation – how do you plan to Asses
give more support? How do you plan to che
to challenge the more able learners?
Challenge less able learners to check

present the summarising text eliciti
Challenge more able learners to prese
make longer dialogue check
about your lesson.

plan and why?
Lesson plan

Date: Teacher name:
Learning 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity),
objectives(s) should (for advice) on a range of familiar general and curricular topics;
that this lesson 6.6.2.1- use quantifiers including more, little, few less, fewer not as many ,
is contributing not as much on a growing range of familiar general and curricular topics;
to 6.4.8.1- use independently familiar paper and digital reference resources to
check meaning and extend understanding
6.3.3.1- give an opinion at sentence and discourse level on an increasing
To learn the modal verbs must/musn’t, can(t)/could, may/might, should(n’t),
ought(n’t) to, to learn countable/uncountable nouns & quantifiers
Previous learning to write health advice, modal verb have to
Plan
Beginning the To present must/mustn’t
lesson Read the affirmative sentence in the table and
explain/elicit that we use must to express obligation. Then
6.3.1.1 read out the negative sentence in the table and
6.3.3.1 explain/elicit that we use mustn’t to express prohibition.
6.1.1.1 Elicit the words to complete the rules.
Ask Ss to say the example sentences in their language
and elicit whether they have similar structures in their L1.
1
2
7
Main To practise using must/mu
Activities Explain the task. Ss comple
6.6.13.1 answers.
6.6.2.1
To practise using have to/
the task. Ss complete the ta
6.6.13.1 To present can/can’t/could

should/shouldn't, ought to
through translation
Ask various Ss around the c
and give the L1 equivalent.
Elicit examples from the tex
To practise modal verbs

Explain the task. Ss comple
6.6.13.1 answers.
To present countable/unco
quantifiers
Ss’ books closed. Explain t
(e.g. egg, car, apple etc) an
some nouns can’t be counte
These are uncountable noun
with countable nouns and s
• Ss’ books open. Go throug
the L1 equivalents for the e
To identify countable/uncou
Explain the task and elicit a
class.
Ending the To practise quantifiers

lesson 6.4.8.1 Explain the task and give
Ss' answers around the class
Differentiation – how do you plan to give
more support? How do you plan to
challenge the more able learners?
Challenge more able learners to make

longer sentences by using must/musn’t.
Challenge less able learners to give more
examples for countable/uncountable

and why?
1
2
9
Lesson plan

Date: Teacher name:
Learning 6.3.1.1- provide basic information about themselves and others at discourse level
objectives(s) on a range of general topics;
that this 6.4.4.1 read and understand with some support a limited range of short
lesson is fiction and non-fiction texts
contributing 6.4.8.1- use independently familiar paper and digital reference resources to check
to meaning and extend understanding
6.2.5.1- understand most specific information and detail of supported,

extended talk on a range general and curricular topics curricular topics;
6.3.6.1- communicate meaning clearly at sentence and discourse level during pair,
group and whole class exchanges;
6.4.5.1- deduce meaning from context on a limited range of familiar general and
curricular topics, including some extended texts;
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic
connectors on a growing range of familiar general topics;
objectives To read and listen for gist, to read for specific information, to listen for specific
information, to order food, to design a healthy takeaway menu
To read and listen for gist, to read for specific information, to listen for specific
To read and listen for gist, to read for specific information, to listen for specific
Previous Grammar
learning
Plan
Beginning the To present a menu
lesson Ask Ss to look at the pictures.
6.2.5.1 Play the recording. Ss listen and repeat chorally and/or
individually.
Elicit the L1 equivalent for each word.
Main To consolidate new vocabulary
activities Ask various Ss around the class to choose items from the
6.3.7.1 menu according to their taste.
131
6.3.1.1 To listen and read for gist
6.4.4.1 Play the recording. Ss listen and follow the text in their
6.4.8.1 books to find out about typical British takeaways.

6.4.5.1 Give Ss time to read the text again and complete the
6.1.8.1 sentences.
Check Ss' answers.
To check meanings of unknown words

6.1.9.1 Tell Ss to lookup the meanings of any words in the text
6.5.6.1 they can't understand in their dictionary. Help Ss while
they are looking up the unknown words. As an extension,
ask Ss to make sentences using the unknown words.
Ending the To express an opinion

lesson 6.3.6.1 Ask various Ss around the class to share their personal
preference with the rest of the class.
to challenge the more able learners? check
ICT links
Values links
Challenge more able learners to add monitor pronunciation and spellings Value links: Healthy
other healthy foods to the menu of new vocabulary food
Support less able learners in reading
and pronunciation of new words
about your lesson.

plan and why?
132
Lesson plan

Date: Teacher name:
Learning 6.4.4.1 read and understand with some support a limited range of short
objectives(s) fiction and non-fiction texts
that this lesson 6.2.5.1- understand most specific information and detail of supported,
is contributing extended talk on a range general and curricular topics curricular topics;
to 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
6.3.1.1- provide basic information about themselves and others at discourse

level on a range of general topics;
6.4.8.1- use independently familiar paper and digital reference resources to
check meaning and extend understanding
6.4.5.1- deduce meaning from context on a limited range of familiar general
and curricular topics, including some extended texts;
6.1.10.1- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
To ask/talk about health, to learn intonation when expressing sympathy
Previous learning Ordering food
Plan
Planned timings Planned activities Smiles Teacher
Resources Notes
Beginning the To listen for specific information
lesson 6.2.5.1 Explain the task and play the recording. Ss listen and
6.4.8.1 complete the gaps with the correct answers.
133
Main Activities To practise role-playing and act out dialogues
ordering food
Ask Ss to work in pairs, take roles and act out
6.3.7.1 dialogues.
6.4.4.1 Remind Ss that they can use the menu in Ex. 1, the
dialogue from the listening task in Ex. 7 as a model as
well as any ideas from the useful language boxes to
help them complete the task. Ss complete the task in
pairs.
6.1.10.1 To design a healthy takeaway menu
Explain the task and give Ss time to think about
healthy takeaway dishes from their country and design
their own menu.
Ask various Ss to present their menu to the class.
6.4.5.1 To present situational language

individually.
To listen and read for specific information Play

6.4.5.1 the recording.
Ss listen and follow the text in their books to answer
the questions in the rubric. Elicit answers from Ss
around the class.

Read out the phrases. Refer Ss back to the dialogue and
class.
Ending the To act out a dialogue

lesson 6.3.1.1 Play the recording again. Then, ask Ss to work in pairs
6.1.9.1 and take roles and read out the dialogue.
pairs to read out the dialogue in front of the class.
Differentiation – how do you plan Assessment – how are you planning to Cross-curricular links
to give more support? How do check learners’ learning? Health and safety
you plan to challenge the more check
able learners? ICT links
Values links
Challenge more able learners and check handwriting, spelling and Value links: Health
134
Lesson plan
less able learners by letting them sentence formation in writing task and importance
complete together pair work tasks decide on any remedial follow-up
tasks
about your lesson.
Were the lesson
objectives/learning objectives
realistic?

plan and why?

Date: Teacher name:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during pair,
objectives(s) group and whole class exchanges;
that this 6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;
lesson is 6.4.5.1- deduce meaning from context on a limited range of familiar general and
contributing curricular topics, including some extended texts;
to 6.1.8.1- develop intercultural awareness through reading and discussion;
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic
connectors on a growing range of familiar general topics;
objectives To listen and read for gist, to read for specific information, to write about health
services
To listen and read for gist, to read for specific information, to write about health
services
To listen and read for gist, to read for specific information, to write about health
services
Previous To talk about health
learning
Plan
135
Beginning the To practise role-playing Explain
lesson 6.3.6.1 the situation.
Remind Ss that they can use the dialogue in Ex. 2 as a
model as well as any ideas of their own to complete the
task.
following diagram on the board and elicit
Main To earn intonation when expressing sympathy
activities Play the recording with pauses for Ss to repeat chorally
6.1.9.1 and/or individually. Pay special attention to Ss' intonation
and pronunciation.
To introduce the topic and predict the content of a

6.4.5.1 text
Direct Ss’ attention to the pictures, title and subheadings
and elicit their guesses as to what the texts are about. Play
the recording. Ss listen and follow the texts in their books
and check.

Allow Ss some time to read the texts and answer the
questions.
6.1.8.1 the words in the Check these words box, then check Ss’
answers.

Give Ss some time to consider their answers and then
elicit answers from Ss around the class.
Ending the To write about a health service

lesson Explain the task and ask Ss to copy the headings into their
notebooks. Then give Ss time to research information
6.1.10.1 about a health service from their country or another
6.5.6.1 country and make notes under the headings. Tell Ss to use
their notes to write a short text and pay attention to
correct spelling.
Ask various Ss to present the health service to the class
ICT links
Values links
extra support with modelling Note areas of improvement in Values links: health
and drilling with weaker groups retention of language and
136
Lesson plan
of learners as they rehearse Ask pronunciation of sounds in learner

stronger learners to justify performances
presentation in final task.
Reflection Answer the most relevant questions
from the box on the left about your
Were the lesson objectives/learning lesson.

plan and why?
LESSON: Module 5 Lesson7 School:

Date: Teacher name:
Learning 6.4.4.1- read independently a limited range of short simple fiction and non-fiction
objectives(s) texts;
that this 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity),
lesson is should (for advice) on a range of familiar general and curricular topics;
contributing 6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing
to range of general and curricular topics;
6.2.7.1- recognise the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics6.
objectives To listen and read for specific information, to give presentation on germs
To listen and read for specific information, to give presentation on germs
To listen and read for specific information, to give presentation on germs
Previous Health services
learning
Plan
137
Beginning the To introduce the topic and predict the content of the
lesson 6.4.4.1 text
6.4.6.1 Read the statements (1-4) aloud and ask Ss to decide with
6.2.7.1 their partner which ones they think are true about germs.
books and check if their guesses were correct.
Direct Ss to the Word List to look up the meanings of the
Main To understand the use of must/mustn’t
activities Read the Note box aloud and explain that must/ mustn’t
6.2.5.1 comes before the verb and is used to express necessity or
prohibition.
Read out the example and give Ss time to complete the
task. Check Ss’ answers.
6.3.3.1 To practise using must/mustn’t

6.2.5.1 Explain the task and ask Ss to write the headings into their
notebooks.
Allow Ss time to read the text again and complete the task
and check Ss’ answers around the class.
Ending the To give a presentation on germs

lesson Ask Ss to look up information on the Internet using the
key word ‘Germs’ in the search bar or in
6.1.10.1 encyclopaedias/other reference books. Ss can use the
6.5.6.1 website suggested at the Express Publishing website.
Assign the task as HW and Ss make their presentations in
the next lesson.
ICT links
Values links
Challenge more and less Monitor the learner’s Values links: health
able learners to make a comprehension of the new
dialogue regarding the germs information
138
Lesson plan
about your lesson.

plan and why?

Date: Teacher name:
Learning 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity),
objectives(s) should (for advice) on a range of familiar general and curricular topics;
that this lesson 6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing
is contributing range of general and curricular topics;
to 6.2.7.1- recognise the opinion of the speaker(s) in supported extended talk on a
5.1.1- plan, write, edit and proofread work at text level with some support on a
objectives To read for specific information, to practise the infinitive/-ing form, to give
advice, to listen for ideas, to write an email giving advice.
139
To read for specific information, to practise the infinitive/-ing form, to give
To read for specific information, to practise the infinitive/-ing form, to give
Previous Germs
learning
Plan
Beginning To read for specific information
the lesson Give Ss time to read the email and answer the questions.
Main activities To read for lexico-grammatical structure; to practise
infinitive and -ing forms
6.6.13.1 Explain the task and give Ss time to complete the gaps
6.2.7.1 with the correct forms of the verbs in brackets.
Ss compare their answers with their partner, then check
Ss’ answers around the class.
To practise giving advice

Go through the language box again and read out the
example.
Explain the task. Ss complete the task. Check Ss’
answers.
To listen for ideas

Go through the Study Skills box and tell Ss that this tip
will help them to complete the task successfully.
Ask Ss to write the headings into their notebooks and
then play the recording. Ss listen and take notes.
Ending the To write an email giving advice

lesson Explain the task and go through the paragraph plan. Give
Ss time to complete the task in class using their answers
6.5.1.1 from Ex. 4. Tell Ss to check their writing and edit it and
then ask various Ss to read out their emails to the class.
Alternatively, assign as HW and check Ss answers in the
next lesson.
give more support? How do you plan planning to check learners’ Health and safety
140
Lesson plan
to challenge the more able learners? learning? check

ICT links
Values links
Challenge more and less able learners Check spelling and grammar of Values links: health
to work together to give advice to each writing
other

plan and why?

Date: Teacher name:
141
Learning 6.2.5.1- understand most specific information and detail of supported, extended talk
objectives(s) on a range general and curricular topics curricular topics;
that this 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of
lesson is general and curricular topics;
contributing 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should
to (for advice) on a range of familiar general and curricular topics;
6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing
6.2.7.1- recognise the opinion of the speaker(s) in supported extended talk on a
on a range general and curricular topics curricular topics;
objectives To learn and discuss values, to do a quiz, to write a quiz, to listen for specific
information, to talk about sports and health
To learn and discuss values, to do a quiz, to write a quiz, to listen for specific
To learn and discuss values, to do a quiz, to write a quiz, to listen for specific
Previous To write email, infinite/-ing
learning
Plan
Beginning To learn about the importance of healthy habits; to do a
the lesson quiz and assess your lifestyle
6.4.6.1 Read out the quotation and elicit Ss’ comments.
Then explain the task and give Ss time to do the quiz. Ask
various Ss around the class to tell the rest of the class their
results.
Main To consolidate the importance of healthy habits Explain
activities the task and ask Ss to work in small groups and give them
6.6.13.1 time to create a poster persuading people to lead a healthy
lifestyle. Tell Ss to use the ideas in Ex. 1 as well as their
own ideas.
Ask various groups to present their posters to the class.
6.2.5.1 To test knowledge learnt in this module/to do a quiz

Explain the task. Allow Ss some time to read the questions
142
Lesson plan
and decide if each statement is true or false.

Alternatively, you may allow Ss to review the module and
find the relevant information to mark the sentences
correctly. Check Ss’ answers.
To consolidate vocabulary learnt in the module/to write

6.5.1.1 a quiz
Explain the task and allow Ss time to work in pairs and
look through the module and think of quiz questions. Tell
Ss they can use the quiz in the previous task as a model.
Offer an example (e.g. Cooking kills germs. [T])
Ss can swap their quiz with another pair and do it and then
6.2.5.1 To listen and read for gist
Read the definition aloud and play the recording. Ss listen
and follow the song in their books.
Elicit an answer to the question in the rubric from Ss
around the class.
Ending the To consolidate comprehension of the theme of the song; to

lesson 6.2.7.1 express an opinion
6.3.3.1 Read out the question and elicit a variety of answers from
learners? ICT links
Values links
monitor less able groups in Monitor presentation skills and Values links: Healthy
controlled tasks and highlight any content of the poster habits
errors in choice of word, structure
and pronunciation – redrill where
necessary
Challenge more able learners by
asking them to show interest in
details of their partner’s answer and
to elicit more information
about your lesson.

plan and why?
143
144
MODULE 6 “TRAVEL & HOLIDAYS”

Date: Teacher name:
is contributing simple texts on a limited range of general and curricular topics;
to 6.4.5.1- deduce meaning from context on a limited range of familiar general and
6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using
basic connectors on a growing range of familiar general topics;
6.6.8.1 - use future form will to make offers, promises, and predictions on a
6.6.10.1 - use present continuous forms with present and future meaning and past
continuous forms for background and interrupted past actions on a limited range
of familiar general and curricular topics
objectives identify some specific information in the text correctly and use some target
vocabulary correctly in production tasks with support
identify most specific information in the text correctly and use a range of target
vocabulary correctly in production tasks with support
identify all specific information in the text correctly and use a range of target
vocabulary correctly in production tasks with little support
Previous
healthy habits
learning
Plan
Beginning What’s in this module? Class CD
the lesson Read the title of the module Travel & Holidays and
6.3.3.1 ask Ss to suggest what they think it means. Go through
6.6.10.1 the topic list and stimulate a discussion to prompt Ss’
interest in the module.
6.3.3.1 Find the page numbers

Explain/Elicit the meaning of any unknown words,
thenSs find the page numbers for the items listed.
145
Main Activities To present new vocabulary
6.4.2.1 Draw Ss’ attention to the pictures. Play the recording.
Ss listen and repeat chorally and/or individually. Elicit
the L1 equivalents. (Ss’ own answers)
To talk about holiday activities

Explain/Elicit the meanings of any unknown words and
6.4.6.1 read out the example, then Ss talk in pairs about their
holiday activities using the phrases.
pairs to report back to the class.
To stimulate interest in the text, and read for

6.5.6.1 confirmation
Brainstorm with the class for questions about London
and write five of them on the board.
Ss read the text and check if their questions were
answered.
6.4.5.1 To read for lexico-grammatical structure(multiple

choice cloze)
Allow Ss some time to read the text and completethe
gaps. Explain that Ss should read the wholesentence
before they decide on the best word tocomplete each
gap.
Ask Ss to use the Word List to look up the meaningsof
the words in the Check these words box. Check Ss’
6.2.5.1 answers.
To understand the writer’s purpose andsuggest

alternative headings
• Read the Study Skills box aloud and then
explain/elicit the meaning of the purposes in the rubric.
Askquestions to check Ss’ understanding (e.g. Is thetext
full of names and numbers which give usinformation? Is
the text amusing and/or entertaining?Does the text give
reasons and use explanatorywords/phrases such as ‘due
to’, ‘because’ or ‘thereason for this is’? Does the text
encourage us to visitand emphasise only the positive
aspects of the place?
Is the text written in the first person as a narration ofthe
writer’s visit to London?)
• Elicit the writer’s purpose and then give Ss time
tothink of alternative headings for the paragraphs.
Ending the To read for specific information
lesson 6.6.8.1 Allow Ss time to prepare their answers. Ss can work in
closed pairs.
146
Values links
support less able learners through monitor accuracy, use of Why we should travel
supportive convergent moving to vocabulary and pronunciation in
divergent questioning in eliciting checking and whole class
views plenary and then feedback on
challenge more able learners through
probing and hypothetical questioning
in eliciting views
about your lesson.

plan and why?
147
Lesson plan

Date: Teacher name:
Learning 6.3.3.1- give an opinion at sentence and discourse level on an increasing range
objectives(s) that of general and curricular topics;
this lesson is 6.4.2.1- understand independently specific information and detail in short,
6.4.6.1- recognise the attitude or opinion of the writer in short texts on a
6.6.1.1- begin to use basic abstract nouns and compound nouns and noun
phrases describing times and location on a growing range of familiar general
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using
basic connectors on a growing range of familiar general topics;
objectives identify some specific information in speaking and listening and use some
identify most specific information in speaking and listening and use most target
identify all specific information in speaking and listening and use most target
vocabulary accurately in production tasks with little support
Previous
talk about holiday activities
learning
Plan

Resources Notes
Beginning To present and practise new vocabulary Class CD
the lesson Explain/Elicit the meaning of any unknown words.
6.3.3.1 Ss match the attractions (1-8) to the activities (A-H),
6.3.7.1 then ask various Ss around the class to make
sentences.
Main Activities To consolidate new vocabulary

Explain the task. Ss complete it. Check Ss’ answers.
148
6.6.1.1 To summarise a text
6.4.2.1 Explain the task and ask Ss to give a summary of the
text using the phrases in Ex. 5a.
To discuss holiday plans through role play

Explain the task and choose two Ss to read out the
6.4.5.1 example.
Ss act out their dialogues using ideas from the text in Ex.
1. Monitor the activity around the class andthen ask some
pairs to act out their dialogues infront of the class.
6.2.5.1
To listen for specific information (gap fill)
Explain the task and explain/elicit what sort ofinformation
is missing from each gap.
Play the recording. Ss listen and complete the task.
6.5.6.1
To write about a tourist destination
Explain the task and brainstorm with Ss for a coupleof
minutes to generate ideas for places they canwrite about.
Ss then complete the paragraph.
Ending the Check Ss’ answers by asking various Ss to read out their
lesson paragraphs.
6.5.6.1
monitor less able groups in writing monitor accuracy and Why we should travel
task and provide support through pronunciation in eliciting
further modelling and providing views and then feedback to
sentence starters whole class before final task
challenge more able learners to
write a text
about your lesson.

plan and why?
149
Lesson plan
School:
Date:
Teacher name:
CLASS:
Number present:
absent:

topics;
curricular topics;
topics, and some curricular topics
6.2.5.1- understand most specific information and detail of supported, extended talk on a range general
6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar
Lesson objectives
All learners will be able to: use and pronounce some target language accurately in response to
prompts and in controlled tasks with support

use and pronounce most target structures accurately in response to prompts and in controlled tasks with
support

use and pronounce most target structures accurately in response to prompts and in controlled tasks with
little support
Previous learning
a tourist destination
150
Plan
Planned timings
Planned activities
Excel
Resources
Teacher
Notes
Beginning the
lesson
6.3.3.1
6.6.8.1
To present will/won’t
Ss’ books closed. Say, then write on the board: I’ll call you later. Will you be at home? No, I won’t.
Elicit the forms will + bare infinitive (affirmative), will not/won’t + bare infinitive (negative) and will +
personal pronoun + bare infinitive (interrogative). Draw Ss’ attention to the short forms will = ’lland
will not = won’t. Drill Ss in all persons.
Say, then write on the board: I think it will be cold tonight and I’m cold. I’ll close the window. Explain
that we use will to make predictions about the future
Class CD
based on what we think and to make on-the-spot decisions.

Ss’ books open. Read out the table and elicit more examples for each use.
Main Activities
6.6.8.1
151
6.6.8.1
6.6.8.1
To practise making on-the-spot decisions with will Explain the task, read out the example and elicit
the rest of the answers from Ss around the class.
To practise making predictions with will/won’t Explain the task and elicit answers from Ss around the
class.
To practise pronunciation of contractedforms

(will/won’t)
Play the recording with pauses for Ss to repeatchorally and/or individually.
Pay attention to Ss’ pronunciation and correct asnecessary.
To present be going to
Ss’ books closed. Say, then write on the board: I amgoing to go on holiday in the summer. Explain
thatwe use be going to + infinitive to talk about ourplans and future intentions. Say, then write onthe
board: Look out! You’re going to fall! Explain thatwe also use be going to to make predictionsbased on
what we can see.
Ss open their books. Go through the table.

Ask various Ss to read out the examples and thenelicit the L1 equivalents from them. Elicit anysimilar
structures in Ss’ L1.(Ss’ own answers)
To practisebe going to in the affirmative

Give Ss some time to complete it.
Ending the lesson

• Check Ss’ answers around the class.
152
learners?
ICT links
Values links
support less able learners through supportive convergent moving to divergent questioning in eliciting
views
monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then
feedback to
Why we should travel
challenge more able learners through probing and hypothetical questioning in eliciting views
Reflection

153
Lesson plan

School:
Date:
Teacher name:
CLASS:
Number present:
absent:
6.2.5.1- understand most specific information and detail of supported, extended talk on a range general
6.6.8.1 - use future form will to make offers, promises, and predictions on a growing range of familiar
6.6.10.1 - use present continuous forms with present and future meaning and past continuous forms for
background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives
use and pronounce some target language accurately in response to prompts and in controlled tasks with
support
154
use and pronounce most target language accurately in response to prompts and in controlled tasks with
support

use and pronounce all target language accurately in response to prompts and in controlled tasks with
support
Previous learning
will and be going to affirmative and interrogative
Plan
Planned timings
Planned activities
Excel
Resources
Teacher
Notes
Beginning the lesson
6.3.7.1
Remind Ss of will and be going tofrom previous lesson

Explain the task. Ask Ss to work in pairs and find alternatives to said.
Class CD
Main
Activities
6.6.8.1
To practisegoing to in the negative Explain the task and read out the example.
Give Ss some time to complete it.
Explain the task. Ss complete the task, then check Ss’answers.
6.6.8.1
6.6.10.1
6.6.10.1
155
6.6.10.1
To practisewill/be going to for predictions

Explain the task. Ss complete the task, then check Ss’answers.
To present the present continuous withfuture meaning Read the theory aloud and elicit the L1
equivalentsfrom Ss around the class.(Ss’ own answers)
To practise the present continuous(future meaning)

Ask Ss to talk in pairs and complete the task.
Monitor the activity around the class and thenask from various Ss around the class to tell therest of the
class.
To practise distinguishing between thepresent

continuous present/future meaning
Ss complete the task. Check Ss’ answers.
Ending the lesson 6.2.5.1
Check answers around the class.
learners?
ICT links
Values links
views
monitor accuracy, use of vocabulary and pronunciation in checking and whole class plenary and then
feedback to
b d
Reflection
156

Lesson plan
School:
Date:
Teacher name:
CLASS:
Number present:
absent:

curricular topics;
6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of
topics;
6.2.8.1- understand supported narratives including some extended talk, on a range of general and
curricular topics
topics;
6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on
Lesson objectives
identify some specific information and ideas in the text correctly and use some target language correctly
to recount information about the text

identify a range of specific information and ideas in the text correctly and use some target language
correctly to recount information about the text
157
Identify a range of specific information and ideas in the text correctly and use a range of target language
Previous learning
going to in the negative / the present continuous with future meaning
Plan
Planned timings
Planned activities
Excel
Resources
Teacher
Notes
Beginning the
lesson
6.4.5.1
6.6.1.1
To introduce the topic, to predict thecontent of the
text; to listen and read for gist
Direct Ss’ attention to the picture and elicit what Ssthink they are going to read about. Ask four Ss
toeach read out the first sentence of one paragraph. Play the recording. Ss listen and follow the text
intheir books to check.
Class CD
Main Activities
6.4.6.1
6.4.9.1
Allow Ss some time to read the text again.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then
give
158
Ss some time to answer the questions.
6.3.3.1
6.2.8.1
6.6.1.1
6.1.6.1
6.2.8.1
6.1.6.1
6.5.7.1
Elicit a variety of reasons from Ss around the class why someone should visit Turgen Gorge.
To identify specific types of nouns

Give Ss time to scan the text again and find the nouns required. Elicit answers around the class.

Explain the task. Ask Ss to read the stem sentences and possible answers to familiarise themselves with
the content of the recording.
Play the recording. Ss listen and choose the correct answers Check Ss’ answers.
To talk about fixed arrangements

Ss do the task in closed pairs, then ask some pairs to act out their completed dialogues in front of the
class.
To complete a letter to a friend about fixed future arrangements

Allow Ss five minutes to complete the task, then check Ss’ answers around the class.
159
Ending the lesson
To design a brochure
Divide Ss into small groups. Explain the task and assign it as HW. Tell Ss to use ideas from the text
and/or research online.
Check Ss’ answers in the next lesson.
learners?
ICT links
Values links
support less able learners with supportive questioning and prompting in eliciting answers and views
orally
use thumbs up and down technique and follow up questions to check comprehension
provide challenge to more able learners by pairing them with less able learners in text comprehension
and telling them to guide less able learners where to look in text for answers
monitor pronunciation of target words in checking answers and highlight to board and redrill
Reflection

160
Lesson plan

School:
Date:
Teacher name:
CLASS:
Number present:
absent:
curricular topics;
6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of
topics;
161
6.2.8.1- understand supported narratives including some extended talk, on a range of general and
curricular topics
topics;
6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres;
6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on
Lesson objectives
identify some specific information and ideas in the text correctly and use some target language correctly
to recount information about the text

identify a range of specific information and ideas in the text correctly and use some target language

Identify a range of specific information and ideas in the text correctly and use a range of target language
Previous learning
specific types of nouns / fixed future arrangements
Plan
Planned timings
Planned activities
Excel
Resources
Teacher
Notes
Beginning the lesson 6.2.8.1
To learn situational language, introduce the context of a dialogue and practise pronunciation Play
the recording. Ss listen and repeat chorally and/or individually.
Elicit Ss’ guesses as to what the dialogue might be about
(e.g. A tourist asking for some information).
Class CD
Main Activities
6.3.7.1
6.6.2.1
162
6.2.6.1
6.4.2.1
6.4.7.1

Play the recording. Ss listen and follow the text in their books and find out the answer to the question in
Ex. 1a.

Allow Ss time to read the dialogue again and do the task. Check Ss’ answers, then elicit corrections for
the false statements.
Refer Ss to the Word List to look up the words in the Check these words box.

Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss
around the class.
To act out a dialogue Play the recording again.

Ask Ss to work in pairs and take roles to read outthe dialogue.
Monitor the activity around the class and ask somepairs to read out the dialogue in front of the class.
To present and practise intonation inquestions Go through the theory and explain how the pitchgoes
up at the end of a yes/no question and downat the end of a wh- question.
Play the recording with pauses for Ss to listen andrepeat chorally and/or individually. Pay
specialattention to Ss’ pronunciation and intonation andcorrect as necessary. Elicit how questions are
pronounced in Ss’ L1.(Ss’ own answers)
Ending the
lesson
163
Allow Ss time to discuss in pairs.
Then ask Ss around the class to present their answers.
learners?
ICT links
Values links
views
monitor accuracy, use of linkers in checking and whole class plenary and then feedback to board
Reflection

164
Lesson plan

Date: Teacher name:
165
Learning 6.4.5.1- deduce meaning from context on a limited range of familiar general and
objectives(s) that curricular topics, including some extended texts;
this lesson is 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a
contributing to growing range of general and curricular topics;
6.4.9.1- recognise the difference between fact and opinion in short, simple texts
on a wide range of general and curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an increasing range
phrases describing times and location on a growing range of familiar general and
curricular topics;
6.4.7.1- recognise typical features at word, sentence and text level in a range of
written genres;
6.5.7.1- use with some support appropriate layout at text level for a growing
range of written genres on familiar general topics and some curricular topics;
objectives use some language from the module to express views and write some relevant
questions accurately
Most learners will be able to: use a range of language from the module to
express views and write a range of relevant questions accurately

use a wide range of language from the module to express views and write a
range of relevant questions accurately
Previous
synonymous phrases / intonation in questions
learning
Plan
Resources Notes
Beginning To introduce the topic and predict the content of a Class CD
the lesson text
6.2.8.1 Direct Ss’ attention to the pictures and the title and
elicit guesses to the question in the rubric.
their books and check.
Ask Ss to look up the meanings of the words in the
Check these words box in the Word List.
166
Main Activities To write about a park in yourcountry
6.1.6.1 Explain the task. Ss work in groups and think of apark.
6.5.7.1 Refer Ss to the Internet, encyclopaedias or
otherreference books to find information about a park
intheir country and then Ss complete the task.
To give a presentationon your own miniature model

park
6.1.6.1 Explain the task and divide the class into groups.Tell
6.5.7.1 Ss to brainstorm for popular tourist attractionsin their
country and then decide which ones wouldbe good to
include in a model park and why.
Ending the • Allow Ss some time to formulate their ideas then ask
lesson various groups to present their park to the rest of the
class.
Values links
prompt less able learners to ask a monitor question production in Why we should travel
range of questions with different group activity
question starters and highlight areas of
questions that need to be corrected
before proceeding to writing
provide challenge for more able monitor writing
learners to try and write another verse
about your lesson.

plan and why?
167
Lesson plan

Date: Teacher name:
Learning 6.2.8.1- understand supported narratives including some extended talk, on a
is contributing simple texts on a limited range of general and curricular topics;
to 6.4.5.1- deduce meaning from context on a limited range of familiar general and
6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;
6.6.3.1- use common participles as adjectives and order adjectives correctly in
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of
objectives identify some specific information and ideas in the text correctly and use some
target language correctly to recount information about the text
identify a range of specific information and ideas in the text correctly and use
some target language correctly to recount information about the text
identify a wide range of specific information and ideas in the text correctly and
use some target language correctly to recount information about the text
Previous
a presentation on your own miniature model park
learning
Plan
Beginning To introduce the topic and predict the content of the Class CD
the lesson text
6.2.8.1 Elicit what if anything Ss know about H.G. Wells, then
ask Ssto read the biography to check.
Main Activities To predict the content of a text
6.2.8.1 Direct Ss’ attention to the pictures and elicit what they
show and how they may relate to the story.
books and find out the answers to the questions in the
rubric.
6.4.2.1 To read for sequence of events and retell a story
168
Allow Ss some time to read the text carefully and put
the events in the order they happened.
the words in the Check these words box and then ask
various Ss to retell the story.
6.4.5.1 To identify adjectives describing feelings

Explain the task and elicit answers from Ss.
6.1.2.1 To predict anddiscuss possible outcomes of a

6.1.3.1 story
Explain the task and allow Ss some time to talkabout
their ideas in pairs.
Ask some pairs to report back to the class.
Play the recording. Ss listen and check.
Ending the lesson Allow Ss some time to formulate their ideas then ask
various pairs to present their reports to the rest of the
class.
Differentiation – how do you plan to give Assessment – how are you Cross-curricular
more support? How do you plan to planning to check learners’ links
challenge the more able learners? learning? Health and safety
check
ICT links
Values links
support less able learners with supportive use thumbs up and down Why we should
questioning and prompting in eliciting technique and follow up travel
answers and views orally questions to check
comprehension
provide challenge to more able learners by monitor pronunciation of target
pairing them with less able learners in text words in checking answers and
comprehension and telling them to guide highlight to board and redrill
less able learners where to look in text for
answers

and why?
169
Lesson plan

Date: Teacher name:
objectives(s) that range of general and curricular topics
6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;
6.6.3.1- use common participles as adjectives and order adjectives correctly in
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of
objectives identify some specific information in texts and research and write short
organised text for display using some of their own words
identify most specific information in texts and research and write short
organised text for display using a range of their own words
identify all main ideas and specific information in the text and write an email
with a range of appropriate features of style and organisation with little support
Previous
adjectives describing feelings / sequence of events
learning
Plan
Resources Notes
Beginning the To identify the author, intended reader and context Class CD
lesson of a text
Direct Ss’ attention to the text and elicit answers to the
6.4.2.1 questions in the rubric.
170
Main Activities To read for cohesion and coherence (missing
6.4.2.1 sentences)
6.5.8.1 Explain the task. Allow Ss time to put the missing
sentences in the right place in the text.
Ask Ss to use the Word List to look up the meanings
of the words in the Check these words box. Play the
recording. Ss listen and check their answers.
6.6.3.1 To understand the topic of each paragraph in a text

Explain the task and read out the topics in the list and then
elicit the topic of each paragraph from various Ss around
the class.
To present and practise order of adjectives

6.1.2.1 Read out the Note!and explain the order of adjectives.
Then elicit further examples. Give Ss time to complete the
task. Check Ss’ answers.
To write an email about your holiday

Read out the Study Skills box and explain that thistip will
help Ss to complete the task successfully.
Allow Ss time to complete the task in class. Askvarious Ss
to read their emails to the class.
Remind Ss to proofread their work for mistakesonce they
have finished.
Alternatively, assign as HW and check Ss’ answers inthe
next lesson.
Ending the • Alternatively, assign as HW and check Ss’ answers in
lesson the next lesson.
6.1.3.1
Values links
monitor less able groups in writing use thumbs up and down Why we should travel
task and provide support through technique and follow up
further modelling and providing questions to check
sentence starters comprehension
challenge more able learners to write highlight errors in text in pencil
two or three connected sentences for for learners to self-correct before
each part of display. [as in reading display
text]
171
about your lesson.

plan and why?
Lesson plan

Date: Teacher name:
objectives(s) that range of general and curricular topics
6.4.5.1- deduce meaning from context on a limited range of familiar general
and curricular topics, including some extended texts;
6.1.2.1- use speaking and listening skills to provide sensitive feedback to
peers;
6.6.3.1- use common participles as adjectives and order adjectives correctly
in front of nouns on a growing range of familiar general and curricular
topics;
identify some main ideas and specific information in the text and write a
short text with some appropriate features of style and organisation with
support
identify most main ideas and specific information in the text and write a
short text with a range of appropriate features of style and organisation with
support
identify all specific information in texts and research and write a short text
Previous learning order of adjectives / write an email
Plan
Resources Notes
172
Beginning the lesson Check Ss’ HW by asking various Ss to read out Class CD
6.2.8.1 their e-mails about holidays to the class.
Main Activities To understand a quotation and express opinion

Ask Ss to read the quotation and then discuss in pairs
6.1.3.1 what they think it means. Elicit answers from Ss around
the class.
6.5.3.1 To learn about the value of travel

6.4.2.1 Ask Ss to read the list of reasons why people travel and
tick the ones that apply to them.
Check Ss' answers and elicit further reasons from Ss
around the class.(Ss’ own answers)
6.5.8.1 To write your opinion on why we should travel Give

Ss time to complete the task in class and then ask some
Ss to share their answers with the rest of the class.
6.1.3.1 To test knowledge learnt in this module/to do a quiz

questions and complete the gaps.
Tell Ss they can review the module and find the
relevant information to help them if necessary. Check
Ss’ answers.
To consolidate vocabulary learnt in the module/to

6.1.3.1 write a quiz
look through the module and think of quiz questions.
model. Offer an example (e.g. H.G. Wells was a famous
………….. writer. (science-fiction)
Ss can swap their quiz with another pair and do it and then
6.1.3.1 Song. To discuss the main message of the song(at
6.4.5.1 Teacher’s discretion)
Play the recording.
Ss listen and think about the question in the rubric.
Ask various Ss to discuss their thoughts with the class.
Ending the • Check the Ss knowledge:
lesson Summative Assessment for the Module 6
6.5.3.1 “Travel and Holidays” – SA6
Values links
173
support less able learners in writing following speaking activity Why we should travel
by eliciting in small groups model do a quick spelling elicitation
sentence openings for the prompts of words
give more able learners challenge in take in final pieces of writing for
their writing feedback comment and
assessment
about your lesson.

plan and why?
MODULE 7 “ READING FOR PLEASURE”
Lesson plan
Date: Teacher name:
Learning 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar
objectives(s) general and curricular topics
that this lesson 6.4.4.1 read and understand with some support a limited range of short fiction
is contributing and non-fiction texts
to 6.4.1.1 understand the main points in a limited range of short simple texts
on general and curricular topics
6.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics
about their experiences with some support
about their experiences with support
about their experiences without support
Previous
Types of holidays and holiday activities. Present Continuous ( future meaning)
learning
Plan
174
lesson Read the title of the module Reading for pleasure
and ask Ss to suggest what they think it means. Go
through the topic list and stimulate a discussion to
prompt Ss’ interest in the module.
Main Activities To present new vocabulary

6.4.5.1 To match descriptions to characters; to
6.4.4.1 learn about types of characters
6.4.1.1 Explain the task and give Ss time to read the
6.4.2.1 descriptions.
Draw Ss attention to the pictures and

then give Ss time to complete the task.
Check Ss' answers.To match places to continents
To identify positive/negative adjectives

Direct Ss to the adjectives in bold and elicit which are
positive/negative. Tell Ss to check their answers in the
dictionary.
To describe pictures
Direct Ss’ attention to the pictures and ask
various Ss around the class to describe
them
Ending the Ask various Ss around the class to speak about the main
lesson heroes of the stories.
monitor weak learners in task monitor pronunciation of target Values: Caring about
completion and question and vocabulary and constantly give places of natural beauty
answer sequences feedback on errors
about your lesson.
Were the lesson
realistic?

plan and why?
175
176
Lesson plan

Date: Teacher name:
Learning 6.4.2.1 understand with little support specific information and detail in short,
objectives(s) thatsimple texts on a limited range of general and curricular topics
this lesson is 6.4.7.1 recognise typical features at word, sentence and text level in a limited
contributing to range of written genres
6.4.1.1 understand the main points in a limited range of short simple texts
on general and curricular topics
6.1.7.1- develop and sustain a consistent argument when speaking or writing
understand specific information and detail in text with support -
understand the questions about the given theme
discuss specific information and details in text with some support
- give an opinion at discourse level in the text on the topic without support
Previous
Character adjectives
learning
Plan
Resources Notes
Beginning the To introduce the topic and read for specific
lesson information
Elicit what if anything Ss know about L. Frank Baum.
Then ask Ss to read the biography to check.
Main To listen and read for specific information

Activities Direct Ss to the pictures and look at the characters.
their books and find out who the characters are.
6.4.5.1 Refer Ss to the Word List to look up the words in the
6.4.4.1 Check these words box.
6.4.2.1
Ask Ss to read the questions and the answer choices.
Allow Ss some time to read the text again and complete the
task.
Check Ss' answers.
To compare characters in a story

Divide the class into small groups and ask them to compare
the characters and their motives for finding the Emerald
177
City.
groups to report back to the rest of the class.
Ending the Ss give the description of various heroes of

lesson
provide support for writing task by check answers in comprehension • Work with the SMART
providing less able learners with task using thumbs up or down board
sentence starters technique and follow-up Use the internet
questions
monitor and challenge more able monitor pronunciation of new
learners to justify their opinions in vocabulary in paraphrasing task
group task with probing questions and highlight any word-stress
errors to board
about your lesson.

plan and why?
178
Lesson plan

Date: Teacher name:
Learning 6.4.7.1 recognise typical features at word, sentence and text level in a limited range
objectives(s) of written genres
that this 6.4.1.1 understand the main points in a limited range of short simple texts
lesson is on general and curricular topics
contributing 6.4.2.1 understand with little support specific information and detail in short,
to simple texts on a limited range of general and curricular topics
6.4.7.1 recognise typical features at word, sentence and text level in a limited range
of written genres
objectives discuss meaning clearly at sentence level during, pair, group and whole class
exchanges with support;
write with support factual descriptions at text level
recognize the attitude or opinion of the writer in short texts
discuss meaning clearly at sentence level during, pair, group and whole class
exchanges
write factual descriptions at text level
recognize the attitude or opinion of the writer in short texts
Previous
Subject in a sentence.
learning
Plan
Beginning the To consolidate new vocabulary
lesson Explain the task and give Ss time to complete it. Check Ss’
answers.
Main To order events

Activities Ask Ss to read the events (a-g) and then give them time to
6.4.5.1 put them into the correct order. Check Ss’ answers around
6.4.4.1 the class.
6.4.1.1
6.4.2.1 To summarise a story
Elicit a verbal summary of the story from various Ss
around the class or give Ss time to complete a short
written summary. Ask various Ss to read their
summaries in class.
Tell Ss to use appropriate linkers
179
to show the sequence of events (e.g. next, then, after that,
etc).
To predict the end of a story

Divide the class into small groups and ask them to discuss
the questions in the rubric.
Monitor the activity around the class and then ask various
groups to share their ideas with the rest of the class.
Ending the Ask Ss to write down their own story using the given
lesson heroes
Values links
monitor weak learners in task In order to motivate learners Learners use their gestures
completion and question and answer after each their answer a and motions to explain the
sequences teacher assesses them in oral key words.
form: Presentation of the lesson in
-Nice of you! Power point on Active
-Try again! Board
-Well done!
more new words that can complete the
about your lesson.

plan and why?
180
Lesson plan

Date: Teacher name:
that this 6.4.2.1 understand with little support specific information and detail in short,
lesson is simple texts on a limited range of general and curricular topics
contributing 6.4.4.1 read and understand with some support a limited range of short
to fiction and non-fiction texts
6.5.4.1-write with some support topics with some paragraphs to give basic personal
information;
objectives recognize the attitude or opinion of the writer in short texts with support recognise
the opinion of the speaker
recognize the attitude or opinion of the writer in short texts with some support
recognise the opinion of the speaker
exchanges recognize the attitude or opinion of the writer in short texts
without support recognise the opinion of the speaker
Previous
learning
Plan
Beginning the To introduce the topic and read for
lesson specific information
Elicit what if anything Ss know about J.M. Barrie, then
ask Ss to read the biography to check.
181
Main To predict the content of a text; to listen and
Activities read for gist
6.4.1.1 Play the recording. Ss listen and follow the text in their
6.4.2.1 books and find out what happens in the extract. Elicit
6.5.4.1
Ask Ss to read the questions and the answer choices.
Allow Ss some time to read the text again and complete
the task. Check Ss' answers.
Give Ss time to read the gapped sentences and the text

again, and complete the task.
Remind Ss that the names can be used more than once in
each gap.
To present and practise it/there
Go through the Study Skills box and explain when we use
it/there and why. Elicit further examples from Ss around
the class. Then give Ss time to read the summary and
complete the gaps. Check Ss' answers.
Ending the Give Ss time to consider the question and then elicit
lesson answers from various Ss around the class.
Values links
completion and question and answer after each their answer a and motions to explain their
sequences teacher assesses them in oral point of veiw Presentation
form: of the lesson in Power point
-Nice of you! on Active
-Try again! Board
-Well done!
about your lesson.
182
Lesson plan
and why?

Date: Teacher name:
that this 6.4.2.1 understand with little support specific information and detail in short,
lesson is simple texts on a limited range of general and curricular topics
contributing 6.4.4.1 read and understand with some support a limited range of short
to fiction and non-fiction texts
6.5.4.1-write with some support topics with some paragraphs to give basic personal
information;
objectives recognize the attitude or opinion of the writer in short texts with support recognise
the opinion of the speaker
recognize the attitude or opinion of the writer in short texts with some support
recognise the opinion of the speaker
exchanges recognize the attitude or opinion of the writer in short texts
without support recognise the opinion of the speaker
Previous
learning
Plan
Beginning the To introduce the topic and read for specific information
183
lesson Elicit what if anything Ss know about J.M. Barrie, then
ask Ss to read the biography to check.
Main To summarise a story and practise error correction
Activities Ask Ss to work in closed pairs and take turns to use the
6.4.1.1 pictures to give a short summary to their partner.
6.4.2.1 They may write or say it.
6.4.4.1 Tell them to make three deliberate mistakes which their
6.5.4.1 partner must correct. Monitor the activity around the
class.
To predict the next events in a story

Ss work in groups and discuss what they think happens
next.
Ask some groups to share their ideas with the class.
To watch a video for confirmation
Play the video while Ss watch and check their guesses
from Ex. 9a.
Ending the To draw a map of a fictional land
lesson Divide the class into small groups and explain the task.
Give Ss time to create their own Neverland and
include the geographical features and the
people who live there.
Ask various Ss to present their maps to the class.
Alternatively, assign the task as HW and ask Ss to
present their maps in the next lesson. Then display the
maps on the classroom walls.
(Ss' own Answers)
Values links
form: of the lesson in Power point
-Nice of you! on Active
-Try again! Board
-Well done!
184
Lesson plan
about your lesson.

and why?

Date: Teacher name:
Learning 6.4.8.1 use with some support familiar paper and digital reference resource to
objectives(s) check meaning and extend understanding
that this 6.4.4.1 read and understand with some support a limited range of short fiction
contributing 6.4.7.1 recognise typical features at word, sentence and text level in a limited
to range of written genres
objectives To write short sentences in a paragraph. Answer the questions. Do exercises with
grammar material;
To write short sentences in a paragraph. Answer the questions. Do exercises with
grammar material;
Use grammar to make sentences. Speak about places in the city
Previous
it and there in the sentences
learning
185
Plan
Beginning To predict the content of a text; to listen and read for
the lesson gist
Direct Ss to the picture and the title. Ask Ss to discuss in
groups how they think the grove came to be.
books and find out.
Main Check these words box.
Activities Play the video for Ss and elicit their comments.

6.4.8.1 Give Ss time to read the text again and answer the
6.4.4.1 questions. Check Ss’ answers.

6.1.7.1 Explain the task and give Ss time to complete it.
Allow them to use their dictionaries to help them
if necessary. Check Ss' answers.
To identify and distinguish fact from opinion

Explain the task and give Ss time to scan the text
again and complete the task.
Explain what fact (sth that is true/correct), and opinion
(what sb thinks) mean. Give Ss time to read the story and
then elicit which sentences express fact/opinion. Ask
Ss to compare their answers in pairs.
Ending the To discuss characters' feelings
lesson Ask Ss to discuss the question in pairs or small groups and
then report back to the class To present determiners other,
another, all, any
Values links
form of the lesson in Power point
on Active
Board
186
Lesson plan

about your lesson.

and why?

Date: Teacher name:
grammar material;
grammar material;
187
Previous
learning
Plan
Beginning To predict the content of a text; to listen and read for
the lesson gist
Direct Ss to the picture and the title. Ask Ss to discuss in
groups how they think the grove came to be.
books and find out.
To discuss characters' feelings
Main Ask Ss to discuss the question in pairs or small groups
Activities and then report back to the class To present determiners
other, another, all, any Ask Ss to compare their answers
in pairs.
6.4.8.1
6.4.4.1 Go through the Study Skills box and explain when we
use other/another/all/any and why.
6.4.7.1
Elicit further examples from Ss around the class. Then
6.1.7.1
elicit examples from the text.
To practise determiners other, another, all
Check Ss' answers.
To summarise a story
Ask Ss to work in small groups and make a list in their
notebooks of the main events in the story. Then, ask them
to use their notes to say or write a summary of the text.
Ask various Ss to say/read their summary to the class.
To create a story
Explain the task and ask Ss to work in small groups and
think of another possible version of the story. Give Ss time
to complete the task in class and ask Ss to present their
version to the class.
Ending the To draw a story

lesson Explain the task and ask Ss to work in small groups and
draw six pictures to represent the events in the story.
Give Ss time to complete the task in class and ask Ss to
present their drawings to the class. Alternatively, assign
the task as HW and then Ss present their drawings in the
next lesson.
Display the drawings around the classroom
188
Lesson plan
Values links
form of the lesson in Power point
on Active
Board
about your lesson.

and why?

Date: Teacher name:
grammar material;
189
grammar material;
Previous
learning
Plan
Beginning To introduce the topic; to read for gist
the lesson Ask Ss what, if anything, they know about Er-Tostik and
discuss in pairs.
Give Ss time to read the small text box and find out
Main To predict the content of the text and listen and read
Activities for specific information
Play the recoding. Ss listen and follow the text in their
6.4.4.1 books to find out how the characters in the rubric are
6.1.7.1 related to Er-Tostik. Elicit answers from Ss around the
6.5.5.1 class.
6.4.1.1
Give Ss time to read the text again and answer the
questions.
Check Ss' answers.
To read for comprehension

Ask Ss to read the text again and correct the statements.
To read for comprehension
Ask Ss to read the text again and correct the statements.
Ending the To draw a poster and present a fairy tale
lesson Explain the task. Ask Ss to work in small groups
and choose a fairy tale to draw a poster of it. Then,
they list the main events and prepare a presentation
of it. Give Ss time to complete the task in class and
ask Ss to present the fairy tale to the class.
Values links
completion and question and answer after each their answer a and motions to explain
sequences teacher assesses them in oral their point of veiw
form Presentation of the lesson
in Power point on Active
190
Lesson plan
Board

plan and why?

Date: Teacher name:
grammar material;
grammar material;
191
Previous
learning
Plan
Beginning To read for comprehension
the lesson Ask Ss to read the text again and correct the statements.
Main To talk about a good example of a fairy tale and
Activities consolidate fairy tale elements
Ask various Ss around the class to use their notes
6.4.4.1 and the theory box in Ex. 6a to tell the class why Er-
6.1.7.1 Tostik is a good example of a fairy tale.
6.5.5.1
6.4.1.1 To draw a story as a comic strip
Explain the task. Ask Ss to work in small groups and
draw fifteen pictures to represent the events in the story.
Give Ss time to complete the task in class and then ask
some Ss to present their comic strips to the class.
Alternatively, assign the task as HW and then Ss present
their comic strips in the next lesson.
Display the comic strips around the classroom. (Ss' own
Answers)
Ending the Alternatively, assign the task as HW and then Ss
lesson present their fairy tales in the next lesson.
Values links
completion and question and answer after each their answer a and motions to explain
sequences teacher assesses them in oral their point of veiw
form Presentation of the lesson
in Power point on Active
Board
192
Lesson plan

plan and why?

Date: Teacher name:
Learning 6.3.2.1- ask simple questions to get information about a growing range of general
objectives(s) topics;
that this 6.1.3.1-respect differing points of view
lesson is 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing
contributing range of general and curricular topics;
to 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases
193
describing times and location on a growing range of familiar general and curricular
topics;
objectives Understand main idea of the topic
Differentiate story genre
Ask basic questions for personal information with support
Use the vocabulary topic in their own sentences
Differentiate fiction and non-fiction topic
Make up basic questions to get information about topic
Complete sentences using information from the stories
Previous
learning all and any give additional information.
Plan
Beginning the To discuss a quotation
lesson Ask Ss to discuss what they think the quotation means
in closed pairs.
Then ask some pairs to share their
answers with the class.
Main To discuss the important characteristics of a great

Activities hero/villain
Read out the question and ask Ss to read the list of
qualities and decide on their answers. Then, compare their
6.3.2.1 answers in closed pairs and discuss their choices with
6.1.3.1 reasons. Ask various Ss to tell the class.
6.4.6.1
6.6.1.1 To think of shared characteristics of heroes and
villains
Read out the rubric and give Ss time to consider their
answers. Elicit answers from Ss around the class from the
characteristics in Ex. 1b.
194
Lesson plan
s
ck
stures
n their
sson in
e Board
195
196
Lesson plan

Date: Teacher name:
describing times and location on a growing range of familiar general and curricular
topics;
objectives Understand main idea of the topic
Differentiate story genre
Ask basic questions for personal information with support
Use the vocabulary topic in their own sentences
Differentiate fiction and non-fiction topic
Make up basic questions to get information about topic
Complete sentences using information from the stories
Previous
learning all and any give additional information.
Plan
Beginning the To discuss a quotation
lesson Ask Ss to discuss what they think the quotation means in
closed pairs.
Then ask some pairs to share their answers with the
class
197
Main To test knowledge learnt in this module/ to do a quiz
Activities Explain the task. Allow Ss some time to read the
questions and mark the sentences correctly. Tell Ss they
6.3.2.1 can review the module and find the relevant information
6.1.3.1 to help them if necessary. Check Ss’ answers.
6.4.6.1
6.6.1.1 To consolidate vocabulary learnt in the module/to
write a quiz
look through the module and think of quiz questions.
model. Offer an example (e.g. Bill Sikes is a character
from 'Oliver Twist'. [T])
Ss can swap their quiz with another pair
and do it and then report back to the class.

Play the recording.
Ss listen and fill in the gaps with the missing
words. Check Ss' answers. Then play the recording
again for Ss to listen and sing along.
To discuss the writer's attitude

Play the recording.
Ss listen and think about the question in the rubric.
Ask various Ss to discuss their thoughts with the class.
Ending the Play the video and elicit Ss’ comments at the end.
lesson
give more support? How do you plan planning to check Health and safety check
to challenge the more able learners? learners’ learning? ICT links
Values links
monitor weak learners in task In order to motivate Learners use their gestures
completion and question and answer learners after each their and motions to explain their
sequences answer a teacher assesses point of veiw
them in oral form Presentation of the lesson in
Power point on Active
Board
198

plan and why?
MODULE 8 “ OUR NEIGHBOURHOOD”
Lesson plan

Date: Teacher name:
describing times and location on a growing range of familiar general and
curricular topics;
objectives To write short sentences in a paragraph.
Answer the questions.
Do exercises with grammar material;
To write short sentences in a paragraph.
Use grammar to make sentences.
Speak about places in the city
Previous
future tense will/won’t.
learning
199
Plan
lesson Read the title of the module Our neighbourhoodand ask
Ss to suggest what they think it means. Go through
thetopic list and stimulate a discussion to prompt
Ss’interest in the module.
To present new vocabulary

To present shops
Draw Ss’ attention to the street map and the names
of the shops in it.
Main Play the recording. Ss listen and repeat chorally or
Activities individually. Ask various Ss to give the L1 equivalents.
(Ss’ own answers)
6.3.2.1 Elicit what sort of things we can buy/do in each
6.1.3.1 shop and then ask various Ss around the class to say
6.4.6.1 one thing for each shop. Encourage Ss to say
6.6.1.1 different things and continue until all ideas have
been exhausted.
To practise prepositions ofPlace

Revise prepositions of place with Ss and explain/
elicit the meanings of the ones presented through
translation into Ss’ L1 or by demonstrating them
with objects in the classroom.
Explain the task and read out the example. Then, Ss
ask and answer in pairs. Monitor the activity around
the class and then ask some pairs to ask and answer
in front of the class.
To predict the content of the text

Direct Ss’ attention to the pictures and the title and
allow them one minute to read the introduction.
Elicit Ss’ guesses in answer to the questions in the
rubric.
their books and check their guesses.

Allow Ss some time to read the text and mark
the statements.
Ask Ss to use the Word List to look up the
meanings of the words in the Check these words
box.
Check Ss’ answers. As an extension Ss can correct

the false statements.
200
Explain that the author may have written the text
for a number of reasons e.g. to inform, to entertain,
etc. Elicit the author's purpose in writing the text
from Ss.Suggested Answer Key
Ending the To consolidate new vocabulary
lesson Explain the task. Give Ss time to complete it, then
check Ss’ answers.
ICT links
Values links
support less able learners through more monitor pronunciation and
supportive questioning and prompts and accuracy in whole class drilling
conscripting first immediately after and check and remodel as
modelling challenge more able learners appropriate
by flashing up a range of random
numbers

and why?
201
Lesson plan

Date: Teacher name:
Learning 6.5.6.1- link, with minimal support, sentences into coherent paragraphs using
objectives(s) that basic connectors on a growing range of familiar general topics;
this lesson is 6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns
contributing to including someone, somebody, everybody, no-one on a growing range of
topics;
Listen and answer the questions with support. Do
exercises with grammar material;
Listen and answer the questions with some support. Do
exercises with grammar material;
202
Previous
Prepositions of place
learning
Plan
Resources Notes
Beginning the To compare two places personalise the topic and
lesson express your opinion
Explain the task. Write the two locations on the
board and ask various Ss around the class to
offer comparisons and make notes about them
under the headings (e.g. Verona, USA is quiet
but Verona, Italy is busy etc). Encourage Ss to
make as many comparisons as possible.
Then, allow Ss a few minutes to formulate their
answers about which place they prefer and why
and then ask various Ss to read out their
sentences to the class.
Main Activities To read for gist

Ss read the signs and match them to the places they
6.5.6.1. can be seen.
6.6.1 Check Ss’ answers. Ask Ss to say which words helped
6.6.9.1 them decide.
203
To read for gist
Explain the task and allow Ss some time to read the
sentences and match them to the shops.

Explain the task. Ask Ss to identify the places in the
photographs.
Play the recording. Ss listen and complete the task.

Explain the task and allow Ss some time to think of
another shop and what they will say.
Ss then act out their dialogues in closed pairs. Monitor
the activity around the class and then ask some pairs to
act out their dialogues in front of the class.
a) To present and practise linking
words showing comparisons and
consolidate through translation
Ask three individual Ss to read out the sentences and
then ask three others to translate them.
(Ss’ own answers)
b) To make notes and compare two
places using linkers of contrast
Explain the task and read out the example. Ss
complete the task. Ask various Ss to read out
their sentences.
To write a short paragraph making

comparisons
• Explain the task and brainstorm with Ss for
Ending the lesson
ideas to help them complete the task if necessary.
• Ss complete the paragraph. Check Ss’
answers
Differentiation – how do you plan to give Assessment – how are you planning Cross-curricular
more support? How do you plan to to check learners’ learning? links
challenge the more able learners? Health and safety
check
ICT links
Values links
204
provide support for writing task by check answers in Values:
providing less able learners with sentence comprehension task using Caring about p
starters thumbs up or down technique laces of
and follow-up questio ns natural beauty
monitor and challenge more able learners monitor pronunciation of new
to justify their opinions in group task with vocabulary in paraphrasing task and
probing questions highlight any word-stress errors to
board
Reflection Answer the most relevant questions from the box
Were the lesson objectives/learning on the left about your lesson.

and why?
205
206
Date: Teacher name:
Learning 6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns
objectives(s) thatincluding someone, somebody, everybody, no-one on a growing range of
this lesson is familiar general and curricular topics;
contributing to 6.6.9.1- use appropriately an increased variety of present and past simple active
topics;
Previous learning Present continuous (future meaning)
Plan
Resources Notes
Beginning the To present a/an, and some/any/every/no
lesson and their compounds
Go through the table with Ss and elicit the L1
equivalents for the examples.
(Ss’ own answers)
To practisea/an and some/any/no

Main Activities Explain the task.
Ss do the task in closed pairs. Check Ss’ answers.
6.6.6.1 To practisesome/every/any and their
6.6.9.1
compounds
Explain the task. Ss complete the task. Check Ss’
answers.
To present the passive (present simple and past

simple)
Present the passive. Explain that we use the passive
to talk about an action when we don’t know who
performed it or when it is obvious who performed
it from the context or when the action is more
important than the person who performed it.
207
Lesson plan
Read out the theory box and explain/elicit that

weform the passive tense with the verb to be + the
pastparticiple.
To practise the passive
Ending the Explain the task and give Ss time to complete it.
lesson Check
ICT
links
Values links
provide support for writing task by check answers in • Work with the
providing less able learners with sentence comprehension task using SMART board
starters thumbs up or down technique Use the internet
and follow-up questions
monitor and challenge more able learners
to justify their opinions in group task monitor pronunciation of new vocabulary
with probing questions in paraphrasing task and highlight any
word-stress errors to board
Reflection Answer the most relevant questions from the
Were the lesson objectives/learning box on the left about your lesson.

and why?
208
Date: Teacher name:
Learning 6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns
objectives(s) including someone, somebody, everybody, no-one on a growing range of
that this lesson familiar general and curricular topics;
is contributing 6.6.9.1- use appropriately an increased variety of present and past simple active
to and some passive forms on a growing range of familiar general and curricular
topics;
Previous
Passive
learning
Plan
Resources Notes
209
Lesson plan
Beginning the RevisePresent the passive. Explain that we use the

lesson passive
To practise the passive

Explain the task and give Ss time to complete it. Check
Main Activities Ss’ answers around the class.
6.6.6.1 To practise changing active sentences to passive

6.6.9.1 sentences (present simple)
Explain that to change an active sentence to a passive
sentence the object of the active verb becomes the
subject of the passive verb and the active form
changes to a passive form while the subject becomes
the agent.
Do the first item with the class as an example and the
give Ss time to complete the task alone. Check Ss'
answers.
To practise changing active sentences to

passive sentences (past simple)
Explain the task and give Ss time to complete it and
then check their answers around the class.
To practise changing active sentences
Ending the to passive sentences
lesson Explain the task and give Ss time to complete it. Check
Values links
provide support for writing task by check answers in • Work with the SMART
providing less able learners with comprehension task using board
sentence starters thumbs up or down technique Use the internet
monitor and challenge more able monitor pronunciation of new

learners to justify their opinions in vocabulary in paraphrasing
group task with probing questions task and highlight any word-
stress errors to board
210
Reflection Answer the most relevant questions from the
Were the lesson objectives/learning box on the left about your lesson.

plan and why?

Date: Teacher name:
Learning 6.2.4.1- understand with limited support the main points of extended talk on a
objectives(s) that range of general and curricular topics;
this lesson is 6.4.7.1- recognise typical features at word, sentence and text level in a range of
contributing to written genres
6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
Identify particular information and details while listening.
Maintain communication while discussion
Identify particular information and details while listening and use of them
Answer the questions. Maintain communication while discussion
211
Lesson plan
Identify particular information and details while listening and use of

information
Answer the questions. Maintain communication while discussion
Previous learning Some/any/every/no
Plan
Resources Notes
Beginning the To give a presentation on a statue or monument
lesson Explain the task and ask Ss to collect information
from the internet or from other resources and write a
short text about a statue or a monument in their
country. Give Ss time to complete the task and remind
them to use the passive and then ask various Ss
around the class to present the statue/monument to
the class.
.
To introduce the topic
Play the recording and tell Ss to imagine they are in
one of the tall buildings in the pictures.
Main Activities Ask various Ss around the class to say how they feel.

6.2.4.1 Elicit what, if anything, Ss know about skyscrapers,
6.4.7.1 and where the term came from.
their books and find out.

meanings of the words in the Check these words
box, then allow Ss some time to read the textand
answer the questions. Read out the Did you know?
box.
To consolidate information in atext and elicit the
author's purpose
Ending the
lesson Ask various Ss around the class to say what
impressed them from the text and elicit what the
author's purpose in writing the text is
ICT
links
Values links
212
provide support for writing task by check answers in
providing less able learners with sentence comprehension task using
starters thumbs up or down technique
monitor and challenge more able learners monitor pronunciation of new vocabulary
to justify their opinions in group task in paraphrasing task and highlight any
with probing questions word-stress errors to board

and why?

Date: Teacher name:
Learning 6.1.3.1-respect differing points of view
objectives(s) that 6.5.3.1- write with some support about personal feelings and opinions on a
this lesson is limited range of familiar general and curricular topics;
contributing to 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
use some target language accurately and produce some target words
intelligibly in response to prompts
213
Lesson plan

use most target language accurately and produce most target words
use most target language accurately with some extended answers and produce
most target words intelligibly in response to prompts
Previous learning The passive(present simple/past simple)
Plan
Resources Notes
Beginning the To prepare a presentation on skyscrapers
lesson Explain the task and ask Ss to work in small
groups and look on the Internet or in other
resources for photos and videos of the skyscrapers
in the text. Give Ss some time to prepare a
presentation or write a fact about each one and
present them to the class.
To prepare a poster
Main Activities complete it using photos from the Internet or other
sources.
6.1.3.1 Ask various Ss to present their posters to the class
6.5.3.1 and then display them around the classroom.
6.4.6.1
To present situational language and
practise pronunciation and intonation Play
the recording with pauses for Ss to repeat
chorally or individually.
Repeat if necessary, then elicit which syllables are
stressed.
To identify the context of a dialogue, listen and
read for specific information and consolidate
situational language through translation Explain
the task and read out the question.
Play the recording. Ss listen and follow the
dialoguein their books and find out the answer.
To consolidate information in a text and elicit the

author's purpose
Ask various Ss around the class to say what
author's purpose in writing the text is.
Ss divide into pairs and practice the dialogues
Ending the lesson
Ask some Ss to demonstrate it.
214
Differentiation – how do you plan to give more Assessment – how are Cross-curricular links
support? How do you plan to challenge the more you planning to check Health and safety
able learners? learners’ learning? check
ICT links
Values links
provide support for writing task by providing less check answers in
able learners with sentence starters comprehension task
using thumbs up or
down technique and
follow-up questions
monitor and challenge more able learners to monitor pronunciation of
justify their opinions in group task with probing new vocabulary in
questions paraphrasing task and
highlight any wordstress
errors to board
Were the lesson objectives/learning objectives the left about your lesson.
realistic?

why?

Date: Teacher name:
215
Lesson plan

use some target language accurately and produce some target words
use most target language accurately and produce most target words
use most target language accurately with some extended answers and produce
most target words intelligibly in response to prompts
Previous learning The passive(present simple/past simple)
Plan
Resources Notes
Beginning the To prepare a presentation on skyscrapers
lesson Explain the task and ask Ss to work in small groups
and look on the Internet or in other resources for
photos and videos of the skyscrapers in the text.
Give Ss some time to prepare a presentation or
write a fact about each one and present them to the
class.

Allow Ss time to read the dialogue again and mark
Main Activities the route on the map.
To practise role-playing and act out dialogues

6.1.3.1 asking for and giving directions Ask Ss to work in
6.5.3.1 pairs and take roles and act out dialogues. Remind
6.4.6.1 Ss that they can use the dialogue in Ex. 3 as a
model as well as any ideas from the useful
language boxes to help them complete the task. Ss
complete the task in pairs. To help Ss, draw the
appropriate phrases Ss should use. Write them on
the board. Ss can refer to the diagram while doing
the task.

Allow Ss time to read the dialogue again and mark
the route on the map.
To consolidate information in a text
and elicit the author's purpose
Ending the lesson Ask various Ss around the class to say what
author's purpose in writing the text is.
216
Differentiation – how do you plan to give more Assessment – how are Cross-curricular links
support? How do you plan to challenge the more you planning to check Health and safety
able learners? learners’ learning? check
ICT links
Values links
provide support for writing task by providing less check answers in
able learners with sentence starters comprehension task
using thumbs up or
down technique and
follow-up questions
monitor and challenge more able learners to monitor pronunciation of
justify their opinions in group task with probing new vocabulary in
questions paraphrasing task and
highlight any wordstress
errors to board
Were the lesson objectives/learning objectives the left about your lesson.
realistic?

why?

Date: Teacher name:
217
Lesson plan
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
objectives(s) that growing range of general and curricular topics;
this lesson is 6.5.3.1- write with some support about personal feelings and opinions on a
contributing to limited range of familiar general and curricular topics;
6.4.7.1- recognise typical features at word, sentence and text level in a range
of written genres
phrases describing times and location on a growing range of familiar general
identify some specific information in the text correctly and use some target
language correctly in spoken and written production tasks with support
identify most specific information in the text correctly and use a range of
target language correctly in spoken and written production tasks with support
Some learners will be able to: identify all specific information in the text
correctly and use a range of target language correctly in production tasks
with little support
Previous learning Question tags
Plan
Resources Notes
Beginning the To describe pictures and predict the content of a
lesson text
Direct Ss’ attention to the pictures and ask various
Ss around the class to describe them.
Elicit how many Ss have been to a street market.
Read out the words in the list. Explain/Elicit the

meanings of any unknown words and then elicit
which of themSs think may be found in which
Main Activities market.
6.4.6.1 their books and check.
6.6.1.1
6.4.7.1 Read out the example.
Allow Ss some time to fill the gaps and make
sentences.
of the words in the Check these words box, then
check Ss’ answers.
218
To personalise the topic and write
about a local market
Explain the task. Refer Ss to the Internet,
encyclopaedias or other reference books to find
information about a local market and complete the
task.
Ask various Ss to present their market to the class.
To learn the intonation for multisyllabic
words
Explain that in multisyllabic words sometimes more
than one syllable is stressed.
Ending the lesson Play the recording. Ss listen and repeat chorally or
individually. Pay special attention to Ss’
pronunciation and intonation and correct as
necessary.
Elicit how many syllables each word has.
ICT links
Values links
provide support for writing task by check answers in
providing less able learners with sentence comprehension task using
starters thumbs up or down technique
monitor and challenge more able learners monitor pronunciation of new
to justify their opinions in group task with vocabulary in paraphrasing task
probing questions and highlight any word-stress
errors to board

and why?
219
Lesson plan
Date: Teacher name:

Learning 6.5.3.1- write with some support about personal feelings and opinions on a
objectives(s) that limited range of familiar general and curricular topics;
this lesson is 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
6.3.2.1- ask simple questions to get information about a growing range of
general topics;
language correctly in spoken and written production tasks with support
identify most specific information in the text correctly and use a range of
target language correctly in spoken and written production tasks with support
language correctly in production tasks with little support
Previous learning Relative pronouns
Plan
Resources Notes
Beginning the To present new vocabulary
lesson Read the list of public facilities aloud and
explain/elicit their meanings. Elicit which ones Ss’
towns/cities have.
Then, draw Ss’ attention to the pictures and
elicit which facilities they show.

Main Activities Ask various Ss around the class to tell the class what
their free-time activities are and which public
6.5.3.1 facilities they use to do them.
To introduce and discuss the topic

Read the rubric aloud and elicit a variety of answers
6.4.6.1 fromSs around the class. Write the two best
suggestions on the board.

their books and see if their suggestions are\
mentioned.
meanings of the words in the Check these wordsbox
To consolidate information in a text

Read the rubric aloud and elicit a variety of answers
220
fromSs around the class referring to the text as
necessary.
Explain the task and read out the rubric.
Ending the Give Ss some time to formulate their answers and
lesson write their sentences.
Check Ss’ answers by asking various Ss around the
class to read out their sentences
ICT links
Values links
monitor less able groups in controlled use thumbs up and down
tasks and highlight any errors in spelling technique and follow up
for learners to self-correct questions to check
comprehension
provide challenge by asking more able monitor pronunciation of new
learners to come up with potential vocabulary for feedback and
alternative sub-headings for parts of the redrill to whole group
text
Did I stick to timings? What changes did
I make from my plan and why?
221
Lesson plan
Date: Teacher name:

of familiar general topics and some curricular topics;
take part in some exchanges using some target language accurately and
intelligibly and identify some target information in dialogue reading task
take part in a range of exchanges using most target language accurately
and with some appropriate intonation and identify most target information
in dialogue reading task
take part in a range of exchanges using most target language accurately and
with clear intonation and identify all target information in dialogue reading
task
Previous learning Defining relatives clauses
Plan
Resources Notes
Beginning the To read for cohesion and coherence
lesson Direct Ss’ attention to the sentences (A-D) and then
ask Ss to use them to fill the gaps (1-4). Check
Ss’answers.
Then ask Ss to use the Word List to look up the
meanings of the words in the Check these words box.
To brainstorm for ideas and write about

your neighbourhood
Read the Study Skills box aloud and explain/elicit
Main Activities what brainstorming is (thinking of various
ideasrelated to a theme/topic and writing down
whatever comes to mind).
6.4.6.1 Explain the task and allow Ss some time to
6.6.1.1 brainstorm for ideas and complete the sentences.
6.5.3.1 Check Ss’ answers around the class.
6.4.7.1
To write an email about
yourneighbourhoodAllow Ss time to complete the

task in class. Remind Ss to use their answers to Ex.
222
2 to help them and the text
in Ex. 1 as a model.
Ask various Ssto read out their emails to the class.
Ending the lesson Alternatively, assign the task as HW and check Ss’
more support? How do you plan to challenge planning to check learners’ Health and safety
the more able learners? learning? check
ICT links
Values links
monitor less able groups in preparing role monitor accuracy and
play and production tasks and support with interactional appropriacy
further modelling and drilling in situational tasks
challenge more able learners to give more monitor pronunciation
expansive answers in response to role play performance in final
prompts activity and give feedback
to whole class

why?
223
Lesson plan
Date: Teacher name:

Learning 6.6.9.1- use appropriately an increased variety of present and past simple active
objectives(s) that and some passive forms on a growing range of familiar general and curricular
this lesson is topics;
contributing to 6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity),
should (for advice) on a range of familiar general and curricular topics;
6.3.3.1giveanopinionat sentencelevelona limitedrangeofgeneral and curricular
topics
language correctly to write a short informative text with support
identify most specific information in the text correctly and use a range of target
language correctly to write a short informative text with support
language correctly to write a short informative text with little support
Previous learning Defining relatives clauses
Plan
Resources Notes
Beginning the To write an email about your neighbourhood
lesson Allow Ss time to complete the task in class. RemindSs
to use their answers to Ex. 2 to help them andthe text
in Ex. 1 as a model. Ask various Ss to read out their
emails to the class.
Alternatively, assign the task as HW and check Ss’
To give an opinion on the value of being a good

neighbour
Ask Ss to read the list of sentences about what makes
a good neighbour and tick ‘✓‘ the ones that they
Main Activities agree with and put an ‘✗’ next to the ones they
disagree with. Check Ss' answers.
To practise modals
Give Ss time to use the modals in the list and their
answers from Ex. 1 to make sentences. Elicit
answers from Ss around the class.
To discuss the value of being a good neighbour

Ask Ss to work in small groups and discuss the value
of being a good neighbour.
Ending the Give Ss some time to discuss their ideas and then ask
lesson some Ss to tell the class.
224
ICT links
Values links
monitor less able groups in preparing role monitor accuracy and
play and production tasks and support interactional appropriacy in
with further modelling and drilling situational tasks
more expansive answers in response to performance in final activity
role play prompts and give feedback to whole
class
225
Lesson plan

Date: Teacher name:
intelligibly and identify some target information in dialogue reading task
in dialogue reading task
with clear intonation and identify all target information in dialogue reading task
Previous learning modals
Plan
Resources Notes
Beginning the To discuss the value of being a good neighbour
lesson Ask Ss to work in small groups and discuss the value
of being a good neighbour.
Give Ss some time to discuss their ideas and then ask
some Ss to tell the class.
To test knowledge learnt in this module/

to do a quiz
Main Activities questions and mark the statements correctly. Tell
Ss they can review the module and find the
relevant information to help them if necessary.
To consolidate vocabulary learnt in

the module/to write a quiz
Explain the task and allow Ss time to work in pairs
and look through the module and think of quiz
questions.
Tell Ss they can use the quiz in the previous task asa
model. Offer an example (e.g. The Winged Victoryis
in the Louvre. [T])
226
SongTo listen and read for specific

information
Ask Ss to look at the picture and describe what it
shows (a market stall with fresh fruit and vegetables
on display).
Play the recording.
Ss listen and choose lines from the song that best
matches the picture.
To describe an imaginary scene

Explain the task and give Ss a few minutes to think
about their answers and then ask some Ss to describe
a scene at the market in the picture to a TV audience
who can see what you see.
To design a market – See p. 97(T)
Ending the complete it in small groups using ideas from the
lesson module as well as their own ideas.
Tell Ss to make notes under the headings and then
ask various Ss to present their market to the class.
ICT
links
Values links
monitor less able groups in controlled use thumbs up and down
tasks and highlight any errors in spelling technique and follow up
for learners to self-correct questions to check
comprehension
provide challenge for more able learners monitor learners as they
by giving them an extra area to research complete writing task and
and include in their writing encourage them to give
feedback to each other

and why?
227
Lesson plan
228
MODULE 9 “ TRANSPORT”
Lesson plan

Date: Teacher name:
Learning 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) that a limited range of general topics, and some curricular topics;
this lesson is 6.4.4.1 read and understand with some support a limited range of
contributing to short fiction and non-fiction texts
vocabulary to describe transort in response to prompts and in production
tasks
target vocabulary to describe transports accurately in response to prompts
vocabulary to describe some transports accurately in response to prompts
Previous learning To practise modals
Plan
Resources Notes
Beginning the lesson What’s in this module?
Read the title of the module Transport and ask Ss to
suggest what they think it means. Go through the
topic list and stimulate a discussion to prompt
Ss’interest in the module.
To present new vocabulary

Main Activities
Draw Ss’ attention to the pictures. Play the
6.3.7.1
recording. Ss listen and repeat chorally and/or
6.4.4.1
individually. Elicit the L1 equivalents.(Ss’ own
229
6.3.8.1 answers)
6.3.7.1
To categorise means of transport
Ask Ss to write the headings into their notebooks
and then give them time to complete the task and
categorise the means of transport under the correct
headings.
Check Ss' answers on the board.
To talk about means of transport using

adjectives
Go through the adjectives and explain/elicit the
meanings of any unknown words.
Elicit answers for the remaining sentences from Ss
around the class.
Ending the lesson To express an opinion

Read out the question and elicit answers from
various
Explain the task and give Ss time to complete
it.Check Ss’ answers.
Differentiation – how do you plan to Assessment – how are you Cross-curricular
give more support? How do you plan to planning to check learners’ links Health and
challenge the more able learners? learning? safety check ICT
links
Values links
support less able readers by monitor groups as they complete Benefits of
encouraging them to confirm with comprehension tasks and check learning a foreign
another learner where target understanding through follow- language
information is in text up questions in checking
plenary
challenge more able learners by adding monitor pronunciation in
two or three more words to the final checking final sentence task and
highlight any word stress issues
on board
230
Lesson plan

Date: Teacher name:
Learning 6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
objectives(s) that limited range of general topics, and some curricular topics;
this lesson is 6.4.4.1 read and understand with some support a limited range of short
contributing to fiction and non-fiction texts
vocabulary to describe transort in response to prompts and in production
tasks
vocabulary to describe some transports accurately in response to prompts and
in production tasks
Previous learning To practise modals
Plan
Resources Notes
Beginning the To predict the content of the text
lesson Direct Ss’ attention to the pictures and elicit
guesses to the question in the rubric.
Play the recording. Ss listen and follow the texts in
their books and check if their guesses are correct.

Give Ss time to read the text again and then answer
the questions.
Main Activities To express an opinion
6.3.7.1 Read out the question and elicit answers from
231
6.4.4.1 various
6.3.8.1 Ss around the class.
6.3.7.1
To learn and practise prepositions relating
to transport
Read out the Study Skills box and point out that this
information will help Ss to complete the task
successfully.
Ending the lesson Ask some Ss about the main idea of the text.
Differentiation – how do you plan to Assessment – how are you Cross-curricular
give more support? How do you plan planning to check learners’ links Health and
to challenge the more able learners? learning? safety check ICT
links
Values links
support less able readers by monitor groups as they Benefits of
encouraging them to confirm with complete comprehension tasks learning a foreign
another learner where target and check understanding language
information is in text through follow-up questions in
checking plenary
challenge more able learners by adding monitor pronunciation in
two or three more words to the final checking final sentence task and
highlight any word stress issues
on board
232
Lesson plan

Date: Teacher name:
Learning 6.5.9.1- punctuate written work at text level on a limited range of general
objectives(s) that topics and some curricular topics with some accuracy
this lesson is 6.6.2.1- use quantifiers including more, little, few, less, fewer not as many ,
contributing to not as much on a growing range of familiar general and curricular topics;
6.6.5.1- use questions including questions with whose, how often, how long
and a growing range of tag questions on a growing range of familiar general
6.6.17.1- use subordinate clauses following think know believe hope, say ,
tell; use subordinate clauses following sure, certain; use defining relative
clauses with which who that where on a growing range of familiar general
Lesson objectives All learners will be able to: identify some specific information from the
text and use some target vocabulary to describe transports accurately in
response to prompts and in production tasks

-identify most specific information from the text and use a limited range of
-Identify all specific information from the text and use a wide range of target
in production tasks
Previous learning Preposition:by,on,in
Plan
Resources Notes
233
Beginning the To present and practise verbs relating to
lesson transport
Go through the verbs in the list and then give Ss
time to use them to complete the sentences. Ask Ss
to check the meanings of the verbs in their
dictionaries and then check Ss’ answers around the
class.
To present and practise verbs relating to

Main Activities transport
6.5.9.1 6.6.2.1 Go through the verbs in the list and then give Ss
6.6.5.1 time to use them to complete the sentences. Ask Ss
to check the meanings of the verbs in their
234
s
eck
ings in
nd
port
235
Lesson plan

Date: Teacher name:
Learning 6.6.5.1- use questions including questions with whose, how often, how long
objectives(s) that and a growing range of tag questions on a growing range of familiar general
this lesson is and curricular topics;
contributing to 6.6.17.1- use subordinate clauses following think know believe hope, say ,
6.6.2.1- use quantifiers including more, little, few, less, fewer not as many ,
not as much on a growing range of familiar general and curricular topics;
use and pronounce some target structures accurately in controlled tasks with
support
support
little support
236
Previous learning practise both ... and, neither …nor, either ... or.
Plan
Resources Notes
Beginning the To revise the Ss previous knowledge about
lesson comparatives & superlatives
To present comparatives & superlatives

Ss close their books. Explain that we use the
Main Activities comparative form to compare two people, things,
6.6.5.1 places, etc. We usually use than with comparative
6.6.17.1 adjectives (e.g. Janet is taller than Paul.). We use
6.6.2.1 the superlative form to compare one person/thing,
6.6.17.1 etc with the entire group (e.g. Danny is the
tallest boy in the class.).
Explain that with one-syllable and two-syllable
adjectives, we form the comparative by adding –er
and the superlative by adding -est (e.g. big – bigger
237
– biggest).
Explain that with adjectives of more than two
syllables, we form the comparative with more and
the superlative with the most (e.g. expensive – more
expensive – the most expensive).
Explain that with some two-syllables adjectives,
such as clever, narrow, gentle, friendly etc, we form
the comparative and superlative either with -er/-est
or with more/most (e.g. friendly – friendlier –
friendliest or friendly – more friendly – most
friendly).
Explain that with one-syllable adjectives ending in
-e, we add -r in the comparative and -st in the
superlative form (e.g. simple – simpler – simplest).
Explain that with one-syllable adjectives ending in a
vowel + a consonant, we double the last consonant
and add -er/-est (e.g. fat – fatter – fattest).
Explain that with two-syllable adjectives ending in
-ly or -y, we change the -y to -i and add -er/-est
(e.g. happy – happier – happiest).
Explain that we use (not) as + adjective/ adverb +
as to compare two people/things. (e.g. He’s as quiet
as a mouse. She isn’t as beautiful as her friend.).
NOTE: We use (not) as + adjective + as to show
that two people, things, etc are (not) similar (e.g.
The white bag is not as expensive as the brown
one.).
Explain that we use much + comparative to
emphasize the meaning of an adjective in its
comparative form (e.g. We’ll get to the airport much
faster by train.).
Explain that we use less + adjective + than for two
people or things (e.g. This book is less interesting
than the one I read last week.).
Ss open their books. Go through the table with Ss
and elicit the L1 equivalents for the examples from
various Ss around the class. (Ss’ own answers)
To practise comparative forms

complete it.
To personalise the topic and practise

comparatives
Explain the task and give Ss some time to make
comparative sentences about two towns/cities/
238
villages in their country.
Elicit answers from Ss around the class.
To compare two means of transport using

comparative forms
Explain the task and read out the examples.
Allow Ss some time to complete the task and refer
them back to the table in Ex. 1 to the conjunctions
than and (not) as …as.
Ending the lesson Ask some the weak Ss to give some examples of
comparisons some kind of transport
ICT links
Values links
monitor less able groups in controlled tasks monitor pair sentence completion tasks and
and highlight any errors in spelling for encourage learners to give feedback to each
learners to self-correct other onanswers
challenge more able learners to produce check pronunciation in whole class feedback and
easily confusable sound ordinal sound remodel/ drill final sounds
contrasts e.g

and why?
239
Lesson plan

Date: Teacher name:
Learning 6.6.5.1- use questions including questions with whose, how often, how long
objectives(s) that and a growing range of tag questions on a growing range of familiar general
this lesson is and curricular topics;
contributing to 6.6.17.1- use subordinate clauses following think know believe hope, say ,
6.6.2.1- use quantifiers including more, little, few, less, fewer not as many ,
not as much on a growing range of familiar general and curricular topics;
use and pronounce some target structures accurately in controlled tasks with
support
support
little support
Previous learning comparisons
Plan
Resources Notes
240
Beginning the To revise the Ss previous knowledge about
lesson comparatives & superlatives
To make comparisons
Main Activities Explain the task and read out the example. Ss work
6.6.5.1 in pairs and complete the task. Check Ss’ answers
6.6.17.1 around the class.
6.6.2.1
6.6.17.1 To make comparisons
Explain the task and read out the examples. Allow
Ss some time to complete the task. Elicit
comparisons from various Ss around the class.
To practise superlative forms
Explain the task. Ss complete the task.
Play the recording for Ss to check their answers.
To practise making comparisons
Explain the task and read out the example. Ss
complete the task. Ask various Ss to read out their
answers to the class, then elicit how many Ss
share the same opinions.
To present/practise relative pronouns/defining

relative clauses
Read out the theory box and explain that in some
sentences we use relative pronouns to give
information about the subject of the sentence.
Explain that we use who/that for people, which/ that
for animals and things, and whose to show
possession in relative clauses.
Read out the examples and explain that these are
called defining relative clauses because they give
information that is essential to the meaning of the
main sentence. We never put it in commas.
Check Ss' answers.
Ending the lesson To practise superlative forms
Explain the task. Ss complete the task.
Play the recording for Ss to check their answers.
Values links
241
monitor less able groups in controlled tasks monitor pair sentence completion tasks and
and highlight any errors in spelling for encourage learners to give feedback to each
learners to self-correct other onanswers
challenge more able learners to produce check pronunciation in whole class feedback and
easily confusable sound ordinal sound remodel/ drill final sounds
contrasts e.g

and why?
Lesson plan

Date: Teacher name:
Learning 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range
objectives(s) that of perspectives on the world
this lesson is 6.1.8.1- develop intercultural awareness through reading and discussion;
contributing to 6.4.4.1 read and understand with some support a limited range of short
fiction and non-fiction texts
identify some specific information in listening and reading texts and use some
identify most specific information in listening and reading texts and use most
identify all specific information in listening and reading texts and use most
target vocabulary accurately in production tasks with little support
Previous learning comparatives & superlatives
Plan
Resources Notes
242
Beginning the To introduce the topic
lesson Elicit answers to the questions in the rubric from

Direct Ss’ attention to the pictures and elicit what
Main Activities they know about safe cycling. Draw Ss’ attention to
the tip in the Study Skills box.
6.1.8.1 their books and check.
6.4.4.1
• Allow Ss some time to read the text and mark the
sentences. Ask Ss to use the Word List to look up
the meanings of the words in the Check these words
box.
To match the pictures to sentences in the

text
Explain the task and allow Ss some time to scan the
243
text and find suitable sentences to match the
pictures. Check Ss’ answers. Then ask various Ss to
say how to cycle safely using only the pictures

Explain the task and refer Ss to the Check these
words
box. Give Ss time to complete the task, then check
Ss’ answers.
To practise verbs relating to transport

Explain the task and read out the example exchange.
Give Ss some time to complete the gaps and then
have Ss ask and answer in closed pairs. Remind Ss
to use the past participle of the verbs in the present
perfect tense.
Monitor the activity around the class and then ask
some Ss to ask and answer in front of the class
To listen for specific information (multiple

choice)
Explain the task. Ask Ss to read the stem sentence
and the possible answers to familiarise themselves
with the content of the recording. Play the
recording. Ss listen and complete the task. Check
Ss’ answers.
To ask and answer questions about the

rules of riding a motorcycle in the UK
Divide the class into pairs and ask Student B in each
pair to close their books. Ask Student A to read the
rules about motorcycle riding in the UK.
Brainstorm with all the Student Bs for questions to
ask (e.g. How old do you have to be to ride a
motorcycle in the UK? What safety equipment must
you wear/use? What other rules are there? etc.)
Monitor the activity around the class and help Ss as
necessary. Then ask various pairs to ask and answer
questions in front of the class.
Ending the lesson To give a presentation on how
to stay safe while using public transport Explain
the task and ask Ss to work in groups and look up
information on the Internet, in encyclopaedias or
in other reference books about safety on public
transport. Ss prepare and give their presentations.
Alternatively, assign the task as HW. Ss give their
presentations in the next lesson.
244
ICT links
Values links
support by eliciting from less able learners use thumbs up and down
what kind of information they are listening technique and follow up
for in text completion task questions to check
comprehension
challenge more able learners to mark the
word stress on new vocabulary and
confirm with each other.
on the left about your lesson.

and why?
245
246
Lesson plan

Date: Teacher name:
Learning 6.2.4.1- understand with limited support the main points of extended talk on
objectives(s) that a range of general and curricular topics;
this lesson is 6.3.2.1- ask simple questions to get information about a growing range of
contributing to general topics;
intelligibly and identify some target information in listening task
in listening task
with clear intonation and identify all target information in listening task
Previous learning practise verbs relating to transport
Plan
Resources Notes
Beginning the To practise pronunciation of situational language
lesson Play the recording. Ss listen and repeat chorally
or individually.
Pay attention to Ss’ pronunciation and intonation
and correct as necessary.
To listen for gist

• Read the rubric aloud. Play the recording.
• Ss listen and follow the text in their books
Main Activities and find out where Mr Omarov wants to go.

6.3.2.1 Allow Ss time to read the dialogue again and
6.3.7.1 complete the task. Check Ss’ answers.

Read out the phrases. Refer Ss back to the
dialogue and elicit the synonymous ones from
247
To act out a dialogue and consolidate
situational language through translation Play
the recording again. Then, ask Ss to work in
pairs and take roles and read out the dialogue.
Monitor the activity around the class and ask

some groups to read out the dialogue in front of
the class.
Ending the lesson .To practise role-playing

Read the Study Skills box aloud and explain that this
tip will help them complete the task. Explain the
situation.
Remind Ss that they can use the dialogue in Ex. 2 as
a model as well as any ideas of their own to
complete the task.
appropriate phrases Ss should use. Write them on the
board. Ss can refer to the diagram while doing the
task.
ICT links
Values links
monitor less able groups in preparing role monitor accuracy and Benefits of learning
play and production tasks and support with interactional appropriacy in a foreign language
further modelling and drilling role play tasks
expansive answers in response to role play performance in final activity
prompts and give feedback to whole
class

and why?
248
Lesson plan

Date: Teacher name:
objectives(s) that fiction and non-fiction texts
this lesson is 6.1.8.1- develop intercultural awareness through reading and discussion;
contributing to 6.1.10.1- use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
identify some specific information in texts and research and write short
organised text using some of their own words
identify most specific information in texts and research and write short
identify all specific information in texts and research and write more extended
Previous learning To learn synonymous phrases
Plan
Resources Notes
Beginning the To introduce the topic and predict the
lesson content of a text
Direct Ss’ attention to the pictures and the title and
elicit guesses to the questions in the rubric.
Give Ss time to read through the text and find out.
To read for lexico-grammatical structure

(missing words)
Explain the task. Allow Ss time to complete the
Main Activities gaps with the missing words to make a cohesive and
grammatical correct text.
6.4.4.1 Ask Ss to use the Word List to look up the meanings
6.1.8.1 of the words in the Check these words box.
6.1.10.1 Play the recording. Ss listen and check their answers.
To compare two forms of transport

Elicit comparisons from various Ss around the class
between the metro and the cab.
To practise the pronunciation of /eI/
Play the recording and ask Ss to find and underline
the /eI/ sound in the sentences.
Play the recording again with pauses for Ss to repeat
249
chorally and/or individually.
Pay attention to Ss’ pronunciation and correct as
necessary.
To plan a trip using different means of transport

Explain the task. Ask Ss to work in groups and plan
a trip around their country using different means of
transport.
Refer Ss to the Internet, encyclopaedias or other
reference books to find information and make notes
under the headings and then use their notes to
complete the task
Ending the lesson Refer Ss to the Internet, encyclopaedias or other

reference books to find information and make notes
under the headings and then use their notes to
complete the task.
To create a poster Ss work in groups. They find
pictures of different kinds of transports in their
country.
ICT links
Values links
monitor less able groups in writing task monitor poster production
and provide support through further drafting and encourage
modelling and providing sentence starters learners to give feedback to
each other answers
provide challenge to more able learners by monitor final posters and give
suggesting two or three words they should whole class feedback on some
feature in their posters key areas of language in them

and why?
250
Lesson plan

Date: Teacher name:
Learning 6.4.8.1- use independently familiar paper and digital reference resources to
objectives(s) that check meaning and extend understanding
this lesson is 6.2.4.1- understand with limited support the main points of extended talk on
contributing to a range of general and curricular topics;
6.3.2.1- ask simple questions to get information about a growing range of
general topics;
vocabulary to describe transports accurately in response to prompts and in
production tasks
in production tasks
To read for lexico-grammatical structure
Previous learning (missing words)
Plan
Resources Notes
Beginning the To introduce the topic and key vocabulary and
lesson predict the content of the text
Draw Ss’ attention to the pictures and elicit
whichones show the actions given in the rubric.
Elicit Ss’ guesses as to how the pictures can be
related to the text.
their books and check if their guesses were correct.

Allow Ss some time to read the text and complete
the task.
Main Activities Check Ss’ answers around the class.
6.4.8.1 of the words in the Check these words box.
251
6.3.2.1
6.3.7.1 To collect information related to the topic and
present it to the class
Explain the task and ask Ss to work in groups and
look up information on the Internet using the key
phrase in the search bar or in encyclopaedias or
other reference books. Tell Ss that they can use the
website suggested on the Express Publishing
website to help them.
Allow Ss some time to complete the task and then
ask various groups of Ss to give their presentation to
the class.
Ending the lesson To de-construct an essay

Explain the task and ask Ss to copy the table into
their notebooks. Give Ss time to read the essay and
then complete the table.
of the words in the Check these words box.
ICT links
Values links
support less able readers by monitor groups as they complete Benefits of learning
encouraging them to confirm with comprehension tasks and check a foreign language
another learner where target understanding through follow-up
information is in text questions in checking plenary
challenge more able learners by adding monitor pronunciation in checking
two or three more words to the final final sentence task and highlight
any word stress issues on board
Were the lesson
realistic?Did I stick to timings?
and why?
252
Lesson plan

Date: Teacher name:
objectives(s) that fiction and non-fiction texts
this lesson is 6.4.6.1- recognise the attitude or opinion of the writer in short texts on a
6.1.10.1- use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
take part in some exchanges using some target language accurately and use
some target vocabulary with correct word stress
take part in some exchanges using a range of target language accurately and
use some target vocabulary with correct word stress
take part in some exchanges using a range of target language accurately and
use most target vocabulary with correct word stress
Previous learning learn synonymous phrases
Plan
Resources Notes
Beginning the To de-construct an essay
lesson Explain the task and ask Ss to copy the table into
their notebooks. Give Ss time to read the essay and
then complete the table.
To de-construct an essay
Explain the task and ask Ss to copy the table into
Main Activities their notebooks. Give Ss time to read the essay and
then complete the table. Check Ss' answers on the
6.4.4.1 board.
6.1.8.1 Ask Ss to use the Word List to look up the meanings
6.1.10.1
Read the Study Skills box aloud and explain why

we use linkers.
Direct Ss to the linkers in bold in the essay and give
253
Ss time to match them to their uses. Check Ss'
answers.
To identify pros/cons and think of relevant

Justification s/examples
Ask Ss to read the statements and decide which ones
are pros and which ones are cons.
Allow Ss time to complete the task and then check
Ss' answers around the class.
Pros Justifications/Examples fastest

means of transport travel to another
country in a few hours comfortable you
can relax, read a book,
listen to music or play games Cons
Justifications/Examples
quite expensive tickets cost a lot of money
not environmentally friendly planes cause
a lot of pollution
Ending the lesson To write an essay
Explain the task and give Ss time to write their
essays using their answers in Ex. 3 and the plan to
help them. Remind Ss to use the essay in Ex. 1 as a
model and to use appropriate linkers.
Ask various Ss to read out their essays to the class.
ICT links
Values links
monitor less able groups in dialogue monitor accuracy and cross-curricular links:
production task and support with further interactional appropriacy in Literature [mythical
modelling and drilling dialogue task creatures]

expansive answers in dialogue task performance in dialogue task
and give feedback to whole
class
254
Lesson plan

School:
Date: Teacher name:
this lesson is 6.6.6.1 use basic personal and demonstrative pronouns and quantitative
contributing to pronouns some, any, something, nothing anything on a limited range of
production tasks
-identify most specific information from the text and use a limited range of
-Identify all specific information from the text and use a wide range of target
in production tasks
lexico-grammatical structure (missing words)
Previous learning
Plan
Resources Notes
Beginning the To sum up the ideas of an essay. Brainstorm them
lesson around the class.
To write an essay
Explain the task and give Ss time to write their
Main Activities essays
using their answers in Ex. 3 and the plan to
6.4.4.1 helpthem. Remind Ss to use the essay in Ex. 1 as a
6.1.8.1 model and to use appropriate linkers.
6.1.10.1 Ask various Ss to read out their essays to the class.
Ending the lesson To complete sentences relating to the
value of green transport
Ask Ss to read the sentences and then complete the
task. Elicit answers from Ss around the class
255
ICT links
Values links
support less able learners through more monitor pronunciation and Benefits of learning
supportive questioning and prompts and accuracy in whole class a foreign language
conscripting first immediately after drilling and check and
modelling remodel as appropriate
challenge more able learners by flashing
up a range of random numbers

and why?
256
Lesson plan

School:
Date: Teacher name:
this lesson is 6.6.6.1 use basic personal and demonstrative pronouns and quantitative
contributing to pronouns some, any, something, nothing anything on a limited range of
production tasks
in production tasks
value of green transport
Previous learning
Plan
Resources Notes
Beginning the To identify the benefits of green travel
lesson Ask Ss to read the leaflet in Ex. 1a and then elicit
which benefits of green travel are mentioned from
c) To discuss your green transport habits Give Ss
time to complete the task in class and then ask some
Ss to share their answers with the rest of the class.
(Ss' own Answers)
To test knowledge learnt in this module/

Main Activities to do a quiz
6.4.4.1 questions and mark the statements correctly. Tell
6.1.8.1 Ss they can review the module and find the
6.1.10.1 relevant information to help them if necessary.
257
To consolidate vocabulary learnt in

the module/to write a quiz
Explain the task and allow Ss some time to work in
pairs, look through the module and think of Quiz
questions.
Tell Ss they can use the quiz in the previous task as
a model. Offer an example (e.g. Gondoliers sing
when they give you a tour. [T])
Ss can swap their quiz with another pair and do it
and then report back to the class.
To listen for specific information Play

the recording.
Ss listen and think about the question in therubric.
Ask various Ss to discuss their thoughts with the
class.
Ending the lesson To listen for specific information
Play the recording. Ss listen and say which means
of transport the singer mentions.
Check Ss’ answers.Play the video and elicit Ss’
comments at the end.
ICT links
Values links
support less able learners through more monitor error in controlled Benefits of learning
supportive questioning and prompts and tasks and encourage a foreign language
pair with more able learners for dialogue selfcorrection
work
provide challenge to more able learners by monitor pronunciation of
prompting them to expand on their answers connected speech and remodel
by prompting them with follow-up ‘and..’ as appropriate
Were the lesson objectives/learning on the left about your lesson.

and why?
258

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Sample lesson plans

Virginia Evans – Jenny Dooley – Bob Obee

Unit Strands Learning objectives

Use of 6.6.3.1- use common participles as adjectives and order adjectives

6.6.9.1- use appropriately an increased variety of present and past

necessary by examples and reasons for a limited range of written

paragraphs using basic connectors on a growing range of familiar

talk about a limited range of general topics, and some curricular

short, simple texts on a limited range of general and curricular topics;

MODULE 1“OUR CLASS”

LESSON: Module 1 Lesson 1 School:

Find the page numbers

To personalise the topic

Ending the To check comprehension

Reflection Answer the most relevant questions from the box on

Did I stick to timings?

What changes did I make from my plan and

Lesson All learners will be able to:

Main To read for gist Class CD Video

Reflection Answer the most relevant questions from the box on

Did I stick to timings?

What changes did I make from my plan

6.3.1.1 To ask for and give personal information

provide extra challenge by getting check pronunciation in whole class feedback

Reflection Answer the most relevant questions from the box on

Did I stick to timings?

What changes did I make from my plan

Most learners will be able to:

Main To practise the present simple and the present

To present and practise other adverbs used as time

Reflection Answer the most relevant questions from the box on

Did I stick to timings?

What changes did I make from my plan and

LESSON: Module 1 Lesson 5 School:

Main Activities To practise adverbs of frequency

To present the –ingform and the to-infinitive

To present the –ingform and theto-infinitive

To present the comparative forms ofadverbs

monitor less able groups in use thumbs up and down nd Benefits

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 6 School:

To consolidate and personalise the topic

6.1.3.1 To compare classrooms

Ending the Play the quiz in groups.

Reflection Answer the most relevant questions from the box on

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 7 School:

Main To read for specific information

To ask for/give directions; To present and practice

challenge more able learners to give monitor pronunciation

Reflection Answer the most relevant questions from the box on

Did I stick to timings?

What changes did I make from my plan

Main Activities To read for specific information

To write a comment to post to a blog

To present and practise must/mustn't, need, should

6.4.9.1 To identify regular and irregular adverbs in a text

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 9 School:

Main To practise punctuation