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Lesson Objectives

Students are able to1. identify words that are related to a

given word, 2. identify the odd word out in a list of

words.

Theme : Let’s Categorise (1)Focus: Specific Word Groups — Classification

Resources (Preparation to be done before the lesson)

1. Learning Vocabulary Workbook 52. Picture cards that belong together

and those that do not3. Writing paper with one category

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

Introduction / Warm-up Activity (5 min)

1. Show the students several picture cards, one at a time. Ask them which picture card does not belong in the group.

2. Ask them to explain why the picture card that they have selected is the odd one out. You may want to discuss why the picture is the odd one out. Get the student to come up with a category name for each set of pictures.

3. Repeat this activity as many times as possible.

Lesson (15 min)Specific Word Groups — Classification

1. Explain how the Warm-up Activity was demonstrating classification. Explain what ‘classification’ means, how classification is used in our daily lives and the importance of classification.

2. Use the picture cards that have been selected as the odd ones out in the Warm-up Activity. Let the students come up with items that they think could be classified with those picture cards. For example, if one of the pictures was a towel, the students could suggest other words like shampoo, soap etc. Encourage them to come up with as many different ways as possible of classifying these items.

3. You may want to extend the activity by giving the students a category and asking them to list as many items as possible that could fit into the category. For example, you may want to give them categories such as reading materials, clothing, fantasy

40 min

Lesson Plan For Exercises 1 – 41

1Lesson Plan For Exercises 1 – 4

|Learning+| English Vocabulary 5

Lesson Plans for Learning Vocabulary 5.indd 1 2019/3/19 8:47:17


characters, disasters etc. Provide them with a variety of categories so that they will not think that a category name is only made up of one word. You may want to give them categories that they encounter daily or categories that will encourage them to think outside the box such as ‘red’. Then they have to think of things that are red.

Classroom Activities / Assessment (10 min)

1. Let the students complete Exercise 1 and 2 of Learning Vocabulary Workbook 5, pages 1 – 2 on their own.

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

Additional Activities / Closure (10 min)

1. Divide the class of students into groups. Give each group a piece of paper with the name of a category written on it. Instruct the group members to pass the paper around. Each group member must write an item that fits the category. The paper must be circulated within the group as many times as possible. Do not encourage the members to pass a turn. Instead, each of them has to come up with an item to fit the category.

2. Let a representative from each group share the words with the class. 3. Start a ‘Writer’s Wall’ in the class. You may want to pin the answers the groups have

on the wall.

Optional Activities

1. Ask the students to complete Exercise 3 and 4, pages 3 – 4 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Assign various categories to the students. Let them research on how items in those

categories are categorised. For example, they could be given the category ‘video games’ where they need to find out the different types of categories for video games.

4. You may want them to decorate a poster of a video game shop and present their information as an advertisement for the shop.

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





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 (2)Focus: Specific Word Groups — Classification


1. Learning Vocabulary Workbook 52. Word cards with names of items on

each of them 3. Word cards with names of a category

on each of them


1. Show the students the sets of word cards with the items and the categories. Get them to match the sets to the categories.

2. To make the activity more challenging, do not place the items into separate sets. Mix them up. Get the students to read through all the categories. Then let them arrange the items into sets and match these sets to the category names.

Lesson (10 min)Specific Word Groups — Classification

1. Go through the category names in Exercise 5 – 8. Explain any difficult words to the students. You may want to use different examples from the exercise to illustrate what the different categories mean so that the students will not be given the answers to the exercises directly.

2. You may want to show the students pictures of items that they might not understand such as emeralds, sapphires etc.

3. Highlight the importance of using the other items in the list to help them decide on the category the items belong to if they do not know what a particular item means. For example, if they do not know what a ‘drought’ is, they could look at the other listed items eg ‘earthquakes’ and ‘hurricanes’ and think of a suitable category they could fit into.

40 min






4. Ask the students for names of items that could belong to certain categories. Example: • What items could fit the category ‘herbivore’? You may want to select categories that are related to those found in the exercises.

For example, in Exercise 7, the category ‘liquids’ is tested on. You may want to use this as an opportunity and ask the students for items that belong in the category ‘gases’ and ‘solids’ as well.





1. Invite the students to the front of the class, two at a time. On the board, show them a category and a list of items written on word cards. (You may want to use different words and categories from those used in the Warm-up Activity.)

2. The first person to run to the board and get the two correct word cards that belong to the category wins the round. The winner gets to stay and the one who loses will return to his seat. Another student will be called on.

3. You may want to divide the students into different groups before this activity so that the students can earn points for their group. The group with the most points wins the game. You may want to give a small prize to the winning group or groups.

Optional Activities


the pages of their workbooks.3. You may want to relate this lesson to science by getting them to search for plants,

animals etc that belong in particular groups. Get them to research on the different items that belong in a group and let them tell the class about the items. They may want to write about the items or print out the pictures to show the class.





Lesson Objectives

Students are able to1. identify sounds that animals and

things make, 2. complete sentences using the correct

sounds.

Theme : Listen!Focus: Specific Word Groups — Sounds


1. Learning Vocabulary Workbook 52. Scenarios (Have one for each pair

in the class for Additional Activity.)


1. Make certain sounds either by using the necessary items to create them or mimicking their sounds. You may, for example, jingle several coins in your pocket or make the sound of a dog. Ask the students to name the items or animals.

2. Alternatively, you may want to do something behind a screen and get the students to guess what you are doing based on the sound. For example, you could slam a book.

3. You may want the students to construct sentences using the names of the things and the sounds.

Lesson (15 min)Specific Word Groups — Sounds

1. Go through some of the sounds that animals make which the students might not be familiar with. Highlight that there are different ways to describe a sound, eg ‘mew’ and ‘miaow’. Tell the students also that one animal could make more than one sound. For example, a dog can bark or growl. You may want to discuss why one animal can make different sounds.

2. Go through the options in Exercise 9 and 10 to ensure that the students are familiar with what makes the different sounds.

3. You may want to extend the activity by categorising the sounds and asking the students which of them are loud and which are soft, which are usually associated with danger etc.

4. Encourage the students to use the words in a sentence. 5. Remind the students that these sounds could be useful if they want to add impact to

their stories.

40 min










1. Divide the students into pairs. Assign them several scenarios such as ‘on the farm’, ‘at the bird park’ etc. Encourage them to think of the sounds they will hear.

2. Let them write a short paragraph on what they think they will hear. Remind them to be as vivid in their descriptions as possible.

3. Let them share their work with the class.

Optional Activities

1. Get the students to research on words that are used to describe the way people talk. You may want them to focus on particular areas such as how people talk when they are angry. Then get them to think of a situation in which a person is angry and write a short paragraph about how that person talks.

Example: • He stormed into the room and bellowed at everyone. You might want to highlight that besides the way a person talks, the way the person

behaves should also be included in the paragraph. 2. Let them share their work with the class.3. You may want to pin their work on the ‘Writer’s Wall’.4. Alternatively, you may want to link this activity to the composition they are required

to write. Get them to research on sounds that could be used in the composition. Encourage them to include these in their work.





Lesson Objectives

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

people.

Theme : People Around UsFocus: Specific Word Groups — People


1. Learning Vocabulary Workbook 52. Picture cards of several scenarios

(You may use video clips to make it more interesting.)

3. Handouts of names of people 4. Riddles about people5. Sentences with missing words about

people or definitions of different people

6. A crossword puzzle (for Optional Activity)


1. Show the students picture cards of several scenarios. Get them to name the people in the scenario. Alternatively, you may want to show them scenarios. For example, show a warden with some prisoners. Then get the students to name them.

2. Write the names of the people on the board. 3. Get the students to form sentences using the names of the people on the board.

Lesson (10 min)Specific Word Groups — People

1. Give the handout to each of the students. Go through the words that the students might not understand.

2. Give the students riddles about people and let them answer the riddles. Example: • I do not own my house. I live in it and I pay rent to a landlady. What am I?

40 min


7Lesson Plan For Exercises 11 – 13|Learning+| English Vocabulary 5







1. Divide the class of students into groups. Give a sentence with a missing word or give a definition of a certain person. Then have the groups write the answers on a piece of paper.

2. You may want each group to pass the paper around so that everyone has a chance to answer or you may want to let them discuss the answer as a group.

3. Go through the answers with the class.4. Award points for the correct words with the correct spelling. Give a prize to the

group or groups with the most points.

Optional Activities

1. Ask the students to complete Exercise 13, page 13 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 learn the spelling of difficult and tricky words for the names of

people. 4. Conduct a spelling bee test with the students. Get them to spell the words you have

assigned them.5. You may want them to complete a crossword puzzle using the words they have

learnt to spell.




Lesson Objectives

Students are able to1. identify different buildings or places

and their uses,2. complete sentences using the names of

buildings or places.

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


1. Learning Vocabulary Workbook 52. Word cards with names of buildings

or places on them3. Picture cards of buildings or places4. Riddles/Clues for names of

buildings or places


1. Show the students the word cards and pictures of places. Get them to match the picture cards to the word cards. Discuss the things that can be found in the places. For example, if it is a picture of a resort, ask the students if they have been to resorts before. Discuss what can be found there.

2. Get the students to form sentences using the names of places.

Lesson (15 min)Specific Word Groups — Places and Buildings

1. Go through the words in Exercise 14 – 16. Explain any difficult words that the students might not understand or words they might not have come across before.

2. You may want to show several picture cards of some of the places to give the students an idea of what they look like. For example, there might be different types of plantations, museums or resorts. Discuss with the students such places.

3. Give the students clues and let them guess where the people are going. Example: • Tom is not feeling well. He has just seen the doctor, so now he needs to collect his

medicine. Where does he go?4. Get the students to say the correct word and spell it. 5. You may want to divide the class into groups. Call on a member from each group.

The person who guesses the word correctly gets a point for his group.

40 min









1. Divide the students into pairs. Give each pair the name of a place or building. Get them to think of a short story that could take place in that place or building. Encourage them to be as creative as possible. Encourage them to write their story on a piece of paper and decorate it.

2. Let them share their stories with the class.

Optional Activities


the pages of their workbooks.3. Encourage the students to research on buildings that have historical significance in

Singapore. 4. Let them share their information with the class.




Lesson Objectives

Students are able to1. identify collective nouns for people,

things and animals,2. complete sentences with collective

nouns.

Theme : We are a GroupFocus: Specific Word Groups — Collective Nouns


1. Learning Vocabulary Workbook 52. Picture cards that show groups of

people, things or animals3. A list of sentences (both with and

without mistakes) to describe the picture cards in (2)

4. Handouts of collective nouns 5. A list of collective nouns and nouns

(Have enough for each pair in the class.)

Introduction / Warm-up Activity (5 min)1. Show the students the picture cards of groups of people, things or animals, one at a

time. Provide them with two sentences and get them to identify the sentence with the correct collective noun used to describe the picture.

2. Alternatively, you may want to invite the students to read out the sentences. Then let the class vote on the correct sentence.

Lesson (10 min)Specific Word Groups — Collective Nouns

1. Give out the handout on collective nouns to each of the students. Go through those collective nouns that the students are not familiar with. Highlight to them that some collective nouns can be used for more than one type of noun.

2. Call out a collective noun and get the students to come up with the noun that is used with that. For example, you may call out the word ‘pride’. The students may call out ‘lions’.

40 min





3. You may want to encourage the students to think of sentences using collective nouns. Encourage them to write more interesting sentences instead of simple ones. Highlight to them the different ways of making the sentence more complex.

Example: • I see a pride of lions. (simple sentence) At the safari yesterday morning, the group of travellers came upon a pride of lions

that were about to leave their den. (complex sentence)

Classroom Activities / Assessment (10 min)1. Let the students complete Exercise 17 – 19 of Learning Vocabulary Workbook 5,

pages 17 – 19 on their own. 2. Facilitate the students’ learning by walking around to check their answers.

Additional Activities / Closure (15 min)1. Divide the students into pairs. Give each pair a list of collective nouns and nouns.

Get them to match the collective nouns to the nouns. Then let them exchange their work with another pair. Each pair then has to come up with a story using all the matched pairs taken from the other pair.

2. Let the students share their stories with the class.3. You may want them to write their stories on a poster and decorate it. Then pin their

work on the ‘Writer’s Wall’.

Optional Activities 1. Ask the students to complete Exercise 20, page 20 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 write eight to ten sentences using collective nouns. Tell them to

make deliberate mistakes in some of the sentences. Then get them to exchange their sentences with another student in the class. Their classmate will then have to spot the mistakes in the sentences.

4. Alternatively, you may want to pin the sentences on the ‘Writer’s Wall’. Students who have completed their other assigned tasks early can spend time spotting the mistakes in the sentences.




Lesson Objectives

Students are able to1. identify words that are similar in

meaning, 2. replace words in sentences with other

words that are similar in meaning.

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


1. Learning Vocabulary Workbook 52. Word cards with a word or phrase

on each of them 3. A short story with underlined words

that can be replaced with words of similar meaning

4. Blank word cards (Have enough for each pair in the class.)


1. Show the students the word cards you have prepared. Get them to match the words that are similar in meaning.

2. You may want to liven up the activity by having a small competition. Invite a student from each group to the front of the class. The student that correctly matches all the words first wins.

3. You may want to provide each student with a different set of words.

Lesson (15 min)Specific Word Groups — Words with Similar Meanings

1. Go through the words covered in Exercise 21 – 25 with the students including all the words in the options for each question. Highlight words that are confusing and words that the students might be unfamiliar with.

2. Show the students a short story with certain words underlined. Go through the story with them. Get them to replace the underlined words with another word or words of similar meaning.

3. Tell the students the importance of using different words to express themselves when writing compositions.

40 min






1. Let the students complete Exercise 21 – 23 of Learning Vocabulary Workbook 5, pages 21 – 23 on their own.



1. Divide the class into pairs. Give each pair a set of blank cards. Tell them to write one word on each card. The word on each card must be similar in meaning to the word on another card.

2. Let them exchange the cards with their friends. They may then play a matching game using the cards.

3. Let them keep the cards and play the matching game whenever they have free time in class.

Optional Activities

1. Ask the students to complete Exercise 24 – 25, pages 24 – 26 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 look for words with similar meaning that were not covered in

the lesson. You may want them to use some of the words in the options for each sentence or search for words on their own.

4. Encourage them to use the thesaurus to look for words. Highlight to them that although some words are similar in meaning, there might be slight differences between them.

5. Let them share their words with the class. You may want to encourage them to write their words in a vocabulary book so that they can use them when writing compositions. You may also want to pin the words on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. identify words that are similar in

meaning,2. replace words in sentences with other

words that are similar in meaning.

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


1. Learning Vocabulary Workbook 52. A list of words that are similar in

meaning and another list of words that do not belong

3. Blank 4 × 4 Bingo cards (Have enough for each pair in the class.)

4. A list of words to complete the Bingo cards

5. A list of useful words for compositions for a spelling bee test (for Optional Activity)


1. Call out a word such as ‘attractive’. Ask the students to think of another word that is similar in meaning to that word. The students could call out ‘pretty’, ‘beautiful’ etc. Accept more than one answer if possible.

2. Write the pairs of words on the board.

Lesson (10 min)Specific Word Groups — Words with Similar Meanings

1. Go through the words covered in Exercise 26 – 30 with the students including all the words in the options for each question. Highlight words that are confusing and words that the students might be unfamiliar with.

2. Show the students a list of words and get them to match the words that are similar in meaning. For the words that do not belong to the group, get them to come up with other words that are similar in meaning.

40 min









1. Divide the students into pairs. Give each pair a blank 4 × 4 Bingo card. Give the students a list of words. They have to complete the Bingo card by writing one word in each box.

2. Call out words that are similar in meaning to one of the words on the card. Get the students to cross out the correct answer on their Bingo cards.

3. The pair that crosses out all the boxes vertically, horizontally or diagonally first wins. Give the winning pair(s) a small prize.

Optional Activities


the pages of their workbooks.3. Provide the students with a list of useful words that they have learnt and can use for

their compositions. Get them to learn the spelling of the words.4. Conduct a spelling bee test during the next lesson.




Lesson Objectives

Students are able to1. identify words that are opposite in

meaning,2. replace words in sentences with other

words that are opposite in meaning, 3. complete sentences with words that

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

Theme : We are Different Focus: Specific Word Groups — Antonyms


1. Learning Vocabulary Workbook 52. Picture cards that depict situations

that are opposite to each other3. A word search puzzle and a list of

words 4. Lists of words (Have enough for

each pair in the class.)


1. Show the students the picture cards that depict situations that are opposite to each other. Get them to think of words that can be used to describe the pictures they see. For example, if the picture card shows something new and another picture card shows something old, elicit from them words like ‘old’ and ‘new’.

2. Alternatively, you may want to provide the word to describe one of the pictures. Then get the students to identify the picture that has an opposite situation to it and think of the word to describe the picture.

Lesson (15 min)Specific Word Groups — Antonyms

1. Explain what ‘antonyms’ means. 2. Go through the words found in Exercise 31 – 34, including the options for each

question. Explain any words that the students do not understand. 3. Show the students a word search puzzle and a list of words. Get the students to

look for words in the word search puzzle that are opposite in meaning to the list of words.

40 min









1. Divide the students into pairs. Give each pair a list of words. Get them to think of words that are opposite in meaning to the words. Let them exchange their answers with another pair and the latter has to come up with the opposite to that list. They should then match the list given with the original list.

2. Go through the lists with the students. Discuss the words with them and highlight to them that some words could have more than one antonym.

3. You may want to extend the activity by encouraging them to write sentences using the words.

Optional Activities

1. Ask the students to complete Exercise 34, page 39 – 40 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Get the students to search for interesting articles in the newspaper. Instruct them to

underline at least five words in each article. Come up with either the antonyms or synonyms for those words.

4. Let them share their articles and words with the class.




Lesson Objectives

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

form of the words.

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


1. Learning Vocabulary Workbook 52. A list of sentences that use the

wrong forms of words3. Handouts of the different forms of

commonly confused word forms4. A list of words


1. Read out some sentences from a list that you have prepared. Get the students to spot the mistakes in the sentences.

2. Write the different forms of the words on the board.

Lesson (10 min)Specific Word Groups — Word Forms

1. Explain to the students the different parts of speech and relate that to the different forms of the words.

2. Give out the handout to each of the students. Go through the words with the students.

3. Get the students to form sentences using the different forms of each word. 4. You may want them to identify the part of speech for each form.




40 min






1. Divide the students into pairs. Get each pair to draw three columns on a paper. Give them a list of words and get them to write the words on the first column. Then get them to come up with two different forms of each word.

2. You may want them to form sentences using some of the words. 3. Let them share their work with the class.

Optional Activities


the pages of their workbooks.3. Get the students to search for articles online or in the newspaper. Let them identify

words that come in different forms that are found in the articles. Get them to write the different forms of the words and let them share their findings with the class.

4. You may want to exclude different forms of the verb. Instead, focus on different parts of speech such as nouns and adjectives.




Lesson Objectives

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

form of the words.

Theme : Changing Words (2)Focus: Specific Word Groups — Word Forms


1. Learning Vocabulary Workbook 52. Sets of words with one wrong word

in each of them3. Lists of words (Have enough for



1. Show the students a few sets of words, one at a time. Let them pick out the wrong word in each set. That word is not an actual word but has been made up.

Example: • ‘mischievous’, ‘mischief ’, ‘mischieving’2. Repeat this activity as many times as possible.

Lesson (10 min)Specific Word Groups — Word Forms

1. Go through any of the words found in Exercise 40 – 44 that the students might be unfamiliar with.

Examples: • ‘young’ and ‘youth, ‘force’ and ‘enforce’ 2. Explain to the students the different rules for changing words such as adding ‘-ion’,

‘-ly’ etc. Show them a list of words and get them to identify the words that can be changed using the rule taught. Encourage them to spell out the correct word.





40 min






1. Divide the class into pairs. Give each pair a list of words. Get them to search for another pair in the class that has words which can match those on their list. For example, one pair could have words like ‘poverty’, ‘tale’, ‘cleanliness’ etc and another pair could have words like ‘tell’, ‘clean’ and ‘poor’. The words should not be in the same order.

2. The first pair to match the list of words wins. 3. Get them to share their words with the class.

Optional Activities


the pages of their workbooks.3. Get each student to search for three words from the dictionary. Then get them to

find out the meaning and the different forms of each word. 4. Let them share their work with the class.5. You may want to pin their work on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to1. define what common figurative

expressions mean,2. complete sentences using figurative

expressions.

Theme : Interesting PhrasesFocus: Specific Word Groups — Figurative Expressions


1. Learning Vocabulary Workbook 52. Word cards with a figurative

expression on each of them3. Handouts of common figurative

expressions 4. Sets of key words for forming

figurative expressions (Have enough for each pair in the class.)


1. Show the students three word cards with a figurative expression on each card. Give them a definition and get them to vote on which expression matches the definition.

2. You may want to place the word cards on the board. Write the meaning below each word card.

Lesson (10 min)Specific Word Groups — Figurative Expressions

1. Go through some of the figurative expressions in Exercise 45 and 46 that the students might not be familiar with. Explain that when individual words are combined to form a figurative expression, the meaning of the entire expression is different from the individual words.

2. Give the handout of common figurative expressions to each of the students. Go through any of them that the students are unfamiliar with. You may want to include other figurative expressions that the students are aware of.

40 min





3. Call out a word and get the students to come up with figurative expressions using it.

Example: • ‘red’ ‘paint the town red’, ‘caught red-handed’ etc


1. Let the students complete Exercise 45 of Learning Vocabulary Workbook 5, pages 51 – 52 on their own.



1. Divide the students into pairs. Give each pair several words and get them to arrange the words to form figurative expressions. Allow them to add in other necessary words to form the figurative expressions. For example, words like ‘green’, ‘hand’, ‘eyes’, ‘lend’, ‘high’, ‘helping’, ‘low’ can be used to form ‘have green eyes’, ‘lend a helping hand’ and ‘high and low’.

2. If time permits, encourage them to form sentences using the figurative expressions.

Optional Activities


the pages of their workbooks.3. Let the students select several figurative expressions and write a humorous short

story or poem using them.




Lesson Objectives

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

phrasal verbs, 3. replace words and phrases with the

correct phrasal verbs.

Theme : Put Them Together Focus: Specific Word Groups — Phrasal Verbs


1. Learning Vocabulary Workbook 52. A list of phrasal verbs 3. Word cards with a word or phrase

that can replace a phrasal verb in (2)

4. Handouts of common phrasal verbs5. A short story with words that can

be replaced with phrasal verbs6. Word cards with a verb on each of

them7. Sets of word cards with a preposition

on each of the cards


1. Show the students a list of phrasal verbs. Invite a student to pick out a word card from a bag and read out what he has picked. The student then has to match the word or phrase on the card to the correct phrasal verb.

2. Get the class to decide if the words have been correctly matched. If the words have been wrongly matched, invite another student to give the correct answer.

Lesson (15 min)Specific Word Groups — Phrasal Verbs

1. Give each of the students the handout of common phrasal verbs. Explain to them any phrasal verbs that they do not understand.

2. Show the students a short story. Let them identify words that can be replaced with phrasal verbs.

3. Explain the importance of phrasal verbs in composition writing.

40 min









1. Divide the students in the class into groups. Assign a verb to each group and get them to match the verb with different prepositions.

2. You may want them to form sentences using the different phrasal verbs. 3. Let them share their work with the class.

Optional Activities

1. Ask the students to complete Exercise 49, pages 59 – 60 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. You may want the students to start their own phrasal verb vocabulary book. Ensure

that they are aware of the definition of each phrasal verb and are able to use the phrasal verbs in a sentence.




Lesson Objectives

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

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


1. Learning Vocabulary Workbook 52. A list of sentences with an

underlined word in each sentence3. Clues to describe the words taught

in Exercise 50 – 54


1. Show the students several sentences, one at a time. Using the sentences, get them to come up with the definition of the underlined word in each sentence.


Lesson (10 min)Words and Their Meanings

1. Go through the words in Exercise 50 – 54. Explain any words that the students might not understand. Place the words in context for the students to better grasp the meaning. For some words, provide the students with words that are opposite in meaning or words that could be easily confused.

Examples: • ‘stare’, ‘glance’ and ‘peek’ • ‘decade’ and ‘century’ You may want to expand on their knowledge by highlighting words that are related

to the words used in the exercises. Example: • ‘Centurion’ is related to ‘century’. 2. Play a game with the students to reinforce the words taught. Give them clues and

get them to guess the word you are referring to. Example: • I start and end with an ‘e’. You walk through me to get inside a place. What word

am I?3. Repeat this activity as many times as possible.

40 min









1. Divide the class of students into groups. Get them to number themselves within their groups. Call on a number. The students whose number has been called will have to come up to the front of the class. Ask questions related to the words taught in the lesson. The student that comes up with the correct answer first gets a prize.

Examples: • What do you call a person who has lost both parents? • When something is audible, it means that it cannot be heard. Am I correct? 2. The group that scores the most points wins.3. Give a small prize to the winning group(s).

Optional Activities


the pages of their workbooks.3. Get the students to learn the spelling of the words taught in Exercise 50 – 54.

Conduct a spelling bee test in the class.




Lesson Objectives

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

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


1. Learning Vocabulary Workbook 52. Cards with sets of three words

(front) with a definition for one of the words (back) on each card


1. Play Hangman with the students using the words to be taught in Exercise 55 – 59.2. Write the words on the board. 3. If there is time, you may want to ask the students the meaning of the words.

Lesson (10 min)Words and Their Meanings

1. Show the students a definition of a word. Then show them a set of three words that could be easily confused. Get them to identify the word that matches the meaning. Explain the meaning of the other words and highlight the differences among the words.

2. Repeat this activity as many times as possible. 3. Call on the students to form sentences using the words.





1. Divide the class of students into three teams. Call on a member of each team and invite them to sit at the front of the class facing their team members but with their

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Optional Activities


the pages of their workbooks.3. Explain what acrostics are. Get the students to write acrostics based on some of

the words learnt in Exercise 50 – 59. Let them share their work with the class. You may want them to focus on certain types of words such as verbs or names of people.

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

backs to the board. Get two members from each team to stand in front of their team-mate. They are to give clues about the word that has been written on the board.

2. The first team to guess the word wins a point. 3. You may want to set rules regarding the clues the teams are allowed or not allowed

to give. For example, they are not allowed to give the first letter of the word and the number of letters in the word.




Lesson Objectives

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

words.

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


1. Learning Vocabulary Workbook 52. Sets of sentences (Have enough for

each group in the class.) 3. Word cards with a word on each of

them that can be used to complete the sentences in (2)


1. Write five words with their letters scrambled up on the board. Get the students to work in pairs to come up with the five words within a limited time.

2. Invite the students to write the correct words on the board.

Lesson (15 min)Correct Word Use

1. Explain the five words that were used in the Warm-up Activity. 2. You may want to go through the words used in Exercise 60 – 64. Explain any words

that the students might not understand. 3. It might be useful for each student to have a vocabulary book to write in the words

and definitions of words that they are unfamiliar with as you proceed with the lesson.

4. Go through the passage in Exercise 63. Highlight the words and phrases that are usually used when referring to art.

Examples: • ‘carved out of ’, ‘sculpting’, ‘sculptor’, ‘sculpture’




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Optional Activities


the pages of their workbooks.3. Divide the students into groups. Give each group a different set of words. Get

each group to divide the words among themselves and search for articles in the newspapers or magazines that contain those words. You may want to allow different forms of the word. For example, instead of ‘impatiently’, you may allow the students to find another form of the word such as ‘impatient’.

4. Let the students share their articles with the class.5. Pin their articles on the ‘Writer’s Wall’ and encourage them to read the articles

whenever they are free to find out how the words are used.


1. Divide the class of students into groups. Give each group a set of sentences. The sentences have a blank in each of them. Give the students time to read the sentences. Give the students a signal so that a member from each group comes to the front of the class to pick out a word card from a bag of cards. He then has to return to the group to figure out if the word card can be used to complete any of the sentences.

2. Once a word card has been found to fit a sentence, another member of the group will go to the front of the class to select another word card from the bag. The first group to complete all the sentences wins.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. A recording of a modified version

of the passage in Exercise 663. Word cards with definitions, riddles,

antonyms, synonyms of words in Exercise 65 – 68

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

5. Themes based on the words in Exercise 65 – 68 (for Optional Activity)


1. Let the students listen to a recording of a modified version of the passage in Exercise 66.

2. Ask the students questions based on the passage.


1. Go through the words and phrases that the students have heard in the passage in the Warm-up Activity. Explain any words that the students are unfamiliar with.

2. Go through words and phrases in Exercises 65, 67 and 68 that the students might be unfamiliar with. Go through the words used in the options for the answers as well.

3. Write a list of words that are found in the exercises on the board. Invite the students to the front of the class, one at a time, to pick a card from a bag. Get them to read out what they have picked and select the word on the board that matches it. If he does not know the answer, the question will be thrown open to the rest of the students in

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Optional Activities


the pages of their workbooks.3. Using the sentences found in Exercise 65 – 68, assign different themes to the

students. Get them to write short stories about one to two paragraphs based on the theme using the words they have learnt. For example, themes like police investigations, technology, being saved from danger etc. You may want to highlight certain words that you want them to focus on.

4. Let them share their stories with the class. 5. You may want them to write and decorate their stories. Pin their stories on the

‘Writer’s Wall’.

class. Write a variety of items on the word card such as definitions, a riddle with the word as the answer, the antonym or synonym of the word etc.






1. Divide the class into pairs. Give each pair a set of three words and encourage them to form sentences that show the different ways each word can be used.

Example: • ‘Catch’ can be used as a noun or a verb. 2. Let them share their sentences with the class. 3. You may want to pin their sentences on the ‘Writer’s Wall’.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. A dialogue with main verbs missing3. A list of main verbs that can be used

to complete (2)4. Different scenarios with you in the

stories5. Word cards with a feeling word to

describe (4) on each of them 6. Sets of words (Have enough for



1. Show the students a set of words that can be used as the main verb in direct speech.

Examples: • ‘complained’, ‘replied’, ‘agreed’, ‘argued’ 2. Show the students a dialogue and get them to complete it using those words.


1. Let the students role-play the dialogue in the Warm-up Activity. Go through any words that the students are unfamiliar with or find confusing. Ask them if there are other words that can be used to replace those words in the dialogue.

2. Play a feelings game with the students. Give them a scenario with you in the story and ask them how you are feeling. Show them three word cards to select the correct feeling word.


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Optional Activities


the pages of their workbooks.3. Encourage the students to look up more examples of homophones. Let them write

sentences using these homophones and share them with the class.4. You may want to pin these sentences on the ‘Writer’s Wall’.





1. Divide the students into pairs. Give each pair several words and get them to weave a story using the words. Encourage them to be as creative as possible.

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




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. Cards with sentences modified

from Exercise 733. A crossword puzzle using some of

the words from Exercise 73 – 764. Small slips of blank paper 5. A bag to contain the slips of blank

paper in (4)


1. Invite several students to the front of the class, one at a time, to tell the rest of the class of an animal that he would like to keep as a pet. Give each student a card with sentences modified from Exercise 73. Get each student to say what pet he would like to keep or already owns together with the sentences on the card.

2. After the presentation, ask the class questions about what each of the students has told them.

3. Write useful words and phrases on the board to familiarise the class with them.


1. Explain any words from Exercise 73 – 76 to the students that they might not be familiar with.

2. Do the crossword puzzle as a class. You may want to highlight the spelling of certain words.




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Optional Activities


the pages of their workbooks.3. You may want the students to research on another disease (not malaria) that is

plaguing man today or one that used to plague man in the past. Encourage them to rewrite the information they have in their own words. You may want to limit the number of words or paragraphs for their writing.

4. Invite them to share their findings with the class. 5. Pin their work on the ‘Writer’s Wall’.


1. Divide the class of students into four groups. Assign one exercise from Exercise 73 – 76 to each group. Each group has to select ten different words from the exercise and write each word on a slip of paper before putting them into a bag.

2. Ensure that the pieces of paper are well shuffled. Then each group has to select ten words from the bag. The group then has to come up with sentences for each of the words.

3. Let them share their sentences with the class.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. Sentences with mistakes in

homophones3. An email with missing words


1. Show the students the sentences with mistakes in homophones. Get them to spot the mistakes in the sentences and correct them.

2. Write the pairs of homophones on the board.


1. Go through any difficult words in Exercise 77 – 80 with the students and explain what they mean.

2. You may want them to take down the definition of difficult words in their vocabulary book as you carry out your explanation.

3. Show the students an email with some missing words. Get them to use the words from Exercise 77 – 80 to complete the email.




40 min





Optional Activities


the pages of their workbooks.3. Encourage each student to write a riddle for a word learnt in the lesson. Tell them

that they have to select the words from the other options in the exercises that were not the answers.

4. You may want to specify how many lines the riddle should be.5. Let them pin their riddles on the ‘Writer’s Wall’.


1. Divide the students into pairs. Each student from each pair must think of two words that he has learnt in the lesson. He must then explain what the word means to the other partner. The other person then has to write a sentence for each of the words the partner has explained.

2. Let them share the sentences with the class.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. A mime based on the information

in Exercise 81 3. Factual sentences with mistakes in

the vocabulary used4. Questions related to words learnt

in Exercise 81 – 84 (for Additional Activity)


1. Perform a mime for the students or you may want to invite several students to perform the mime. Ask the class what the mime was about.

2. Relate it to the cloze passage in Exercise 81.


1. Explain any difficult words in Exercise 81 – 84 to the students. Highlight the spelling of certain words.

2. You may want the students to write the words and definitions in their vocabulary book while you are conducting your lesson.

3. Show the students several factual sentences which contain the wrong vocabulary used.

Example: • The glass is opaque. I can see through it. Get them to spot the mistakes and correct them.

40 min





Optional Activities


the pages of their workbooks.3. Review figurative expressions with the students by having them refer to

Exercise 45 – 46. 4. Get them to use the figurative expressions for people to write about their family

members and good friends. Remind them to be sensitive to other people’s feelings when using these figurative expressions.

5. Let them share their work with the class.





1. Invite two students to the front of the class. Ask a question related to the words learnt in Exercise 81 – 84. You may want to provide a sentence with a blank or give a definition of the word required. Alternatively, you may want to give examples of the word or another word that is opposite to the word. The student who gets the correct answer first gets to stay in front while the other student has to return to his seat. The student who remains then becomes the defending champion and another challenger is invited to the front of the class.

2. Repeat this activity as many times as possible. 3. You may want to give a prize to the one who has answered the most questions

correctly.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. A video clip or a self-made

recording of information related to Exercise 85

3. Word cards with a scrambled word on each of them

4. Mazes (for Optional Activity)


1. Let the students watch the video clip or listen to the recording. Ask them questions about what they have seen or heard.

2. Write useful words and phrases from the recording on the board.


1. Focus on certain confusing words in Exercise 85 – 89 and explain the differences between these words.

Examples: • ‘excavated’ and ‘exhibited’ • ‘protect’, ‘disguise’ and ‘camouflage’2. You may want the students to write the words and definitions in their vocabulary

book while you are conducting your lesson. 3. Provide the students with as many examples as possible to facilitate their

understanding. For some of the words, after you have explained what they mean, encourage the students to come up with as many examples as possible or to construct sentences using the words.

40 min





Optional Activities


the pages of their workbooks.3. Give out a maze to each student. He has to think of eight to ten words that were

particularly useful or interesting in the lesson and write them one after another along the maze from the start to the end. Fill up the other spaces with other letters that do not form proper words. Then let them share their maze with their classmates. Their classmates have to figure out which words they have found particularly useful or interesting in the maze and circle them.





1. Divide the class of students into groups. Get one member from each group to come to the front of the class. Show them a word that has been scrambled up. The student who comes up with the correct answer first wins the round. He can then call on another member of his group to form a sentence within a given time limit. If he does not form a sentence within the time limit, someone else from another group can answer.

2. Give points to those who are the first to give the correct answers.3. Give a small prize to the group(s) with the most points.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. A skit using words and phrases

from Exercise 90 – 933. A modified version of the passage

in Exercise 904. Riddles for words learnt in

Exercise 90 – 935. A blank grid for a word search

puzzle 6. Sets of sentences with blanks


1. Invite two to three students to the front of the class to perform a skit that is based on the words and phrases to be learnt in Exercise 90 – 93.

2. Ask the rest of the students in class questions about the skit.


1. Show the students a passage that is modified from the one in Exercise 90. Go through the passage with them. Highlight any difficult words and phrases that you feel the students should take note of.

2. Go through the other words in Exercise 91 – 93 that the students might be unfamiliar with. Provide the students with as many examples as possible to enable them to better understand the word.

3. Give the students several short riddles based on the words in Exercise 90 – 93 and encourage them to come up with the answers.

40 min





Optional Activities


the pages of their workbooks.3. Refer the students back to Exercise 93. Get them to write their own animal stories.

They may write one that is completely different or one that has been modified slightly from the passage in Exercise 93. Encourage them to use some of the words in the options on pages 129 – 130.





1. Divide the students into pairs. Give each pair a blank grid for a word search puzzle and a set of sentences. Get them to complete the sentences and fill in the answers in the word search puzzle. They also have to complete the other spaces with other letters.

2. Let the students exchange their work with another pair. The other pair has to complete the sentences and circle the answers in the word search puzzle.

3. You may want to walk around to ensure that the words placed in the puzzles are correct.




Lesson Objectives


words.

Theme : Making Inferences (9) Focus: Correct Word Use


1. Learning Vocabulary Workbook 52. Word cards with a word on each of

them


1. Invite a student to the front of the class. Place a word card with a word on it on his forehead. Have the others in the class give him clues until he can guess the word on the word card.



1. Go through the words in Exercise 94 – 97 with the students. Highlight any words that they might be unfamiliar with and give them as many examples as possible so that they can better understand how the word is used.

2. Review homophones with the students. Come up with one word and get them to think of a homophone for that word.

3. You may want the students to form sentences using the words that have been taught.




40 min





Optional Activities


the pages of their workbooks.3. Get the students to look up an article in recent issues of the newspaper that interests

them. Instruct them to underline any new words that they come across in the article and find the definitions of these words.

4. Encourage them to share their articles and explain these new words to the class. 5. You may want to collect the list of words and place them on the ‘Writer’s Wall’.

Encourage the students to form sentences using these words.


1. Divide the class into pairs. Give each pair a set of words. These could be words used in the Warm-up Activity as well as other words covered in Exercise 94 – 97. Get the student to think of at least three sentences for each word. The context of each sentence must be completely different.

2. Let them share their sentences with the class.3. During the sharing, encourage the other students to think of different contexts

which were not thought of by the pair of students.




Lesson Objectives


words.



1. Learning Vocabulary Workbook 52. Headlines and articles from

newspapers, two of which should be related to Exercise 99 – 100

3. Word cards with a word on each of them

4. A word search puzzle


1. Show the students a few headlines from the daily newspapers. Get them to read the headlines and ask them to guess from the headlines what the articles are about. Show them the articles and get them to match the headlines to the articles.



1. Go through the articles that are related to Exercise 99 and 100 and explain any words and phrases that the students might be unfamiliar with.

2. Show the students a word search puzzle. Get them to pick out as many words as they can from the puzzle. You may want to make it easier by restricting it only to words found horizontally and vertically in one direction.




40 min





Optional Activities

1. Have the students write ten to twelve words for each category that they have learnt in Exercise 60 – 100. Some of the possible categories are ‘names of people (nouns)’, ‘ways people do things (adverbs)’, ‘figurative expressions’ etc. You may want them to write and design their words on coloured paper.

2. Get them to share their words with the class.3. You may want to pin their words on the ‘Writer’s Wall’. 4. Alternatively, you may want them to search for an article. Get them to retype or

rewrite the article by making four changes to selected words in the article. The changes could be the use of a wrong word that begins with the same letter, a word that sounds like the correct word or a word that is easily confused. Let them share their articles with their classmates and let them spot the mistakes.

Example: • Nominations for the ‘Good Neighbour Trophy’ are now open. All over Singapore, rescuers who have contributed towards a better living

environment by being king and thoughtful to those around them can be nominated. Nominations can be succeeded online or through schools.


1. Play ‘Buy a Word’ with the students. Place a stack of word cards in a pyramid form. Get the students to select a word card. A card that is placed on a higher tier is worth more money than one placed on a lower tier. The student has to flip over the card, read the word and form a sentence using that word. You may set some restrictions such as the need for the sentence to be ten words long, there must not be the word ‘a’ in the sentence etc. Words that are worth more money are difficult and have more restrictions placed on them when constructing the sentence.

2. If a student gets the wrong answer, another student from another group can answer for the same value shown on the card.

3. You may want to place the students in groups for this activity. Convert the ‘money’ earned into points. The group with the highest points wins.



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