Unit 1 - Towns and Cities
Unit 1 - Towns and Cities
Unit 1 - Towns and Cities
Lesson delivery
2. Pupils look at photos and drawings of famous places in London Guide p.12–13 of
the Student’s Book. Find out if pupils have been to London and if they went to any
places in the Guide.
ACTIVITIES 3. Read the 14 sentences aloud and say ‘mmm’ for gap in each sentence. Read
aloud the vocabulary in the box on Activity 1. Pupils repeat each word. Check
meaning of vocabulary pupils don’t know. In pairs, they do Activity 1, CD-1.13.
Check answers.
4. Pupils do Activity 2, CD-1.14. Check answers then play CD track again.
5. Pupils read sentence starters in Activity 3. Give pupils clues to help them listen for
Answers.
6. Pupils look at the blue words in Activity 3. Elicit what nouns are singular and plural.
Post-lesson
7. Do Post-lesson Task 6: Make a Word Ladder, to review and consolidate topic
vocabulary.
Places in a town or city : bridge , bus station , cafe , flat , hotel , library , cinema , market , monument , office
VOCABULARY building , park , restaurant , school , shop , shopping centre , sports centre , square , street , theatre , train
station .
There’s , there are; a, an; some, any
LANGUAGE / GRAMMAR
Is there..? Are there ...? How many ...?
FOCUS
Comparative adjectives
VALUE respect PAK21 TOOLS Round table
CCE/CE
CCE Language
Student’s book p12 - 13 Activity 1 - 4
TEACHING AIDS Teacher’s book p26
Teacher’s book p27 exercise 4
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
Attendance :
/ pupils able to listen and talk about places at least in 5 words independently
/ pupils not able to listen and talk about places at least in 5 words independently
REFLECTION
DAILY LESSON PLAN CEFR
HOMEWORK Yes Page
Lesson delivery
2. Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are some…’, ‘There aren’t any…’.
Elicit sentence endings about places in London e.g. There’s a river. There isn’t a space station. There are
some theatres. There aren’t any Malaysian markets.
ACTIVITIES 3. Pupils do p.13, Activity 5. Pupils compare with a partner. Choose pupils to read a sentence to whole class.
4. Pupils read Key Phrases. Choose two pupils to read speech bubbles. They do Activity 6 (Use It!) and tell
their partner the sentences they think of. They should try to produce 5 sentences each (fast finishers could do
more). Choose pupils to read a sentence aloud.
5. Pupils in small groups agree on 2 or 3 good things about where they live, then agree on something that’s
not good. Draw a line down centre of board. Write good things as a heading on left; not good things on right.
One pupil from each group gives an example of each.
Post-lesson
6. Pupils in same small groups agree on one sentence from Step 5 with a good thing
about where they live and write it clearly. Display sentences on wall.
Places in a town or city : bridge , bus station , cafe , flat , hotel , library , cinema , market , monument , office
VOCABULARY building , park , restaurant , school , shop , shopping centre , sports centre , square , street , theatre , train
station .
There’s , there are; a, an; some, any
LANGUAGE / GRAMMAR
Is there..? Are there ...? How many ...?
FOCUS
Comparative adjectives
VALUE respect PAK21 TOOLS I-think Map
CCE/CE
CCE Language Patriotism
Student’s book p13 Activity 5-6
TEACHING AIDS Teacher’s book p27
A4 paper
ASSESSMENT
Group Teacher uses the group discussion as the assessment based on the topic learnt
discussion today .
DAILY LESSON PLAN CEFR
Attendance :
/ pupils able to ask and answer where places are at least in 5 words with guidance
/ pupils not able to ask and answer where places are at least in 5 words with
guidance
REFLECTION
HOMEWORK No Page
English
4 Tuesday 20/1/2021
60 minutes Language Year
5
FOCUS THEME
Lesson delivery
2.Write on board as a model: ‘I think a good place for a holiday is...’, ‘That’s because it’s good for...’ Pupils think of a good
holiday place and give a reason why it’s good. They use the two sentence starters on board to share ideas with a partner.
3. Tell pupils they’re going to be creative. They’re going to predict answers to questions about a text on p.14.
ACTIVITIES 4. Read the questions and put pupils into pairs to discuss the answers .Encourage pupils to to use the photos to help them
predict the answers . Elicit a few possible answers . Pupils read and check their answers . Check answers with the class .
5. Pupils do Activity 2,( CD1.15 ) .
6.Pupils do Activity 3. They use an online or paper dictionary to check meaning of 4 or 5 words in blue that they don’t
understand.
Post-lesson
7. Pupils in small groups decide if they think the cruise ship is a good place for a holiday and say why or why not.
Places in a town or city : bridge , bus station , cafe , flat , hotel , library , cinema , market , monument , office building , park ,
VOCABULARY
restaurant , school , shop , shopping centre , sports centre , square , street , theatre , train station , cruise ship
LANGUAGE / GRAMMAR Present simple tense
FOCUS interrogatives: Is it...? Is / Are there… How many…?
VALUE respect PAK21 TOOLS Timed pair share
CCE/CE
CCE Creativity and Inovation
English
4 Wednesday 20/1/2021
60 minutes Language Year
5
FOCUS THEME
Lesson delivery
2. Pupils complete questions and choose the correct answers . Then , check the answers . ( Exercise 1 )
3.Check that pupils understand all the places in the box . Pupils choose 5 places and write five sentences about their park .
Ask some pupils to read their sentences to the class . Correct any errors .
ACTIVITIES 4. Pupils do Activity 6 (Use It!) in small groups.
5. Elicit and write on board some: adjectives (‘popular’, ‘new’, ‘nice’); adverbs (‘very’, ‘really’, ‘quite’); conjunctions
(‘and’, ‘but’). ‘There is/isn’t…’; ‘There are some/There aren’t any…’ Pupils do Finished! using some words on board.
6. Pupils exchange texts with a partner. They draw a smiley face for: good things in the park; adjectives; use of very, really or
quite; conjunctions. They draw a big smiley face if they like the holiday park.
Post-lesson
7. To review topic vocabulary, play Correct the Mistake.
Lesson delivery
2. Ask pupils to think other possible actions of cats on their own (individually),
then, ask them to talk to their partner before sharing to their group (think-pair-share).
3. In groups, they list down suitable descriptions for all the possible actions of cats
(e.g. playing a ball, climbing a tree, etc.)
4. Teacher displays a few samples of cat-shaped poem.
5. In pairs, pupils use the list of actions they have to produce their own cat-shaped
poem based on their own creativity.
6. Pupils are encouraged to use their creativity to decorate their cat-shaped poem
(e.g using different colours, using different word sizes and etc.).
Post-lesson
DAILY LESSON PLAN CEFR
7. Pupils paste their poems on the wall and have others to rate their products (e.g.
through star-rating where pupils draw stars from one to five on other pairs’ products).