9.4 Bi Y5 TS25 Unit 3 (LP53-70)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 5

THEME: World of Knowledge CLASS: WEEK: 1
TOPIC: 3: WILD LIFE TIME: DATE: 13/3/2023
SKILL(S) FOCUS: Listening LESSON: 53 (Listening 10) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.2 Kindness and
Language
Complementary: 2.2 Complementary: 2.2.1 obedience
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. Listen and understand details from longer simple text.
2. Keep interaction going in short exchanges.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and choose at least 3 correct animals for the conversations.
2. Use keep interaction going in short exchanges during the game.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Nouns: wolf, ostrich,
English Plus 1 Student’s Book Activities 1– 4 p.32–33
scorpion, rat, octopus; Verb + prep.: looks like, sounds like
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Write ‘Wild life’ on board. Explain pupils are going to learn about wild animals
from around the world.
Lesson development:-
_____ / _____ pupils were able to
1. Pupils do Activity 1, CD1.28. Teacher explains that pupil will listen to audio 1-
achieve the learning objectives and
28 and decide which animal is correct for each conversation (M). Audio will
given enrichment exercise (s).
be paused for each conversation to check answers (L). Pupils do the activity.
(HOTS)
2. Explain that pupils are going to read Key Phrases used when guessing or
achieve the learning objectives with
identifying something. Say: looks like, sounds like. Pupils repeat. They do
guidance and given reinforcement
Activity 2. Play CD1.28 again. In pairs (A and B), pupils choose elephant, frog
exercise (s).
or dog (not identified from CD). They take turns to make its sound or draw a
picture. Pairs use Key Phrases to identify partner’s animal. A says Key Phrase
_____ / _____ pupils were not able to
B says 2, 3 or 4, and 5. Then they swap. Choose pairs to say dialogue aloud.
3. Pupils do Activity 3, CD1.29. Follow instructions in Teacher’s Book p.46, Ex. 3.
given remedial exercise (s).
4. Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check
meaning of vocabulary in Activity 4 box. Pupils in four teams do Activity 4,
TODAY’S LESSON:
CD1.30. (CBA)
Excellent
Post-lesson:-
Need improvement
Play a science sorting game. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on
board. Give example and ask: Which words are similar? (mamalia, reptilia). Pupils
in small groups classify animals from Activity 4 according to category. (21st CA)
HOTS Analysis 21st CA Games
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 28
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: 54 (Speaking 10) DAY: Monday
Main: 1.2 Main: 1.2.2 Kindness and Science and
Complementary: 2.2 Complementary: 2.2.1 obedience Technology
1. Describe animals using suitable questions.
2. Guess at the meaning of words in the text with teacher’s guidance or clues.
Pupils can:
1. Describe an anima using at least 3 suitable questions.
2. Guess the meaning of words in the text with at least 2 clues.
Present simple tense interrogatives: Does it, Has it got, How many,
English Plus 1 Student’s Book Activities 5, 6, 7 p.33
What colour/ size is it? What type of animal is it?
Pre-lesson:
Pupils in pairs brainstorm animals from previous lesson. Can they remember 10/
15 / 20 animals? Pupils open books and check with animals in Activity 4 p.32.
1. Pupils do Activity 5. Ask: Which animal is easy to identify? Which is difficult?
Pupils indicate with a show of hands.
2. Pupils do Activity 6. They guess meaning of land, wings and tail. They should
remember live, water and legs from previous levels. Ask: Which animal is it?
(crocodile) (HOTS)
3. Write question starters on board: Does it…? Has it got…? How many…? Is it
exercise (s).
___- er than a / an…? What colour/size …? Pupils do Activity 7. (CBA)
4. Draw Venn diagram on board with ‘water’ above right circle and ‘land’ above
left. Explain that pupils put animals into different groups: water, land, or
water and land. Hand out worksheet to pairs of pupils. Explain science words
are often put in diagrams.
5. Pupils do ‘Finished?’ Check by asking: Do you agree ___ lives in
TODAY’S LESSON:
water/land/water and land?
Excellent
Post-lesson:-
Need improvement
Pupils draw a Venn diagram with ‘fly’ above left circle and ‘swim’ above right. In
pairs they classify animals in three parts of the diagram. (21st CA)
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

SKILL(S) FOCUS: Reading LESSON: 55 (Reading 10) DAY: Monday
Main: 3.2 Main: 3.2.3 Environmental
Respect others
Complementary: 3.3 Complementary: 3.3.1 Sustainability
1. Guess the meaning of unfamiliar words.
2. Read and share their thoughts.
Pupils can:
1. Guess the meanings of at least 2 words correctly.
2. Read the text and share at least one personal opinion.
Superlative adjectives:
English Plus 1 Student’s Book Activities 1–3 p. 34
ugliest, rarest, most beautiful, common, interesting, colourful
Pre-lesson:
Pre-lesson Task 1: ABCs, and adapt by using animal names.
1. Pupils do Think! at top of p.34. Ask: Is there another animal you think is ugly? _____ / _____ pupils were able to
2. Write on board: protect, species, become extinct, danger, help, rare. Pupils achieve the learning objectives and
use dictionaries or explain the meanings. Pupils do Exercise 1. given enrichment exercise (s).
3. Pupils do Exercise 2. Check with a partner. (HOTS)
4. Pupils do Activity 3: They guess meanings of words in blue from the context, _____ / _____ pupils were able to
and then check with a partner. If there are any words they are unsure of, achieve the learning objectives with
they can use a dictionary or other resource. Pupils now use dictionaries to guidance and given reinforcement
check ‘common’ and ‘dull’. Ask: Which word in blue is the opposite of dull? exercise (s).
(colourful). Also, check they remember the meaning of. ‘rare’ (from Activity
2). _____ / _____ pupils were not able to
5. Pupils read text again and say the two words that come before beautiful, achieve the learning objectives and
interesting, common and colourful (the most). They find the word before given remedial exercise (s).
ugliest, rarest, biggest, weirdest (the). Ask pupils if they enjoyed reading the
text and why. (CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Pupils in small groups agree on the three most beautiful and the three most Need improvement
colourful animals they know. Do pupils know if any of the animals are in danger of
extinction? (21st CA)
HOTS Analysis 21st CA Pair / Group Discussion
REFLECTION

SKILL(S) FOCUS: Writing LESSON: 56 (Writing 10) DAY: Monday
Respect others
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
1. Spell a range of high-frequency words accurately in independent writing
2. Describe people, places and objects using suitable statements
Pupils can:
1. Spell at least 5 adjectives correctly.
2. Describe animals or places using at least 2 suitable adjective in sentences.
Comparative and English Plus 1 Student’s Book Activities 1–4 p.35 (text on
Superlative adjectives: e.g. weirder, weirdest, rarer, rarest p.34 for Activity 2 p.35)
Pre-lesson:
Pupils brainstorm adjectives to describe animals.
1. Pupils do p.35 Activity 1.
2. Pupils look at text on p.34 again and do Activity 2. They compare answers
with a partner. Check answers. How quickly did pupils find the words?
3. Show map of Canada on board. Point out the Rocky Mountains. Explain there
are many very big National Parks with lots of wild animals in the mountains.
Write on board: ‘hot’, ‘cold’, ‘high’, ‘good’, ‘beautiful’, ‘interesting’. Pupils do
exercise (s).
Activity 3. Choose pupils to go to board and write the superlative of the
adjectives. Help pupils to notice double ‘t’ in ‘hottest’. Write ‘big’ on board.
Ask: How do you spell biggest? (HOTS)
4. Pupils do Activity 4. Read study strategy aloud to whole class. Pupils write
sentences with superlative forms using words in both boxes. They compare
with a partner. Choose pupils to read sentences to whole class. (CBA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Pupils in small groups write three or four sentences about Malaysia using
Need improvement
superlative adjectives and ideas from text about Canada. (21st CA)
HOTS Analysis st
21 CA Pair / Group Discussion
REFLECTION

THEME: World of Stories CLASS:
WEEK: 1
TOPIC: And Something Weird TIME:
DATE: 13/3/2023
Happened LESSON: 57 (Language
DAY: Monday
SKILL(S) FOCUS: Language Art Art 10)
Main: 5.3 Main: 5.3.1 Creativity and
Friendship
Complementary: 3.2 Complementary: 3.2.2 Innovation
1. Respond by performing a simple role-play based on a favourite part.
2. Read and transfer information from the text to the worksheet.
Pupils can:
1. Read and transfer at least 4 information from the text to the worksheet correctly.
2. Create and perform a simple role-play based on a favourite part from chapter 2 or 3.
And Something Weird Happened by Pamela Rushby
True and false statements Contemporary Children’s Literature Teaching
Guidebook (BPK)– Short Stories
Pre-lesson:
Teacher reads a sentence and pupils have to sit down if the sentence is false and
stand up if the sentence is correct (e.g. Yuki was playing basketball – False). _____ / _____ pupils were able to
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) achieve the learning objectives with
3. Teacher instructs pairs to read Chapter 2 and Chapter 3 of the book and they guidance and given reinforcement
need to verify their guesses. (21st CA) exercise (s).
4. Upon completion, teacher informs pupils that they need to choose any
statements to be acted out in front. _____ / _____ pupils were not able to
5. Pairs act out their chosen statement and others will guess whether it is true achieve the learning objectives and
or false (make sure most of the pairs have the opportunities to act out). given remedial exercise (s).
(CBA)
Post-lesson:-
Pupils rewrite the false statements to become true statements. TODAY’S LESSON:
Excellent
HOTS Evaluation st
21 CA Make Predictions
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION

SKILL(S) FOCUS: Listening LESSON: 58 (Consolodation 5) DAY: Sunday
Main: 1.2 Main: 1.2.1
Complementary: 2.2 Complementary: 2.2.1 Respect others Language
1. Listen and match the key phrases.
2. Keep interaction going in short exchanges by using suitable questions.
Pupils can:
1. Listen and match at least 4 key phrases correctly.
2. Keep the interaction going by asking and answering at least 4 questions correctly.
Questions: Do you want
English Plus 1 Student’s Book Activities 2–5 p.94
to…? Is it (adjective)? Where are you now? How are you?
Pre-lesson:
Pre-lesson Task 8: Predict the Content. Use photo on Student’s Book p.94 to do _____ / _____ pupils were able to
the task. Also ask: Where is Holly? achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Pupils do Activity 2, CD3.08. They compare predictions in Step 1 with
information in the dialogue. Ask: Which word in blue is almost the same in _____ / _____ pupils were able to
English and in Malay? (aquarium/akuarium). What is different? (focus on achieve the learning objectives with
spelling and pronunciation). Check pupils’ answer about the animal Holly guidance and given reinforcement
likes best. exercise (s).
2. Pupils do Activity 3, CD3.08. Check answers with the class. (HOTS)
3. Pupils in pairs do Activity 4, CD3.09. To check understanding, say some _____ / _____ pupils were not able to
true/false sentences e.g. Anna and Steve are in an aquarium. (F) Steve is with achieve the learning objectives and
a friend. (T) Anna says see you later. (F) Pupils practise the dialogue. Choose given remedial exercise (s).
pairs to repeat dialogue to whole class. (21st CA)
4. Pupils with a different partner do Activity 5. (CBA)
Post-lesson:-
Write on board ‘aquarium’ and ‘skateboard park’. Pupils in small groups say if
TODAY’S LESSON:
they like going to these places and give a reason for their answer. They say other
Excellent
places they like going to with friends or family.
Need improvement
REFLECTION

Main: 1.2 Main: 1.2.5 Science and
Respect others
Complementary: 3.2 Complementary: 3.2.4 Technology
1. Listen and match at least 4 key phrases correctly.
2. Use dictionaries to check meanings.
Pupils can:
1. Listen and complete at least 4 questions correctly.
2. Use dictionaries to check meanings of words.
Modal auxiliary verbs:
English Plus 1 Student’s Book Activities 1–4 p.36
can (positive use) can’t (negative use) for ability
Pre-lesson:
Brainstorm fast-running and slow-moving animals. Write on board in two
columns. Ask: Which is the fastest land animal? (cheetah) Which is the slowest
land animal? (sloth) Show photos of a cheetah and a sloth. (21st CA)
1. Pupils in pairs do Activity 1, CD1.33. Read verbs in box aloud but not ‘kill’ and _____ / _____ pupils were able to
‘survive’. Pupils mime actions. Pre-teach ‘kill’ and ‘survive’ and relate to achieve the learning objectives with
animals. Pupils read quiz questions and complete gaps with the verbs. Play guidance and given reinforcement
CD1.33 again. Pupils listen to questions and check answers. exercise (s).
2. Write on board ‘distance’, ‘ground’, ‘intelligent’. Pupils use their dictionaries
to check meaning. Pupils with same partner do Activity 2, CD1.34. Don’t _____ / _____ pupils were not able to
check pupils’ answers to quiz at this step. Ask instead: Which animal can hear achieve the learning objectives and
with their ears and feet? (elephant) Which bird is tall, heavy and can’t fly? given remedial exercise (s).
(ostrich) (HOTS)
3. Pupils do Activity 3, CD1.34. Ask: Which animal do you think is the most
interesting? What can it do? Is there something it can’t do?
4. Pupils do Activity 4, CD1.34. Ask: Think about the animals in the podcast.
Which animal would you like to find out more information about? What
information would you like to find out? (CBA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Dictate some questions to the class. Pupils works in pair and discuss the answer to
Need improvement
the questions from memories.
HOTS Analysis 21st CA Brainstorming
REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 60 (Speaking 11) DAY: Monday
Respect others
1. Describe how they think animals communicate.
2. Spell the words correctly.
Pupils can:
1. Describe at least 1 animal’s way of communication.
2. Spell at least most of the words correctly.
English Plus 1 Student’s Book Activity 5 p.36 Activities 1, 2, 3
Verbs: e.g. communicate, survive, kill, grow
p.37
Pre-lesson:
Pupils in small groups say a sentence each about what animals can and can’t do. _____ / _____ pupils were able to
Choose some sentences to write on board. How many animal skills can pupils achieve the learning objectives and
remember from previous lesson? Also ask: Which animals can communicate with given enrichment exercise (s).
each other? Which animal can survive without water for six months?
Lesson development:- _____ / _____ pupils were able to
5. Pupils in pairs do Activity 5, Use It! Follow instructions in Teacher’s Book p.50
Exercise 5. They use information in course book and prior knowledge. Check
possible answers e.g.
1. Ostrich (Activity 5) 2. Snake (Activity 4) 3. Frog (Activity 1)
4. Scorpion (Activity 3) 5. Camel (Activity 1) 6. Spider (Activity 4) (21st CA)
6. Pupils do Activity 1.
7. Pupils in pairs do Activity 2. Ask: How do you think a parrot speaks? And a
snake? Pupils make parrot and snake sounds. Choose pupils to say the
dialogue making sounds of parrot and a snake. (CBA)
exercise (s).
8. Pupils do Activity 3. (HOTS)
Post-lesson:-
Pupils in small groups write two or three more questions about animal skills. They
hand to another group to answer.
HOTS Evaluation 21st CA Brainstorming
REFLECTION

Respect others
1. Read and answer the questions.
2. Describe the animals.
Pupils can:
1. Read and answer at least 2 questions appropriately.
2. Describe by filling in at least 3 gaps correctly.
Giving examples: such as, like, for example English Plus 1 Student’s Book Activities 1–5 p.39
Pre-lesson:
Pupils answer Think! question at top of p.39. (21st CA) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Show map of the Philippines on board. Tell pupils there are more than 7,000
islands in the Philippines. Many have rain forests. Pre-teach: adopt,
weigh,Foundation. Pupils do p.39 Activity 1. (HOTS)
2. Pupils do Activity 2. After reading text again, pupils in pairs answer two
questions. Pupils need to find a sentence from the text for their answers.
Check answers. Ask: Which paragraph has the answers? (1 What is it?)
3. Explain there are ways to describe animals in danger. Pupils look at Activity
3. Read Key Phrases aloud one by one. Give pupils time to find words in the
text to complete each phrase.
4. Write on board: such as, like, for example. Say aloud and pupils repeat.
Pupils do Activity 4. (CBA) given enrichment exercise (s).
5. Pupils do Activity 5 then compare answers with a partner. Choose pairs to
read descriptions to whole class. Ask after each pair says the sentences: Do _____ / _____ pupils were able to
they have an example? How do you know? (sentences have – such as, like, achieve the learning objectives with
for example) (21st CA) guidance and given reinforcement
Post-lesson:- exercise (s).
Review new vocabulary.
REFLECTION

Friendship
1. Produce a suitable plan of paragraphs in the leaflet.
2. Read and highlight the correct details based on the questions.
Pupils can:
1. Produce a suitable plan of at least 2 paragraphs in the leaflet.
2. Read and highlight at least 4 correct details based on the questions.
Comparative and superlative adjectives; Modal auxiliary verbs: can
English Plus 1 Student’s Book Activities 4-6 p.39
and can’t for ability; such as, for example, like
Pre-lesson:
Write on board: ‘such as’; ‘like’; ‘for example’. In pairs, pupils say a sentence
about a land or sea animal with example of what the animal can or can’t do.
(HOTS) _____ / _____ pupils were able to
1. Explain that pupils are going to write a leaflet about a Malaysian animal in given enrichment exercise (s).
danger. Hand out information or show on board facts about an endangered
local species e.g. Malayan tiger or turtle. Pupils in pairs read Writing Guide B _____ / _____ pupils were able to
and make notes for questions 1, 2, 3 and 5. Say you will help them with achieve the learning objectives with
question 4 – where they can find information. guidance and given reinforcement
2. Pupils read Activity 6, Writing Guide C. They use Philippine eagle text as a exercise (s).
model and decide on information for Paragraph 1, and then two sentences
for Paragraph 2. Provide one or two websites for pupils to include in _____ / _____ pupils were not able to
Paragraph 3. achieve the learning objectives and
3. Pupils read D. Explain pupils also use this language in their leaflet. Pupils given remedial exercise (s).
write leaflet, read and check text and draw a smiley face for: 1) Question
headings 2)information about animal 3)the problem 4)how to help animal TODAY’S LESSON:
5)adjectives with -er/more, -est/most; 6) example 7)can and can’t. (21st CA) Excellent
Post-lesson:- Need improvement
Pupils draw and label the animal on leaflet. Write: Help us to protect the __. (CBA)
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

WEEK: 1
DATE: 13/3/2023
DAY: Monday
Friendship
1. Respond by creating their versions of characters.
2. Describe their creation in sentences.
Pupils can:
1. Respond by drawing at least another suitable version of an ice cream and dinosaur.
2. Describe their versions of ice cream and dinosaurs using at least 2 suitable sentences.
And Something Weird Happened by Pamela Rushby
simple sentences to describe things Contemporary Children’s Literature Teaching
Guidebook (BPK)– Short Stories
Pre-lesson:
Teacher provides lines for pupils to guess the words by giving letters for teacher
to verify whether the letter is present in the word (focus word: pizza, ice cream,
dinosaur).
1. Teacher puts pupils into smaller groups and informs pupils to read Chapter 4
(page 25 – 32) together.
2. Each group has to draw Joel’s Jelly Baby ice cream based on details (the ice
cream has Jelly Baby) from the story.
3. Then, teacher asks the pupils to draw the dinosaurs that Joel had imagined.
exercise (s).
(21st CA)
4. In pairs, each pair has to come up with the different version of ice cream and
dinosaur according to their creativity. (HOTS)
5. Then, ask them to describe their creation, the ice cream and dinosaurs by
using simple sentences (e.g. the ice cream is … the ice cream has… the
dinosaur is … the dinosaur has …).(CBA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Shout out time – pupils provide their predictions on what will happened to Joel
Need improvement
when the dinosaurs meet Joel (e.g. reactions, what to do, how to act)
Bye!
HOTS Creation 21st CA Stretch to Sketch
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

CLASS:
THEME: World of Knowledge WEEK: 1
TIME:
TOPIC: 3: WILD LIFE LESSON: 64 DATE: 13/3/2023
SKILL(S) FOCUS: Speaking (Consolidation 6) DAY: Monday
Main: 2.2 Main: 2.2.1
Complementary: 1.2 Complementary: 1.2.5 Being polite Language
1. Keep interaction going in short exchanges based on the dialogues.
2. Listen and fill in the gaps.
Pupils can:
1. Keep the interaction going practicing the dialogues with the suitable intonation.
2. Listen and fill in at least 2 gaps correctly.
Asking for permission: Is it ok if…? Can I / we…? Giving
permission: Yes, of course. English Plus 1 Student’s Book Activities 2–5 p.38
Refusing permission: I’m sorry, but…No, I’m afraid you can’t.
Pre-lesson:
Pre-lesson Task 4: I’m Going To... Explain goals of the lesson are for developing
speaking and listening skills. (HOTS) _____ / _____ pupils were able to
1. Pupils do Think! from top of p.38. Pupils look at photo and say where they given enrichment exercise (s).
think the girl and her dad are.
2. Pupils do Activity 2, CD1.36. Pupils listen to dialogue again. In pairs, they _____ / _____ pupils were able to
repeat it with same intonation as on CD. Choose pairs to read dialogue aloud. achieve the learning objectives with
Ask: Is the intonation the same as the dad and girl? guidance and given reinforcement
3. Pupils do Activity 3. Check answers. Pupils practise dialogue in pairs. Choose exercise (s).
different pairs to read it aloud. Ask: Is their intonation good? (CBA)
4. Read Key Phrases aloud. Explain that requesting is the same as asking; _____ / _____ pupils were not able to
refusing means saying no. Say it’s important to be polite when saying no. achieve the learning objectives and
Pupils do Activity 4. given remedial exercise (s).
5. Pupils with a different partner do Activity 5. (21st CA)
Post-lesson:- TODAY’S LESSON:
Find out if pupils met their goals for speaking and listening skills in Step 1. Ask: Excellent
Are you really happy/happy/quite happy about your speaking skills in this lesson? Need improvement
Repeat for listening skills.
REFLECTION

Main: 1.1 Main: 1.1.1
Complementary: 3.3 Complementary: 3.3.1 Being polite Language
1. Listen and underline the correct words.
2. Read and fill in the gaps.
Pupils can:
1. Listen and underline 4 correct words.
2. Read and fill in at least 5 blanks correctly.
Comparative and superlative adjectives e.g. heavier,
English Plus 1 Student’s Book Activities 1–3, 7 p.40
heaviest, more colourful, most colourful
Pre-lesson:
Pre-lesson Task 1: ABCs. Write animals on board. Say letters which several animals
have at start of words e.g. s/b/c. (HOTS)
1. Pupils do Student’s Book p.40 Activity 1. They compare spelling with a
partner. Ask: Which two letters are the same in bear and eagle? Do they
sound the same? Draw a peach and pear on board. Elicit words. Ask: Which
fruit and which animal have the same ea sound? (bear/pear, eagle/peach)
(21st CA)
2. Pupils in pairs do Activity 2. Check answers. Pupils find three words with ea in
exercise (s).
them. (hear/heavy/ears) Write on board: ‘pear’, ‘peach’, ‘hear’, ‘heavy’, ‘ear’.
Ask: Which two words have the same ea sound? (hear, ear) Point to words in
random order and pupils repeat them. Ask: How many ways can we
pronounce ea? (4)
3. Pupils do Activity 3. Ask: Is it easier to read information about animals in a
table or in a text? Why? Pupils do Activity 7, CD1.37. Ask: Which two words
TODAY’S LESSON:
have ea in them? Do they sound the same? (east, eat – yes) (CBA)
Excellent
Post-lesson:-
Need improvement
Pupils in pairs use information in the table in Activity 3 to write two or three true/
false sentences for a partner to answer.
REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 66 (Listening 12) DAY: Monday
Main: 2.2 Main: 2.2.1
Complementary: 4.3 Complementary: 4.3.2 Being polite Values
Knowledge / Thinking skills / Leadership Bilingual Ethics and National
1. Keep interaction going in short exchanges based on the dialogues.
2. Spell the words correctly.
Pupils can:
1. Keep the interaction between dialogues using at least 4 questions.
2. Spell at least most of the words correctly.
Modal auxiliary verbs: can and can’t for ability English Plus 1 Student’s Book Activities 4-6, 7 p.40
Pre-lesson:
Pre-lesson Task 5: Sit Down, Stand Up. Say true or false sentences about what you
can and can’t do. How many did they guess correctly? (HOTS) _____ / _____ pupils were able to
1. Pupils do p.40 Activity 4. Check answers. given enrichment exercise (s).
2. Pupils do Activity 5. Do number 1 as example. Explain that a cross means the
answer is no; a tick means the answer is yes. Check answers. Pupils in pairs _____ / _____ pupils were able to
read questions and answers as a dialogue. (21st CA) achieve the learning objectives with
3. Pupils do Activity 6. Check answers. guidance and given reinforcement
4. Write on board 1) I’m afraid I can’t. 2) No, you can’t. 3) I’m sorry but you exercise (s).
can’t… 4) No, I can’t. Read aloud. Ask: Which numbers use polite language?
Do the questions have yes or no answers? Choose pupils to ask you a _____ / _____ pupils were not able to
question requesting permission. Can I…? or Is it ok if I …? Respond politely achieve the learning objectives and
when you refuse permission. Pupils in pairs take turns to ask partner for given remedial exercise (s).
permission to borrow something. Partner gives or refuses permission.
Ask: Did your partner refuse politely? Choose pairs to ask and answer. (CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Pupils in small groups take turns to say something one of their family members Need improvement
can do and something they can’t do. Explain they can look at Activity 4 for ideas.
REFLECTION

Being polite
1. Read and answer the questions.
2. Listen and identify the missing animal.
Pupils can:
1. Read and answer at least 4 questions appropriately.
2. Identify the missing animal.
Modal auxiliary verbs: can and can’t for ability English Plus 1 Student’s Book Activities 1–3 p.117
Pre-lesson:
Write on board ‘I can tell you’ and explain this the title of a song.
1. Pupils in pairs do p.117, Activity 1, CD3.34. Before playing the song, ask
pupils to cover the song in their books with a piece of paper so they don’t _____ / _____ pupils were able to
read. After pupils listen to song, write on board: bird, mammal, reptile. Pupils achieve the learning objectives and
in pairs decide which group of animals a lion, tortoise, parrot, mouse, given enrichment exercise (s).
hedgehog, dolphin and tiger belong to. Ask: Is a starfish a fish? (No. It’s an
echinoderm. – same word in Malay - It has no backbone.) _____ / _____ pupils were able to
2. Pupils read verbs in box in Activity 2. Ask: Can you remember when you achieve the learning objectives with
learned these words? (U3 Animal skills quiz). Play CD3.34 again. Pupils read guidance and given reinforcement
and listen to the song then write verbs in gaps in song. Check answers. Play exercise (s).
song again so pupils can listen and sing. (21st CA)
3. Pre-teach ‘shell’, ‘far’. Pupils do Activity 3 individually then compare answers _____ / _____ pupils were not able to
in pairs. Check answers. (HOTS) achieve the learning objectives and
4. Read aloud sentences 1 and 2 in Activity 3. Ask: What adjectives are there in given remedial exercise (s).
the sentences? (biggest, tallest). Elicit examples of different superlatives to
describe animals e.g. longest, smallest fastest, slowest. Pupils in pairs write TODAY’S LESSON:
three questions with superlative adjectives. Say they must know the Excellent
answers. They swap with another pair and answer their questions. Choose Need improvement
pairs to read questions aloud. (CBA)
Post-lesson:-
Pupils in small groups take turns to sing the song again.
HOTS Analysis 21st CA Rhyming / Singing
REFLECTION

Being polite
1. Spell a range of high frequency words accurately in writing questions.
2. Listen and answer the questions.
Pupils can:
1. Spell a range of high frequency words accurately in writing at least 5 questions.
2. Listen and answer at least 5 based on the chosen animal.
Present simple tense interrogatives: Is it (adjective)? Can it (verb)? English Plus 1 Student’s Book Activities 1–3 p.117
Pre-lesson:
Brainstorm nouns, verbs and adjectives pupils remember from song, I Can Tell
You. Write on board.
1. Hand out worksheet to each pupil. They listen to the song again and write 3– _____ / _____ pupils were able to
5 nouns, verbs and adjectives they hear in the three worksheet columns. Play achieve the learning objectives and
CD3.34. When finished, pupils check spelling by looking at song words on given enrichment exercise (s).
p.117. Ask for examples of words they didn’t spell correctly. Check spelling of
gorilla, ostriches, penguin, kilometre, dangerous, thousand, listen, weigh; _____ / _____ pupils were able to
beautiful. Say these words are difficult for English pupils to spell. (HOTS) achieve the learning objectives with
2. Pupils look at song gap fill 1. Ask: Which word in the song has the same guidance and given reinforcement
sound as grow? (go). Explain these words rhyme and songs often have exercise (s).
rhyming words. Pupils find words to rhyme with: see (me), name (tame), frog
(dog), tail (snail), drink (think), bat (cat, rat, that) . _____ / _____ pupils were not able to
3. Read aloud first bullet point in Activity 4. Explain that after choosing an achieve the learning objectives and
animal, pupils write 6–8 questions with yes/no answers. Do an example using given remedial exercise (s).
words in speech bubbles. Choose an animal for pupils to identify. They ask
you up to 8 questions. How many questions did pupils ask to identify your TODAY’S LESSON:
animal? (CBA) Excellent
4. Pupils in pairs do Activity 4 and take turns to ask up to 8 questions about it. Need improvement
(21st CA)
Post-lesson:-
HOTS Analysis 21st CA Rhyming / Singing
REFLECTION

Being polite
1. Spell a range of high frequency words accurately in writing questions.
2. Listen and answer the questions.
Pupils can:
1. Spell a range of high frequency words accurately in writing at least 5 questions.
2. Listen and answer at least 5 based on the chosen animal.
Present simple tense interrogatives: Is it (adjective)? Can it (verb)? English Plus 1 Student’s Book Activities 1–3 p.117
Pre-lesson:
Brainstorm nouns, verbs and adjectives pupils remember from song, I Can Tell
You. Write on board.
5. Hand out worksheet to each pupil. They listen to the song again and write 3– _____ / _____ pupils were able to
5 nouns, verbs and adjectives they hear in the three worksheet columns. Play achieve the learning objectives and
CD3.34. When finished, pupils check spelling by looking at song words on given enrichment exercise (s).
p.117. Ask for examples of words they didn’t spell correctly. Check spelling of
gorilla, ostriches, penguin, kilometre, dangerous, thousand, listen, weigh; _____ / _____ pupils were able to
beautiful. Say these words are difficult for English pupils to spell. (HOTS) achieve the learning objectives with
6. Pupils look at song gap fill 1. Ask: Which word in the song has the same guidance and given reinforcement
sound as grow? (go). Explain these words rhyme and songs often have exercise (s).
rhyming words. Pupils find words to rhyme with: see (me), name (tame), frog
(dog), tail (snail), drink (think), bat (cat, rat, that) . _____ / _____ pupils were not able to
7. Read aloud first bullet point in Activity 4. Explain that after choosing an achieve the learning objectives and
animal, pupils write 6–8 questions with yes/no answers. Do an example using given remedial exercise (s).
words in speech bubbles. Choose an animal for pupils to identify. They ask
you up to 8 questions. How many questions did pupils ask to identify your TODAY’S LESSON:
animal? (CBA) Excellent
8. Pupils in pairs do Activity 4 and take turns to ask up to 8 questions about it. Need improvement
(21st CA)
Post-lesson:-
HOTS Analysis 21st CA Talk Partners
REFLECTION
WEEK: 1
DATE: 13/3/2023
DAY: Monday
Being polite
1. Explain in simple language why they like or dislike the character.
2. Describe their favourite character using suitable statements.
Pupils can:
1. Explain using at least 2 sentences why they like or dislike the character.
2. Describe their favourite character using at least 2 descriptive sentences.
And Something Weird Happened by Pamela Rushby Contemporary
Reasoning (because) Children’s Literature Teaching Guidebook (BPK)– Short Stories p85
Pre-lesson:
Teacher distributes pictures of the characters from the guidebook in random so
that each pupil will receive a random picture of the character. Each pupil has to
provide or say any details that they remember about the characters.
1. Teacher starts the discussion on the characters and their actions in the story.
2. Each pupil has to choose a character that they like the most and provide
details of the character (e.g. Joel – likes to eat ice cream, likes to read books,
etc.) (HOTS)
3. Upon completion, pupils pair up with others who choose the same
exercise (s).
characters that they like and ask them to come up with reasons why they like
that character (e.g. Joel likes pizza. I like Joel because I like pizza too).
4. Teacher encourages pairs to provide reasons and share their reasons with
the rest of the class.
5. In pairs, pupils are given Worksheet 1 and are asked to discuss and complete
the given task based on the short story.
TODAY’S LESSON:
6. Pupils are asked to cut and paste the given pictures in Handout 1 onto
Excellent
Worksheet 1. Then, pupils are asked to identify the characters.
Need improvement
Post-lesson:-
Discuss the answers with the pupils
HOTS Evaluation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Quiz
REFLECTION
THEME: World of Self, Family and CLASS:
WEEK: 1
Friends TIME:
DATE: 13/3/2023
TOPIC: 3: WILD LIFE LESSON: 70 (Language
DAY: Monday
SKILL(S) FOCUS: Language Awareness Awareness 12)
Being polite
1. Use capital letters, full stops and commas appropriately in independent writing.
2. Read and circle the correct answers.
Pupils can:
1. Capital letters, full stops and commas appropriately in at least one paragraph.
2. Read and circle at least 5 correct answers.
Review of language from Unit 3 English Plus 1 Student’s Book Activities 3, 4, 5 p.41
Pre-lesson:
Draw an animal on the board and get pupils to guess what it is.
Lesson development:- _____ / _____ pupils were able to
1. Write on board ‘Stand in order’ and check pupils understand meaning. Pupils given enrichment exercise (s).
in small groups do p.41, Activity 3. (21st CA)
2. Pupils in pairs do Activity 4. For pupils who need support to complete _____ / _____ pupils were able to
crossword, write on board the 8 verbs and 1 noun in random order. (HOTS) achieve the learning objectives with
3. Write on board ‘What am I?’ Pupils do Activity 5. Fast finishers can write guidance and given reinforcement
another 3 What am I? sets of words for a partner to identify a different exercise (s).
animal. Check answers after each activity. Ask: Which activity is the most fun
to do? Which Activity would you like to do again to review new language? _____ / _____ pupils were not able to
(CBA) achieve the learning objectives and
Post-lesson:- given remedial exercise (s).
Pupils think about their learning and performance in this unit. They complete a
TODAY’S LESSON:
self-assessment worksheet. Collect worksheets from pupils and review them to
Excellent
note pupils’ responses. If there are any areas of concern, prepare a review of
Need improvement
these in future lessons.
REFLECTION

9.4 Bi Y5 TS25 Unit 3 (LP53-70)

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9.4 Bi Y5 TS25 Unit 3 (LP53-70)

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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

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