Bi Y5 TS25 Unit 7 (LP125-142)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 5

THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 7: GROWING UP TIME: DATE:
SKILL(S) FOCUS: Listening LESSON: 125 (Listening 22) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.1 Main: 1.1.1 Science and
Being polite
Complementary: 2.1 Complementary: 2.1.1 Technology
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Recognise and reproduce with little or no support a wide range of target language phonemes
2. Give detailed information about themselves
SUCCESS CRITERIA (SC):
Pupils can:
1. Say factual, positive descriptions about themselves.
2. Write two or three sentences about themselves.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Nouns: moustache, beard, height; Adjectives: round, short, average,
English Plus 1 Student’s Book Activities 1–3 p.72
slim
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Draw on board a stick person and write ‘Describing people’. Pupils brainstorm
words about people’s features from previous learning e.g. tall /small, curly/ fair/
straight hair, brown/ blue eyes. Write words around stick figure. (21st CA) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Pupils do p.72, Activity 1. Ask: Which adjective is similar to short? (small) given enrichment exercise (s).
Which is similar to slim? (thin) (HOTS)
2. Pupils do Activity 2, CD2.21. Pupils should practise saying their sentences to a _____ / _____ pupils were able to
partner. Make sure pupils say factual, positive descriptions about achieve the learning objectives with
themselves. (21st CA) guidance and given reinforcement
3. Explain that pupils are going to listen for words with long sounds. Pupils do exercise (s).
Activity 3, CD2.22. Write on board: ‘hear’, ‘loud’, ‘square’, ‘white’. Pupils
identify sound and say number 1–4. _____ / _____ pupils were not able to
4. Write on board ‘Spot the mistake’. Pupils use sentences they wrote about achieve the learning objectives and
themselves in Activity 2 but change two adjectives. They write them on given remedial exercise (s).
paper and put their name on the back. Collect sentences and put in a
container. Take one out, say the name of the pupil and read description to
class. Pupils put up their hands if they spot the mistake. Choose pupils to say TODAY’S LESSON:
the mistakes then ask the pupil who wrote the sentences if they’re right or Excellent
wrong. (CBA) Need improvement
Post-lesson:-
Post-Lesson Task 3: Review new vocabulary to describe people.
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./ Worksheet for enrichment.
guidance. Workbook page 60
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

SKILL(S) FOCUS: Speaking LESSON: 126 (Speaking 22) DAY: Sunday
Main: 2.1 Main: 2.1.5 Creativity and
Friendship
Complementary: 1.2 Complementary: 1.2.4 Innovation
1. Describe people, places and objects using suitable statements
2. Understand a sequence of supported classroom instructions
Pupils can:
1. Describe and draw their own avatar.
2. Listen to their partner’s description and draw their avatar.
Nouns: moustache, beard, height; Adjectives: round, short,
English Plus 1 Student’s Book Activity 4 p.72 and 73
average, slim
Pre-lesson:
Write on board: hair, light, mouth, fair, ear, round, height, beard. Say words
aloud. Pupils find rhyming words. Ask: Which rhyming words have the same
_____ / _____ pupils were able to
spelling sound? (fair / hair, mouth /round, ear / beard) (HOTS)
achieve the learning objectives and
Lesson development:-
given enrichment exercise (s).
1. Tell pupils they are going to describe an avatar. First, they brainstorm
vocabulary then draw a stick figure and write adjectives and nouns around it.
Pupils do p.72, Activity 4. (21st CA)
achieve the learning objectives with
2. Pupils look at Key Phrases on p.73. Read them aloud. Ask: Which phrase tells
guidance and given reinforcement
us the speaker is positive? (I’m sure). Which phrases show the speaker isn’t
exercise (s).
positive? (I’m not sure, Maybe/Perhaps).
3. Display drawings of avatars on wall and write a number on each drawing. Put
_____ / _____ pupils were not able to
pupils in two teams A and B. Give instructions. Look at the drawings. Think
about how to describe them. One pupil from team A describes an avatar
given remedial exercise (s).
aloud. One pupil from team B identifies it. Say the number on drawing and
use a Key Phrase to give the answer. If correct, your team gets a point. If
your English is good, your team gets a second point. Repeat so that teams
TODAY’S LESSON:
have 5 or 6 turns each. Which team identified most avatars? Which team had
Excellent
the most accurate English? (CBA)
Need improvement
Post-lesson:-
Post-Lesson Task 3: Test My Friends to review vocabulary for describing people.
HOTS Analysis 21st CA Stretch to Sketch
REFLECTION

SKILL(S) FOCUS: Reading LESSON: 127 (Reading 22) DAY: Sunday
Main: 3.2 Main: 3.2.4
Complementary: 2.1 Complementary: 2.1.5 Friendship Values
1. Use with support familiar print and digital resources to check meaning
Pupils can:
1. Name at least 5 famous peoples correctly.
2. Choose one child in the drawings and take turns to describe him or her.
Nouns: moustache, beard, height; Adjectives: round, short, average,
English Plus 1 Student’s Book Activity 7 p.73 and Activity 5 p.61
slim
Pre-lesson:
Pre-lesson Task 4: I’m Going To... Relate lesson goals to reading skills e.g. I’m
going to guess some words/check the meaning of new words.
1. Show a few photos of Malaysian celebrities on the board. Write: ‘Who is it?’.
Pupils read p.73 Key Phrases again. Choose pupils to read them aloud. Pupils
in pairs say one phrase each when they guess who is in the photo. Ask who
thinks they know the celebrity. (HOTS)
2. Pupils in mixed-ability pairs do Activity 7, Use It! Point out the second speech
bubble has two key phrases. Do 1 as example. Explain that ‘now’ and ‘in real
exercise (s).
life’ help to identify the actor in the photos. (21st CA)
3. Ask: Which words helped you to name the famous people? e.g. 3) glasses in
real life, 5) bald now, 8) straight and blonde. Elicit ideas about what would
help to answer numbers 1, 2, 4, 6 and 7 e.g.1) Now her hair is long and white,
2) In real life his hair is very short but not spiky, etc.
4. Pupils in pairs look at Activity 5 p.61. They choose one child in the drawings
and take turns to describe him or her. Partner guesses using Key Phrases on
TODAY’S LESSON:
p.73. (CBA)
Excellent
Post-lesson:-
Need improvement
Pupils do Post-lesson Task 2: Make Connections. Use the small photos of actors
and body vocabulary on p.72 and 73 e.g. Madonna and Lady Gaga have long hair.
REFLECTION

SKILL(S) FOCUS: Writing LESSON: 128 (Writing 22) DAY: Sunday
Friendship
2. Understand the main idea of simple texts of two paragraphs or more
Pupils can:
1. Write sentences that tell a story about them.
2. Say dialogues in pairs.
Simple past tense
affirmative and negative e.g. had/didn’t have
Pre-lesson:
Write on board: He had long hair. She had curly hair. Ask: Who had long hair in
the films? Who had red curly hair? Pupils look at photos a–h p.72–73 to check. _____ / _____ pupils were able to
1. Pupils do p.75 Activity 5. Play the grammar animation. (21st CA) given enrichment exercise (s).
2. Write on board: ‘Harry Potter’. Pupils put hands up if they know the name.
Explain they’re going to read a short story about the actor who was Harry _____ / _____ pupils were able to
Potter in the films. Check pupils understand the meaning of ‘tutor’. Ask: How achieve the learning objectives with
many paragraphs did you read? Did you enjoy them? (HOTS) guidance and given reinforcement
3. Explain pupils are going to write sentences that tell a story about them. exercise (s).
Pupils do Activity 7. Tell them to write ‘I’ at the start of each sentence and
the past tense of the verb, or ‘didn’t’ and the verb. Do number 1 as an _____ / _____ pupils were not able to
example. When finished, they compare orally with a partner using words in achieve the learning objectives and
speech bubbles in Activity 8, Use It!. Choose pairs of pupils to say dialogues. given remedial exercise (s).
4. Tell pupils they’re going to write a story about what they did last weekend.
Pupils do Finished?. They can use the verbs in Activity 7 and they can also
imagine some things they did. (CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Pupils do Post-lesson Task 2: Make Connections. Use the small photos of actors Need improvement
and body vocabulary on p.72 and 73 e.g. Madonna and Lady Gaga have long hair.
REFLECTION

CLASS:
THEME: World of Stories WEEK: 5
TIME:
TOPIC: Gulliver's Travels DATE:
LESSON: 129 (Language Art
SKILL(S) FOCUS: Language Art 22) DAY: Sunday
Friendship
1.Explain in simple language why they like or dislike an event, description or character in a text
2.Read and enjoy A2 fiction/non-fiction print and digital texts of interest
Pupils can:
1. Talk and shares his/her favourite destinations.
2. Shares their selection and reasons through 1 Stay 3 Stray activity.
Anthology of Poems Page 19 Contemporary Children’s
have/don’t, have/reasoning
Literature Teaching Guidebook (BPK)– Poetry
Pre-lesson:
Teacher poses a question “If you have a lot of money, where do you want to
travel to?” Every pupil shares his/her favourite destinations. (CBA)
Lesson development:- _____ / _____ pupils were able to
1. Teacher goes through with the cover and the blurb with the pupils. Teacher achieve the learning objectives and
brainstorms pupils’ ideas about the book. (21st CA) given enrichment exercise (s).
2. Put pupils into smaller group and each group does a group reading from page
6 to page 13. Distribute worksheet. Pupils draw a happy or sad smiley next to _____ / _____ pupils were able to
each sentence. achieve the learning objectives with
3. Each group has to choose one panel that they think is impossible to happen guidance and given reinforcement
in real world and why (e.g. Panel 3 page 10 – we don’t have a tiny person in exercise (s).
the real world).
4. Each group shares their selection and reasons through 1 Stay 3 Stray activity. _____ / _____ pupils were not able to
5. Teacher repeats Step 2 to Step 4 and this time around, each group has to achieve the learning objectives and
figure out the reasons why Gulliver has a comb, silver coin and a watch in his given remedial exercise (s).
pocket (e.g He has ______ because _____). Accept any plausible answers.
(HOTS)
Post-lesson:-
Each pupil has to choose a single thing that they want to put in their pocket when
they travel to a foreign land.
TODAY’S LESSON:
HOTS Analysis 21st CA Brainstorming
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
Pupils do the activities with teacher’s
Worksheet for reinforcement. Worksheet for enrichment.
guidance.
REFLECTION

CLASS:
THEME: World of Knowledge WEEK: 5
TIME:
TOPIC: 7: GROWING UP DATE:
LESSON: 130 (Consolidation
SKILL(S) FOCUS: Listening 13) DAY: Sunday
Main: 1.2 Main: 1.2.2 Environmental
Friendship
Complementary: 1.2 Complementary: 1.2.5 Sustainability
1. Understand with support specific information and details of longer simple texts on a range of familiar topics
2. Understand a sequence of supported questions
Pupils can:
1. Talk about people in a photo.
2. Practise their dialogue in pairs and swap their roles.
Prepositional phrases: at the back/front, in the middle, on the
left/right, next to
Pre-lesson:
Write on board: ‘Talking about a photo’. With book closed, asks pupils if they
often take photos of their family. (21st CA)
1. Pupils in pairs do Activity 1. Check answers. Ask: Are the people in the three
photos happy? How do you know? (They’re smiling. They’re with _____ / _____ pupils were able to
friends/family.) achieve the learning objectives with
2. Pupils do Activity 2, CD3.17. Write on board: ‘cooking’, ‘cookery club’. Elicit guidance and given reinforcement
meanings. Also ask: Who is on the left of the photo? (Jack) Is he next to exercise (s).
Beth? (no) (HOTS)
3. Write on board ‘Suzi’, ‘Jack’, ‘Mark’, ‘Beth’, ‘Amy’ (not in order of dialogue). _____ / _____ pupils were not able to
Pupils do Activity 3, CD3.17. Ask further questions e.g. When did they go to achieve the learning objectives and
the cookery class? (yesterday) Who went to see the doctor? (Mark) How given remedial exercise (s).
does Suzi describe the chocolate cakes? (amazing, delicious)
4. Pupils do Activity 4, CD3.18. Listen and repeat the dialogue.
5. Pupils brainstorm family names. Write these on board and if not mentioned
add: ‘son’ , ‘aunt’, ‘sister’, ‘uncle’, ‘grandmother’, and ‘grandfather’. Pupils in
pairs do Activity 5, Use It! (CBA)
Post-lesson:-
Write on board Where is the video game? Pupils in pairs look at photos of video TODAY’S LESSON:
games on p.97 again. They take turns to ask and answer where the games are. Excellent
HOTS Analysis 21st CA Talking Chips
guidance.
REFLECTION

Main: 1.2 Main: 1.2.3 Environmental
Friendship
Complementary: 3.2 Complementary: 3.2.3 Sustainability
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
1. Listen for specific biographical information.
2. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
Pupils can:
1. Read and check the meaning of all the phrases in blue.
2. Complete at least 6 answer in the text correctly.
Simple past tense interrogatives: When, What, Where, How
was / did, Did he?
Pre-lesson:
Pupils do Think! question top of p.76. Ask pupils if they think it’s difficult to be _____ / _____ pupils were able to
different from other people and why. (HOTS) achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Write on board: ‘The story of the tallest man who ever lived’. Pre-teach:
‘gentle giant’, ‘university’, ‘qualification’, ‘circus’. Before listening, read aloud
each past tense question slowly. Pupils do Activity 1, CD2.25.
2. Read the question for Activity 2 aloud. Pupils predict the answer. They listen
to podcast CD2.26 and when finished, they put hands up if prediction was
correct. (21st CA)
3. Pupils do Activity 3, CD2.26. Explain that when pupils hear a number, they
write it in digits not words. Give example on board: ‘2’ not ‘two’. Ask: How
many numbers are in the answers? (CBA)
4. Pin up measurement paper on wall or door. Show pupils a meter ruler. Ask _____ / _____ pupils were able to
pupils how tall they are. Measure smallest and tallest pupil using strip of achieve the learning objectives with
paper. Write measurements on board e.g.1m 45cm and say them. Pupils look guidance and given reinforcement
at the bar chart on p.76. They read heights that Robert reached at different exercise (s).
ages. Ask: How old was he when he was about your height?
Post-lesson:- _____ / _____ pupils were not able to
Pupils summarize todays’ lesson to review content of text. achieve the learning objectives and
HOTS Analysis 21st CA given
Makeremedial exercise (s).
Predictions
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
REFLECTION

Main: 2.1 Main: 2.1.1 Financial
Friendship
Complementary: 4.2 Complementary: 4.2.1 Education
Pupils can:
1. Write sentences about a person in their family.
2. Tell the class something they learned about their partner.
Simple past tense regular and irregular verbs: travelled, went, grew
English Plus 1 Student’s Book Activities 4 and 5 p.76 Activity 4 p.73
up, left, got, spoke
Pre-lesson:
Write on board: ‘The smallest man who ever lived’. Ask pupils what’s wrong with
the title. Say numbers from the story and elicit what they are. (21st CA)
1. Pupils look at bar chart on p.76. Ask when pupils look at or draw bar charts in
school. Explain bar charts are useful for showing money e.g. pocket money
pupils get each week, when pupils use money (on buses, in shops, at
cinema).
2. Pupils do Activity 4. Choose pupils to read past form of verbs in blue in text.
Write on board: ‘was born’, ‘grew up’, ‘went to school’, ‘left school’, ‘got a
job’, ‘got married’, ‘had children’, ‘travelled to’. Pupils use these to write a
short story. Say they can write a negative sentence e.g. He/She didn’t
go/travel to… Explain that if pupils don’t know any information about a
person in their family, they can write sentences using Key Phrases on p.73 _____ / _____ pupils were able to
e.g. Maybe he/she … I’m not sure if he/she… I think he/she played (type of achieve the learning objectives and
sport) liked (type of music). given enrichment exercise (s).
3. Choose pupils to tell their story. When they hear a past verb, pupils write it
down. Check verbs pupils write and the spelling. (CBA) _____ / _____ pupils were able to
4. Pupils do Activity 5 Use It! (HOTS) achieve the learning objectives with
Post-lesson:- guidance and given reinforcement
Pupils summarize todays’ lesson to review orally past verbs related to pupils’ lives. exercise (s).
HOTS Analysis 21st CA Share Experiences
REFLECTION

Friendship
1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Spell a range of high frequency words accurately in independent writing
Pupils can:
1. Make at least 3 past simple questions correctly.
2. Write at least 5 questions using the word in blue. (Activity 3)
Simple past tense interrogative word order: What / When did he...? English Plus 1 Student’s Book p.76 (part of Activity 1) Activities 1–3
Did he…? p.77
Pre-lesson:
Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the
world). Elicit the answer.
1. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first achieve the learning objectives and
question as an example. Ask: How does the table help you to write correct given enrichment exercise (s).
sentences? (HOTS)
2. Pupils do Activity 2. Tell them to look at the table to help them. Choose _____ / _____ pupils were able to
pupils to read questions and say extra words (1 do, 2 what, 3 does, 4 travels, achieve the learning objectives with
5 finished). guidance and given reinforcement
3. Pupils look at the two photographs on p.77. Ask: Where did you see the exercise (s).
Avatar with blue skin? (p.72). Elicit ideas about who the man is and the link
between him and the Avatar film e.g. He’s an actor. He acted in the avatar _____ / _____ pupils were not able to
film. (False but accept all ideas and don’t correct at this step.) achieve the learning objectives and
4. Explain that when pupils make links between words, they develop creative given remedial exercise (s).
thinking. Ask when pupils make links in school subjects e.g. shapes in maths,
places in geography, materials in science, paintings in art. (21sy CA)
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. TODAY’S LESSON:
Pupils look at photos again. Ask: What do you think a film director does? And Excellent
a truck driver? Who can tell us what an Oscar is? (CBA) Need improvement
Post-lesson:-
Pupils summarize todays’ lesson to review content of reading text.
REFLECTION

Friendship
2. Narrate short basic stories and events
Pupils can:
1. Write at least 5 questions correctly using simple past tense interrogative word order.
2. Memorise their paragraph to say it aloud to class.
Simple past tense interrogative word order: What / Who did you....?
English Plus 1 Student’s Book Activities 4, 5 and Finished? p.77
Did you ......?
Pre-lesson:
Elicit short sentences with past tense verbs about film director in previous lesson.
Provide prompts e.g. Went to … in Canada. Became truck…, Made Avatar…
1. Write on board, ‘famous city’, ‘famous actor’, ‘famous sports star’. Pupils
give examples of each. Write some examples on board below three
categories. Pupils do p.77, Activity 4. (HOTS)
2. After pupils ask and answer questions about their paragraph, ask: Did any
pairs have the same city, actor and sports star? Pupils memorise their
paragraph. Choose pupils to say it aloud to class. Can they remember all the
exercise (s).
words? (21st CA)
3. Activity 5, Use It!: Pupils look at Q3. Provide a question starter on board:
‘When did you last go...?’ Pupils write all the questions in Activity 5 then with
a partner take turns to ask and answer. Choose pairs to ask and answer
questions aloud. Ask class after each: Does anyone have the same
information?
4. Pupils in small groups do Finished? They look at questions in Activity 5 again.
TODAY’S LESSON:
Ask: Which two sentences are the longest? Tell them to count the number of
Excellent
words. (Sentences 3 and 8 – eight words) (CBA)
Need improvement
Post-lesson:-
Pupils write their imaginary paragraphs with a drawing for display on wall.
HOTS Analysis 21st CA Recap Group
REFLECTION

CLASS:
THEME: World of Stories WEEK: 5
TIME:
TOPIC: Gulliver's Travel DATE:
LESSON: 135 (Language Art
Friendship
1. Respond imaginatively and intelligibly through creating simple role-plays and simple poems
2. Understand specific information and details of two paragraphs or more
Pupils can:
1. Act out their chosen statement in pairs.
2. Rewrite the false statements to become true statements.
Gulliver’s Travels by Jonathan Swift, Anthology of Poems
True and False statements Page 19 Contemporary Children’s Literature Teaching
Guidebook (BPK)– Graphic Novel
Pre-lesson:
Teacher reads a sentence and pupils have to sit down if the sentence is false and _____ / _____ pupils were able to
stand up if the sentence is correct (e.g. Gulliver was a giant in Liliput – True). achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Pupils are put in pairs and given a set of statements.
2. Pupils will guess whether the statements are true or false by writing T or F at _____ / _____ pupils were able to
the end of each statement. (HOTS)
3. Teacher informs pairs to read Chapter 3 of the book and they need to verify exercise (s).
their guesses. (21st CA)
4. Upon completion, teacher informs pupils that they need to choose any _____ / _____ pupils were not able to
statements to be acted out in front. achieve the learning objectives and
5. Pairs act out their chosen statement and others will guess whether it is true given remedial exercise (s).
or false (make sure most of the pairs have the opportunities to act out).
(CBA)
TODAY’S LESSON:
Post-lesson:- Excellent
Pupils rewrite the false statements to become true statements. Need improvement
HOTS Evaluation 21st CA The Yarn Yarn
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
guidance.
REFLECTION

CLASS:
THEME: World of Knowledge WEEK: 5
TIME:
TOPIC: 7: GROWING UP DATE:
LESSON: 136 (Consolidation
SKILL(S) FOCUS: Reading DAY: Sunday
14)
Friendship
1. Use with support familiar print and digital resources to check meaning
2. Spell a range of high frequency words accurately in independent writing
Pupils can:
1. Read corrected paragraph aloud
2. Write at least 4 past simple questions correctly.
Adjectives: curly, spiky; Simple past tense irregular verbs: went,
English Plus 1 Student’s Book Activities 1, 2, 4, 5 p.80
saw, left, had, got
Pre-lesson:
Pupils do Pre-lesson Task 6: Finger Writing. Choose familiar past verbs to spell.
Start with easy spelling e.g. went. Progress to more challenging e.g. travelled.
1. Write on board: ‘Spot the mistakes!’. Pupils do p.80, Activity 1. Hand out achieve the learning objectives and
dictionaries to each pupil and explain that if they can’t remember a word, given enrichment exercise (s).
look up the meaning in the dictionary. Say nouns, adjectives, a verb and a
conjunction are wrong. Choose a pupil to read corrected paragraph aloud. _____ / _____ pupils were able to
2. Check past tense of verbs in Activity 2. Pupils in pairs do Activity 2, using a achieve the learning objectives with
dictionary as necessary. Ask pupils if they think it’s important to go to guidance and given reinforcement
university and to travel. Ask: Why or Why not? Accept some L1 and translate exercise (s).
when appropriate.
3. Draw a cross and a tick on board. Ask what they do in Activity 4. (cross means _____ / _____ pupils were not able to
use a negative form of the verb; tick means affirmative form.) Do 1 as an achieve the learning objectives and
example. (HOTS) given remedial exercise (s).
4. Pupils do Activity 5 individually then in pairs. Change 5 from secondary
school to primary school. (21st CA)
Post-lesson:- TODAY’S LESSON:
Write on board Activities 1, 2, 4, 5. Pupils in small groups decide which activity Excellent
was the easiest and which was the hardest to do. They also say which one they Need improvement
liked doing. Ask groups for their opinions and why an activity was easy, hard,
enjoyable? (CBA)
guidance.
REFLECTION

Main: 1.2 Main: 1.2.4
1. Understand a sequence of supported classroom instructions
2. Find out about and describe experiences up to now
Pupils can:
1. Read the gapped interview and complete it with the correct sentences.
2. Act out the interview in pairs.
Simple past tense interrogatives: When / Where did…? How
old were you? Did you…? What was…?
Pre-lesson:
Pupils do Think! question at top of p.78. See Think! (HOTS).
1. Pupils do Activity 1, CD2.27. Read the three instructions aloud. Check pupils achieve the learning objectives and
understand what they have to do. After listening, ask: Were the sentences given enrichment exercise (s).
you put in the gaps correct? Pupils correct any that are wrong. (21st CA)
2. Write on board: ‘Doing an interview. Interviewer/Pop star’. Pupils do Activity _____ / _____ pupils were able to
2, CD2.27. Read instructions aloud. Check pupils understand the three things achieve the learning objectives with
they have to do. Ask: What’s the question you’re going to answer? (Which guidance and given reinforcement
Key Phrases does the interviewer ask? Which Key Phrases does the pop star exercise (s).
ask?)
3. After listening, check answers by choosing six pupils to read an answer aloud. _____ / _____ pupils were not able to
Choose another six pupils to write number of the Key Phrase beside name of achieve the learning objectives and
the interviewer or pop star on the board. given remedial exercise (s).
4. Pupils do Activity 3. Assign pupils their roles, interviewer or pop star. Choose
two or three pairs to act out the interview. Interviewers can mime holding a
microphone. Famous people can change their accent to sound older or TODAY’S LESSON:
American. (CBA) Excellent
Post-lesson:- Need improvement
Post-Lesson Task 3: Test My Friends to review content of dialogue.
guidance. Workbook page 67.
REFLECTION

Main: 2.1 Main: 2.1.3
1. Ask for, give and respond to simple advice
Pupils can:
1. Ask for and give advice orally and in writing.
2. Role-play dialogue in pairs.
Present tense: What can I do? Why don’t you..?
English Plus 1 Student’s Book Activities 4 p.78
Past tense: e.g. When did you first.. ?
Pre-lesson:
Pupils do Pre-lesson Task 4: I’m Going To... They choose goals to improve speaking
skills. Provide examples such as: I’m going to say more words. I’m going to have
good pronunciation/intonation.
1. Pupils look at the two photos of students role-playing interviewer and pop
star at top of p.78 again. Explain the pop star wants the interviewer to give
her advice. Give each pupil a handout and read dialogue below aloud:
A Pop star: What can I do?
B Interviewer: Why don’t you…?
exercise (s).
C Pop star: Really? That’s interesting. Yes, of course. Good idea.
2. Elicit ideas about advice for the pop star. Give example: Why don’t you sing
in a band? Why don’t you play the piano and sing? Read study strategy
aloud. Explain ‘react’ can be with gestures e.g. surprise, shock. Pairs use five
suggestions on handout and ABC dialogue to ask and give advice orally.
(HOTS)
3. Pupils write ABC dialogue using ideas at Step 4. Monitor pupils as they work.
TODAY’S LESSON:
4. Pairs role-play dialogue. Ask after each: How did the pop star react to the
Excellent
advice? (e.g. She/He was happy. She/He liked/didn’t like the advice.)(CBA)
Need improvement
Post-lesson:-
Post-Lesson Task 3: Test My Friends to review content of dialogue.
guidance. Workbook page 67.
REFLECTION

Main: 3.3 Main: 3.3.1 Friendship Values
Complementary: 4.3 Complementary: 4.3.1
1. Read and enjoy A2 fiction/non-fiction print and digital texts of interest
2. Use capital letters, full stops, commas in lists and question marks appropriately in independent writing at discourse level
Pupils can:
1. Read and listen to a song called The Story of Your Life.
2. Write a paragraph about the boy.
Simple past tense interrogatives: who, what, when, how, where
did / was / were
Pre-lesson:
Write on board ‘The story of your life’. Pupils do Warm-up p.133 in Teacher’s
Book. Write a few examples on board to get them started.
1. Explain that pupils are going to read and listen to a song called The Story of achieve the learning objectives and
your life. They do p.119, Activity 1 CD3.36. Ask: How would you describe the given enrichment exercise (s).
boy on the right/in the middle?
2. Pupils in pairs do Activity 2, CD3.36. Ask: Do you think it’s a good song? Is it a _____ / _____ pupils were able to
good story? Why or why not? (21st CA) achieve the learning objectives with
3. Ask: Which two verses have got information about the boy? (3, 6). Write on guidance and given reinforcement
board ‘The story of (boy’s name) life’. Class decides on a name for the boy. exercise (s).
Write it in title on board. Ask: Which pronoun do you use? (he, his). Pupils
write two paragraphs about boy 1. In first paragraph they use the language in _____ / _____ pupils were not able to
first six lines of verse 3. In second paragraph, the first four lines in verse 6. achieve the learning objectives and
After writing paragraphs, they check pronouns, verbs, conjunctions. Choose given remedial exercise (s).
pupils to read paragraphs aloud. (HOTS)
4. Pupils do Activity 3. They compare with a partner then check questions.
Pupils in pairs take turns to ask and answer the questions about themselves. TODAY’S LESSON:
Choose pairs to read questions and answers aloud. (CBA) Excellent
Pupils in pairs imagine three more things about the boy’s life then compare with
another pair. Choose pupils to share their ideas.
HOTS Analysis 21st CA Table Talkers
guidance.
REFLECTION

THEME: World of Stories CLASS: WEEK: 5
Main: 4.2 Main: 4.2.5
Complementary: 1.1 Complementary: 1.1.1 Friendship Language
1. Connect sentences into one or two coherent paragraphs using basic coordinating conjunctions and reference pronouns
2. Recognise and reproduce with little or no support a wide range of target language phonemes
Pupils can:
1. Talk about their imagined life.
2. Write ‘the story of your life’ using sentence starters in box.
Simple past tense regular and irregular verbs e.g. grew up,
English Plus 1 Student’s Book Activities 5 p.119
wanted; Homophones: fun/one; sun/son
Pre-lesson:
Write on board ‘The story of your life’. Pupils brainstorm words and phrases that
they remember from the song. Write them on board. (21st CA) _____ / _____ pupils were able to
1. Pupils listen to song again p.119, CD3.36. Explain that most songs have given enrichment exercise (s).
rhyming words at end of some lines. Ask: What word in first verse rhymes
with where? (there). Pupils read second verse and find a rhyme (fun, one). _____ / _____ pupils were able to
Repeat with other verses: Verse 3 (long, song) 4 (where, there) 5 (fun, one) 6 achieve the learning objectives with
(none: ‘song’ repeated). guidance and given reinforcement
2. Write on board ‘wrong’, ‘son’, ‘chair’, ‘sun’, ‘strong’, ‘bear’. Pupils in pairs exercise (s).
match these with pairs of words that rhyme in Step 1. Help pupils to notice
words with same sound but different spelling e.g. fun, one, son, sun. (HOTS) _____ / _____ pupils were not able to
3. Pupils do Activity 5, Use It! achieve the learning objectives and
4. After pupils talk about their imagined life in Step 2, they write ‘The story of given remedial exercise (s).
your life’ using sentence starters in box. They check spelling, punctuation and
past verbs. Pupils swap texts with a partner and read them. Partner draws 1–
5 stars to say how much they like the life story. Choose pupils to imagine TODAY’S LESSON:
they are 60 and to read texts aloud with an old person’s voice. (CBA) Excellent
Post-Lesson Task 3: Test My Friends to review language presented in the song.
guidance.
REFLECTION

THEME: World of Stories CLASS: WEEK: 5
TIME:
TOPIC: Gulliver's Travels LESSON: 141 (Language Art DATE:
Main: 5.3 Main: 5.3.1
1. Respond imaginatively and intelligibly through creating simple role-plays and simple poems.
Pupils can:
1. Draw themselves in the pictures.
2. Describe the scene in the pictures.
Gulliver’s Travels by Jonathan Swift, Anthology of Poems
There is/There are Page 19 Contemporary Children’s Literature Teaching
Guidebook (BPK)– Graphic Novel
Pre-lesson:
Teacher provides lines for pupils to guess the words by giving letters for teacher _____ / _____ pupils were able to
to verify whether the letter is present in the word (focus word: giant, Liliput, achieve the learning objectives and
Belfuscu). (HOTS) given enrichment exercise (s).
1. Teacher puts pupils into smaller groups and informs pupils to read Chapter 4
together.
2. Each group has to draw two different scenes – at Liliput and the Land of
exercise (s).
Giants. Pupils can choose to adapt from the panels or create the new one
based on their imagination.
3. Then, teacher asks the pupils to draw themselves in the pictures (They are
giant at Liliput and they are tiny at the Land of Giants). (21st CA)
4. Then, ask them to describe the scene in the pictures (e.g. There is a tiny
palace in the picture at Liliput) (There is/There are). (CBA)
Post-lesson:- TODAY’S LESSON:
Shout out time – pupils predict on what will happen to Gulliver in the next Excellent
chapter. Need improvement
HOTS Analysis 21st CA Stretch to Sketch
guidance.
REFLECTION

CLASS:
THEME: World of Knowledge TIME: WEEK: 5
TOPIC: 7: GROWING UP LESSON: 142 (Language
DATE:
SKILL(S) FOCUS: Reading DAY: Sunday
Awareness 7)
Main: 3.2 Main: 3.2.1
1. Respond imaginatively and intelligibly through creating simple role-plays and simple poems.
2. Keep interaction going in short exchanges by asking suitable questions
Pupils can:
1. Read sentences individually then work in pairs to complete table.
2. Walk around the class and ask questions to complete the table.
Review of language learned in Unit 7 English Plus 1 Student’s Book Activities 1, 2, 5 p.81
Pre-lesson:
Teacher provides lines for pupils to guess the words by giving letters for teacher _____ / _____ pupils were able to
to verify whether the letter is present in the word (focus word: giant, Liliput, achieve the learning objectives and
Belfuscu). (HOTS)
1. Pupils do Activity 1. They read the boys’ names in top row of table. guidance and given reinforcement
2. Ask: Who is on the left/right/in the middle? exercise (s).
3. Pupils read sentences individually then work in pairs to complete table. (CBA)
4. Pupils in pairs do Activity 2 and do Activity 5 individually.
5. Pupils found easiest to do and which the hardest and ask why. (21st CA) given remedial exercise (s).
Post-lesson:-
Pupils think about their learning and performance in this unit. They complete self- TODAY’S LESSON:
assessment worksheet. Collect worksheets from pupils and review them to note Excellent
pupils’ responses. (HOTS) Need improvement
HOTS Analysis 21st CA Recap Group
guidance.
REFLECTION

Bi Y5 TS25 Unit 7 (LP125-142)

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

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