ENGLISH

ENGLISH LANGUAGE
LANGUAGE YEAR
YEAR 66
DAY
DAY ENGLISH LANGUAGECLASS
YEAR 6
CLASS
DAY
TIME ENGLISH
ENGLISH LANGUAGE
LANGUAGE YEAR
YEAR
CLASS 66
TIME
DAY
ENGLISH
ENGLISH LANGUAGE
LANGUAGE YEAR
DATE
YEAR
DATE
CLASS
66
DAY
TIME
TOPIC Life In the Past (Lesson 17) CLASS
DAY
TOPIC
DAY
DAY
DAY
ENGLISH
Life In the Past (Lesson 25) LANGUAGE YEAR
CLASS
DATE
CLASS
CLASS
CLASS
6
TIME
TIME DATE
TOPIC
THEME
DAY
TIME Life World In ofThe
theKnowledge Past(Lesson
Past (Lesson 30) 24)
32)
29) CLASS
DATE
THEME
TIME
TIME World of Knowledge DATE
DATE
TIME
TOPIC
TOPIC Life
Toes
LifeWorld In In
the(Lesson
thePast Past 31)
(Lesson (Lesson 18) 28) DATE
DATE
THEME
FOCUS
TIME
TOPIC World
Life Reading In of
theof Knowledge
Self,Self,
Past Family Family
(Lesson and and
21)
23) Friends Friends
FOCUS
TOPIC
TOPIC Listening
Life
Life In
In the
the Past
Past (Lesson
(Lesson 19)
20) DATE
TOPIC
THEME
THEME Life
World
World In
of the
of Self,
Knowledge Past
Stories (Lesson
Family and Friends 22)
FOCUS
TOPIC
CONTENT
THEME STANDARD Language
Listening
Speaking
Toes
Life
World Reading In (Lesson
the
of 3.2
1.2Awareness
Past
Self, 26) (Lesson
Family and 27) Friends
THEME
THEME World
World of
of Knowledge
THEME
FOCUS
CONTENT
FOCUS STANDARD World
Reading
Language
-Language
Listening
Speaking
Writing Understand of Knowledge
Self,
1.2Arts
2.2 a Family
Awareness
meaningvariety and of
inlessons Friends
alinear
variety and shouldofnon-linear
familiar be presented print andand
contexts digitalpractised texts by using using a Main appropriate Skill andreading a Complementary strategies Skill
THEME
FOCUS
FOCUS World
Language
Writing
Listening of Self,
Stories
ArtsFamily and Friend
FOCUS
CONTENT
FOCUS STANDARD Speaking
Writing
Language
(Listening,
Understand
Use
Reading Reading 4.3
4.2
appropriate 3.2 Arts
Speaking,
meaning 5.3 communication Reading
in a variety or Writing)
strategies
of familiar contexts
CONTENT
FOCUS
CONTENT STANDARD
STANDARD Writing
Language
Reading
Writing
Communicate
Express
-Teachers Understand4.34.2 4.3an Arts
can a variety
imaginativewith
basic
use
5.3 appropriatethe ofContent
information linear and
response language
and tonon-linear
intelligibly
Learning
literary formfor print
textsStandards
aand range and
styleof digital
for a texts
inpurposes
the rangeYearby inof
6printusing
DSKP
purposes and appropriate
digital
in print media reading
and digital strategies
media
CONTENT Speaking 2.1
CONTENT STANDARD
CONTENT STANDARD Listening
Speaking
Communicate 1.1
2.1 with appropriate language form and style for aprovided
range ofby purposes indigital
print and digital
LEARNING
CONTENT STANDARD
STANDARD
STANDARD Reading
Express
Language
Reading
Speaking
Communicate
1.2.2
Recognise 3.2.3
-Language Guess an
Understand3.2
3.2
2.1
Arts the
imaginative
Awareness
and basic
with
5.3
simple meaning
reproduce appropriate
with information
information
little
lessons oftarget
response or unfamiliar
no language
intelligibly
should to literary
intelligibly
support
language words
be formfortexts
specific
presented
sounds from
a and range clues
style
information
andof for
purposesa
practised range
of longer inof other
usingprint
purposes
simple a known
andMain texts in words
Skill print
on media
and
a andand
range
a byofmedia
digital context
Complementary media topics
familiar Skill
Communicate
Reading
Understand 3.2 simple of
aa variety information
linear and intelligibly
non-linear print and digital texts by using appropriate reading strategies
LEARNING STANDARD Writing
Express
Understand
Communicate
1.2.2
4.3.2
(Listening,
1.2.1
Listening 3.2.1
2.2.1 Keep4.3an
Understand
Spell 1.2 imaginative
Speaking,
most variety
simple
interaction high-the
with main
of
information
Readingresponse
linear
frequency
little
going idea
or inand
no or ofwords
short simple
intelligibly
tonon-linear
support literary
Writing). exchanges longer
accurately texts
specific
the print
main texts
by and
information
in
idea digital
independent
checkingof longer texts
of longer
understanding by
writing
simple using
simple
texts appropriate
of texts
on whata on
rangea a reading
range
speakerof familiarof
is strategies
familiar
sayingtopicstopics
Writing
Understand 4.2
LEARNING
OBJECTIVE
OBJECTIVESTANDARD Communicate
Writing
Listening
4.3.2
4.2.3
-Teachers
2.1.4
By
Understand 5.3.1
By Spell
theAsk
the 4.3a1.2
Narrate
Respond
end
end
variety
can
most
about
of
of with
factual
the
meaning use
the and
of
imaginatively
high- the
lesson,
lesson,
linear and language
appropriate
and
infrequency
Content
describe imagined
most
a paragraphs
variety
most and
future
non-linearform
and
pupils
pupilswords
ofintelligibly
events
Learning
planswillaccurately
will
familiar be
be
printand
and
or through
andstyle
Standards
ableaexperiences
events
contexts
able
digital
offor
to:in creating
independent
texts
a range
inpurposes
the simple
by using
inof
Yearwriting 6stories
DSKP
appropriate
purposes anddigitalinsimpleprint readingand
poems/
strategies
digital Other media
LEARNING
LEARNING STANDARD Communicate
4.3.3
3.2.1
Communicate
Understand Produce
Understand aresponses
meaning
basic
plan
with of
the information
two
main
appropriate
in a idea
variety
intelligibly
of
language
of simple or
familiar more for
longer
form for
contextsand ato:style
range
texts familiar for atopicrange and of
print
modify
purposes
and thissimple
in appropriately
print
media
and digitalin responsemedia to
LEARNING STANDARD
OBJECTIVE
LEARNING STANDARD
STANDARD 5.3.1
3.2.4
imaginative
-4.2.3
By
1.1.1
2.1.1
feedback - Understand
Guessthe Respond
Narrate
Useend
Recognise
Give the with
of factual
with
the
meaning
detailed some
imaginatively
andlesson,
little and
support
as
or
reproduce
of
information imagined
appropriate.
most
no
unfamiliar and
familiar
support
pupils intelligibly
events
independently
about words print
specific
will
themselvesbeand
and
from through
able digital
experiences
information
a
clues to:
wide and creating
resources
range
provided
othersand ofsimple
details
by to
target check
other stories
of meaning
longer
language
known and simple
phonemes
words andtextspoems/
by on aOther
context range of familiar
LEARNING STANDARD
OBJECTIVE 3.2.2
imaginative
4.3.1
5.3.1
3.2.2
-2.1.1
topics
By Understand
theGive
Use
Respond
Understand detailed
capital
responses specific
imaginatively
specific
letters,
informationas information
full
appropriate.
information
and
stops,about intelligibly
commas and
themselves
and details
details
through
in lists, of
of
and simple
ofsimple
creating
question
others longer
longer marks, texts
texts
stories
ofand speech
and asimple
marks poems/
appropriately Other
range ofat discourse
3.2.1 1.2.5
4.2.1 - presented
Understand
Keep
Understand end
interaction
Understand
Give
Understand
ofand
detailed the
with
the practised
themain
lesson,
little
going
moreinformation
main
or inmost
no
complex
idea idea
using
short
ofsupportpupils
ofsimple
aexchanges
about Main
supported
simple
specific
thewill
longer Skill
themselves be
main
longer
able
and
by information
idea
questions
texts ato:
checking
and Complementary
longer
others and
understanding details
simple Skill
texts longer
(Listening,
of on whata simple
range Speaking,
speaker oftexts isonsaying
familiar aReading
topics orfamiliar
Writing).
OBJECTIVE 4.3.1
level
imaginative
-1.2.5
topics
By SpelltheUnderstand
Narrate
Ask Usemost
endfactual
about capital
responses
ofandhigh- thedescribe
and more
letters,
lesson,
frequency as
imaginedcomplex
full
appropriate
most
future stops,
words events
pupils supported
plans commas
accurately
will
andevents
or intexts
questions
beexperiences
able inlists, to: question marks,
independent writing and speech marks appropriately
OBJECTIVE
SUCCESS CRITERIA
CRITERIA By By the
Pupils the
end end
can of some of
the
guess thelesson, lesson,
the meaning most most pupils pupils
ofor will will
be be
able able to: to:
OBJECTIVE
OBJECTIVE
SUCCESS By
4.3.1
-By
Pupils Spell
Use the
Respond
Understand
the Useend
with
most
end
can of
capital
understand
presented
understand
keep the
imaginatively
of high-the lesson,
letters,
support
main
lesson,
frequency
interaction idea
and
with and
with most
full
familiar
most of words
practised
little
little
going pupils
stops,
intelligibly
simple
pupils orunfamiliar
print no
in commas
no will
accurately
will
longer
usingand
short be
through
support
support bedigitalwords
able
inspecific
able
texts
aexchanges
Main inlists,
the to:
creating from
independent
resources
to:
Skill
main question
by clues
simple
information toofmarks
/Complementary
ideachecking provided
writing
check stories
longer and and
meaning by
and
details
understanding other
speech of known
simple
Skill(Listening,
simple texts marks
ofpoems/
longer onwhat words
appropriately
aSpeaking,
simpleaOther
range and
speaker byon
of imaginative
texts isat
Reading
familiar context
adiscourse
sayingrange and
/Writing).
topics andof
andask
SUCCESS CRITERIA --about
- Produce -level
-Respond
-Narrate
familiar
Pupils
ask
Recognise
understand
Give
responses
Understand
Understand
aboutcan
and
a
detailed
topics
plan
factual the and
imaginatively
as
understand
and narrate
describe
of
and main
describe
reproduce
two
information
specific
appropriate.
specific
andspell factual
future
paragraphs
idea
imagined
information
information
withand
most
future ofand
plans
independently
simple
about
intelligibly
little events
high- orand
imagined
plans
or
and
no
more
longer
themselves
orand
frequency
events details
details
through
support
fora
texts wide
a
experiences
events
events and familiar
ofwords
of creating
simple
simple
specific
and
range
others of target
topic
longer
longer
simple
accurately
experiences
information
andtexts
texts
stories
in and
language
modify
independent
anduse and
details
phonemes
thissimple appropriately
withofsome writing poems/
longer supportsimple
in response
Other familiar
textsimaginative
on
to feedback
print
a rangeand digital of
ACTIVITY
SUCCESS --By
- Understand Understand
Pre-lesson the more
main complex
idea of supported
simple longer questions
texts
SUCCESS CRITERIA
OBJECTIVE
ACTIVITY CRITERIA Pupils
responses
-UseUnderstand
Give
Pupils
familiar
resources
Pre-lesson can
thecapital
detailed
end
can topics give
toas
of letters,
understand more
the
check and detailed
appropriate
information
lesson,
complex
spellfullthe
meaning information
stops,
mostmost about
main supported
commas
pupils
high- themselves
idea about
will
frequency
of questions
inbe
simple themselves
lists, able
and
wordsquestion
longer to:
others and
accurately
texts marks, others
and inand
understand speechspecific
independent marks writing appropriately
information and at discourse
details of simple level
SUCCESS
ACTIVITY CRITERIA Pupils
9.Pupils
1. -longer
Use
Respondcan
Pre-lesson
Review
Show
Ask
1. capital
can
texts
Review
Choose
the the the imaginatively
recognise
produce
narrate
understand
respond
pictures
first letters,
language
atopicpre-lesson
Cooler afactual
ofplan
of full
and
imaginatively
lifefrom and
Londonstops,
inreproduce
specific
or
question anddraft
taskthe
Unitintelligibly
commas
imagined
ininformation
past
fromof
2the
on and
two
with using
p.51
the anth
through
independentlyinofone
17intelligibly
paragraphs
events lists,
and
theofand
activity
century
activities creating
question
details
through
the or
infrom
and
Teacher’s aSection
wide ofsimple
experience
more
activities
ask
the marks,
range
creating
simple
for
list
pupils
Book.
3 to from stories
ofaand and
of
familiar
longer
simple
use
pre-lesson
what
review the
Have speech
target and
texts
theytopic
capital
stories
pre-lesson
the
pupils simple
language
can marks
and
tasks
main and see,
discuss poems/
letters,
and intasks
ideas appropriately.
phonemes
understand
modify simple
Section
where full
inthis
from
in Other
stops, orand
poems/
3more
Section
they
small imaginative
appropriately
recent understand
commas
think
refer
groups complex
Other
3lessons, theinin
orittorefer
is,
for more
tolists,
Games
or
five the
refer
SUCCESS CRITERIA
ACTIVITY response responses
complex
1.imaginative
Pupils
question
supported
Pre-lesson
Using
Review
Games
Bank
which
minutes
to
1. the can
to
PrepareinGames
the
century
Bank
the as
supported
marks,
feedback
questions
and respond
responses
examples appropriate
atopic
Teacher’s
make itand
writing
inBank the questions
isofandimaginatively
speech
in, life as
infrom
notes.taskunderstand
Teacher’s
etc. inappropriate
Book,
the to
the marks
pupils’
Note
Gather review
Teacher’spp.14-17
past
Book
any and
workappropriately
the
using
theand
intelligibly
useful
feedback main
pp.14–17
Book,from
for give
spelling
one more
key ideaofdetailed
Lesson
pp.14–17
and forthrough
atofmore
vocabulary
the
of
ideas.
take discourse
simple
vocabularyinformation
activities
18,notes
for creating
say
ideas.
morelonger
onon somelevel
from
the
from
the
ideas.simple
texts
about
board.
sentences
thethepre-lesson
board. stories
unit. themselves
Lesson
in the and tasks simple
form and
delivery intheyothers
poems/
Section are written 3 Other
or refer (pupils to the
ACTIVITY Pre-lesson -imaginative
Use
Pre-lesson
Lesson
mayReview
Games
1.
2. Showcapital
have delivery
Bank pupils
used letters,
responses
pupils’ in the present full
answers asstops,
picture/extract
Teacher’s appropriate
simple, commas
to Activity
Book past from and 3 inon
pp.14–17
simple, ause lists,
diary
p.31 question
orcapital
for
and
some
ofmore theask may marks
letters,
Pupil’s
ideas.
pupils have full and
Book
what stops,
used speech
bythey used
asking canmarks
commas tosee. Ininsmall
).questions appropriately
lists,who
Ask question
groups,
about theytheir at
pupils
have discourse
marks,textlearned
listenandaand
with level
SUCCESS CRITERIA Use
1. 10.
1.
2. speech
Pupils
1.
write
about
Choose
Lesson
1.
2. Play
true-false
Follow
the can
Review
Choose
Follow
Have marks
apictures
that
the
fullanrespond
adelivery
whole
pupils
activity.
kept
sentence
the appropriately
instructions
the
from
activity from aclass
poem
look
instructions imaginatively
activities
diaryfrom
Lesson
at Toes
orthe
around
using large
(Samuel
forthe at
used
from
for
.Activity
17thediscourse
functionalgroup
pre-lesson
the(bothand
the
classroom.
Pepys).
Vocabulary 1when intelligibly
tovisualisation
game
Review
in
those the
languagelevel
tasks
Show using
suitable.
inTeacher’s
from
unit
Inthe through
ingroups,
Warm-up:
(or the
(Pupil’s
inthe
Section Repeatnouns
explain)
Teacher’s
the UK Book creating
they
and
Book,
Pupil’s3Time to
three
howand
p.42.
write
Book,from
review
Book, simple
verbs
pp.32–33,
machine
aor
Use
as
Malaysia)
blog
four
p.54. the
many
p.30 the stories
from
can
times.
theme
activity Working
Activities
picture
English
be
(phrasesto and
Review
review
aof indiary simple
ofDiaries
the
words
to1–5),With
Samuel
vocabulary
checktoo.
Teacher’s
and which
forpoems/
Words
refer
Elicit
check
Pepys
things to
reviews
understanding Other
sentences
Book,
and
as
the theyahistorical
whole
p.56.
the
can oftosee
class. in
ACTIVITY content
2.
3. imaginative
Lesson
Pre-lesson
compare
Games
Have
the
language,
Follow
what In
Ask
classroom
through
apairs
(pronounced:
3.
2. pupilspupils
delivery
Bank
the
speaker responses
diaries
vocabulary
orlook ain
groups
to
instructions as guessing
/piːps/)the
isdo
inaround
possible
the
the
saying). as
Teacher’s
of
asand
past
for appropriate
actions
three,
the
game skills
on and
introduce classroom.
Activity
Pupils apupils
Book
to
or
large
covered
now revise
1another
copy and
p.14–17
brainstorm
using
pupils
in piece
the
the Inuse
the
in to used
lively
groups,
Units
Teacher’s
phrases
him.capital
ofverbs.
for
paper. to.
ideas
activity.
more
1 and they
Ask
into letters,
Give
ideas.
for
Book, 2.write
pupils
theiraThis
themveryfull
p.54. stops,
aschoice
about
short
many
notebooks,two
Pupils commas
minutes
their
extract
should
English ownbe
brainstorm
leaving or
for wordsin lists,
diary-keeping
scene
based
this.
two more question
forsimilar
lines on things
your
ideas
between habits.
toabout
they marks
observations
that can
eachin and
lifeActivity
see
in in
one. and1
Lesson
2.
11.
3. speech
Lesson
the
2.
1. Elicit
3. Follow
Follow
on
notes Have
p.31
Pupils
future.marks
classroom
See
delivery
on the some
delivery
of pupils
Section
pupils’
the
instructions
lookthe appropriately
instructions ideas
instructions
Pupil’s
as
backreview
progress
3,
possible
for
onfrom
Pre-lesson
Book.
the
for
Activity
their and
forat
pupils
Warm-up:
words
onThe discourse
workActivity about
aachievement
2Tasklarge
topic
in theythe9:
during What
1piece
havelevel
how
should
in
Memory
Teacher’sthe
this people
can
of
brainstormed.
inunit.
Teacher’s
be
paper.
these
you Chain.
aBook, lived
scene
Hand see?
units.
Give Use inin
Book,
p.43.
out fromLondon
They
them
Choose
the
the p.56.
family
Teacher’s
Pupils inlook
sentence:
circle
twoactivities
worksheet. Pepys’
minutes
life
things in IAswant
atBook,
theirtime.
which
which
each for
they topicture
puttoreview
Elicit
grandparents’
p.46,
this.will
they
review tomatoes
more
focus
think
andtheir ideas
areas
children inabout
attention
younger
talk work, my
about
pupils onhow
could
havedays. found
the
ACTIVITY Ask3.
2.
3.
2. 4. pupils’
language
Ask
Have
find
Pre-lesson
Encourage
Write
them
what
2. sandwich...
challenging
pupils
Have
Follow
Divide
in
pupils
they
fill
the grandparents
pupils
theirto
inpupils
in
pupils
the
wordsremember
topupils
see.
the classroom
orcontext.
review
look table Iinto
instructions
which
write want
environment,
to
again
the lived.
consider
groups.
with to
questions
they
the 50words
at put
text
(or
may
for
ideas Note
the tomatoes
technology
100)
Activity
in
the
they
text
theyuseful
have
forthe past
years
their
on
have
Pupil’s
have and
inideas
forgotten.
1page inpartner
ago.
their
the
had
and cucumbers
28on
brainstormed.
Book everyday
tothe
Teacher’s
Write
community.
andYou
of pp.22–3
the board.
check
could
them inBook,
Pupil’s
information They my
family
their
on
have
to
They sandwich.
order
the
Book.
circlelife
ideas
p.52.
pupils
they should
boardthe
onthings
Ask
inPupils
have choose
Step Whose
Ifound
sentences
the and
includewant
which
analyse
focus
2 using
board. to
foroutdiary
three
they put really
themselves
Havein
on isthings
inPepys’tomatoes,
Activity
spellingit?unit
think
the some and
diary inDoes
children
1from
at
what
pupils
so cucumbers
this
the
content.
the
far they Gemma
stage.
could
Pupil’s
comewrong
relating would
tofind and
Book,use
time.
the
to like
p.24.
3.
12.
4. formal
to
Follow
in
Have
board
life
4.
3. in…
Follow
1. their
check
do
They
Ask
Give
Pupils
in
theor
andin
pupils
the informal
my
classroom
pupils
the
each
should
their
instructions
past,write sandwich
instructions
instructions
look
review
use a language
understanding/ideas,
group
tolife then
atread
look
words 50
their
dictionary
unit.
now
for aread
at
(orfor
Gemma’s
body
for
toes
the
See100)
Activity
orand quickly
phrases in
Vocabulary
Activity
picture
part.
and
life 3her
Teacher’s
toyears check
indiary diary?
indescribe
(e.g.
to
1under
the offor
the in
check
ago. in the
(Pupil’s
the
spelling
eye,
the
example
Book,
future. Write
Teacher’s Teacher’s
classroom
each them
Teacher’s
their
nose, pp.58–59
Book,
and What
them
word e.g.
answers.
hand)
Book, tiny,
ondid
meaning
p.28).
on Book,
Book,
relating page
for
the
p.43.small,
Mr.
Ask Brockbank
ofp.48
instructions
p.46
board
to 27 around,
words
Pupils
how to
of to
gistand
guide
the
these long,
forreally
introduce
question
readbefore
Pupil’s
focus pupils
to big
activities.
may asking
onBook.
check switch
vocabulary.
such
be to
spelling
innotice
you
as
theirAsk
the on?
Dofor
attheyou
them
future.
answersthis
help. think
target andGemma
stage.
if This
they could
can
to gainsee behad
a an
Follow
3.
4.
3. 5. a3.
Tellgood
global
5.
4.2. Follow
language
Lesson
Pupils
Ask
anything
online Pupils
Settheor
Elicit
Divide
pupils day?
analyse
pupils
delivery
instructions
on
paper-based
from
ask
form
discuss
understanding
the totheir
you Why/Why
instructions
look
aclass
their
pupils
and
the
writing
will lists.
what
atgive
language
partners
into offor
meaning.
for
thewhy not?
atwo
the Activity
dictionary.
task
Activity
functions/actions
picture
they
short which
the
Have
in like
halves.
text. the 1ispupils
2questions
ofin the
presentation in
diary.
their
the
based
Note the
classroomTeacher’s
Teacher’s
toes
exchange
these
Remind
and
that onabout
andthe
discuss
half parts on
what
pupils
unit
Book,
of Book,
their
page
these can
the theme
the
theirthat
ideas
p.44.
do.
pupils p.48.
27
answers.
topics. toes
exclamation
For
ofPupils
in the
past
can
pairs
example:
should
They Pupil’s
and
need
do. before
should
follow future.
marks
to
Book.
eye: answer
whole-class
the
listen blink,
Collect
are
taskAsk andused
the
aswink,
themtheir
questions.
decidemore
feedback.
if work
described, they often
which can
and
and insee
ordergive
the you other
Pupils
4. 13.
4.
5. 2.Follow
informal
anything
feedback
LessonPlay
Follow
Pupils
present
half
Support
6.
5.
4. discuss
Distribute
should the
delivery
the
writing
on
and on
read
listen
the
write
instructions
roll,
recording
the
roletheir
strengths
topics instructions
guideaand
see,
for
than
aplay
questions
Flow
lists.
verytheir
in.consider
stare
pupilsinGive
as Map
ofshort
and
for
more
awords.
the for
Activity
comparing
to
museum
as areas
yourdialogue
scene
the
formal
Activity
each
they style
to
2develop
group.
using
presentation writing.
in
guidework
2again.
life
ofthe
inthe in
the
the
on.
(Appendix
Teacher’s
the
theAsk
example
Have
Activity
Teacher’s
and past
skillpupils
year pupils
give ofwith
1Book,
1)
youdiary
text
toBook,
guessing
feedbacklisten
now.
find
are entry.
asp.46.
inmore
ap.56.
for
Pupils
model.
now Pupils
the
meaning
on examples
Focus
the
(e.g. focus
pronunciation
complete
answer.
fromagain
2021) onof life
context.punctuation
on
the
looking inof used
spelling
London
text back usingtocommon
in
at(/'juːstə/).
at the
this
thediary. target
stage.
past. Point
AsNote theyout
Ask●
5.
14.
5. 6. language.
that
Pupils
words
Ask
do pupils
Talk
3.
5. Pupils
Follow
Groups
thethe
brackets
Pupils
toPlan
accurately.
anotherlisten
pronunciation
if identify
activity,
pupils the
the
any
hand:
exchange
recite
watch for
are
same
gistinstructions
further
about
theytheir
wave,
the
often
informal
a short
questiondifferences
poem.
words.
their
isactivities
should
how used
shake,
different
clip
they language
forwriting
tryineach
on
Activity
toinformal
hold,
for
can
record for
how
usewith
thisuse
be
intouch,
topic, 3the
toanother
new the
unit
found
inwriting
make
asfor
thediary.
ato
clap
functional verb
Teacher’s
in
vocabulary.develop
agroup.
example totheir
sandwich.
nose:
add
onlanguage.
its
hometown
This
information
language
blow,
askingown.
Book,
Encourage group ifDrill
p.51.
When or
skills
pupils several
reads
like
inPupils
pupils Kuala
according
the
they
agree ittotimes
to
example.
review
use Lumpur,
tryit,to
write
with chorally
pupils’
your
theyfind
theas
definitions main
and
can
ideas,the
and
needs.
correct
tickcapital
details
ofindividually,
or itnew
saying
in theirthe
city.
of the
words three
whetherhaving
notebooks.
in
Working
6. 6.
5.
4. pupils
Give
Pupils
Follow
text.
inaccuracies.
the Ask
Follow
English
6.
●
4. Ask
https://www.youtube.com/watch?v=G4BSk1U5ans
pupils
PupilsUse
on
focus
put
the
predictionspupils
pupils
andadiscuss
information
the
their
instructions
smell,
computer,
back
oninstructions
avoidtoareto
ideas
their
read
their
twitch,
act
what pronunciation
out
together
the
where
about
translations
positive writing
for breathe,
they the
diary
for
Activity
orpupils’
available,
verbs
Activity
from
think toentry
negative.
unlesshelp
sniff
3Lesson
willwhile
in
performance
inagain.
3seem
the
plan
the
ask
inGive
saying
necessary,poem.
the
Teacher’s
18.
for
pupils
They Teacher’s
strangeActivity
Have
your full
which
should
topresentation
positive
create
pupils
Book,
especially
to 6. you
Book,
peopleunderline
If theyuse
ap.51.
collected
and
intablep.56.
in their
have
the negative
Pupils
again.
the or
toPupils
case similarities
no
show
using
highlight
future review
shared
of sentences
prepare
the
formative
more
about anything
similarities
the
and
experience
main
adifferences
proficient
our andrewritten
assessment
lives indetails
questions.
the
and
in ofthe
pupils. diary
adifferences.
text
of
to
trip, the
strategies
say
inthat
present. Pupils
have
text. was them
repeat
They
Pupils also
could
15.
7. 4.in
sentences
true
think
writing.
different
PupilsPupils
Give
Based
colour
discuss
The
6.
5. In
Pupils
for
about
while
Great make
groups,
them
workfeedback
in make
their
on using
trace
voices
teaching
ainnotes
pairs
Fire the
yesterday.
familytable
pupils
pairs. used
ofnotes
ortheir
original
on
to about
Londontrip
smallthis
and
review
all
They to/didn’t
fill
feet
aboutthey
aspects
in
Itunit.
poem
find
their
groups.on
isthe
was
ask whisper,
their
possible
have
some ause
aideas
Flow
toes,
card
and ofideas
been
tragic
(CCE: to.
each
answer shout,
illustrations
Map
and
pupils
that and
on.
cut
event,conduct
group’s
with
some
Values). thescream
write
Have
conduct
itbut
correct
out.
topupils
their
work.
questionitfeedback
them
support
etc.
feedback
helped What
information.
owndon’t
Focus
make their
poem
on are
underline
eradicate written
onon
these yousubstituting
ideas.
by
the
these and going
notes
content
theEncourage
anything.
and toofdo
ontogether,
plague. on
any any incommon
pupils’
the
Conduct
common
Askthem the
verbs
which
pupils tofuture?
work feedback
use
language
that
they
toand
language
an
are can
reflect discuss
online
Their asuse
mistakes
on a whole
answers tohow
dictionary
6. 5.Pupils
class,
support
after
mistakes
life
might Pupils
has
positive
7.
●
6. Pupils
pupils
FollowPlan
eliciting
talk
suitable
to
changed
relatewriting
and after
use
check
the
upactivities
to
discuss
write
have
totheir
instructions
prompts
answers
pupils
negative
with aintospelling
ajob,
positively
finished
the
the
thank
partner
the the
whichhave
next
or body
to
steps
in
toyou
question
outcomes or
make
this
full
for
about
focus
step
finished
somesince
to
parts
note
of
Activity
sentences
step.
findof
amaking
fromon
when
oftheir
assigned
new
the
to
words
this
language
these
your their
the4lesson.
grandparents’
dialogue
they
in
step.
aCooler
using
they
the
sandwich.
feet
future to
were
events.. too/also/as
Teacher’s
Monitor
practice
their
don’t
on and the
three
predictions.
activity groups.
know,
form
were
card.
and
inand
years
Book, well.
aquestion
help
or
their
meaningful,
this they
old.
p.57.
pupils.
age, Extend
can
couldusingPupils
making
ask
be fun used
the
for
and
share
done to.
Malaysia
activity
your communicative
as their
ahelp byaideas
whole (in
asking
more English
inmodern
class. groups.
pupils
way. tosociety give one
PutPost-lesson
7. 16.
5.
8. 6.8.two
incorrect
Pupils
Discuss
Monitor
with
7. Pupils’
Pupils
Discuss
In
Pupils
easier
pairswrite
groups,
and
the
piece
tell
pronounce
together
arrange
living
thea(CCE)
note
adiary pupils
partner
of
(CCE) (CCE:
common
information
Value
their
entry
toprepare
ofValue
read
what
Patriotism).
used
feet
about
question
mistakes
and
they
question
cards
about
to
theirareview
again
did
school
–sandwiches.
around
themselves.
at
see
yesterday
–before
this
each
see
trip.
Teacher’s
the
step
Teacher’s
other’s
Either
having
class.
(i.e.
and
PartnersBook,
they
what
work.
Step
them
Pupils
Book, write
they
6.
should
p.51
Make
practice
walk p.51
together
wouldchanges
around
guess the write or
questions
which
the
they
and
in class
their
corrections
information
canand diary
following
support answers
about as
iseach
the
incorrect.
necessary.
yesterday).
feet
other if their
Post-lesson
7. Post-lesson
Individually,
content
Post-lesson
Choose
Review
4.
7. Ask
Pupils
cards apupils
new ispost-lesson
recite
different.
and pupils
toread
vocabulary the
think write
poem
what about
task inatheir to
short
thefrom their
the friends
lesson paragraph
theclass.
learning havean
activities
with andabout
written
in performance
activity their
Section
Section onfrom their
life33into the
to cards.
inthe this
review
review past unit.
post-lesson theThey
the main
maintasks then
ideas
ideas incomplete
Section
from
from this thisthe
3 or self-
lesson,
lessonrefer or to refer
the Games to the
8. Conduct Follow
Choose
Use
6.
Pupils
Post-lesson
assessment
Games
Bank Choose
your
ingive
theanaanotes
Bank
the gallery
agallery
instructions
activity
feedback
post-lesson
inworksheet.
Teacher’s from
thewalk walk,
from monitoring
Teacher’susing
for
Book,the
where
task
Collect
pupils
thepost-lesson
Two
fromCooler
pupils
pp.14–17,
Book, forto
theStars
the
error
give worksheets
walk
Tic-tac-toe
pp.14–17
pp.14-17activities
tasks
foreach
correction
and around
more ain
other
forWish:
for in
Section
from
ideasactivity
Section
more and
more as
feedback
pupils
atwo
look
whole
3into
ideas.
ideas. 3things
the
at
to
and
review
on class
each
consolidate
Teacher’s
their
review
thatlearning
using
other’s
workare
them the
Book,
key
–good
Flow
inpupils
to
board
this ( stars
language,
notep.48
Maps.
lesson
move
orpupils’
ordictate
) Have
and
choose
or
around
responses.
referone
sentences
groups an
the
tothing the
activity
classroom,
talk IfGames
that
forabout pupils
from
canBank
their
look
the
be
to
at each post-lesson
Consolidate
Flow
Follow
Pupils
correct.
in
improved.
there
theother’s
Maps
Teacher’s
share
the wish
are(instructions
any
astasks
learning
work
their you areas
) Book and
todoreview
personal with
this,
of
comment
pp.14–17
forTEACHING
concern,
aLearning
inexperiences
areas
speaking
a casual on
forprepare
ofit.to
more
learning
activity
AIDS/Collect
way,
Learn onideas.
aRESOURCES
how
focussing
review
infrom
in
pupils’
the
this
to the take
Teacher’s
oflesson
work
on
these
post-lesson
caresequencing
atthatinthe
ofBook,
upcoming
their
pupils
end tasks
p.52.
feet.
of
adverbs
have
theinlessons.
Section
lesson
had and difficulty
to
punctuation.
3. review with. it.
/ Textbook Storybook TEACHING AIDS/Chart/ RESOURCES Graph MS Powerpoint
/ Textbook
Reference book Storybook
Flashcards Chart/
LCD/ Projector Graph MS
Internet Powerpoint
Reference
Module book / Flashcards
Pictures LCD/
Radio/Projector Television Internet
Magazine/ Brochure
Module / Pictures CROSS CURRICULLAR Radio/ ELEMENTS Television (CCE) Magazine/ Brochure
/ Creativity and Innovation Language CROSS CURRICULLAR ELEMENTS Studies
Environmental (CCE) Learning to Learn
/ Creativity
Science &and Innovation
Technology Language
Entrepreneurship Environmental
Thinking Skills Studies / Learning
ICT to Learn
Science & Technology Entrepreneurship MORAL VALUES Thinking Skills / ICT
/ Generous Forgiving MORAL VALUES Responsible Respect
/ Generous
Polite Forgiving
Honest / Responsible
Thankful Respect
Coorperation
Polite
Helpful Honest
Justice / Thankful
Kind-hearted / Coorperation
Loving
/ Helpful
Diligent Justice
Unity Kind-hearted
Friendly / Loving
Cleanliness
/ Diligent Unity I-THINK Friendly MAPS Cleanliness
/ Circle map Bubble map I-THINK Double MAPS bubble map Multi flow map
/ Circle
Bridgemap
map Bubble
Tree map map Double
Brace map bubble map Multi
Flow map flow map
Bridge map Tree map 21st CENTURYBrace LEARNING map Flow map
4 C’s Critical thinking 21st CENTURYRound LEARNING table Three stray, one stay
4Communication
C’s Critical
Think pair share thinking Round
Hot seattable Three
Simulation stray, one stay
Communication
Collaboration / Think
Gallerypair Walk share Hot
Roleseat play Simulation
Field experiment
Collaboration
Creativity / Gallery Walk Role play Field experiment
Creativity THINKING SKILLS
/ Remembering Applying THINKING SKILLS Creating
/ Remembering
Undersatnding Applying
Analyzing Creating
Evaluating
Undersatnding Analyzing AND LEARNING EVALUATION Evaluating
TEACHING
/ Exercise book / Textbook TEACHING AND LEARNING ActivityEVALUATION book Worksheet
/ Exercise book
Observation / Textbook
Oral Activity
Presentation book Worksheet
Group work
Observation
Quiz Oral
Task Presentation
Project/ Assignment Group
Acting work
Quiz Task REFLECTION Project/ Assignment Acting
___/___ pupils were able REFLECTIONto achieve the learning objectives
___/___ pupils were able to achieve answer the the questions
learning objectives correctly
___/___ pupils were able toneed
___/___pupils answer extrathe questions correctly
guidance
___/___pupils ___/___pupils were able need to extramasterguidance today’s lesson
___/___pupils were able to master today’s lesson