SJK Year 5 CEFR Unit 7 GROWING UP

SJK YEAR 5 CEFR PLUS 1
UNIT 7: GROWING UP
(L75-L85)
ENGLISH LESSON PLAN YEAR 5 CEFR
Week CLICK ----> Class 5 Time
Day Choose an item. Attendance
Click or tap to
Date Lesson 75 Focus Listening
enter a date.
Theme Topic
World of knowledge UNIT 7: GROWING UP
Nouns: moustache, beard, height; Adjectives: round,
Language/ Grammar focus
short, average, slim
Content Standard 1.1 Recognise and reproduce target language sounds
Main skill Learning Standard 1.1.1 Recognise and reproduce with little or no support a
wide range of target language phonemes
Complementar Content Standard 2.1 Communicate simple information intelligibly
y skill Learning Standard 2.1.1 Give detailed information about themselves
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Recognise words/vocabulary to give detail information about themselves.
Success Criteria: Pupils can
Use nouns and adjectives to describe people around them.
21st Century Activities & Assessment
Skills
Resources CCE / EE
Science and
Think-Pair-Share Activity book Bubble Map Questions
Technology
. Textbook Analysis Friendship Teamwork
Learning Outline
1. Draw on board a stick person and write ‘Describing people’. Pupils brainstorm words about
Pre-lesson people’s features from previous learning e.g. tall /small, curly/ fair/ straight hair, brown/
blue eyes, wears glasses. Write words around stick figure.
1. Pupils do p.72, Activity 1. Ask: Which adjective is similar to short? (small) Which is similar
to slim? (thin)
2. Pupils do Activity 2, play CD2.21. Pupils practise saying their sentences to a partner. Pupils
say factual, positive descriptions about themselves.
3. Pupils have to listen for words with long sounds. Pupils do Activity 3, play CD2.22. Write on
Lesson Delivery
board: ‘hear’, ‘loud’, ‘square’, ‘white’. Pupils identify sound and say number 1–4.
4. Write on board ‘Spot the mistake’. Pupils use sentences they wrote about themselves in
Activity 2 but change two adjectives. They write them on paper and put their name on the
back. Collect sentences and put in a container. Take one out, say the name of the pupil and
read description to class. Pupils put up their hands if they spot the mistake. Choose pupils
to say the mistakes then ask the pupil who wrote the sentences if they’re right or wrong.
Post Lesson 1. Post-lesson task 3- Test my friend to review new vocabulary to describe people.
Reference English Plus 1 Student’s Book Activities 1–3 p.72
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >
Click or tap to
Date Lesson 76 Focus Reading
enter a date.
Theme Topic
Nouns: moustache, beard, height; Adjectives: round,
short, average, slim
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.4 Use with support familiar print and digital resources
to check meaning
Content Standard 2.1 Communicate simple information intelligibly
Complementar
y skill 2.1.5 Describe people, places and objects using suitable
Learning Standard
statements
Read key phrases and guess the people/celebrity.
use correct words to describe people
Skills
Resources CCE / EE
Creativity and
Think-Pair-Share Activity book Bubble Map Observation
Innovation
Learning Outline
1. Pre-lesson Task 4: I’m Going To... Relate lesson goals to reading skills e.g. I’m going to
Pre-lesson guess some words/check the meaning of new words.
1. Show a few photos of Malaysian celebrities on the board. Write: ‘Who is it?’. Pupils read
p.73 Key Phrases again. Choose pupils to read them aloud. Pupils in pairs say one phrase
each when they guess who is in the photo. Ask who thinks they know the celebrity. Find
out how many used each phrase with a show of hands.
2. Pupils in mixed-ability pairs do Activity 7, Use It! Point out the second speech bubble has
two key phrases. Do 1 as example. Explain that ‘now’ and ‘in real life’ help to identify the
Lesson Delivery actor in the photos.
3. Ask: Which words helped you to name the famous people? e.g. 3) glasses in real life, 5)
bald now, 8) straight and blonde. Elicit ideas about what would help to answer numbers 1,
2, 4, 6 and 7 e.g.1) Now her hair is long and white, 2) In real life his hair is very short but
not spiky, 4) Now he’s got short spiky hair, 6) Now it’s long, curly and blonde, 7) In real life
it’s black, long and quite curly.
4. Pupils in pairs look at Activity 5 p.61. They choose one child in the drawings and take turns
to describe him or her. Partner guesses using Key Phrases on p.73.
1. Pupils do Post-lesson Task 2: Make Connections. Use the small photos of actors and body
Post Lesson vocabulary on p.72 and 73 e.g. Madonna and Lady Gaga have long hair.
Reference English Plus 1 Student’s Book Activity 7 p.73 and p.61
REFLECTION

Week click ----> Class 5 Time
Click or tap to
Date Lesson 77 Focus Language Art
enter a date.
Theme Topic
World of stories POEM : THE DARK
Language/ Grammar focus coordinating conjunctions – and
Content Standard 5.2 Express personal responses to literary texts
Main skill Learning Standard 5.2.1 Explain in simple language why they like or dislike an
event, description or character in a text
4.2 Communicate basic information intelligibly for a range
Content Standard
of purposes in print and digital media
Complementar
4.2.5 Connect sentences into one or two coherent
y skill
Learning Standard paragraphs using basic coordinating conjunctions and
reference pronouns
figure out the differences between the light and the dark
Write 5 sentences using conjunction -and
Skills
Resources CCE / EE
Literature Creativity and
Talking Chips Bubble Map Practice
Book/Storybook Innovation
. Textbook Analysis Friendship Story telling
Learning Outline
1. Teacher displays a few pictures that contain bright and dark scene (e.g. a dark
Pre-lesson and a bright bedroom).
2. Teacher gathers pupils’ opinions about the scenes.
1. Ask pupils to tick the lines that are the same.
2. Teacher conducts a reading session, where pupils only read the lines that are the
same.
3. Teacher asks the pupils to look at the picture and tries to figure out the
Lesson Delivery differences between the light and the dark, whether they like it or not.
4. Pupils pair up and they have to come up with two reasons of their choice.
5. Ask the pupils to combine their sentences using coordinating conjunctions –‘and’.
6. Pupils find other pairs to produce more sentences. (e.g. I like the dark because …
and …)
1. Ask pupils to tell about things in their bedroom by using coordinating conjunction
Post Lesson
– and (e.g I’ve got a teddy bear and a ball).
Anthology of Poems Page 22-23 Contemporary Children’s Literature Teaching Guidebook
Reference (BPK)– Poetry
REFLECTION
- BLANK PAGE-
-
Click or tap to
Date Lesson 78 Focus Speaking
enter a date.
Theme Topic
Simple past tense regular and irregular verbs: travelled,
went, grew up, left, got, spoke
Main skill Learning Standard 2.1.1 Give detailed information about themselves
Complementar Content Standard
y skill
Learning Standard 4.2.1 Give detailed information about themselves
Tell short story about family members
talk and write sentences using key phrases about family members.
Skills
Resources CCE / EE
Financial
Share Experiences Activity book Bubble Map .
Education
Learning Outline
1. Write on board: ‘The smallest man who ever lived’. Ask pupils what’s wrong with the title.
Pre-lesson Say numbers from the story and elicit what they are.
1. Pupils do Optional Activity: Listening. Teacher reads the sentences and pupils dictate.
(Robert was taller than his father by the age of six./ Robert never stopped growing.)
2. Pupils look at bar chart on p.76. Ask when pupils look at or draw bar charts in school.
3. Pupils do Activity 4. Choose pupils to read past form of verbs in blue in text. Write on
board: ‘was born’, ‘grew up’, ‘went to school’, ‘left school’, ‘got a job’, ‘got married’, ‘had
children’, ‘travelled to’. Pupils use these to write a short story. Say they can write a
Lesson Delivery negative sentence e.g. He/She didn’t go/travel to… Explain that if pupils don’t know any
information about a person in their family, they can write sentences using Key Phrases on
p.73 e.g. Maybe he/she … I’m not sure if he/she… I think he/she played (type of sport)
liked (type of music).
4. Choose pupils to tell their story. When they hear a past verb, pupils write it down. Check
verbs pupils write and the spelling.
5. Pupils do Activity 5 Use It! Choose 2 pupils to read out the examples. Use “Really?” to
express surprise. Pupils compare their sentences in pairs.
Post Lesson 1. Elicits pupils understanding to review orally past verbs related to pupils’ lives.
Reference English Plus 1 Student’s Book Activities 4 and 5 p.76 Activity 4 p.73
REFLECTION
Click or tap to
Date Lesson 79 Focus Reading
enter a date.
Theme Topic
Simple past tense interrogative word order: What / When
did he...? Did he…?
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.3 Guess the meaning of unfamiliar words from clues
provided by title, topic and other known words
4.3 Communicate with appropriate language form and
Content Standard
Complementar style for a range of purposes in print and digital media
y skill 4.3.2 Spell a range of high frequency words accurately in
Learning Standard
independent writing
Read and answer the questions based on the text.
guessed the meaning of words from clues in the photos and title.
Skills
Resources CCE / EE
Creativity and
Think-Pair-Share Activity book Bubble Map Observation
Innovation
Class
. Textbook Analysis Friendship
Participation
Learning Outline
1. Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the world).
Pre-lesson Elicits information about Robert Wadlow. Focus on past simple questions.
1. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as an
example. Pupils complete the table. Check answer and play the grammar animation. Ask:
How does the table help you to write correct sentences? (e.g. can see word order, can use
it to write more questions about the past)
2. Pupils do Activity 2. Pupils order the words to make questions. Weaker class can work in
pairs. Check answers with class.
Lesson Delivery 3. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar with blue
skin? (p.72). Elicit ideas about who the man is and the link between him and the Avatar
film e.g. He’s an actor. He acted in the avatar film. (False but accept all ideas and don’t
correct at this step.) Explain that when pupils make links between words, they develop
creative thinking. Ask when pupils make links in school subjects.
4. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Pupils look at
photos again. Ask: What do you think a film director does? And a truck driver? Who can
tell us what an Oscar is? Also ask: Why was the Avatar film important?
Post Lesson 1. Elicits pupils to review content of reading text.
Reference English Plus 1 Student’s Book p.76 (part of Activity 1) Activities 1–3 p.77
REFLECTION
Click or tap to
Date Lesson 80 Focus Writing
enter a date.
Theme Topic
Simple past tense interrogative word order: What / When
did he...? Did he…?
Content Standard
Main skill of purposes in print and digital media
Learning Standard 4.2.1 Give detailed information about themselves
Complementar Content Standard 2.3 Communicate appropriately to a small or large group
y skill Learning Standard 2.3.1 Narrate short basic stories and events
Complete the paragraph with detailed information about their friend.
write information about themselves in the past
Skills
Resources CCE / EE
Creativity and
Recap Group Activity book Bubble Map Practice
Innovation
Learning Outline
1. Elicit short sentences with past tense verbs about film director in previous lesson. Provide
Pre-lesson prompts e.g. Went to … in Canada. Became truck…, Made Avatar…
1. Write on board, ‘famous city’, ‘famous actor’, ‘famous sports star’. Pupils give examples of
each. Write some examples on board below three categories. Pupils do p.77, Activity 4.
Pupils complete the paragraph. Ask and answer questions in pairs.
2. After pupils ask and answer questions about their paragraph, ask: Did any pairs have the
same city, actor and sports star? Pupils memorise their paragraph. Choose pupils to say it
aloud to class. Can they remember all the words?
Lesson Delivery
3. Activity 5, Use It!: Pupils look at Q3. Provide a question starter on board: ‘When did you
last go...?’ Pupils write all the questions in Activity 5 then with a partner take turns to ask
and answer. Choose pairs to ask and answer questions aloud. Ask class after each: Does
anyone have the same information?
4. Pupils in small groups do Finished? They look at questions in Activity 5 again. Ask: Which
two sentences are the longest? Tell them to count the number of words. (Sentences 3 and
8 – eight words)
Post Lesson 1. Pupils write their imaginary paragraphs with a drawing for display on wall.
Reference English Plus 1 Student’s Book Activities 4, 5 and Finished? p.77
REFLECTION
Click or tap to
enter a date.
Theme Topic
World of stories Gulliver’s Travel
Language/ Grammar focus have/don’t, have/reasoning
Content Standard 5.2 Express personal responses to literary texts
Main skill Learning Standard 5.2.1 Explain in simple language why they like or dislike an
event, description or character in a text
Content Standard 3.3 Read independently for information and enjoyment
Complementar
y skill 3.3.1 Read and enjoy A2 fiction/non-fiction print and
Learning Standard
digital texts of interest
Give response and reason based on the story.
shares and talk about his/her favourite destination
Skills
Resources CCE / EE
Creativity and
Brainstorming Literature Book/Storybook Bubble Map Questions
Innovation
Learning Outline
1. Teacher poses a question “If you have a lot of money, where do you want to
Pre-lesson
travel to?” Every pupil shares his/her favourite destinations.
1. Teacher goes through with the cover and the blurb with the pupils. Teacher
brainstorms pupils’ ideas about the book.
2. Put pupils into smaller group and each group does a group reading from page 6 to
page 13.
3. Each group has to choose one panel that they think is impossible to happen in
Lesson Delivery
real world and why (e.g. Panel 3 page 10 – we don’t have a tiny person in the real
world).
4. Each group shares their selection and reasons through 1 Stay 3 Stray activity.
5. Teacher repeats Step 3 to Step 5 and this time around, each group has to figure
out the reasons why Gulliver has a comb, silver coin and a watch in his pocket (e.g
He has ______ because _____). Accept any plausible answers.
1. Each pupil has to choose a single thing that they want to put in their pocket when
Post Lesson
they travel to a foreign land.
Anthology of Poems Page 19 Contemporary Children’s Literature Teaching Guidebook (BPK)–
Reference Poetry
REFLECTION

Click or tap to
Date Lesson 82 Focus Listening
enter a date.
Theme Topic
Simple past tense interrogatives: When / Where did…?
How old were you? Did you…? What was…?
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Main skill Learning Standard 1.2.4 Understand a sequence of supported classroom
instructions
Complementar Content Standard 2.1 Communicate simple information intelligibly
y skill Learning Standard 2.1.2 Find out about and describe experiences up to now
Complete the gapped interview based on the audio.
write number of the Key Phrase beside name of the interviewer or pop star on the board
Skills
Resources CCE / EE
Values and
Brainstorming Activity book Bubble Map Questions
citizenship
. Textbook Analysis Friendship Role play
Learning Outline
Pre-lesson 1. Pupils do Think! question at top of p.78. See Think! Read and elicits questions on the board
1. Pupils do Activity 1, play CD2.27. Read the three instructions aloud. Check pupils
understand what they have to do. Read and complete the gapped interview. Ask: Were
the sentences you put in the gaps correct? Pupils correct any that are wrong.
2. Write on board: ‘Doing an interview. Interviewer/Pop star’. Pupils do Activity 2, play
CD2.27. Read instructions aloud. Check pupils understand the three things they have to
do. Pupils find the key phrases in the interview and identify the characters. Ask: What’s the
question you’re going to answer? (Which Key Phrases does the interviewer ask? Which Key
Lesson Delivery
Phrases does the pop star ask?)
3. After listening, check answers by choosing six pupils to read an answer aloud. Choose
another six pupils to write number of the Key Phrase beside name of the interviewer or
pop star on the board.
4. Pupils do Activity 3. Assign pupils their roles, interviewer or pop star. Choose two or three
pairs to act out the interview. Interviewers can mime holding a microphone. Famous
people can change their accent to sound older or American. Ask: Do the pupils sound like
the interviewer and pop star on the CD?
Post Lesson 1. Post-Lesson task 3: Test my friends to review content of dialogue.
Reference English Plus 1 Student’s Book Activities 1–3 p.78
REFLECTION

Click or tap to
Date Lesson 83 Focus Speaking
enter a date.
Theme Topic
Simple past tense interrogatives: When / Where did…?
How old were you? Did you…? What was…?
Main skill Learning Standard 2.1.3 Ask for, give and respond to simple advice
Complementar Content Standard
y skill
Learning Standard 4.2.2 Ask for, give and respond to simple advice
Role-playing interviewer and giving advice with guidance.
ask about other people’s feelings.
Skills
Resources CCE / EE
Pair/Group Values and
Activity book Bubble Map Observation
Discussion citizenship
. Textbook Analysis Friendship Role play
Learning Outline
1. Pupils do Pre-lesson Task 4: I’m Going To... They choose goals to improve speaking skills.
Pre-lesson Provide examples such as: I’m going to say more words. I’m going to have good
pronunciation/intonation.
1. Pupils look at the two photos of students role-playing interviewer and pop star at top of
p.78 again. Explain the pop star wants the interviewer to give her advice. Give each pupil a
handout and read dialogue below aloud:
A Pop star: What can I do?
B Interviewer: Why don’t you…?
C Pop star: Really? That’s interesting. Yes, of course. Good idea. (Key Phrases)
Explain that A is the pop star. She’s asking for advice. B is the interviewer and he is
Lesson Delivery
giving advice. C is the pop star . She is saying what she thinks about the advice.
2. Elicit ideas about advice for the pop star. Give example: Why don’t you sing in a band?
Why don’t you play the piano and sing? Read study strategy aloud. Explain ‘react’ can be
with gestures e.g. surprise, shock. Pairs use five suggestions on handout and ABC dialogue
to ask and give advice orally.
3. Pupils write ABC dialogue using ideas at Step 4. Monitor pupils as they work.
4. Pairs role-play dialogue. Ask after each: How did the pop star react to the advice? (e.g.
She/He was happy/quite happy. She/He liked/didn’t like the advice.)
Post Lesson 1. Hand out cards to small groups of pupils. They take turns to pick up a card and read it. The
others give advice and pupil with card responds.
Reference English Plus 1 Student’s Book Activities 4 p.78
REFLECTION
Week click ----> Class 5 Time
Click or tap to
enter a date.
Theme Topic
World of stories Gulliver’s Travels
Language/ Grammar focus True and False statements
Content Standard 5.3 Express an imaginative response to literary texts
5.3.1 Respond imaginatively and intelligibly through
Main skill Learning Standard creating simple role-plays and simple poems/ Other
imaginative responses as appropriate
Content Standard
Complementar digital texts by using appropriate reading strategies
y skill 3.2.2 Understand specific information and details of two
Learning Standard
paragraphs or more
Read and identify true and false statements.
rewrite the false statements to become true statements
Skills
Resources CCE / EE
Literature Creativity and
Talking Chips Bubble Map .
Book/Storybook Innovation
. Textbook Analysis Friendship Project
Learning Outline
1. Teacher reads a sentence and pupils have to sit down if the sentence is false and
Pre-lesson
stand up if the sentence is correct (e.g. Gulliver was a giant in Liliput – True).
1. Pupils are put in pairs and given a set of statements.
2. Pupils will guess whether the statements are true or false by writing T or F at the
end of each statement.
3. Teacher informs pairs to read Chapter 3 of the book and they need to verify their
Lesson Delivery
guesses.
4. Upon completion, teacher informs pupils that they need to choose any
statements to be acted out in front.
5. Pairs act out their chosen statement and others will guess whether it is true or
false (make sure most of the pairs have the opportunities to act out).
Post Lesson 1. Pupils rewrite the false statements to become true statements.
Gulliver’s Travels by Jonathan Swift, Anthology of Poems Page 19 Contemporary Children’s
Reference Literature Teaching Guidebook (BPK)– Graphic Novel
REFLECTION
Click or tap to Language
Date Lesson 85 Focus
enter a date. Awareness
Theme Topic
Simple past tense regular and irregular verbs e.g. grew up,
wanted; Homophones: fun/one; sun/son
Content Standard 2.2 Use appropriate communication strategies
Main skill Learning Standard 2.2.2 Check steps needed to complete short classroom
tasks
4.3 Communicate with appropriate language form and
Content Standard
style for a range of purposes in print and digital media
Complementar
4.3.3 Produce a plan or draft of one paragraph for a
y skill
Learning Standard familiar topic and modify this appropriately in response to
feedback
Complete the chart based on the sentences.
Asking questions to complete the table.
Skills
Resources CCE / EE
Creativity and
Recap Group Activity book Bubble Map .
Innovation
. Textbook Analysis Friendship Quiz
Learning Outline
Pre-lesson 1. Review language from Unit 7 with an activity from list of pre-lesson tasks.
1. Pupils do Activity 1, p.81. They read the boys’ names in top row of table. Ask:
Who is on the left/right/in the middle? Pupils read sentences individually then
work in pairs to complete the chart.
Lesson Delivery
2. Pupils in pairs do Activity 2. Set a time limit and note down past simple forms.
The most is the winner. Activity 5 – complete the table by walking around the
class and ask questions.
3. Pupils found out the easiest activity to do and which the hardest and ask why.
1. Pupils think about their learning and performance in this unit. They complete self-
assessment worksheet.
Post Lesson
2. Collect worksheets from pupils and review them to note pupils’ responses. If
there are any areas of concern, prepare a review of these in future lessons.
Reference English Plus 1 Student’s Book Activities 1, 2, 5 p.81
REFLECTION
How did I do in Unit 7?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
…describe people Great OK A little

… talk, write and ask questions about events in the past Great OK A little
… listen for specific information about people’s lives Great OK A little
…role-play an interview and ask for and give advice Great OK A little
• I’m proud of myself because I can __________________ very well.
• In the next unit, I will _________________ better/more.





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SJK YEAR 5 CEFR PLUS 1

ENGLISH LESSON PLAN YEAR 5 CEFR

ENGLISH LESSON PLAN YEAR 5 CEFR

ENGLISH LESSON PLAN YEAR 5 CEFR

In English, I know how to…

…describe people Great OK A little

• I’m proud of myself because I can __________________ very well.

• In the next unit, I will _________________ better/more.

How did I do in Unit 7?

In English, I know how to…

…describe people Great OK A little

• I’m proud of myself because I can __________________ very well.

• In the next unit, I will _________________ better/more.

How did I do in Unit 7?

In English, I know how to…

…describe people Great OK A little

• I’m proud of myself because I can __________________ very well.

• In the next unit, I will _________________ better/more.

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