Focus : Listening and speaking

Theme: World of Knowledge

Topic: 6. Self Protection

DAY Content Standard : 1.1, 1.2, 1.3

Learning Standards: 1.1.4, 1.2.5, 1.3.1(a)

DATE Objectives: By the end of the lesson, pupils should be able to:
a. talk about the newspaper headlines with guidance
b. talk about self-protection by asking and answering questions
Subject
English Teaching Aids : power point slides, textbook, task sheet

Class CCE/EE: Thinking skills, values and citizenship

Year 5
Activities :
Time
a. Pre listening:
1. Get the pupils to look at the newspaper headlines. (TB page 51)
(60 minutes) 2. Teacher explains to pupils that those are newspaper headlines related to
a few incidents.
3. Teacher gets the pupils to talk about the newspaper headlines.
4. Teacher prompts questions to encourage active participation.
5. Eg: What are the headlines about? Why do you think these incidents are
happening? What can you do to protect yourself?

b. While listening:
1. Teacher gets the pupils to look at TB pg 52
2. Teacher tells the pupils that it is important to stay away from danger.
3. Tell them self-protection is important to protect ourselves from harm.
4. Go through the pictures one by one.
5. Teacher discusses the pictures and the preventive measures to avoid the
incidents.
6. Teacher provides sentence structures. (refer to appendix 1)
7. Teacher practices the sentence structures with the pupils.
8. Pupils to work in pairs.
9. Pupils discuss with their pair about how they may protect themselves from
these incidents.
10. Pupils use the sentence structures as guidance and practise role playing
the situation.
11. Guide pupils if necessary.

c. Post listening:
1. Teacher randomly calls a few pairs to role-play asking and answering
questions.
2. Pupils present the role play.
3. Pupils share their responses with the whole class.
4. Facilitate the discussion.
 Attendance: Reflection:
______ out of ____ a. _________ out of ___ pupils were able to talk about the newspaper
Absent: headlines with guidance

b. _________ out of ___ pupils were able to talk about self-protection by

asking and answering questions
 Appendix 1
Picture 1:

A- What is happening at picture 1?

B- The man is trying to kidnap the boy.
A- What do you think the boy should do to avoid the situation?
B- He should not talk to strangers and accompanied by an adult when going out.

Picture 2:

A- What is happening at picture 2?

B- The man is trying to extort money from the boy.
C- What do you think the boy should do to avoid the situation?
D- He should not carry a lot of money and must not show off money to others.

Picture 3:

A- What is happening at picture 3?

B- The man is trying to rob the woman.
E- What do you think the woman should do to avoid the situation?
F- She should be vigilant and walk against the traffic.

Picture 4:

A- What is happening at picture 4?

B- The boy is trying to bully the other boy.
G- What do you think the boy should do to avoid the situation?
H- He should not walk alone and avoid those who are known as the bully.
 Focus : Reading

Theme: World of Knowledge

Topic: 6. Self Protection

DAY Content Standard : 2.2

Learning Standards: 2.2.3(c)

DATE Objectives: By the end of the lesson, pupils should be able

a. Read and understand the brochure by answering questions orally.
b. Create a safety awareness brochure with tips to overcome child abuse,
Subject bullying, and inappropriate touching.
English
Teaching Aids: text book, brochures, task sheet
Class
Year 5 CCE/EE: Contextual Learning, thinking skills, I-think

Time Activities :

a. Pre reading:
(60 minutes) 1. Recap previous lesson on self-protection.
2. Get pupils to name a few incidents related to child safety and protection.
3. Get pupils to talk about the incidents and how to avoid them from happening.

b. While reading:
1. Teacher gets the pupils to read the brochure aloud. (TB page 54)
2. Teacher asks questions orally to check understanding.
3. Write these words on the board.
--→ child abuse, bullying, inappropriate touching
4. Get the pupils to talk about these issues.
5. Prompt questions to encourage active participation.
6. Get the pupils to work in groups.
7. Distribute task sheet to each group.
8. Pupils discuss in their groups on tips to overcome the issues given.
9. Pupils complete the mind map given.
10. Invite group leaders to present their answers.
11. Discuss answers with pupils.

c. Post reading:
1. Pupils work in the same group.
2. Tell pupils that they are going to create a safety awareness brochure.
3. Show them a few examples of brochure.
4. Guide pupils to create the brochure.
5. After pupils have completed their brochures, get the groups to display their
brochures.
6. Invite pupils to walk around the classroom viewing their brochures. (Gallery
Walk)
7. Give feedback to pupils.
 Attendance: Reflection:
______ out of ____ a. _________ out of ____ pupils were able to read and understand the
Absent: brochure by answering questions orally.

b. _________ out of ____ pupils were able to create a safety awareness

brochure with tips to overcome child abuse, bullying, and inappropriate
touching.
 Child Abuse

Bullying

Inappropriate
Touching
Inappropriate Bullying
Touching

Tips To
Overcome

Inappropriate Touching
 Focus : Writing

Theme: World of Knowledge

Topic: 6. Self Protection

DAY Content Standard : 3.3, 3.2

Learning Standards: 3.3.1(a), 3.2.1(b)

DATE Objectives: By the end of the lesson, pupils should be able

a. transfer information to complete linear text with guidance
b. create a poster with guidance
Subject
English Teaching Aids : text book, task sheet, poster samples

Class CCE/EE: Thinking skills, creativity and innovation

Year 5
Activities :
Time
a. Pre writing:
1. Get the pupils to read the text. (TB page 56)
(60 minutes) 2. Ask questions pertaining to the text to check understanding.
➢ When is the carnival?
➢ What time does the carnival start?
➢ Who are invited to join the carnival?
➢ Where will be the carnival held?
➢ What are the activities held during the carnival?
➢ Do we need to pay to join the carnival?

b. While writing:
1. Put up a notice template on the board.
2. Guide pupils to complete it.
3. Get the pupils to work in groups.
4. Distribute task sheet to each group.
5. Pupils complete the notice.
6. Discuss and check answers with pupils.

c. Post writing:
1. Pupils work in the same group.
2. Based on previous activity, pupils create a poster for a Child safety and
Protection Carnival.
3. Pupils may use the notice template as guidance.
4. Guide pupils from group to group.
5. Once the task is done, pupils paste their posters on the wall.
6. Conduct gallery walk.
7. Teacher and peers give feedbacks.

Attendance: Reflection:
______ out of ____ a. _________ out of ____ pupils were able to transfer information to
Absent: complete linear text with guidance.
b. _________ out of ____ pupils were able to create a poster with guidance.
NOTICE
 DATE:_________

TIME:_________

Activities
 Focus : Grammar

Theme: World of Knowledge

Topic: 6. Self Protection

Content Standard : 5.1

DAY
Learning Standards: 5.1.3 (b)

Objectives: By the end of the lesson, pupils should be able

DATE a. write 6 sentences about what May Lee, Irfan, and Jasleen doing using
Future Continuous Tense.
b. complete the sentences using Future Continuous Tense.
Subject
English Teaching Aids: text book, power point slides, task sheet

Class CCE/EE: Thinking skills

Year 5
Activities :
Time
a. Presentation:
1. Teacher writes 2 sentences on the board.
(60 minutes) 2. Teacher gets the pupils to read the sentences.
3. Teacher tells the pupils that the words in bold are future continuous tense.
4. Teacher tells the pupils that future continuous tense is used to talk about an
action that will be happening at a particular moment or time in the future.
5. Teacher introduces the structure of the future continuous tense. (refer to TB
page 58)
6. Teacher gives more examples on power point slides to increase pupils’
understanding.

b. Practice:
1. Next, teacher gets the pupils to refer to a table in TB page 58.
2. Teacher discusses the table’s content with the pupils.
3. Teacher practices with the pupils to use future continuous tense by answering
questions.
4. Get the pupils to work in groups.
5. Based on the timetable given, pupils write 6 sentences on what May Lee, Irfan
and Jasleen will be doing at other times in Future Continuous Tense.
6. Guide pupils from group to group.
7. Each group take turns to present their work.
8. Encourage pupils to give each other peer feedback.
9. Check pupils’ sentences and make corrections if necessary.

c. Production:
1. Pupils work in pairs.
2. Teacher distributes task sheet.
3. Guide pupils to complete the sentences using Future Continuous Tense.
4. Check and confirm answers with pupils.
 Attendance: Reflection:
______ out of ____ a. _________ out of ___ pupils were able to write 6 sentences about what
Absent: May Lee, Irfan, and Jasleen doing using Future Continuous Tense.
b. _________ out of ___ pupils were able to complete the sentences using
Future Continuous Tense.
 Focus : Language Art

Theme: World of Knowledge

Topic: 6. Self Protection (Charlie and the Chocolate Factory)

Content Standard : 4.2, 4.3

DAY
Learning Standards: 4.2.1(a), 4.3.1

Objectives: By the end of the lesson, pupils should be able to:

DATE a. talk about the characters in Charlie’s Bucket family
b. label Charlie’s Bucket family tree
c. create a family tree
Subject
English Teaching Aids: task sheet, pictures

Class CCE/EE: Multiple intelligences, thinking skills.

Year 5
Activities :
Time a. Presentation:
1. Show a picture of Charlie.
2. Introduce him to the pupils.
(60 minutes) 3. Get the pupils to read the text aloud.
4. Ask these questions for discussion.
• Where do Charlie’s family lives?
• How many rooms are there in the house?
• How many bed are there in the house?
• Why do the two rooms and bed are given to the four grandparents?
• Who is Mr. Bucket’s father?
• Who is Grandpa George?
• Who is Charlie?
5. Teacher gets the pupils to talk about the characters in Charlie Bucket’s
family.

b. Practise:
1. Get pupils’ attention to Charlie Bucket’s family tree.
2. Explain to pupils what a family tree is.
3. Get the pupils to work in pairs.
4. Distribute task sheet to each pair.
5. Guide pupils to label the family tree.
6. Discuss and check answers with pupils.

c. Production:
1. Show few examples of family tree.
2. Teacher puts up a family tree template on the board.
3. Explain to pupils how to create their own family tree using the template given.
4. Distributes family tree template to pupils.
5. Pupils create their own family tree.
6. Guide them if necessary.
7. Once the task is done, paste pupils’ family tree on the wall.
8. Pupils walk around the class to look at their friends’ family trees.
9. Teacher and peers give feedbacks.
 Attendance: Reflection:
______ out of ____ 1. _____ out of ___ pupils were able to talk about the characters in Charlie’s
Absent: Bucket family.

2. _____ out of ___ pupils were able to label Charlie’s Bucket family tree.

3. ______ out of ___ pupils were able to create a family tree with guidance.
+ +