BI Year 5 Unit 4 (LP71-88)

DAILY LESSON PLAN YEAR 5
SUBJECT English Language YEAR 5

Choose
DAY / DATE Sunday WEEK / LESSON 71
an item.
TIME DURATION 60 minutes
THEME World of Knowledge TOPIC 4: LEARNING WORLD
Main: Listening
FOKUS SKILLS
Complimentary: Reading
Main: 1.3 Use appropriate listening strategies in a variety of contexts
CONTENT STANDARDS
Complementary: 3.3 Read independently for information and enjoyment
Main: 1.3.1 Guess the meaning of unfamiliar words from clues provided by
other known words
LEARNING STANDARDS
Complementary: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts
of interest
By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES 1. Guess the meaning of unfamiliar words from clues provided by other known words
2. Read and enjoy A2 fiction/non-fiction print and digital texts of interest
SUCCESS CRITERIA Pupils can talk about school and school subjects.
LANGUAGE / Nouns: school subjects;
GRAMMAR FOCUS Adjective phrases: good at, great at, not good / great at
Pre-lesson
1. Pupils in pairs answer questions in Think! p.42.
Lesson delivery
2. Read aloud 5 or 6 definitions of school subjects in the box in Activity 1 e.g. In this subject you
draw and paint. Sometimes you make models; In this subject you do calculations with numbers
and money. Pupils guess the school subject from the box. (HOTS)
3. Explain pupils are going to listen to the school questions. They listen for ten school subjects and
guess the meaning of words they don’t know. Pupils do p.42 and 43 Activity 1, CD1.38.
4. Pupils do Activity 2. Pupils read questions again and think of answers. With a partner, they
ACTIVITIES answer questionnaire orally. Find out which pairs have same answers to questions 1, 3, 4, 8.
Explain answers are opinions. Write on board 2, 5, 6, 7, 9. Check answers then say these are facts.
Ask: Do you know the answer to 10? Which questions are easy to answer, opinions or facts?
(CBA)
5. Pupils do Optional Activity: Vocabulary. Explain pupils are going to be creative. After drawing
subject pictures, pupils show them to a partner who identifies the subjects. Pupils then label their
drawings. (21st CA)
Post-lesson
6. Find out pupils’ three favourite subjects. Say a subject and pupils put hand up if they like it. Do
a tally on board. Ask: Which are the class’s top three favourite subjects?
TEACHING AIDS English Plus 1 Student’s Book Activities 1 and 2 p.42–43
st
21 CENTURY ACTIVITY Stretch to Sketch CCE Language
HOTS Analysis MORAL VALUE Friendship
CLASSROOM BASED Teamwork
PERFORMANCE LEVEL 5 ASSESSMENT (CBA)
REFLECTION Attendance: /
/ 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: _______________________________________________________

Choose
an item.
World of Self, Family and
THEME TOPIC 4: LEARNING WORLD
Friends
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: 2.1.1 Give detailed information about themselves
LEARNING STANDARDS
Complementary: 4.2.1 Give detailed information about themselves
LEARNING OBJECTIVES
Give detailed information about themselves
SUCCESS CRITERIA Pupils can talk about school and school subjects.
LANGUAGE /
Verbs: study, enjoy, prefer; Adjectives: strict, organized.
GRAMMAR FOCUS
Pre-lesson
1. Do Pre-lesson Task 1: ABCs. See Section 3. Say letters for school subjects.
Lesson delivery
2. Pupils do p.43, Activity 3, CD 1.39. Explain an interviewer talks to five students. Pre-teach
‘strict’ and ‘definitely’. Write on board: 1) ‘Which day do you like best and why’? 2) ‘Which
language do you prefer and why?’ Pupils in pairs ask partner. Remind pupils to use ‘because’ for
giving a reason. (HOTS)
ACTIVITIES 3. Write questions on board: 1) ‘Who thinks she is a genius?’) 2) ‘Who has a strict teacher?’ 3)
‘Who enjoys French?’ 4) ‘Who thinks Thursday is the worst day?’. Pupils discuss answers in pairs
before listening again. Answers: 1) Georgia 2) Sophie 3) Lydia 4) Lewis. (CBA)
4. Pupils do Activity 4, CD1.39.
5. Pupils in pairs do Activity 5, Use It! Pupils should tell their partner their sentences after writing.
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. (21 st CA)
TEACHING AIDS English Plus 1 Student’s Book Activities 3-5 2 p.42–43
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Language
Attendance: /
REFLECTION
Choose
an item.
Friends
Main: Reading
FOKUS SKILLS
Complimentary: Speaking
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by
CONTENT STANDARDS using appropriate reading strategies
Complementary: 2.1 Communicate simple information intelligibly
Main: 3.2.2 Understand specific information and details of two paragraphs or
LEARNING STANDARDS more
Complementary: 2.1.2 Find out about and describe experiences up to now
LEARNING OBJECTIVES 1. Understand specific information and details of two paragraphs or more
2. Find out about and describe experiences up to now
SUCCESS CRITERIA Pupils can identify the writer opinion.
LANGUAGE /
Nouns: types of school – primary, secondary, private, public, boarding
GRAMMAR FOCUS
Pre-lesson
1. Brainstorm school subjects on board. Pupils answer Think! question, top of p.44.
Lesson delivery
2. Pupils look at four photos on p.44. Elicit something from each photo e.g. boat, uniform, eyes
closed, dancing. Write on board China, Britain, Bangladesh, Ireland. Point to countries on world
map. Pupils predict which country the school photo is from. They read and listen to each text
CD1.40. Pause CD after text and check if prediction is correct. (HOTS)
3. Explain the difference between primary, secondary, private (parents pay), public and boarding
ACTIVITIES schools (pupils sleep there). Pupils answer questions in Activity 1.
4. Pupils do Activity 2. Explain that people can like or not like topics they write about. Writers
show their opinions. Pupils look at the boat school and secondary school texts again and find
words to show if the writer likes or doesn’t like the school. (boat school: It’s a great idea.
Secondary: it’s a lot of fun.) (CBA)
5. In pairs, pupils do Activity 4, Use It! Ask: What positive things would you write about your
school. What would your photo show? (21st CA)
Post-lesson
6. See Section 3 Post-lesson Task 10: What about You?
TEACHING AIDS English Plus 1 Student’s Book Activities 1, 2, 4 p.44
st
PERFORMANCE LEVEL 5 CLASSROOM BASED Tell Stories
ASSESSMENT (CBA)
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Writing
FOKUS SKILLS
Complimentary: Listening
Main: 4.2 Communicate basic information intelligibly for a range of purposes in
CONTENT STANDARDS print and digital media
Complementary: 1.3 Use appropriate listening strategies in a variety of contexts
Main: 4.3.2 Spell a range of high frequency words accurately in independent
writing
LEARNING STANDARDS
Complementary: 1.3.1 Guess the meaning of unfamiliar words from clues
provided by other known words
LEARNING OBJECTIVES 1. Spell a range of high frequency words accurately in independent writing
2. Guess the meaning of unfamiliar words from clues provided by other known words
SUCCESS CRITERIA Pupils can identify the writer opinion.
LANGUAGE /
Present continuous tense affirmative and negative
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Write on board ‘Schools around the world’. Ask pupils to turn to page 44 and focus on the
photo. Point to each photo in turn and ask questions using the present continuous. (HOTS)
Lesson delivery
2. Pupils do Activity 1. Explain sentences are from the boat school, the Chinese primary school
and the secondary school in Ireland. Ask: Which text has ‘They’re walking to a lesson?’ (boarding
school text) Read rules aloud to class.
3. Pupils do Activity 2. Hold up 6 verb flashcards one by one. Pupils tell you which rule to use 1, 2
or 3. Ask: Which rule is the easiest for spelling verbs +-ing? Which rule is the hardest?
4. Pupils do Activity 3, CD1.41. Pupils guess run, park, mosquito, instrument, dinner from sounds
on the CD. Ask: Which meal are the men eating? How do you know the boy is watching TV?
Which instrument is the girl playing? (21st CA)
5. In pairs, pupils take turns to mime one of the sentences in Activity 3. Partners identify the
action. Choose pupils to mime a sentence in front of class. Pupils watching say sentence 1–6 in
Activity 3 to describe the mime. (CBA)
Post-lesson
6. What’s he/she doing? Choose pupils to go to front of class and mime an action. Say don’t do
actions in Activity 3. In pairs, pupils write down what pupil is doing and hold up their sentence.
How many pairs are correct? How many can spell the verbs accurately?
TEACHING AIDS English Plus 1 Student’s Book Activities 1, 2, 4 p.44
st
21 CENTURY ACTIVITY Puzzle it Out CCE Language
CLASSROOM BASED Role Play
Attendance: /
REFLECTION

Choose
an item.
THEME World of Stories TOPIC And Something Weird Happened
Main: Language Art
FOKUS SKILLS
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 digital media
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple role-
plays and simple poems/ Other imaginative responses as appropriate
LEARNING STANDARDS
Complementary: 4.3.3 Produce a plan or draft of one or two paragraphs for a
familiar topic and modify this appropriately in response to feedback
1. Respond imaginatively and intelligibly through creating simple role-plays and simple poems/
LEARNING OBJECTIVES Other imaginative responses as appropriate
2. Produce a plan or draft of one or two paragraphs for a familiar topic and modify this
appropriately in response to feedback
SUCCESS CRITERIA Pupils can produce a small booklet.
LANGUAGE /
Creative writing
GRAMMAR FOCUS
1. Each pupil has to provide an event that they remember from the story.
2. The pupils will retell an event. Then, the second pupil has to retell the first pupil event and add
another event from the story. Then, the third pupils will start a new by telling one event. (21 st CA)
Lesson delivery
3. Teacher writes “My version of Joel’s holiday” on the board.
4. Pupils pair up and teacher follows Step 1 to Step 6 (Activity 1: Writer block – making up) from
the guidebook. (HOTS)
Post-lesson
5. Teacher provides colour papers for the pairs to produce a small booklet (based on their
creativity) and transfers their version of Joel’s holiday into the booklet. (CBA)
And Something Weird Happened by Pamela Rushby Contemporary Children’s Literature Teaching
TEACHING AIDS
Guidebook (BPK)– Short Stories p85
21st CENTURY ACTIVITY Talking Chips CCE Creativity and Innovation
CLASSROOM BASED Simple Project
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Writing
FOKUS SKILLS
Complementary: 2.2 Use appropriate communication strategies
Main: 4.2.4 Describe people, places and objects using suitable statements
LEARNING STANDARDS Complementary: 2.2.1 Keep interaction going in short exchanges by asking
suitable questions
LEARNING OBJECTIVES 1. Describe people, places and objects using suitable statements
2. Keep interaction going in short exchanges by asking suitable questions
SUCCESS CRITERIA Pupils can use the present continuous to talk about things that are happening now.
LANGUAGE /
Present continuous tense affirmative and negative
GRAMMAR FOCUS
Pre-lesson
1. Hold up English Plus 1 book. Point to two photos on cover: Ask: What are they doing? What’s
she doing? Pupils respond in sentences. In pairs they find a photo from Units 1–3 and ask partner:
ACTIVITIES What’s he/she doing? What are they doing? (21st CA)
Lesson delivery
2. Pupils do Activity 4.
3. Pupils look at picture A again. In pairs, they take turns to say a true and a false statement using
present continuous tense. Give examples: The boy is writing. (True) The girl is looking at the birds.
(False) Choose pupils to say their true and false sentences to whole class. (HOTS)
4. Pupils in pairs do Activity 5. Write on board: 1) ‘Do you want to…’ 2) ‘Oh, sorry, I can’t at the
moment.’ 3) ‘I’m…’ Chose two pupils to read speech bubbles aloud. Explain they use words in box
and words on board to invent their dialogues. Choose pairs to say dialogues aloud. Explain that
when you invent something, you’re being creative. (CBA)
5. Pupils look at words in box below Use It! again. Choose pupils to write the verbs with -ing on
board. Elicit the three spelling rules for each verb.
Post-lesson
6. Pupils in small groups do Finished? Remind pupils of verbs they can use e.g. speak, listen, read,
write, think, use, make, sit, stand, climb, wear.
TEACHING AIDS English Plus 1 Student’s Book Activities 4 and 5 p.45
21st CENTURY ACTIVITY Think– Pair– Share CCE Creativity and Innovation
CLASSROOM BASED Role Play
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Listening
FOKUS SKILLS
Main: 1.2 Understand meaning in a variety of familiar contexts
CONTENT STANDARDS
Complementary: 1.2 Understand meaning in a variety of familiar contexts
Main: 1.2.5 Understand a sequence of supported questions
LEARNING STANDARDS Complementary: 1.2.2 Understand with support specific information and details
of longer simple texts on a range of familiar topics
LEARNING OBJECTIVES 1. Understand a sequence of supported questions
2. Understand with support specific information and details of longer simple texts on a range of
familiar topics
SUCCESS CRITERIA Pupils can use the present continuous to talk about things that are happening now.
LANGUAGE /
Questions: Do you + verb, Do you usually/ever..? Verbs: concentrate, revise
GRAMMAR FOCUS
1. Pupils answer questions in Think! at top of p.46.
Lesson delivery
2. Pupils do Activity 1, CD1.42. Explain that some pictures have more than one answer e.g. 1 e, b;
3 g, i; 5 a, c, h; 6 b, d, g, i; 8 b, d, g; 10 b, d, g, i.
3. Pupils in pairs do Activity 2. After answering, pupils add points for each yes answer and find out
what the key says about their score. Check they understand the vocabulary in the key. Ask: Do
you think the key is true or false for your score? (21 st CA)
4. Pupils look at quiz questions again. Choose a few questions and ask: ‘Who answered ‘no’? and
then explain why it is helpful for learning English. (HOTS)
5. Pupils look at the three photos in Activity 3. Explain that Mario is a footballer, Mark and Peter
are policemen in London, Hannah is a student. Pupils do Activity 3, CD1.43. Find out which other
language pupils would like to learn from those in the box. Do a tally on the board. Which other
language is the most popular?
Post-lesson
6. Pupils in small groups do Finished? Remind pupils of verbs they can use e.g. speak, listen, read,
write, think, use, make, sit, stand, climb, wear. (CBA)
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
CLASSROOM BASED Class Participation
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Speaking
FOKUS SKILLS
CONTENT STANDARDS
Main: 2.1.2 Find out about and describe experiences up to now
LEARNING STANDARDS Complementary: 2.2.1 Keep interaction going in short exchanges by asking
suitable questions
LEARNING OBJECTIVES 1. Find out about and describe experiences up to now
SUCCESS CRITERIA Pupils can listen to interviews about learning a language.
LANGUAGE / Present simple tense affirmative and negative; Auxiliary verbs do and don’t.
GRAMMAR FOCUS
Pre-lesson
1. Pupils look at drawings of children learning a language on p.46 again. In pairs, they choose
three and say what the girl or boy is doing. Give an example: In picture ‘h’ the girl is saying the
alphabet. Explain these are called learning strategies. How many strategies can they remember?
Lesson delivery
2. Pupils do Activity 5. Hand out worksheet for each pupil to complete. Read the two headings
with do and don’t. Find out how many pupils have more positive than negative strategies. Explain
it’s important to think about how you learn and to share learning strategies with others when
doing group work. (CBA)
ACTIVITIES
3. Explain why it’s helpful to do the things they don’t do e.g. When you know the alphabet, you
feel good about spelling words. When you say a new word out loud and write it down, you can
remember it better. (HOTS)
4. Pupils in pairs do Activity 6, Use it! Tell pupils to ask partner: What do you do? When telling
the class about their partner’s strategies, pupils with partners who have more positive or more
negative answers say two things they do or don’t do using ‘and’. Pupils with partners who have
the same number of things say: He/She… but he/she doesn’t… (21 st CA)
Post-lesson
6. Pupils summarize todays’ lesson.
st
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Reading
FOKUS SKILLS
using appropriate reading strategies
CONTENT STANDARDS
Complementary: 4.2 Communicate basic information intelligibly for a range of
LEARNING STANDARDS Main: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title,
topic and other known words
Complementary: 4.2.4 Describe people, places and objects using suitable
LEARNING OBJECTIVES 1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known
words.
2. Describe people, places and objects using suitable statements
SUCCESS CRITERIA Pupils can ask people about their routines and what they’re doing now.
LANGUAGE /
Present continuous and simple tenses
GRAMMAR FOCUS
Pre-lesson
1. Do Pre-lesson Task 12: Word Salad. Use sentences 1–3 in Activity 1 p.47. Write each word on a
card for groups of pupils to reorder.
Lesson delivery
2. Pupils do Activity 1. Pupils then write the question and answers changing pronouns and verb
forms. (HOTS)
3. Pupils do Activity 2. Pupils in pairs find a different photo from Units 1–3. They ask partner a
question about it. Write gap-fill sentence on board as model. e.g. ‘Is the boy/girl/animal on page
xx __- ing ___?’ Check pupils can understand words from clues in photos and titles. (21 st CA)
ACTIVITIES
4. Pupils in pairs do Activity 3. Elicit questions from pupils first. Explain if they don’t know an
answer be polite and say I’m sorry/ I’m afraid I don’t know. Write this on board. Choose pupils to
ask and answer some questions in front of the class.
5. Pupils do Activity 4. Pupils draw the table in their notebooks. Ask: Which words come after We,
I, They? Which words are at the end of sentences? (HOTS)
Post-lesson
6. Hand out flashcards to pupils in groups of six. Pupils take one card each and describe
something they’re doing or something they do using word or words on card. Choose pupils from
different groups to say sentences. When they say the word on flashcard, they hold it up.(CBA)
TEACHING AIDS English Plus 1 Student’s Book Activities 1–4 p.47
st
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Writing
FOKUS SKILLS
LEARNING STANDARDS Complementary: 2.2.2 Agree a set of basic steps needed to complete short
classrooms tasks
LEARNING OBJECTIVES 1. Describe people, places and objects using suitable statement.
2. Agree a set of basic steps needed to complete short classrooms tasks
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Pre-lesson Task 6: Finger Writing. Use 5 words from p.47, Activity 5 but change order so easier
words are first (play, speak, chat, relax, practise).
Lesson delivery
2. Write ‘present simple’ and ‘present continuous’ on board. Say sentences with the tenses.
Pupils put up left hand for simple, right hand for continuous. Pupils do Activity 5. After each text,
they compare answers with a partner. Check answers after each text. Ask after each text: Which
word tells you the verb is present continuous? (2. At the moment 4. Today 5. now) What skill is
ACTIVITIES the woman/man practising? (music skills, basketball skills, language skills) (HOTS)
3. Pupils in groups of three agree on which text, Charlotte, Pat or Melanie, they will read aloud to
the others – a different text each. They also prepare a question about their text to ask the others
and agree on who will be first second and third to read and ask their question. (21 st CA)(CBA)
4. Pupils do Activity 6, Use it!. Explain that pupils have to imagine they are a ‘lottery winner’ –
check understanding.
Post-lesson
6. Pre-lesson Task 9: Memory Chain. Use the sentence: I looked in the book and found a photo of
a/an/some ___.
st
Attendance: /
REFLECTION

Choose
an item.
THEME World of Stories TOPIC Miss Antrobus
Main: Language Art
FOKUS SKILLS
Main: 5.2 Express personal responses to literary texts
CONTENT STANDARDS Complementary: 3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies
Main: 5.2.1 Explain in simple language why they like or dislike an event,
description or character in a text
LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of two
paragraphs or more
LEARNING OBJECTIVES 1. Explain in simple language why they like or dislike an event, description or character in a text
2. Understand specific information and details of two paragraphs or more
SUCCESS CRITERIA Pupils can make a mind map to list the reasons and arranges them according to their preferences
LANGUAGE /
Verbs to display a degree of liking (hate, dislike, like and love)
GRAMMAR FOCUS
Pre-lesson
1. Teacher provides a letter and pupils have to come up with a word that starts with that letter
related to a topic (sea creatures e.g. w – whale, …, o - octopus)
Lesson delivery
2. Teacher divides the class into two big groups and conducts line reading where the groups read
each line alternately.
ACTIVITIES 3. Pupils pair up and teacher prompts them to think of the reasons why Miss Antrobus loves her
octopus.
4. Each pair makes a mind map to list the reasons and arranges them according to their
preferences (hate, dislike, like, and love).
5. Pupils will have to come up with their own reasons why they say so.
Post-lesson
6. Pupils reflect whether they want the octopus as a pet like Miss Antrobus and why.
Anthology of Poems Page 16 Contemporary Children’s Literature Teaching Guidebook (BPK)–
TEACHING AIDS
Poetry
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range of
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
Main: 4.3.2 Spell a range of high frequency words accurately in independent
writing
LEARNING STANDARDS
Complementary: 3.2.3 Guess the meaning of unfamiliar words from clues
provided by title, topic and other known words
LEARNING OBJECTIVES 1. Spell a range of high frequency words accurately in independent writing
2. Guess the meaning of unfamiliar words from clues provided by title, topic and other known
words
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 2: Guess The Answer
Lesson delivery
2. Say affirmative and negative sentences about you and/or pupils using present continuous
tense e.g. I’m talking to you. I’m not writing on the board. You’re learning English. You’re not
doing maths. Elicit examples from pupils about what they are and aren’t doing. (HOTS)
3. Pupils do p.50, Activity 3. Pupils write an affirmative and negative sentence about themselves.
4. Write on board: ‘Yes, I am’, ‘No, I’m not’, ‘Yes, we/they are’, ‘No, we’re/they’re not’, ‘Yes,
ACTIVITIES
he/she is’, ‘No, he/she isn’t’. Ask questions with present continuous forms e.g. Am I teaching you
science? Are you listening to music? Is he/she…? Are they…? Pupils do Activity 4. In pairs, they
compare sentences. Check answers. (21st CA)
5. Pupils do Activity 5. Remind pupils to use present continuous with now, today, tonight and at
the moment. Check answers. Ask: Which sentences are hard to do?
Post-lesson
6. Use the pictures to explain the game of ‘rock, paper, scissors’. Pupils in pairs play the game
rock, paper, scissors. (CBA)
TEACHING AIDS English Plus 1 Student’s Book Activities 3–5 p.50, Activity 2 p.51
21st CENTURY ACTIVITY Think– Pair– Share CCE Creativity and Innovation
CLASSROOM BASED Games
Attendance: /
REFLECTION
Choose
an item.
Friends
Main: Listening
FOKUS SKILLS
Main: 1.1 Recognise and reproduce target language sounds
CONTENT STANDARDS
Main: 1.1.1 Recognise and reproduce with little or no support a wide range of
target language phonemes
LEARNING STANDARDS
Complementary: 2.2.1 Keep interaction going in short exchanges by asking
suitable questions
LEARNING OBJECTIVES 1. Recognise and reproduce with little or no support a wide range of target language phonemes
SUCCESS CRITERIA Pupils can ask for help when you’re studying languages.
LANGUAGE /
Pronunciation of long and short vowels, diphthongs, voiced and unvoiced consonants
GRAMMAR FOCUS
Pre-lesson
1. Pupils do Think! question at top of p.48. Also ask: Who can help you if you can’t remember a
word?
Lesson delivery
2. Pupils do Activity 1, CD1.44. Find out words that pupils find hard to remember and write on
board. (HOTS)
3. Pupils do Optional Activity: Speaking CD1.44. After listening to dialogue, pairs read it aloud.
Choose pairs to repeat to class. Ask: Does their intonation sound the same as on the recording?
4. Write on board: ‘A, B, C/a, b, c’. Ask: What’s the difference between the letters? (A, B, C are
ACTIVITIES
capital letters; a, b, c, are small letters; we pronounce them differently). Ask: When do you use
capital letters? (start of names, places, days, months, new sentences)
5. Pupils do Activity 2, CD1.45. Ask some pupils to spell their first name. Write on board using
capital letters. Pupils spell their name to partner. Find out if any pairs have same letters in their
names. (21st CA)
Post-lesson
6. Hand out eight pieces of paper to pairs of pupils. They write one letter on each paper: A, E, I, O,
U, S, C, Q. Call out a letter. They take turns to hold it up. Repeat but change order of letters and
say them more quickly. Did pairs get better at pronouncing letters? (CBA)
st
HOTS Analysis MORAL VALUE Cooperation
Attendance: /
REFLECTION
Choose
an item.
Friends
Main: Speaking
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 1.2 Understand meaning in a variety of familiar contexts
LEARNING STANDARDS Complementary: 1.2.4 Understand a sequence of supported classroom
instructions
LEARNING OBJECTIVES 1. Describe people, places and objects using suitable statements
2. Understand a sequence of supported classroom instructions
LANGUAGE /
Interrogatives: How do you say / spell…? Can you help me with…? Can you say that again, please?
GRAMMAR FOCUS
Pre-lesson
1. Say the letter of first name of one or more pupils. Pupil(s) stand up if letter starts their name.
Repeat. Ask: Which letters don’t start any pupils’ names? Write on board. (HOTS)
Lesson delivery
2. Pupils do p.48, Activity 3. Ask: Who has a double letter in their name? What is the letter? (if
nobody has double letter in first name, ask about family name)
ACTIVITIES 3. Pupils do Activity 4. Model the language in the speech bubbles with the class first. Then, they
choose 2 or 3 school subjects to ask partner to translate and spell. Tell them to look at p.42 for
subject names. (21st CA)
4. Pupils in pairs do Activity 5, Use It! They use the model dialogue and language from the
dialogue in Activity 1 from Lesson 83. Choose pairs to say their dialogue aloud. (CBA)
Post-lesson
6. See Pre-lesson Task 9: Memory Chain.
st
PERFORMANCE LEVEL 5 CLASSROOM BASED Role Play
ASSESSMENT (CBA)
REFLECTION Attendance: /
Choose
an item.
Friends
Main: Reading
FOKUS SKILLS
Main: 3.2.1 Understand the main idea of simple texts of two paragraphs or
Complementary: 2.1.1 Give detailed information about themselves
LEARNING OBJECTIVES 1. Understand the main idea of simple texts of two paragraphs or more
2. Give detailed information about themselves
SUCCESS CRITERIA Pupils can write an email about their school.
LANGUAGE / Nouns: exchange programme, centre, break, woodwork; Adjectives: mediumsized, compulsory,
GRAMMAR FOCUS optional; Conjunction: so
1. Pupils answer question in Think!
Lesson delivery
2. Pre-teach: exchange programme (when pupils go to a school in another country and live with a
family, then pupils from that school visit your school and live with your family), medium-sized,
compulsory (something you have to do), optional (something you can choose) woodwork (subject
for making objects from wood).
3. Pupils do p.49 Activity 1. (CBA)
4. Pupils do Activity 2 then compare with a partner. Check answers with class. Explain that to put
a photo of the class in an email, you upload it from your computer to the internet. When you
send a class photo to a friend’s phone, you’re uploading it. (HOTS)
5. Pupils in pairs take turns to say Key Phrases 2, 3, 4 about their school to partner. Choose pupils
to say their sentences to whole class. Ask: Is the information correct?
6. Write on board this sentence from text: I like languages so I study French and Spanish. Explain
‘so’ is a conjunction. It gives a reason. Pupils do Activity 3. Write on board: 1) ‘I haven’t got an
exam, so I can …’; 2) ‘I love learning English, so I…’ Pupils finish the two sentence starters orally in
pairs. (21st CA)
Post-lesson
7. See Post-lesson Task 1: Spot the Differences in Section 3. Pupils spot differences in sentences in
the email.
TEACHING AIDS English Plus 1 Student’s Book Activities 1, 2 and 3 p.49
st
HOTS Evaluation MORAL VALUE Cooperation
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range of
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
Main: 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic
and modify this appropriately in response to feedback
LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of two
paragraphs or more
LEARNING OBJECTIVES 1. Produce a plan or draft of one or two paragraphs for a familiar topic and modify this
2. Understand specific information and details of two paragraphs or more
LANGUAGE / Nouns: exchange programme, centre, break, woodwork; Adjectives: mediumsized, compulsory,
1. Brainstorm pupils’ ideas about what they would write in an email to a pupil in a school in
Britain. Write ideas on board. Give prompts e.g. subjects, school day, family, hobbies. (21 st CA)
Lesson delivery
2. Pupils read email at top of p.49 again. Ask: Who is the writer? (Danny) Who is he writing to?
(Ela) What’s at the start and end of the email? (Hi / Write soon.) (HOTS)
3. Tell pupils they are going to write an email to a pupil from another country. They do Activity 4,
Use It!
4. In pairs, pupils read partner’s email and draw a smiley face for: (CBA)
A. writing name of visitor at start and name of writer at end
B. writing information about school – where it is, times of break, snack and lunch
C. Paragraph 1 I’m happy about…; Paragraph 2 size of school, old or new; Paragraph 3 school
subjects and timetable; Paragraph 4 description of photo.
Post-lesson
5. Pupils think about their learning and performance in this unit. They complete self-assessment
worksheet (see end of Unit 4). Collect worksheets from pupils and review them to note pupils’
responses.
st
21 CENTURY ACTIVITY Brainstorming CCE Language
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Email
Attendance: /
REFLECTION

Choose
an item.
THEME World of Stories TOPIC Miss Antrobus
Main: Language Art
FOKUS SKILLS
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 digital media
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple role-
plays and simple poems/ Other imaginative responses as appropriate
LEARNING STANDARDS
Complementary: 4.3.3 Produce a plan or draft of one or two paragraphs for a
familiar topic and modify this appropriately in response to feedback
LEARNING OBJECTIVES 1. Respond imaginatively and intelligibly through creating simple role-plays and simple poems
2. Produce a plan or draft of one or two paragraphs for a familiar topic and modify this
SUCCESS CRITERIA Pupils can think about their own dream pet and rewrite the poem using the example provided
LANGUAGE /
Reasoning (the use of because)
GRAMMAR FOCUS
Pre-lesson
1. Teacher reads a sentence based the poem and pupils will stand if the sentence is correct or
they will sit down if the sentence is false (e.g. Miss Antrobus has a pet cat – sit down as the
statement is false).
Lesson delivery
ACTIVITIES
2. Pupils recite the poem ‘Miss Antrobus’ together with actions.
3. Ask pupils what their dream pets are and why? (21st cA)
4. Tell pupils about dream pet. Next, tell them that you have rewritten the poem to make it
about your own dream pet. Recite the poem to them.
5. Pupils think about their own dream pet and rewrite the poem using the example you
provided. (CBA)
6. The, show pupils the examples of shape poems. Pupils can create their own shape poem by
writing the poem on a piece of paper in the shape of the animal. (HOTS)
Post-lesson
6. Prepare an illustration for their newly adapted poem.
Anthology of Poems Page 16 Contemporary Children’s Literature Teaching Guidebook (BPK)–
TEACHING AIDS
Poetry Activity 5 Page 101
HOTS Creation MORAL VALUE Friendship
CLASSROOM BASED Homework
Attendance: /
REFLECTION

Choose
an item.
Friends
Main: Reading
FOKUS SKILLS
Main: 3.2.2 Understand specific information and details of two paragraphs or
Complementary: 2.1.2 Find out about and describe experiences up to now
LEARNING OBJECTIVES 1. Understand specific information and details of two paragraphs or more
3. Find out about and describe experiences up to now
SUCCESS CRITERIA Pupils can make a poster about your dream school.
LANGUAGE / Nouns: exchange programme, centre, break, woodwork; Adjectives: medium sized, compulsory,
Pre-lesson
1. With book closed, write the heading My dream school on the board. Ask pupils to make a
picture in their minds of their dream school. Ask questions to help them picture it.
ACTIVITIES Lesson delivery
2. Pupils ask and answer the question in pairs. Ask some pairs to tell the class about their
answers.
3. Pupils read the text to see how many of their ideas are the same. Ask some pupils to tell the
class which of their ideas were the same, and which were different. (21st CA)
4. Read through the project checklist with the class and point to the example texts on the page.
Point out that pupils can use creative shapes or colours to present their text. (HOTS)
5. Pin the poster around the classroom and allow students time to look at them in pairs and
discuss which dream school they like the best and why. (CBA)
Post-lesson
5. Pupils summarize today’s lesson.
TEACHING AIDS English Plus 1 Student’s Book p.113
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Creation MORAL VALUE Cooperation
Attendance: /
REFLECTION

BI Year 5 Unit 4 (LP71-88)

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DAILY LESSON PLAN YEAR 5

SUBJECT English Language YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

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DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

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DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

DAILY LESSON PLAN YEAR 5

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