Days (Lesson 35-52)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 5

Choose an
Week Date Click here to enter a date. Day Choose an item.
item.
Class Time Attendance
World of Self, Family and
Lesson 35 (Listening 7) Topic Days Theme
Friends
Skills Main: Listening Complementary: Writing

1.1 Understand meaning in a variety of 4.3 Communicate with appropriate language form
Content Standard familiar texts and style for a range of purposes in print and digital
media
1.2.1 Understand with support the main idea 4.3.2 Spell a range of high-frequency words
Learning Standard of longer simple texts on a range of familiar accurately in independent writing
topics
By the end of the lesson, pupils will be able to:
1. Understand with support the main idea of 1. Understand the main idea of simple texts of
Objectives:
longer simple texts on a range of familiar two paragraphs or more
topics
Pupils will be assessed on their ability to:
Success Criteria
1. Write the activities in the columns.
(Assessment)
2. Listen and match the people to phrases correctly.
TEACHING AND LEARNING ACTIVITIES

Pre Lesson Lesson Development Post Lesson
1. Pupils discuss the days of week 5. Pupils look at the word ‘Daily 16. Pupils review frequency adverbs
and write on board. Routines’ on board. (Post-lesson Task from Section 3).
2. Pupils tell their favourite day with a 6. Pupils complete the table with the
show of hands. correct verbs (p.22, Activity 1 - CD
3. Numbers are written on board 1.21).
below each day. 7. Pupils look at the five table
4. Pupils are asked questions such headings and read words in blue in
as, “Which day is the favourite of Days and Nights Quiz. The words in
most pupils? Why?” blue are daily routines.
8. Pupils write them in columns 1–5 in
table.
9. Pupils compare with a partner.
10. Pupils listen to CD1.21 and check
answers.
11. Pupils listen to Activity 3 (CD1.22).
12. Pupils listen and match the people
to phrases (Exercise 3).
13. A horizontal line is drawn on the
board.
14. Pupils read adverbs in box in
Activity 4.
15. Pupils listen to CD1.22 again and
complete sentences with an adverb.
English Plus 1 Student’s
Book Activities 1, 3, 4
p.22
Teaching Aids Textbook Work book Teacher’s Book p.36
Handout for each pupil
with the table
EDUCATIONAL EMPHASES
Present simple: affirmative
Higher Order Thinking Skills
Language / Grammar Focus and negative; Possessive
(HOTS)
Application
adjectives e.g. my
Teaching and Learning
Strategies
Contextual Learning 21st Century Skills Inquisitive
21st Century Classroom
Cross - Curricular Elements Language Teaching and Learning Gallery Walk
Activities
ASSESSMENT AND EVALUATION

Project Story Telling Quiz Games
Role Play Individual / Pair / Group Work Observation Worksheet
REFLECTION / IMPACT / REMARKS

Main Skill Follow-up Actions
The number that achieved the stipulated skill is:___
Non-achievers were given extra guidance / enrichments / Remedial
consolidation by teacher.
Reinforcement
Complementary Skill
Non-achievers were given extra guidance / enrichments / Enrichment
Choose an
The lesson was carried out successfully.
item.
Choose an
The lesson was postponed due to Choose an item.
item.
DAILY LESSON PLAN
Choose an
item.
Lesson 36 (Speaking 7) Topic Days Theme
Friends
Skills Main: Speaking Complementary: Reading

2.2 Use appropriate communication strategies 3.2 Understand a variety of linear and non-linear
Content Standard print and digital texts by using appropriate reading
strategies
2.2.1 Keep interaction going in short 3.2.3 Guess the meaning of unfamiliar words from
Learning Standard
exchanges by asking suitable questions clues provided by title, topic and other known words
Objectives:
topics
Success Criteria
1. Talk about their ideas in pairs.
(Assessment)
2. Answer True or False questions correctly.

1. Pupils look at the words ‘Daily 3. Pupils answer True or False 16. Pupils do Spot the Differences
Routines’, ‘morning’, ‘afternoon’, questions in Activity 2. activity (Post-lesson Task 1).
‘evening’ and ‘night’. 4. Pupils listen to Key Phrases aloud
2. Pupils brainstorm blue words in and pupils repeat.
quiz they remember from previous 5. In pairs, pupils use the phrases to
lesson. compare true/false answers to the
12 statements in Days and Nights
text.
6. A True and a False card is given to
each pair.
7. Pupils listen to the 12 quiz facts
aloud to whole class.
8. After each fact, pairs hold up a True
or a False card, and teacher gives
the answer (see Teacher’s Book
p.36).
9. Pupils check their answers.
10. Pupils choose 3 quiz facts they
think are surprising.
11. In small groups, pupils compare
ideas using Key Phrases: What do
you think? What about you? Write
1–12 on board.
12. Pupils are asked which facts are
surprising?
13. Pupils put up hands for each
number.
14. Pupils look at the words on the
board: ‘Between 7.30 and 8.30 in
the morning’; ‘Between 7.30 and
8.30 in the evening’. Teacher
models language: e.g. I think you
get up, have breakfast and go to
school between 7.30 and 8.30 in
the morning.
15. In pairs, pupils take turns to guess
what their partner does.
Teaching Aids Textbook Work book Book Activity 2 p.22
Teacher’s Book p.36
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Lesson 37 (Reading 7) Topic Days Theme
Friends
Skills Main: Reading Complementary: Writing

3.3 Read independently for information and 4.3 Communicate with appropriate language form
Content Standard enjoyment and style for a range of purposes in print and digital
media
3.3.1 Read and enjoy A2 fiction/non-fiction 4.3.2 Spell a range of high-frequency words
Learning Standard
print and digital texts of interest accurately in independent writing
Objectives:
topics
Success Criteria
1. Read the rules and choose the correct answers.
(Assessment)
2. Rewrite the sentences with an adverb of frequency.

1. Pupils review language of daily 2. Pupils look at the board the chart 16. In pairs, pupils correct the pictures
routines (Pre-lesson task from with adverbs (never, usually) and in the sentences (Optional activity:
Section 3). numbers (1 - 4) from p.23, Activity Language point in Teacher’s Book,
5. p.37).
3. Pupils look again at adverbs in box 17. Pupils check their answers.
on p.22, Activity 4.
4. Pupils tell teacher the adverbs to
write in numbers 1 - 4 in chart.
5. Pupils listen to teacher’s
explanation about adverbs.
6. Pupils read rules about place of
adverbs and choose their answers.
7. Pupils read My daily routine on
p.23.
8. In pairs, pupils take turns to say a
sentence that is true for them.
9. Pupils rewrite the sentences with an
adverb of frequency (Activity 6).
10. Pupils compare adverbs they wrote
with a partner.
11. A few pupils are asked to read
sentences aloud.
12. Pupils in pairs choose five facts
each from Days and Nights Quiz.
13. Pupils take turns to say a sentence
about themselves with the verb or
phrase in blue and a frequency
adverb. e.g.: I never help with the
housework.
14. Different pupils read the sentences
aloud.
15. Pupils rewrite the sentences with an
adverb of frequency.
Book Activity 4 p.22
Teaching Aids Textbook Work book Activities 5 and 6 p.23
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Lesson 38 (Writing 7) Topic Days Theme
Friends
Skills Main: Writing Complementary: Speaking

4.2 Communicate basic information intelligibly 2.3 Communicate appropriately to a small or large
Content Standard for a range of purposes in print and digital group
media
4.2.4 Describe people, places and objects 2.3.1 Narrate short basic stories and events
Learning Standard
using suitable statements
Objectives:
topics
Success Criteria
1. Write four true and two false sentences about their routine using an adverb.
(Assessment)
2. Narrate a celebrity’s daily routine in groups.

1. Pupils do the Finger Writing activity 4. Pupils look at six flashcards on the 14. Pupils in same groups draw
(Pre-lesson Task 6). board. routines of their celebrity to cut and
2. Pupils use six frequency adverbs 5. Pupils write four true and two false stick on fact file.
from previous lesson. sentences about their routine (p.23, 15. Pupils write a caption below
3. Pupils look at the flashcards for Activity 7) using one of the adverbs drawing to describe what celebrity
each finger writing action: never, on the board. is doing.
sometimes, often, usually, normally, 6. In pairs, pupils listen to their
always. partner’s sentences.
7. Pupils brainstorm favourite
celebrities from the different groups
on board.
8. Pupils in small groups do Finished?
(page 23) activity.
9. Worksheets are given to each
group.
10. Pupils agree on a celebrity and
imagine her/his daily routines.
11. Pupils think of what she/he never,
sometimes, often, usually and
always does and make notes in fact
file: Name of celebrity… Famous
for… (sport, music etc.) Always…
(e.g. swims before breakfast)
Usually… Often… Sometimes…
Never….
12. Pupils agree on who will narrate the
imagined life of their celebrity to
whole class.
13. The group’s representative uses
notes from fact file to narrate the
daily routine.
Book Activity 7 and
Finished? p.23
Flashcards
Worksheet
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
39 (Language
Lesson
Arts 7)
Topic Watching a Bumble Bee Theme World of Stories
Skills Main: Language Arts Complementary: Reading

5.2 Express personal responses to literary 3.2 Understand a variety of linear and non-linear
Content Standard texts print and digital texts by using appropriate reading
strategies
5.2.1 Explain in simple language why they like 3.2.2 Understand specific information and details of
Learning Standard or dislike an event, description or character in two paragraphs or more
a text
Objectives:
topics
Success Criteria
1. Create a mind-map about themselves.
(Assessment)
2. Stick the statements at the True or False sections correctly.

1. Pupils are given a letter. 3. Pupils read the poem silently and 8. Pupils put their hands up each time
2. Pupils come up with a word that teacher assists in pupils’ they hear something different from
starts with that letter related to a understanding (Q&A). the poem (e.g. out in the sea –
topic (animals/insects e.g. g – 4. Pupils are given True or False hands up as the statement is
giraffe, …, b - bee) [Pre-Lesson sentence strips and stick the different from the poem). [Post-
Task 1 – ABCs] statement at the provided True or lesson Task 1: Spot the differences]
False sections in the class using a
blue tack.
5. Pupils walk around the class to
check each other’ answers and
make corrections the answer if
there are mistakes.
6. Pupils make a mind-map about
themselves and the bumble bees
based on the sentence strip used
before and provide simple reasons.
7. Upon completion, pupils exchange
their mind maps and rate each
other’s works by giving some good
remarks.
Anthology of Poems
Page 21 Contemporary
Children’s Literature
Teaching Aids Textbook Work book Teaching Guidebook
(BPK) – Poetry Activity 1
Page 73
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
40 World of Self, Family and
Lesson Topic Days Theme
(Consolidation 3) Friends
Skills Main: Listening Complementary: Speaking

1.2 Understand meaning in a variety of 2.1 Communicate simple information intelligibly
Content Standard
familiar contexts
1.2.2 Understand with support specific 2.1.4 Ask about and describe future plans
Learning Standard information and details of longer simple texts
on a range of familiar topics
Objectives:
topics
Success Criteria
1. Listen and write the times they hear correctly.
(Assessment)
2. Practise the dialogue in pairs.

1. Pupils look at the words ‘in the 3. With a large clock, pupils review 18. Pupils in pairs say dialogue in
morning’, ‘in the afternoon’, ‘in the quarter past, half past and quarter Activity 5 but change the days,
evening’, ‘at night’. to. times and sports.
2. Pupils brainstorm things they do at 4. Pupils look at the clock hands in
these times. e.g.: I have a snack at several positions and say time.
11 in the morning. 5. Pupils match the clocks with the
times in the box (p.93, Activity 1).
6. Pupils listen to the audio and write
the times they hear (Activity 2,
CD3.05).
8. Pupils read instructions for Activity
3 aloud.
9. Pupils listen to the audio CD3.06
and answer the questions.
11. Pupils listen to the CD again.
12. Pupils are asked which sport has
the same word in English and
Malay? (judo).
13. Pupils listen to the conversation
and complete the timetable (Activity
4).
15. When checking, pupils say both
time expressions for questions 1, 2
and 4. For example: At 5.45 p.m. At
5.45 in the afternoon.
16. Pupils listen to the audio (Activity 5,
CD3.07) and practice the dialogue
in pairs.
17. Pupils write the four times in the
dialogue digitally (09.45,
20.00,15.45, 5.15).
Book Activities 1–5 p.93
Clock
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main: Listening Complementary: Reading

1.2 Understand meaning in a variety of 3.2 Understand a variety of linear and non-linear
Content Standard familiar contexts print and digital texts by using appropriate reading
strategies
1.2.4 Understand a sequence of supported 3.2.3 Guess the meaning of unfamiliar words from
Learning Standard
classroom instructions clues provided by title, topic and other known words
Objectives:
topics
Success Criteria
1. Listen to the text and choose the correct words.
(Assessment)
2. Find the meaning of the words in blue using a dictionary.

1. Pupils look at the word ‘family’ on 3. Pupils answer Think! question top 13. Pupils listen to the questions and in
the board. of p.24 in pairs, then give pupils a pairs agree on answers.
2. Pupils brainstorm vocabulary for set of four instructions: Look at the 14. The questions are written on board.
family members (from Y3 and 4). family photo. Read the three text 15. Pupils then quickly read text to
titles (a, b, c) in Activity 1. Choose check if they are correct. (Optional
one title and write it down. Compare activity: Reading, p.38, Teacher’s
with a partner. Book).
4. Pupils listen to and read text for the
general meaning (CD1.23).
5. Pupils read and listen to the text
again and choose the correct words
(Activity 2).
6. Pupils listen and read the text again
to find specific information.
7. Pupils are asked why they think
families are important (CCE:
Values).
8. Pupils use a dictionary to check the
meaning of the words in blue in the
text (Activity 3).
9. Pupils look at the Venn diagram on
board.
10. Pupils in pairs sort words into two
groups: male or female.
11. Some pupils say words and write in
diagram.
12. Pupils write all words in worksheet.
English Plus 1
Student’s Book Activities
Teaching Aids Textbook Work book 1–3 p.24 Teacher’s book
p.38
Worksheet
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main: Speaking Complementary: Listening

2.1 Communicate simple information 1.1 Recognise and reproduce target language
Content Standard
intelligibly sounds
2.1.1 Give detailed information about 1.1.1 Recognise and reproduce with little or no
Learning Standard
themselves support a wide range of target language phonemes
Objectives:
topics
Success Criteria
1. Talk about the differences of the routines in pairs.
(Assessment)
2. Listen and choose the correct words.

1. Pupils do the ‘Say What’s Missing’ 3. In pairs, pupils talk about the 16. Pupils in small groups take turns to
activity (Section 3, Pre-lesson Task Radfords and their daily routines say the daily routines of two
10). (p.24, Activity 4). members of their family.
2. Eight names of family members are 4. Next, pupils find the differences
written on separate flash cards to between the routines.
put under a cloth. 5. Pupils take turns to say three or
four differences.
6. A few pairs are chosen to say
differences to whole class.
7. Pupils look at the word ‘Present
simple’ on the board.
8. Pupils look at the photo and write a
title a-c for the text (Activity 1).
9. Pupils then read the text and check
their answers.
10. Pupils read and listen to the text
again and choose the correct words
(Activity 2).
11. Pupils do Activity 3, CD1.24.
12. Pupils read aloud both verbs in 1–6.
13. Pupils listen and repeat chorally
then individually.
14. Pupils listen to CD1.24 again.
15. Pupils are asked a few questions
such as: Which verbs end with /iz/
sound? Which verbs end with /s/
sound? (e.g. speaks).
Book Activity 4 p.24
Teaching Aids Textbook Work book Activities 1–3 p.25
Teacher’s Book P.38
Flashcards
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main: Reading Complementary: Listening

3.2 Understand a variety of linear and non- 1.2 Understand meaning in a variety of familiar
Content Standard linear print and digital texts by using contexts
appropriate reading strategies
3.2.3 Guess the meaning of unfamiliar words 1.2.5 Understand a sequence of supported
Learning Standard from clues provided by title, topic and other questions
known words
Objectives: By the end of the lesson, pupils will be able to:
topics
Success Criteria
1. Read and complete the questionnaire.
(Assessment)
2. Listen and answer the questions correctly.

1. Pupils look at the word ‘Special 3. Pupils read p.26, Happy days!, and 16. Pupils do the “Test your Memory”
days’ on board. words in box in Activity 1. activity (Section 3 Post-lesson Task
2. Pupils say their special day e.g. 4. Pupils guess the meaning of: 8: Test your Memory).
birthdays, family birthdays, ‘crazy’, ‘costumes’, ‘invite’, then do 17. The photos at foot of p.26 are used
anniversaries. Activity 1. to make true and false sentences.
5. Pupils compare their answers with
a partner.
6. Pupils read Study Strategy in
Activity 2 aloud.
7. Pupils look at Activity 3 and read
the heading, ‘Chinese New Year’,
the sentence below and look at
photographs A–D.
8. Pupils say the photos that show
these items of ‘dragon’, ‘fireworks’
and ‘food’.
9. Pupils listen to teacher’s
explanation about an envelope
while they look at photo D.
10. Pupils in pairs share ideas about
what they will hear.
11. Pupils do Activity 3, CD1.25.
12. Pupils listen to Zoe and a woman
talking in the introduction to the
radio programme.
13. Pupils look at the photos again and
write the order of objects
mentioned.
14. Pupils read questions in Activity 4.
Pupils listen to the audio (CD1.25)
and answer the questions.
Teaching Aids Textbook Work book Book Activities 1–4 p.26
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities


The number that achieved the stipulated skill is:___ Remedial
Reinforcement

Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

Choose an
item.
Friends
Skills Main: Writing Complementary: Speaking

4.2 Communicate basic information intelligibly 2.1 Communicate simple information intelligibly
Content Standard for a range of purposes in print and digital
media
4.2.1 Give detailed information about 2.1.5 Describe people, places and objects using
Learning Standard
themselves suitable statements
Objectives:
topics
Success Criteria
1. Write answers about the special day they chose using always, usually, sometimes, never.
(Assessment)
2. Ask and answer the questions in the Happy Days! questionnaire in Exercise 1.

1. Pupils are divided into six groups. 6. In small groups, pupils do Optional 15. Pupils review new vocabulary
2. A set of words is given to each activity: Vocabulary from p.40 in (Post-lesson task, Section 3).
group. Teacher’s Book.
3. Pupils order the words. 7. Pupils discuss about three special
4. They check order by looking at days e.g. New Year, Eid-al-Fitr,
questions in Happy Days, p.26. Diwali (CCE: Patriotism).
5. A pupil from each group reads 8. Pupils choose one special day to
aloud their question. answer questions about.
9. In pairs, pupils ask and answer the
questions in the Happy Days!
questionnaire in Exercise 1 (Activity
5, Use it!).
10. Pupils read the 6 questions in
Happy Days! again.
11. Pupils write answers about the
special day they chose using
always, usually, sometimes, never.
12. In pairs, pupils take turns to ask
and answer the questions about
partner’s special day.
13. In groups, pupils take turns to
choose one of the words or phrases
given and make a sentence with it
(Optional activity: Listening
Teacher’s Book p.40).
14. Pupils with a different partner ask
and answer questions from Step 4
but change pronouns and one verb:
1. What kind of present do you
prefer? 2. When is the big meal with
your family? 3. Do you like
fireworks? Why/Why not?
English Plus 1
Student’s Book Activity 5
Teaching Aids Textbook Work book p.26 Teacher’s Book p.40
Word cards
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities

Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

Choose an
item.
45 (Language
Lesson
Arts 8)
Topic Watching a Bumble bee Theme World of Stories
Skills Main: Language Arts Complementary: Speaking

5.3 Express an imaginative response to 2.1 Communicate simple information intelligibly
Content Standard
literary texts
5.3.1 Respond imaginatively and intelligibly 2.1.2 Find out about and describe experiences up
through creating simple role- plays and simple to now
Learning Standard
poems Other imaginative responses as
appropriate
Objectives:
topics
Success Criteria
1. Create their own stanza in groups.
(Assessment)
2. Describe their adapted stanza in the gallery walk activity.

1. Each stanza is pasted randomly 4. Pupils revise the poem. 9. Pupils prepare an illustration for
around the class. 5. Pupils think about other insects that their newly adapted poem.
2. Pupils walk around and read the are suitable to replace the bumble
randomly ordered stanzas. bee (e.g. wasp, hummingbird, etc.)
3. Pupils distinguish the sequence of in the poem.
the stanzas. [Pre-lesson Task 3 – 6. In group, pupils underline the words
Sequence the information] and change the words (i.e. name of
the insect, characteristic (e.g the oh
– so – busy butterfly) to create their
own stanza (or stanzas if they can
do more than one stanza).
7. Upon completion, pupils put up their
product and teachers conduct a
gallery walk where groups display
and describe their adapted
stanza/stanzas.
8. A pupil from the pair/group will
describe their adapted
stanza/stanzas while the rest of the
members provide feedback on the
other groups’ stanza/stanzas.
Anthology of Poems
Page 21 Contemporary
Teaching Aids Textbook Work book Children’s Literature
Teaching Guidebook
(BPK) – Poetry
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities

Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
46 World of Self, Family and
(Consolidation 4) Friends
Skills Main: Speaking Complementary: Writing

2.2 Use appropriate communication strategies 4.2 Communicate basic information intelligibly for a
Content Standard
range of purposes in print and digital media
2.2.1 Keep interaction going in short 4.2.1 Give detailed information about themselves
Learning Standard
exchanges by asking suitable questions
Objectives:
topics
Success Criteria
1. Ask and answer questions they wrote in pairs.
(Assessment)
2. Complete the key phrases by writing the correct answer.

1. Pupils close their books and do 2. Pupils match questions 1-5 with 14. Pupils in small groups write 2–3
Warm-up from Teacher’s Book, answers a-e (p.27, Activity 1). questions to ask about what their
p.41. 3. Pupils answer the questions then peers do at different times of the
check with a partner. day, week and year.
4. Pupils read the rules then teacher
reads them aloud.
5. Some pupils are chosen to say the
correct word in each.
6. Pupils choose the correct words in
pairs (Activity 2).
7. Pupils take turns to ask and answer
questions.
8. With a different partner, pupils do
Activities 3 and 4. Write on board ‘5
minutes’.
9. Pupils are given 5 minutes to write
questions with words from the grid.
10. Pupils look at grid.
11. Pupils are asked a few questions
such as: What are the five question
words you can use? (When, Where,
How often, Do, Does).
12. Pupils take turns to ask and answer
questions they wrote.
13. Pupils do Activities 5 and 6.
English Plus 1
1–6 p.27
Warm-up Activities 5 and
6
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main: Listening Complementary: Reading

1.3 Use appropriate listening strategies in a 3.2 Understand a variety of linear and non-linear
Content Standard variety of contexts print and digital texts by using appropriate reading
strategies
1.3.1 Guess the meaning of unfamiliar words 3.2.4 Use with support familiar print and digital
Learning Standard
from clues provided by other words resources to check meaning
Objectives:
topics
Success Criteria
1. Listen and complete the dialogue correctly.
(Assessment)
2. Read the dialogue and decide which words go in the three columns.

1. Pupils look at the word ‘Weekend’ 4. Pupils use their dictionaries to 17. In pairs, pupils read the programme
on board. check the meaning if new words and agree on morning and
2. In pairs, pupils answer Think! (Activity 1, p.42). afternoon activities they’d like to do.
question at top of p.28. 5. When checking new words, pupils 18. Pupils say why they’d like to do
3. Some pupils are chosen to say say words which look or sound them.
what they do during the weekend. similar to those in Malay.
6. A few examples are written on the
board such as ‘disco – disko’;
‘concert-konsert’; ‘barbecue-
barbeku’, ‘quiz- kuiz’, ‘mini-mini’.
7. Pupils are asked the differences
between the sounds.
8. Pupils are asked why special days
are important for schools and
families (CCE: Values).
9. Pupils listen and complete the
dialogue (Activity 2, CD1.26).
10. Three columns are written on the
board. A. When you agree; B.
When you’re thinking; C. When
you’re surprised.
11. Pupils read the dialogue again and
find: ‘Right’, ‘Mmm’, ‘OK’, ‘No?’
‘Well’, ‘Yes’.
12. In pairs, pupils decide which words
go in the three columns. (A = Right,
Yes, OK; B = Mmm; Well C = No?)
14. Pupils listen for pronunciation of
disco, concert, barbecue, quiz and
mini again.
15. Pupils are asked which words have
the same pronunciation in English?
Which words sound almost the
same?
16. Pupils then practise the dialogue
with Daisy and Gareth in pairs.
English Plus 1
Teaching Aids Textbook Work book 1–3 p.28
Teacher’s Book p. 42
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main: Speaking Complementary: Writing

2.1 Communicate simple information 4.2 Communicate basic information intelligibly for a
Content Standard
intelligibly range of purposes in print and digital media
Learning Standard 2.1.4 Ask about and describe future plans 4.2.2 Ask for, give and respond to simple advice
Objectives:
topics
Success Criteria
1. Say their mini-dialogue in pairs.
(Assessment)
2. Complete the mini-dialogue.

1. Pupils think about what their 4. Pupils look at p.28, Key Phrases. 13. In small groups, pupils write a
partner said in previous lesson 5. Pupils read the Key Phrases aloud. cinema programme with: a name
about what her/ his family does at 6. Pupils are asked a few questions: and date; two or three films and
the weekend. Which phrases are for making times they start.
2. Some pupils are chosen to say plans? Which are for making 14. Pupils draw a cinema ticket if time
what partner’s family does. suggestions? How many questions permits.
3. Pupils are reminded to use are there for plans? How many
‘sometimes’, ‘usually’ and ‘always’. questions for suggestions? Which
phrase is negative? (I’m not really
interested in…)
7. Pupils complete the mini-dialogue
(Activity 4).
8. In pairs, pupils practice their mini-
dialogue (Activity 5).
9. Pupils focus on their intonation.
10. Pupils listen to the teacher reading
the mini-dialogue with exaggerated
intonation patterns and repeat.
11. A few pairs are chosen to read the
dialogue.
12. With a different partner, pupils
prepare and practise a dialogue
using films on the board and Key
Phrases.
English Plus 1
Teacher’s Book p. 42
(HOTS)
Application
adjectives e.g. my
Strategies
st
21 Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main: Reading Complementary: Speaking

3.2 Understand a variety of linear and non- 2.3 Communicate appropriately to a small or large
Content Standard linear print and digital texts by using group
appropriate reading strategies
3.2.3 Guess the meaning of unfamiliar words 2.3.1 Narrate short basic stories and events
Learning Standard from clues provided by title, topic and other
known words
Objectives:
topics
Success Criteria
1. Read the text and complete the key phrases.
(Assessment)
2. Take turns to repeat the sentences in pairs.

1. Pupils look at the map of Caribbean 4. Pupils do p.29, Activity 1. 13. Pupils look at photo of dancer on
on board. 5. Pupils check the meaning of the p.29 for 30 seconds.
2. Pupils discuss about the Caribbean words in the box 14. Pupils close books and think about
islands e.g. near which countries, in 6. Pupils look at the board: what happens at the carnival.
which sea, food etc. A. personal description of carnival; 15. With a partner they say things they
3. Pupils are asked why it is important B. when the carnival happens; C. remember about the London
to know how countries celebrate what happens at the carnival. carnival.
their culture (CCE: Values). 7. Pupils guess the order of
paragraphs.
8. Pupils do Activity 2.
9. After reading the text and before
answering the questions, pupils
check order of paragraphs (1B, 2C,
3A).
10. Pupils find two conjunctions in the
text. (and, but).
11. Pupils read Key Phrases and do
Activity 3.
12. Pupils memorise the sentences and
with a partner take turns to repeat
them from memory.
English Plus 1
Map of Caribbean
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main: Writing Complementary: Reading

4.3 Communicate with appropriate language 3.2 Understand a variety of linear and non-linear
Content Standard form and style for a range of purposes in print print and digital texts by using appropriate reading
and digital form strategies
4.3.3 Produce a plan or draft of one or two 3.2.2 Understand specific information and details of
Learning Standard paragraphs for a familiar topic and modify this two paragraphs or more
appropriately in response to feedback
Objectives:
topics
Success Criteria
1.Write description of a town or city.
(Assessment)
2. Read the descriptions aloud.

1. Pupils brainstorm words they 3. Pupils look at the word ‘also’ on 13. Pupils look at the words ‘Do you
remember about the Notting Hill board then say and write on board: think your description of a
carnival. ‘I have a brother and I also have a celebration is better than your
2. Pupils discuss about ‘celebration’, sister. I’m happy and I’m also description of a town or city? Why
‘parade’ and ‘costume’. funny.’ or why not?’.
4. Pupils choose the correct words 14. Pupils in small groups think about
(p.29, Activity 4). the questions then say what they
5. Pupils do Activity 5, Use it! think.
6. Pupils plan to write a description of
a town or city in Unit 1.
7. Pupils in pairs swap descriptions
and read them.
8. Pupils are given worksheets.
9. Pupils check if the description
meets the criteria on the worksheet
and draw a smiley face next to each
if it does.
10. Pupils return descriptions and
worksheet.
11. Pupils make changes based on the
feedback from their partner.
12. A few pupils are asked to read the
descriptions aloud.
English Plus 1
Teaching Aids Textbook Work book 4 and 5 p.29
Worksheet
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
51 (Language And Something Weird
Lesson
Arts 9)
Topic
Happened
Theme World of Stories
Skills Main: Language Arts Complementary: Reading

5.2 Express personal responses to literary 3.2 Understand a variety of linear and non-linear
Content Standard texts print and digital texts by using appropriate reading
strategies
5.2.1 Explain in simple language why they like 3.2.2 Understand specific information and details of
Learning Standard or dislike an event, description or character in two paragraphs or more
a text
Objectives:
topics
Success Criteria
1. Share their reasons in groups.
(Assessment)
2. Match the word cards with the corresponding characters.

1. Pupils talk about what is going to 3. Teacher goes through with the 10. In a sitting group, each pupil has to
happen tomorrow. cover and the blurb with the pupils write “I like (activity) because …
2. Every pupil provides his/her and teacher brainstorm pupils’ 11. Pupils listen to the teacher’s
prediction (e.g. It is going to rain ideas about the book. feedback.
tomorrow. My mother is going to 4. In groups, pupils do a group
the market tomorrow). reading from page 5 to page 8.
5. Cards are taken from the guidebook
(page 17) and each group is
provided with the word cards.
6. Pupils have to match the word
cards (containing activities that
carried out by the characters) with
the corresponding characters in the
short story (e.g. Yuki – flying in the
plane).
7. Then, groups reuse the word cards
and divide them into the activities
that they like and dislike.
8. Each pupil in the group has to
choose the activity that he/she likes
the most and the reasons why
he/she wants to choose it.
9. Upon completion, they share their
reasons among the group
members.
And Something Weird
Happened by Pamela
Rushby
Teaching Aids Textbook Work book Contemporary Children’s
Literature Teaching
Guidebook (BPK) – Short
Stories (page 17)
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
52 (Language World of Self, Family and
Awareness 3) Friends
Skills Main: Complementary:

Content Standard
Learning Standard
Objectives:
topics
Success Criteria Pupils will be assessed on their ability to:
(Assessment)

1. Review language from Unit 2 with 2. Pupils do p.30, Activities 3, 4 and 5 5. Pupils think about their learning and
an activity from list of pre-lesson individually. After each activity they performance in this unit. They
tasks. compare answers with a different complete self- assessment
partner. Check answers after each worksheet.
activity. Ask: Which activity was 6. Collect worksheets from pupils and
easy and which was hard? Why review them to note pupils’
was Activity 3/4/5 easy/hard? responses. If there are any areas of
3. Pupils in pairs do Activity 6 then concern, prepare a review of these
take turns to ask the questions and in future lessons.
say answers.
4. Pupils do p.31, Activity 3. Follow
instructions for Exercise 3 on p.45
in Teacher’s Book. Note:  Plan
further activities for this unit to
develop language skills according
to your pupils’ needs.  You can use
information about your pupils’
performance which you collected
using formative assessment
strategies while teaching this unit.
The information could include your
observation of pupils interacting in
classroom activities and their
performance in written activities. 
Plan activities which focus on
language practice in a meaningful,
fun and communicative way.
English Plus 1
3–6 p.30
Teaching Aids Textbook Work book Activity 3 p.31
Teacher’s Book p. 44 p.
45
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.

Days (Lesson 35-52)

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DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 5

Skills Main: Listening Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Language Arts Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Listening Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Listening Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Non-achievers were given extra guidance / enrichments / Enrichment

DAILY LESSON PLAN

Skills Main: Writing Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Language Arts Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

Skills Main: Speaking Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Listening Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS