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DAILY LESSON PLAN YEAR 5
SUBJECT English Language YEAR 5

Choose
DAY / DATE Sunday WEEK / LESSON 35
an item.
TIME DURATION 60 minutes
World of Self, Family and
THEME TOPIC 2: DAYS
Friends
Main: Listening
FOKUS SKILLS
Complimentary: Writing
Main: 1.2 Understand meaning in a variety of familiar contexts
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for
a range of purposes in print and digital media
Main: 1.2.1 Understand with support the main idea of longer simple texts on a range of familiar
LEARNING STANDARDS topics.
Complementary: 4.3.2 Spell a range of high-frequency words accurately in independent writing
By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES 1. Understand with support the main idea of longer simple texts on a range of familiar topics.
2. Spell a range of high-frequency words accurately in independent writing
SUCCESS CRITERIA Pupils can talk about their daily routine.
LANGUAGE / Adverbs of frequency:
GRAMMAR FOCUS always, usually, normally, often, sometimes, never
Pre-lesson
1. Elicit days of week and choose pupils to write on board. Find out pupils’ favourite day with a
show of hands. Write numbers on board below each day.
Lesson delivery
2. Write ‘Daily Routines’ on board. Pupils do p.22, Activity 1 (CD 1.21). Give handout to each
pupil. They look at the five table headings and read words in blue in Days and Nights Quiz. Explain
words in blue are daily routines. They write them in columns 1–5 in table. Pupils compare with a
partner. They listen to CD1.21 and check answers. Explain that we will come back to the Days and
ACTIVITIES Nights Quiz next lesson. (21st CA)
3. Pupils listen to Activity 3 (CD1.22).
4. Draw a horizontal line on board. Write ‘never’ on left of line, ‘always’ on right. Pupils read
adverbs in box in Activity 4. Explain ‘normally’ means most of the time and give a personal
example e.g. I normally have breakfast at 7.30am. Elicit where to write the other four adverbs on
board. (HOTS)
5. Pupils listen to CD1.22 again and complete sentences with an adverb. (CBA)
Post-lesson
7. Do Post-lesson Task 6: Make a Word Ladder, to review frequency adverbs.
TEACHING AIDS English Plus 1 Student’s Book Activities 1, 3, 4 p.22
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Analysis MORAL VALUE Friendship
CLASSROOM BASED Teamwork
PERFORMANCE LEVEL 5 ASSESSMENT (CBA)
REFLECTION Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to: _______________________________________________________

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Speaking
FOKUS SKILLS
Complimentary: Reading
Main: 2.2 Use appropriate communication strategies
CONTENT STANDARDS Complementary: 3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies
Main: 2.2.1 Keep interaction going in short exchanges by asking suitable questions
LEARNING STANDARDS Complementary: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic
and other known words
LEARNING OBJECTIVES 1. Keep interaction going in short exchanges by asking suitable questions
2. Guess the meaning of unfamiliar words from clues provided by title, topic and other known
words
LANGUAGE /
Adverbs of frequency: usually; Verbs: brush, study, watch, help, relax, chat
GRAMMAR FOCUS
Pre-lesson
1. Write on board: ‘Daily Routines’, ‘morning’, ‘afternoon’, ‘evening’ and ‘night’. Pupils brainstorm
blue words in quiz they remember from previous lesson.
Lesson delivery
2. Pupils do Activity 2. Teacher reads Key Phrases aloud and pupils repeat. In pairs, pupils use the
phrases to compare true/false answers to the 12 statements in Days and Nights text.
3. Hand out a True and a False card to each pair. Read the 12 quiz facts aloud to whole class. After
each fact, pairs hold up a True or a False card, and teacher gives the answer. At end, check how
many each pair got right.
ACTIVITIES 4. Pupils choose 3 quiz facts they think are surprising. In small groups, compare ideas using Key
Phrases: What do you think? What about you? Write 1–12 on board. Ask: Which facts are
surprising? Pupils put up hands for each number. Record numbers on board. Which three
numbers have most votes? (21st CA)
5. Write on board: ‘Between 7.30 and 8.30 in the morning’; ‘Between 7.30 and 8.30 in the
evening’. Teacher models language: e.g. I think you get up, have breakfast and go to school
between 7.30 and 8.30 in the morning. In pairs, they take turns to guess what their partner does.
How many guesses are correct? (HOTS)
Post-lesson
6. Do Post-lesson Task 1: Spot the Differences. Change 5–6 words in the quiz. (CBA)
TEACHING AIDS English Plus 1 Student’s Book Activities 2 p.22
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Language
CLASSROOM BASED Quiz
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Reading
FOKUS SKILLS
Main: 3.3 Read independently for information and enjoyment
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for
a range of purposes in print and digital media
Main: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest
LEARNING STANDARDS
Complementary: 4.3.2 Spell a range of high-frequency words accurately in independent writing
LEARNING OBJECTIVES 1. Read and enjoy A2 fiction/non-fiction print and digital texts of interest
2. Spell a range of high-frequency words accurately in independent writing
LANGUAGE /
Adverbs of frequency: usually; Verbs: brush, study, watch, help, relax, chat
GRAMMAR FOCUS
Pre-lesson
1. Elicit from individual pupils what their favourite day is and why.
Lesson delivery
2. Copy on board the chart with adverbs (never, usually) and numbers (1 - 4) from p.23, Activity 5.
Pupils look again at adverbs in box on p.22, Activity 4. They tell you adverbs to write in numbers 1
- 4 in chart. Ask: Why is normally above usually in the chart? (The meaning is similar) Elicit
percentages to put in chart for sometimes, often, usually e.g. 25%, 60%, 75%. (HOTS)
3. Model sentences with verb to be and an adverb; with another verb and adverb e.g. I’m
always / usually at school before 8am. I sometimes / never go to school by car. Pupils read Rules
about place of adverbs and choose answers.
ACTIVITIES
4. Pupils read My daily routine on p.23. In pairs, they take turns to say a sentence that is true for
them. Find out if any pupils have no true sentences. Pupils then do Activity 6. Pupils compare
adverbs they wrote with a partner. Are any the same? Choose pupils to read a sentence aloud.
5. Pupils in pairs choose five facts each from Days and Nights Quiz. They take turns to say a
sentence about themselves with the verb or phrase in blue and a frequency adverb e.g. I never
help with the housework. Choose different pupils from Step 4 to read sentence aloud. (CBA)
Post-lesson
6. Ask pupils to write three times on a sheet of paper, with the things they usually do at those
times. Put pupils into pairs to read out the times to each other. Their partner must guess whick
activity their partner does at each time. (21st CA)
21st CENTURY ACTIVITY Make Predictions CCE Language
PERFORMANCE LEVEL 5 CLASSROOM BASED Class Participant
ASSESSMENT (CBA)
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Writing
FOKUS SKILLS
Complimentary: Speaking
Main: 4.2 Communicate basic information intelligibly for a range of purposes in
CONTENT STANDARDS print and digital media
Complementary: 2.3 Communicate appropriately to a small or large group
Main: 4.2.4 Describe people, places and objects using suitable statements
LEARNING STANDARDS
Complementary: 2.3.1 Narrate short basic stories and events
LEARNING OBJECTIVES 1. Describe people, places and objects using suitable statements
2. Narrate short basic stories and events
LANGUAGE /
Adverbs of frequency: always, usually, normally, often, sometimes, never
GRAMMAR FOCUS
Pre-lesson
1. Pre-lesson Task 6: Finger Writing. Pupils use six frequency adverbs from previous lesson. Hold
up a flashcard for each finger writing action: never, sometimes, often, usually, normally, always.
Lesson delivery
2. Stick the six flashcards on the board. Pupils do p.23, Activity 7 using one of the adverbs on the
board. (HOTS)
3. Write on board: sports stars, music stars, film stars, artists, other stars. Tell pupils some people
are celebrities because they are famous. Pupils brainstorm favourite celebrities from the different
groups on board. Add names pupils say on board. (21st CA)
ACTIVITIES
4. Pupils in small groups do Finished?. Hand out worksheet to each group. They agree on a
celebrity and imagine her/his daily routines. They think of what she/he never, sometimes, often,
usually and always does and make notes in fact file: Name of celebrity… Famous for… (sport,
music etc.) Always… (e.g. swims before breakfast) Usually… Often… Sometimes… Never….
5. Pupils agree on who will narrate the imagined life of their celebrity to whole class. The group’s
representative uses notes from fact file to narrate the daily routine. (CBA)
Post-lesson
6. Pupils in same groups draw routines of their celebrity to cut and stick on fact file. They write a
caption below drawing to describe what celebrity is doing.
TEACHING AIDS English Plus 1 Student’s Book Activities 7 and Finished? p.23
st
21 CENTURY ACTIVITY Brainstorming CCE Language
CLASSROOM BASED Presentation
Attendance: /
REFLECTION

Choose
an item.
THEME World of Stories TOPIC Watching a Bumble Bee
Main: Language Art
FOKUS SKILLS
Main: 5.2 Express personal responses to literary texts
Main: 5.2.1 Explain in simple language why they like or dislike an event, description or character
LEARNING STANDARDS in a text
Complementary: 3.2.2 Understand specific information and details of two paragraphs or more
LEARNING OBJECTIVES 1. Explain in simple language why they like or dislike an event, description or character in a text
2. Understand specific information and details of two paragraphs or more
Pupils can make a mind-map about themselves and the bumble bees based on the sentence strip
SUCCESS CRITERIA
used before and provide simple reasons
LANGUAGE /
True/false sentences
GRAMMAR FOCUS
Pre-lesson
1.Teacher provides a letter and pupils have to come up with a word that starts with that letter
related to a topic (animals/insects e.g. g – giraffe, …, b - bee).
Lesson delivery
2. Pupils read the poem silently and teacher assists in pupils’ understanding (Q&A).
3. Teacher distributes True or False sentence strips to each pupil and asks them to stick the
statement at the provided True or False sections in the class using a blue tack.
4. Pupils walk around the class to check each other’ answers and make corrections the answer if
ACTIVITIES
there are mistake. (HOTS)
5. Pupils make a mind-map about themselves and the bumble bees based on the sentence strip
used before and provide simple reasons. (21st CA)
6. Upon completion, pupils exchange their mind maps and rate each other’s works by giving some
good remarks. (CBA)
Post-lesson
6. Pupils put their hands up each time they hear something different from the poem (e.g. out in
the sea – hands up as the statement is different from the poem).
Anthology of Poems Page 21 Contemporary Children’s Literature Teaching Guidebook (BPK)
TEACHING AIDS
– Poetry Activity 1 Page 73
21st CENTURY ACTIVITY Mind Map CCE Creativity and Innovation
CLASSROOM BASED Simple Project
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Listening
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly
Main: 1.2.2 Understand with support specific information and details of longer simple texts on a
LEARNING STANDARDS range of familiar topics
Complementary: 2.1.4 Ask about and describe future plans
LEARNING OBJECTIVES 1. Understand with support specific information and details of longer simple texts on a range of
familiar topics
2. Ask about and describe future plans
SUCCESS CRITERIA Pupils can talk about their daily routine using time expressions
LANGUAGE /
Time expressions: o’clock quarter past, half past, quarter to; at (time) on (day) a.m. p.m.
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Write on board ‘in the morning’, ‘in the afternoon’, ‘in the evening’, ‘at night’. Pupils
brainstorm things they do at these times e.g. I have a snack at 11 in the morning. Elicit two ways
to write this time (11am or 11.00). (21st CA)
Lesson delivery
2. With a large clock, review quarter past, half past and quarter to. Put clock hands in several
positions and pupils say time. Ask: What’s the digital time? Pupils do p.93, Activity 1. Ask: Do you
always use a digital clock?
3. Pupils do Activity 2, CD3.05. Check answers and write on board. (HOTS)
4. Read instructions for Activity 3 aloud. Ask: What do you need to find out? Play CD3.06. Check
answers. Play CD again. Ask: Which sport has the same word in English and Malay? (judo). Tell
pupils table tennis is sometimes called the same word in English and Malay (ping-pong).
5. Pupils do Activity 4. When checking, pupils say both time expressions for questions 1, 2 and 4.
For example: At 5.45 p.m. At 5.45 in the afternoon.
6. Pupils do Activity 5, CD3.07. Pupils write the four times in the dialogue digitally (09.45,
20.00,15.45, 5.15).
Post-lesson
7.Pupils in pairs say dialogue in Activity 5 but change the days, times and sports. (CBA)
TEACHING AIDS English Plus 1 Student’s Book Activities 1–5 p.93
st
21 CENTURY ACTIVITY Brainstorming CCE Language and Technology
HOTS Evaluation MORAL VALUE Friendship
CLASSROOM BASED Role Play
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Listening
FOKUS SKILLS
Main: 1.2.4 Understand a sequence of supported classroom instructions
LEARNING STANDARDS Complementary: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic
and other known words
LEARNING OBJECTIVES 1. Understand a sequence of supported classroom instructions
2. Guess the meaning of unfamiliar words from clues provided by title, topic and other known
words
SUCCESS CRITERIA Pupils can understand the general idea of a text by reading and listening to the text given.
LANGUAGE /
Present simple tense affirmative and negative (to state facts and routines
GRAMMAR FOCUS
1. Write ‘family’ on board. Pupils brainstorm vocabulary for family members (from Y3 and 4).
Write words on board as pupils say them. How many can they remember?
Lesson delivery
2. Pupils answer Think! question top of p.24 in pairs, then give pupils a set of four instructions:
Look at the family photo. Read the three text titles (a, b, c) in Activity 1. Choose one title and
write it down. Compare with a partner. (21st CA)
3. Find out which text title pupils chose with show of hands. They listen to and read text for the
general meaning (CD1.23). Ask: Which title do you think it is? (c)
4. Pupils do Activity 2. They listen and read the text again to find specific information. Check
answers. (HOTS)
5. Pupils do Activity 3. Check they understand the meaning of all words in blue. Draw a Venn
diagram with two circles on board. Pupils in pairs sort words into two groups: male or female.
Choose pupils to say words and write in diagram. Ask: What two family words go between the
two circles? (parent, cousin) Why? (They are names for male and female family members). Pupils
write all words in worksheet. (CBA)
Post-lesson
7. Teacher reads out questions. Pupils listen to questions and in pairs agree on answers. Teacher
writes questions on board. Pupils then quickly read text to check if they are correct.
21st CENTURY ACTIVITY Think– Pair– Share CCE Values
HOTS Evaluation MORAL VALUE Friendship
CLASSROOM BASED Worksheet
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Speaking
FOKUS SKILLS
Complimentary: Listening
Main: 2.1 Communicate simple information intelligibly
CONTENT STANDARDS
Complementary: 1.1 Recognise and reproduce target language sounds
Main: 2.1.1 Give detailed information about themselves
LEARNING STANDARDS Complementary: 1.1.1 Recognise and reproduce with little or no support a wide range of target
language phonemes
LEARNING OBJECTIVES 1.Give detailed information about themselves
2.Recognise and reproduce with little or no support a wide range of target language phonemes
SUCCESS CRITERIA Pupils can talk about facts and routines using the present simple.
LANGUAGE /
Present simple tense affirmative and negative (to state facts and routines)
GRAMMAR FOCUS
1. Pre-lesson Task 10: Say What’s Missing. Write eight names of family members on separate
flash cards to put under a cloth.
Lesson delivery
2. Pupils in pairs do p.24, Activity 4. First give an example and write model on board e.g. ‘The
Radford family has breakfast at 6.46 but I have breakfast at 7.15’. Ask: What’s the conjunction in
the sentence? Remind pupils to use ‘but’ for differences. They take turns to say three or four
differences. Choose pairs to say differences to whole class. (21st CA)
3. Write on board ‘Present simple’. Pupils do Activity 1.
4. Pupils do Activity 2. Check answers. (HOTS)
5. Pupils do Activity 3, CD1.24. Read aloud both verbs in 1–6. Pupils listen and repeat chorally
then individually. Explain they need to listen to the verb endings. Play CD1.24 again. Ask: Which
verbs end with /iz/ sound? Which verbs end with /s/ sound? (e.g. speaks)
Post-lesson
6. Pupils in small groups take turns to say the daily routines of two members of their family. (CBA)
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Values
CLASSROOM BASED Class Participant
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Reading
FOKUS SKILLS
Complimentary: Listening
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by
CONTENT STANDARDS using appropriate reading strategies
Complementary: 1.2 Understand meaning in a variety of familiar contexts
Main: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other
LEARNING STANDARDS known words
Complementary: 1.2.5 Understand a sequence of supported questions
LEARNING OBJECTIVES 1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known
words
2. Understand a sequence of supported questions
SUCCESS CRITERIA Pupils can understand the main ideas in an interview about a celebration.
LANGUAGE /
Present simple tense: interrogatives
GRAMMAR FOCUS
1. Write ‘Special days’ on board. Pupils say their special day e.g. birthdays, family birthdays,
anniversaries. Ask: What are the special days/celebrations in Malaysia? Why do you like them?
Lesson delivery
2. Pupils read p.26, Happy days!, and words in box in Activity 1. See if pupils can guess the
meaning of: ‘crazy’, ‘costumes’, ‘invite’, then do Activity 1. Pupils compare their answers with a
partner. Check answers. (HOTS)
3. Read Study Strategy in Activity 2 aloud. Pupils look at Activity 3. They read the heading,
‘Chinese New Year’, the sentence below and look at photographs A–D. Write on board ‘dragon’,
‘fireworks’, ‘food’. Pupils say the photos that show these items. Explain what an envelope is while
pupils look at photo D. Ask: What do you think the radio programme is about? Pupils in pairs
share ideas about what they will hear. (21st CA)
4. Pupils do Activity 3, CD1.25. They listen to Zoe and a woman talking in the introduction to the
radio programme. They look at the photos again and write the order of objects mentioned. (CBA)
5. Pupils read questions in Activity 4. Play CD1.25 again.
Post-lesson
6. Post-lesson Task 8: Test your Memory. Use the four photos at foot of p.26 to make true and
false sentences.
21st CENTURY ACTIVITY Think– Pair– Share CCE Patriotism
HOTS Analysis MORAL VALUE Politeness/ Saying please
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Writing
FOKUS SKILLS
Main: 4.2 Communicate basic information intelligibly for a range of purposes in
CONTENT STANDARDS print and digital media
Main: 4.2.1 Give detailed information about themselves
LEARNING STANDARDS
Complementary: 2.1.5 Describe people, places and objects using suitable statements
LEARNING OBJECTIVES 1. Give detailed information about themselves
2. Describe people, places and objects using suitable statements
SUCCESS CRITERIA Pupils can understand the main ideas in an interview about a celebration.
LANGUAGE /
Present simple tense: interrogatives
GRAMMAR FOCUS
Pre-lesson
ACTIVITIES
1. Put pupils into six groups. Hand out a set of words to each group. Explain the words make a
question. Pupils order the words. They check order by looking at questions in Happy Days, p.26. A
pupil from each group reads aloud their question.
Lesson delivery
2. In small groups, elicit three special days e.g. New Year, Eid-al-Fitr, Diwali. Pupils choose one
special day to answer questions about. (HOTS)
3. Pupils do Activity 5, Use it! They read the 6 questions in Happy Days! again. Pupils write
answers about the special day they chose using always, usually, sometimes, never. In pairs, they
take turns to ask and answer the questions about partner’s special day. Find out which pairs have
similar answers. (21st CA)
4. Pupils with a different partner ask and answer questions from Step 4 but change pronouns and
one verb: 1. What kind of present do you prefer? 2. When is the big meal with your family? 3. Do
you like fireworks? Why/Why not? (CBA)
Post-lesson
5. Post-lesson Task 8: Test your Memory. Review new vocabulary.
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Patriotism
Attendance: /
REFLECTION

Choose
an item.
THEME World of Stories TOPIC Watching a Bumble Bee
Main: Language Art
FOKUS SKILLS
Main: 5.3 Express an imaginative response to literary texts
CONTENT STANDARDS
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple roleplays and simple
LEARNING STANDARDS Poems.
Complementary: 2.1.2 Find out about and describe experiences up to now
LEARNING OBJECTIVES 1. Respond imaginatively and intelligibly through creating simple roleplays and simple Poems.
2. Find out about and describe experiences up to now
SUCCESS CRITERIA Pupils can create their own stanza in group.
LANGUAGE /
Vocabulary (Insects)
GRAMMAR FOCUS
1. Teacher pastes each stanza randomly around the class.
2. Pupils walk around and read the randomly ordered stanzas.
3. Pupils need to distinguish the sequence of the stanzas
Lesson delivery
4. Pupils revise the poem.
5. Teacher asks pupils to think about other insects that are suitable to replace the bumble bee
(e.g. wasp, hummingbird, etc.) in the poem. (HOTS)
6. In group, pupils underline the words and change the words ( i.e. name of the insect,
characteristic (e.g the oh – so – busy butterfly) to create their own stanza (or stanzas if they can
do more than one stanza). (HOTS)
7. Upon completion, pupils put up their product and teachers conduct a gallery walk where
groups display and describe their adapted stanza/stanzas. A pupil from the pair/group will
describe their adapted stanza/stanzas while the rest of the members provide feedback on the
other groups’ stanza/stanzas. (21st CA)
Post-lesson
7. Prepare an illustration for their newly adapted poem.
Anthology of Poems Page 21 Contemporary Children’s Literature Teaching Guidebook (BPK)
TEACHING AIDS
– Poetry Activity 1 Page 73
21st CENTURY ACTIVITY Gallery Tour CCE Creativity and Innovation
CLASSROOM BASED Simple Project
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Speaking
FOKUS SKILLS
Main: 2.2 Use appropriate communication strategies
CONTENT STANDARDS Complementary: 4.2 Communicate basic information intelligibly for a range of
purposes in print and digital media
Main: 2.2.1 Keep interaction going in short exchanges by asking suitable questions
LEARNING STANDARDS
Complementary: 4.2.1 Give detailed information about themselves
LEARNING OBJECTIVES 1. Describe people, places and objects using suitable statements
2. Keep interaction going in short exchanges by asking suitable questions
SUCCESS CRITERIA Pupils can ask and answer questions about routine and free time.
LANGUAGE / Present simple tense:
GRAMMAR FOCUS interrogatives and time expressions
Pre-lesson
1. With the book closed, ask pupils about a popular celebration in this country. Write some
questions on the board and elicit that they are in the present simple. (HOTS)
Lesson delivery
2. Pupils do p.27, Activity 1. They answer the questions then check with a partner. Pupils read the
rules then teacher reads them aloud. Pause after each rule and choose pupils to say the correct
word in each. If pupils are unsure, tell them to look at the five questions in Activity 1 again.
3. Pupils in pairs do Activity 2. Check answers. They take turns to ask and answer questions.
ACTIVITIES
Choose pairs to ask and answer aloud. Find out if any answers are the same as others in the class.
4. With a different partner, pupils do Activities 3 and 4. Write on board ‘5 minutes’. Explain they
have 5 minutes to write questions with words from the grid. Pupils look at grid. Ask: What are the
five question words you can use? (When, Where, How often, Do, Does). Check questions after 5
minutes. Pupils take turns to ask and answer questions they wrote. (21st CA)
5. Pupils do Activities 5 and 6. (CBA)
Post-lesson
5. Post-lesson Task 8: Test your Memory. Review new vocabulary.
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Patriotism
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Listening
FOKUS SKILLS
Main: 1.3 Use appropriate listening strategies in a variety of contexts
Main: 1.3.1 Guess the meaning of unfamiliar words from clues provided by other words
LEARNING STANDARDS
Complementary: 3.2.4 Use with support familiar print and digital resources to check meaning
LEARNING OBJECTIVES 1. Guess the meaning of unfamiliar words from clues provided by other words
2. Use with support familiar print and digital resources to check meaning
SUCCESS CRITERIA Pupils can practice making plans and suggestions
LANGUAGE / What’s on? What do you
GRAMMAR FOCUS want to do? Let’s go to (the)…, What about (the)…?
Pre-lesson
1. Write ‘Weekend’ on board. In pairs, pupils answer Think! question at top of p.28. Choose some
pupils to say what they do at the weekend.
Lesson delivery
2. Pupils do Activity 1. When checking new words, pupils say words which look or sound similar to
those in Malay. Write on board: ‘disco – disko’; ‘concert-konsert’; ‘barbecue-barbeku’, ‘quizkuiz’,
‘mini-mini’. Ask: What is different – spelling, sound or both? (HOTS)
3. Pupils do Activity 2, CD1.26.
4. Write on board in three columns: A. When you agree; B. When you’re thinking; C. When you’re
ACTIVITIES
surprised. Pupils read the dialogue again and find: ‘Right’, ‘Mmm’, ‘OK’, ‘No?’ ‘Well’, ‘Yes’. In pairs
they decide which words go in the three columns. (A = Right, Yes, OK; B = Mmm; Well C = No?)
5. Play CD1.26 again. Pupils listen for pronunciation of disco, concert, barbecue, quiz and mini
again. Ask: Which words have the same pronunciation in English? Which words sound almost the
same? Practise pronunciation together. Pupils then practise the dialogue with Daisy and Gareth in
pairs. (21st CA)
Post-lesson
6. In pairs, pupils read the programme and agree on morning and afternoon activities they’d like
to do. They say why they’d like to do them. (CBA)
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Values
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Speaking
FOKUS SKILLS
CONTENT STANDARDS Main: 2.1 Communicate simple information intelligibly
Complementary: 4.2 Communicate basic information intelligibly for a range of
Main: 2.1.4 Ask about and describe future plans
LEARNING STANDARDS
Complementary: 4.2.2 Ask for, give and respond to simple advice
LEARNING OBJECTIVES 1. Ask about and describe future plans
2. Ask for, give and respond to simple advice
SUCCESS CRITERIA Pupils can practice making plans and suggestions
LANGUAGE / What do you want to do?
GRAMMAR FOCUS What about (the)…? Let’s go to (the)… in the morning, in the afternoon, in the evening, at lunch
Pre-lesson
1. Write on board: Do you remember? Pupils think about what their partner said in previous
lesson about what her/ his family does at the weekend.
Lesson delivery
2. Write on board: plans and suggestions. Pupils look at p.28, Key Phrases. Read them aloud to
class. Ask: Which phrases are for making plans? Which are for making suggestions? How many
questions are there for plans? How many questions for suggestions? Which phrase is negative?
3. Pupils do Activity 4. Explain that ‘What about…’ and ‘Let’s…’ can also give advice. Ask the
advice they wrote in the last two lines of the dialogue. (HOTS)
ACTIVITIES 4. Pupils in pairs do Activity 5. They focus on their intonation. Teacher says phrases from the mini-
dialogue with exaggerated intonation patterns. Pupils listen and repeat. Choose pairs to read
dialogue. Ask: Is their intonation good? Which key phrases are not in the mini-dialogue? (What’s
on? I’m not really interested in…) (CBA)
5. Elicit names of two or three films which pupils could see in local cinemas and write on board.
Also write the day and times the films start. With a different partner, pupils prepare and practise
a dialogue using films on the board and Key Phrases. (21st CA)
Post-lesson
6. In small groups, pupils write a cinema programme with: a name and date; two or three films
and times they start. Pupils can draw a cinema ticket if time permits. (CBA)
st
21 CENTURY ACTIVITY Pair / Group Discussion CCE Values
CLASSROOM BASED Role Play
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Reading
FOKUS SKILLS
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by
CONTENT STANDARDS using appropriate reading strategies
Complementary: 2.3 Communicate appropriately to a small or large group
Main: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other
LEARNING STANDARDS known words
Complementary: 2.3.1 Narrate short basic stories and events
LEARNING OBJECTIVES 1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known
words
2. Narrate short basic stories and events
SUCCESS CRITERIA Pupils can write a description of a celebration or special day.
LANGUAGE /
also, and, but
GRAMMAR FOCUS
Pre-lesson
1. Put map of Caribbean on board or show in an atlas. Elicit information about the Caribbean
islands e.g. near which countries, in which sea, food etc.
Lesson delivery
2. Pupils do p.29, Activity 1.
3. Write on board: A. personal description of carnival; B. when the carnival happens; C. what
happens at the carnival. Pupils guess order of paragraphs. Don’t check yet.
4. Pupils do Activity 2. After reading the text and before answering the questions, check order of
paragraphs (1B, 2C, 3A). Ask: Are your guesses correct? Pupils answer questions. Check answers.
ACTIVITIES
5. Ask: Which word is in blue? (also) Which words come after also? (play, friendly, dance). Give
other examples: I can sing and I can also play the piano. Elicit sentences from pupils. Ask pupils to
find two conjunctions in the text. (and, but) Ask: Are there more ‘ands’ or ‘buts’? (3 ands, 2 buts)
6. Pupils read Key Phrases and do Activity 3. Check answers. Pupils memorise the sentences and
with a partner take turns to repeat them from memory. (21st CA) (CBA)
Post-lesson
7. Pupils look at photo of dancer on p.29 for 30 seconds. Pupils close books and think about what
happens at the carnival. With a partner they say things they remember about the London
carnival. How many things can they remember? (HOTS)
st
21 CENTURY ACTIVITY Recap Group CCE Values
Attendance: /
REFLECTION

Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range of
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
Main: 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this
LEARNING STANDARDS appropriately in response to feedback
LEARNING OBJECTIVES 1. Produce a plan or draft of one or two paragraphs for a familiar topic and modify this
appropriately in response to feedback
LANGUAGE /
Adverb: also
GRAMMAR FOCUS
Pre-lesson
1. Pupils brainstorm words they remember about the Notting Hill carnival. Elicit ‘celebration’,
‘parade’ and ‘costume’ if they don’t say them. (21st CA)
Lesson delivery
2. Write ‘also’ on board then say and write on board: ‘I have a brother and I also have a sister. I’m
happy and I’m also funny.’ Help pupils to notice word order. Pupils do p.29, Activity 4. They
compare answers with a partner. Check with whole class.
3. Pupils do Activity 5, Use it! Remind pupils they used a plan to write a description of a town or
city in Unit 1. Explain they’re going to write a description of a celebration or special day.
ACTIVITIES
4. Pupils in pairs swap descriptions and read them. Hand out worksheet. Pupils check if the
description meets the criteria on the worksheet and draw a smiley face next to each if it does.
Pupils return descriptions and worksheet.
5. Choose pupils to read descriptions aloud. Praise their efforts then point out two things they can
improve. (CBA)
Post-lesson
6. Write on board: ‘Do you think your description of a celebration is better than your description
of a town or city? Why or why not?’ Pupils in small groups think about the questions then say
what they think. (HOTS)
TEACHING AIDS English Plus 1 Student’s Book Activities 4-5 p.29
21st CENTURY ACTIVITY Brainstorming CCE Values
Attendance: /
REFLECTION

Choose
an item.
THEME World of Stories TOPIC And Something Weird Happened
Main: Language Art
FOKUS SKILLS
Main: 5.2 Express personal responses to literary texts
Main: 5.2.1 Explain in simple language why they like or dislike an event, description or character
LEARNING STANDARDS in a text
LEARNING OBJECTIVES 1. Explain in simple language why they like or dislike an event, description or character in a text
SUCCESS CRITERIA Pupils can explain in simple language why they like or dislike an event in a text
LANGUAGE /
Providing reasons (because)
GRAMMAR FOCUS
Pre-lesson
1. Talk about what is going to happen tomorrow. Every pupil provides his/her prediction (e.g. It is
going to rain tomorrow. My mother is going to the market tomorrow).
Lesson delivery
2. Teacher goes through with the cover and the blurb with the pupils and teacher brainstorm
pupils’ ideas about the book. (21st CA)
3. Put pupils into smaller group and each group do a group reading from page 5 to page 8.
4. Teacher uses word cards from the guidebook (page 17) and provides each group with the word
cards.
ACTIVITIES
5. Pupils have to match the word cards (containing activities that carried out by the characters)
with the corresponding characters in the short story (e.g. Yuki – flying in the plane).
6. Check the answer as a class. (CBA)
7. Then, groups reuse the word cards and divide them into the activities that they like and dislike.
8. Each pupil in the group has to choose the activity that he/she likes the most and the reasons
why he/she wants to choose it. (HOTS)
9. Upon completion, they share their reasons among the group members.
Post-lesson
7. Prepare an illustration for their newly adapted poem.
And Something Weird Happened by Pamela Rushby Contemporary Children’s Literature Teaching
TEACHING AIDS
Guidebook (BPK)– Short Stories (page 17)
21st CENTURY ACTIVITY Brainstorming CCE Creativity and Innovation
Attendance: /
REFLECTION
Choose
an item.
THEME TOPIC 2: DAYS
Friends
Main: Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range of
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
Main: 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this
LEARNING STANDARDS appropriately in response to feedback
LEARNING OBJECTIVES 3. Produce a plan or draft of one or two paragraphs for a familiar topic and modify this
appropriately in response to feedback
LANGUAGE /
Review of language from Unit 2
GRAMMAR FOCUS
Pre-lesson
1. Review language from Unit 2 with an activity from list of pre-lesson tasks.
Lesson delivery
2. Pupils do p.30, Activities 3, 4 and 5 individually. After each activity they compare answers with
a different partner. Check answers after each activity. Ask: Which activity was easy and which was
hard? Why was Activity 3/4/5 easy/hard? (CBA)
ACTIVITIES 3. Pupils in pairs do Activity 6 then take turns to ask the questions and say answers. (21st CA)
4. Pupils do p.31, Activity 3. (HOTS)
Post-lesson
5. Pupils think about their learning and performance in this unit. They complete self-assessment
worksheet.
6. 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.
TEACHING AIDS English Plus 1 Student’s Book Activities 3–6 p.30 Activity 3 p.31
21st CENTURY ACTIVITY Think– Pair– Share CCE Values
REFLECTION Attendance: /

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DAILY LESSON PLAN YEAR 5

SUBJECT English Language YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

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