ENGLISH

ENGLISH LANGUAGE
LANGUAGE YEAR
YEAR 66
DAY ENGLISH
ENGLISHLANGUAGE
ENGLISH
ENGLISHLANGUAGE YEAR
LANGUAGE YEAR 6 6
YEAR
CLASS
LANGUAGE YEAR 6 6   
DAY
DAY ENGLISH
ENGLISHLANGUAGE
LANGUAGE
CLASS6 6
YEAR
CLASS
YEAR
ENGLISH LANGUAGE YEAR 6
  
DAY
TIME
DAY CLASS
CLASS   
DAY
TIME
DAY CLASS
DATE
CLASS
DAY
TIME DATE
CLASS  
TIME
TOPIC
TIME Getting Around (Lesson 71)
72)
ENGLISH LANGUAGE DATE 6
YEAR
DATE   
TIME
TOPIC
TIME Getting Around(Lesson 76) DATE
DATE   
TIME
TOPIC
TOPIC Getting
Getting Around
Around(Lesson
Around (Lesson
(Lesson 78) 67)
65) DATE
DATE   
THEME
DAY
TOPIC
TOPIC
THEME World
Here
GettingofAround(Lesson
World of
is Stories
Knowledge
the
Around Nose
Self, Family (Lesson (Lesson and77) 70) 79)
Friends CLASS
TOPIC
TOPIC Getting
Getting Around
Around(Lesson (Lesson 73) 75)
THEME World of Self, Family and Friends
THEME
FOCUS
TIME
THEME
THEME
FOCUS
World
Writing
Listening
World of
World
Writing
of Stories ENGLISH LANGUAGE
Stories
of Stories DATE YEAR 6  
THEME
THEME World
World of
of Self,
Knowledge
Self, Family Family and and Friends Friends
FOCUS
DAY
FOCUS Listening
Speaking
Reading ENGLISH LANGUAGE CLASS YEAR 6 styleoffor  
CONTENT
TOPIC
FOCUS
FOCUS
CONTENT STANDARD
STANDARD Writing
Listening
Here
Language
Reading
Writing is 4.2
4.3the1.2 Communicate
Arts Understand
Nose
Communicate (Lesson meaning
basic
with 74) information
appropriate in a variety intelligibly
language of familiar form for contexts
aandrange purposes
a rangeinofprint purposes and digital in print mediaand digital media
FOCUS
FOCUS Speaking
Listening
Reading
CONTENT
DAY
TIME
CONTENT STANDARD
STANDARD Listening
Speaking
Reading
Writing 4.2 1.1
1.2
1.3
3.32.2 Recognise
Use
Understand
Use
Read
Communicate appropriate
appropriate
independently and meaning
basic reproduce
listening
communication
for in
information a target
strategies
variety
information language
strategies
of
intelligibly familiar
in
CLASS
and a variety
enjoyment
for sounds
contexts
a of
range contexts
of  
purposes in print and digital media
THEME
CONTENT
CONTENT STANDARD STANDARD World
Language
Reading of Stories
3.2 arts 5.3
Understand Express an imaginative response DATE to literary texts  
CONTENT
LEARNING
CONTENT STANDARD
STANDARD
STANDARD Reading
Speaking
Listening
4.2.3
1.2.2
Reading 4.3.3Narrate 3.2
Understand
3.22.1Understand
1.2 Understand
Communicate
factual
Understand withand little aaaimagined
variety
variety
meaning
orsimple
variety no ofin
of
support linear
linear
information
ofevents a variety
linear
andof
and
specific
and non-linear
non-linear
intelligibly
familiar
experiences
information printofand
print
contexts and
longer digital
digital simple textstexts
texts using
using onappropriate
appropriate
athisrange reading
reading
of familiar strategies
strategies
topics
LEARNING
TIME
TOPIC
FOCUS
LEARNING
STANDARD
STANDARD
Writing
Getting
Speaking
Language
Speaking
Listening
1.1.1
1.2.3
1.3.1
2.2.1
Produce
4.2
Around
Recognise
Understand
Guess
Keep 2.3 Communicate
Arts
2.2
1.1
a(Lesson
Communicate
Use
Recognise
interaction
the
plan
and
meaning
with
or
appropriate
reproduce
little
going
draft
and
basic
68)
of or
of information
appropriately
reproduce
unfamiliar
in no
two
communication
independently
short support
paragraphs
exchanges target
words toand
longer
non-linear
intelligibly
afromsmall
language
a
or
DATE
strategies
wide
simple
by
more
clues
checking
for
orrange large aprint
for
sounds
narratives
provided
agroup
range
of
and
familiar
target
understanding
ofdigital
on
by
topic
purposes
 
language
other
a range
texts
andinby
known
of of
modify
print
phonemes
what
using
familiar
words a
and
speaker
appropriate
topics
and
appropriately
digital
byis
media
context
saying
reading 4.2.5
LEARNING STANDARD strategies
Connect 5.3.1 Respond sentences into
imaginatively twoidea coherent
andofintelligibly paragraphs through or more creating using simple basicstories coordinating and simple conjunctions
poems/ Other and reference
LEARNING
TOPIC STANDARD 3.2.1
My
3.2.2 Understand
Sister’s Eating thePorridge
specific main (Lesson
information simple 69) and longer
details texts
of simple
LEARNING
OBJECTIVESTANDARD
THEME
LEARNING
CONTENT STANDARD
STANDARD 2.1.2
1.2.5
World
3.3.1
Language
Writing
pronouns
By
imaginative the Ask
Understand
ofend
Read 4.2 about
Self, and
Arts Family
Communicate
of the
responses 5.3 and
enjoymore express
Express
lesson, and
A2 as
complex basic
most anrules
Friends
fiction/non-
appropriate
supported
imaginativeand
information
pupils will obligations
fiction be questions
print
response
intelligibly
able and
to: digital
to a longer
forliterary texts
range texts texts
ofof interest
purposes in print and digital media
2.3.1 Recognise
2.2.2 Narratea short stories, events and experiences
LEARNING
THEME
OBJECTIVE
FOCUS STANDARD 1.1.1
3.2.1
Reading
-World
By
Speaking
4.2.1 3.2.2 theAgree
Understand
Narrate
1.2.2 ofend
Give 3.3
Understand ofRead
Understand
Self,factual
detailed
set
the
Family andof
the
lesson,
and basic
reproduce
main
independently
specific
with
and
imagined
information
steps
little
most idea
information
Friends needed
independently
of
orpupils for
events
no
about simple
supportinformation
and
will andtobe
themselves
complete
longer
details
specifica and
experiences
able wide
texts
to: extended
rangelonger
enjoyment
ofinformation
and simple
others andtexts
of classroom
targetdetails language tasksof longer phonemes simple texts on a range of
OBJECTIVE
LEARNING STANDARD
OBJECTIVE
OBJECTIVE By
4.2.5
familiar
-By
By 5.3.1 the
Recognise
Understand
Produce
Keep the end
theConnect
Respond
end
interaction
topics
end aofof
ofplanthe
and
with
the
the lesson,
sentences
imaginatively
or reproduce
lesson,
little
going
lesson,draftorinof most
into
most
no short
most two and
two
supportpupils
independently
pupils coherent
intelligibly
paragraphs
exchanges
pupils will
longer
will be
will be or able
beparagraphs
through
aby wide
simple
able
able more
checkingto:
to:range
to: creating
narratives
for aorunderstanding
ofmore
familiar simple
onusing
target atopicrangestories
language basic
andofofwhat and
coordinating
phonemes
modify
familiar asimple
speaker
this
topics poems/
conjunctions
appropriately
is saying Other-Connect and reference
FOCUS
CONTENT STANDARD Language
Speaking ArtsCommunicate
2.1 simple information intelligibly
SUCCESS CRITERIA ---1.3.1
imaginative
pronouns
sentences
Pupils Understand
Understand
AskGuess
Respond
Read about
can andinto and
the
narrate the
responses
specific
more two
imaginatively
enjoy
main
express
meaning
A2 coherent
complex
factual asidea
information
and
fiction/non- rules
ofand of
appropriate simple
paragraphs
and
unfamiliar
supported
imagined
intelligibly and obligation.
fiction
longer
details
words or
questions
events
through
print moretexts
of
from
and simple
andusing
creating clues
digital longer
basic
experiences provided
simple
texts coordinating
oftexts by other
and
stories
interest andconjunctions
understand known
simplewith words
poems/ andand
little orreference
Otherbynocontext
support pronouns
imaginative longer
CONTENT STANDARD
OBJECTIVE -Pupils
3.3.1
-By Narrate
Language theRead a shortArts
and stories,
5.3 onExpress
enjoy A2 events fictionan and
imaginative
/ non- experiences fiction aresponse
printextended and to literary
digital texts texts ofof interest
SUCCESS
LEARNINGCRITERIA STANDARD - Recognise
simpleAgree
responses
2.1.1 UnderstandGive end
can set
narratives of
as and
of
the
recognise
produce
1.2.2
keep the
detailed basic
reproduce
lesson,
appropriate
main steps
aaand
interaction
Understand plan
range
idea
information most independently
needed
reproduce
or going
of pupils
ofwith
draftfamiliar
simple
about ofto
little
in will
short
twocomplete
independently be
ortopics
longer
themselves no
paragraphsable
wide
exchanges
support
texts to:
range
and a specific
wide
for
by
others ofachecking
classroom
target
range
familiar
information language tasks
target
understanding
topic and
and phonemes
language
modify
details of this phonemes
what
of longer
appropriately
a speaker and is
simple understand
texts
insaying
response
on and a rangeto
SUCCESS
OBJECTIVE
SUCCESS CRITERIA Pupils
Reading
-By Understand
specific
feedback the can
end 3.3 Understand
of
information
and askRead
the
specific
connect
about independently
lesson,and and the
information
sentences most
details main
express of idea
pupils for
and
into
simple
rules of
two simple
information
will
details be
and
longer
coherentableof longer
obligations and
simple
to:
texts texts
enjoyment
paragraphs longer
and andagreetextsnarrate
or more
a set short
using
of basic stories,
basic steps events
coordinating
needed andtoexperiences
conjunctions
complete extended
SUCCESS CRITERIA
ACTIVITY CRITERIA of
Pupils
-understand
Pupils familiar
Pre-lesson
Give can
detailed
can topics
understand
more
read complex
information
2.1.3 Explain and give reasons for simple adviceand enjoy more supported
about
A2 complex themselves
fiction/non- questions
supported fiction and questions
others
print and and
digital recognise
texts of and
interest reproduce
and understandindependently the main a wide
idea range
of
LEARNING
ACTIVITY
 
SUCCESS STANDARD
CRITERIA 5.3.1
-classroom
Connect
1.3.1
of Respond
target
Pre-lesson
1.
Pupils
simple Respond
Guess
Gather
can
longer sentences
imaginatively
language
tasks
the
1pupils
Respond
texts imaginatively
meaningto into
phonemes and
two
theimaginatively and
coherent
intelligibly
of unfamiliar
front of the intelligibly and paragraphs
through
words
classroom through
intelligibly from creating
around or
clues creating
more
through you, simple
providedor simple
using
creatingmake by stories
stories
basic other
sure
simple and
coordinatingand
simple
known
they stories aresimple poems/
words
sitting
and poems/
conjunctions
and
simple Other Other
bypoems/
comfortably imaginative
andinreference
context their
Other
OBJECTIVE
 ACTIVITY 1.By the
imaginative
responses
pronouns
Introduce
Pre-lesson
Choose
places.
1. ReviewendTell a of
as the
responses
the
pre-lesson
keythe lesson,
appropriate
topic
lesson
vocabulary
story of as
with
you
task most
transport appropriate
a
have
fromfun,
using pupilsbyactive
chosen
the a willpre-lesson
following
speaking
list in beSection
for able
the
this game to:3task
instructions
lesson. from
to from
review
Makethe the
for
pre-lesson
sure
key Warm-up:
list in
vocabulary
to Section
include task Secretlist
the 3
within which
in words
beginning,
Section
the willin
topic review
the
3. middle
of Teacher’s
this key
and vocabulary
lesson. Book,
end. Ask
ACTIVITY imaginative
Pre-lesson responses as appropriate
-Pupils
Give detailed information A2 about
fiction/non- themselves fiction printand andothers digital texts ofof interest
 SUCCESS
  CRITERIA 1.3.3.1
1. ap.102.
Lesson
Introduce
Review
and
1.
4.2.1
Follow Read
gist
Givecan
Review
Follow
ideas Leave
listening
the and
understand
delivery
sportsthe
about
sports
detailed enjoy
your
topic
instructions
instructionsand
question
video ofA2
drawings
and
information specific
activities
the for fiction
activities
games.to lesson
for
give
Warm on / pupils
non-
information
the
vocabulary
Warm-up:
about vocabulary
by
up: fiction
board.
asking a reason
themselves
CategoriesBoard
from and print
pupils
from the race
to and
details
the
and
inprevious
about
listen.
the digital
of
inprevious
the
others simple
popular
Teacher’s texts
Teacher’s
lesson longer
lesson sports
using
Book, interest
Book,
usingtexts
and
ap.98. and
pre-lesson
ap.110
activities.
pre-lesson
Pupils connect
to review/introduce
You
task.
brainstorm sentences
task.
could films alsointo thetwo
use
of a pre-
OBJECTIVE
 SUCCESS
ACTIVITY
  CRITERIA 2.-coherent ByExplain
Pupils
Lesson
Show the
lesson
topic
2. Review
Pre-lesson
different end
can
ofthe and
task of
paragraphs
delivery
travel.
storygive
the pages
respond
vocabulary
from
categories
reasons
lesson,
the imaginatively
orlistof
(types).more
for most for
inthethe
Sectionsimple
pupils
using
Pupil’s
Ask dialogue and
pupils basicadvice
3will
Book,
to be
intelligibly
with
introduce
what able
coordinating kindthrough
pp.60-61.
the to:of
worksheet,
thefilm conjunctions
Ask
topic. creating
pupils
they liketosimple
which and pupils
asks
remember
watching. reference
storiesthe toand pronouns
write
title simple
of
thethe poems/
word story whichandOther matches
who the
SUCCESS CRITERIA Pupils
- Lesson
2.imaginative Respond
Pupils can focusgive
imaginatively
responses ondetailed
adjectives astheinformation
and intelligibly
appropriate
with suffixes about and through themselves
read
ful
-and herand and creating enjoy
less.
-pupils and others
simple
A2 fiction and
stories / non-explain
isand simple
fiction and give
print poems/ andreasons boy for
Other
digital simple
imaginative
texts advice
of(helmet,
  ACTIVITY 2.
main
Pre-lesson
Show
the
Lesson Ask
Show
definition
characters
1. thepupils
delivery
the
picture
deliveryShow picture
given.
if they are
of the
the Have
of
(without
enjoyed
poem girl pupils
skateboarder
and
and reading
listening
tell
work
guide pupilsthe
alone
to
pupils the
text). on
story
toask
name. this
recite and before
Explain
the givewhat
poem.checking
feedback
that
kind she
of answers
safety
on ‘their’
the equipment
gistwith
email question.
a partner.
pen thefriend, isandusing that she
 ACTIVITY
  1.
2.
3. responses
interest
Pre-lesson
knee
Introduce
loves
Hand
Follow
2.
3. Ask
Tell
Followand
video
outpupils
the as
elbow
the
the appropriate
games.topic
to
instructions give
pads).
worksheets.
they
instructions of
will an video Teach
create
for adjective
for games
Pupils
Activity the
Vocabulary
the
their with
readvocabulary
Learning
2. Follow the instructions for Activity 1 in the Teacher’s Book, p.98. Pupils look at the pictures and decide what 1 in
own in a -
theful
fun
storiesin orway
summaries-
Teacher’s
to the less
using
Learn in using for
Teacher’s
this the
in each
a
Book,
lesson.
and
the picture.
pre-lesson
picture
Teacher’s
Book,
decide
p.106.Hand Explain
p.110 on
whichtask
Pupils
out the
Book, the
to that
or
one board.
looka the
introducevideo
cut-up
p.108.
is atthe boy
the game-like
needs
sentences
Pupils
best
key
picture summary use
vocabulary.
look of activity
from
at
thethis
andof toof
Pupil’s
Ask
the
workstay
your
pupilssafe.
Book,
with
 ACTIVITY
  3.- Read
1.
4. Elicit
Follow
story.
p.67,
skateboarder
However,
Pre-lesson
own.
Handout
awhat timetable
kind of story and
some
they
one the enjoy
the comparatives
sentence
he
think
instructions
in model
doesn’t
and
English.
it is. theA2 talk fiction/non-
topic
email
per haveabout
for using
pupil.
of worksheet,
Cooler:
tothe use
Note fiction
the
skateboarding.
listening
it Getting
that
– print
adjectives.
there
which these
activity and
around
are
is If
should
an no digital
necessary,
willemail
in
rules
be.
thebe texts of
Elicit/teach
from
to
Teacher’s
the tellfirst
the interest
introduce
him girl
sentence
toBook,
the
touse sentences
awords.
pupil.
this
p.103.
given, in In with
skateboarding.
Lesson
the
not ( not)
email,
the as
delivery
questions
she ….
Elicit
saysas…
andmore
thatprompts,
she
SUCCESS CRITERIA Lesson delivery
  5.Pupils
2.
3.
4.
3. Review
examples
Lesson
loves
1. Hand
Pupils
i.e.
Follow
3.
4.
Follow can
Tania
Show
Follow playing
the
check
the respond
outsat
delivery
the of
pupils
the need
up
instructions
previous
theand
their
instructions
instructions imaginatively
secondtobed.
inpictures
creating
answer lesson
and for
for NOThave
of
Activity
video
worksheet.
for
with with
the
Activity She toand
Activitypoem.
their 122was
game
Activity
related intelligibly
in 1the
partner,
Tell
in excited
ideas.
in
the 3to
pupilsTeacher’s
theinsports
the
thenShe through
because
Teacher’s
Teacher’s they Teacher’s
and
writes
re-read Book,
will
Book, creating
(Why?)
activities.
about
hear
Book,
the p.102.
Book,
p.106.
p.98.you
story simple
.the
Write
p.110.
Askp.103.
Use
and steps
Pupils
quickly aone
pupilsstories
the
Pupils Pupils
pupilofto
video
listenorher
tolook and
two
check. talk
(nominate
look
for simple
favourite
or
atexamples
read
about
detail
atthe the the poems/
game
photos
ato different
picture
more of
sentences
answer each
Ask
tobefore Other
transport.
pupils
proficient
andthe on yourself.
thepupil
match toboard.
read
theirto
2. Elicit responses from pupils about five senses and askHowever,
them tofiction encourage
describe the pupils
actions relax,
done bysitinterest
the
  5.imaginative
2. Draw
They
sentence
questions.
3.
Follow
the
listening.
act
2. Put
with
email,
Ask can
attention
comfortablybody pupils
theyou) responses
pupils
to
use
but
instructions
instructions
a acting
into
first,
ideas
picture.
to
and parts the
predict
small
set
read the aof as
weak
scene.
a appropriate
transport
forfor
groups.
gist
words
Activity
Activity
storysoundquestion
Note atthey
Tell
from 1
theirinthat
1 inand
as
them
might
inStep
for
the -
the
ownthe read
/ə
them.
theyz .
Teacher’s
1
dialogue
hear/readand
Teacher’s
/as
pace. Explain
will
well enjoy
make as
should
Book,
in Book,
that
from
the
aA2 this fiction/non-
poster
p.112.
poem.
include
the
p.108,weakPupil’s
about
Pupils
(see
phrases
using
sound Book,
Pre-lesson
safety
look
a is
and print
worksheet
at
the
p.63.
in the and
expressions
a most
sport
Task
video digital
common
rather
8)
or game texts
activity
for
than and
sound of
checking
of
having
answer
their
in choice.
pupils
in the poem.
 ACTIVITY 3.
4.
4. understanding
4. English.
Ask
Pre-lesson
Explain
questions.
Draw
Lesson
look
4.
Ask pupils
Have
Follow
pupils delivery
that
atattentionDrill
their how
pupils
the pupils
the
if Pupil’s
they theysentences,
specific
instructions
(See
to
read the willget
Book.
enjoyedMain
the
wordsneed to language
school.
questions
Learning
This
for
the to
focussing
in decide
Activity
the
is
story. sobox Ask
andused2for
Standard)
that on
some
in
in
Encourageprompts
they
thein
themselves
this
the the follow
weak
Pupil’s email,
Teacher’s
don’t
and forbe seeup
sound.
their
Book,how
including
questions
modelled
the
Book, toItreasons
sentence
p.65. approach
pictureisp.110.
called
both
on about
Hand on
the
story theaout
Pupilsand
Pupil’stheir
‘schwa’
intarget
dialogue the carry
journey
Activity
listen
Book, language
sound.
out
worksheet.
from and to
2p.67.
in
the school
fill
theFocus
task.
and thecommon
previous
In
in
Play
book.
theirTo
every
on
the do
recently
gaps. day
this,
notebooks,
lesson
audio During (e.g.
they
again
(see they
E.g.: nose - smell eyesthem - spot/see to give for their
arms answers
- bring/touch and to
tongueexplain - what they
  3.
6. Teacher’s learned
how
Ask
write
and
should
Follow
expressions
feedback,
1.
3. Pupils
pupils
Pupils
ask
long
theirthe
agree
language
liked (or didn’t like)pupils
it
Play
sentence
ask
Book,
if
instructions
read
takes/costs,
they
foron pupils
Charade
toopening
the
the
p.110).
know
listen
(present
poem
inand
steps
if they
forfor
any
what
on
then
and
Act
particular. Activity
aloud.
they
the
perfect
action
think
stories
out
closing
they
extend
sentences
need
the
the 2verbs
do
and
about
in
dialogue
emails
ferry
that
to
onthe
comparatives
take.
such
the time
with
stage
trip
Teacher’s
and
journey,
First,
with
as
isthese
travel.
ofcheap
explain
eating,
thehave as…as
words.
Book,
Tell
etc.)
nominated
story
orthat
drinking,
pupils
them
expensive
p.112.
using
After
).they they
assignpupil.
listening,
smelling.
are
the
Pupils
will
compared
prompts
going
different
Pupils
look
read they
toatlisten
write
the
given.
stories
roles
to
discuss
transport
textaand
in
They
reply
in
about
the
the
fill
detail
can
group
to
the
prices
possible
time
the
and
gaps.
answer
email.
(e.g.
travel.
intryMalaysia.
meaning
to
someone
these
solveinof
taste ears - hear
  4.
6. 5.
7.
5. Pupils
to
the
Hand
Lesson
4.
any
Talk
Followwrite,
puzzle.
Elicit
Give
words,
wayaboutlisten
out delivery
to the
from
draw,
feedback
they then
how tonext
worksheet.
setsthe
wish, toon
things
check worksheet.
pupils
ofdialogue
check
even
pictures.
the in
cost
forthe All
ifonvocabulary
answers which
sentences
whatIt should
itdifferent
doesn’t
dictionary
Pupils the3tointroduces
poem
and
amounts
exactly
the
look include
give
in spelling,
gap-fill,
the is
guidance
atTeacher’s
the the
match about
atpictures
Pupil’s
in new
least
different
then maintain
the and
Book.on
language.
draw one would
story.theattention
and weak
countriesuse
worksheet
think they
ofsound.English
about
(CCE:do the about
(re-elicit) Pupils
the and
same
Financial
orderwhat
the listen
organise
as tothe
language and
write
inEducation).
which boy.
the
mark
in
forproject).
they the theemail.
checking
may weak Next
come in pupils
in a
3.the Ask instructions questions onActivity
the types in the
of pies and cakes Book, thatp.99. the Pupilspupils like. guess the meaning of the words
  5.
4.
5. 2. sound
Pupils
story.
should
Follow
Give
5.
understanding
theHandPut
Pupils
Put
box. pupils
There
practise
pupils
the
decide
theout read
instructions
pictures
around
could
theina(e.g.
the
the
groups
set Can
worksheets
be
new
25
poem
of
onmany steps
minutes
forthe
of I aloud.
check
language
six
Activity
board
different
to
and something,
socomplete
tothat
ask
but
write
in 3 in aways
the
pupils
not
controlled
the
theirgroups
the please?
inTeacher’s
tosequence.
to
emails.
task.
orderlistenare
way. theEncourage
made
again.
Book,
See (Refer
story, Pupil’s
upThey
p.107.
p.112.and
to
of themone
should
Book,
no
Have
Pupils pupil
‘correct’
to p.30do
pupils
choose
give
forthisforanswer.
each
the
try
individually,
more
which
steps
tosentence/picture/stage
answer
examples).
Allow
questions
to solve but
pupils
before monitor
the
they
Repeat
tolistening,
puzzle.
use
hear.
andthe
their
of the
4. Elicit responses from pupils:
6.
5.
7. dialogue
6. Follow
Pupils
3.
4.
Ask
help Pupils
Introduce
guidebook.
pupils
imagination
story.
then
6.
Follow Drillpupils
talk
the
toPupils
check
the
the make
about
instructions
as
and/or
questions
tosharepupils
they
with
instructions Page:
the
create
puttheir work.
posters
to
atheir
them
third85)
favourite
journeys
aand the
for
forstoryDraw
ideas
onthe
present
inthe
listening.
different
Activity word
groups.
topupils’
using to
video school
board
create continuous
4answers.card
theineatgames.
attention
Remind
ifaactivity
using
pictures
the necessary.
story. Elicit
Focus
Teacher’s tense
pupils
modified
toin the
with Learning
what
on inthat
their
Book,model
the
the adjectives.
steps
these
poem
Styles
partner. provided,
intonation
p.99. gamers
are(eating,
Pupilsinposters,
inthe follow
as Teacher’s
going,
necessary.
questions
identify not
to the play
dripping,
pictures,
Book,
inmain the game.
particular, crying).
so they
theme Encourage
ofshould
based theon story.putpupils
a
7.
6.
8.
6. Extend p.102.
Put
Follow
little
to
Show
the
6.
4. use Within
Follow
audio
Show
pairs
Pupils
text pupils
words
Have
the onof pupils
recording.
the
pupils
instructions
instructions
sequence
them
pupils
the
to
groups,
link When
evaluation
pictures
which
into
identify
theirthe
pupils
for
groups
for did
talks
ideas,
of
picturesyou
Activity
Warm-up:
Activity
who
criteria
the
make
about last
ofverbs
following
hasfour
3based
4pairs.
on
inthe
in
aShall
or
the
and
card
the pies
rules
six.
on
In
the
Teacher’s
third and
Teacher’s
ask
Iwith
their
take
the
Have
example
and pupils cakes?
worksheet
poem.
anotebooks,
the
what
weak
pairs Book,
bus?
Book,
toinpeople
match.
sound
tell
Activity
and
inp.110.
their
p.107.
they
the need
explain
(the Teacher’s
story
3work
Remind
Pupils
inas
pupils
totheto
as
do
together
their
Pupil’s
discuss
necessary.
who
to
pupils
Book,
keepgroup.
haveto
Book,
tothe
safe. as
write
use Remind
Have
question
p.69.
).phrases
They
thepupilsstory.
Encourage
them
should
with toswap
Allow
check
to
a speak
partner.
talktheir
pupils
plenty
about
in to of
the discussion of the importance of playing outside as well inside (CCE: Values).
8.Follow
p.104.
English
add
papers
5. Have
the
time
Give
7. Ask
Pupils
infor
understanding have
During
beginning,
Post-lesson the
with
in
feedbackpupils
this,
pupils atoand
their
instructions
get partner
the
and
what
into
groups,
middle
in
on What
practice
have
theirneed
presentation
groups.
other
pupils’ and for didto
however,
dialogues.
pupilstheideas they
verbs
use
Activity
to
end, the
the
conversation
work as taste
stage,
they
and
example.
2criteria
ain in
together like?
can
have
talk
class.theusing
Activity think
to
Teacher’s
pupils
topeer-evaluate.
each ofthewhen
1.co-write conclude
other Book,
questions their
theto discuss
p.102.
Make
by younger
story. and saying sure
Pupils
thesibling
Monitor
answers whether
things
pupils fillbased
and inispeople
provide
the
they
eating
check gap.
on e.g.information
think
need
constructive
pupils
the licking,
people
or
arehave sucking,
should
feedback
to in
participating doActivity
or
for thisby
7.
6. blowing, practice
throwing, Did you enjoy
breaking, eating picking athem? so Why?
we think people shouldn’t use their cars for short journeys because
1. 7.
9. Have
shouldn’t
equally.
Focus
sport.
Pupils
reminding
2.
8. Give
Follow Have
Distribute
pupils
This
on
look
work
feedback
the pupils
use
Values,
them
will
atin the
instructionsenvelopes
pairs.
help
perform
toon mode
story
inmake
prepare
particular
their
They
readingforand
their
of suggestions
with
use
think
transport,
think
them
Cooler: dialogues
theof
cut-up
the about
intonation,
text
about
to price-quality
Better speak
e.g.
strips
aloud
for in
what
video
improvement
…
in small
in
to
with
using
real happens
the
each
gamequestion
groups.
afinal
life!the
partner.
group.
inthey
audio
stage
in
as
the (see
picture
both
well
Therecording
ofTeacher’s
Teacher’s as
know
the
partner
5.tolesson.
make
and as
Book, listens
Book,
decide
aamodel positive
p.99. and
p.107)
onto raises
the
refer
comment.
(CCE:
steps his/her
to. Values;
to follow
handFinancial
to
when play the
7. Post-lesson ithe
game
Noteis
Pupils
6.
9. hears
Show
In
Education).
8. 5.
harmful
Encourageusing
re-draft
groups, a Pupils
that this lesson to
pupils
weakthe the
their
pupils
words
an create
environment.
sound.
pupils supportsemails
alternate
rearrange
in
toTEACHING athe short
based
self-assess model
poem. 5-line
They
the
pupils on and
steps description
should
Pupils
the
their
in their adding
feedback,
according
read
speaking. walk
skills have
and of inato
because to
fill
development
See pie
another
the
inand orpictures
the
Extension cake
itneedisblanks
colour.
for that
healthier
to Ifthey
sequenced
inthewhere
with
the thereand
speaking like
suitable isnot
appropriate.
Teacher’s based
and
no harmful
verbs.
time,
paste
assessment.
Book, onTheyyouthe
to
(Refer
them
p.111. five
the
could
writetosenses.
environment.
on Appendix
ask
athepiecepupils
steps of1) in
AIDS/ RESOURCES
/ Textbook Pupils
Have
Choose
Post-lesson
5.
their
to
7. do Conduct
Pupils
volunteers
paper.
use
notebooks.
this
a post-lesson
Storybook their
for
recite
ahomework.Collect
gallery
notes
read the to their
poem
walk,
task tellstoriesfrom
larger
with
where actions.
Section
their
to
groups
pupils thework class.
3walk
orand
Chart/ tothe review
around
Theuse
whole
Graph class
it and
for
and
class formative
should
consolidate
lookabout atlisten
each
picture
assessment
key
andother’s5.
learning,
identify
Ask
MS posters.
pupilsany
or you
Powerpoint Have
if they
differences
could
groups
preferred
refer
between
talktotheir
about
thewhatown
Games
Choose
8.
Post-lesson
Post-lesson
their
Post-lesson
story
they
Bank
Follow Follow
hear
to posters
a and
inFlashcards
the post-lesson
the
instructions
the instructions
asshown
instructions
one
Teacher’s
their you for
own do
task
Cooler:
Book
for this,
instory. the for
from
Cooler: inLet’s
Cooler:
pp.14–17.
book. aSection
casual Go!Team
Skateboard in3LCD/
way,to review
the sentences
focussing
Teacher’s
design and in consolidate
on
the in Teacher’s
Book, rules
thep.111. Teacher’s
andkey obligations.
Book, learning,
Book,
p.107. p.105
or you or could yourefer could to thechoose Games an
Reference book Projector Internet
Bank
activity
Ask
Talk
9.
Pupils
7.Choosepupils
Ask
toinpresent
display
pupils
tothe
forconsolidate
aifTeacher’s
volunteers
parents
post-lesson
about
their
their work 5-line
the
should
learning
Book
toimportance
in
taskpresent
TEACHINGdescription
alet
pp.14–17.
gallery
from
from
babies their
Section
of
the
walk.
tofollowing
AIDS/ eat
video
post-lesson
theon 3RESOURCES
class
to
games
their review
rules own.tasks
from
forand Pupils
fair
Step
inconsolidate
Section
play discuss
6. in sport 3. and key (CCE:give
learning. Values).
reasons for their answers.
Module / Pictures Radio/ Television Magazine/ Brochure
/ Textbook Storybook CROSS TEACHING AIDS/ Chart/ RESOURCES Graph (CCE) MS Powerpoint
CURRICULLAR ELEMENTS
// Textbook
Reference book Storybook
Flashcards Chart/
LCD/ Graph
Projector MS
Internet Powerpoint
Creativity and Innovation Language Environmental Studies Learning to Learn
Reference
Module book / Flashcards
Pictures LCD/
Radio/ Projector
Television Internet
Magazine/ Brochure
Science & Technology Entrepreneurship Thinking Skills / ICT
Module / Pictures CROSS CURRICULLAR Radio/ ELEMENTS Television (CCE) Magazine/ Brochure
MORAL VALUES
// Creativity CROSS CURRICULLAR ELEMENTS (CCE)
Generous and Innovation Language
Forgiving Environmental
Responsible Studies Learning
Respect to Learn
/ Creativity
Polite &and
Science Innovation
Technology Language
Entrepreneurship Environmental
Thinking Skills Studies / Learning
ICT to Learn
Honest / Thankful Coorperation
Science & Technology Entrepreneurship MORAL Thinking Skills
VALUES / ICT
Helpful Justice Kind-hearted / Loving
// Generous Forgiving MORAL VALUES Responsible Respect
Diligent Unity Friendly Cleanliness
/ Generous
Polite Forgiving
Honest / Responsible
Thankful Respect
Coorperation
I-THINK MAPS
Polite
Helpful Honest
Justice / Thankful
Kind-hearted / Coorperation
Loving
/ Circle map Bubble map Double bubble map Multi flow map
/ Helpful
Diligent Justice
Unity Kind-hearted
Friendly / Loving
Cleanliness
Bridge map Tree map Brace map Flow map
/ Diligent Unity I-THINK Friendly
MAPS Cleanliness
21 CENTURY LEARNING
st
/ Circle I-THINK Double MAPS bubble map
4 C’s map Bubble
Critical thinking map Round table Multi
Threeflow stray, map one stay
/ Circle
Bridge map
map Bubble
Tree map Double bubble map Multi flow
map map
Communication Thinkmap pair share Brace
Hot seat map Flow
Simulation
Bridge map Tree map 21 CENTURYBrace
st
LEARNING map Flow map
Collaboration / Gallery Walk Role play Field experiment
4Creativity
C’s Critical thinking 21st CENTURYRound LEARNING table Three stray, one stay
4Communication
C’s Critical
Think pair thinking share Round
Hot seat table Three
Simulation stray, one stay
THINKING SKILLS
Communication
Collaboration / Think
Gallerypair Walk share Hot
Role seat
play Simulation
Field experiment
/ Remembering Applying Creating
Collaboration
Creativity / Gallery Walk Role play Field experiment
Undersatnding Analyzing Evaluating
Creativity THINKING SKILLS
TEACHING AND LEARNING EVALUATION
// Remembering THINKING SKILLS
Exercise book / Textbook Applying Activity book Creating Worksheet
/ Remembering
Undersatnding Applying
Analyzing Creating
Evaluating Group work
Observation Oral Presentation
Undersatnding Analyzing AND LEARNING EVALUATION Evaluating
TEACHING
Quiz Task Project/ Assignment Acting
/ Exercise book / Textbook TEACHING AND REFLECTION LEARNING ActivityEVALUATION book Worksheet
/ Exercise book
Observation / Textbook
Oral___/___ pupils were able to achieve Activity
Presentation book Worksheet
Group work
the learning objectives
Observation
Quiz Oral
Task___/___ pupils were able to answer Presentation
Project/ Assignment Group
Acting work
the questions correctly
Quiz Task REFLECTION Project/ Assignment Acting
___/___pupils need extra guidance
___/___ pupils werewere able REFLECTION to achieve the today’s learninglesson objectives
___/___pupils able to master
___/___ pupils were able to achieve answer the the questions
learning objectives correctly
___/___ pupils ___/___pupilswere able toneed answer extrathe questions correctly
guidance
___/___pupils ___/___pupils were able need to extra masterguidance today’s lesson
___/___pupils were able to master today’s lesson
 ENGLISH LANGUAGE YEAR 6
DAY CLASS  
TIME DATE  
TOPIC Project Based Learning (Lesson 80)
THEME -
FOCUS Project Based Learning
CONTENT STANDARD Teachers to select an appropriate main skill and complementary skill based on the needs and interest of the pupils.

LEARNING STANDARD Teachers to select an appropriate main skill and complementary skill based on the needs and interest of the pupils.

OBJECTIVE By the end of the lesson, most pupils will be able to:
- Select an appropriate main skill and complementary skill based on the needs and interest of the pupils.

SUCCESS CRITERIA Pupils can select an appropriate main skill and complementary skill based on the needs and interest of the pupils.

ACTIVITY Teachers will need to develop their own lessons based on topic/themes and resources that they select. Ideas for
  projects should be based on the needs and interests of the pupils.
 
 

TEACHING AIDS/ RESOURCES

/ Textbook Storybook Chart/ Graph MS Powerpoint
Reference book Flashcards LCD/ Projector Internet
Module / Pictures Radio/ Television Magazine/ Brochure
CROSS CURRICULLAR ELEMENTS (CCE)
/ Creativity and Innovation Language Environmental Studies Learning to Learn
Science & Technology Entrepreneurship Thinking Skills / ICT
MORAL VALUES
/ Generous Forgiving Responsible Respect
Polite Honest / Thankful Coorperation
Helpful Justice Kind-hearted / Loving
/ Diligent Unity Friendly Cleanliness
I-THINK MAPS
/ Circle map Bubble map Double bubble map Multi flow map
Bridge map Tree map Brace map Flow map
21st CENTURY LEARNING
4 C’s Critical thinking Round table Three stray, one stay
Communication Think pair share Hot seat Simulation
Collaboration / Gallery Walk Role play Field experiment
Creativity
THINKING SKILLS
/ Remembering Applying Creating
Undersatnding Analyzing Evaluating
TEACHING AND LEARNING EVALUATION
/ Exercise book / Textbook Activity book Worksheet
Observation Oral Presentation Group work
Quiz Task Project/ Assignment Acting
REFLECTION
___/___ pupils were able to achieve the learning objectives
___/___ pupils were able to answer the questions correctly
___/___pupils need extra guidance
___/___pupils were able to master today’s lesson