SK LAYA-LAYA, TUARAN 2023| RECCYKA BINTI BONAR

DAILY LESSON PLAN YEAR 5

SUBJECT English Language YEAR 5 KEMBARA

DAY / DATE Monday 5.9.2023 WEEK / LESSON 22 53

TIME 9.50 – 10.50 AM DURATION 60 minutes

THEME World of Knowledge TOPIC 3: WILD LIFE
Main: Listening
FOKUS SKILLS
Complimentary: Speaking
Main: 1.2 Understand meaning in a variety of familiar contexts
CONTENT STANDARDS
Complementary: 2.2 Use appropriate communication strategies
Main: 1.2.2 Understand with support specific information and details of longer simple texts
LEARNING
on a range of familiar topics
STANDARDS
Complementary: 2.2.1 Keep interaction going in short exchanges by asking suitable questions
By the end of the lesson, mostof the pupils will be able to:
LEARNING 1. Understand with support specific information and details of longer simple texts on a
OBJECTIVES range of familiar topics
2. Keep interaction going in short exchanges by asking suitable questions
SUCCESS CRITERIA Pupils can talk about animals.
LANGUAGE / Nouns: wolf, ostrich,
GRAMMAR FOCUS scorpion, rat, octopus; Verb + prep.: looks like, sounds like
Pre-lesson
1. Write ‘Wild life’ on board. Explain pupils are going to learn about wild animals from around
the world.
Lesson delivery
2. Pupils do Activity 1, CD1.28. Follow instructions Teacher’s Book p.46 Exercise 1. Ask: What
do you think ID means? (identification) (HOTS)
3. Explain that pupils are going to read Key Phrases used when guessing or identifying
something. Say: looks like, sounds like. Pupils repeat. They do Activity 2. Play CD1.28 again. In
pairs (A and B), pupils choose elephant, frog or dog (not identified from CD). They take turns
ACTIVITIES to make its sound or draw a picture. Pairs use Key Phrases to identify partner’s animal. A says
Key Phrase 1. B says 2, 3 or 4, and 5. Then they swap. Choose pairs to say dialogue aloud.
4. Pupils do Activity 3, CD1.29. Follow instructions in Teacher’s Book p.46, Ex. 3.
5. Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check meaning of
vocabulary in Activity 4 box. Pupils should know: bat, bear, crocodile, rabbit, snake, spider,
whale from previous levels. Pupils in four teams do Activity 4, CD1.30. (CBA)
Post-lesson
6. Play a science sorting game. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on board. Give
example of each. Ask: Which words are similar? (mamalia, reptilia). Pupils in small groups
classify animals from Activity 4 according to category. (21st CA)
TEACHING AIDS English Plus 1 Student’s Book Activities 1– 4 p.32–33
Attendance: 24 / 32
REFLECTION 24 /24 pupils able to achieve learning objectives and given enrichment exercise (s).

DAILY LESSON PLAN YEAR 5

SUBJECT English Language YEAR 5 KEMBARA

DAY / DATE Tuesday 6.9.2023 WEEK / LESSON 22 54

TIME 7.00 – 8.00 AM DURATION 60 minutes

THEME World of Knowledge TOPIC 3: WILD LIFE
Main: Speaking
FOKUS SKILLS
Complimentary: Reading
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Main: 2.1 Communicate simple information intelligibly

CONTENT STANDARDS Complementary:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate read
Main: 2.1.5 Describe people, places and objects using suitable statements
LEARNING
Complementary: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title,
STANDARDS
topic and other known words
By the end of the lesson, mostof the pupils will be able to:
LEARNING 1. Describe people, places and objects using suitable statements
OBJECTIVES 2. Guess the meaning of unfamiliar words from clues provided by title, topic and other
known words
SUCCESS CRITERIA Pupils can talk about animals.
LANGUAGE / Present simple tense interrogatives: Does it, Has it got, How many, What colour/ size is it?
GRAMMAR FOCUS What type of animal is it?
Pre-lesson
1. Pupils in pairs brainstorm animals from previous lesson. Can they remember 10/ 15 / 20
animals? Pupils open books and check with animals in Activity 4 p.32.
Lesson delivery
2. Pupils do Activity 5. Ask: Which animal is easy to identify? Which is difficult? Pupils indicate
with a show of hands.
3. Pupils do Activity 6. They guess meaning of land, wings and tail. They should remember live,
water and legs from previous levels. Ask: Which animal is it? (crocodile) (HOTS)
4. Write question starters on board: Does it…? Has it got…? How many…? Is it ___- er than a /
ACTIVITIES
an…? What colour/size …? Pupils do Activity 7. (CBA)
5. Draw Venn diagram on board with ‘water’ above right circle and ‘land’ above left. Explain
that pupils put animals into different groups: water, land, or water and land. Elicit examples
e.g. water = whale; land = gorilla; both water and land = frog. Hand out worksheet to pairs of
pupils. Explain science words are often put in diagrams.
6. Pupils do ‘Finished?’ Check by asking: Do you agree ___ lives in water/land/water and land?
Post-lesson
7. Pupils draw a Venn diagram with ‘fly’ above left circle and ‘swim’ above right. In pairs they
classify animals in three parts of the diagram. The diagrams can be displayed. (21st CA)
TEACHING AIDS English Plus 1 Student’s Book Activities 5, 6, 7 p.33
Attendance: 30/32
REFLECTION 30 / 30 pupils able to achieve learning objectives and given enrichment exercise (s).

DAILY LESSON PLAN YEAR 5

SUBJECT English Language YEAR 5 KEMBARA

DAY / DATE Thursday 8.9.2023 WEEK / LESSON 22 55

TIME 8.30 – 9.30 AM DURATION 60 minutes

THEME World of Knowledge TOPIC 3: WILD LIFE
Main: Reading
FOKUS SKILLS
Complimentary: Reading
Main:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategi
CONTENT STANDARDS
Complementary: 3.3 Read independently for information and enjoyment
Main: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and
LEARNING
other known words
STANDARDS
Complementary: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest
LEARNING By the end of the lesson, mostof the pupils will be able to:
OBJECTIVES 1. Guess the meaning of unfamiliar words from clues provided by title, topic and other
known words
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2. Read and enjoy A2 fiction/non-fiction print and digital texts of interest

SUCCESS CRITERIA Pupils can read a text for specific information.
LANGUAGE / Superlative adjectives:
GRAMMAR FOCUS ugliest, rarest, most beautiful, common, interesting, colourful
Pre-lesson
1. Use Pre-lesson Task 1: ABCs, and adapt by using animal names.
Lesson delivery
2. Pupils do Think! at top of p.34. Ask: Is there another animal you think is ugly?
3. Write on board: protect, species, become extinct, danger, help, rare. Pupils use dictionaries
or explain the meanings. Pupils do Exercise 1.
4. Pupils do Exercise 2. Check with a partner. (HOTS)
5. Pupils do Activity 3: They guess meanings of words in blue from the context, and then check
ACTIVITIES with a partner. If there are any words they are unsure of, they can use a dictionary or other
resource. Pupils now use dictionaries to check ‘common’ and ‘dull’. Ask: Which word in blue is
the opposite of dull? (colourful). Also, check they remember the meaning of. ‘rare’ (from
Activity 2).
6. Pupils read text again and say the two words that come before beautiful, interesting,
common and colourful (the most). They find the word before ugliest, rarest, biggest, weirdest
(the). Ask pupils if they enjoyed reading the text and why. (CBA)
Post-lesson
7. Pupils in small groups agree on the three most beautiful and the three most colourful
animals they know. Do pupils know if any of the animals are in danger of extinction? (21st CA)
TEACHING AIDS English Plus 1 Student’s Book Activities 1–3 p. 34
Attendance: 29 / 32
REFLECTION 29 / 29 pupils able to achieve learning objectives and given enrichment exercise (s).

DAILY LESSON PLAN YEAR 5

SUBJECT English Language YEAR 5 KEMBARA

DAY / DATE Friday 9.9.2023 WEEK / LESSON 22 56

TIME 10.20 – 11.20 AM DURATION 60 minutes

THEME World of Knowledge TOPIC 3: WILD LIFE
Main: Writing
FOKUS SKILLS
Complimentary: Speaking
Main:
4.3 Communicate with appropriate language form and style for a range of purposes in print and digital medi
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly
LEARNING Main: 4.3.2 Spell a range of high-frequency words accurately in independent writing
STANDARDS Complementary: 2.1.5 Describe people, places and objects using suitable statements
By the end of the lesson, mostof the pupils will be able to:
LEARNING
1. Spell a range of high-frequency words accurately in independent writing
OBJECTIVES
2. Describe people, places and objects using suitable statements
SUCCESS CRITERIA Pupils can talk about their country using superlatives adjectives.
LANGUAGE / Comparative and
GRAMMAR FOCUS Superlative adjectives: e.g. weirder, weirdest, rarer, rarest
Pre-lesson
1. Pupils brainstorm adjectives to describe animals.
ACTIVITIES Lesson delivery
2. Pupils do p.35 Activity 1.
3. Pupils look at text on p.34 again and do Activity 2. They compare answers with a partner.
 SK LAYA-LAYA, TUARAN 2023| RECCYKA BINTI BONAR

Check answers. How quickly did pupils find the words?

4. Show map of Canada on board. Point out the Rocky Mountains. Explain there are many
very big National Parks with lots of wild animals in the mountains. Write on board: ‘hot’,
‘cold’, ‘high’, ‘good’, ‘beautiful’, ‘interesting’. Pupils do Activity 3. Choose pupils to go to board
and write the superlative of the adjectives. Help pupils to notice double ‘t’ in ‘hottest’. Write
‘big’ on board. Ask: How do you spell biggest? (HOTS)
5. Pupils do Activity 4. Read study strategy aloud to whole class. Pupils write sentences with
superlative forms using words in both boxes. They compare with a partner. Choose pupils to
read sentences to whole class. (CBA)
Post-lesson
6. Pupils in small groups write three or four sentences about Malaysia using superlative
adjectives and ideas from text about Canada. (21st CA)
TEACHING AIDS English Plus 1 Student’s Book Activities 1–4 p.35 (text on p.34 for Activity 2 p.35)
Attendance: 27 / 32
REFLECTION 27 / 27 pupils able to achieve learning objectives and given enrichment exercise (s).