My Life Book: Who I Am and How I Live

Rationale

This learning situation develops Unit 1, “My Life Book: Identity and Daily Routines”, for 5th Primary pupils. Learners create an informative graphic in English about their identity, daily routines, times, interests and personal preferences. The task gives an authentic purpose to vocabulary and grammar learning, moving from recognition and controlled practice towards guided personal communication. It responds to the LOMLOE principles established in Organic Law 3/2020, particularly communicative competence, inclusion, digital competence, personal development, intercultural awareness and learning to learn. The proposal is also aligned with the curriculum of the Basque Country, as it combines comprehension, production, interaction, mediation, reflection on languages and respectful communication. The graphic becomes one section of a personal Life Book that can be extended throughout the school year.

Curricular Grounding

The selected criteria are 1.1 and 1.2 for understanding short oral, written and multimodal texts; 2.1, 2.2 and 2.3 for preparing and producing short oral and written messages; 3.1 and 3.2 for planned interaction; 4.1 and 4.2 for basic mediation and the use of visual and digital supports; 5.1, 5.2 and 5.3 for comparing languages, improving communication strategies and recording learning; and 6.1, 6.2 and 6.3 for intercultural respect, diversity and non-discrimination. The main saberes básicos are personal identity and daily-routine vocabulary, basic communicative functions, the verb to be, the present simple, adverbs of frequency, time expressions, spelling and pronunciation patterns, text organisation, visual communication, digital tools, source reliability, intellectual property, cooperative strategies, non-sexist language, self-assessment and the use of English as a means of communication with other cultures. The final product integrates these elements in a clear informative graphic.

Methodology

The sequence follows a traditional method with explicit teacher modelling, explanation of theory boxes, pronunciation drilling, graded written exercises and regular correction. It is combined with communicative practice so that controlled learning leads to meaningful use. Each grammar or vocabulary focus follows the progression: presentation, guided repetition, individual practice, mixed practice and personal application. The teacher uses the board, examples, substitution tables and model texts before pupils work independently or in pairs. Short interaction routines, information-gap tasks and rehearsed presentations provide opportunities to use English without removing the structure required by the method. The Life Book is developed progressively and the final graphic is planned, drafted, revised and presented. Digital tools are used for visual design, research and feedback, while analogue alternatives remain available. Retrieval practice, spaced review after two grammar points and two vocabulary topics, and brief learning reflections support retention.

Attention to Diversity

DUA is applied through multiple means of representation, action and expression, and engagement. Instructions, model texts and grammar explanations are offered orally, in writing, with colour coding, icons, gestures and worked examples. Vocabulary is supported with picture cards, bilingual glossaries, word banks, sentence frames, audio recordings and enlarged or high-contrast materials. Pupils may demonstrate learning through handwriting, typing, drawing, recording audio, presenting orally or combining formats. Tasks are divided into manageable steps, with optional extension activities for pupils who progress faster. Pairing and cooperative roles provide ordinary support, while the teacher gives additional guided practice, reduced language load, extra processing time and repeated models. For pupils with specific educational needs, individualised supports may include accessible digital text, speech-to-text, text-to-speech, adapted templates, alternative response formats and coordinated measures described in the individual educational plan. Choice of routines, interests and cultural references increases engagement and prevents stereotypical or discriminatory representations.

Assessment Instruments

Assessment is continuous, criterion-referenced and based on the evidence produced during the fifteen sessions. The general rubric operationalises observation of participation, comprehension tasks, oral rehearsals, written exercises, interaction, mediation, the Life Book pages, the final informative graphic, presentation, revision and learning reflection. Teacher observation, peer feedback, self-assessment and analysis of the final product are not presented as separate documents: their indicators are incorporated into the rubric criteria and applied to the relevant evidence. Feedback is given during modelling, practice, drafting and revision. The final mark is calculated on a ten-point scale using the five rubric levels, from 0 to 4.9, 5 to 5.9, 6 to 6.9, 7 to 8.9 and 9 to 10. Criteria 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2, 5.3, 6.1, 6.2 and 6.3 are assessed through the evidence specified in the rubric.

Resources and Materials

The classroom requires an interactive board or projector, board and markers, pupils’ Life Book folders or notebooks, worksheets, theory boxes, graded exercise sheets, picture cards, flashcards, clocks, routine cards, dictionaries, bilingual word banks, coloured pencils and large-format paper. Digital resources include a secure learning platform, teacher-selected videos and audio, a digital dictionary, Canva or Google Slides for graphic design, Padlet or a shared classroom space for drafts, and a presentation tool. Research uses teacher-curated websites and age-appropriate sources. Templates are available in printed and digital formats. Accessibility resources include headphones, enlarged text, high-contrast templates, text-to-speech, speech-to-text and symbol-supported vocabulary.

Interdisciplinary Connections

The situation connects with Spanish or Basque Language through text planning, sentence structure, spelling, punctuation, comparison between languages and the use of inclusive language. Mathematics is involved in reading clocks, sequencing daily events and representing information visually. Social and Civic Education is addressed through identity, respectful interaction, diversity, democratic values and rejection of stereotypes. Art Education contributes to layout, colour, typography, icons and visual hierarchy in the informative graphic. Digital competence is developed through safe searching, source selection, copyright awareness, collaborative editing and responsible publication. Personal, Social and Learning to Learn competence is strengthened through routines, self-assessment, revision and the recognition of individual progress.

Gamification Resources

• A Day in My Life (video) - YouTube: A short teacher-selected video introduces identity and daily routines. Pupils identify familiar words, times and actions, then check answers through a guided class correction.
• Routine and Time Challenge (juego) - Genially: Pupils match routine cards with clock images and sentence cards in timed pair rounds. The challenge can be completed with printed cards or projected slides.
• My Life Book Graphic (herramienta_digital) - Canva: Pupils design the final informative graphic using a structured template with sections for identity, routine, time, frequency and interests. The teacher provides a printed alternative.
• Class Language Wall (recurso_web) - Padlet: The class stores vocabulary, model sentences, audio examples and revised drafts in one shared space. Access permissions and teacher moderation ensure safe participation.
• Learning Reflection (herramienta_digital) - Google Forms: At the end of the sequence, pupils complete a short digital reflection about what they can understand, say, write and improve, with an analogue version available.

General Rubric

Session 1: Opening the Life Book: All About Me

Duration: 120 minutes

Objectives

Understand and use basic personal-information vocabulary; introduce the Life Book project; identify personal information in a short model text; create the first page with name, age, birthday, home and interests.

Opening Activities (~10 min)

1. Welcome and project hook, 3 minutes. The teacher shows a closed folder or book labelled “My Life Book” and explains: “This book is about you: who you are, how you live and what you like.” The teacher presents the final purpose: each pupil will create and gradually complete a personal English book.

2. Quick visual prediction, 3 minutes. The teacher displays the first page of a model Life Book with photographs or drawings and asks: “What can you see?” Pupils identify or point to possible information: name, age, birthday, home and interests. Answers may be given in English, Spanish or through gestures at this stage. The teacher records the English words on the board.

3. Prior-knowledge retrieval, 4 minutes. Pupils receive five picture cards showing a name label, a birthday cake, a house, a football and a music note. Working in pairs, they match each picture to the corresponding word: name, birthday, home, sport and music. The teacher checks pronunciation and elicits the question forms: “What is your name?”, “How old are you?”, “When is your birthday?”, “Where do you live?” and “What do you like?” The learning goals are stated in pupil-friendly language: “Today I can understand personal information and make the first page of my Life Book.”

Development Activities (~35 min)

1. Presentation of the personal-information vocabulary, 12 minutes. The teacher introduces the following word bank with pictures, gestures and clear board models: name, age, birthday, home, town/city, family, sport, music, animals, food, colour and hobby. Pupils repeat each word first as a whole class, then in two groups and finally individually when appropriate. The teacher models pronunciation, especially birthday, family, hobby and interests. A substitution table is displayed:

My name is ____. I am ____ years old. My birthday is on ____. I live in ____. I like ____. My favourite ____ is ____.

Pupils copy the table into their notebooks and underline the information words: name, age, birthday, live and like.

2. Question-and-answer drilling, 10 minutes. The teacher models short exchanges with a confident pupil:

Teacher: “What is your name?” Pupil: “My name is Amina.” Teacher: “How old are you?” Pupil: “I am eleven years old.”

The class repeats the exchanges using substitution cards with different names, ages and interests. Pupils then practise in pairs. Partner A asks one question and Partner B answers using the model. They change roles after each question. The teacher monitors word order, pronunciation and use of complete answers.

3. Reading the model text, 15 minutes. Pupils receive the following text:

“Hello! My name is Leo. I am ten years old. My birthday is on 14 May. I live in Bilbao with my family. I like football, drawing and animals. My favourite colour is green.”

First reading: the teacher reads the text aloud while pupils follow with a finger. Second reading: pupils repeat sentence by sentence. Third reading: pupils work individually and highlight or underline information about Leo’s name, age, birthday, home and interests. The teacher explains that personal information can be found by looking for key words and numbers.

4. Reading comprehension and information organisation, 12 minutes. Pupils complete a personal-information chart:

Name: ______ Age: ______ Birthday: ______ Home: ______ Interests: ______ Favourite colour: ______

They compare answers with a partner before whole-class correction. The teacher asks pupils to justify answers by pointing to the relevant sentence in the text. Early finishers write one additional question about Leo.

5. Controlled written practice, 12 minutes. Pupils complete sentences using the word bank:

My ______ is Leo. I am ______ years old. My ______ is on 14 May. I ______ in Bilbao. I ______ football and drawing.

The teacher completes the first item on the board and underlines the clue in the model text. Pupils work independently, then correct their answers using the projected version. The teacher checks that pupils distinguish “birthday” from “age” and “live” from “like”.

6. Personal information planning sheet, 12 minutes. Pupils complete a planning card about themselves. The card contains sentence starters and optional drawing spaces:

My name is ______. I am ______ years old. My birthday is on ______. I live in ______. I like ______, ______ and ______. My favourite colour is ______.

Pupils may write three interests, draw them or select them from picture cards. The teacher checks the cards before pupils begin the final page, paying attention to spelling and privacy. Pupils are reminded not to include their full address, telephone number or other sensitive information.

7. Teacher modelling of the first Life Book page, 10 minutes. The teacher creates a page in real time on the board or interactive display. The model includes a title, a self-portrait or avatar, short sentences and simple illustrations. The teacher verbalises the process: “First, I write the title. Next, I write my name and age. Then I add my birthday and where I live. Finally, I add three things I like.” The teacher demonstrates how to use a ruler, how to leave spaces between words and how to check each sentence against the planning card.

8. First Life Book page, 20 minutes. Pupils create the first page entitled “All About Me”. The page must include:

• the title “All About Me”; • name; • age; • birthday; • town or city, without a full address; • at least three interests; • a self-portrait, avatar or symbolic drawing; • at least two visual elements connected to their interests.

Pupils first draft their sentences on the planning card, then transfer them to the final page. They may use paper, coloured card or a digital template. The teacher circulates with a short checklist: complete information, understandable sentences, correct use of “My name is…”, “I am…”, “My birthday is…” and “I live in…”, legible presentation and personal effort.

9. Peer review and revision, 8 minutes. In pairs, pupils use a three-point checklist:

□ The page has the title “All About Me”. □ I can find the name, age, birthday, home and interests. □ The sentences are understandable and the page is neat.

Each pupil gives one positive comment and one specific suggestion, using the frames “I like…” and “You can check…”. Pupils make at least one revision before handing in or saving the page.

Closing Activities (~10 min)

1. Exit retrieval, 3 minutes. The teacher points to five prompts on the board: name, age, birthday, home and interests. Pupils say or write one English sentence for one selected prompt.

2. Self-assessment, 2 minutes. Pupils complete the following scale in their notebooks or on an exit ticket:

“I can identify personal information in a short text.” Yes / Almost / Not yet. “I can ask and answer basic personal-information questions.” Yes / Almost / Not yet. “I have created my first Life Book page.” Yes / Almost / Not yet.

They add one word or expression they want to remember. The teacher collects the exit tickets to plan the pronunciation and vocabulary review in Session 2.

Resources

• Teacher-made model Life Book or folder. • Model reading text about Leo. • Board or interactive display. • Personal-information picture cards and word cards. • Substitution table with question-and-answer models. • Reading-comprehension chart. • Personal information planning sheet. • A4 paper, coloured card, pencils, colouring materials, rulers and glue. • Optional magazines or printed images for collage work. • Optional tablets or computers with a simple presentation or graphic-design template. • Projector or interactive whiteboard. • Peer-review checklist and exit ticket. • Teacher assessment checklist and rubric. • Privacy reminder: pupils use only their town or city, never a full address, telephone number or other sensitive information.

Attention to Diversity (UDL)

Multiple means of representation: present every key word through print, image, gesture and oral modelling. Keep the vocabulary bank and sentence frames visible throughout the session. Read the model text aloud, provide a printed copy with enlarged spacing and highlight the key information in different colours. Use explicit pronunciation modelling and allow pupils to listen again to recorded examples if available.

Multiple means of action and expression: accept written sentences, labelled drawings, an avatar, collage elements or typed text as evidence of understanding. Provide a partially completed information chart and sentence starters for pupils who need them. Allow pupils to answer orally before writing. Offer pencil grips, lined templates, enlarged worksheets and extra time. Permit individual work, pair work or a quiet working space.

Multiple means of engagement: offer a choice of interests, colours and visual formats for the Life Book page. Connect the task to pupils’ real lives while protecting personal privacy. Use predictable routines, short achievable steps and a visible timer. Pair pupils strategically for pronunciation and reading support. Give immediate, specific feedback and allow pupils to revise their page after peer review. Challenge pupils who finish early to add one extra interest sentence or create an additional question about the model text.

Digital Competence

The teacher may project the model Life Book page and the model text on an interactive whiteboard. Pupils can create the first page using a simple presentation, word-processing or graphic-design template, inserting text, shapes, icons and a self-created avatar. They practise basic digital skills: opening a template, typing short sentences, choosing a readable font, inserting an image or icon, saving the file with their first name and checking that no private information has been included. Digital work is completed in pairs when necessary. An analogue version with paper, drawing and collage remains available for pupils who need it or when devices are unavailable. The teacher explicitly addresses safe sharing: pupils use a town or city only, do not include a full address or contact details and share the page only with the teacher or class group.

Session Rubric

Session 2: Introducing Myself with To Be

Duration: 120 minutes

Objectives

Recognise and use affirmative forms of to be; build sentences about identity; complete controlled exercises from recognition to guided production; read a short profile for explicit information.

Opening Activities (~10 min)

10 minutes

1. Welcome routine and visual prompt, 3 minutes. The teacher displays a simple profile card with a photograph or avatar: “Hello! I am Alex. I am 12. I am from Bilbao.” Students look at the card and answer orally or by pointing: “Who is this?”, “What is the person’s name?”, “How old is Alex?”, “Where is Alex from?”

2. Retrieval of previous learning, 4 minutes. On the board, the teacher writes the words and expressions from Session 1: name, age, country, city, boy, girl, student, hello, my name is. Students match words to pictures or definitions in pairs. The teacher checks answers with the whole class.

3. Lesson goal, 3 minutes. The teacher explains the objective in accessible English: “Today we will use am, is and are to introduce ourselves.” Students repeat the three forms and identify that they are forms of the verb to be.

Development Activities (~35 min)

105 minutes

1. Presentation of the affirmative form of to be, 15 minutes. The teacher presents the subject pronouns and affirmative forms on the board:

I am, I’m You are, You’re He is, He’s She is, She’s It is, It’s We are, We’re They are, They’re

The teacher uses colour coding: blue for the subject, green for the form of to be and black for the complement. Examples are connected to identity: “I am a student.” “You are 12.” “He is from England.” “She is my friend.” “We are classmates.” “They are from Bilbao.”

The teacher explains that am is used with I, is with he, she and it, and are with you, we and they. Students copy the grammar box and underline the form of to be in each example.

2. Pronunciation drilling and guided repetition, 10 minutes. The teacher models the full forms and contractions. The class repeats chorally, in groups and individually: “I am, I’m.” “She is, she’s.” “They are, they’re.”

Students practise sentence stress by tapping once on the subject and once on the form of to be. The teacher corrects pronunciation of /m/, /z/ and /ɑː/ or the relevant variety used in class. Students then repeat a substitution table:

Subject: I / He / She / We / They To be: am / is / is / are / are Complement: a student / 12 / from Bilbao / happy / friends

3. Recognition exercise, 10 minutes. Individually, students circle the correct option in ten sentences: “I am / is 12.” “She am / is from Spain.” “We is / are students.” “They is / are friends.” “He am / is my brother.”

The teacher first completes one example aloud, then students work independently. Answers are checked through whole-class correction. Students explain the choice by naming the subject, for example, “She, so is.”

4. Matching and sentence ordering, 12 minutes. Students match sentence halves and organise scrambled sentences:

“I / am / a student.” “She / is / from Vitoria-Gasteiz.” “They / are / 12.” “We / are / classmates.”

Students first work alone and then compare answers in pairs. The teacher provides a model for checking: “I am a student. Is it correct? Yes, because I goes with am.”

5. Controlled written practice, 12 minutes. Students complete a short worksheet with three exercise types:

A. Complete the sentences with am, is or are. B. Rewrite sentences using contractions, for example, “I am a student” becomes “I’m a student.” C. Choose the sentence that is grammatically correct.

The teacher monitors, marks common errors on the board without naming students and conducts immediate correction. Students use a green pen to correct their own work.

6. Reading for explicit information, 15 minutes. Students read the following short profile:

“Hi! My name is Mia. I am 11 years old. I am from Dublin, Ireland. I am a student. My best friend is Leo. He is 12. We are classmates. We are happy at school.”

Before reading, the teacher pre-teaches Dublin, Ireland, best friend and classmates using images and gestures. Students read silently and complete a table with the headings name, age, city or country, occupation and friend. They answer five explicit-information questions:

“What is her name?” “How old is Mia?” “Where is Mia from?” “Who is Leo?” “Are Mia and Leo classmates?”

Answers are checked by asking students to underline the exact evidence in the text.

7. Guided personal production, 15 minutes. The teacher displays a personal profile frame:

“Hello. My name is _____. I am _____ years old. I am from _____. I am a _____. I am _____.”

Students complete the frame with true information or a fictional identity if they prefer not to share personal details. The teacher models the task with a fictional profile. Students then read their profile quietly to a partner. Partners listen and complete a simple information grid with name, age, place and role.

8. Mixed practice and communicative check, 8 minutes. Each student receives a card with a subject and a complement, for example, “She / from London”, “They / students”, “I / 12”. Students walk around or work in pairs to form complete sentences. The listener checks the sentence using the classroom checklist: correct subject, correct form of to be, understandable pronunciation. Students change roles after each sentence.

9. Short individual production, 8 minutes. Students write four connected sentences introducing themselves or a fictional character. They must include at least one sentence with I am, one sentence about age, one sentence about origin and one additional identity sentence. The teacher collects or photographs the work for formative assessment. Fast finishers add two sentences using he is or she is about a friend or character.

Closing Activities (~10 min)

5 minutes

1. Exit ticket, 3 minutes. Students complete three prompts:

“One sentence with I am: ______.” “One sentence with he is, she is or they are: ______.” “One thing I can do now: ______.”

2. Self-assessment, 2 minutes. Students mark one option for each statement:

“I can recognise am, is and are.” “I can write affirmative sentences about identity.” “I can find explicit information in a short profile.”

They choose: green, “I can do it alone”; yellow, “I need some help”; red, “I need more practice”. The teacher previews the next lesson: describing family and possessions with further identity vocabulary.

Resources

Board and markers; projector or interactive whiteboard; profile card and avatar image; grammar box handout; subject and complement substitution table; controlled practice worksheet; reading text and information table; sentence strips; identity cards; self-assessment traffic-light card; notebooks; coloured pens; pencils; optional mini whiteboards; headphones for students who need audio support; digital version of the worksheet; classroom timer.

Attention to Diversity (UDL)

Multiple means of representation: present each grammar example orally, in writing and with colour coding; use icons or photographs for age, country, student and friend; provide an audio recording of the profile; pre-teach key vocabulary with images, gestures and simple definitions; keep the grammar box visible throughout the session.

Multiple means of action and expression: allow students to answer by speaking, writing, pointing to a card or selecting a digital option; provide sentence frames and a word bank; offer full forms and contractions as two acceptable stages of production; allow a fictional identity when sharing personal information may cause discomfort; provide larger-print worksheets, increased spacing and highlighted subject-form pairs; let students record their profile orally instead of reading it live if needed.

Multiple means of engagement: begin with a relatable profile and an avatar choice; offer a choice between a real and fictional identity; use individual rehearsal before pair work; pair students strategically and provide explicit turn-taking roles; divide the worksheet into short sections with immediate feedback; give extension cards to students who finish early and additional guided examples to students who need consolidation.

Digital Competence

The teacher presents the grammar box and profile on an interactive whiteboard or projector. Students may complete the controlled exercises in a digital worksheet such as Google Forms, Microsoft Forms or the school learning platform, with immediate feedback for am, is and are. The reading profile can be provided as an accessible document with text-to-speech and adjustable font size. Students may create their four-sentence profile in a shared document or record it as a short audio message. Digital safety is addressed by reminding students not to publish personal information and by allowing fictional identities. Analogue worksheets remain available for students who need them or when devices are unavailable.

Session Rubric

Session 3: Questions and Short Answers

Duration: 120 minutes

Objectives

Form and answer basic questions with to be; practise pronunciation and intonation; interact in pairs using personal-information cards; add a question-and-answer section to the Life Book.

Opening Activities (~10 min)

1. Welcome and learning goals, 2 minutes. The teacher writes the lesson title, “Questions and Short Answers”, and explains the objectives: ask and answer basic questions with to be, use appropriate pronunciation and intonation, interact with a partner, and add a question-and-answer section to the Life Book.

2. Retrieval challenge, 4 minutes. On the board, the teacher displays mixed words: “you / Are / a student?”, “is / What / your name?”, “from / Where / you / are?”. Individually, pupils reorder the words in their notebooks. The teacher checks the answers orally and elicits the question marks and capital letters.

3. Quick oral activation, 4 minutes. The teacher shows three personal-information images or icons, such as a name badge, a house and a school. Pupils answer familiar questions with one-word or short answers: “What is your name?”, “Are you from Bilbao?”, “Are you a student?”. The teacher models the difference between rising intonation in a yes/no question and falling intonation in a wh-question. Pupils repeat the two patterns with hand gestures: hand rising for yes/no questions and hand falling for wh-questions.

Development Activities (~35 min)

1. Presentation and teacher modelling, 10 minutes. The teacher presents the question forms on the board:

Wh-question: “What is your name?” Short answer: “My name is Leire.”

Yes/no question: “Are you 11?” Short answers: “Yes, I am.” / “No, I am not.”

Wh-question: “Where are you from?” Short answer: “I am from Vitoria-Gasteiz.”

The teacher highlights the position of the verb: “What is...?”, “Where are...?”, “Are you...?”. The negative form “No, I am not” is also modelled. Pupils copy the examples and underline the forms of to be.

2. Pronunciation and intonation drilling, 12 minutes. The teacher models each question and answer, first naturally and then in short chunks. The class repeats chorally, in rows and individually. The following contrasts are practised:

“Are you eleven?” with rising intonation. “What is your name?” with falling intonation. “Where are you from?” with falling intonation. “Yes, I am.” with clear final stress. “No, I am not.” with emphasis on “not”.

Pupils use arrows above the questions to mark intonation. The teacher corrects final consonants in “am”, “are” and “not”, without interrupting every attempt.

3. Guided substitution tables, 12 minutes. Pupils work with the following table:

Question starter: What is / Where are / Are Subject or complement: your name / you from / you eleven / you a student Answer frame: My name is... / I am from... / Yes, I am. / No, I am not.

The teacher gives prompts such as “name”, “from Gernika”, “eleven”, “a student”. Pupils build complete questions and answers orally. The teacher first points to the required words, then removes the prompts and asks pupils to produce the structures independently.

4. Controlled written practice, 12 minutes. Pupils complete the following tasks individually:

A. Put the words in the correct order.

1. your / What / name / is?
2. you / Are / from / Donostia?
3. are / Where / you / from?

B. Complete the answers.

1. What is your name? My name ___ Amina.
2. Are you ten? Yes, I ___.
3. Are you from Irun? No, I ___ not.
4. Where are you from? I ___ from Eibar.

C. Match questions and answers. The teacher projects the answers after individual work. Pupils correct their own work in green and ask questions about any mistake.

5. Information-gap preparation, 8 minutes. Each pupil receives a personal-information card with a fictional profile. The cards include a name, age, town, favourite colour and school role. Pupils read their own card silently and complete a preparation grid:

Name: __________ Age: __________ Town: __________ Student: yes/no

They practise reading the information aloud with a partner. The teacher reminds them not to show the card during the information-gap activity.

6. Pair information-gap activity, 15 minutes. Pupils work in pairs, Student A and Student B. Each pupil has a different card and asks questions to complete the missing information in a table. Required questions are:

“What is your name?” “How old are you?” “Where are you from?” “Are you a student?”

The expected short answers are:

“My name is...” “I am ... years old.” “I am from...” “Yes, I am.” or “No, I am not.”

After three minutes, pupils change roles. The teacher monitors the use of question order, short answers and pronunciation, recording examples for later feedback.

7. Pair performance and feedback, 10 minutes. Selected pairs perform one short exchange for the class. The audience listens for one correct question and one clear answer, then shows a feedback card with a tick for “correct word order”, “clear pronunciation” and “appropriate intonation”. The teacher provides brief corrective recasts and models any problematic sentence for the whole class.

8. Spaced retrieval review, 8 minutes. Pupils retrieve content from the previous two vocabulary topics and grammar point. The teacher displays six prompts, for example “name”, “age”, “town”, “be from”, “be a student”, and “be eleven”. Pupils write one suitable question or answer for each prompt. They compare their sentences in pairs and correct the verb form of to be.

9. Life Book production, 14 minutes. Pupils add a section entitled “Questions and Answers” to their Life Book. They write at least four questions and personal answers, using this model:

“What is your name?” “My name is __________.”

“How old are you?” “I am __________ years old.”

“Where are you from?” “I am from __________.”

“Are you a student?” “Yes, I am.”

Pupils may add a fifth question, such as “What is your favourite colour?”. They include a small drawing, icon or photograph connected with one answer. The teacher checks the first two questions before pupils complete the page, focusing on word order and the forms “is”, “are”, “am” and “not”.

10. Peer review and improvement, 4 minutes. Pupils exchange Life Books with a partner and use a short checklist:

There are at least four questions. The questions have correct word order. The answers are complete. The forms of to be are correct. The page is easy to read.

Pupils return the books and make at least one correction or improvement.

Closing Activities (~10 min)

1. Exit response, 3 minutes. Each pupil writes one yes/no question with “Are you...?” and one answer using “Yes, I am” or “No, I am not”. The teacher collects the responses to identify the main difficulty for the next lesson.

2. Self-assessment, 2 minutes. Pupils complete three statements by choosing a traffic-light colour:

“I can form a question with to be.” “I can answer with a short answer.” “I can use clear pronunciation and intonation.”

They add one personal target, for example, “I need to practise question word order.”

Resources

Whiteboard and markers; projector or interactive whiteboard; question and answer model slides; arrows or visual symbols for intonation; notebooks; grammar worksheet; substitution table; fictional personal-information cards; information-gap recording grids; peer-feedback cards; Life Book templates or notebooks; coloured pencils; self-assessment traffic-light cards; timer; optional audio recording of the teacher’s model sentences; dictionary or classroom word wall; printed analogue versions of all digital materials.

Attention to Diversity (UDL)

Representation: present every question with colour coding, for example, question word in blue, subject in green and verb in red; combine written models, teacher pronunciation, gestures and intonation arrows; provide a visual vocabulary bank with name, age, town, student and favourite colour; read instructions aloud and leave the model on the board during independent work.

Action and expression: allow pupils to answer orally, in writing or by pointing to sentence frames before producing the complete sentence; provide differentiated cards with full sentence starters for pupils who need support and keyword-only cards for pupils ready for greater independence; allow rehearsal with a supportive partner before public performance; accept handwriting, typing or recorded audio for the Life Book response when writing is a barrier.

Engagement: let pupils choose a fictional or real profile for the information-gap task; use short timed stages and visible progress checks; assign clear roles, Student A and Student B; offer an optional challenge question; give immediate, specific feedback focused on one success and one next step; avoid requiring pupils to disclose personal information publicly.

Digital Competence

The teacher uses an interactive whiteboard or projector to display colour-coded question structures, model answers and intonation arrows. Pupils may complete the Life Book page in a shared digital template using Google Slides, Microsoft PowerPoint or Canva, adding typed text, icons or a recorded voice response. During pair practice, pupils can use tablets or laptops to record one question-and-answer exchange and listen again to check pronunciation. Digital work is completed with fictional personal information when privacy needs to be considered. Printed templates and teacher-led oral practice are available as equivalent alternatives. Pupils receive a short digital checklist for self-correction before submitting the page to the class platform.

Session Rubric

Session 4: My People and My Places

Duration: 120 minutes

Objectives

Learn vocabulary for family, friends and familiar places; describe people and locations with have got, be and basic adjectives; compare selected words with pupils’ other languages.

Opening Activities (~10 min)

10 minutes. The teacher displays a large photo collage showing a family, friends, a school, a park and a home. Pupils silently identify familiar people and places, first by pointing and then by saying single words they already know. The teacher elicits prior vocabulary on the board in two columns, People and Places, without correcting every form at this stage. Pupils complete a quick retrieval task: they match six picture cards with the words family, friend, home, school, park and shop. The teacher presents the lesson objectives in accessible language: name people and places, describe them with have got and be, use basic adjectives, and compare selected words with other languages spoken by the class.

Development Activities (~35 min)

105 minutes.

1. Vocabulary presentation and pronunciation, 15 minutes. The teacher presents picture cards and models the vocabulary: mother, father, sister, brother, grandmother, grandfather, cousin, friend, teacher, home, school, park, street, shop and playground. Pupils listen, repeat chorally and individually, and classify the words under People or Places. The teacher marks word stress and practises difficult sounds, especially /ð/ in brother, /θ/ in grandfather and /fr/ in friend. Pupils use a substitution table: This is my ____. It is my ____. This is the ____.

2. Guided vocabulary practice, 15 minutes. In pairs, pupils play a picture and word matching game. When they find a pair, they say the word and use it in a short sentence, for example, This is my cousin. The teacher circulates with a pronunciation checklist. Early finishers add a family relationship or a place to a personal word bank.

3. Grammar box: have got and be, 20 minutes. The teacher writes and explains model sentences: I have got a sister. She has got brown hair. My friend is kind. The park is big. The teacher highlights have got for possession and is or are for description and location. Pupils complete a controlled exercise by choosing have got, has got, am, is or are. They then complete a second exercise with basic adjectives: big, small, old, young, kind, funny, happy, quiet and busy. The teacher corrects the exercises on the board, asking pupils to explain why each answer is correct.

4. Substitution and information gap, 15 minutes. Pupil A receives a simple family and places picture sheet. Pupil B receives a different sheet. They ask and answer using the models: Have you got a brother? Yes, I have. Is your school big? Yes, it is. What is your favourite place? It is the park. Pupils record three answers in a table. The teacher provides sentence frames and models the exchange before pair work begins.

5. Language comparison, 10 minutes. The class compares selected words in English with pupils’ other languages, for example family, friend, school, park, mother and brother. Pupils work in small groups to complete a comparison table with the English word, another language word, similarities, differences and pronunciation observations. The teacher reminds pupils that languages may use different sounds, word lengths or word orders. No language is presented as better or worse.

6. Life Book production, 20 minutes. Pupils create a first page or double-page spread entitled My People and My Places. They include at least four people and two familiar places, using drawings, photographs or icons. They write six sentences, including at least two sentences with have got, two with be and two adjectives. Suggested model: This is my family. I have got one sister. My sister is funny. This is my school. It is big and busy. Pupils first draft in pencil, use a checking grid, and then produce the final version on paper or in a digital presentation. The teacher gives brief individual feedback on vocabulary, grammar and intelligibility before pupils complete the final copy.

7. Rehearsed speaking, 10 minutes. In pairs, pupils present their page to a partner. They point to each person or place and say at least four sentences. Partners use two feedback prompts: I understood... and Check.... Pupils make one correction and repeat the sentence. Selected volunteers present to the class if they wish.

Closing Activities (~10 min)

5 minutes. The teacher displays four prompts: one family word, one place word, one sentence with have got and one sentence with be. Pupils complete an exit ticket by writing or recording these four items. They then mark a short self-assessment: I can name people and places. I can use have got. I can describe people and places with be and adjectives. I can compare an English word with another language. They choose a traffic-light colour and write one target for the next session.

Resources

Family, friend and place picture cards; word cards; large photo collage; board and markers; pronunciation model or teacher voice; vocabulary classification sheet; controlled grammar worksheet; adjective bank; substitution table; information-gap worksheets; language comparison table; Life Book template; checking grid; pencils, coloured pens, scissors and glue; tablets or computers if available; presentation software or a shared digital canvas; headphones and text-to-speech option; printed alternatives for all digital materials.

Attention to Diversity (UDL)

Multiple means of representation: present every target word with a picture, written form and oral model; use colour coding for people, places, have got and be; keep the grammar box visible throughout the session; provide a bilingual or multilingual glossary; mark syllable stress and difficult sounds; read instructions aloud and display one completed example.

Multiple means of action and expression: allow pupils to answer by speaking, writing, pointing, drawing, typing or recording audio; provide sentence frames such as This is my..., I have got..., He or she is... and The place is...; offer a reduced vocabulary list of eight essential words or an extended list for pupils ready for challenge; permit the Life Book page to be handwritten or digitally designed; provide word banks, movable word cards and speech-to-text.

Multiple means of engagement: let pupils choose which people and places to include; allow fictional families or familiar community places when personal disclosure is uncomfortable; use pair rehearsal before public speaking; assign clear roles in group work, such as reader, writer, speaker and checker; provide immediate specific feedback; divide the 120-minute lesson into visible stages and offer a short movement break between the information-gap activity and the Life Book task.

Digital Competence

Pupils may use a tablet or computer to create the Life Book page with a presentation tool, digital poster tool or shared classroom canvas. They insert copyright-safe icons or teacher-provided images, add short text boxes and record their presentation as an audio file if oral performance is difficult. The teacher demonstrates how to choose an image, type a sentence, adjust readable font size and save the work with the pupil’s name. Pupils use a simple digital checklist to check capital letters, full stops, have got, be and adjectives. If devices are unavailable, the same design is completed on the printed template. Digital safety is addressed by using first names or fictional names, avoiding personal addresses and selecting teacher-approved images.

Session Rubric

Session 5: Grammar and Vocabulary Review 1

Duration: 120 minutes

Objectives

Review identity, people, places, to be and question forms; understand a short multimodal profile; complete mixed exercises; identify one strength and one target in the learning journal.

Opening Activities (~10 min)

10 minutes. 1. The teacher displays a simple profile card: “Hi! I’m Alex. I’m 12. I’m from Bilbao. My sister is Emma. My favourite place is the park.” Students look at the profile and answer quick questions orally: “Who is Alex?”, “Where is Alex from?”, “How old is Alex?”, “Who is Emma?”. 2. Students complete a three-column retrieval grid individually: identity words, people and places, and forms of “to be”. They have two minutes to write as many items as possible. They then compare answers in pairs. 3. The teacher checks answers on the board and presents the objectives: review key vocabulary, use “to be” and question forms, understand a short multimodal profile, complete mixed exercises, and record one strength and one target.

Development Activities (~35 min)

105 minutes. Activity 1, vocabulary retrieval and sorting, 15 minutes. The teacher gives each pair a set of word cards containing identity words, people and places, for example: name, age, country, city, family, friend, school, park, home, brother, sister, teacher, neighbour. Students sort the cards into the categories “identity”, “people” and “places”. They add three words from memory. The teacher checks the classification and briefly clarifies pronunciation and meaning. Students repeat selected words using whole-class drilling, individual repetition and pair practice.\n\nActivity 2, “to be” review, 20 minutes. The teacher models an affirmative and negative substitution table on the board: “I am from Ireland”, “She is twelve”, “They are at school”; “I am not from Ireland”, “She is not twelve”, “They are not at school”. Students complete a guided exercise with subject pronouns and the correct form of “to be”. They then transform six affirmative sentences into negative sentences. The teacher corrects the first two examples with the class, students complete the rest individually, and answers are checked in pairs before whole-class correction.\n\nActivity 3, question forms, 20 minutes. The teacher models the structure and intonation of “What is your name?”, “How old are you?”, “Where are you from?”, “Who is he?”, “Is she your sister?” and “Are they at school?”. Students reorder words to form questions, match questions and answers, and complete short dialogues. They practise pronunciation through choral repetition and substitution drills. In pairs, Student A asks four questions from a prompt card and Student B answers using personal or fictional information. Students change roles. The teacher monitors word order, auxiliary use and question intonation.\n\nActivity 4, multimodal profile comprehension, 25 minutes. Students receive a short profile combining a written text, an avatar, icons for place and family, and a simple map: “My name is Leo. I am eleven years old. I am from Vitoria-Gasteiz. I am a student at Green School. My best friend is Nora. She is from Burgos. We are in the school library today. My favourite place is the sports centre.” First, students predict the topic from the image and icons. They read or listen to the profile twice. They complete tasks in sequence: identify five factual details, match people with places, decide whether six statements are true or false, and correct the false statements. They justify two answers by referring to specific information in the profile. The teacher conducts feedback, modelling how to locate evidence in the text and visual elements.\n\nActivity 5, mixed review circuit, 20 minutes. Students work individually through four short exercise stations, spending five minutes at each station: A, vocabulary classification; B, forms of “to be”; C, question formation; D, reading and matching information from the profile. Students use a correction key only after completing each station. They mark errors with a coloured pencil, rewrite incorrect answers, and ask a partner or the teacher about one unresolved item. The teacher records common difficulties for the next lesson. The final five minutes are used for a short individual check: students write three sentences about a fictional person, including one identity detail, one person or place, and one sentence with “to be”. They add one question about the person.

Closing Activities (~10 min)

5 minutes. Students complete the learning journal using the prompts: “One thing I can do well is…”, “One target I need to practise is…”, and “One question I can ask in English is…”. They select one traffic-light colour: green, amber or red, and give one piece of evidence from the lesson. The teacher collects the journal entries and announces that the next session will use the reviewed language in the first Life Book draft.

Resources

Profile card and projected slide; vocabulary cards; subject-pronoun and “to be” substitution table; worksheets for affirmative, negative and question forms; multimodal profile with text, avatar, icons and map; four review-station task sheets; correction key; coloured pencils; mini-whiteboards or notebooks; learning journals; board and markers; optional headphones and audio recording of the profile.

Attention to Diversity (UDL)

Representation: present every key word with a picture, translation or simple definition; colour-code subject pronouns, forms of “to be” and question words; provide the profile in written, audio and enlarged visual formats; read the profile aloud twice and allow replay. Action and expression: let students answer by writing, selecting, matching, speaking or using mini-whiteboards; provide sentence frames such as “He is…”, “She is from…”, “Where is…?”; use partially completed substitution tables and word banks; allow additional time and reduced item sets without changing the learning objective. Engagement: offer fictional alternatives for students who do not want to share personal information; use pair rehearsal before whole-class speaking; assign clear roles in pair work; give immediate, specific feedback; allow students to choose the order of the review stations. For students with reading difficulties, use a dyslexia-friendly font, increased spacing, short lines, highlighted keywords and audio support. For students with attention difficulties, divide the 105-minute block into visible five- or ten-minute steps and provide a checklist. For students with advanced proficiency, add follow-up questions and ask them to write a short profile including a negative sentence and two different question forms.

Digital Competence

The teacher presents the profile and examples on an interactive whiteboard or projector. Students may listen to the profile through a digital audio file, replay it with headphones and complete the exercises in a learning platform such as Google Classroom, Moodle or Microsoft Teams. A digital drag-and-drop version of the vocabulary sorting task and an auto-corrected quiz can provide immediate feedback. Students may complete the final three-sentence profile in a shared document or record it as a short audio message. The teacher offers printed materials and analogue correction keys for students who need or prefer them, and reminds students not to include private personal data in any digital profile.

Session Rubric

Session 6: My Daily Routine

Duration: 120 minutes

Objectives

Understand and use common routine verbs and daily-life expressions; sequence activities; read and listen for key information; create a visual routine timeline for the Life Book.

Opening Activities (~10 min)

1. Daily routine mystery, 4 minutes: The teacher shows six pictures without captions, for example waking up, having breakfast, going to school, doing homework, having dinner and going to bed. Learners identify the actions they already know and predict the topic of the lesson.

2. Retrieval race, 3 minutes: In pairs, learners write as many familiar daily-life words as they can remember from previous lessons. The teacher collects answers on the board and briefly corrects pronunciation.

3. Lesson goal and model, 3 minutes: The teacher presents the objectives: to understand routine verbs, sequence daily activities, identify key information in a short text and audio, and create a visual timeline for the Life Book. The teacher models a short routine: “I wake up at seven. Then I have breakfast. After that, I go to school. Finally, I go to bed.” Learners repeat the sequence words and identify the order of the actions.

Development Activities (~35 min)

1. Vocabulary presentation and pronunciation drilling, 15 minutes: The teacher presents the following routine verbs and expressions with pictures and gestures: wake up, get dressed, brush my teeth, have breakfast, go to school, have lunch, do my homework, play, have dinner, take a shower, read, go to bed. The teacher models each item, marks word stress and checks meaning through pictures and mime. The class repeats chorally, in groups and individually. Learners then complete a matching activity connecting verbs, pictures and meanings. The teacher corrects pronunciation and spelling before learners continue.

2. Guided language practice, 12 minutes: Using a substitution table on the board, learners build sentences with the pattern “I + routine verb + at + time.” They practise examples such as “I wake up at seven o’clock” and “I do my homework at five o’clock.” The teacher introduces and drills the sequence expressions first, then, after that and finally. In pairs, learners choose cards and produce complete sentences. Partners listen and indicate whether the sentence is grammatically and logically correct.

3. Reading for key information, 15 minutes: Learners read a short model text for the Life Book:

“On school days, I wake up at seven o’clock. First, I get dressed and brush my teeth. Then I have breakfast. I go to school at eight o’clock. I have lunch at one o’clock. In the afternoon, I do my homework and play. I have dinner at eight o’clock. Finally, I read and go to bed at half past nine.”

Learners complete three tasks: underline routine verbs, circle time expressions and number six events from first to last. They answer four short questions: What time does the person wake up? When does the person go to school? What does the person do in the afternoon? What happens before going to bed? The teacher checks answers with the whole class and asks learners to justify their answers by pointing to the text.

4. Listening for key information, 15 minutes: The teacher reads or plays a short recording twice. The recording describes a different child’s routine and includes familiar verbs and times. During the first listening, learners select the pictures they hear. During the second listening, they complete a simple timeline with four missing activities and times. The teacher checks answers, replays specific sections and provides the transcript for learners who need additional support.

5. Sequencing information-gap activity, 12 minutes: Each pair receives six routine cards. Learner A has the pictures and Learner B has the written actions and times. Without showing all the cards, they ask and answer questions such as “What happens after breakfast?” and “What time do you go to bed?” Together they arrange the cards in a logical order and compare their sequence with another pair. The teacher monitors the use of sequence expressions and gives brief corrective feedback.

6. Life Book planning, 8 minutes: Learners choose six to eight activities from their own daily routine. They complete a planning grid with four columns: order, activity, time and picture or symbol. The teacher models how to adapt the language to personal information, for example “I wake up at eight o’clock” or “I play football after school.” Learners may use a word bank and a clock template.

7. Visual routine timeline, 20 minutes: Learners create a timeline for the Life Book on paper or with a digital tool. It must include a clear title, six to eight routine activities, an understandable order, at least four time expressions and a picture, icon or drawing for each activity. Learners first draft the timeline, check it against a classroom checklist and then produce the final version. The teacher holds short individual conferences with learners who need help with vocabulary, spelling, order or sentence construction.

8. Pair rehearsal and peer feedback, 8 minutes: Learners present their timeline to a partner using sequence expressions. The listener completes a two-point checklist: “I can follow the order” and “I can understand the activities and times.” Partners identify one successful element and one specific improvement, such as adding a time, correcting a verb or making the order clearer.

Closing Activities (~10 min)

Exit ticket, 5 minutes: Learners write three routine verbs, two sequence expressions and one sentence about their own routine. They complete a self-assessment by choosing one statement: “I can identify routine verbs,” “I can put activities in order,” “I can understand key information in a routine text or recording,” and “I can create a clear routine timeline.” They mark each statement with a traffic-light colour and write one target for the next session.

Resources

Picture flashcards and routine verb cards; board and markers; pronunciation model or teacher audio; short reading text; listening recording and transcript; matching worksheet; sequencing cards; information-gap cards; planning grid; clock templates; Life Book pages; coloured pencils, felt-tip pens, scissors and glue; classroom checklist; projector or interactive whiteboard; optional tablets or computers; headphones where available; digital icons or copyright-safe images; printed alternatives for every digital resource.

Attention to Diversity (UDL)

Representation: present every routine verb through a written form, picture, gesture and oral model; use colour coding for verbs, times and sequence expressions; display a permanent word bank and sentence frames; provide the reading text in standard print and enlarged print; give access to the listening transcript after the first attempt; pre-teach the four key sequence expressions and model them in a complete routine.

Action and expression: allow learners to show meaning by speaking, pointing, arranging cards, drawing, typing or writing; provide a reduced six-item timeline template for learners who need it and an extended eight-item version for learners ready for more challenge; permit oral recording instead of a full written presentation; provide movable cards, a clock template and partially completed sentences; allow additional rehearsal time and pair support before presenting.

Engagement: let learners choose routine activities that reflect their real life while accepting an invented routine when personal disclosure is uncomfortable; offer a choice between an analogue and digital timeline; use pair roles such as reader, card organiser, speaker and checker; give immediate, specific feedback; divide the 105-minute development phase into short tasks with visible time limits; include an optional challenge to add “because,” “but” or an extra routine detail.

Digital Competence

Learners may design the routine timeline with Canva, Google Slides, PowerPoint, Book Creator or a similar approved tool. They insert text, icons, drawings or copyright-safe images, arrange events in chronological order and use colour and font size to improve readability. During pair rehearsal, learners may record a short audio presentation or use the device to display the timeline. The teacher demonstrates safe image selection, avoids unnecessary personal data and provides a paper-based equivalent. Learners use the digital checklist to review spelling, sequence, legibility and completeness before submitting the product to the Life Book portfolio.

Session Rubric

Session 7: What Time Do You...?

Duration: 120 minutes

Objectives

Tell the time and connect times with routine actions; use at, in the morning and in the afternoon; practise questions and answers through clock and routine-card activities.

Opening Activities (~10 min)

10 minutes. The teacher displays a large analogue clock showing different times and asks: “What time is it?” Learners first answer in their home language if necessary, then repeat the English model: “It’s seven o’clock.” The teacher presents the lesson goals on the board: tell the time, connect times with daily routines, use “at”, “in the morning” and “in the afternoon”, and ask and answer “What time do you...?”.

The class completes a quick retrieval activity. The teacher shows six routine pictures from previous lessons, such as get up, have breakfast, go to school, have lunch, do homework and go to bed. Learners identify the actions orally and place them in a possible daily order. The teacher then reviews the time expressions “o’clock”, “half past”, “quarter past” and “quarter to” with four clock images. Learners repeat the expressions chorally and individually.

The teacher models three complete sentences: “I get up at seven o’clock in the morning”, “I have lunch at half past two in the afternoon” and “I do my homework at five o’clock in the afternoon”. Learners identify the time, the routine action and the time-of-day expression in each sentence.

Development Activities (~35 min)

105 minutes.

1. Explicit presentation and pronunciation drill, 15 minutes. The teacher uses a large demonstration clock to explain the structure of times: “It’s ... o’clock”, “It’s half past ...”, “It’s quarter past ...” and “It’s quarter to ...”. The teacher writes the patterns on the board and highlights the preposition “at”: “I go to school at eight o’clock.” The expressions “in the morning” and “in the afternoon” are presented as time-of-day phrases. Learners repeat the model sentences, first as a whole class, then in groups and finally individually. The teacher corrects pronunciation of “quarter”, “morning”, “afternoon” and the final sounds in “o’clock”.

2. Guided clock practice, 15 minutes. Each learner receives a clock face with movable hands. The teacher calls out times, for example “half past six”, “quarter past nine” and “quarter to four”. Learners show each time on their clocks. The procedure is repeated in reverse: the teacher shows a clock and learners say the time. Partners then take turns setting a time and asking, “What time is it?”. The partner answers using a complete sentence, “It’s quarter past nine.” The teacher monitors and records common errors for immediate correction.

3. Written controlled practice, 15 minutes. Learners complete a worksheet with four tasks: match digital times to analogue clocks, write the times in words, complete sentences with “at”, “in the morning” or “in the afternoon”, and correct three inaccurate sentences. Example: “I get up ___ seven o’clock ___ the morning.” The teacher completes the first item on the board, using a substitution table before learners work independently. Early finishers write two additional sentences about their own routine.

4. Routine-card sequencing activity, 15 minutes. In groups of three or four, learners receive routine cards and time cards. They match each action with a suitable time and organise the cards into a daily sequence. Each group must produce at least six combinations, such as “get up, at seven o’clock, in the morning”. One learner reads the action, another reads the time and a third checks the use of the prepositions. Groups compare their choices and explain one decision: “We put breakfast at half past seven because it is in the morning.”

5. Information-gap clock and routine activity, 20 minutes. Learners work in pairs with Student A and Student B sheets. Each sheet contains different missing times for routine actions. Without showing the sheet, learners ask and answer: “What time do you get up?” “I get up at seven o’clock in the morning.” They record the missing information. The teacher provides a question-and-answer frame on the board and gradually removes parts of it as learners gain confidence. Pairs check their completed tables against the answer card.

6. Personal application, 15 minutes. Learners complete a mini “My Daily Routine” timetable with six actions and times. They write at least four sentences using “at” and, where appropriate, “in the morning” or “in the afternoon”. Model: “I go to school at eight o’clock in the morning.” Learners rehearse their sentences with a partner. Partners ask one follow-up question about a routine action and check whether the time and prepositions are correct.

7. Rehearsed speaking challenge, 10 minutes. Each learner chooses three routine cards and presents the corresponding times and actions to a small group. The listeners use a simple checklist: correct time, correct routine action, correct “at”, and correct time-of-day expression. The speaker receives one positive comment and one precise correction. The teacher assesses a sample of performances and supports learners who need the sentence frame.

Closing Activities (~10 min)

5 minutes. The teacher shows three final clocks and three routine pictures. Volunteers produce complete sentences, for example, “I do my homework at five o’clock in the afternoon.” The class repeats the key question and answer: “What time do you...?” “I ... at ...”.

Learners complete an exit ticket with three items: write one time in words, complete one sentence with “at” and “in the morning” or “in the afternoon”, and answer “What time do you go to bed?”. They then mark a three-point self-assessment: “I can tell the time”, “I can connect a time with a routine”, and “I can ask and answer about routines”. Learners circle “not yet”, “almost” or “yes” and write one target for the next lesson.

Resources

Large analogue demonstration clock; individual paper clocks with movable hands; digital and analogue clock flashcards; routine-action cards; time cards; routine sequencing cards; Student A and Student B information-gap worksheets; controlled-practice worksheet; “My Daily Routine” timetable template; board and markers; pronunciation model or audio recording; coloured pencils; assessment checklist; exit tickets; visual word bank with routine verbs, time expressions and prepositions; optional classroom timer.

Attention to Diversity (UDL)

Multiple means of representation: present every time through an analogue clock, a digital display, written words and an oral model. Use colour coding, for example blue for the time, green for “at” and orange for “in the morning” or “in the afternoon”. Keep a visible substitution table and provide picture-supported vocabulary cards. Demonstrate “quarter past” and “quarter to” with the clock hands rather than relying only on verbal explanation.

Multiple means of action and expression: allow learners to answer by moving clock hands, pointing to a card, saying the sentence, writing it or recording it orally. Provide graduated sentence frames: “It’s ___”, “I ___ at ___”, and “What time do you ___?”. Accept a reduced written output of three accurate sentences when handwriting, spelling or processing speed creates a barrier. Give additional preparation time before speaking and allow rehearsal with a partner.

Multiple means of engagement: offer a choice of routine cards for the personal timetable, use pair and small-group roles, and connect examples with learners’ real routines without requiring them to disclose private information. Break the worksheet into short sections, check understanding after each section, and provide immediate specific feedback. For learners who need extension, introduce “at night” and ask them to compare two different daily schedules.

Digital Competence

The teacher uses an interactive whiteboard or projector to display an online analogue clock and changes the hands during the modelling stage. Learners may practise with a simple digital clock simulator in pairs, entering or selecting times and checking immediate feedback. A short teacher-recorded audio model supports pronunciation and can be replayed by learners who need it. For the personal timetable, learners may use a classroom template in Google Slides, Canva for Education or a comparable school-approved tool, inserting routine icons and times. The analogue worksheet remains available for learners without device access. Digital citizenship is reinforced by using only first names or fictional routines when sharing examples online and by checking information before accepting automated feedback.

Session Rubric

Session 8: The Present Simple in Action

Duration: 120 minutes

Objectives

Understand the affirmative present simple in familiar contexts; recognise third-person singular forms; complete graded exercises; write controlled sentences about a typical day.

Opening Activities (~10 min)

1. Retrieval warm-up, 5 minutes. The teacher displays six familiar daily-routine pictures: wake up, have breakfast, go to school, study, play, go to bed. Individually, pupils write or say the corresponding verbs. The teacher checks answers with the whole class and records the verbs on the board.

2. Motivation and context, 3 minutes. The teacher shows a short illustrated timetable called “Alex’s Typical Day”. Pupils predict what Alex does at different times using single words or phrases. Examples: “breakfast”, “school”, “football”.

3. Lesson objective, 2 minutes. The teacher explains in accessible English: “Today we will use the present simple to describe routines. We will learn when to add -s to he, she and it, and we will write sentences about a typical day.” Pupils repeat the two key questions: “What do you do?” and “What does he/she do?”

Development Activities (~35 min)

1. Presentation of the affirmative present simple, 15 minutes. The teacher presents a theory box on the board:

I/You/We/They play football. He/She/It plays football.

The teacher explains that the present simple describes routines and repeated actions. Subject pronouns are underlined in one colour and verb endings in another. The teacher models further examples connected with pupils’ lives: “I get up at seven.” “She gets up at seven.” “We go to school.” “He goes to school.” Pupils copy the box and complete two guided examples.

2. Recognition of third-person singular forms, 10 minutes. Pupils receive a sorting grid with the headings “I/You/We/They” and “He/She/It”. They place verb cards in the correct column: play/plays, watch/watches, study/studies, go/goes, have/has, do/does. The teacher checks the answers, explicitly highlighting the spelling changes: -s, -es, -ies and the irregular forms has and does.

3. Pronunciation drilling, 10 minutes. The teacher models the final sounds in third-person forms through three groups: /s/ works, /z/ plays, /ɪz/ watches. Pupils repeat chorally, in rows and individually. They then mark the sound they hear in six words and practise short sentences: “He plays tennis.” “She watches TV.” “It finishes at five.”

4. Graded written exercise 1, 12 minutes. Pupils complete a controlled gap-fill exercise. They choose the correct form of the verb:

   • I ___ breakfast at eight. (have)
   • She ___ to school by bus. (go)
   • We ___ English on Mondays. (study)
   • He ___ football after school. (play)
   • They ___ TV in the evening. (watch) The teacher first solves one example on the board, then pupils work independently. Answers are corrected through projected solutions, with pupils using a green pen to make corrections.

5. Graded written exercise 2, 12 minutes. Pupils transform sentences by changing the subject from I or they to he or she. Example: “I get up at seven.” becomes “She gets up at seven.” The teacher provides a substitution table with subject, verb and time expression. Pupils complete six sentences and underline the changed verb ending.

6. Guided sentence construction, 12 minutes. In pairs, pupils use three sets of cards: subject cards, verb cards and time-expression cards. They build accurate affirmative sentences, read them aloud and copy four into their notebooks. Examples include “Tom has breakfast at eight”, “We study in the afternoon” and “She goes to bed at ten.” The teacher monitors subject-verb agreement and gives immediate correction.

7. Mixed practice: information gap, 12 minutes. Pupil A receives a timetable for Mia and pupil B receives a timetable for Leo. Each timetable contains different missing activities. Pupils ask and answer using a model:

   • “What does Mia do at eight o’clock?”
   • “She has breakfast.”
   • “What does Leo do after school?”
   • “He plays basketball.” They complete the missing information without showing their timetable. Early finishers add one follow-up question about the time.

8. Controlled personal writing, 17 minutes. Pupils write six to eight sentences about a typical day. They use a writing frame:

   • I get up at ____.
   • I have ____ at ____.
   • I go to ____ at ____.
   • I study/play ____ in the ____.
   • I have dinner at ____.
   • I go to bed at ____. They must include at least four different daily-routine verbs and two time expressions. The teacher models a short paragraph before pupils write. Pupils then check their work with a checklist: subject included, correct verb, capital letter, full stop, understandable time expression.

9. Peer correction and revision, 5 minutes. In pairs, pupils exchange notebooks and use the checklist. They identify one successful sentence and one sentence to improve. Pupils revise their own text after receiving feedback. The teacher collects a sample of writing or photographs it for formative assessment.

Closing Activities (~10 min)

1. Exit check, 3 minutes. Pupils complete three prompts on a small slip or digital form: “I ___ breakfast at…”, “She ___ to school at…”, “Today I learned that…”.

2. Self-assessment, 2 minutes. Pupils mark one of three statements in their learning log: “I can write affirmative present simple sentences independently”; “I can do this with the sentence frame”; “I need more practice with he/she/it.” The teacher collects the exit checks and uses them to plan the next retrieval activity.

Resources

Board or interactive whiteboard; illustrated daily-routine timetable; theory-box handout; daily-routine picture cards; subject and verb cards; sorting grid; pronunciation word list; graded worksheets; substitution table; two versions of the Mia and Leo information-gap timetable; writing frame; self-correction checklist; notebooks; coloured pens; mini whiteboards or exit slips; projector; optional headphones and tablets or computers; digital form for the exit ticket; analogue copies of every digital resource.

Attention to Diversity (UDL)

Multiple means of representation: Present each target sentence orally, in writing and through an image. Use colour coding for subject pronouns and verb endings. Keep the theory box visible throughout the lesson. Provide a reduced verb bank with translations or visual icons for pupils who need vocabulary support. Model each task before independent work and give one completed example.

Multiple means of action and expression: Allow pupils to respond by speaking, writing, pointing to cards or selecting answers digitally. Provide sentence frames, substitution tables and a personal writing checklist. Accept typing, handwriting or recorded oral sentences for pupils whose written output is significantly affected by motor or language difficulties. Give additional processing time and reduce the number of items while maintaining the same grammatical focus.

Multiple means of engagement: Use routines and activities connected with pupils’ real lives. Offer a choice of familiar activities for the personal paragraph. Pair pupils strategically, assigning clear roles such as reader, card organiser and checker. Use short success checks after each exercise, praise accurate attempts and allow a quiet practice option before individual speaking. Challenge confident pupils to add frequency expressions or a second character’s routine without changing the core task.

Digital Competence

The teacher uses an interactive board or presentation to reveal the theory box, colour-code verb endings and display the model timetable. Pupils may complete the graded gap-fill and exit ticket on a learning platform such as Google Forms, Microsoft Forms or the school LMS, with immediate feedback enabled where appropriate. In pairs, pupils can use a simple shared slide to arrange subject, verb and time-expression cards. The teacher photographs or scans selected writing samples and gives brief digital feedback. Tablets are optional, and printed worksheets, physical cards and paper exit tickets provide equivalent access for pupils without a device or with connectivity difficulties. Digital citizenship is reinforced by asking pupils to use only their first name or an assigned code when submitting work.

Session Rubric

Session 9: Frequency and Personal Habits

Duration: 120 minutes

Objectives

Use always, usually, sometimes and never in simple sentences; describe habits and preferences; distinguish word order in affirmative sentences; prepare a short spoken routine description.

Opening Activities (~10 min)

1. Routine picture prompt, 3 minutes. The teacher displays four pictures showing a learner waking up, having breakfast, studying and going to bed. Students say what they can see using previously learned vocabulary. The teacher accepts isolated words first and reformulates them as short sentences.

2. Retrieval race, 4 minutes. In pairs, students receive four frequency cards: always, usually, sometimes, never. The teacher reads or shows familiar habits such as I brush my teeth and students hold up the frequency word they think matches the teacher’s example. The class repeats each word with attention to stress and pronunciation.

3. Lesson focus, 3 minutes. The teacher presents the objectives on the board: “I can use frequency words in simple sentences. I can describe my habits and preferences. I can prepare a short spoken routine.” Students copy the four frequency words and give one example in their first language or English before the grammar explanation.

Development Activities (~35 min)

1. Presentation and explicit modelling, 12 minutes. The teacher writes the following model sentences on the board: I always have breakfast. I usually walk to school. I sometimes play videogames. I never go to bed late. The frequency word is underlined. The teacher explains that always, usually, sometimes and never normally come before the main verb in affirmative sentences. A substitution table is displayed:

Subject | Frequency word | Verb | Complement I | always | read | comics. I | usually | play | football. I | sometimes | watch | films. I | never | drink | coffee.

The teacher contrasts correct and incorrect word order: I always brush my teeth versus I brush always my teeth. Students identify the correct sentence and explain the position of the frequency word.

2. Pronunciation and guided repetition, 10 minutes. Students repeat the frequency words as a whole class, in groups and individually. The teacher highlights the pronunciation of usually and the final sound in always. Students practise four complete sentences using back-chaining when necessary. They then repeat the sentences with a substitution table, changing the subject, frequency word, verb and complement.

3. Controlled written practice, 15 minutes. Students complete three exercises individually: a. Match frequency words with their meanings: 100%, many times, some times, 0%. b. Put words in the correct order, for example, usually / I / read / at night. c. Complete sentences with always, usually, sometimes or never according to visual clues. The teacher models the first item, monitors the rest and provides immediate correction. Students check answers in pairs before whole-class correction.

4. Grammar error analysis, 10 minutes. Each pair receives sentence strips, including correct and incorrect examples: I sometimes help at home, I help never at home, I usually listen to music, I listen sometimes to music. Students sort them into “correct” and “needs correction”, rewrite the incorrect sentences and explain the position of the frequency word. The teacher checks that students distinguish word order rather than only memorising the answers.

5. Vocabulary and preference practice, 12 minutes. The teacher introduces or reviews habit verbs and expressions: get up, have breakfast, go to school, study, play sports, read, watch TV, listen to music, use a tablet, help at home, go to bed. Students repeat the expressions and classify them as morning, afternoon or evening habits. They then write four personal sentences, including one preference sentence with I like... or I do not like..., for example, I usually listen to music. I like football.

6. Information-gap survey, 15 minutes. Student A and Student B receive different routine grids. They ask and answer questions using the model: A: How often do you read? B: I sometimes read. A: Do you like reading? B: Yes, I do or No, I do not. Students complete missing information about four habits. The teacher first demonstrates the exchange with a volunteer, then monitors pronunciation, frequency-word position and complete answers.

7. Mixed practice and personal application, 16 minutes. Students use their completed survey and personal ideas to draft a short routine of five or six sentences. The draft must include at least four frequency words, four different habits and one preference. Suggested frame: I usually get up at... I always... I sometimes... I never... I like... because... Students may use the word bank, but they must choose information that describes their own lives. The teacher conferences briefly with pupils who need help and checks the first two sentences before they continue.

8. Rehearsed spoken routine, 15 minutes. Students practise their routine in pairs. The listener uses a checklist: four frequency words, correct word order, understandable pronunciation and one preference. After the first rehearsal, students improve one sentence and repeat the presentation. Volunteers present to the class, while other students listen for one frequency word and one habit. Presentations are short, approximately 30 to 45 seconds each.

Closing Activities (~10 min)

1. Exit ticket, 3 minutes. Students write two sentences: one sentence with usually and one sentence with never. They underline the frequency word and circle the main verb.

2. Self-assessment, 2 minutes. Students complete three statements by choosing a traffic-light colour: “I can use the four frequency words.” “I can put the frequency word in the correct position.” “I can describe my routine aloud.” Students write one personal target for the next lesson.

Resources

Board or interactive whiteboard; picture prompts showing daily habits; frequency-word cards; sentence strips; substitution table; habit and preference flashcards; controlled-practice worksheet; information-gap routine grids; personal routine planning sheet; speaking checklist; exit tickets; coloured pencils or highlighters; classroom clock or timer; optional tablets or computers; headphones and a simple audio recording tool; printed word bank and sentence frames.

Attention to Diversity (UDL)

Multiple means of representation: Present each frequency word orally, in writing, with a percentage scale and with a visual example. Use colour coding, with one colour for the frequency word, another for the subject and another for the main verb. Read every model sentence aloud and provide a printed version. Include a bilingual or illustrated word bank for habit vocabulary when needed.

Multiple means of action and expression: Allow students to demonstrate understanding by selecting cards, ordering sentence strips, writing, pointing to visual options or speaking. Provide sentence frames and a substitution table for students who need them. Permit rehearsal with a partner, recording an audio version or presenting to the teacher instead of speaking to the whole class. Reduce the routine to four sentences for students who require a lower output load, while maintaining the target structure.

Multiple means of engagement: Offer a choice of habits and preferences so that students can describe authentic routines. Use pair roles, speaker and listener, and change roles during the information gap. Give immediate, specific feedback focused on one achievable improvement. Allow a quiet rehearsal space and extra processing time for students who experience anxiety or need more time to formulate sentences.

Digital Competence

The teacher uses an interactive whiteboard or projector to display the grammar models, colour-coded word order and visual habit prompts. Students may complete the routine draft in a shared digital template or use a simple word processor with images and a word bank. During rehearsal, pairs can record a 30 to 45 second audio using a classroom-approved recording tool and listen once to check pronunciation and frequency-word position. Students who do not use digital devices complete the same task with the printed planning sheet and present orally. The teacher may collect digital or audio evidence for formative feedback, following the school’s data protection procedures.

Session Rubric

Session 10: Grammar and Vocabulary Review 2

Duration: 120 minutes

Objectives

Review routine vocabulary, time, present simple and adverbs of frequency; understand a model day-in-the-life text; complete mixed grammar and vocabulary tasks; revise a Life Book page.

Opening Activities (~10 min)

10 minutes. The teacher displays four images showing a typical school-day routine: waking up, having breakfast, going to school and doing homework. Students identify the actions and say or write the corresponding routine vocabulary. The teacher then shows four clocks and asks: “What time is it?” Students answer individually on mini-whiteboards and compare their answers with a partner. A quick retrieval grid follows. Students complete six prompts: two routine verbs, two times, one present simple sentence and one sentence with an adverb of frequency. The teacher checks answers orally and briefly presents the session goals: to review routine vocabulary, time, present simple and adverbs of frequency, understand a model day-in-the-life text and improve one Life Book page.

Development Activities (~35 min)

105 minutes.

1. Vocabulary and time retrieval, 15 minutes. Students work in pairs with routine-word cards and clock cards. They match actions, pictures and times, then organise the actions into a logical school-day sequence. Each pair reads four complete sentences aloud, for example: “I get up at seven o’clock.” The teacher models pronunciation of difficult words such as “breakfast”, “usually”, “homework” and “brush”. Students repeat chorally, in groups and individually. They complete a short written task by choosing the correct routine verb and writing three times in words.

2. Present simple and adverbs of frequency review, 20 minutes. The teacher explains a compact grammar box on the board: affirmative forms, third-person -s, negative forms with do not/does not, questions with do/does, and the position of frequency adverbs. Examples are connected to the Life Book context: “I usually walk to school.” “She always has breakfast.” “He does not play football on Mondays.” “Do you do your homework in the afternoon?” Students complete a substitution table with subjects, frequency adverbs, routine verbs and time expressions. They then transform six sentences: affirmative to negative, affirmative to question and first person to third person. The teacher corrects the first two items with the whole class and students complete the remaining items independently before checking in pairs.

3. Model text, 20 minutes. Students read the text “A Day in Leo’s Life”:

“Leo gets up at half past seven. He usually has cereal for breakfast and sometimes drinks orange juice. He walks to school at eight o’clock. School finishes at half past two. In the afternoon, he often does his homework in his bedroom. He always plays basketball on Tuesdays. He never goes to bed late because he has to get up early.”

Before reading, students predict three routine actions from the title. During the first reading, they underline times, circle routine verbs and put a star next to frequency adverbs. During the second reading, they complete a timetable with six events. They answer five comprehension questions, including one question requiring an inference about why Leo does not go to bed late. Pairs compare answers and justify them with evidence from the text. The teacher reviews the answers and highlights the relationship between the text structure, time expressions and grammar.

4. Mixed grammar and vocabulary stations, 25 minutes. Students rotate through four tasks, spending approximately six minutes at each station.

Station A, vocabulary: match routine verbs to definitions and complete a short paragraph with a word bank.

Station B, time: write six digital and analogue times in words and place four events in chronological order.

Station C, grammar: choose the correct present simple form and correct five errors, including missing third-person -s and incorrect use of do/does.

Station D, frequency and communication: interview a partner using four prompts, such as “How often do you read?”, “What time do you get up?” and “Do you do homework after school?” Students record the answers in a table and report two findings to another pair.

The teacher monitors, gives immediate oral feedback and records common errors for a short whole-class correction after the rotation.

5. Life Book revision, 25 minutes. Students take out the page describing their daily routine. They use a revision checklist: at least six routine actions, at least three time expressions, at least three adverbs of frequency, correct present simple forms, appropriate third-person -s where needed, logical order and readable presentation. Students first highlight the required elements in their draft. They revise spelling, word order, punctuation and grammar in a different colour. They then write a clean version of the page or edit the digital version. Partners exchange pages and use two feedback prompts: “One clear part is…” and “One change could be…”. Students make the final correction and add a small visual element, such as a timeline, clock or routine icon. The teacher collects the revised page or checks the digital submission.

Closing Activities (~10 min)

5 minutes. Students complete an exit ticket with three items: one routine word, one sentence containing a time and adverb of frequency, and one correction to a present simple error. They rate their confidence from 1 to 4 for vocabulary, time, grammar and Life Book revision, then write one target for the next session. The teacher collects the exit tickets and announces that the next session will use the reviewed language in further Life Book production and oral practice.

Resources

Board or interactive whiteboard; routine-action picture cards; routine vocabulary cards; analogue and digital clock cards; mini-whiteboards or individual response cards; grammar reference box; substitution table worksheet; model text “A Day in Leo’s Life”; comprehension questions; timetable worksheet; four station task sheets; word banks; coloured highlighters; Life Book drafts or digital files; revision checklist; peer-feedback slips; pencils, coloured pens and notebooks; timer; projector; optional headphones and text-to-speech software.

Attention to Diversity (UDL)

Multiple means of representation: present vocabulary through pictures, written words, gestures and teacher modelling; display colour coding for subject, verb, time expression and frequency adverb; provide the model text in standard print, enlarged print and an audio-supported version; use clocks with both analogue and digital formats; keep the grammar box visible during independent work.

Multiple means of action and expression: allow students to answer orally, in writing, by selecting cards or by using mini-whiteboards; provide sentence frames such as “I usually ___ at ___” and “Leo ___ at ___”; offer a reduced word bank for students who need it and an extension bank for early finishers; allow the Life Book page to be completed on paper or digitally; permit speech-to-text, typing, enlarged text and additional processing time.

Multiple means of engagement: begin with familiar personal routines; let students choose the visual design of their Life Book page; use pair rehearsal before individual production; assign clear roles during station work, such as reader, writer, timekeeper and checker; give immediate specific feedback; divide the 105-minute development phase into visible steps and provide a checklist so students can monitor progress. For students with attention or executive-function needs, place the station instructions on each table, use a visual timer and provide short movement breaks between rotations.

Digital Competence

Students may complete the Life Book revision in a shared document, presentation tool or digital portfolio. They use a simple text-to-speech tool to listen to the model text, a digital clock simulator to practise reading times and a spelling or grammar support tool before submitting their page. The teacher projects the model text and station instructions on the interactive whiteboard. Students give peer feedback using comments or a digital checklist. Digital safety is reinforced by using school accounts, avoiding personal information beyond the agreed Life Book content and checking information before sharing. Paper versions remain available for students who need them.

Session Rubric

Session 11: Reading Information Graphics

Duration: 120 minutes

Objectives

Identify the purpose, sections, visual hierarchy and key information in age-appropriate informative graphics; recognise reliable and relevant sources; analyse examples of inclusive representation.

Opening Activities (~10 min)

1. Visual hook: “What is this graphic for?” (5 minutes) The teacher displays three age-appropriate information graphics without titles: a school timetable, a healthy-habits infographic and a simple map showing accessible places. Students look silently for 30 seconds and write one word or short phrase for each graphic. The teacher asks: “What can you see?”, “Who is it for?” and “What is its purpose?” Answers are collected on the board under three headings: topic, audience and purpose.

2. Retrieval routine (5 minutes) Students work in pairs and recall vocabulary from previous sessions: title, heading, section, image, icon, colour, label, number, source, fact, opinion, important information. Each pair receives word cards and matches them to visible elements in one of the graphics. The teacher checks the answers and introduces the objectives of the lesson: identifying purpose and sections, following visual hierarchy, selecting key information, checking sources and analysing inclusive representation.

Development Activities (~35 min)

1. Teacher modelling: reading an information graphic (15 minutes) The teacher projects an infographic entitled How Young People Move Around the City. The teacher models a fixed reading procedure on the board:

1. Read the title.
2. Identify the audience and purpose.
3. Locate the sections and headings.
4. Follow the visual hierarchy from the largest element to the smallest.
5. Interpret numbers, icons, colours and labels.
6. Identify the source and date.
7. Select the three most relevant pieces of information.

The teacher thinks aloud using accessible English: “The title tells me the topic. The large number attracts my attention first. The sections organise the information. The source helps me decide whether the information is trustworthy.” Students complete a partially filled analysis grid while listening.

2. Guided analysis: graphic structure (15 minutes) In pairs, students receive two printed graphics: A Balanced School Lunch and Our Daily Screen Time. They label the title, subtitle, sections, images, icons, data, captions and source. They then number the elements from 1 to 5 according to the order in which a reader is likely to notice them. The teacher checks the activity using the projected copies and asks students to justify their choices with sentence frames:

• “I notice ___ first because it is ___.”
• “This section gives information about ___.”
• “The graphic uses ___ to show ___.”

3. Identifying purpose and key information (15 minutes) Students work individually with a new graphic, Five Ways to Save Water at Home. They complete a table with the following headings: purpose, audience, topic, sections, three key facts, one interesting detail. They must distinguish between information that is essential for understanding the graphic and information that is merely decorative. The teacher models one example and then conducts whole-class correction. Students compare answers with a partner before the correction.

4. Source reliability workshop (20 minutes) The teacher presents three short sources connected with the same topic, Healthy Sleep for Teenagers: A. an article published by a national public health service, with author and date; B. an anonymous social media post with no date or evidence; C. a commercial website selling sleep products, with selected statistics but no clear source.

Students use a reliability checklist:

• Is the author or organisation identified?
• Is the publication date visible?
• Does the source provide evidence or references?
• Is the purpose to inform, persuade or sell?
• Is the information relevant to the question?

In groups of three, students classify each source as more reliable, needs checking or not reliable enough for this task. They must give one reason. The teacher emphasises that a familiar website is not automatically reliable and that relevance depends on the question being investigated. Groups report their decisions using: “We consider Source ___ more reliable because ___.”

5. Jigsaw reading: comparing representations (20 minutes) Four groups receive different graphics about everyday life: Families Around the World, People Who Use Public Transport, Jobs in Our Community and Free-Time Activities. Each graphic includes a mixture of people with different genders, cultures, family structures, abilities and ways of living.

Each group analyses its graphic with these questions:

• Who is represented?
• Who is missing or barely visible?
• Are people shown in varied and respectful roles?
• Do the images avoid stereotypes?
• What could be changed to make the graphic more inclusive?

Students complete an inclusion chart and prepare a one-minute report. One representative from each group explains the findings while classmates take notes. The teacher reminds students to comment on the graphic, not on classmates or real individuals, and provides respectful language: “The graphic includes…”, “It could represent… more clearly”, “One possible stereotype is…”, “A more inclusive choice would be…”.

6. Information-gap analysis challenge (10 minutes) Pairs receive two versions of the same information graphic. Version A has the title and visual elements but missing data labels; Version B has the labels and source but missing headings. Students ask and answer questions to reconstruct the complete meaning without showing their sheet to each other:

• “What is the title?”
• “What does the blue icon represent?”
• “What source is included?”
• “Which information is most important?” They then compare both versions with the original projected by the teacher.

7. Individual exit product: graphic reader’s note (10 minutes) Students choose one of the graphics used during the lesson and write a short reader’s note of 80 to 100 words. It must include the purpose, audience, two sections, two key facts, one comment about the visual hierarchy, an evaluation of the source and one suggestion related to inclusive representation. Students may use the following scaffold: “This graphic is about ___. Its purpose is to ___. It is aimed at ___. The main sections are ___. The most important information is ___. I think the source is ___ because ___. The graphic could be more inclusive if ___.”

Closing Activities (~10 min)

1. Three-point recap (3 minutes) Students complete three oral prompts with a partner: “A reliable source should…”, “The visual hierarchy helps the reader to…”, and “An inclusive graphic should…”. Two or three students share their answers.

2. Self-assessment ticket (2 minutes) Students circle one option for each statement:

• I can identify the purpose and audience of an information graphic: not yet / with help / independently.
• I can find the sections and key information: not yet / with help / independently.
• I can give a reason for judging a source: not yet / with help / independently.
• I can identify one inclusive or stereotypical representation: not yet / with help / independently. They write one target for the next session: “Next time I want to improve ___.”

Resources

Projector or interactive whiteboard; three introductory information graphics; printed graphics for pair and group analysis; analysis grids; word cards; visual hierarchy numbering sheet; reliability checklist; inclusion chart; information-gap worksheets, Versions A and B; coloured highlighters; sticky notes; board markers; timer; dictionaries or classroom glossaries; accessible digital copies of the graphics; optional screen reader-compatible documents; exit tickets.

Attention to Diversity (UDL)

Multiple means of representation: Provide each graphic in printed and digital format, with high-contrast versions and enlarged text where needed. Use colour, icons and arrows to show title, headings, sections, data and source. Read all key instructions aloud and provide a vocabulary bank with simple definitions and visual examples. Present the modelling procedure as a numbered checklist and keep it visible throughout the lesson.

Multiple means of action and expression: Allow students to answer orally, in writing, by pointing to labelled elements or by using a digital annotation tool. Provide sentence frames for source evaluation and inclusive representation. Reduce the number of elements to identify for students who need a lighter workload, while maintaining the same learning purpose. Permit speech-to-text, typed responses, audio recording or a scribed response for the individual reader’s note.

Multiple means of engagement: Offer a choice of graphics linked to familiar topics such as food, transport, sleep or free time. Assign clear roles in group work: reader, evidence finder and spokesperson. Let students rehearse their report with a partner before speaking to the class. Avoid forcing personal disclosure when discussing family structures, health or identity; students can comment on the representation in the graphic only. Give immediate, specific feedback after each guided task and use the self-assessment to set an individual next step.

Digital Competence

The teacher uses an interactive whiteboard or projector to zoom into visual elements, colour-code sections and model digital annotation. Students may analyse accessible PDF or image files on tablets or computers, using highlighting, comments and text-to-speech tools. During the reliability workshop, students inspect the author, publication date, organisation and references on selected webpages supplied by the teacher. They do not conduct unrestricted searches; the teacher provides a safe set of age-appropriate links. Students compare the digital and printed versions of a graphic and discuss how layout, hyperlinks and source information affect understanding. They may complete the final reader’s note in a shared document or learning platform, with an analogue alternative available.

Session Rubric

Session 12: Planning My Informative Graphic

Duration: 120 minutes

Objectives

Select relevant personal information; organise it into sections; choose vocabulary, sentences, images and icons; use a planning template and prepare a first analogue or digital draft.

Opening Activities (~10 min)

1. Visual prompt and motivation, 4 minutes: The teacher shows two contrasting examples of an informative personal graphic, one well organised and one overloaded with text and images. Learners identify which one is easier to understand and give one reason.
2. Retrieval routine, 4 minutes: Individually, learners complete a quick five-item retrieval grid from previous sessions: personal information categories, useful adjectives, present simple sentence patterns, frequency expressions and question words. The teacher checks answers orally and records key language on the board.
3. Session goal, 2 minutes: The teacher explains that each learner will select relevant information, organise it into sections and prepare a first paper or digital draft for the final informative graphic. The success criteria are displayed: clear sections, accurate and useful English, suitable visual choices and a complete draft.

Development Activities (~35 min)

1. Modelled analysis of an informative graphic, 12 minutes: The teacher presents a model graphic about a fictional learner. Together, the class identifies its sections, for example Personal Profile, My Family, My Routine, My Likes and My Free Time. The teacher colour-codes each section and labels the function of the elements: title, short sentence, key word, image and icon. Learners explain why each element has been included.

2. Information selection task, 15 minutes: Learners receive a personal information bank containing possible facts from previous Life Book activities. They classify each item as essential, useful or unnecessary for the graphic. They must select at least three sections and choose two or three relevant facts for each section. The teacher models one example: “I play basketball on Saturdays” is more informative than “I like things”. Learners justify two of their choices to a partner using the frame: “I chose this information because it tells the reader about…”.

3. Vocabulary and sentence choice, 15 minutes: Learners consult their vocabulary and grammar notes. For every selected section, they choose suitable words, sentence starters and language structures. They check subject-verb agreement, the use of capital letters and full stops, and the spelling of key vocabulary. Suggested frames are displayed: “My name is…”, “I live in…”, “I usually…”, “I enjoy…”, “My favourite… is…”, and “There are…”. Learners complete a language-check table before drafting.

4. Planning template, 15 minutes: The teacher distributes a planning template with the following fields: title, sections, main information, key vocabulary, sentences, image or icon, colour choice and order of presentation. The teacher completes the first row on the board. Learners fill in the remaining rows independently. The teacher conducts a short conference with pupils who have difficulty selecting information, offering a reduced choice of options rather than choosing for them.

5. Design and layout decisions, 10 minutes: In pairs, learners compare their plans. They check whether the sections are easy to distinguish, whether the amount of text is manageable and whether every image or icon supports the information. Each learner makes at least one improvement after receiving peer feedback. The feedback frame is: “One clear part is…”, “One part to improve is…”, and “I suggest…”.

6. First analogue or digital draft, 30 minutes: Learners produce a first draft on A3 paper or in a teacher-approved digital tool. The draft must include a title, at least three sections, selected personal information, short English sentences, vocabulary, planned images or icons and a clear visual hierarchy. Learners may sketch images, use printed icons or insert copyright-safe visual elements. The teacher monitors the process, checks language during drafting and gives brief coded feedback: L for language, O for organisation and V for visual choice.

7. Draft review and revision, 8 minutes: Learners use a checklist to review their own draft. They verify that every section contains relevant information, that the sentences are understandable and that the graphic can be read without additional explanation. They correct at least two aspects before saving or handing in the draft.

Closing Activities (~10 min)

1. Exit reflection, 3 minutes: Learners complete three sentences: “The strongest part of my draft is…”, “I need to improve…”, and “In the next session I will…”.
2. Self-assessment, 2 minutes: Learners rate their progress from 1 to 4 against the four success criteria: selecting relevant information, organising sections, choosing appropriate language and producing a complete first draft. The teacher collects the planning template and draft for the next revision session.

Resources

Model informative graphics, projector or interactive board, board markers, personal information bank, vocabulary and grammar notebooks, sentence-frame cards, planning template, design and self-assessment checklists, A3 paper, pencils, coloured pencils, rulers, scissors and glue, printed images and icons, tablets or computers if available, approved design or presentation software, school network or offline image folder, headphones where required, copyright-safe image sources, timer and teacher feedback codes.

Attention to Diversity (UDL)

Representation: provide the model graphic in enlarged print and on screen; use colour coding, icons and labelled examples for title, section, sentence and image; give instructions orally and in short written steps; provide vocabulary banks, sentence frames and a bilingual or illustrated glossary where needed.

Action and expression: allow learners to produce the draft on paper or digitally; offer templates with different levels of structure, including a fully guided version with section headings and a partially blank version; permit typing, handwriting, drawing or selecting printed icons; provide speech-to-text, word prediction, spellcheck and enlarged text when available; allow learners to explain choices orally if writing is a significant barrier.

Engagement: let learners choose the sections, colours and visual style within the success criteria; offer a reduced selection of personal information for learners who feel overwhelmed; use individual conferences and peer feedback with fixed sentence frames; divide the 30-minute drafting period into visible steps and provide a timer; allow a quiet working space and planned movement breaks; praise specific decisions and revisions rather than speed or artistic skill.

Digital Competence

Learners may create the first draft with a presentation, poster or graphic-design tool approved by the school. They practise opening a template, inserting and resizing text, arranging elements, choosing readable fonts and saving a named file in the correct folder. They search only in teacher-selected or copyright-safe image banks, or use the offline folder supplied by the teacher. The teacher models how to attribute or record the source of an image when required. Digital work remains equivalent to the paper option, and learners who use paper can photograph or scan the draft for later revision. The teacher checks responsible device use, privacy and the absence of unnecessary personal data.

Session Rubric

Session 13: Designing and Improving the Graphic

Duration: 120 minutes

Objectives

Create the final graphic using a digital tool or accessible analogue template; apply grammar, spelling, layout and source conventions; use peer feedback to revise clarity and accuracy.

Opening Activities (~10 min)

10 minutes. The teacher displays two versions of the same personal graphic: one unfinished and difficult to read, and one clear, accurate and visually balanced. Students work in pairs to identify three strengths and three improvements. The teacher elicits key criteria from previous sessions and writes them on the board: accurate grammar, correct spelling, clear organisation, readable design, personal content and sources. Students complete a quick retrieval task by matching checklist items to examples from their own Life Book. The teacher explains the objective: today each student will create, check and improve the final graphic. The success criteria are read aloud and briefly clarified with examples.

Development Activities (~35 min)

105 minutes.

1. Final planning and checklist, 10 minutes. Students review their draft and complete a final planning grid with the following sections: title, personal information, daily life or routines, interests, visual elements, English language check and sources. They underline the information that must appear in the final graphic and mark any missing element with a question mark. The teacher models how to convert a draft paragraph into a concise graphic section, for example: “I get up at seven o’clock. I go to school by bus.” becomes “DAILY ROUTINE: I get up at 7:00. I go to school by bus.”

2. Teacher modelling of the design process, 10 minutes. Using the selected digital tool or an analogue template, the teacher demonstrates how to choose a suitable page format, create a clear title, organise information into sections, select readable fonts, combine text and images, credit an external image and save the work with the correct file name. The teacher deliberately shows two common errors, an overcrowded section and an uncredited image, and asks students to explain how they could be improved.

3. Individual creation of the final graphic, 40 minutes. Students produce their final graphic using a digital tool such as Canva, Google Slides, PowerPoint or a teacher-approved application. Students without device access use the printed graphic template, coloured pencils, ruler, scissors and printed or teacher-provided images. The graphic must include a title, at least three organised sections, accurate sentences based on the work completed in the Life Book, appropriate images or symbols, and a source note for external visual or factual material. The teacher circulates with a conference checklist and gives short feedback on grammar, spelling, layout and readability. Students save a first version before receiving peer feedback.

4. Structured peer feedback, 20 minutes. Students exchange their graphic with a partner. Each reviewer uses the “Two stars and one improvement” routine and completes a four-point check: Can I understand the main message? Can I find each section easily? Are the English sentences and spelling accurate? Are images and sources used appropriately? The reviewer must identify two specific successful features and one precise revision, using sentence starters such as “The clearest section is…”, “I can understand… because…”, “Please check…” and “You could improve the layout by…”. The author asks one clarification question and records the feedback on a revision slip.

5. Revision and quality control, 20 minutes. Students revise their graphics independently. They check subject-verb agreement, verb forms previously studied, capital letters, full stops, punctuation, spelling, word spacing, alignment, contrast, image relevance and source conventions. They compare the final version with the success criteria and highlight each completed criterion on the checklist. The teacher conducts targeted mini-conferences with students who need support and checks that revisions respond to peer comments rather than merely changing colours or decorative elements.

6. Gallery check and submission, 5 minutes. Students place printed graphics on the classroom display or submit digital files to the agreed platform. They silently inspect two additional examples and leave one positive comment connected to clarity, accuracy or design. Each student submits the final graphic, the completed checklist and the peer feedback slip.

Closing Activities (~10 min)

5 minutes. Students complete an exit ticket with three prompts: “One part of my graphic that is accurate is…”, “One revision I made after feedback was…” and “Before presenting my Life Book, I still need to practise…”. They rate their work from 1 to 5 for language accuracy, organisation, visual clarity and use of feedback. The teacher collects the exit tickets and reminds students that the next session will focus on rehearsing and presenting the final Life Book.

Resources

Teacher examples of an unfinished and an improved graphic; interactive whiteboard or projector; final graphic checklist; planning grid; peer feedback form; revision slip; Life Book drafts; grammar and spelling reference sheet; word banks; model sentence cards; dictionaries; laptops or tablets when available; Canva, Google Slides, PowerPoint or another approved design application; shared classroom folder or learning platform; printed graphic templates; plain and coloured paper; pencils, coloured pencils, rulers, scissors and glue; teacher-approved image bank; source convention model; timer; exit tickets.

Attention to Diversity (UDL)

Multiple means of representation: present the success criteria orally, visually and in a simplified written checklist; provide a completed model, a colour-coded graphic and examples of acceptable source notes; offer vocabulary banks, sentence frames and a grammar reference sheet; read instructions aloud and divide the design process into numbered steps. Multiple means of action and expression: allow students to create digitally or with the analogue template; permit typing, handwriting, speech-to-text or dictated text; provide templates with pre-organised sections; allow zoom, enlarged print, high-contrast colours and screen readers; reduce the amount of text without reducing the essential criteria for students who need it; provide a spelling dictionary and teacher-approved image bank. Multiple means of engagement: let students choose colours, images and the order of non-essential sections; connect the graphic to their own interests and daily life; use structured peer feedback with assigned partners; offer brief teacher conferences, a visible timer and intermediate completion points; provide an extension option for students who finish early, such as adding a short fact box with a correctly cited source.

Digital Competence

Students use a digital design tool to create, format, save and revise a multimodal product. They practise selecting readable fonts, organising information with text boxes, inserting and resizing images, checking contrast, naming files correctly and submitting work through the agreed platform. The teacher models responsible use of images by distinguishing between an image found online and an image with a recorded source. Students write a brief source note for external material and receive feedback through the digital or printed peer-review form. If devices are unavailable, the analogue template provides an equivalent route to the same learning objectives.

Session Rubric

Session 14: Rehearsing My Life Book Presentation

Duration: 120 minutes

Objectives

Prepare and rehearse a short oral presentation of the graphic; use pronunciation, rhythm, visual support and non-verbal communication; give and receive respectful feedback; complete final revisions.

Opening Activities (~10 min)

10 minutes. 1. Motivation: the teacher shows a model Life Book graphic and gives a short 45-second presentation, using eye contact, pauses, clear pronunciation and visual references. Students listen and identify two effective presentation techniques. 2. Retrieval routine: students individually complete a quick checklist from memory: presentation opening, personal information, daily routine, likes and preferences, visual support, closing sentence. They compare answers in pairs and the teacher corrects them on the board. 3. The teacher presents the session goals: rehearse the graphic, improve pronunciation and rhythm, use non-verbal communication, give respectful feedback and complete the final revisions. Students read the success criteria aloud.

Development Activities (~35 min)

105 minutes. 1. Final preparation and teacher modelling, 15 minutes. The teacher models a weak and an improved version of the same short presentation. Students analyse the differences in volume, pace, pronunciation, pauses, eye contact, posture, pointing to the graphic and use of key words. The class builds a presentation checklist: greeting, introduction, organised content, clear pronunciation, suitable rhythm, visual support, non-verbal communication and closing. 2. Pronunciation and rhythm practice, 15 minutes. The teacher selects useful sentences from the students' Life Books, such as “This is my family”, “I usually get up at seven”, “I like playing football” and “Thank you for listening”. Students mark stressed words, slash longer sentences into thought groups and repeat them through choral drilling, individual repetition and pair practice. They practise difficult sounds identified during previous lessons. 3. Guided rehearsal with support cards, 20 minutes. Students prepare a small cue card with no more than eight key words or short phrases. They rehearse individually once, then in pairs. Partner A presents for one minute while Partner B follows the checklist and records two strengths and one specific improvement. They change roles and repeat the task after applying the feedback. The teacher circulates, supports pronunciation and checks that students speak from key words rather than reading a complete script. 4. Information-gap rehearsal, 20 minutes. Students form groups of three. Each student presents the Life Book graphic to two classmates who do not know all its contents. The listeners write one fact they understood and ask one simple follow-up question, for example “What do you do after school?” or “Why do you like it?”. The speaker answers using complete sentences. Each group repeats the activity with a different speaker and listener role. 5. Video or audio rehearsal, 15 minutes. Students record a one-minute presentation using a tablet, computer or classroom audio recorder. They watch or listen to the recording with headphones and complete a self-check: Can I hear every sentence? Do I speak too quickly? Do I look at the audience? Do I refer to the graphic? Do I finish clearly? Students choose one aspect to improve and record a second version, when time allows. An analogue option is available: a partner observes the presentation and completes the same checklist. 6. Final revision workshop, 20 minutes. Students revise the graphic and their cue card. They correct spelling, incomplete sentences, inaccurate vocabulary, missing labels, unclear images and unsuitable colours. They check that the graphic supports the oral presentation and that the information is organised logically. The teacher provides brief individual conferences. Students complete a final presentation plan with four sections: opening, main information, personal detail and closing. They place the finished graphic and cue card in their portfolio for Session 15.

Closing Activities (~10 min)

5 minutes. Students complete an exit reflection in English: “One strength in my presentation is…”, “I need to improve…”, and “Before the final presentation, I will…”. They rate themselves from 1 to 5 for pronunciation, rhythm, visual support, non-verbal communication and readiness. Two or three volunteers share one practical improvement strategy. The teacher collects the self-assessment and reminds students to bring the final graphic and cue card to the next session.

Resources

Completed Life Book graphics, teacher model graphic, teacher presentation script, board and markers, presentation checklist, peer-feedback forms, self-assessment form, cue-card templates, pencils and coloured pens, dictionaries or approved word banks, tablets or computers with microphones and headphones, classroom projector, audio or video recording tool, timer, pronunciation model recordings, printed analogue recording checklist and portfolio folders.

Attention to Diversity (UDL)

Multiple means of representation: provide the model presentation in spoken, written and visual form; display the presentation structure and success criteria; use colour coding for stressed words, pauses and key vocabulary; offer sentence frames such as “This is…”, “I usually…”, “I like… because…” and “Thank you for listening”; provide a word bank with images and an audio model. Multiple means of action and expression: allow students to rehearse standing or seated, present with a cue card, use audio instead of video for self-review, point to the graphic while speaking, record a second attempt and submit an analogue observation sheet when digital recording is not accessible. Reduce the amount of text on the cue card and accept key words instead of full sentences. Multiple means of engagement: let students choose the order in which they rehearse sections, select a supportive partner, practise privately before presenting to a group and set one personal improvement target. Use mixed-ability pairs, explicit respectful-feedback stems such as “I understood…” and “You could improve…” and additional teacher rehearsal for students who need it. Allow extra processing time, repeated instructions and a quieter rehearsal space for students with attention, anxiety or sensory needs.

Digital Competence

Students use a tablet, computer or classroom recorder to produce a short rehearsal recording. They use headphones to review pronunciation, volume, pace and clarity, then identify one improvement and record a second version when possible. The teacher demonstrates how to start, stop, replay and delete a recording without sharing it publicly. Students use the projector to examine the relationship between the graphic and the spoken presentation. Digital citizenship is addressed through consent before recording, respectful peer feedback, private storage and deletion of recordings after assessment, according to the school's data-protection procedures. Printed checklists and face-to-face rehearsal provide equivalent alternatives when devices or connectivity are unavailable.

Session Rubric

Session 15: Life Book Exhibition and Reflection

Duration: 120 minutes

Objectives

Present the informative graphic to classmates; understand and respond to peers’ information; display the work respectfully; complete self-assessment, co-assessment and a learning reflection connected to the rubric.

Opening Activities (~10 min)

10 minutes. The teacher welcomes the class and shows the exhibition layout: display tables, wall space and presentation stations. Learners look at two anonymous examples from the Life Book project and identify what makes an informative graphic easy to understand and respectful to view. The teacher asks: “What information should we include when we present?”, “How can we show that we are listening?”, and “What can we say to give useful feedback?” Learners briefly retrieve the language needed for the exhibition: introducing themselves, describing routines and preferences, asking for clarification, expressing interest and giving positive feedback. The teacher writes useful sentence frames on the board: “This graphic is about…”, “I learned that…”, “What does … mean?”, “I like the way you…”, “One suggestion is…”, and “Thank you for sharing.” The objectives and assessment criteria are explained in accessible English. Learners receive an exhibition passport with spaces for the name of each classmate, one fact learned and one positive comment.

Development Activities (~35 min)

105 minutes. 1. Final preparation and display, 15 minutes. Learners check their informative graphic using a short checklist: title visible, information organised, images or symbols connected to the text, key language corrected, name included and presentation space ready. They place the graphic in the assigned exhibition area. Digital graphics are displayed on tablets or projected, while printed or handwritten alternatives are placed on tables or walls. The teacher checks that all work is displayed safely and that personal information is shared appropriately.

2. Teacher modelling, 10 minutes. The teacher models a short presentation using one graphic, including an introduction, two or three key facts and a closing sentence. A learner models the role of an attentive visitor. The class identifies effective behaviours: facing the audience, speaking clearly, using notes without reading every word, listening without interrupting, asking a relevant question and thanking the speaker. The teacher demonstrates how to complete the exhibition passport with a concise and accurate response.

3. Exhibition round 1, 20 minutes. Half of the class stays beside its graphic as presenters and the other half visits the exhibition as an audience. Presenters give a two-minute explanation and answer one question. Visitors complete the passport for at least three classmates, recording one fact and one respectful comment for each person. The teacher circulates with the rubric, gives brief formative feedback and supports pronunciation when needed.

4. Exhibition round 2, 20 minutes. Roles change. The second group presents while the first group visits the exhibition. Visitors must use at least one question or clarification frame. Presenters try to improve one aspect identified during the first round, such as volume, pronunciation, eye contact or organisation. The teacher observes individual participation and records evidence of communication, listening and respectful interaction.

5. Peer response and co-assessment, 15 minutes. In pairs, learners compare two graphics they have seen. They complete a structured co-assessment sheet with three prompts: “The clearest information was… because…”, “A strong design choice was…”, and “One helpful next step would be…”. Feedback must refer to the rubric and use respectful language. Learners give the completed response to the relevant classmate or place it in the designated feedback area.

6. Individual self-assessment and learning reflection, 15 minutes. Learners complete a self-assessment connected to the session rubric. They rate their presentation, listening, interaction, respect for the exhibition and use of English. They then write short answers to: “What can I explain better now?”, “Which language helped me communicate?”, “What did I learn from a classmate?”, “What was difficult for me?”, and “What will I improve in my next English project?” Learners who need support may record an audio reflection or use sentence starters. The teacher collects the graphic, exhibition passport, peer assessment and reflection.

Closing Activities (~10 min)

5 minutes. Learners return to their seats and take part in a brief “one fact, one feeling, one next step” routine. Each learner states or writes one fact learned from a classmate, one feeling about presenting and one improvement for future work. The teacher recognises specific examples of clear communication, active listening and respectful exhibition behaviour. Learners hand in the self-assessment and reflection. The teacher explains that the final Life Book evidence will include the graphic, presentation, peer responses and personal reflection.

Resources

Informative graphics, Life Books or presentation notes, display tables, wall space, blu-tack or clips, tablets or computers when graphics are digital, projector or interactive board, speakers if audio presentations are used, exhibition passport, presentation checklist, peer co-assessment sheet, self-assessment sheet, learning reflection sheet, session rubric, pencils, coloured pens, timer, sentence-frame cards, pronunciation support cards and accessibility tools such as headphones, enlarged print and speech-to-text software.

Attention to Diversity (UDL)

Multiple means of representation: present the exhibition routine orally, visually and through a written model; display the rubric with icons and plain-English explanations; provide sentence frames, vocabulary banks and pronunciation cards; allow learners to inspect a model graphic before presenting; use captions or written instructions for all oral directions.

Multiple means of action and expression: allow learners to present standing, seated, beside the graphic or through a recorded audio or video presentation; accept brief notes, cue cards, symbols or a memorised script; permit typing, handwriting, drawing or speech-to-text for the reflection; provide an alternative quiet presentation area for learners who are anxious or sensitive to noise; allow additional rehearsal time and a second attempt when needed.

Multiple means of engagement: offer a choice of presentation order where possible; assign supportive visitor pairs; provide clear roles for presenter, visitor and feedback partner; avoid public ranking; give specific formative feedback before the second presentation round; allow learners to choose which improvement target to practise; provide a quiet space and movement breaks for learners who need them. For learners with hearing difficulties, ensure visual access to the speaker and written questions. For learners with reading or language difficulties, use reduced text, highlighted keywords, bilingual word banks if permitted and adult or peer reading support.

Digital Competence

Learners may display a digital informative graphic on a tablet, computer or interactive board and use a projector for the exhibition. They practise responsible digital presentation by checking legibility, organising files, using readable fonts, citing image sources when relevant and avoiding the display of unnecessary personal data. Visitors may complete the exhibition passport digitally through a shared form, while a paper version remains available. Learners may record their presentation or reflection using a school-approved audio tool. The teacher models respectful digital feedback, explains that comments must be specific and constructive, and checks privacy settings before any work is shared. Digital tools support design, presentation and reflection but do not replace the learning goal or the analogue alternative.

Session Rubric