Bi Y5 TS25 Unit 0 (LP1-16)

DAILY LESSON PLAN
SUBJECT ENGLISH YEAR 5

THEME: World of Self, Family and
CLASS: 5 DELTA WEEK: 2
Friends TIME: 10.30-12.00 pm DATE: 27/3/2022
TOPIC: FREE TIME LESSON: 1 (Listening 1) DAY: Sunday
SKILL(S) FOCUS: Listening
LEARNING STANDARD
CONTENT STANDARD CODE: MORAL VALUES CCE
CODE:
Main: 1.2 Main: 1.2
Complementary: 3.2 Complementary: 3.2.1 Friendship Language
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Listen and match pictures correctly.
2. Read and fill the gaps correctly.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and match at least 5 pictures.
2. Read and fill in at least 5 blanks.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Present simple: affirmative and negative, possessive English Plus 1 Activities 1 and 2 Student’s Book p.4,
adjectives Workbook p4.
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Write ‘Free time on board. Check meaning: Is going to school free time? Are
holidays free time? Pupils stand in a circle and take turns clockwise to say a noun, _____ / _____ pupils were able to
adjective or verb about free time. Play vocabulary game to activate know ledge of achieve the learning objectives and
words learned in previous years. (21st CA) given enrichment exercise (s).
Lesson development:-
1. Pupils work in pairs to match the words with the pictures in Activity 1. Play _____ / _____ pupils were able to
the audio for students to listen and check their answers. (CD Track 1.03) Ask achieve the learning objectives with
students which of these activities they like doing. guidance and given reinforcement
2. Pupils look at words in Activity 2. Read them aloud to check meaning and exercise (s).
pronunciation. Help pupils to notice the stress in photography. Say
photograph. Can they hear the difference? _____ / _____ pupils were not able to
3. Pupils read the text in Activity 2 about a girl’s free time then with a partner, achieve the learning objectives and
guess which words go in the gaps. (HOTS) given remedial exercise (s).
4. Pupils listen to the text (CD Track 1.03) to check answers. Find out which
words they guessed correctly. TODAY’S LESSON:
Post-lesson:- Excellent
Pupils in pairs take turns to mime two hobbies each. Partners guess the hobbies. Need improvement
(CBA)
HOTS Application 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 4. (No 1-2)
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 __________________________________________________________
DAILY LESSON PLAN
THEME: World of Self, Family and CLASS: 5 DELTA
WEEK: 2
Friends TIME: 9.00-10.00 am-
DATE: 30/3/2022
TOPIC: FREE TIME 10.30- 11 am
LESSON: 2 (Speaking 1) DAY: Wednesday
SKILL(S) FOCUS: Speaking
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 2.1 Main: 2.1
Complementary: 4.2 Complementary: 4.2.1 Friendship Values
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
1. Give detailed information based to their partner correctly.
2. Write detailed information correctly.
Pupils can:
1. Give at least 5 detailed information to their partner.
2. Write at least 6 detailed information.
English Plus 1 Student’s Book Activities 3, 4 and 5 p.4, Student’s
Present simple: affirmative and negative, possessive adjectives Book Activities 1, 2, 4 p.5, Audio: 1.04, Paper to write TRUE and
FALSE
LEARNING OUTLINE ATTENDANCE
Pre-lesson:
Say some sentences about hobbies and interests. Pupils stand up if the sentence
you say is true for them. For example: You like ___. You don’t like ___. Your
favourite hobby / interest is ___.
1. Write on board numbers 1 – 9. Pupils look at sentence starters in p.4 Activity
3, then say a number for you to complete the sentence. Put a tick beside
number on board. Repeat.
2. Pupils listen to CD track 1-04 and complete sentences about people on CD.
3. Pupils do p.4 Activity 4. They write six sentences about their hobbies and
interests. (CBA)
_____ / _____ pupils were able to
4. Choose two pupils to read speech bubbles in Activity 5. Pupils work with a
achieve the learning objectives and
different partner and repeat dialogue substituting hobbies and interests with
given enrichment exercise (s).
theirs. (21st CA)
5. Pupils do p. 5 Activities 1, 2 and 4 to remind them about subject pronouns
and possessive adjectives. If time, they should check in pairs first. Teacher
_____ / _____ pupils were not able to
checks with whole class. (HOTS)
PDPR LESSON:
given remedial exercise (s).
1) Teacher shares a youtube video link for pupil’s to view on the topic of the
lesson
2) Pupils watch the video and understand the lesson.
3) Teacher provides a Google Form link for pupils to read and answer the
questions.
4) Pupils complete the google form and submit to view their scores.
5) Enrichment Task thorugh Liveworksheet is given.
6) Teacher checks’ pupils work in the class telegram group.
Post-lesson:-
Play Is it true, is it false? Pupils write in capital letters TRUE and FALSE on two
pieces of paper. They take turns to say or make up a hobby or interest that a
member of their family has. Then ask: Is it true? Is it false?
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
REFLECTION
DAILY LESSON PLAN

CLASS: 5 DELTA WEEK: 2
Friends TIME: 11-12 pm DATE: 31/3/2022
TOPIC: FREE TIME LESSON: 3 (Speaking 1) DAY: Thursday
Main: 3.2 Main: 3.2.1 Environmental
Friendship
Complementary: 2.2 Complementary: 2.2.1 Sustainability
1. read and create their own suitable dialogues.
2. keep the interaction going using their dialogues.
Pupils can:
1. Read and create at least 3 sentences based on the sample.
2. Keep the interaction going using their own dialogues.
English Plus 1 Students’ Book Activities 6, 7 and 8 p.5, Map of the
Subject pronouns
world.
LEARNING OUTLINE ATTENDANCE
Pre-lesson:
Show a map of world on board. Find out if pupils know where Europe is, then The
Czech Republic. Say the capital city is Prague. Pupils look at photo on p.5 and say
three things about the Prague houses e.g.. They’re tall. There are lots of windows.
Ask about differences between these houses and houses in Malaysia.
1. Pupils read text in p. 5 Activity 6 and choose correct subject pronouns. They
compare answers with a partner then teacher gives feedback.
2. Write on board: their friends, They’re from Prague. There is a photo of _____ / _____ pupils were able to
houses. Help pupils to notice the differences. (HOTS) achieve the learning objectives and
3. Pupils read and listen to the dialogue in Activity 7 (CD 1-05). In pairs, they given enrichment exercise (s).
read the dialogue aloud. Nominate two or three pairs to read the dialogue to
the class. (21st CA)
4. Pupils read ‘Key Phrases – Introducing people’ box. With a different partner, _____ / _____ pupils were not able to
substitute the words in blue in the dialogue with their own names and achieve the learning objectives and
hobbies and read it aloud. Encourage pairs to memorize the dialogue and given remedial exercise (s).
choose pairs to perform it. (CBA)
PDPR LESSON: TODAY’S LESSON:

Excellent
1) Pupils are given task to complete through liveworksheet. Need improvement
2) Pupils complete the task and submit through email.
3) Teacher checks pupils’ work and provides feedback
Post-lesson:-
Play spot the difference. Change 5–6 words in reading text in Activity 7 e.g. Jack-
Joe; Not bad – Not good; friend – sister; is into – isn’t into etc. Read the changed
text aloud and pupils put up their hands when they hear a wrong word.
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Presentation
Pupils do the activities with teacher’s Worksheet for reinforcement./ Worksheet for enrichment.
REFLECTION
DAILY LESSON PLAN TS25

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: FREE TIME LESSON: 4 (Writing 1) DAY: Sunday
SKILL(S) FOCUS: Writing
Main: 4.2 Main: 4.2.4 Creativity and
Friendship
Complementary: 2.2 Complementary: 1.2.4 Innovation
1. describe objects in their self-drawn picture correctly.
2. understand the sequence of instructions and draw the objects.
Pupils can:
1. describe at least 3 objects by writing sentences
2. listen and draw at least 3 objects.
Prepositions of place English Plus 1 Activities 1-5 p.6, Audio: 1.06 and 1.07
Pre-lesson:
Brainstorm classroom objects on board. Draw a mind map with classroom objects
written in centre. Pupils classify the objects into groups e.g. furniture, electric
things, things for writing/ reading, things for the wall.
1. Pupils do Activity 1. Ask which word is the most difficult to spell (dictionary).
2. Pupils focus on the pictures in Activity 2. Teacher reads out each preposition
in turn and elicit the meaning. Pupils fill in the gaps and listen to the audio
(CD 1.06) to check their answers.
achieve the learning objectives with
3. Pupils in pairs do memory test in Activity 3. They look at sentences in Activity
guidance and given reinforcement
2 again for one minute, close their books and write down as many sentences
exercise (s).
as they can remember. Ask: who can remember 3, 5, 7, more than 7
sentences? (21st CA)
4. Pupils do Activity 4. They draw a desk and write sentences to describe what’s
on the desk. Swap with a partner and check if any of the objects and
sentences are the same. (HOTS)
5. Pupils works in pairs. Pupils listen to partner describing their pictures and
draw what they hear.
TODAY’S LESSON:
Post-lesson:-
Excellent
Refer pupils to the pictures again and says: The laptop is under the desk. Ask if the
Need improvement
sentence is true or false. Pupils write three false sentences about the objects in
the pictures. Then, in pairs pupils read their sentences to each other and correct
them. (CBA)
guidance. Workbook page 6.
REFLECTION

THEME: World of Self, Family and CLASS:
WEEK: 5
Friends TIME:
DATE:
TOPIC: Poem - The Tooth LESSON: 5 (Language
DAY: Sunday
SKILL(S) FOCUS: Language Art Art 1)
Friendship
1. Guess the meaning of words based on pictures from the poem.
2. Explain whether they like the poem using their own words.
Pupils can:
1. Guess at least 2 meaning of the words given using suitable gestures.
2. Give 1 or more explanations on whether they like the poem or not in their own words.
Anthology of Poems: Page 18, Contemporary Children’s
Verbs (Past Tenses)
Literature Teaching Guidebook – Poetry
Pre-lesson:
Pupils revised parts of the body by singing a song. (Head, shoulder, ….song) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Teacher introduces the poem. Pupils discuss the corresponding images on given enrichment exercise (s).
the page. Ask pupils to read the poem silently.
2. Divide pupils to a smaller group and provide them with number cards (1 and _____ / _____ pupils were able to
2) to group them according to the stanzas. (21st CA) achieve the learning objectives with
3. Each group has to guess the meaning of the verbs from the assigned stanza guidance and given reinforcement
(Stanza 1: jiggled, jaggled, jerked and Stanza 2: pull, pushed, poked) by exercise (s).
looking at the pictures of the poem and words that they know (pull & push =
may be familiar). _____ / _____ pupils were not able to
4. Each group acts out their stanza based on their guesses of the verbs. (CBA) achieve the learning objectives and
5. Pupils create their own to write a goodbye note / letter to their tooth that given remedial exercise (s).
fell out. (HOT)
Post-lesson:- TODAY’S LESSON:
Teacher poses a question “What do you want to do if your tooth is loose?” and Excellent
pupils perform their possible actions based on their imagination. Need improvement
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
Main: 1.1 Main: 1.1.1
Complementary: 3.2 Complementary: 3.2.1 Friendship Values
1. Listen and responds correctly.
2. Read the dialogues and discuss.
Pupils can:
1. Listen and respond with at least 1 appropriate answer.
2. Read and complete the table in Activity 4 correctly.
Present simple: affirmative and negative, possessive adjectives English Plus 1 Activities 1 – 4 p.7, Audio: 1.08
Pre-lesson:
Pupils stand in a circle. Choose a pupil to start the game and point to her / his
desk and say ‘That’s ___’s desk.’ Pupils take turns to say name of pupil standing
next to them and something in the classroom that belongs to them. That’s __’s
___. (21st CA)
1. Ask pupils to read the examples 1 and note the position of the possessive ‘s.
Read through the rules with the class and elicit the correct answers.
2. Pupils do p.7 Activity 2 then in pairs take turns to say the phrases.
3. Tell pupils they are going to hear two people talking on a phone. Read the
exercise (s).
three sentences in Activity 3 aloud.
4. Pupils listen for the correct words at end of these sentences. Play CD 1-08.
Can they find another word with ‘s’ at the end that has the sound /z/?
(speakers) (HOTS)
5. Pupils read and complete the table in Activity 4. In pairs they take turns to
listen and respond to their partner’s 3 questions about places: Am I __? Are
you __? Is (classmate’s name) __? (CBA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Pupils in groups place some of their personal classroom objects in middle of a
Need improvement
desk or table. They take turns to say: That’s (name of pupil) _______’s (noun) ___.
If they are correct, they give the object back to the pupil who owns it.
HOTS Application 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Workbook
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: FREE TIME LESSON: 7 (Speaking 2) DAY: Sunday
Main: 2.1 Main: 2.1.1
1. Give detailed information based to their partner correctly.
2. Write detailed information correctly.
Pupils can:
1. Give at least 5 detailed information by answering their friends’ questions.
2. Write at least 6 questions to ask their friends.
Present simple: affirmative and negative, possessive adjectives English Plus 1 Activities 5 & 6 p.7
Pre-lesson:
Write on board: Where are you in the classroom? Write: near, between, opposite
and next to in a vocabulary box. Elicit sentences from pupils to describe their
position in the classroom e.g. I’m near / I’m not near the door. I’m between __’s _____ / _____ pupils were able to
desk and ___’s desk etc. achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Pupils complete the questions with the correct words in Activity 5. While
they are asking the questions to their partner, pupils write down how many _____ / _____ pupils were able to
sentences have ‘Yes’ answers and how many ‘No’. Find out the total of yes achieve the learning objectives with
and no answers. (21st CA) guidance and given reinforcement
2. Pupils look at the table with person, city and place in Activity 6. Check if they exercise (s).
know which countries Rio, New York, London and Cairo are in. Show pictures
of the people and elicit information about them: Lionel Messi is a footballer, _____ / _____ pupils were not able to
Taylor Swift is a singer, Kristen Stewart is an actor and Robert Downey Junior achieve the learning objectives and
is an actor. (HOTS) given remedial exercise (s).
3. Pupils work in pair. Pupils look at the pupils and place then choose a person.
Then ask questions to find out their partner’s information. Remind pupils to TODAY’S LESSON:
choose different people, different cities and different places. (CBA) Excellent
Post-lesson:- Need improvement
Who am I? Sit on a seat at front of class. Tell pupils you are a famous Malaysian
person. They ask questions starting with ‘Are you…’ to find out who you are.
HOTS Application 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION
CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: FREE TIME LESSON: 8 (Reading 2) DAY: Sunday
SKILL(S) FOCUS: Reading
Main: 3.2 Main: 3.2.2
1. Read and match the adjectives
2. Write sentences about things in their bag.
Pupils can:
1. Read and match at last 4 antonyms correctly.
2. Write at least 3 sentences using the adjectives.
Adjectives English Plus 1 Activities 1 and 2 p.8, Audio: 1.09, Workbook p8
Pre-lesson:
Write on board: big ←→small, fast ←→slow with symbol to show they’re
opposites. Elicit animals that are big, small, fast, slow. Are any animals small and
slow? (snail) Big and fast? (cheetah). Explain these words are adjectives. They
describe things.
1. Pupils read adjectives in p.8 Activity 1. Explain they are going to read a text
with 8 adjectives in blue. They read and listen (CD 1-09). With a partner, they
match blue words with their opposites in the box. (21st CA)
exercise (s).
2. Pupils read text again. Pupils answer questions about the three children in
Activity 2. Check answers.
3. Pupils read text again and write three sentences about things in their bag
starting with: I’ve got ___ and using an adjective from Activity 1. (CBA)
4. Pupils in pairs swap sentences and find adjectives in their descriptions. Are
they the same or different from their partner’s adjectives? (HOTS)
Post-lesson:- TODAY’S LESSON:
Pupils in groups of three, take turns to ask and answer the questions: What have Excellent
you got in your pocket / on your desk / under your bed? They include an adjective
Need improvement
in their answer e.g. I have a small notebook in my pocket.
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
REFLECTION

THEME: World of Self, Family and CLASS: WEEK: 5
TIME:
Friends DATE:
LESSON: 9 (Writing 2) DAY: Sunday
TOPIC: FREE TIME
Main: 4.2 Main: 4.2.4
Complementary: 2.1 Complementary: 2.1.5 Friendship Financial Education
1. Describe places or objects correctly.
2. Describe objects correctly.
Pupils can:
1. Write at least 3 sentences based on the adjectives and the key phrases given to describe the places and objects in the textbook.
2. Describe at last 2 objects they have got and haven’t got.
Adjectives e.g. popular, interesting; Verb: have got English Plus 1 Activities 1 and 2 p.8, Audio: 1.09, Workbook p8
Pre-lesson:
Write ‘Adjectives’ in centre of a mind map. Elicit adjectives from previous lesson and write
them around mind map. Pupils tell you any opposite adjectives on the board.
Lesson development:- _____ / _____ pupils were able to
1. Write: very, really, quite on board. Model sentences with words in context e.g. I’m
very / really interested in music. Ask: What kind of words go after very, really, quite?
(HOTS)
2. Read through the key phrases with the class. Point out the different of adverbs of _____ / _____ pupils were able to
degree. Pupils write eight sentences using the adjectives and key phrases individually. achieve the learning objectives with
Pupils memorise two of their sentences then in pairs tell each other. (CBA) guidance and given reinforcement
3. Draw a table on board with headings TV programmes, Places, People and Games or exercise (s).
Films. Elicit sentences from pupils and write on board the programmes, places etc.
they mention under each heading. Which are the most popular in each of the four _____ / _____ pupils were not able to
groups?
4. Pupils re-read text from p.8 Activity 1, which they did in previous lesson. They find
examples of: has got, have got, hasn’t got and haven’t got. Choose pupils to give given remedial exercise (s).
examples and to say if they are from Paul’s, Ben’s or Maria’s text or from Activity 2.
5. Read the table in p.9 Activity 3 with pupils then they complete it.
TODAY’S LESSON:
Post-lesson:- Excellent
Pupils in groups of three, take turns to ask and answer the questions: What have you got in Need improvement
your pocket / on your desk / under your bed? They include an adjective in their answer e.g. I
have a small notebook in my pocket.
HOTS Analysis 21st CA Pair / Group Discussion
guidance. Workbook page 8
REFLECTION


THEME: World of Self, Family and CLASS:
WEEK: 5
Friends TIME:
DATE:
TOPIC: Poem - This Tooth LESSON: 10 (Language
DAY: Sunday
SKILL(S) FOCUS: Language Art Art 2)
Friendship
1. Create a mask based on the poem.
2. Narrate a short personal story about tooth falling.
Pupils can:
1. Create a simple mask of a person with a loose tooth.
2. Narrate a short personal story about tooth falling using at least 5 sentences.
Anthology of Poems: Page 18, Contemporary Children’s
Connectors: first, next, finally
Literature Teaching Guidebook – Poetry
Pre-lesson:
Pupils share what they remember about the poem. Ask pupils to go through the _____ / _____ pupils were able to
poem. achieve the learning objectives and
1. Tell pupils that they are going to create a mask and tell their story about the
falling tooth in groups.
2. In group, pupils discuss on how to create the mask. (21st CA)
3. Teacher encourages pupils to use connectors (first, next and finally) in their
exercise (s).
story so that it is easier to narrate it.
4. Provide time for pupils to create the mask of a person with a loose tooth
(either boy or girl) and their story based on their imagination and creativity.
(HOTS)
5. Then, pupils take turn to narrate their story. (CBA)
Post-lesson:-
TODAY’S LESSON:
Pupils take notes on one of the memorable stories presented by their friends on a
Excellent
piece of paper.
Need improvement
HOTS Creation 21st CA Share Experiences
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION


CLASS: WEEK: 5
Friends TIME: DATE:
Main: 1.2 Main: 1.2.5
Complementary: 3.2 Complementary: 3.2.3 Respect others Patriotism
1. Listen and answer questions correctly.
2. Guess the meanings of unfamiliar words in the text.
Pupils can:
1. Listen and answer at least 2 questions correctly.
2. Read and match at least 3 countries correctly.
English Plus 1 Activities 1 and 2 p.10, Activities 1 and 2 p.11, Audio:
Nationalities and asking questions 1.11, World map as an image or poster, Flash cards to hold up with
Where? What? Who? on them, Workbook p10.
Pre-lesson:
Pin world map on board as support for warm-up. Choose a pupil to point to
Malaysia on map. Put pupils into pair and give them one minutes to write as many
countries in English as they can. See which pair wrote the most countries
correctly.
1. Pre-teach ‘globe’. Pupils in pairs do p.10 Activity 1. Say country names again
and pupils repeat. Which countries sound similar in English and Malay (or
other languages pupils know)?
2. Play a word game with the six blue words in quiz, Activity 2: Say: Listen then
exercise (s).
find the blue word. e.g. What is something we wave on special days. What
word means a person is very good and really popular? (21st CA)
3. Pupils do Activity 2. Help pupils to notice endings of nationalities by writing -
ish, -an -ian, -ese on board. (HOTS)
4. Hold up three flash cards (Where? What? Who?) and elicit examples of
questions that start with these question words. Pupils do p.11 Activity 1.
Check answers. Pupils do Activity 2 (CD1.12)
TODAY’S LESSON:
5. Pupils read key phrases in Activity 3. They listen to (CD1.12) again. With a
Excellent
different partner, they complete the five sentences. Check answers. (CBA)
Need improvement
Post-lesson:-
Pupils sit in a circle and take turns to ask a Where, What and Who question.
HOTS Analysis 21st CA Games
guidance. Workbook page 10 & 11.
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: FREE TIME LESSON: 12 (Speaking 3) DAY: Sunday
Main: 2.1 Main: 2.1.1
Complementary: 4.3 Complementary: 4.3.2 Respect others Patriotism
1. Give detailed information based to themselves.
2. Spell words in their quiz correctly.
Pupils can:
1. Give at least 3 detailed information based on ’who’, ’what’ and ’where’.
2. Spell at least 80 % of the words in their quiz correctly.
English Plus 1 Activities 2 p.10, Activities 3 and 4 p.11, Audio: 1.11,
Question words and nationalities (adjectives) World map as an image or poster, Flash cards to hold up with
Where? What? Who? on them.
Pre-lesson:
Write: Where, What, Who in circles on board. Say sentences about yourself.
Pupils say which question word matches each sentence. For example, I’m your
teacher. (Who + are you?) I live in a city in Malaysia. (Where + do you live?) I like
watching films and running. (What + are your interests?) Write these on board.
1. Pupils in pairs take turns to say three sentences about where they live, what
and who they like. Partners match sentences with a question (Where, What
or Who). (21st CA)
2. Pupils look at the six photos on p.10 again. In pairs they choose two photos
exercise (s).
each and say sentences about them using Key phrases from Activity 3. I think
that’s … I’m not sure that’s…. I don’t know where / what / who that is.
3. Tell pupils they are going to write a group quiz. Pupils do p.11 Activity 4 Use
It! Put pupils into small groups to write five more quiz questions. (CBA)
4. Each group chooses their ‘best’ question and one pupil write it on paper.
Display questions on a wall with a heading e.g. Can you answer our
questions? (HOTS)
TODAY’S LESSON:
Post-lesson:-
Excellent
TEST YOUR MEMORY – Pupils see the textbook picture or your chosen picture on
Need improvement
p10. Give them 1 minute to look at the picture and remember the meaning of the
words.
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Quiz
guidance. Workbook page 10 & 11.
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: FREE TIME LESSON: 13 (Reading 3) DAY: Sunday
SKILL(S) FOCUS: Reading
Information and
Main: 3.3 Main: 3.3.1
Complementary: 4.3 Complementary: 4.3.1 Respect others Communication
Technology
3. Read a digital text.
4. Use capital letters, full stops, commas and conjunctions correctly in sentences.
Pupils can:
1. Read and identify at least 2 characteristics of an email address correctly.
2. Write at least 2 sentences using each conjunction, capital letters, full stops and commas correctly.
English Plus 1 Activities 5-7 p.11, Audio: 1.12, Three cards for each
Questions: conjunctions and, but, or
group with and, but, or on them to hand out to pupils at step 6.
Pre-lesson:
Write ‘email’ on board. Explain what an email is. Ask questions to find out who
writes emails, who they send the emails to, who they get emails from. Do pupils
like reading and writing emails?
1. Pupils do p.11 Activity 5. Explain the words in blue in the email are called
conjunctions. They compare answers with a partner. Check with class. Ask:
What question was easy / difficult? Is Beth’s email easy / difficult to read?
2. Explain the words and, but, or in blue in the email are called conjunctions.
Write on board e.g. I like cheese ___ I like ice cream. I like cheese ___ I don’t
like ice cream. Would you like cheese __ ice cream!? Pupils say which
conjunction is missing in the sentences (and, but or). (HOTS)
3. Pupils do Activity 6. Pupils work in pairs to look at the sentences and discuss
when there is a comma. Discuss the answer with the class. (21st CA)
4. Pupils do Activity 7. In pairs, they compare sentences and check if they have _____ / _____ pupils were able to
the same conjunction. Check answers. Ask: Which sentence has a comma? achieve the learning objectives and
(CBA) given enrichment exercise (s).
Post-lesson:-
Pupils in small groups place their three conjunction cards face down on a desk.
They take turns to turn over a card and say something about themselves using the
conjunction on the card. They mix up the cards then repeat activity.
exercise (s).
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: FREE TIME LESSON: 14 (Writing 3) DAY: Sunday
Main: 4.2 Main: 4.2.1
Complementary: 2.3 Complementary: 2.3.1 Respect others Language
1. Give detailed information about themselves in an email
2. Share a short introduction about themselves.
Pupils can:
1. Write an email with at least 4 correct sentences using the details from their fact file.
2. Tell their partners about themselves based on their fact file.
Conjunctions and, but, or English Plus 1 Activities 8 p.11, Workbook p11.
Pre-lesson:
Write ‘International Friends’ on board and elicit information about the email from previous _____ / _____ pupils were able to
lesson e.g. Who is the email from? How old is she? Where does she live? (HOTS) achieve the learning objectives and
1. Write a fact file on board. Pupils complete it individually before writing email.
 Name:
 Age:
 Brothers and sisters:
 School:
 Into:
 Interested in:
 Speaks:
After completion, pupils compare information with a partner.
2. Pupils use notes from fact file and Key Phrases from Activity 8 to write an email. When
finished, they check if email has: a start; all the information from fact file; some
conjunctions (and, but, or); a question; an end. (CBA) given enrichment exercise (s).
3. Pupils swap emails with a partner and read them. They put a smiley face if email has
features in Step 3; a smiley face if it has Key phrases; a smiley face if they like the _____ / _____ pupils were able to
email. (21st CA)
Post-lesson:- guidance and given reinforcement
Post-lesson 1 Spot the Difference! Prepare email in Activity 5 so there are 5–6 mistakes. exercise (s).
Read it aloud. Pupils put hands up hands when they hear a mistake and correct it. How
many words did they spot and correct accurately? _____ / _____ pupils were not able to
REFLECTION

CLASS:
THEME: World of Stories WEEK: 5
TIME:
TOPIC: Cats LESSON: 15 (Language
DATE:
SKILL(S) FOCUS: Language Art DAY: Sunday
Art 3)
Respect others
1. Explain why they like or dislike the poem.
2. Listen and write details about poems.
Pupils can:
1. Explain using at least one appropriate sentence why they like or dislike the poem.
2. Listen and write down at least details of poem about 3 peers correctly.
Anthology of Poems: Page 18, Contemporary Children’s Literature
Verbs (continuous tense)
Teaching Guidebook – Poetry
Pre-lesson:
Teacher draws outlines of pet animals (e.g. a cat, fish, dog, etc.) and lets pupils _____ / _____ pupils were able to
predict the animal groups (answer: pets) (HOTS) achieve the learning objectives and
1. Introduce the poem. Discuss the corresponding images on the page.
2. Divide pupils to four big groups and each group is assigned to a stanza. _____ / _____ pupils were able to
3. Each group has to read the stanza and the other three groups’ members achieve the learning objectives with
have to individually point to the corresponding picture (read: scratching the guidance and given reinforcement
gate, others: point at the gate in the book). (CBA) exercise (s).
4. Teacher informs pupils that they have to think of possible suggested actions
based on the cats’ actions.
5. Pupils pair up and think of their possible actions.
6. Teacher conducts ‘Hot Seat’ activity where each pair comes in front. Others
can choose the four cats’ actions (scratching the backdoor, scratching the
gate, scratching the bee-hive or napping on a chair) and ask questions (e.g.
Do you like it? What do you want to do?) (21st CA)
Post-lesson:-
Pupils look at the pictures on the poem for a minute and then, teacher asks them
to close it. Teacher gives a few statements and pupils have to nod or shake their
head to show whether the statement is true or false.
HOTS Analysis 21st CA Hot Seating
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: FREE TIME LESSON: 16 (Language Awareness 1) DAY: Sunday
SKILL(S) FOCUS: Language Awareness
Main: 2.2 Main: 2.2.1
Complementary: 1.2 Complementary: 1.2.2 Respect others Values
1. Read and answer the questions.
2. Produce a plan or draft of one or two paragraph for a familiar topic and modify this appropriately in response to feedback
Pupils can:
1. Complete the dialogue with the correct forms of have got in Activity 4.
2. Role play the new dialogues.
English Plus 1 Activities 1, 2, 4, 5 p.9, Audio 1.10, Assessment
This, that, these, those and have got
Worksheet (1)
Pre-lesson:
With the book closed, hold up a pencil dan say: This pen is (blue). Ask a student at _____ / _____ pupils were able to
the back of the class to hold up a pen. Say: That pen is (black). Elicit the meaning if achieve the learning objectives and
this and that. given enrichment exercise (s).
1. Pupils look at the four drawings and identify differences between the use of
this, that, these, those. Pupils answer Activity 2 in their exercise book.
2. Pupils in pairs place 6 classroom objects on a desk. One object on its own and
two or three objects near the front of desk; one object and two or three
objects at the back of desk. Pupils stand up and take turns to say either: This
__ is near us. That __ isn’t near us. These __s are near us. Those __s aren’t
near us. (21st CA)
3. Pupils complete the dialogue with the correct forms of have got in Activity 4.
Pupils then listen to CD1-10 and check. (HOTS) _____ / _____ pupils were able to
4. Pupils work in pair for Activity 5. Pupils look at the mini-dialogue. Pupils achieve the learning objectives with
prepare and practice new dialogues then role play. (CBA) guidance and given reinforcement
Post-lesson:- exercise (s).
Ask pupils to think about their learning and performance in this unit. They then
complete the self -assessment worksheet given. Collect the worksheets from _____ / _____ pupils were not able to
pupils and review them to note pupils’ responses. If there are any areas of achieve the learning objectives and
concern, prepare a review of these in upcoming lessons. given remedial exercise (s).
HOTS Analysis 21st CA I See, I Think, I Wonder
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

Bi Y5 TS25 Unit 0 (LP1-16)

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