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16.5.2024 thur

The document outlines lesson plans for Year 6 and Year 5 English classes focused on themes of self, family, and friends. The Year 6 lesson aims for students to provide detailed information about themselves, while the Year 5 lesson emphasizes maintaining interactions through suitable questions. Both lessons include various activities and strategies to engage students, with attendance recorded at 26 for each class.

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4 views2 pages

16.5.2024 thur

The document outlines lesson plans for Year 6 and Year 5 English classes focused on themes of self, family, and friends. The Year 6 lesson aims for students to provide detailed information about themselves, while the Year 5 lesson emphasizes maintaining interactions through suitable questions. Both lessons include various activities and strategies to engage students, with attendance recorded at 26 for each class.

Uploaded by

hannah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Date: 16 May 2024 Day: Thursday Week: 9 Subject: English Language

Class: Year 6 Time: 9.00 a.m. - Theme: Word of Self, Family and Friends
10.00 a.m.
Cemerlang
Skill: Speaking Complimentary: Writing Topic: Unit 2: Life in the past
Learning Standard : Main: 2.1.1 Give detailed information about themselves
Complementary: 4.2.1 Give detailed information about themselves
Learning Objective: By the end of the lesson, pupils should be able to:
Give detailed information about themselves and others
Success criteria: a. 13 pupils able to talk to their partner about when they were three years old.
b. 15 pupils able to talk to their partner about when they were three years old. with
guidance

TnL strategy & Activity Reflection: Attendance: 26


1. Teacher greets the pupils
2. Using the examples from pupils’ work from Lesson 18, say some sentences 13 pupils able to talk to their partner about when
in the form they are written (pupils may have used present simple, past they were three years old.
simple, or some may have used used to). In small groups, pupils listen and
write a full sentence using used to when suitable. Repeat three or four times. 15 pupils able to talk to their partner about
Review and check as a whole class. when they were three years old. with
3. Pupils open their Pupil’s Book on pages 22-23. Give pupils 15 seconds to look guidance
at the pictures and then close their book. Have them write down all the
things they can remember that were different in the past,
4. Teacher guide pupils to notice the target language form and meaning. * this lesson was postponed due to Teacher’s Day
(Activity 1) celebration
5. Pupils complete the text using the target language. (Activity 2)
6. Give pupils back their writing from Lesson 18. Have pupils use their
similarities and
7. differences to say sentences using used to/didn’t use to. (HOTS)
8. Pupils talk to their partner about when they were three years old. Extend the
activity by asking pupils to give one incorrect piece of information about
themselves. Partners should guess which information is incorrect. (Activity 3)
(21st CA)
9. Individually, pupils write a short paragraph about their life in the past (e.g.
when they
10. were three years old). Set a word limit (see differentiation strategies) and
consider having pupils finish for homework. Collect their work to evaluate
their writing and language progress; adjust your upcoming teaching plans if
you need to review particular areas or work more with individuals. (CBA)

Class: Year 5 Time: 10.30 a.m. - Theme: Word of Self, Family and Friends
Cemerlang 12.00 p.m.
Skill: Speaking Complimentary: Reading Topic: UNIT 2 : DAYS
Learning Standard : Main: 2.2.1 Keep interaction going in short exchanges by using suitable questions
Complementary: 3.2.1 Understand the main idea of simple texts of two paragraphs or more
Learning Objective: By the end of the lesson, pupils should be able to:
listen and fill in at least 4 correct answers
Success criteria: a. 15 pupils able to keep interaction going in short exchanges by asking suitable questions
b. 15 pupils able to keep interaction going in short exchanges by asking suitable
questions with guidance

TnL strategy & Activity Reflection: Attendance: 26


1. Teacher greets the pupils
2. Write on board: ‘Daily Routines’, ‘morning’, ‘afternoon’, ‘evening’ and ‘night’. 15 pupils able to keep appropriate interaction going with
Pupils brainstorm blue words in quiz they remember from previous lesson. partner
3. Pupils do Activity 2. Teacher reads Key Phrases aloud and pupils repeat. In
pairs, pupils use the phrases to compare true/false answers to the 12 15 pupils able to keep appropriate interaction
statements in Days and Nights text. going with partner with guidance
4. Hand out a True and a False card to each pair. Read the 12 quiz facts aloud
to whole class. After each fact, pairs hold up a True or a False card, and * this lesson was postponed due to Teacher’s Day
teacher gives the answer. At end, check how many each pair got right. celebration
5. Pupils choose 3 quiz facts they think are surprising. In small groups, compare
ideas using Key Phrases: What do you think? What about you? Write 1–12 on
board. Ask: Which facts are surprising? Pupils put up hands for each number.
Record numbers on board. Which three numbers have most votes? (21st CA)
6. Write on board: ‘Between 7.30 and 8.30 in the morning’; ‘Between 7.30 and
8.30 in the evening’. Teacher models language: e.g. I think you get up, have
breakfast and go to school between 7.30 and 8.30 in the morning. In pairs,
they take turns to guess what their partner does. How many guesses are
correct? (HOTS)

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