By:MissAsh
YEAR 5 DAILY LESSON PLANS
Success Criteria
Pupils can
1. listen and underline 4 correct words.
2. read and fill in at least 6 blanks correctly.
DAY Choose an item. (Lesson YEAR 5
65)
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: Teacher explains that he/she will say a
Main: letter and pupils have to think about animal names
1.1 Recognise and reproduce target language sounds
starting from the letter. Pupils say the letter and
pupils share their answers.
Complementary: Lesson delivery:
3.3 Read independently for information and enjoyment
1. Pupils refer to textbook page 40 Activity 1. Pupils
can say out the answers and the teacher can write
the correct answers on the board.
2. Pupils refer to Activity 2. Teacher asks pupils to
Learning Standard: look for words with ‘ea’ in them (hear/heavy/ears).
Main: Teacher writes the words on the board. Teacher asks
1.1.1 Recognise and reproduce with little or no support
pupils a wide
which ‘ea’ range
words haveof the
target language
same phonemes
and elicit the
answer from pupils. Teacher points at the words and
asks pupils to repeat the sound and the words. Pupils
Complementary: fill in the blanks by copying the text into the exercise
3.3.1 Read and enjoy A2 fiction/non-fictionbooks.
print and digital texts of interest
3. Pupils refer to Activity 7. Teacher explains that
pupils will listen to audio 1-37 and choose the correct
words. Pupils are given some time to copy the
sentences into their exercise books. Pupils complete
the activity. Teacher replays the audio for pupils to
check.
Post-lesson: Pupils refer to Activity 3. Pupils attempt
to make sentences using the comparative and
superlative adjectives based on the table. Pupils
share their answers orally.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be textbook songs/audio clips
able to listen and underline the correct words.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson,
Applying Pair/Group discussion
pupils will be able to read and fill in the gaps.
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.
By:MissAsh
YEAR 5 DAILY LESSON PLANS
DAY Choose an item. (Lesson YEAR 5
66)
SUBJECT English Language MODULE Speaking
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 explains that he/she will say a
Main: few true and false sentences about the teacher, and
2.2 Use appropriate communication strategies
pupils have to guess if the sentences about the
teacher is true or false.
Complementary: Lesson delivery:
1. Pupils
4.3 Communicate with appropriate refer form
language to textbook Activity
and style 4 pageof40.
for a range Pupils in print and
purposes
copy the sentences into their exercise books. Teacher
explains that pupils must fill in the blanks based on
their friends’ answers. Teacher demonstrates the
Learning Standard: activity.
Main: Q: Canby you jump high? questions
A: Yes, I can/ No, I can’t
2.2.1 Keep interaction going in short exchanges using suitable
2. Pupils refer to Activity 5. Teacher explains that
pupils will take turns to form the questions and
Complementary: answer based on the given phrases. Teacher shows
4.3.2 Spell a range of high frequency words accurately
the example in forindependent
number 1. Ex:writing
Pupil 1: Can Monkeys
speak English? Pupil 2: No, they can’t.
3. Teacher discusses pupils’ questions and answers
with pupils.
4. Pupils refer to Activity 6. Teacher asks pupils to
work together to fill in the blanks with their partners.
Then, pupils decide the characters and practise the
dialogues with their partners.
Post-lesson: Teacher asks pupils to share how
questions can be rude. Teacher elicits examples of
rude questions from pupils. Teacher asks pupils how
to ask politely.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be textbook songs/audio clips
able to keep interaction going in short
exchanges based on the dialogues. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Creating Pair/Group discussion
Complementary: At the end of the lesson,
pupils will be able to spell the words correctly. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Task Pupil-centred
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
Success Criteria
Pupils can
1. keep the interaction between dialogues using at least 4
questions.
2. spell at least most of the words correctly.
By:MissAsh
DAY Choose an item. (Lesson YEAR 5
67)
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 write animals in the
Main: middle of their exercise books and create a circle
3.3 Read independently for information and enjoyment
map. The, write as many animals as they can in 2
minutes. Teacher tells the pupils that they are going
Complementary: to listen to a song.
1.2 Understand meaning in a variety of familiar contexts
Lesson delivery:
1. Teacher plays audio 3-34.
2. Pupils refer to textbook Activity 1 page 117. Pupils
match the pictures with the animals.
Learning Standard: 3. Pupils refer to Activity 2. Pupils read though and
Main:
3.3.1 Read and enjoy A2 fiction/non-fictionteacher checks
print and if pupils
digital understand
texts of interest the words.
4. Pupils copy the lyrics of the song into their exercise
books. Pupils listen to the song and fill in the blanks
Complementary: 5. Teacher checks if pupils understand the word
1.2.1 Understand with support the main idea of longer simple texts on range of familiar topics
‘shell’.
6. Pupil refer to Activity 3. Pupils copy the questions
into their exercise books and answer the questions
based on the song.
7. Teacher and pupils discuss the answers.
Post-lesson: Teacher asks pupils to identify the
superlative adjectives from the song. Teacher asks a
few questions. Ex: Which animal is the fastest? Why
do you think it is the fastest?
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be textbook songs/audio clips
able to read and answer the questions.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson,
Applying Pair/Group discussion
pupils will be able to listen and identify the
missing animal. b) CLASSROOM-BASED d) 21ST CL METHOD:
ASSESSMENT: Task Pupil-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. read and answer at least 4 questions appropriately.
2. identify the missing animal.
By:MissAsh
YEAR 5 DAILY LESSON PLANS
DAY Choose an item. (Lesson YEAR 5
68)
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 asks pupils if they
Main: remember the nouns, verbs and adjectives from
4.3 Communicate with appropriate language form
the andI style
song for aYou
Can Tell range of purposes
without in print
referring and digital medi
to the
textbook.
Complementary:
Lesson delivery:
1.1 Recognise and reproduce target language
1. Teacher sounds
asks pupils to draw a table with 3
columns (nouns, verbs and adjectives). Pupils
listen to audio 3-34 again and list the words
Learning Standard: accordingly in the column.
2. Then, pupils check their spelling of the words
Main:
with
4.3.2 Spell a range of high frequency words textbook
accurately page 117 and
in independent tick right if the word
writing
has the correct spelling.
Complementary: 3. Pupils refer to Activity 4 and read the
1.1.1 Recognise and reproduce instructions. Teacher
with little or no support explains thatofpupils
a wide range targetwill
language phonem
choose an animal each. In pairs, pupils will write
10 questions to find out the animal that their
partner has chosen. Teacher shows examples of
the questions. Ex: Can the animal run? Does the
animal have four legs?
4. Pupils write the questions (M). Teacher guides
pupils to write the questions (L).
5. After pupils have prepared the questions,
teacher demonstrates the process of asking
questions and answering.
6. Pupils take turns to carry out the activity and
try to guess the chosen animal.
Post-lesson: Teacher asks how many pupils have
managed to guess their partners’ choice of
animal.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be textbook songs/audio clips
able to spell a range of high frequency words
accurately in writing questions. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Creating Pair/Group discussion
Complementary: At the end of the lesson,
pupils will be able to listen and answer the b) CLASSROOM-BASED d) 21ST CL METHOD:
questions. ASSESSMENT: Higher Level Thinking
Written 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 a range of high frequency words accurately in writing at least 5
questions.
2. listen and answer at least 5 based on the chosen animal.
By:MissAsh
YEAR 5 DAILY LESSON PLANS
DAY Choose an item. (Lesson YEAR 5
69)
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: Teacher distributes pictures of the
Main: characters from page 85 the guidebook randomly to
5.2 Express personal responses to literary texts
each pupil or asks pupils to draw lots the names of
the characters. Then, teacher asks pupils to think and
Complementary: share with their partners the details they remember
2.1 Communicate simple information intelligibly
about the character.
Lesson delivery:
1. Teacher starts a discussion on the characters and
their actions in the story. Teacher can ask what do
Learning Standard: pupils think about the characters? Do they contribute
anything to the storyline?
Main: 2. Each pupil is asked to choose a character they like
5.2.1 Explain in simple language why the like
fromorthe
dislike
storyan event,
and description
provide or character
the details in a
in the ‘Who is text
this?’ worksheet.
3. Teacher explains that pupils will draw and provide
Complementary: details. Then, pupils will share their work and
2.1.5 Describe people, places and objects using suitable statements
thoughts with their partners.
4. The ‘Who is this?’ worksheet is distributed to
pupils. Pupils complete the task by working with their
partners.
5. Pupils explain why they like the character and the
details of their worksheet to the class.
Post-lesson: Pupils display their work for the teacher
and other pupils to go on a gallery walk.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be textbook worksheet
able to explain in simple language why they
like or dislike the character. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Creating Pair/Group discussion
Complementary: At the end of the lesson,
pupils will be able to describe their favourite b) CLASSROOM-BASED d) 21ST CL METHOD:
character using suitable statements. ASSESSMENT: Task Collaborative learning
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
Success Criteria
Pupils can
1. explain using at least 2 sentences why they like or dislike the
character.
2. describe their favourite character using at least 2 descriptive
sentences.
By:MissAsh
YEAR 5 DAILY LESSON PLANS
DAY Choose an item. (Lesson YEAR 5
70)
SUBJECT English Language MODULE Language Awareness
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: Pupils refer to textbook page 41 Activity 2.
Main: Teacher explains that an adjective will be written on
4.3 Communicate with appropriate language the board
form andand pupils
style for awill have
range ofto write asin
purposes many
print and digital medi
related words as they can based on the adjective in
their exercise books. Teacher gives an example.
Complementary: Teacher conducts 2-3 rounds of the activity.
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate read
Lesson delivery:
1. Pupils refer to Activity 5. Pupils read the clues and
Learning Standard: guess the animals.
2. Pupils discuss the answers with the teacher.
Main: 3. Pupils are given a quiz set to complete individually
(M).
4.3.1 Use capital letters, full stops, commas in Pupils arequestion
lists and guided to complete
marks the quiz set
appropriately (L).
in independent writin
Post-lesson: Pupils discuss the answers with the
teacher.
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 textbook songs/audio clips task sheet
able to use capital letters, full stops and
commas appropriately in independent writing. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Analysing Pair/Group discussion
Complementary: At the end of the lesson,
pupils will be able to read and circle the b) CLASSROOM-BASED d) 21ST CL METHOD:
correct answers. ASSESSMENT: Task Formative Assessment
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
Success Criteria
Pupils can
1. capital letters, full stops and commas appropriately in at
least one paragraph.
2. read and circle at least 5 correct answers.
