SK YEAR 6 CEFR ACADEMY STARS

UNIT 7: Music and Song

(L97 – L112)
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 97 Focus Reading
Theme Topic
World of Self, Family and Friends UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Future forms introduction: will, going to, present continuous
3.2 Understand a variety of linear and non-linear print and
Content Standard
Main skill digital texts by using appropriate reading strategies
Learning Standard 3.2.1 Understand the main idea of simple longer texts
Content Standard 1.2 Understand meaning in a variety of familiar contexts
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
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Read an article from a music magazine guess the meaning of new words
Success Criteria: Pupils can
read a text for a gist Write three options of the song
21st Century Activities &
Resources CCE / EE Assessment
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline

Pre-lesson 1. Have pupils sit comfortably. Play the music extracts. Ask pupils how it makes them feel and
whether they liked that music.
1. Brainstorm different types of music and write them on board. Pupils are
introduced to the names of different types of music and talk about music they like.
2. Teacher read out each type of music and pupils will raise their hands if its their favorite.
Count the class’s favorite type of music. Play the recording as pupils read the text. This
will help their reading fluency and encourage them not to stop when they don’t
understand something.
3. Pupils work in pairs to answer questions 2-4. Pupils guess the meaning of new words from
Lesson Delivery
context, then check them in the dictionary at the back of the book.
4. Ask pupils where the text (Pupil’s Book pp.82–83) comes from. Find out whether they
read music magazines or read about music online.
5. Tell pupils they will hear a song in English and should decide what the topic of the song
is. Write three options for this on the board, with one correct, the others incorrect.
6. Play the song. Pupils listen and decide what the song is about and don’t need to
understand every word of the song.

1. Use the song again in another activity. For example, pupils listen to the song again and stand
Post Lesson
up every time they hear a name or a particular word.

Reference Academy Stars Year 6, Pupil’s Book: p:82-83, Exercise(s): 1-3, Teacher’s Book: 132-133

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 98 Focus Writing
Theme Topic
World of stories UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Adjectives to describe personality; prefixes: im- / un- / dis-
4.2 Communicate basic information intelligibly for a range of
Content Standard
Main skill purposes in print and digital media
Learning Standard 4.2.1 Give detailed information about themselves and others
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.5 Ask about and describe personality.
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Answer 3 out of 5 questions about the character
Clarify the meaning of words.
correctly
Success Criteria: Pupils can
Write at least 3 questions to find out the
think about the focus and features of the two texts
information.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  Values Observation
Learning Outline
1. Have pupils imagine they are going to interview any famous singer that they can think of,
but they can only ask one question.
Pre-lesson
2. Pupils write down the question they would like to ask. Ask some pupils to volunteer to ask
their question in front. See if anyone can answer it.
1. Ask some pupils to read the questions. Clarify the meaning if necessary.
2. Elicit and tell pupils more about the legend of Robin Hood, an English folk legend. Focus
in particular on how he helped people and was a hero (CCE: Values). You could show a
picture of Robin Hood or even an extract from one of many films about him.
3. Encourage pupils to answer any questions they can without looking back at the text.
Pupils think about the focus and features of the two texts.
4. Elicit from pupils the meaning of the word ‘prefixes’. Pupils look at modifying words to
Lesson Delivery make them negative.
5. Ask pupils to highlight words which relate to personality. Brainstorm more adjectives to
describe personality.
6. In pairs, have pupils use some of the words to describe Robin Hood. They discuss their
ideas first.
7. Then, have pairs of pupils write at least four sentences to describe the personality of
Robin Hood. Focus on the adjectives in particular and have pupils check spelling.
8. Pairs share and discuss their ideas with another pair to see if they agree.
1. Play a short extract from a Robin Hood film and ask pupils to check their personality
Post Lesson
adjectives.
Reference Academy Stars Year 6, Pupil’s Book: p:82-84, Exercise(s): 1-, Teacher’s Book: 132, 134

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 >

- BLANK PAGE -
ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 99 Focus Listening
Theme Topic
World of Self, Family and Friends UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Present simple for future meaning
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
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.4 Ask about and describe future plans or events
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Read an article from a music magazine Find the definition for the words.
Success Criteria: Pupils can
Make 4 statements in the present simple for future
read a text for a gist
meaning
21st Century Activities &
Resources CCE / EE Assessment
Skills
Think-Pair-Share worksheets Bubble Map  Patriotism Questions
  Communication Textbook .  Language Observation
Learning Outline
1. Review the texts from the previous lesson by asking Questions 2 and 3 in Activity 3 in the
Pre-lesson
Pupil’s Book, p.84.
1. Ask pupils if they have ever been to or performed in a music concert to set the context of
the dialogue.
2. Refer pupils to the vocabulary panel at the top of the page. Teacher read out an example
sentence for each word in Pupil’s Book, p140 and elicit a definition for the word. Pupils
check the definition in the dictionary.
3. Show the picture in the Pupil’s Book, p.86 to further set the context, then hand out the
worksheet. Ask pupils to close their books (so they can’t read) and then have them listen
to the recording of the dialogue (Pupil’s Book, p.86, Audio 2.2) and answer the questions
individually.
Lesson Delivery
4. Pupils check their answers in pairs before reviewing them as a class. Note any problems
pupils have with this style of question.
5. Draw pupils’ attention to the future meaning in the use of present form, e.g. The bus
leaves at 6.30 – is 6.30 now, or in the future?
6. Pupils imagine they are going to a concert, and they need a plan. The bus leaves at
6.30. it takes 30 minutes to arrive there. Ask pupils the time they will arrive.
(Answer: 7 o’clock). Make statements in the present simple for future meaning.
7. Pupils work in pairs, read the dialogue in activity 1. Pupils take turns to ask and
answer questions. Pupils make and practise similar dialogues.
Post Lesson 1. Pupils choose a place for the class to go and makes up an itinerary for a class outing in
groups. Pupils decide the name for their group. Stick pupils’ itineraries on the classroom
 walls.
Reference Academy Stars Year 6, Pupil’s Book: p:84,86, Exercise(s): 3, 1-3, Teacher’s Book: 138-139

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 >

ENGLISH LESSON PLAN YEAR 6 CEFR

Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 100 Focus Speaking
Theme Topic
World of Self, Family and Friends UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Future forms: will and going to
Content Standard 2.1 Communicate simple information intelligibly
Main skill Learning Standard 2.1.4 Ask about and describe future plans or events
4.2 Communicate basic information intelligibly for a range of
Complementary Content Standard
purposes in print and digital media
skill
Learning Standard 4.2.2 Describe future plans or events
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
use 'will' and 'going to' to talk about future Write 2 sentences about the topic.
Success Criteria: Pupils can
talk about their future ideas complete the sentences with will or going to
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Values Questions
  Communication Textbook .  Language Observation
Learning Outline
1. Write the following sentences on the board:
(a) I’ve lived here for two years. (b) He went to the cinema last Saturday. (c) They didn’t
go to the beach. (d) He’s playing basketball at the moment. (e) She’s never been to Italy.
Pre-lesson
(f) I go to bed at 9 o’clock.
2. Pupils discuss the sentences in groups. They identify the verb in each one and which tense
it is. Encourage pupils to work as a team.
1. Refer Pupil’s Book p.85 Activity 1: Look and read. Pupils are introduced to will and going
to futures. Contrast with the use of present simple.
2. Activity 2: Pupils complete the sentences with will or going to individually. Pupils scan the
conversation and underlines the clues. Check answers as class. Pupils find and underline
Lesson Delivery examples in the interview text p.82-83.
3. Activity 3: Divides pupils into small groups. Pupils discuss the questions together.
4. Ask pupils to write about their future ideas in Activity 3 in the Workbook, p.74.
5. In pairs, pupils talk about their ideas. Encourage them to ask each other extension
questions.
1. Discuss the Values question in the Pupil’s Book, p.85 with the class, then have them
brainstorm ideas in small groups.
Post Lesson
2. Elicits the advantage playing a musical instrument and which instrument they like to play
and why.
Reference Academy Stars Year 6, Pupil’s Book: p:85, Exercise(s): 1-3, Teacher’s Book: 136-137
 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 >

- BLANK PAGE-

ENGLISH LESSON PLAN YEAR 6 CEFR

Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 101 Focus Language Art
Theme Topic
World of stories GRAPHIC NOVEL : THE WIZARD OF OZ
Language/ Grammar focus Future forms: will and going to
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
4.3 Communicate with appropriate language form and style
Content Standard
Complementary for a range of purposes in print and digital media
skill 4.3.1 Use capital letters, full stops, commas in lists, question
Learning Standard
marks and speech marks appropriately at discourse level
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
responses about the setting, characters and plot complete the Circle Map worksheets
Success Criteria: Pupils can
performs group reading for Chapter 1 and 2 in group create a story
21st Century Activities & Assessment
Resources CCE / EE
Skills
 Creativity and
Think-Pair-Share worksheets Bubble Map Questions
Innovation
  Communication Textbook .  Language Observation
Learning Outline
1. Paste the enlarged version of ‘What is on the Cover’ worksheet from the guidebook on
the board.
Pre-lesson 2. Pupils get into groups. In groups, pupils discuss and paste the answer cut-outs on the
board.
3. Discuss the answers. Group with the most correct answers is the winner
 1. Each group performs group reading for Chapter 1 and 2.
2. Elicit responses from pupils about the setting, characters and how Dorothy’s house
landed in the Land of Oz.
3. Pupils watch a short video of Dorothy in her blown away house.
https://www.youtube.com/watch?v=RQWSh7Db-_E
4. Asks pupils the following questions:
a. “If you were carried away by a cyclone like what happened to Dorothy, where do
Lesson Delivery
you think you will end up?”
b. What will you see at the new place?
c. What kind of characters will you meet?
5. Pupils complete the Circle Map worksheets. (Refer to guidebook page 100 -104)
6. Based on the three Circle Maps, pupils create a story that begins with:
‘If I was carried away by a cyclone like what happened to Dorothy, I think I would end up
on…’

Post Lesson 1. Pupils present their stories to the class.

Reference The Wizard of Oz by L. Frank Baum, The Wizard of Oz Teacher’s Guidebook Page(s): 32, 100-104

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 102 Focus Reading
Theme Topic
World of stories UNIT 7 : MUSIC AND SONG
Phonology: rhythm and rhyme (listen to song in this lesson for example
Language/ Grammar focus rhythm; rhyming words, e.g. same-game; back-soundtrack)
3.2 Understand a variety of linear and non-linear print and
Content Standard
Main skill digital texts by using appropriate reading strategies
Learning Standard 3.2.1 Understand the main idea of simple longer texts
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
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
understand rhythm in a song undertand the structure of a song
Success Criteria: Pupils can
wite a verse for a song answer the questions relate to the song
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline
1. Ask pupils about their favourite song. It may be In English, Malay or another language.
Pre-lesson Have pupils work in small groups to try to write the lyrics of the chorus in the language the
song is in and in English if possible.
1. Understand rhythm in a song by read the information in the Learning to learn box and
clarify the meaning. Read the verse out loud an clap the rhythm, then count the syllables in
each line. Focus on the rhyming sounds at the end of lines, as well as rhythm and number
of stressed syllables. Point out that words can rhyme even when they are not spelt the
same (e.g. when & again / around & down).
2. Ask pupils to look at the song lyrics they wrote in Step 1. Ask pupils to identify features of
this song from Step 2.
3. Refer to the picture. Ask pupils ‘Where is she?’, ‘Is she happy?’, ‘Why? / ‘Why not?’,
Lesson Delivery
‘What do you think she is thinking about?’. Pupils listen to the song to check their
predictions. Have them read the lyrics as they listen.
4. Pupils elicit the main idea in the song and decide on a title. Compare ideas and pupils
vote on the best title.
5. Pupils analyze the song lyrics and structure. Pupils answer the questions and match.
Check the answers and discuss over the difference between a verse and the chorus.
6. Ask pupils to look back at their song from Step 1 again to try to answer the questions
relation to that song.
Post Lesson 1. Play the song again and encourage pupils to sing along.
Reference Academy Stars Year 6, Pupil’s Book: p:88-89, Exercise(s): 1-3, Teacher’s Book: 142

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 103 Focus Writing
Theme Topic
World of stories UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Phonology: rhythm and rhyme
4.3 Communicate with appropriate language form and style
Content Standard
for 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
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
write some of the pairs of rhyming words respond to the sentences in the target language.
Success Criteria: Pupils can
write another verse for the song using their own ideas identify the rhyming words in the song
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline
1. Play a rhyming game, where pupils hear a word and should say another word which
Pre-lesson
rhymes. https://englishstudyonline.org/words-that-rhyme/
1. Re-elicit and write some of the pairs of rhyming words on the board from p.88 of the
Pupil’s Book. Remind pupils that sometimes the spelling is consistent between the pairs
(e.g. same & game), but other times it is different (e.g. first & worst).
2. Play the song from Lesson 102 again. Have pupils read along in the Pupil’s Book, p.88 as
they listen.
Lesson Delivery 3. Ask pupils to identify the rhyming words in the song.
4. Activity 4: Pupils use a word in the box to complete the song.
5. Have pupils try to write another verse for the song using their own ideas.
6. Activity 5: Pupils check their work against the checklist and make a not of any
necessary changes.Note that pupils’ verses could be very different from one
another’s.
1. Ask for volunteers to sing their verse to the class. Ask for feedback on the rhythm and
Post Lesson
rhyme in particular.
Reference Academy Stars Year 6, Pupil’s Book: p:88-89, Exercise(s): 1-3, Teacher’s Book: 142

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 104 Focus Listening
Theme Topic
World of Self, Family and Friends UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Describing music (e.g. catchy)
1.3 Use appropriate listening strategies in a variety of
Content Standard
contexts
Main skill 1.3.1 Guess the meaning of unfamiliar words from clues
Learning Standard provided by other known words and by context on familiar
topics
3.2 Understand a variety of linear and non-linear print and
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
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Listen and number the photos read and predict the gapped answers
Success Criteria: Pupils can
check different parts of the sentences that matches the
listen for specific information to answer the questions
context
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline
1. Review the topic of music and concerts. Distributes worksheet.
Pre-lesson 2. Pupils listen to the song "Cheap Thrills" by Sia Feat Sean Paul and fill in the blanks.
https://www.youtube.com/watch?v=PonUS87Yeqw
1. Pupils are introduced to the content of the listening in Activity 1, p.85. Look and read
2. Pupils listen to check their predictions. Play the audio and pupils number the photos.
Check their answers.
3. Draw attention to the words in the box at the top of Pupil’s Book, p.87. Pupils guess the
meaning of the words. Pupils listen again for the words and guess their meaning. Pupils
check meaning in the dictionary on p.140 of the Pupil’s Book.
4. Pupils listen for specific information to answer the questions. Encourage pupils to read
and predict the gapped answers before listening. Note that this strategy is useful for
Lesson Delivery the listening assessment.
5. Pupils do a reading activity. Hand out the worksheets and have pupils read the questions.
Elicit and discuss strategies for this question type, such as looking at different parts of the
sentences in each option to check it matches with both what comes before and after it;
and looking at the whole dialogue to get an overall understanding of the context so that
the dialogue will make sense.
6. Pupils answer the questions individually before checking in pairs, then in the whole class.
Monitor and see how pupils manage the questions. Give feedback on their effort as
much as their answers.
1. Review the music theme from the lesson by asking which song from the listening text
sounds best. Have pupils justify their answers.
Post Lesson
2. Ask pupils to bring a recording of their favourite song to the next lesson on CD, audio file or
link, if possible, so they can play it to the class.
Reference Academy Stars Year 6, Pupil’s Book: p:87, Exercise(s): 1-3, Teacher’s Book: 140
 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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 105 Focus Speaking
Theme Topic
World of Self, Family and Friends UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Describing music (e.g. catchy)
Content Standard 2.1 Communicate simple information intelligibly
Main skill Learning Standard 2.1.1 Give detailed information about themselves and others
4.2 Communicate basic information intelligibly for a range of
Content Standard
purposes in print and digital media
Complementary
skill
4.2.5 Connect sentences into two coherent paragraphs or
Learning Standard more using basic coordinating conjunctions and reference
pronouns
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
predict the answers from previous lesson. make notes about their favourite song
Success Criteria: Pupils can
talk about their favourite song in groups Write their ideas using words because, but and so
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline
1. Review the topic of music and concerts. Distributes worksheet and write sentences using
Pre-lesson
the words given. Pupils read and discuss with class.

1. Remind pupils of the listening text in the previous lesson. Have pupils see what they
remember by asking them to predict the answers to Activity 4 in the Pupil’s Book, p.87.
2. Play the audio for them to check their answers.
3. Pupils discuss the questions in pairs. Conduct class feedback.
4. Ask pupils if they brought a copy of their favourite song. Pupils make notes about their
Lesson Delivery
favourite song.
5. Teacher explains that because, but, and so are connecting words that we use to link
ideas. Pupils connect their ideas together. Pupils write in their notebooks.
6. Pupils read out the text in the speech bubble. Pupils give a short talk about their favourite
song in groups. They can use their writing, although should avoid reading it aloud.

1. Ask for volunteers to give their talk to the class. They can play the song as they do this if they
Post Lesson have brought it.
2. Ask pupils to bring their song recordings to class again in Lesson 108.
Reference Academy Stars Year 6, Pupil’s Book: p:87,90 Exercise(s): 4-5, 1-3, Teacher’s Book: 141, 144-145

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 106 Focus Language Art
Theme Topic
World of stories GRAPHIC NOVEL : THE WIZARD OF OZ
Language/ Grammar focus Narrate short stories, events and experiences
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 2.2 Use appropriate communication strategies
Complementary
skill 2.2.1 Keep interaction going in short exchanges by 2.2.1 Keep
Learning Standard
interaction going in short exchanges by saying
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
role play the dialogue with friends and talk about
discuss the main events in the chapters 3 and 4
the topic given.
Success Criteria: Pupils can
present and tell to the class. guess the scenes from the play
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
 Creativity and
  Communication Textbook . Observation
Innovation
Learning Outline
1. Pre-lesson Task 5 (Sit down, Stand Up): Teacher comes up with statements that
may be true or false from Chapters 1 and 2 of The Wizard of Oz. Pupils stand up
Pre-lesson
if the statement is true and sit down if the statement is false (e.g. Dorothy lived
on a prairie in Kansas- true)
1. In groups, pupils read Chapters 3 and 4 and discuss the main events in the
chapters.
2. Each group is given a description of a scene from the chapters read.
Lesson Delivery
3. Pupils discuss in their respective groups and come up with a short act to depict
the scenes.
4. Groups take turns to act out and pupils guess the scenes.
1. Pupils assess each group’s presentation using Two Stars and a Wish: two things
Post Lesson
that are good (stars) and one thing that can be improved (wish).

Reference The Wizard of Oz by L. Frank Baum, The Wizard of Oz Teacher’s Guidebook Page(s): 85-86
 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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 107 Focus Reading
Theme Topic
World of Self, Family and Friends UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Emotions (e.g. frightened, happy)
3.2 Understand a variety of linear and non-linear print and
Content Standard
Main skill digital texts by using appropriate reading strategies
Learning Standard 3.2.1 Understand the main idea of simple longer texts
Complementary Content Standard 2.3 Communicate appropriately to a small or large group
skill Learning Standard 2.3.1 Narrate short basic stories, events and experiences
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
decode and classify types of music match the music to the film type
Success Criteria: Pupils can
write two adjectives that describe their feelings reading aloud the script with emotion
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline

Pre-lesson 1. Play a game to introduce the topic of films.

1. Pupils talk about a film they saw recently. Teacher asks what type of film was it? Who
was in it? What happens in the film? Did you like it? Why? /Why not? Pupils works in
pairs or groups to talk about a film and answering the questions.
2. Refer Pupil’s Book p.91, Activity 1: Pupils read the scripts and match them to types of film.
3. Pupils listen to some music and say how it makes them feel. Pupils write two adjectives
that describe their feelings. Encourage pupils to give their opinion on the music.
Lesson Delivery 4. Model reading aloud with emotion, as if acting in a film, using the scripts in Activity 1.
Ask pupils to talk about how we can put emotion into what we say.
5. Teacher explains to pupils the important of music in a film. Pupils match the music to
the film type. Check the answers.
6. Have pupils practice the different scripts in pairs. Encourage them to act using mime and
gesture as they would if they are acting.
7. Ask volunteers to read out the script while the music is playing.

Post Lesson 1. Play the four pieces of music again and pupils identify the musical instrument they can hear.

Reference Academy Stars Year 6, Pupil’s Book: p:91 Exercise(s): 1-4, Teacher’s Book: 146-147

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 108 Focus Writing
Theme Topic
World of Self, Family and Friends UNIT 7 : MUSIC AND SONG
Review of question forms (personal questions, e.g. What’s your favourite
Language/ Grammar focus song to sing?)
4.2 Communicate basic information intelligibly for a range of
Content Standard
Main skill purposes in print and digital media
Learning Standard 4.2.1 Give detailed information about themselves and others
4.3 Communicate with appropriate language form and style
Content Standard
Complementary for a range of purposes in print and digital media
skill 4.3.1 Use capital letters, full stops, commas in lists, question
Learning Standard
marks and speech marks appropriately at discourse level
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Elicit some information about the singers or groups
Write 4 questions to interview a singer.
performing the songs
Success Criteria: Pupils can
answer the questions in writing write up the interview for a magazine or a blog
21st Century Activities &
Resources CCE / EE Assessment
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
 Creativity and
  Communication Textbook . Observation
Innovation
Learning Outline
1. Using pupils’ recordings, play some songs at the beginning of the class. Ask pupils how
Pre-lesson
each song makes them feel.

1. Elicit some information from the pupils about the singers or groups performing the
songs. Make notes on the board, for example the names of the singer(s), the type of
music, and so on.
2. Tell pupils they are going to interview a famous singer. In pairs, pupils should write
between three and five questions to ask the singer. Remind pupils to use correct
punctuation, in this case question marks in particular.
3. Pupils pass their questions to another pair. This pair should assume the role of the singer.
Lesson Delivery They answer the questions in writing, but in note form (not full sentences). Encourage
pupils to be creative at this stage in particular – their answers don’t need to be ‘real’. Or, if
have a lot of time and easy access to the internet, pupils can search for the actual answers
the singer would give. They pass their answers back to the other pair.
4. Pupils will write up the interview for a magazine or a blog.
5. Pupils look at their questions and the answers the other pair gave. They write up the
interview for the magazine/blog. Set a minimum and maximum word limit. Monitor
and help pupils, note areas of difficulty and common problems.

Post Lesson 1. Give general feedback on pupils’ writing, making sure to give plenty of praise.
Reference Pupils’ recordings of songs from Lesson 105.

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 109 Focus Listening
Theme Topic
World of stories UNIT 7 : MUSIC AND SONG
Language/ Grammar focus Review of language in Unit 7
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Main skill Learning Standard 1.2.3 Understand with little or no support longer simple
narratives on a range of familiar topics
Content Standard 3.3 Read independently for information and enjoyment
Complementary
skill 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital
Learning Standard
texts of interes
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
give a personal response to a text identify the characters in the text.
Success Criteria: Pupils can
answer the questions from memory to show
suggest possible solutions to the problem
understanding of the play
21st Century Activities &
Resources CCE / EE Assessment
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  Values Observation
Learning Outline

Pre-lesson 1. Introduce some new vocabulary from the story.

1. Activity 1, pre-reading the story in Pupil’s Book p.92. Pupils identify the characters and
elicits the text. Play Audio 2.6 or the pupils read the play. Pupils close their books or
cover the text as they listen.
2. While reading activity- pupils read the play individually and try to understand the
meaning. Ask questions and elicits ideas to solve the problem from the characters.
3. Pupils answer the questions from memory to check understanding of the play. Play the
Lesson Delivery audio again for pupils to check their answers
4. Teacher gives example of a problem and let pupils suggest possible solutions to the
problem. Pupils think about problem solving in the play.
5. Activity 4 p.95. Elicits the 2 pictures. Pupils think of different ways to solve the
problem.
6. Discuss and list out the ideas on the board.

Post Lesson 1. Talk to pupils about what we can learn from the arts (music, songs, theatre).

Reference Academy Stars Year 6, Pupil’s Book: p:92-95 Exercise(s): 1, 1, 3-5, Teacher’s Book: 149-150

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 110 Focus Speaking
Theme Topic
World of Self, Family and Friends UNIT 5 : GETTING AROUND
Review of language (e.g. present simple for talking about themselves; past
Language/ Grammar focus forms for narration)
Content Standard 2.1 Communicate simple information intelligibly
Main skill Learning Standard 2.1.1 Give detailed information about themselves and others
Content Standard 2.2 Use appropriate communication strategies
Complementary
skill 2.2.1 Keep interaction going in short exchanges by 2.2.1 Keep
Learning Standard
interaction going in short exchanges by saying
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
practice a speaking assessment Conduct speaking tests with friends.
Success Criteria: Pupils can
Give feedback in speaking assessment. know what is required in each part of the test.
21st Century Activities &
Resources CCE / EE Assessment
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline

Pre-lesson 1. Teacher distributes worksheet and let pupils introduce themselves.

1. Give all pupils the opportunity to practice a speaking assessment.

2. Pupils work in groups of three to conduct practice speaking tests, where there are two
candidates and one examiner – one pupil plays the part of the examiner, using the
examiner’s script.
3. Pupils take turns to be the examiner so that each pupil has at least two practice speaking
tests. Where possible, pupils could use different tests, but they can repeat the same if these
are not available.
4. Review any key language (e.g. expressions for checking understanding – see Pupil’s Book,
p.30), which is part of ‘communicative competence’) and double check pupils know what is
Lesson Delivery
required in each part of the test.
5. Distributes speaking assessment form to each pupil. Pupils use a form to give each other
feedback on their speaking and to self-assess each time they are a candidate. The criteria on
the form should be simple and should focus on the speaking assessment criteria, e.g. the use
and accuracy of grammar; the use and accuracy of vocabulary; communicative competence.
Avoid asking pupils to score each other; instead, they could say if it was: great / good / ok /
needs work. Encourage comments if appropriate. Talk to the pupils about these assessment
criteria so that they understand what they mean.
6. Collect the assessment forms to review them as formative assessment evidence.
1. Give whole class general feedback. Give tips as necessary and remind pupils that they will be
Post Lesson with their friends in the exam, and just need to talk about themselves, so there is no need to
feel nervous.
Reference Materials for practising speaking assessment, including examiner’s script. Speaking assessment form.

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 >
Speaking Assessment Form
Name Grammar Vocabulary Communicative Comment
competence

*Marks: great / good / ok / needs work*

Speaking Assessment Form

Name Grammar Vocabulary Communicative Comment
competence

*Marks: great / good / ok / needs work*

Speaking Assessment Form

Name Grammar Vocabulary Communicative Comment
competence

*Marks: great / good / ok / needs work*

Speaking Assessment Form

Name Grammar Vocabulary Communicative Comment
competence
*Marks: great / good / ok / needs work*

Let me introduce
myself
 Hi, my name’s .................. Months School subjects
January English
 I’m from .................. (country)
February science
 I live in .................. (city) March maths
April art
 I’m ... years old. May PE
 My birthday is on .................. June physics
July music
 I’m a student at ....................... August social studies
September history
 My favourite subject is ....................... October geography
 My favourite sport is ....................... November computer science
December
 There are ... people in my family.
Hobbies – Free time activities
 They are ...............................................
 reading, painting, drawing
 My father is a ............... and my mother a .................. playing computer games
 surfing the Internet
 I would like to be a .................. because ..................  collecting stamps/coins/…
 My hobby is .......................  going to the cinema
 playing with friends
 In my free time, I also like ..............................  playing with my dog
 going to the park/beach/…
 I don’t like ..............................  listening to music
 shopping, singing, dancing
 My favourite food is .......................  travelling, camping, hiking
 My favourite drink is .......................
 My favourite day of the week is ............ because .....................
Movies
 My favourite month is ................. because ...................... action movie
comedy
 My favourite singer (or band) is ................. romantic comedy
 I like ................. (movies). horror movie
sci-fi movie
 My favourite place is .................. . I like it because ................. war movie
thriller
 I (don’t) like travelling. I have been to ..................
animated cartoons
 The most beautiful place in my country is ..................
 I study English because .................................

Because… Jobs
 … I like it a lot. teacher policeman doctor
 … I think it’s important.
nurse builder architect
 … there are many things to see and do.
civil servant engineer social worker
 … I have to.
 … I can relax there. secretary businessman shop assistant
 … it’s relaxing/popular/nice/… manager fire fighter shopkeeper
 … it’s the last day of the week. cleaner postman waiter/waitress
 - BLANK PAGE -

ENGLISH LESSON PLAN YEAR 6 CEFR

Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 111 Focus Language Art
Theme Topic
World of stories GRAPHIC NOVEL : THE WIZARD OF OZ
Language/ Grammar focus Adjectives
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
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
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
List out the characters and their actions. recite their acrostic poems
Success Criteria: Pupils can
Answer 3 out of 5 questions about the character
correctly and in and find the words search in pair write an acrostic poem based on the chosen characters
or group work.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
 Creativity and
  Communication Textbook . Observation
Innovation
 Learning Outline

Pre-lesson 1. Conduct a pop quiz on the traits of each character in the story. (Refer to
guidebook page 68)

1. In small groups, pupils read out Chapters 5, 6 and 7.

2. Elicit responses from the pupils about the characters and their actions in the story.
3. Explain to pupils that they will write an acrostic poem.
Lesson Delivery
4. In groups, pupils choose a character and discuss the characteristics as well as
the significant dialogues.
5. Pupils write an acrostic poem based on the chosen characters.

1. Pupils recite their acrostic poems.

Post Lesson
2. Conduct class feedback.

Reference The Wizard of Oz by L. Frank Baum, The Wizard of Oz Teacher’s Guidebook, Page(s): 60-62

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 >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class  6 Time
Day Choose an item. Attendance
Date  21-Mar-22 Lesson 112 Focus Language Awareness
Theme Topic
World of stories UNIT 7 : MUSIC AND SONG
Language/ Grammar focus -
4.3 Communicate with appropriate language form and style
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
3.2 Understand a variety of linear and non-linear print and
Content Standard
Complementary digital texts by using appropriate reading strategies
skill 3.2.4 Use with some support familiar print and digital
Learning Standard
resources to check meaning
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
fill in the blanks 4 out of 6 correctly and
read and complete the words
appropriately.
Success Criteria: Pupils can
Answer 4 out of 6 questions correctly using will or
read and answer the complete sentences.
going to.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map  Language Questions
  Communication Textbook .  . Observation
Learning Outline
1. Review language from Unit 7. In group work, pupils discuss and write the keywords on the cards.
Pre-lesson
2. Displays the flashcards and elicits the pupils.
1. Choose from activities from the Workbook Check-up Challenge p.80-81, which reviews the language,
vocabulary and skills covered in this unit.
2. Activity 1 and 2 – Pupils read and complete the words. Pupils answer individually and check the
answers by class.
Lesson Delivery 3. Activity 3 – Pupils circle the best verb form to complete the sentences. Ask volunteers to read and
answer the complete sentences.
4. Activity 4 – Pupils answer the questions and write sentences with will or going to correctly. Check the
answer by class.

1. Ask pupils to think about their learning and performance in this unit. They then complete the self-
assessment worksheet. Pupils should do this in English.
Post Lesson 2. 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 The Wizard of Oz by L. Frank Baum, The Wizard of Oz Teacher’s Guidebook, Page(s): 60-62

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 >