Generate a 60-minute lesson plan using a CLIL (Content and Language Integrated Learning) approach for the [Grade Level (e.g., 4th, 5th)], integrating the standards of the Cambridge Primary English Stage [Stage Number, e.g., 5] curriculum.

1. Specific Weekly Content:

Grammar Focus: [Regular and irregular verbs].
Vocabulary Focus (CLIL Context): [School objects].

2. Objectives and Success Criteria:

Define three (3) clear Learning Objectives, focused on the functional application of grammar.
Establish measurable Success Criteria that allow students to self-assess their achievement of the objectives.

3. Structured Lesson Sequence:

Develop the class in four phases (Warm-up, Presentation/Guided Practice, Autonomous Production, Wrap-up/Assessment), specifying the time for each.
CLIL Integration: The practice must be entirely contextualized within the Vocabulary Focus, ensuring the content serves as the vehicle for language structure learning.

4. Resources and Methodology:

Emphasize active learning.
Specify the use of key visual resources (e.g., color-coded grammar charts, concept maps).
Include the practice of visual and auditory skills (Listening & Speaking).
Include the Cambridge Curriculum Alignment

5. Differentiation and Assessment:

Detail clear Differentiation strategies: Scaffolding/Support for students who require it, and Extension/Challenge for advanced students.
Include a brief Formative Assessment at the end of the session (e.g., a 3-question Exit Ticket or a quick response activity).

Format: Structure the plan formally and academically, using a table or clear bullet points.

Lesson Plan Overview

Grade Level:	5th Grade
Duration:	60 minutes
Subject:	English Language Arts (Integrated CLIL)
Cambridge Stage:	Cambridge Primary English Stage 5
CLIL Focus:	Content (School Objects Vocabulary) + Language (Regular and Irregular Verbs)
Class Size:	1 student

Learning Objectives and Success Criteria

Learning Objectives	Success Criteria (Students can self-assess with a checklist or thumbs up/thumbs down)
1. Identify and correctly use regular and irregular past tense verbs in sentences related to school objects.	- I can say and write sentences using regular and irregular past tense verbs about school things.
2. Understand and use vocabulary related to school objects (e.g., pencil, ruler, backpack) in context.	- I can name at least 8 school objects and use their names correctly in sentences.
3. Formulate simple oral and written sentences integrating verbs and school objects to describe past activities.	- I can talk and write about what I did with school objects using “-ed” and irregular verbs properly.

Curriculum Alignment (Cambridge Primary English Stage 5)

Reading: Develop understanding of simple past tense verbs in context.
Writing: Use regular and irregular past tense verbs in coherent sentences.
Speaking & Listening: Practice forming oral sentences describing everyday school-related activities.
Vocabulary: Expand lexical knowledge of commonly used school-related concrete nouns.
Grammar: Understand and apply verb tense changes (regular and irregular) in context.

Lesson Sequence & Timing

Phase	Time	Activities	CLIL Integration
1. Warm-up & Vocabulary Introduction	10 min	- Show colorful pictures of 10 common school objects (pencil, ruler, eraser, notebook, scissors, backpack, desk, glue, marker, calculator). - Elicit or teach vocabulary with repetition and gestures. - Quick “Show Me” flashcard game: Student shows the object or says the word aloud when teacher prompts.	Activates background knowledge on school objects as content vocabulary. Visual and auditory stimuli strengthen retention.
2. Presentation / Guided Practice	20 min	- Introduce the target grammar: regular verbs (add -ed) and common irregular verbs (go/went, take/took, get/got, write/wrote). Use color-coded grammar chart (green = regular verbs, red = irregular verbs). - Guided sentence formation using school objects vocabulary + past tense verbs (e.g., “I wrote with my pencil yesterday.”) - Oral repetition drills and matching pictures with sentences. - Use concept map linking objects and verbs (e.g., Pencil → write, Glue → stick).	Grammar and language forms contextualize through school objects vocabulary. Visual aids improve grammar recognition.
3. Autonomous Production	20 min	- Student creates 5 sentences orally and writes them about what they did with 5 different school objects yesterday. Encourage use of both regular and irregular past tense verbs. - Teacher models first sentence, then student tries independently. - Use visual prompt cards showing school objects and verbs for support. - Encourage speaking and writing integration, focusing on content meaning and language accuracy.	Authentic language output production embedded in contextualized CLIL content. Supports bilingual/multimodal learning style.
4. Wrap-up and Formative Assessment	10 min	- Exit Ticket: Student answers 3 quick questions: 1) Write a sentence with a regular past tense verb and a school object. 2) Say aloud an irregular past tense verb used today. 3) Name 3 school objects learned. - Self-assessment checklist review for objectives success. - Teacher feedback and encouragement.	Assessment aligned with Cambridge primary success criteria emphasizes language and content integration.

Resources

Color-coded grammar chart (regular verbs = green, irregular verbs = red)
Flashcards with vivid pictures of school objects
Concept maps linking verbs with objects visually
Whiteboard or notebook for sentence writing practice
Audio recordings of target verbs for listening and pronunciation practice
Exit ticket worksheet

Methodology and Teaching Approaches

Active Learning: Frequent oral repetition, matching games, and student-produced sentences.
Multisensory Input: Visual (charts, flashcards, concept maps), auditory (listening drills), and kinesthetic (showing cards, writing).
Collaborative Interaction: Even in a class of one, simulated dialogue through teacher-student questioning to encourage speaking.
Contextualization: Grammar learned not as isolated rules but integrated within meaningful CLIL content (school objects).
Scaffolding: Sentence starters and visual aids support learner with lower ability; gradual fading promotes learner independence.
Formative Assessment: Immediate feedback from exit ticket with simple, clear evidence of learning progress.

Differentiation Strategies

Learner Need	Strategies/Support	Challenge / Extension
Student struggling with verbs	Provide verb lists with definition and pronunciation practice; use sentence starters like “I ___ with my ___.” 1:1 prompting and repetition.	Introduce more irregular verbs (e.g., see/saw, eat/ate).
Advanced student	Encourage use of complex sentences (e.g., “Yesterday, I used my scissors to cut paper and wrote a story with my pencil.”).	Ask student to create a short story or mini-dialogue integrating verbs and objects creatively.

Formative Assessment / Exit Ticket

Question	Expected Student Response
1. Write a sentence with a regular past tense verb + school object.	“I played with my marker.” or “I closed my notebook.”
2. Say aloud an irregular past tense verb learnt today.	“Went,” “took,” “wrote,” or “got.”
3. Name 3 school objects from today’s lesson.	“Pencil, glue, backpack,” etc.

Notes for the Teacher

Model pronunciation carefully especially irregular verbs—use auditory repetition and choral drills.
Use facial expressions and gestures to illustrate meaning during vocabulary introduction.
Encourage the student to self-monitor using the success criteria for intrinsic motivation.
Adapt sentence complexity depending on student response in autonomous production.
Keep the atmosphere relaxed and engaging; praise attempts to speak and write in English.

This lesson plan offers an in-depth application of the Cambridge Primary English Stage 5 curriculum through CLIL, ensuring that language skills are embedded meaningfully within relevant content—school objects—while foregrounding grammar use appropriately for 5th-grade learners.

Verbs and School Objects

Teaching Instructions