SK Year 6 Cefr Unit 6 - How Is It Made

SK YEAR 6 CEFR ACADEMY STARS
UNIT 6: How is it made?

(L81 – L96)
ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time

Day Choose an item. Attendance
Date 21-Mar-22 Lesson 81 Focus Reading
Theme Topic
World of knowledge UNIT 6 : HOW IS IT MADE?
Language/ Grammar focus Present forms: passive (e.g. be made) and active (it takes…)
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.4 Use with some support familiar print and digital
resources to check meaning
Complementary Content Standard
skill
Learning Standard 3.2.1 Understand the main idea of simple longer texts
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
read and understand 3 out of 5 phrases and
complete the task given in pair or group work.
sentences from linear texts correctly.
Success Criteria: Pupils can
read the text for general understanding Read and match the labels to correct pictures
21st Century Activities &
Resources CCE / EE Assessment
Skills
Global
Think-Pair-Share worksheets Bubble Map Questions
sustainability
Communication Flashcards . Values Observation
Learning Outline
1. Teacher displays word clothes and jeans to introduce the new topic.
Pre-lesson 2. Play association words. Each pupils say words relate to the clothes. Eg: Jeans- T-shirt –
trainers -run- park – trees – green etc.
1. Pupils discuss the introductory questions with a partner in Activity 1.
2. Refer infographic p.71 and elicit the pupils. Pupils read the text for general
understanding.
3. Pupils work in pairs with a dictionary. They check the meaning of the words in the box on
the Pupils’ Book, p.70. Pupils can use the word list at the back of the Pupil’s Book (p.139)
4. Play a definitions game. Say a definition for a word in the box. Pupils listen and circle or
Lesson Delivery
write the word.
5. Activity 4 -Pupils read the text again to understand the steps in the jeans-making
process. Match the labels to correct pictures and check the answers as a class.
6. Talk further with pupils about recycling clothes to help the environment and as charity.
7. Pupils note any new words in the text. Encourage them to guess the meaning from the
context. Then check the words in the dictionary.
1. Cooler: Backs to the boards. Get pupils to list out/make bubble map with kind of clothes
Post Lesson
made of cotton.
Reference Academy Stars Year 6, Pupil’s Book: p:70-71, Exercise(s): 1-4, Teacher’s Book: 114-115
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
Date 21-Mar-22 Lesson 82 Focus Writing
Theme Topic
Language/ Grammar focus Suffixes (-tion; -sion); spelling of recently learned vocabulary
4.3 Communicate with appropriate language form and style for
Content Standard
a range of purposes in print and digital media
Main skill
Learning Standard 4.3.2 Spell most high frequency words accurately in
independent writing
Content Standard 1.1 Recognise and reproduce target language sounds
Complementary
skill 1.1.1 Recognise and reproduce with independently a wide
Learning Standard
range of target language phonemes
complete the task given in pair work or group
answer the questions in pairs from previous memory
work.
Listen to the text and identify the words and the
Complete the word games in group work
meaning correctly.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Flashcards . . Observation
Learning Outline
Pre-lesson 1. Review the vocabulary and focus on spelling. Bubble map on the board.
1. Activity 2- Pupils remind the topic of the reading from the previous lesson, pupils try to
answer the questions in pairs from memory before they read.
2. Read out the information in blue box. Elicits suffixes from Unit 5. Pupils work with -sion / -
tion suffixes. Focus on pronunciation difference (/-ʒən/ and /-ʃən/ respectively). (wb p63)
3. Play a word discrimination game: teacher says a word and pupils say if it ends with
Lesson Delivery -sion or -tion. Repeat with a number of different words.
4. Hand out the worksheet- use suffixes to create nouns from verb. Ppls work on their own. Pupils
share their work with a partner to check together.
5. Have pupils look through the text again. They find words which they think are difficult to
spell (‘tricky words’). In pairs, pupils make a word game using these words.
6. Pairs join another pair and complete each other’s word games.
1. Volunteers come to the front of the class and ‘deliver’ their word game. They may need to use
Post Lesson
the board for this, or project it on a screen if possible.
Reference Academy Stars Year 6, Pupil’s Book: p:70-72, Exercise(s): 2, Teacher’s Book: 116 workbook p.63
REFLECTION
Date 21-Mar-22 Lesson 83 Focus Listening
Theme Topic
Language/ Grammar focus Passive voice: Statements (e.g. be made from..)
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Main skill 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
Content Standard
Complementary digital texts by using appropriate reading strategies
skill 3.2.2 Understand specific information and details of simple
Learning Standard
longer texts
Read and write the passive verb
meaning correctly.
read and answer at least 3 out of 5 questions. complete the text with the passive form
Resources CCE / EE
Skills
Learning Outline
Pre-lesson 1. Elicits pupils to review the past participle of verbs. List out the words on the board.
1. Activity 1 - Pupils are introduced to the new target language. Refer picture in
Pupils’ Book p.73. Elicits Wh-questions.
2. Read aloud a section from the text in the Pupils’ Book, p.70–71. Pupils listen and count
how many passive forms teacher says.
Lesson Delivery 3. Read it again and pupils write the passive verb in their notebooks when they hear it.
4. Activity 2 in the Pupil’s Book, p.73. I pair work, pupils decide who read a and another
read b sentence. Pupils read aloud their sentence, pair by pair, while the partner listens.
Together they decide which sentence in each pair sounds better.
5. Activity 3- Pupils complete the text with the passive form.
1. Cooler: What are they made of? Teacher writes the words on the board. – mobile phones,
Post Lesson trainers, googles, bikes, flip flops, guitars, skateboards.
2. Elicits the pupils, what these things are made of. Class discussion.
Reference Academy Stars Year 6, Pupil’s Book: p:73, Exercise(s): 1-3, Teacher’s Book: 118-119
REFLECTION
Date 21-Mar-22 Lesson 84 Focus Speaking
Theme Topic
Passive voice: questions (e.g.What’s it made of?) and statements
Language/ Grammar focus (e.g. It’s made of…)
Content Standard 2.1 Communicate simple information intelligibly
Main skill Learning Standard 2.1.1 Give detailed information about themselves and others
Complementary Content Standard 1.2 Understand meaning in a variety of familiar contexts
skill Learning Standard 1.2.5 Understand more complex supported questions
describe the objects using ‘made of’ and ‘used for’ List out/ brainstorming 5 vocabulary.
talk about the items they have, based on the model Listen to the text and identify the words and the
dialogue meaning correctly.
Skills
Learning Outline
1.Warm-up: Telephone game – in group of six, a pupil from each group need to memorize a
Pre-lesson sentence from previous lesson. They then whisper the sentence to the next pupil in the group
and passes along the line. The last pupils write the sentence and teacher check the sentence.
1. Introduce the items and materials using the realia. Use the passive voice when talking about
what the items are made of, e.g. this clock is made of glass and metal.
2. Play language game to practise the new vocabulary.
3. Activity 1- Pupils refer p.74, elicits the picture. Play audio track 1.27, listen the target
language in context in the dialogue. Elicits the objects then divide the class into two
groups. Each group reads out one part of the dialogue. Then switch roles. In pairs
Lesson Delivery pupils practice the dialogue.
4. Pupils describe the objects in Activity 2 using ‘made of’ and ‘used for’. Pupils write
sentences to describe other objects. Check answers as a class.
5. Activity 3 -Pupils make a new dialogue based on Activity 2 in pairs. Present to the class.
6. Pupils work in groups. Give each group some realia. Teacher asks pupils to add to the realia
using their own items. Pupils talk about the items they have, based on the model dialogue.
7. Give feedback by asking pupils to tell what they have that is made of wood/metal/etc.
1. Play a guessing game where teacher describes items according to what they are made of and
Post Lesson pupils guess what the items are, e.g. it is made of plastic, metal and glass. It is used for talking
to people (answer: mobile phone).
Reference Academy Stars Year 6, Pupil’s Book: p:74, Exercise(s): 1-3, Teacher’s Book: 120
REFLECTION
Warm-up: Telephone game -to revise recent language to pupils speak clearly and listen carefully.
Date 21-Mar-22 Lesson 85 Focus Language Art
Theme Topic
World of stories POETRY : DON'T
Language/ Grammar focus Negative Imperative (Don’t)
Content Standard 5.2 Express personal responses to literary texts
Main skill Learning Standard 5.2.1 Describe in simple language a character’s actions or
feelings and explain the reasons for them
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.1 Give detailed information about themselves and others
recite the poem in the intonation and voice of an adult Give answers/response based on the poem
List/ describe parents’ rules Give 2 reasons for ‘Don’ts’ in the poem.
Resources CCE / EE
Skills
Learning Outline
1. Show pupils a picture of a mother reprimanding her child.
Pre-lesson 2. Ask pupils to predict what the mother could possibly say. Pupils to work in small groups to
predict words they might hear/read. Give groups a fixed time, e.g. 2 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
1. Introduce the poem.
2. Pupils recite the poem in the intonation and voice of an adult.
3. Elicit responses from pupils: - Why do parents set rules/are rules necessary?
Lesson Delivery - Have you ever felt angry when your parents tell you something?
- Do you like it when your parents forbid you from doing something you like?
4. Pupils give reasons for all ‘Don’ts’ in the poem. (worksheet p.81 CCL guidebook)
5. Pupils work in groups. Every group brainstorms a list of things their parents have told
them not to do.
1. Pupils set up a gallery walk. Pupils read all the “Don’ts” and put a sticker on every
Post Lesson ‘Don’t’ their parents have said to them before.
2. Pupils compare the similarities and differences in the lists written by their friends and
identify the most popular ‘Don’t’.
Reference Anthology of Poems for Year 4,5, and 6, Don’t by John Kitching, p:34
REFLECTION
Theme Topic
Language/ Grammar focus Passive voice: statements
Content Standard
Main skill
Learning Standard 3.2.2 Understand specific information and details of simple
longer texts
4.3 Communicate with appropriate language form and style
Content Standard
Complementary for a range of purposes in print and digital media
skill 4.3.2 Spell most high frequency words accurately in
Learning Standard
independent writing
complete the sentence using passive voice
complete the task given in pair or group work. Mime a recipe and guess the dishes.
Skills
Think-Pair-Share worksheets Bubble Map ICT Skills Questions
Learning Outline
Pre-lesson 1. Elicits food vocabulary from the pupils. Distributes A4 paper to each pupil. Pupils write
bubble map of food vocabulary.
1. Refer Pupil’s Book p.76 Activity 1- Look at the infographic. Match stage a-i to correct
pictures. In pair, pupils complete the sentence using passive voice. Check answers as class.
2. Distributes recipe worksheet. Elicit the word ‘recipe’. Ask pupils if they enjoy cooking and
whether they follow recipes to make food at home.
3. Pupils read the two versions of the recipe and decide which one is correct. Pupils tell their
Lesson Delivery partner why they think this.
4. Pupils re-read the correct recipe and underline the passive forms. Check answers in
pairs before whole class.
5. Pupils read the correct recipe again and mime it in pairs.
6. Tell pupils where to find the recipe (e.g. on the internet). Talk about internet safety and
how to identify real from fake information online.
1. Ask for volunteers to come out and mime a recipe they know well. The class s guess what
Post Lesson
the pupil is making.
Reference Academy Stars Year 6, Pupil’s Book: p:77, Exercise(s): Learning to learn, Teacher’s Book: 124
REFLECTION
Theme Topic
Passive voice (e.g. Water is added to…); linking words (Sequencing: first,
Language/ Grammar focus second, next, then, finally)
4.2 Communicate basic information intelligibly for a range of
Content Standard
purposes in print and digital media
Main skill 4.2.5 Connect sentences into two coherent paragraphs or
Learning Standard more using basic coordinating conjunctions and reference
pronouns
Content Standard
skill 4.3.1 Use capital letters, full stops, commas in lists, question
Learning Standard
marks and speech marks appropriately at discourse level
Write and find the definitions for their new vocabulary complete the sentences using the passive voice.
write or produce 3 sentences or a paragraph. use commas where appropriate in the sentence.
Skills
Learning Outline
Pre-lesson 1. Review the topic of food and introduce ‘pasta’.
1. Pupils refer the activities on p.76–77. Write new vocabulary on the board. Give different pairs two or
three words to check in the dictionary or in the word list at the back of the Pupil’s Book (p.137).
2. Pupils in pairs find the definitions for their new vocabulary.
3. Have pupils to mingle in order to find out which words their classmates think match which definition.
They communicate in English to find out what their classmates think.
4. Pupils match the stages with the pictures in the infographic in activity 1 and complete the sentences
Lesson Delivery
using the passive voice.
5. Give feedback on the answers. Introduce or review linking words for sequencing at this stage (see
Look! box in Pupil’s Book, p.77), focusing on the use of commas where appropriate.
6. Pupils answer questions to guide them in writing an introduction.
7. Pupils work in pairs to write about how pasta is made. Remind them to use linking words to help the
flow of their writing.
Post Lesson 1. Review and consolidate new vocabulary and target language from this lesson.
Reference Academy Stars Year 6, Pupil’s Book: p:76-77, Exercise(s): 1-3, Teacher’s Book: 124
REFLECTION
Theme Topic
Language/ Grammar focus Review of passive voice
listen and identify the words or sentences. Listen and answer the questions.
List out/ brainstorming 5 words/vocabulary. talk about which advert they like best
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Values Questions
Learning Outline
1. Warm-up: What’s your favourite TV programme?
Pre-lesson
2. Ask volunteers to write their favourite TV programme on the board and give reasons.
1. Pupils read the example sentence and share their understanding of the words in the box in
the Pupil’s Book, p.75. Teacher elicits and check the definitions in dictionary.
2. Pupils look at the pictures in activity 1. Elicits and match the answer.
3. Activity 2-Pupils listen to the adverts to decide what they are selling and number in order.
Lesson Delivery
4. Activity 3-Pupils read the statement, identify fact and opinion.
5. Activity 4-Pupils listen again and answer questions about what they heard. Encourage
pupils to try to answer the questions before they listen again.
6. Pupils talk about which advert they like best in activity 5.
1. Elicit some adverts that pupils like or know well. They may be on TV or another media. Have
Post Lesson
pupils talk about them in English.
REFLECTION
Theme Topic
Language/ Grammar focus Use of language in advertising, e.g. great value; wonderful; only $XX
Content Standard 2.2 Use appropriate communication strategies
Main skill Learning Standard 2.2.2 Agree a set of basic steps needed to complete extended
classroom tasks
Complementary
skill 1.2.4 Understand longer sequences of supported classroom
Learning Standard
instructions
Review of vocabulary and language from previous
identify how language is used to sell the products
levels.
complete the task given in pair work or group
Prepare and perform their adverts to sell products
work.
Skills
Think-Pair-Share worksheets Bubble Map Values Questions
Creativity and
Communication Flashcards . Observation
Innovation
Learning Outline
Pre-lesson 1. Review the topic of recent lessons, focusing on the previous lesson in particular.
1. Show the adverts. Pupils decide what each advert is selling. They talk to their partner and note their
answer.
2. Play the recording (Audio 1.28, Teacher’s Book, p.122 ). Discuss with pupils the kind of language
strategies used to try to encourage people to buy the product. This may be using strong words
like love or fantastic, or telling people it is free or just.
3. Have pupils look again at the Pupil’s Book, p.75, Activity 2 - Pupils identify how language is used to
sell the products.
Lesson Delivery 4. Show the adverts from magazines or tv or in Pupil’s Book p.78. Pupils identify similar language. If
it is in their L1, have them try to translate it into English.
5. Pupils work in groups to create and perform an advert (CCE: Creativity & Innovation). Assign groups
and discuss the steps, e.g. – decide what you will sell in your advert; - decide what language you will
use to encourage people to buy it; - write a script; - practise your advert; - perform your advert.
6. Read out the steps of the project in order. Pupils listen and check their answers.
7. Pupils prepare their adverts. Monitor to offer support and encouragement. Make sure pupils
practise their adverts.
1. Groups perform their adverts to the class. Have the class evaluate them in terms of the kind of language
Post Lesson they use and how effective the adverts are in selling the product. Manage this stage so that pupils give
constructive comments and plenty of praise.
Reference Academy Stars Year 6, Pupil’s Book: p:75,78, Exercise(s): 3-4, Teacher’s Book: 122
REFLECTION
- BLANK PAGE-
Theme Topic
World of stories POETRY : DON'T
Language/ Grammar focus Negative Imperative (Don’t)
Content Standard 5.3 Express an imaginative response to literary texts
5.3.1 Respond imaginatively and intelligibly through creating
Main skill Learning Standard simple stories and simple poems , other imaginative
responses as appropriate
Content Standard
skill 4.3.2 Spell most high frequency words accurately in
Learning Standard
independent writing
Response and say parents’ rules of Do and Don’t List 5 activities they must do.
recite and present the poem in front of the class. Write and recite their own poem.
Skills
Learning Outline
1. Pupils share some ‘Don’ts’ that they remember from the poem (pre-lesson task 9:
memory chain) before going through the poem.
Pre-lesson
2. Ask pupils instead of ‘don’ts’, what are some ‘do’s’ that their parents have told them
before.
1. Pupils recite the poem aloud using proper rhythm and intonation.
2. Tell pupils that they are now a poet.
3. Ask pupils to change the tone of the poem ‘Don’t’ into a positive tone by substituting the
Lesson Delivery
verbs or nouns. (Refer to CCL guidebook page 79).
4. Divide pupils into group. Discuss the 5 Do -activities they must do.
5. Pupils write their own poem with title “Do”.
Post Lesson 1. Pupils recite their ‘Do’s’ poem to the class.
Reference Anthology of Poems for Year 4,5, and 6, Don’t by John Kitching, Page 34
REFLECTION
Theme Topic
Language/ Grammar focus Functional language: giving opinions (e.g. For me, it’s important that…)
Content Standard
Main skill
Learning Standard 3.2.2 Understand specific information and details of simple
longer texts
talk about differences between jeans/ clothes
respond to the sentences in the target language. Ask and answer questions based on the adverts.
Skills
Financial
Think-Pair-Share worksheets Bubble Map Questions
Education
Learning Outline
1. Warm-up: Ready, set, draw.- Divides class into groups. Each groups needs a paper and a
Pre-lesson pen. Teacher shows a picture/word of clothes to one member from each group.
2. The pupils go back to their groups, draws the picture and other members guess.
1. Review the topic of jeans by asking pupils if they wear jeans. Encourage them to talk
about the small differences between jeans they wear (or other clothes).
2. Pupils read about some jeans in Pupil’s Book p.79. Divide class by two groups. One group
provide 6 questions based on the adverts while other group answer the questions. Then
discuss the answers as a whole class.
Lesson Delivery 3. Pupils read the texts/ adverts and complete the table in activity 1.
4. Tell pupils how many RM (Malaysian Ringgits) there are in £1 (pound). Show them
how to convert £ into RM. Have them convert the prices shown in the texts.
5. Pupils talk about the different jeans in activity 2. In pairs, discuss the good and bad parts
about the jeans in each advert. Volunteers tell the class their ideas.
6. Pupils discuss how they would spend their £50 in activity 3 and give reasons.
1. Class discussion- pupils tell and share their decision to class which jeans they will buy and
Post Lesson
why.
REFLECTION

Theme Topic
Language/ Grammar focus Language and vocabulary review
Content Standard
for a range of purposes in print and digital media
Main skill 4.3.3 Produce a plan or draft of two paragraphs or more for a
Learning Standard familiar topic and modify this appropriately in response to
feedback
Complementary 3.2 Understand a variety of linear and non-linear print and
Content Standard
skill digital texts by using appropriate reading strategies
3.2.2 Understand specific information and details of simple
Learning Standard
longer texts
Fill in the gaps with the best words. Elicits vocabulary based on the picture.
Plan or draft a paragraph about an invention. Draw and present their invention to class.
Resources CCE / EE
Skills
Learning Outline
1. Review key language and vocabulary that pupils continue to find challenging.
Pre-lesson
2. Elicits the vocabulary from previous lesson. Write in bubble map on the board.
1.Show pupils the picture from the Workbook, p.70 (Activity 1). Ask pupils what they can see.
Explain that it is a ketchup pen.
2.Hand out the worksheet. Pupils read the text and choose the best word(s) to fill the gaps.
Pupils do this individually before checking in pairs.
Lesson Delivery 3.Show the pictures of interesting inventions. Elicit some vocabulary for each picture, write
these words on the board and put the picture next to the words.
4.Pupils write about an invention. This could be something they have invented themselves or it
could be one of the inventions in the pictures. Have pupils write a first draft of their text.
5.Hand out the paper and ask pupils to draw their invention on the paper. Present to the class.
1. Collect pupils’ writing and review it to identify common mistakes. Use a correction code to
Post Lesson highlight mistakes in the target language.
2. Have pupils’ work ready to return to them in Lesson 94.
REFLECTION
Theme Topic
Language/ Grammar focus Use of language in advertising, e.g. No other XX is as useful as…
Complementary
skill 1.2.1 Understand with little or no support the main idea of
Learning Standard
longer simple texts on a range of familiar topics
listen to Audio 1.29 and answer the questions.
meaning correctly.
List out/ brainstorming 5 vocabulary. listen and complete the information
Skills
Learning Outline
1. Warm-up: Unscramble – write word ‘ADVERTISEMENT’ on the board.
Pre-lesson
2. Pupils write as many as words they can make in the bubble map.
1. Pupils are introduced to the new vocabulary refer Pupil’s Book p.78.(cheap
(cheaper) plastic, special, useful) Read out the example sentences inp.139 and
elicits the definitions.
2. Put the picture of the Lumina pen/torch on the board and ask pupils what it is. Write on
the board the questions What’s it made of? and What can you use if for? pupils listen to
Audio 1.29 and answer the questions.
3. Refer Activity 3 p.78 - Distributes A4 paper. Pupils draw the product they heard in the box
Lesson Delivery on the right. Give just two minutes. Pupils then compare their picture with a partner.
Show the picture for pupils to compare their drawings with too.
4. Play the recording again. Pupils listen and complete the information on the left-hand
side of the paper. Have them check in pairs before doing so as a class.
5. Write advantages and disadvantages on the board. Elicit the meaning of these words if
they are new to pupils. Pupils brainstorm in pairs the advantages (e.g. it’s small so you can
fit it in your pocket) and disadvantages (e.g. it’s small so you can lose it easily) of the
Lumina torch in their notebooks.
1. Lead a class discussion on the power of advertising and the media. Encourage pupils to think
Post Lesson critically about the dangers and negative aspects of advertising and the media as well as the
positive.
REFLECTION
Theme Topic
Use of language in advertising, e.g. strong adjectives, e.g. wonderful, cool;
Language/ Grammar focus giving advice to consumers, e.g. We think you should give it a try!
Main skill Learning Standard 2.1.3 Explain and give reasons for simple advice
Content Standard
for a range of purposes in print and digital media
Complementary
skill
4.3.3 Produce a plan or draft of two paragraphs or more for a
Learning Standard familiar topic and modify this appropriately in response to
feedback
Review of vocabulary and language from previous
practice and perform their radio advert
levels.
make a radio advert about new product and perform
Work in pairs to invent new product and advert
to the class
Skills
Learning Outline
Pre-lesson 1. Use some examples of pupils’ mistakes in their writing (from Lesson 92) in an error
correction activity.
1. Remind pupils about the inventions they wrote about in Lesson 92 and the adverts they
performed in Lesson 89. Explain that this lesson they will work on these ideas to create an
advert for the radio.
2. Return pupils’ writing from Lesson 92, where they wrote about an invention. Have
pupils work to correct the mistakes teacher has identified.
Lesson Delivery 3. Review the key points of the peer feedback on pupils’ advert performances in Lesson 89.
4. Pupils can use their invention from activity 3 p.78. Brainstorm with a partner to draw new
product and complete the information
5. Activity 4- Pupils make a radio advert about new product and perform to the class. Pupils
include advice to certain groups of people (consumers/their ‘market’), e.g. All office
workers should use this pen because… / We think you should try it!
1. Cooler: Class survey- Pupils talk about the radio adverts they made. Write the name of the
Post Lesson
products on the board. Distributes class survey. Class discussion.
REFLECTION

Theme Topic
World of stories GRAPHIC NOVEL : THE WIZARD OF OZ
Language/ Grammar focus First conditional, e.g. If you.., will..
Content Standard 5.3 Express an imaginative response to literary texts
5.3.1 Respond imaginatively and intelligibly through creating
Main skill Learning Standard simple stories and simple poems , other imaginative
responses as appropriate
Answer 3 out of 5 questions about the character
find the words search in pair or group work.
correctly
role play the dialogue with friends and talk about describe the special powers and the reasons for having
the topic given. the powers.
Skills
Creativity and
Communication Flashcards . Observation
Innovation
Learning Outline
Pre-lesson 1. Write ‘Magic’ on board and elicit responses from pupils about what they know about
magic.
1. Go through the features of the book cover with pupils.
2. Pupils brainstorm ideas (characters, setting, story) about the book. Elicits the pupils.
3. Distributes word search to each pupil. Discuss the answer after all pupils find the words.
4. Pupils name themselves with special names (e.g. Jason the Joker, Henry the
Lesson Delivery Handyman, Dave the Deejay) Role play the characters with a friend.
5. Pose a question “If you become a Wizard what would you do?” Pupils share their
ideas.
6. Pupils describe the special powers they want to have and the reasons for having the
powers.
1. Pupils imagine and design a costume for themselves as a witch or wizard.
Post Lesson
2. Present to the class.
Reference The Wizard of Oz by L. Frank Baum
REFLECTION

Date 21-Mar-22 Lesson 96 Focus Language Awareness
Theme Topic
Language/ Grammar focus First conditional, e.g. If you.., will..
Main skill Learning Standard 2.1.3 Explain and give reasons for simple advice
4.2 Communicate basic information intelligibly for a range of
Complementary Content Standard
purposes in print and digital media
skill
Learning Standard 4.2.3 Narrate factual and imagined events and experiences
Respond to answer the questions Circle the correct phrases to complete the sentences.
Discuss with a partner to complete the task. Review vocabulary of the lessons in unit 6.
Skills
Communication Flashcards . Thinking skills Observation
Learning Outline
1. Dictate some vocabulary from unit 5 and 6. Write the words on the board.
Pre-lesson 2. Pupils exchange their dictations and check any spelling mistakes.
1. Refer Pupil’s Book p.80 Activity 1- Read and elicits the meaning of the words in the box.
Pupils complete the activity individually in their notebook. Check answers as a class.
Answer: 1.denim 2.skyscrapper 3.pedal 4.virtual 5.popular 6. Documentary)
Lesson Delivery 2. Activity 2- Read out the sentences and elicits the answers. Pupils write and circle the
correct phrases and compare answers in pairs. Discuss the answers as class.
3. Pupils work in pairs to complete activity 3,4 and 5. Teacher discuss the answer as a class.
4. Teacher collects their work and note their performance.
1. Ask pupils to think about their learning and performance in this unit. Pupils complete the
self-assessment worksheet.
Post Lesson
2. 5.Collect the worksheets from pupils and review them to note pupils’ responses. If there are
any areas of concern, prepare a review of these in upcoming lessons.
Reference Academy Stars Year 6, Pupil’s Book: p:80-81, Exercise(s): 1-5, Teacher’s Book: 130-131
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SK Year 6 Cefr Unit 6 - How Is It Made

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SK YEAR 6 CEFR ACADEMY STARS

UNIT 6: How is it made?

Week click ----> Class 6 Time

ENGLISH LESSON PLAN YEAR 6 CEFR

ENGLISH LESSON PLAN YEAR 6 CEFR

ENGLISH LESSON PLAN YEAR 6 CEFR

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