Towns and Cities Y5 (Lesson 17-34)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 5

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Class Time Attendance
Lesson 17 (Listening 4) Topic Towns and Cities Theme World of Knowledge
Skills Main: Listening Complementary: Writing

1.2 Understand meaning in a variety of 4.2 Communicate basic information intelligibly for a
Content Standard
familiar contexts range of purposes in print and digital media
1.2.1 Understand with support the main idea 4.2.4 Describe people, places and objects using
Learning Standard of longer simple texts on a range of familiar suitable statements
topics
By the end of the lesson, pupils will be able to:
1. Understand with support the main idea of 1. Understand the main idea of simple texts of
Objectives:
longer simple texts on a range of familiar two paragraphs or more
topics
Pupils will be assessed on their ability to:
Success Criteria
1. Listen to the audio and say out how many places the people say.
(Assessment)
2. Write the sentences according to the audio correctly.
TEACHING AND LEARNING ACTIVITIES

Pre Lesson Lesson Development Post Lesson
1. Pupils look at the words on board: 2. Pupils look at photos and drawings 13. Pupils complete the word Ladder to
‘Town’ and ‘City’ and say out where of famous places in London Guide review the topic.
they live and if there is something p.12–13 of the Student’s Book and
famous in the place. tell to the class whether have been
to London.
3. Pupils read the 14 sentences aloud
and say ‘mmm’ for gap in each
sentence.
4. Pupils read aloud the vocabulary in
the box on Activity 1.
5. Pupils repeat each word.
6. Pupils check meaning of vocabulary
they don’t know.
7. In pairs, pupils match 14 of the
words in the box. (Activity 1, CD-
1.13).
8. Pupils listen to the audio CD-1.14.
and say out how many places do
the people say?
9. Pupils read sentence starters in
Activity 3.
10. Pupils are given clues to help them
listen for answers e.g. In sentence
2, does the person live in a town or
a city? What’s the adjective in
sentence 3?
11. Pupils listen to CD-1.14 again and
complete the sentences.
12. Pupils look at the words in blue in
activity 4 p.27.
Teaching Aids Textbook Work book English Plus 1
Student’s Book Activities
1, 2, 3, 4 p.12 and 13
Teacher’s Book p.26
Teachers read the
following sections: -
Vocabulary
- Aim - Background
Exercise 4 p.27
EDUCATIONAL EMPHASES
Present simple: affirmative
Higher Order Thinking Skills
Language / Grammar Focus and negative; Possessive
(HOTS)
Application
adjectives e.g. my
Teaching and Learning
Strategies
Contextual Learning 21st Century Skills Inquisitive
21st
Century Classroom
Cross - Curricular Elements Language Teaching and Learning Gallery Walk
Activities
ASSESSMENT AND EVALUATION

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

Main Skill Follow-up Actions
The number that achieved the stipulated skill is:___
Non-achievers were given extra guidance / enrichments / Remedial
consolidation by teacher.
Reinforcement
Complementary Skill
Non-achievers were given extra guidance / enrichments / Enrichment
Choose an
The lesson was carried out successfully.
item.
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The lesson was postponed due to Choose an item.
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DAILY LESSON PLAN
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item.
Lesson 18 (Speaking 4) Topic Towns and Cities Theme World of Knowledge
Skills Main: Speaking Complementary: Writing

2.1 Communicate simple information 4.2 Communicate basic information intelligibly for a
Content Standard
intelligibly range of purposes in print and digital media
2.1.5 Describe people, places and objects 4.2.1 Give detailed information about themselves
Learning Standard
using suitable statements
Objectives:
topics
Success Criteria
1. Talk about the places in their town/ city in pairs.
(Assessment)
2. Write true sentences about their town/ city.

1. Pupils in groups brainstorm words 3. Pupils write on their exercise book 10. Pupils in same small groups agree
in a mind map about towns and as a model: ‘There’s a…’, ‘There on one sentence from Step 5 with a
cities. isn’t a/an …’, ‘There are some…’, good thing about where they live
2. Each pupil from each group says ‘There aren’t any…’. with example and write it clearly.
two words from mind map and of sentence endings about places in
writes words on board. London.
4. Pupils write true sentences about
their town/ city using there’s/ there
isn’t, there are/ there aren’t and a,
an, some and any (p.13, Activity 5_.
5. Pupils compare with a partner and
ask whether their sentences is the
same or different.
6. Pupils read a sentence to the whole
class.
7. Pupils read the Key Phrases. And
two pupils read the speech bubbles.
8. They do Activity 6 (Use It!) and tell
their partner the sentences they
think of. They should try to produce
5 sentences each (fast finishers
could do more). Choose pupils to
read a sentence aloud.
9. Pupils in small groups agree on 2 or
3 good things about where they
live, then agree on something that’s
not good.
English Plus 1 Student’s
Teaching Aids Textbook Work book Book Activities 5 and 6
p.13 Teacher’s Book p.27
Language / Grammar Focus Present simple: affirmative Higher Order Thinking Skills Application
and negative; Possessive (HOTS)
adjectives e.g. my
Strategies
st
21 Century Classroom
Activities


Reinforcement
Complementary Skill
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Lesson 19 (Reading 4) Topic Towns and Cities Theme World of Knowledge
Skills Main: Reading Complementary: Speaking

3.2 Understand a variety of linear and non- 2.1 Communicate simple information intelligibly
Content Standard linear print and digital texts by using
appropriate reading strategies
3.2.4 Use with support familiar print and digital 2.1.5 Describe people, places and objects using
Learning Standard
resources to check meaning suitable statements
Objectives:
topics
Success Criteria
1. Answer the text according to the questions.
(Assessment)
2. Share ideas about good holiday place in pairs.

1. Pupils write 2 or 3 goals for the 2. Pupils think of a good holiday place 8. Pupils in small groups decide if they
lesson (Section 3, Pre-lesson Task and give a reason why it’s good. think the cruise ship is a good place
4: I’m Going To…) 3. Pupils use the two sentence for a holiday and say why or why
starters on board to share ideas not.
with a partner.
4. Pupils predict answers to questions
about a text on p.14.
5. In pairs, pupils read the questions
and discuss the answers (Exercise
1 on p.28).
6. Pupils listen to the text and answer
the questions (Activity 2, CD1.15).
7. Pupils check the meaning of the
words in blue using a dictionary
(Activity 3).
Book Activities 1, 2, 3
Teaching Aids Textbook Work book p.14 Teacher’s Book
Optional activity: Reading
p.28
(HOTS)
Application
adjectives e.g. my
Teaching and Learning Contextual Learning 21st Century Skills Inquisitive
Strategies
21st Century Classroom
Activities


Reinforcement
Complementary Skill
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Lesson 20 (Writing 4) Topic Towns and Cities Theme World of Knowledge
Skills Main: Writing Complementary: Speaking

4.2 Communicate basic information intelligibly 2.2 Use appropriate communication strategies
Content Standard for a range of purposes in print and digital
media
4.2.4 Describe people, places and objects 2.2.1 Keep interaction going in short exchanges by
Learning Standard
using suitable statements asking suitable questions
Objectives:
topics
1. Write 5 sentences about their park.
Success Criteria
2. Ask each other about their holiday parks and discuss the advantages and disadvantages of each
(Assessment)
one in groups.

1. Pupils in pairs say things they 2. Pupils complete the questions from 9. Pupils correct the mistake (Post-
remember on the cruise ship and exercise 1 on page 14 and choose lesson Task 4).
what people can do on it. the correct answers (p.15, Activity
1).
3. Pupils close their eyes and imagine
a holiday park for at least 30
seconds.
4. Pupils choose five places and write
five sentences about their park
(p.15, Activity 5).
5. Pupils do Activity 6 (Use It!) in small
groups.
6. In groups, pupils ask each other
about their holiday parks and
discuss the advantages and
disadvantages of each one.
7. Pupils write their descriptions
individually and compare with
another pupil (Teacher’s Book,
p.29, Finished!).
8. Pupils exchange texts with a
partner. They draw a smiley face
for: good things in the park;
adjectives; use of very, really or
quite; conjunctions. They draw a big
smiley face if they like the holiday
park.
Book Activities 1, 5 and
Teaching Aids Textbook Work book 6p.15 Teacher’s Book
p.29
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Reinforcement
Complementary Skill
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DAILY LESSON PLAN
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21 (Language
Lesson
Arts 4)
Topic Cats Theme World of Stories
Skills Main: Language Arts Complementary: Writing

5.3 Express an imaginative response to 4.2 Communicate basic information intelligibly for a
Content Standard
literary texts range of purposes in print and digital media
5.3.1 Respond imaginatively and intelligibly 4.2.4 Describe people, places and objects using
through creating simple role- plays and simple suitable statements
Learning Standard
poems Other imaginative responses as
appropriate
Objectives:
topics
Success Criteria 1. Create their own cat-shaped poem in pairs.
(Assessment) 2. List down suitable descriptions for all the possible actions of cats.

1. Pupils review and mime the actions 2. Pupils think of other possible 8. Pupils paste their poems on the
(verbs: scratching, napping) in the actions of cats on their own wall and have others to rate their
poem. (individually). products (e.g. through star-rating
3. Pupils then talk to their partner where pupils draw stars from one to
before sharing to their group (think- five on other pairs’ products).
pair-share).
4. In groups, pupils list down suitable
descriptions for all the possible
actions of cats (e.g. playing a ball,
climbing a tree, etc.)
5. Pupils are shown a few samples of
cat-shaped poem.
6. In pairs, pupils use the list of
actions they have to produce their
own cat-shaped poem based on
their own creativity.
7. Pupils are encouraged to use their
creativity to decorate their cat-
shaped poem (e.g using different
colours, using different word sizes
and etc.).
Anthology of Poems
Page15 Contemporary
Children’s Literature
Teaching Aids Textbook Work book Teaching Guidebook
(BPK) – Poetry Activity 4
Page 35
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
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22
Lesson
(Consolidation 1)
Topic Towns and Cities Theme World of Knowledge
Skills Main: Speaking Complementary: Writing

2.2 Use appropriate communication strategies 4.2 Communicate basic information intelligibly for a
Content Standard
range of purposes in print and digital media
2.2.1 Keep interaction going in short 4.2.4 Describe people, places and objects using
Learning Standard
exchanges by asking suitable questions suitable statements
Objectives:
topics
Success Criteria
1. Ask and answer the questions with their partner.
(Assessment)
2. Write answers about their town or city.

1. Pupils recall what they can 2. Pupils choose the correct words to 7. Pupils in small groups agree on two
remember about the Oasis of the complete the rules then compare new things they’d like to have in the
Seas (Warm-up exercise on p.29 of their answers in pairs (p.15, Activity place here they live.
Teacher’s Book). 2). 8. Pupils write the details down.
3. Pupils say the correct word or
phrase for each rule.
4. Pupils create questions then
compare their questions in pairs.
Then, they write answers about
their town or city and compare their
answers in pairs (p.15, Activity 3).
5. Pupils complete the questions with
Is there…?, Are there…? and How
many…? (p.15, Activity 4).
6. Pupils then ask and answer the
questions with their partner.
Teaching Aids Textbook Work book Book Activities 2, 3, 4
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
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Lesson 23 (Listening 5) Topic Towns and Cities Theme World of Knowledge

1.2 Understand meaning in a variety of 4.3 Communicate with appropriate language form
Content Standard familiar contexts and style for a range of purposes in print and digital
media
1.2.2 Understand with support specific 4.3.2 Spell a range of high frequency words
Learning Standard information and details of longer simple texts accurately in independent writing
on a range of familiar topics
Objectives:
topics
Success Criteria 1. Match adjectives 1-6 with their opposites in the box according to the audio.
(Assessment) 2. Write example sentences for the adjectives correctly.

1. Pupils are shown two photos of an 4. Pupils listen to the audio (CD 1.16). 15. Pupils reflect on the lesson (Post-
old and a modern building in 5. Pupils match adjectives 1-6 with lesson Task 10: What About You?)
Malaysia. their opposites in the box (p.16,
2. Pupils point to the old place. Activity 1).
3. Pupils answer if they prefer modern 6. After listening, pupils repeat
or old places and state their reason adjectives together then say them
why (p.16, Think!). slowly and then quickly.
7. Pupils write example sentences for
the adjectives then compare their
answers in pairs (Activity 2).
8. Pupils choose four adjectives and
write a sentence with each.
9. Some pupils are asked to read their
sentence aloud and to spell the
adjective in it.
10. Pupils are asked on why it’s
important that places are safe,
clean and friendly (CCE: Values).
11. Pupils listen to four street interviews
in a radio programme (Activity 3 -
CD1.17).
12. Pupils then choose four topics from
the box and match them to the
people.
13. Pupils listen to the audio and write
true or false (Activity 4 - CD1.17).
14. Pupils compare answers with a
partner and check answers.
Teaching Aids Textbook Work book Book Activities 1–4 p.16
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities


Reinforcement
Complementary Skill
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Lesson 24 (Speaking 5) Topic Towns and Cities Theme World of Knowledge
Skills Main: Speaking Complementary: Listening

2.1 Communicate simple information 1.1 Recognise and reproduce target language
Content Standard
intelligibly sounds
2.1.2 Find out about and describe experiences 1.1.1 Recognise and reproduce with little or no
Learning Standard
up to now support a wide range of target language phonemes
Objectives:
topics
Success Criteria
1. Model the dialogue by comparing opinions using key phrases and comparative adjectives in pairs.
(Assessment)
2. Listen and repeat the examples.

1. Pupils brainstorm 6–10 adjectives 2. Pupils complete the table and write 6. Pupils in small groups think of a
and write on board. (Warm-up in the comparative forms of the puzzle sentence with two
Teacher’s Book p.31.) adjectives in the box (p.17 Activity comparisons for another group to
1). guess (p.17 ‘Finished?’).
3. Pupils listen to the audio (CD1.18) 7. Pupils summarise the lesson.
and repeat the examples (p.17,
Activity 4).
4. Pupils work in pairs to compare
their opinions about some of the
things in the box using the key
phrases and comparative adjectives
(Activity 5 Use It!).
5. Several pairs are chosen to model
the dialogue in speech bubbles
(CCE: Values).
Teaching Aids Textbook Work book Book Activities 1, 4, 5
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
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Skills Main: Reading Complementary: Writing

3.2 Understand a variety of linear and non- 4.3 Communicate with appropriate language form
Content Standard linear print and digital texts by using and style for a range of purposes in print and digital
appropriate reading strategies media
3.2.2 Understand specific information and 4.3.2 Spell a range of high frequency words
Learning Standard
details of two paragraphs or more accurately in independent writing
Objectives:
topics
Success Criteria
1. Read the text and answer the questions correctly.
(Assessment)
2. Rearrange the words in the correct order.

1. Pupils look at the word ‘Edinburgh’ 4. Pupils read the text and find words 14. Pupils do a dictation activity
and eight words in Think! at top of from Step 1 in it then write them (Optional activity: Writing in
p.19. down (p.19, Activity 1). Teacher’s Book p.33).
2. Pupils say words they know (‘zoo’, 5. Pupils complete the key phrases
‘beach’, ‘old part’, ‘shops’). with words from the text (p.19,
3. Pupils look at photos or project Activity 2).
images of a business, an office, a 6. Pupils compare their work with a
factory and Kellie’s castle in partner and check their answers.
Malaysia. Say what they are. Ask: 7. Pupils look at adverbs, adjectives
Can you see these places where and nouns written on board e.g.
you live? ‘really fantastic school.,. very
friendly children.
8. Pupils look at the phrases in blue in
the text and choose the correct
words (p.19, Activity 3).
9. In pairs, pupils write a phrase with
really/very/quite + adj. + noun.
10. A few pupils are asked to read the
phrases in front of the class.
11. Pupils rearrange the words to make
sentences (p.19, Activity 4).
12. Pupils then write jumbled words
including an adjective for a partner
to put in sentence order (CCE:
Creativity and Innovation).
13. A few pupils are asked to read the
jumbled words then the sentence
with words in correct order.
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities


Reinforcement
Complementary Skill
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Skills Main: Writing Complementary: Reading

4.2 Communicate basic information intelligibly 3.2 Understand a variety of linear and non-linear
Content Standard for a range of purposes in print and digital print and digital texts by using appropriate reading
media strategies
4.2.5 Connect sentences into one or two 3.2.1 Understand the main idea of simple texts of
Learning Standard coherent paragraphs using basic coordinating two paragraphs or more
conjunctions and reference pronouns
Objectives:
topics
Success Criteria Pupils will be assessed on their ability to:
(Assessment) 1. Write a plan for a website with a description of a town or city they like.
2. Match the phrases to the paragraphs in the text.
1. Pupils brainstorm nouns and 2. Pupils reread text about Edinburgh 9. Pupils correct the mistake (Post-
adjectives from previous lesson. on p.19. Lesson Task 4).
3. Pupils match the phrases A–C to
the paragraphs in the text (1.C; 2.A;
3.B).
4. Pupils write a plan for a website
with a description of a town or city
they like (p.19, Activity 5 - Use it!).
5. Pupils look at Writing Guide, B
Think and Plan.
6. Pupils write about the place they
like.
7. Pupils write the description then
read it to check they have points in
B, C and D of Writing Guide (CCE:
8. Pupils draw smiley faces for writing
the 5 points in B; three paragraphs
in C; ‘there’s’ and ‘there are’;
adjectives in the right place and
comparative forms in D.
Teaching Aids Textbook Work book Book Activity 5 p.19
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Reinforcement
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27 (Language
Lesson
Arts 5)
Topic Serenade Theme World of Stories
Skills Main: Language Arts Complementary: Reading

5.2 Express personal responses to literary 3.3 Read independently for information and
Content Standard
texts enjoyment
5.2.1 Explain in simple language why they like 3.3.1 Read and enjoy A1 fiction/non-fiction print
Learning Standard or dislike an event, description or character in and digital texts of interest
a text
Objectives: By the end of the lesson, pupils will be able to:
topics
Success Criteria
1. Read the poem.
(Assessment)
2. Make sound effects if instruments based on the poem.

1. Pupils are given lines to guess the 2. Pupils read through the poem and 9. Pupils form two lines facing each
words (focus word: musical are asked, “What is the possible other and share their findings
instruments e.g. guitar, piano, sound of …?” (e.g … fiddle – tra-la- based on their notes.
drum, etc.) [Pre-Lesson Task 7 – la, drum – boom, boom, etc.) 10. Pupils are reminded to bring
Beat the teacher] 3. The class is divided into three big materials to make their own musical
groups. instruments for the next Language
4. Two groups are asked to read a Arts lesson (Lesson 33).
stanza of the poem and the other
group will provide the sound effects
(e.g. play a drum – drum a table)
5. The pupils’ roles are swapped so
that every group is given the
opportunity to read and make the
sound effects.
6. Pupils state the instruments that
produce sound that they notice in
the poem (drum, fiddle & bubble
gum) and say which instrument
they like/dislike.
7. Pupils ask their friends’ choice of
instrument and their simple
reasons.
8. Pupils make a simple note on their
friends’ instrument choice and their
reasons.
Anthology of Poems
page17 Contemporary
Teaching Aids Textbook Work book Children’s Literature
Teaching Guidebook
(BPK) – Poetry
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Reinforcement
Complementary Skill
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DAILY LESSON PLAN

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28
Lesson
(Consolidation 2

Content Standard 4.3 Communicate with appropriate language 2.2 Use appropriate communication strategies
form and style for a range of purposes in print
and digital media
4.3.2 Spell a range of high frequency words 2.2.1 Keep interaction going in short exchanges by
Learning Standard
accurately in independent writing asking suitable questions
Objectives:
topics
Success Criteria
1. Write comparative sentences correctly.
(Assessment)
2.Talk about the importance of helping people who are lost.

1. Pupils play the Memory Chain 2. Pupils rewrite the sentences with 11. Pupils work in small groups.
game (Pre-Lesson Task 9). the opposite adjectives (Activity 2). 12. Pupils take turns to write the
3. Pupils compare with a partner and comparative form.
check their answers. 13. The group that finishes first with
4. Pupils write comparative sentences correct spelling is winner.
and compare their answers in pairs
(Activity 5).
5. Pupils look at a paper or digital
street map of local area on board.
6. Pupils complete the dialogue in
Activity 6.
7. Pupils are asked on the importance
of helping people who are lost
(CCE: Values).
8. Pupils in pairs practise reading
dialogue aloud.
9. For pairs with a boy and girl,
change Laura to Leo; for pairs of
boys, change names to Leo and
Man.
10. A few pairs are asked to read the
dialogue to whole class.
Book Activities 2, 5, 6
At Step 4 a paper or
Teaching Aids Textbook Work book digital map of your local
area to show on board At
Step 6, paper and six
adjective cards for each
group
(HOTS)
Application
adjectives e.g. my
Strategies
21 st
Century Classroom
Activities


The number that achieved the stipulated skill is:___ Remedial
Non-achievers were given extra guidance / enrichments /
consolidation by teacher. Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

Choose an
item.
Options: Extra Listening World of Self, Family and
Lesson 29 (Listening 6) Topic Theme
and Speaking Friends
1.2 Understand meaning in a variety of 4.3 Communicate with appropriate language form
Content Standard familiar contexts and style for a range of purposes in print and digital
media
1.2.5 Understand a sequence of supported 4.3.2 Spell a range of high frequency words
Learning Standard
questions accurately in independent writing
Objectives:
topics
Success Criteria 1. Listen to the dialogue and write the correct answers.
(Assessment) 2. Complete the table by writing the correct words in the column.

1. Pupils are introduced to personal 2. Pupils listen to the dialogue 9. Pupils in pairs ask and answer
information (Warm-up, Teacher’s (CD3.02). questions from Key Phrases about
Book p.106). 3. Pupils write the correct answers each other. When pupils describe
(p.92, Activity 1). their town or city (Key Phrase 6)
4. Pupils look at Key Phrases in and then their sister or brother (Key
Activity 2. Phrase 7), pupils use the terms
5. Pupils listen to the conversation quite, really or very before
between two boys Luke and Tobias adjectives.
(CD3.03) and tick the questions
Luke asks Tobias.
6. Pupils listen to the conversation
again and complete the table by
writing the words about Tobias in
the second column in the table.
(Activity 3).
7. Pupils practice the dialogue again
using their own personal
information (Optional activity:
Listening - Teacher’s Book p.106).
8. A few pairs are asked to perform
their dialogue for the class.
(HOTS)
Application
adjectives e.g. my
Strategies
Activities


Remedial
Non-achievers were given extra guidance / enrichments /
consolidation by teacher. Reinforcement
Enrichment
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item.
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LESSON: 30 Options: Extra Listening World of Self, Family and
Lesson Topic Theme
(Speaking 6) and Speaking Friends
Skills Main: Speaking Complementary: Listening

2.2 Use appropriate communication strategies 1.2 Understand meaning in a variety of familiar
Content Standard
contexts
2.2.1 Keep interaction going in short 1.2.5 Understand a sequence of supported
Learning Standard
exchanges by asking suitable questions questions
Objectives:
topics
Success Criteria
1. Say out a dialogue using the key phrases and the dialogue given.
(Assessment)
2. Listen and repeat the dialogue.

1. Pupils are introduce to asking for 4. Pupils listen to the audio (CD3.04) 12. Pupils repeat dialogue using their
and giving personal information. and repeat the dialogue (p.92, own names and personal
2. Pupils look at flashcards of Activity 4). information.
What’s…? How….? Where…? 5. After reading the dialogue, pupils
When’s…? Have you…? and elicit find in the text: two numbers (11
examples of personal questions and 1); four question words
from previous lesson. (What’s…?, How old…?,
3. Pupils look at p.92 Key Phrases Where…?, Have you…?); five
and state the number of questions adjectives (new, Chinese, English,
that they remember. big, noisy): two adverbs (very,
really)
6. In pairs, pupils practice a dialogue
using the key phrases and the
dialogue in exercise 4 (CCE:
7. Pupils do Activity 5, Use it!
8. Pupils read the information about A.
Eriko (a girl) and B. Liam (a boy)
and use it to understand their
partner’s questions.
9. Pupils work with a different partner
and decide who is A and who is B.
10. Pupils prepare a new dialogue
using dialogue in Activity 4 as a
model.
11. Pupils change roles and repeat
dialogue.
Book Activities 4 and 5
Teaching Aids Textbook Work book p.92 Teacher’s Book
p.106
(HOTS)
Application
adjectives e.g. my
Strategies
Activities

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

3.2 Understand a variety of linear and non- 4.2 Communicate basic information intelligibly for a
Content Standard linear print and digital texts by using range of purposes in print and digital media
appropriate reading strategies
3.2.4 Use with support familiar print and digital 4.2.4 Describe people, places and objects using
Learning Standard
resources to check meaning suitable statements
Objectives:
topics
Success Criteria 1. Match the words with the correct places according to the text.
(Assessment) 2. Write their answers based on the text.

1. Pupils discuss about United 4. In pairs, pupils look at the map and 11. Pupils look at map of Malaysia.
Kingdom (Warm-up in Teacher’s match the words with the correct 12. In small groups, pupils describe
Book p.120). places (p.106, Activity 1). where four main cities are.
2. Pupils are explained that London, 5. Pupils are introduced to the term e.g.: Pekan is in the east of
Edinburgh, Cardiff and Belfast are ‘football fan’ and find out who are Malaysia. Georgetown is in the
the capital cities of the four fans of a football team. north west.
countries in the UK. 6. Pupils look at teacher’s drawing of
3. Pupils are asked on to name the a compass on board with north,
capital city of Malaysia. south, east, west on it.
7. Pupils read and listen to the text
and answer the questions (Activity
2, CD3.27).
8. Pupils write answers and compare
with a partner.
9. Pupils check their answers.
10. In pairs, pupils write down three
things Toby likes about Liverpool
from the text. (it’s really friendly; a
lot of interesting things to see and
do here; Anfield stadium is a
fantastic place, people in Liverpool
are friendlier).
p.106 Teacher’s Book
p.120 At Step 3 take in a
compass to show pupils
Teaching Aids Textbook Work book or show one from a digital
image At Step 6: A map
of Malaysia to put on
board or show a digital
map of the peninsula with
main cities
Language / Grammar Focus Present simple: affirmative Higher Order Thinking Skills Application
and negative; Possessive
(HOTS)
adjectives e.g. my
Strategies
st
21 Century Classroom
Activities


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

4.2 Communicate basic information intelligibly 2.1 Communicate simple information intelligibly
Content Standard for a range of purposes in print and digital
media
4.2.5 Connect sentences into one or two 2.1.5 Describe people, places and objects using
Learning Standard coherent paragraphs using basic coordinating suitable statements
conjunctions and reference pronouns
Objectives:
topics
Success Criteria
1. Answer the questions about their culture by writing their answers.
(Assessment)
2. Describe a city on the map of Malaysia in pairs.

1. Pupils listen to 5–6 sentences from 2. Pupils answer the questions about 13. Pupils correct the mistake (Post-
text on p.106 (Section 3 Pre-lesson their culture (p.106, Activity 3). lesson Task 4: Correct the
Task 5: Sit Down, Stand Up). 3. Pupils look at the map of Malaysia Mistake).
on board.
4. Pupils answer the questions about
their town/ city (Exercise 3 in
Teacher’s Book, p.120).
5. Pupils talk about a town or a city
(Activity 4, Use it!).
6. In pairs, pupils choose a city on the
map of Malaysia to describe.
7. Pupils look at Key Phrases to
describe a city from Activity 2.
Pupils read them and the first
paragraph in text in Activity 1 again.
8. Pupils use the phrases and
paragraph to help them write a
description.
9. Each pair gets a list of criteria.
10. Pupils read their description again.
11. Pupils put a tick in the box if they
have the words and phrases in their
description. A. places B. adjectives
C. There’s a/There are D. It’s in
the… E. conjunctions (and, but, or)
Our favourite place is…
12. Pupils read descriptions aloud and
find out if any other pairs chose the
same Malaysian city to describe.
Teaching Aids Textbook Work book English Plus 1 Student’s
p.106 Teacher’s Book
p.120
At Step 2: A map of
Malaysia to put on board
or show a digital map of
the peninsula with main
cities
At Step 4: A list of criteria
with tick boxes for pupils
to tick after they write
their description
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
33 (Language
Lesson
Arts 6)
Topic Serenade Theme World of Stories
Skills Main: Language Arts Complementary: Speaking

5.3 Express an imaginative response to 2.1 Communicate simple information intelligibly
Content Standard
literary texts
5.3.1 Respond imaginatively and intelligibly 2.1.5 Describe people, places and objects using
through creating simple role- plays and simple suitable statements
Learning Standard
poems Other imaginative responses as
appropriate
Objectives:
topics
Success Criteria
1. Create a musical instrument.
(Assessment)
2. Display and describe the created musical instrument.

1. Pupils review the poem by reading 2. Pupils choose a musical instrument 8. The Top 5 creative musical
through it and look for the to be made from the materials that instrument is chosen by a simple
instruments that are being they bring. voting ballot.
mentioned in the poem. 3. Pupils work in groups or pairs
depending on the materials that
they have to make - their own
musical instrument (Guidebook,
page 63).
4. Upon completion, pupils plan on
how to describe their product (in
terms of colour, materials and
suggested price if they want to sell
it) (e.g It is _______, It has
_________, We use _________,
The price is ________).
5. Pupils carry out a gallery walk.
6. Pupils display and describe their
created musical instruments.
7. A pupil from the pair/group
describes their created musical
instrument while the rest of the
members will go around and give
feedback on others’ musical
instruments.
Teaching Aids Textbook Work book Anthology of Poems
Page17 Contemporary
Children’s Literature
Teaching Guidebook
(BPK) – Poetry Activity 7
Page 63
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Choose an
item.
34 (Language
Lesson
Awareness 2)
Skills Main: Complementary:

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

1. Review language from Unit 1 with 2. Pupils do p.20, Activity 3. They 5. *Pupils think about their learning
an activity from list of pre-lesson compare phrases with a partner. and performance in this unit. They
tasks. Check answers. complete a self-assessment
3. Pupils in pairs do Activity 4. Explain worksheet. 6. Collect worksheets
they use the sentence starters to from pupils and review them to note
write questions about Max’s city in pupils’ responses. If there are any
Activity 3 then write the answers. areas of concern, prepare a review
Pairs ask and answer the questions of these in future lessons.
orally.
4. Pupils do p.21, Activity 5. In groups
of four, they play bingo. Follow
instructions for Exercise 5 in
Teacher’s Book p.35. Note:  Plan
further activities for this unit to
develop language skills according
to your pupils’ needs.  You can use
information about your pupils’
performance which you collected
using formative assessment
strategies while teaching this unit.
The information could include your
observation of pupils interacting in
classroom activities and their
performance in written activities. 
Plan activities which focus on
language practice in a meaningful,
fun and communicative way.
Teaching Aids Textbook Work book p.20 Activity 5 p.21
Teacher’s Book p.34 and
35
(HOTS)
Application
adjectives e.g. my
Strategies
21st
Century Classroom
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.

Towns and Cities Y5 (Lesson 17-34)

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DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 5

Skills Main: Listening Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Language Arts Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Listening Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Reading

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Language Arts Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Writing Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Speaking