An E-mail about ones Best Friend
LESSON: Module 3 Lesson 11
An E-mail about ones Best Friend School: Sunkar
Date:27.11 Teacher name: Zhumakanova A
CLASS: 5 Number present: absent:
Learning objectives(s) that this lesson is contributing to 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people, places and objects
5.W5 link without support sentences using basic coordinating connectors
Lesson objectives All learners will be able to:
identify some main ideas and specific information in the text and write an email with some appropriate features of style and organisation with support
Most learners will be able to:
identify most main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with support
Some learners will be able to:
identify all main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with little support
Previous learning basic outline features of and email / basic punctuation and linking in extended writing
Planned timings Planned activities Excel
Beginning the lesson To listen for specific information
• Explain the task. Allow Ss time to fill in the gapswith the appropriate word.
• Play the CD. Ss listen and check that they have chosen the correct word.
• Check Ss’ answers. Class CD
To read for specific information
• Allow Ss time to read and answer the questions.
• Checks Ss’ answers.
To understand the use of also
• Read the Study Skills box aloud. Ask Ss to provideother examples of the use of also.
• Explain the task and allow Ss time to complete it.
• Check Ss’ answers on the board. slide
To talk about a friend
• Ss work in pairs to ask and answer questions about a friend.
Monitor the activity around the class. Ask a fewstudents to present the information to the class.
Write an email about your best friend
• Explain the task and remind Ss that they can usetheir answers to Ex. 4 and the text of the email in Ex. 1 as a model.
• Allow Ss time to complete the task and check Ss’answers.
Ending the lesson • Ask various Ss to read their emailsaloud.
• Alternatively, assign as HW.
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links
Health and safety check
support less able learners in writing by eliciting in small groups model sentence openings for the prompts following speaking activity do a quick spelling elicitation of words learners have used to the board ICT links: format and features of email communication
give more able learners challenge by asking them to include details that they would like their friend to respond to take in final pieces of writing for feedback comment and assessment