WEEK 26 - Unit 8 - Going Away

DAILY LESSON PLAN CEFR
WEEK DAY DATE CLASS TIME SUBJECT

English
26 Sunday 20/1/2021
60 minutes Language Year
5
FOCUS THEME
Writing World of Knowledge

TOPIC UNIT 8 - Going away ( Consolidation 15 )
MAIN SKILL COMPLEMENTARY SKILL
4.3 Communicate with
4.2 Communicate basic information
CONTENT STANDARD appropriate language form and
intelligibly for a range of purposes in
style for a range of purposes in
print and digital media
4.3.1 Use capital letters ,full

LEARNING STANDARDS stops , question marks , commas
4.2.3 Narrate factual events and
in lists and question marks
experiences of interest
appropriately in independent
writing at discourse level
SUCCESS CRITERIA /
By the end of the lesson, pupils able to write about future plans and intensions at least in 5 words independently.
OBJECTIVES
21ST CENTURY SKILLS Communication Information Social
DIFFERENTIATION
STRATEGIES
Strategy 1 : Differentiate by the task pupils are given
Pre-lesson
1.Write on board Weekend plans. Follow instructions in Pre-lesson Task 4: I’m Going To… Pupils say goals to
improve writing skills e.g. ‘I’m going to write new words about my plans’. ‘I’m going to check my
spelling/punctuation’.
Lesson delivery
2. Say your weekend plans using going to + verb, I’m not going to + verb. Pupils write two of their weekend
plans then compare with a partner. Ask for examples.
3. Pupils look at photo of Colosseum on p.85. Ask who knows what it is and if it is new or old. Say it’s an
amphitheatre about 2000 years old. Gladiators and lions fought there. Pupils do Activity 4. Follow instructions
ACTIVITIES p.99 Exercise 4 in Teacher’s Book.
4. Pupils do Activity 5, CD2.32. Say example question and knock gently on table for stressed words: where,
going, stay. Pupils repeat. Help pupils to notice that numbers 1 and 4, 2 and 3 have the same stress patterns.
5. Pupils do Activity 6, Use It!. – instructions p.99 Exercise 6 in Teacher’s Book.
6. Explain pupils are going to imagine and plan a summer holiday. They do Finished? Write on board: ‘Who
with?’ ’Where to?’, ‘Where are you going to stay?’, ‘How are you going to travel?’, ‘What are you going to
see /do/visit?’. Pupils use ideas from p.85 to help write future holiday plans. Choose pupils to read texts. Ask:
Is it an exciting holiday?
Post-lesson
7.Play “Read your friend’s mind” to review future plans.
Things for a holiday :
guidebook, insect spray , penknife , phrasebook , rucksack , shampoo , sleeping bag , soap , suitcase , sun cream ,
VOCABULARY swimming costume , tent , toothbrush , toothpaste , torch , towel , trunks , washbag , water bottle , waterproofs
Weather condition :
Cloudy , foggy , hot , icy , rainy , snowy , stormy , sunny , windy
LANGUAGE / GRAMMAR
Future plans: be going to + verb affirmative, negative, interrogative
FOCUS
love the
VALUE PAK21 TOOLS I-think Map
CCE/CE environment
CCE Language Patriotism
Student’s Book Activities 4-6 p.85
TEACHING AIDS
Teacher’s Book p.99
PERFORMANCE LEVEL Level 3 - Satisfactory ability
ASSESSMENT
Describing Teacher uses pictures description based on the topic learnt today .
pictures
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION
Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK
HOMEWORK Yes Page
English
26 Monday 20/1/2021
5
FOCUS THEME
Listening World of Knowledge

TOPIC UNIT 8 - Going away
CONTENT STANDARD 1.3 Use appropriate listening 1.2 Understand meaning in a variety
strategies in a variety of contexts of familiar contexts
LEARNING STANDARDS 1.3.1 Guess the meaning of 1.2.3 Understand with support longer
unfamiliar words from clues simple narratives on a range of
provided by other known words. familiar topics
SUCCESS CRITERIA /
By the end of the lesson, pupils able to listen and talk about weather at least in 5 words independently.
OBJECTIVES
DIFFERENTIATION
STRATEGIES Strategy 2 : Differentiate by the type and amount of supprt provided
Pre-lesson
1.Write on board ‘Weather around the world’. Pupils do Think! question at top of p.86. Follow instructions in Teacher’s Book
p.100.
Lesson delivery
2. Explain that extreme weather means really cold/hot/wet/dry. Pupils look at the four photos on p.86. Read aloud a definition of
cloudy, icy, foggy, sunny. Pupils match adjectives to one of the pictures. Pupils do Activity 1 and match the other six adjectives
to pictures. They listen to CD2.33 and check answers.
3. Show world map on board and point out India, California, Antarctica, Newfoundland. Say these places have extreme weather.
Pupils do Activity 2. Follow instructions in Teacher’s Book p.100 Exercise 2. Ask four pupils to point to each place on world
ACTIVITIES map again. Pupils say if it’s the wettest, hottest, coldest, foggiest place in the world.
4. Explain that weather scientists are called meteorologists. They study weather and predict when extreme weather can happen.
They also study climate change. Elicit any extreme weather conditions in Malaysia and when they happen. Find out if pupils
would like to be a meteorologist. Ask: Why or why not?
5. Pupils do Activity 3, CD2.34. Explain they are listening for general information about what Stephanie is going to do in
Antarctica, not specific details. Follow instructions in Teacher’s Book p.100 Exercise 3. Ask: Where on the map is Antarctica?
Where is the Arctic? Choose pupils to point to the areas on the map.
Post-lesson
6. Pupils in pairs take turns to say if they would like to be an explorer and give two reasons why or why not. Tell pupils when
they give a reason to say, That’s because… or That’s because of…
guidebook, insect spray , penknife , phrasebook , rucksack , shampoo , sleeping bag , soap , suitcase , sun cream , swimming costume ,
VOCABULARY tent , toothbrush , toothpaste , torch , towel , trunks , washbag , water bottle , waterproofs
Weather condition :
LANGUAGE / GRAMMAR
Adjectives: extreme, foggy, windy, icy, rainy, cloudy, snowy, stormy, temperature
FOCUS
love the
CCE/CE environment
CCE Science and Technology
TEACHING AIDS Teacher’s Book p. 100
A world map
ASSESSMENT
Written Teacher uses written exercise based on the topic learnt today .
exercise
Attendance :
REFLECTION Lesson is postponed due to :
Course Other :
CRK
HOMEWORK Yes Page
English
26 Monday 20/1/2021
5
FOCUS THEME
Speaking World of Knowledge

CONTENT STANDARD 2.2 Use appropriate 1.2 Understand meaning in a variety of

communication strategies familiar contexts
2.2.2 Agree a set of basic steps

LEARNING STANDARDS
1.2.5 Understand a sequence of
needed to complete short
supported questions
classroom tasks
SUCCESS CRITERIA /
By the end of the lesson, pupils able to talk about the weather at least in 5 words independently.
OBJECTIVES
DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES
and needs
Pre-lesson
1.Show world map on board. Pupils brainstorm weather words. Elicit information about the Antarctica explorer in previous lesson. Ask
different pupils to point to Antarctica, the Arctic and the South Pole on the map.
Lesson delivery
2. Pupils do Activity 4. Follow instructions in Teacher’s Book p.100 Exercise 4. Find out if pupils understand all three instructions for
the activity.
ACTIVITIES 3. Tell pupils that in previous lesson they listened to the CD for general information about the explorer. Explain that in this activity
they listen for specific details. Pupils do Activity 5, CD2.34. Follow instructions in Teacher’s Book p.100 Exercise 5.
4. Pupils in pairs do Optional Activity: Listening, CD2.34. Follow instructions in Teacher’s Book p.100.
5. Pupils in pairs do Activity 6, Use It!. First, they agree the steps they will take to do the task e.g. who starts, which questions they ask
each other, what language to use to respond e.g. Do you agree? What do you think? I’m sorry, I don’t agree. Follow instructions in
Teacher’s Book p.100 Exercise 6.
Post-lesson
6. Play “Memory Chain” to review topic language
Weather condition :
LANGUAGE / GRAMMAR
Nouns: ice, snow, temperature, research centre, seasons, in summer/winter
FOCUS
love the
VALUE PAK21 TOOLS Round robin
CCE/CE environment
CCE Science and Technology Global Sustainability
TEACHING AIDS Teacher’s Book p.100
World map
ASSESSMENT Presentation Teacher uses presentation as the assessment based on the topic learnt today .
Attendance :
REFLECTION
Course Other :
CRK
HOMEWORK Choose an item. Page

English
26 Tuesday 20/1/2021
5
FOCUS THEME
Reading World of Knowledge

3.2 Understand a variety of
4.2 Communicate basic information
CONTENT STANDARD linear and non-linear print and
intelligibly for a range of purposes in
digital texts by using
appropriate reading strategies
3.2.3 Guess the meaning of 4.2.5 Connect sentences into one or

LEARNING STANDARDS
unfamiliar words from clues two coherent paragraphs using basic
provided by title , topic and coordinating conjunctions and
other known words reference pronouns
SUCCESS CRITERIA /
By the end of the lesson, pupils able to read and make predictions about the future at least in 5 words independently.
OBJECTIVES
DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES
and needs
Pre-lesson
1.Follow instructions Teacher’s Book p.101 Warm-up.
Lesson delivery
2. Pupils do p.87, Activity 1. Follow instructions in Teacher’s Book p.101 Exercise 1. Explain you’re going to predict
things e.g. I think you’ll feel tired and happy after this lesson. I won’t be very hungry after my lunch. I think it’ll be
hot and windy tomorrow. Write on board ‘I’ll…’ ‘I won’t…’ ‘It’ll...’. Pairs make predictions using the starters.
3. Write on board ‘‘ll’, ‘won’t’. Elicit ‘apostrophe’. Ask: Which letters are missing? (wi in ‘ll, o in won’t) Pupils do
Activity 2. Follow instructions in Teacher’s Book p.101 Exercise 2. Explain we often say ‘it’ll’ when we speak and
ACTIVITIES ‘it will’ when we write.
4. Pupils do Activity 5. Say they’re going to write a paragraph with predictions about their partner and tell them to
use and, but, or to link some predictions. Follow instructions in Teacher’s Book p.101 Exercise 5.
5. Pupils do Activity 6, Use It!. Follow instructions in Teacher’s Book p.101 Activity 6. Ask: Who do you think will
be a teacher/doctor/scientist/artist/film star etc?
Post-lesson
6. Write on board: ‘I think I’ll + verb…’, ‘I won’t + verb …’. Pupils in small groups take turns to make two
predictions about their future using the sentence starters. Find out if any pupils in the group made the same
prediction.
VOCABULARY Things for a holiday :
swimming costume , tent , toothbrush , toothpaste , torch , towel , trunks , washbag , water bottle , waterproofs
Weather condition :
LANGUAGE / GRAMMAR Will’ for predicting: I/ you/ he/ she/ we/ they will / won’t + verb,
FOCUS there will / won’t + verb
love the
VALUE PAK21 TOOLS Timed pair share
CCE/CE environment
CCE Language Patriotism
Student’s Book Activities 1,2,5 and 6 p.87
TEACHING AIDS
Teacher’s Book 101
ASSESSMENT
Written Teacher uses written exercise as the assessment based on the topic learnt today .
exercise
Attendance :
Course Other :
CRK

English
26 Wednesday 20/1/2021
5
FOCUS THEME
Writing World of Knowledge

4.3 Communicate with
3.2 Understand a variety of linear and
CONTENT STANDARD appropriate language form and
non-linear print and digital texts by
style for a range of purposes in
using appropriate reading strategies
4.3.3 Produce a plan or draft of

LEARNING STANDARDS one or two paragraphs for a 3.2.2 Understand specific information
familiar topic and modify this and details of simple texts of two
appropriately in response to paragraphs or more
feedback
SUCCESS CRITERIA / By the end of the lesson, pupils able to write an email about a friend’s visit at least in 5 words in a sentence
OBJECTIVES independently and a paragraph with little guidance .
DIFFERENTIATION Strategy 4 : Differentiate by the time pupils are given to complete the
STRATEGIES task
ACTIVITIES Pre-lesson
1.Pupils answer Think! question at top of p.89. Follow instructions in Teacher’s Book p.103.
Lesson delivery
2. Pupils look at the photo of London on p.89. Point out River Thames and boats on it. Explain that
Buckingham Palace is where the Queen lives and Covent Garden is famous for markets and theatres as well
as shopping. Pupils read the email and answer questions Activity 1.
3. Pupils do Activity 2. Help them to find each Key Phrase e.g. Numbers 1 and 2 are in line 1. Follow
instructions in Teacher’s Book p.103 Exercise 2. Say: Gemma was excited her friend was coming to stay with
her. Ask: When do you get excited?
4. Pupils do Activity 4, Use it!. They read the Writing Guide and make notes for email in B Think and Plan.
Pupils write their email using sentences starters in C as support and the Key Phrases. Tell them to use going
to, will and because in D of the guide. They check their writing when finished.
Post-lesson
5. Pupils swap emails with a partner. Partner’s draw a smiley face for writing each paragraph in C in the
Guide and for each part in D. In the next lesson, pupils look at your feedback, read their email again and make
any changes.
Weather condition :
LANGUAGE / GRAMMAR be going to + verb,
FOCUS will and won’t + verb
love the
CCE/CE environment
CCE ICT Creativity and Inovation
Student’s Book Activities 1-4 .89
TEACHING AIDS
Teacher’s Book p.103
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
Attendance :
REFLECTION
Course Other :
CRK

English
26 Thursday 20/1/2021
5
FOCUS THEME
Language Arts World of Stories

TOPIC Gulliver's Travels
4.3 Communicate with appropriate
CONTENT STANDARD 5.3 Express an imaginative
language form and style for a range of
response to literary texts
purposes in print and digital media
5.3.1 Respond imaginatively

and intelligibly through 4.3.1 Use capital letters ,full stops ,
LEARNING STANDARDS
creating simple role-plays and question marks , commas in lists and
simple poems or other question marks appropriately in
imaginative responses as independent writing at discourse level
appropriate
SUCCESS CRITERIA / By the end of the lesson, pupils able to explain in imaginative responses about the poem independently or
OBJECTIVES with a little guidance.
DIFFERENTIATION
STRATEGIES
Strategy 2 : Differentiate by the type and amount of supprt provided
ACTIVITIES Pre-lesson
1.(Photocopy the pictures and labels. Cut out the jigsaw pieces along the white lines .
Lesson delivery
2. Teacher writes “My favourite panels from the graphic novel” on the board.
3. Pupils pair up and teacher asks them to choose any two panels that they like from the book and they
are going to change the panel contents (dialogue, scenery, and clothing) to suit Malaysian context.
Teacher provides assistance in creating the dialogue if necessary.
4. Teacher reminds pupils to check their punctuations.
5. Upon completion, pairs exchange their panel contents and they specifically check for any punctuation
mistakes to be corrected.
6. Once they have done the correction, pupils put their works and start taking turn
to read aloud their created dialogues while other pupils watch.
Post-lesson
7. Pupils rate each other’s products through star rating (e.g 1 star – 5 stars)
VOCABULARY Punctuations
LANGUAGE / GRAMMAR Punctuations
FOCUS
VALUE self-confidence PAK21 TOOLS Think pair share
CCE/CE
CCE Language Creativity and imagination
TEACHING AIDS Gulliver’s Travels by Jonathan Swift
Contemporary Children’s Literature Teaching Guidebook (BPK) – Graphic Novel p. 67-69
ASSESSMENT
True / False Teacher uses true-false questions as the assessment based on the topic learnt today
questions .
Attendance :
Course Other :
CRK

WEEK 26 - Unit 8 - Going Away

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DAILY LESSON PLAN CEFR

WEEK DAY DATE CLASS TIME SUBJECT

Writing World of Knowledge

4.3.1 Use capital letters ,full

HOMEWORK Yes Page

WEEK DAY DATE CLASS TIME SUBJECT

Listening World of Knowledge

HOMEWORK Yes Page

WEEK DAY DATE CLASS TIME SUBJECT

Speaking World of Knowledge

CONTENT STANDARD 2.2 Use appropriate 1.2 Understand meaning in a variety of

2.2.2 Agree a set of basic steps

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Reading World of Knowledge

3.2.3 Guess the meaning of 4.2.5 Connect sentences into one or

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Writing World of Knowledge

4.3.3 Produce a plan or draft of

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Language Arts World of Stories

5.3.1 Respond imaginatively

HOMEWORK Choose an item. Page

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