LESSON 53 School:

Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Into Space 1

Learning objectives 4.L5 identify initial, middle and final phonemes and blends
4.R3 recognise basic opinions in short, simple texts on an increasing
range of general range of general and some curricular topics
4.W7 spell most familiar high-frequency words accurately when
writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable
adjectives [comparative form] to make comparisons
Lesson objectives All learners will be able to:
recognise and use some target language correctly and show
comprehension of some written and spoken familiar words in simple
sentences To talk about space.
Most learners will be able to:
recognise and use most target language correctly and show
comprehension of most written and spoken familiar words in simple
sentences To talk about space.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation
and good comprehension of written and spoken familiar words in
simple sentences To talk about space.
Previous learning Unit revision
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin GREETINGS. Greeting Cards
g INTRODUCE THE LESSON
5 min OBJECTIVES.
Hand out the completed Progress TPR
Report Cards for the previous
module and ask the pupils to file
them in their Language Portfolios.

Middle PRESENTATION AND Learners do Verbal

30 min PRACTICE the evaluation
Ask the pupils if they would like to instructions
travel into space and why.

Step 1 Look at the picture.

 Pupils' books open. Would you like
to travel into space? Why?/Why
not?
Point to the pictures, one at a time,
and say the corresponding
words.The pupils repeat, chorally
and/or individually. Point to each
picture in random order. Ask
Learners read
individual pupils to name them.
new words and
Individual
match the
Step 2 The pupils should read new avaluation
pictures
words and match the pictures on
page 100 with the correct words.
The pupils write down their The pupils
answers in their copybook. read and writw
the right
Step 3 Explane to the pupils that
words.
they should guess the missing
words. The first letters are given for
them. Learners look
Mutual
at the picure, avaluation
read the
Step 4 Look and read. Write yes or
sentences and
no. Refer the pupils to the picture
write yes or
and look at the example. Read it
no.
and do the task.
The pupils write down their
answers in their copybook.
Answer key
2 no 3 no 4 yes 5 no

End REFLECTION Self-

5 min An activity to consolidate the assessment
language of the lesson. Pupils play
Hangman using the word from the
lesson.
Ask the questions.
- What have uoy learnt today?
- What task was easy for you?
- What task was hard for you?
Ask the pupils to name the words
they learnt.
Hometask: to learn new words and
Ex: 1 p:70 Look, read and
complete.

Saying goodbye
LESSON 54 School:
Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Into Space 2

Learning objectives 4.S3 give short, basic description of people and objects on a limited
range of general and some curricular topics, begin to describe past
experiences on an increasing range of general and some curricular
topics
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of
general and some curricular topics
4.W4 write with support short basic sentences with appropriate
spaces between words
Lesson objectives All learners will be able to:
recognise and use some target language correctly and show
comprehension of some written and spoken familiar words in simple
sentences To talk about holidays.
Most learners will be able to:
recognise and use most target language correctly and show
comprehension of most written and spoken familiar words in simple
sentences To talk about holidays.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation
and good comprehension of written and spoken familiar words in
simple sentences To talk about holidays.
Previous learning Into Space 1
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin GREETINGS. Greeting Verbal
g INTRODUCE THE LESSON evaluation
5 min OBJECTIVES.
Put the Journey into space poster Learners do the
upon the board. Say aloud one of instructions
the words and ask individual pupils
to come to the board and point to
the correct picture. Ask the rest of
the class for verification.
Middle PRESENTATION AND Learners listen, Mutual
30 min PRACTICE point and avaluation
 Step 1 Listen, point and repeat. repeat.
Pupils' books closed. Put the picture
flashcards up on the board. Point to
them, one at a time, and name them.
The pupils repeat, chorally and/or
individually. Then point to the
picture flashcards in random order.
Ask individual pupils to name
them.
Learners read
and complete.
Step 2 The Zorby family is Individual
Then match the
visiting Earth on holiday. What avaluation
pictures to the
do they want to do?
aliens.
Refer the pupils to the pictures and
elicit the new vocabulary. Read the
example aloud and explain the
activity. Allow the pupils some
time to complete it. Check their
answers.
Learners read
and complete
Step 3 Flop is getting ready for
the dialogue.
holiday.
Pupils' books open. Go through
the Study spot section briefly. Read
the example aloud and explain the
activity. Go through the text and
elicit/explain any unknown words. Learners answer
Allow the pupils some time to the questions
complete it. Check their answers. And act out
similar
Step 4 (activity 7) Imagine you dialogues
are going on holiday in space.
Talk with your friend.
Refer the pupils to the questions
and explain the activity. Allow the
pupils some time to brainstorm
answers to the questions. Then the
pupils, in pairs, use their answers
and act out similar dialogues as the
one in Ex.7.
End REFLECTION Self-
5 min Hold up the picture flashcards, one assessment
at a time an individual pupils to
correct your statements. e.g.
Teacher: (holding the 'go
fishing'picture flashcard) Go
sightseeing.
Pupil 1: No! Go fishing, etc
 Hometask: to learn new words and
do Ex: 4 p:71 Look, read and
complete.
Saying goodbye

LESSON 55 School:
Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Planets 1

Learning objectives 4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular
topics
4.R1 recognise, identify and sound with support a growing range of
language at text level
4.R4 find with support books, worksheets and other print materials in
a class or school library according to classification
4.W4 write with support short basic sentences with appropriate
spaces between words
4.UE2 use cardinal numbers 1 -100 to count and ordinal numbers 1 -
100
Lesson objectives All learners will be able to:
recognise and use some target language correctly and show
comprehension of some written and spoken familiar words in simple
sentences To develop listening and reading comprehension skills
through a story; to practise talking about holidays ;
Most learners will be able to:
recognise and use most target language correctly and show
comprehension of most written and spoken familiar words in simple
sentences To develop listening and reading comprehension skills
through a story; to practise talking about holidays ;
Some learners will be able to:
recognise and use target language correctly with clear pronunciation
and good comprehension of written and spoken familiar words in
simple sentences To develop listening and reading comprehension
skills through a story; to practise talking about holidays ;
Previous learning Into Space 2
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin GREETINGS. Greeting Verbal
g INTRODUCE THE LESSON evaluation
5 min OBJECTIVES.
Say where you are going on summer Learners
 holidays and ask individual pupils to answer the
say what they are doing there. e.g. questions
Teacher: We are going to Greece this
summer.
Pupil 1: I am going swimming.
Pupil 2: I am going sightseeing, etc
Middle PRESENTATION AND PRACTICE Learners Individual
30 min Step 1 Listen and read. listen and avaluation
Go through the pictures of the story follow the
and set the scene by asking the pupils story in their
questions about what they can see in books
the pictures.

Step 2 Read the story and correct Learners read

the mistakes. the story and
Allow the pupils some time to read complete the
the story silently and complete the activity
activity. Check their answers.

Step 3 choose the best title for the Learners

story. Allow the pupils some time to choose a title
read the story again. Then they choose
a title. Allow them time to complete
the activity. Check their answers.
Learners
Step 4 Talking point. Listen and make a new
read. Make a new dialogue with dialogue with Mutual
your friend. friend. avaluation
Refer the pupils to the picture and the
dialogue. Play the CD.The pupils
listen and follow along. Pause the CD
for the pupils to repeat, chorally
and/or individually.The pupils, in
pairs, act out similar dialogues about
themselves. Go around the classroom
providing any necessary help. Ask
some pairs to come to the front of the
classroom and act out their dialogue.
If you wish, write the following on the
board so the pupils can refer to it
while they are completing the activity.
End FEEDBACK Self-
5 min There smiley faces are on the board. assessment
(happy and sad) T. suggests choosing
any smiley face. Ss will choose one
and put on their desks.

Well what did we do in our lesson?

 Hometask: to learn new words,
complete the crossword. Take red
pencil and find the words under the
crossword.
Saying goodbye
LESSON 56 School:
Unit 7: Journey into Space
Date: Teacher name:
Grade: 4 Number present: Number absent:
Theme of the lesson: Planets 2

Learning objectives 4.L4 understand a limited range of short supported questions on

general and some curricular topics
4.R5 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues
4.W2 begin to use joined-up handwriting in a limited range of written
work
4.UE1 use singular nouns, plural nouns– including some common
irregular plural forms and uncountable nouns, use possessive forms
‘s/s’ to name, describe and label things
Lesson objectives All learners will be able to:
respond to some written and spoken prompts correctly and show some
control in spelling
and structure in reading task with some support To talk about planets.
Most learners will be able to:
respond to most written and spoken prompts correctly and mostly use
correct spelling and structure in reading task with some support To
talk about planets.
Some learners will be able to:
respond to written and spoken prompts correctly and mostly use correct
spelling, punctuation and structure in reading task with little support
To talk about planets.
Previous learning Planets 1
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS. INTRODUCE THE Greeting
5 min LESSON OBJECTIVES.
Ask two pupils to come to the front Learners do
of the classroom and act out the the task
dialogue from the previous lesson
(Ex. 13). Repeat the activity with
other pupils.
Middle PRESENTATION AND PRACTICE Learners Verbal
30 min Step 1 Listen, point and repeat. listen, point evaluation
 Pupils' books closed. Put the Planets to the words
poster up on the board. Point to the and repeat.
planets, one at a time, and say the
corresponding words. Point to each
planet in random order. Ask
individual pupils to name them.
Pupils' books open. Play the CD.
Step 2 Do the quiz and collect Learners
planets. Check your answers with count how Individual
your teacher or online. many planets avaluation
Explain to the pupils that they will they
do a quiz about planets. Go through collected,
the questions and the prompts and write the
elicit/explain any unknown number in
vocabulary. Allow the pupils some their books
time to do the quiz. Check their
answers. Ask the pupils to

Step 3 Read and complete. Learners

Pupils' books closed. Say, then write make
on the board: I usually play video sentences
games on Sundays, but today I am about what
playing chess. Underline the words they usually
in bold. The pupils repeat, chorally do and what
and/or individually. Explain the they are
difference between the present doing today.
simple (for repeated actions) and the
present continuous (for temporary
actions or future plans). Point out the
use of key words (always, usually,
today, every day, etc) to determine
which tense is to be used.
Learners
Step 5 Let’s Play pronouns and
Pupils' books open. Refer the pupils read the
dialogue Mutual
to the interrogative pronouns and avaluation
read the dialogue aloud. Allow th aloud.
pupils some time to write questions
based on Ex.l using the interrogative
pronouns.
Pupils' books closed. The pupils play
in pairs.
End REFLECTION Self-
5 min Say two things, which you have assessment
understood?
Say two things which you have not
understood?
Hometask: to read the sentences and
write down the name of planets.
 The first planet in the solar system is….
The third planet in the solar system is….
The eighth planet in the solar system is….
The second planet in the solar system is….
The sixth planet in the solar system is….
The forth planet in the solar system is….
The seventh planet in the solar system is….
The fifth planet in the solar system is….
Saying goodbye
LESSON 57 School:
Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Aliens 1

Learning objectives 4.L5 identify initial, middle and final phonemes and blends
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of
general and some curricular topics
4.W7 spell most familiar high-frequency words accurately when
writing independently
4.UE16 use conjunctions and, or, but, because to link words and
phrases
Lesson objectives All learners will be able to:
To revise holidays and planets; to write a blog entry about your dream
holiday; to develop the pupils' listening skills through a song.
Most learners will be able to:
To revise holidays and planets; to write a blog entry about your dream
holiday; to develop the pupils' listening skills through a song.
Some learners will be able to:
To revise holidays and planets; to write a blog entry about your dream
holiday; to develop the pupils' listening skills through a song.
Previous learning Planets 2
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin GREETINGS. Greeting Verbal
g INTRODUCE THE LESSON evaluation
5 min OBJECTIVES
Write on the board the interrogative Learners
pronouns from the previous lesson and make
ask pupils to write questions about the questions
planets using them. Allow the pupils
some time to write their questions.
Check their answers. e.g. How many
moons does Neptune have?
What do people call Mars? etc.
Middle USE THE PRESENTATION Learners Mutual
30 min Task 1 Let’s repeat the words Learners avaluation
“Holidays” at page 102. listen and
pronounce
Now let’s see Useful phrases and try to
remember them.

Useful phrases:
I would like to…. ….fly to Mars –
полететь на Марс
(мне хотелось бы) .... go to
Germany-поехать в Германию

I want to… … watch – наблюдать

(я хочу) … see – увидеть
… visit – посетить
… meet – встретить
… stay in a hotel –
остановиться в отеле

Task 2 Write about your dream Learners

holiday. 2 sentences. write about Individual
Where would you like to go? your dream avaluation
(Куда бы вам хотелось пойти holiday
или поехать?)
What do you want to do there?
(Что вы хотите там делать?)

Grammar

Read and understand the grammar Learners Video 1

theme. Then do exercise in the picture. choose the https://
Choose the correct article a/ an. correct youtu.be/
article lTzVazO3
Task 4. Complete the sentences with U2k
a\an, the Learners
1. I have … cat. … cat is black. complete the
2. It is … elephant. … elephant is sentences
big.
3. The Sun is also … star. Is …
Moon a planet?

End REFLECTION Self-

5 min Learners reflect on their learning: assessment
Whathasbeenlearned?
Whatremainedunclear?
What is necessary to work on
Home task: Exercise 20 p: 108
 Complete the sentences with the correct
words using pictures.
Saying goodbye

LESSON 58 School:
Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Aliens 2

Learning objectives 4.R5 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues
4.W1 plan, write and check sentences with support on a range of
basic personal, general and some curricular topics
4.UE9 use common present simple forms including short answer
forms and contraction, to give personal information and talk about
habitual actions, facts and future timetabled events continue to use
common past simple forms [regular and irregular]to describe actions
and feelings and narrate simple events including short answer forms
and contractions
Lesson objectives All learners will be able to:
respond to some written and spoken prompts correctly and show some
control in spelling and structure in reading task with some support
Most learners will be able to:
respond to most written and spoken prompts correctly and mostly use
correct spelling and structure in reading task with some support
Some learners will be able to:
respond to written and spoken prompts correctly and mostly use correct
spelling, punctuation and structure in reading task with little support
Previous learning Aliens 1
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS. Greeting
5 min INTRODUCE THE LESSON
OBJECTIVES.
Play the song from the previous Learners sing a
lesson and ask the pupils to sing song
along.
Middle USE THE PRESENTATION Learners read Verbal
30 min Step 1 Listen and read. the facts on the evaluation
Pupils' books closed. Put the All poster aloud
about Mars poster up on the board. and discuss
Point to the planet and say Mars. about Mars.
The pupils repeat, chorally and/or
individually. Ask the pupils to tell
you any other facts they may know
about Mars. Pupils' books open.
Play the CD.The pupils listen and
follow the in their books.
Step 2 Read and match to make Learners read
sentences. and match to Individual
Explain the activity. Allow the make avaluation
pupils some time to read again the sentences.
text silently and complete the
activity. Check their answers.

Step 3 Listen and circle. (Track

38 CD2)
Explain the activity. Go through the Learners listen
prompts and elicit/explain any and circle the Mutual
unknown words. Play the CD. correct words. avaluation
Check their answers
AUDIOSCRIPT
Teacher: Mark, can you show the
class the planet you designed?
Mark: OK. Hello, everyone! This is
my planet, Zarf. It's red and yellow
and it's got four moons. It's ten
billion kilometres away from the
sun. That's why a day on Zarf is
thirty - three days on Earth! Zarf
has got high mountains, lakes and
some volcanoes, too!
Teacher: Well, thank you, Mark.

Step 4 Over to you: Design your

own planet and present it to the
class. Learners
Ask the pupils to think of their own draw their
planet. Write on the board: planet and
Name of planet: write a short
Colour: description
Number of moons: about it.
Distance from the Sun:
Length of day:
What else has it got?
Elicit answers from individual
pupils. Then ask the pupils to
Allow the pupils some time to
complete the project. Ask
 individual pupils to present their
planet to the class.
End REFLECTION Self-
5 min What has been learned? assessment
What remained unclear?
Home task: to read and translate the
description of alien and draw it.
Saying goodbye

LESSON 59 School:
Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Aliens 2
SA
Learning objectives 4.1.8.1 Understand short, supported narratives on an increasing
range of general and some curricular topics
4.2.4.1 Respond to questions on an increasing range of general and
some curricular topics
4.5.3.1 Use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to describe
things; use simple one-syllable and some two-syllable adjectives
[comparative and superlative] to make comparisons
Lesson objectives Identify the general ideas of short simple stories with support
Answer the questions appropriately
Use adjectives [comparative and superlative] to describe things
Use possessive adjectives
Make comparisons using simple one-syllable and some two-syllable
adjectives (comparative and superlative)
Previous learning Aliens 2
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS. INTRODUCE THE Verbal
5 min LESSON OBJECTIVES. Learners write evaluation
Ask the pupils to write 3 sentences their
about Mars. Ask individual pupils sentences.
to report back to the class. Ask the
rest of the class for verification

Middle Step 1 Read and underline. Then Learners Mutual

10 min listen and check. read the texts avaluation
Ask the pupils to look at the and underline
pictures. Have a picture discussion. the correct
e.g. Teacher: (pointing to the words.
 astronaut) What's this? Pupil: It's
an astronaut.
Teacher: It's a statue of an
astronaut. Where is it? Pupil: In
the UK. Etc
Explain the activity. Go through the
texts and elicit/explain any
unknown words.
SA LISTENING Learners listen Individual
20 min Task 1. Listen to the text. and write true avaluation
Write True or False next to the or false next to
sentence. You will listen to the the sentence.
recording twice.
Our planet looks so beautiful from
space.
Mercury is pretty much the same as
Venus.
Rings give Saturn an extra special
look.
Now Pluto is a planet.
Scientists have decided there are 10
planets in our solar system.

SPEAKING
Task 2. Look at the picture and Learners look
answer the questions. Teacher at the picture
asks 5 questions for each learner. and answer the
1. What planet do we live on? questions
2. How many planets are there in
Solar system?
3. Which planet is smaller Jupiter
or Mars?
4. Which planet is bigger Earth or
Mercury?
5. Which is the biggest planet in
Solar system?
6. What planet is the closest to the
Sun?
7. What planet is named after a
God of war?
8. What planet has got rings?
9. What planet is called a red
planet?
10. Which planet is the smallest?
End REFLECTION Self-
5 min There smiley faces are on the assessment
board. (happy and sad) T. suggests
choosing any smiley face. Ss will
 choose one and put on their desks.

Hometask: to draw a picture of your

planet
Saying goodbye

LESSON 60 School:
Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Unit Revision

Learning objectives 4.R5 understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues
4.W5 link with some support sentences using basic coordinating
connectors
4.UE9 use common present simple forms including short answer
forms and contraction, to give personal information and talk about
habitual actions, facts and future timetabled events continue to use
common past simple forms [regular and irregular]to describe actions
and feelings and narrate simple events including short answer forms
and contractions
Lesson objectives All learners will be able to:
respond to some written and spoken prompts correctly and show some
control in spelling
and structure in reading task with some support
Most learners will be able to:
respond to most written and spoken prompts correctly and mostly use
correct spelling and structure in reading task with some support
Some learners will be able to:
respond to written and spoken prompts correctly and mostly use correct
spelling, punctuation and structure in reading task with little support
Previous learning Aliens 2
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS. Greeting
5 min INTRODUCE THE LESSON
OBJECTIVES.-Good morning,
students!
-Good morning, teacher! Learners
-How are you today? answer the
 -We are fine, thank you! questions
-What date is it today?
-What’s the weather like today?
-It is sunny/cold/rainy today

Middle Task 1 Exercise 1 at page 113 Learner Verbal

30 min Read and number evaluation
slook at the
picture and
revise the
words
Look at the picture and revise “Planets”
the words “Planets”

Task 2 Exercise 2 at page 113

Look, choose and complete the Individual
sentences using present Learner look, avaluation
continuous: choose and
is / are verb + ing. complete the
sentences

Learner read
and choose the
best answer.
Mutual
avaluation
Learner tell
Task 3 Exercise 3 at page 113 Read you where this
and choose the best answer. person is from
 and what
Project: My favourite sports he/she can do
person Ask the pupils to think of a
sports person they like from their
country or abroad. Ask them to tell
you where this person is from and
what he/she can do. Ask the pupils
to use the texts in Ex. 29 as models.
You can ask pupils as part of their
homework.
End REFLECTION Self-
5 min Students express their attitude to assessment
the lesson and give self-assessment
using the method: “Six thinking
Hometask: to write the short text at
home
Saying goodbye

LESSON 61 School:
Unit 8: Machines

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Slow machines 1

Learning objectives 4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular
topics
4.W7 spell most familiar high-frequency words accurately when
writing independently
4.UE5 use interrogative pronouns including: who, what, which,
where, whose, how many, how much, how often, how big, what kind
of … to ask questions on growing range of familiar topics
Lesson objectives All learners will be able to:
respond correctly to some spoken, written and mimed prompts and
show some control of target language in interactive question
sequences To learn and talk about slow machines.
Most learners will be able to:
respond correctly to most spoken, written and mimed prompts and
show some control of target language in interactive question
sequences To learn and talk about slow machines.
Some learners will be able to:
recognise and use target language correctly with clear pronunciation
and good comprehension of written and spoken questions To learn
and talk about slow machines.
Previous learning Unit revision
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS. INTRODUCE THE Greeting
g LESSON OBJECTIVES.
5 min Hand out the completed Progress Report
Cards for the previous module and ask
the pupils to file them in their Language
Portfolios.
Middle Step 1 Look at the pictures. Which of Learners Verbal
30 min the machines would you use to take a discuss evaluation
photo? to go to school? to do your
homework? to make a drink?
Say and write on the board: machine.
Elicit/explain what a machine is. Refer
the pupils to the picture and have a
picture discussion.
Then ask the pupils which of these
machines they would use to take a
photo, which one to make a drink, which
one to go to school, and which one to do
their homework.
Step 2 Make a list of 5 machines you Learners
use every day! Are they fast or slow? write down Mutual
Refer the pupils to the picture of the 5 machines avaluation
computer on p.l 08. Ask: Is it a slow or a they use
fast machine? Elicit: it's a slow machine. every day.
Then show the pupils a picture of a
smartphone. Ask: Is it a slow or a fast Learners
machine? Elicit: It's a fast machine. complete the Individual
Explain to the pupils, in LI if necessary sentences avaluation
what is the difference between slow and
fast machines.
Step 3 Read and complete. Use: Past
Simple. Then match. Learners
Ask the pupils to complete the sentences
by using the past simple of the verbs in
brackets. Go through the sentences and
elicit/explain any unknown words.
Allow the pupils some time to complete
the activity. Check their answers.
Step 4 Listen and number. Learners
Refer the pupils to the pictures and elicit listen and
the names of the machines (A - sewing number the
machine, В - phonograph, C - carriage, pictures.
D - film projector). Refer the pupils to
the picture of the sewing machine and
ask them what people used this machine
for? Elicit/explain that people used a
 sewing machine to make clothes.
Explain the activity. Play the CD.
AUDIOSCRIPT
- People used this to make clothes.
- This machine was at the cinema. It was a
machine for showing films.
- People used this to listen to music.
- People used this to travel from place to place.
End REFLECTION Learners Self-
5 min Whathasbeenlearned? reflect on assessment
Whatremainedunclear? their
What is necessary to work on learning
Hometask: to think of a slow machine
that grandparents or parents used and
drow picture of the machine and write
what they us for.
Saying goodbye

LESSON 62 School:
Unit 8: Machines

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Slow machines 2

Learning objectives 4L6 understand some specific information and detail of short,
supported talk on an increasing range of general and some curricular
topics
4.R2 read and understand with some support short simple fiction and
non-fiction texts
4.UE1 use singular nouns, plural nouns– including some common
irregular plural forms and uncountable nouns, use possessive forms
‘s/s’ to name, describe and label things
Lesson objectives All learners will be able to:
recognise and use some target language correctly and show
comprehension of some written and spoken questions with some
support To learn and talk about materials.
Most learners will be able to:
recognise and use most target language correctly and show
comprehension of most written and spoken questions with some
support To learn and talk about materials.
Some learners will be able to:
recognise and use target language correctly and show comprehension
of most written and spoken questions with little support To learn and
talk about materials.
Previous learning Slow machines 1
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin GREETINGS. INTRODUCE THE Greeting
g LESSON OBJECTIVES.
5 min Ask individual pupils to name a slow
machine and say what people use/used
it for. Ask the rest of the class for
verification.
Middle Step 1 Listen, point and repeat. Learners Verbal
30 min Pupils' books closed. Put the picture pupils listen, evaluation
flashcards up on fhe board. Point to point and
them one at a time and say the repeat
corresponding words. The pupils repeat
chorally and/or individually. Point to
the picture flashcards in random order.
Ask individual pupils to name them.
Step 2 Read and complete. Then
match. Learners
Refer the pupils to the first dialogue match the
and read it aloud. Explain the activity. pictures Individual
Allow the pupils some time to with the avaluation
complete the dialogues. Check their dialogues
answers.
Refer the pupils to the pictures. Explain
the activity. Allow the pupils some
time to match the pictures with the
dialogues. Check their answers. Then
the pupils, in pairs, act out the
dialogues.
Learners
Step 3 Look again at the items in Ex. read and
5. Read and match. match Mutual
Pupils' books closed. Say, then write avaluation
on the board: A ruler is made of plastic.
Underline the words in bold. The pupils
repeat, chorally and/or individually. Learners
Then say and write on the board: It's complete it
used for drawing straight lines.

Step 4 Explain the activity. Allow the

pupils three minutes to complete it.
Elicit answers for individual pupils. Learners
Ask the rest of the class for play
verification.

Step 5 Let's Play

Divide the class into two teams, A and
B.Ask one pupil from each team to
 come to the front of the classroom.
Name to each pupil an item from Ex.5.
The pupils have to say what it is made
of. Repeat with the rest of the pupils.
Each correct answer wins a point. The
team with the most points wins the
game.

End REFLECTION Self-

5 min Write the following on the board: table, assessment
coat, bike, chair, book, laptop,
smartphone, house, etc. Divide the
class into two teams.Th take turns
choosing an object and saying v used
for. Accept all reasonable answers.
Hometask: to draw your favourite slow
machine
Saying goodbye

LESSON 63 School:
Unit 8: Machines

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Fast machines 1

Learning objectives 4.L5 identify initial, middle and final phonemes and blends
4.R1 recognise, identify and sound with support a growing range of
language at text level
4.W2 begin to use joined-up handwriting in a limited range of written
work
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable
adjectives [comparative form] to make comparisons
Lesson objectives All learners will be able to:
take part in interactive exchanges giving and asking for some
information correctly identify some information correctly in
comprehension tasks with some support
Most learners will be able to:
take part in interactive exchanges giving and asking for most
information correctly identify most information correctly in
comprehension tasks with some support
Some learners will be able to:
take part in interactive exchanges giving and asking for information
correctly identify most information correctly in comprehension tasks
with little support
Previous learning Slow machines 2
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS. INTRODUCE THE
5 min LESSON OBJECTIVES.
Write vocabulary from the previous Learners say
lesson with gaps on the board, the word and
e . g . b _ _t . Ask a pupil to say the complete the
word and complete the gaps with the gaps with the
missing letters. Ask the rest of the missing
class for verification. Repeat the letters.
activity with other words and pupils.
Middle Step 1 Listen and read. Learners Verbal
30 min Go through the pictures of the story listen and evaluation
and set the scene by asking the read
pupils questions about what they can
see in the pictures.
Learners read Individual
Step 2 Read the story and
the story avaluation
complete the summary.
again silently
Explain the activity. Refer the pupils
and complete
to the summary and read the
the summary
example aloud. Check their answers.

Step 3 Act out the story Learners act Mutual

For stronger classes: Assign roles out the story. avaluation
to the pupils. Allow them enough
time to rehearse their roles in groups.
Encourage them to come to the front
and act out the story.
For weaker classes: Select a short
exchange from the story for the
pupils to act out in pairs.

Step 4 Talking point. Listen and

read.
Learners
Refer the pupils to the picture and
make a new
the dialogue. Play the CD.The pupils
dialogue with
listen and follow along. Pause the
your friend.
CD for the pupils to repeat, chorally
and/or individually. The pupils, in
pairs, act out similar dialogues. Go
around the classroom providing any
necessary help.

Step 5
Learners
 Complete. Then listen and repea complete
(Track 45 CD2) listen and
Refer the pupils to the picture. Elicit repeat
apron, me patch. Draw the pupils'
attention again to the and sounds.
Allow the pupils some time to cc the
missing letters. Play the CD for the
pupils 1 and check their answers.

End REFLECTION Self-

5 min There smiley faces are on the board. assessment
(happy and sad) T. suggests
choosing any smiley face. Ss will
choose one and put on their desks.
Hometask: to learn new words
Saying goodbye

LESSON 64 School:
Unit 8: Machines

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Fast machines 2

Learning objectives 4.3.6.1 Understand with some support some specific information and
detail in short, simple texts on a growing range of general and
some curricular topics
4.4.4.1 Write with support a sequence of short sentences in a
paragraph to give basic personal information
Lesson objectives Identify the detailed information in short simple texts with some
support
Give basic personal information using short sentences Organise short
sentences in a paragraph with support
Previous learning Fast machines 1
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin GREETINGS. Greeting Verbal
g INTRODUCE THE LESSON evaluation
5 min OBJECTIVES. Learners do
Ask two pupils to come to the front of the
the classroom and act out the dialogue instructions
from the previous lesson (Ex. 14).
Repeat the activity with other pupils.
Middle Step 1 Listen and repeat. Then Learners Individual
10 min number the pictures. listen and avaluation
Pupils' books closed. Put the Fast repeat, then
machines poster up on the board. Point number the
to the items, one at a time, and say the pictures.
corresponding words. The pupils
repeat, chorally and/or individually.
Point to each item in random order.
Ask individual pupils to name them.

Step 2 Answer the questions. Learners Mutual

Explain the activity. Go through the answer the avaluation
questions and elicit/explain any questions
unknown words. Allow the pupils some
time to answer the questions. Ask
individual pupils to report back to the
class. Ask the rest of the class for
verification.
FA READING
20 min Task 1. Read the text. Complete the Individual
task. avaluation
Computers can do many jobs. They can do math,
store information or play music. You can use a
computer to write or to play games. What do you know
about the history of computers?
The first computers were very big. They were the
size of a room! People did not have them at home.
Early computers could only do simple math, like a
calculator.
In 1958, Jack Kilby invented the microchip.
Microchips are tine but can store lots of information.
They helped make computer smaller. In
1970s, computers were smaller and cheaper so people
started to use them at home.
In 1989, Tim Berners-Lee invented the World Wide
Web to organise information on the Internet. Now
people all over the world use it. Do you know that the
first computer mouse was made of wood?
Circle True or False. Learners
1. Early computers were very big and circle true or
could do math. false
2. Microchips are very small and store sentences
lots of information. 3. Alan Turing
invented the microchip in 1958.
4. People started to use computers at
home in the 1970s. 5. People created
the World Wide Web in 1979.
6. The first computer mouse was made
of plastic.

Writing Learners use

Task 2. Choose ONE object. Write 6 the picture
sentences about it. and
 1. What is this? questions to
2. Is it new or old? write a
3. What do you use it for? 4. Is it fast paragraph
or slow?
5. How often do you use it?
6. What do you think about it?
Example:
This is my smart phone. It is new and
modern. I use it to call my friends, take
photos. It is very fast. I use it every day and
very often. I like my phone very much it
makes me happy.
End REFLECTION Self-
5 min Write on the board two or three adject assessment
noun. Ask a pupil to put the adjectives
in order. Ask the rest of the class for
verificat with other prompts and pupils.
Hometask: Exercise 11 at page 84
Saying goodbye

LESSON 65 School:
Unit 8: Machines

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Robots 1

Learning objectives 4.L8 understand short, supported, narratives on an increasing range of

general and some curricular topics
4.R3 recognise basic opinions in short, simple texts on an increasing
range of general range of general and some curricular topics
4.W8 to include appropriate use of a full stops and question marks,
as sentence level with some accuracy when writing independently
4.UE14 use prepositions of location and position and direction: at, in,
on, behind, between, in front of, near, next to, opposite, up, down,
under, above, on the right, on the left, use prepositions of time: on, in,
at, before, after, use with/ without to indicate, accompaniment with for
instrument and for indicate recipient
Lesson objectives All learners will be able to:
respond correctly to some spoken, written and mimed prompts and
show some control of target language in presentation and written
activities
Most learners will be able to:
respond correctly to most spoken, written and mimed prompts and
show control of target of most language in presentation and written
activities
Some learners will be able to:
 respond correctly to spoken, written and mimed prompts and show
control of target of most language in presentation and written
activities To read and talk about people in history; to write | a short
biography of a person in history; to develop the pupils' listening skills
through a song
Previous learning Fast machines 2
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n

Begining GREETINGS. INTRODUCE THE Greeting Mutual

5 min LESSON OBJECTIVES. avaluation
Ask individual pupils to mime using Learners do
one of the items from Ex.17 from the the
previous lesson. The rest of the class instructions
tries to guess what it is. Repeat with as
many pupils as you feel necessary.

Middle Step 1 Read and circle.Then listen Learners Individual

30 min and check. read the text avaluation
Explain the activity. Read the text silently and
aloud and elicit/explain any unknown circle the
words. Play the CD. The pupils listen correct
and check their answers. words
Step 2 Match. Talk with your friend.
Refer the pupils to the names of the Learners
match the Verbal
famous people and fhe inventions. evaluation
Explain the activity. Check their people with
answers. Refer the pupils to the the
prompts and provide the pupils with a inventions
model dialogue. Remind the pupils orally first,
how to read dates. Explain that the first then in
date shows when each person was born writing.
and the second date shows when each
person died. Then the pupils, in pairs,
make similar dialogues. Go around the
classroom providing any necessary
help. Ask some pairs to report back to
the class.
Step 3 PORTFOLIO: Talk with Learners
your friends. Then write about a write about
person in history. a person in
The pupils, in pairs or in groups, talk history.
about the people from Ex. 24. Go
around the classroom providing any
 necessary help. For homework, tell the
pupils to write a short biography about
one of the people in Ex. 24. Then help
them file their writing activities in their
Language Portfolios.
Step 4 Read and match. Learners
Explain the activity. Go through the complete the
activity and elicit/explain any unknown activity
words. Allow the pupils some time to
complete the activity. Check their
answers.
End REFLECTION Self-
5 min Learners reflect on their learning: assessment
What has been learned?
What remained unclear?
What is necessary to work on?
Hometask: to learn the new words and
draw the picture “ My Robot”
Saying goodbye

LESSON 66 School:
Unit 8: Machines

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Robots 2

Learning objectives 4.L8 understand short, supported, narratives on an increasing range of

general and some curricular topics
4.R6 understand with some support, some specific
information and detail in short, simple texts on a growing range of
general and some curricular topics
4.W5 link with some support sentences using basic coordinating
connectors
4.UE15 use would you like to to invite and use appropriate
responses yes please, no thanks use let’s + verb verbs go enjoy like+
verb + ing
Lesson objectives All learners will be able to:
recognise and use some target language correctly and show
comprehension of some written and spoken questions with support
To explore other subject areas (Design and Technology); to talk about
robots; to design a robot.
Most learners will be able to:
recognise and use most target language correctly and show
comprehension of most written and spoken questions with support To
explore other subject areas (Design and Technology); to talk about
 robots; to design a robot.
Some learners will be able to:
recognise and use target language correctly and show comprehension
of most written and spoken questions with little support To explore
other subject areas (Design and Technology); to talk about robots; to
design a robot.
Previous learning Robots 1
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS. INTRODUCE THE Greeting Verbal
5 min LESSON OBJECTIVES. evaluation
Play the song from the previous lesson Learners
and ask the pupils to sing along sing a song

Middle Step 1 Read and write A or B. Learners Individual

30 min Refer the pupils to the pictures and read the avaluation
have a brief class discussion about the texts and
robots. Explain the activity. Check their complete the
answers. activity
Step 2 Think of your own robot.
Talk with your friend. Learners Mutual
Ask the pupils to think of their own talk about avaluation
robot. Refer them to the questions and robot
ask them to talk, in pairs or in groups,
about the name of the robot, what it is
made of, what it looks like, and what it
can do.

Step 3 What's your robot's name?

Combot!
What is it made of?
It's made of plastic and metal.
What does it look like?
It's a little blue robot. It's got arms and
legs. What can it do?
It can understand what you say and
talk. It can help me with my
homework, too! etc.

POSTER
Put the Robots poster up on the boarc
to say what each robot looks like and If
you wish, you can ask the pupils to c
during this activity.

Step 4 Over to you: Design your own

robot. Present it to the class.
 Read the instructions and explain the Learners
activity. Tell the pupils that they can prepare their
use the texts in Ex. 27 as models. projects.
Allow the pupils some time to prepare
their projects. Ask individual pupils to
present their robot to the class. If you
wish, you can assign this for
homework.

End REFLECTION PAPER Self-

5 min Put the stars into the night sky. Red assessment
stars – you had many mistakes today.
Yellow stars- it was difficult, but you
did it well, Green stars – you did
everything correctly.
Hometask: Activity Book Exercise 16
at page 87 Read and translate the texts,
try to complete it with the correct
words.
Saying goodbye

LESSON 67 School:
Unit 8: Machines

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Summative control work for the 4th term

Learning objectives 4.1.6.1 Understand some specific information and detail of short
supported talk on an increasing range of general and some curricular
topic
4.3.2.1 Read and understand with some support short simple fiction
and non-fiction texts
4.4.8.1 To include appropriate use of full stops and question marks, at
sentence level with some accuracy when writing
independently
4.5.12.1 Use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often; begin to use simple
adverbs of manner e.g. well, badly; use common –ly manner adverbs
to describe actions e.g. slowly, quickly
4.2.1.1 Make basic statements which provide information on an
increasing range of general and some curricular topics
Lesson objectives Learners listen to the dialogue twice, identify the detail and fill in the
gap with the correct word.
Learners read the text and complete the task. There are 8 sentences.
Learners should choose only 5 sentences, which are related to the text.
 3 sentences are extra.
Learners make up 4 sentences answering the questions. They can use
the words and adverbs given to them. They should put a full stop at
the end of the sentences.
Learners tellabout different machines, describe them, tell how it
moves, when and how it can be used.
Previous learning Robots 2
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS.
g INTRODUCE THE LESSON
3 min OBJECTIVES.
Ask the pupils to present their projects
from the previous lesson.
SA LISTENING Learners Individual
35 min Task 1. Listen to the story very write the avaluation
carefully. Write the missing words missing
into the sentences. words into
1. One day there was a big _______2. the
“The 10.15 London _______will be here sentences.
in one hour.” said Rabbit. 3. “Let’s get
Eric the Engine. He’s__________ than
all of us.” [1] 4. Eric sent
his __________ ahead.
READING
Task 2. Read the text. Learners
Circle 5 sentences relevant to the text. read the text
There are 3 EXTRA sentences. then
1. Tom and Sam went swimming. circle 5
2. The spacecraft was strange. sentences
3. They flew to Mercury. relevant to
4. Tom and Sam took part in Alien the text
Olympics.
5. Tom and Sam won medals.
6. They got presents.
7. The time on the planet was fun.
8. They flew back home.
WRITING
Task 3. Write 4 sentences about Bob Learners
the astronaut’s daily routine. Put write about
punctuation marks. Use questions Bob the
and adverbs sometimes, often, always, astronaut’s
never. daily
1. What does Bob always have to do in routine
the morning?
2. What does he sometimes do in the
 afternoon and at night?
3. What does Bob often like to do in
space?
4. What can he never eat in space?

SPEAKING
Task 4. Choose ONE picture and tell Learners
about this machine. Name the choose
machine, describe it, and tell what it ONE
can do, how it moves, where or how picture and
we can use it. tell about
Example: It’s a wheelbarrow. A wheelbarrow this
has one small wheel. It is green and new. It is machine
slower than a cart. We can use it to move
flowers in the garden.
End REFLECTION Self-
2 min What did you learn today? assessment
What was easy/difficult?
What was the most interesting/boring
thing for you today?
Hometask: to revise the words from the
units
Saying goodbye

LESSON 68 School:
Unit 7: Journey into Space

Date: Teacher name:

Grade: 4 Number present: Number absent:
Theme of the lesson: Unit Revision

Learning objectives 4.L8 understand short, supported, narratives on an increasing range of

general and some curricular topics
4.R2 read and understand with some support short simple fiction and
non-fiction texts
4.W5 link with some support sentences using basic coordinating
connectors
4.UE13 use can to make requests and ask permission, use must /
mustn’t / have to to talk about obligation, use have to +object +
infinitive to talk about obligations
Lesson objectives All learners will be able to:
recognise and use some target language correctly and show
comprehension of some written and spoken questions with support
to listen to and read a story from Jamaica about a clever spider.
Most learners will be able to:
recognise and use most target language correctly and show
comprehension of most written and spoken questions with support
 to listen to and read a story from Jamaica about a clever spider.
Some learners will be able to:
recognise and use target language correctly and show comprehension
of most written and spoken questions with little support
to listen to and read a story from Jamaica about a clever spider.
Previous learning Summative control work for the 4th term
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin GREETINGS. INTRODUCE THE Greeting
g LESSON OBJECTIVES
5 min Ask pupils to think of famous fairy
tales with animals, e.g. The Tortoise
and the Hare, The Lion and the Mouse,
etc. Ask individual pupils to tell you
their favourite fairy tale with animals
and their favourite animal character
from each fairy tale.
Middle Step 1 Listen, point and repeat. Learners Verbal
30 min Pupils' books closed. listen and evaluation
Put the flashcards up on the board. pronounce
Point to them, one at a time, and name
them. The pupils repeat, chorally
and/or individually. Then point to the
flashcards in random order. Ask
individual pupils to name them.

Step 2 Listen and read. Who's the

Mutual
cleverest in the jungle? (Track 51 Learners avaluation
CD2) answer the
Go through the pictures of the story and questions
set the scene by asking the pupils
questions about what they can see in
the pictures.
e.g. Teacher: (pointing to picture 1)
Look at all these animals in the jungle.
Who's the tallest? Class: The giraffe.
Teacher: Who's the strongest?
Class:The tiger, etc
Play the CD. The pupils listen and
follow the story in their books. Refer
the pupils to the question and elicit the
correct answer. Learners
read the Individual
Step 3 Who say these sentences? story and avaluation
The pupils read the story and the choose.
sentences. Then they say who says each
 sentence. Allow the pupils some time
to complete the activity. Check their
answers. Play the CD again with pauses
for the pupils to repeat, chorally and/or
individually. Then ask individual pupils Learners do
to read out the story. spiders and
present
Project: My handprint spider them to the
Hand out the paper.Tell the pupils that class
a handprint spider. Demonstrate this w
Paint the pupil's palms and fingers wf
but do not paint the thumbs. Press
down on the paper with the fingers s\
eight spider legs, as shown in the picti
completion of the activity
End FEEDBACK
5 min There smiley faces are on the board. Self-
(happy and sad) T. suggests choosing assessment
any smiley face. Ss will choose one and
put on their desks.

Well what did we do in our lesson?

Saying goodbye