DAILY ENGLISH LANGUAGE LESSON PLAN

Subject English
Date / Day 25 March 2024
Time 10.30 - 11.30 am
Year 5 Berdikari
Theme World of Knowledge
Topic Town and Cities (Unit 1)
Focus Skills Main Skill: Reading
L/S/R/W/LA Complementary Skill: Writing
Pupils’ Prior Knowledge Places in town and city.
Content Standard Main Skill: 3.2 Understand a variety of linear and non-linear
print and digital texts by using appropriate reading strategies
Complementary Skill: 4.2 Communicate basic information
intelligibly for a range of purposes in print and digital media
Learning Standard Main Skill:3.2.1 Understand the main idea of simple texts of
one or two paragraphs
Complementary Skill: 4.2.4 Describe people, places and
objects using suitable statements
Learning Objectives By the end of the lesson, pupils will be able to:
(SMART) 1. Read aloud with guidance.
2. Complete the self-learning tool
3. Score at least 4 out of 6 questions correctly.
Successful Criteria 1. I can read aloud.
2. I can complete my self-learning tool.
3. I can answer questions in Worksheet 1.
Language/Grammar Focus There is/isn’t, There are/aren’t with a/an, some and any
Thinking Skills (HOTS) Analyzing, evaluating
Multiple Intelligences Verbal-linguistic
Soft Skills Analytical thinking, communication, teamwork
Cross Curricular Elements Language
(EMK)
Stages/Duration Content Teaching & Learning Remarks
Activities
Set Induction Activity: 1. Teacher collects Preparation Phase
“Homework students’ Grammar (One activity)
(10 minutes) submission” books.
Rationale:
Collect students’
Grammar books. 1. To allow students
submit their
homework.

Pre-Lesson Activity: Imagination Phase

“Our Hometown: Raub” 1. Teacher introduces (One activity)
(10 mins) places available and
*Refer Appendix A
unavailable in Raub. Rationale:
1. To deepen
Introduction to the
places in Raub. 2. Students give more students’ familiarity
example of places in towards hometown.
Raub. 2. To relate textbook
topic and reality.

Teaching Aids:
 PPT
Lesson Activity: Development
Development “There is/isn’t, There 1. Teacher plays the Phase
are/aren’t” slides.
(20 mins)
Rationale:
*Refer Appendix B 2. Students read after 1. To reinforce the
teacher. usage of is and are.
Introduction of using 2. To arouse interest
is/isn’t and are/aren’t. 3. Advanced students of reading among
guide the reading of students.
sentence example.
Teaching Aids:
 PPT

“a/an, some, any”

1. Teacher plays the
*Refer Appendix C slides.

Differentiate the usage 2. Students copy the

of a/an, some and any. notes in their exercise
books.
Post Lesson Activity: Action Phase
“Write it out!” 1. Each student gets (One activity)
(15 mins) table of “There
*Refer Appendix D is/isn’t/are/aren’t and Rationale:
a/an, some, any” to 1. To allow students
Students form sentences paste it in the exercise write down the
using the table. books. sentences of using
There
2. Students form the is/isn’t/are/aren’t.
sentences according to 2. To allow students
the pictures shown practise their
handwriting.

Teaching Aids:
 Table of Writing

CCTS:
 Analyzing
Closure Activity: Closure Phase
(5 mins) “Recap” 1. Teacher asks (One activity)
questions towards
What have you learned students. Rationale:
today? 1. To share the
2. Students voice out value of respect
Expected answer: their answer. other nations.
1. Different country
names and people.

Appendix A
Appendix B

Appendix C

Appendix D

Reflection
Postponed due to Majlis Berikirar among jawatan of pengawas, libririans, monitors
and vise monitors and Perjumpaan Persatuan dan Sukan.