Bi Y5 TS25 Unit 8 (LP143-160)

DAILY LESSON PLAN
SUBJECT ENGLISH YEAR 5

THEME: World of Knowledge CLASS: 5 Baiduri WEEK: 37
TOPIC: 8: GOING AWAY TIME: 8.45 -9.45 DATE: 2nd January 23
SKILL(S) FOCUS: Listening LESSON: 143 (Listening 25) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.3 Main: 1.3.1 Environmental
Friendship
Complementary: 1.2 Complementary: 1.2.2 Sustainability
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Guess the meaning of unfamiliar words from clues provided by other known words
2. Understand with support specific information and details of longer simple texts on a range of familiar topics
SUCCESS CRITERIA (SC):
Pupils can:
1. Match at least 10 words to photos correctly.
2. Talk about things they take on holiday.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Nouns: washbag, suitcase, rucksack, tent, insect spray,
English Plus 1 Student’s Book Activities 1–4 p.82–83
guidebook, mosquito
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Write on board ‘Going away’ and say this is the topic for Unit 8. Pupils answer
Think! question at top of p.82. (HOTS) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Pupils in pairs do Activity 1, CD2.29. Read aloud the 20 words in blue in the given enrichment exercise (s).
quiz. Pupils listen and follow the words in each question then match words
to photos. Pupils listen to the CD and check answers. _____ / _____ pupils were able to
2. Pupils with a different partner do Activity 2. Ask: Which things have you both achieve the learning objectives with
got? Pupils say which objects are made of plastic. Ask why plastic is bad for guidance and given reinforcement
the environment. Find out which plastic objects they think can be made from exercise (s).
other materials e.g. bamboo toothbrush, metal water bottle, sleeping bag
made of recycled materials. (21st CA) _____ / _____ pupils were not able to
3. Pupils do Activity 3. Check answers with the class. achieve the learning objectives and
4. Pupils look at photos in Activity 1 again. They check how many words they given remedial exercise (s).
remember.
5. Explain they are going to listen to four people talking about things they take
on holiday. Pre-teach ‘mosquito’. Pupils do Activity 4, CD2.30. (CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Pre-lesson Task 9: Memory Chain. This task can also be done at the end of a Need improvement
lesson. Write on board: ‘Last year I went camping and I took…’
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Quiz
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 68.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________
DAILY LESSON PLAN
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 8: GOING AWAY TIME: DATE:
SKILL(S) FOCUS: Speaking LESSON: 144 (Speaking 25) DAY: Sunday
Friendship
1. Ask about and describe future plans
2. Narrate factual events and experiences of interest
Pupils can:
1. Talk about eco-holiday in a small groups.
2. Make a list of things that they will need for their holiday.
Present simple tense affirmative: I think we need…It
English Plus 1 Student’s Book Activities 5 and 6 p.83
depends where…It’s good to have…
Pre-lesson:
Write on board ‘Going camping’. Brainstorm words from previous lesson.
Lesson development:- _____ / _____ pupils were able to
1. Explain pupils are going to listen to the four people talking about their achieve the learning objectives and
holidays again. This time they listen for places the people like to go to. Pupils given enrichment exercise (s).
do p.83, Activity 5, CD2.30.
2. Write on board ‘I think we need… It’s good to have… It depends where…’ _____ / _____ pupils were able to
Groups do Activity 6, Use It! Write ‘Eco-holidays’ on board and elicit pupils’ achieve the learning objectives with
ideas about what these could be. Explain that eco-holidays are when people guidance and given reinforcement
stay in the natural environment and make sure they protect it. (21st CA) exercise (s).
3. Ask pupils why it’s important to look after the environment and ask what
they can do on a holiday to protect it. (CBA) _____ / _____ pupils were not able to
4. Write on board: ‘walk on paths’, ‘carry drinks and food in a rucksack’, ‘have achieve the learning objectives and
picnics in special areas’, ‘put rubbish in a rucksack’, ‘explore woods and given remedial exercise (s).
beaches on foot’. Pupils in small groups agree on three ways they are going
to protect nature on a camping holiday. They write them on pieces of paper.
Collect all ideas then read them aloud. Ask after each group’s ideas: Why is TODAY’S LESSON:
this an eco-camping holiday? (HOTS) Excellent
Post-lesson:- Need improvement
Review vocabulary and phrases for talking about holidays
HOTS Evaluation 21st CA Free Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION
DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Reading LESSON: 145 (Reading 25) DAY: Sunday
Friendship
1. Understand specific information and details of two paragraphs or more
2. Understand with support longer information and a range of familiar topics
Pupils can:
1. Read for detailed information.
2. Listen to the text and answer at least 3 questions correctly.
Adjectives: cool, expensive, boring, new, huge, new; Noun:
English Plus 1 Student’s Book Activities 1 and 2 p.84
cousin; Verb: surf
Pre-lesson:
Pupils answer Think! question at top of p.84. (HOTS)
1. Write ‘Class News’ on board. Read aloud the three lines below ‘Class News’ achieve the learning objectives and
about what pupils are going to do in the summer. Pupils do p.84, Activity 1. given enrichment exercise (s).
2. Pupils look at the webpage ‘Class News’ again. Explain it’s from a school
website. Find out what pupils know about functions of a webpage e.g. the _____ / _____ pupils were able to
name and purpose of 1) the long thin box at the top of page (address bar), 2) achieve the learning objectives with
the thin dark blue line below (menu bar). Ask: What instruction is below the guidance and given reinforcement
texts? Explain this means write about your holiday plans on the website. exercise (s).
Elicit ideas about comments the class would post. (CBA)
3. Pupils cover the ‘Class News’ text with paper or a book to develop listening _____ / _____ pupils were not able to
skills. Pupils do Activity 2, CD2.31. achieve the learning objectives and
4. Pupils look at words in blue. Find out the words they know e.g. new, cold. given remedial exercise (s).
Ask: What’s the opposite of new and cold? Write on board ‘cool’, ‘boring’,
‘expensive’, ‘huge’. Give pupils clues so they can predict meanings. If they
can’t guess from clues, give examples of something expensive, something TODAY’S LESSON:
really good etc. (21st CA) Excellent
Pupils summarize todays’ lesson to review new and some familiar vocabulary.
HOTS Evaluation 21st CA Free Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Observation
Pupils do the activities with teacher’s Worksheet for reinforcement./ Worksheet for enrichment.
REFLECTION

SKILL(S) FOCUS: Writing LESSON: 146 (Writing 25) DAY: Sunday
Main: 4.3 Main: 4.3.2 Financial
Friendship
Complementary: 2.3 Complementary: 2.3.1 Education
1. Spell a range of high frequency words accurately in independent writing
2. Narrate short basic stories and events
Pupils can:
1. Write and talk about ‘future plans’
2. Answer at least 70 % of the questions correctly.
Future plans: be going to + verb affirmative, negative and English Plus 1 Student’s Book Activities 4 p.84, Activities 1–3
interrogative p.85
Pre-lesson:
Pupils look at the three photos on p.84 again. Ask questions about what they
show. How much information can pupils remember about the holiday plans? _____ / _____ pupils were able to
1. Pupils do Activity 4, Use It! Pupils write 3 or 4 sentences with different given enrichment exercise (s).
reasons to answer the first question: Which holiday do you prefer and why?
They check work. Choose pupils to read texts aloud. Find out with a show of _____ / _____ pupils were able to
hands the holiday most pupils prefer. (21st CA) achieve the learning objectives with
2. Pupils do p.85, Activity 1. (HOTS) guidance and given reinforcement
3. Write on board ‘future plans’. Read aloud the instruction and examples of exercise (s).
future plans at start of Activity 2. Elicit what the tick and cross mean. Pupils
do Activity 2 and compare with a partner. Check answers. Choose pupils to _____ / _____ pupils were not able to
say a sentence. (CBA) achieve the learning objectives and
4. Write on board ‘be + going to + verb’, ‘be + not going to+ verb’. Pupils use given remedial exercise (s).
these with verbs in box in Activity 3 e.g. not going to see, going to come. Ask:
Did Luke post a comment or write a letter? (write a letter).
Post-lesson:- TODAY’S LESSON:
Pupils in small groups take turns to say something they are going to do and not Excellent
going to do on next holiday. Tell them to say e.g. I’m going to go to Paris. I’m not Need improvement
going to go to London. They don’t say: I’m going to Paris. I’m not going to London.
HOTS Evaluation 21st CA Share Experiences
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
REFLECTION

CLASS:
THEME: World of Stories WEEK: 5
TIME:
TOPIC: Gulliver's Travels DATE:
LESSON: 147 (Language Art
SKILL(S) FOCUS: Language Art DAY: Sunday
25)
Main: 5.2 Main: 5.2.1 Creativity and
Friendship
Complementary: 2.1 Complementary: 2.1.5 Innovation
1.Explain in simple language why they like or dislike an event, description or character in a text
2.Describe people, places and objects using suitable statements
Pupils can:
1. Discuss the main events in the chapter.
2. Talk about the characters that they like in pairs.
Gulliver’s Travels by Jonathan Swift, Contemporary
Reasoning (because) Children’s Literature Teaching Guidebook (BPK)– Graphic
Novel Page 56 – 60
Pre-lesson:
Teacher distributes pictures of the characters from the guidebook (page 56 – 60)
at random so that each pupil will receive a random picture of the character. Each _____ / _____ pupils were able to
pupil has to provide or say any details that they remember about the characters. achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Pupils in pairs read Chapter 5 and teacher discusses the main events in the _____ / _____ pupils were able to
chapter. (HOTS) achieve the learning objectives with
2. Teacher starts the discussion on the characters and their actions in the story. guidance and given reinforcement
3. Each pupil has to choose a character that they like the most and provide exercise (s).
details of the character (e.g. Glumdalclitch – takes care of Gulliver, etc.).
4. Upon completion, pupils pair up with others who choose the same _____ / _____ pupils were not able to
characters that they like and ask them to come up with reasons why they like achieve the learning objectives and
that character (e.g. I like Glumdalclitch because she loves Gulliver very given remedial exercise (s).
much). (21st CA)
5. Teacher encourages pairs to come up with more reasons if possible (Accept
any plausible reasons). (CBA) TODAY’S LESSON:
Pop quiz – teacher provides worksheet. (SPOT ME!) Need improvement
HOTS Evaluation 21st CA The Yarn Yarn

PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Presentation
Pupils do the activities with teacher’s
Worksheet for reinforcement. Worksheet for enrichment.
guidance.
REFLECTION

CLASS:
THEME: World of Knowledge WEEK: 5
TIME:
TOPIC: 8: GOING AWAY DATE:
LESSON: 148 (Consolidation
SKILL(S) FOCUS: Writing DAY: Sunday
15)
Main: 4.3 Main: 4.3.1
Complementary: 4.2 Complementary: 4.2.3 Friendship Patriotism
1. Use capital letters, full stops, commas in lists and question marks appropriately in independent writing at discourse level
Pupils can:
1. Write two of their weekend plans and compare with a partner.
2. Write their plan individually and read to their class.
Future plans: be going to + verb affirmative, negative and
English Plus 1 Student’s Book Activities 4-6 p.85
interrogative
Pre-lesson:
Pre-lesson Task 4: I’m Going To… Pupils say goals to improve writing skills e.g. ‘I’m _____ / _____ pupils were able to
going to write new words about my plans’. ‘I’m going to check my achieve the learning objectives and
spelling/punctuation’. (HOTS) given enrichment exercise (s).
Lesson development:-
1. Say your weekend plans using going to + verb, I’m not going to + verb. Pupils _____ / _____ pupils were able to
write two of their weekend plans then compare with a partner. Ask for achieve the learning objectives with
examples. guidance and given reinforcement
2. Pupils look at photo of Colosseum on p.85. Ask who knows what it is and if it exercise (s).
is new or old. Say it’s an amphitheatre about 2000 years old. Gladiators and
lions fought there. Pupils do Activity 4. _____ / _____ pupils were not able to
3. Pupils do Activity 5, CD2.32. Say example question and knock gently on table achieve the learning objectives and
for stressed words: where, going, stay. Pupils repeat. Help pupils to notice given remedial exercise (s).
that numbers 1 and 4, 2 and 3 have the same stress patterns. (21st CA)
4. Pupils do Activity 6, Use It!
5. Explain pupils are going to imagine and plan a summer holiday. They do TODAY’S LESSON:
Finished? Write on board: ‘Who with?’ ’Where to?’, ‘Where are you going to Excellent
stay?’, ‘How are you going to travel?’, ‘What are you going to see /do/visit?’ Need improvement
Pupils use ideas from p.85 to help write future holiday plans. Choose pupils
to read texts. Ask: Is it an exciting holiday? (CBA)
Post-lesson:-
Post-Lesson Task 3: Test My Friends to review future plans.
HOTS Evaluation 21st CA Share Experiences
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
REFLECTION

SKILL(S) FOCUS: Listening LESSON: 149 (Listening 26) DAY: Sunday
Main: 1.3 Main: 1.3.1 Science and
Friendship
Complementary: 1.2 Complementary: 1.2.3 Technology
1. Guess the meaning of unfamiliar words from clues provided by other known words
Pupils can:
1. Complete the text with at least 5 words correctly.
2. Listen and give opinions.
Adjectives: extreme, foggy, windy, icy, rainy, cloudy, snowy, stormy, English Plus 1 Student’s Book Activities 1–3 p.86, A world
temperature map to show on board.
Pre-lesson:
Write on board ‘Weather around the world’. Pupils do Think! question at top of p.86. (HOTS) _____ / _____ pupils were able to
1. Explain that extreme weather means really cold/hot/wet/dry. Pupils look at the four
given enrichment exercise (s).
photos on p.86. Read aloud a definition of cloudy, icy, foggy, sunny. Pupils match
adjectives to one of the pictures. Pupils do Activity 1 and match the other six
adjectives to pictures. They listen to CD2.33 and check answers. _____ / _____ pupils were able to
2. Show world map on board and point out India, California, Antarctica, Newfoundland. achieve the learning objectives with
Say these places have extreme weather. Pupils do Activity 2. Ask four pupils to point to guidance and given reinforcement
each place on world map again. Pupils say if it’s the wettest, hottest, coldest, foggiest exercise (s).
place in the world. (CBA)
3. Explain that weather scientists are called meteorologists. They study weather and _____ / _____ pupils were not able to
predict when extreme weather can happen. They also study climate change. Elicit any
achieve the learning objectives and
extreme weather conditions in Malaysia and when they happen. Find out if pupils
would like to be a meteorologist. Ask: Why or why not? given remedial exercise (s).
4. Pupils do Activity 3, CD2.34. Explain they are listening for general information about
what Stephanie is going to do in Antarctica, not specific details. Ask: Where on the
map is Antarctica? Where is the Arctic? Choose pupils to point to the areas on the TODAY’S LESSON:
map. (21st CA) Excellent
Pupils in pairs take turns to say if they would like to be an explorer and give two reasons
why or why not. Tell pupils when they give a reason to say, That’s because… or That’s
because of…
HOTS Analysis 21st CA Puzzle it Out
REFLECTION

Respect others
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
1. Agree a set of basic steps needed to complete short classrooms tasks
2. Understand a sequence of supported questions
Pupils can:
1. Complete short classrooms tasks for activity 4 and 5.
2. Ask and answer at least 4 questions about the weather in pairs.
Nouns: ice, snow, temperature, research centre, seasons, in
summer/winter
Pre-lesson:
Show world map on board. Pupils brainstorm weather words. Elicit information
_____ / _____ pupils were able to
about the Antarctica explorer in previous lesson. Ask different pupils to point to
Antarctica, the Arctic and the South Pole on the map. (21st CA)
1. Pupils do Activity 4. Read the study strategy.
2. Tell pupils that in previous lesson they listened to the CD for general
achieve the learning objectives with
information about the explorer. Explain that in this activity they listen for
guidance and given reinforcement
specific details. Pupils do Activity 5, CD2.34.
exercise (s).
3. Ask pupils how they think computers can help scientists at the research
station in Antarctica e.g. to find out information about how penguins live,
_____ / _____ pupils were not able to
where whales go, changes in weather, changes in the ice. Find out why they
think information about weather and animal life is important. (HOTS)
given remedial exercise (s).
4. Pupils in pairs do Activity 6, Use It!. First, they agree the steps they will take
to do the task e.g. who starts, which questions they ask each other, what
language to use to respond e.g. Do you agree? What do you think? I’m sorry,
I don’t agree. (CBA)
Post-lesson:-
TODAY’S LESSON:
Post-Lesson Task 5: Whisper And Write to review topic language
Excellent
HOTS Analysis 21st CA Brainstorming
REFLECTION

Respect others
1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Connect sentences into one or two coherent paragraphs using basic coordinating conjunctions and reference pronouns
Pupils can:
1. Read and complete the sentences correctly.
2. Write a paragraph with predictions about their partner.
‘Will’ for predicting: I/ you/ he/ she/ we/ they will / won’t +
English Plus 1 Student’s Book Activities 1, 2, 5 and 6 p.87
verb, there will / won’t + verb
Pre-lesson:
With the book closed, ask what pupils can remember about Stephanie’s trip to
Antartica. Elicit answer and write some sentences. _____ / _____ pupils were able to
1. Pupils do p.87, Activity 1. Follow instructions in Teacher’s Book p.101 given enrichment exercise (s).
Exercise 1. Explain you’re going to predict things e.g. I think you’ll feel tired
and happy after this lesson. I won’t be very hungry after my lunch. I think it’ll _____ / _____ pupils were able to
be hot and windy tomorrow. Write on board ‘I’ll…’ ‘I won’t…’ ‘It’ll...’. Pairs achieve the learning objectives with
make predictions using the starters. guidance and given reinforcement
2. Write on board ‘‘ll’, ‘won’t’. Elicit ‘apostrophe’. Ask: Which letters are exercise (s).
missing? (wi in ‘ll, o in won’t) Pupils do Activity 2. Explain we often say ‘it’ll’
when we speak and ‘it will’ when we write. _____ / _____ pupils were not able to
3. Pupils do Activity 5. Say they’re going to write a paragraph with predictions achieve the learning objectives and
about their partner and tell them to use and, but, or to link some predictions.
(21st CA)
4. Pupils do Activity 6, Use It! Ask: Who do you think will be a teacher/ doctor/
scientist/ artist/ film star etc? (CBA)
Post-lesson:- given remedial exercise (s).
Post-Lesson Task 5: Whisper And Write to review topic language
HOTS Evaluation 21st CA TODAY’S LESSON:

Make Predictions
guidance. Workbook page 71
REFLECTION

Main: 4.3 Main: 4.3.3
Complementary: 3.2 Complementary: 3.2.2 Respect others ICT
1.Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback
2.Understand specific information and details of two paragraphs or more
Pupils can:
1. Read the email and answer questions Activity 1 correctly.
2. Write an email about a friend visit.
be going to + verb, will and won’t + verb English Plus 1 Student’s Book Activities 1, 2, 4 p.89
Pre-lesson:
Pupils answer Think! question at top of p.89. _____ / _____ pupils were able to
1. Pupils look at the photo of London on p.89. Point out River Thames and
boats on it. Explain that Buckingham Palace is where the Queen lives and
Covent Garden is famous for markets and theatres as well as shopping.
2. Pupils read the email and answer questions Activity 1. (21st CA)
3. Pupils do Activity 2. Help them to find each Key Phrase e.g. Numbers 1 and 2
are in line 1. Say: Gemma was excited her friend was coming to stay with her.
Ask: When do you get excited?
4. Pupils do Activity 4, Use it!. They read the Writing Guide and make notes for
email in B Think and Plan.
5. Pupils write their email using sentences starters in C as support and the Key given enrichment exercise (s).
Phrases. (CBA)
Post-lesson:- achieve the learning objectives with
Pupils swap emails with a partner. Partner’s draw a smiley face for writing each guidance and given reinforcement
paragraph in C in the Guide and for each part in D. In the next lesson, pupils look exercise (s).
at your feedback, read their email again and make any changes. (HOTS)
HOTS Evaluation 21st CA _____
Puzzle/ _____ pupils were not able to
it Out
REFLECTION

CLASS:
TIME:
SKILL(S) FOCUS: Language Art 26) DAY: Sunday
Friendship
1. Respond imaginatively and intelligibly through creating simple role-plays and simple poems.
2. Use capital letters, full stops, commas in lists and question marks appropriately in independent writing at discourse level
Pupils can:
1. Complete the three pictures and label them.
2. Create dialogues.
Punctuations Children’s Literature Teaching Guidebook (BPK)– Graphic
Novel Page 67-69
Pre-lesson:
Cut out the jigsaw pieces and the labelson Tasksheet 1 (p 61). Put them into
envelopes. Divide the pupils into small groups. Give a time limit to the pupils to _____ / _____ pupils were able to
complete the three pictures and label them. The fastest team to paste the achieve the learning objectives and
completed pictures and labels on a display sheet correctly, wins. given enrichment exercise (s).
1. Teacher writes “My favourite panels from the graphic novel” on the board. achieve the learning objectives with
2. Pupils pair up and teacher asks them to choose any two panels that they like guidance and given reinforcement
from the book and they are going to change the panel contents (dialogue, exercise (s).
scenery, and clothing) to suit Malaysian context. Teacher provides assistance
in creating the dialogue if necessary. (HOTS) _____ / _____ pupils were not able to
3. Teacher reminds pupils to check their punctuations. achieve the learning objectives and
4. Upon completion, pairs exchange their panel contents and they specifically given remedial exercise (s).
check for any punctuation mistakes to be corrected. (21st CA)
5. Once they have done the correction, pupils put their works and start taking
turn to read aloud their created dialogues while other pupils watch. (CBA) TODAY’S LESSON:
Need improvement
Pupils rate each other’s products through star rating (e.g 1 star – 5 stars)
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
guidance.
REFLECTION

Respect others
1.Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback
2.Understand specific information and details of two paragraphs or more
Pupils can:
1. Write at al least 4 sentences correctly.
2. Listen and choose the correct words.
‘Will’ for predicting: I/ you/ he/ she/ we/ they will / won’t + verb,
English Plus 1 Student’s Book Activities 3, 4, 5, 7 p.90
there will / won’t + verb
Pre-lesson:
Pre-Lesson Task 10: Say What’s Missing to review holiday vocabulary from any
page in Unit 8.
1. Write on board ‘affirmative’, ‘negative’ and check meaning. Pupils do p.90, achieve the learning objectives and
Activity 3. First, read the example aloud and ask: Which sentence is given enrichment exercise (s).
affirmative? Which is negative? Pupils do Activity 3. Compare sentences in
pairs. Check answers. (21st CA) _____ / _____ pupils were able to
2. Pupils do Activity 4. First, ask: Are you going to write affirmative and negative achieve the learning objectives with
sentences in this activity? (No, questions). Do number 1 as an example and guidance and given reinforcement
point out the question needs both ‘going to’ and ‘go’ - going to go. exercise (s).
3. 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 – _____ / _____ pupils were not able to
4 needs questions about future plans, 5 needs questions about predictions). achieve the learning objectives and
Pupils do Activity 5. They compare questions with a partner. Check answers. given remedial exercise (s).
Ask: Which is easier, Activity 4 or 5 and why? (CBA)
4. 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 TODAY’S LESSON:
Dover. Pupils do Activity 7, CD2.37. Excellent
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. (HOTS)
guidance.
REFLECTION

SKILL(S) FOCUS: Listening LESSON: 155 (Listening 26) DAY: Sunday
Respect others
2. Understand with support specific information and details of longer simple texts on a range of familiar topics
Pupils can:
1. Talk about the weather forecast and complete the table.
2. Answer at least 3 questions correctly.
Nouns: forecast, coast; Prepositional phrases: in the
English Plus 1 Student’s Book Activities 1–3 p.99
north/south/east/west; will + verb, wont’ + verb
Pre-lesson:
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.
1. 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.
2. Draw a compass on board with north, south, east, west on it. (21st CA) Elicit
where they can see these words (on a map) Tell pupils they learned these
words when describing places on a map (p.106). Pupils look at map of Britain
on p.99 and find Edinburgh, London, Brighton. Pupils do Activity 2, CD3.19.
exercise (s).
3. 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. (HOTS)
4. 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
TODAY’S LESSON:
wind symbol with 40. (CBA)
Excellent
Post-lesson:-
Need improvement
Pre-Lesson Task 10: Say What’s Missing to review weather vocabulary and
language.
HOTS Analysis 21st CA Stretch to Sketch
guidance.
REFLECTION

Respect others
1. Agree a set of basic steps needed to complete short classrooms tasks
Pupils can:
1. Listen and repeat the dialogue in pairs.
2. Role play the new dialogue in pairs.
going to be + verb; will, e.g. It’ll be… English Plus 1 Student’s Book Activities 4-5 p.99
Pre-lesson:
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? (21st CA)
1. 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.
2. Pupils look at map again. Read aloud each city starting with Aberdeen and
exercise (s).
move around the coast clockwise. Pupils repeat city names after you. (HOTS)
3. 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. (CBA)
4. Show map of Malaysia on board. Give each pupil a handout. Pupils do
Optional activity: Speaking. Explain they are going to be creative. Write on
board: ‘And now it’s time for the weather forecast’. Tell pupils to start their
TODAY’S LESSON:
forecast with these words from Activity 2.
Excellent
Post-lesson:-
Need improvement
Pre-Lesson Task 6: Finger Writing to review the topic of weather forecasts.
HOTS Analysis 21st CA Recap Group
guidance.
REFLECTION

Respect others
1. Read and enjoy A2 fiction/non-fiction print and digital texts of interest
Pupils can:
1. Read the non-fiction text about theme parks.
2. Role play the new dialogue in pairs.
Nouns: theme park, family ride, water ride, thrill ride, English Plus 1 Student’s Book Activities 1–3 p.111 Key
rollercoaster Phrases p.73
Pre-lesson:
Write on board ‘Theme Parks’. Pupils talk about it.
1. Pupils do p.111, Activity 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…
2. Pre-teach: ‘successful’, ‘safe’, ‘brave’. Pupils do Activity 2. Ask: Where is the
theme park? Would you like to go to a theme park there?
3. Pupils look at photos 1–4 in Activity 1 again. Write on board Key Phrases
exercise (s).
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. (CBA)
4. Pupils do Activity 3, CD3.32. With a partner they take turns to answer the
TODAY’S LESSON:
questions. Ask: Which of the rides in the four photos looks the scariest? (21st
Excellent
CA)
Need improvement
Post-lesson:-
Pre-Lesson Task 6: Finger Writing to review language about theme parks.
guidance.
REFLECTION

Respect others
2. Find out about and describe experiences up to now
Pupils can:
1. Write a short description of their theme park using notes in the table or from internet
2. Tell the class about their theme
Superlative adjectives: e.g. scariest, fastest, most exciting,
most dangerous
Pre-lesson:
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.
1. Pupils do Activity 4, Your Culture. 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 to describe the best part in the theme park e.g. the fastest,
exercise (s).
highest, scariest, the most popular, exciting, successful. (21st CA)
2. Pupils write a short description of their theme park using notes in the table
or from internet.
3. 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.
(CBA)
TODAY’S LESSON:
4. Pupils in small groups do Optional Activity: Speaking. Groups present their
Excellent
rides in next step.
Need improvement
Post-lesson:-
Pupils present their rides to the rest of class. Encourage pupils to ask questions.
HOTS Analysis 21st CA Share Experiences
guidance.
REFLECTION

CLASS:
TIME:
SKILL(S) FOCUS: Language Art DAY: Sunday
27)
Friendship
1. Respond imaginatively and intelligibly through creating simple role-plays and simple poems.
Pupils can:
1. Discuss and divide the dialogues on the page.
2. Practise their role play.
Pronunciation Children’s Literature Teaching Guidebook (BPK)– Graphic
Novel Page 63-64
Pre-lesson:
Distribute Worksheet 5 to the pupils. Pupils find and circle the words provided.
Pupils talk about the characters in the story e.g. relationship between the _____ / _____ pupils were able to
captain and Gulliver. Pupils discuss the answers as a class. (HOTS) achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. 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. _____ / _____ pupils were able to
2. Pupils pair up and teacher asks each pair to pick out a number from the box. achieve the learning objectives with
3. Teacher informs that they have to role play the panel of the chosen number guidance and given reinforcement
that correspond to the page numbers of the book. exercise (s).
4. Pairs discuss and divide the dialogues on the page and practise their role play
with correct pronunciation and appropriate gestures. (21st CA) _____ / _____ pupils were not able to
5. Teacher monitors and assists each pair in terms of checking their achieve the learning objectives and
pronunciation of the words in the dialogues. given remedial exercise (s).
6. 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). (CBA) TODAY’S LESSON:
Pupils write three things that they learnt from the graphic novel (e.g. I want to …, I Need improvement
have to …, I need to …). [Post-lesson Task 12 – My journal] (Worksheet)
guidance.
REFLECTION

SKILL(S) FOCUS: Reading LESSON: 160 (Writing 26) DAY: Sunday
Main: 3.2 Main: 3.2.2
Complementary: 2.1 Complementary: 2.1.2 Friendship Patriotism
2. Find out about and describe experiences up to now
Pupils can:
1. make a poster about a holiday in my country.
2. Tell the class about their theme
Superlative adjectives: e.g. scariest, fastest, most exciting,
English Plus 1 Student’s Book Activities p.115
most dangerous
Pre-lesson:
With book closed, ask, What do you like to do on you school holiday? Elicit a few _____ / _____ pupils were able to
ideas, then brainstorm more ideas for things that people can do on holiday, e.g. achieve the learning objectives and
sightseeing, visiting museums, swimming in the sea, doing sport, camping. (21st given enrichment exercise (s).
CA)
1. Pupils work in pair to look at the poster and answer the question. Check
answer with the class.
exercise (s).
2. Pupils read the review and answer the questions. They can compare their
answer in pairs. Check answer with the class.
3. Read through the project checklist with the class. Encourage pupils to use
their imagination and create a really fun holiday. (HOTS)
4. Pin the poster around the classroom and allow students time to look at them
in pairs and discuss the most interesting and why. (CBA)
Post-lesson:- TODAY’S LESSON:
Excellent
Pupils summarize today’s lesson.
Need improvement
HOTS Creation 21st CA Brainstorming
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
guidance.
REFLECTION

Bi Y5 TS25 Unit 8 (LP143-160)

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