Lesson Plan 4

Unit: Starter unit Home and away

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Listen and say. Play Who is it?

Learning objectives(s) that this 5.C1 use speaking and listening skills to solve problems creatively and
lesson is contributing to: cooperatively in groups

5.L1understand a sequence of supported classroom instructions

5.L3 understand an increasing range of unsupported basic questions on

general and curricular topics

5.R5deduce meaning from context in short texts on a limited range of

familiar general and curricular topics

Lesson objectives: All learners will be able to: Find out about guards at the Tower of London
Most learners will be able to: ask and answer the questions about Scottish
culture
Some learners will be able to: ask and answer the questions about Scottish
culture and also going to do a vocabulary quiz
Value links: Respect each other, study well, be diligent, be calm in any situations

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1. Who are the -answer the 1st-
Pre-learning members of the Tiger question
T greats the students. Cards
Tracks Social
«Brainstorming» Explains the aim of - answer the 2 nd-
Learning Network?
method the lesson. Asks question.
familiar questions, 2. Where are they
5 min. Students Book
such as What is the from? How do we say
date? What is the different dates? Total: 2points
weather like? Review Aim: Revise the
the members of the previous lessons
Tiger Tracks Social material. The
Learning Network. T students say what
holds up the they can remember
flashcards of the about each one. Encourage Ss who
members of the Tiger Efficiency: Ss refresh can name object
Tracks SLN in turn. their mind before that is connected
starting new theme. with new lesson.

Middle of the T plays the CD The students listen -students listen Whiteboard
lesson introducing the Tiger and follow in their
Tracks SLN. books. -read the sentences Students Book
Presentation part. correctly
Explains the aims of the CD
lesson. Says Today 3points

13min. we're going to

remember the members
 of

the Tiger Tracks Social

Learning Network and
play a game about them.
We're also going to ask
and say what our
favourite food and
subjects are.

Aim: to introduce the

topic

Efficiency:

Ss develop their
listening and speaking
skills.

T repeats new words. Ss Listen and repeat Descriptor: Whiteboard

play game “what is
10 min. missing?” write down to - try to learn new Students Book
their vocabulary new words
Poster
words

Aim: to introduce new Total: 3points

vocabulary in context

Efficiency: to enrich Ss’

vocabulary

Differentiation:
“What is missing?”
method is used to
develop their vocabulary
knowledge.

12min. T play the CD, pausing Student's Book Descriptor: Whiteboard

before the answers each Activity 4
time. (Books closed.) -give correct Students Book
Divide the class into two Listen and say. Play answer
Who is it? CD
teams. Stick the -pronounce words
flashcards of the Tiger The students listen correctly
Tracks SLN members and say the Tiger
on the board. T Tracks SLN member's 2 point
demonstrates the Who is names.
it? game. Says different
sentences. He's (twelve) The students take
years old. His favourite turns to identify the
subject is (history). / members of the Tiger
Her birthday's on (30th Tracks SLN.
September). She likes
The students then say
(music and films). T
sentences about the
keeps score on the
members of the Tiger
board. The team with
Tracks SLN for the
most points at the end
other team to identify.
wins.

Aim: to listen and speak

Differentiation:
Verbal support

End of the lesson. The Ladder method was Ss use their stickers to Ss evaluate each Whiteboard
used as a reflection. T show their knowledge other and encourage
 asks SS to stick their according to the classmate with Poster.
stickers to the Success lesson phrases like:
Reflection Ladder
Green- I understood Well done!
Brilliant! Good job!
Yellow-I have some I like it!
5 min
questions

Red-I need a help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use colors to

show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. ● The teacher and students will give brief feedback. ● ICT
● More capable students will
be given more challenging
material to work with in
order to allow them to be
more challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 5

Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

 Theme of the lesson: A world of gadgets

Learning objectives(s) that this 5.1.1.1 use speaking and listening skills to solve problems
lesson is contributing to: creatively and cooperatively in groups
5.2.5.1 understan d most specific information and detail of short,
supported talk on a wide range of familiar topics
5.3.1.1 provide basic information about themselves and others at
sentence level on an increasing range of general topics
Lesson objectives: All learners will be able to: know the vocabulary (understand )
Most learners will be able to: distinguish words by groups
Some learners will be able to: know the usage of the vocabulary

Value links: Respect each other, to be polite

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1 What do you know -name the fruit and
Pre-learning about Rosa, Steve, vegetables that they
Differentiation: Lisa, Sita, Duncan and know Cards
«Brainstorming» Joseph?
method T asks different
questions connected 2.What do you know
10 min. Total: 2point Students Book
with the theme and tries about your friend?
to help Ss to give the
correct answer. T asks Aim: Revise the
leading questions to previous lessons
Encourage Ss who
clarify the theme to the material.
answer the
Ss who needs T support. Efficiency: Ss refresh questions
Ss give their possible their mind before
answers. After that T starting new theme.
introduces the aim and
theme of the lesson.
Explains the aims of the
lesson. Says Today
we're going to find out
about electronic gadgets.
We're going to ask and
answer questions about
which gadgets we've
got, and we're also
going to do a vocabulary
quiz.

«Vocabulary» «Vocabulary» T praise active Ss Whiteboard

Vocabulary presentation The students name with phrases such
Middle of the digital T presents the electronic gadgets as: “Good job! Flashcards
lesson vocabulary. (Books they know.
Well done!” Students Book
Presentation part. closed.) Explains the
meaning of 'gadget' (a The students repeat Poster
the words once or
small, useful tool or twice. They then
10min. machine). Introduces match the word cards
the new gadgets by and flashcards on the
sticking the flashcards board
on the board.

• Holds up the word

cards in turn. The
 students read the words.

.Aim: to learn
vocabulary
Differentiation:
«Librarian» method is
used to develop their
vocabulary knowledge.

• The students look at Activity 1 Descriptor: Whiteboard

the photo of Rosa and
5min the map. Asks Where's Listen and say. -learn new words Students Book
Rosa from? • The students guess Total: 1point CD
• Plays the CD. The which electronics
gadgets Rosa has got. Poster
students listen and
• The students name
repeat the new words.
other electronic
(Computer, laptop,
gadgets.
digital camera, mobile
phone.)

Aim: to learn
vocabulary

Differentiation:
“memory” method is
used to identify their
memorization

Asks Which electronic Activity 2 Descriptor: Whiteboard

gadgets has Rosa got?
8 min. Says Let's listen and Listen and find out. -answer the CD
find out. The students say questions
which gadgets Rosa Students Book
• Plays the CD once or has got. In pairs, the -give their answers
Poster
twice. Asks a few pairs students ask and Total: 2points
to report back to the rest answer questions
of the class. Answers: about all the
Rosa has got a electronic gadgets.
calculator, an MP3 I've got a (stopwatch).
player, a pen drive and a (Ana's) got a (video
charger. games console).

Aim: to introduce a
vocabulary area

T divides the class into Activity 3 Descriptor: Whiteboard

two teams. Draws
7 min attention to the recycle Listen and do the - pronounce Students Book
logo. Explains that the vocabulary quiz. vocabulary
correctly CD
students will be hearing
familiar words, as well -choose right Poster
as practising new Ss try to give right answers
vocabulary. If answer Members of
necessary, briefly each team take turns
revises the vocabulary to answer. Keep score
that's included in the on the board. The Total: 2points
quiz. Plays the CD. Use students say and spell
the pause button. the words.

Extends the quiz by

holding up the
flashcards.

Aim: to present and

 practice vocabulary
related to CD.

Efficiency:to enrich
their vocabulary

Differentiation:
practice method is used
to assess Ss speaking

End of the lesson. The Ladder method was Ss use their stickers to Whiteboard
used as a reflection. T show their knowledge
asks SS to stick their according to the Ss evaluate each Students Book
stickers to the Success lesson other and encourage
Reflection classmate with
Ladder
Green- I understood phrases like:
Yellow-I have some Well done!
questions Brilliant! Good job!
5 min. I like it!
Red-I need a help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use colors to

show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you plan to Assessment – how are you planning to Health and safety check
give more support? How do you plan to check learners’ learning? ICT links
challenge the more able learners?

 more support can be given during The teacher will be able to assess how ICT links
elicitation, instruction and questioning well the students can speak using studied
phases of the lesson by nominating vocabulary and structures during the
learners to answer items relating to speaking, and how sell students have
more high frequency vocabulary to build developed their receptive skills during
confidence through participation listening.
 more able learners will be challenged by
prompting their groups to narrate parts
of the body
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan

and why?
 Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next
lesson?

Lesson Plan 6

Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: The Fab Tab

Learning objectives(s) that this 5.1.8.1 develop intercultural awareness through reading and discussion
lesson is contributing to: 5.2.1.1 understand a sequence of supported classroom instructions
5.3.2.1 ask simple questions to get information about a limited range of
general topics
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics

Lesson objectives: All learners will be able to: know the vocabulary

Most learners will be able to: understand the text and answer the questions

Some learners will be able to: vocabulary, answer, make a poster

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with the
help of the teacher. 1. How many -answer the 1st-
Pre-learning Differentiation: electronic gadgets can question
you name? Cards
«Brainstorming» “Verbal support” - answer the 2 nd-
method T asks different questions 2.Do you have any question.
connected with the theme electronic gadgets?
10 min. and tries to help Ss to Students Book
give the correct answer. T Aim: Revise the
asks leading questions to previous lessons Total: 2points
clarify the theme to the material.
Ss who needs T support. Efficiency: Ss refresh
Gives the Unit 1 their mind before
flashcards to individual starting new theme.
students, without the
other students seeing the
pictures. The students
take turns to describe
their fruit or vegetable.
For example, The
students with the
flashcards take turns to
say a sentence about their
electronic gadget. You
use this to (do maths).
The rest of the class
guesses what it is. It's a
(calculator). Ss give their
possible answers. After
that T introduces the aim
and theme of the lesson.
Says Today we're going
to read an advertisement

for a new tablet and

answer questions about it.
We're also going to play a
game and give our
opinions.

T reads Rosa's post. Elicit Activity 4 Listen and Descriptor: Whiteboard

the meaning of read. Try to answer the
'advertisement'. Reads questions and look at T praise active Ss Students Book
the title: The Fab the title of the text. with phrases such
Middle of the as: “Good job! CD
Tab.Play the CD.. Read
lesson
the Reading Tip. Gives
Presentation part. an example. Says If you Well done!”
don't know the word
'light', you can guess the
15min. meaning by reading the
next sentence.
Encourages the students
to use the context to
guess. the meaning of
new words in the
advertisement, such as
'drop' and 'break'. Be
ready to help, as
necessary. Plays the CD
again. Asks What
features does a Fab Tab
have? (Digital camera,
calculator, satnav,
headphones, stopwatch,
MP3 player, webcam.)
Draws attention to the
thinking skill: Evaluating
information. Asks the
students if they think the
Fab Tab sounds good or
not. Explains that when
we read an
advertisement, we
evaluate the information
that is given.

Aim: to introduce the

topic

Give Ss time to answer Activity 5 Answer the -choose the right Whiteboard
the questions. Remind Ss questions. answer
not to copy from the text Students Book
but to paraphrase the The students read and -give correct
answer the questions. answer Poster
information in their own
words. CD
2 points
Aim: to consolidate
information in a text
Efficiency:Develop their
reading and listening
skills.
Differentiation: verbal
support

Teacher explains the rule Activity 6 Play The -give the right Whiteboard
of the game. chain game. The answer
10 min students take turns to Students Book
Aim: To improve say sentences about the 1point
speaking and thinking Poster
Fab Tab. T read the
skills speech bubbles to
Efficiency: to enrich demonstrate. A Fab
their vocabulary Tab is small. / A Fab
Tab is small and it's
Differentiation: easy to use. A third
«Librarian» method is student might say A
used to develop their Fab Tab is small, it's
vocabulary knowledge. easy to use and it's lots
of fun. If the students
can't remember the
previous sentences,
 they say Help! and a
student who can
remember has the next
turn.

Teacher explains the task. Activity 7 Descriptor: Whiteboard

Aim: To improve The students take turns
to express their - make sentences Students Book
speaking and thinking
opinions and say what without mistakes
skills Poster
they want to use a Fab - pronounce words
Tab to do. I think the correctly
Fab Tab is (fantastic). I
5 min want to use the
calculator on a Total: 1point

Fab Tab to (do maths).

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
Well done!
4 fingers -I have some Brilliant! Good job!
questions I like it!
2 fingers-I need a help.
5 min.

Aim: To know how

many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 7

Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Reading for pleasure. The father of computer science

Learning objectives(s) that this 5.1.8.1 develop intercultural awareness through reading and discussion
lesson is contributing to: 5.2.1.1 understand a sequence of supported classroom instructions
5.3.2.1 ask simple questions to get information about a limited range of
general topics
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics

Lesson objectives: All learners will be able to: know the vocabulary
 Most learners will be able to: understand the text and answer the questions

Some learners will be able to: vocabulary, answer, make a poster

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with the
help of the teacher. 1 What do you know -answer the 1st-
Pre-learning Differentiation: about the Fab Tab ? question
Cards
«Brainstorming» “Verbal support” 2. Do you think a tablet - answer the 2 nd-
method T says today we are like the Fab Tab is question.
going to listen, read and useful? Why?
10 min. discuss a biography about Students Book
someone very important Aim: Revise the
to computer science. previous lessons Total: 2points
Pre-story activities digital material.
Predicts what happens in Efficiency: Ss refresh
the story their mind before
starting new theme.

•T reads Rosa's post and Pre-story activities. Descriptor: Whiteboard

the story title. Elicits or Listen and read. Try to
explains the meaning of answer the questions T praise active Ss Students Book
'biography' and 'hero'. and look at the title of with phrases such
Middle of the as: “Good job! Poster
Asks the students to the text. Predict what
lesson
predict what happens in happens in the story Well done!” CD
Presentation part. the story (in English or
L1).

Aim: to introduce the

15min. topic

T plays the CD. The Activity 8 Listen and -choose the right Whiteboard
students listen and read read the story. The answer
the story. Pauses to check students take turns to Students Book
understanding or clarify read the story and -give correct
answer Poster
meaning, as necessary. answer the questions.
2 points CD
Aim: to consolidate
information in a text
Efficiency:Develop their
reading and listening
skills.
Differentiation: verbal
support

T says think about it! Is it Activity 9 choose the right Whiteboard

important to follow your answer
10 min interests at home and at The students read the Students Book
school? Listen to the sentences and say -give correct
whether they are true or answer Poster
students' answers (in
English or L1). Establish false. They correct the CD
false sentences. 2 points
that it is important to
follow your interests
where possible. Asks the
students how they follow
their interests, prompting
them if necessary with
questions such as What
 are you interested in
doing? Do you learn
about it at school? Do
you develop your skills at
home? If you have a
confident class, ask them
to discuss the question
further

Aim: to consolidate
information in a text
Efficiency:Develop their
reading and listening
skills.
5 min Differentiation: verbal
support

T reads the phrases. Learn and use! Descriptor: Whiteboard

Elicits or gives examples
of when to use the The students find the - make sentences Students Book
phrases every day. phrases in the story. without mistakes
Poster
Encourages the students - pronounce words
to use the phrases correctly
whenever appropriate
from now on.

Aim: To improve Total: 1point

speaking and thinking
skills

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
Well done!
4 fingers -I have some Brilliant! Good job!
questions I like it!
2 fingers-I need a help.
5 min.

Aim: To know how

many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?
 ● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Lesson Plan 8

Unit:6 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Grammar track

Learning objectives(s) that 5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
this lesson is contributing to: about a limited range of general topic
5.6.6.1 use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
 limited range of familiar general and curricular topics;
5.3.6.1 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges;
Lesson objectives: All learners will be able to: answer the questions

Most learners will be able to: use the grammar correctly

Some learners will be able to: make their own examples

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1. Can you tell me ten -answer the 1st-
Pre-learning words from the story? question
Differentiation: Cards
«Brainstorming»
method “Verbal support”
Aim: Revise the
10 min. Reviews The father of previous lessons Students Book
computer science story. material. Total: 2points
Asks Can you remember Efficiency: Ss refresh
Alan Turing's biography? their mind before
Explains the aims of the starting new theme. Encourage Ss who
lesson. T says today answer the
we're going to read and questions
talk about gadgets people
use. We're also going to
learn about adverbs of
frequency and be
grammar detectives, too!

T plays the CD. The Activity 11 Descriptor: Whiteboard

students listen and read. Ss listen and read.
Middle of the Pause after Say the gadgets they -give right answer Students Book
lesson each sentence for the use. The students say
1 point
students to repeat. sentences about the
Presentation part. Draws attention to the gadgets the children CD
adverbs of frequency use and how often.
highlighted in bold. Lucy usually
15 min. Asks Can you tell me uses her laptop to
about Lucy? Can you tell write emails. Zak
me about Zak? never uses a laptop...
Aim: to learn new
vocabulary
Differentiation: practice
method is used to assess
Ss speaking
T says sentences based Activity 12 Ss evaluate each
on the information in The students take other and encourage
Activity 11. This person turns to say sentences classmate with
(always uses and identify phrases like:
headphones). Who is who it is.
it? The students respond. Well done!
It's (Lucy)! Brilliant! Good job!
Aim: to practice the I like it!
speaking skills
Differentiation: practice
method is used to assess
Ss speaking
 Listen, repeat and learn. Activity 13 Descriptor: Whiteboard
T plays the CD. Then The students listen
5min explains the task. and repeat the -give correct Students Book
Aim: To learn grammar sentences in the answers
CD
grammar tables.
Digital. The students 1 point
Poster
learn the grammar
tables and use
them for reference
and revision. They
can copy the
grammar tables into
their notebooks.

10 min. T reads the 'grammar Activity 14 Be a Descriptor: Whiteboard

detective' questions. grammar detective!
The students answer -make sentences Students Book
Aim: to improve in English or L1. The correctly
grammar skills Poster
students can look at Total: 2points
Efficiency: Activity Book page 7
for a summary of the
Develop their writing answers. The students
and grammar skills. find two adverbs of
frequency in the story
Differentiation: practice
on Student's Book
method is used to assess
pages 6 and 7. (In
Ss writing
frame 2: always,
usually/often.)

End of the lesson. “Finger” method is used Ss show their Whiteboard

to find out was the lesson knowledge according
clear or not. to the lesson Ss evaluate each Students Book
other and encourage
Reflection 5 fingers- I classmate with
understood phrases like:
4 fingers -I have Well done!
some questions Brilliant! Good job!
5 min. I like it!
2 fingers-I need a
help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion»
method is used to
finish the lesson.

Additional information

Differentiation – how do you plan Assessment – how are you planning to check learners’ Health
to give more support? How do learning? and safety
you plan to challenge the more check
able learners? ICT links

● Students will work in groups ● The teacher and students will give brief feedback.
 and support each other. ICT
● More capable students will be links
given more challenging material
to work with in order to allow
them to be more challenged.
● The students will be supported
by the teacher during
independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 9

Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Sound track

Learning objectives(s) that 5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
this lesson is contributing to: about a limited range of general topic
5.6.6.1 use basic personal and demonstrative pronouns and
 quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics;
5.3.6.1 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges;
5.2.1.1 understand a sequence of supported classroom instruction
Lesson objectives: All learners will be able to: answer the questions

Most learners will be able to: understand the listening

Some learners will be able to: make their own examples

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1. When do we use -answer the 1st-
Pre-learning adverbs of question
Differentiation: frequency? Cards
«Brainstorming» - answer the 2 nd-
method “Verbal support” 2. How many adverbs question.
of frequency do you
10 min. Reviews the Unit 1 Students Book
know?
flashcards. Holds up the
Unit 1 flashcards in turn. The students say
Explains the aims of the what they can
Total: 2points
lesson. Says Today we're remember about Zak
going to listen and and Lucy (from
identify sounds and Student's Book page
practise pronunciation. 8). For example, Zak Encourage Ss who
We're also going to play often uses his answer the
a game and find out what headphones. Lucy questions
people do on Saturday. never uses a
stopwatch in the gym.

Aim: Revise the

previous lessons
material.
Efficiency: Ss refresh
their mind before
starting new theme.

T explains the task. Activity 15 Descriptor: Whiteboard

Draws the phonemic Sound track: Listen
Middle of the symbols on the board. and identify /tf/ -give right answer Students Book
lesson Says a few words to and /d3/. The
1 point
demonstrate the sounds. students listen and
Presentation part. count the sounds. The
Draws attention to /tf/ CD
and /d3/, as underlined in students repeat the
the first sentence. Asks sentences.
15 min. How many times do you
hear /tſ/ and /d3/ in the
second sentence?
Plays the CD. Plays the
CD again.
Aim: to learn the sounds
Plays the CD, pausing Activity 16 Descriptor:
before the answers. Listen and correct the
Aim: to practice the sentences. -give correct
listening skills The students look at
 Differentiation: practice the table showing the answers
method is used to assess things that Ben, Lyn,
Ss listening Sam and Jo do on 1 point
Saturday. The
students listen and
correct the sentences.
They then check their
answers. The students
say false sentences
and correct them in
the same way.
T explains how to play a Activity 17 T praise active Ss Whiteboard
game. Play the game The students play the with phrases such
5min with the whole class. game in pairs. Play as: “Good job! Students Book
Aim: To improve Who am I thinking
Well done!” Poster
speaking skillspraise about? The students
choose one of the
children from
Activity 16. They ask
each other questions
to identify the child,
for example Does he
or she play football
on Saturday? / Yes,
he usually does. /
Does he do his
10 min. homework on
Saturday? / No, he
never does. / Are
you thinking about
Ben? / Yes, I am.
T explains the task. Activity 18 Descriptor: Whiteboard

Aim: to improve Talk about you and -make sentences Students Book
grammar skills your friends. The correctly
students say true Poster
Efficiency: sentences about Total: 2points

Develop their speaking themselves and their

and grammar skills. friends. I (sometimes)
(watch TV) on
Differentiation: practice Saturday. (David)
method is used to assess (always) (plays
Ss speaking football) on Saturday.

End of the lesson. “Finger” method is used Ss show their Whiteboard

to find out was the lesson knowledge according
clear or not. to the lesson Ss evaluate each Students Book
other and encourage
Reflection 5 fingers- I classmate with
understood phrases like:
4 fingers -I have Well done!
some questions Brilliant! Good job!
5 min. I like it!
2 fingers-I need a
help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.
 Differentiation:
«Conclusion»
method is used to
finish the lesson.

Additional information

Differentiation – how do you plan Assessment – how are you planning to check learners’ Health
to give more support? How do learning? and safety
you plan to challenge the more check
able learners? ICT links

● Students will work in groups ● The teacher and students will give brief feedback.
and support each other. ICT
● More capable students will be links
given more challenging material
to work with in order to allow
them to be more challenged.
● The students will be supported
by the teacher during
independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan 10
Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Culture time. Oxford and Cambridge

Learning objectives(s) that this 5.1.8.1 develop intercultural awareness through reading and discussion
lesson is contributing to: 5.2.1.1 understand a sequence of supported classroom instructions
5.3.2.1 ask simple questions to get information about a limited range of
general topics
5.4.2.1 understand with little support specific information and detail in short,
 simple texts on a limited range of general and curricular topics

Lesson objectives: All learners will be able to: know the vocabulary

Most learners will be able to: understand the text and answer the questions

Some learners will be able to: vocabulary, answer, make a poster

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with the
help of the teacher. 1. What sounds have -answer the 1st-
Pre-learning Differentiation: we practised? question
Cards
«Brainstorming» “Verbal support” 2 How can we ask - answer the 2 nd-
method T asks different questions questions about what question.
connected with the theme people do?
10 min. and tries to help Ss to Students Book
give the correct answer. T Aim: Revise the
asks leading questions to previous lessons Total: 2points
clarify the theme to the material.
Ss who needs T support. Efficiency: Ss refresh
Ss give their possible their mind before
answers. After that T starting new theme.
introduces the aim and
theme of the lesson.
Today we're going to
read about two cities in
England that are
famous for their
universities. We're also
going to do a culture quiz
about England.

Reads Rosa's post. Elicits Activity 19 Descriptor: Whiteboard

or remind the students of
the meaning of 'city' (a The students listen and -answer the Students Book
large, important town). read. The students questions
Middle of the name famous cities in Poster
Asks the students if
lesson their country.
they've heard of Oxford CD
Presentation part. and Cambridge and, if so,
what they know about
them. Plays the CD. Total: 2points
Asks questions, such as
15min.
Where can you see a deer
park/a tropical
rainforest/traditional
costumes/ Egyptian
mummies? Elicit or
explain the meaning of
vocabulary, as necessary.
Asks What famous cities
are there in your
country?

Aim: to introduce the

topic

Reads Rosa's post. Reads Activity 20 -guess the right Whiteboard

the quiz questions. Plays answer
 15 min the CD. Uses the pause The students guess the 1point Students Book
button for the students to answers. The students
say their answers before write the numbers 1 to CD
they hear them on the 6 in their notebooks. Poster
CD. They write a), b) or c)
to make a note of their
Aim: To improve guesses. The students
speaking and thinking compare the answers
skills with their guesses and
Efficiency: to enrich say which facts they
their vocabulary think are particularly
interesting or
Differentiation: surprising.
«Librarian» method is
used to develop their
vocabulary knowledge.
Listen and say the
answers The students
write the numbers 1 to
6 in their notebooks.
They write a), b) or c)
to make a note of their
guesses.

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
Well done!
4 fingers -I have some Brilliant! Good job!
questions I like it!
2 fingers-I need a help.
5 min.

Aim: To know how

many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 11

Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Shopping in English towns

Learning objectives(s) that this 5.C1 use speaking and listening skills to solve problems creatively and
lesson is contributing to: cooperatively in groups
 5.L1understand a sequence of supported classroom instructions

5.L3 understand an increasing range of unsupported basic questions on

general and curricular topics

5.R5deduce meaning from context in short texts on a limited range of

familiar general and curricular topics

Lesson objectives: All learners will be able to: Find out about about farmers markets in the UK
Most learners will be able to: listen about how to shop
Some learners will be able to: do a roleplay
Value links: Respect each other, study well, be diligent, be calm in any situations

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1. What do you know -answer the
Pre-learning T greats the students. about Oxford culture? question
Cards
«Brainstorming» Explains the aim of 2.What do you know
method the lesson. Asks about English
familiar questions, Cambridge? Total: 2points
5 min. Students Book
such as What is the
Aim: Revise the
date? What is the
previous lessons
weather like? Today
material.
we're going to learn
some facts about Efficiency: Ss refresh
shopping in English their mind before Encourage Ss who
towns. We're also starting new theme. can name object
going to listen to and that is connected
repeat a dialogue with new lesson.
showing how to buy
an electronic gadget,
and then do a role
play.
Middle of the Reads Rosa's post. Activity 21 -choose the right Whiteboard
lesson Reads the sentences. answers
Explains vocabulary Listen and read. The Students Book
Presentation part. such as 'corner shops' students predict if the -read the sentences
sentences are true or correctly CD
and 'residential streets',
as necessary. Plays the false.
3points
13min. CD. The students listen
carefully. Uses the
pause button after each
statement for the
students to say whether
the sentences in the
Student's Book are true
or false.

Aim: to introduce the

topic and present new
vocabulary

Efficiency:

Ss develop their
listening and speaking
 skills.

T repeats new words. Ss Exercise 22 Descriptor: Whiteboard

play game “what is
10 min. missing?” write down to Listen and repeat - try to learn new Students Book
their vocabulary new words
Poster
words

Aim: to introduce new Total: 3points

vocabulary in context

Efficiency: to enrich Ss’

vocabulary

Differentiation:
“What is missing?”
method is used to
develop their vocabulary
knowledge.

12min. Plays the CD. The Activity 23 Descriptor: Whiteboard

students listen and The students listen
follow the dialogue in and follow the -read correctly Students Book
their books. Divides the dialogue in their -pronounce words CD
class into two groups books. correctly
(Rosa, the woman).
Plays the CD again, 2 point
pausing for the students
to repeat their lines in
their groups. The groups
change roles and repeat.

Aim: to listen and

repeat a dialogue

Differentiation:
Verbal support

End of the lesson. The Ladder method was Ss use their stickers to Ss evaluate each Whiteboard
used as a reflection. T show their knowledge other and encourage
asks SS to stick their according to the classmate with Poster.
stickers to the Success lesson phrases like:
Reflection
Ladder
Green- I understood Well done!
Brilliant! Good job!
5 min Yellow-I have some I like it!
questions

Red-I need a help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use colors to

show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.
 Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. ● The teacher and students will give brief feedback. ● ICT
● More capable students will
be given more challenging
material to work with in
order to allow them to be
more challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 12

Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: How often do you use electronic gadgets?

Learning objectives(s) that this 5.S2 ask simple questions to get information about a limited range of general
lesson is contributing to: topics

5.S6 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges

5.R1 understand the main points in a limited range of short simple texts on
general and curricular topics

Lesson objectives: All learners will be able to: listen and read

Most learners will be able to: answer questions on the text

Some learners will be able to: talk about healthy food

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous 1.What do you know Descriptor: Whiteboard

lesson lessons materials with the about shopping in
help of the teacher. English towns? -answer the
Pre-learning question
Differentiation: 2.What do you know
«Brainstorming» how to buy? -answer the
method “Verbal support” question
Aim: Revise the
10 min. T asks, such as What's Total: 2points Students Book
previous lessons
the date? What's the material.
weather like? Reviews
how to shop for food in a Efficiency: Ss refresh
market.. Explains the their mind before
aims of the lesson. Says starting new theme.
Today we're going to
listen to and read a web Cards
article about how often
we use electronic
gadgets. We're also going
to answer questions, play
a game and think about
and say the pros and cons
of using electronic
gadgets.

Reads Rosa's post. Activity 25 Descriptor: Whiteboard

Explains that the article is
Middle of the about the 'pros' (positive -read correctly Students Book
lesson things) and 'cons' The students predict -pronounce words CD
Presentation part. (negative things) of using the pros and cons. Use correctly
electronic gadgets. Plays Poster
this discussion to
the CD. The students Total: 2points
introduce new
listen and read. Asks vocabulary in the text.
10min. questions such as What
are the pros? What are
the cons? Do you agree
with the article?

Aim: to introduce the

topic. Draw attention to
the thinking skill (Critical
thinking) that the students
use to reply.

Draws attention to the Exercise 27 Ss evaluate each

thinking skill: Evaluating other and encourage
information. Explains classmate with
 that if we think Play Pro or Con? phrases like:
something is a 'pro' or a
'con', we're evaluating The students take turns Well done!
information. Reads the to say pros and cons Brilliant! Good job!
questions. from the text, with I like it!
others responding Pro!
Aim: 1)to improve or Con! Read the
speaking skills. speech bubble
examples. The students
play the game with the
10min. whole class and/ or in
groups. The students
talk about the way they
use electronic gadgets
and give their opinions
of the pros and cons.

T explains the task. Exercise 26 -say about healthy Whiteboard

The students read the food
10 min questions and write the Answer the questions. Students Book
answers in their - make sentences
without mistakes Poster
notebooks.

Aim: to use critical

thinking skills to compare 2point
Efficiency: to enrich
their vocabulary

Differentiation: verbal
support

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
Well done!
4 fingers -I have some Brilliant! Good job!
questions I like it!
2 fingers-I need a help.
5 min.
Aim: To know how
many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
 material to work with in order
to allow them to be more
challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 13
Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Project: Electronic Gadget survey

Learning objectives(s) that this 5.W1 plan, write, edit and proofread work at text level with
lesson is contributing to: support on a limited range of general and curricular topics
5.R1 understand the main points in a limited range of short
simple texts on general and curricular topics
Lesson objectives: All learners will be able to: listen and read an example project
Most learners will be able to: plan their project
Some learners will be able to: prepare and write their project

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials
with the help of the 1What are the pros -answer the 1st-
Pre-learning teacher. and cons of using question
electronic gadgets? Cards
«Brainstorming» Differentiation:
method T asks different
questions connected Total: 2point
with the theme and Aim: Revise the Students Book
tries to help Ss to previous lessons
10 min. give the correct material.
answer. T asks Encourage Ss who
leading questions to Efficiency: Ss refresh answer the
clarify the theme to their mind before questions
the Ss who needs T starting new theme.
support.
Ss give their possible
answers. After that T
introduces the aim
and theme of the
lesson.

«Vocabulary» Vocabulary work Descriptor: Whiteboard

Middle of the T presents the Ss evaluate each Students Book

lesson vocabulary. Explains other and encourage
the meaning of new classmate with Poster
Presentation part. vocabulary Uses phrases like:
flashcards. Ss repeat
the words. Play the Well done!
game Brilliant! Good job!
10min.
I like it!
Aim: to consolidate
vocabulary from a text

Efficiency:

Ss write the words

correctly and work
with translation.

Differentiation:
«Librarian» method is
used to develop their
vocabulary
knowledge.

5min Reads Aruzhan's post. Exercise 29 Descriptor: Whiteboard

Reads the two The students read. -give correct Students Book
questions from answers
Aruzhan's post again
and check the answers.
 (Her dad / her aunt.) Total: 1point
Asks further questions,
such as Does
Aruzhan's mum use a
satnav?

Complete the complete the Descriptor: Whiteboard

mindmap mindmap
5 min. -give correct Students Book
Aim: to present and answers
practice topic-related Poster
vocabulary in context Total: 2points

Reads the four stages Exercise 30 Descriptor: Whiteboard

of the project plan in
10min the flowchart. Plan your project. - write sentences Students Book
without mistakes
.Aim: to plan their The students think Poster
project and prepare about the people and - correct plan of
Efficiency: to write gadgets to their poject
their project include in their survey
Differentiation:
practice method is Total: 2points
used to assess Ss
writing

End of the lesson. The Ladder method Ss use their stickers to Whiteboard
was used as a show their knowledge
reflection. T asks SS according to the Ss evaluate each Students Book
to stick their stickers lesson other and encourage
Reflection classmate with
to the Success Ladder
Green- I understood phrases like:
Yellow-I have some Well done!
questions Brilliant! Good job!
5 min. I like it!
Red-I need a help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use colors to

show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to ICT links
challenge the more able
learners?
● Students will work in ● The teacher and students will give brief feedback. ● ICT
groups and support each
other.
● More capable students will
be given more challenging
 material to work with in
order to allow them to be
more challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners
achieve the LO?
If not, why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make
from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 14

Unit:1 Fantasy world

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Unit review. Self assessment

Learning objectives(s) that this 5.1.5.1 use feedback to set personal learning objectives
lesson is contributing to: 5.2.3.1 understand an increasing range of unsupported basic questions on
general and curricular topics
5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
5.4.7.1 recognise typical features at word, sentence and text level in a limited
range of written genres 5.6.9.1
use simple present and simple past regular and irregular forms to describe
routines, habits and states on a limited range of familiar general and curricular
topics

Lesson objectives: All learners will be able to: understand text, do some exercises

Most learners will be able to: usage of grammar

Some learners will be able to to review vocabulary, grammar, healthy food

and CLIL in the unit 1

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Ss try to make sentences Descriptor: Whiteboard

lesson Pre- lessons materials with the
learning help of the teacher. -make correct
sentences
«Brainstorming» Differentiation: “verbal Aim: Revise the Card
method support” previous lessons’
material. Students Book
Reviews the Unit 1 Total: 1point
flashcards. Give the Unit 1 Efficiency: Ss refresh
10 min. flashcards to pairs of their mind before
students. The students hold starting new theme.
Encourage Ss who
up their cards and say make the sentences
sentences. Explains the
aims of the lesson Says
Today we're going to do the
Unit 1 Review and self-
assessment. We're also
going to complete our
Progress Journals for Unit6.

Plays the CD. The students Activity 26 Whiteboard

listen, identify the gadgets Ss listen and number.
Middle of the and number the pictures. Write the sentences. The -choose the right CD
lesson Check the answers. Asks students write the answer
Students Book
the students to spell the sentences.
fruit and vegetables. Poster
Aim: to listen for specific
information 1 point

5min. Efficiency: to develop Ss

listening skills

The students read the text Activity 27 -choose the right Whiteboard
and do the task Read and write a, some answer
10min. Students Book
Aim: to develop their or any. 1point
grammar skills

Differentiation: Verbal
support
 Explain the task. Ss look Activity 28 Descriptor:
and write questions and
answers. The students look Ss write questions and - The students write
at the picture and write give true answers about true answers
questions and answers what you did last according to what
following the picture Saturday. they did last
prompts. Saturday.

Aim: to practice writing

correct - write sentences
Efficiency: to develop correctly
writing skills

Differentiation: practice
Total: 1point
method is used to assess Ss
writing

15 min. Explains the task. The Activity 29 Descriptor: Whiteboard

students read the culture
quiz on Student's Book Read and write the -Choose the right Students Book
again and answer the answers. answer
Poster
questions. - rewrite sentences
Aim: to improve reading without mistakes
skills 2 points

Explain the task. Ss Read Activity 30 Descriptor:

and write the missing
words. Order the questions and - write answers
write answers. The without mistakes
Aim: to improve reading students write the
skills missing words, referring 1point
to Student's Book
Differentiation: practice
method is used to assess Ss
writing

End of the lesson. The One-Minute Papers Ss answer the questions Ss evaluate each Whiteboard
method was used as a like : What is the most other and encourage
reflection. It provides the important issue classmate with Students Book
opportunity to the students discussed today? phrases like:
Reflection
to provide a quick
reflection on what they What did you find Well done!
learned by responding to difficult to comprehend? Brilliant! Good job!
questions. I like it!
What are some
5 min. questions you would
like to explore further?

Aim: To know how

many Ss got the theme.

Efficiency: To make
appropriate
modifications that
would enhance students’
learning engagement
and performance

Differentiation:
«Conclusion» method is
used to finish the lesson.

Additional information
Differentiation – how do you plan to Assessment – how are you planning to Health and safety check
give more support? How do you plan check learners’ learning? ICT links
to challenge the more able learners?

● Students will support each other. Students will be assessed through ICT
● More capable students will be given revision exercises: vocabulary, grammar
more challenging material to work Make short breaks while writing
with in order to allow them to be
more challenged.
The students will be supported by the
teacher during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Did I stick to timings?

What changes did I make from my plan

and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next
lesson?

Lesson Plan 15

Unit:1 Fantasy world

Teacher’s name:

Date:
Grade:5 Number present: absent:

Theme of the lesson: Internet track- To work with vocabulary

Learning objectives(s) that this 5.1.6.1 organize and present information clearly to others
lesson is contributing to:
5.3.6.1 communicate meaning clearly at sentence level during,
pair, group and whole class exchanges
5.5.5.1 link without support sentences using basic coordinating
connectors
Lesson objectives: All learners will be able to: know about fruit and vegetables

Most learners will be able to: describe fruit and vegetables

Some learners will be able to: talk about healthy fruit and vegetables

Value links: Respect each other, create friendly atmosphere

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1 Do you have any -answer the 1st-
Pre-learning gadgets? question
Differentiation: Cards
«Brainstorming» “verbal support” 2 Are they useful? - answer the 2 nd-
method question.
T asks different Aim: Revise the
10 min. questions connected with previous lessons Total: 2points
the theme and tries to material.
help Ss to give the Efficiency: Ss
correct answer. T asks refresh their mind Encourage Ss who
leading questions to before starting new answer the
clarify the theme to the theme. questions
Ss who needs T support.
Delete the students into
two teams “fruit” and
“vegetables” by using
cards of fruit and
vegetables. They have to
choose one of them and
say what is it in the card.
If there is a fruit he/she
calls the name of fruit
and goes into “fruit”
team.

Teacher prepares cube. Activity 1. Game Whiteboard

There are pictures of “Throw the cube”
Middle of the gadgets. Students have to Descriptor: Cube
lesson throw the cube and
- understand the Slideshow or
describe them. If they
Presentation part. answer right each student text copy
owns 1star. Poster
15 min. Total: 2point
Aim: to improve speaking
skills
Differentiation: practice
method is used to assess
Ss speaking

Students watch the video Activity 4. Diagram Descriptor: Whiteboard

about benefits of gadgets. method Students Book
Students have to write the - make sentences
correctly
 10 min. gadgets into diagram Ss make a diagram - Total: 2point Poster
which are useful?
Video
Aim: to improve listening
skills

Differentiation: practice
method is used to assess
Ss listening

Teacher prepares two Think together Descriptor: Whiteboard

cards. Teams have to
5 min. make sentences. Which Ss make sentences -give correct
team finishes first earns answer
star. 2points
Aim: improve writing
skills

End of the lesson. The One-Minute Papers Ss answer the Ss evaluate each Whiteboard
method was used as a questions like : What other and encourage
reflection. It provides the is the most important classmate with Students Book
opportunity to the issue discussed phrases like:
Reflection
students to provide a today?
quick reflection on what Well done!
they learned by What did you find Brilliant! Good job!
5 min. responding to questions. difficult to I like it!
comprehend?

What are some

questions you would
like to explore
further?

Aim: To know how

many Ss got the
theme.

Efficiency: To make
appropriate
modifications that
would enhance
students’ learning
engagement and
performance

Differentiation:
«Conclusion»
method is used to
finish the lesson.

Additional information

Differentiation – how do you plan to Assessment – how are you planning to Health and safety check
give more support? How do you plan check learners’ learning? ICT links
to challenge the more able learners?

By individual support, peer support and Students will be assessed through ICT links
tasks -writing activities
- questioning
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Did I stick to timings?

What changes did I make from my plan

and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next
lesson?

Lesson Plan 16

Unit:2 Sports

Teacher’s name:

Date:
 Grade:5 Number present: absent:

Theme of the lesson: Sports

Learning objectives(s) that this 5.1.1.1 use speaking and listening skills to solve problems
lesson is contributing to: creatively and cooperatively in groups
5.2.5.1 understand most specific information and detail of short,
supported talk on a wide range of familiar topics
5.3.1.1 provide basic information about themselves and others at
sentence level on an increasing range of general topics
Lesson objectives: All learners will be able to: know the vocabulary (understand )
Most learners will be able to: distinguish words by groups
Some learners will be able to: know the usage of the vocabulary

Value links: Respect each other, to be polite

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1What kind of gadgets -name the fruit and
Pre-learning do you know? vegetables that they
Differentiation: know Cards
«Brainstorming» Aim: Revise the
method T asks different previous lessons
questions connected material.
10 min. Total: 2point Students Book
with the theme and tries
to help Ss to give the Efficiency: Ss refresh
correct answer. T asks their mind before
starting new theme.
leading questions to Encourage Ss who
clarify the theme to the answer the
Ss who needs T support. questions
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Today we're going to
find out about different
sports. We're going to
ask and answer
questions about sports
we like and we're also
going to do a vocabulary
quiz.

«Vocabulary» T «Vocabulary» T praise active Ss Whiteboard

introduces the new The students repeat with phrases such
Middle of the sports by sticking the the words once or as: “Good job! Flashcards
lesson flashcards on the board. twice.
Well done!” Students Book
Holds up the word cards
Presentation part.
in turn. The students Poster
read the words. They
then match the word
10min. cards and flashcards on
the board. Aim: to learn
vocabulary
Differentiation:
«Librarian» method is
used to develop their
vocabulary knowledge.
 The students look at the Activity 1 Descriptor: Whiteboard
photo of Steve and the
5min map. Asks Where's Listen and say. -learn new words Students Book
Steve from? Plays the The students guess Total: 1point CD
CD. The students listen two of Australia's
and repeat the new favourite sports. The Poster
words. students name other
sports. (Football,
table tennis, judo,
karate ...)

Aim: to learn
vocabulary

Differentiation:
“memory” method is
used to identify their
memorization
Which sports does Steve Activity 2 Descriptor: Whiteboard
like? Which are
8 min. Australia's favourite Listen and find out. -answer the CD
sports? Now ask and The students listen. questions
The students say Students Book
talk about you. Says -give their answers
Let's listen and find out which sports Steve Poster
which sports Steve likes likes and what Total: 2points
and what Australia's Australia's favourite
favourite sports are? sports are? In pairs,
Plays the CD once or the students ask and
twice. Asks the students answer questions
to work with a partner. about all the sports.
Do you like
Aim: to introduce a (badminton)? / Yes, I
vocabulary area do. It's fun.

Ask a few pairs to

report back to the rest
of the class. I love
(cycling). (Elena)
likes (surfing).

Divides the class into Activity 3 Descriptor: Whiteboard

two teams. Draws
7 min attention to the recycle Listen and do the - pronounce Students Book
logo. Explains that the vocabulary quiz. vocabulary
correctly CD
students will be hearing Aim: to present and
familiar words, as well practice vocabulary -choose right Poster
as practising new related to CD. answers
vocabulary. If
necessary, briefly revise Efficiency:to enrich
the vocabulary that's their vocabulary
included in the quiz. Total: 2points
Plays the CD. Uses the Differentiation:
pause button. Members practice method is
of each team name the used to assess Ss
clothes. Keeps score on writing
the board. Extends the
quiz by holding up the
flashcards. The students
say and spell the words.
The team with most
points at the end wins
the quiz.
 End of the lesson. The Ladder method was Ss use their stickers to Whiteboard
used as a reflection. T show their knowledge
asks SS to stick their according to the Ss evaluate each Students Book
stickers to the Success lesson other and encourage
Reflection classmate with
Ladder
Green- I understood phrases like:
Yellow-I have some Well done!
questions Brilliant! Good job!
5 min. I like it!
Red-I need a help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use colors to

show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you plan to Assessment – how are you planning to Health and safety check
give more support? How do you plan to check learners’ learning? ICT links
challenge the more able learners?

 more support can be given during The teacher will be able to assess how ICT links
elicitation, instruction and questioning well the students can speak using studied
phases of the lesson by nominating vocabulary and structures during the
learners to answer items relating to speaking, and how sell students have
more high frequency vocabulary to build developed their receptive skills during
listening.
confidence through participation
 more able learners will be challenged by
prompting their groups to narrate parts
of the body
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan

and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
 1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next
lesson?

Lesson Plan 17

Unit:2 Sports

Teacher’s name:
Date:

Grade:5 Number present: absent:

Theme of the lesson: Australia land of sport, nature and fun

Learning objectives(s) that this 5.1.8.1 develop intercultural awareness through reading and discussion
lesson is contributing to: 5.2.1.1 understand a sequence of supported classroom instructions
5.3.2.1 ask simple questions to get information about a limited range of
general topics
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics

Lesson objectives: All learners will be able to: know the vocabulary

Most learners will be able to: understand the text and answer the questions

Some learners will be able to: vocabulary, answer, make a poster

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with the
help of the teacher. 1.What kind of sports -answer the 1st-
Pre-learning Differentiation: do you know? question
Cards
«Brainstorming» “Verbal support” 2.Can you name - answer the 2 nd-
method T asks different questions sports? question.
connected with the theme
10 min. and tries to help Ss to Aim: Revise the - answer the 3rd- Students Book
give the correct answer. T previous lessons question.
asks leading questions to material.
clarify the theme to the
Ss who needs T support. Efficiency: Ss refresh
their mind before Total: 2points
Give the Unit 2
flashcards to individual starting new theme.
students, without the The students take turns
other students seeing the to say a sentence about
pictures. After that T their sport, for example
introduces the aim and You do this sport in the
theme of the lesson. snow. The rest of the
Today we're going to class guesses which
read a leaflet about sport it is. It's
holiday tours in Australia snowboarding.
and answer questions
about it. We're also going
to play a game and give
our opinions.

Reads Steve's post and Activity 4 Descriptor: Whiteboard

the title of the leaflet.
Elicits the meaning of The students listen and T praise active Ss Students Book
'tour' (a short trip to read. The students with phrases such
Middle of the answer questions. as: “Good job! Poster
several places for
lesson
pleasure). Reads the Aim: to introduce the Well done!” CD
Presentation part. Reading Tip. Encourages topic
the students to predict the
content of each tour from
the headings. Clarify
15min.
meaning, as necessary,
for example, 'outback"
(land in Australia, far
 away from cities, which
isn't used for farming and
in which very few people
live). Plays the CD. The
students listen and read.
Asks How many tours are
there? (Four.) What are
they? (Sports, city,
rainforest and outback
tours.) Compare the tours
with the students'
predictions. Plays the CD
again.

Give Ss time to answer Activity 5 Answer the -choose the right Whiteboard
the questions. Remind Ss questions. answer
not to copy from the text Students Book
but to paraphrase the The students read and -give correct
answer the questions. answer Poster
information in their own
words. CD track 2.1
2 points
Aim: to consolidate
information in a text
Efficiency:Develop their
reading and listening
skills.
Differentiation: verbal
support

Draw attention to the Activity 6 -give the right Whiteboard

thinking skill: answer
10 min Associating. Explain that Play The association Students Book
in order to play the game game. The students 1point
take turns to say Poster
we associate the tours
with different activities. sentences and identify
the tour. You walk
Aim: To improve
across a bridge. / It's
speaking and thinking
the city tour! The
skills
students play the game
Efficiency: to enrich with the whole class
their vocabulary and/or in groups.

Differentiation:
«Librarian» method is
used to develop their
vocabulary knowledge.

T explains the task Activity 7 Descriptor: Whiteboard

5 min Aim: To improve Talk about it! Choose - make sentences Students Book
speaking and thinking and say. The students without mistakes
skills take turns to say the Poster
tour they want to go on - pronounce words
and why. I want to go correctly
on the (rainforest) tour
to(see koalas).
Total: 1point

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
 4 fingers -I have some Well done!
questions Brilliant! Good job!
I like it!
2 fingers-I need a help.
5 min.

Aim: To know how

many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
 Lesson Plan 18

Unit:2 Holidays and Travel

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Reading for pleasure. The survival guide

Learning objectives(s) that this 5.1.8.1 develop intercultural awareness through reading and discussion
lesson is contributing to: 5.2.1.1 understand a sequence of supported classroom instructions
 5.3.2.1 ask simple questions to get information about a limited range of
general topics
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics

Lesson objectives: All learners will be able to: know the vocabulary

Most learners will be able to: understand the text and answer the questions

Some learners will be able to: vocabulary, answer, make a poster

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with the
help of the teacher. 1. What do you know -answer the 1st-
Pre-learning Differentiation: about holiday tours in question
Australia? Cards
«Brainstorming» “Verbal support” - answer the 2 nd-
method T asks different questions 2. Which holiday tour question.
connected with the theme
do you want to go on?
10 min. and tries to help Ss to Students Book
give the correct answer. T Aim: Revise the
asks leading questions to previous lessons Total: 2points
clarify the theme to the material.
Ss who needs T support..
Ss give their possible Efficiency: Ss refresh
answers. After that T their mind before
introduces the aim and starting new theme.
theme of the lesson.
Today we're going to
listen to, read and talk
about a travel story about
a family in Australia.

Elicits or explains the Pre-story activities Descriptor: Whiteboard

meaning of 'survival', Predict what happens
'raise money' and in the story. Read T praise active Ss Students Book
'charity'. Asks the Steve's post and the with phrases such
Middle of the as: “Good job! Poster
students to predict what title of the story..
lesson
happens in the story Well done!”
Presentation part. Aim: to introduce the
topic

15min. T plays the CD. The Activity 8 Listen and -choose the right Whiteboard
students listen and read read the story. The answer
the story. Pauses to check students take turns to Students Book
understanding or clarify read the story and -give correct
answer Poster
meaning, as necessary. answer the questions.
2 points CD
Aim: to consolidate
information in a text
Efficiency:Develop their
reading and listening
skills.
Differentiation: verbal
support
 Give Ss time to answer Activity 9 choose the right Whiteboard
the questions. Remind Ss answer
10 min not to copy from the text Answer the questions. Students Book
but to paraphrase the -give correct
The students read and answer Poster
information in their own
answer the questions.
words. CD
2 points
Aim: to consolidate
information in a text
Efficiency:Develop their
reading and listening
skills.
Differentiation: verbal
support

T reads the phrases. Learn and use! Descriptor: Whiteboard

Elicits or gives examples
of when to use the The students find the - make sentences Students Book
phrases every day. phrases in the story. without mistakes
Poster
5 min Encourages the students - pronounce words
to use the phrases correctly
whenever appropriate
from now on.

Aim: To improve Total: 1point

speaking and thinking
skills

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
Well done!
4 fingers -I have some Brilliant! Good job!
questions I like it!
2 fingers-I need a help.
5 min.

Aim: To know how

many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
 challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 19

Unit:2 Sports

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Grammar track

Learning objectives(s) that 5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
this lesson is contributing to: about a limited range of general topic
5.3.6.1 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges;
5.6.9.1 use simple present and simple past regular and irregular forms
to describe routines, habits and states on a limited range of familiar
general and curricular topics
Lesson objectives: All learners will be able to: answer the questions

Most learners will be able to: use the grammar correctly

Some learners will be able to: make their own examples

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1.Can you name ten -answer the 1st-
Pre-learning words from the story? question
Differentiation: Cards
«Brainstorming» 2.What about is the - answer the 2 nd-
method “Verbal support” story? question.

10 min. T asks different Students Book

questions connected with
the theme and tries to Aim: Revise the
help Ss to give the previous lessons
material. Total: 2points
correct answer. T asks
leading questions to Efficiency: Ss refresh
clarify the theme to the their mind before
Ss who needs T support. Encourage Ss who
starting new theme.
answer the
Ss give their possible questions
answers. After that T
introduces the aim and
theme of the lesson.
Today we're going to
read and talk about how
to cycle safely. We're
also going to learn about
the present continuous
tense and be grammar
detectives!

Asks What does the boy Activity 11 Descriptor: Whiteboard

want? What does his Listen and read. Say
Middle of the friend want? what the boy wants -give right answer Students Book
lesson Plays the CD. The and what his friend
1 point
students listen and read. wants.
Presentation part. Checks the answers to Aim: to improve CD
the questions. thinking and speaking
.Play the CD again. skills
15 min. Pause after each sentence Differentiation:
for the students to repeat. practice method is
Draws attention to the used to assess Ss
present continuous in speaking
bold. Asks What are the
 differences between the
good cyclist and the bad
cyclist?
T explains the task Activity 12 Ss evaluate each
Aim: to practice the Act out the dialogue. other and encourage
speaking skills Ask for different classmate with
Differentiation: practice things. The students phrases like:
method is used to assess practise the dialogue
Ss speaking from Activity 11 with Well done!
a partner, substituting Brilliant! Good job!
'short-sleeved shirt' I like it!
for other items, such
as a cap or trainers.
For example, I want
to buy (some
trainers)./ What kind
of (trainers) do you
want? Asks a few
pairs to act out the
dialogue in front of
the class.
T play the CD. The Activity 13 Descriptor: Whiteboard
students listen and repeat Listen, repeat and
5min the sentences in the learn. -give correct Students Book
grammar tables. The answers
CD
students learn the
grammar tables and use 1 point
Poster
them for reference and
revision. They can copy
the grammar tables into
their notebooks.
Aim: To learn grammar
Reads the 'grammar Activity 14 Descriptor: Whiteboard
detective' questions. The
students answer in Be a grammar -make sentences Students Book
English or L1. detective! The correctly
10 min. students can look at Poster
Aim: to improve the Activity Book Total: 2points
grammar skills page 17, Activity 11,
for a summary of the
Efficiency: answers. The students
Develop their writing find three examples
and grammar skills. of the present
continuous tense in
Differentiation: practice the story on Student's
method is used to assess Book pages 16 and
Ss writing 17.

End of the lesson. “Finger” method is used Ss show their Whiteboard

to find out was the lesson knowledge according
clear or not. to the lesson Ss evaluate each Students Book
other and encourage
Reflection 5 fingers- I classmate with
understood phrases like:
4 fingers -I have Well done!
some questions Brilliant! Good job!
5 min. I like it!
2 fingers-I need a
help.

Aim: To know how

many Ss got the
theme.
 Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion»
method is used to
finish the lesson.

Additional information

Differentiation – how do you plan Assessment – how are you planning to check learners’ Health
to give more support? How do learning? and safety
you plan to challenge the more check
able learners? ICT links

● Students will work in groups ● The teacher and students will give brief feedback.
and support each other. ICT
● More capable students will be links
given more challenging material
to work with in order to allow
them to be more challenged.
● The students will be supported
by the teacher during
independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?

Lesson Plan 20

Unit:2 Sports

Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Sound track

Learning objectives(s) that 5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
this lesson is contributing to: about a limited range of general topic
5.6.6.1 use basic personal and demonstrative pronouns and
quantitative pronouns some, any, something, nothing anything on a
limited range of familiar general and curricular topics;
5.3.6.1 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges;
5.2.1.1 understand a sequence of supported classroom instruction
Lesson objectives: All learners will be able to: answer the questions

Most learners will be able to: understand the listening

Some learners will be able to: make their own examples

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1. When do we use -answer the 1st-
Pre-learning the present question
Differentiation: continuous? Cards
«Brainstorming» - answer the 2 nd-
method “Verbal support” 2.How many question.
frequency adverbs do
10 min. T asks different Students Book
you know?
questions connected with
the theme and tries to
help Ss to give the
Aim: Revise the Total: 2points
correct answer. T asks
leading questions to previous lessons
clarify the theme to the material.
Ss who needs T support. Encourage Ss who
Efficiency: Ss refresh
answer the
Ss give their possible their mind before
questions
answers. After that T starting new theme.
introduces the aim and
theme of the lesson.
Today we're going to
listen and identify sounds
and practice
pronunciation. We're
also going to play a game
and find out what sports
people are playing.

Draws the phonemic Activity 15 Descriptor: Whiteboard

symbols on the board. The students listen
Middle of the Says a few words to and count the -give right answer Students Book
lesson demonstrate the sounds. sounds. Play the CD
1 point
Draws attention to /ai/ again. The students
Presentation part. and /e1/, as underlined in repeat the sentences. CD
the first sentence. Asks Aim: to learn the
How many times do you stressed syllable
hear /ai/ and /ex/ in the
 15 min. second sentence?
Plays the CD.
T explains the task. Plays Activity 16 Descriptor:
the CD, pausing before Listen and say who it
the corrected answers. is. The students look -give correct
Aim: to practice the at the pictures of the answers
listening skills twelve numbered
Differentiation: practice characters. The 1 point
method is used to assess students correct the
Ss listening answers to the
questions. The
students check their
answers. The students
ask and answer
questions about the
characters in the
same way.
T explains the game Activity 17 T praise active Ss Whiteboard
.Aim: To improve Play Yes or No! with phrases such
5min speaking skills praise A student chooses as: “Good job! Students Book
one of the characters
Well done!” Poster
in Activity
16. Other students
ask questions to
identify the character.
Read the speech
bubbles to
demonstrate. Play the
game with the whole
class. The students
play the game in
pairs.
10 min. T explains the task Activity 18 Descriptor: Whiteboard
Aim: to improve
grammar skills Mime and guess. The -make sentences Students Book
Efficiency: students take turns to correctly
mime and guess a Poster
Develop their speaking Total: 2points
and grammar skills. sport. Are you
(kayaking)? / No, I'm
Differentiation: practice not. / Are you
method is used to assess (bowling)?/ Yes, I
Ss speaking am.

End of the lesson. “Finger” method is used Ss show their Whiteboard

to find out was the lesson knowledge according
clear or not. to the lesson Ss evaluate each Students Book
other and encourage
Reflection 5 fingers- I classmate with
understood phrases like:
4 fingers -I have Well done!
some questions Brilliant! Good job!
5 min. I like it!
2 fingers-I need a
help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.
 Differentiation:
«Conclusion»
method is used to
finish the lesson.

Additional information

Differentiation – how do you plan Assessment – how are you planning to check learners’ Health
to give more support? How do learning? and safety
you plan to challenge the more check
able learners? ICT links

● Students will work in groups ● The teacher and students will give brief feedback.
and support each other. ICT
● More capable students will be links
given more challenging material
to work with in order to allow
them to be more challenged.
● The students will be supported
by the teacher during
independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 21

Unit:2 Sports

Teacher’s name:
 Date:

Grade:5 Number present: absent:

Theme of the lesson: Water sports in Australia.

Learning objectives(s) that this 5.C1 use speaking and listening skills to solve problems creatively and
lesson is contributing to: cooperatively in groups

5.L1understand a sequence of supported classroom instructions

5.L3 understand an increasing range of unsupported basic questions on

general and curricular topics

5.R5deduce meaning from context in short texts on a limited range of

familiar general and curricular topics

Lesson objectives: All learners will be able to: Find out about water sports in Australia
Most learners will be able to: listen about water sports in Australia
Some learners will be able to: speak about Where do they want to go in
London?
Value links: Respect each other, study well, be diligent, be calm in any situations

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Questions: Descriptor: Whiteboard

lesson lessons materials with
the help of the teacher. 1. What sounds have -answer the
Pre-learning T greats the students. we practised? question
Cards
«Brainstorming» Explains the aim of 2.What questions can
method the lesson. Asks we ask to find out
familiar questions, what people are doing Total: 2points
5 min. Students Book
such as What is the now?
date? What is the
Aim: Revise the
weather like? Review
previous lessons
arts and crafts. Ss material.
answer the questions.
T asks leading Efficiency: Ss refresh Encourage Ss who
questions to clarify their mind before can name object
the theme to the Ss starting new theme. that is connected
who needs T support. with new lesson.
Ss give their possible
answers. After that T
introduces the aim
and theme of the
lesson. Today we're
going to read about
water sports in
Australia. We're also
going to do a culture
quiz about Australia.
Middle of the Read Steve's post. Plays Activity 19 -answer the Whiteboard
lesson the CD. Asks What questions
water sports do people The students listen Students Book
Presentation part. do in your country? and read. The students -give their opinion
identify the water CD
sports in the photos. 3points

Aim: to introduce the

 13min. topic and give their
opinion

Efficiency:

Ss develop their
listening and speaking
skills.

Read the quiz questions. Activity 20 Descriptor: Whiteboard

10 min. Play the CD. Use the The students guess the - find the right Students Book
pause button for the answers. (Optional) answer
students to say their The students write the Poster
answers before they hear numbers 1 to 6 in their CD
them on the CD. notebooks. They write Total: 3points
a), b) or c) to make a
Efficiency: to enrich Ss’ note of their guesses.
listening The students compare
the answers with their
guesses and say which
facts they think are
particularly interesting
or surprising.

12min. Says what kind of The students say Descriptor: Whiteboard

sports they want to do? sentences about where
they want to go in -speak correctly Students Book
Aim: to improve London and why,
speaking skills -pronounce words CD
following the correctly
example. I
2 point

End of the lesson. The Ladder method was Ss use their stickers to Ss evaluate each Whiteboard
used as a reflection. T show their knowledge other and encourage
asks SS to stick their according to the classmate with Poster.
stickers to the Success lesson phrases like:
Reflection
Ladder
Green- I understood Well done!
Brilliant! Good job!
5 min Yellow-I have some I like it!
questions

Red-I need a help.

Aim: To know how

many Ss got the
theme.

Efficiency:

Ss can use colors to

show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information
 Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. ● The teacher and students will give brief feedback. ● ICT
● More capable students will
be given more challenging
material to work with in
order to allow them to be
more challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 22

Unit:1 Sports
Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Some facts about football in the UK

Learning objectives(s) that this 5.S2 ask simple questions to get information about a limited range of general
lesson is contributing to: topics

5.S6 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges

5.R1 understand the main points in a limited range of short simple texts on
general and curricular topics

Lesson objectives: All learners will be able to: listen and read

Most learners will be able to: answer questions on the text

Some learners will be able to: talk about sports

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous 1.What do you know Descriptor: Whiteboard

lesson lessons materials with the about water sports in
help of the teacher. Australia? -answer the
Pre-learning questions
Differentiation: 2.What do you know
«Brainstorming» about Australian -pronounce words
method “Verbal support” culture? correctly

10 min. T questions, such as Total: 2points Students Book

Aim: Revise the
What's the date? What's previous lessons
the weather like? material.
Reviews about places in
London. Explains the Efficiency: Ss refresh
aims of the lesson. Says their mind before
Today we're going to starting new theme.
learn some facts about Cards
football in the UK. We're
also going to listen to and
repeat a dialogue
showing how to find out
about sports classes and
then do a role play.

Explains vocabulary, Activity 21 Descriptor: Whiteboard

such as 'stadium' and
Middle of the 'league', as necessary. Read the statements. -read correctly Students Book
lesson Plays the CD. The The students predict if
the sentences are true -pronounce words CD
students listen carefully. correctly
Presentation part. or false.
Uses the pause button Poster
after each statement for Aim: to introduce the Total: 2points
the students to say if the topic. Draw attention to
10min. statements in the the thinking skill
Student's Book are true or (Critical thinking) that
false.What are they? the students use to
reply.
 Divides the class into two Exercise 23 Ss evaluate each
groups (Rosa, the man). other and encourage
Plays the CD again, Play the CD. The classmate with
pausing for the groups to students listen and phrases like:
repeat their lines. The follow the dialogue in
groups change roles and their books. Well done!
repeat. Brilliant! Good job!
I like it!
Aim: to pronounce
10min. words correctly

Efficiency: to enrich
their vocabulary

Differentiation: verbal
support

T explains the task Exercise 24 Ss evaluate each Whiteboard

other and encourage
10 min Aim: 1)to improve Do a role play. classmate with Students Book
speaking skills phrases like:
The students practise Poster
the dialogue from Well done!
Activity 23 with a Brilliant! Good job!
partner. The students I like it!
take turns to come to
the front of the class in
pairs and act out a role
play based on the
dialogue.

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
Well done!
4 fingers -I have some Brilliant! Good job!
questions I like it!
2 fingers-I need a help.
5 min.
Aim: To know how
many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information

Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
 challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 23

Unit:2 Sports
Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: CLIL Exercise is healthy and good.

Learning objectives(s) that this 5.S2 ask simple questions to get information about a limited range of general
lesson is contributing to: topics

5.S6 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges

5.R1 understand the main points in a limited range of short simple texts on
general and curricular topics

Lesson objectives: All learners will be able to: listen and read

Most learners will be able to: answer questions on the text

Some learners will be able to: talk about benefits of sport

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous What do you know Descriptor: Whiteboard

lesson lessons materials with the about football in
help of the teacher. England? -read correctly
Pre-learning
Differentiation: What can you find out -pronounce words
«Brainstorming» about? correctly
method “Verbal support”
Aim: Revise the Total: 2points
10 min. T questions, such as Students Book
previous lessons
What's the date? What's material.
the weather like?
Reviews how to shop for Efficiency: Ss refresh
food in a market.. their mind before
Explains the aims of the starting new theme.
lesson. Says Today we're
going to listen to and read Cards
about the three different
kinds of exercise we need
to do to be healthy. We're
also going to answer
questions, play a game
and think about and say
what our favourite kind
of exercise is.

Read Steve's post. Activity 25 Descriptor: Whiteboard

Explains that the article
Middle of the The students will read -read correctly Students Book
lesson Use this discussion to is about the benefits of
introduce new vocabulary exercise and the three -pronounce words CD
Presentation part. in the text. Play the CD. different kinds of correctly
Poster
Asks questions, such as exercise. The students Total: 2points
What are the benefits of predict the benefits of
10min. regular exercise. The students
listen and read.
exercise? What are the
three main kinds of three different kinds of
exercise? exercise.
 Aim: to introduce the
topic. Draw attention to
the thinking skill (Critical
thinking) that the students
use to reply.

Draws attention to the Exercise 27 Ss evaluate each

thinking skill: other and encourage
Categorising. Explains Play Say a sentence! classmate with
10min. that in the game the phrases like:
students will categorise
different types of exercise The students play the Well done!
and what they are good game with the whole Brilliant! Good job!
for. Says a sentence about class and/ or in groups. I like it!
one of the key words or The students respond.
words from the text in (Aerobic exercise!)
Activity 26, such as This
is good for your heart.
Plays the game with the
whole class and/or in
groups.

Aim: 1)to improve

speaking skills.

T explains the task. Exercise 26 -say about healthy Whiteboard

The students read the food
10 min questions and write the Answer the questions. Students Book
answers in their - make sentences
without mistakes Poster
notebooks.

Aim: to use critical

thinking skills to compare 2point
Efficiency: to enrich
their vocabulary

Differentiation: verbal
support

End of the lesson. “Finger” method is used Ss show their Ss evaluate each Whiteboard
to find out was the lesson knowledge according other and encourage
clear or not. to the lesson classmate with Students Book

Reflection phrases like:

5 fingers- I understood
Well done!
4 fingers -I have some Brilliant! Good job!
questions I like it!
2 fingers-I need a help.
5 min.
Aim: To know how
many Ss got the theme.

Efficiency:

Ss can use our fingers

to show how much do
they remember.

Differentiation:
«Conclusion» method
is used to finish the
lesson.

Additional information
Differentiation – how do you Assessment – how are you planning to check learners’ Health and
plan to give more support? learning? safety check
How do you plan to challenge ICT links
the more able learners?

● Students support each other. Success criteria for reading task ● ICT
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
challenged.
● The students will be
supported by the teacher
during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan 24

Unit:2 Sports
Teacher’s name:

Date:

Grade:5 Number present: absent:

Theme of the lesson: Unit review. Self assessment

Learning objectives(s) that this 5.1.5.1 use feedback to set personal learning objectives
lesson is contributing to: 5.2.3.1 understand an increasing range of unsupported basic questions on
general and curricular topics
5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
5.4.7.1 recognise typical features at word, sentence and text level in a limited
range of written genres 5.6.9.1
use simple present and simple past regular and irregular forms to describe
routines, habits and states on a limited range of familiar general and curricular
topics

Lesson objectives: All learners will be able to: understand text, do some exercises

Most learners will be able to: usage of grammar

Some learners will be able to to review vocabulary, grammar, healthy food

and CLIL in the unit 1

Value links: Respect each other.

Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Ss try to make sentences Descriptor: Whiteboard

lesson Pre- lessons materials with the
learning help of the teacher. -make correct
sentences
«Brainstorming» Differentiation: “verbal Aim: Revise the Card
method support” previous lessons’
material. Students Book
Reviews the Unit 2 Total: 1point
flashcards. Give the Unit 2 Efficiency: Ss refresh
10 min. flashcards to pairs of their mind before
students. The students hold starting new theme.
Encourage Ss who
up their cards and say make the sentences
sentences. Explains the
aims of the lesson Says
Today we're going to do the
Unit 2 Review and self-
assessment. We're also
going to complete our
Progress Journals for Unit6.

Plays the CD. The students Activity 26 Whiteboard

listen, identify the gadgets Ss listen and number.
Middle of the and number the pictures. Write the sentences. The -choose the right CD
lesson Check the answers. Asks students write the answer
Students Book
the students to spell the sentences.
fruit and vegetables. Poster
Aim: to listen for specific
information 1 point

5min. Efficiency: to develop Ss

listening skills
 The students read the text Activity 27 -choose the right Whiteboard
and do the task Read and write a, some answer
10min. Students Book
Aim: to develop their or any. 1point
grammar skills

Differentiation: Verbal
support
Explain the task. Ss look Activity 28 Descriptor:
and write questions and
answers. The students look Ss write questions and - The students write
at the picture and write give true answers about true answers
questions and answers what you did last according to what
following the picture Saturday. they did last
prompts. Saturday.

Aim: to practice writing

correct - write sentences
Efficiency: to develop correctly
writing skills

Differentiation: practice
Total: 1point
method is used to assess Ss
writing

15 min. Explains the task. The Activity 29 Descriptor: Whiteboard

students read the culture
quiz on Student's Book Read and write the -Choose the right Students Book
again and answer the answers. answer
Poster
questions. - rewrite sentences
Aim: to improve reading without mistakes
skills 2 points

Explain the task. Ss Read Activity 30 Descriptor:

and write the missing
words. Order the questions and - write answers
write answers. The without mistakes
Aim: to improve reading students write the
skills missing words, referring 1point
to Student's Book
Differentiation: practice
method is used to assess Ss
writing

End of the lesson. The One-Minute Papers Ss answer the questions Ss evaluate each Whiteboard
method was used as a like : What is the most other and encourage
reflection. It provides the important issue classmate with Students Book
opportunity to the students discussed today? phrases like:
Reflection
to provide a quick
reflection on what they What did you find Well done!
learned by responding to difficult to comprehend? Brilliant! Good job!
questions. I like it!
What are some
5 min. questions you would
like to explore further?

Aim: To know how

many Ss got the theme.

Efficiency: To make
appropriate
modifications that
would enhance students’
learning engagement
 and performance

Differentiation:
«Conclusion» method is
used to finish the lesson.

Additional information

Differentiation – how do you plan to Assessment – how are you planning to Health and safety check
give more support? How do you plan check learners’ learning? ICT links
to challenge the more able learners?

● Students will support each other. Students will be assessed through ICT
● More capable students will be given revision exercises: vocabulary, grammar
more challenging material to work Make short breaks while writing
with in order to allow them to be
more challenged.
The students will be supported by the
teacher during independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Did I stick to timings?

What changes did I make from my plan

and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next
lesson?