ENGLISH LANGUAGE YEAR 6

DAY CLASS
TIME DATE
TOPIC Welcome (Lesson 1)
THEME World of Self, Family and Friends
FOCUS Reading
CONTENT STANDARD Reading 3.2
Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
Writing 4.2
Communicate basic information intelligibly for a range of purposes in print and digital media
LEARNING STANDARD 3.2.1 Understand the main idea of simple longer texts
4.2.4 Describe personality
OBJECTIVE By the end of the lesson, most pupils will be able to:
- Understand the main idea of simple longer texts
- Describe personality
SUCCESS CRITERIA
Pupils can understand the main idea of simple longer texts and describe personality
ACTIVITY Pre-lesson
1.Play vocabulary game to activate knowledge of words learned in previous years. Focus on word sets pupils will use
in this lesson (personality adjectives, family, school subjects, free- time activities and holidays). Choose an activity
from the pre-lesson task list in Section 3 of this document.
Lesson delivery
2.Introduce yourself and describe your personality with an adjective. Have pupils brainstorm personality adjectives
and introduce themselves in groups. Ask pupils to make name cards.
3.Ask the pre-reading question in the Teacher’s Book for Warm-up. Then ask pupils to read the short texts in the
Pupil’s Book, p.4. Ask pupils which of the children they agree with most and what they would like to learn about this
year.
4.Ask for two or three volunteers to introduce themselves to the class using the texts as a model. Ask all pupils to
introduce themselves to their partner, using the texts and the volunteers as a model. Monitor as pupils do this to get
an impression of individuals’ levels in your class.
5.Follow the instructions in the Teacher’s Book, p.18, for Activity
6.Pupils read the script again. Ask a question to check their overall understanding of the text.
7.Ask pupils to note two things about themselves in their notebooks.
8.Ask pupils to write at least two sentences about themselves.
Post-lesson
9.Pupils introduce themselves in new groups by reading their self-introduction.
 ENGLISH LANGUAGE YEAR 6
DAY CLASS
TIME DATE
TOPIC Welcome (Lesson 2)
THEME World of Self, Family and Friends
FOCUS Writing 1
CONTENT STANDARD Writing 4.2
Communicate basic information intelligibly for a range of purposes in print and digital media
Speaking 2.1
Communicate simple information intelligibly
LEARNING STANDARD 4.2.1 Give detailed information about themselves and others
2.1.1 Give detailed information about themselves and others
OBJECTIVE By the end of the lesson, most pupils will be able to:
- Give detailed information about themselves and others
SUCCESS CRITERIA Pupils can give detailed information about themselves and others

ACTIVITY Pre-lesson
1. Review previous lesson’s personality adjectives and pupils’ names with a short class quiz: ‘Who is [kind]?’ Ask
pupils to display their name cards.
Lesson delivery
2. Briefly review the content of Activity 1 (Pupil’s Book, p.5) by asking pupils what they remember about the four
children. They can check by looking at their answers to Activity 1 from the previous lesson.
3. Follow the instructions in the Teacher’s Book (p.19) for Activity 2. Pupils work individually to write
questions. Support your pupils as necessary by writing gapped questions on the board when eliciting these
before the pupils write. If pupils find this challenging, review present simple questions at this stage.
4. Pupils use their questions to ask a partner about themselves. They should check the accuracy of their
questions as they do this. Monitor to assess pupils’ ability to write questions.
5. Based on the instructions for Activity 3 (Teacher’s Book, p.19), pupils should ask members of their group
(4–6 pupils) the questions and make a note of the answers.
6. Ask pupils to write about their group in their notebooks.
7. Pupils share their writing with their group and ask each other to check content and language.
Post-lesson
Choose a post-lesson task from Section 3 to review content and/or language pupils had difficulty with during the
lesson.
 TEACHING AIDS/ RESOURCES

ENGLISH LANGUAGE YEAR 6

DAY CLASS
TIME DATE
TOPIC Welcome (Lesson 3)
THEME World of Self, Family and Friends
FOCUS Listening
CONTENT STANDARD Listening 1.2
Understand meaning in a variety of familiar contexts
Listening 1.1
Recognise and reproduce target language sounds

LEARNING STANDARD 1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar
topics
Listening 1.1.1 Recognise and reproduce independently a wide range of target language phonemes
OBJECTIVE By the end of the lesson, most pupils will be able to:
-Understand with little or no support specific information and details of longer simple texts on a range of familiar topics
-Recognise and reproduce independently a wide range of target language phonemes
SUCCESS CRITERIA Pupils can Understand with little or no support specific information and details of longer simple texts on a range of
familiar topics and recognise and reproduce independently a wide range of target language phonemes

ACTIVITY Pre-lesson
1. Play a game to introduce the two topics (jobs & places), for example Beat the Teacher
(see Pre-lesson Task 7).
Lesson delivery
2. Follow the instructions for Warm-up in the Teacher’s Book, p.20 –listen to words and categorise them.
3. Follow the instructions for Activity 1 (Teacher’s Book, p.20) – pupils find words in the picture.
4. Review answers to Step 3 by having pupils listen to the word and point to the picture. Drill the new words as
they point. Focus on difficult sounds and word stress of longer words such as photographer, businesswoman and
police officer. Ask pupils to count the syllables with their fingers and highlight the stressed syllable as they say
the longer words.
5. Read aloud the definitions you have prepared. Pupils listen to your definitions and try to find the words you
are describing. They should write the words. [E.g. This is a person who rides the waves on a board].
6. Check answers and draw attention to spelling where needed.
7. Have pupils prepare some similar definitions and play the game in small groups.
Post-lesson
Review learning by asking pupils to say which words they often use in their own daily lives.
 ENGLISH LANGUAGE YEAR 6
DAY ENGLISH LANGUAGECLASS
YEAR 6
TIME
DAY CLASS
DATE
TOPIC
TIME Welcome (Lesson 4)
DATE
THEME
TOPIC World of Self,
Messing AboutFamily and5)Friends
(Lesson
FOCUS
THEME Speaking
World 1 Family and Friends
of Self,
CONTENT STANDARD
FOCUS Speaking 2.1
Language Arts 1
Communicate simple information intelligibly
CONTENT STANDARD Language
Writing 4.2Arts 5.3
Express
Communicate an imaginative responseintelligibly
basic information to literaryfortexts
a range of purposes in print and digital media
Listening 1.1
LEARNING STANDARD 2.1.1 Give detailed information about themselves and others
Recognise and reproduce target language sounds
4.2.1 Give detailed information about themselves and others
LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems/ Other
OBJECTIVE By the end ofresponses
imaginative the lesson, asmost pupils will be able to:
appropriate
-1.1.1
GiveRecognise
detailed information about themselves and
and reproduce independently a wideothers
range of target language phonemes
OBJECTIVE By the end of the lesson, most pupils will be able to:
SUCCESS CRITERIA -Pupils
Respond
can imaginatively and intelligibly
give detailed information aboutthrough creating
themselves and simple stories and simple poems
others
- Other imaginative responses as appropriate
ACTIVITY Pre-lesson
- Recognise and reproduce independently a wide range of target language phonemes
1. Review new or difficult vocabulary from the previous lesson using an activity from the pre-lesson task list in
SUCCESS CRITERIA Pupils can respond imaginatively and intelligibly through creating simple stories and simple poems, other
Section 3.
imaginative responses as appropriate and recognise and reproduce independently a wide range of target
Lesson delivery
language phonemes
Follow instructions in the Teacher’s Book, p.21, for the Cooler true-false activity.
ACTIVITY 2. Pre-lesson
Follow instructions in the Teacher’s Book, p.20, for Activity 2. Tell pupils to focus on spelling in this activity. As
1. Pupilsand
you monitor lookwhen
at theyoupictures
conduct around the poem
feedback, note and
words talkwhich
aboutpupils
them.spelled incorrectly. These can be used
2. Pupils guess what
at the post-lesson stage. the poem is about.
3. Lesson delivery in the Teacher’s Book, p.20, for Activity 3, but pupils first say two true and two false
Follow instructions
statements in the
3. Recite poem
pairs. Then and pupils repeat
together, after.their statements in their notebooks.
they write
4. Pairs join another pair. Pupils read the otherthe
4. Pupils do the gestures as they recite poem
pair’s e.g. jumping,
statements kicking,which
and decide thirsty,
aresticky
true and which are false.
5. Elicit from
They explain theirthe pupilstoonthe
answer who theypair.
other can Monitor
relate toandbest: Jumping
check John,
pupils’ workKicking
as theyKirsty,
do thisMad Mickey
activity. or Fat
Note
Fred.
examples of common mistakes for Step 6.
6. Demonstrate how to perform a jazz chant for the first stanza.
Post-lesson
7. Help pupils
On the board, writetoone
identify
or two thesentences
stress and pupils
rhythmmadeby clapping hands
mistakes or snapping
in. Ask pupils tofingers
work in timea to
with the beat.
partner to say the
8. In groups,
correct sentence.. pupils recite the poem in a form of a jazz chant.
Post-lesson
TEACHING AIDS/ RESOURCES
Pupils assess each group’s recitation using Two Stars and a Wish: two things that are good (stars) and one thing that
/ Textbook Storybook Chart/ Graph MS Powerpoint
can be improved (wish).
Reference book Flashcards LCD/ Projector Internet
TEACHING AIDS/ RESOURCES
Module / Pictures Radio/ Television Magazine/ Brochure
/ Textbook Storybook Chart/ Graph MS Powerpoint
CROSS CURRICULLAR ELEMENTS (CCE)
Reference book Flashcards LCD/ Projector Internet
/ Creativity and Innovation Language Environmental Studies Learning to Learn
Module / Pictures Radio/ Television Magazine/ Brochure
Science & Technology Entrepreneurship Thinking Skills / ICT
CROSS CURRICULLAR ELEMENTS (CCE)
MORAL VALUES
/ Creativity and Innovation Language Environmental Studies Learning to Learn
/ Generous Forgiving Responsible Respect
Science & Technology Entrepreneurship Thinking Skills / ICT
Polite Honest / Thankful Coorperation
MORAL VALUES
Helpful Justice Kind-hearted / Loving
/ Generous Forgiving Responsible Respect
/ Diligent Unity Friendly Cleanliness
Polite Honest / Thankful Coorperation
I-THINK MAPS
Helpful Justice Kind-hearted / Loving
/ Circle map Bubble map Double bubble map Multi flow map
/ Diligent Unity Friendly Cleanliness
Bridge map Tree map Brace map Flow map
I-THINK MAPS
st
21 CENTURY LEARNING
/ Circle map Bubble map Double bubble map Multi flow map
4 C’s Critical thinking Round table Three stray, one stay
Bridge map Tree map Brace map Flow map
Communication Think pair share Hot seat Simulation
st
21 CENTURY LEARNING
Collaboration / Gallery Walk Role play Field experiment
4 C’s Critical thinking Round table Three stray, one stay
Creativity
Communication Think pair share Hot seat Simulation
THINKING SKILLS
Collaboration / Gallery Walk Role play Field experiment
/ Remembering Applying Creating
Creativity
Undersatnding Analyzing Evaluating
THINKING SKILLS
TEACHING AND LEARNING EVALUATION
/ Remembering Applying Creating
/ Exercise book / Textbook Activity book Worksheet
Undersatnding Analyzing Evaluating
Observation Oral Presentation Group work
TEACHING AND LEARNING EVALUATION
Quiz Task Project/ Assignment Acting
/ Exercise book / Textbook Activity book Worksheet
REFLECTION
Observation Oral Presentation Group work
___/___ pupils were able to achieve the learning objectives
Quiz Task Project/ Assignment Acting
___/___ pupils were able to answer the questions correctly
REFLECTION
___/___pupils need extra guidance
___/___ pupils were able to achieve the learning objectives
___/___pupils were able to master today’s lesson
___/___ pupils were able to answer the questions correctly
___/___pupils need extra guidance
___/___pupils were able to master today’s lesson