focus: word recognition through pictures and sentences · 2. select the correct words to complete...

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Lesson Objectives

Students are able to1. identify nouns and verbs by matching

them to pictures, 2. select the correct words to complete

given sentences.

Theme : Tiny CreaturesFocus: Word Recognition through Pictures and Sentences

Resources (Preparation to be done before the lesson)

1. Learning Vocabulary Workbook 22. Sentences with vocabulary to be

learnt in the lesson 3. Picture cards to represent the

vocabulary in (2)4. Copies of the pictures from

Exercise 1 – 3 of Learning Vocabulary Workbook 2 as well as other pictures

5. Cards consisting of words to be taught with one word written on each card

Introduction / Warm-up Activity (5 min)1. Show the students the complete sentences, making sure that the words to be learnt

in the lesson are covered. Place the picture cards where the covered words are. Get the students to tell you what the missing words are by inferring from the given pictures. You may want to focus on tiny creatures such as houseflies, butterflies, dragonflies, ants, bees, caterpillar, lizard etc.

2. Repeat this activity as many times as possible. 3. You may also want to ask the students if they know how to spell the words. If they

can, reveal the words to show them that they are right. If they cannot, reveal the words, one letter at a time, to show them how they are spelt.

Lesson (15 min)Word Recognition through Pictures and Sentences

1. Show the students several picture cards and word cards. Get them to match the words to the picture cards. Then encourage them to form simple sentences for each picture using the words.

40 min

Lesson Plan For Exercises 1 – 31

1Lesson Plan For Exercises 1 – 3

|Learning+| English Vocabulary 2

Lesson Plans for Learning Vocabulary 2.indd 1 2019/3/19 8:38:32


2. Repeat this activity as many times as possible. Each time, show the students a set of four words and picture cards.

3. You may want to write the sentences on the board.

Classroom Activities / Assessment (10 min)

1. Let the students complete Exercise 1 and 2 of Learning Vocabulary Workbook 2, pages 1 – 4 on their own.

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

Additional Activities / Closure (10 min)

1. Divide the class of students into groups. Let the students number themselves in each group. Give each student a picture card. Get each of them to come up with a sentence for the picture card he has.

2. Call on a number and all the students of that number in each group have to share their sentences with the class.

3. You may want to create a ‘Writer’s Wall’. Let them pin their sentences and the relevant pictures on the wall.

Optional Activities

1. Ask the students to complete Exercise 3, pages 5 – 6 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Let the students do research to find out more about a small creature that they like.

You may want to give them some examples. Encourage them to write at least five sentences about the creature and let them draw a picture of the creature.

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





Lesson Objectives



given sentences.

Theme : What’s the Difference?Focus: Word Recognition through Pictures and Sentences


1. Learning Vocabulary Workbook 22. Picture cards of a pillow, mattress,

blanket and bolster3. Picture cards of vocabulary

in Exercise 4 – 7 of Learning Vocabulary Workbook 2

4. Word cards with the names of the pictures in (3)

Introduction / Warm-up Activity (5 min)1. Write the vocabulary words ‘pillow’, ‘mattress’, ‘blanket’ and ‘bolster’ on the board.

Read the words together with the students. Show the students the picture cards and get them to match the picture cards to the words. Encourage them to make sentences with the words. If possible, let them make more than one sentence for each word.

2. Write the sentences on the board and underline the vocabulary words.


1. Show the students a set of picture cards. The pictures must be carefully selected such that they are often mixed up by the students.

Examples: • newspaper, book, magazine Have sets of picture cards in groups of three or four. Show them word cards of those

pictures and have them match the words to the picture cards. 2. You may want to show them pictures based on the options given in the questions in

Exercise 4 – 7 of Learning Vocabulary Workbook 2. Examples: • crab, prawn, lobster and clam

40 min






3. Encourage the students to form sentences using the words. 4. Write the sentences on the board and underline the words.





1. Divide the students into pairs. Give each pair a secret word. You may want to use the word cards that were used earlier in the lesson. Get them to think of clues to describe their secret word without saying what the word is. You may want to help them by telling them to describe the colour, the size, what the thing is used for or if there are any special characteristics of the thing.

2. Get two pairs of students to work together. One pair of students gives the clues and the other pair has to guess what the word is, and vice versa.

Optional Activities

1. Ask the students to complete Exercise 6 and 7, pages 11 – 14 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 make sentences using the prepositions used in the exercises.

Encourage them to draw pictures for their sentences.4. Let them share their sentences with the class.5. Pin their sentences on the ‘Writer’s Wall’.





Lesson Objectives



given sentences.

Theme : Story TimeFocus: Word Recognition through Pictures and Sentences


1. Learning Vocabulary Workbook 22. A short story using the vocabulary

words used in Exercise 8 – 10 in Learning Vocabulary Workbook 2

3. Picture cards related to the words used in (2)

4. Word cards with three words written on each of them

5. Sentences that can be completed with the vocabulary words in Exercises 8 – 10

6. Small cards, each divided into four sections and the word to be reviewed written in one of the sections (for Optional Activity)

Introduction / Warm-up Activity (5 min)

1. Read the short story to the students or you may want them to read the story aloud. 2. Show the students the picture cards. Let them search for the words in the story that

match the picture cards. 3. You may want to emphasise certain words to the students. Read the relevant

sentences again for emphasis.


1. Show the students the word cards (the ones with three words on each card). Show them three sentences and ask them which of the sentences can be completed with one of the words on the card.

40 min






2. Repeat this activity as many times as possible. 3. You may want to ask them to form their own sentences using the words. Alternatively,

you may want them to form their own sentences using the words that were not used to match the sentences.

4. You may want to write their sentences on the board and underline the vocabulary that is learnt in the lesson.





1. Divide the students into pairs. Give each pair several pictures related to the words learnt in the lesson. Get them to search Exercise 8 – 10 to look for a suitable vocabulary to talk about the pictures they have. Get them to write the word behind each picture. Each pair then exchanges the pictures with another pair. The students then write sentences using the words and the pictures given to them by the other pair.

2. Let them share their sentences with the class.

Optional Activities


the pages of their workbooks.3. Give each student a small card that has been divided into four sections. In the first

section, write the word that you want them to review from the lesson. Get them to write a sentence using the word in the second section, write the meaning of the word in the third section and draw a picture to represent that word in the last section.

4. Let them share their work with the class. Pin the cards on the ‘Writer’s Wall’.





Lesson Objectives

Students are able to1. identify and spell big and small

creatures, 2. spell words to complete sentences.

Theme : Writing Words (1)Focus: Spelling Skills


1. Learning Vocabulary Workbook 22. Picture cards of animals and

other creatures from Exercise 11 and 12 of Learning Vocabulary Workbook 2

3. Word cards with vocabulary words and other related words such as rhyming words to be learnt in Exercise 11 and 12 written on them


1. Show the students the picture cards of different animals. Ask them what they are and get them to make sentences about the pictures.

2. Write the sentences they have made on the board but leave the names of the animals blank. Discuss with them how to spell the missing words. If they cannot, write the letters that make up the word on the board but have them scrambled up. Then ask them if they can spell the words. Spell the words for them if they are still unable to.

Lesson (10 min)Spelling Skills

1. Show the students the other picture cards, one at a time, and ask them what they are. Ask them if they are able to spell the words. Explain to the students how to separate the sounds that make up the words so as to learn how to spell the full word.

2. You may also want to highlight the spelling of certain sounds that do not sound the way they are spelt.

40 min


7Lesson Plan For Exercises 11 – 12|Learning+| English Vocabulary 2




1. Let the students complete Exercise 11 of Learning Vocabulary Workbook 2, pages 21 – 22 on their own.



1. Divide the students into pairs. Give each pair six words which they have learnt in Exercises 11 and 12. Let each person take three words. One of the students reads a word and the other student has to spell the word. If the student cannot spell the word, his partner has to ask leading questions to help him along.

Example: • What sound does the word start with? You may want to give them a set of questions to ask. 2. They can swap words with each other and repeat the activity.3. If time permits, each pair can also swap words with other pairs of students.

Optional Activities


the pages of their workbooks.3. Get them to make funny sentences using the words they have learnt to spell. Example: • There was a leopard in the basket. Give them time to draw pictures that reflect their sentences. 4. Let them share their sentences with the class.




Lesson Objectives

Students are able to1. identify and spell different types of

fruit and vegetables,2. identify and spell common actions, 3. spell words to complete sentences.

Theme : Writing Words (2) Focus: Spelling Skills


1. Learning Vocabulary Workbook 22. Picture cards of fruit and vegetables

used in Exercise 13 of Learning Vocabulary Workbook 2

3. Writing paper for each group4. A set of five words (Have different

sets for each group in the class.)


1. Select a picture card. Do not show it to the students. Provide them clues and let them guess what picture you are holding. When they have guessed it correctly, ask them if they are able to spell the word.

2. If they are unable to spell the word, write the letters that make up the word on the board but have them scrambled up. Then ask them to spell the word. If they are still unable to spell the word, you may want to spell the word for them.


1. Go through the names of the fruit and vegetables. Highlight to the students how the letters make up sounds to form the word.

2. To introduce the other words used in Exercise 14, mime the word and get the students to guess what you are doing. When they have guessed the correct word, go through the spelling of the word with the students.

3. You may want to introduce other words with similar sounds as well. Example: • Words that have the ‘kn’ sound such as ‘knocking’, ‘know’ etc 4. You may want to ask the students to form sentences using the words.

40 min









1. Divide the class of students into groups. Give each group a piece of writing paper together with five of the words that they have learnt during the lesson. Within each group, get the students to divide the paper into five columns. Instruct them to write a word at the top of each column. Tell them to pass the paper around and take turns to write sentences for each word. Give them a time limit. When the time is up, let the groups share their sentences with the rest of the class.

2. You may want to award prizes to the group that has the most number of correct sentences, the group with the most number of sentences for a particular word, the group with the most interesting sentences etc.

Optional Activities


the pages of their workbooks.3. Let them practise writing the words learnt in the lesson by writing each word as

many times as they can. To make writing more interesting, get them to write the words in a particular shape. For example, they could write ‘pumpkin’ in the shape of a square. Encourage them to use the shapes to form a picture.

4. Let them share their pictures with the class.




Lesson Objectives

Students are able to1. identify and spell the things they use,2. identify and spell common actions,3. spell words to complete sentences.



1. Learning Vocabulary Workbook 22. Items that are usually used and can

be found in Exercise 15 and 16 of Learning Vocabulary Workbook 2 (Pictures may also be used for convenience.)

3. Parts of words that can be joined to form the complete words used in Exercise 15 and 16

4. Writing paper5. Two words on a card for each

student

Introduction / Warm-up Activity (5 min)1. Show the students the things that they would usually use. Ask them to identify the

items. Get them to spell the items. 2. If they are unable to spell the words, ask them questions that will help them with the

spelling. Example: • What letter does the word start with? If they are still unable to spell the word correctly, spell the word for them. 3. Write the words on the board and get them to construct sentences if possible.


1. Draw two columns on the board. In the left column, place the cards with the first syllable of the words and in the right column, place the cards with the second syllable of the words. You may want to separate the words into different sets. For example, words with two syllables in one group, words with one syllable in one group and

40 min





Optional Activities 1. Ask the students to complete Exercise 16, pages 31 – 32 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Get each student to select three words from the list of words covered in

Exercise 15 and 16. Encourage them to write a humorous story using the three words. Let them draw pictures to go along with their stories.

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


words with three syllables in another group. If there are insufficient words for the set, then include other words that are related to the words used in Exercises 15 and 16.

2. Get the students to join the cards to form words. 3. Write the complete words on the board.

Classroom Activities / Assessment (10 min)1. Let the students complete Exercise 15 of Learning Vocabulary Workbook 2,

pages 29 – 30 on their own. 2. Facilitate the students’ learning by walking around to check their answers.

Additional Activities / Closure (10 min)1. Divide the students into pairs. Give each student two words. Get each student to

come up with a sentence using the word but leave out the word and replace it with blanks (one letter for one blank) that spell out the word. The students in each pair then exchange their sentences and fill in the blanks.

2. To extend the activity, get the students to write the word they have used to complete the blanks as many times as possible in the shape of the word that it represents. For example, the word ‘pencil’ should be written in the shape of a pencil.

3. You may want to create a ‘Writer’s Wall’. Let them pin their pictures and sentences on the wall.



Lesson Objectives

Students are able to1. identify and spell everyday items, 2. identify and spell common actions,3. spell words to complete sentences.



1. Learning Vocabulary Workbook 22. Riddles for words used in

Exercise 17 and 18 of Learning Vocabulary Workbook 2

3. Picture cards of the words used in Exercise 17 and 18 of Learning Vocabulary Workbook 2

4. A set of words for each group to be used for Optional Activity (Have enough for each group in the class.)


1. Act out some of the words used in Exercise 17 and 18. Let the students guess the word.

2. Form sentences using the words or get the students to form the sentences.3. Ask them if they are able to spell the words. If they cannot, give them clues such as

jumbling up the letters or asking them questions such as what letter the word starts with etc. If they are still unable to spell the word correctly, spell it for them.


1. Give the students riddles and get them to guess what you are referring to. When they have guessed the correct answer, teach them how to spell the word by focusing on the specific sounds that you want to highlight to them.

2. For some of the sounds, you may want to provide other examples of words that have the same sound.

40 min









1. Show the students the list of picture cards. Go through the picture cards with them first and ask them what each picture is. Ensure that they are able to name the pictures.

2. Draw blanks on the board that spell out each word. Example: • n a u g h t y Get the students to guess which word you are referring to. Let the student who has

guessed the correct word come up to write the answer on the board. 3. You may want to show the pictures in groups to reduce confusion. 4. Alternatively, you may want to divide the class into groups and play Hangman. Give

a prize to the group that gets the most answers correct.

Optional Activities


the pages of their workbooks.3. Divide the students into groups and give each group a set of words from the words

taught in the lesson. Let each student select two to three words and get them to think of other words that are related in spelling. They might want to think of similar beginning, middle or ending sounds.

Examples: • ‘swing’ together with ‘swim’ or ‘sweet’ • ‘ring’ together with ‘bring’ or ‘sing’ 4. Let them share their words with the class. 5. You may want to pin their words on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify and spell adjectives, verbs and

nouns, 2. spell words to complete sentences.



1. Learning Vocabulary Workbook 22. A set of coloured pencils


1. Write a word on the board but do not write all the letters of the word. Leave several letters out and get the students to guess what the word is. If they are unable to guess the word, give them clues about the word. When they have guessed the word, let them spell it. If they are unable to, provide another letter to the word.

2. Repeat this activity as many times as possible. Take the words used in Exercise 19 and 20.

3. You may want the students to form sentences using the words.


1. Select several difficult words from Exercise 19 and 20 and go through the spelling with the students. You may want to teach them to relate the letters to their sounds. Go through as many words as you can.

2. Write words with their letters jumbled up. Call on the students based on their register number and get them to tell you what the word is. Let them spell the word aloud.

3. Repeat this activity as many times as possible. 4. You may want the students to form sentences using those words they have spelt.




40 min






1. Divide the students into pairs. Get a student in each pair to select six words from Exercise 19 and the other student select six words from Exercise 20. Then instruct them to write out the words leaving some letters blank. They might want to leave out all the consonants, all the vowels, the first few letters of the word or the last few letters. Let them exchange the words and complete the letters to spell the words their partners have selected. After that, each student has to write a sentence using the words and draw pictures for each sentence.

2. Let them colour their pictures. 3. Let them share their sentences with the class.

Optional Activities


the pages of the workbooks.3. You may want the students to go through all the words they have learnt to spell

from Exercise 11 – 20. Get them to select the words and write alliterative sentences using them.

Example: • Parrots punch people. You may want to let them use other words that they know to complete their

alliterative sentences.




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 Categorise Focus: Specific Word Groups — Classification


1. Learning Vocabulary Workbook 22. A stack of cards with names of

categories (Refer to Exercise 21 and 22 of Learning Vocabulary Workbook 2.)

3. Sets of words that can be categorised4. Pieces of paper with three categories

written on each of them (Have enough for each group in the class.)


1. Select a student to pick a card from a stack. Get the student to name three words that can be placed in that category. For example, if the student selects the category ‘colour’, he can say, “Blue, red, green” etc. Ask the rest of the class for a few more words that can be placed in the category.

2. Repeat this activity as many times as possible. 3. You may want to divide the board into columns and write the name of the category

at the top of the column. Then write the list of words in each column.

Lesson (10 min)Specific Word Groups — Classification

1. Explain to the students what ‘classification’ means. Show them a set of words on word cards and go through the words with them. Discuss with the students how to classify the words.

2. Repeat this activity as many times as possible using a different set of words each time.

3. You may want to write the names of the categories on the board.

40 min









1. Divide the class of students into groups. Give each group a piece of paper with three categories written on it. Tell them that when you give the signal, they will have to start writing as many items as possible in the categories. When you give the signal again, they will have to stop and pass the paper on to the next person in their group. The last person in the group may have a harder time thinking of words for each category.

2. The group with the most words that have been correctly classified and correctly spelt wins the game. You may want to give the winning group a small prize.

Optional Activities

1. Get the students to observe the things in their houses and how they have been classified.

Examples: • cutlery, clothes, furniture etc 2. You may want them to draw a simple picture of their house that shows where the

items are. For example, they could draw the kitchen and a cabinet in the kitchen. They could then point to the cabinet and write ‘cutlery’.

3. Let them colour their pictures and share their pictures with the class. You may also want them to tell you more about the items that they have under each category.

4. Alternatively, you may want the students to create a poster about different types of creatures. They could design one on land and water creatures, herbivores, carnivores and omnivores or creatures based on their habitats.

5. Let them share their posters with the class.




Lesson Objectives

Students are able to1. identify the singular and plural form of

nouns,2. spell the plural form of regular and

irregular nouns.

Theme : More Than OneFocus: Specific Word Groups — Plurals


1. Learning Vocabulary Workbook 22. Picture cards that contain both

singular and plural items3. Handouts of spelling rules4. A set of coloured pencils


1. Show the students the picture cards and ask them what they can see. Ensure that their answers are correct and specific. For example, if they see one box, they should say, “I can see a box.” If there are three boxes, they should say, “I can see a few boxes.” or “I can see three boxes.”

2. Repeat this activity as many times as possible.

Lesson (15 min)Specific Word Groups — Plurals

1. Using the picture cards in the Warm-up Activity, explain to the students what ‘singular’ and ‘plural’ mean. Get them to identify the pictures that show the singular form of the nouns and those that show the plural form. Write the names of the pictures. Ask the students if they know how to spell the words. If they are unable to, spell the words for them.

2. Explain the different rules for spelling the plural form of regular and irregular nouns.

3. You may want to introduce as many nouns as possible to illustrate each spelling rule.

4. You may want to give each of the students a handout that lists the spelling rules with examples to illustrate each type.

40 min






1. Let the students complete Exercise 23 of Learning Vocabulary Workbook 2, page 43 on their own.

2. Facilitate the students’ learning by walking around to check their answers. 3. You may want them to write another word that follows the same spelling rule for

each of the words in the exercise whenever possible.


1. Call on three students to the front of the class. Get the students to face the rest of the class. Write a singular noun on the board. Call on other students to give the students clues about the word written on the board without saying what the word is. For example, if the word is ‘shelf ’, they could say that it is something that can be used to put things etc. Alternatively, you may want to give the clues yourself. The student who gets the answer correct first must also spell the plural form of the word.

2. Repeat this activity as many times as possible. 3. You may want to give a prize when the word is guessed correctly and the plural form

is correctly spelt.

Optional Activities

1. Ask the students to complete Exercise 24, page 44 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 select one word from each spelling rule and let them write

sentences using the singular and plural forms of the noun. 4. Let them draw and colour pictures to represent their sentences. 5. Let them share their sentences with the class. 6. You may want to pin their sentences on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify common actions,2. complete sentences using the correct

action words.

Theme : Our ActionsFocus: Specific Word Groups — Actions


1. Learning Vocabulary Workbook 22. Word cards with an action word on

each of them3. A bag to put the cards in4. Scenarios or names of places for

each pair of students5. Coloured pencils


1. Play charades. Show the students an action and get them to guess what you are doing.

2. You may want them to answer in complete sentences. Example: • You are sleeping. 3. Write the sentences on the board and underline the actions.

Lesson (15 min)Specific Word Groups — Actions

1. You may want to divide the students into groups. Select a representative from each group to come up to select a word card from the bag. The student then has to act out what is given on the card. If his group gets it right, the group gets four points. If the group does not know the answer, the chance is given to another group. If that group gets it right, the second group gets half the points.

2. Repeat this activity as many times as possible. You may want the students to answer in complete sentences when playing charades.

Example: • Tom is yawning.3. You may want to write the sentences on the board and underline the actions.

40 min

Lesson Plan For Exercise 2511

21Lesson Plan For Exercise 25






2. Facilitate the students’ learning by walking around to check their answers. 3. You may want to select some of the sentences and get the students to think of

alternative actions that can be used to complete those sentences. Instruct them to write them at the end of each respective sentence.


1. Divide the students into pairs and give them the name of a place or a scenario. Let them think of as many actions as possible that can be done in that place or scenario. Then get them to write a short story using the actions that they have thought of. For example, they can use actions like kicking, running, jogging, feeding, lying, rollerblading, cycling etc when the scenario given is at the park.

2. Let them draw and colour their pictures to represent their stories. Let them share their stories with the class.

3. You may want to pin their stories on the ‘Writer’s Wall’.

Optional Activities

1. Get the students to come up with an action for each letter of the alphabet. Then they need to form a sentence for each action or for a certain number of actions if forming twenty-six sentences is too overwhelming for them.

2. Let them share their sentences with the class. 3. Alternatively, the students could write each action in a column, cut up that column

and pass it around the members in their group. They have to write more action words in each of the columns.

4. To extend the activity, you may want the students to think of morally good or positive actions and morally bad or negative actions. Then get them to construct sentences.





Lesson Objectives

Students are able to1. use adjectives to describe people,

creatures and things,2. complete sentences using the most

suitable adjectives.

Theme : Let’s DescribeFocus: Specific Word Groups — Describing Words


1. Learning Vocabulary Workbook 22. Picture cards of people, creatures

or things (Refer to items used in Exercise 26 and 27 of Learning Vocabulary Workbook 2 and other related items.)

3. Sets of sentences that do not contain adjectives (Have enough sets for each group in the class.)

4. Pictures for writing a story (for Optional Activity)

Introduction / Warm-up Activity (5 min)1. Select two students who look quite different from each other. Ask the rest of the

students to describe them. Example: • Ann has long hair but Jane has short hair.2. Write the describing words ‘long’ and ‘short’ on the board. Ask the students what

the words are used to describe. If they say ‘Jane’ or ‘Ann’, get them to think through again and ask them if the hair is long or Ann is long.

3. You may also want to act out a word and let them guess it. For example, you could pretend to be tired. Then ask the students how you are feeling. If they say ‘tired’, tell them that it is also a word that is used to describe people.

Lesson (10 min)Specific Word Groups — Describing Words

1. Show the students the picture cards, one at a time, and let them identify the people, creatures or things shown in the pictures. Encourage them to say more about the picture using adjectives to describe their size, colour etc.

40 min





2. You may want the students to make comparisons between some of the pictures. 3. Get them to use complete sentences to describe the items. You may want to ensure

that there is a good mix of attributive and predicative adjectives. 4. Write the sentences on the board and underline the adjectives. 5. You may want to include adjectives related to feelings and behaviour as well to

ensure that the students realise that describing words are not just restricted to physical appearances.



2. Facilitate the students’ learning by walking around to check their answers. 3. You may want to encourage them to think of other describing words for some of the

sentences and to write them in the workbook as well.


1. Divide the class of students into groups. Give each group a set of sentences that do not contain any adjectives.

2. Let them discuss the different kinds of adjectives that can be placed in each sentence to make it more interesting. They could also make the sentence humorous.

3. Encourage them to be as creative as possible. 4. Let them draw and colour pictures to illustrate their sentences. 5. Let them share their sentences with the class. 6. You may want to pin their sentences on the ‘Writer’s Wall’.

Optional Activities


the pages of their workbooks.3. Get the students to think of three different feelings and three different words to

describe physical appearances. Get them to form sentences using those feelings.4. Let them share their sentences with the class.5. Alternatively, you may want to give them a set of pictures and let them write a

short story using the pictures. Encourage them to use as many descriptive words as possible. You may want to give them a list of possible adjectives for each picture.




Lesson Objectives

Students are able to1. identify the characteristics of different

animals,2. select the correct words to complete

given sentences.

Theme : What Animal is This? Focus: Specific Word Groups — Animals


1. Learning Vocabulary Workbook 22. A short video clip about animals3. Cards with a picture of an animal on

one side and sentences to describe the animal on the other side


1. Let the students watch a short clip on animals. You may want to ensure that some of the animals in the clip are also found in Exercise 28 of Learning Vocabulary Workbook 2.

2. After the video clip, ask the students about the animals that they have seen in the clip. Discuss with them what they have seen by giving the names of the animals and giving one characteristic of each animal.

Examples: • The lion has a mane. • The zebra has stripes. • The giraffe has a long neck.3. Write the sentences on the board and underline the names of the animals.

Lesson (10 min)Specific Word Groups — Animals

1. Using the cards, give the students riddles about animals and have them guess what the animal is. The riddles should include descriptions of the characteristics of the animals.

Example: • It is a bird but it cannot fly. It has a black and white body. It lives in cold places.

40 min

Lesson Plan For Exercise 2813





2. After the students have guessed what the animal is, show them the picture of the animal. Write the name of the animal on the board.

3. Repeat this activity as many times as possible. 4. Alternatively, you may want the students to come up and select a card and let them

tell the class the riddle. Whoever is able to give the correct answer gets to select the next card.





1. Divide the class into pairs. Each student in each pair thinks of an animal and writes its name on a piece of paper. One of the students then starts the game by giving clues about the animal. The other student has to guess what the animal is. Let them take turns doing this.

2. To extend the activity, they could make their own riddle and post it at the back of the class on the ‘Writer’s Wall’ for the other students to guess what the animal is.

Optional Activities

1. Let the students design a poster for the zoo to tell people about a new animal. They could use a real animal or come up with their own make-believe animal.

2. Let them share their posters with the class.3. Let them pin their posters on the ‘Writer’s Wall’.4. You may want the students to come up with their own make-believe animal which

is made up of different parts of different animals. Get them to draw a picture of the animal and draw arrows to show which animals the different parts come from. They can then write a short story about the animal.

5. Let them share their stories with the class.





Lesson Objectives

Students are able to1. identify the sounds animals make,2. identify the young of animals, 3. match the animals to the sounds they

make,4. match the animals to their young.

Theme : Animal Sounds and Baby AnimalsFocus: Specific Word Groups — Animal Sounds and the Young of Animals


1. Learning Vocabulary Workbook 22. Sound clips of different animal

sounds3. Handouts of different animal

sounds4. Handouts of animals and their

young5. Pieces of paper containing animal

names, names of the young and animal sounds (Have enough for each pair in the class.)

6. An envelope to place the pieces of paper in

7. A set of coloured pencils


1. Let the students listen to the sound clips and get them to identify the animal that made the sound after each different sound is heard.

2. Write the name of the animal and the animal sound on the board.3. You may want to make the activity more difficult by letting the students listen to

three or four animal sounds at the same time. Then get them to identify the animals in the correct order in which the animal sounds were heard.

Lesson (15 min)Specific Word Groups — Animal Sounds and the Young of Animals

1. Explain to the students that the sounds animals make are also action words. Example: • The rooster crows.

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2. You may want to give the students each a handout of different animal sounds. 3. Explain to the students that the young of animals sometimes have different names

from the adults. Relate this to humans such as adult and child or man/woman and boy/girl.

4. Ask the students if they know what the young of a dog is called. Show them a list of adult animal names and the names of the young of animals. Let them match the animals to their young.

5. You may want to give them a handout on the names of the young of animals. You may want to highlight that different animals might have similar names for their young.



2. Facilitate the students’ learning by walking around to check their answers. 3. Get them to write more animal sounds on page 49 and more names of animals and

their young on page 50 if they are able to think of others that are not covered in the exercises.


1. Divide the students into pairs. Give each pair an envelope with pieces of paper containing animal names, names of the young and animal sounds. Let them match the pieces of paper and paste them on a piece of cardboard.

2. Allow the students to draw and colour the pictures to illustrate the information on the cardboard. Let them share their work with the class.

Optional Activities

1. Instruct each student to select between four to six animals that they have learnt in the lesson and write a story about these animals. Tell them that their story needs to include the young of the animals and the sounds that the animals make.

2. Get them to draw and colour the pictures to illustrate their stories.3. Let them share their stories with the class. 4. You may want to pin their stories on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify gender names of people,2. identify gender names of animals, 3. match the opposite gender names of

people or animals.

Theme : Animals and UsFocus: Specific Word Groups — Opposite Gender


1. Learning Vocabulary Workbook 22. Picture cards showing a man, a

woman, a boy and a girl3. Handouts of gender names 4. Cards with gender names of people

and animals


1. Show the class two picture cards: a man and a woman. Give them the name of either gender and let them name the opposite gender.

2. Using the same pictures, you could ask the students about other gender names. Examples: • husband and wife, uncle and aunt etc3. Using the picture cards of a boy and a girl, do steps 1 – 2 again. 4. Write the words on the board to show the gender names that go together.

Lesson (15 min)Specific Word Groups — Opposite Gender

1. Explain to the students that at times, different gender names are used, and at other times, the names are the same. For example, in some jobs, there are gender differences such as ‘waiter’ (male) and ‘waitress’ (female). However, in other jobs, there is no differentiation such as doctor, nurse etc.

2. You may want to provide the students with as many examples as possible. 3. Explain that there are different gender names for animals as well. Ask the students

if they know what a female lion is called. List as many examples as possible. 4. Divide the class into two groups. Give the students in one group cards with only

female names. The students in the other group receive cards with only male names. Get a student from one of the groups to stand up and show the class his card. The

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Optional Activities

1. Let the students write five sets of animals or people gender names on paper in bold using marker pens. Get them to cut out each letter. Then let them put their letters into an envelope. Each student exchanges envelopes with one another. Each student has to piece the letters together to form the five sets of gender names.

2. Alternatively, you may want to let the students write at least five sets of gender names of people on paper cut-outs with one showing a male and the other showing a female. You may want to provide the cut-outs or let the students draw it themselves. Encourage them to make it big so that their words can be clearly seen.

3. Let them share their words with the class.4. You may want to pin their cut-outs on the ‘Writer’s Wall’.

student who is holding the card with the opposite gender has to stand up in the next two seconds. If the student does not stand up in time, someone else in the class will then have a chance to tell you what the opposite gender is.

5. You may want to give the students each a handout with a list of gender names for both people and animals.





1. Give each student a card with a gender name on it. Then tell them that they have to go around the class to search for another student who has the opposite gender name. Once they have found that student, both of them should sit on the floor in front of the class.

2. You may want to set some class rules to ensure that the students do not make excessive noise. You may also want to tell the students not to reveal the card that someone is holding to others. Everyone has to search for the matching card himself.




Lesson Objectives

Students are able to1. identify different occupations, 2. complete sentences using the correct

occupations.

Theme : The Things People DoFocus: Specific Word Groups — Occupations


1. Learning Vocabulary Workbook 22. A set of cards with the names of

occupations on each of them3. A bag to put the cards in4. Handouts of occupations5. Sets of picture cards that show

different occupations for a memory game (Have enough sets for each pair in the class. Ensure that there are several individual cards in each set that cannot be matched.)


Introduction / Warm-up Activity (5 min)1. Let a student select a card from the bag. Get him to act out the word on the card. You

may want him to give clues instead of acting out. When the class guesses the word correctly, the student who selected the card will write the name of the occupation on the board.

2. Repeat this activity as many times as possible with the other students.

Lesson (15 min)Specific Word Groups — Occupations

1. Ask the students, “What do you call a person who grows vegetables on a farm?” 2. After they have come up with the correct answer, you may want to write it on the

board in a complete sentence. Underline the name of the occupation. 3. Repeat this activity as many times as possible.4. You may extend the activity by referring to the names of all the occupations on

the board and asking the students if the people in those occupations have other responsibilities.

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Optional Activities

1. Let the students complete Exercise 35, page 55 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 write about an occupation that they find interesting. It could

be the occupation of someone they meet every day, someone they admire or an occupation they would like to have in the future.

4. Encourage them to draw and colour a picture to represent their story. 5. Let them share their stories with the class.6. You may want to pin their work on the ‘Writer’s Wall’.

5. You may also want to categorise the occupations. For example, get the students to identify all the occupations in the area of health care. Ask them if they can name other health care related occupations that were not mentioned (eg pharmacists).

6. You may want to give the students each a handout of occupations.





1. Divide the students into pairs. Give each pair the set of picture cards. Let them play a memory game. Tell them that they have to say the name of the person’s occupation whenever they turn over a card. When all the similar cards have been found, get them to write sentences using the names of the occupations for the rest of the cards that do not match.

2. Let them draw and colour pictures for their sentences and share their work with the class.

3. You may want to pin their sentences on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify the names of different places, 2. complete sentences using the names of

correct places.

Theme : Where Are We?Focus: Specific Word Groups — Places


1. Learning Vocabulary Workbook 22. Picture cards or photographs of

places in Singapore that can be found in Exercise 36 and 37 of Learning Vocabulary Workbook 2 and other related photographs

3. Handouts of places


1. Ask the students where they are now. They could call out answers like ‘classroom’ or ‘school’.

2. Ask them where they would go if they want to borrow books, take an aeroplane etc. 3. Repeat this activity as many times as possible.

Lesson (10 min)Specific Word Groups — Places

1. Show the students the picture cards or photographs of places. Ask them what the places are. Ask them what they can do at those places.

2. You may want the students to form sentences about the things that can be done at those places.

Example: • I go to the hospital to have an operation.3. Write the sentences on the board and underline the names of the places. 4. You may want to extend the activity by asking the students which of the places can

be found in their neighbourhood. 5. You may want to give them each a handout on the different places.

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Optional Activities


the pages of their workbooks.3. Get the students to draw a map of their neighbourhood and label the places found

in their neighbourhood. 4. Let them share their map with the class. 5. Alternatively, you may want them to think of the places they want in their ideal

neighbourhood. Then get them to draw a map of it. 6. You may want to show them an example of how to draw a bird’s-eye view map.





1. Divide the class of students into groups. Get the students to number themselves within each group. Play Hangman with the class. Call on a number and the respective student in each group has to guess the word. The group that gets the correct word first will get six points. If the student who is chosen to answer guesses wrongly, the other students in the other groups will be allowed to guess the word for fewer points.

2. Give a small prize to the winning group.




Lesson Objectives

Students are able to1. identify the synonyms of verbs, nouns

and adjectives, 2. select the correct words to replace the

words in a sentence.

Theme : We Are the Same (1)Focus: Specific Word Groups — Synonyms (Same Meanings)


1. Learning Vocabulary Workbook 22. Sets of synonyms with a word that

does not belong in each set3. A set of words placed randomly in a

box4. Bingo cards (3 3)5. A list of words6. A list of words which are synonyms

of the list in (5)7. A list of words without the synonyms

(for Optional Activity)


1. Show the students the sets of synonyms, one set at a time. Get them to identify the word that does not belong in the set.

Example: • gigantic, huge, loose, large Cross out or let the students select the word that does not belong by raising their

hands and giving the answer. 2. Repeat this activity as many times as possible. Ask the students if they can think of

other words that belong to each set of words.

Lesson (10 min)Specific Word Groups — Synonyms (Same Meanings)

1. Explain to the students what synonyms are. 2. Show the students a list of words placed randomly in a box. Get them to pick out the

pairs that are similar in meaning.

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Optional Activities


the pages of their workbooks.3. Give the students a list of words and let them come up with as many synonyms as

they can for each word. 4. Alternatively, you may want the students to write a short story using some of the

words in the list. They can share their stories with the class and the other students can try to replace some of the words in the story with suitable synonyms.

3. Get the students to construct sentences using one of the words in each pair. Write the sentences on the board. Then let the students replace that word with the other word in the pair.

4. Repeat this activity as many times as possible. 5. Alternatively, you may want to divide the students into pairs. Then get each pair to

come up with sentences for the pair of words in the box that they have picked out.





1. Divide the class into pairs. Give each pair a 3 × 3 Bingo card. Show them a list of words and get them to select nine of the words and write one word in a box on their Bingo card. Call out the synonyms of the list of words, one at a time.

Example: • Which word on the list is similar in meaning to ‘impolite’? Once they tell you the synonym is ‘rude’, tell those who have the word ‘rude’ on their

cards to cross it out.2. The first pair to cross a row of squares on their card either vertically, horizontally or

diagonally wins the game.




Lesson Objectives

Students are able to1. identify the synonyms of verbs, nouns

and adjectives, 2. select the correct words to replace the

words in a sentence.

Theme : We Are the Same (2)Focus: Specific Word Groups — Synonyms (Same Meanings)


1. Learning Vocabulary Workbook 22. Word cards with a word on one

side and its synonym on the other side (Use the words taught in the previous lesson.)

3. A spinning wheel with a word written in each section

4. A list of sentences with underlined words that can be replaced with suitable synonyms


1. Review the synonyms learnt in the previous lesson. Show them a card with a word on it. Then ask them to come up with a synonym for that word. If they get the synonym right, turn the card over and show it to them. For words with more than one synonym, you may want to write all the synonyms at the back of the card.


Lesson (10 min)Specific Word Groups — Synonyms (Same Meanings)

1. Show the students the list of sentences. Call on the students to come up with words that can replace the underlined words.

2. If the students are unable to come up with the word, give them clues such as the number of letters in the word. Continue giving clues until the students are able to come up with the word. Get them to spell the word.

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Optional Activities


the pages of their workbooks.3. You may want the students to make a synonym booklet. Get them to write the

synonyms that they have learnt in the book, decorate it and draw pictures to represent their words.

4. Let them share their booklets with the class.





1. Call on the students to spin the wheel. They have to give the synonym of the word that the needle points at when it stops spinning.

2. You may want to get them to construct sentences using the words. 3. Encourage the other students to come up with more synonyms if the words have

more than one synonym.




Lesson Objectives

Students are able to1. identify the antonyms of nouns, verbs,

adverbs and adjectives, 2. match words that are opposite in

meaning.

Theme : We Are Opposites (1)Focus: Specific Word Groups — Antonyms (Opposite Meanings)


1. Learning Vocabulary Workbook 22. Picture cards of people, places or

things that are opposites3. Two different stacks of paper: one

stack with a word on one paper and the other stack with a word with an opposite meaning (Have enough for each student in the class.)



1. Show the picture cards and ask the students to describe the differences. Example: • The girl is plump but the boy is thin. Encourage the students to describe in complete sentences. You may want to

encourage them to use ‘but’ to describe the differences between the pictures shown on the cards.

2. Write the pairs of antonyms on the board.

Lesson (10 min)Specific Word Groups — Antonyms (Opposite Meanings)

1. Explain to the students what antonyms are. 2. Call out a word and ask for the opposite. Example: • Who can tell me the opposite of ‘correct’?3. Repeat this activity as many times as possible.4. You may want the students to form a sentence with the word they have called out.5. Write the sentences on the board.

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Optional Activities


the pages of their workbooks.3. Tell the students that they are visiting an imaginary place called ‘Opposite Land’.

The people, animals and things are the opposite of what things usually are in real life. Get them to write a story comparing Opposite Land to real life.

4. Let them draw and colour a picture for their story. 5. Let them share their stories with the class. 6. You may want to pin their stories on the ‘Writer’s Wall’.





1. Divide the class into two groups. Give each student a piece of paper with a word on it. The words given to one group are the antonyms of the words in the other group.

2. When you give a signal, the students have to search for those who have the opposite of the words that they have. When you give the signal again, they have to stop. Those who have found the correct words are to sit together on the floor.

3. You may want to remind the students of class or game rules to prevent excessive noise and confusion during the activity.




Lesson Objectives

Students are able to1. identify the antonyms of nouns, verbs,

adverbs and adjectives, 2. match words that are opposite in

meaning.

Theme : We Are Opposites (2)Focus: Specific Word Groups — Antonyms (Opposite Meanings)


1. Learning Vocabulary Workbook 22. Word cards with words from

Exercise 46 and 47 of Learning Vocabulary Workbook 2

3. A list of sentences with antonyms4. A list of words for the students (Have

enough for each pair of students in the class.)


1. Write a word on the board. Get a student to select from a list of word cards the word that is opposite in meaning to the one on the board.


Lesson (10 min)Specific Word Groups — Antonyms (Opposite Meanings)

1. Show the students a list of sentences with nouns, adjectives, verbs or adverbs that are underlined. For each sentence, show them a word that is supposed to be opposite in meaning to the underlined word. Get them to decide if the underlined words have been correctly matched. For example, the sentence might read ‘Tom’s answer is false.’ Write ‘wrong’ above ‘false’. If the students are able to point out that the opposite of ‘false’ is not ‘wrong’, ask them what the word should be.

2. Use the words that appear in Exercise 46 and 47 and other related words. 3. Repeat this activity as many times as possible.




40 min





Optional Activities

1. You may want the students to make an antonym booklet. Get them to write the antonyms that they have learnt in the book, decorate it and draw pictures to represent their words.

2. Let them share their booklets with the class.3. Assign several words to each student using words from Exercise 43 – 47. Get them

to write a short story using the words.4. Let the students exchange their stories with their friends in class. Get their friends

to identify the words in the stories that have opposites. Then encourage them to change the story using the opposite words.

5. Let the students share their stories with the class.6. You may want to pin their stories on the ‘Writer’s Wall’.


1. Divide the students into pairs. Give each pair a list of words. Get them to come up with words that are opposite in meaning to the given words. Let them write a sentence for each pair of words.

2. Let them share their sentences with the class.




Lesson Objectives

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

words.

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


1. Learning Vocabulary Workbook 22. Word cards with words from

Exercise 48 – 50 in Learning Vocabulary Workbook 2

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

4. Sets of three sentences with a blank in each sentence

5. A3-sized paper (Have enough for each student in the class.)


1. Show the students ten word cards, one at a time. The word cards must be related so that the students can pair them up.

Examples: • ‘plants’, ‘animals’, ‘gardener’, ‘needle’, ‘fair’, ‘picnic’, ‘wild’, ‘seeds’, ‘axe’, ‘thread’ Get the students to think about how the words can be paired up and let them form a

sentence for each pair of words. You may want to select words that are clearly different from one another so that there will be less ambiguity when pairing them up.

2. Write the sentences on the board and underline the words that appear on the word cards.

Lesson (10 min)Correct Word Use

1. Divide the students into pairs. Give each pair a set of three words. Show the students sets of three sentences and get them to decide if they are holding the set with the words to complete the sentences. Ensure that some sets cannot match any of the words they are holding.

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Optional Activities


the pages of their workbooks.3. Give the students an A3-sized paper and tell them to divide it into four sections. Get

them to write two words that they have learnt in Exercises 48 – 50 in each section. Next, the students have to cut out each section and write a sentence for each word on the other side of the section by replacing the word with a blank.

4. Let them exchange their paper with their friends. Their friends have to complete the sentences and check the back of the card to see if they are correct.

2. The students who have the correct words can come up to the front of the class to write the words on the board to complete the sentences.





1. Divide the students into pairs. You may want to give each pair the sets of sentences that could not be matched to the words the students had earlier. Then let them come up with the answers.

2. Let them share the sentences with the class.




Lesson Objectives

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

words.



1. Learning Vocabulary Workbook 22. A list of categories and related

words from Exercise 51 – 53 in Learning Vocabulary Workbook 2



1. Show the students several categories such as ‘feelings’, ‘accessories’ and ‘occupations’ by writing them on the board. Next, show the students a set of words and tell them to place the words in the correct categories.

2. Repeat this activity with another set of categories and more words. 3. You may want to leave these words and the categories on the board.


1. Call on a student to the front of the class. Let him face the other students, making sure he is unable to see the words on the board. Ask him questions related to a word you choose. For example, ask him how to spell ‘thirsty’. Then ask him what a person will do when he is thirsty. You may also want to ask when a person will feel thirsty. Let him make a sentence using ‘thirsty’.

2. Repeat this activity as many times as possible. 3. You may want to write the sentences on the board.




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Optional Activities


the pages of their workbooks.3. Divide the students into pairs and give each pair a topic based on what has been

covered in Exercise 51 – 53 such as ‘flowers’, ‘places in the house’ etc. You may want to get them to search for words related to their topic in the relevant exercises. Then encourage them to use the words to write a story. For example, if they are given the topic ‘flowers’, there is a sentence on the rose in Exercise 53. They could write a story related to the rose and draw a picture for their story.


1. Divide the students into pairs. Give each pair several words taken from the options in Exercise 51 – 53.

2. Get them to use the words to construct sentences. You may want to encourage them to write a short story using those words.

3. Let them draw and colour pictures based on their writing.4. Let them share their work with the class.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 22. Selected words from Exercise 54 –

56 of Learning Vocabulary Workbook 2 that could be easily confused, are similar or could be placed in the same category

3. A list of homophones (Have enough for each pair of students in the class.)


1. Write several words at random on the board from Exercise 54 – 56 that the students are probably familiar with.

2. Call on two students at a time. Give them clues about the word you have chosen from the list of random ones that are written on the board. The first student to find and get the word correct on the board wins. For example, if the word is ‘dirty’, you could say, “This happens to my hands when I do not wash them after going to the playground.”


1. Using the words from Exercise 54 – 56, place them in sets with words that are similar, could be easily confused or could be placed in the same category.

2. Make sentences about the words, give the definitions of the words or give the antonyms or synonyms of the words. If the students think your sentences are correct, get them to give you the thumbs up sign. If they think you are wrong, they can give you the thumbs down sign.

40 min





Optional Activities


the pages of their workbooks.3. You may want to select certain topics from the exercises for the students to research

on. For example, they could research on materials used to make furniture, clothes and other essential items. They could write a short paragraph about what they have found out and provide pictures about what they have written.

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





1. Divide the students into pairs. Give each pair several homophones from the exercises used in the lesson and other useful homophones.

2. Get them to construct sentences using the homophones. 3. Let them share their sentences with the class. They could write a pair of homophones

on the board and let the class guess which word they are using in their sentences.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 22. A short write-up about several

facts of nature that can be found in Exercise 57 – 60 of Learning Vocabulary Workbook 2

3. Word cards with words taken from Exercise 48 – 60

4. A list of words taken from Exercise 48 – 60 (for Optional Activity)


1. Let the students read the short write-up about several facts of nature such as where the sun rises, where some animals are found, what some animals eat etc. The facts should be found in the exercises to be covered as well as other related facts.

2. Ask the students questions about the information they have read.


1. Highlight certain words that can be found in Exercise 57 – 60 that the students might have difficulty with. For each word, let one blank represent each letter. Write the blanks on the board. Give the students the definition of the word or clues to let them guess what the word is. The student who guesses the word correctly gets to write the word on the board.

2. Repeat this activity as many times as possible. 3. You may want the students to construct sentences using the words.

40 min





Optional Activities


the pages of their workbooks.3. Give the students a list of words taken from Exercise 48 – 60 and get them to write

sentences to show the different ways of using them. For example, ‘post’ could be ‘post a letter’, ‘post a parcel’ etc. It could also be used as a noun.

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





1. Divide the students into pairs. Give each pair a set of word cards. Get them to distribute the word cards evenly. Get them to turn over the word cards, one at a time. If the cards match, the student who says, “Match” first gets to keep the cards. The winner is the one who has the most word cards at the end of the game. The words on the cards can be taken from Exercise 48 – 60. They should be related such as ‘bird’ and ‘nest’, ‘bride’ and ‘gown’ etc.

2. If time permits, let the students select five pairs of words to construct ten sentences in all.



focus: word recognition through pictures and sentences · 2. select the correct words to complete...

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