SK KAWANG SIPITANG

XBA 6205

HOME-BASED
LEARNING – MODULE
2021
English Year 5 : UNIT
3 - Wild Life
(SET 2)

Written, Arranged & Prepared by:

HAIRIL FAIZ BIN NOOR FUAD
ENGLISH HEAD PANEL
SK KAWANG SIPITANG
This module belongs to:

NAME:

CLASS:

SCHOOL:
Unit 3 – Wild Life
Objective(s):
By the end of the module, pupils
can:
1. Listen and show understanding by

identifying information.

2. Describe people and animal using

suitable phrases.
3. Read and answer the question.

4. Write descriptions using

suitable words.

5. Write a leaflet using correct

sentences.
Teachers’ / Parents’ Guide
1. A simple lesson plan is prepared.

2. This set contains a complete cycle of

English lesson.

3. The lesson progresses from

Listening -> Speaking -> Reading ->

Writing -> Language Art.

4. Parents are required to send voice

videos, photos and clips as lessons’ proof

5. Submit this Module upon completion.

6. Do contact the English teacher for

more guidance on the task.

SET 2
Suggested Lesson Plan
Day 1 Lesson 1
Duration 60 minutes
Skill(s)
Main Complementary
Listening (1.2.5) Reading (3.2.4)

Objective(s)
Main Complementary
Pupils can understand questions by Pupils can check meaning using
answering the questions correctly. digital prints.

1. Pupils list three fast-running animals.

2. Guide pupils to read the verbs in the box. Ask
pupils to show the action of each verbs.
3. Listen to CD 1.33. Fill in the gap with the correct
verbs.
4. Check pupils answer.
5. Pupils are given three words to find the meaning in
Activities
dictionary.
6. Pupils read sentences and explain which animals
would they love to read more information about
the animals.
7. Pupils answer questions for more practice.

* Send short clips to teacher when doing the actions.

PERFORMANCE LEVEL
3 Can display understanding of the main idea, specific information and
details of longer simple texts and narratives, a sequence of supported
questions and classroom instructions with support.
4 Can understand the main idea, specific information and details of
longer simple texts and narratives, a sequence of supported questions
and classroom instructions with support by responding to given tasks
most of the time.
 Worksheet
A. List three fast-running animals.
1. ____________________.
2. ____________________.
3. ____________________.
B. Record yourself doing these actions.
swim, drink, hear, communicate, fly, jump, survive,
kill, climb, grow, move, run

C. Fill in the blanks with the correct word.

1. Can elephants _________ with their ears and
their feet?
2. How big can a gorilla ________?
3. Some scorpions are dangerous. Can a scorpion
_________ a human?
4. Camels don’t __________ a lot of water. How
many months can a camel ____________?
5. How far can an eagle __________? It can
___________ a small animal from a distance.
6. Ostriches can’t ________, but how fast can
they ___________?
D. Find the meaning of these words.
1. distance
2. ground
3. intelligent
 E. Read these sentences and explain which
animals whould you want to read more.
1. Scorpions are intelligent.
2. Some of the smallest scorpions are the most
dangerous.
3. Ostriches are the heaviest, fastest, tallest
birds.
4. Some monkeys can speak.
F. Listen and answer the questions.
1. How do elephants hear with their feet?
Answer:

2. What help gorillas to survive?

Answer:

3. What examples of animals communicating does the podcast

give?
Answer:

4. What is our most important skill, according to the podcast?

Answer:
Suggested Lesson Plan
Day 2 Lesson 2
Duration 60 minutes
Skill(s)
Main Complementary
Speaking (2.1.2) Writing (4.3.2)

Objective(s)
Main Complementary
Pupils can find information about Pupils can spell words by writing
experience by asking questions. the words to answer exercises.

1. Pupils look at the picture and write what the

animals can and can’t do..
2. Pupils talk about their answers.
3. Guide pupils to understand the concept of can and
can’t. Refer to students’ book page 32 in the rules
box.
Activities 4. Complete the task.
5. Pupils write sentences about their abilities using
some ideas given.
6. Pupils ask to find information about the abilities
of their friend.

*Send voicenotes to your teacher when speaking.

PERFORMANCE LEVEL
3 Can communicate simple information about themselves clearly.
4 Can communicate simple information about themselves clearly by
providing some relevant details.
5 Can communicate simple information about themselves clearly by
providing a lot of relevant details.
6 Can communicate simple information about themselves with a lot of
relevant details clearly and confidently.
Worksheet
A. Write a sentence about what the animals
can and can’t do.
Can
_______________________

_______________________

Can’t
_______________________

_______________________

B. Fill in the blanks with can or can’t.

1. An eagle _________ see a small animal.

2. Ostriches __________ fly.

3. _____________ a scorpion kill a human? Yes,

it __________. No, it __________.

4. ___________ elephants hear with their ears

and feet? Yes, they __________. No, they
___________.
C. Write about your abilities. Explain your
abilities to friends. Find out your friends’
abilities.
swim 25 metres, dance salsa, sing a song, name
10 animals in English, cook a meal, run
backwards with your eyes closed, eat 4 hotdogs,
play a musical instrument
Suggested Lesson Plan
Day 3 Lesson 3
Duration 60 minutes
Skill(s)
Main Complementary
Reading (3.2.2) Writing (4.2.4)

Objective(s)
Main Complementary
Pupils can understand paragraphs Pupils can write sentences
describing animals in minimal
errors.

1. Review previous animals. Describe an animal the

pupils want to protect.
2. Guide pupils to refer to students’ book page 39.
3. Read the text about The Philippine Eagle.
4. Find the meaning of the four words.
5. Read through each sentence before answering the
Activities
questions.
6. Guide pupils to answer to complete the key
phrases.
7. Write sentences to complete the sentences.

PERFORMANCE LEVEL
3 Can understand the main idea, specific information and details of
simple texts of two paragraphs or more by responding adequately to
given tasks.
4 Can understand the main idea, specific information and details of
simple texts of two paragraphs or more by responding clearly to given
tasks most of the time.
Worksheet
A. Write a sentence about the animal you want
to protect.

B. Find the meaning of those words.

1. farming

2. pollution

3. hunting

4. fishing
C. Complete the key phrases.
1. They can weigh / grow to / be

____________________________.

2. It’s one of the ________________________.

3. The ___________________________ is now

in danger.

4. You can find information

________________________________.
D. Write sentences using such as, like or for
example to complete the sentences.

1. I like big animals …

2. In my country, you can visit beautiful places …

3. Some small animals are dangerous … , … or … .

Suggested Lesson Plan
Day 4 Lesson 4
Duration 60 minutes
Skill(s)
Main Complementary
Writing (4.3.3) Reading (3.2.2)

Objective(s)
Main Complementary
Pupils can produce a simple leaflet Pupils can read information to be
on endangered animals in Malaysia. put into the leaflet..

1. Refresh about what animals can do and can’t do.

2. Show pupils samples of leaflet.
3. Pupils need to write a leaflet.
4. Use the following questions as guidance to be put
in the leaflet.
Activities 5. Pupils plan and write a leaflet about endangered
animal in Malaysia.
6. Find information about the animal.
7. Transfer information into the leaflet.

PERFORMANCE LEVEL
3 Can produce and modify a plan or draft of one or two paragraphs in
response to feedback.
4 Can produce and modify a plan or draft of one or two paragraphs in
response to feedback with very few relevant details.
5 Can produce and modify a plan or draft of one or two paragraphs in
response to feedback with some relevant details.
Worksheet
A. Read the leaflet guide.
Writing Guide

A TASK
Find information about animal in danger in
Malaysia.
Write an information leaflet about it.

B THINK AND PLAN

1. Where does the animal live and what does it
eat?
2. How rare is the animal?
3. Why is it in danger?
4. Where can we find information about it?
5. How can we help it?

C WRITE
Paragraph 1 : What is the animal?
Paragraph 2 : What is the problem?
Paragraph 3 : How can we help?

D CHECK
1. comparative and superlative forms.
2. giving examples
3. can / can’t
B. Write your leaflet here.
Suggested Lesson Plan
Day 5 Lesson 5
Topic And Something Weird Happened
Duration 60 minutes
Skill(s)
Main Complementary
Language Arts (5.3.1) Writing (4.2.4)
Objective(s)
Main Complementary
Pupils can respond imaginatively by Pupils can write a short description
drawing pictures. about the picture drawn.
1. Pupils name the main character of the story.
2. Pupils read Chapter 4. (page 25-32)
3. Pupils draw dinosaur.
Activities 4. Pupils write sentences to describe the dinosaur.
5. Pupils draw Joel’s Jelly Baby ice cream.
6. Write sentences to describe the ice-cream.

PERFORMANCE LEVEL
3 Can communicate basic and personal information as well as describe
people, places and objects using suitable statements adequately.
4 Can communicate basic and personal information as well as describe
people, places and objects using suitable statements with very few
relevant details.
5 Can communicate basic and personal information as well as describe
people, places and objects using suitable statements with some
relevant details.
Worksheet
A. Draw a dinosaur and write sentences to
describe it.
B. Draw Joel’s Jelly Baby ice cream and write
sentences to describe it.
CONSOLIDATION
Suggested Lesson Plan
Day 6 Lesson 6
Duration 60 minutes
Skill(s)
Main Complementary
Speaking (2.2.1) Listening (1.2.5)

Objective(s)
Main Complementary
Pupils can keep interaction by Pupils can listen and respond to the
asking and answering simple questions asked by answering the
questions. questions.

1. Pupils think and name places where they need to

ask for permission.
2. Guide pupils to brainstorm for what is the
situation.
3. Teach pupils the sentence structure for asking
permission.
Activities 4. Teach pupils the sentence structure for giving
permission.
5. Practice asking and giving permission using the
situation given.
6. Look at the picture, practise speaking by asking
and giving permission.
* Send voicenotes to your teacher when speaking.

PERFORMANCE LEVEL
3 Can manage interaction and classroom task appropriately.
4 Can manage interaction and classroom task appropriately by
sustaining communication at times.
5 Can manage interaction and classroom task appropriately by
sustaining communication most of the time.
6 Can manage interaction and classroom task appropriately by
sustaining communication naturally. .
Worksheet
A. Name places where you need to ask
permission.

B. Look at the picture. What is the situation?

C. Teach the sentence structure.

Asking for permission: Is it ok if…? Can I / we…?
Giving permission: Yes, of course.
Refusing permission: I’m sorry, but…No, I’m afraid
you can’t.
D. Practise speaking using these situations.
a. you’re always on the computer
b. watch tv
c. it’s late and you’ve got school tomorrow
d. go to friend’s house
e. use the computer
f. you need to help with the housework now

Example: It is ok if I always on the computer?

E. Look at the picture. Practise using
permissions.