WEEK 27 - Unit 8 - Going Away + REVISION LESSON

DAILY LESSON PLAN CEFR
WEEK DAY DATE CLASS TIME SUBJECT
English
27 Sunday 20/1/2021
60 minutes Language Year
5
FOCUS THEME
Listening World of Knowledge

TOPIC UNIT 8 - Going away ( Consolidation 16 )
MAIN SKILL COMPLEMENTARY SKILL
CONTENT STANDARD 1.2 Understand meaning in a 2.1 Communicate simple information

variety of familiar contexts intelligibly
1.2.2 Understand with support

LEARNING STANDARDS
specific information and details 2.1.4 Ask about and describe future
of longer simple texts on a range plans
of familiar topics.
SUCCESS CRITERIA /
By the end of the lesson, pupils able to read and talk about holiday and weather information at least in 5 words independently.
OBJECTIVES
21ST CENTURY SKILLS Communication Information Social
DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES
and needs
Pre-lesson
1.Choose a pre-lesson task from Section 3 to review holiday vocabulary from any
page in Unit 8.
Lesson delivery
2. Write on board ‘affirmative’, ‘negative’ and check meaning. Pupils do p.90, Activity
3. First, read the example aloud and ask: Which sentence is affirmative? Which is
negative? Pupils do Activity 3. Compare sentences in pairs. Check answers.
3. Pupils do Activity 4. First, ask: Are you going to write affirmative and negative
sentences in this activity? (No, questions). Do number 1 as an example and point
out the question needs both ‘going to’ and ‘go’ - going to go.
4. Pupils read the instruction for Activity 5. Ask: What’s the same and what’s
different about Activity 4 and 5? (same – 4 and 5 need questions; different – 4
ACTIVITIES needs questions about future plans, 5 needs questions about predictions). Pupils do
Activity 5. They compare questions with a partner. Check answers. Ask: Which is
easier, Activity 4 or 5 and why?
5. Show map of Europe on board and point out France, Italy, Britain and the English
Channel between France and England. If marked on map, also show Dover. Pupils
do Activity 7, CD2.37. Follow instructions in Teacher’s Book p.104 Exercise 7.
CCE – Environmental sustainability – write on board ‘boat’, ‘car’, ‘bus’, ‘bike’, ‘train’,
‘plane’. Ask: Which transport do you think is the cleanest for the planet? Why is it
important to have clean transport?
Note pupils who identify details in the CD well and those who find this difficult.
Post-lesson
6. Find out which activity (3, 4, 5 or 7) was the easiest to do and which was the hardest. Elicit reasons why a particular
activity was easy or hard.
Things for a holiday :
guidebook, insect spray , penknife , phrasebook , rucksack , shampoo , sleeping bag , soap , suitcase , sun cream , swimming
VOCABULARY costume , tent , toothbrush , toothpaste , torch , towel , trunks , washbag , water bottle , waterproofs
Weather condition :
Cloudy , foggy , hot , icy , rainy , snowy , stormy , sunny , windy
LANGUAGE / GRAMMAR
going to + verb (affirmative, negative and interrogative), will and won’t + verb
FOCUS
love the
VALUE PAK21 TOOLS Round table
CCE/CE environment
CCE Language Environment sustainability
Student’s Book Activities 3,4,5,7 p.90
TEACHING AIDS Teacher’s Book p.104
Map of Euro
PERFORMANCE LEVEL Level 3 - Satisfactory ability
ASSESSMENT
Written Teacher uses written exercise based on the topic learnt today .
exercise
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK
HOMEWORK Yes Page

English
27 Monday 20/1/2021
5
FOCUS THEME
Listening World of Knowledge

TOPIC UNIT 8 - Going away
CONTENT STANDARD 1.2 Understand meaning in a 1.2 Understand meaning in a variety of

variety of familiar contexts familiar contexts
1.2.2 Understand with support specific

LEARNING STANDARDS 1.2.3 Understand with support
information and details of longer
longer simple narratives on a
simple texts on a range of familiar
range of familiar topics
topics.
SUCCESS CRITERIA / By the end of the lesson, pupils able to listen to and understand the weather forecast at least in 5 words
OBJECTIVES independently.
DIFFERENTIATION
STRATEGIES Strategy 7 : Differentiate by the feedback given
Pre-lesson
1.Write on board: ‘The weather forecast’. Explain that a forecast is when meteorologists say what they think
the weather will be like for the next few days. Pupils do Warm-up in Teacher’s Book p.113.
Lesson delivery
2. Pupils look at the symbols at top of p.99. Ask: What do you think 26 and 18 mean? (how hot it is, how
strong the wind is). Pupils do Activity 1.
3. Draw a compass on board with north, south, east, west on it. Elicit where they can see these words (on a
map) Tell pupils they learned these words when describing places on a map (see p.106). Pupils look at map of
Britain on p.99 and find Edinburgh, London, Brighton. Pupils do Activity 2, CD3.19. Follow instructions in
Teacher’s Book p.113 Exercise 2.
ACTIVITIES 4. Pre-teach coast by pointing to the coastline around map. Ask: Does Malaysia have a coast?. Tell pupils we
say on the north coast but in the north. Pupils do Activity 3, CD3.19. Follow instructions in Teacher’s Book
p.113 Exercise 3. Before listening, ask: Which question is about the weather now? (1). Which questions are
about Saturday’s weather? (3, 5).
5. Ask if pupils remember the three temperatures, and the very windy coast in August. If not, play CD3.19
again. (17, 21, 20 degrees, very windy on south coast.) Pupils draw three circles and write degrees in centre.
Explain winds on the south coast of Britain in August can be 40km per hour. They draw a wind symbol with
40.
Note pupils’ progress in listening and understanding longer texts.
Post-lesson
6. Use “Test My Friends” to review weather vocabulary and language.
Weather condition :
LANGUAGE / GRAMMAR Nouns: forecast, coast
FOCUS Prepositional phrases: in the north/south/east/west; will + verb, wont’ + verb
love the
VALUE PAK21 TOOLS Round table
CCE/CE environment
CCE Science and Technology
TEACHING AIDS Student’s Book Activities 1-3 p.99
Teacher’s Book p.113
ASSESSMENT
Group Teacher uses group discussion as the assessment based on the topic learnt today .
discussion
Attendance :
REFLECTION
Lesson is postponed due to :
Course Other :
CRK
HOMEWORK Choose an item. Page
English
27 Tuesday 20/1/2021
5
FOCUS THEME
Speaking World of Knowledge

CONTENT STANDARD 2.2 Use appropriate 2.3 Communicate appropriately to a

communication strategies small or large group
LEARNING STANDARDS 2.2.2 Agree a set of basic steps

2.3.1 Narrate short basic stories and
needed to complete short
events
classroom tasks
SUCCESS CRITERIA /
By the end of the lesson, pupils able to say what the weather will be like next weekend at least in 5 words independently.
OBJECTIVES
DIFFERENTIATION Strategy 3 : Differentiate by the outcome expected from pupils : a)
STRATEGIES
Compulsory plus optional
Pre-lesson
1.Write on board ‘Weather Forecast’. Pupils brainstorm words and phrases from previous lesson. They check
vocabulary on p.99 Activity 1 and Key Phrases. How many do they remember?
Lesson delivery
2. Pupils do Activity 4, CD3.20. First, ask them to point to Brighton on the map. Ask: Which coast is it on? Follow
instructions in Teacher’s Book p.113 Exercise 4.
3. Pupils look at map again. Read aloud each city starting with Aberdeen and move around the coast clockwise.
ACTIVITIES Pupils repeat city names after you.
4. Pupils do Activity 5, Use It!. They agree 1) who will first ask the questions, who will give the forecast, 2) which
city they will talk about, 3) questions they will ask partner.
5. Show map of Malaysia on board. Give each pupil a handout. Pupils do Optional activity: Speaking. Explain they
are going to be creative. Follow instructions in Teacher’s Book p.113. Write on board: ‘And now it’s time for the
weather forecast’. Tell pupils to start their forecast with these words from Activity 2.
Post-lesson
6. Use “Memory Chain” to review the topic of weather forecasts
Weather condition :
LANGUAGE / GRAMMAR to be + verb
FOCUS will, e.g. It’ll be…
love the
VALUE PAK21 TOOLS Timed pair share
CCE/CE environment
CCE Science and Technology Creativity and Inovation
TEACHING AIDS Student’s Book Activities 4-5 p. 99
Papers
Handout
ASSESSMENT
Describing Teacher uses picture descriptions as the assessment based on the topic learnt today .
pictures
Attendance :
Course Other :
CRK
English
27 Wednesday 20/1/2021
5
FOCUS THEME
Reading World of Knowledge

3.2 Understand a variety of linear and

CONTENT STANDARD 3.3 Read independently for
non-linear print and digital texts by
information and enjoyment
using appropriate reading strategies
LEARNING STANDARDS 3.3.1 Read and enjoy A2 3.2.2 Understand specific information
fiction / non fiction print and and details of simple texts of two
digital texts of interest paragraphs or more
SUCCESS CRITERIA / By the end of the lesson, pupils able to read about theme parks and rides at least in 5 words in a sentence independently and a
OBJECTIVES paragraph with little guidance .
DIFFERENTIATION
STRATEGIES Strategy 7 : Differentiate by the feedback given
Pre-lesson
1.Write on board ‘Theme Parks’. Pupils do Warm-up activity. Follow instructions in Teacher’s Book p.125.
Lesson delivery
2. Pupils do p.111, Activity 1. Follow instructions in Teacher’s Book p.125 Exercise 1. Ask: Which word is the same in
Malay? (rollercoaster) Which ride would you like to go on?. Do a show of hands to find out the most popular ride and ask
why pupils like this ride. Tell them to start the sentence with their reason: I like the… because…
3. Pre-teach: ‘successful’, ‘safe’, ‘brave’. Pupils do Activity 2. Follow instructions in Teacher’s Book p.125, Exercise 2. Ask:
ACTIVITIES Where is the theme park? Would you like to go to a theme park there?
4. Pupils look at photos 1–4 in Activity 1 again. Write on board Key Phrases from p.73 and tell pupils to use them when
deciding. With a partner they decide: 1) are the rides safe or dangerous?, 2) do people need to be brave to go on them?, 3) is it
technology that makes them exciting? Choose pairs to give their opinions at front of class. Call out numbers of rides 1, 2, 3, 4.
Pupils put up hands if they think the ride is safe. Repeat with 2) need to be brave, 3) need for exciting technology.
5. Pupils do Activity 3, CD3.32. With a partner they take turns to answer the questions. Ask: Which of the rides in the four
photos looks the scariest?
Post-lesson
6. Use “Test My Friends” to review language about theme parks.
costume , tent , toothbrush , toothpaste , torch , towel , trunks , washbag , water bottle , waterproofs
VOCABULARY
Weather condition :
Nouns: theme park, family ride, water ride, thrill ride, rollercoaster
LANGUAGE / GRAMMAR Nouns: theme park, family ride, water ride, thrill ride, rollercoaster
FOCUS
CCE/CE VALUE
love the PAK21 TOOLS
I-think Map
environment
CCE Science and Technology
Student’s Book Activities 1–3 p.111
TEACHING AIDS Key Phrases p.73
ASSESSMENT
Describing Teacher uses picture descriptions as the assessment based on the topic learnt today .
pictures
Attendance :
Course Other :
CRK
English
5
FOCUS THEME
Writing World of Knowledge

4.2 Communicate basic

CONTENT STANDARD information intelligibly for a 2.1 Communicate simple information
range of purposes in print and intelligibly
digital media
LEARNING STANDARDS
4.2.3 Narrate factual events 2.1.2 Find out about and describe
and experiences of interest experiences up to now
SUCCESS CRITERIA / By the end of the lesson, pupils able to write by using superlative adjectives and understand about the theme parks and rides
OBJECTIVES at least in 5 words in a sentence independently and a paragraph with little guidance .
DIFFERENTIATION Strategy 3 : Differentiate by the outcome expected from pupils : b)
STRATEGIES
Remember and share
Pre-lesson
1.Write on board ‘Theme Parks – more than 300, 1955. 1971, 2013, 18 million’. Elicit what these numbers describe from
previous lesson. If pupils can’t remember, tell them to check on p.111.
Lesson delivery
2. Pupils do Activity 4, Your Culture. Follow instructions in Teacher’s Book p.125 Exercise 4. Divide class into three groups,
A, B, C and explain each group finds or has information about a different theme park. If no internet, give each pupil a
handout with information about one of the three parks. They complete table in book. Tell pupils to use superlative adjectives
ACTIVITIES to describe the best part in the theme park e.g. the fastest, highest, scariest, the most popular, exciting, successful.
3. Pupils write a short description of their theme park using notes in the table or from internet.
4. Pupils do Activity 5, Use It!. One pupil from each group (A, B, C) forms a group of three. They share information about
their theme park orally. Choose one pupil from each group to tell the class about their theme park.
5. Pupils in small groups do Optional Activity: Speaking. Follow instructions in Teacher’s Book p.125. Groups present their
rides in next step.
Post-lesson
6. Pupils present their rides to the rest of class. Encourage pupils to ask questions about the rides. Do a class vote for the ride
they would most like to go on.
VOCABULARY Things for a holiday :
Weather condition :
Superlative adjectives: scariest, fastest, most exciting, most dangerous
LANGUAGE / GRAMMAR
FOCUS
love the
VALUE PAK21 TOOLS I-think Map
CCE/CE environment
CCE Patriotism
Student’s Book Activities 4-5 p.111
TEACHING AIDS Teacher’s Book p.125
Handout
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
Attendance :
Course Other :
CRK

English
27 Thursday 20/1/2021
5
FOCUS THEME
Language Arts World of Stories

TOPIC Gulliver's Travels
CONTENT STANDARD 5.3 Express an imaginative 2.3 Communicate appropriately to a
response to literary texts small or large group
5.3.1 Respond imaginatively

and intelligibly through
LEARNING STANDARDS
creating simple role-plays and 2.3.1 Narrate short basic stories and
simple poems or other events
imaginative responses as
appropriate
SUCCESS CRITERIA / By the end of the lesson, pupils able to explain more and responses about the story independently or with a
OBJECTIVES little guidance.
DIFFERENTIATION
STRATEGIES
Strategy 2 : Differentiate by the type and amount of supprt provided
ACTIVITIES Pre-lesson
1. Distribute Worksheet 5 to the pupils.
2. Pupils find and circle the words provided.
3. Pupils talk about the characters in the story e.g. relationship between the captain and Gulliver.]
4. Pupils discuss the answers as a class.
Lesson delivery
5. Teacher prepares number cards from 1 to 61 (correspond to the number of pages in the graphic novel)
and put all the number cards in the box.
6. Pupils pair up and teacher asks each pair to pick out a number from the box.
7. Teacher informs that they have to role play the panel of the chosen number that
correspond to the page numbers of the book.
8. Pairs discuss and divide the dialogues on the page and practise their role play with correct
pronunciation and appropriate gestures.
9. Teacher monitors and assists each pair in terms of checking their pronunciation of the words in the
dialogues.
10. After some time, teacher starts the class’ role play by calling the pairs according to the page number
(started from 1 to 61, not all pages has a role play session).
Post-lesson
11. Pupils write three things that they learnt from the graphic novel (e.g. I want to …, I have to …, I
need to …). [My journal]
VOCABULARY Pronunciation
LANGUAGE / GRAMMAR Pronunciation
FOCUS
VALUE polite PAK21 TOOLS Think pair share
CCE/CE
CCE Language Creativity and imagination
TEACHING AIDS Gulliver’s Travels by Jonathan Swift
Contemporary Children’s Literature Teaching Guidebook (BPK) – Graphic Novel – p.56-57
ASSESSMENT
Written Teacher uses written exercise as the assessment based on the topic learnt today .
exercise
Attendance :
Course Other :
CRK
English
5
FOCUS THEME
Writing World of Knowledge

TOPIC UNIT 8 - Going away ( Project 2 )
4.3 Communicate with

3.2 Understand a variety of linear and
CONTENT STANDARD appropriate language form and
non-linear print and digital texts by
style for a range of purposes in
using appropriate reading strategies
print and digital media
4.3.3 Produce a plan or draft of

LEARNING STANDARDS one or two paragraphs for a 3.2.2 Understand specific information
familiar topic and modify this and details of simple texts of two
appropriately in response to paragraphs or more
feedback
SUCCESS CRITERIA / By the end of the lesson, pupils able to write and prepare a scrapbook about the topic of holiday at least in 5 in a sentence
OBJECTIVES independently and a paragraph with little guidance .
DIFFERENTIATION
STRATEGIES Strategy 6 : Differentiate by the types of question asked
ACTIVITIES Pre-lesson
1.Review language from Unit 8 with an activity by playing Word Salad .
Lesson delivery
2.Explain to the pupils that they will produce a scrapbook about their dream holidays.
3.Ask them to find the information either through internet , magazines , books and etc .
4. Guide them if needed .
5. The Project will last by next week .
Post-lesson
4.Pupils think about their learning and performance in this unit. They complete self-assessment worksheet.
5. Collect worksheets from pupils and review them to note pupils’ responses. If there are any areas of concern, prepare a review of
these in future lessons.
VOCABULARY Weather condition :
Nouns: washbag, suitcase, rucksack, tent, insect spray, guidebook, mosquito
Present simple tense
affirmative: I think we need…It depends where…It’s good to have…
Adjectives: cool, expensive, boring, new, huge, new
Noun: cousin
Verb: surf
Future plans: be going to + verb affirmative, negative and interrogative
Adjectives: extreme, foggy, windy, icy, rainy, cloudy, snowy, stormy, temperature
Nouns: ice, snow, temperature, research centre, seasons, in summer/winter
Will’ for predicting: I/ you/ he/ she/ we/ they will / won’t + verb,
LANGUAGE / GRAMMAR
there will / won’t + verb
FOCUS
be going to + verb,
will and won’t + verb
Punctuations
going to + verb (affirmative, negative and interrogative), will and won’t + verb
Nouns: forecast, coast
Prepositional phrases: in the north/south/east/west; will + verb, wont’ + verb
to be + verb
will, e.g. It’ll be…
love the
VALUE PAK21 TOOLS Stir the class
CCE/CE environment
CCE Language Creativity and Inovation
Scrapbook set
Information from internet , books , magazines , newspapers
How did I do in Unit 8?

Put ✔ next to Great, OK, or A little.
In English, I know how to…
…talk and write about holidays Great ____ OK ____ A little____
TEACHING AIDS … talk and write about future plans Great ____ OK ____ A little____
… describe weather conditions Great ____ OK ____ A little____
…make predictions about the future Great ____ OK ____ A little____
 I’m proud of myself because I can ____________________________________ very well.

 In the next unit, I will ____________________________________ better/more.
PERFORMANCE LEVEL Level 4 - Good ability

Writing
ASSESSMENT reviews or Teacher uses the writing reviews based on the topic learnt today .
book reports
Attendance :
Course Other :
CRK

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DAILY LESSON PLAN CEFR

WEEK DAY DATE CLASS TIME SUBJECT

Listening World of Knowledge

CONTENT STANDARD 1.2 Understand meaning in a 2.1 Communicate simple information

1.2.2 Understand with support

HOMEWORK Yes Page

WEEK DAY DATE CLASS TIME SUBJECT

Listening World of Knowledge

CONTENT STANDARD 1.2 Understand meaning in a 1.2 Understand meaning in a variety of

1.2.2 Understand with support specific

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Speaking World of Knowledge

CONTENT STANDARD 2.2 Use appropriate 2.3 Communicate appropriately to a

LEARNING STANDARDS 2.2.2 Agree a set of basic steps

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Reading World of Knowledge

3.2 Understand a variety of linear and

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Writing World of Knowledge

4.2 Communicate basic

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Language Arts World of Stories

5.3.1 Respond imaginatively

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Writing World of Knowledge

4.3 Communicate with

4.3.3 Produce a plan or draft of

How did I do in Unit 8?

 I’m proud of myself because I can ____________________________________ very well.

PERFORMANCE LEVEL Level 4 - Good ability

HOMEWORK Choose an item. Page

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