Year 3 2504 0405

YEAR 5 DAILY LESSON PLANS
 Success Criteria
Pupils can
1. listen and write at least 4 correct answers.
2. guess at least 3 words correctly.
DAY
Choose an item. (Lesson 41) YEAR 5
SUBJECT English Language MODULE Listening
THEME World of self, family and friends DATE
Click or tap to enter a date.
TOPIC Module 2: Days TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard:
Main: 1.2 Understand meaning in a variety of familiar
contexts
Complementary: 3.2 Understand a variety of linear
and non-linear print and digital texts by using
appropriate reading strategies
Pre-lesson: Teacher writes ‘family’ on the board and
brainstorms vocabulary for family members with the pupils.
Pupils can be called to the front to write the answers.
Lesson delivery:
1. Pupils refer to textbook page 24 Activity Think!. In pairs,
pupils ask the questions and answer. Teacher facilitates the
session. Teacher asks pupils to share any funny answers.
2. Pupils refer to Activity 1 and go through the titles. Pupils

look at the picture, read the text and choose the title that is
the most suitable for the text. Pupils compare their answer
with their partners.
3. Pupils are asked to read the sentences in Activity 2 and
listen to the audio. CD1-23 is played. Pupils write the correct
answers and share them with the class.
4. Teacher asks pupils why do they think families are
important. Pupils conduct a think-pair-session with their
partners and other group members.
5. Pupils go through the text and try identifying the meanings
of the blue words in the text. Pupils write down their guesses
after their discussion with their group members.
6. Teacher draws a Venn diagram with two circles (male or
female). In pairs, pupils categorise the words in those two
groups.
Post-lesson: Teacher asks pupils what family words go
between the two circles. Pupils discuss with the teacher.
Learning Standard:
Main: 1.2.4 Understand longer sequences of
supported classroom instructions
Complementary: 3.2.3 Guess the meaning of
unfamiliar words from clues provided by title, topic,
and other known words
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to
listen and write the answers.
Complementary: At the end of the lesson, pupils will
be able to guess the meaning of unfamiliar words.

textbook songs/audio clips
a) THINKING SKILLS:
Applying
c) 21 ST CL ACTIVITIES:
Think-Pair-Share
b) CLASSROOM-BASED
ASSESSMENT: Written
work
d) 21 ST CL METHOD:
Learning skills/process
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
DAY
SUBJECT English Language MODULE Speaking
Content Standard:
Main: 2.1 Communicate simple information intelligibly
Complementary: 1.1 Recognise and reproduce
target language sounds
Pre-lesson: Pupils refer to text in textbook page 24 for a
recap.
Lesson delivery:
1. Pupils are asked to think about their daily routines and
compare theirs with the Radfords. They discuss the
differences with their partners.
2. Teacher provides an example for the pupils to start
discussing the examples. Teacher reminds pupils to use ‘but’
to show differences. Ex: The Radford family has breakfast at
6.46 but I have breakfast at 8.
3. Pupils discuss the differences and share some answers
with the class.
4. Pupils refer to Activity 1 and match the sentences with the
rules.
5. Pupils copy the sentences in Activity 3 into their exercise
books. Pupils discuss the answers with the teacher.
Post-lesson: Pupils listen to CD1-24 and identify the verbs
that end with /iz/ and /s/ sounds. Pupils write down the verbs
and share the answers.
Learning Standard:
Main: 2.1.1 Give detailed information about
themselves
Complementary: 1.1.1 Recognise and reproduce
with little or no support a wide range of target
language phonemes
By:MissAsh
give detailed information about themselves by
comparison.
be able to identify the verbs that end with /iz/ and /s/
sounds.
a) THINKING SKILLS:
Analysing
Pair/Group discussion
b) CLASSROOM-BASED
ASSESSMENT:
Observation
d) 21 ST CL METHOD: Pupil-
centred
Pupils can
1. give at least 3 detailed information about themselves in comparison to

the Radfords.
2. identify at least 2 verbs that end with /iz/ and /s/ sounds correctly.
By:MissAsh
DAY
SUBJECT English Language MODULE Reading
Content Standard:
Main: 3.2 Understand a variety of linear and non-
linear print and digital texts by using appropriate
reading strategies
Complementary: 1.2 Understand meaning in a
variety of familiar contexts
Pre-lesson: Pupils are asked about the special days in
Malaysia and also their personal ones. Teacher asks pupils
why do they like those special days.
Lesson delivery:
1. Pupils refer to textbook page 26 and read ‘Happy Days’.
2. Teacher checks if pupils can guess the meanings of words
‘crazy’, ‘costumes’ and ‘invite’. Teacher guides pupils using
L1 if they need assistance.
3. Pupils copy ‘Happy Days’ survey into their exercise books

and fill in the blanks with the words in the box.
4. Pupils look at the pictures in Activity 3 and share what they
can see from the pictures. Teacher asks pupils what they
know about a radio programme.
5. Pupils listen to CD1-25 and share their answers on the
correct order of the pictures.
6. Pupils are asked to read the ‘study strategy’. Pupils read
the questions in Activity 4 and listen to CD1.25 again to
answer the questions.
Post-lesson: Pupils discuss the answers with the teacher.
Learning Standard:
Main: 3.2.3 Guess the meaning of unfamiliar words
from clues provided by title, topic, and other known
words
Complementary: 1.2.5 Understand a sequence of
supported questions
guess the meaning of unfamiliar words.
be able to listen and answer the questions.
textbook songs/audio clips Choose an item.
a) THINKING SKILLS:
Analysing
b) CLASSROOM-BASED
ASSESSMENT: Q and A
centred
Pupils can
1. guess at least 3 words correctly.
2. listen and answer at east 3 questions correctly.
By:MissAsh
DAY
SUBJECT English Language MODULE Writing

Content Standard:
Main: 4.2 Communicate basic information intelligibly
for a range of purposes in print and digital media
Complementary: 2.1 Communicate simple
information intelligibly
Pre-lesson: Teacher writes ‘songs’, ‘music’, ‘costumes’,
‘presents’, ‘a family meal’ and ‘people to you house’ on the
board. In groups, pupils choose one of the words or phrases
to make sentences. Pupils must use the verbs from textbook
page 26 Activity 1 with the chosen words/phrases to
construct the sentences.
Lesson delivery:
1. Pupils refer to textbook page 26 Activity 5. Teacher
explains to pupils by giving examples.
Ex: Do you ever run at the park? Yes, sometimes. / No,
never! / No, not usually.
2. Pupils use the questions from the ‘Happy Days’ survey to
ask their partners while their partners reply using the target
language. Pupils take turns to conduct the activity. Pupils are
reminded to write the questions and the answers.
3. Pupils move to another partner to asks and answer.
4. Pupils are guided to write a short paragraph to display their
findings about their friends.
Ex: Every year during Raya celebration, Amir likes to sing the
special Raya song. He always wears his traditional outfit. His
parents usually give out money packs to elders and children.
Post-lesson: Teacher checks pupils work and provides
feedback.
Learning Standard:
Main: 4.2.1 Give detailed information about
themselves
Complementary: 2.1.5 Describe people, places and
objects using suitable statements
give detailed information about their friends.
be able to describe people using suitable statements.
textbook Choose an item. Choose an item.
a) THINKING SKILLS:
Creating
b) CLASSROOM-BASED
ASSESSMENT: Written
work
d) 21 ST CL METHOD:
Group-based activities
Pupils can
1. give detailed information about their friends using at least 4 suitable
sentences.
2. describe their celebration in proper sentences.
DAY
SUBJECT English Language (NTB) MODULE Language Art
THEME World of stories DATE
TOPIC Watching a Bumble Bee TIME
Content Standard:
Main: 5.3 Express an imaginative response to literary
texts
Pre-lesson: Pupils are asked to read the poem again for a
recap.
Lesson delivery:
By:MissAsh
Complementary: 2.1 Communicate simple
information intelligibly
1. Teacher asks pupils to think about other insects that are
suitable to replace the bumble bee in the poem.

2. In pairs, pupils take note of the words to change in the
poem. Teacher make sure that all the groups have different
insects.
3. Pupils discuss about the other insect that they would like
use in the poem (name of the insect, characteristics).
4. A3 papers are distributed to pupils. Pupils work together in
pairs to write down their new stanzas. Pupils can use their
creativity with the stanza creation.
5. Pupils put up their new poem on the wall and everyone
take turns to go around on a gallery walk.
Post-lesson: Teacher asks if anyone found anything funny,
weird or illogical from the poems. Pupils share their answers,
Learning Standard:
Main: 5.3.1 Respond imaginatively and intelligibly
through creating simple role-plays and simple poems.
Other imaginative responses as appropriate
Complementary: 2.1.2 Find out about and describe
experiences up to now
respond imaginatively by creating simple poems.
be able to find out and describe their gallery walk
experience.
a) THINKING SKILLS:
Creating
b) CLASSROOM-BASED
ASSESSMENT: Written
work
centred
Pupils can
1. create a new poem by replacing at least 6 words using new ideas.
2. find out and share at least 1 stanza that they would like to talk about.
By:MissAsh
DAY
SUBJECT English Language MODULE Speaking (Consolidation)

Content Standard:
Main: 2.2 Use appropriate communication strategies
Complementary: 4.2 Communicate basic information
intelligibly for a range of purposes in print and digital
media
Pre-lesson: Teacher writes some questions. Ex: What is the
special festival that you celebrate with your family? Do you
like it? Why do you like/dislike it? Teacher guides pupils to
answer in present simple.
Lesson delivery:
1. Pupils refer to textbook page 27 Exercise 1. Pupils match
the questions with the answers. Then, pupils check the
‘RULES’ box to check if their answers are based on the rules.
2. Pupils refer to Activity 2. Teacher does a short recap on
‘do’, ‘does’, ‘has’ and ‘have’.
3. Pupils share their answers of Activity 2 orally.
4. In pairs, pupils refer to Activity 3 and wait teacher’s cue to
start. In 2 minutes, pupils must write as many questions as
they can based on the grid.
5. After 2 minutes, pupils check their questions for errors.
6. Then, pupils ask their partners the questions that they
have created. Pupils take turns to ask the questions.
Post-lesson: Pupils share their questions and answers with
the class.
Learning Standard:
Main: 2.2.1 Keep interaction going in short
exchanges by using suitable questions

Complementary: 4.2.1 Give detailed information
about themselves
keep interaction going in short exchanges with
suitable questions.
be able to give detailed information about
themselves.
a) THINKING SKILLS:
Creating
b) CLASSROOM-BASED
ASSESSMENT: Written
work
d) 21 ST CL METHOD:
Learning skills/process
Pupils can
1. keep the interaction going by asking and answering at least 4
questions correctly.
2. give detailed information based on at least 4 questions.

Year 3 2504 0405

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Year 3 2504 0405

Uploaded by

Copyright:

Available Formats

YEAR 5 DAILY LESSON PLANS

1. listen and write at least 4 correct answers.

2. guess at least 3 words correctly.

Choose an item. (Lesson 41) YEAR 5

SUBJECT English Language MODULE Listening

THEME World of self, family and friends DATE

Click or tap to enter a date.

TOPIC Module 2: Days TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Main: 1.2 Understand meaning in a variety of familiar

Complementary: 3.2 Understand a variety of linear

and non-linear print and digital texts by using

appropriate reading strategies

Pre-lesson: Teacher writes ‘family’ on the board and

brainstorms vocabulary for family members with the pupils.

Pupils can be called to the front to write the answers.

1. Pupils refer to textbook page 24 Activity Think!. In pairs,

pupils ask the questions and answer. Teacher facilitates the

session. Teacher asks pupils to share any funny answers.

2. Pupils refer to Activity 1 and go through the titles. Pupils

with their partners.

3. Pupils are asked to read the sentences in Activity 2 and

listen to the audio. CD1-23 is played. Pupils write the correct

answers and share them with the class.

4. Teacher asks pupils why do they think families are

important. Pupils conduct a think-pair-session with their

partners and other group members.

5. Pupils go through the text and try identifying the meanings

after their discussion with their group members.

6. Teacher draws a Venn diagram with two circles (male or

female). In pairs, pupils categorise the words in those two

Post-lesson: Teacher asks pupils what family words go

between the two circles. Pupils discuss with the teacher.

Main: 1.2.4 Understand longer sequences of

supported classroom instructions

Complementary: 3.2.3 Guess the meaning of

unfamiliar words from clues provided by title, topic,

and other known words

OBJECTIVES TEACHING AIDS:

Main: At the end of the lesson, pupils will be able to

listen and write the answers.

Complementary: At the end of the lesson, pupils will

be able to guess the meaning of unfamiliar words.

1. All the pupils were able to complete the task.

2. Lesson was carried out successfully.

YEAR 5 DAILY LESSON PLANS

Choose an item. (Lesson 42) YEAR 5

SUBJECT English Language MODULE Speaking

THEME World of self, family and friends DATE

Click or tap to enter a date.

TOPIC Module 2: Days TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Complementary: 1.1 Recognise and reproduce

target language sounds

Pre-lesson: Pupils refer to text in textbook page 24 for a

1. Pupils are asked to think about their daily routines and

compare theirs with the Radfords. They discuss the

differences with their partners.

2. Teacher provides an example for the pupils to start

discussing the examples. Teacher reminds pupils to use ‘but’

to show differences. Ex: The Radford family has breakfast at

6.46 but I have breakfast at 8.

3. Pupils discuss the differences and share some answers