Theme: World of Stories Topic : Akbar’s Dream

Grammar Focus: Past simple tense

Skill: Main: Language Arts Complementary: Speaking
Content Standard: 5.3 Express an imaginative 2.3 Communicate appropriately
response to literary texts to a small or large group
Learning standard: 5.3.1 2.3.1
Respond imaginatively and Narrate short stories, events and
intelligibly through creating experiences
simple stories and simple
poems
Other imaginative responses as
appropriate
Objectives: By the end of the lesson, all pupils will be able to:
1. guess the story by looking at the cover of the book.(Main)
2. tell the story to their friends.(Complementary)
Pupils can
1. create a story based on the pictures given.
ENGLISH Success Criteria:
2. tell the story to their friends and provide feedback on their friends’ stories .
YEAR 6
Teaching aids: Textbook, worksheets
6/5/24 CCE : Language HOTS: Application
CBA: Task 21 CL : Pair / Group Discussion
1120-
1150 Pre Lesson 1. Pupils look at Akbar’s Dream book cover and identify the features
of the book cover e.g. title, author, blurb, publisher
30mins
2. Pupils look at the cover and brainstorm ideas on what the story is
about.
T/L activities

Lesson 3. Divide pupils into small groups and distribute a set of pictures
Development from the guidebook (page 36) to each group.
： 4. In groups, pupils discuss the pictures and create a possible story
based on the pictures given.
5. Groups take turns to narrate their predicted story to their
classmates. Other groups provide feedback on their friends’ stories.
6. Pupils choose the story they think is most likely to happen.
Post Lesson Teacher records the chosen predicted story and will revisit it once
the pupils read and find out what happens.
1.( 23 / 25 ) of pupils were able to create a simple story based
on the pictures given.
Reflection:
2.( 23 / 25 ) of pupils were able to tell the story and provide
feedback on their friends’ stories .

Remarks:
 Theme: Word of Self, Family and Friends Topic : Life in the past
Informal written language (e.g. Yuck!Ha!Ha!Ha!)
Grammar Focus:

Skill: Main: Writing Complementary: Writing

Content Standard: 4.2 Communicate basic information 4.3 Communicate with appropriate
intelligibly for a range of purposes in language form and style for a range of
print and digital media purposes in print and digital media
Learning standard: 4.2.3 4.3.1
Narrate factual and imagined events Use capital letters, full stops, commas
and experiences in lists, question marks, and speech
marks appropriately at discourse level
Objectives: By the end of the lesson, all pupils will be able to:
1.write a diary entry. (Main)
2. use capital letters, full stops, commas in lists, question marks, and speech
marks appropriately at discourse level.(Complementary)
Pupils can
Success Criteria: 1. write a diary entry together about their trip
ENGLISH
2. recognise features of informal writing.
YEAR 6
Teaching aids: Textbook, worksheets
CCE : Language HOTS: Application
8/5/24
0900 - CBA: Task 21 CL : Pair / Group Discussion
1000 1. Review the theme of Diaries refer to the Games Bank in the Teacher’s Book
Pre Lesson p.14–17 .
1 hour

2. Ask pupils to look again at the text on page 28 of the Pupil’s Book. Ask Whose
diary is it? and Does Gemma use formal or informal language in her diary?
3. Follow the instructions for Activity 4 in the Teacher’s Book, p.52. Pupils
T/L activities

analyse the language in the diary. Remind pupils that exclamation marks are
Lesson used more often in informal writing than in more formal writing. Ask pupils to
find more examples of punctuation in the diary. Note that brackets are often
Development：
used in informal writing to add information like the example.
4. Follow the instructions for Activity 5 in the Teacher’s Book, p.52. Pupils put
their ideas together to help plan for Activity 6.
5. Follow the instructions for Activity 6 in the Teacher’s Book, p.52. Pupils write
a diary entry about a school trip.
6. Follow the instructions for Learning to Learn in the Teacher’s Book, p.52.
Post Lesson

1.( 25 / 25 ) of pupils were able to write a diary entry with guidance.

Reflection: 2.( 22 / 25 ) of pupils were able to recognise features of informal
writing .

Remarks:
 Theme: Word of Self, Family and Friends Topic : Life in the past
Review of past and future forms; Functional language – checking understanding
(e.g. Can I check something, please?)
Grammar Focus:

Skill: Main: Speaking Complementary: Speaking

Content Standard: 2.2 Use appropriate communication 2.1 Communicate simple information
strategies intelligibly
Learning standard: 2.2.1 2.1.4
Keep interaction going in short Ask about and describe future plans or
exchanges by checking understanding events
of what a speaker is saying
Objectives: By the end of the lesson, all pupils will be able to:
1.write a diary entry. (Main)
2. ask about and describe future plans or events.(Complementary)
Pupils can
Success Criteria: 1. act out a dialogue with a partner.
2. ask about and describe future life.
English Teaching aids: Textbook, worksheets
Year 6 CCE : Language HOTS: Application
CBA: Task 21 CL : Pair / Group Discussion
9/5/24 1. Review the main ideas from recent lessons
Pre Lesson
0830-
0900 2. Have pupils look at the functional language in the Pupil’s Book, p.30 (phrases
30 to check understanding of what a speaker is saying). Ask them to copy the
phrases into their notebooks, leaving two lines between each one.
MINUTES
3. Divide the class into two halves. Follow the instructions for Activity 2 in the
Teacher’s Book, p.54. Note that half of the pupils should follow the task as
described, and the other half should role play as a museum guide in the year
T/L activities

you are in now (e.g. 2021) looking back at the past. As they do the activity, they
Lesson should try to use the functional language. When they use it, they can tick it in
Development： their notebooks. They should aim to use each phrase at least once.
4. Introduce the idea of ‘presentism’, which suggests that people find it difficult
to think about the past or future without basing their ideas on the present.
Follow the instructions for Activity 3 in the Teacher’s Book, p.55. Pupils discuss
what they think will seem strange to people in the future about our lives in the
present. Pupils discuss in pairs or small groups.
5. Follow up with the question from the Cooler activity in the Teacher’s Book,
p.55.
6. Review the main ideas from this lesson
Post Lesson

1.( 25 / 25 ) of pupils were able to act out a dialogue with a partner

Reflection: with guidance.
2.( 22 / 25 ) of pupils were able to talk about the life in 2120 .

Remarks:
 Theme: Word of Self, Family and Friends Topic : Life in the past
Review of past and future forms; Functional language – checking understanding
(e.g. Can I check something, please?)
Grammar Focus:

Skill: Main: Speaking Complementary: Speaking

Content Standard: 2.2 Use appropriate communication 2.1 Communicate simple information
strategies intelligibly
Learning standard: 2.2.1 2.1.4
Keep interaction going in short Ask about and describe future plans or
exchanges by checking understanding events
of what a speaker is saying
Objectives: By the end of the lesson, all pupils will be able to:
1.write a diary entry. (Main)
2. ask about and describe future plans or events.(Complementary)
Pupils can
Success Criteria: 1. act out a dialogue with a partner.
2. ask about and describe future life.
Teaching aids: Textbook, worksheets
English CCE : Language HOTS: Application
Year 6
CBA: Task 21 CL : Pair / Group Discussion
1. Review the main ideas from recent lessons
10/5/24 Pre Lesson
0900 - 2. Have pupils look at the functional language in the Pupil’s Book, p.30 (phrases
1000 to check understanding of what a speaker is saying). Ask them to copy the
1 HOUR phrases into their notebooks, leaving two lines between each one.
3. Divide the class into two halves. Follow the instructions for Activity 2 in the
Teacher’s Book, p.54. Note that half of the pupils should follow the task as
described, and the other half should role play as a museum guide in the year
T/L activities

you are in now (e.g. 2021) looking back at the past. As they do the activity, they
Lesson should try to use the functional language. When they use it, they can tick it in
Development： their notebooks. They should aim to use each phrase at least once.
4. Introduce the idea of ‘presentism’, which suggests that people find it difficult
to think about the past or future without basing their ideas on the present.
Follow the instructions for Activity 3 in the Teacher’s Book, p.55. Pupils discuss
what they think will seem strange to people in the future about our lives in the
present. Pupils discuss in pairs or small groups.
5. Follow up with the question from the Cooler activity in the Teacher’s Book,
p.55.
6. Review the main ideas from this lesson
Post Lesson

1.( 25 / 25 ) of pupils were able to act out a dialogue with a partner

Reflection: with guidance.
2.( 22 / 25 ) of pupils were able to talk about the life in 2120 .

Remarks: