SJK YEAR 5 CEFR PLUS 1

UNIT 8: GOING AWAY

(L86-L96)
 ENGLISH LESSON PLAN YEAR 5 CEFR
Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 86 Focus Listening
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
Nouns: washbag, suitcase, rucksack, tent, insect spray,
Language/ Grammar focus
guidebook, mosquito
1.3 Use appropriate listening strategies in a variety of
Content Standard
contexts
Main skill
Learning Standard 1.3.1 Guess the meaning of unfamiliar words from clues
provided by other known words
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Complementar
y skill 1.2.2 Understand with support specific information and
Learning Standard
details of longer simple texts on a range of familiar topics
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Listen to the questions and match words to pictures.
Success Criteria: Pupils can
Talk about things they take on holiday.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
 Environmental
Think-Pair-Share Activity book Bubble Map Sustainability Questions 
Awareness
  Communication Textbook Analysis .  Teamwork 
Learning Outline
1. Write on board ‘Going away’ and say this is the topic for Unit 8. Pupils answer Think!
Pre-lesson question at top of p.82. Elicits few answers and pupils discuss the questions in pairs.
1. Pupils in pairs do Activity 1, play CD2.29. Read aloud the 20 words in blue in the quiz.
Pupils listen and follow the words in each question then match words to photos. Pupils
look at clues in the photos. Pupils listen to the CD and check answers.
2. Pupils with a different partner do Activity 2. Ask: Which things have you both got? Pupils
say which objects are made of plastic and why plastic is bad for the environment. Find out
which plastic objects they think can be made from other materials e.g. bamboo
Lesson Delivery toothbrush, metal water bottle, sleeping bag made of recycled materials.
3. Pupils do Activity 3. Pupils do the quiz then compare their answers with a partner. Check
answers with the class to see who got all right answers.
4. Pupils look at photos in Activity 1 again. They check how many words they remember.
Encourage pupils to say: Please could you tell us what number … is?
5. Explain they are going to listen to four people talking about things they take on holiday.
Pre-teach ‘mosquito’. Pupils do Activity 4, play CD2.30 and write things from exercise 1.
Work in pairs and check answers with the class.
1. Task 9: Memory Chain. This task can also be done at the end of a lesson. Write on board:
Post Lesson ‘Last year I went camping and I took…’
Reference English Plus 1 Student’s Book Activities 1–4 p.82–83

REFLECTION
Most pupils achieved the stipulated skill.
 Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >

ENGLISH LESSON PLAN YEAR 5 CEFR

Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 87 Focus Speaking
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
Nouns: washbag, suitcase, rucksack, tent, insect spray,
Language/ Grammar focus
guidebook, mosquito
Content Standard 2.1 Communicate simple information intelligibly
Main skill Learning Standard 2.1.4 Ask about and describe future plans
4.2 Communicate basic information intelligibly for a range
Complementar Content Standard
of purposes in print and digital media
y skill
Learning Standard 4.2.3 Narrate factual events and experiences of interest
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Discuss with friends about future plan for holiday trip.
Success Criteria: Pupils can
Make a list of things they will need for their holiday
21st Century Activities &   Assessment
Skills
Resources CCE / EE
 Environmental
Free Discussion Activity book Bubble Map Sustainability Questions 
Awareness
Class
  Collaboration Textbook Analysis Friendship  Participation 
 
Learning Outline
Pre-lesson 1. Write on board ‘Going camping’. Brainstorm words from previous lesson.
1. Pupils listen to the four people talking about their holidays again. They listen for places the
people like to go to. Pupils do p.83, Activity 5, play CD2.30. Read and complete the gapped
key phrases. Discuss in pairs and check answers with the class.
2. Write on board ‘I think we need… It’s good to have… It depends where…’ Groups do
Activity 6, Use It! Pupils choose which holiday to discuss. Make a list of things they will
need for their holiday. Discuss in group and present what they decided.
3. Write ‘Eco-holidays’ on board and elicit pupils’ ideas about what these could be. Explain
Lesson Delivery
that eco-holidays are when people stay in the natural environment and make sure they
protect it. Ask pupils why it’s important to look after the environment and ask what they
can do on a holiday to protect it.
4. Write on board: ‘walk on paths’, ‘carry drinks and food in a rucksack’, ‘have picnics in
special areas’, ‘put rubbish in a rucksack’, ‘explore woods and 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 this an eco-camping holiday?
Post Lesson 1. List out things for holiday to review vocabulary and phrases for talking about holidays
 Reference English Plus 1 Student’s Book Activities 5 and 6 p.83

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 5 CEFR
Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 88 Focus Language Art
enter a date.
Theme Topic
World of stories Gulliver’s Travels
Language/ Grammar focus There is/There are
Content Standard 5.3 Express an imaginative response to literary texts
5.3.1 Respond imaginatively and intelligibly through
Main skill Learning Standard creating simple role-plays and simple poems/ Other
imaginative responses as appropriate
4.2 Communicate basic information intelligibly for a range
Content Standard
Complementar of purposes in print and digital media
y skill 4.2.4 Describe people, places and objects using suitable
Learning Standard
statements
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Read and describe characters using suitable statements.
Success Criteria: Pupils can
predict on what will happen to Gulliver in the next chapter.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
 Creativity and
Talking Chips Literature Book/Storybook Bubble Map Worksheet 
Innovation
 . Textbook Analysis Friendship  Project 
Learning Outline
1. Teacher provides lines for pupils to guess the words by giving letters for teacher
Pre-lesson to verify whether the letter is present in the word (focus word: giant, Liliput,
Belfuscu).
1. Teacher puts pupils into smaller groups and informs pupils to read Chapter 4
together.
2. Each group has to draw two different scenes – at Liliput and the Land of Giants.
Pupils can choose to adapt from the panels or create the new one based on their
Lesson Delivery
imagination.
3. Then, teacher asks the pupils to draw themselves in the pictures (They are giant
at Liliput and they are tiny at the Land of Giants).
4. Then, ask them to describe the scene in the pictures (e.g. There is a tiny palace in
the picture at Liliput) (There is/There are).
5. Shout out time – pupils predict on what will happen to Gulliver in the next
Post Lesson
chapter.
Gulliver’s Travels by Jonathan Swift, Anthology of Poems Page 19 Contemporary Children’s
Reference Literature Teaching Guidebook (BPK)– Graphic Novel
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >
ENGLISH LESSON PLAN YEAR 5 CEFR
Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 89 Focus Writing
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
Future plans: be going to + verb affirmative, negative,
Language/ Grammar focus
interrogative
4.3 Communicate with appropriate language form and
Content Standard
style for a range of purposes in print and digital media
Main skill 4.3.1 Use capital letters, full stops, commas in lists and
Learning Standard question marks appropriately in independent writing at
discourse level
4.2 Communicate basic information intelligibly for a range
Complementar Content Standard
of purposes in print and digital media
y skill
Learning Standard 4.2.3 Narrate factual events and experiences of interest
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Write a plan for summer holiday using correct punctuations.
Success Criteria: Pupils can
Write 3 sentences about world heritage sites in Malaysia
21st Century Activities &   Assessment
Skills
Resources CCE / EE
Collaboration Activity book Bubble Map  Patriotism Observation 
Class
 . Textbook Analysis Friendship  Participation 
 
Learning Outline
1. Write on board Weekend plans. Pre-Lesson Task 4: I’m Going To…Pupils say goals to
Pre-lesson improve writing skills e.g. ‘I’m going to write new words about my plans’. ‘I’m going to
check my spelling/punctuation’.
1. Say your weekend plans using going to + verb, I’m not going to + verb. Pupils write two of
their weekend plans then compare with a partner. Ask for examples.
2. Pupils look at photo of Colosseum on p.85. Ask who knows what it is and if it is new or old.
Say it’s an amphitheatre about 2000 years old. Gladiators and lions fought there. Pupils do
Activity 4. Read and elicits the example. Pupils write questions and compare answers in
pairs. Check the answers.
Lesson Delivery 3. Pupils do Activity 5, play CD2.32. Say example question and knock gently on table for
stressed words: where, going, stay. Pupils repeat. Help pupils to notice that numbers 1 and
4, 2 and 3 have the same stress patterns.
4. Pupils do Activity 6, Use It!. Read words and phrases in the box and elicits some questions.
5. Pupils are going to imagine and plan a summer holiday. They do Finished? Write on board:
‘Who with?’ ’Where to?’, ‘Where are you going to stay?’, ‘How are you going to travel?’,
‘What are you going to see /do/visit?’. Pupils use ideas from p.85 to help write future
holiday plans. Choose pupils to read texts. Ask: Is it an exciting holiday?
Post Lesson 1. Elicits the pupils to review future plans.
Reference English Plus 1 Student’s Book Activities 4–6 p.85

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 5 CEFR
Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 90 Focus Speaking
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
Nouns: ice, snow, temperature, research centre, seasons,
Language/ Grammar focus
in summer/winter
Content Standard 2.2 Use appropriate communication strategies
Main skill Learning Standard 2.2.1 Keep interaction going in short exchanges by asking
suitable questions
Complementar Content Standard 1.2 Understand meaning in a variety of familiar contexts
y skill Learning Standard 1.2.5 Understand a sequence of supported questions
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Talk and list out words about the weather.
Success Criteria: Pupils can
Give 2 reasons of their favourite weather.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
 Science and
Brainstorming Activity book Bubble Map Questions 
Technology
Global Presentation 
 . Textbook Analysis
Sustainability   
Learning Outline
1. Show world map on board. Pupils brainstorm weather words. Elicit information about the
Pre-lesson Antarctica explorer in previous lesson. Ask different pupils to point to Antarctica, the Arctic
and the South Pole on the map.
1. Pupils do SB p.86 Activity 4. Read the study strategy and questions in exercise 5 and guess
the answers.
2. Tell pupils that in previous lesson they listened to the CD for general information about the
explorer. Explain that in this activity they listen for specific details. Pupils do Activity 5, play
CD2.34. Listen the audio and choose the correct answers.
3. Ask pupils how they think computers can help scientists at the research station in
Lesson Delivery
Antarctica e.g. to find out information about how penguins live, where whales go, changes
in weather, changes in the ice. Find out why they think information about weather and
animal life is important.
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. Elicits questions about present
and past weather. E.g What was the weather like last weekend?
Post Lesson 1. Pupils list out the different types of weather in pairs to review topic language
Reference English Plus 1 Student’s Book Activities 4–6 p.86

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 5 CEFR
Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 91 Focus Reading
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
‘Will’ for predicting: I/ you/ he/ she/ we/ they will / won’t
Language/ Grammar focus
+ verb, there will / won’t + verb
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.3 Guess the meaning of unfamiliar words from clues
provided by title, topic and other known words
4.2 Communicate basic information intelligibly for a range
Content Standard
of purposes in print and digital media
Complementar
4.2.5 Connect sentences into one or two coherent
y skill
Learning Standard paragraphs using basic coordinating conjunctions and
reference pronouns
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Read and complete the sentences use will and won’t.
Success Criteria: Pupils can
Make predictions about the future using will and won’t.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
Recap Group Activity book Bubble Map  Patriotism Questions 
Class
 . Textbook Analysis Friendship  Participation 
 
Learning Outline
1. Elicits what pupils can remember about Stephanie’s trip to Antartica. Elicit answer and
Pre-lesson write some sentences using will and won’t.
1. Pupils do p.87, Activity 1. Read the examples and complete the rules. Pupils have 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 be hot and windy tomorrow. Write on board ‘I’ll…’ ‘I
won’t…’ ‘It’ll...’. Pairs make predictions using the starters.
2. Write on board ‘‘ll’, ‘won’t’. Elicit ‘apostrophe’. Ask: Which letters are missing? (wi in ‘ll, o
Lesson Delivery
in won’t) Pupils do Activity 2. Explain we often say ‘it’ll’ when we speak and ‘it will’ when
we write. Read and complete the sentences use will and won’t. Check answers with class.
3. Pupils do Activity 5. Say they’re going to write a paragraph with predictions about their
partner and tell them to use and, but, or to link some predictions.
4. Pupils do Activity 6, Use It! Pupils work in pairs to create predictions and responses. Ask:
Who do you think will be a teacher/doctor/ scientist/ artist/film star etc? Present to class.
1. Write on board: ‘I think I’ll + verb…’, ‘I won’t + verb …’. Pupils in small groups take turns to
Post Lesson make two predictions about their future using the sentence starters. Find out if any pupils
in the group made the same prediction.
Reference English Plus 1 Student’s Book Activities 1, 2, 5 and 6 p.87

REFLECTION
 Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >

ENGLISH LESSON PLAN YEAR 5 CEFR

Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 92 Focus Writing
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
‘Will’ for predicting: I/ you/ he/ she/ we/ they will / won’t
Language/ Grammar focus
+ verb, there will / won’t + verb
4.3 Communicate with appropriate language form and
Content Standard
style for a range of purposes in print and digital media
Main skill 4.3.3 Produce a plan or draft of one or two paragraphs for
Learning Standard a familiar topic and modify this appropriately in response
to feedback
3.2 Understand a variety of linear and non-linear print and
Content Standard
Complementar digital texts by using appropriate reading strategies
y skill 3.2.2 Understand specific information and details of two
Learning Standard
paragraphs or more
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Complete the key phrases in the email.
Success Criteria: Pupils can
Write an email about a friend’s visit.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
Think-Pair-Share Activity book Bubble Map  Patriotism Questions 
 . Textbook Analysis Friendship  Teamwork 
Learning Outline
Pre-lesson 1. Pupils answer Think! Answer question at top of p.89.
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. Pupils read the email and answer questions
Activity 1.
Lesson Delivery 2. 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?
3. Pupils do Activity 4, Use it!. They read the Writing Guide and make notes for email in B
Think and Plan. Pupils write their email using sentences starters in C as support and the
Key Phrases.
1. Pupils swap emails with a partner. Partner’s draw a smiley face for writing each paragraph
Post Lesson in C in the Guide and for each part in D. In the next lesson, pupils look at your feedback,
read their email again and make any changes.
Reference English Plus 1 Student’s Book Activities 1, 2 and 4 p.89
 REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 5 CEFR
Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 93 Focus Listening
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
Nouns: forecast, coast; Prepositional phrases: in the
Language/ Grammar focus
north/south/east/west; will + verb, wont’ + verb
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Main skill Learning Standard 1.2.3 Understand with support longer information and a
range of familiar topics
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Complementar
y skill 1.2.2 Understand with support specific information and
Learning Standard
details of longer simple texts on a range of familiar topics
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Read the key phrases and listen the audio to complete the table.
Success Criteria: Pupils can
Predict the weather will be like next weekend.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
 Environmental
Stretch to sketch Activity book Bubble Map Sustainability Observation 
Awareness
 . Textbook Analysis .  Teamwork 
Learning Outline
1. Write on board: ‘The weather forecast’. Explain that a forecast is when meteorologists say
Pre-lesson what they think the weather will be like for the next few days. Elicits the pupils.
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. Pupils match the symbols with the
words in pairs. Check answers with class.
2. Draw a compass on board with north, south, east, west on it. Elicit where they can see
these words (on a map) Tell pupils they learned these words when describing places on a
map (see p.106). Pupils look at map of Britain on p.99 and find Edinburgh, London,
Brighton. Pupils do Activity 2, play CD3.19. Pupils study the key phrases. Listen to the
Lesson Delivery
audio and complete the table.
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, play CD3.19.
Pupils listen to the audio and complete the table.
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 wind symbol with 40.
Post Lesson 1. Elicits different types of weather to review weather vocabulary and language.
Reference English Plus 1 Student’s Book Activities 1–3 p.99

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
 *Today's lesson will be carried forward due to :Click and choose reason here >

ENGLISH LESSON PLAN YEAR 5 CEFR

Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 94 Focus Reading
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
Nouns: theme park, family ride, water ride, thrill ride,
Language/ Grammar focus
rollercoaster
Content Standard 3.3 Read independently for information and enjoyment
Main skill Learning Standard 3.3.1 Read and enjoy A2 fiction/non-fiction print and
digital texts of interest
3.2 Understand a variety of linear and non-linear print and
Content Standard
Complementar digital texts by using appropriate reading strategies
y skill 3.2.2 Understand specific information and details of two
Learning Standard
paragraphs or more
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Read and collect specific information related to the topic.
Success Criteria: Pupils can
Find the meaning of new vocabulary about theme park.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
 Science and
Think-Pair-Share Activity book Bubble Map Questions 
Technology
 . Textbook Analysis .  Task 
Learning Outline
Pre-lesson 1. Write on board ‘Theme Parks’. Elicits things in the theme park.
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. Read out questions and elicits
possible answers. Ask: Where is the theme park? Would you like to go to a theme park
there?
Lesson Delivery
3. Pupils look at photos 1–4 in Activity 1 again. Write on board Key Phrases from p.73 and tell
pupils to use them when deciding. With a partner they decide: 1) are the rides safe or
dangerous?, 2) do people need to be brave to go on them?, 3) is it technology that makes
them exciting? Choose pairs to give their opinions at front of class. Call out numbers of
rides 1, 2, 3, 4. Pupils put up hands if they think the ride is safe. Repeat with 2) need to be
brave, 3) need for exciting technology.
4. Pupils do Activity 3, play CD3.32. With a partner they take turns to answer the questions.
Ask: Which of the rides in the four photos looks the scariest?
Post Lesson 1. Elicits vocabulary to review language about theme parks.
Reference English Plus 1 Student’s Book Activities 1–3 p.111 Key Phrases p.73

REFLECTION
 Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >

ENGLISH LESSON PLAN YEAR 5 CEFR

Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to
Date Lesson 95 Focus Writing
enter a date.
Theme Topic
World of knowledge UNIT 8: GOING AWAY
Superlative adjectives: e.g. scariest, fastest, most exciting,
Language/ Grammar focus
most dangerous
4.2 Communicate basic information intelligibly for a range
Content Standard
Main skill of purposes in print and digital media
Learning Standard 4.2.3 Narrate factual events and experiences of interest
Complementar Content Standard 2.1 Communicate simple information intelligibly
y skill Learning Standard 2.1.2 Find out about and describe experiences up to now
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Write and use superlative adjectives in the sentences.
Success Criteria: Pupils can
Write 3 reasons the important for the country to have theme park.
21st Century Activities &   Assessment
Skills
Resources CCE / EE
Share Experiences Activity book Bubble Map  Patriotism Questions 
 . Textbook Analysis ICT  . 
Learning Outline
1. Write on board ‘Theme Parks – more than 300, 1955. 1971, 2013, 18 million’. Elicit what
Pre-lesson these numbers describe from previous lesson. If pupils can’t remember, tell them to check
on p.111.
1. Pupils do p.111 Activity 4, Your Culture. Brainstorm theme park in own country. 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, highest, scariest, the most
popular, exciting, successful.
Lesson Delivery
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.
4. Pupils in small groups do Optional Activity: Speaking. Pupils design and draw a new ride for
a theme park and prepare a description .Groups take turn to present their rides in class.
Post Lesson 1. Pupils present their rides to the rest of class. Encourage pupils to ask questions
Reference English Plus 1 Student’s Book Activities 4 and 5 p.111

REFLECTION
 Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >

ENGLISH LESSON PLAN YEAR 5 CEFR

Week CLICK ----> Class  5 Time  
Day Choose an item. Attendance      
  Click or tap to 96 - Project based
Date Lesson Focus Speaking
enter a date. learning
Theme Topic
World of stories UNIT 8: GOING AWAY
Superlative adjectives: e.g. scariest, fastest, most exciting,
Language/ Grammar focus
most dangerous
Content Standard 2.2 Use appropriate communication strategies
Main skill Learning Standard 2.2.2 Agree a set of basic steps needed to complete short
classrooms tasks
4.3 Communicate with appropriate language form and
Content Standard
style for a range of purposes in print and digital media
Complementar
4.3.3 Produce a plan or draft of one or two paragraphs for
y skill
Learning Standard a familiar topic and modify this appropriately in response
to feedback
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Say useful phrases to present the idea of fun and meaningful holiday.
Success Criteria: Pupils can
Make a poster about a holiday in the own country
21st Century Activities &   Assessment
Skills
Resources CCE / EE
Gallery Walk Activity book Bubble Map  Patriotism Observation 
  Communication Textbook Creation Friendship  Project 
Learning Outline
1. Elicits the pupils, What do you like to do on you school holiday? In small group,
Pre-lesson pupils brainstorm more ideas for things that people can do on holiday, e.g.
sightseeing, visiting museums, swimming in the sea, doing sport, camping.
1. In pairs, pupils refer p.115 activity 1. Pupils look at the poster and answer the
questions. Check answer with the class and discuss the most interesting holidays.
2. Pupils read the review and answer the questions in activity 2. They compare their
answer in pairs. Check answer with the class.
Lesson Delivery
3. Pupils refer activity 3. Divides pupils into group to make and present a poster.
Read through the project checklist with the class. Pupils use their imagination and
create a really fun holiday. Groups take turn to present their findings.
4. Teacher pins the poster around the classroom and allow students time to look at
them in pairs and discuss the most interesting and why.
1. Do gallery walk and pupils think about their learning and performance in this unit.
Post Lesson
They complete a self-assessment worksheet.
Reference English Plus 1 Student’s Book Activities p.115
 REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >