1 Lesson Plan For Exercises 1– - sapgrp.com … · Lesson Plan For Exercises 4 – 7 |Learning+|...

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Lesson Objectives

Students are able to1. identify words that belong in a list of

categories, 2. select the correct categories for given

sets of words.

Theme : Let’s CategoriseFocus: Specific Word Groups – Classification

Resources (Preparation to be done before the lesson)

1. Learning Vocabulary Workbook 62. Word cards with a name of an item

on each of them3. Word cards with the name of a

category on each of them

Introduction / Warm-up Activity (5 min)

1. Show the students the word cards with the names of several categories. Stick the word cards on the board. Invite the students to write one word for each category. Alternatively, you may want to group the students and let each group come up with the words for each category.

2. Discuss any words that might have been wrongly placed in a category or words that can belong to more than one category. If a particular category does not contain many words, you may want to encourage the other students to give suggestions.

3. Select categories that can be found in Exercise 1 – 3 of Learning Vocabulary Workbook 6.

Lesson (15 min)

Specific Word Groups – Classification

1. Explain the importance of classifying objects. Highlight to the students the importance of finding out the similarities and differences of objects in order to classify them.

2. Get a few students to come up and pick word cards from a bag all at the same time. Get them to discuss among themselves if the words should be in the same or different categories. Let them place the cards accordingly on the board. Invite another group of students to the front of the class and get them to draw the cards from the bag again. They have to place their cards in the same groups as those on the board or form a new category.

40 min

Lesson Plan For Exercises 1 – 31

1Lesson Plan For Exercises 1 – 3

|Learning+| English Vocabulary 6

Lesson Plans for Learning Vocabulary 6.indd 1 2019/3/19 8:49:49


3. Continue with this activity until all the word cards have been picked. Then discuss together with the class the category name that should be given to each group.

4. Highlight to the students that this is the process of classification.

Classroom Activities / Assessment (10 min)

1. Let the students complete Exercise 1 and 2 of Learning Vocabulary Workbook 6, pages 1 – 2 on their own.

2. Facilitate the students’ learning by walking around to check their answers.

Additional Activities / Closure (10 min)

1. Divide the class into pairs. Give each pair of students two word cards, each with a different category name on it. They get to keep a category and ‘give’ the other category to another pair of students.

2. Get each pair to come up with as many words as possible that belong to the category they have chosen as well as the category they have been given. You may want to specify the number of items for each category.

3. Let them share their answers with the class. You may want to discuss as a class if more words can be added in the category or if any of the answers given are wrong.

4. Start a ‘Writer’s Wall’ in the class. Pin their work on the ‘Writer’s Wall’.

Optional Activities

1. Ask the students to complete Exercise 3, page 3 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Give the students different sections of a newspaper and get them to cut out headlines

that belong to those particular sections. 4. Let them share their findings with the class. 5. You may want them to cut out at least one that includes the article and share this

article with the class.





Lesson Objectives

Students are able to1. identify different types of people,2. complete sentences using names of

people.

Theme : Who are You? (1)Focus: Specific Word Groups – People


1. Learning Vocabulary Workbook 62. Riddles related to the names of

people


1. Tell the students some riddles about the names of different types of people. You may want to call on students to solve the riddles or get them to work in groups to solve them.

2. You may want to select words that match the ability level of the students so that they will be enthusiastic about the lesson and not be discouraged.

3. Repeat this activity as many times as possible.

Lesson (10 min)

Specific Word Groups – People

1. Go through the names of people in Exercise 4 – 7 with the students. Explain any words that they may not understand.

2. You may want the students to write the names of the people and their definitions in a vocabulary book.

3. To facilitate understanding, you may want to group the names of the people used in the exercises when explaining the words to the students.

4. For words that are particularly important, emphasise the spelling of the words as well. Get the students to learn these words and test them the spelling and the definitions of these words in the next lesson.


1. Let the students complete Exercise 4 – 6 of Learning Vocabulary Workbook 6, pages 4 – 6 on their own.


40 min







1. Play the game ‘Hangman’ as a class. Once a word is guessed correctly, ask the students for the meaning of the word. Let them form a sentence using the word.

2. You may want to make the activity more interesting by dividing the students into groups. Get each group to come up with a set of words and take turns to let the other groups guess their words.

3. Alternatively, you may want to divide the students into pairs to play Hangman with each other. Let them write down the sentences they have formed with the words and hand them up at the end of the lesson.

Optional Activities


the pages of their workbooks.3. Give the students a list of words taken from Exercise 4 – 7. Get them to look for

articles in newspapers or information on the Internet related to these people. For example, if they have to search for someone who is a genius, they could look for music composers such as Mozart.

4. Let them share their findings with the class.





Lesson Objectives

Students are able to1. identify different types of people,2. complete sentences using names of

people.

Theme : Who are You? (2)Focus: Specific Word Groups – People


1. Learning Vocabulary Workbook 62. Picture cards of people related to

Exercise 4 – 103. A crossword puzzle for the whole

class


1. Show the students the picture cards of the people found in Exercise 8 – 10. Get them to identify who these people are. If they are unable to name the people, give them clues by discussing what the people are doing in the picture. Alternatively, you may want to give them the first letter of the word and let them figure out the word.

2. Repeat this activity as many times as possible. 3. You may want to include picture cards of people whose names they learnt in the

previous lesson.

Lesson (10 min)

Specific Word Groups – People

1. Go through the names of people in Exercise 8 – 10 with the students. Explain any words that they may not understand.

2. You may want the students to write the names of the people and their definitions in a vocabulary book.

3. To facilitate understanding, you may want to group the names of the people used in the exercises when explaining the words to the students.

4. You may want to explain words that are not found in the exercises but are related to the words used in the exercises (especially if they could be useful to the students). For example, when explaining the word ‘spouse’, ask the students if they know what word is used to refer to brothers and sisters.

40 min






5. Highlight also words that the students might be unfamiliar with in the local context.

Example: • constable





1. Paste a crossword puzzle on the board so that the whole class can see it. Encourage them to use clues from the sentences to figure out the answers.

2. Introduce techniques that are useful when completing crossword puzzles to the students such as writing those answers that one knows and using the letters given as clues to help solve the more difficult words.

Optional Activities


the pages of their workbooks.3. You may want the students to go through all the words learnt in Exercise 4 – 10

and get them to pick out words that have negative or positive connotation as well as those that are neutral. Get them to come up with reasons for grouping these words as such.

4. Get them to share their work with the class and discuss why these words have been grouped in such a way.





Lesson Objectives

Students are able to1. identify different types of occupations,2. complete sentences using names of

occupations.

Theme : It’s Time for WorkFocus: Specific Word Groups – Occupations


1. Learning Vocabulary Workbook 62. Common sentences that people in

certain occupations will say 3. List of occupations including those

not covered in Exercise 11 and 124. List of places of work (for Optional

Activity) 5. Sample of a poster by an

employment agency (for Optional Activity)


1. Take on the role of a person who is working on his job. Say one or two sentences that the person who is on his job would say because of their occupations.

Example: • “Oh, I have to finish writing this article by the end of the day or it will not be

printed in tomorrow’s newspapers.” The students have to guess that you are pretending to be a journalist. 2. You may want to write the names of the occupations you have acted out on the

board. 3. Repeat this activity as many times as possible.

Lesson (10 min)

Specific Word Groups – Occupations

1. Go through the names of occupations in Exercise 11 and 12 with the students. Explain any words that they may not understand.

2. You may want the students to write the names and the definitions in a vocabulary book.

40 min


7Lesson Plan For Exercises 11 – 12|Learning+| English Vocabulary 6



3. Depending on the ability level of the students, you may want to explain words that sound the same such as ‘invigilator’ and ‘investigator’.

4. You may want to ask the students if they know of people who do a certain task(s) but unsure what the occupation is called. Get them to describe the occupation to the class and encourage the class to think of what the occupation is called.





1. Divide the class into pairs. Give each pair a list of occupations including other common occupations that are not found in Exercise 11 and 12.

2. Get each pair to select several occupations and write a conversation among the characters belonging to those occupations. The conversation must have the people talking about the positive and negative aspects of their occupations.

3. You may want to collect their work for checking. Pin their work on the ‘Writer’s Wall’ after the necessary changes have been made.

4. Use the students’ work to carry out speech and drama activities in the class.

Optional Activities

1. You may want to give the students a list of workplaces and get them to write down the different occupations found at these places.

Examples: • hospital, school, restaurant 2. Get them to find out what the occupations at these places are and what tasks/

responsibilities are required of each occupation. 3. Let them share their work with the class. 4. Alternatively, you may want them to set up a make-believe employment agency. Get

them to make posters advertising for people to fill certain positions. Encourage them to think about the requirements one needs to have to be in a certain occupation.

5. Provide the students with a sample poster as an example.6. Let them share their work with the class. 7. You may want to pin their work on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify different buildings or places

and their uses,2. complete sentences using names of

buildings or places.

Theme : Places Around UsFocus: Specific Word Groups – Places and Buildings


1. Learning Vocabulary Workbook 62. A script for role-play 3. A piece of paper with the names of

places, names of occupations, things that people do in these places (Have enough for each pair in the class.)


1. Take on the role of a person. Pretend to walk into a place. Describe it. The students have to guess the place that you are in. You may also want them to guess who you are if possible.

Example: • Pretend to look around and say, “Oh, all the treadmills are in use and the exercise

bicycles are occupied as well. When my student comes later, there will not be any exercise machines for him to work on.”

Ask the students where you are (gymnasium) and if they know who you are (trainer).

2. Repeat this activity as many times as possible. 3. You may want to write the names of the places and the occupations on the board.

Lesson (10 min)

Specific Word Groups – Places and Buildings

1. Go through the names of places in Exercise 13 – 15 with the students. Explain any words that they may not understand.

2. You may want the students to write the names of the places and the definitions in a vocabulary book.

40 min





3. Go through any words that have more than one meaning. Example: • nursery 4. Explain any words that are easily confused. Examples: • ‘hostel’, ‘inn’, ‘hotel’5. Expand on each word by discussing other words that are related to it in order to

increase the students’ level of vocabulary. For example, when explaining the word ‘ward’, discuss with the students about the different classes of wards etc.





1. Divide the students into pairs. Give each pair a piece of paper with the names of places and the things the people in those places do or the names of people working in those places. Get them to match the words.

2. Then get them to write sentences for the names of the places found on their paper. 3. Let them share their work with the class.

Optional Activities


the pages of their workbooks.3. Get the students to find out about the different places in Singapore. For example,

encourage them to tell the class about the different museums, the different hospitals etc.

4. Let them share their findings with the class.5. You may also want the students to learn the names of the places taught in the lesson

and conduct a spelling bee test during the next lesson.




Lesson Objectives

Students are able to1. identify collective nouns for people,

things and animals, 2. complete sentences with collective

nouns.

Theme : We Are a GroupFocus: Specific Word Groups – Collective Nouns


1. Learning Vocabulary Workbook 62. Word cards with a collective noun

phrase on each of them3. A word search puzzle containing

collective nouns4. Word cards with a collective noun

on each of them

Introduction / Warm-up Activity (5 min)1. Invite three students to the front of the class. Get each student to read from a card

a phrase that includes a collective noun. Get the rest of the class to decide which student is correct.

Example: • a herd of ants, an army of ants, a cluster of ants2. You may want to write the collective nouns on the board.

Lesson (15 min)

Specific Word Groups – Collective Nouns

1. Go through the collective nouns used in Exercise 16 and 17. Explain any words the students do not understand.

2. Do a word search puzzle with the class. Get the students to search for collective nouns that are hidden in the puzzle without the help of any clues. When they have found the words, get them to construct sentences using the collective nouns correctly. If a collective noun can be used for more than one type of noun, encourage the students to construct all possible sentences.

3. You may want the students to write down what they have learnt in their vocabulary book.

40 min





Classroom Activities / Assessment (10 min)1. Let the students complete Exercise 16 and 17 of Learning Vocabulary

Workbook 6, pages 16 – 17 on their own. 2. Facilitate the students’ learning by walking around to check their answers.

Additional Activities / Closure (10 min)1. Divide the class into pairs. Get them to pick a collective noun word card from a

bag. Give the students a time limit to think of a sentence using that collective noun they have picked. Get them to raise their hands when they are done. The pair who manages to get the correct answer first wins a point.


Optional Activities 1. You may want the students to make use of between eight to ten collective nouns to

write a humorous story or poem. They can use their imagination to come up with a fantasy story as well.

2. Let them share their work with the class.3. You may want to pin their work on the ‘Writer’s Wall’. 4. Alternatively, you may want to divide the class into three groups. Get each group to

focus on one of the three areas – people, places or things. Let them use collective nouns to write a story.

5. You may also want the students to select six to eight collective nouns each that they think are useful and write them on a card. They can then pin the card on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify words that are similar in

meaning,2. replace words in sentences with other

words that are similar in meaning.

Theme : We Are the Same (1)Focus: Specific Word Groups – Words with Similar Meanings


1. Learning Vocabulary Workbook 62. Word cards with a sentence on each

of them3. Pairs of words that are similar or

dissimilar in meaning 4. Word cards with a word on each of

them5. Scenarios for story writing (Have

enough for each group in the class for Optional Activity.)


1. Invite several students to the front of the class. Get each of them to read a sentence that you have prepared. The sentences use synonyms but one of them is the odd one out. Elicit from them the sentence that is the odd one out.

Example: • I think the crabs are delicious. • These crabs are tasty. • The crabs I ate last night were scrumptious. • These crabs are bland. The sentence with the word ‘bland’ is the odd one out. 2. Repeat this activity as many times as possible using the words found in

Exercise 18 – 22. 3. You may want to provide each student with a different set of words.

40 min





Lesson (10 min)

Specific Word Groups – Words with Similar Meanings

1. Go through the words in Exercise 18 – 22. Focus on the options for the questions to ensure that the students understand what the words mean. Provide as many examples as possible to explain the meaning of a word.

2. You may want the students to write the words they have learnt in their vocabulary book.

3. Go through words that are easily confused. Example: • The word ‘obstinate’ does not mean ‘naughty’. 4. Show the students pairs of words. In each pair, ask the students if the words are

similar or dissimilar in meaning. If the words are dissimilar in meaning, get the students to come up with a word that is similar in meaning for each word.





1. Divide the class into pairs. Give each pair several words and let them come up with a short paragraph using these words. Get them to underline the words in the story. Then they have to exchange their stories with another pair. They must write a word that is similar in meaning to each underlined word in the story written by the other pair.

2. Let them share their work with the class.

Optional Activities

1. Ask the students to complete Exercise 21 and 22, pages 23 – 24 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Divide the class into groups. Give each group a scenario that they could use for

writing stories. Provide them with ideas on the types of adjectives that they could use and get them to search for as many synonyms as possible. For example, if a group has a scenario about a boy falling ill, they can look for words related to ill, pale, sick, tired, unhappy etc.

4. Let them pin their words on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify words that are similar in

meaning,2. replace words in sentences with other

words that are similar in meaning.

Theme : We Are the Same (2)Focus: Specific Word Groups – Words with Similar Meanings


1. Learning Vocabulary Workbook 62. Sets of words with one odd word

out per set3. Word cards with a word on each of

them4. A short paragraph (for Optional

Activity)


1. Show the students sets of words with an odd word out in each set that is dissimilar in meaning to the rest of the words in the set. Get the students to take turns coming up to the front of the class to circle the word that does not belong in each set.

2. You may want to make this activity more interesting by dividing the class into groups and providing different sets of words for each group. Call on one group member at a time and get that student to circle the odd word out for his set. Set a time limit if necessary.

Lesson (10 min)

Specific Word Groups – Words with Similar Meanings

1. Go through the words in Exercise 23 – 27. Focus on the options for the questions to ensure that the students understand what the words mean. Provide as many examples as possible to explain the meaning of a word.

2. You may want the students to write the words they have learnt in their vocabulary book.

3. Go through the other options in the questions to ensure that the students are aware of the subtle similarities and differences between the words.

40 min









1. Divide the class of students into groups. Place several word cards at the front of the class. Call on a student in each group. Place another word card on the student’s forehead without letting him see what the word is. The other group members have to give the student clues so that he will be able to match his word card to one of the words at the front of the class.

2. You may want to set certain rules that will make the guessing of the word more challenging. For example, group members are only allowed to make sentences for the students to figure out what the word on their forehead is.

3. You may also want to set rules to minimise the noise level. 4. Give points to groups that get the answers first. Give a small prize to the winning

group(s).

Optional Activities


the pages of their workbooks.3. Provide the students with a short paragraph. Tell them a specific number of words

to underline in the paragraph and get them to search for suitable synonyms for each of the words.

4. You may want to provide a variety of paragraphs so that not every student will work on the same story.

5. Get them to rewrite the story using the synonyms and pin their work on the ‘Writer’s Wall.’




Lesson Objectives

Students are able to1. identify words that are opposite in

meaning,2. complete sentences with words that

are opposite in meaning to the words highlighted in the sentences.


1. Learning Vocabulary Workbook 62. A recording of a dialogue or

conversation that includes antonyms3. A set of cards with one word on each

of them to play a memory game4. Sets of antonym word pairs (Have

enough for each pair in the class.)


1. Let the students listen to the recording. Then get them to pick out all the antonyms in the recording.

2. If the students miss out on certain pairs of antonyms, list one word in the pair and ask them if they can remember what the other word in the pair was in the recording.

3. Write the words on the board.

Lesson (15 min)

Specific Word Groups – Antonyms

1. Explain the words that were introduced earlier. Go through any words in Exercise 28 that the students might not be familiar with. Go through the options and discuss the antonyms for them if possible. Note that some words will not have antonyms.

Example: • salary2. Play a memory game with the class. Place a set of cards face down on a visualiser

projector and get the students to come up, one at a time, to turn over two cards. If the words are antonyms, they get to have another turn. If not, another student gets a chance.

3. Write the list of antonyms on the board.

40 min

Lesson Plan For Exercise 289

Theme : We Are Different Focus: Specific Word Groups – Antonyms

17Lesson Plan For Exercise 28





1. Let the students complete Exercise 28 of Learning Vocabulary Workbook 6, page 30 on their own.



1. Divide the students into pairs. Give each pair several sets of antonyms and get them to construct a sentence using one pair of opposite words.

2. Let them share their sentences with the class. 3. You may want to extend the activity by getting them to write the sentences using the

words.

Optional Activities

1. Refer the students to Exercise 28 of Learning Vocabulary Workbook 6 to search for synonyms of the underlined words. Encourage them to use the dictionary if necessary. Ask them to decide if the words they have found can be used to replace the underlined words in the sentences in the exercise.

2. Let them share their findings in class. Conduct a discussion on why some synonyms of the underlined words might not be suitable for the sentences in the exercise.

18Lesson Plan For Exercise 28




Lesson Objectives

Students are able to1. identify the various forms of a word, 2. complete sentences using the correct

form of the words.

Theme : Changing Words (1)Focus: Specific Word Groups – Word Forms


1. Learning Vocabulary Workbook 62. Three different tests consisting of

five sentences each with mistakes in some of them

3. Sets of words consisting of words that could be written in different forms (Have enough for each pair in the class.)


1. Give the students a scenario of three children having sat for a test. Get them to identify which child scored the highest marks. Show them three sets of five questions. Give them a time limit to read through the questions in each set. Then get them to indicate the questions that were wrongly answered and the score the child received.

2. You may want to let the students work in pairs for this activity. Give each pair a copy of the three tests.

Lesson (10 min)

Specific Word Groups – Word Forms

1. Go through the mistakes in the sentences used in the Warm-up Activity. For the sentences with mistakes, get the students to correct the mistakes. Then have them come up with another sentence for the word that has been wrongly used.

Example: • Jim was an imaginary boy who enjoyed writing fantasy stories. The students should tell you that the answer is ‘imaginative’ (not ‘imaginary’) and

then construct a sentence using ‘imaginary’.

40 min





2. Explain any words that are easily confused to the students. You may want to use parts of speech to explain some of the words.

Example: • ‘He is boredom’. vs ‘He is bored.’ ‘Boredom’ is a noun whereas ‘bored’ is an adjective. 3. Go through the other words in Exercise 29 – 33 that the students might not

understand.





1. Divide the students into pairs. Give each pair a set of words. Get them to write one other form of each of the words. Let them also construct sentences using the words.

2. Let them share their sentences with the class.3. You may want to discuss the other forms of the words that they might not have

come up with. Discourage them from coming up with different forms of a verb such as ‘applaud’, ‘applauded’, ‘applauding’, ‘applauds’. You may want to set rules to tell them that the singular and plural forms of a word and the present and past tense of the word are considered the same form of the word.

4. You may want to pin their work on the ‘Writer’s Wall’.

Optional Activities


the pages of their workbooks.3. Encourage the students to search for interesting articles in the newspapers,

magazines or the Internet. Get them to underline the words in the articles that have different forms. Get them to write these words and their different forms on a separate piece of paper.

4. Let them share their articles and words with the class.5. You may want to extend the activity by getting them to form sentences using these

other forms of the words.




Lesson Objectives


form of the words.



1. Learning Vocabulary Workbook 62. A recording clip of people saying

sentences with mistakes in some of them

3. Sets of three words each (Have enough for each pair in the class.)


1. Let the students listen to the recording. It could be a dialogue between people. After the recording, get them to identify the mistakes in the recording.

2. You may want to write the root words of the words that were mistakenly read on the board.

Lesson (10 min)


1. Go through any of the words found in Exercise 34 – 37 that the students might be unfamiliar with.

2. Using the different parts of speech, explain how the different forms of the words are used.

3. Repeat this activity as many times as possible. 4. You may want to give the students a specific form of a word and get them to construct

sentences using the words.




40 min






1. Divide the class into pairs. Give each pair three words. Instruct them to write out the different forms of each word in separate columns by labelling them according to the different parts of speech. Then get them to exchange their list with another pair. Each pair must then form a sentence for each of the words from the other pair.

2. Let them share their sentences with the class.3. You may want to pin the sentences on the ‘Writer’s Wall’.

Optional Activities


the pages of their workbooks.3. You may want the students to write down the different forms of the words learnt

during the lesson in their vocabulary book.4. Conduct a spelling bee test for useful words during the next lesson.




Lesson Objectives


form of the words.



1. Learning Vocabulary Workbook 62. A label of a product with details on

the direction of its use3. Word cards with one word from

Exercise 29 – 42 on each of them (Have enough for a class activity.)


1. Show the students the back of a product such as a bottle of shampoo or a cake mixture. Get them to read the directions for use. Get them to pick out the words that can be used in other forms.

2. Write these words on the board. Include other forms of the words that the students are unable to come up with.

Lesson (10 min)


1. Go through any of the words found in Exercise 38 – 42 that the students might be unfamiliar with.

2. Play the game ‘Hangman’ with the class. After they have guessed each word, let them tell you the different forms of the words.

3. You may want to write all the words on the board and get the students to provide you sentences for some of the words when the Hangman game is over.




40 min






1. Divide the class into groups. Using the words from Exercise 29 – 42, get a student from each group to select a word card from a bag. Then let him say a different form of the word and construct a sentence using that form. The students who are correct score points for their group.

2. You may want to make the game more challenging by having the students write the words and the sentences on the board.

3. Give a small prize to the winning group(s).

Optional Activities


the pages of their workbooks.3. Get the students to search for products in their homes and read the instructions on

them. Get them to identify any words that were not covered during the Warm-up Activity and share them with the class.

4. Alternatively, you may want them to come up with their own product. They could advertise the product and provide the necessary information to potential buyers on the poster. They should include words that come in different forms.

5. When sharing their posters with the class, they should highlight these words and point out their different forms.




Lesson Objectives

Students are able to1. define various idioms,2. complete sentences using the correct

idioms, 3. replace words and phrases with the

correct idioms.

Theme : Express Yourself! (1) Focus: Specific Word Groups – Idioms


1. Learning Vocabulary Workbook 62. Picture cards that show idioms3. Handouts of idioms


1. Show the students a set of picture cards and elicit from them the idiom. For example, the picture card shows a man kicking a bucket or a potato chip with a very old block.

2. Repeat this activity as many times as possible.3. Write the idioms on the board. 4. You may want to explain what the idioms mean during the activity or do so later in

the next activity.

Lesson (10 min)

Specific Word Groups – Idioms

1. Give each of the students the handout. Review what idioms are. Go through any of the idioms that the students might not understand.

2. You may also want to go through some of the words from Exercise 43 – 48 that the students are supposed to replace with idioms as they might not understand what they mean.

3. Ask the students leading questions to elicit from them the idiom you are trying to get them to guess. Let them refer to the handout for the answers.

Example: • Which idiom can we use to describe a jealous person?

40 min









1. Refer the students back to the idioms in the handouts given to them. Get them to pick out one idiom that can be used to describe a feeling, one that can be used to describe a person’s position, one that can be used to describe a good behaviour etc.

2. Get them to form sentences using these idioms. 3. Let them share their sentences with the class. 4. You may want to select several idioms and pin them on the ‘Writer’s Wall’ for the

students to read and familiarise themselves with when they are free. You may want to change these idioms every week to ensure that the students will become familiar with more idioms.

Optional Activities


the pages of their workbooks.3. Get the students to analyse the handout of idioms and let them come up with

common items that are used in idioms. For example, if colours are often used, get them to explain when they are used and what the certain type of colours are associated with.

4. You may want to tell them specifically what to look out for such as colours, parts of the body etc.

5. Let them share their findings with the class.




Lesson Objectives

Students are able to1. define various idioms,2. complete sentences using the correct

idioms, 3. replace words and phrases with the

correct idioms.

Theme : Express Yourself! (2)Focus: Specific Word Groups – Idioms


1. Learning Vocabulary Workbook 62. Handouts of idioms that were given

out in the previous lesson3. A list of idioms and words that match

with some that do not match4. Cut-outs of idioms5. An envelope


1. Show the students a list of idioms and a list of words that can be used to replace the idioms. Get them to match the idioms to the words. Some of the idioms do not match the words.

2. You may want to encourage the students to come up with the answers for those words and idioms that do not match.

3. Write these answers on the board.

Lesson (10 min)

Specific Word Groups – Idioms

1. Ensure that the students have a copy of the handout of idioms that was given to them in the previous lesson. Go through any words in Exercise 49 – 54 that the students might not understand.

2. Call out a noun that is found in idioms. Example: • bird The students have to search for idioms with the word ‘bird’ in them. Call

on the student who raises his hand first and if the answer is correct, he has to explain what the idiom means to the rest of the class.


40 min









1. Divide the class into pairs. Give each pair an envelope containing slips of paper with a word on each of them. Get them to rearrange the words to form several different idioms. They then have to form sentences using the idioms.

2. You may want to make the activity more challenging by providing more words in each envelope.

3. Let the students share their sentences with the rest of the class.4. Alternatively, you may want to do this as a whole class activity.

Optional Activities


the pages of their workbooks.3. Divide the class into half. One half will study the first half of the handout and the

other half of the class will study the second half of the handout. 4. Divide the class into two groups during the next lesson. Let them question each

other on idioms they should have learnt. They could either get their classmates to complete the idiom or give the meaning of the idiom.




Lesson Objectives

Students are able to1. define various phrasal verbs, 2. complete sentences using the correct

phrasal verbs, 3. replace words and phrases with the

correct phrasal verbs.

Theme : Put Them TogetherFocus: Specific Word Groups – Phrasal Verbs


1. Learning Vocabulary Workbook 62. Word cards with a preposition or

a verb on each of them to form phrasal verbs

3. Incomplete sentences that could be completed with the phrasal verbs in (2)


1. Show the students a set of word cards with either a verb or a preposition written on each of them. Get them to match the verbs and the prepositions.

2. Write the pairs that have been correctly matched on the board.

Lesson (10 min)

Specific Word Groups – Phrasal Verbs

1. Show the students the sentences that could be completed with the phrasal verbs formed in the Warm-up Activity.

2. Get the students to complete the sentences with the correct phrasal verbs.3. Using the same prepositions or the same verbs, ask the students to form different

phrasal verbs. For example, if the preposition ‘on’ was used to form the phrasal verb ‘take on’, the students could come up with other phrasal verbs such as ‘check on’ or ‘drop in on’. Get them to explain the meaning of the phrasal verbs and construct sentences with them.

4. Repeat this activity as many times as possible. 5. You may want them to refer to the words in Exercise 55 – 59.

40 min





Optional Activities


the pages of their workbooks.3. Get the students to come up with phrasal verbs using specific prepositions or verbs.

You may want to specify what these are or get them to use the verbs or prepositions they choose.





1. Divide the class of students into three groups. Refer the students to Exercise 57 – 59. Assign one exercise to each group.

2. Get the students to work individually within each group or in pairs to form sentences using eight phrasal verbs that they have selected from the exercise assigned to them.

3. Let them share their sentences with the class.4. You may not want to restrict them to separate sentences but a short paragraph using

the selected phrasal verbs if they are able to write one.




Lesson Objectives

Students are able to1. define given words,2. match words to their definitions.

Theme : Let’s Explain (1)Focus: Words and Their Meanings


1. Learning Vocabulary Workbook 62. A short paragraph with five

underlined words for students to define

3. A short comic strip with mistakes in some of the words used

4. A list of definitions (Have enough for each group in the class.)

5. Word cards with a word on each of them that matches the definitions in (4)


1. Show the students a short paragraph with five underlined words. Get them to figure out the meaning of each of the words using contextual clues.

2. After they have come up with their own meaning for each word, use an online dictionary to check the meaning of the word. Get the students to decide if the meanings they have come up with are correct.

Lesson (10 min)

Words and Their Meanings

1. Show the students the comic strip. Get them to figure out which people have said their sentences correctly.

2. You may want to go through some of the words in Exercise 60 – 64. Do not use the exact explanations given in the exercises to explain the words. You may also want to explain the meaning of other words that are similar in meaning.

Examples: • ‘prickly’, ‘spiky’, ‘thorny’

40 min





Optional Activities


the pages of their workbooks.3. Divide the class into five groups. Refer them back to Exercise 60 – 64. Assign an

exercise to each group. Get the students who belong to a particular group to work individually and come up with a short story using as many words as possible in the exercise that has been assigned to them.

4. Let them share their stories with the class. 5. You may want to pin their work on the ‘Writer’s Wall’.

3. Encourage the students to construct sentences using the words they have learnt to ensure that they have understood what the words mean.

4. You may want the students to write the words in their vocabulary books.





1. Divide the class into groups. Give each group a list of definitions. 2. Get a member from each group to come up to select a word card from a bag. If the

word card matches one of the definitions that his group has, the group can keep the card. If it does not, the group has to wait for the next round to exchange the card for another one.

3. Repeat this activity until the first group finds the word cards to match all the definitions it has.




Lesson Objectives

Students are able to1. define given words,2. match words to their definitions.

Theme : Let’s Explain (2)Focus: Words and Their Meanings


1. Learning Vocabulary Workbook 62. A short paragraph with words

missing3. Blank Bingo 5 × 5 grids (Have

enough for each pair in the class.)4. A list of words to be placed in the

grid in (3)


1. Show the students a short paragraph with some of the words missing. Provide them with a set of words and let them complete the paragraph using the words given.

2. Ask the students for the meaning of the words used.

Lesson (10 min)

Words and Their Meanings

1. Get the students to form sentences with the words that were used in the Warm-up Activity.

2. Go through any words and phrases in Exercise 65 – 69 that the students might be unfamiliar with.

3. Explain any other words that could be easily confused with the words in the exercise.

Examples: • ‘eminent’ and ‘imminent’4. Encourage the students to write these words in their vocabulary book.

40 min





Optional Activities


the pages of their workbooks.3. Get the students to search for articles in the newspapers, magazines or the Internet.

Get them to highlight at least four words in the article that they are unsure of and encourage them to look up the meaning.

4. Let them share their articles and words with the class. 5. You may want to pin the articles on the ‘Writer’s Wall’ along with the meanings of

the difficult words.





1. Play the game ‘Bingo’ with the class. Divide the class into pairs. Give each pair a blank Bingo grid and a list of words. Get them to fill up the grid with the words. Read out the meanings of the words. Let the students cross out the words on their Bingo grid that matches the meanings that you have read out. The first pair to cross out all the boxes horizontally, vertically or diagonally wins the game.

2. You may want to make the activity more challenging by having the winner cross out at least two rows.




Lesson Objectives

Students are able to 1. make inferences, 2. complete sentences using the correct

words.

Theme : Making Inferences (1)Focus: Correct Word Use


1. Learning Vocabulary Workbook 62. Word cards with a word on each of

them 3. Clues for students to select the

correct word from (2) 4. Words that make up similes5. A newspaper report with missing

words


1. Show the students a set of three words at a time. Give them clues and get them to pick the correct word.

Example: • I am a camel. I live in the desert and I have these two lumps on my back. What are

they called? The students will then have to select the card that has the word ‘humps’ on it. 2. Repeat this activity as many times as possible.

Lesson (15 min)

Correct Word Use

1. Go through any words in Exercise 70 – 74 that the students might find unfamiliar. Highlight the words that are often confused and provide as many examples as possible so that the students will understand how the words are used.

2. Review similes with the students. Provide as many examples as possible. You may want to give them several words and get them to match the words to form similes. For example, they could match ‘stubborn’ to ‘mule’ to form the simile ‘as stubborn as a mule’.

40 min





Optional Activities


the pages of their workbooks.3. Get the students to research on an inventor and write a few paragraphs about him. 4. Let them share their work with the class.5. You may want the students to type out their work or you can do it for them. Remove

certain words from the paragraphs. These passages can then be used for further class practice.

3. Repeat this activity as many times as possible. 4. You may want them to write the words in their vocabulary books.





1. Show the students a newspaper report with several words missing from it. Get them to come up with the words to complete the report.

2. You may want to do this as a class, in pairs or individually.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 62. A comic strip with phrases missing3. A list of similes to complete (2)4. A passage modified from Exercise 775. Lists of animal names and animal

sounds (Have enough for each pair in the class.)


1. Show the students a comic strip and a list of similes. Get them to complete the comic strip using the similes.

2. Explain the meaning of the similes to the students. Let them come up with other similes that they know of.

Lesson (10 min)

Correct Word Use

1. Explain any words from Exercise 75 – 80 to the students that they might not be familiar with. Explain to the students any confusing words such as ‘promote’, ‘encourage’ and ‘attract’.

2. Show the students a modified version of the passage in Exercise 77. Explain the passage to them and ask them questions about the passage.




40 min





Optional Activities

1. Ask the students to complete Exercise 78 – 80, pages 97 – 100 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Get the students to review the words in Exercise 75 – 80. Get them to search for

the meanings of six to eight words and encourage them to come up with sentences for these words.

4. Let them share the meanings and sentences with the class. Discuss any differences in meanings that students who have chosen the same word might have come up with.

5. You may want to pin these on the ‘Writer’s Wall’.


1. Divide the students into pairs. Give each pair a list of animals and animal sounds. Get them to match the animals to the sounds they make. For words that do not match, get them to come up with the correct answer.

2. Let them write sentences using the animal names and animal sounds. 3. Let them share their sentences with the class.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 62. A passage that is related to the one

in Exercise 85 with words missing3. A crossword puzzle 4. Sets of words (Have enough for

each pair in the class.)5. Scenarios (for Optional Activity)


1. Show the students the passage and ask them questions about it. Then get them to complete the passage with suitable words.

2. You may want to provide them with a list of helping words.3. Ensure that the students understand the passage and the helping words before

asking them to complete the passage.

Lesson (15 min)

Correct Word Use

1. Go through any difficult words in Exercise 81 – 86 with the students. Explain what the words mean.

2. You may want them to write down the words in their vocabulary book. Let them construct sentences with the new words if possible.

3. Explain any words that are easily confused to the students. Give as many examples as possible to ensure that the students understand the meanings of the words.

4. Complete a crossword puzzle as a class using the words in Exercise 81 – 86.




40 min





Optional Activities

1. Ask the students to complete Exercise 84 – 86, pages 105 – 109 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Get the students to search for words related to a sports event or an accident. Provide

the students with the category that these words should belong to. Examples: • ‘people involved in the event’, ‘people watching the event’, ‘feelings’, ‘sounds’4. Alternatively, you may want to relate this to a writing activity that the class is

supposed to do. Let them come up with useful words that they could use in their writing.


1. Divide the students into pairs. Give each pair a set of words. Encourage them to write a short paragraph using those words. You may want to make the activity more challenging by instructing them to use the words in a given order.

2. Let them share their stories with the class.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 62. Word cards with a word on each of

them to form common expressions3. A list of onomatopoeia words 4. Short passages (Have enough for

each group in the class.)


1. Call on three students to the front of the class. Give each of them several word cards. Get each student to arrange the word cards to form four to five common expressions that are found in Exercise 87 – 91 and other common expressions.

Examples: • ‘attract my attention’, ‘few strokes of the brush’, ‘under the scorching sun’, ‘heart

throbs with excitement’, ‘scrambled to safety’ 2. Repeat this activity as many times as possible. 3. You may want to give each group a time limit to arrange the words.

Lesson (10 min)

Correct Word Use

1. Explain any difficult words in Exercise 87 – 91 to the students. Highlight the spelling of certain words.

2. You may want the students to write the words in their vocabulary books. 3. Go through sound words used in Exercise 91. Encourage the students to learn these

sound words and use them in their writing. Explain how sound words can enhance their writing.

4. Introduce other appropriate sound words to the students to learn. Get the students to construct sentences with them.

40 min





Optional Activities


the pages of their workbooks.3. Give the students a list of words from Exercise 87 – 91 to learn for a spelling bee

test. Get them to use the spelling words to form either individual sentences or a short story.





1. Divide the class of students into groups. Show them a set of words on the board. Give each group a short passage and get them to use the word cards to complete the passage. Give them a time limit. The group that completes the passage first, shows it to you and has all the answers correct will be given another short passage to complete.

2. The group that completes the most number of passages correctly when the time limit is up wins.

3. You may want to give a small prize to the group(s) that completes the most number of passages correctly.




Lesson Objectives

Students are able to1. make inferences,2. complete sentences using the correct

words.



1. Learning Vocabulary Workbook 62. A recording of a modified version

of the passage in Exercise 923. A printed copy of text in (2)4. Sets of words


1. Let the students listen to a recording of a modified version of the passage in Exercise 92. You may want to provide a printed copy of it as well. Go through the passage with the students. Ask them questions about the passage. Highlight certain phrases in the passage and explain any words that the students might not understand.

2. Write the useful words or phrases on the board.

Lesson (10 min)

Correct Word Use

1. Get the students to construct sentences using the words and phrases on the board. 2. Explain other words that the students might not understand in Exercise 93 – 95.

Explain any easily confused words to the students such as ‘intentionally’, ‘genuinely’, ‘blow’, ‘smash’, ‘flick’, ‘slice’ etc.

3. Provide the students with as many examples as possible to facilitate their understanding.

4. You may want them to write the words in their vocabulary book. 5. Show the students a set of words. Call on the students and get them to select one

word from the set. Encourage him to form a sentence using the word. Replace that word with another word. Call on another student to form a sentence.

6. The last student to be called on would have to select from the remaining words.

40 min





Optional Activities


the pages of their workbooks.3. Get the students to find out about the names of homes for people and animals. You

may want to limit the number of words each student should find. Then get them to make their own word search puzzles with these words.

4. Pin these puzzles on the ‘Writer’s Wall’ so that the students can solve them whenever they are free.





1. Divide the students into pairs. Get them to write two words on a piece of paper that was covered in Exercise 70 – 95. Let them place the pieces of paper into a bag. Shake the bag with the papers inside and then get each pair to draw a piece of paper from the bag. They have to form sentences using the words.

2. Get the pair who wrote the words on the paper decide if the sentences made by the other pair are correct.




Lesson Objectives

Students are able to1. make inferences, 2. complete sentences using the correct

words.



1. Learning Vocabulary Workbook 62. Pairs of homophones3. Word cards with definitions of

words learnt in Exercise 96 – 100 on them

4. Pieces of paper with two words on each of them

5. A list of sentences that can be completed with the words in (4)


1. Show the students the pairs of homophones, one pair at a time. Provide them with scenarios and get them to decide which word in the pair should be used. For example, show the students the words ‘council’ and ‘counsel’. Then give them a scenario by saying, “If I am going to talk to someone who is facing problems, I will counsel them. Which is the correct word?”

2. You may want to go through the other words in the word pairs as well.

Lesson (10 min)Correct Word Use

1. Go through the words in Exercise 96 – 100 and explain any of the words that the students might be unfamiliar with.

2. Provide the students with as many examples as possible to enable them to better understand the difficult words.

3. You may read the definitions of the words to the students and get them to tell you which word you are referring to.

4. Get them to write the words in their vocabulary books.

40 min





Optional Activities


the pages of their workbooks.3. Get the students to search for articles on particular events and let them share the

articles with the class. You may want to focus on events related to those covered in Exercise 96 – 100, such as a battle, wartime, sports, travel etc.

4. Let them give a summary of what the articles are about. Let them share their articles with the class.

5. You may want to pin the articles on the ‘Writer’s Wall’ for the students to read whenever they are free.

5. Give each student a piece of paper with two words on it. Show the students a list of sentences, one at a time. The student who thinks he has the word that can be used to complete the sentence must immediately raise his hand to answer the question. Sometimes, more than one student will have the same word, so the one who raises his hand the fastest will win.





1. Divide the class of students into groups. Refer them back to Exercise 96 – 98. Get them to analyse the words provided in the options. Let one group select words that have possible opposite words, another group to select words that can come in different forms, another group to select words that show movement, another group to select words that are positive and another group to select words that are negative.

2. Get them to share these words with the class.3. Ask the students if they are still uncertain about the meaning of any word. If so, go

through any of those words with them again.4. To ensure that they understand the words, select them at random and get the group

who selected that word to form a sentence using it.




Lesson Objectives


words.

Theme : Making Inferences (7) Focus: Correct Word Use


1. Learning Vocabulary Workbook 62. A recording with people talking

and using some of the words from Exercise 101 – 105

3. Word cards with words used in (2) as well as other words


1. Let the students listen to the recording. Then ask them about what the people in the recording said. Show the students a set of word cards. Let them identify the words that were said and used in the recording.

2. Leave the relevant word cards on the board.

Lesson (10 min)

Correct Word Use

1. Explain the words shown on the word cards to the students. Get them to construct sentences using the words.

2. Explain any words from Exercise 101 – 105 that the students might not understand.

3. Get the students to write the words in their vocabulary books. You may want them to learn the spelling of certain words.

4. For longer and more difficult words, encourage the students to construct sentences using them so as to ensure their understanding of the words.




40 min






Optional Activities

1. Ask the students to complete Exercise 104 and 105. pages 134 – 135 as homework.

2. They should either write their homework details in their student handbooks or fold the pages of their workbooks.

3. Get the students to search for words in the dictionary that have more than one form. Do not include words that are different forms of a verb eg ‘draw’, ‘drew’ and ‘drawn’. Instead, they could use ‘draw’ and ‘drawing’. They are to highlight the part of speech of the different words.

4. Let them exchange their words with the rest of the class. Each student will then have to write sentences for the words that he receives.


1. Divide the class of students into groups. Refer them to Exercise 104. Get each group to write a short newspaper article about a fire. They are to use as many of the words as possible that are shown in the box but are not allowed to copy the passage.

2. Let them share their articles with the class.3. You may want to pin their articles on the ‘Writer’s Wall’.





Lesson Objectives


words.



1. Learning Vocabulary Workbook 62. A passage from Exercise 107 with

the blanks filled in3. Questions related to all the words

learnt in Exercise 106 – 1104. Sets of easily confused words (Have

enough for each student in the class for Optional Activity)


1. Show the students the passage from Exercise 107. Underline some of the words in the passage and ask the students for the synonyms for the words. You may want to use some of the words that the students will be required to use when doing the exercise later.

2. Write the pairs of synonyms on the board.

Lesson (10 min)

Correct Word Use

1. Go through the words from Exercise 106 – 110 and explain any words that the students might be unfamiliar with.

2. Get the students to write the words in their vocabulary books.3. Focus on words that can have different meanings and come in different forms.

Encourage the students to construct sentences using these words. Examples: • ‘composition’, ‘composing’, ‘compose’

40 min






Optional Activities


the pages of their workbooks.3. Give the students sets of words with each set containing words that could be easily

confused. You may want to obtain the words from all the exercises covered in Learning Vocabulary Workbook 6. Get the students to construct sentences using each of the words.

4. You may want to give different sets of words to the students to ensure a greater variety of words reviewed.

5. Let the students share their sentences with the class.





1. Divide the class of students into groups. Give each group the same points to start off with. Show them a set of questions that carry different points. The harder the question is, the more points the group can score. The groups take turns to select questions to answer but when they get an answer wrong, they lose their points. Another group then has a chance to answer the question but for half the points.

2. You may want to place the questions into categories such as animals, a rescue, history etc.

3. The group with the highest points wins. 4. Give a small prize to the winning group(s).




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