LS Y5 Teacher Fira

Daily Lesson Plan 5I
Lesson: 1 Week: 1 Day : click here Date: Click or tap to enter a date.
Time : click here - click here Class : 5 Intan Subject : English language
Theme: Word of Self, Family and Friends Topic : STARTER UNIT : FREE TIME
Language Focus : Present simple: affirmative and negative; Possessive adjectives e.g. my
Skills Main: Listening Complementary: Reading
Content Standard: 1.2 Understand meaning in a variety of 3.2 Understand a variety of linear and
familiar contexts non-linear print and digital texts by using
appropriate reading strategies
Learning standard: 1.2.1 Understand with support the main idea 3.2.1 Understand the main idea of simple
of longer simple texts on a range of familiar texts of one or two paragraphs
topics
1) By the end of the lesson most pupils will be able to listen and point out 15 vocabulary on the
topic “Free Time”.
Objectives
2) By the end of the lesson most pupils will be able to read and complete a text by writing 7
correct answers in the blanks provided.
Success Criteria/ 1) Pupils can listen and point out 15 vocabulary on the topic “Free Time”.
Can do statements 2) Pupils can read and complete a text by writing 7 correct answers in the blanks provided.
Teaching aids Textbook, speaker, flashcards, worksheets

CCE : Language Values HOTS: Application
Differentiation Strategies: Time 21st CL : Round Robbin
LEARNING OUTLINES:
1.Pupils play vocabulary game on the topic “Free Time”. Pupils stand in a circle
Pre Lesson
and take turns clockwise to say a noun, adjective, or verb about free time.
2. Follow instructions in Teacher’s Book, p.18, Exercise 1 (CD Track 1-02). Pupils then look at
Student’s Book, p.4, Activity 1 and find words they said in Step 1. Teacher finds out with a
show of hands if listening to words about free time is easy or hard. Teacher asks what helped
them to understand the words (pictures, words written in box).
3. Pupils look at words in Activity 2. Read them aloud to check meaning and pronunciation.
Teacher helps pupils to notice the stress in the word “photography”.
4. Pupils read about a girl’s free time in Activity 2 then with a partner, guess which words go in
Lesson Development
the gaps.
5. Pupils listen to CD Track 1-03 to check answers.
6. Teacher asks related questions. For e.g. Why is it important to be careful when chatting online?
Post Lesson 7. Pupils review the vocabulary about free time.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Remarks Choose an item.
Lesson: 2 Week: click here Day : click here Date: Click or tap to enter a date.
Present simple: affirmative and negative; Subject pronouns e.g. I, you;
Language Focus :
Possessive adjectives e.g. my, our
Skills Main: Speaking Complementary: Writing
Content Standard: 2.1 Communicate simple information 4.2 Communicate basic information
intelligibly intelligibly for a range of purposes in print
and digital media
Learning standard: 2.1.1 Give detailed information about 4.2.1 Give detailed information about
themselves themselves
3) By the end of the lesson most pupils will be able to talk about their interests.
Objectives 4) By the end of the lesson most pupils will be able to write six sentences about their hobbies and
interests.
Success Criteria/ 3) Pupils can talk about their interests
Can do statements 4) Pupils can write six sentences about their hobbies and interests.

CCE : Language Values HOTS: Application
Differentiation Strategies: Time 21st CL: Role Play
LEARNING OUTLINES:
8. Teacher says sentences about hobbies and interests. Pupils stand up if the sentence is true for
Pre Lesson them. For example: You like ___. You don’t like ___. Your favourite hobby / interest is ___.
Pupils then say sentences about your hobbies and interests. Sit down if not true, stand up if true
9. Teacher writes on board 1–9. Pupils look at sentence starters in p.4, Activity 3 and say a
number.
10. Pupils listen to CD track 1-04 and complete sentences.
11. Pupils do Activity 4 on p.4. They write six sentences about their hobbies and interests.
12. Teacher chooses two pupils to read speech bubbles in Activity 5. Pupils work with a different
Lesson Development partner and repeat dialogue substituting hobbies and interests with theirs.
13. Pupils do p. 5, Activities 1, 2 and 4 to remind them about subject pronouns and possessive
adjectives. If there’s time, they should check in pairs first. Teacher checks with the whole class
14. Play Is it true, is it false? Pupils write in capital letters TRUE and FALSE on two pieces of
Post Lesson paper. They take turns to say or make up a hobby or interest that a member of their family has.
Then ask: Is it true? Is it false?
Assessment Role play
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Subject pronouns e.g. I,you, we, they
Skills Main: Reading Complementary: Speaking
Content Standard: 3.2 Understand a variety of linear and non- 2.2 Use appropriate communication
linear print and digital texts by using strategies
Learning standard: 3.2.1 Understand the main idea of simple 2.2.1 Keep interaction going in short
texts of two paragraphs or more exchanges by asking suitable questions
5) By the end of the lesson most pupils will be able to read text and circle 6 subject pronouns.
Objectives 6) By the end of the lesson most pupils will be able to practise a set of dialogue with their pairs.
Success Criteria/ 5) Pupils can read text and circle 6 subject pronouns.
Can do statements 6) Pupils can practise a set of dialogue with their pairs.

CCE : Language HOTS: Application
Differentiation Strategies: Time 21st CL : Role Play
LEARNING OUTLINES:
15. Teacher shows a map of world on board. Students find out where Europe is, then The Czech
Republic. Pupils say the capital city of Czech Republic which is Prague. Pupils look at photo on
Pre Lesson p.5 and say three things about the Prague houses e.g. They’re different colours. They’re tall.
There are lots of windows. Ask: What differences are there between these houses and houses in
Malaysia?
16. Pupils read text in Activity 6 and circle the correct subject pronouns. They compare answers
with a partner then teacher gives feedback
17. Teacher writes on the board ‘their friends, They’re from Prague. There is a photo of houses.’
Pupils find the differences.
18. Pupils read and listen to the dialogue in Activity 7 (CD 1-05). In pairs, they read the dialogue
Lesson Development aloud. Teacher nominates two or three pairs to read the dialogue to the class.
19. Pupils read Key Phrases – Introducing people. With a different partner, substitute the words in
blue in the dialogue with their own names and hobbies and read it aloud.
20. Play spot the differences. Change 5–6 words in the reading text in Activity 7 e.g. Jack – Joe;
Post Lesson Not bad – Not good; friend – sister; is into – isn’t into etc. Read the changed text aloud and
pupils put up their hands when they hear a wrong word.
Assessment Role play
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.

Language Focus : Prepositions of place e.g. on, near, next to
Skills Main: Writing Complementary: Listening
Content Standard: 4.2 Communicate basic information 1.2 Understand meaning in a variety of
intelligibly for a range of purposes in print familiar contexts
and digital media
Learning standard: 4.2.4 Describe people, places and objects 1.2.4 Understand a sequence of supported
using suitable statements classroom instructions
7) By the end of the lesson most pupils will be able to write 11 prepositions based on pictures.
Objectives 8) By the end of the lesson most pupils will be able to listen to the sentences read by their partner
and draw a picture based on the sentences.
7) Pupils can write 11 prepositions based on pictures.
Success Criteria/
8) Pupils can listen to the sentences read by their partner and draw a picture based on the
Can do statements
sentences.
CCE : Language Creativity and Innovation HOTS: Creation
Differentiation Strategies: Time 21st CL : Brainstorming
LEARNING OUTLINES:
21. Students brainstorm classroom objects on board. Teacher draws a mind map with classroom
Pre Lesson object written in centre. Pupils classify the objects into groups e.g. furniture, electric things,
things for writing/reading, things for the wall.
22. Pupils label the pictures in exercise 1 p.6 and check their answers while listening to the audio.
23. Pupils learn about prepositions e.g. on, near, between, etc and describe the pictures exercise 1
p.6 to their partners.
24. Then based on the pictures in exercise 1, pupils complete 11 sentences in exercise 2 by writing
11 prepositions in the blanks provided.
Lesson Development 25. Pupils do a memory test by looking at the pictures in exercise 1 and the sentences in activity 2
and write the sentences they remember.
26. Pupils draw a desk and four other objects. Then they write sentences about their pictures.
27. Pupils work in pairs. They read their sentences in exercise 4 to their partners and their partners
Post Lesson
listen and draw a picture.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Theme: World of Stories Topic : POETRY : THIS TOOTH
Language Focus : Verbs (past tense verbs)
Skills Main: Language Arts Complementary: Reading
Content Standard: 5.2 Express personal responses to literary 3.2 Understand a variety of linear and non-
texts linear print and digital texts by using
Learning standard: 5.2.1 Explain in simple language why they 3.2.3 Guess the meaning of unfamiliar
like or dislike an event, description or words from clues provided by title, topic
character in a text and other known words
9) By the end of the lesson most pupils will be able to explain whether they like it or not the event
in the poem.
Objectives
10) By the end of the lesson most pupils will be able to read the poem and guess the meaning of the
verbs in the poem.
Success Criteria/ 9) Pupils can explain whether they like it or not the event in the poem.
Can do statements 10) Pupils can read the poem and guess the meaning of the verbs in the poem.
Teaching aids Poem, number cards

CCE : Language Creativity and Innovation HOTS: Application
Differentiation Strategies: Task 21st CL : Acting out
LEARNING OUTLINES:
Pre Lesson 28. Pupils revise parts of the body by playing a simple game (e.g. Simon says, touch
29. Teacher introduces the poem. Pupils discuss the corresponding images on the page.
30. Pupils read the poem silently.
31. Pupils are divided to a smaller group. They are provided with number cards (1-2) to group
according to the stanzas.
32. Each group guess the meaning of the verbs from the assigned stanza (Stanza 1: jiggled, jaggled,
Lesson Development jerked and Stanza 2: pull, pushed, poked) by looking at the pictures of the poem and words that
they know (pull & push = may be familiar).
33. Each group acts out their stanza based on their guesses of the verbs.
34. Teacher prompts pupils on the event whether they like it or not and give explanation
35. Teacher poses a question “What do you want to do if your tooth is loose?” and pupils perform
Post Lesson
their possible actions based on their imagination.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Possessive ‘s’
Content Standard: 1.1 Recognise and reproduce target 3.2 Understand a variety of linear and non-
language sounds linear print and digital texts by using
Learning standard: 1.1.1 Recognise and reproduce with little 3.2.1 Understand the main idea of simple
or no support a wide range of target texts of two paragraphs or more
language phonemes
11) By the end of the lesson most pupils will be able to listen to two people talking on a phone and
circle the correct answer in exercise 3.
Objectives
12) By the end of the lesson most pupils will be able to read the dialogue in exercise 3 and act out
with their partner.
Success Criteria/ 11) Pupils can listen to two people talking on a phone and circle the correct answer in exercise 3
Can do statements 12) Pupils can read the dialogue in exercise 3 and act out with their partner.
CCE : Language Values HOTS: Evaluation
Differentiation Strategies: Task 21st CL : Acting out
LEARNING OUTLINES:
36. Pupils stand in a circle. Teachers choose a pupil to start the game and point to her/his desk and
say That’s ___’s desk. Repeat. Pupils then take turns to say name of two pupils standing next to
Pre Lesson
them and find books, pens or notebooks that belong to them. They say: These are the pupils’
___s
37. Teacher discusses with the students about the possessive’s rules. Teacher helps the pupils to
notice the sound of apostrophe ‘s’. Ask: is it /s/ or /z/? Pupils repeat teacher’s, Harry’s and
Eva’s. Can they hear the /z/ sound? Then pupils complete the rules table.
Lesson Development 38. Pupils write phrases for sentences 1-4 in exercise 2 by using possessive ‘s or s’.
39. Pupils listen to two people talking on a phone and circle the correct answer in exercise 3.
40. Pupils read the dialogue in exercise 3 and act out the situation with their partner.
41. In groups, pupils place some of their personal classroom objects in middle of a desk or table.
Post Lesson They take turns to say: That’s (name of pupil) _______’s (noun) ___. If they are correct, they
give the object back to the pupil who owns it.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Interrogatives with verb ‘to be’; Prepositions of place e.g. at school
Content Standard: 2.1 Communicate simple information 4.2 Communicate basic information
intelligibly intelligibly for a range of purposes in print
and digital media
Learning standard: 2.1.1 Give detailed information about 4.2.1 Give detailed information about
13) By the end of the lesson most pupils will be able to give information about themselves and ask
Objectives several questions to find out about their partner’s information
14) By the end of the lesson most pupils will be able to write 5 short answers that are true to them.
13) Pupils can give information about themselves and ask several questions to find out about their
Success Criteria/
partner’s information
Can do statements
14) Pupils can write 5 short answers that are true to them.
CCE : Language Values HOTS: Evaluation
Differentiation Strategies: Type and amount of support 21st CL : Inquiry Discovery
LEARNING OUTLINES:
42. Pupils discusses about the rules of verb ‘to be’ with the teacher. Pupils complete the table in
Pre Lesson
exercise 4.
43. Pupils complete the questions and write short answers that are true to them in exercise 5.
Lesson Development Students ask and answer with their partner based on their short answers.
44. Pupils work in pairs. They look at the people and places in the table provided, choose a person,
Post Lesson
a city, and a place. Then pupils ask questions to find out their partner’s information.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Adjectives e.g. boring, bad, unpopular
Skills Main: Reading Complementary: Writing
Content Standard: 3.2 Understand a variety of linear and non- 4.2 Communicate basic information
linear print and digital texts by using intelligibly for a range of purposes in print
appropriate reading strategies and digital media
Learning standard: 3.2.2 Understand specific information and 4.2.4 Describe people, places and objects
details of two paragraphs or more using suitable statements
15) By the end of the lesson most pupils will be able to read a text and colour 3 correct answers.
Objectives 16) By the end of the lesson most pupils will be able to write 8 sentences about the things in the
table provided.
Success Criteria/ 15) Pupils can read a text and colour 3 correct answers.
Can do statements 16) Pupils can write 8 sentences about the things in the table
Teaching aids Textbook, worksheets
CCE : Language Information and Communication Technology HOTS: Application
st
Differentiation Strategies: Feebacks 21 CL : Inquiry Discovery
LEARNING OUTLINES:
45. Teacher writes on board: ‘big ←→small’, ‘fast ←→slow’ with symbol to show they’re
Pre Lesson opposites. Teacher elicits big, small, fast, slow. Animals. Ask: Are any animals small and slow?
(snail) Big and fast? (cheetah). Teacher explains that these words are adjectives.
Lesson Development 46. Pupils read the text in exercise 1 and write the opposites of the underlined words by referring to
the words in the box given.
47. Pupils read the text again and colour the correct answers.
48. Pupils study the key phrases given in the textbook p.8 and write eight sentences about the things
in the table provided.
49. Pupils in groups of three, take turns to ask and answer the questions: What have you got in your
Post Lesson pocket/on your desk/under your bed? They include an adjective in their answer e.g. I have a
small notebook in my pocket.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Adjectives e.g. boring, bad, unpopular
Content Standard: 3.2 Understand a variety of linear and non- 4.2 Communicate basic information
linear print and digital texts by using intelligibly for a range of purposes in print
appropriate reading strategies and digital media
Learning standard: 3.2.2 Understand specific information and 4.2.4 Describe people, places and objects
details of two paragraphs or more using suitable statements
17) By the end of the lesson most pupils will be able to read a text and colour 3 correct answers.
Objectives 18) By the end of the lesson most pupils will be able to write 8 sentences about the things in the
table provided.
Success Criteria/ 17) Pupils can read a text and colour 3 correct answers.
Can do statements 18) Pupils can write 8 sentences about the things in the table
Differentiation Strategies: Feebacks 21st CL : Inquiry Discovery
LEARNING OUTLINES:
50. Teacher writes on board: ‘big ←→small’, ‘fast ←→slow’ with symbol to show they’re
Pre Lesson opposites. Teacher elicits big, small, fast, slow. Animals. Ask: Are any animals small and slow?
(snail) Big and fast? (cheetah). Teacher explains that these words are adjectives.
51. Pupils read the text in exercise 1 and write the opposites of the underlined words by referring to
the words in the box given.
Lesson Development 52. Pupils read the text again and colour the correct answers.
53. Pupils study the key phrases given in the textbook p.8 and write eight sentences about the things
in the table provided.
54. Pupils in groups of three, take turns to ask and answer the questions: What have you got in your
Post Lesson pocket/on your desk/under your bed? They include an adjective in their answer e.g. I have a
small notebook in my pocket.
Assessment Task
Reflection: Main Skill
Attendance Choose an item.
Choose an item.
Complementary Skill
/
Choose an item.
Choose an item.
Theme: Word of Self, Family and Friends Topic: STARTER UNIT : FREE TIME
Language Focus : Adjectives e.g. popular, interesting; Verb: have got
Skills Main: Writing Complementary: Speaking
Content Standard: 4.2 Communicate basic information 2.1 Communicate simple information
intelligibly for a range of purposes in print intelligibly
and digital media
Learning standard: 4.2.4 Describe people, places and objects 2.1.5 Describe people, places and objects
using suitable statements using suitable statements
19) By the end of the lesson most pupils will be able to write 8 correct forms of have got.
Objectives 20) By the end of the lesson most pupils will be able to practice 2 new dialogue with their pairs.
Success Criteria/ 19) Pupils can write 8 correct forms of have got.
Can do statements 20) Pupils can practice a new dialogue with their pairs.
Differentiation Strategies: Feebacks 21st CL : Pair / Group Discussion
LEARNING OUTLINES:
55. Pupils recall the adjectives that they have learned. Pupils discuss about the verb “have got” with
Pre Lesson
the teacher and complete the table in exercise 3 p.10
56. Pupils complete the dialogue in exercise 4 p.10 by writing the 8 correct forms of have got.
Lesson Development 57. Pupils read a mini dialogue and based on the mini dialogue, pupils create 2 new dialogues by
using the ideas in the pictures given to them.
Post Lesson 58. Pupils practice the new dialogues with their pairs.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Theme: World of Stories Topic: POETRY : THIS TOOTH
Language Focus : Connectors (first, next,finally)
Skills Main: Language Arts Complementary: Speaking
Content Standard: 5.3 Express an imaginative response to 2.3 Communicate appropriately to a small
literary texts or large group
Learning standard: 5.3.1 Respond imaginatively and intelligibly 2.3.1 Narrate short basic stories and events
through creating simple role-plays and
simple poems/ Other imaginative
responses as appropriate
21) By the end of the lesson most pupils will be able to create a mask of a person with a loose tooth.
Objectives 22) By the end of the lesson most pupils will be able to narrate their story about the falling tooth.
Success Criteria/ 21) Pupils can create a mask of a person with a loose tooth.
Can do statements 22) Pupils can to narrate their story about the falling tooth.
Teaching aids Poem
CCE : Language Creativity and Innovation HOTS: Creation
Differentiation Strategies: Feebacks 21st CL : Story telling
LEARNING OUTLINES:
59. Pupils share what they remember from the poem [Pre-Lesson Task 9 – Memory Chain] before
Pre Lesson
going through the poem.
Lesson Development 60. Pupils are told that they are going to create a mask and tell their story about the falling tooth in
groups.
61. In groups, pupils discuss on how to create the mask.
62. Teacher encourages pupils to use connectors (first, next and finally) in their story so that it is
easier to narrate it.
63. Teacher provides time for pupils to create the mask of a person with a loose tooth (either boy or
girl) and their story based on their imagination and creativity.
64. Pupils take turn to narrate their story.
Post Lesson 65. Pupils take notes on one of the memorable stories presented by their friends on a piece of paper.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Theme: World of Knowledge Topic: STARTER UNIT : FREE TIME
Language Focus : Nouns and Adjectives e.g. Spain, Spanish, China, Chinese
Content Standard: 1.2 Understand meaning in a variety of 3.2 Understand a variety of linear and non-
familiar contexts linear print and digital texts by using
Learning standard: 1.2.5 Understand a sequence of supported 3.2.3 Guess the meaning of unfamiliar
questions words from clues provided by title, topic
and other known words
23) By the end of the lesson most pupils will be able to listen and check the 12 countries on the
map.
Objectives
24) By the end of the lesson most pupils will be able to read the 12 names of the countries and write
the correct nationalities.
Success Criteria/ 23) Pupils can listen and check the 12 countries on the map.
Can do statements 24) Pupils can read the 12 names of the countries and write the correct nationalities.
CCE : Language Patriotism HOTS: Application
Differentiation Strategies: Feedbacks 21st CL : Inquiry Discovery
LEARNING OUTLINES:
66. Teacher pins world map on the board and choose a pupil to point to Malaysia on the map.
Pre Lesson
Teacher introduces several countries and their nationalities.
Lesson Development 67. Teacher teaches about “globe”. Pupils take turn to say the country names p.10 with their pairs.
Pupils identify which countries sound similar in English and Malay.
68. Pupils write the correct countries in the world map given in the worksheet. Pupils listen and
check their answers.
69. Teacher elicits response about Malaysia. For e.g. nationality, colours of the flag, etc
70. Pupils use the dictionary to write the meaning of words in blue p.10
71. Pupils read the name of the countries again and write the correct nationalities.
72. Teacher says the name of the countries/nationalities and the pupils point them out on the map in
Post Lesson
their worksheet.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Theme: World of Knowledge Topic: STARTER UNIT : FREE TIME
Language Focus : Nouns and Adjectives e.g. Spain, Spanish, China, Chinese
Content Standard: 1.2 Understand meaning in a variety of 3.2 Understand a variety of linear and non-
familiar contexts linear print and digital texts by using
Learning standard: 1.2.5 Understand a sequence of supported 3.2.3 Guess the meaning of unfamiliar
questions words from clues provided by title, topic
and other known words
25) By the end of the lesson most pupils will be able to listen and check the 12 countries on the
map.
Objectives
26) By the end of the lesson most pupils will be able to read the 12 names of the countries and write
the correct nationalities.
Success Criteria/ 25) Pupils can listen and check the 12 countries on the map.
Can do statements 26) Pupils can read the 12 names of the countries and write the correct nationalities.
LEARNING OUTLINES:
73. Teacher pins world map on the board and choose a pupil to point to Malaysia on the map.
Pre Lesson
Teacher introduces several countries and their nationalities.
74. Teacher teaches about “globe”. Pupils take turn to say the country names p.10 with their pairs.
Pupils identify which countries sound similar in English and Malay.
75. Pupils write the correct countries in the world map given in the worksheet. Pupils listen and
Lesson Development check their answers.
76. Teacher elicits response about Malaysia. For e.g. nationality, colours of the flag, etc
77. Pupils use the dictionary to write the meaning of words in blue p.10
78. Pupils read the name of the countries again and write the correct nationalities.
79. Teacher says the name of the countries/nationalities and the pupils point them out on the map in
Post Lesson
their worksheet.
Assessment Task
Choose an item.
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Question words; Nationalities (adjectives) e.g. American, Italian
Content Standard: 2.1 Communicate simple information 4.3 Communicate with appropriate
intelligibly language form and style for a range of
purposes in print and digital media
Learning standard: 2.1.1 Give detailed information about 4.3.2 Spell a range of high frequency words
themselves accurately in independent writing
27) By the end of the lesson most pupils will be able to say the nationalities of the countries said by
Objectives their partner.
28) By the end of the lesson most pupils will be able to write true and false sentences.
Success Criteria/ 27) Pupils can say the nationalities of the countries said by their partner.
Can do statements 28) Pupils can write true and false sentences.
LEARNING OUTLINES:
80. Pupils recall the countries and nationalities they have learned in the previous lesson. Pupils ask
Pre Lesson
and answer with their partner. For e.g. What is the nationality for Malaysia? It’s Malaysian.
81. Teacher introduces the words true and false. Then, some sentence structure. For e.g. _______ is
Lesson Development a/an (nationality) sports star, ___________ is the (nationality) capital.
82. Pupils write true or false sentences based on the sentence structures in exercise 4.
Post Lesson 83. Teacher introduces several dialogue samples.
84. Pupils work in pairs. Pupils compare their sentences with each other by using the dialogue
samples. For e.g. Micheal Jackson is and American sports star. No, that’s false. Michael Jordan
is an American sports star. Yes, that’s true.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Question words; Conjunctions: and, but, or
Content Standard: 3.3 Read independently for information 4.3 Communicate with appropriate
and enjoyment language form and style for a range of
purposes in print and digital media
Learning standard: 3.3.1 Read and enjoy A2 fiction/non-fiction 4.3.1 Use capital letters, full stops, commas
print and digital texts of interest in lists and question marks appropriately in
independent writing at discourse level
29) By the end of the lesson most pupils will be able to read an email and answer 5 questions based
on the email.
Objectives
30) By the end of the lesson most pupils will be able to complete 4 sentences by writing and, or and
but.
Success Criteria/ 29) Pupils can read an email and answer 5 questions based on the email.
Can do statements 30) Pupils can complete 4 sentences by writing and, or and but.
Differentiation Strategies: Time 21st CL : Pair / Group Discussion
LEARNING OUTLINES:
85. Teacher writes “email ‘on board. Teacher explains an email is a text you write on a computer
Pre Lesson and that ‘e’ stands for ‘electronic’. Teacher finds out who writes emails, who they send emails
to and who they get emails from.
86. Pupils read an email p.11 and teacher explains that the words in blue are called conjunctions.
Teacher explains about conjunctions.
Lesson Development 87. Pupils read the email again and answer 5 questions based on the email in exercise 5.
88. Pupils do exercise 6. Pupils discuss about comma with their group members.
89. Pupils complete 4 sentences by writing and, or and but.
90. Pupils in small groups place their three conjunction cards face down on a desk They take turns
Post Lesson to turn over a card and say something about themselves using the conjunction on the card. They
mix the cards then repeat activity.
Assessment Task
Choose an item.
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Language Focus : Question words; Conjunctions: and, but, or
Skills Main: Writing Complementary: Reading
Content Standard: 4.2 Communicate basic information 3.2 Understand a variety of linear and non-
intelligibly for a range of purposes in print linear print and digital texts by using
and digital media appropriate reading strategies
Learning standard: 4.2.1 Give detailed information about 3.2.1 Understand the main idea of simple
themselves texts of two paragraphs or more
31) By the end of the lesson most pupils will be able to write an email about themselves.
Objectives 32) By the end of the lesson most pupils will be able to read and spot mistakes in their friends’
email.
Success Criteria/ 31) Pupils can write email about themselves.
Can do statements 32) Pupils can read and spot mistakes in their friends’ email.
Differentiation Strategies: Time 21st CL : Pair / Group Discussion
LEARNING OUTLINES:
91. Teacher writes ‘International Friends’ on board and elicit information about the email from
Pre Lesson previous lesson e.g. Who is the email from? How old is she? Where does she live? Ask: What is
at the start of the email? What is at the end of the email?
92. Teacher writes a fact file (name, age, brothers and sisters, school, into, interested in, speaks) on
board. Pupils complete it individually before writing email. After completion, pupils compare
information with a partner.
Lesson Development
93. Pupils write an email for the internal friend website. They write about themselves, their family,
interests and the languages they speak. They can sue the key phrases p.11 and the fact file they
have completed.
94. Pupils exchange and read the email with their friends. Pupils spot mistakes and correct them if
Post Lesson
necessary.
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.
Theme: World of Stories Topic: POETRY : CATS
Language Focus : Verbs (continuous tense)
Skills Main: Language Arts Complementary: Listening
Content Standard: 5.2 Express personal responses to literary 1.2 Understand meaning in a variety of
texts familiar contexts
Learning standard: 5.2.1 Explain in simple language why they 1.2.2 Understand with support specific
like or dislike an event, description or information and details of longer simple
character in a text texts on a range of familiar topics
33) By the end of the lesson most pupils will be able to answer questions in a hot seat activity based
on the poem: Cats
Objectives
34) By the end of the lesson most pupils will be able to listen to the statement given by teachers and
nod or shake their head to show weather t the statement is true or false
33) Pupils can answer questions in a hot seat activity based on the poem: Cats
Success Criteria/
34) Pupils can to listen to the statement given by teachers and nod or shake their head to show
Can do statements
weather t the statement is true or false
Teaching aids Poem
Differentiation Strategies: Time 21st CL : Hot Seat
LEARNING OUTLINES:
95. Teacher draws outlines of pet animals (e.g. a cat, fish, dog, etc.) and lets pupils predict the
Pre Lesson
animal groups (answer: pets) [Pre-Lesson Task 8 – Predict the contents]
96. Teacher Introduces the poem. Pupils discuss the corresponding images on the page.
97. Pupils are divided into four big groups and each group is assigned to a stanza Each group has to
read the stanza and the other three groups’ members have to individually point to the
corresponding picture (read: scratching the gate others: point at the gate in the book). Teacher
Lesson Development informs pupils that they have to think of possible suggested actions based on the cats’ actions.
Pupils pair up and think of their possible actions.
98. Teacher conducts ‘Hot Seat’ activity where each pair comes in front. Others can choose the four
cats’ actions (scratching the backdoor, scratching the gate, scratching the bee-hive or napping
on a chair) and ask questions (e.g. Do you like it? What do you want to do?)
Post Lesson 99. Pupils look at the pictures on the poem for a minute and then, teacher asks them to close it.
Teacher gives a few statements and pupils have to nod or shake their head to show whether the
statement is true or false (e.g The cat is eating a mouse – shake their head) [Post-lesson Task 8-
Test Your Memory]
Assessment Observation
/ Choose an item.
Complementary Skill
Choose an item.
Choose an item.
Theme: World of Stories Topic: POETRY : CATS
Language Focus : Verbs (continuous tense)
Skills Main: Language Arts Complementary: Listening
Content Standard: 5.2 Express personal responses to literary 1.2 Understand meaning in a variety of
texts familiar contexts
Learning standard: 5.2.1 Explain in simple language why they 1.2.2 Understand with support specific
like or dislike an event, description or information and details of longer simple
character in a text texts on a range of familiar topics
35) By the end of the lesson most pupils will be able to answer questions in a hot seat activity based
on the poem: Cats
Objectives
36) By the end of the lesson most pupils will be able to listen to the statement given by teachers and
nod or shake their head to show weather t the statement is true or false
35) Pupils can answer questions in a hot seat activity based on the poem: Cats
Success Criteria/
36) Pupils can to listen to the statement given by teachers and nod or shake their head to show
Can do statements
weather t the statement is true or false
Teaching aids Poem
Differentiation Strategies: Time 21st CL : Hot Seat
LEARNING OUTLINES:
100.Teacher draws outlines of pet animals (e.g. a cat, fish, dog, etc.) and lets pupils predict the
Pre Lesson
animal groups (answer: pets) [Pre-Lesson Task 8 – Predict the contents]
101.Teacher Introduces the poem. Pupils discuss the corresponding images on the page.
102.Pupils are divided into four big groups and each group is assigned to a stanza Each group has to
read the stanza and the other three groups’ members have to individually point to the
corresponding picture (read: scratching the gate others: point at the gate in the book). Teacher
Lesson Development informs pupils that they have to think of possible suggested actions based on the cats’ actions.
Pupils pair up and think of their possible actions.
103.Teacher conducts ‘Hot Seat’ activity where each pair comes in front. Others can choose the four
cats’ actions (scratching the backdoor, scratching the gate, scratching the bee-hive or napping
on a chair) and ask questions (e.g. Do you like it? What do you want to do?)
104.Pupils look at the pictures on the poem for a minute and then, teacher asks them to close it.
Teacher gives a few statements and pupils have to nod or shake their head to show whether the
Post Lesson
statement is true or false (e.g The cat is eating a mouse – shake their head) [Post-lesson Task 8-
Test Your Memory]
Assessment Observation
/ Choose an item.
Complementary Skill
Choose an item.
Choose an item.
Language Focus : This/that and these/those
Skills Main: Writing Complementary: Speaking
Content Standard: 4.2 Communicate basic information 2.1 Communicate simple information
intelligibly for a range of purposes in print intelligibly
and digital media
Learning standard: 4.2.4 Describe people, places and objects 2.1.5 Describe people, places and objects
using suitable statements using suitable statements
37) By the end of the lesson most pupils will be able to write 10 correct answers.
Objectives 38) By the end of the lesson most pupils will be able to describe the objects they pointed to their
partners.
Success Criteria/ 37) Pupils can write 10 correct answers.
Can do statements 38) Pupils can describe the objects they pointed to their partners.
Differentiation Strategies: Feebacks 21st CL : Pair / Group Discussion
LEARNING OUTLINES:
105. Teacher discusses with the students about this, that, these and those by studying the pictures on
Pre Lesson
exercise 1 p.9
106.Pupils read the sentences in exercise 2 and circle the correct words.
Lesson Development 107.Teacher picks several students to come in front and write their answers in exercise 2. Other
students check the answers and correct them if necessary.
108.Pupils works in pairs. Pupils take turn to point to the objects/group of objects around the
Post Lesson
classroom and say to their friends about the objects. For e.g. this pen. these bags
Assessment Task
Main Skill
Choose an item.
Reflection:
Choose an item.
Attendance
Complementary Skill
/
Choose an item.
Choose an item.

LS Y5 Teacher Fira

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Daily Lesson Plan 5I

Teaching aids Textbook, speaker, flashcards, worksheets

Post Lesson 7. Pupils review the vocabulary about free time.

Teaching aids Textbook, speaker, flashcards, worksheets

Teaching aids Textbook, speaker, flashcards, worksheets

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Teaching aids Poem, number cards

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

Daily Lesson Plan 5I

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