DAILY LESSON PLAN YEAR 6
SUBJECT English Language YEAR 6 Bestari
DAY / DATE Thursday, April 24, 2025 WEEK / LESSON 9
TIME 7.40am-8.40am DURATION 60 minutes
THEME World of Self, Family and Friends UNIT 2. Life in the past
FOKUS SKILLS Main : Language Art Complimentary : Writing
Main: 5.3 Express an imaginative response to literary texts
CONTENT STANDARDS Complementary:
4.3 Communicate with appropriate language form and style for a range of purposes in print and
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems. Other imagi
LEARNING STANDARDS
Complementary:
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems.
By the end of the lesson, most of the pupils will be able:
1. Respond imaginatively and intelligibly through creating simple
LEARNING OBJECTIVES stories and simple poems
2. Use capital letters, full stops, commas in lists, question marks,
and speech marks appropriately at discourse level
Pupils can:
SUCCESS CRITERIA 1. Prepare their sandwiches.
2. Fill in the Flow Map with correct information and talk about their Flow Maps.
LANGUAGE /
Adverbs: sequencing, e.g. First… Next… After that, punctuation
GRAMMAR FOCUS
Pre-lesson:-
1. Pre-lesson Task 9: Memory Chain. Use the sentence: I want to put tomatoes in my sandwich... I
want to put tomatoes and cucumbers in my sandwich. I want to put tomatoes, cucumbers and …
in my sandwich
Lesson development:-
2. Distribute a Flow Map to each group. (Appendix 1)
3. Pupils watch a short clip on how to make a sandwich.
ACTIVITIES https://www.youtube.com/watch?v=G4BSk1U5ans
4. In groups, pupils fill in the Flow Map with correct information.
5. Pupils discuss the steps of making a sandwich.
6. In groups, pupils prepare their sandwiches.
Post-lesson:-
7. Conduct a gallery walk, where pupils walk around and look at each other’s Flow
Maps. Have groups talk about their Flow Maps as you do this, in a casual way,
focussing on sequencing adverbs and punctuation.
/ pupils able to achieve learning objectives and given enrichment exercise (s).
REFLECTION / pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : Sports practice
DAILY LESSON PLAN YEAR 5
SUBJECT English Language YEAR 5 Arif
DAY / DATE Thursday 24/4/2025 WEEK / LESSON 9
TIME 11.10am-12.10pm DURATION 60 minutes
THEME World of Knowledge TOPIC 1: TOWNS AND CITIES
Main: Speaking
FOKUS SKILLS
Complimentary: Writing
Main: 2.1 Communicate simple information intelligibly
CONTENT STANDARDS Complementary: 4.2 Communicate basic information intelligibly for a range of purposes in print
and digital media
Main: 2.1.5 Describe people, places and objects using suitable statements
LEARNING STANDARDS
Complementary: 4.2.1 Give detailed information about themselves
By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES 1. Describe people, places and objects using suitable statements
2. Give detailed information about themselves
SUCCESS CRITERIA Pupils can talk about place in a town or city.
Pre-lesson
1. Pupils in groups brainstorm words in a mind map about towns and cities. A pupil from each
group says two words from mind map and writes words on board. Help pupils with spelling of e.g.
square, restaurant, theatre, building. (HOTS)
Lesson delivery
2. Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are some…’, ‘There aren’t
any…’. Elicit sentence endings about places in London e.g. There’s a river. There isn’t a space
station. There are some theatres. There aren’t any Malaysian markets.
3. Pupils do p.13, Activity 5. Pupils compare with a partner. Ask: Are your sentences the same or
ACTIVITIES different? Choose pupils to read a sentence to whole class.
4. Pupils read Key Phrases. Choose two pupils to read speech bubbles. They do Activity 6 (Use It!)
and tell their partner the sentences they think of. They should try to produce 5 sentences each
(fast finishers could do more). Choose pupils to read a sentence aloud. (21st CA)
5. Pupils in small groups agree on 2 or 3 good things about where they live, then agree on
something that’s not good. Draw a line down centre of board. Write good things as a heading on
left; not good things on right. One pupil from each group gives an example of each. (CBA)
Post-lesson
6. Pupils in same small groups agree on one sentence from Step 5 with a good thing about where
they live and write it clearly. Display sentences on wall.
Attendance: /
REFLECTION / pupils able to achieve learning objectives and given enrichment exercise (s).
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to: Program Gosok Gigi
