Starter Unit + REVISION LESSON

DAILY LESSON PLAN CEFR
WEEK DAY DATE CLASS TIME SUBJECT

11.40 a.m. – 1.10 p.m.
English
6 Thursday 27/4/2022 5 KREATIF
1 hour 30 minutes Language Year
5
FOCUS THEME
Listening World of Self, Family and Friends
TOPIC Starter Unit : Free time

MAIN SKILL COMPLEMENTARY SKILL
3.2 Understand a variety of linear and

CONTENT STANDARD 1.2 Understand meaning in a
non-linear print and digital texts by
variety of familiar contexts
using appropriate reading strategies
LEARNING STANDARDS 3.2.3 Guess the meaning of

1.2.5 Understand a sequence of
unfamiliar words from clues provided
supported questions
by title , topic and other known words
By the end of the lesson, pupils able to:
OBJECTIVES 1. listen about where things are from at least in 7 words with little guidance.
2. talk about where things are from at least in 7 words with little guidance.
Pupils can :
SUCCESS CRITERIA 1. listen about where things are from with little guidance.
2. talk about where things are from with little guidance.
21ST CENTURY SKILLS Communication Information Social
Pre-lesson
1. Project or pin world map on board as support for warm-up. Follow instructions for Warm-up activity, Teacher’s
Book p.24. Choose a pupil to point to Malaysia on map.
Lesson delivery
2. Pre-teach ‘globe’. Pupils in pairs do p.10 Activity 1. Say country names again and
pupils repeat. Which countries sound similar in English and Malay (or other
language s pupils know )?
3. Play a word game with the six blue words in quiz, Activity 2: Say: Listen then find
the blue word. e.g. What is something we wave on special days. What word means
ACTIVITIES a person is very good and really popular?
4.Pupils do Activity 2. Help pupils to notice endings of nationalities by writing -ish, -
an -ian, -ese on board.
5. Hold up three f lash cards (Where? What? Who?) and elicit examples of questions
that start with these question words. Pupils do p.11 Activity 1. Check answers.
Pupils do Activity 2 (CD1.12)
6. Pupils read key phrases in Activity 3. They listen to (CD1.12) again. With a
different partner, they complete the five sentences. Check answers.
Post-lesson
7. Pupils sit in a circle and take turns to ask a Where, What and Who question.
Countries and nationalities :

VOCABULARY The USA - American, The UK’s - British ,Egypt- Egyptian, Japan - Japanese , Mexico - Mexican , Spain - Spainish, Turkey-
Turkish , Australia - Australian , Brazil- Brazilian , Italy - Italian , China - Chinese , India - Indian
LANGUAGE / GRAMMAR
Nationalities & asking questions
FOCUS
VALUE patriotism PAK21 TOOLS Round table
CCE/CE
CCE Language
Student’s Book Activities 1 and 2 p.10

Student’s Book Activities 1 – 3 p.11
TEACHING AIDS Teacher’s Book p.24 and 25
World map as an image or poster
Flash cards to hold up w ith Where? What? Who? on them
PERFORMANCE LEVEL Level 3 - Satisfactory ability
ASSESSMENT
Describing Teacher uses describing pictures / map based on the topic learnt today .
pictures
Attendance :
/ pupils able to talk about where things are from at least in 5 words with little guidance.
/ pupils not able to talk about where things are from at least in 5 words with little guidance.
REFLECTION
HOMEWORK No Page
English
3 Monday 20/1/2021
60 minutes Language Year
5
FOCUS THEME
Speaking World of Self, Family and Friends

4.3 Communicate with appropriate

CONTENT STANDARD 2.1 Communicate simple
language form and style for a range of
information intelligibly
purposes in print and digital media
LEARNING STANDARDS 4.3.2 Spell a range of high frequency

2.1.1 Give detailed information
words accurately in independent
about themselves.
writing
SUCCESS CRITERIA /
By the end of the lesson, pupils able to talk about and ask questions about nationalities at least in 5 words independently.
OBJECTIVES
DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES
and needs
Pre-lesson
1. Write: Where, What, Who in circles on board. Say sentences about yourself .Pupils say which question word matches each
sentence. For example, I’m your teacher. (Who + are you?) I live in a city in Malaysia. (Where + do you live?) I like
watching films and running. (What + are your interests?) Write these on board.
Lesson delivery
2. Pupils in pairs take turns to say three sentences about w here they live, what and who they like. Partners match sentences
with a question (Where, What or Who).
ACTIVITIES 3. Pupils look at the six photos on p.10 again. In pairs they choose two photos each and say sentences about them using Key
phrases from Activity 3. I think that’s … I’m not sure that’s…. I don’t know where / what / who that is.
4. Tell pupils they are going to write a group quiz. Pupils do p.11 Activity 4 Use It! Follow instructions p.25 Exercise 4 in
Teacher’s Book.
5. Each group chooses their ‘best’ question and one pupil w rites it on paper. Display questions on a w all with a heading e.g.
Can you answer our questions
Post-lesson
6. Play the quiz . Pupils continued to play the quiz as in stage 3 in lesson delivery .
VOCABULARY Where , What , Who

LANGUAGE / GRAMMAR
Questions words : Where , What , Who
FOCUS
VALUE patriotism PAK21 TOOLS I-think Map
CCE/CE
CCE Language
Student’s Book p.10 Activity 2 (to check understanding of new language from previous lesson using a
different task)
TEACHING AIDS
Student’s Book p.11 Activity 4 and Activity 3 (Key Phrases only)
Teacher’s Book p.25
PERFORMANCE LEVEL Level 2 - Limited ability
ASSESSMENT Quiz Teacher uses quiz based on the topic learnt today to assess the pupils .
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK
HOMEWORK Choose an item. Page

English
3 Tuesday 20/1/2021
5
FOCUS THEME
Reading World of Self, Family and Friends

CONTENT STANDARD 3.3 Read independently for 1.2 Understand meaning in a variety of
information and enjoyment familiar contexts
LEARNING STANDARDS 3.3.1 Read and enjoy A2

1.2.5 Understand a sequence of
fiction / non fiction print and
supported questions
digital texts of interest
SUCCESS CRITERIA / By the end of the lesson, pupils able to:
OBJECTIVES - use conjunctions at least in 3 sentences correctly .
DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES
and needs
Pre-lesson
1.Write ‘email’ on board. Explain what an email is. Ask questions to find out w ho writes emails, who they send the emails
to, who they get emails from. Do pupils like reading and writing emails?
Lesson delivery
2 Pupils do p.11 Activity 5. Explain the words in blue in the email are called conjunctions. They compare answers with a
partner. Check with class. Ask: What question was easy / difficult? Is Beth’s email easy / difficult to read?
3. Explain the words and, but, or in blue in the email are called conjunctions. Write on board e.g. I like cheese ___ I like ice
cream. I like cheese ___ I don’t like ice cream. Would you like cheese __ ice cream? Pupils say which conjunction is
missing in the sentences (and, but or).
ACTIVITIES 4. Pupils do Activity 6. Follow instructions p.25 Exercise 6 in Teacher’s Book. Ask: Can you find another comma in Beth’s
email? (after sport and before especially)
5. Pupils do Activity 7. In pairs, they compare sentences and check if they have the same conjunction. Check answers . Ask:
Which sentence has a comma? (number 3)
Post-lesson
6. Pupils in small groups place their three conjunction cards face dow n on a desk. They take turns to turn over a card and say
something about themselves using the conjunction on the card. They mix up the cards then repeat activity.
VOCABULARY And , but , or

LANGUAGE / GRAMMAR
Conjunctions : And , but , or
FOCUS
VALUE respect PAK21 TOOLS Timed pair share
CCE/CE
CCE Language ICT
Student’s Book Activities 5 – 7 p.11

TEACHING AIDS Teacher’s Book p.25
Three cards for each group w ith and, but, or on them to hand out to pupils at step 6
PERFORMANCE LEVEL Level 2 - Limited ability
ASSESSMENT
Group Teacher uses the group discussion based on the topic learnt today .
discussion
REFLECTION Attendance :
Lesson is postponed due to :
Course Other :
CRK
English
3 Wednesday 20/1/2021
5
FOCUS THEME
Writing World of Self, Family and Friends

4.2 Communicate basic

3.2 Understand a variety of linear and
CONTENT STANDARD information intelligibly for a
non-linear print and digital texts by
range of purposes in print and
using appropriate reading strategies
digital media
LEARNING STANDARDS
4.2.1 Give detailed information 3.2.1 Understand the main idea of
about themselves simple texts of two paragraphs or more
SUCCESS CRITERIA /
By the end of the lesson, pupils able to describe about conjunctions at least in 5 sentences with little guidance .
OBJECTIVES
DIFFERENTIATION Strategy 4 : Differentiate by the time pupils are given to complete the
STRATEGIES
task
Pre-lesson
1. Write ‘International Friends’ on board and elicit information about the email from previous lesson e.g. Who is the email
from? How old is she? Where does she live? Ask: What is at the start of the email? What is at the end of the email?
Lesson delivery
2. Write a fact file on board. Pupils complete it individually before writing email.
Name:
Age:
Brothers and sisters:
School:
Into:
ACTIVITIES Interested in:
Speaks:
After completion, pupils compare information with a partner.
3. Follow instructions f or Teacher’s Book p.25 Ex 8. Pupils use notes from fact file, and Key Phrases from Activity 8 to w
rite an email. When finished, they check if, email has: a start; all the information from fact file; some conjunctions (and, but,
or);,a question; an end.
4. Pupils swap emails with a partner and read them. They put a smiley face if email has features in Step 3; a smiley face if it
has Key phrases ; a smiley face if they like the email.
Post-lesson
5. Spot the Difference! Prepare email in Activity 5 so there are 5–6 mistakes. Read it aloud. Pupils put hands up hands when
they hear a mistake and correct it. How many words did they spot and correct accurately?
VOCABULARY And , but , or
LANGUAGE / GRAMMAR
Conjunctions : And , but , or
FOCUS
VALUE respect PAK21 TOOLS Gallery tour
CCE/CE
CCE Language
TEACHING AIDS Student’s Book Activity 8, p.11

Teacher’s Book p. 25
Fact file on a worksheet with key words for each pupil to write notes ( as step 2 )
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
Attendance :
Course Other :
CRK

English
3 Thursday 20/1/2021
5
FOCUS THEME
Language Arts World of Stories
TOPIC Starter Unit : Free time ( Cats )

CONTENT STANDARD 5.2 Express personal responses 1.2 Understand meaning in a variety of
to literary texts familiar contexts
5.2.1 Explain in simple 1.2.2 Understand with support specific

LEARNING STANDARDS
language why they like or information and details of longer
dislike an event , description or simple texts on a range of familiar
character in a text topics.
SUCCESS CRITERIA / By the end of the lesson, pupils able to respond imaginatively and intelligibly by creating a simple poem
OBJECTIVES based on imagination or experience either individual or with a little guidance.
DIFFERENTIATION Strategy 3 : Differentiate by the outcome expected from pupils : b)
STRATEGIES
Remember and share
ACTIVITIES Pre-lesson
1. Teacher draws outlines of pet animals (e.g. a cat, fish, dog, etc.) and lets pupils
predict the animal groups (answer: pets) [Predict the contents]
Lesson delivery
2. Introduce the poem. Discuss the corresponding images on the page.
3. Divide pupils to four big groups and each group is assigned to a stanza.
4. Each group has to read the stanza and the other three groups’ members have
to individually point to the corresponding picture (read: scratching the gate,
others: point at the gate in the book).
5. Teacher informs pupils that they have to think of possible suggested actions
based on the cats’ actions.
6. Pupils pair up and think of their possible actions.
7. Teacher conducts ‘Hot Seat’ activity where each pair comes in front. Others can
choose the four cats’ actions (scratching the backdoor, scratching the gate,
scratching the bee-hive or napping on a chair) and ask questions (e.g. Do you
like it? What do you want to do?)
Post-lesson
8. Pupils look at the pictures on the poem for a minute and then, teacher asks
them to close it.
9. Teacher gives a few statements and pupils have to nod or shake their head to
show whether the statement is true or false (e.g The cat is eating a mouse – shake their head) [Test
Your Memory]
VOCABULARY Verb + ing
LANGUAGE / GRAMMAR
Verb – Continuous Tense
FOCUS
ADDED
respect PAK21 TOOLS Hot seat
CCE/CE VALUE
CCE Language Creativity and imagination
TEACHING AIDS Anthology of Poems

Contemporary Children’s Literature Teaching Guidebook (BPK) – Poetry
ASSESSMENT Presentation Teacher uses the presentation based on the topic learnt today .
Attendance :
Course Other :
CRK
English
3 Wednesday 20/1/2021
5
FOCUS THEME
Language Awareness 1 World of Self, Family and Friends

3.2 Understand a variety of

4.2 Communicate basic information
CONTENT STANDARD linear and non-linear print and
intelligibly for a range of purposes in
digital texts by using
print and digital media
appropriate reading strategies
LEARNING STANDARDS 3.2.1 Understand the main idea

4.2.4 Describe people , places and
of simple texts of two
objects using suitable statements
paragraphs or more
SUCCESS CRITERIA /
By the end of the lesson, pupils able to ask and answer questions about presents with have got at least in 5 sentences with little guidance .
OBJECTIVES

DIFFERENTIATION STRATEGIES
Strategy 4 : Differentiate by the time pupils are given to complete the
task
ACTIVITIES Pre-lesson
1. Review language f om Starter Unit with an activity . ( Memory Chain )
Lesson delivery
2. Ask pupils to look at the pictures and translate the phrases into their own language .
3. Demonstrate the meaning of this , that ,these and those further by pointing to things near you or at a distance in the classroom . ( Activity 1 )
4. Then , pupils choose the correct words to complete the sentences . Check answers with class . ( Activity 2 )
5. Pupils look at the four drawings and identify differences between the use of this, that, these, those.
6. Pupils in pairs place 6 classroom objects on a desk. One object on its ow n and two or three objects near the front of desk; one object and two or
three objects at the back of desk. Pupils stand up and take turns to say either: This __ is near us. That __ isn’t near us. These __s are near us.
Those __s aren’t near us .
7. Pupils read the dialogue and complete it with the correct words. Allow pupils to compare their answers in pairs then play the audio for them to
listen and check . Check answers with the class. ( CD 1-10)
8. Allow pupils time to read through the mini-dialogue. Focus on the pictures and make sure pupils know the words for all of them .
9. Demonstrate the task with a confident pupil , adding in a name and a possible present . Put pupils into pairs to prepare and practice new
dialogues .
10. Encourage them to swap roles each time . so they practice both roles . Ask some pairs to perform one of their dialogues for the class .
Post-lesson
11. Ask pupils to think about their learning and performance in this unit. They then complete the self -assessment worksheet.
12. Collect the worksheets from pupils and review them to note pupils’ responses. If there are any areas of concern, prepare a review of these in
upcoming lessons.
VOCABULARY This , that , these , those
Posessive’s – This , that , these , those
LANGUAGE / GRAMMAR FOCUS
have got
VALUE respect PAK21 TOOLS I-think Map

CCE/CE
CCE Language
Student’s Book Activities 1, 2, 4, 5 p.9

Teacher’s Book p.23
Self –assessment worksheet ( as below )
How did I do in the Starter unit?

Put ✔ next to Great, OK, or A little.
In English, I know how to… 😎 😐 😕…talk about my free time Great ____ OK ____ A little____
TEACHING AIDS
…use adjectives and some adverbs tondescribe objects Great ____OK ____ A little____
…ask and answer questions about myself and other people Great ____ OK ____ A little____
…write and email about myself Great ____ OK ____ A little____
 I’m proud of myself because I can ____________________________________ very well.

 In the next unit, I will ____________________________________ better / more.
PERFORMANCE LEVEL
Level 3 - Satisfactory ability
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
Attendance :
Course Other :
CRK

Starter Unit + REVISION LESSON

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DAILY LESSON PLAN CEFR

WEEK DAY DATE CLASS TIME SUBJECT

Listening World of Self, Family and Friends

TOPIC Starter Unit : Free time

3.2 Understand a variety of linear and

LEARNING STANDARDS 3.2.3 Guess the meaning of

Countries and nationalities :

Student’s Book Activities 1 and 2 p.10

WEEK DAY DATE CLASS TIME SUBJECT

Speaking World of Self, Family and Friends

TOPIC Starter Unit : Free time

4.3 Communicate with appropriate

LEARNING STANDARDS 4.3.2 Spell a range of high frequency

VOCABULARY Where , What , Who

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Reading World of Self, Family and Friends

TOPIC Starter Unit : Free time

LEARNING STANDARDS 3.3.1 Read and enjoy A2

VOCABULARY And , but , or

Student’s Book Activities 5 – 7 p.11

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Writing World of Self, Family and Friends

TOPIC Starter Unit : Free time

4.2 Communicate basic

TEACHING AIDS Student’s Book Activity 8, p.11

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Language Arts World of Stories

TOPIC Starter Unit : Free time ( Cats )

5.2.1 Explain in simple 1.2.2 Understand with support specific

TEACHING AIDS Anthology of Poems

HOMEWORK Choose an item. Page

WEEK DAY DATE CLASS TIME SUBJECT

Language Awareness 1 World of Self, Family and Friends

TOPIC Starter Unit : Free time

3.2 Understand a variety of

LEARNING STANDARDS 3.2.1 Understand the main idea

21ST CENTURY SKILLS Communication Information Social

VALUE respect PAK21 TOOLS I-think Map

Student’s Book Activities 1, 2, 4, 5 p.9

How did I do in the Starter unit?

 I’m proud of myself because I can ____________________________________ very well.

HOMEWORK Choose an item. Page

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