RPH Bi Year 5

YEAR 5 DAILY LESSON PLANS
 Success Criteria
Pupils can
1. listen and match at least 5 pictures
2. read and fill in at least 5 blanks
DAY Choose an item. (Lesson 1) YEAR 5

SUBJECT English Language MODULE Listening
THEME World of self, family and friends DATE Click or tap to enter a date.
TOPIC Starter Unit: Free time TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Teacher writes ‘free time’ on the board and ask students
Main: 1.2 Understand meaning in a variety of to share what they think is free time.
Lesson delivery:
familiar contexts 1. Pupils refer to textbook page 4 Activity 1 and asked to check if
any of their sharing earlier is in the box.
Complementary:3.2 Understand a variety of 2. Pupils listen to audio CD1-02. Pupils listen to the song and
linear and non-linear print and digital texts by match the words to the pictures below orally.
3. Pupils refer to Activity 2. Teacher checks if pupils understand the
using appropriate reading strategies words.
Learning Standard: 4. Pupils read the text with a partner and guess which words go in
Main: 1.2.1 Understand with support the main the gaps.
5. Pupils listen to CD1-03 to check the answers.
idea of longer simple texts on range of familiar
Post-lesson: Pupils in groups of 6 conduct a think-pair-share where
topics they share what they would do in their free time.
Complementary: 3.2.1 Understand the main idea

of simple texts of two paragraphs or more
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to listen textbook songs/audio clips
and match pictures correctly.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be
able to read and fill the gaps correctly. Applying Think-Pair-Share
b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: centred
Observation
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
SUBJECT English Language MODULE Speaking
Content Standard: Pre-lesson: Teacher shares his/her likes and dislikes. Teacher plays
Main: 2.1 Communicate simple information a game where pupils stand up if the sentence teacher says is true for
them. For example: You like ______. You don’t like ______.
intelligibly Lesson delivery:
1. Pupils refer to textbook page 4 Activity 3 and complete try to fill
Complementary: 4.2 Communicate basic in the blanks with their own answers. Pupils are guided with CD1-
information intelligibly for a range of purposes 04.
2. Pupils listen to Activity 5. In pairs, pupils repeat the dialogue
in print and digital media substituting with their own interests.
Learning Standard: For example:
Main: 2.1.1 Give detailed information about A: I’m into _______. B: Oh, I don’t like _____. I like_____.
3. Pupils refer to textbook page 5 and complete Activities 1, 2 and
themselves
4. Teacher conducts Activity 1 orally and pupils can complete
Activities 2 and4 in their exercise books.
4.2.1 Give detailed information
Complementary: 4. Pupils are given the Let’s Ask task sheet or asked to draw the
about themselves table in their exercise books.
5. Teacher demonstrates how to conduct the activity with the pupils.
6. In groups of 3, pupils conduct the ‘Let’s Ask’ activity.
Post-lesson: Pupils share their findings with the class.
Main: At the end of the lesson, pupils will be able to give textbook songs/audio clips task sheet
detailed information based to their partner correctly.
able to write detailed information correctly. Analysing Pair/Group discussion
ASSESSMENT: Task centred
Pupils can
1. give at least 5 detailed information to their partner
2. write at least 6 detailed information
SUBJECT English Language MODULE Reading
Content Standard: Pre-lesson: Teacher projects World map or Google Earth on the
Main: 3.2 Understand a variety of linear and screen. Teacher asks if pupils know where Europe is, then the
Czech Republic. Teacher asks pupils the capital city of Czech
non-linear print and digital texts by using Republic (Ans: Prague). Pupils refer to textbook page 5 and say 3
appropriate reading strategies differences between houses in Prague and Malaysia based on the
picture.
2.2 Use appropriate
Complementary: Lesson delivery:
1. Pupils refer to textbook page 5 Activity 6 and choose the correct
communication strategies subject pronouns. Pupils compare their answers with their partners
Learning Standard: and then teacher.
Main: 3.2.1 Understand the main idea of simple 2. Teacher writes their, they’re and there on the board. Pupils share
sample sentences from Activity 6 that use the words.
texts of two paragraphs or more
2. Pupils read the text in Activity 7 with their partners. Then, pupils
refer to the box KEY PHRASES and are guided by the teacher to
2.2.1 Keep interaction going in
Complementary: complete the phrases.
short exchanges by using suitable questions 3. Pupils practise their new dialogues. Teacher walks around to
guide students.
Post-lesson: Pupils are given a foldable to cut and paste. Teacher
asks pupils to make their own sentences using the words under each
flap.
Main: At the end of the lesson, pupils will be able to read textbook songs/audio clips foldable
and create their own suitable dialogues.
able to keep the interaction going using their dialogues. Analysing Pair/Group discussion
Pupils can
1. read and create at least 3 sentences based on the sample.
2. keep the interaction going using their own dialogues.

SUBJECT English Language MODULE Writing
Content Standard: Pre-lesson: Teacher writes ‘classroom objects’ on the board. Pupils
Main: 4.2 Communicate basic information brainstorm and write the words on a piece of paper or in their
books. Then, teacher adds words such as furniture, electrical
intelligibly for a range of purposes in print and objects, stationery and decoration on to the graphic organizer.
digital media Pupils are called to the front to write their answers based on the
categories.
Complementary: 1.2 Understand meaning in a Lesson delivery:
1. Pupils refer to textbook page 6 Activity 1. Pupils listen to CD1-
variety of familiar contexts 06 and spell the answers to the pictures correctly.
Learning Standard: 2. Teacher check the answers with the pupils.
3. Pupils read the picture in Activity 2 on the same page. Teacher
Main: 4.2.4 Describe people, places and objects can ask pupils to write the sentences in their books or ask pupils to
orally give the answers.
using suitable statements 4. Pupils refer to Activity 4 and asked to draw in their exercise
books. Tell pupils to not look at their friends’ drawings and it’s
Complementary:1.2.4 Understand longer better to be different. Pupils write 4 sentences based on their drawn
picture.
sequences of supported classroom instructions Post-lesson: In pairs, pupils take turns to read their sentences and
draw. Ex: Pupil A read his/her sentences and pupil B draws the
picture while listening. Pupils compare their drawings to their
partners’ version.
Main: At the end of the lesson, pupils will be able to textbook songs/audio clips Choose an item.
describe objects in their self-drawn picture correctly.
able to understand the sequence of instructions and draw Analysing Pair/Group discussion
the objects. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Group-based activities
Observation
Pupils can
1. describe at least 3 objects by writing sentences
2. listen and draw at least 3 objects

SUBJECT English Language MODULE Language Art
TOPIC This Tooth TIME
Content Standard: Pre-lesson: Teacher plays ‘Simon says’ with the pupils.
Main: 5.2 Express personal responses to literary
Lesson delivery:
texts 1. Pupils are introduced to the poem in the Anthology of Poems
page 18.
Complementary:3.2 Understand a variety of 2. Pupils read the poem silently.
linear and non-linear print and digital texts by 3. Teacher reads the poem with gestures (storytelling tone) and
pupils follow after the teacher.
using appropriate reading strategies 3. Pupils are divided into Groups 1 and 2. Teacher writes different
Learning Standard: sets of words from the poem for both the groups.
4. Teacher explains to pupils that in their groups they must guess
Main: 5.2.1 Explain in simple language why the the meaning of the words based on the pictures shown. Pupils can
use words (clues) and movements to describe the words.
like or dislike an event, description or character 5. Pupils conduct the activity and the group that guesses most words
in a text the fastest will be the winner.
6. In groups, pupils act out their poem stanzas. Pupils read the
stanza and move accordingly when they read the verbs they guessed
Complementary: 3.2.3 Guess the meaning of earlier.
unfamiliar words from clues provided by title, 7. Pupils are prompted to share their opinions on whether they like
topic, and other known words the poem or not. Teacher prompt pupils to give a simple
explanation.
Post-lesson: Teacher asks pupils,” What do you do if your tooth is
loose?” and pupils show their possible actions without words.
Main: At the end of the lesson, pupils will be able to textbook Choose an item. Choose an item.
explain whether they like the poem using their own words.
able to guess the meaning of words based on pictures from Evaluating Pair/Group discussion
the poem. b) CLASSROOM-BASED d) 21ST CL METHOD:
Observation
Pupils can
1. give 1 or more explanations on whether they like the poem or not in their
own words.
2. guess at least 2 meaning of the words given using suitable gestures.

Pupils can
1. listen and respond with at least 1 appropriate answer.
2. read and share their opinions on informing parents about their whereabouts
and who they’re with.

Content Standard: Pre-lesson: Teacher writes ‘That’s ______’s desk’ on the board.
Main: 1.1 Recognise and reproduce target Pupils suggest a name to the teacher to fill in the blank. Pupils are
encouraged to try the sentence on the board to describe their
language sounds friends’ objects.
Lesson delivery:
Complementary:3.2 Understand a variety of 1. Pupils refer to textbook page 7 Activity 1 and asked to say the
linear and non-linear print and digital texts by sentences. Pupils are asked if they notice the sound of apostrophe
‘s’; is it /s/ or /z/
using appropriate reading strategies 2. Teacher guides pupils to do Activity 2. Pupils say out the phrases
Learning Standard: in pairs. Some pupils are called out to write the phrases on the
Main: 1.1.1 Recognise and reproduce with little board.
3. Pupils listen to audio CD1-08. Pupils listen and read the
or no support a wide range of target language
sentences in Activity 3 with the correct words at the end.
phonemes 4. Teacher asks pupils if they can find another word that ends with
‘s’ with /z/ sound.
Complementary: 3.2.1 Understand the main idea 5. Pupils conduct a think-pair-share session on why it’s important
for their parents to know their whereabouts, what they do and who
of simple texts of two paragraphs or more they’re with.
5. Pupils refer to Activity 4. Pupils can copy the tables into their
exercise books. In pairs, pupils take turns to listen and respond to
their partner.
Post-lesson: Teacher walks around and points at a few pupils’
objects. Selected pupils can answer by saying, “That’s _______’s
(object)”.
and responds correctly.
able to read the dialogues and discuss. Applying Think-Pair-Share
ASSESSMENT: Q and A centred

Content Standard: Pre-lesson: Teacher writes on the board ‘Where are you in the
Main: 2.1 Communicate simple information classroom?’ and a few prepositions ‘near’, ‘between’, ‘opposite’,
and ‘next’. Pupils describe their position using the given
intelligibly prepositions.
Lesson delivery:
Complementary: 4.2 Communicate basic 1. Pupils refer to textbook page 7 Activity 5. Pupils take turns to
information intelligibly for a range of purposes ask the questions with their partners. Pupils also write down their
partners’ answers (find out the total of yes and no answers).
in print and digital media 2. Pupils refer to Activity 6. Each pupil chooses a person, a city and
Learning Standard: a place. In pairs, pupils ask the questions to guess. For example:
Main: 2.1.1 Give detailed information about A: Are you with______? B: No, I’m not. /Yes, I am.
A: Are you in/at _______? B: No, I’m not. /Yes, I am
themselves
3. Teacher demonstrates how to conduct the activity with the
pupils. Pupils are given some time to write their questions before
Complementary: starting the activity.
about themselves 4. Pupils conduct the activity and raise their hands once they find
out the three answers from their friend.
Post-lesson: Teacher choose a character that pupils might know and
sits in front of the class. Teacher demonstrates the ‘Hot Seat’ game.
Pupils start asking questions until they guess the correct answer.
Main: At the end of the lesson, pupils will be able to give textbook songs/audio clips Choose an item.
detailed information based to their partner correctly.
able to write detailed information correctly. Creating Pair/Group discussion
Pupils can
1. give at least 5 detailed information by answering their friends’ questions.
2. write at least 6 questions to ask their friends.
Content Standard: Pre-lesson: Teacher writes a few adjectives on the board (big, small,
Main: 3.2 Understand a variety of linear and fast, slow). Teacher explains that these words are adjectives and
gives a sample sentence. Teacher asks pupils to share sample
non-linear print and digital texts by using sentences using other adjectives that they might know.
appropriate reading strategies Lesson delivery:
1. Pupils refer the adjective in textbook page 8 Activity 1. Pupils
Complementary: 4.2 Communicate basic are asked if they know of other adjectives starting with ‘un-‘. Pupils
share their answers.
information intelligibly for a range of purposes 2. Teacher explains that pupils are going to read the text with 8
in print and digital media adjectives in blue. Pupils are guided by CD1-09. Pupils match the
Learning Standard: blue words with their opposites in the box.
3. Pupils listen to their audio again to check their answers.
Main: 3.2.2 Understand specific information
4. Teacher writes a few words (screen, keys, answer key, end call
and details of simple texts of two paragraphs or key, sim card, ringtone, charger, hands free). Teacher holds up
more his/her phone and ask pupils if they the words on the board.
5. Pupils are asked to write the adjectives that they can use to
describe a phone.
Complementary:4.2.4 Describe people, places 6. Teacher writes an adjective and a sample sentence using the
and objects using suitable statements adjective to describe a phone.
7. Pupils write 3 sentences using the adjectives that they have
written to describe phone.
Post-lesson: Pupils share their sentences with the class.
Main: At the end of the lesson, pupils will be able to read textbook songs/audio clips Choose an item.
and match the adjectives
able to describe a phone using sentences. Analysing Pair/Group discussion
Pupils can
1. read and match at last 4 antonyms correctly.
2. write at least 3 sentences using the adjectives to describe a phone.
Content Standard: Pre-lesson: Pupils are asked to recall adjectives they have used in
Main: 4.2 Communicate basic information the previous lesson and think about the opposites as well.
Lesson delivery:
intelligibly for a range of purposes in print and 1. Teacher writes ‘very’, ‘really’ and ‘quite’ on the board. Pupils
digital media are asked to share a sentence using each word on the board.
2. Pupils are asked to refer to the KEY PHRASES in page 8 and
Complementary:2.1 Communicate simple asked to try constructing sentences using the adjectives.
3. Teacher draws a table on the board with headings TV
information intelligibly programmes, Places, People, Games or Films. Teacher asks pupils
Learning Standard: to use other adjectives to describe based on the headings.
4. Pupils read the text in Activity 1 and find examples of: has got,
Main: 4.2.4 Describe people, places and objects have got, hasn’t got and haven’t got. Pupils share the sentences.
5. Pupils refer to page 9 Activity 3. Pupils are guided to complete
using suitable statements the table in their exercise books.
Post-lesson: In pairs, pupils discuss what they have got and haven’t
Complementary:2.1.5 Describe people, places got using adjectives.
*Pupils are informed to bring a white A4 paper, rope or thread
and objects using suitable statements and stationeries including scissors.
describe places or objects correctly.
able to describe objects correctly. Analysing Pair/Group discussion
b) CLASSROOM-BASED d) 21ST CL METHOD:
Observation
Pupils can
1. describe the places and objects in the textbook using at least 3 sentences.
2. describe at last 2 objects they have got and haven’t got.

TOPIC This Tooth TIME
Content Standard: Pre-lesson: Pupils share a little on what they can remember from
Main: 5.3 Express an imaginative response to last week’s lesson about the poem.
Lesson delivery:
literary texts 1. Pupils are informed that they are going to make a mask of a
person with loose tooth and tell their story of falling tooth.
Complementary: 2.3 Communicate appropriately 2. Teacher shows an example of a mask and tells a personal story.
to a small or large group 3. Teacher writes the connectors used (first, next, and finally) in
his/her story on the board. Pupils are encouraged to use the
connectors while telling story with the mask.
Learning Standard: 4. Pupils are given some time to prepare the mask and practise their
story.
Main: 5.3.1 Respond imaginatively and 5. Pupils share their story with their friends in their groups. Other
students in the groups write down their friends’ memorable story in
intelligibly through creating simple role-plays their exercise books.
and simple poems. Other imaginative Post-lesson: Pupils share their friends’ memorable tooth falling
responses as appropriate stories with the class.
Complementary: 2.3.1 Narrate short basic stories

and events
Main: At the end of the lesson, pupils will be able to textbook stationeries Choose an item.
create a mask based on the poem.
able to narrate a short personal story about tooth falling. Creating Think-Pair-Share
ASSESSMENT: Task Group-based activities
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.
Success Criteria
Pupils can
1. listen and answer at least 2 questions correctly.
2. guess at least 3 blue words correctly.
3. read and match at least 3 countries correctly.

Content Standard: Pre-lesson: Pupils are given 1 minute to write down one country
Main: 1.2 Understand meaning in a variety of name for each alphabet from A-Z. Teacher and pupils can check
answers.
familiar contexts Lesson delivery:
1. In pupils, pupils refer to textbook page 10 Activity 1. Pupils
Complementary:3.2 Understand a variety of match the countries to the numbers on the globe. Pupils listen to
linear and non-linear print and digital texts by CD1-11 to check the answers.
2. Pupils refer to Activity 2. Pupils find the meanings of the blue
using appropriate reading strategies words and read the sentences to choose the correct answers.
Learning Standard: 3. Pupils are asked why it is important to give correct information
Main: 1.2.5 Understand a sequence of about our country. Pupils are also asked to share the important
things that they should know about Malaysia as a Malaysian.
supported questions
4. Pupils refer to textbook page 11 Activity 2. Pupils try to answer
the questions orally. Pupils check the answers by listening to CD1-
Complementary: 3.2.3 Guess the meaning of 12
unfamiliar words from clues provided by title, 5. Pupils listen to CD1-12 again and try completing Activity 3 in
page 11.
topic, and other known words Post-lesson: Every pupil must ask their partners 3 questions using
where, what and who; 1 for each. Teacher monitors pupils.
and answer questions correctly.
able to guess the meanings of unfamiliar words in the text. Analysing Pair/Group discussion

Content Standard: Pre-lesson: Teacher writes ‘where’, ‘what’ and ‘who’ on the board.
Main: 2.1 Communicate simple information Teacher says a few sentences and pupils choose the correct word
related to the sentences said by the teacher. For example: I’m your
intelligibly teacher. (Who+are you?)
Lesson delivery:
Complementary:4.3 Communicate with 1. In pairs, pupils also take turns to say three sentences about where
appropriate language form and style for a they live, what the like and who they like. Partners can match the
sentences to which one might be ‘who’, ‘where’ or ‘what’.
range of purposes in print and digital media 2. Pupils refer to pictures in page 10 Activity 2. In pairs, pupils
Learning Standard: choose 2 photos and say sentences about the pictures using the
Main: 2.1.1 Give detailed information about KEY PHRASES from page 11 Activity 3. For example: I think
that’s….., I’m not sure that’s…, I don’t know where/what/who that
themselves
is…
3. Teacher explains to pupils that they are going to make their own
4.3.2 Spell a range of high
Complementary: group quiz based on their teachers. Names of 6 teachers are
frequency words accurately in independent displayed on the board and each group chooses one. Pupils refer to
page 11 Activity 4 for reference. In groups, pupils discuss and write
writing 5 questions.
4. Then, pupils can select a representative to read out their
questions to others. Pupils can request from another group to swap
questions.
5. Each group chooses their ‘best question’ and write it on a sticky
note. Pupils display the sticky note on the board. Once every group
has displayed their ‘best question’, pupils try to answer questions
from another group.
5. Pupils share their answers with the class and teacher guides
pupils to discuss.
Post-lesson: Pupils are asked why is it important to say good or
positive things about anything. Then, teacher can also ask pupils
about saying negative things.
Main: At the end of the lesson, pupils will be able to give textbook stationeries Choose an item.
detailed information based to themselves.
able to spell words in their quiz correctly. Creating Pair/Group discussion
Success Criteria
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.

Content Standard: Pre-lesson: Teacher asks pupils if they can remember what do they
Main: 3.3 Read independently for information need to fill in in order to send an email. Pupils share their answers
and experiences.
and enjoyment Lesson delivery:
1. Pupils refer to textbook page 11 Activity 5 or teacher can display
Complementary:4.3 Communicate with an actual email template via Gmail. Teacher asks if pupils
appropriate language form and style for a remember what the words in blue are called. Pupils read the email
and are asked if the email is easy or difficult to read.
range of purposes in print and digital media 2. Teacher displays/ writes his/her email. Teacher asks what does @
Learning Standard: mean and where is located? Ask pupils if they have read and written
Main: 3.3.1 Read and enjoy A2 fiction/non- any emails on their own.
3. Teacher conducts an online quiz (Quizziz) where pupils take
fiction print and digital texts of interest
turns to orally answer if pupils do not have gadgets. If pupils are in
the computer lab, then pupils can answer the questions online.
Complementary: 4.3.1 Use capital letters, full 4. Pupils refer to Activity 6 and identify when there should be a
stops, commas in lists and question marks comma.
5. Pupils can copy the sentences in Activity 7 into their exercise
appropriately in independent writing at books or say the answers orally.
discourse level Post-lesson: Pupils cut and paste the Conjunction Foldable. Pupils
write 3 sentences using the conjunctions under each flap of the
foldable.
Main: At the end of the lesson, pupils will be able to read textbook foldable Choose an item.
a digital text.
able to use capital letters, full stops, commas and Creating Pair/Group discussion
conjunctions correctly in sentences. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
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.
Content Standard: *Teacher can plan ahead by collaborating with school from other
Main: 4.2 Communicate basic information countries for an e-pal project.
Pre-lesson: Pupils refer to textbook page 11 Activity 5. Teacher
intelligibly for a range of purposes in print and asks questions such as; Who is the email from? How old is she?
digital media Where does she live? What is the start of the email? What is at the
end of the email?
Complementary:3.2 Understand a variety of Lesson delivery:
1. Teacher writes a few details on the board and pupils prepare a
linear and non-linear print and digital texts by fact file about themselves by filling in the blanks of the details. Ex:
using appropriate reading strategies Name, Age, Siblings, School, Interested in, Speaks and Nationality.
Learning Standard: 2. Pupils tell their partners about themselves based on their fact file.
3. Pupils refer to Activity 8 and start writing an email about
themselves to a friend (M). Pupils are guided to write the emails
Main:4.2.1 Give detailed information about using shorter sentences (L).
themselves 4. Pupils read their partners email to check before sending the
email.
Post-lesson: Pupils are encouraged to use emojis at the of their
Complementary: 2.3.1 Narrate short basic stories emails. Pupils send the emails to their e-pal or to their friends in
and events another class.

detailed information about themselves in an email
able to share a short introduction about themselves. Creating Pair/Group discussion
ASSESSMENT: Task Learning skills/process
Success Criteria
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.

TOPIC Cats TIME
Content Standard: Pre-lesson: Teacher asks pupils if any of them have pet cats and
Main: 5.2 Express personal responses to literary what do cats do. Pupils share their answers.
Lesson delivery:
texts 1. Pupils refer to the ‘Cats’ poem in the Anthology of Poems
textbook in page 15. Pupils are divided into 4 groups where they are
Complementary: 1.2 Understand meaning in a assigned to a stanza.
variety of familiar contexts 2. In their groups, pupils practise reciting the stanza with the
gestures involved.
3. Each group is called to recite their stanza by doing the
Learning Standard: appropriate gestures if necessary.
4. Teacher asks pupils whether they like/dislike the poem and the
Main: 5.2.1 Explain in simple language why they reason/s.
5. Based on the ‘Cats’ poem, explain to pupils that they are going to
like or dislike an event, description or character write their own poem about another animal of choice.
in a text 6. Pupils write their poem (M). Pupils are guided with the poem
template (L).
Complementary: 1.2.2 Understand with support 7. Pupils recite their poem in groups or individually. Pupils write
down the topic of their friends’ poem (at least 5 pupils) and two
specific information and details of longer actions related to the animal from the poem.
simple texts on a range of familiar topics Post-lesson: Pupils recite and display their poem.
explain why they like or dislike the poem.
able to listen and write details about poems. Creating Think-Pair-Share
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.

SUBJECT English Language MODULE Language Awareness
Content Standard: Pre-lesson: Pupils are asked the difference between ‘this’, ‘that’,
Main: 3.2 Understand a variety of linear and ‘these’ and ‘those’. Pupils can say the answer or show the
difference.
non-linear print and digital texts by using
1. Pupils refer to textbook page 9 Activity 2. Pupils orally share
Complementary:4.3 Communicate with their answers with the class.
appropriate language form and style for a 2. Pupils refer to Activity 4. In pairs, pupils discuss the answers and
discuss the answers as a class.
range of purposes in print and digital media 3. Pupils are given a quiz set to complete individually (M). Pupils
Learning Standard: are guided to complete the quiz set (L).
Main: 3.2.2 Understand specific information Post-lesson: Pupils discuss the answers with the teacher.
and details of simple texts of two paragraphs or
more
Complementary:4.3.3 Produce a plan or draft of

one or two paragraph for a familiar topic and
modify this appropriately in response to
feedback
Main: At the end of the lesson, pupils will be able to read textbook stationeries Choose an item.
and answer the questions.
able to draft the sentences correctly. Creating Think-Pair-Share
Pupils can
1. read and circle at least 5 answer correctly for exercise B and C.
2. draft and write at least 2 correct sentences using conjunctions.

Pupils can
1. listen and fill in at least 8 blanks
2. describe the places they live in using at least 1 sentence

THEME World of knowledge DATE Click or tap to enter a date.
TOPIC Module 1: Towns and cities TIME
Content Standard: Pre-lesson: Teacher introduces words ‘town’ and ‘city’ to the
Main: 1.2 Understand meaning in a variety of pupils and asks pupils to name some of the towns and cities
familiar contexts in Malaysia. Ask pupils if they live in a town or a city and
write something famous from their place.
Lesson delivery:
Complementary: 4.2 Communicate basic
1. Pupils refer to textbook page 12 and 13. Teacher asks if
information intelligibly for a range of purposes any pupils have visited any of the places in the pages.
in print and digital media 2. Pupils read the sentences in the map of London and fill in
Learning Standard: the blanks with the correct answer based on the words given
Main: 1.2.1 Understand with support the main in Activity 1.
idea of longer simple texts on range of familiar 3. Teacher plays CD1-13 for pupils to check their answers.
4. Pupils refer to Exercise 2. Pupils listen to CD1-14 and
topics write down the places that are mentioned.
4. Pupils copy sentences 1-5 from Exercise 3 into their
Complementary: 4.2.4 Describe people, places exercise books. Pupils listen to CD1-14 again and fill in the
and objects using suitable statements blanks.
5. Pupils refer to Exercise 4 in textbook page 13. Pupils look
at the words in blue in exercise 3 and identify when to use a,
an, some and any.
Post-lesson: Teacher conducts a pop quiz based on a, an,
some and any.
Main: At the end of the lesson, pupils will be able to textbook songs/audio clips
listen and fill in the blanks correctly.
Complementary: At the end of the lesson, pupils will Applying Think-Pair-Share
be able to describe appropriately about the places
they live. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Learning skills/process
Observation

Content Standard: Pre-lesson: Pupils brainstorm words about towns and
Main: 2.1 Communicate simple information cities. Teacher can provide clues to pupils.
1. Teacher conducts a recap session based on ‘There’s
Complementary: 4.2 Communicate basic a______’, ‘There isn’t a/an_______’, ‘There are some
information intelligibly for a range of purposes _____.’ ‘There aren’t any_____’ Teacher provides
in print and digital media sample sentences and elicit some examples from
pupils.
Learning Standard:
2. Pupils refer to textbook page 13 Exercise 5. Pupils
Main: 2.1.5 Describe people, places and
copy the sentences into their exercises books and fill in
objects using suitable statements the blanks with correct answers. They are guided with
CD1-04.
Complementary: 4.2.1 Give detailed 3. Teacher checks the answers with pupils.
information about themselves 4. Pupils are given some time to think about 2 or 3
good things about where they live and somethings
that’s not good about the place if there are any.
5. Pupils share their answers with the class.
Post-lesson: Pupils write down their points and put up
for wall display. *Teachers can use Mentimeter to
retrieve pupils’ answers.
Main: At the end of the lesson, pupils will be textbook songs/audio clips websites/apps
able to describe places using suitable statement.
a) THINKING SKILLS: c) 21ST CL
Creating ACTIVITIES:
Pair/Group discussion
b) CLASSROOM- d) 21ST CL METHOD:
BASED ASSESSMENT: Pupil-centred
Task
Pupils can
1. describe the place using at least 3 sentences.
2. write at least 3 sentences to describe the place.

Content Standard: Pre-lesson: Pupils are guided to write goals for the lesson.
Main: 3.2 Understand a variety of linear and Teacher can start with a goal. Ex: I’m going to listen
non-linear print and digital texts by using carefully.
Lesson delivery:
appropriate reading strategies
1. Pupils think of a good holiday place and give a reason
why it’s good. Teacher can introduce sentence starters to
Complementary: 2.1 Communicate simple guide pupils. Ex: I think a good place for a holiday is_____.
I think it’s good for/because ______.
Learning Standard: 2. Pupils refer to the questions in Exercise 1 textbook page
14. Pupils read the questions and predict the answers without
Main: 3.2.4 Use with support familiar print and
reading the text. Teacher encourages pupils to start their
digital resources to check meaning sentences with ‘I think……’. Pupils share their predictions
with the class.
Complementary: 2.1.5 Describe people, places 3. Pupils read the text and check their predictions.
and objects using suitable statements 4. Pupils read and listen to the text via CD1-15 and answer
the questions (M). Pupils are guided to read the text (L).
Pupils are encouraged to use a dictionary to look for
meanings of words in blue.
5. Teacher asks pupils what helped pupils to answer the
questions. Pupils share their answers.
Post-lesson: Teacher asks pupils to think the cruise ship is a
good place for a holiday and give a reason why or why not.
use a familiar print and digital resources to check
meaning. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Analysing Think-Pair-Share
Complementary: At the end of the lesson, pupils will
be able to describe the places using suitable b) CLASSROOM-BASED d) 21ST CL METHOD:
statements. ASSESSMENT: Task Pupil-centred
Pupils can
1. use a dictionary and pictures to check meaning
2. describe the place for a holiday using a least 2 sentences.

Content Standard: Pre-lesson: Pupils do a recap based on the previous lesson
Main: 4.2 Communicate basic information and say things they remember on the cruise ship and what
intelligibly for a range of purposes in print and people can do it.
Lesson delivery:
digital media
1. Pupils refer to textbook page 15. Pupils complete the
questions based on Exercise 1 on page 14 and choose the
Complementary: 2.2 Use appropriate correct answers.
communication strategies 2. Teacher asks pupils to close their eyes and imagine a
Learning Standard: holiday park. Allow some time for this. Teacher asks pupils
if their park has sports activities/a climbing wall/shops/
Main: 4.2.4 Describe people, places and restaurants.
3. Pupils refer to Exercise 5, choose 5 things from the box
objects using suitable statements
and write a few affirmative and negative sentences. Teacher
shows examples of affirmative and negative sentences to
Complementary: 2.2.1 Keep interaction going in pupils.
short exchanges by using suitable questions 4. Pupils are given some time to roughly draw their park.
In groups of 3 or 4, pupils ask each other questions about
their holiday parks and discuss the advantages and
disadvantages of each one. Pupils should decide which one
they all prefer and share their answer with the class.
Post-lesson: Pupils write another sentence based on their
holiday park using adjectives. Pupils can share their answers
with the class.
describe places using suitable statements.
Complementary: At the end of the lesson, pupils will Creating Pair/Group discussion
be able to keep interaction going in short exchanges.
Pupils can
1. describe their holiday park using at least 2 affirmative and negative
sentences.
2. discuss and ask at least 2 questions to group members.

THEME World of stories DATE Click or tap to enter a date.
TOPIC Cats TIME
Content Standard: Pre-lesson: Pupils read the poem ‘Cats’ in the Anthology of
Main: 5.3 Express an imaginative response to Poems textbook and mime the actions randomly.
literary texts Lesson delivery:
1. Teacher asks pupils to think about possible actions of cats
on their own. Then, pupils can share any funny stories based
on their own pet cat. Teacher can also show dunny cat videos
information intelligibly for a range of purposes to pupils.
in print and digital media 2. In pairs or groups, pupils list down descriptions for all the
Learning Standard: possible actions of cats. Ex: Playing a ball, climbing a tree)
3. Teacher asks pupils if they have written a shape poem
Main: 5.3.1 Respond imaginatively and before. Teacher shows a few examples of cat-shaped poems.
4. In pairs or individually, pupils are guided to create their
intelligibly through creating simple role-plays
own cat-shaped poem. Pupils can draw their own template or
and simple poems. Other imaginative use the one provided by the teacher. Pupils are advised to
responses as appropriate brainstorm more word and actions based on cats for their
poems.
Complementary: 4.2.4 Describe people, places 5. Pupils are encouraged to decorate their poem.
and objects using suitable statements Post-lesson: Pupils display their cat-shaped poem.
*Pupils can look for information about other cities and
towns in Malaysia to share.
respond imaginatively based on the poem.
Complementary: At the end of the lesson, pupils will Creating Gallery walk
be able to describe cats using suitable actions and
words. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Project Pupil-centred
Pupils can
1. respond imaginatively by creating a cat-shaped poem based on the main
poem.
2. describe their cats using at least 5 suitable words and actions.

SUBJECT English Language MODULE Speaking (Consolidation 1)
Content Standard: Pre-lesson: With their books closed, teacher asks pupils to
Main: 2.2 Use appropriate communication write sentences using there is/there are based on the Oasis of
strategies the Seas. Ex: There are 20 restaurants.
Lesson delivery:
1. Pupils refer to textbook page 15 Exercise 2. Teacher or
pupils can lay the Grammar Animation. Pupils can give their
information intelligibly for a range of purposes answers orally.
in print and digital media 2. Pupils refer to Exercise 3. Pupils must match 1-6 with a-f
Learning Standard: to make questions. Teacher provides an example to pupils. In
pairs, pupils ask and answer the questions.
Main: 2.2.1 Keep interaction going in short 3. Pupils can prepare to share their findings on another town
or city. Teacher can demonstrate on how to start and what to
exchanges by using suitable questions
talk about.
4. Pupils can share about any town or city that they would
Complementary: 4.2.4 Describe people, places like to share with the class.
and objects using suitable statements Post-lesson: Pupils are asked to write a few sentences based
on their own sharing.
keep interaction going in short exchanges.
Complementary: At the end of the lesson, pupils will Analysing Presentation
be able to describe places using suitable statement.
ASSESSMENT: Pupil-centred
Presentation
Pupils can
1. keep interaction going by asking and answering at least 4 suitable questions.
2. describe their choice of town and city using at least 4 suitable sentences.
Pupils can
1. listen and answer True or False for at least 4 sentences correctly.
2. spell at least most of the words correctly in the 4 sentences using the
adjectives.

Content Standard: Pre-lesson: Teacher introduces two images of buildings (an old
Main: 1.2 Understand meaning in a variety of building and a modern building) in Malaysia. Teacher asks pupils
why is one called old and the other is called modern. Teacher
familiar contexts explains that they are opposites.
Lesson delivery:
Complementary:4.3 Communicate with 1. Pupils refer to textbook page 16 Exercise 1. Pupils match the
appropriate language form and style for a adjectives with their opposites. Pupils listen to CD1-16 to check
their answers.
range of purposes in print and digital media 2. Teacher asks pupils to choose 4 adjectives to construct sentences.
Learning Standard: Teacher shows an example and gives some time to pupils. Pupils
Main: 1.2.2 Understand with support specific can share their answers with the class.
3. Teacher asks pupils why it’s important that places are safe, clean
information and details of longer simple texts
and friendly. Pupils are given some time to think and share their
on a range of familiar topics answers.
5. Pupils refer to Exercise 3 and write down the names of the
Complementary: people. Pupils listen to CD1-17 and write what each person talks
about.
frequency words accurately in independent Post-lesson: Pupils refer to Exercise 4 and read the sentences.
writing Pupils listen to CD1-17 again and answer orally whether the
sentences are True or False.
and understand the sentences.
able to spell a range of high frequency words accurately. Applying Think-Pair-Share

Content Standard: Pre-lesson: Teacher writes the names of two cities. Pupils compare
Main: 2.1 Communicate simple information the two cities using comparative adjectives. Teacher can start with
an example. Teacher can use the comparative adjectives poster.
1. Pupils refer to textbook page 17 Exercise 1. Pupils are guided to
Complementary:1.1 Recognise and reproduce complete the table based on Exercise 4 page 16. Teacher and pupils
target language sounds check if the spelling of the adjectives is correct.
2. Pupils refer to Exercise 4. Teacher explains that the activity is
about the pronunciation of -er at the end of the adjectives. Pupils
Learning Standard: listen to CD1-18.
Main: 2.1.2 Find out about and describe 3. Pupils refer to Exercise 5. Pupils can brainstorm two for the
experiences up to now things mentioned in the box for pupils to compare. Pupils can
choose a few things from the box. In pairs or in groups, pupils can
compare the things using their examples and opinions based on the
Complementary: 1.1.1 Recognise and reproduce example given. Teacher can also demonstrate a few comparisons
with little or no support a wide range of target for the pupils.
language phonemes 4. Pupils conduct the comparison activity.
Post-lesson: Teacher writes some random nouns and ask pupils to
compare using the adjectives.
Main: At the end of the lesson, pupils will be able to find textbook songs/audio clips Choose an item.
out and describe based on opinions.
able to recognize and reproduce the target sounds. Creating Pair/Group discussion
Pupils can
1. brainstorm two examples for at least 3 categories and describe the differences
using suitable comparative adjective.
2. say at least 3 words that end with the sound ’er’.
Content Standard: Pre-lesson: Pupils refer to textbook page 19. Pupils say the words
Main: 3.2 Understand a variety of linear and they know in the Think box. Teacher shows pictures of the words
in Malaysia. Teacher asks if pupils have seen the place where they
non-linear print and digital texts by using live.
1. Pupils read the text and complete Exercise 2 (M). Teacher can
Complementary:4.3 Communicate with also guide the pupils to read (L).
2. Teacher introduces pupils to phrases with adverbs, adjectives and
appropriate language form and style for a nouns (Ex: really fantastic school).
range of purposes in print and digital media 3. Pupils are guided to complete Exercise 3. Pupils read the notes
Learning Standard: and choose the correct words. Pupils read and identify the
adjectives. Teacher can demonstrate to pupils first.
4. Pupils can read their sentences to the class.
and details of simple texts of two paragraphs or 5. Pupils do Exercise 4 on their own (M). Pupils are guided to do
more Exercise 4.
Post-lesson: Teacher check the answers with the pupils
Complementary:
frequency words accurately in independent
writing
Main: At the end of the lesson, pupils will be able to read textbook Choose an item. Choose an item.
and understand the text correctly.
able to spell the words correctly. Understanding Think-Pair-Share
Pupils can
1. read and fill in the blanks of 4 sentences
2. spell at least 5 words correctly in rearranging the sentences.

Content Standard: Pre-lesson: Pupils do a recap on the nouns and adjectives that they
Main: 4.2 Communicate basic information have learned from the previous lessons.
Lesson delivery:
intelligibly for a range of purposes in print and 1. Pupils refer to textbook page 19 and read the text about
digital media Edinburgh again. Teacher writes 1) What the writer likes about the
city? 2) Other places and transport in the city. 3) Where the city is?
Complementary:3.2 Understand a variety of 2. Pupils write the answers to the questions and sentences based on
the text in their exercise books.
linear and non-linear print and digital texts by 3. Based on the town or city that they have shared in Lesson 22,
using appropriate reading strategies pupils do Exercise 5 in textbook page 19.
Learning Standard: 4. Pupils must first write a short description of 4-5 sentences based
on the city or town. Teacher can guide pupils with the description
with an example based using adverbs and adjectives. The, pupils
Main: 4.2.5 Connect sentences into one or two look at B and answer the questions.
coherent paragraph using basic coordinating 5. Pupils refer to C and are guided to start the 3 paragraphs about
conjunctions and reference pronouns their city of town.
Post-lesson: Teacher provides feedback to pupils’ write-up.
Complementary: 3.2.1 Understand the main idea

connect sentences using basic coordinating conjunctions.
able to read and understand the text. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Creating Choose an item.
Pupils can
1. write 3 sentences for each paragraph using coordinating conjunctions
correctly.
2. read and answer at least 2 questions based on the text correctly.

TOPIC Serenade TIME
Content Standard: Pre-lesson: Teacher plays the game ‘Hangman’ with pupils based
Main: 5.2 Express personal responses to literary musical instruments.
Lesson delivery:
texts 1. Teacher reads the poem to pupils and asks pupils in between on
how to sound a fiddle, tra-la-la, drum-boom, boom
Complementary:3.3 Read independently for 2. Pupils are divided into 3 big groups and assigned a stanza.
information and enjoyment 3. Pupils practise and read the poem with gestures.
4. For the second round, when one group reads, the other two
groups must make the sound effects.
Learning Standard: 5. Pupils can ask their friends choice of instrument to play and
share what they like and why the like it.
Main: 5.2.1 Explain in simple language why the Post-lesson: Pupils can try to make home percussion or classroom
percussion using anything they can find at home or in the class.
like or dislike an event, description or character Teacher can explain the different sounds involved by showing
in a text sample videos.
Complementary: 3.3.1 Read and enjoy A2

fiction/non-fiction print and digital texts of
interest
Main: At the end of the lesson, pupils will be able to textbook video Choose an item.
explain in simple language why they like or dislike an
event or description.
Complementary: At the end of the lesson, pupils will be Creating Performing
able to read and enjoy the poem b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: centred
Performance
Pupils can
1. share and explain to their peers why they like or dislike an instrument.
2. read and enjoy the poem by making different but suitable sound effects.

SUBJECT English Language MODULE Writing (Consolidation 2)
Content Standard: Pre-lesson: Pupils refer to textbook page 20 Exercise 1. Pupils
Main: 4.3 Communicate with appropriate match the words and the pictures. Pupils can answer orally.
Lesson delivery:
language form and style for a range of purposes 1. Pupils refer to Exercise 2. Teacher explains that pupils rewrite
in print and digital media the sentences with the opposite adjectives. Pupils have to make sure
that ‘a/an’ before the adjectives also matches the opposite. Teacher
2.2 Use appropriate
Complementary: shows an example. Pupils do the exercise in the exercise books.
2. Pupils refer to Exercise 5. Teacher can display the comparative
communication strategies adjective poster from Lesson 24. Pupils are guided to write
Learning Standard: comparative sentences based on the given points. Ex: the
sea/dangerous/the river = The sea is more dangerous than the
Main:4.3.2 Spell a range of high frequency river. Pupils share the answers and teacher gives feedback.
3. Teacher asks pupils why do we need a map and the kinds of map
words accurately in independent writing that we have these days.
3. Teacher gives 6 adjectives ending in -y (pretty, ugly, busy,
2.2.1 Keep interaction going in
Complementary: friendly, noisy, dirty). Pupils write sentences using the comparative
forms of the adjectives (M). Pupils are guided to write short
short exchanges by using suitable questions sentences using the adjectives (L).
Post-lesson: Pupils take turns to share their answers. Teacher
emphasizes on the spelling of the words.
Main: At the end of the lesson, pupils will be able to spell textbook Choose an item. Choose an item.
a range of high frequency words accurately independent
writing.
Complementary: At the end of the lesson, pupils will be Creating Think-Pair-Share
able to keep interaction going in short exchanges. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Written Learning skills/process
work
Pupils can
1. spell at least 5 adjectives correctly in the sentences.
2. keep interaction going by answering at least 1 short question by the teacher.
Pupils can
2. spell at least most of the words correctly in the 3 activities correctly.

TOPIC Extra Listening & Speaking TIME
Content Standard: Pre-lesson: Teacher writes name, age, birthday, brothers and sister
Main: 1.2 Understand meaning in a variety of (siblings). Teacher asks pupils if anyone would like to share the
details of the things written. Teacher asks pupils when we might
familiar contexts give our personal information to someone. Pupils share their
answers.
Complementary:4.3 Communicate with Lesson delivery:
appropriate language form and style for a 1. Pupils refer to textbook page 92 Exercise 1. Teacher explains that
pupils must listen to an audio that consists of the correct dialogue.
range of purposes in print and digital media Pupils can write the questions in their exercise books. Pupils listen
Learning Standard: to CD3-02 to write the correct answers.
Main: 1.2.5 Understand a sequence of 2. Teacher checks the answers with the class.
3. Pupils refer to Exercise 2. Pupils read the KEY PHRASES and
supported questions
copy the questions in their exercise book. Pupils are given some
time to copy.
Complementary: 4. Then, teacher plays CD3-03. Pupils listen to the conversation and
frequency words accurately in independent tick the questions they hear. Pupils can compare their answers with
their friends.
writing 5. Pupils refer to Exercise 3. Pupils copy the table into their
exercise books. Pupils listen to CD3-03 again and fill in the table
correctly.
Post-lesson: Pupils check their answers. Teacher asks pupils what
they have learned about Luke from the conversation. Pupils can
think and share their answers.
able to spell a range of high frequency words in Applying Think-Pair-Share
independent writing accurately. b) CLASSROOM-BASED d) 21ST CL METHOD:

TOPIC Extra Listening & Speaking TIME
Content Standard: Pre-lesson: Teacher writes or holds up cards with What’s….?
Main: 2.2 Use appropriate communication How….? Where…? When’s...? Have you….? and elicit personal
questions from the previous lesson or pupils’ own questions.
strategies Lesson delivery:
1. Pupils refer to textbook page 17 Exercise 1. Pupils are guided to
Complementary: 1.2 Understand meaning in a complete the table based on Exercise 4 page 16. Teacher and pupils
variety of familiar contexts check if the spelling of the adjectives is correct.
2. Pupils refer to Exercise 4. Teacher explains that pupils listen to
CD3-04 and identify which question in the dialogue is different
Learning Standard: from the questions in the KEY PHRASES 1. Pupils share their
Main: 2.2.1 Keep interaction going in short answers orally.
exchanges by using suitable questions 3. Pupils read the dialogue and find out: 1) Two numbers 2) Four
question words 3) Five adjectives 4) Two adverbs 5) Which
question word is not in the KEY PHRASES.
1.2.5 Understand a sequence of
Complementary: 4. Pupils refer to Activity 5 and imagine that they are one of the
supported questions new students from another country. Pupils practise a new dialogue
using the key phrases based on one of the new students.
Post-lesson: Pupils repeat the dialogue using their own name and
personal information in front of the class.
Main: At the end of the lesson, pupils will be able to keep textbook songs/audio clips Choose an item.
the interaction going in short exchanges by using suitable
questions.
Creating Presentation
Pupils can
1. keep the interaction going by asking and answering at least 3 short questions
2. listen and identify at least 2 similar and different questions based on KEY
PHRASES.
Content Standard: Pre-lesson: Teacher writes United Kingdom and asks pupils if they
Main: 3.2 Understand a variety of linear and remember the names of the countries that make up the United
Kingdom. Teacher asks pupils if they know all the states in
non-linear print and digital texts by using Malaysia. Pupils share their answers.
1. Pupils refer to Exercise 1. Pupils look at the map and match the
Complementary: 4.2 Communicate basic words in the box with numbers 1-5. Pupils can share their answers
orally.
information intelligibly for a range of purposes 2. Pupils read the text about Liverpool (M). Pupils are guided to
in print and digital media read the text (L).
Learning Standard: 3. Teacher asks pupils which isn’t a capital city based on the text
and pupils share their answers.
Main: 3.2.4 Use with support familiar print and
4. Pupils refer to Exercise 2. Pupils read and answer the questions
digital resources to check meaning based on the text in their exercise books. Pupils can discuss with
their peers.
Complementary:4.2.4 Describe people, places 5. Based on the text, pupils also write down three things that Toby
likes about Liverpool.
and objects using suitable statements 6 Pupils are asked if any of them are football fans. Teacher can pre-
teach if pupils do not understand the noun.
7. Pupils are asked if they know where their favourite football clubs
come from (north, south, east , west, north west, south west, north
east, south east). Pupils share their answers.
Post-lesson: Teacher shares the map of Malaysia with pupils and
asks pupils to list and describe 4 main cities in Malaysia.
Main: At the end of the lesson, pupils will be able to use textbook Choose an item. Choose an item.
familiar digital resource to check meanings.
able to describe the places using suitable statements. Understanding Think-Pair-Share
Pupils can
1. use a picture of a map or digital map to check at least 5 directions correctly.
2. describe at least 2 places or things that Toby likes in suitable sentences.

Content Standard: Pre-lesson: Teacher asks pupils to think about the previous lesson
Main: 4.2 Communicate basic information and also the towns and cities in Malaysia.
Lesson delivery:
intelligibly for a range of purposes in print and 1. Pupils refer to textbook page 106 Exercise 3. Teacher displays
digital media the map of Malaysia to pupils. Pupils write down the questions in
their exercise books and answer the questions appropriately. Pupils
Complementary:2.1 Communicate simple can discuss with their peers.
2. Teacher asks pupils if they know a river’s name in Malaysia.
information intelligibly Pupils share the answers if they know.
Learning Standard: 3. Pupils refer to Exercise 4. Teacher explains that pupils can
choose any city in Malaysia for this task. Then, Pupils refer to page
Main: 4.2.5 Connect sentences into one or two textbook page 19 Exercise 5 for guidance. Based on the questions,
pupils draft their paragraph to describe the city they have chosen.
coherent paragraph using basic coordinating 4. Teacher writes A) places B) adjectives C) There’s/There are D)
conjunctions and reference pronouns It’s in the… E) conjunctions (and, or, but). Pupils tick the criteria
that they have included in their descriptions.
Post-lesson: Pupils read and display their descriptions. Teacher
Complementary:2.1.5 Describe people, places provides feedback. Pupils can also ask questions to their friends
and objects using suitable statements about the cities.
*Teacher informs pupils to choose a favourite instrument that
they would like to make and get ready with the materials to make
the instrument.
able to describe places and objects using suitable Creating Gallery walk
statements. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. write at least 2 correct sentences using coordinating conjunctions.
2. share a suitable description of the city using at least 4 sentences.

TOPIC Serenade TIME
Content Standard: Pre-lesson: Pupils do a recap by reading the poem and identifying
Main: 5.3 Express an imaginative response to the instruments mentioned in the poem.
Lesson delivery:
literary texts 1. Teacher asks pupils to display the materials that they have
prepared and brought to make the instruments on their own.
Complementary:2.1 Communicate simple 2. Pupils can help each or discuss while making their instruments.
information intelligibly 3. Teacher can assist pupils to build their instruments.
4. Upon completion, pupils are guided on how to plan to describe
their diy musical instrument.
Learning Standard: Ex: It is a________. It has ________. It is made out of _______. I
used ____ to make the ______.
Main: 5.3.1 Respond imaginatively and 5. Pupils are given some time to get ready (M). Teacher guides
pupils to describe their instruments (L).
intelligibly through creating simple role-plays 6. Pupils take turns to describe their diy musical instruments. In the
and simple poems. Other imaginative meantime, other pupils can pre
responses as appropriate Post-lesson:
Complementary:2.1.5 Describe people, places

and objects using suitable statements
respond imaginatively based on the poem.
able to describe the objects using suitable statements. Creating Presentation
ASSESSMENT: Project centred
Pupils can
1. respond imaginatively by making a musical instrument of their choice using
household items.
2. describe their diy instruments using at least 4 suitable sentences.

Content Standard: Pre-lesson: Pupils do a recap on there’s, there isn’t, there are and
Main: 4.3 Communicate with appropriate they aren’t.
language form and style for a range of purposes
Lesson delivery:
in print and digital media 1. Pupils refer to textbook page 20 Exercise 3. Pupils orally share
their answers with the class.
Complementary:3.2 Understand a variety of 2. Pupils refer to Exercise 5. In pairs, pupils choose a couple of
linear and non-linear print and digital texts by adjectives and think about the comparative forms. Pupils can share
their answer orally with the class.
using appropriate reading strategies 3. Pupils are given a quiz set to complete individually (M). Pupils
Learning Standard: are guided to complete the quiz set (L).
Main: 4.3.1 Use capital letters, full stops, Post-lesson: Pupils discuss the answers with the teacher.
commas in lists and question marks
appropriately in independent writing at
discourse level
Complementary:3.2.2 Understand specific

information and details of simple texts of two
paragraphs or more
capital letter, full stops and commas in independent
writing.
Complementary: At the end of the lesson, pupils will be Creating Think-Pair-Share
able to read and answer correctly. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. spell at least 5 adjectives correctly in the sentences.
2. keep interaction going by answering at least 1 short question by the teacher.
● Success Criteria
Pupils can
1. listen and fill in at least 4 correct answers.
2. spell at least 5 words correctly.

TOPIC Module 2: Days TIME
Content Standard: Pre-lesson: Teacher asks pupils about their favourite day and
Main: 1.1 Recognise and reproduce target language the reason.
sounds Lesson delivery:
1. Pupils refer to textbook page 22 Activity 1. Pupils are
Complementary: 4.3 Communicate with appropriate asked to look at the 5 table headings and read words in in
language form and style for a range of purposes in Days and Night quiz. Teacher explains that words in blue are
print and digital media daily routines.
2. Pupils copy the table into their exercise books. Pupils
Learning Standard: write their answers in columns 1-5. Then, pupils listen to
Main: 1.2.1 Understand with support the main idea CD1-21 to check their answers.
of longer simple texts on range of familiar topics 3. Pupils refer to Activity 3. Pupils listen to CD1-22 and
write down the words from Activity 1.
Complementary: 4.3.2 Spell a range of high 4. Teacher writes ‘never’ on the left side of the board and
frequency words accurately in independent writing ‘always’ on the right side of the board. Pupils to the box in
Activity 4. Teachers explains that those words are adverbs.
Teacher also explains the adverb ‘normally’.
5. Pupils listen to CD1-22 again and complete the sentences
with an adverb.
Post-lesson: Teacher checks pupils’ spelling.
Main: At the end of the lesson, pupils will be able to textbook songs/audio clips
listen and fill in the columns correctly.
Complementary: At the end of the lesson, pupils will Applying Choose an item.
be able to spell the words correctly. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Content Standard: Pre-lesson: Pupils recall the blue words in the quiz from the
Main: 2.2 Use appropriate communication strategies previous lesson.
Lesson delivery:
Complementary: 3.2 Understand a variety of linear 1. Pupils refer to textbook page 22 Activity 2.
and non-linear print and digital texts by using 2. Pupils read the key phrases. Pupils are asked to raise their
appropriate reading strategies right hand for ‘TRUE’ and left hand for ‘FALSE’
3. Teacher says the number of the key phrases and pupils
answer by raising the correct hand. Teacher and pupils will
Learning Standard: discuss the key phrases if there are any questions.
Main: 2.2.1 Keep interaction going in short 4. Teacher writes ‘Between 7.30 and 8.30 in the morning’,
exchanges by using suitable questions ‘Between 7.30 and 8.30 in the evening’ on the board.
Teacher explains that pupils must guess what their partner
Complementary: 3.2.3 Guess the meaning of does. Example: I think you get up, have breakfast and go to
unfamiliar words from clues provided by title, topic, school between in the morning.
and other known words 5. Pupils start in pairs where they take turns to guess what
their partner does in both times frames.
Post-lesson: Pupils share if any of them guessed terribly
wrong or someone received a funny guess.
keep interaction going in short exchanges.
Complementary: At the end of the lesson, pupils will Analysing Pair/Group discussion
be able to guess unfamiliar details from the clues b) CLASSROOM-BASED d) 21ST CL METHOD:
based on the topic. ASSESSMENT: Task Pupil-centred
Pupils can
1. keep appropriate interaction going with at least 1 partner.
2. guess at least 2 appropriate unfamiliar details based on at least 1 given time
range.
Content Standard: Pre-lesson: Pupils are asked what word would they use if
Main: 3.3 Read independently for information and they use the things or do something 90% of the time.
enjoyment Teacher gives an example of a sentence using ‘never’ saying
that we use 'never' when we do not do the things at all. Pupils
Complementary: 4.3 Communicate with appropriate can share their answers on the first question.
language form and style for a range of purposes in Lesson delivery:
print and digital media 1. Teacher writes ‘sometimes’, ‘never’, ‘always’, ‘usually’
and ‘normally’ on the board. Teacher asks pupils to rank the
Learning Standard: adverbs from numbers 1-4 based on frequency.
Main: 3.3.1 Read and enjoy A2 fiction/non-fiction 2. Pupils refer to textbook page 23 Activity 6 and read the
print and digital texts of interest box ‘My daily routine’. Pupils turn to their partners to share
a sentence that is true for them. Teacher asks pupils if
Complementary: 4.3.2 Spell a range of high anyone has no true sentences.
frequency words accurately in independent writing 3. Then, pupils must rewrite the sentences using suitable
adverbs for the 9 sentences based on their own daily routine.
4. Pupils compare their answers with their friends.
5. Pupils play the ‘Adverbs of Frequency’ board game in
their groups. Pupils take turns to play and use suitable
adverbs with the sentences.
Post-lesson: Pupils share any funny or weird sentences
shared by their peers.
Main: At the end of the lesson, pupils will be able to textbook boardgame Choose an item.
read and relate to the sentences.
Complementary: At the end of the lesson, pupils will Creating Games
be able to spell adverbs correctly. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Games Pupil-centred
Pupils can
1. read and share sentences that they can relate to using at least 2 adverbs
correctly.
2. spell adverbs correctly in at least 4 sentences.

Content Standard: Pre-lesson: Pupils recall all the adverbs they have learned
Main: 4.2 Communicate basic information from their previous lessons. Teacher writes pupils’ answers
intelligibly for a range of purposes in print and on the board.
digital media Lesson delivery:
1. Pupils refer to textbook page 23 Activity 7. Teacher
Complementary: 2.3 Communicate appropriately to explains to pupils by giving examples.
a small or large group 2. Pupils write 4 true sentences and 2 false sentences about
themselves in their exercise books (M). Pupils are guided to
Learning Standard: write the sentences (L).
3. Then, teacher explains that in pairs, pupils read the
Main: 4.2.4 Describe people, places and objects sentences to their partners. The partners must guess which
using suitable statements sentences are true and false.
4. In groups of 3 or 4, pupils are given a ’#fact file
Complementary: 2.3.1 Narrate short basic stories worksheet’. Teacher explains that pupils must think of a
and events celebrity and imagine his/her daily routines. Pupils must
think of what he/she never, sometimes, often, usually and
always does. Pupils discuss and write the details in their
‘#fact file worksheet’
Post-lesson: Pupils take turn to narrate their celebrity #fact
file
Main: At the end of the lesson, pupils will be able to textbook worksheet Choose an item.
describe people using suitable statements.
Complementary: At the end of the lesson, pupils will Creating Pair/Group discussion
be able to narrate short basic events. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. describe their chosen celebrity’s daily routine using at least 1 adverb
correctly.
2. narrate at least 1 suitable fact about their chosen celebrity.

TOPIC Watching a Bumble Bee TIME
Content Standard: Pre-lesson: Teacher writes an alphabet on the board and asks
Main: 5.2 Express personal responses to literary texts pupils to write down animals starting from the letter.
Lesson delivery:
Complementary: 3.2 Understand a variety of linear 1. Pupils refer to the poem ‘Watching a Bumble Bee’ and
and non-linear print and digital texts by using read it silently.
appropriate reading strategies 2. Teacher can provide sentence strips from Year 5 poem
collection or write the sentences on the board. Pupils are
asked to read the sentences and state which sentences are
Learning Standard: true and which ones are false. Pupils can be called to the
front to write true/false at the end of the sentences.
Main: 5.2.1 Explain in simple language why the 3. Based on the sentences about the bumble bee, pupils are
like or dislike an event, description or character in a guided to create a graphic organizer about other things that
text they might see in a garden. Pupils are also asked about the
types of bees that they know.
Complementary: 3.2.2 Understand specific 4. Teacher checks pupils’ list and share answers about the
information and details of simple texts of two types of bees.
paragraphs or more 5. Pupils are asked to draw another graphic organizer about
what they would like to do in a garden and the kind of people
they would like to meet there.
6. Pupils explain their graphic organizer to the class with
simple reasons.
Post-lesson: Teacher asks if anyone would like to change
their answers in the graphic organizer.
explain in simple language why they like the event
and people based on a setting in the text. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Creating Pair/Group discussion
Complementary: At the end of the lesson, pupils will b) CLASSROOM-BASED d) 21ST CL METHOD:
be able to read and find out the correct sentences. ASSESSMENT: Written Pupil-centred
work
Pupils can
1. explain at least 3 suitable things that they would like do in a garden
2. read and find out at least 2 correct sentences.

SUBJECT English Language MODULE Listening (Consolidation)
Content Standard: Pre-lesson: Teacher draws a clock on the board and review
Main: 1.2 Understand meaning in a variety of quarter past, half past and quarter to.
1. Pupils refer to textbook page 93 Exercise 1. Pupils give
Complementary: 2.1 Communicate simple their answers orally based on the pictures.
information intelligibly 2. Pupils listen to CD3-05 and write down the times. Then,
pupils draw the clock based on the times.
3. Pupils refer to Activity 3. Pupils listen to CD3-06 and
Learning Standard: write down the sports that Vicky asks.
4. Pupils discuss the answers with the teacher.
Main: 1.2.2 Understand with support specific 5. Pupils refer to Activity 4 and copy the table into their
information and details of longer simple texts on a exercise books.
range of familiar topics 6. Pupils listen to CD3-06 and fill in the blanks.
7. Teacher writes ‘in the afternoon’, ‘in the evening’, ‘at
Complementary: 2.1.4 Ask about and describe night’ on the board. Teacher explains that pupils ask their
future plans partners what are their plans at those times.
Post-lesson: Pupils share their partners’ responses with the
class.
listen and fill in the blanks.
Complementary: At the end of the lesson, pupils will Analysing Presentation
be able to ask and describe their partners’ future b) CLASSROOM-BASED d) 21ST CL METHOD:
plans. ASSESSMENT: Written Learning skills/process
work
Pupils can
1. listen and fill in the blanks with at least 4 correct answers.
2. ask and describe at least 2 suitable future plans.
Pupils can
1. listen and write at least 4 correct answers.
2. guess at least 3 words correctly.

Content Standard: Pre-lesson: Teacher writes ‘family’ on the board and brainstorms
Main: 1.2 Understand meaning in a variety of vocabulary for family members with the pupils. Pupils can be called
to the front to write the answers.
1. Pupils refer to textbook page 24 Activity Think!. In pairs, pupils
Complementary:3.2 Understand a variety of ask the questions and answer. Teacher facilitates the session.
linear and non-linear print and digital texts by Teacher asks pupils to share any funny answers.
2. Pupils refer to Activity 1 and go through the titles. Pupils look at
using appropriate reading strategies the picture, read the text and choose the title that is the most
Learning Standard: suitable for the text. Pupils compare their answer with their
Main: 1.2.4 Understand longer sequences of partners.
3. Pupils are asked to read the sentences in Activity 2 and listen to
supported classroom instructions
the audio. CD1-23 is played. Pupils write the correct answers and
share them with the class.
Complementary: 3.2.3 Guess the meaning of 4. Teacher asks pupils why do they think families are important.
unfamiliar words from clues provided by title, Pupils conduct a think-pair-session with their partners and other
group members.
topic, and other known words 5. Pupils go through the text and try identifying the meanings of the
blue words in the text. Pupils write down their guesses after their
discussion with their group members.
6. Teacher draws a Venn diagram with two circles (male or female).
In pairs, pupils categorise the words in those two groups.
Post-lesson: Teacher asks pupils what family words go between the
two circles. Pupils discuss with the teacher.
and write the answers.
able to guess the meaning of unfamiliar words. Applying Think-Pair-Share
work

Content Standard: Pre-lesson: Pupils refer to text in textbook page 24 for a recap.
Main: 2.1 Communicate simple information Lesson delivery:
1. Pupils are asked to think about their daily routines and compare
intelligibly theirs with the Radfords. They discuss the differences with their
partners.
Complementary:1.1 Recognise and reproduce 2. Teacher provides an example for the pupils to start discussing the
target language sounds examples. Teacher reminds pupils to use ‘but’ to show differences.
Ex: The Radford family has breakfast at 6.46 but I have breakfast
at 8.
Learning Standard: 3. Pupils discuss the differences and share some answers with the
Main: 2.1.1 Give detailed information about class.
themselves 4. Pupils refer to Activity 1 and match the sentences with the rules.
5. Pupils copy the sentences in Activity 3 into their exercise books.
Pupils discuss the answers with the teacher.
Complementary: 1.1.1 Recognise and reproduce Post-lesson: Pupils listen to CD1-24 and identify the verbs that end
with little or no support a wide range of target with /iz/ and /s/ sounds. Pupils write down the verbs and share the
language phonemes answers.
detailed information about themselves by comparison.
able to identify the verbs that end with /iz/ and /s/ sounds. Analysing Pair/Group discussion
ASSESSMENT: centred
Observation
Pupils can
1. give at least 3 detailed information about themselves in comparison to the
Radfords.
2. identify at least 2 verbs that end with /iz/ and /s/ sounds correctly.
Content Standard: Pre-lesson: Pupils are asked about the special days in Malaysia and
Main: 3.2 Understand a variety of linear and also their personal ones. Teacher asks pupils why do they like those
special days.
non-linear print and digital texts by using Lesson delivery:
appropriate reading strategies 1. Pupils refer to textbook page 26 and read ‘Happy Days’.
2. Teacher checks if pupils can guess the meanings of words
Complementary: 1.2 Understand meaning in a ‘crazy’, ‘costumes’ and ‘invite’. Teacher guides pupils using L1 if
they need assistance.
variety of familiar contexts 3. Pupils copy ‘Happy Days’ survey into their exercise books and
Learning Standard: fill in the blanks with the words in the box.
Main: 3.2.3 Guess the meaning of unfamiliar 4. Pupils look at the pictures in Activity 3 and share what they can
see from the pictures. Teacher asks pupils what they know about a
words from clues provided by title, topic, and
radio programme.
other known words 5. Pupils listen to CD1-25 and share their answers on the correct
order of the pictures.
Complementary: 6. Pupils are asked to read the ‘study strategy’. Pupils read the
questions in Activity 4 and listen to CD1.25 again to answer the
supported questions questions.
Post-lesson: Pupils discuss the answers with the teacher.
Main: At the end of the lesson, pupils will be able to guess textbook songs/audio clips Choose an item.
the meaning of unfamiliar words.
able to listen and answer the questions. Analysing Pair/Group discussion
Pupils can
1. guess at least 3 words correctly.
2. listen and answer at east 3 questions correctly.

Content Standard: Pre-lesson: Teacher writes ‘songs’, ‘music’, ‘costumes’, ‘presents’,
Main: 4.2 Communicate basic information ‘a family meal’ and ‘people to you house’ on the board. In groups,
pupils choose one of the words or phrases to make sentences. Pupils
intelligibly for a range of purposes in print and must use the verbs from textbook page 26 Activity 1 with the
digital media chosen words/phrases to construct the sentences.
Lesson delivery:
Complementary:2.1 Communicate simple 1. Pupils refer to textbook page 26 Activity 5. Teacher explains to
pupils by giving examples.
information intelligibly Ex: Do you ever run at the park? Yes, sometimes. / No, never! / No,
Learning Standard: not usually.
2. Pupils use the questions from the ‘Happy Days’ survey to ask
Main:4.2.1 Give detailed information about their partners while their partners reply using the target language.
Pupils take turns to conduct the activity. Pupils are reminded to
themselves write the questions and the answers.
3. Pupils move to another partner to asks and answer.
Complementary:2.1.5 Describe people, places 4. Pupils are guided to write a short paragraph to display their
findings about their friends.
and objects using suitable statements Ex: Every year during Raya celebration, Amir likes to sing the
special Raya song. He always wears his traditional outfit. His
parents usually give out money packs to elders and children.
Post-lesson: Teacher checks pupils work and provides feedback.
Main: At the end of the lesson, pupils will be able to give textbook Choose an item. Choose an item.
detailed information about their friends.
able to describe people using suitable statements. Creating Pair/Group discussion
ASSESSMENT: Written Group-based activities
work
Pupils can
1. give detailed information about their friends using at least 4 suitable
sentences.
2. describe their celebration in proper sentences.

SUBJECT English Language (NTB) MODULE Language Art
TOPIC Watching a Bumble Bee TIME
Content Standard: Pre-lesson: Pupils are asked to read the poem again for a recap.
Main: 5.3 Express an imaginative response to Lesson delivery:
1. Teacher asks pupils to think about other insects that are suitable
literary texts to replace the bumble bee in the poem.
2. In pairs, pupils take note of the words to change in the poem.
Complementary:2.1 Communicate simple Teacher make sure that all the groups have different insects.
information intelligibly 3. Pupils discuss about the other insect that they would like use in
the poem (name of the insect, characteristics).
4. A3 papers are distributed to pupils. Pupils work together in pairs
Learning Standard: to write down their new stanzas. Pupils can use their creativity with
the stanza creation.
Main: 5.3.1 Respond imaginatively and 5. Pupils put up their new poem on the wall and everyone take turns
to go around on a gallery walk.
intelligibly through creating simple role-plays Post-lesson: Teacher asks if anyone found anything funny, weird or
and simple poems. Other imaginative illogical from the poems. Pupils share their answers,
responses as appropriate
Complementary:2.1.2 Find out about and

describe experiences up to now
respond imaginatively by creating simple poems.
able to find out and describe their gallery walk experience. Creating Pair/Group discussion
ASSESSMENT: Written centred
work
Pupils can
1. create a new poem by replacing at least 6 words using new ideas.
2. find out and share at least 1 stanza that they would like to talk about.

SUBJECT English Language MODULE Speaking (Consolidation)
Content Standard: Pre-lesson: Teacher writes some questions. Ex: What is the special
Main: 2.2 Use appropriate communication festival that you celebrate with your family? Do you like it? Why do
you like/dislike it? Teacher guides pupils to answer in present
strategies simple.
Lesson delivery:
Complementary: 4.2 Communicate basic 1. Pupils refer to textbook page 27 Exercise 1. Pupils match the
information intelligibly for a range of purposes questions with the answers. Then, pupils check the ‘RULES’ box to
check if their answers are based on the rules.
in print and digital media 2. Pupils refer to Activity 2. Teacher does a short recap on ‘do’,
Learning Standard: ‘does’, ‘has’ and ‘have’.
3. Pupils share their answers of Activity 2 orally.
Main:2.2.1 Keep interaction going in short 4. In pairs, pupils refer to Activity 3 and wait teacher’s cue to start.
In 2 minutes, pupils must write as many questions as they can based
exchanges by using suitable questions on the grid.
5. After 2 minutes, pupils check their questions for errors.
Complementary: 6. Then, pupils ask their partners the questions that they have
created. Pupils take turns to ask the questions.
about themselves Post-lesson: Pupils share their questions and answers with the
class.
Main: At the end of the lesson, pupils will be able to keep textbook Choose an item. Choose an item.
interaction going in short exchanges with suitable
questions.
Complementary: At the end of the lesson, pupils will be Creating Pair/Group discussion
able to give detailed information about themselves. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. keep the interaction going by asking and answering at least 4 questions
correctly.
2. give detailed information based on at least 4 questions.
Pupils can
1. guess the meanings of most of the unfamiliar words
2. use the dialogue as the familiar print to check at least 3 types appropriate
responses.

Content Standard: Pre-lesson: Pupils refer asked to think about the three things that do
Main: 1.3 Use appropriate listening strategies in with their family members or friends at the weekend. Then, in
group groups, pupils share their answer to find out if anyone has
a variety of contexts similar answers.
Lesson delivery:
Complementary:3.2 Understand a variety of 1. Pupils refer to textbook page 28 Activity 1. Pupils look at the
linear and non-linear print and digital texts by programme and check out the new words. Pupils can guess the
meaning of the words.
using appropriate reading strategies 2. Teacher asks pupils if there are any special days in school that
Learning Standard: they like. Pupils share their answers and their reasons.
Main: 1.3.1 Guess the meaning of unfamiliar 3. Pupils refer to Activity 2. Pupils listen to CD1-26 and complete
the dialogue.
words from clues provided by other known
4. Teacher writes (A. When you agree) (B. When you’re thinking)
words (C. When you’re surprised). Pupils look at the dialogue to look for
the responses given based on situations A, B and c.
Complementary: 3.2.4 Use with support familiar Post-lesson: Pupils read through the programme again and list
down the activities that they would like to do in the afternoon and
print and digital resources to check meaning evening.
Main: At the end of the lesson, pupils will be able to guess textbook songs/audio clips
able to use familiar resources to check meaning. Applying Pair/Group discussion
Observation

Content Standard: Pre-lesson: Pupils do a recap on what their partners have said
Main: 2.1 Communicate simple information during the previous lesson about what his/her family does.
Lesson delivery:
intelligibly 1. Teacher writes plans and suggestions. Pupils read the KEY
PHRASES in textbook page 28 and sort the phrases according to
Complementary: 4.2 Communicate basic plans and suggestions.
information intelligibly for a range of purposes 2. Teacher also asks which questions are negative.
3. Pupils refer to Activity 4. Pupils think about the exercise and
in print and digital media write down the answers.
Learning Standard: 4. Teacher gives examples of advice starting form ‘What about…’
Main: 2.1.4 Ask about and describe future plans and ‘Let’s…’. Teacher asks pupils to share the advice that they
have written in the last two lines of the dialogue.
5. In groups, teacher asks pupils to write three plans and three
Complementary: 4.2.2 Ask for, give and respond suggestions about a particular topic. Teacher can decide the topics
to simple advice earlier.
Post-lesson: Pupils share their plans and suggestions with the class.

describe their plans.
able to write down simple advices. Creating Pair/Group discussion
Pupils can
1. describe at least 1 suitable advice from the dialogue.
2. write at least 2 correct plans and suggestions.
Content Standard: Pre-lesson: Teacher asks pupils why is it important to know how
Main: 3.2 Understand a variety of linear and other countries celebrate their culture.
Lesson delivery:
non-linear print and digital texts by using 1. Teacher asks pupils about the Caribbean islands. Pupils share if
appropriate reading strategies they know about it or have visited before.
2. Pupils refer to textbook page 29 Activity 1. Pupils guess the
Complementary: 2.3 Communicate appropriately meaning of the words in the box. Teacher can help by giving hints.
3. Pupils can describe the picture using the words in the box first
to a small or large group and then, use other words to describe.
Learning Standard: 4. Teacher writes A. personal description of carnival B. when the
Main: 3.2.3 Guess the meaning of unfamiliar carnival happens C. what happens at the carnival
5. Pupils read the text and identify the details to the headings
written by the teacher.
other known words 6. Pupils refer to Activity 3. Pupils read the text ‘The Notting Hill
Carnival’ and answer the questions.
Complementary: 2.3.1 Narrate short basic stories Post-lesson: Pupils discuss the answers with the teacher.
and events
able to narrate short basic events. Understanding Pair/Group discussion
Pupils can
1. guess the meaning of at least 2 words correctly.
2. narrate by describing the picture with at least 2 suitable points.

Content Standard: Pre-lesson: Teacher asks pupils when do they add the word ‘also’ in
Main: 4.3 Communicate with appropriate their sentences. Pupil can share with examples.
Lesson delivery:
language form and style for a range of purposes 1. Pupils refer to textbook page 29 Activity 5. Pupils try to identify
in print and digital media the correct order with teacher’s guidance.
2. Pupils refer to Activity 5. Pupils read A and think about the topic
Complementary:3.2 Understand a variety of that they would like to focus on. Pupils brainstorm for ideas using
the questions in B. Teacher facilitates the session and help pupils
linear and non-linear print and digital texts by with sentences.
using appropriate reading strategies 3. Teacher writes the example for each paragraph and asks pupils to
Learning Standard: write their paragraphs based on their points.
4. Pupils discuss with the partners while teacher gives feedback.
Post-lesson: Teacher asks pupils to compare descriptions of this
Main: 4.3.3 Produce a plan or draft of one or topic and the description of the town or city. Pupils share their
two paragraph for a familiar topic and modify opinions.
this appropriately in response to feedback

paragraphs or more
produce paragraphs on a familiar topic.
able to read and identify the order. Creating Pair/Group discussion
ASSESSMENT: Written Higher Level Thinking
work
Pupils can
1. produce at least 2 suitable paragraphs based on the topic.
2. read and choose at least 3 correct answers.

TOPIC And Something Weird Happened TIME
Content Standard: Pre-lesson: Pupils are asked to think and predict what they think
Main: 5.2 Express personal responses to literary might happen tomorrow.
Lesson delivery:
texts 1. Teacher goes through the cover of the book and the blurb with
pupils. Teacher asks pupils what they think might be the story.
Complementary:3.2 Understand a variety of 2. Pupils read page 5-8.
linear and non-linear print and digital texts by 3. In pairs, pupils discuss what activity was done by each character.
Pupils can discuss with other pairs as well to check.
using appropriate reading strategies 4. The, pupils categorise the activities based on what they like and
Learning Standard: dislike individually.
5. Pupils choose and activity that they like the most and share a
Main: 5.2.1 Explain in simple language why the reason for liking the activity. Pupils do the same with the activity
that they dislike.
like or dislike an event, description or character Post-lesson: Teacher asks pupils what they would like to do during
in a text the holidays.

paragraphs or more
explain why they like and dislike an event.
able to read and understand the story. Analysing Pair/Group discussion
ASSESSMENT: centred
Observation
Pupils can
1. explain by giving at least 1 appropriate reason why they like and dislike the
activities.
2. read and identify at least 3 activities carried out by the characters.

Content Standard: Pre-lesson: Pupils refer to textbook page 30 and orally share their
Main: 2.2 Use appropriate communication answer with the class.
strategies
Lesson delivery:
1. Individually, pupils refer to Activity 2 and fill in the blanks
Complementary: 4.2 Communicate basic correctly.
information intelligibly for a range of purposes 2. Pupils discuss the answers with the teacher.
in print and digital media 3. Pupils are given a quiz set to complete individually (M). Pupils
are guided to complete the quiz set (L).
Learning Standard:
Main:2.2.1 Keep interaction going in short

Complementary:
about themselves
questions.
Complementary: At the end of the lesson, pupils will be Evaluating Pair/Group discussion
Pupils can
correctly.
Pupils can
1. guess the meanings of most of the unfamiliar words
2. use the dialogue as the familiar print to check at least 3 types appropriate
responses.

Content Standard: Pre-lesson: Pupils refer asked to think about the three things that do
Main: 1.3 Use appropriate listening strategies in with their family members or friends at the weekend. Then, in
group groups, pupils share their answer to find out if anyone has
a variety of contexts similar answers.
Lesson delivery:
Complementary:3.2 Understand a variety of 1. Pupils refer to textbook page 28 Activity 1. Pupils look at the
linear and non-linear print and digital texts by programme and check out the new words. Pupils can guess the
meaning of the words.
using appropriate reading strategies 2. Teacher asks pupils if there are any special days in school that
Learning Standard: they like. Pupils share their answers and their reasons.
Main: 1.3.1 Guess the meaning of unfamiliar 3. Pupils refer to Activity 2. Pupils listen to CD1-26 and complete
the dialogue.
words from clues provided by other known
4. Teacher writes (A. When you agree) (B. When you’re thinking)
words (C. When you’re surprised). Pupils look at the dialogue to look for
the responses given based on situations A, B and c.
Complementary: 3.2.4 Use with support familiar Post-lesson: Pupils read through the programme again and list
down the activities that they would like to do in the afternoon and
print and digital resources to check meaning evening.
able to use familiar resources to check meaning. Applying Pair/Group discussion
Observation

Content Standard: Pre-lesson: Pupils do a recap on what their partners have said
Main: 2.1 Communicate simple information during the previous lesson about what his/her family does.
Lesson delivery:
intelligibly 1. Teacher writes plans and suggestions. Pupils read the KEY
PHRASES in textbook page 28 and sort the phrases according to
Complementary: 4.2 Communicate basic plans and suggestions.
information intelligibly for a range of purposes 2. Teacher also asks which questions are negative.
3. Pupils refer to Activity 4. Pupils think about the exercise and
in print and digital media write down the answers.
Learning Standard: 4. Teacher gives examples of advice starting form ‘What about…’
Main: 2.1.4 Ask about and describe future plans and ‘Let’s…’. Teacher asks pupils to share the advice that they
have written in the last two lines of the dialogue.
5. In groups, teacher asks pupils to write three plans and three
Complementary: 4.2.2 Ask for, give and respond suggestions about a particular topic. Teacher can decide the topics
to simple advice earlier.
Post-lesson: Pupils share their plans and suggestions with the class.

describe their plans.
able to write down simple advices. Creating Pair/Group discussion
Pupils can
1. describe at least 1 suitable advice from the dialogue.
2. write at least 2 correct plans and suggestions.
Content Standard: Pre-lesson: Teacher asks pupils why is it important to know how
Main: 3.2 Understand a variety of linear and other countries celebrate their culture.
Lesson delivery:
non-linear print and digital texts by using 1. Teacher asks pupils about the Caribbean islands. Pupils share if
appropriate reading strategies they know about it or have visited before.
2. Pupils refer to textbook page 29 Activity 1. Pupils guess the
Complementary: 2.3 Communicate appropriately meaning of the words in the box. Teacher can help by giving hints.
3. Pupils can describe the picture using the words in the box first
to a small or large group and then, use other words to describe.
Learning Standard: 4. Teacher writes A. personal description of carnival B. when the
Main: 3.2.3 Guess the meaning of unfamiliar carnival happens C. what happens at the carnival
5. Pupils read the text and identify the details to the headings
written by the teacher.
other known words 6. Pupils refer to Activity 3. Pupils read the text ‘The Notting Hill
Carnival’ and answer the questions.
Complementary: 2.3.1 Narrate short basic stories Post-lesson: Pupils discuss the answers with the teacher.
and events
able to narrate short basic events. Understanding Pair/Group discussion
Pupils can
1. guess the meaning of at least 2 words correctly.
2. narrate by describing the picture with at least 2 suitable points.

Content Standard: Pre-lesson: Teacher asks pupils when do they add the word ‘also’ in
Main: 4.3 Communicate with appropriate their sentences. Pupil can share with examples.
Lesson delivery:
language form and style for a range of purposes 1. Pupils refer to textbook page 29 Activity 5. Pupils try to identify
in print and digital media the correct order with teacher’s guidance.
2. Pupils refer to Activity 5. Pupils read A and think about the topic
Complementary:3.2 Understand a variety of that they would like to focus on. Pupils brainstorm for ideas using
the questions in B. Teacher facilitates the session and help pupils
linear and non-linear print and digital texts by with sentences.
using appropriate reading strategies 3. Teacher writes the example for each paragraph and asks pupils to
Learning Standard: write their paragraphs based on their points.
4. Pupils discuss with the partners while teacher gives feedback.
Post-lesson: Teacher asks pupils to compare descriptions of this
Main: 4.3.3 Produce a plan or draft of one or topic and the description of the town or city. Pupils share their
two paragraph for a familiar topic and modify opinions.
this appropriately in response to feedback

paragraphs or more
produce paragraphs on a familiar topic.
able to read and identify the order. Creating Pair/Group discussion
work
Pupils can
1. produce at least 2 suitable paragraphs based on the topic.
2. read and choose at least 3 correct answers.

Content Standard: Pre-lesson: Pupils are asked to think and predict what they think
Main: 5.2 Express personal responses to literary might happen tomorrow.
Lesson delivery:
texts 1. Teacher goes through the cover of the book and the blurb with
pupils. Teacher asks pupils what they think might be the story.
Complementary:3.2 Understand a variety of 2. Pupils read page 5-8.
linear and non-linear print and digital texts by 3. In pairs, pupils discuss what activity was done by each character.
Pupils can discuss with other pairs as well to check.
using appropriate reading strategies 4. The, pupils categorise the activities based on what they like and
Learning Standard: dislike individually.
5. Pupils choose and activity that they like the most and share a
Main: 5.2.1 Explain in simple language why the reason for liking the activity. Pupils do the same with the activity
that they dislike.
like or dislike an event, description or character Post-lesson: Teacher asks pupils what they would like to do during
in a text the holidays.

paragraphs or more
explain why they like and dislike an event.
able to read and understand the story. Analysing Pair/Group discussion
ASSESSMENT: centred
Observation
Pupils can
1. explain by giving at least 1 appropriate reason why they like and dislike the
activities.
2. read and identify at least 3 activities carried out by the characters.

Content Standard: Pre-lesson: Pupils refer to textbook page 30 and orally share their
Main: 2.2 Use appropriate communication answer with the class.
strategies
Lesson delivery:
1. Individually, pupils refer to Activity 2 and fill in the blanks
Complementary: 4.2 Communicate basic correctly.
information intelligibly for a range of purposes 2. Pupils discuss the answers with the teacher.
in print and digital media 3. Pupils are given a quiz set to complete individually (M). Pupils
Learning Standard:
Main:2.2.1 Keep interaction going in short

Complementary:
about themselves
questions.
Complementary: At the end of the lesson, pupils will be Evaluating Pair/Group discussion
Pupils can
correctly.
Pupils can
1. listen and complete at least 4 questions correctly.
2. use dictionaries to check meanings of words.

TOPIC Module 3: Wild life TIME
Content Standard: Pre-lesson: Pupils think about the animals that move fast and slow.
Main: 1.2 Understand meaning in a variety of Pupils share their answers with the class.
Lesson delivery:
familiar contexts 1. Pupils refer to textbook page 36 Activity 1. Pupils look through
the words and recall the meanings. Pupils can use dictionaries.
Complementary:3.2 Understand a variety of Pupils complete the questions in Animal skill quiz using the words
linear and non-linear print and digital texts by in the box.
2. Pupils listen to audio 1-33 to check their answers.
using appropriate reading strategies 3. Teacher writes ‘distance’, ‘ground’ and ‘intelligent’ on the board
Learning Standard: and asks pupils to for the meaning. Pupils can share their ideas
Main: 1.2.5 Understand a sequence of about the meanings by checking their dictionaries.
4. Pupils answer the questions of the animal skill quiz and listen to
supported questions
audio 1-34 to check the answers.
5. Students think to answer which animal they think is the most
Complementary: 3.2.4 Use with support familiar amazing and why based on the audio.
print and digital resources to check meaning Post-lesson: Pupils refer to Activity 4, listen to audio 1-34 and
write two extra information that they can hear.
and complete the questions.
able to use dictionaries to check meanings. Applying Games
Observation

Content Standard: Pre-lesson: Students choose any animal and say a sentence about
Main: 2.1 Communicate simple information what the animal can and can’t do.
Lesson delivery:
intelligibly 1. Pupils refer to textbook Activity 5 page 36.
2. Teacher explains that pupils must read the questions and answer
Complementary:4.3 Communicate with with animals they have learned throughout the unit. Pupils can look
appropriate language form and style for a back in the textbook.
3. Teacher can discuss the questions and answers with the pupils.
range of purposes in print and digital media 4. Pupils refer to page 37 Activity 1. Teacher asks pupils if they
Learning Standard: understand when to use ‘can’ and ‘can’t.
Main: 2.1.2 Find out about and describe 5. Pupils complete the sentences based on the quiz (M). Pupils are
guided to complete the sentences (L).
experiences up to now
6. Pupils conduct a think-pair-share session on how they think
animals communicate.
Complementary: 7. Pupils share their thoughts with the class. Teacher facilitates the
frequency words accurately in independent session by adding sounds and explanations.
Post-lesson: Pupils complete Activity 2 orally.
writing
describe how they think animals communicate.
able to spell the words correctly. Creating Pair/Group discussion
Pupils can
1. describe at least 1 animal’s way of communication.
2. spell at least most of the words correctly.
Content Standard: Pre-lesson: Teacher asks pupils if they understand the word
Main: 3.2 Understand a variety of linear and ‘endangered’. Teacher elicits thoughts from pupils about
endangered animals.
non-linear print and digital texts by using Lesson delivery:
appropriate reading strategies 1. Teacher shows ‘Philippines’ on Google Earth.
2. Teacher refer to textbook Activity 1 page 39. Pupils take note of
Complementary: 4.2 Communicate basic the words in the box and read the leaflet to find out the answer.
3. Pupils refer to leaflet again to answer the question in Activity 2.
information intelligibly for a range of purposes 4. Pupils complete the KEY PHRASES with answers from the text.
in print and digital media 5. Teacher checks pupils’ answers.
Learning Standard: 6. Teacher asks pupils to focus on words in blue and inform that
they are used to give examples.
7. Pupils complete Activity 5 (M). Pupils are guided by the teacher
and details of simple texts of two paragraphs or to complete the activity (L).
more Post-lesson: Teacher asks pupils if there are other ways to describe
endangered animals besides the example in KEY PHRASES.
Main: At the end of the lesson, pupils will be able to read textbook songs/audio clips websites/apps
able to describe the animals. Applying Pair/Group discussion
Pupils can
1. read and answer at least 2 questions appropriately.
2. describe by filling in at least 3 gaps correctly.

Content Standard: Pre-lesson: Teacher asks pupils if they understand the term
Main: 4.3 Communicate with appropriate ‘endangered species’ and share their thoughts about the term.
language form and style for a range of purposes Lesson delivery:
in print and digital media 1. Teacher asks pupils to refer to textbook page 39 and read
the information about the Philippine eagle.
2. Based on Activity 6 B, teacher asks pupils to highlight the
Complementary:3.2 Understand a variety of information about the Philippine eagle. Pupils can write
linear and non-linear print and digital texts by down and highlight the answers to the questions.
using appropriate reading strategies 3. Teacher explains to pupils that pupils are going to write a
Learning Standard: leaflet about a Malaysian animal in danger.
4. Teacher provides information about Malaysian Tiger or
Main: 4.3.3 Produce a plan or draft of one or other animal to pupils. In pairs, pupils read the information,
Writing Guide B (textbook page 39) and make notes for
two paragraph for a familiar topic and modify
questions 1, 2, 3 and 5 based on the Malaysian Tiger.
this appropriately in response to feedback mybis.gov.my/pb/876
https://www.wwf.org.uk (TIGER TALES RESOURCES)
Complementary:3.2.2 Understand specific 5. Teacher helps with question 4 and others if pupils face any
information and details of simple texts of two difficulties.
paragraphs or more 6. Pupils write the leaflet based on the Philippine eagle
template and Activity 6 C (M). Teacher guides pupils to
write (L).
Post-lesson: Pupils display their leaflet.
Main: At the end of the lesson, pupils will be able to textbook websites/apps Choose an item.
produce a suitable plan of paragraphs in the leaflet.
able to read and highlight the correct details based on the Creating Pair/Group discussion
questions. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Success Criteria
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.

Content Standard: Pre-lesson: Teacher asks pupils how would they describe animals
Main: 5.3 Express an imaginative response to and food. Teacher demonstrates by writing an animal and a food on
the board. Teacher starts with an example to describe each word
literary texts and elicits answers from pupils.
Lesson delivery:
Complementary: 4.2 Communicate basic 1. Pupils read to the book ‘And Something Weird Happened’
information intelligibly for a range of purposes chapter 4.
2. In groups of 3, pupils draw Joel’s Jelly Baby ice cream based on
in print and digital media details from the story.
Learning Standard: 3. Then, teacher asks pupils to draw the dinosaurs that had
imagined.
Main: 5.3.1 Respond imaginatively and 4. In groups, pupils have to come up with the different version of
ice cream and dinosaur according to their creativity.
intelligibly through creating simple role-plays 5. Teacher asks pupils to describe their creation, the ice cream and
and simple poems. Other imaginative dinosaurs by using simple sentences. Teacher can demonstrate first.
responses as appropriate Post-lesson: Pupils predict what might happen to Joel when the
dinosaurs meet Joel.

respond by creating their versions of characters.
able to describe their creation in sentences. Creating Pair/Group discussion
ASSESSMENT: Task Collaborative learning
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.

SUBJECT English Language MODULE Speaking (Consolidation)
Content Standard: Pre-lesson: Pupils refer to textbook page 38 THINK. Pupils look at
Main: 2.2 Use appropriate communication the places in the box and guess where do we usually ask for
permission.
1. Pupils refer to Activity 2. Pupils are given some time to copy the
Complementary: 1.2 Understand meaning in a dialogue into their exercise books.
variety of familiar contexts 2. Pupils listen to audio 1-36 and fill in their gaps.
3. In pairs, pupils take turns to repeat the dialogue with the same
intonation.
Learning Standard: 3. Pupils refer to Activity 3 where they match the phrases a-d with
dialogues 1-4 to create a new dialogue.
Main:2.2.1 Keep interaction going in short 4. Pupils take turns to practise the new dialogues.
5. Pupils read the KEY PHRASES and teacher explains the
exchanges by using suitable questions meaning and examples of requesting permission, giving permission
and refusing permission.
Complementary: 6. Teacher asks pupils to find the KEY PHASES in the fist dialogue
supported questions in their exercise books and underline.
7. Pupils refer to Activity 4 and match a-f with 1-3 in KEY
PHRASES in their exercise books.
8. Pupils read the situation in Activity 6 and create their own
dialogue with their partner.
Post-lesson: Pupils practise the created dialogue with their partner.
interaction going in short exchanges based on the
dialogues.
able to listen and fill in the gaps. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. keep the interaction going practicing the dialogues with the suitable
intonation.
2. listen and fill in at least 2 gaps correctly.
Pupils can
1. listen and underline 4 correct words.
2. read and fill in at least 6 blanks correctly.

Content Standard: Pre-lesson: Teacher explains that he/she will say a letter and pupils
Main: 1.1 Recognise and reproduce target have to think about animal names starting from the letter. Pupils say
the letter and pupils share their answers.
language sounds Lesson delivery:
1. Pupils refer to textbook page 40 Activity 1. Pupils can say out the
Complementary:3.3 Read independently for answers and the teacher can write the correct answers on the board.
information and enjoyment 2. Pupils refer to Activity 2. Teacher asks pupils to look for words
with ‘ea’ in them (hear/heavy/ears). Teacher writes the words on
the board. Teacher asks pupils which ‘ea’ words have the same and
Learning Standard: elicit the answer from pupils. Teacher points at the words and asks
Main: 1.1.1 Recognise and reproduce with little pupils to repeat the sound and the words. Pupils fill in the blanks by
or no support a wide range of target language copying the text into the exercise books.
3. Pupils refer to Activity 7. Teacher explains that pupils will listen
phonemes to audio 1-37 and choose the correct words. Pupils are given some
time to copy the sentences into their exercise books. Pupils
Complementary: 3.3.1 Read and enjoy A2 complete the activity. Teacher replays the audio for pupils to check.
fiction/non-fiction print and digital texts of Post-lesson: Pupils refer to Activity 3. Pupils attempt to make
sentences using the comparative and superlative adjectives based on
interest the table. Pupils share their answers orally.
and underline the correct words.
able to read and fill in the gaps. Applying Pair/Group discussion
Observation

Content Standard: Pre-lesson: Teacher explains that he/she will say a few true and
Main: 2.2 Use appropriate communication false sentences about the teacher, and pupils have to guess if the
sentences about the teacher is true or false.
1. Pupils refer to textbook Activity 4 page 40. Pupils copy the
Complementary:4.3 Communicate with sentences into their exercise books. Teacher explains that pupils
appropriate language form and style for a must fill in the blanks based on their friends’ answers. Teacher
demonstrates the activity.
range of purposes in print and digital media Q: Can you jump high? A: Yes, I can/ No, I can’t
Learning Standard: 2. Pupils refer to Activity 5. Teacher explains that pupils will take
Main: 2.2.1 Keep interaction going in short turns to form the questions and answer based on the given phrases.
Teacher shows the example for number 1. Ex: Pupil 1: Can
Monkeys speak English? Pupil 2: No, they can’t.
3. Teacher discusses pupils’ questions and answers with pupils.
Complementary: 4. Pupils refer to Activity 6. Teacher asks pupils to work together to
frequency words accurately in independent fill in the blanks with their partners. Then, pupils decide the
characters and practise the dialogues with their partners.
writing Post-lesson: Teacher asks pupils to share how questions can be
rude. Teacher elicits examples of rude questions from pupils.
Teacher asks pupils how to ask politely.
interaction going in short exchanges based on the
dialogues.
Pupils can
1. keep the interaction between dialogues using at least 4 questions.
2. spell at least most of the words correctly.
Content Standard: Pre-lesson: Teacher asks pupils to write animals in the middle of
Main: 3.3 Read independently for information their exercise books and create a circle map. The, write as many
animals as they can in 2 minutes. Teacher tells the pupils that they
and enjoyment are going to listen to a song.
Lesson delivery:
Complementary: 1.2 Understand meaning in a 1. Teacher plays audio 3-34.
variety of familiar contexts 2. Pupils refer to textbook Activity 1 page 117. Pupils match the
pictures with the animals.
3. Pupils refer to Activity 2. Pupils read though and teacher checks
Learning Standard: if pupils understand the words.
Main: 3.3.1 Read and enjoy A2 fiction/non- 4. Pupils copy the lyrics of the song into their exercise books.
fiction print and digital texts of interest Pupils listen to the song and fill in the blanks
5. Teacher checks if pupils understand the word ‘shell’.
6. Pupil refer to Activity 3. Pupils copy the questions into their
Complementary: 1.2.1 Understand with support exercise books and answer the questions based on the song.
the main idea of longer simple texts on range of 7. Teacher and pupils discuss the answers.
familiar topics Post-lesson: Teacher asks pupils to identify the superlative
adjectives from the song. Teacher asks a few questions. Ex: Which
animal is the fastest? Why do you think it is the fastest?
able to listen and identify the missing animal. Applying Pair/Group discussion
Pupils can
1. read and answer at least 4 questions appropriately.
2. identify the missing animal.

Content Standard: Pre-lesson: Teacher asks pupils if they remember the nouns,
Main: 4.3 Communicate with appropriate verbs and adjectives from the song I Can Tell You without
language form and style for a range of purposes referring to the textbook.
in print and digital media Lesson delivery:
1. Teacher asks pupils to draw a table with 3 columns
(nouns, verbs and adjectives). Pupils listen to audio 3-34
Complementary:1.1 Recognise and reproduce again and list the words accordingly in the column.
target language sounds 2. Then, pupils check their spelling of the words with
Learning Standard: textbook page 117 and tick right if the word has the correct
spelling.
Main:4.3.2 Spell a range of high frequency 3. Pupils refer to Activity 4 and read the instructions.
words accurately in independent writing Teacher explains that pupils will choose an animal each. In
pairs, pupils will write 10 questions to find out the animal
that their partner has chosen. Teacher shows examples of the
Complementary: 1.1.1 Recognise and reproduce questions. Ex: Can the animal run? Does the animal have
with little or no support a wide range of target four legs?
language phonemes 4. Pupils write the questions (M). Teacher guides pupils to
write the questions (L).
5. After pupils have prepared the questions, teacher
demonstrates the process of asking questions and answering.
6. Pupils take turns to carry out the activity and try to guess
the chosen animal.
Post-lesson: Teacher asks how many pupils have managed to
guess their partners’ choice of animal.
Main: At the end of the lesson, pupils will be able to spell textbook songs/audio clips Choose an item.
a range of high frequency words accurately in writing
questions.
able to listen and answer the questions. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Success Criteria
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.

Content Standard: Pre-lesson: Teacher distributes pictures of the characters from page
Main: 5.2 Express personal responses to literary 85 the guidebook randomly to each pupil or asks pupils to draw lots
the names of the characters. Then, teacher asks pupils to think and
texts share with their partners the details they remember about the
character.
Complementary:2.1 Communicate simple Lesson delivery:
information intelligibly 1. Teacher starts a discussion on the characters and their actions in
the story. Teacher can ask what do pupils think about the
characters? Do they contribute anything to the storyline?
Learning Standard: 2. Each pupil is asked to choose a character they like from the story
and provide the details in the ‘Who is this?’ worksheet.
Main: 5.2.1 Explain in simple language why the 3. Teacher explains that pupils will draw and provide details. Then,
pupils will share their work and thoughts with their partners.
like or dislike an event, description or character 4. The ‘Who is this?’ worksheet is distributed to pupils. Pupils
in a text complete the task by working with their partners.
5. Pupils explain why they like the character and the details of their
Complementary:2.1.5 Describe people, places worksheet to the class.
Post-lesson: Pupils display their work for the teacher and other
and objects using suitable statements pupils to go on a gallery walk.
explain in simple language why they like or dislike the
character.
able to describe their favourite character using suitable b) CLASSROOM-BASED d) 21ST CL METHOD:
statements. ASSESSMENT: Task Collaborative learning
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.

Content Standard: Pre-lesson: Pupils refer to textbook page 41 Activity 2. Teacher
Main: 4.3 Communicate with appropriate explains that an adjective will be written on the board and pupils
will have to write as many related words as they can based on the
language form and style for a range of purposes adjective in their exercise books. Teacher gives an example.
in print and digital media Teacher conducts 2-3 rounds of the activity.
Complementary:3.2 Understand a variety of Lesson delivery:

linear and non-linear print and digital texts by 1. Pupils refer to Activity 5. Pupils read the clues and guess the
animals.
using appropriate reading strategies 2. Pupils discuss the answers with the teacher.
Learning Standard: 3. Pupils are given a quiz set to complete individually (M). Pupils
Main: 4.3.1 Use capital letters, full stops,
commas in lists and question marks
appropriately in independent writing at
discourse level

paragraphs or more
Main: At the end of the lesson, pupils will be able to use textbook songs/audio clips task sheet
capital letters, full stops and commas appropriately in
independent writing.
Complementary: At the end of the lesson, pupils will be Analysing Pair/Group discussion
able to read and circle the correct answers. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Task Formative Assessment
Pupils can
1. capital letters, full stops and commas appropriately in at least one paragraph.
2. read and circle at least 5 correct answers.
Pupils can
1. guess at least what 2 subjects are about.
2. answer at least 3 questions based on their own experiences.
TOPIC Module 4: Learning World TIME
Content Standard: Pre-lesson: In pairs, pupils think and count the number of subjects
they have in school and how many lessons they have every day.
Main: 1.3 Use appropriate listening strategies in a variety They share their answers after the discussion.
of contexts
Lesson delivery:
1. Pupils refer to textbook page 42 Activity 1. Teacher asks pupils if

Complementary: 3.3 Read independently for information they know what the subjects mean (what do they learn based on the
and enjoyment subject). Pupils share their answers.
Learning Standard: 2. In pairs, pupils complete the School Questionnaire activity with
the answers from the box. Teacher plays CD 1 38 for pupils to
Main: 1.3.1 Guess the meaning of unfamiliar words from check the answers and pronunciation.
clues provided by other known words
3. Teacher asks pupils if there are any differences in the subjects
based on the activity and their subjects in school. Pupils share their
Complementary: 3.3.1 Read and enjoy A2 fiction/non- answers.
fiction print and digital texts of interest 4. Pupils are explained about Activity 2 where pupils ask the
questions to their partners. Pupils write the questions in their
exercise book. Pupils ask their friends, listen and write their
answers in the book.
Post-lesson: Based on the subjects, pupils draw three icons to

illustrate them. Teacher can show an example of a flat icon. Pupils
can display their icons.
what the subjects are about.
Applying Pair/Group discussion
able to read and answer the questions. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Q and A Learning skills/process

Content Standard: Pre-lesson: Teacher asks pupils what day they like the most. Pupils
Main: 2.1 Communicate simple information intelligibly
Lesson delivery:
1. Audio/video 1-39 is played. A few questions are written on the

Complementary: 4.2 Communicate basic information board (1. Who thinks she is a genius? 2. Who has a strict teacher? 3.
intelligibly for a range of purposes in print and digital Who enjoys French? 4. Who thinks Thursday is the worst day?)
media Teacher asks pupils to listen and answer the questions.
Learning Standard: 2. Pupils also decide why Georgia likes Wednesdays and what
language Ben prefers. Pupils can discuss and share their answers in
Main: 2.1.1 Give detailed information about themselves pairs.
3. Pupils refer to Activity 4 in textbook page 43. Teacher replays

Complementary: 4.2.1 Give detailed information about the video/audio for pupils to complete the exercise.
themselves 4. In pairs, pupils ask their friends a few questions (1. Which day do
you like the best and why? 2. Do you always have homework?)
Post-lesson: Pupils discuss the subjects they would like to have

daily in school. Pupils in groups of 4/2 make a timetable based on
the subjects they want.
detailed information about the days and subjects they like.
Analysing Pair/Group discussion
able to give detailed information about the days and b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
subjects they like ASSESSMENT: Task centred
Pupils can
1. give at least 1 day and 1 subject they like with a reason.
2. make a timetable based on the subjects they like.
Content Standard: Pre-lesson: Teacher asks pupils what they like about their school.
Pupils share their answers.
Main: 3.2 Understand a variety of linear and non-linear
print and digital texts by using appropriate reading Lesson delivery:
strategies
1. Pupils refer to textbook page 44. Pupils read the text with
guidance from the audio CD1 40.
Complementary: 2.1 Communicate simple information 2. Pupils refer to activity 1 and share discussions with the class.
intelligibly Pupils share their thoughts with the class.
Learning Standard: 3. Pupils reread the project and answer the questions in activity 2.
Main: 3.2.2 Understand specific information and details 4. Pupils are given an information transfer graphic organizer. Based
of simple texts of two paragraphs or more on the project reading, pupils complete the graphic organizer.
Post-lesson: Pupils discuss the graphic organizer. Pupils are guided

to discuss activity 4 where pupils discuss which school they think is
Complementary: 2.1.2 Find out about and describe the most interesting one and what type of school they go to.
Main: At the end of the lesson, pupils will be able to read textbook songs/audio clips worksheet
and transfer the information.
able to find out about the types of schools. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and transfer at least 2 correct info about the schools.
2. find out and share about the most interesting school.
Content Standard: Pre-lesson: Pupils refer to textbook page 44 and focus on the
photos. Pupils answer the questions by the teacher (1. What are the
Main: 4.3 Communicate with appropriate language form people doing? 2. What are they wearing? 3. Is the boat moving?).
and style for a range of purposes in print and digital media Pupils’ answers are written on the board using present continuous
tense.
Lesson delivery:
Complementary: 1.3 Use appropriate listening strategies
in a variety of contexts 1. Pupils refer to textbook page 45 Activity 1. Pupils complete
activity 1 based on the text in page 44 and rules below the exercise.
Learning Standard:
2. Teacher discusses the answers with the pupils. Pupils explain the
spelling rules for present continuous tense.
Main: 4.3.2 Spell a range of high frequency words 3. Pupils refer to Activity 2 and say out the verbs in continuous
accurately in independent writing tense. Pupils try to find the words in the text.
4. Pupils refer to Activity 3. Teacher explains that pupils will listen

Complementary: 1.3.1 Guess the meaning of unfamiliar to the audio CD1 41 and match the phrases to form the sentences.
words from clues provided by other known words Then, pupils will write the sentences using present continuous tense
in their exercise books.
5. Pupils complete the two activities with teacher’s guidance.
Post-lesson: Teacher and pupils discuss the answers.
the verbs in present continuous tense.
Evaluating Pair/Group discussion
able to listen and match the phrases. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. spell at least 5 verbs in present continuous tense correctly.
2. listen and match phrases to form at least 4 sentences correctly.
YEAR 5 DAILY LESSON PLANS.

Content Standard: Pre-lesson: Pupils are given some time to recall a memorable event
from the story. Pupils can go through the story for guidance. Pupils
Main: 5.3 Express an imaginative response to literary texts share their thoughts.
Lesson delivery:
Complementary: 4.3 Communicate with appropriate 1. In pairs, pupils are asked to skim through pages 12, 13, 14 and
language form and style for a range of purposes in print 16. Pupils list out the events that happened to Joel.
and digital media
2. Teacher refers to Worksheet 3 (a) page 106 in And Something
Learning Standard: Weird Happened-Contemporary Children’s
Literature Teaching Guidebook (BPK)– Short Stories. Teacher

writes Joel’s story/asks students to review.
Main: 5.3.1 Respond imaginatively and intelligibly
through creating simple role-plays and simple poems. 3. Teacher explains that pupils will write their own version of the
Other imaginative responses as appropriate story. Teacher writes a few sentences to start based on the sample
on page 106.
4. Pupils are given some time to write their own version. Pupils are
Complementary: 4.3.3 Produce a plan or draft of one or guided to write the sentences.
two paragraph for a familiar topic and modify this
appropriately in response to feedback 5. Pupils are given Worksheet 3 (b) page 106 to write their own
version of another event.
Post-lesson: Pupils share their version with the class.
respond by creating another version of the story.
able to write at least a paragraph of their version. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Written Collaborative learning
work

Pupils can
1. create at least 1 paragraph of another version of the story.
2. write at least 1 paragraph of their version of the story.
SUBJECT English Language MODULE Writing (Consolidation)
Content Standard: Pre-lesson: Pupils are asked if they know what a blog is or they
have written a blog before. Pupils share their thoughts.
Main: 4.2 Communicate basic information intelligibly for a
range of purposes in print and digital media Lesson delivery:
1. Pupils refer to Sally’s Easy Menu Blog in textbook page 59 and

look at the words in blue. Pupils are asked when they use the words.
Complementary: 2.2 Use appropriate communication Pupils share their thoughts.
strategies
2. Pupils refer to Activity 4. Based on the pictures a-d and the blue
Learning Standard: words, pupils number the pictures in order and fill in the blanks
with the blue words. Pupils can share their answers orally.
3. Pupils refer to Activity 5. Pupils read through tasks A-D. Teacher

Main: 4.2.4 Describe people, places and objects using explains that pupils think of food they like. Based on the example
suitable statements of Sally’s Easy Menu Blog, pupils draft their plan in their exercise
books. Pupils can be given an A4 paper to plan their blog.
Complementary: 2.2.1 Keep interaction going in short 4. Pupils are given some time to draft. Teacher facilitates and
exchanges by using suitable questions guides pupils.
Post-lesson: Pupils display their A4 paper and share their ideas.
describe the food they like in a menu form.
able to keep interaction going in short exchanges by using b) CLASSROOM-BASED d) 21ST CL METHOD: Higher
suitable questions. ASSESSMENT: Task Level Thinking
Pupils can
1. describe the food they like using at least 4 suitable sentences.
2. keep the interaction going by discussing with the class.
Pupils can
1. listen and identify at least 2 languages correctly.
Content Standard: Pre-lesson: Pupils refer to the question in Think! at the top part of
page 46 in the textbook. Pupils can discuss and share their thoughts.
Main: 1.2 Understand meaning in a variety of familiar
contexts Lesson delivery:
1. Pupils refer to textbook page 46 Activity 1. Pupils go through the

words in blue and share the meaning.
Complementary: 1.2 Understand meaning in a variety of
familiar contexts 2. Pupils read the sentences and match them to the pictures.
Learning Standard: 3. Pupils and teacher check their answers.
Main: 1.2.5 Understand a sequence of supported 4. Pupils work in pairs for Activity 2 where pupils ask the questions
questions in Activity 1 to each other. Teacher explains that pupils score 1 if
the answer is yes.
5. Pupils ask and answer the questions.

Complementary: 1.2.2 Understand with support specific
information and details of longer simple texts on a range of 6. Pupils refer to Activity 3. Teacher plays CD1 43. Pupils listen to
familiar topics the audio and identify the languages
Post-lesson: Pupils share what other languages they would like to

learn in the future.
and identify the languages.

Content Standard: Pre-lesson: Pupils refer to textbook page 46. Pupils refer to
drawings of children at the top and choose three. In pairs, pupils say
Main: 2.1 Communicate simple information intelligibly what the boy or girl are doing
Lesson delivery:
Complementary: 2.2 Use appropriate communication 1. Pupils refer to Activity 5 and read the strategies.
strategies
2. Teacher explains that there are many learning strategies and
Learning Standard: examples.
Main: 2.1.2 Find out about and describe experiences up to 3. Pupils conduct a think-pair-share session with the groupmates.
now
4. In their exercise books, pupils write the good and bad learning
strategies as shown in the table in textbook page 46.
Complementary: 2.2.1 Keep interaction going in short 5. In pairs, pupils share their dos and don’ts of their learning
exchanges by using suitable questions strategies.
Post-lesson: Pupils share their partner’s most interesting do and

don’t learning strategy with the class.
Main: At the end of the lesson, pupils will be able to find textbook Choose an item. Choose an item.
out and describe their learning strategies.
able to keep interaction going in short exchanges. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. find out and describe at least 3 of their leaning strategies with their partners.
2. keep interactions going in short exchanges by sharing learning strategies.
Content Standard: Pre-lesson: Pupils do a recap on pronouns (he, she, they, we).
Pupils refer to Activity 1 in textbook page 47. Pupils try to orally
Main: 3.2 Understand a variety of linear and non-linear change the pronouns in the three questions and answers. Pupils
print and digital texts by using appropriate reading write their answers.
strategies
Lesson delivery:
1. Pupils refer to Activity 2. Teacher explains that pupils rewrite the

Complementary: 4.2 Communicate basic information questions using present continuous tense and find the answers based
intelligibly for a range of purposes in print and digital on the given page number. Teacher gives an example.
media
2. Pupils are guided to complete Activity 2 in their exercise books.
Learning Standard:
3. In pairs, pupils refer to Activity 3. Based on the activity, the
Main: 3.2.3 Guess the meaning of unfamiliar words from teacher demonstrates how to ask and answer the questions using
clues provided by title, topic, and other known words present continuous tense.
4. Pupils refer to the animation in Activity 4 (present simple and

present continuous). Teacher explains the difference.
Complementary: 4.2.4 Describe people, places and objects
using suitable statements 5. Based on the sentences 3-6, pupils categorise the sentences as
present simple or present continuous.
the pronouns.
able to rewrite using the correct tenses. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. guess at least 3 pronouns correctly.
2. rewrite at least 3 sentences suing the correct tense.
Content Standard: Pre-lesson: ‘Present simple’ and ‘present continuous’ are written on
the board. Teacher says a few sentences and pupils must categorise
Main: 4.2 Communicate basic information intelligibly for a the sentences.
range of purposes in print and digital media
Lesson delivery:
1. Pupils refer to textbook page 47 Activity 5. Teacher gives an

Complementary: 2.2 Use appropriate communication example based on the exercise. Pupils complete the activity 5 in
strategies their exercise books.
Learning Standard: 2. Teacher and pupils discuss the answers.
3. Pupils refer to Activity 6. Based on the example, teacher explains

that pupils make questions and answer using present simple and
Main: 4.2.4 Describe people, places and objects using present continuous tenses.
suitable statements
4. Teacher demonstrates how to make and answer the questions
using present simple and present continuous tenses.
Complementary: 2.2.2 Agree a set of basic steps needed to 5. Pupils write their questions and answers in their exercise books.
complete short classroom tasks
Post-lesson: Pupils ask their partners the questions they have made
and their partners reply accordingly.
describe the people using questions.
able to ask questions based on a few steps. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. make at least 3 appropriate questions.
2. ask questions based on suitable steps.

TOPIC Miss Antrobus TIME
Content Standard: Pre-lesson: Teacher gives a topic and a letter. Pupils must write a
word based on the topic (Topic-sea, letter-O= Octopus).
Main: 5.2 Express personal responses to literary texts
Lesson delivery:
1. Pupils refer to the poem Miss Antrobus. Pupils read the poem
Complementary: 3.2 Understand a variety of linear and individually with their partners.
non-linear print and digital texts by using appropriate
reading strategies 2. Teacher reads with the pupils with multiple gestures and tones.
Learning Standard: 3. In pairs, pupils conduct a think-pair-share session with the

question why Miss Antrobus loves her octopus.
4. Pupils discuss by listing the reasons and arranges based on their

Main: 5.2.1 Explain in simple language why the like or preferences (hate, dislike, like and love).
dislike an event, description or character in a text
5. Teacher demonstrates how pupils can put the reasons in a graphic
organizer in their exercise books.
Complementary: 3.2.2 Understand specific information Post-lesson: Pupils think and share on whether they want the
and details of simple texts of two paragraphs or more octopus as a pet and why
create graphic organisers to explain their reason.
able to read the poem and come out with reasons as to why b) CLASSROOM-BASED d) 21ST CL METHOD:
Miss Antrobus loves her pet. ASSESSMENT: Written Collaborative learning
work

Pupils can
1. create at least 1 graphic organizer to explain their reasons.
2. read the poem and think about at least 1 reason as to why Miss Antrobus
loves her pet.
Content Standard: Pre-lesson: Pupils do a recap on affirmative and negative sentences.

Teacher gives a few examples of sentences in present continuous
Main: 4.3 Communicate with appropriate language form tense and pupils identify the type orally.
and style for a range of purposes in print and digital media
Lesson delivery:
1. Pupils give their examples of affirmative and negative sentences.

Complementary: 3.2 Understand a variety of linear and
non-linear print and digital texts by using appropriate 2. Pupils refer to textbook page 50 Activity 3. Teacher starts by
reading strategies giving examples of the activity.
Learning Standard: 3. Pupils complete Activity 3 in their exercise books.
4. Teacher writes ‘Yes, I am.’, ‘No, I’m not.’, Yes, we/they are.’
And ‘No, we’re/they’re not’ on the board. Teacher asks a few
Main: 4.3.2 Spell a range of high frequency words questions and pupils use the sentences on the board to answer the
accurately in independent writing questions orally.
5. Pupils complete Activity 5 page 50. Teacher explains that pupils

write the questions based on the given clues and write short answers
Complementary: 3.2.3 Guess the meaning of unfamiliar as written on the board using present continuous tense. Teacher
words from clues provided by title, topic, and other known guides pupils with the first question and answer.
words
Post-lesson: Pupils and the teacher discuss the answers.
the words using the present continuous tense.
able to guess the affirmative and negative sentences. b) CLASSROOM-BASED d) 21ST CL METHOD: Higher
ASSESSMENT: Written Level Thinking
work
Pupils can
1. spell at least 4 verbs using present continuous tense correctly.
2. guess at least 5 sentences correctly as affirmative and negative sentences.
Pupils can
1. listen and identify at least 4 sounds correctly.
2. discuss how to ask for help based on the activity.
page 48 in the textbook. Pupils can discuss and share their thoughts.
Main: 1.1 Recognise and reproduce target language sounds
Lesson delivery:
1. Pupils refer to textbook page 48 Activity 1. Pupils listen to CD 1

Complementary: 2.2 Use appropriate communication 44 and complete activity 1.
strategies
2. Teacher replays the audio for pupils to check their answers.
Learning Standard:
3. Based on the table in Activity 2, pupils model the sounds.
Main: 1.1.1 Recognise and reproduce with little or no Teacher guides the pupils.
support a wide range of target language phonemes
4. Teacher asks pupils to listen to CD 1 45 and fill in the blanks in
the table using the given alphabets.
Complementary: 2.2.1 Keep interaction going in short 5. Pupils refer to any page in their English dictionary and find a
exchanges by using suitable questions word. Pupils share the word with the class.
6. Teacher asks pupils to look at the pronunciation beside the word

in the dictionary. Teacher helps pupils to pronounce the words.
Post-lesson: Teacher writes a few words on the board. Pupils find

the word in the dictionary and write pronunciation in their exercise
books. Pupils are guided to sound.
and identify the sounds
able to discuss how they can ask for help. b) CLASSROOM-BASED d) 21ST CL METHOD:
Content Standard: Pre-lesson: A short spelling quiz is conducted.
Main: 2.1 Communicate simple information intelligibly Lesson delivery:
1. Pupils are guided to conduct Activity 4. Teacher explains to

pupils to look through Unit 1-3 and find 4 words each. Pupils then
Complementary: 1.2 Understand meaning in a variety of ask their partners to spell the words. Pupils share the words that
familiar contexts their partners have spelled correctly.
Learning Standard: 2. Pupils refer to Activity 5. Based on the questions, pupils in pairs
create a new dialogue.
Main: 2.1.5 Describe people, places and objects using
suitable statements 3. Pupils draft their dialogues and practise their dialogue with their
partners.
4. Pupils present their dialogues with their partners in front of the

Complementary: 1.2.4 Understand longer sequences of class.
Post-lesson: In pairs, pupils choose a few cities to spell. Pupil A
spells the word without sound while Pupil B must write down the
spelling. Pupil B must say out the name of the city. Pupils take
turns to conduct the spelling activity.
dialogues to spell the words.
Understanding Pair/Group discussion
able to listen and conduct the activities. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. use dialogues to spell at least 2 words correctly.
2. listen and conduct at least 1 activity in pairs.
Content Standard: Pre-lesson: Teacher introduces a few words and phrases to pupils
(exchange programs, medium-sized, compulsory, optional,
Main: 3.2 Understand a variety of linear and non-linear woodwork)
print and digital texts by using appropriate reading
1. Pupils refer to Activity 1. Pupils read the email and share their
answers.
Complementary: 2.1 Communicate simple information
intelligibly 2. Pupils refer to Activity 2. Pupils read the email again and
complete the key phrases.
Learning Standard:
3. In pairs, pupils use Key Phrases 2, 3 and 4 to explain about their
Main: 3.2.1 Understand the main idea of simple texts of school.
two paragraphs or more
4. Teacher explains the usage of ‘so’ as a conjunction. Teacher
gives examples in sentences.
Complementary: 2.1.1 Give detailed information about 5. Pupils match the sentences 1-4 with a-d using conjunction ‘so’
themselves
and complete the key phrases.
able to use they key phrases to talk about their school. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: Q and A centered
Pupils can
1. read and complete at least 4 key phrases correctly.
2. use at least 2 key phrases to talk about their school.
Content Standard: Pre-lesson: Pupils brainstorm ideas on what they might ask
someone from another country.
Main: 4.3 Communicate with appropriate language form
Lesson delivery:
Complementary: 3.2 Understand a variety of linear and 1. Pupils refer to textbook page 49 and read the email again.
non-linear print and digital texts by using appropriate Teacher asks a few questions. (Who is the writer? Who is he
reading strategies writing to? What’s at the start and end of the email?)
Learning Standard: 2. Teacher explains to pupils that based on Activity 4 pupils are
going to write an email.
3. Pupils are guided to refer to the writing guide. Pupils try to

Main: 4.3.3 Produce a plan or draft of one or two answer the questions in B to plan and draft their email.
paragraph for a familiar topic and modify this
appropriately in response to feedback 4. Pupils are guided to 4 paragraphs of emails.
Complementary: 3.2.2 Understand specific information Post-lesson: Teacher and pupils discuss their points. Teacher checks
and details of simple texts of two paragraphs or more pupils’ emails.
Main: At the end of the lesson, pupils will be able to plan textbook Choose an item. Choose an item.
and draft an email.
work
Pupils can
1. plan and draft at least 2 suitable paragraphs.
2. read and answer at least 3 questions correctly.

TOPIC Miss Antrobus TIME
Content Standard: Pre-lesson: Teacher asks if pupils remember the poem from the
previous lesson.
Main: 5.3 Express an imaginative response to literary texts
Lesson delivery:
1. Pupils refer to the poem Miss Antrobus. Pupils read the poem
Complementary: 4.3 Communicate with appropriate with actions.
language form and style for a range of purposes in print
and digital media 2. Teacher asks pupils what their dream pets are and why. Pupils
share their thoughts.
Learning Standard:
3. Teacher shares about teacher’s dream pet based on Appendix 6
(page 102) in Year 5 Poems Guidebook.
Main: 5.3.1 Respond imaginatively and intelligibly 4. Then, the teacher shares the poem using the teacher's own name.
through creating simple role-plays and simple poems.
Other imaginative responses as appropriate 5. Teacher explains to pupils that pupils have to think about their
dream pet and write a poem like the teacher using their own dream
pet.
Complementary: 4.3.3 Produce a plan or draft of one or 6. Teacher can share another example of the teacher's poem in
two paragraph for a familiar topic and modify this kitten form. (Appendix 7, page 103)
appropriately in response to feedback
7. Pupils start writing their poems.
Post-lesson: Pupils display their animal shape poem
create a shape poem.
able to produce a poem. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Written Collaborative learning
work

Pupils can
1. create a poem based on their dream pet.
2. produce a poem using in at least 2 suitable stanzas
Content Standard: Pre-lesson: Pupils do a recap on present continuous and present

simple tenses.
Lesson delivery:
Complementary: 3.2 Understand a variety of linear and 1. Pupils refer to Activity 3 in page 51 and identify the students.
reading strategies 2. Pupils refer to Activity 4. Pupils find the words in the wordsearch
with their partners. Pupils discuss the answers with the teacher.
Learning Standard:
3. Pupils are given a quiz set to complete individually (M). Pupils
Main: 4.3.2 Spell a range of high frequency words

accurately in independent writing
Complementary: 3.2.3 Guess the meaning of unfamiliar

words from clues provided by title, topic, and other known
words
independent writing. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be b) CLASSROOM-BASED d) 21ST CL METHOD:
able to read and circle the correct answers. ASSESSMENT: Task Formative Assessment
Pupils can
1. capital letters, full stops and commas appropriately in at least one paragraph.
2. read and circle at least 5 correct answers.
Pupils can

TOPIC Module 5: Food and health TIME
textbook page 52. Pupils look at the photos in School food and
Main: 1.2 Understand meaning in a variety of familiar write down as many words for food as they can. Teacher shares
contexts pupils’ ideas on the board.
Lesson delivery:
Complementary: 1.1 Recognise and reproduce target 1. Teacher asks if pupils understand the terms (EX: vegetarian,
language sounds fizzy drinks, vending machines, etc.). Teacher asks pupils which
lunch they like the best, do they eat outside at school? Do they have
Learning Standard: vending machines like that?
Main: 1.2.1 Understand with support the main idea of 2. Audio 2-02 is played. Pupils refer to the Study Strategy on the
longer simple texts on range of familiar topics textbook page and copy the word web. Pupils complete the word
web. Pupils practise pronouncing the words.
Complementary: 1.1.1 Recognise and reproduce with little 3. Pupils refer to Activity 3 and copy the table into their exercise
or no support a wide range of target language phonemes books. The first 4 words from audio 2-03 are played. Teacher
checks if pupils can identify the words.
4. The entire audio is played. Pupils listen and add the words to the
table.
5. The class is divided into 2 groups. One pupil from each group is
called to the front and stands with their back to the board. Teacher
writes two words on the board. The team members must use clues
to get their friend to say the word.
Post-lesson: Pupils share their thoughts about the different school

foods around the world.
able to listen and identify the sounds. ASSESSMENT: Q and A Learning skills/process

Content Standard: Pre-lesson: Pupils recap some school food from the previous
lessons.
Main: 2.2 Use appropriate communication strategies
Lesson delivery:
1. Pupils refer to Activity 4 in textbook page 53. Pupils draw a table

Complementary: 4.3 Communicate with appropriate in their exercise books. Pupils listen to audio 2-04 and complete the
language form and style for a range of purposes in print table.
and digital media
Pupils Food they like
Learning Standard:
Lydia and Sophie
Main: 2.2.1 Keep interaction going in short exchanges by
using suitable questions Ben
Georgia
Complementary: 4.3.1 Use capital letters, full stops, 2. Pupils refer to Activity 5. Pupils read through the Key Phrases.
commas in lists and question marks appropriately in Pupils listen to the audio again and discuss with their friends to
independent writing at discourse level complete the Key Phrases.
3. Pupils are guided to describe the food with some adjectives.
4. Pupils refer to Activity 6. Pupils must use the given key words to
ask questions to their partner. Pupils must write down their
partner’s answers.
5. Teacher demonstrates the activity. Pupils are given some time to

prepare the questions.
6. Pupils conduct the activity.
Post-lesson: Pupils share their partner’s food choice.
the interaction going by using suitable questions.
able to use capital letters, full stops and commas in writing. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. keep the interaction going by asking and answering at least 3 suitable
questions.
2. use capital letters, full stops and commas in writing at least 4 sentences.

Content Standard: Pre-lesson: Teacher asks pupils if they know sumo wrestlers. Pupils
can refer to textbook page 54 as a hint.
strategies
1. Pupils refer to Activity 1. Teacher explains that the text is an
interview about sumo wrestling. Pupils read the text and complete
the interview with questions a-d.
non-linear print and digital texts by using appropriate 2. Pupils refer to Activity 2. Pupils copy the summary. Pupils read
reading strategies and complete the summary using the words in the box. Pupils can
check their answers by comparing.
Learning Standard:
3. Teacher asks pupils if they know the different types of vitamins.
Main: 3.2.3 Guess the meaning of unfamiliar words from
clues provided by title, topic, and other known words 4. Teacher writes the blue words from the text on the board. Pupils
use a dictionary to check the meanings of the words.
5. Teacher writes some sentences (teacher’s book, pg68: Optional

Complementary: 3.2.4 Use with support familiar print and activity reading). Pupils work in pairs to decide if the sentences are
digital resources to check meaning true or false.
the meanings of unfamiliar words.
able to use a dictionary to check meaning. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. guess the meanings of at least 3 words correctly.
2. use a dictionary to check the meanings.

Content Standard: Pre-lesson: Teacher write some gapped sentences (Textbook page
68: Vocabulary plus) on the board for pupils to copy and complete.
Main: 4.3 Communicate with appropriate language form 1. ____are good for you. 2. Sports people usually ____every day. 3.
and style for a range of purposes in print and digital media Spaghetti Bolognese is a popular ____in Italy. 4. You have _____at
the end of a meal. 5. You put rice or soup in a ____.
Pupils complete the sentences.

non-linear print and digital texts by using appropriate Lesson delivery:
reading strategies
1. Pupils refer to textbook page 54 Activity 4. Pupils are given
Learning Standard: some time to prepare their answers based on the questions. Pupils
discuss the questions with their partners.
2. Teacher asks a few questions (What is your favourite dish?,

Main: 4.3.1 Use capital letters, full stops, commas in lists What’s your favourite dessert?).
and question marks appropriately in independent writing at
discourse level 3. In pairs, pupils draft a paragraph on whether a wrestler’s life is
interesting or not with three reasons.
4. Teacher asks pupils what makes someone’s life interesting.

Complementary: 3.2.4 Use with support familiar print and Pupils share their thoughts.
digital resources to check meaning
5. Pupils refer to textbook page 55 Activity 1. Pupils refer to the
rules and find the examples of words in the boxes in plural forms to
add on to the rules box.
capital letters, full stops, and commas in independent
writing. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
able to use support to check meaning. ASSESSMENT: Written Learning skills/process
work
Pupils can
1. use capital letters, full stops, and commas in at least 4 sentences correctly.
2. use support to check meaning.

TOPIC The Meal TIME
Content Standard: Pre-lesson: Pupils are divided into groups and each group is given a
set of puzzle pieces. Pupils arrange the puzzle and identify the
Main: 5.2 Express personal responses to literary texts pictures. (Y5 Poem Guidebook page 113)
Lesson delivery:
Complementary: 2.1 Communicate simple information 1. Pupils reread the poem individually and list down the food items
intelligibly in the poem.
Learning Standard: 2. Teacher asks pupils to think about what they are going to have
for breakfast tomorrow.
3. Teacher explains that pupils will go around the class to ask the
Main: 5.2.1 Explain in simple language why the like or breakfast question to their friends and list their answers down.
4. Pupils start their survey.
5. By using the information, pupils create a breakfast menu for their

Complementary: 2.1.4 Ask about and describe future class. Teacher can show a sample.
plans
6. Pupils start their menu planning and designing.
Post-lesson: Pupils display their menu.
create a breakfast menu.
able to ask about breakfast choices. b) CLASSROOM-BASED d) 21ST CL METHOD:

Pupils can
1. create a suitable breakfast menu.
2. ask at least 8 friends about their breakfast choices.
SUBJECT English Language MODULE Reading (Consolidation)

Content Standard: Pre-lesson: Pupils refer to textbook page 55 Activity 2. Pupils look
at the pictures and complete the sentences orally.
1. Pupils refer to Activity 3. Pupils copy the rules into their exercise
book and underline the correct words. Pupils share their answers.
Complementary: 2.2 Use appropriate communication
strategies 2. Pupils refer to Activity 4 and copy the sentences into their
exercise books. Pupils choose the correct answers.
Learning Standard:
3. Teacher asks pupils why it is important to not waste food. Pupils
Main: 4.2.3 Narrate factual events and experiences of 4. Pupils refer to Activity 5. Teacher reads a few sentences and
interest shares some examples. Pupils complete the sentences in their
exercise books.
5. In pairs, pupils practise the dialogues using their own answers.

Complementary: 2.2.2 Agree a set of basic steps needed to
complete short classroom tasks Post-lesson: Pupils try the Finished activity and write a shopping
list. Pupils share their shopping lists.
narrate how not to waste food.
able to discuss and complete the tasks b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. narrate how not to waste food using at least 4 sentences.
2. discuss and complete most of the tasks.
Pupils can
2. listen and identify the prices of the things Emma buys correctly.

Content Standard: Pre-lesson: Teacher asks pupils a few questions (Is there a market
near the place you stay? What can you buy there? What’s the difference
Main: 1.2 Understand meaning in a variety of familiar between a market and a supermarket?).
contexts
Lesson delivery:
1. Pupils refer to Activity 1 in textbook page 96. Pupils read

Complementary: 1.2 Understand meaning in a variety of through the key phrases and state the difference between gram and
familiar contexts kilogram. Teacher can explain using fractions ½ , ¼ and ¾
Learning Standard: 2. Pupils listen to audio 3.12. Pupils listen and write the weights
they hear. Upon hearing, pupils can check their answers with their
Main: 1.2.3 Understand with support longer simple friends.
narratives on a range of familiar topics
3. Pupils listen to audio 3.13 for Activity 3. Pupils match the fruit to
the photos. Pupils share their answers orally.
Complementary: 1.2.5 Understand a sequence of 4. Pupils listen and note down the prices. Pupils share the things
supported questions that Emma didn’t buy.
Post-lesson: Pupils share their thoughts on why it is important to

know how much food costs.
able to listen and identify what Emma buys. b) CLASSROOM-BASED d) 21ST CL METHOD:


Content Standard: Pre-lesson: Teacher uses the words ‘cheap’ and ‘expensive’ with
examples of food in Malaysia.
Lesson delivery:
1. Teacher introduces the pound currency.

Complementary: 2.2 Use appropriate communication
strategies 2. Pupils refer to textbook page 96 Activity 4. Pupils copy the
sentences into their exercise books. Pupils listen to audio 3.13 and
Learning Standard: write true or false.
Main: 2.2.1 Keep interaction going in short exchanges by 3. Pupils refer to Activity 5. Pupils listen to audio 3.14. In pairs,
using suitable questions pupils practise the dialogue using similar intonation from the audio.
4. Pupils refer to Activity 6. Pupils discuss 1) who is the market

seller and who is the customer?, 2) the fruits they will buy? 3) How
Complementary: 2.2.2 Agree a set of basic steps needed to much fruit will they buy? Teacher explains that sellers can write
complete short classroom tasks down the cost of the fruit then work the total.
5. Pupils prepare the dialogue and practise using their own price
list.
Post-lesson: Pupils can volunteer to perform in front of the class.
the interaction going by using suitable questions.
able to discuss their dialogues based on the questions. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: Performance centred
Success Criteria
Pupils can
1. keep the interaction going by asking and answering at least 3 suitable
questions.
2. discuss their dialogues based on the given hint questions.

Content Standard: Pre-lesson: Pupils refer to textbook page 56 THINK! Pupils read
the questions and in groups discuss the ideas in the box and their
Main: 3.1 Recognise words in linear and non-linear texts own ideas on what to do in order to be healthy.
by using knowledge of sounds of letters
Lesson delivery:
1. Teacher introduces pupils to a few words (active, fit, hungry,

Complementary: 2.1 Communicate simple information thirsty, tired and lazy). Teacher explains that all the words are
intelligibly adjectives.
Learning Standard: 2. Pupils refer to Activity 1. Pupils share if any of their friends do
not understand the words in the box. Pupils copy the sentences with
Main: 3.3.1 Read and enjoy A2 fiction/non-fiction print the correct answers.
and digital texts of interest
3. Pupils refer to Activity 2 and identify the opposites of the
adjectives used as answers in Activity 1. Pupils also find the
Complementary: 2.1.3 Ask for, give and respond to simple opposites for the remaining words in the box.
advice 4. Audio 2.06 is played for pupils to check their answers.
5. Pupils refer to Activity 3. Pupils can copy/answer the quiz

questions orally.
Post-lesson: Teacher asks pupils what time they sleep every day and
why is it important to sleep well at night. Pupils share their
thoughts.
and fill in the blanks.
able to respond to the question. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and fill in the blanks with at least 3 correct answers.
2. respond to at least 1 question appropriately.

Content Standard: Pre-lesson: Pupils refer to textbook page 56 Activity 4. Pupils read
through the questions and think about the answers.
1. Pupils write the sentences and the answers in their exercise

books.
intelligibly 2. Pupils compare their answers with their partners.
Learning Standard: 3. Teacher asks pupils why it is important to be active and fit.
Pupils also share what they do to keep fit.
4. Teacher writes verb+ing on the board and explains verbs used in

Main: 4.2.1 Give detailed information about themselves sentences. (love doing, don’t mind doing, hate doing)
5. Pupils refer to Activity 1 page 57 and answer the questions in

their exercise books. Teacher checks pupils’ sentences.
Complementary: 2.1.3 Ask for, give and respond to simple
advice 6. Pupils refer to Activity 2 page 57. Pupils write their own
sentences.
Post-lesson: Pupils share their answers.
detailed information about themselves.
able to share what they do to stay fit. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. give detailed information in at least 4 correct sentences.
2. share at least 1 thing they do to stay fit.

TOPIC The Meal TIME
Content Standard: Pre-lesson: Pupils are given some time to go through the poem.
Then, without looking at the poem, pupils list down the food item
Main: 5.3 Express an imaginative response to literary texts they can remember from the poem.
Lesson delivery:
Complementary: 1.2 Understand meaning in a variety of 1. Pupils brainstorm food people usually have for breakfast, lunch
familiar contexts and dinner.
Learning Standard: 2. Teacher explains that pupils are going to create a menu. A few
samples are shown (Poem guidebook page 129).
3. Pupils are given some time to create their own menu for
Main: 5.3.1 Respond imaginatively and intelligibly breakfast, lunch and menu in their groups.
Other imaginative responses as appropriate 4. Pupils justify their choice of food and the nutritional value.
Post-lesson: Pupils display their menu.

information and details of longer simple texts on a range of
familiar topics
create a menu.
able to listen and justify their choices. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. create a suitable menu.
2. listen and share at least 3 justifications for their choices in breakfast, lunch
and dinner.

Content Standard: Pre-lesson: Teacher writes ‘ I like…ing’, ‘I love…ing’ or ‘I

prefer….ing’ on the board. Pupils share one true or false sentence
Main: 4.2 Communicate basic information intelligibly for a about themselves and others must guess whether it’s true or not.
Lesson delivery:
1. Pupils refer to Activity 5 page 57. Pupils copy the sentences and
Complementary: 2.1 Communicate simple information fill in the blanks.
intelligibly
2. Teacher asks pupils the signs they see on the road. A few pupils
Learning Standard: are called to the front to draw the signs.
3. Pupils refer to Activity 6. Teacher explains that pupils must write

advice for the situations using affirmative or negative imperatives.
Main: 4.2.2 Ask for, give and respond to simple advice Teacher gives examples.
4. Pupils copy the questions and write the advice for each question.
Complementary: 2.1.3 Ask for, give and respond to simple 5. Pupils share their advice with their group members.
advice
Post-lesson: Teacher asks pupils the difference between rules and
advice. Pupils share their thoughts.
simple advice.
able to share their advice. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. give at least 4 simple advices in sentences.
2. share at least 4 simple advices.
Pupils can
1. listen and say at least 4 prices and currencies correctly.
2. guess the meanings of most of the unfamiliar words based on the topic.

Content Standard: Pre-lesson: Teacher asks pupils what is their favourite restaurant or
café? What kind of food and drink do you usually eat there? Pupils
Main: 1.1 Recognise and reproduce target language sounds share their thoughts.
Lesson delivery:
Complementary: 3.2 Understand a variety of linear and 1. Pupils refer to Activity 1 in textbook page 96. Pupils read
non-linear print and digital texts by using appropriate through the menu and complete the menu with the words in the box.
reading strategies Pupils share their answers orally.
Learning Standard: 2. Pupils conduct a think-pair-share and share what they like or
dislike from the menu.
Main: 1.1.1 Recognise and reproduce with little or no
support a wide range of target language phonemes 3. Pupils listen to audio 2.08 for Activity 2. Pupils listen and say the
prices.
4. Pupils refer to the glossary box and identify the countries related
Complementary: 3.2.3 Guess the meaning of unfamiliar to the currencies.
words from clues provided by title, topic, and other known
words 5. Pupils refer to Activity 3 to listen and say the prices. Teacher
plays audio 2.09 for pupils to check.
6. Pupils refer to Activity 4. Pupils read the dialogue, look at the

menu and calculate the price.
Post-lesson: Pupils discuss as a class if Aaron’s meal is healthy or

unhealthy.
and say the prices.
able to guess the meaning of unfamiliar words based on the b) CLASSROOM-BASED d) 21ST CL METHOD:
topic. ASSESSMENT: Q and A Learning skills/process

Content Standard: Pre-lesson: Pupils refer to textbook page 58 Activity 5. In pairs,

pupils look at the dialogue and complete the key phrases.
Lesson delivery:
1. Pupils practise the dialogue using different items from the menu.
familiar contexts 2. Pupils refer to Activity 6. Pupils swap roles with their pairs.
Teacher asks pupils to choose the situation.
Learning Standard:
3. Pupils are given some time to prepare their dialogues and practise
Main: 2.1.1 Give detailed information about themselves it.
4. Pupils perform their dialogues in front of the class.
Complementary: 1.2.5 Understand a sequence of 5. Teacher asks pupils if they think vegetarian food is more
supported questions expensive than other food. Pupils look at the menu and share their
thoughts. Pupils discuss why some food and drink are expensive.
Post-lesson: Pupils share their thoughts on how food and drink can
be made a little cheaper for everyone.
detailed information during their dialogue.
able to listen and discuss food prices. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: Performance centred
Success Criteria
Pupils can
1. give at least 2 detailed information in their dialogues.
2. listen and discuss why food prices are expensive.

Content Standard: Pre-lesson: Pupils refer to textbook page 59 THINK! Pupils share
their thoughts based on the questions.
Main: 3.3 Read independently for information and
enjoyment Lesson delivery:
1. Pupils refer to Activity 1. Pupils read the blog and identify where
the idea for a fun egg salad is from and what is her favourite part of
Complementary: 2.3 Communicate appropriately to a the meal.
small or large group
2. Pupils refer to Activity 2. Pupils write the Key Phrases in their
Learning Standard: exercise books and complete the phrases based on Sally’s blog.
Main: 3.3.1 Read and enjoy A2 fiction/non-fiction print 3. Pupils refer to Activity 3 and look at the words in blue in the
and digital texts of interest blog. Pupils identify the phrases that have the same meaning.
4. Pupils refer to Activity 4. Pupils copy the sentences into their

exercise books and complete the sentences with words identified in
Complementary: 2.3.1 Narrate short basic stories and Activity 3. Then, pupils order the sentences based on the pictures.
events
Post-lesson: In pairs, pupils share if the dessert is healthy? Why or
why not?
and complete the key phrases.
able to share their thoughts about the dessert. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and complete at least 3 key phrases correctly.
2. share at least 1 appropriate thought about the dessert.

Content Standard: Pre-lesson: A few verbs (chop, add, cook for, serve with) from the
previous lesson are written on the board. In pairs, pupils come up
Main: 4.3 Communicate with appropriate language form with nouns that can follow the verbs. (Ex: Chop some apples)
Lesson delivery:
1. Pupils refer to Activity 5 and the Writing Guide. Teacher guides

Complementary: 4.2 Communicate basic information pupils step by step to start writing.
intelligibly for a range of purposes in print and digital
media 2. Teacher gives examples to pupils for every question.
Learning Standard: 3. Pupils write their blog draft on a piece of paper and decorate their
blog.
4. Teacher monitors and facilitates the session.

Main: 4.3.3 Produce a plan or draft of one or two
paragraph for a familiar topic and modify this 5. Pupils can start developing a blog online / use Canva to develop a
appropriately in response to feedback post.
Post-lesson: Pupils share their answers.
Complementary: 4.2.5 Connect sentences into one or two

coherent paragraph using basic coordinating conjunctions
and reference pronouns
produce a blog draft.
able to connect the sentences using coordinating b) CLASSROOM-BASED d) 21ST CL METHOD:
conjunctions. ASSESSMENT: Written Learning skills/process
work
Pupils can
1. produce a blog draft by answering at least 5 questions.
2. connect at least 3 sentences using correct coordinating conjunctions.

TOPIC Seaside TIME
Content Standard: Pre-lesson: Teacher asks pupils if they have gone to a beach
recently and if they have what kind of activities they did at the
Main: 5.2 Express personal responses to literary texts beach.
Lesson delivery:
Complementary: 2.1 Communicate simple information 1. Each group is provided with a line strip from the poem.
intelligibly
2. Pupils find the other lines from other groups and arrange
Learning Standard: themselves according to the poem.
3. In groups, pupils choose a line and provide the reasons why they
chose the line.
Main: 5.2.1 Explain in simple language why the like or
dislike an event, description or character in a text 4. Teacher guides pupils to add more details to their reasons.
5. Teacher asks pupils to discuss and list the items they will bring if
they are going camping in the forest.
Complementary: 2.1.1 Give detailed information about
themselves Post-lesson: Pupils share their thoughts.
explain why they chose the line.
able to share the things for camping and the reasons. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. explain at least 1 reason why they chose the line.
2. share at least 4 things they will bring for camping and the reasons.

Content Standard: Pre-lesson: Pupils do a recap on food to eat and activities to do if

they want to stay healthy.
Lesson delivery:
Complementary: 3.2 Understand a variety of linear and 1. Pupils refer to Activity 1 in page 60 and copy the exercise into
non-linear print and digital texts by using appropriate their exercise books. Pupils fill in the blanks based on the picture.
reading strategies
2. Pupils refer to Activity 2 and discuss with their partners to
Learning Standard: rewrite the sentences with the correct adjectives.

Complementary: 3.2.2 Understand specific information

and details of simple texts of two paragraphs or more
able to fill in the blanks with the correct answers. ASSESSMENT: Task Formative Assessment
Pupils can
2. fill in the blanks with at least 5 correct answers based on the pictures.
Pupils can
1. listen and find at least 5 correct questions.
2. use at least a dictionary to find words that they do not understand.

TOPIC Module 6: Sport TIME
Content Standard: Pre-lesson: Teacher draws a mind map on the board with Sports in
the middle and pupils are called to the front to write the sports they
Main: 1.3 Use appropriate listening strategies in a variety know.
of contexts
Lesson delivery:
1. Pupils refer to Activity 1 in textbook page 62. Pupils match the

Complementary: 3.2 Understand a variety of linear and pictures to the sport in their exercise books. Pupils listen to audio
non-linear print and digital texts by using appropriate 2.12 and check their answers.
reading strategies
2. Teacher prepares strips of paper with sports written on it. Pupils
Learning Standard: play charades with others. Any pupil can volunteer to draw the strip
and mime the sport until someone guesses it.
clues provided by other known words 3. Pupils refer to the pictures in textbook page 62 and 63. Teacher
asks a few questions (Ex: What sport can you see in number 9?)
Pupils share their answers. Pupils can check the meaning using
Complementary: 3.2.4 Use with support familiar print and dictionaries.
digital resources to check meaning 4. Teacher explains that the teacher will say an answer and pupils
must find the question to the answer in the textbook.
Post-lesson: Teacher asks pupils to discuss a few questions (How

do we use technology? Does technology help athletes to win?).
Pupils listen and discuss the points with their group members.
and find the questions.
able to use a dictionary to check the meaning. b) CLASSROOM-BASED d) 21ST CL METHOD:


Content Standard: Pre-lesson: Teacher plays hangman with pupils to guess sports.
Main: 2.3 Communicate appropriately to a small or large Lesson delivery:

group
1. Pupils refer to Activity 4 in textbook page 63. Pupils write the
questions in their exercise books. Pupils listen to audio 2.13 to
answer the questions.
familiar contexts 2. Teacher writes 3 questions on the board (Do you do any sports?
What’s your favourite sport? What do you think about sports?).
Learning Standard: Pupils think about their own answers.
Main: 2.3.1 Narrate short basic stories and events 3. Teacher explains that pupils will ask the questions to 3 of their
friends and also answer their friends’ questions.
Name Name Name

Complementary: 1.2.1 Understand with support the main
idea of longer simple texts on range of familiar topics Do you do
any sports?
What’s your
favourite
sport?
What do you
think about
sports?).
4. Pupils copy the table into their exercise books and complete the
task.
Post-lesson: Pupils share their data collections from the table.
*Pupils are reminded to bring their own dictionaries.
Main: At the end of the lesson, pupils will be able to share textbook songs/audio clips Choose an item.
their data collection about 2 friends.
able to listen and answer the questions. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. share their data collection at least about 2 friends.

Content Standard: Pre-lesson: Pupils refer to textbook page 64 THINK! Pupils answer
the question.
strategies
1. Pupils refer to Activity 1. Pupils read the timeline and identify
the sports mentioned.
Complementary: 3.2 Understand a variety of linear and 2. Pupils refer to Activity 2. Pupils read while listening to the text.
reading strategies 3. Pupils write the questions in their exercise books and answer the
questions.
Learning Standard:
4. Pupils refer to Activity 3. Teacher writes the words in blue in the
Main: 3.2.2 Understand specific information and details textbook in their exercise books and write the meanings from the
of simple texts of two paragraphs or more dictionary.
Post-lesson: Pupils complete the optional activity of filling in the

blanks. 1) A ____wins a competition. 2) A _____wins a medal. 3)
Complementary: 3.2.4 Use with support familiar print and A_____ competes in a competition. 4) A ___ swims.
able to find out the meanings of the words. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: Observation centred
Pupils can
2. find out at least 3 meanings of words correctly.

Content Standard: Pre-lesson: Teacher explains that pupils are going to write about
sports they like.
1. Pupils refer to Activity 4 in textbook page 64. Pupils think of the

most interesting text and share it with their partner.
Complementary: 3.3 Read independently for information
and enjoyment 2. Pupils refer to page 65 and read through the Rules. Teacher
explains a little about was, wasn’t were, and weren’t.
Learning Standard:
3. Teacher asks pupils to imagine if they were in the past (mentions
a year), what team they would have been in?
Main: 4.2.3 Narrate factual events and experiences of 4. In pairs, pupils write at least 5 sentences to write their ‘If I was
interest in……’ story. Teacher writes an example.
5. Pupils start writing their story.
Complementary: 3.3.1 Read and enjoy A2 fiction/non- Post-lesson: Pupils share their stories with others.
fiction print and digital texts of interest
Main: At the end of the lesson, pupils will be able to write textbook Choose an item. Choose an item.
a story about the team sport they would have been in.
able to read the text. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. write a story using at least 4 sentences about a sport that they would have
participated in the past.
2. read the text and share the most interesting text.

TOPIC Seaside TIME
Content Standard: Pre-lesson: Teacher writes ‘Going to the beach’ on the board and
asks pupils to brainstorm ideas on the topic. Teacher shares some
Main: 5.3 Express an imaginative response to literary texts examples.
Lesson delivery:
Complementary: 2.2 Use appropriate communication 1. Pupils are divided into groups.
strategies
2. Each person in a group is given a duty (drawing, list the items,
Learning Standard: circle the items, and label the items in the picture)
3. First, one person draws pictures of a beach and the items. The
second person circles the items. The third person lists the items at
Main: 5.3.1 Respond imaginatively and intelligibly the top of the A3 paper. The fourth person labels the items in the
through creating simple role-plays and simple poems. picture.
Other imaginative responses as appropriate
4. Pupils start their work and are facilitated by the teacher.
Post-lesson: Pupils put up their drawing and check if they have

Complementary: 2.2.2 Agree a set of basic steps needed to missed any items by comparing with others.
complete short classroom tasks
Main: At the end of the lesson, pupils will be able to draw textbook Choose an item. Choose an item.
and label the items.
able to agree on the plan sequence. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. draw and label at least 5 items correctly.
2. agree on the plan see sequence.

Content Standard: Pre-lesson: Teacher shows a picture of Malaysia before

independence. Pupils find out what was there and wasn’t there
Main: 4.2 Communicate basic information intelligibly for a using ‘There was/wasn’t…..’ and ‘There were/weren’t….’.
Lesson delivery:

Complementary: 2.1 Communicate simple information through the words.
intelligibly
2. Teacher explains the position of apostrophe and the short forms.
Learning Standard:
3. Pupils write sentences using the words in Activity 4 and based on
the picture in pre-lesson.
Main: 4.2.3 Narrate factual events and experiences of 4. Pupils compare their sentences with their partners.
interest
Complementary: 2.1.2 Find out about and describe

experiences up to now Post-lesson: Pupils and the teacher discuss the answers.
sentences based on the picture.
able to find out about the experiences. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. write at least 5 suitable sentences based on the picture.
2. find out about the picture during discussion.

Content Standard: Pre-lesson: Teacher asks pupils the sports that they think are
difficult and dangerous. Pupils share their answers and think if the
Main: 1.2 Understand meaning in a variety of familiar sports are popular in Malaysia.
contexts
Lesson delivery:
1. Pupils refer to Activity 1 in textbook page 66. Teacher introduces

Complementary: 3.2 Understand a variety of linear and skateboarding, BMX and motocross to pupils.
reading strategies 2. Pupils read the text and the four sentences. Pupils find meanings
in the dictionary. Pupils match the verbs 1-9 with the past participle
Learning Standard: forms in blue. Teacher plays audio 2.15 for pupils to check the
answers.
Main: 1.2.3 Understand with support longer simple
narratives on a range of familiar topics 3. Pupils refer to Activity 2. Teacher explains that pupils must listen
to the audio and choose who is talking and where they are.
4. Pupils listen to audio 2.16 and choose the answers for Alana and
Complementary: 3.2.4 Use with support familiar print and Tom.
5. Teacher asks pupils if they think skateboarding is dangerous or
dangerous and difficult. Pupils are given some time to think and
Post-lesson: Teacher shares about Paralympics and asks why they

think it’s important that everyone can try do sports for their country.
and categorise the phrases.
able to use a dictionary to check the meaning. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. listen and categorise at least 4 phrases correctly.
2. use at least a dictionary to find words that they do not understand.

Content Standard: Pre-lesson: Teacher asks pupils when do verbs remain in its original
form. Some examples can be given by the teacher. Pupils share
Main: 2.1 Communicate simple information intelligibly their answers.
Lesson delivery:
Complementary: 1.2 Understand meaning in a variety of 1. Pupils refer to Activity 4 in textbook page 66. Teacher explains
familiar contexts that most of the questions need the base form of the verb, but one
type requires the -ing form. Teacher shares some examples.
Learning Standard:
2. Pupils fill in the blanks and say out the correct answers by
Main: 2.1.2 Find out about and describe experiences up to spelling the verbs.
now
3. Based on the questions in Activity 2, the teacher explains that
pupils will work with another partner to conduct a short questioning
session.
Complementary: 1.2.5 Understand a sequence of
supported questions 4. Pupils ask and write their friend’s answers in their exercise
books.
5. Pupils share their findings about their friends when the teacher
goes question by question.
Post-lesson: Teacher asks pupils if they have any sports that they
would like to try. Pupils are given some time to think and share
their thoughts.
describe their friend’s answers.
able to listen and find out about their friends b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. share at least 3 questions about their friends.
2. listen and write at least 3 answers correctly.

Content Standard: Pre-lesson: Teacher asks pupils if they remember about Alana and
Tom. Teacher writes some sentences on the board. Pupils identify
Main: 3.2 Understand a variety of linear and non-linear and underline the past simple verbs.
1. Pupils watch the grammar animation from Activity 1 and go

through the rules with the teacher.
Complementary: 1.1 Recognise and reproduce target
language sounds 2. Pupils refer to Young Talent Superstars. Pupils read and fill in
the blanks.
Learning Standard:
3. Teacher asks pupils to listen and identify which letter comes
Main: 3.2.3 Guess the meaning of unfamiliar words from before the -ed.
clues provided by title, topic, and other known words
3. Pupils listen to audio 2.17 and share their answers.
Post-lesson: Based on Young Talent Superstars, pupils choose

Complementary: 1.1.1 Recognise and reproduce with little between Fu and Martin to interview. Pupils plan questions to ask if
or no support a wide range of target language phonemes they were to interview Fu or Martin.
able to listen and find out the letter. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and fill in at least 5 blacks correctly.
2. listen and find out the correct letter.

Content Standard: Pre-lesson: Teacher conducts a recap of past time expressions

based on Activity 4 in textbook page 67.
and style for a range of purposes in print and digital media Lesson delivery:
1. Teacher writes ‘Last weekend, I……..’. ‘In (past month),….’.

‘On (day before), ………..’. ‘ When I was (age), ………’ on the
Complementary: 2.1 Communicate simple information board. Teacher explains to pupils that they must complete the
intelligibly sentence starters with examples from pupils’ lives.
Learning Standard: 2. Pupils refer to Activity 5 and read through the key phrases.
3. Teacher shows more examples for Activity 5.
Main: 4.3.2 Spell a range of high frequency words 4. Pupils write the sentences using past simple in their exercise
accurately in independent writing books.
Post-lesson: Pupils check their answers with the teacher.

themselves
the verbs.
able to share their experience with their partners. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Pupils can
1. spell at least 5 verbs correctly.
2. share their experience with at least 1 partner.

TOPIC The Dark TIME
Content Standard: Pre-lesson: Teacher shows some pictures that contain bright and
dark scenes. Teacher asks pupils what they feel about the pictures.
Main: 5.2 Express personal responses to literary texts Pupils share their opinions.
Lesson delivery:
Complementary: 4.2 Communicate basic information 1. Teacher asks pupils to tick the lines that are the same.
media 2. Pupils conduct a reading session with the teacher.
Learning Standard: 3. Based on the pictures, pupils try to figure out the differences
between light and the dark, whether they like it or not.
4. Pupils think-pair-share 2 reasons with their partner.

dislike an event, description or character in a text 5. Teacher shows examples in using coordinating conjunction ‘and’.
6. Pupils think and produce sentences with their partners.
Complementary: 4.2.5 Connect sentences into one or two Post-lesson: Teacher asks pupils to share about things in their
coherent paragraph using basic coordinating conjunctions bedroom by using coordinating conjunction ‘and’. Teacher shares
and reference pronouns some examples. Pupils think and share their answers.
explain the differences between light and the dark.
able to connect sentences using basic coordinating b) CLASSROOM-BASED d) 21ST CL METHOD:
conjunction. ASSESSMENT: Task Collaborative learning
Pupils can
1. explain at least 1 appropriate difference between the light and the dark.
2. connect at least 4 sentences using coordinating conjunctions correctly.
SUBJECT English Language MODULE Listening (Consolidation)

Content Standard: Pre-lesson: Teacher asks pupils a few questions (Do you play video
games? What games do you play? Which are your favourites?).

through the categories in the box below the instruction. Pupils
Complementary: 2.2 Use appropriate communication match the games with the categories.
strategies
2. Pupils copy the table in Activity 2. Pupils listen to 3.15 and
Learning Standard: complete the table.
Main: 1.2.4 Understand longer sequences of supported 3. Pupils listen to the audio again for Activity 3 and say the correct
classroom instructions answers.
4. Pupils read through the dialogues in Activity 4.
Complementary: 2.2.1 Keep interaction going in short 5. Teacher explains that based on Activity 5 pupils have to talk
exchanges by using suitable questions about their favourite video game to their partner. Pupils can use the
dialogue in Activity 4 as examples.
Post-lesson: Pupils volunteer to perform their dialogue.
Main: At the end of the lesson, pupils will be able to listen textbook Choose an item. Choose an item.
able to keep interaction going by asking questions about b) CLASSROOM-BASED d) 21ST CL METHOD:
video games. ASSESSMENT: Task Formative Assessment
Pupils can
1. listen and fill in at least 4 blanks correctly.
2. keep interaction going by asking and answering at least 2 suitable questions.

Content Standard: Pre-lesson: Teacher asks pupils what they did at the weekend.
Pupils think and share their answers.
Main: 1.3 Use appropriate listening strategies in a variety
of contexts Lesson delivery:
1. Pupils refer to Activity 1 in textbook page 68. Pupils read the

gapped dialogue and fill in the answers. Pupils listen to audio 2.18
Complementary: 3.2 Understand a variety of linear and to check their answers.
reading strategies 3. Teacher asks pupils to close the dialogue in Activity 1 and write
the key phrases in Activity 2. Pupils try to fill in the blanks from
Learning Standard: memory.
Main: 1.3.1 Guess the meaning of unfamiliar words from 4. Teacher asks pupils why there is a sentence with an exclamation
clues provided by other known words mark. Pupils think and share why we sometimes use exclamation
marks.
5. Pupils refer to Activity 3. Pupils read through the sentences.

Complementary: 3.2.1 Understand the main idea of simple Teacher explains that pupils must listen and note down the phrases
texts of two paragraphs or more they hear.
6. Pupils complete the exercise.
Post-lesson: Pupils share if there are any unfamiliar words that they
do not understand.
and write the phrases.
able to read and fill in the gapped dialogue. b) CLASSROOM-BASED d) 21ST CL METHOD:
Pupils can
1. listen and write at least 2 correct phrases.
2. read and fill in at least 5 gap in the dialogue correctly.

Content Standard: Pre-lesson: Teacher writes a few questions on the board (How are
you? How old are you? How many brothers/sisters have you got?
Main: 2.3 Communicate appropriately to a small or large How was your last birthday party?)
group
Lesson delivery:
1. Pupils refer to Activity 4 in textbook page 68. Teacher

Complementary: 4.3 Communicate with appropriate demonstrates the activity by asking a volunteer to ask you about
language form and style for a range of purposes in print your weekend. Teacher can also demonstrate a few other questions.
and digital media
2. Pupils are given some time to practise the questions and answer
Learning Standard: with their partners.
Main: 2.3.1 Narrate short basic stories and events 3. Pupils who volunteer present their dialogues in front of the class.
4. Pupils refer to Activity 5. Teacher explains that pupils can write a

few general questions to ask their friends about concert or
Complementary: 4.3.1 Use capital letters, full stops, restaurant plans.
commas in lists and question marks appropriately in
independent writing at discourse level 5. Pupils prepare their questions.
6. Pupils are given some time to go around the class to ask and note
their friends’ answers.
Post-lesson: Pupils create a simple poster about the event that they
wish to attend.
describe their friend’s answers.
able to listen and find out about their friends b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. share at least 3 questions about their friends.
2. listen and write at least 3 answers correctly.

Content Standard: Pre-lesson: Pupils refer to THINK! In textbook page 69. Pupils
name 5 famous international sports stars, the most famous sports
Main: 3.2 Understand a variety of linear and non-linear star in the country and what is the sport.
1. Teacher explains that pupils are going to read a profile which is a

description of someone.
and enjoyment 2. Pupils read the description and answer the question in Activity 1
(Where was Usain Bolt born? When was his first world record).
Learning Standard:
3. Teacher writes ‘Paragraph 1, Paragraph 2 and Paragraph 3’ on
Main: 3.2.2 Understand specific information and details the board. Pupils refer to Activity 2.
4. Pupils write the key phrases used in each paragraph in their
exercise books and fill in the blanks of the KEY PHRASES.
Complementary: 3.3.1 Read and enjoy A2 fiction/non- 5. Pupils refer to Activity 3. Pupils read and match the topics to the
fiction print and digital texts of interest paragraphs.
Post-lesson: Pupils and the teacher checks the answers.

*Teacher asks pupils to search about a sports star that they like
and print out some details.
able to read and match the topics. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and fill in at least 5 blacks correctly.
2. read and match at least 4 topics correctly.
THEME World of Knowledge DATE Click or tap to enter a date.

Content Standard: Pre-lesson: Teacher draws a graphic organizer on the board. Pupils
recap and volunteer to write the key phrases they remember about
Main: 4.3 Communicate with appropriate language form Usain Bolt around the graphic organizer.
Lesson delivery:
1. Pupils refer to Activity 4 in textbook page 69. Teacher reads

Complementary: 4.2 Communicate basic information through the tasks with the pupils, especially task B.
media 2. Pupils get ready with the printed details that they have searched.
Learning Standard: 3. Teacher explains that pupils plan their draft by completing the
details for B.
Main: 4.3.3 Produce a plan or draft of one or two
paragraph for a familiar topic and modify this 4. Pupils complete the details while the teacher checks and
appropriately in response to feedback monitors.
5. Pupils write their paragraphs with the details.
Complementary: 4.2.5 Connect sentences into one or two Post-lesson: Teacher checks pupils’ work.
coherent paragraph using basic coordinating conjunctions
produce a draft about a sports star.
able to connect sentences in paragraphs using coordinating b) CLASSROOM-BASED d) 21ST CL METHOD:
conjunctions. ASSESSMENT: Written Learning skills/process
work
Pupils can
1. produce a draft with at least 2 paragraphs about a sports star.
2. connect at least 4 sentences in paragraphs using correct coordinating
conjunctions.

TOPIC The Dark TIME
Content Standard: Pre-lesson: Teacher asks pupils to close their eyes and imagine that
they are in the dark room and figure out ways to see in the dark.
Main: 5.3 Express an imaginative response to literary texts Pupils share their ideas.
Lesson delivery:
Complementary: 2.3 Communicate appropriately to a 1. Teacher explains to pupils that they are going to reproduce the
small or large group stanzas.
Learning Standard: 2. Teacher brainstorms the possible things to change in the stanzas
(EX: change body parts).
through creating simple role-plays and simple poems. 3. In pairs, pupils choose the stanza that they want to reproduce.
4. Pupils are given some time to rewrite the stanza.
5. Teacher collects their stanzas and passes them around to other

Complementary: 2.3.1 Narrate short basic stories and pairs. Pupils check their friends’ work using different coloured
events pencils.
6. Pupils correct the stanzas and decorate their papers.
Post-lesson: Pupils put up their stanzas for a gallery display.
explain the differences between light and the dark.
Creating Gallery walk
able to connect sentences using basic coordinating b) CLASSROOM-BASED d) 21ST CL METHOD:
conjunction. ASSESSMENT: Observation Collaborative learning

Pupils can
1. explain at least 1 appropriate difference between the light and the dark.
2. connect at least 4 sentences using coordinating conjunctions correctly.

Content Standard: Pre-lesson: Pupils do a recap on simple past tense.

Lesson delivery:
1. Pupils refer to Activity 2 in page 70 and copy the exercise into

Complementary: 3.2 Understand a variety of linear and their exercise books. Pupils fill in the blanks with the given
non-linear print and digital texts by using appropriate answers.
reading strategies
2. Pupils refer to Activity 2 and discuss with their partners to fill in
Learning Standard: the blanks.

Complementary: 3.2.2 Understand specific information

able to fill in the blanks with the correct answers. ASSESSMENT: Task Formative Assessment
Pupils can
2. fill in the blanks with at least 5 correct answers based on the pictures.

Pupils can
2. describe at least 3 words correctly.

TOPIC Module 7: Growing up TIME
Content Standard: Pre-lesson: Teacher writes the word ‘people’ on the board and asks
pupils how they would describe people. Teacher gives some
Main: 1.1 Recognise and reproduce target language sounds examples. Volunteers can come to the front to write the adjectives.
Lesson delivery:
Complementary: 2.1 Communicate simple information 1. Pupils refer to Activity 1 in textbook page 72. Pupils match the
intelligibly words to the pictures.
Learning Standard: 2. Pupils listen to audio 2.21. Pupils identify the words that describe
them the best. Pupils write down 2 sentences describing themselves.
Main: 1.1.1 Recognise and reproduce with little or no
support a wide range of target language phonemes 3. Pupils refer to Activity 3. Teacher explains that pupils listen and
identify the word with a different sound.
4. Audio 2.22 is played. Pupils listen and identify the words.

themselves Post-lesson: Teacher asks pupils to think of the websites or apps
that they have used. Pupils share the kind avatars they like with
their friends.
and identify the sounds.
able to describe the words. b) CLASSROOM-BASED d) 21ST CL METHOD:


Content Standard: Pre-lesson: Teacher writes some words on the board and asks pupils
to match the rhyming words (hair, light, mouth, fair, ear, round, height,
Main: 2.1 Communicate simple information intelligibly beard).
Lesson delivery:
Complementary: 1.2 Understand meaning in a variety of 1. Teacher explains that pupils are going to describe an avatar and
familiar contexts asks pupils to brainstorm adjectives and nouns to describe the
avatar. Teacher shows some examples.
Learning Standard:
2. Pupils refer to textbook page 72 Activity 4. Pupils listen to their
Main: 2.1.5 Describe people, places and objects using friend’s description and draw their avatar. Pupils take turns to
suitable statements describe and draw.
3. Pupils put up their drawings on the class wall. Pupils are divided
into two groups and they will take turns to describe and guess the
Complementary: 1.2.4 Understand longer sequences of
avatar.
4. Teacher gives instructions such as, 1) look at the drawings and
think about how to describe them. 2) discuss the description and
someone from the group will say the description and the other team
must guess. 3) After that, take turns to describe and answer. 4) The
team that can guess the most is the winner.
Post-lesson: Teacher asks pupils if they can change their avatar,

how would they change it. Pupils discuss and share their thoughts.
describe people using suitable statements.
able to listen and guess the avatars. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. describe at least 3 avatars correctly.
2. listen and guess at least 3 avatars correctly.

Content Standard: Pre-lesson: Teacher asks pupils to list down a few famous people.
Teacher asks pupils to describe the people (Ex: curly hair, red hair).
strategies
1. Pupils refer to Activity 5 in textbook page 73. Pupils watch video
2.23 and identify the photos that the people are talking about.
Complementary: 2.1 Communicate simple information 2. Teacher shows the background of the famous people from
intelligibly Teacher’s Book page 86 to pupils. Pupils read the background as an
introduction.
Learning Standard:
3. Pupils refer to Activity 7. Teacher asks pupils to read the
Main: 3.2.4 Use with support familiar print and digital descriptions and match them to people at the bottom of the page.
resources to check meaning Pupils take time to complete the exercise.
4. Upon completion, the teacher asks which words helped them to

identify the famous people. Pupils share their thoughts.
Complementary: 2.1.5 Describe people, places and objects
using suitable statements 5. Teacher asks pupils if it’s important to be able to describe people
and ask why or why not. Pupils conduct a think-pair-share with
their partners.
Post-lesson: Pupils refer to Activity 5 in textbook page 61. Pupils

take turns to describe their kids in their groups
and identify the famous people.
able to identify the description to identify the people. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and identify at least 5 people correctly.
2. share at least 4 words or descriptions that helped them to identify the people
correctly.

Content Standard: Pre-lesson: Teacher asks pupils if they know the character, Harry
Potter. Pupils share their knowledge.
1. Pupils refer to Activity 6 in textbook page 75. Teacher explains

about affirmative and negative in the past simple (Ex: walk-walked
Complementary: 3.2 Understand a variety of linear and [affirmative], not walk-didn’t walk [negative]).
reading strategies 2. Pupils copy the exercise and fill in the blanks. Teacher and pupils
discuss the answers.
Learning Standard:
3. Next, the teacher explains that pupils are going to write sentences
that tell a story about them. Pupils refer to Activity 7. Teacher
shows some examples and reminds pupils to start the sentences with
Main: 4.2.1 Give detailed information about themselves ‘I’.
4. Pupils write the sentences with their own ideas.

Complementary: 3.2.1 Understand the main idea of simple 5. Pupils start writing their sentences. Teacher facilitates and
texts of two paragraphs or more monitors.
Post-lesson: Pupils share their stories with others.
sentences based on their ideas.
able to read and fill in the blanks. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Success Criteria
Pupils can
1. write at least 5 sentences using the key terms correctly.
2. read the text and fill in at least 5 blanks correctly.

TOPIC Gulliver's Travels TIME
Content Standard: Pre-lesson: Teacher asks pupils a question, “If you have a lot of
money, where do you want to travel to?” Pupils share their ideas.
Main: 5.2 Express personal responses to literary texts
Lesson delivery:
1. Teacher and pupils go through the book cover and the blurb.
and enjoyment 2. In groups, pupils read pages 6 to 13.
Learning Standard: 3. Each group has to choose one panel that they think is impossible
to happen in the real world and why (Ex: Panel 3 page 10-we don’t
have a tiny person in the real world).
Main: 5.2.1 Explain in simple language why the like or 4. Pupils discuss and share their thoughts.
5. Pupils repeat the steps and figure out why Gulliver has a comb,
silver coin, and a watch in his pocket.
Complementary: 3.3.1 Read and enjoy A2 fiction/non- Post-lesson: Pupils choose a single thing they want to put in their
fiction print and digital texts of interest pocket when they travel to a foreign land.
explain the events.
Evaluating Pair/Group discussion
able to read and state their ideas of items. b) CLASSROOM-BASED d) 21ST CL METHOD:
Success Criteria
Pupils can
1. explain at least one suitable reason for one chosen event.
2. read and share at least 1 item to bring.

Content Standard: Pre-lesson: Teacher asks pupils if they often take photos of their
family and friends. Teacher also asks if they enjoy showing them
Main: 1.2 Understand meaning in a variety of familiar photos to other people or sharing them online. Pupils share their
contexts thoughts.
Lesson delivery:
Complementary: 1.2 Understand meaning in a variety of 1. Pupils refer to Activity 1 in textbook page 98. Pupils look at the
familiar contexts photos below and match them with the activities. Pupils discuss the
answers after completing.
Learning Standard:
2. Pupils refer to Activity 2 and read the key phrases.
3. Pupils listen to audio 3.17 and complete the sentences by copying

Main: 1.2.2 Understand with support specific information them into their exercise books.
and details of longer simple texts on a range of familiar
topics 4. Pupils refer to the questions in Activity 3. Pupils write the
questions in their exercise book and answer the ones they know.
5. Pupils listen to audio 3.17 again and answer the questions.

Complementary: 1.2.5 Understand a sequence of
supported questions 6. Pupils refer to Activity 4 and read the dialogue on their own.
Pupils listen to audio 3.18. Pupils practise the dialogue with their
partner.
Post-lesson: Volunteers can come to the front to practise the

dialogue as heard from the audio.
Main: At the end of the lesson, pupils will be able to listen textbook songs/audio clips Choose an item.
able to listen and complete the sentences. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
2. listen and complete at least 2 sentences correctly.
Pupils can
1. listen and fill in at least 6 blanks correctly.
2. guess the meanings of at least 5 unfamiliar words correctly.

Content Standard: Pre-lesson: Pupils refer to THINK! textbook page 76. Pupils read
the questions ‘Do you know any very tall people? What are the
Main: 1.2 Understand meaning in a variety of familiar good and bad things about being very tall?’ and share their thoughts
contexts with the teacher.
Lesson delivery:
Complementary: 3.2 Understand a variety of linear and 1. Teacher introduces words ‘gentle’, ‘giant’, ‘university’,
non-linear print and digital texts by using appropriate ‘qualification’, and ‘circus’. Based on the tenses of the questions,
reading strategies the teacher asks if the man is from now or from the past.
Learning Standard: 2. Pupils focus on the photos and imagine how tall Robert was.
Pupils read the text in Activity 1 and try to work on the meaning of
Main: 1.2.3 Understand with support longer simple the verbs and the phrases in blue.
3. Pupils write the verbs in their exercise books and write the past
simple forms. Audio 2.25 is played for pupils to check their
Complementary: 3.2.3 Guess the meaning of unfamiliar answers.
words from clues provided by title, topic, and other known 4. Pupils refer to Activity 2 and guess their answers. Pupils listen to
words audio 2.26 and check their answers.
5. Pupils refer to Activity 3. Teacher asks pupils what kind of

information is missing (Ex: name, number). Pupils listen and
complete the text.
Post-lesson: Teacher asks pupils to think of the websites or apps

that they have used. Pupils share the kind avatars they like with
their friends.
able to guess the meaning of unfamiliar words. b) CLASSROOM-BASED d) 21ST CL METHOD:

Content Standard: Pre-lesson: Teacher says some sentences and pupils identify the
errors. Ex: Robert was taller than his father by the age of eight (age
Main: 2.1 Communicate simple information intelligibly of six). At school, they made a special chair for him (a special
desk). Robert left university because he didn’t enjoy it (because it
was difficult for him).
Complementary: 4.2 Communicate basic information
Lesson delivery:
media 1. Pupils refer to textbook page 76 Activity 4. Pupils think about a
person in their family.
Learning Standard:
2. Teacher writes (was born, grew up, went to school, left school,
Main: 2.1.1 Give detailed information about themselves got a job, got married, had children, travelled to) on the board. If
pupils are not sure about the details, pupils can use other details that
they know. Teacher also explains that pupils can use negative
Complementary: 4.2.1 Give detailed information about sentences such as ‘He/She didn’t go/travel to…’. Pupils use the
themselves verbs to write about their family members.
3. Pupils write their short stories about their family members.
4. Teacher demonstrates how to tell the story about their family

member.
5. Pupils volunteer to share their story.
Post-lesson: Teacher checks pupils’ short story.
6OBJECTIVES TEACHING AIDS:
detailed information about a family member.
able to write sentences about their family members. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-

Success Criteria
Pupils can
1. give at least 5 detailed information about a family member correctly.
2. write at least 5 correct sentences about their family member in past tense.

Content Standard: Pre-lesson: Teacher asks pupils what do they remember about
Robert Wadlow with their books closed (Ex: Where did he grow up?
Main: 3.2 Understand a variety of linear and non-linear At what age did he leave school? Did he travel much?). Teacher
print and digital texts by using appropriate reading introduces questions in the past tense.
strategies
Lesson delivery:
1. Pupils refer to Activity 1 in textbook page 77. Teacher draws the

Complementary: 4.3 Communicate with appropriate table on the board and asks pupils to guess the answers. Pupils
language form and style for a range of purposes in print share their thoughts. Teacher explains about the past tense questions
and digital media starting with ‘did’.
Learning Standard: 2. Pupils refer to Activity 2. Pupils rewrite the sentences in their
exercise books. Teacher and pupils check the answers.
clues provided by title, topic, and other known words 3. Pupils refer to the two pictures. Teacher asks if pupils know the
movie. Teacher shares some insights about the movie.
4. Pupils refer to Activity 3. Teacher explains that pupils are going

Complementary: 4.3.2 Spell a range of high frequency to write questions based on the answers. Teacher some examples.
words accurately in independent writing
5. Pupils read the answers and write questions on their own.
Post-lesson: Teacher and pupils discuss the questions.
the movie details.
able to spell words in the questions. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. guess at least one detail about the movie.
2. spell verbs correctly in at least 5 questions.

Content Standard: Pre-lesson: Teacher writes ‘famous city’, ‘famous star’, and
‘famous actor’. Pupils give examples based on the categories
Main: 4.2 Communicate basic information intelligibly for a written on the board.
Lesson delivery:
1. Pupils refer to Activity 4 in textbook page 77. Pupils copy the

Complementary: 2.3 Communicate appropriately to a paragraph and complete the parts with their earlier ideas.
2. Pupils complete the sentences and ask questions from their
Learning Standard: friends to know the details about their paragraphs. Pupils guess
their partners’ details based on the answers.
3. Pupils refer to Activity 5. Teacher explains that pupils write the

Main: 4.2.1 Give detailed information about themselves questions in their exercise books and ask their friends. Then, pupils
use their friends’ answers to write a paragraph.
Complementary: 2.3.1 Narrate short basic stories and 4. Pupils start their task. Teacher monitors and guides pupils with
events ideas.
Post-lesson: Pupils share their stories with others.
detailed information based on the questions.
able to narrate the paragraph. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Success Criteria
Pupils can
1. give detailed information by writing at least 5 sentences in one paragraph.
2. narrate at least 1 paragraph appropriately.

Content Standard: Pre-lesson: Teacher and pupils recap the story.
Lesson delivery:
Complementary: 3.2 Understand a variety of linear and 1. Pupils read chapter 3 of the story.
reading strategies 2. Teacher divides pupils into groups and asks pupils to choose a
scene that they would like to act out.
Learning Standard:
3. Teacher explains that pupils will decide on characters. If they
Main: 5.3.1 Respond imaginatively and intelligibly have extra members, they can make props, make special sounds and
through creating simple role-plays and simple poems. be the narrator.
4. Pupils discuss and share their ideas. Pupils also practise with
their team members.
Complementary: 3.2.2 Understand specific information 5. Groups can volunteer to perform their short sketch.
Post-lesson: Teacher asks pupils what they would like to improve if

they have another sketch session. Pupils share their thoughts.
perform a short sketch.
able to read the chapter and plan a short sketch. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Role play Collaborative learning
Success Criteria
Pupils can
1. perform a sketch based on a selected scene.
2. read the chapter and plan an appropriate short sketch.

Content Standard: Pre-lesson: Teacher and pupils recap on adjectives to describe

people. Pupils share adjectives that they can to describe physical
Main: 3.2 Understand a variety of linear and non-linear qualities.

paragraph and identify the wrong adjectives.
Complementary: 4.3 Communicate with appropriate
language form and style for a range of purposes in print 2. Teacher gives some examples. Pupils rewrite the paragraph with
and digital media suitable adjectives.
Learning Standard: 3. Pupils refer to Activity 2 and write the events in the usual order.
Teacher can also add that different people go through life
differently.
Main: 3.2.4 Use with support familiar print and digital 4. Pupils refer to the questions in Activity 4. Teacher explains the
resources to check meaning tick and cross and gives examples. Pupils fill in the blanks
correctly.
5. Pupils listen to audio 3.17 again and answer the questions.

Complementary: 4.3.2 Spell a range of high frequency
words accurately in independent writing Post-lesson: Teacher and pupils check the answers.
able to spell the adjectives. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
2. spell at least 5 adjectives correctly.
Pupils can
2. find out about their partner’s experiences by asking at least 4 appropriate
questions.

the question and think. Pupils share their answers.
1. Pupils refer to Activity 1. Pupils read the gapped interview.

Pupils listen to audio 2.27 and fill in the gaps in their exercise
Complementary: 2.1 Communicate simple information books.
intelligibly
2. Pupils refer to Activity 2 and identify the key phrases that the
Learning Standard: interviewer and the pop star used. Pupils share the identified
sentences.
Main: 1.2.4 Understand longer sequences of supported
classroom instructions 3. In pairs, pupils take the roles of the interviewer and the pop star.
Pupils practise the dialogue.
4. Pupils refer to Activity 4 and read the study strategy. Pupils are
Complementary: 2.1.2 Find out about and describe given some time to think of questions 1-5 in the table individually.
5. In pairs, pupils ask their prepared questions and write down their
partner’s answers.
Post-lesson: Teacher asks a few pairs to conduct their interview

session in front of the class.
able to find out about the experiences. b) CLASSROOM-BASED d) 21ST CL METHOD:


Content Standard: Pre-lesson: Teacher asks pupils if they have ever asked for advice
from others and what kind of advice. Pupils share their experiences.
Lesson delivery:
1. Pupils refer to textbook page 78. Teacher explains that the pop
Complementary: 4.2 Communicate basic information star wants the interviewer to give some advice.
media 2. Teacher writes the dialogue on the board for the pupils to copy.
Pop star: What can I do to ________?
Learning Standard:
Interviewer: Why don’t you_________?
Main: 2.1.3 Ask for, give and respond to simple advice
Pop star: Really? That’s interesting!
3. Pupils discuss with the class on what kind of issues pop stars
Complementary: 4.2.2 Ask for, give and respond to simple have and what kind of advice the interviewer can give. Pupils share
advice their thoughts.
4. Pupils fill in the gaps of the dialogue.
5. Pupils volunteer to role play with their partners.
Post-lesson: Teacher asks pupils if they think it’s important to ask

about other people’s feelings. Pupils share their thoughts.
Main: At the end of the lesson, pupils will be able to ask textbook Choose an item. Choose an item.
for, give and respond to simple advice.
able to ask for, give and respond to simple advice. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. ask for, give and respond to at least one simple advice.
2. ask for, give and respond to simple advice in at least 1 dialogue.

Content Standard: Pre-lesson: Teacher writes ‘the story of your life’ on the board and
asks pupils to write down five events in order. Teacher shares some
Main: 3.3 Read independently for information and examples. Then, pupils sit in groups to compare their life events
enjoyment and elicit common words.
Lesson delivery:
Complementary: 4.3 Communicate with appropriate 1. Pupils refer to Activity 1 in textbook page 119. Pupils read and
language form and style for a range of purposes in print listen to audio 3.36 and identify which boy is in the song.
and digital media
2. Teacher asks pupils which two verses have got information about
Learning Standard: the boy, if the song is a good song, and if it’s a good story. Pupils
Main: 3.3.1 Read and enjoy A2 fiction/non-fiction print
and digital texts of interest 3. Pupils refer to Activity 3. Pupils match the phrases to make the
questions and answer the questions.
4. Pupils compare their answers with their partners.

Complementary: 4.3.1 Use capital letters, full stops,
commas in lists and question marks appropriately in Post-lesson: Teacher and pupils discuss the answers.
independent writing at discourse level
and enjoy the song.
able to use capital letters, full stops, commas and question b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
marks in sentences. ASSESSMENT: Observation centred
Pupils can
1. read and answer at least 2 questions.
2. use capital letters, commas, full stops and question marks in at least 4
sentences and questions correctly.

Content Standard: Pre-lesson: Teacher writes ‘the story of your life’ on the board and
asks pupils to brainstorm what they remember from the song.
1. Pupils listen to song, audio 3.36 again and the teacher explains
that most songs have rhyming words at the end of some line.
Complementary: 1.1 Recognise and reproduce target Teacher asks pupils to list the rhyming pairs from the song (Ex:
language sounds [fun, one], [long, song], [where, there], [fun, one])
Learning Standard: 2. Pupils refer to Activity 5. Teacher explains that pupils will
complete the phrases with their own ideas as if they are sixty years
old.
Main: 4.2.5 Connect sentences into one or two coherent 3. Pupils start to write to connect the phrases in their exercise
paragraph using basic coordinating conjunctions and books.
reference pronouns
4. Pupils swap their books with their partners to check spelling,
punctuation or any other errors.
Complementary: 1.1.1 Recognise and reproduce with little Post-lesson: Pupils share their story with other pairs.
or no support a wide range of target language phonemes
able to listen and list the rhyming words. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Success Criteria
Pupils can
1. connect at least 6 sentences using basic coordinating conjunctions correctly.
2. listen and list at least 3 pairs of rhyming words.

Content Standard: Pre-lesson: Teacher and pupils recap the story.
Main: 5.3 Express an imaginative response to literary texts Lesson delivery:
1. In groups, pupils read chapter 4 of the story.
Complementary: 4.2 Communicate basic information 2. Teacher explains that each group has to draw two scenes (Liliput
intelligibly for a range of purposes in print and digital and the Land of Giants). Pupils can choose to follow the panels or
media create new ones based on their imagination and creativity. Pupils
must also add themselves in the panel as if they are part of the
Learning Standard: characters.
Main: 5.3.1 Respond imaginatively and intelligibly 3. Pupils, in groups, discuss and divide their tasks.
Other imaginative responses as appropriate 4. Pupils start to create their panels of scenes. Teacher facilitates
and monitors pupils’ work.
5. Upon completion, the teacher explains that pupils must take turns
Complementary: 4.2.4 Describe people, places and objects to describe their scenes in the drawing.
using suitable statements
6. Pupils are given some time to discuss and write the descriptions.
7. Pupils describe the scenes.
Post-lesson: Drawings are put up on the wall for a gallery walk.
Main: At the end of the lesson, pupils will be able to share textbook Choose an item. Choose an item.
their description based on the scenes.
able to describe the characters, places and objects in the b) CLASSROOM-BASED d) 21ST CL METHOD:
scenes. ASSESSMENT: Task Collaborative learning
Success Criteria
Pupils can
1. share their descriptions based on at least 1 scene.
2. describe the characters, places and objects in at least 4 correct sentences.

Content Standard: Pre-lesson: Teacher draws an outline of a person on the board and
calls out some pupils to add on the physical qualities based on the
Main: 3.2 Understand a variety of linear and non-linear adjectives mentioned by the teacher.
1. Pupils refer to Activity 1 in textbook page 81. Pupils copy the

table into their exercise books.
intelligibly 2. Pupils read the sentences and fill in the table.
Learning Standard: 3. The pupils draw the men’s faces based on the descriptions in
their exercise books.
4. Pupils refer to the questions in Activity 3. Teacher explains

Main: 3.2.1 Understand the main idea of simple texts of pupils must find pronouns in the word snake (Ex: them).
two paragraphs or more
5. Pupils copy the table in Activity 5 into their exercise books.
Post-lesson: Pupils walk around the class to complete the table with
Complementary: 2.1.1 Give detailed information about their friends’ names.
themselves
and fill in the table.
able to give detailed information based on the hints. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
2. give at least 4 detailed information about themselves.
Pupils can
1. listen and list at least 5 things correctly.
2. listen and match at least 6 things correctly.

TOPIC Module 8: Going away TIME
1. Teacher explains that when we travel, we usually bring different

things depending on the place.
familiar contexts 2. Pupils refer to Activity 1. Pupils match the objects with the
words in blue. Pupils listen to audio 2.29 and identify the objects.
Learning Standard:
2. Pupils refer to Activity 2 and discuss the things from Activity 1
Main: 1.3.1 Guess the meaning of unfamiliar words from that they have got. Pupils, in pairs, share the things they have both
clues provided by other known words got.
3. Pupils share which objects are made of plastic and discuss the
harm that plastic causes the environment.
information and details of longer simple texts on a range of 4. Pupils refer to Activity 3 and complete the quiz with their
familiar topics partners.
5. Pupils refer to the objects in Activity 1 and close their textbooks.

Pupils watch the video or listen to audio 2.30 and write the things
that people mention from Activity 1.
Post-lesson: Teacher and pupils check their answers.
and list the things.
able to listen and match the things. b) CLASSROOM-BASED d) 21ST CL METHOD:


Content Standard: Pre-lesson: Teacher writes ‘going camping’ on the board and pupils
brainstorm words related to camping.
Lesson delivery:
1. Teacher explains that pupils are going to listen to the four people
Complementary: 4.2 Communicate basic information talking about their holidays and this time they should focus on the
intelligibly for a range of purposes in print and digital places the people like to go. Teacher plays the video or audio 2.30.
media
2. Pupils refer to Activity 5 in textbook page 83. Pupils write the
Learning Standard: key phrases with gaps in their exercise books and complete it based
on the audio played earlier.
Main: 2.1.4 Ask about and describe future plans
3. Pupils refer to Activity 6 and read through the two holidays.
Teacher checks if pupils understand the details. In groups, pupils
Complementary: 4.2.3 Narrate factual events and choose which holiday to discuss. Then, pupils work individually
experiences of interest within their groups and list things they might need for the holidays.
Teacher writes ‘I think we need…. It’s good to have…. It depends

where…’ on the board. Pupils use the phrases on the board to
discuss in their groups and agree on the things.
4. Pupils take turns to share with the class what they have decided
to bring and why.
Post-lesson: Teacher asks pupils what is the most important thing

for each holiday.
Main: At the end of the lesson, pupils will be able to ask textbook Choose an item. Choose an item.
about and describe future plans.
able to write about the things that they will bring for the b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
holiday. ASSESSMENT: Presentation centred
Success Criteria
Pupils can
1. ask about and describe future plans based on at least 1 holiday.
2. write about at least 4 things that they will bring for the holiday.

strategies
1. Teacher writes ‘Class News’ on the board and reads through the
three questions below the title.
Complementary: 1.2 Understand meaning in a variety of 2. Pupils refer to Activity 1 and look at the photos. Pupils read the
familiar contexts texts and ask if there are any words that they do not understand.
Then, pupils match the paragraphs to the pictures.
Learning Standard:
2. Pupils refer to Activity 2. Pupils copy the exercise and write the
Main: 3.2.2 Understand specific information and details person that could be related to the phrases. Pupils check their
of simple texts of two paragraphs or more answers by checking.
3. Pupils refer to Activity 3. Pupils copy the questions into their

exercise books and close the textbook.
Complementary: 1.2.3 Understand with support longer
simple narratives on a range of familiar topics 4. Pupils listen to audio 2.31 and answer the questions.
Post-lesson: Teacher writes some words in blue on the board (new,

cold) and pupils must find out the antonym.
and match the phrases.
able to listen and answer the questions. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and match at least 5 phrases correctly.

Content Standard: Pre-lesson: Teacher asks pupils where they go during their
previous holiday. Pupils think and share their thoughts.
1. Pupils refer to Activity 4 in textbook page 84. In pairs, pupils

discuss which holiday they prefer, what did they do at the place
Complementary: 2.3 Communicate appropriately to a they visited during the last holiday. Pupils are given some time to
small or large group write down their ideas answering the questions.
Learning Standard: 2. Teacher explains that pupils are going to write two paragraphs
based on the points that they have written and add on more details
about their previous holiday.
Main: 4.3.2 Spell a range of high frequency words 3. Teacher gives some points for pupils to focus on the things they
accurately in independent writing did during the holidays as in the activities.
4. Pupils are given some time to write their paragraphs. Teacher

Complementary: 2.3.1 Narrate short basic stories and facilitates and guides pupils.
events 5. Pupils volunteer to share their paragraphs.
Post-lesson: Teacher and pupils check their work.
words correctly.
able to narrate about the short basic event. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Success Criteria
Pupils can
1. spell at least 10 words correctly in each paragraph.
2. narrate about at least 1 suitable event in the paragraphs.

Content Standard: Pre-lesson: Teacher distributes pictures of the characters

(guidebook pages 56-60) or shows the pupils. Pupils are called to
Main: 5.2 Express personal responses to literary texts the front to write any details they remember about any of the
characters.
Lesson delivery:
intelligibly 1. In groups, pupils read chapter 5 of the story.
Learning Standard: 2. Teacher starts to discuss the characters and their actions in the
story.
dislike an event, description or character in a text 3. Each pupil chooses a character they like the most and provides
details of the characters.
4. Then, pupils who choose the same characters will gather and
Complementary: 2.1.5 Describe people, places and objects share the details. They can add the details given by others in their
using suitable statements exercise books.
5. Upon completion, Pupils sit together and draw a mind map about
the character.
6. Teacher asks the group that has completed to come to the front to
share their thoughts about the character that they have chosen.
7. Pupils come to front in their groups and take turns to share the
details.
Post-lesson: Each group’s mind map is put on the wall for a gallery
wall.
explain in simple language why they like the character.
Creating Presentation
able to describe the character in the scene. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Presentation Collaborative learning
Success Criteria
Pupils can
1. explain in simple language using at least 3 suitable details why they like the
character.
2. describe the character using at least 3 suitable details.

Content Standard: Pre-lesson: Teacher writes ‘weekend plans’ on the board. Pupils
think about their plans.
1. Teacher explains that pupils must write their sentences in their

exercise books using
Complementary: 4.2 Communicate basic information I’m going to + verb and I’m not going to + verb
media 2. Pupils write their sentences and pupils check with each other.
Learning Standard: 3. Pupils refer to Activity 1 and the rules in textbook page 85.
Teacher gives some examples and pupils start to write the exercise
in their exercise books with the answers.
Main: 4.3.1 Use capital letters, full stops, commas in lists 4. Teacher explains about the affirmative and negative form of be
and question marks appropriately in independent writing at going to. Teacher also reminds pupil of the plural and singular
discourse level verbs. Pupils write and fill in the blanks of Activity 2 in their
exercise books.
5. Pupils copy the table in Activity 5 into their exercise books.

Complementary: 4.2.3 Narrate factual events and
experiences of interest Post-lesson: Pupils use their weekend plans and add more details to
the sentences.
Main: At the end of the lesson, pupils will be able to use textbook songs/audio clips Choose an item.
capital letters, full stops, commas and question marks in
sentences. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
able to narrate weekend plans. ASSESSMENT: Task centred
Success Criteria
Pupils can
1. use capital letters, full stops, commas, and question marks in at least 5
sentences correctly.
2. narrate about at least 2 of their weekend plans correctly.
Pupils can
1. listen and guess what the character is going to do.

the questions and think. Pupils share their answers.
1. Teacher explains that extreme weather means really

cold/hot/wet/fry. Teacher asks pupils if they know that there are
Complementary: 1.2 Understand meaning in a variety of weather scientists and what they are called. Teacher asks pupils if
familiar contexts they know the extreme weather in Malaysia and when they happen.
Learning Standard: 2. Pupils refer to pictures on page 86. Pupils match the pictures to
the texts. Teacher and pupils check the answers.
clues provided by other known words 3. Pupils refer to Activity 1. Pupils match the words in the box to
the texts above and fill in the blanks with the words.
4. Pupils refer to Stephanie’s photo and share what they think she is
Complementary: 1.2.3 Understand with support longer going to do in Antarctica. Pupils discuss and share their thoughts.
simple narratives on a range of familiar topics
5. Pupils refer to Activity 5. Teacher explains that pupils must listen
to the audio to answer.
6. Teacher plays audio 2.34. Pupils complete the quiz.
Post-lesson: Teacher and pupils discuss other countries with

extreme weathers
and guess the answers.


Content Standard: Pre-lesson: Teacher shows the world map/globe/ Google Earth to
pupils. Teacher shows Antarctica, the Arctic and the South Pole.
Lesson delivery:
1. Pupils refer to Activity 6 in textbook page 86. Pupils focus on the

Complementary: 1.2 Understand meaning in a variety of prompts. Teacher checks if pupils understand all the four seasons.
familiar contexts
2. Teacher explains that pupils are going to do a survey about the
Learning Standard: weather and pupils have to plan the steps first on the questions and
who to interview first.
Main: 2.2.2 Agree a set of basic steps needed to complete
short classroom tasks 3. Pupils draw a table and plan the questions based on the seasons.
Ex: Pupils can ask their friends about the weather during each
season.
Complementary: 1.2.5 Understand a sequence of Autumn Winter Spring Summer
supported questions
Sam Cold and
windy
4. Teacher facilitates and guides pupils with their survey table.
5. Pupils conduct the survey.
Post-lesson: Teacher asks pupils to share their findings with the

class and writes the weather related to the seasons.
Main: At the end of the lesson, pupils will be able to agree textbook Choose an item. Choose an item.
on basic steps to start the survey.
able to listen and fill in the table. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. discuss and agree on at least 3 basic steps with their classmates before
conducting the survey.
2. listen and fill in the table with at least 4 answers correctly.

Content Standard: Pre-lesson: Teacher asks pupils what will the weather be like in
Antarctica. Teacher writes pupils’ answers with will and won’t on
Main: 3.2 Understand a variety of linear and non-linear the board.
1. Teacher explains about making predictions about the future using

‘will’ and ‘won’t’
Complementary: 4.2 Communicate basic information
intelligibly for a range of purposes in print and digital 2. Pupils refer to Activity 1 and go through the rules. Pupils match
media the examples and complete the rules. Teacher also explains about
the apostrophe in ‘’ll’ and ‘won’t’.
Learning Standard:
3. Pupils refer to Activity 2. Pupils copy the exercise and fill in the
Main: 3.2.3 Guess the meaning of unfamiliar words from blanks.
clues provided by title, topic, and other known words
3. Pupils refer to Activity 3. Based on the first sentences, pupils
have to make sentences using the given phrases.
Complementary: 4.2.5 Connect sentences into one or two Post-lesson: Teacher checks pupils’ work and gives more phrases
coherent paragraph using basic coordinating conjunctions for pupils to make into sentences.
able to connect phrases to form sentences. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
2. connect at least 4 phrases to form correct sentences..

1. Teacher explains about the London Eye by the River Thames in

the picture. Pupils refer to Activity 1 in textbook page 89 and read
Complementary: 3.2 Understand a variety of linear and the email to answer the questions.
reading strategies 2. Pupils refer to Activity 4 (A). Teacher explains that pupils are
going to write an email to a friend about the friend’s plans.
Learning Standard:
3. Pupils write the answers based on the questions in 4(B) in their
exercise books.
Main: 4.3.3 Produce a plan or draft of one or two 4. Teacher shows an example of email starting with points from
paragraph for a familiar topic and modify this 4(C), showing from each paragraph.
appropriately in response to feedback
5. Pupils start writing their emails individually based on their
answers from 4(B). Teacher monitors and guides pupils.
Complementary: 3.2.2 Understand specific information Post-lesson: Teacher and pupils check their work.
produce a draft of paragraphs.
work
Success Criteria
Pupils can
1. produce a draft of at least 2 suitable paragraphs of email.

Content Standard: Pre-lesson: Teacher explains that pupils are going to be illustrators
and authors by changing some things from the book.
Lesson delivery:
1. In pairs, pupils choose 2 of their favourite panels from the

Complementary: 4.3 Communicate with appropriate graphic novel. Teacher explains that pupils are going to change the
language form and style for a range of purposes in print panel contents to suit Malaysian context (dialogue, scenery, and
and digital media clothing of the characters).
Learning Standard: 2. Teacher gives some examples of scenery and dialogues pupils
can add.
through creating simple role-plays and simple poems. 3. In pairs, pupils are given some time to discuss and draft their
Other imaginative responses as appropriate panels. Pupils check with the teacher.
4. Pupils draw their new panels on a piece of A3 paper. Teacher

checks and guides the pupils.
Complementary: 4.3.1 Use capital letters, full stops,
commas in lists and question marks appropriately in Post-lesson: Pupils put up their work on the wall around the class
independent writing at discourse level for a gallery walk. Each team will present their panels.
create new panels.
Creating Gallery walk
able to use capital letters, full stops, and commas in the b) CLASSROOM-BASED d) 21ST CL METHOD:
dialogue. ASSESSMENT: Presentation Collaborative learning
Success Criteria
Pupils can
1. create new panels by at least changing 2 elements.

Content Standard: Pre-lesson: Teacher writes ‘affirmative’ and ‘negative’ on the board
and asks pupils if they remember the words. Pupils share their
Main: 1.2 Understand meaning in a variety of familiar thoughts.
contexts
Lesson delivery:
1. Pupils refer to Activity 7. Teacher explains that pupils will copy

Complementary: 2.1 Communicate simple information the text into their exercise books.
intelligibly
2. Pupils listen to audio 2.37 and choose the correct words in the
Learning Standard: text.
3. Teacher explains that pupils must plan for a future holiday and
talk about it.
Main: 1.2.2 Understand with support specific information
and details of longer simple texts on a range of familiar 4. Pupils sit in pairs and plan their holidays. Pupils write down their
topics plan in a mind map.
5. Teacher facilitates and monitors pupils’ work.
Complementary: 2.1.4 Ask about and describe future 6. Pupils present their plans once they are ready.
plans
Post-lesson: Pupils put up their mind map for a gallery walk.
Main: At the end of the lesson, pupils will be able to listen textbook songs/audio clips Choose an item.
and choose the answers.
able to present their mind maps. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
1. listen and choose at least 5 words correctly.
2. present their mind maps with at least 2 suitable holiday plans.
Pupils can
2. listen and fill in at least 5 blanks in the table correctly.

Content Standard: Pre-lesson: Pupils share their thoughts about the meaning of
‘weather forecast’. Teacher asks pupils where they can find the
Main: 1.2 Understand meaning in a variety of familiar weather forecast.
contexts
Lesson delivery:
1. Pupils refer to Activity 1 in textbook page 99. Teacher asks

Complementary: 1.2 Understand meaning in a variety of pupils if they know what the images mean. Pupils match the images
familiar contexts to the words in the box.
Learning Standard: 2. Teacher introduces pupils to the compass and the parts in it.
Pupils look at the map in the textbook and identify the places based
Main: 1.2.3 Understand with support longer simple on the compass direction.
3. Pupils refer to Activity 2. Pupils copy the table into their exercise
books.
Complementary: 1.2.2 Understand with support specific 4. Pupils listen to audio 3.19 and fill in the blanks.
information and details of longer simple texts on a range of
familiar topics 5. Teacher pre-teaches the word ‘coast’ while pointing to the
coastline.
6. Teacher refers to Activity 3. Pupils listen to audio 3.19 again and

answer the questions in their exercise books.
able to listen and fill in the table. b) CLASSROOM-BASED d) 21ST CL METHOD:


Content Standard: Pre-lesson: Pupils refer to the map in textbook page 99. Teacher
asks pupils to point to Brighton and which coast it is on. Pupils
Main: 2.2 Use appropriate communication strategies share their answers.
Lesson delivery:
Complementary: 2.3 Communicate appropriately to a 1. Pupils refer to Activity 4 in textbook page 86. Pupils listen to
small or large group audio 3.20 and practise the dialogue. In pairs, pupils practise the
dialogue
Learning Standard:
2. Pupils refer to Activity 5. Teacher explains that pupils that they
Main: 2.2.2 Agree a set of basic steps needed to complete are going to write their own dialogue for a short sketch.
short classroom tasks
3. Pupils choose a place from the table filled in the previous lesson
and in pairs, pupils write a dialogue based on the place that they
have chosen.
Complementary: 2.3.1 Narrate short basic stories and
events 4. Upon completion, pupils volunteer to perform their dialogues in
front of the class. Pupils can add on a special environment to suit
their role play.
Post-lesson: Teacher asks pupils if it’s important to learn about the

geography of places. Teacher can share some insights about rain
and coastline places.
Main: At the end of the lesson, pupils will be able to agree textbook songs/audio clips Choose an item.
on basic steps to plan their role play.
able to perform their role play. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: Role play centred
Success Criteria
Pupils can
1. discuss and agree on at least 3 basic steps with their classmates before
planning their role play dialogues.
2. perform at least half of their role play based on the dialogues correctly.

Content Standard: Pre-lesson: Teacher asks pupils if they like theme parks and what
kind of rides do they like. Pupils think and share their thoughts.
Main: 3.3 Read independently for information and
enjoyment Lesson delivery:

words and look at the pictures. Pupils match the words to the
Complementary: 3.2 Understand a variety of linear and pictures.
reading strategies 2. Teacher asks if pupils do not know any words.
Learning Standard: 3. Pupils refer to Activity 2 and identify the places we can find in a
theme park. Pupils read the text and identify the places. Pupils can
Main: 3.3.1 Read and enjoy A2 fiction/non-fiction print ask if there are any words that they do not understand.
and digital texts of interest
3. Pupils refer to Activity 3. Pupils copy the questions into their
exercise books and answer the questions.
Complementary: 3.2.2 Understand specific information Post-lesson: Teacher asks pupils if they have gone to a theme park
and details of simple texts of two paragraphs or more with technology (Ex: virtual rides)
and identify the places.
able to read and answer the questions. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Pupils can
1. read and identify at least 4 places correctly.

Content Standard: Pre-lesson: Pupils recap about theme parks from the previous
lesson.
1. Pupils refer to Activity 4 textbook page 111. Pupils copy the

table into their exercise books.
intelligibly 2. Pupils fill in the table with details about the theme parks in
Malaysia and the one that they have been to.
Learning Standard:
3. Based on the details, pupils write a paragraph about the theme
park. Teacher gives an example on how to start.
Main: 4.2.3 Narrate factual events and experiences of 4. Pupils refer to Activity 5. Teacher explains that pupils are going
interest to move around to share their theme park details with their friends.
5. Pupils share their theme park details with another friend. They
move around to share with at least 3 friends.
Complementary: 2.1.2 Find out about and describe
experiences up to now Post-lesson: Pupils share any extraordinary theme parks their
friends have shared.
experiences at a theme park.
able to find out and describe about the theme park. b) CLASSROOM-BASED d) 21ST CL METHOD:
work
Success Criteria
Pupils can
1. write at least 3 suitable points about a theme park.
2. describe at least 3 suitable points about the theme park.

Content Standard: Pre-lesson: Pupils recap three lessons they have learned from the
graphic novel.
Lesson delivery:
1. Teacher prepares strips of paper with page number and the panel
Complementary: 2.3 Communicate appropriately to a number in a box. In pairs, pupils pick a strip from the box.
2. Teacher explains that pupils have to role play the number of the
Learning Standard: page and panel. Pupils can create simple props to fit the scene.
Main: 5.3.1 Respond imaginatively and intelligibly 3. Pupils are given some time to discuss and practise with each
through creating simple role-plays and simple poems. other. Teacher helps and guides pupils.
4. Pupils are called to perform based on their number.
Post-lesson: Pupils share their experiences learning from a graphic

Complementary: 2.3.1 Narrate short basic stories and novel.
events
perform the panel.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES: Role
Creating play
able to speak and act based on the scene. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Role play Collaborative learning
Success Criteria
Pupils can
1. perform based on at least 1 panel.
2. speak at least 1 dialogue and act the scene accordingly.

Content Standard: Pre-lesson: Pupils refer to Activity 1 textbook page 110. Pupils
match the words with the pictures.
strategies
1. Pupils refer to Activity 2. Pupils read the text and ask if there are
any words that they do not understand.
Complementary: 3.3 Read independently for information 2. Teacher explains Amelia Earhart’s background that Amelia also
and enjoyment wrote best-selling books about her flying experiences and
campaigned for women.
Learning Standard:
3. Teacher explains that pupils must copy the questions in Activity
3 into their exercise books.
Main: 3.2.2 Understand specific information and details 4. Pupils answer the questions based on the text.
5. Teacher facilitates and monitors pupils’ work.
Post-lesson: Teacher asks pupils if they know of any amazing

Complementary: 3.3.1 Read and enjoy A2 fiction/non- person who helps the community. Pupils are given some time to
fiction print and digital texts of interest think and share their thoughts.
able to share their thoughts about other amazing people. b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
Success Criteria
Pupils can
2. share details about at least 1 amazing person that they know of.

RPH Bi Year 5

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YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 1) YEAR 5

Complementary: 3.2.1 Understand the main idea

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 4) YEAR 5

DAY Choose an item. (Lesson 5) YEAR 5

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 6) YEAR 5

YEAR 5 DAILY LESSON PLANS

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 10) YEAR 5

Complementary: 2.3.1 Narrate short basic stories

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 11) YEAR 5

YEAR 5 DAILY LESSON PLANS

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 13) YEAR 5

OBJECTIVES TEACHING AIDS:

DAY Choose an item. (Lesson 15) YEAR 5

DAY Choose an item. (Lesson 16) YEAR 5

Complementary:4.3.3 Produce a plan or draft of

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 17) YEAR 5

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 19) YEAR 5

DAY Choose an item. (Lesson 20) YEAR 5

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 22) YEAR 5

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 23) YEAR 5

YEAR 5 DAILY LESSON PLANS

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 26) YEAR 5

Complementary: 3.2.1 Understand the main idea

YEAR 5 DAILY LESSON PLANS

Complementary: 3.3.1 Read and enjoy A2

DAY Choose an item. (Lesson 28) YEAR 5

DAY Choose an item. (Lesson 29) YEAR 5

YEAR 5 DAILY LESSON PLANS

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 32) YEAR 5

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 33) YEAR 5

Complementary:2.1.5 Describe people, places

DAY Choose an item. (Lesson 34) YEAR 5

Complementary:3.2.2 Understand specific

DAY Choose an item. (Lesson 35) YEAR 5

DAY Choose an item. (Lesson 38) YEAR 5

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 40) YEAR 5

DAY Choose an item. (Lesson 41) YEAR 5

YEAR 5 DAILY LESSON PLANS

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 44) YEAR 5

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 45) YEAR 5

Complementary:2.1.2 Find out about and

DAY Choose an item. (Lesson 46) YEAR 5

DAY Choose an item. (Lesson 47) YEAR 5

YEAR 5 DAILY LESSON PLANS

OBJECTIVES TEACHING AIDS:

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 50) YEAR 5