Plan your whole teaching week around your real classroom.

Prepare: Write the discussion topics and turn-taking rules on the chalkboard.

Arrange learners in groups of five.

Choose one learner representative for each group to demonstrate the conversation.

Starter

Whole class

Write the lesson topics on the chalkboard: myself, my family, a person I know, and a simple custom.

Lead learners to recall how to wait for another person to finish speaking before answering.

Look at the topics and recall how to take turns in speaking.

What should you do before you speak?

Name one topic you can talk about today.

Main

Whole class

Model a short conversation with a prepared learner representative, showing greeting, taking turns, speaking audibly and expressing ideas clearly.

Write simple turn-taking rules on the chalkboard: listen, wait, speak clearly, and keep to the topic.

Watch the model and identify the turn-taking rules.

Which rule shows turn taking?

Why should we speak clearly?

Groups of 5

Put learners into groups of five and give each group one topic to discuss.

Let learners take turns to speak about the topic while others listen.

Move round to support groups that need help.

Discuss the topic in turns.

Speak audibly and clearly.

Listen to others without interrupting.

Whole class

Let one representative from each group demonstrate the conversation to the class.

Let peers listen and give one positive comment and one suggestion using the rules on the chalkboard.

Assessment: Observe group discussions as learners take turns on the chosen topic.

Expected response: Each learner waits, listens and speaks in turn.

Success criteria: only one person speaks at a time; each learner gets a turn; speaking stays on topic

Support: Pair a shy learner with a confident peer, and allow the learner to use short sentence starters from the chalkboard.

Core: Let each learner discuss one given topic in a group of five and take a turn to speak clearly.

Extension: Let faster learners ask one follow-up question or add another clear sentence about the topic.

Reflection

Whole class

Summarise the turn-taking rules and correct common errors.

Praise learners who waited, listened and spoke clearly.

Say one rule of turn taking.

Say one thing they did well in speaking.

What did you do to take turns?

How did you make your speech clear?

Home task: Practise taking turns in conversation with a family member about yourself, your family or a simple custom.

Prepare: Write sample root words, prefixes and suffixes on the chalkboard before the lesson.

Prepare the chalkboard with columns for prefix, root and suffix.

Select simple example words such as happy, help and kind.

Revision of word parts

Whole class

Display happy, unhappy and happiness on the chalkboard.

Guide learners to notice the extra parts added to the root word.

Revise the meanings of prefix and suffix using the examples.

Say the words aloud and identify the added parts.

Which part is added at the beginning?

Which part is added at the end?

What word remains after removing the added part?

Affixes game and word building

Groups of 5

Write a small set of prefixes and suffixes on the chalkboard, such as un-, re-, -ness and -ful.

Write root words on the chalkboard, such as happy, help and kind.

Guide groups of 5 to take turns combining a prefix or suffix with a root word.

Let each group discuss and agree on the correct word before its representative reads it aloud.

Let learners break each word into root, prefix and suffix, then combine them to form new words.

Let learners use the formed words in short oral sentences.

Let other groups check and correct the answers politely.

Work in groups to combine the given parts into correct words.

Take turns to present the word and its meaning.

Use the new words in simple oral sentences.

Check the work of other groups.

What word do you get when un- is added to happy?

What word do you get when -ness is added to happy?

Can you make a sentence with the new word?

Whole class

Write one word at a time on the chalkboard and let a different group explain its parts.

Assessment: Ask learners to identify the prefix, root and suffix in given words on the chalkboard.

Expected response: Learners identify the added part at the beginning or end and name the root word correctly.

Success criteria: Names the prefix correctly; Names the suffix correctly; Identifies the root word correctly

Assessment: In groups, learners build new words from given prefixes and suffixes and one representative presents the answer orally.

Expected response: Examples such as unhappy, happiness and helpful are formed correctly and used in simple oral sentences.

Support: Provide simpler root words such as happy, kind and help, and let struggling learners work with a stronger peer before presenting.

Core: Let learners form words by adding the given prefixes and suffixes to the root words and say them in oral sentences.

Extension: Challenge fast learners to create two different new words from one root word and explain the meaning of each.

Check understanding

Whole class

Lead a quick oral recap of prefix, root and suffix.

Invite a few learners to give one new word and break it into parts.

Confirm the correct answers and close the lesson.

State one prefix, one suffix and one word formed during the lesson.

Break one word into its parts orally.

What is a prefix?

What is a suffix?

Give one word you formed today.

Home task: At home, learners should find two words with prefixes or suffixes from reading materials or signs and be ready to break them into parts orally in class.

Prepare: Write a few sentences with main and auxiliary verbs on the chalkboard for revision.

Prepare a short present-tense passage with regular verbs on the chalkboard.

Choose simple regular verbs for group practice and reflection.

Revision of verbs

Whole class

Write two short sentences on the chalkboard with main and auxiliary verbs.

Lead learners to identify the verbs in the sentences.

Revise the idea that verbs are action words and that some verbs change to show past time.

Name the verbs in the sentences.

Say which verbs show action and which help the main verb.

Which words are verbs in the sentence?

Which verb shows the action?

Regular verbs and their past forms

Whole class

Write examples of regular verbs and their past forms on the chalkboard: play-played, walk-walked, bake-baked.

Explain that regular verbs form their past tense by adding d or ed.

Let learners read the examples aloud and notice the ending change.

Read the examples aloud.

Notice how the ending changes when the verb is in the past tense.

What do we add to the verb to make the past tense?

What is the past form of play?

What is the past form of walk?

Groups of 5

Write more regular verbs on the chalkboard for practice.

Let learners identify the regular verbs and change them to the past tense by adding d or ed.

Let one representative from each group say the answer while the class checks it on the chalkboard.

Work in groups of five to change each verb to the past tense.

Let one representative from the group demonstrate the answer.

What is the past tense of love?

How do regular verbs form the past tense?

Groups of 5

Provide a short passage on the chalkboard using regular verbs in the present tense.

Let learners work in groups of five to rewrite the passage in the past tense and compare answers with another group.

Guide learners to correct any verbs that do not take d or ed.

Assessment: Learners identify regular verbs in the review sentences and say which words are the verbs.

Expected response: Learners name the verbs correctly and recognise the regular verbs.

Success criteria: Correctly identifies the verbs in the sentences; Names the regular verbs without confusion

Support: Use short, familiar verbs such as play, walk and bake; allow learners to say the past forms with a partner before answering in front of the class.

Core: Ask learners to identify regular verbs, change them to the past tense and rewrite the short passage correctly.

Extension: Ask fast learners to create two original sentences using regular verbs in the simple past tense and read them to the class.

Checking understanding

Whole class

Lead learners to state the rule for regular verbs in the simple past tense.

Let one representative from each group demonstrate one new regular verb and its past form.

Summarise that regular verbs add d or ed to show past action.

Say the rule for forming the past tense of regular verbs.

Share one regular verb and its past form.

What rule did we learn today?

What is the past form of bake?

Home task: Write five regular verbs and their past forms in your exercise book.

Prepare: Draw a simple table on the chalkboard for square numbers from 1 × 1 to 12 × 12.

Mark space on the chalkboard for eight group demonstrations.

Revision of equal factors

Whole class

Revise multiplication facts of equal numbers such as 1 × 1, 2 × 2 and 3 × 3.

Lead learners to say what happens when a number is multiplied by itself.

Say the facts aloud and recall that the two factors are the same.

What do you notice about 1 × 1, 2 × 2 and 3 × 3?

Square numbers and their factors

Groups of 5

Draw a 1 × 1 square on the chalkboard and guide learners to count the sides and the area.

Draw a 2 × 2 square, a 3 × 3 square and a 4 × 4 square on the chalkboard.

Let learners work in groups of five to identify the factor pair for each square number.

Discuss the examples in groups and state the equal factors for each square.

Which two equal factors make this square number?

What is the area of the square?

Whole class

Let one representative from each group demonstrate the square and its factors on the chalkboard.

Continue the pattern orally up to 12 × 12 = 144.

Let learners compare the factor pairs and notice that both factors are the same.

Take turns to demonstrate and check one another's answers.

What is 8 × 8?

What is 12 × 12?

Why is 144 a square number?

Assessment: Ask learners to state what makes a square number after the 3 × 3 and 4 × 4 examples.

Expected response: Learners say that a square number is made when the same number is multiplied by itself and give examples such as 3 × 3 = 9.

Success criteria: States that both factors are the same; Gives at least one correct square number example

Assessment: Let a representative from each group complete one square number on the chalkboard and state its equal factors.

Expected response: Learners draw or show the square arrangement and name the factor pair correctly, for example 4 = 2 × 2 and 144 = 12 × 12.

Success criteria: Completes the square correctly; States the correct equal factors; Continues the pattern correctly up to 144

Support: Pair struggling learners with confident partners and let them use the 1 × 1, 2 × 2 and 3 × 3 examples on the chalkboard before moving to larger squares.

Core: Groups identify and present one square number each, then state the equal factors clearly.

Extension: Ask fast learners to continue the pattern beyond 8 × 8 and name the next square numbers up to 12 × 12.

Checking understanding

Whole class

Summarise that a square number is made when a number is multiplied by itself.

Let learners mention one square number and its factor pair.

Say one square number and its equal factors.

Name one square number and its factors.

Prepare: Draw simple sketches of a stretched rubber band, a compressed spring, a bicycle pump, a ball, a table, crumpled paper and a moving toy on the chalkboard before the lesson.

Ask learners in advance to bring simple elastic or compressible objects if available, such as a rubber band, spring or bicycle pump.

Revision of pushing, pulling, stretching and squeezing

Display simple drawings of a stretched rubber band and a compressed spring on the chalkboard.

Lead learners to recall pushing, pulling, stretching and squeezing.

Use quick hand actions to show stretching and squeezing.

What happens when a rubber band is stretched?

What happens when an object is squeezed?

Demonstrating elastic and compressional forces

Groups of 5

Divide learners into groups of about five.

Let groups discuss the chalkboard sketches and identify which involve stretching, squeezing or both.

One representative from each group demonstrates the action with hand movements while the rest observe.

Identify the force shown in each sketch.

Use hand movements to show stretching, squeezing, pushing and stopping.

Which picture shows stretching?

Which picture shows squeezing?

Which everyday object uses elastic force?

Groups of 5

Guide learners to discuss how elastic and compressional forces are applied in everyday life.

Lead learners to mention rubber bands, springs and bicycle pumps.

Let each group show one example of elastic force and one example of compressional force using hand actions and the chalkboard sketches.

Confirm correct demonstrations and correct misconceptions.

Give peer assessment on whether the action matches the force.

Where do we see elastic force at home or in school?

Assessment: Ask learners to mention everyday applications of elastic and compressional forces from the chalkboard sketches and group discussion.

Expected response: Examples such as rubber bands, springs, bicycle pumps, crumpling paper or other correct everyday uses.

Success criteria: mentions at least one elastic application; mentions at least one compressional application; gives a correct everyday example

Support: Pair learners who need help with confident peers during group discussion. Let them use only hand movements and the chalkboard sketches to answer.

Core: Learners work in groups of about five to classify the chalkboard sketches, demonstrate the actions and mention one everyday application for each force.

Extension: Let fast learners explain the difference between stretching and squeezing in their own words and give two additional examples from home or school.

Summary and check of learning

Summarise that elastic force changes shape and returns when released, while compressional force is seen when an object is squeezed or pressed.

Ask learners to mention one example of each force.

Praise correct peer assessment and tidy the chalkboard.

State one everyday application of each force.

What is an example of elastic force?

Home task: Find two objects at home or around you that show elastic force and two that show compressional force. Be ready to tell the class how each one works.