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4 10th April 2023 / Monday 11:50 - 12:50

World of Self, Family & Friends (M1) Where Are You From? Reading

Main: 3.2 Understand a variety of linear and non-linear print and Main: 3.2.3 Guess the meaning of unfamiliar words from clues
digital texts by using appropriate reading strategies provided by title and topic
Complementary: 3.2 Understand a variety of linear and non-linear Complementary: 3.2.2 Understand specific information and
print and digital texts by using appropriate reading strategies details of simple texts of one or two paragraphs

By the end of the lesson, most of the pupils will be able to talk about daily routines.

Pupils can talk about daily routines.

Pre-lesson:-
1. Stick the flashcards of ice-skate, play chess, football and ice-skating rink on the board. Point to each one,
say the word / phrase and encourage pupils to repeat.
2. Pupils miming everyday activities.
Lesson development:-
3. Give pupils the title of the text(s). Using the pictures, elicit the meaning of figure skater and chess
player. (HOTS)
4. Have pupils read the text to find the meaning of the key vocabulary, topic: ice-skate and ice-skating rink).
5. Pupils listen and read. (CD 1-Track 11)
6. Pupils read activity 1 again in order to answer the questions.
7. Pupils compare their answers in pairs first, then check as a class. (21st CA)
Post-lesson:-
8. Ask pupils to talk about their daily routines in pairs. (CBA)

23 / 36 pupils able to achieve learning objectives and given enrichment exercise (s).
13 / 36 pupils not able to achieve learning objectives and given remedial exercise(s).
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4 11th April 2023 / Tuesday 9 - 10, 11:20- 11:50

World of Self, Family & Friends (M1) Where Are You From? Writing

Main: 4.2 Communicate basic information intelligibly for a Main: 4.2.3 Describe basic everyday routines
range of purposes in print and digital media Complementary: 4.1.2 Use cursive writing in
Complementary: 4.1 Form letters and words in neat legible written work
print using cursive writing

By the end of the lesson, most of the pupils will be able to talk about daily routines.

Pupils can talk about daily routines.

Pre-lesson:-
1. Stick the flashcards of ice-skate, play chess, football and ice-skating rink on the board. Point to each one, say the
word / phrase and encourage pupils to repeat.
2. Pupils miming everyday activities. (HOTS)
Lesson development:-
3. Pupils look at the grammar box at the top of page 9. Read the sentences out loud and pupils repeat.
4. Play a group or pair spelling game which focusses on the spelling of adverbs in this lesson.
5. Pupils listen to four short dialogues and write always, usually, sometimes or never, according to what they hear. (CD1 –
Track12)
6. Play the CD twice and get pupils to do the activity. Pupils check answer in pairs first, then check as a class.
7. Pupils look at the picture and ask them what they think the boy is doing.
8. Pupils listen (CD1-Track 13), read and tick. Then talk about their day in pairs. (CBA)
9. Pupils write sentences about their day in their notebook use cursive writing.
10. Ask pupils to compare their sentences with some others in the class (as a mingling or a large group activity). (21st CA)
Post-lesson:-
11. Ask pupils to talk about their daily routines in pairs.

20 / 36 pupils able to achieve learning objectives and given enrichment exercise (s).
16 / 36 pupils not able to achieve learning objectives and given remedial exercise(s).
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4 12th April 2023 / Wednesday 9:30 - 10

World of Self, Family & Friends (M1) Where Are You From? Writing

Main: 4.2 Communicate basic information intelligibly for a Main: 4.2.3 Describe basic everyday routines
range of purposes in print and digital media Complementary: 4.1.2 Use cursive writing in written work
Complementary: 4.1 Form letters and words in neat legible
print using cursive writing

By the end of the lesson, most of the pupils will be able to talk about daily routines.

Pupils can talk about daily routines.

Pre-lesson:-
1. Stick the flashcards of ice-skate, play chess, football and ice-skating rink on the board. Point to each one, say the
word / phrase and encourage pupils to repeat.
2. Pupils miming everyday activities. (HOTS)
Lesson development:-
3. Pupils look at the grammar box at the top of page 9. Read the sentences out loud and pupils repeat.
4. Play a group or pair spelling game which focusses on the spelling of adverbs in this lesson.
5. Pupils listen to four short dialogues and write always, usually, sometimes or never, according to what they hear. (CD1 –
Track12)
6. Play the CD twice and get pupils to do the activity. Pupils check answer in pairs first, then check as a class.
7. Pupils look at the picture and ask them what they think the boy is doing.
8. Pupils listen (CD1-Track 13), read and tick. Then talk about their day in pairs. (CBA)
9. Pupils write sentences about their day in their notebook use cursive writing.
10. Ask pupils to compare their sentences with some others in the class (as a mingling or a large group activity). (21st CA)
Post-lesson:-
11. Ask pupils to talk about their daily routines in pairs.

28 / 36 pupils able to achieve learning objectives and given enrichment exercise (s).
8 / 36 pupils not able to achieve learning objectives and given remedial exercise(s).
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4 13th April / Thursday 8:30 - 9, 10:20 - 11:20

World of Self, Family & Friends (M1) Where Are You From? Listening

Main: 1.2 Understand meaning in a variety of familiar contexts Main: 1.2.3 Understand with support short simple narratives on
Complementary: 1.1 Recognise and reproduce target language a range of familiar topics
sounds Complementary: 1.1.1 Recognise and reproduce with support a
wide range of target language phonemes

By the end of the lesson, most of the pupils will be able to listen and read for pleasure.
By the end of the lesson, most of the pupils will be able to revise and consolidate vocabulary and structures learnt
in previous lessons.

Pupils can read for pleasure, revise and consolidate vocabulary and structures learnt in previous lessons.

Pre-lesson:-
1. Pupils play Pantomine (TB page 25). (21st CA)
Lesson development:-
2. Teacher introduce the characters of the story using one of the pictures from the story (Student’s Book,
pages 12-13),
3. Put all four pictures on the board, in an incorrect order.
4. Ask pupils to listen to the story and think about which order the pictures go in. Play the CD (Track 16).
(HOTS)
5. Check pupils’ answers and play once again if necessary.
6. Ask a few further questions about the pictures that relate to the focus of the story (e.g. about karate,
China, etc.). Ask pupils what they think of the story.
7. Divides ppils into groups and have them act out the story. (CBA)
8. Ask pupils to work in pairs to find examples of /s/ and /z/ in the story. They listen to the CD (Track 16)
again to check their answers.
Post-lesson:-
9. Play a fun game which focuses on distinguishing /s/ and /z/

28 / 36 pupils able to achieve learning objectives and given enrichment exercise (s).
8 / 36 pupils not able to achieve learning objectives and given remedial exercise(s).