By:MissAsh

YEAR 5 DAILY LESSON PLANS

 Success Criteria
Pupils can
1. listen and choose at least 3 correct animals for the conversations.
2. use keep interaction going in short exchanges during the game.

DAY Choose an item. (Lesson 53) YEAR 5

SUBJECT English Language MODULE Listening
THEME World of knowledge DATE Click or tap to enter a date.
TOPIC Module 3: Wild life TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: In pairs, pupils name as many animals as they can in
Main: 1.2 Understand meaning in a variety of their exercise books within 30 seconds. The, teacher brings pupils’
ideas together on the board and name the pair that has recalled the
familiar contexts most. Teacher writes ‘wild life’ on the board and asks pupils to
identify the animals that might fall under the ‘wild life’ category.
2.2 Use appropriate
Complementary: Lesson delivery:
communication strategies 1. Pupils refer to textbook page 32 Activity 1. Teacher explains that
pupil will listen to audio 1-28 or the video and decide which animal
is correct for each conversation (M). Audio will be paused for each
Learning Standard: conversation to check answers (L). Pupils do the activity.
Main: 1.2.2 Understand with support specific 2. Pupils read through Activity 2 and listen to audio 1-28 to
information and details of longer simple texts complete the phrases.
3. Pupils read through sentences in Activity 3. Teacher explains
on a range of familiar topics sentence stress to pupils via example 1 by listening to audio 1-29.
The audio is played for pupils to listen and underline other words
2.2.1 Keep interaction going in
Complementary: that are stressed. Teacher replays the audio.
short exchanges by using suitable questions Post-lesson: Pupils read through the animal names in the box in
Activity 4. Pupils can check the animal names in the dictionary if
they do not know. In groups of 4, pupils play the ‘Creature close-
ups’ game. Teacher says the animal name and in groups, pupils
decide which picture matches the animal mentioned by the teacher.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to listen textbook songs/audio clips
and understand details from longer simple text.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be
able to keep interaction going in short exchanges. Applying Games
b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Learning skills/process
Observation
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 54) YEAR 5
SUBJECT English Language MODULE Speaking
THEME World of knowledge DATE Click or tap to enter a date.

TOPIC Module 3: Wild life
SKILLS
Content Standard:
Main: 2.1 Communicate simple information
intelligibly
Complementary:3.2 Understand a variety of
linear and non-linear print and digital texts by
using appropriate reading strategies
Learning Standard:
Main: 2.1.5 Describe people, places and objects
using suitable statements
Complementary: 3.2.3 Guess the meaning of
unfamiliar words from clues provided by title,
topic, and other known words
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
describe animals using suitable questions.
Complementary: At the end of the lesson, pupils will be
able to guess at the meaning of words in the text with
teacher’s guidance or clues.
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
 Success Criteria
Pupils can
1. describe an anima using at least 3 suitable questions.
2. guess the meaning of words in the text with at least 2 clues,
By:MissAsh
TIME
PEDAGOGY (STRATEGY/ACTIVITY)
Pre-lesson: Teacher writes ‘fish’, ‘mammal’, ‘reptile’, ‘insect’ on
the board. Teacher asks pupils to name animals under the
categories.
Lesson delivery:
1. Audio 1-31 is played. Teacher asks pupils to listen to the animal
sounds and identify the animals. Teacher writes pupils answers on
the board and discuss their answers with the class.
2. Pupils refer to textbook page 33 Activity 6. Pupils read through
the questions. Teacher explains the meanings of words if pupils do
not understand. A pupil is randomly chosen to guess the animal.
3. Based on Activity 6, teacher asks pupils how to start questions in
simple present. Then, teacher writes the samples, Does it…? Has it
got…? How many…? Is it…-er than a /an…? What colour/size…?
4. Pupils refer to Activity 7. Teacher explains to pupils that
individually, pupils need to think of an animal and not tell anyone
about the animal. Pupil A asks questions to the partner, Pupil B to
guess the animal. Ex: How many legs has it got? It has got six legs.
5. Teacher asks pupils to brainstorm questions they can ask their
partners. Some questions are written on the board to help weaker
pupils.
6. Pupils take turns to conduct the activity with their friends and
start a new round with other friends.
Post-lesson: Pupils share the questions they used to guess the
animals.
TEACHING AIDS:
textbook songs/audio clips Choose an item.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Creating Pair/Group discussion
b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: Task centred
 By:MissAsh
DAY Choose an item. (Lesson 55) YEAR 5
SUBJECT English Language MODULE Reading
THEME World of knowledge DATE Click or tap to enter a date.
TOPIC Module 3: Wild life TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Teacher asks pupils to name animals based on the
Main: 3.2 Understand a variety of linear and alphabets. Ex: A-ant. Pupils write the names by the alphabets and
share their ideas with their friends.
non-linear print and digital texts by using Lesson delivery:
appropriate reading strategies 1. Pupils refer to textbook page 34 and focus on the title, ‘The
ugliest animal?’. Teacher asks pupils if it’s okay to call animals
Complementary:3.3 Read independently for ugly and asks them to share their thoughts on the adjective ‘ugly’.
Ex: Can we call people ugly? Why is it not okay?
information and enjoyment 2. Teacher writes ‘protect’, ‘species’, ‘become extinct’, danger,
Learning Standard: ‘help’ and ‘rare’ are written on the board. Teacher asks pupils to
Main: 3.2.3 Guess the meaning of unfamiliar guess the meaning of the words (Pupils can use L1 to explain).
Pupils can also use a dictionary to explain.
words from clues provided by title, topic, and
3. Pupils refer to Activity 1 and check the meaning of the words in
other known words blue. Pupils think about the sentences and share their thoughts with
the class.
Complementary: 3.3.1 Read and enjoy A2 4. Teacher writes pupils’ answers on the board and asks pupils why
is important to protect animals’ species.
fiction/non-fiction print and digital texts of 5. Pupils read the text and reads the sentences in Activity 2. Pupils
interest correct the false sentences based on the text. Pupils share their
answers with the class.
Post-lesson: Pupils go through the text again and share their
thoughts about the text with the teacher. Prompt question: Do you
think the animals are rare? Do you understand the meanings of
rare and unique?
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to guess textbook songs/audio clips Choose an item.
the meaning of unfamiliar words.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be
able to read and share their thoughts. Creating Pair/Group discussion
b) CLASSROOM-BASED d) 21ST CL METHOD: Pupil-
ASSESSMENT: Q and A centred

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

YEAR 5 DAILY LESSON PLANS

 Success Criteria
Pupils can
1. guess the meanings of at least 2 words correctly.
2. read the text and share at least one personal opinion.
 By:MissAsh
YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 56) YEAR 5

SUBJECT English Language MODULE Writing
THEME World of knowledge DATE Click or tap to enter a date.
TOPIC Module 3: Wild life TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Teacher writes ‘giraffe’, ‘elephant’ and ‘cheetah’ on the
Main: 4.3 Communicate with appropriate board. Teacher asks ‘Is a giraffe bigger than a cheetah?’ and writes
pupils’ answer on the board to show comparison in a sentence.
language form and style for a range of purposes Teacher asks ‘Is an elephant the biggest animal on land?’. Teacher
in print and digital media writes pupils’ answer in the correct superlative in a sentence form.
Lesson delivery:
Complementary:2.1 Communicate simple 1. Pupils refer to textbook page 35 Activity 1. Pupils recall the rules
for comparative adjectives. Teacher shows the Comparative
information intelligibly Adjectives poster to pupils to recall.
Learning Standard: 2. Pupils refer to Activity 2 and write the correct superlatives form
in their exercise books. Then, pupils compare their answers with
Main:4.3.2 Spell a range of high frequency their partners.
3. Pupils refer to Activity 4 and read the study strategy. Based on
words accurately in independent writing the given adjectives, teacher gives examples of sentences with
comparative and superlative adjectives. Pupils construct sentences
Complementary:2.1.5 Describe people, places that consist comparative and superlative adjectives (Number of
sentences depend on teacher). Pupils share their sentences with
and objects using suitable statements their friends.
Post-lesson: Teacher conducts a spelling quiz consisting superlative
and comparative adjectives. (Bigger, longest, larger, darker,
lightest)
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to spell textbook Choose an item. Choose an item.
comparative and superlative adjectives.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be
able to describe animals or places using suitable adjectives Creating Pair/Group discussion
in sentences. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Written Higher Level Thinking
work
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

 Success Criteria
Pupils can
1. spell at least 5 adjectives correctly.
2. describe animals or places using at least 2 suitable adjective in sentences.

YEAR 5 DAILY LESSON PLANS3.

DAY Choose an item. (Lesson 57) YEAR 5

 By:MissAsh
SUBJECT English Language (NTB) MODULE Language Art
THEME World of stories DATE Click or tap to enter a date.
TOPIC And Something Weird Happened TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Pupils recall the first chapter of the short story and share
Main: 5.3 Express an imaginative response to with the class.
Lesson delivery:
literary texts 1. Pupils read to the book ‘And Something Weird Happened’
chapter 2 and 3.
Complementary:3.2 Understand a variety of 2. In groups of 3, pupils are given worksheet 1 based on Chapter 2
linear and non-linear print and digital texts by from the guidebook in A3 size and pictures. Teacher explains that
pupils cut the pictures and paste them in the correct boxes to
using appropriate reading strategies sequence the story.
Learning Standard: 3. Pupils are given some time to choose a part from chapter 2 or 3
to act out. In their groups, pupils are given some time to prepare
Main: 5.3.1 Respond imaginatively and their short sketch and perform.
4. Pupils do the activity with their group members based on chapter
intelligibly through creating simple role-plays 3 from the guidebook. Pupils must retrieve information from
and simple poems. Other imaginative chapter 3 to the worksheet.
responses as appropriate 5. Teacher facilitates the session for pupils as he/she walks around
to check Chapter 2 Worksheet 1 Story Sequence.
Post-lesson: Teacher and pupils discuss the answers.
Complementary:3.2.2 Understand specific
information and details of simple texts of two
paragraphs or more
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to textbook Choose an item. Choose an item.
respond by performing a simple role-play based on a
favourite part.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be Analysing Pair/Group discussion
able to read and transfer information from the text to the b) CLASSROOM-BASED d) 21ST CL METHOD:
worksheet. ASSESSMENT: Collaborative learning
Observation
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

 Success Criteria
Pupils can
1. create and perform a simple role-play based on a favourite part from chapter
2 or 3.
2. read and transfer at least 4 information from the text to the worksheet
correctly.
 By:MissAsh
YEAR 5 DAILY LESSON PLANS

DAY Choose an item. (Lesson 58) YEAR 5

SUBJECT English Language MODULE Listening (Consolidation)
THEME World of knowledge DATE Click or tap to enter a date.
TOPIC Module 3: Wild life TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Teacher asks pupils to focus on the photo. Teacher
Main: 1.2 Understand meaning in a variety of explains that Holly is the girl in the big photo and asks where Holly
is. Teacher elicits answers from the pupils.
familiar contexts Lesson delivery:
1. Pupils refer to Activity 2. Pupils listen to audio 3-08 and check if
2.2 Use appropriate
Complementary: their answers in Activity 1 is the same. Pupils also share the animal
communication strategies that Holly likes best.
2. Pupils refer to Activity 3. Pupils listen to the audio again and
match the KEY PHRASES with the responses in blue in the
Learning Standard: dialogue.
3. Teacher demonstrates how to practise the dialogue.
Main: 1.2.1 Understand with support the main 4. In pairs, pupils are given some time to practise the dialogue.
5. Pupils refer to Activity 4. Pupils copy the mini-dialogue into
idea of longer simple texts on range of familiar their exercise books and complete them with the KEY PHRASES.
topics 6. In pairs, pupils practise the mini-dialogue as demonstrated by the
teacher.
2.2.1 Keep interaction going in
Complementary: 7. Pupils refer to Activity 5. Pupils prepare and practise a new
dialogue using the KEY PHRASES and the dialogue in Activity 2.
short exchanges by using suitable questions Post-lesson: Pupils practise the created dialogue with their partner.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to listen textbook songs/audio clips Choose an item.
and match the key phrases.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils will be
able to keep interaction going in short exchanges by using Creating Pair/Group discussion
suitable questions. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Task Learning skills/process

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

 Success Criteria
Pupils can
1. listen and match at least 4 key phrases correctly.
2. keep the interaction going by asking and answering at least 4 questions
correctly.