curriculum development panel subject: english language

Curriculum Development Panel

Class: V Subject: English Language Developed by: Curriculum Planning & Development Department

Reviewed by: Internal Review Department

Army Public Schools & Colleges System Second Term Warm Region 2021-2022

Round 3: 08 November, 2021- 03 December 2021

Class: V Subject: English Language

Index Page Contents of Syllabus Contents of the Pack Time Allocation

Prescribed Textbook:

· CAMBRIDGE Global English APSACS

Learner’s Book–5 - ByJane Boylan and Claire

Medwell. Based on SNC 2020, 2nd edition

· CAMBRIDGE Global English APSACS Activity

Book-5Supplementary reading material - By Jane Boylan and Claire Medwell. Based

on SNC 2020, 2nd edition

· CAMBRIDGE Global English Teacher’s

Resource: – 5by Annie Altamirano Prescribed Notebooks:

· English single- lined notebook (large)

(Comprehension + Language + Creative Writing) 1

Syllabus for Round 3

Unit 6 Myths and fables

Cover Page: 01

Curriculum Panel: 01

Index page: 01

Block Syllabus: ii

Syllabus Break-up: 18

Note: It is the responsibility of Section Head

to ensure the availability of Syllabus Implementation Guide for TeachersBooklet to the teachers, so

that the instructions given in the

Syllabus Break-ups are implemented

effectively.

· Teaching Weeks: 04

· Teaching Periods 6x4= 24

Subject: English Language Second Term(2021-2022) Class: V

- i -

Block Syllabus for Round 3

Distribution of Topics within Teaching Weeks Periods per Week: 06

No of Periods

Units of the Textbook:

CAMBRIDGE Global

English 5 (Stimulus)

Reading and Thinking Skills Writing Skills

Oral Communication

Skills: Speaking and

Listening

Formal and Lexical Aspects of Language:

Pronunciation/ Vocabulary/Grammar and

Structure

Appropriate Ethical and Social Development

24 Periods

Unit 6: Myths and Fables The Big Question What lessons can we learn about life from myths and fables? · Learner’s

Book (pgs 92-105)

· Activity Book: (pgs 64-75 )

· Review 3: Learner’s Book (Pgs 106-107)

Learner’s Book: Mythical creatures & stories · Reading fables &

stories from different countries

· Describing mythical creatures

· Understanding an anecdote

· Knowing about legends

· Which mythical creatures are most frightening

· Relating to the content

· Reading about & choosing proverbs

· Thinking about the moral

· Answering

Qs at the end of reading material

· Matching names to pictures

· Writing the moral of a story

· Short story writing

· Using correct punctuation in writing

· Using the correct tense when writing in the past

· Using new

· Talk about

frightening mythical creatures

· Talk about legends/ myths in you culture/ country

· Retell Sophie’s anecdote

· Speak about the story by looking at the pictures

· Read aloud to stress important words/ rhyme & rhythm

· Talk about

· Conjunctions · Past simple and

continuous · Connectors: when & as · Punctuation: Direct

speech · Prediction · Learning the difference

between: myths, fables & anecdotes

· Pronunciation of stressed and unstressed words

· Prefixes: un- , ir- , dis-

· How can we be

courageous in our own lives?

· How can this quality of being courageous to help others in difficult situations?

Subject: English Language Second Term(2021-2022) Class: V

- ii -

No of Periods

Units of the Textbook:

CAMBRIDGE Global

English 5 (Stimulus)

Reading and Thinking Skills Writing Skills

Oral Communication

Skills: Speaking and

Listening

Formal and Lexical Aspects of Language:

Pronunciation/ Vocabulary/Grammar and

Structure

Appropriate Ethical and Social Development

Audio Tracks

Literature · Read a story:

Feathers in the Wind& match the proverb

· Read a poem about a monstrous worm: The Lambton Worm

· Thinking about legends from your own country

Activity Book: · Read the fable Ant

and the Dove

vocabulary · Completing

a summary by filling in the blanks

.

pictures -what feeling/ emotions they are showing & justify your answer

Significant concepts for teaching: · Conjunctions- if, and, but, where, so, when to join sentences · Past simple and past continuous · Punctuation of direct speech · Prefixes – negative · Predicting · Choosing /matching proverbs & morals for fables/ stories/

anecdotes · Working out a story/ anecdote from a series of pictures

Excluded work: · There is no excluded work in Unit 6

Subject: English Language-V Second Term (2021-2022) Periods per week: 6

Restricted Page 1 of 18

APSACS Syllabus Breakup

Second Term Warm Region 2021-2022 Round 3: 08 November, 2021– 03 December, 2021

Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources Unit 6: Myths and fables The Big Question: What lessons can we learn about life from myths and fables? Lesson 1: Talk about it Students will be able to: 1. listen and read for

information 2. talk about fantasy

creatures 3. answer Qs. on texts 4. read and talk about

mythical creatures 5. practice theme

vocabulary 6. complete sentences 7. use conjunctions – if,

and, but, where, so, when

8. finding specific information in the text

9. match descriptions to the pictures

10. learn about the

Note: The following abbreviations have been used in the methodology: 1) L.B stands for Learner’s Book 2) A.B stands for Activity Book Warm up · Show a picture of a fairy to the learners and ask them if they like or

have heard or read stories with fairies in them? (Select pictures/ internet link in the Coordination Meeting) Where did they come across such stories and how? Do they believe in fairies?

· Ask them what other creatures they know of from stories, e.g. dwarves, elves ,witches, wizards

· Elicit some names of stories with these creatures as characters in them. Which characters from these are usually portrayed as evil in such stories?

· Ask learners do these stories teach them any lessons? What can we learn from them? What learning or teaching can they remember from any stories like these that they may have heard, read or seen? Can they talk of any examples?

Talk about it · Initiate a discussion about the Big Question? Write it on the board.

(Ref. to Teacher’s Resource pg 92). ‘What lessons can we learn about life from myths and fables?’

· Ex1 Pg 92 L.B: Write the word myth on the board and ask the class if they know what a myth is .Elicit some answers. Tell them to guess the meaning using the information from the Warm up discussion infer the meaning.

· Class discussion · Link for showing

pictures of some famous fairies in fairy tales: https://www.silverpetticoatreview.com/2017/06/08/top-10-fairies-from-fairy-tales-and-literature-elizabeth-hopkinson/

· Class discussion

· Board · Marker · Learner’s

Book (pgs 92 - 93)

· Activity Book (pgs 64-65)

· Teacher’s Resource (pgs 93 - 94)

· Audio Track 32 / Audio Script (Teacher’s Resource pg 93)

· Pictures of fairies

· Dictionaries · A4 size plain

sheets for drawing

https://www.silverp



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources

unicorn and his kindness to other animals

· Ask them to read the explanation in the book and check if they were right.

· Do they know about myths? Are there any local myths from our culture that they know of? Encourage them to tell the class.

· Ex 2 Pg 92 L.B: Ask them to look at the mythical creatures and match names to the given pictures. Ask them to talk about what they know about them.

· Ask the students were people afraid of these creatures- if so why? Listen · Ex 3 Pg 92 L.B: Tell the students you will play the audio track for

them to listen and check their answers in pairs. Play Audio track 32 so students may check their answers.

Talk · Ex 4 Pg 92 L.B: Ask the learners to look at the pictures and talk

about which mythical creature is the most frightening? Which one would they like to find out about more? Why?

Read · Ex 5 Pg 93 L.B: Ask the learners to read about the unicorn and find

out about his kindness and how it helped the animals in the story. · Tell them to choose the words from the story which they found the

most difficult to remember the meanings of. Instruct them to write the words and their meanings in their Vocabulary Journals.

· Ex 1 Pg 64 A.B: Understanding myths and legends – Read the descriptions given 1& 2 and match to the pictures a & b.

· Ex 2 Pg 65 A.B: Explain this work and assign it as Home Work. Read the descriptions given in Ex 1 again and then write K for Koshi or Kr for Kraken, to complete the given sentences.

· Pg 65 A.B: Explain the Use of English – Conjunctions box so learners know how to use the conjunctions if, and, where, so, & when to join different parts of sentences together.

· Class Discussion

· Pair work · Pair work

Skills · Listening · Speaking · Reading · Describing · Matching · Using theme

vocabulary · Critical thinking




· Ex 6 Pg 93 L.B: Instruct the learners to sit in pairs and use the cues given to talk about the mythical creatures on the page using the conjunctions in the Use of English box.

· Tell them to look up the meanings of any difficult words in their Dictionaries and add them in their Vocabulary Journals.

· Use this time when students are working in pairs for informal assessment opportunity to circulate and listen to the interactions of the students between themselves. Note their strong points and also their mistakes for remedial work.

Use of English · Pg 93 L.B: Read out the Use of English- Conjunctions 2 box and

explain the use of the conjunctions given in the box. · Tell the students to find these conjunctions (The conjunctions are

highlighted in the text) in the story and discuss/ notice how they join different parts of a sentence together.

· Ex 3 Pg 65 A.B: Revise the Use fo English box given in this book with the exercise.

· Ask the students to complete the sentences given using the conjunctions(if, but & and). From the conjunctions given in the box for When has already been used.

Challenge · Ex 4 Pg 65 A.B: Explain the work and assign it as Home work.

Tell the learners to draw their own mythical creature in the space given in the Book Or allow them to use an extra sheet of paper so these may be put up in the class.

· Tell them to write a few lines describing their mythical creature. Tell them to use the vocabulary and conjunctions learned in this lesson while writng.

Wrap up · When they have finished drawing and writing about their mythical

· Pair work



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources creature ask the class to show their drawing to the whole class.

· The class will vote for the scariest creature. Display the drawing in the class till the end of the unit is possible.

Success Criteria: Remember to: · participate in class discussions & pair discussions · match the names with the pictures · read and understand the story of the kind unicorn · use the conjunctions correctly · use the given cues to talk about mythical creature · draw & write a description of your own mythical creature

C.W: Learner’s Book · Ex 1,2,3,4,5,6 pgs 92 - 93 Activity Book · Ex 1 & 3 pg 64 & 65 H.W: Activity Book Ex 2 & 4 pg 64 - 65

Unit 6: Myths and fables Lesson 2: Fables Students will be able to: 1. listen, read & talk

about a fable 2. know what is a fable 3. find the key ideas and

moral of a fable 4. make negative

prefixes; un-, ir-, dis- 5. complete sentences &

answer Qs 6. match titles to the

pictures 7. use background

knowledge to identify key ideas

8. use joining words for example & for

Warm up · Ask learners if they know of any fables /stories. Help them to relate

by telling them some titles of fables e.g. of the hare and the tortoise or the boy who cried wolf. Elicit some more fables /names of fables from them.

· Write the words fable and myth on the Board. Ask them to think about their meanings and share what they think is the difference between the two. Encourage learners to answers. Accept all thoughts/ meanings they present. This will activate their critical thinking by making them think of the background knowledge about these.(Ref.to Teacher’s Resource pg 95).

· After the sharing of ideas write the correct meanings of both on the Board. Tell the learnesr to add these words and their meanings in their Vocabulary Journals.

Talk about it · Ex 1 Pg 94 L. B: Ask learners to read the explanation of what a

fable is. Were they right? · In pairs ask them to talk about the fables they know. Ask them to

write a few notes/points of the names of any two fables, the animals that feature in them and what the fables are about in their

· Starter Activity -

Class discussion using back ground knowledge

· Pair work

· Learner’s

Book pg 94-95

· Activity Book pg 66-67

· Teacher’s Resource pg 94 -97

· Audio track 33

· Dictionaries · Board · Marker




instance 9. complete the

questionnaire 10. write a report on the

person you interviewed

Notebooks. · Explain the box Reading strategy: Finding specific information

in text. Tell the students to think about what they want to find out according to the Q. before they start reading a text.

Read · Ex 2 Pg 94 L. B: Ask the learners to look at the picture and write

three Qs. about what information they hope to find in the given text. · They will then read the text carefully and see if their Qs. were

answered. · Ex 3 Talk, Pg 94 L.B: Work with a friend and find the answers to

your Qs. Initiate a class discussion to check their Qs. and ideas. · Ask learners to look up any unfamiliar words in their Dictionaries.

Remind them to add these words in their Vocabulary Journals. · Pg 66 A.B: Ask the students to read the box Reading strategy -

Finding specific information in a text. Read the box and explain it. Ask the learners to tick & use the given strategies in the box that will help them to find the information.

· Ex 4 Pg 94 L.B: Ask the learners to read the story again in pairs and choose the moral of the story

· Ex 1 Pg 66 A.B: Ask the learners to read the fable about the Ant & the Dove and discuss the story in pairs before ticking the picture that does not represent the story. (Ref. to Teacher’s Resource Pg 96)

· Ex 2 Pg 66 A.B: Answer the given Qs. 1-4 in the Notebooks. · Ex 3 Pg 67 A.B: What is the fable about? Circle the correct answer

from the choices given. Listen · Ex 5 Pg 95 L.B: Play Audio track 33 and ask learners to listen to

the two fables. Match the given titles to the pictures. Talk

· Class discussion

· Class discussion

· Pair work

· Discussion -

expressing ideas · Pair Activity

Skills · Comprehending · Identifying · Analyzing · Writing · Specific

vocabulary · Critical thinking · Reflecting · Writing




· Ex 6 Pg 95 L.B: Match one of the morals below with each story. Ask the learners if they can think of other situations in life where these morals are good?

· While students are working circulate among them and listen to their interactions. Take notes of common mistakes for remedial work.

Word study · Ex 7 Pg 95 L.B: Tell the learners to use their Dictionaries to find out

how to make the highlighted adjectives into negative adjectives by adding the correct prefix.

· Complete the sentences by adding the given prefixes to the given adjectives. Check the answers as a class.

· Ex 8 Pg 95 L.B: Explain how to complete this exercise and assign it as Home Work. Ask the learners to match the correct prefix to the adjectives given in the circles.

Vocabulary · Ex 4 Pg 67 A.B: Explain the work and assign it as Home work.

Tell the learners to match the words to the correct prefix in order to make the negatives of the given words. Ex 5 Pg 67 A.B: Explain how to complete this exercise and assign it as Home Work Home.

· Explain to the learners how to complete this questionnaire with a friend or someone in the family.

· Encourage the learners to complete this questionnaire with a family member/ relative at home. Circle the answers and write their reason in the space provided. Complete it in the Book.

Challenge · Ex 6 Pg 67 A.B: Ask the learners to write a report about the person

you interviewed, using the information from the questionnaire. Tell the learners to begin the report with the opening words given in the book.



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources Wrap up

· Use Ex 9 Pg 95 in the L.B to talk about situations in their own life using the joining words given: for example & for instance.

· Instruct them to begin their talk with the sentence beginning given in the book.

Success Criteria: Remember to: · read carefully to find specific information · participate actively in class / group discussion · jot down notes while doing pair work · listen carefully to match titles with pictures · use prefixes: un-,ir-, dis- to make negative adjectives · talk about situations in your life using joining word for example & for instance · write a report

C.W: Leaner’s Book · Ex1,2,3 4, 5, 6,7 & 9 pgs 94-95 Activity Book · Ex 1,2 & 3 & 6 pg 54-55 H.W: Learner’s Book: Ex 8 pg 95 Activity Book: Ex 4 & 5 pg 67

Unit 6: Myths and fables Lesson 3: Speaking: Telling an anecdote Students will be able to: 1. listen to an anecdote 2. tell an anecdote 3. predict by looking at

words and pictures 4. make notes &

complete sentences 5. retell an anecdote 6. tell a personal

anecdote 7. use past simple &

past continuous 8. use the connectors

Warm up: · Remind learners about what they read and learned about mythical

creatures. Elicit from them what information they found curious/unusual/peculiar and interesting.

· Allow students to speak what they felt and share their personal feelings. Do not make or allow comments regarding the sharing of any feelings. Be encouraging so they feel no hesitation in sharing their viewpoints. Accept all ideas.

Talk about it · Ex 1 Pg 96 L.B: Ask learners if they remember learning about the

Abominable Snowman? Ask them if they remember any other names for him? Ask them if they can remember his appearance and describe him? Elicit some answers.

· Explain and discuss the Listening strategy: Predictions box. · Ex 2 Pg 96 L.B: Ask the learners, in pairs, to look at the pictures in

the Book and try to work out the story from them. Instruct them to study the pictures carefully.

· Class Discussion · Pair work

· Board · Marker · Learner’s

Book pg 96-97

· Activity Book pg 68-69

· Teacher’s Resource 97-98

· Audio Track/ Audio script 34




when & as 9. write an anecdote

using information from completed exercises

10. use time expressions 11. use their imagination

· Tell them to use the words in the box to work out the story. · Explain that the pictures/ illustrations must be looked at in the

correct order so the story events are sequenced properly. Ask them to number the pictures in proper sequence before beginning the story.

Listen · Ex 3 Pg 96 L.B: Play Audio track 34 and ask the learners to listen

to Sophie’s anecdote and check their answers in pairs. · Play the Audio track at least twice. Tell the class to take notes as

they listen. · Write the words Blue Ridge & Georgia on the Board and explain

that these are names of a mountain chain and the name of a state in the US. Tell them the meaning of ridge. Ask the learners to add it in their Vocabulary Journals.

Talk · Ex 4 Pg 97 L.B: Ask the learners to think and talk about what other

animals live in the forest. Ask the learners what animal do they think, the girl Sophie, saw? Encourage them to explain and support their answer with supporting information inferred from the pictures.

· Explain & write the meaning of the word inferred on the Board. · Ex 5 Pg 97 L.B: Ask the learners to look at the Use of English box

And explain Past simple & Past continuous use. Ask them which verb tells us about an action that interrupts the first action.

· Give some more examples. Write them on the Board and ask learners which verb describes the action in progress & which describes an action that interrupts the first action. Give a couple of examples. (Plan this in the Coordination Meeting).

· Pg 97 Speaking tip box L.B: Explain how the connectors, when & as are used to link event that happen at the same time,

· Ex 6 Pg 97 L.B: Ask the learners to retell Sophie’s anecdote in pairs to their partners. Ask them to use the notes they made in Ex 3 while listening to the Audio track 34, to make notes of the words

· Working out the story through pictures

· Pair work – retelling an anecdote to

Skills · Listening · Speaking · Telling &

retelling · Predicting · Imagining · Sharing

anecdotes · Note making




they heard/remember. · Use the pictures on the opposite page (Pg 96) to guide them. · Remind the learners to use past simple & past continuous. · While learners are working circulate, listening to their interaction.

Take notes of common mistakes for remedial work. · Pg 97 L.B: Telling an anecdote box- tell the learners they will tell

an anecdote to their groups. (NOT individually). · Divide the class in groups as per their strength. Instruct them to

choose a situation per group from the scenarios given in the Q. · Ask them to work out answers to the given Qs. to plan their own

anecdotes. · Remind them to use the past simple & past continuous tenses. · Instruct them to use the words first, next, after, and finally. · Narrate your anecdote to your group. · Circulate asking Qs. while the learners are preparing their

anecdotes. Make notes of their performance and language skills to prepare remedial work.

Appropriate Ethical and Social Development · Speak when it is your turn: This is a good time to practice listening and speaking skills. They will learn to share ideas and develop the skill of listening Activity Book · Ex 1 Pg 68 A.B: Look at the pictures illustrating a story. Use the

past simple to summarise what is happening in each picture and complete the sentences given below in the Book.

· Ex 2 Pg 69 A.B: Explain this work and assign this as Home Work. Tell the learners to using the Use of English box for Past simple & past continuous to write about what they think the girl saw.

· Ask students justify their answers. Book work. Use of English

partners

· Group work

· Group work-

sharing of anecdotes within their groups



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources · Ex 3 Pg 69 A.B: Explain this work and assign it as Home Work.

Instruct students to complete the sentences using the past simple or the past continuous form of the verb given in brackets.

· Instruct the learners to use the pictures to help them. Write · Ex 4 Pg 69 A.B: Instruct the learners to write the anecdote using

their answer from Exercise 1 & 3 with the time expressions given in the box.

· Check the answers as a class. Challenge · Ex 6 Pg 67 A.B: Tell learners to complete these sentences as if

they were writing their own anecdote. · Remind them to use the past simple & past continuous. · Complete the work in Books. Check the answers as a class to see

if the information from the above questionnaire has been incorporated in the anecdote.

Warm up · When learners have finished their work ask the learners to vote for

the most interesting anecdote in their groups.. Note: During group discussions observe each student informally regarding initiative, collaboration and participation. Make notes to plan remedial work.

Success Criteria Remember to: · listen to the anecdotes attentively · participate in group discussion – speak when it is your turn · follow given instructions to tell and write the anecdotes · use the past simple and past continuous tenses · use connectors when & as to connect events happening at the same time · make notes to tell an anecdote

C.W: Learner’s Book · Ex1,2,3,4, 5, 6 pg 96-97 Activity Book · Ex 1 & 4,5 pgs 56-57 H.W: Activity Book: Ex 2 & 3 pg 69



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources Unit 6: Myths and fables Lesson 4: Lessons in life Students will be able to: 1. read & complete a

story 2. speak about a story 3. use & understand

proverbs from around the world

4. use correct punctuation for direct speech

5. write a story 6. reflect and

personalize situations & ideas

7. review speech, question, exclamation marks & commas

8. answer questions

Warm up · Start the lesson by asking students to recall the moral of the

fable they read in Lesson 2 of the same Unit. Give them a minute to think and share. Write the morals from that lesson on the Board. Ask the learners which moral did they find the most inspiring and why?

· Tell the learners to give personla reasons for their choice. Talk about it

· Ex 1 Pg 98 L.B: Explain what a proverb is. Ask the learners if they can think of any proverb to share with the class.

· Allow learners to share some proverbs from their own language and ask them to explain the advice these proverbs give in English.(Ref. to Pg 99 Teacher’s Resource).

Read · Ex 2 Pg 98 L.B: Ask the learners to read the story and choose

the proverb that fits it. · Encourage them to guess the meanings of unfamiliar words

using contextual clues. If necessary, tell them to use their Dictionaries.

· Give them some time to read the story then discuss it with the class.

· Ask them to talk about what they think about the girl’s behaviour. Encourage them to justify their opinions.

· Tell them to reflect on how gossiping can hurt people. Elicit some examples.

· Ex 3 Pg 99 L.B: Ask the learners to read the story again & complete the story notes 1-5 in your Notebooks.

· Ex 1 Pg 70 A.B: Ask the learners to look at the pictures and then read the proverbs carefully.

· Ask them to match the proverbs 1-5 with the pictures a-e. · Ex 2 Pg 70 A.B: Match the meanings to the proverbs given

· Class Discussion

· Brainstorming

· Class discussion · Individual work

· Learner’s

Book pgs 98-99

· Activity Book pgs 70-71

· Teacher’s Resource pg 99-100

· Board · Marker




above 1-5. · Pg 99 L.B: Writing Tip- Punctuation Direct Speech Box Ask

the students what does direct speech mean. Elicit some answers. Explain what direct means.

· Ask the students to read the information in the Box. · Read it out and explain the information about how to use

punctuation in direct speech. Write some more examples on the board or ask them to look at the text on Pg 98 Feather’s in the Wind to note the use of speech marks.(Ref. to Pg 99-100 of Teacher’s Resource). Instruct the students to circle the punctuation marks in the text.

· Ex 3 Pg 71 A.B: Ask the learners to read the story. Then ask them to punctuate missing sentences and use them to complete the story. Learners will compare their work with their partner’s and discuss any differences.

· Check the answers as a class. · Ex 4 Pg 71 A.B: Learners will read again and decide which

proverb from Exercise 1 does it match.

Word Study · Ex 4 Pg 99 L.B: Read the Q. instructions and discuss what

provebs are. · Ask the learners to read the given proverbs and discuss what

they mean. Ask them to talk and reflect about how proverbs could apply in their own life.

· Explain the meanings of the proverbs to the students. · Write a short story box: Ask the students to read the detailed

information in this box. Ask them to write a story titled A Lesson in Life. Instruct them to think and make notes before writing the story.

· Tell them they will use the proverbs given in Ex 4. Ask the students to look at the sample notes given in Ex 3 to write their

· Pair work

· Brainstorming of ideas

Skills · Reading · Speaking · Reflection · Personalising

situations · Punctuation

usage · Creativity · Critical thinking · Decision

making



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources own notes for their story on the same pattern.

· Remind them to use direct speech in their story. Ask them to follow the instrcutions given. Before they start their written wotk read out the instructions so they are clear about the task in hand. Notebook work.

· Ex 5 Pg 71 A.B: Challenge – Instruct the students to write a story based on one of the proverbs in Ex 1 Pg 70 A.B.

· Ask the learners to come up with ideas before they begin to brainstorm their ideas using the Q. prompts given 1-7.

· They will write their story in their Notebooks. Wrap up

· Ask the learners to share their story they wrote for the Challenge. Can the class guess the proverb it matches?

Success Criteria Remember to: · understand and use proverbs · personalize and relate proverbs to own life · complete story notes · plan & write a short story · use punctuation for direct speech · match proverbs to pictures · punctuate the missing sentences

C.W: Learner’s Book: Ex 1,2,3,4 pg 98-99 Activity Book: Ex1, 2,3, 4, 5 pg 70-71 H.W: None

Unit 6: Myths and fables Lesson 5: Poem - The Lambton Worm Students will be able to: 1. listen to & recite a

poem 2. complete a summary 3. discuss a poem 4. match the pictures

Warm up · Tell the students they are going to read poem about a worm which

has become a legend. · Write the word Legend on the Board. Ask students to guess what it

means. Remind them that they have read about myths and fables in this Unit.

· Encourage them to think what the word means in the context of what they have read thus far in this Unit.

· Class discussion

· Learner’s Book pg 100 - 103

· Activity Book Pgs 72-73

· Teacher’s Resource pgs 100-103

· Audio track 35, 36, 37 &




with the correct verse 5. answer Qs. on the

poem 6. match words with

similar meanings and rhyme

7. predict content from visual clues

8. review past simple and past continuous

9. pronunciation of stressed & unstressed words

10. draw a picture from the word description

11. understand the value of being courageous

Talk about it · Ex 1 Pg 100 L.B: Ask the learners to look at the illustrations on pg

100 & 101. Ask them to describe them and talk about what is happening.

· Ask the learners to share any local legends/myths about monstrous & frightening creatures, they may know of with the class.

· Ask them to look up the meaning in their dictionaries and add it in their Vocabulary Journal.

Listen and read · Ex 3 Pg 100 L.B: Ask learners to look at the illustrations again to try

and predict what is the poem going to be about and what will happen in the poem. Who do they think is going to be the main character? Why do they think so? What can they guess from the title of the poem about the content?

· Tell the learners they are going to listen to the Audio track of the poem and then match the pictures to the correct verse.

· Play Audio track 35 at least twice. · Check the answers to the matching of verses to illustrations as a

whole class. · Ask the learners to try and guess the meanings of the highlighted

words. Allow them to use their Dictionaries if needed. · Ask them to add these words in their Vocabulary Journals. Listen and read · Ex 2 Pg 102 L.B: Play the Audio track again for the learners to

listen to and complete the summary. Tell them to use the correct verbs in simple past and the past continuous.

Read · Ex 4 Pg 102 L.B: Read the poem again and answer the Qs. in your

Notebooks. · Ex 1 Pg 72 A.B: Ask the learners to read the poem again and put

· Class Discussion

· Individual work

followed by Pair work

65 · Dictionaries · Board · Marker

Skills · Listening · Reading · Describing · Comprehending · Summarizing · Writing · Reflecting · Critical thinking




the sentences in order. · Ask the learners to compare their answers with their partners and

discuss any differences. · Ex 2 Pg 72 A.B: Match the rhyming words. Complete the work in

the Book. · Ex 3 Pg 72 A.B: Complete the given lines of the poem with the

rhyming words. Then read the poem to check your work. · Ex 4 Pg 73 A.B: To be given as Home Work. Tell the learners to

read the description of the Lambton Worm given in your Learner’s Book and then draw it. Tell learners to use a separate A4 /or drawing sheet.

· Learners will share their drawing with the class. · Display the drawings for some time in the class. Use of English · Ex 5 Pg 102 L.B: Ask the learners to match the highlighted words

with words of similar meaning given in the exercise. · Instruct them to use their dictionaries to help them. · Tell the students to do this work in their Notebooks. Pronunciation Stressed and unstressed words · Ex 6 Pg 102 L.B: Explain the meaning of the word, stress. · Play Audio track 36 for the learners to listen to the stressed and

unstressed words in the lines of the poem. · Ask the students tp practice saying these words. · Ex 5 Pg 73 A.B: listen to the Audio track 65 and mark the stressed

and unstressed words in the lines of the poem as shown in the book in the first line.

· Ask the learners to practice saying the verse with correct stressed and unstressed words.

Talk · Ex 7 Pg 103 L.B: Ask the learners to take turns and practice a

verse of the poem with a partner.

· Pair work




· Ask them to identify where the stressed words are. · Circulate, checking for correct pronunciation. Provide help and

support where required. · Ex 9 Pg 103 L.B: Ask learners to practice reading the poem aloud.

Remind them to stress important words to add rhythm and rhyme to the verse.

· Circulate to listen and provide help as needed. · Ex 11 Pg 103 L.B: Ask the learners to look at the picture as a class

and discuss how people in them are showing courage and why. · Ask learners if they have ever been in similar situations and what

happened. What kind of courage do these situations require? Listen · Ex 8 Pg 103 L.B: Play Audio track 37 for the learners to listen to

the verse and check their answers. · Play the audio a few times.

Appropriate Ethical and Social Development · Discuss in class: · How they been courageous in their lives? · Have they ever stood up for what is right? Why? Why not? Talk · Ex 10 Pg 103 L.B: Discuss the values of being courageous with

relation to Sir John: Why was Sir John courageous? Ask the learners to justify their answers.

· Ask the learners to discuss the following with examples from their own life: How can we be courageous in life?

Values · Ex 6 Pg 73 A.B: Ask the learners to answer the Qs. given and then

work out their scores using the given key. Wrap up · Discuss what is meant by Courage. Ask volunteers to recap the

qualities they learned in this lesson.



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources Success Criteria: Remember to: · listen and participate in class/pair discussions · read the poem and talk about the content · complete the summary of the poem · look at the pictures to predict content · pronounce stressed and unstressed words correctly · talk about courage in different situations

Note; · Learner’s Book: Pg 104-105 These may be completed at the discretion of the teacher if

time allows. · Activity Book: Pgs 74-75 may be done at the discretion of the teacher if time allows.

C.W: · Learner’s Book: Ex1,2,3,4,5,6,7,8,9,

10, & 11 pg 100-103 · Activity Book: Ex 1,2,3 & 5, 6 H.W:

· Activity Book: Ex 4 pg 73

Learner’s Book Review: 3 Pg 106- 107 Students will be able to: Revise- 1. professions & qualities 2. read clues and guess

the words 3. revise Q.tags 4. choose the correct

words form the given choices

5. punctuation for direct speech

6. write a short story

Warm up · Tell students to think about hich famous personalities and

professions they read about in Unit 5. Ask students to brainstorm to put up names and professions on the board.

· Ex 1: Ask the learners to look at the pictures and talk about the professions shown in the pictures on pg 106.

· Learners will listen to Audio track 38 to check their answers. Listen

· Ex 2: Listen to the track again to write the professions. · Ask the learners to draw a table in their Notebooks and write

the professions for each picture to complete it. Use of English

· Ex 3: Choose the correct words to complete the sentences in a logical manner.

Vocabulary · Ex 4: Read the clues carefully and then guess the word.

Talk

· Brainstorming

· Play Audio track 38

· Learner’s Book Pg 106-107

· Teacher’s Resource pg 104

· Audio track 38



Topic & Objectives / Learning Outcomes Teaching Methodology Activities Resources · Ex 5: Ask the learners to sit in pairs and ask the Q. tags to

check the information they have learnt in this Unit. Use of English

· Ex 6; Read the text and choose the correct word to complete it. Punctuation – Direct Speech

· Ex 7: Write the given sentences with the correct punctuation marks in your Noteebooks.

Write · Ex 8: Write a short story about a day you visited a zoo, farm or

a safari park/ amusement park. · Ask the students to use the Qs. given to generate ideas and

plan their short story. Talk - Wrap up

Ex 9 : Look at Unit 6 and in pairs discuss which fable or myth they liked best. Give your reasons to support your answer.

· Pair work

· Pair work

Success Criteria: Remember to:

· write about professions & the qualities associated with them · listen to Audio track 38 with attention · focus on the questions while answering them · use punctuation marks for direct speech · answer the short questions to plan your story

C.W Learner’s Book – Review 3: Ex 1,2,& 4, 5 & 8,9 Pg 106-107 H.W: Learner’s Book- Review 3: Ex 3 & 6 & 7 pg 106-107

Skills · Revising · Listening · Reading · Matching · Writing · Reflecting · Critical thinking

curriculum development panel subject: english language

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