SK Year 5 Cefr Unit 7 Growing Up

SK YEAR 5 CEFR PLUS 1
UNIT 7: GROWING UP
(L125-L142)
ENGLISH LESSON PLAN YEAR 5 CEFR
Week 30 Class 5 NEPTUNE Time 12:05-1:35
Day Monday Attendance
Date 21/10/24 Lesson 125 Focus Listening
Theme Topic
World of knowledge UNIT 7: GROWING UP
Language/ Grammar focus Nouns: moustache, beard, height; Adjectives: round, 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
Think-Pair-Share Activity book Bubble Map Science and Technology

Questions
. 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.78
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
Day Tuesday Attendance
Date 24/10/2024 Lesson 126 Focus Speaking
Theme Topic
Content Standard 2.1 Communicate simple information intelligibly
Main skill Learning Standard 2.1.5 Describe people, places and objects using suitable
statements
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Complementar
y skill 1.2.4 Understand a sequence of supported classroom
Learning Standard
instructions
List out the nouns and adjectives to describe people, places
and objects
Describe an avatar in group work activity
Skills
Resources CCE / EE
Brainstorming Activity book Bubble Map Creativity and Innovation

Questions
Learning Outline
1. Write on board: hair, light, mouth, fair, ear, round, height, beard. Say words aloud. Pupils
Pre-lesson find rhyming words. Ask: Which rhyming words have the same spelling sound? (fair / hair,
mouth /round, ear / beard)
1. Pupils have to describe an avatar. First, they brainstorm vocabulary then draw a stick
figure and write adjectives and nouns around it. Pupils do p.72, Activity 4.
2. Pupils look at Key Phrases on p.73. Read them aloud. Ask: Which phrase tells us the
speaker is positive? (I’m sure). Which phrases show the speaker isn’t positive? (I’m not
sure, Maybe/Perhaps).
Lesson Delivery 3. Display drawings of avatars on wall and write a number on each drawing. Put pupils in two
teams A and B. Give instructions. Look at the drawings. Think about how to describe them.
One pupil from team A describes an avatar aloud. One pupil from team B identifies it. Say
the number on drawing and use a Key Phrase to give the answer.
4. If correct, the team gets a point. If their English is good, the team gets a second point.
Repeat so that teams have 5 or 6 turns each. Which team identified most avatars? Which
team had the most accurate English?
1. Post-lesson task 3- Test my friend to review new vocabulary to describe people.
Post Lesson
Reference English Plus 1 Student’s Book Activity 4 p.72 and 73
REFLECTION
*Today's lesson will be carried forward due to : Click and choose reason here >
Day Friday Attendance
Date 25/10/2024 Lesson 127 Focus Reading
Theme Topic
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
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
Think-Pair-Share Activity book Bubble Map Creativity and Innovation

Observation
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
- BLANK PAGE-
Week click ----> Class 5 Time
Day Choose an item. Attendance
Date Click or tap to enter Lesson

a date. 128 Focus Writing
Theme Topic
4.2 Communicate basic information intelligibly for a range
Content Standard
Main skill of purposes in print and digital media
Learning Standard 4.2.1 Give detailed information about themselves
Content Standard
Complementar digital texts by using appropriate reading strategies
y skill 3.2.1 Understand the main idea of simple texts of two
Learning Standard
paragraphs or more
write sentences that tell a story about them
write a story about what they did last weekend using
past simple verbs
Skills
Resources CCE / EE
Games Activity book Bubble Map Creativity and Innovation

Questions
. Textbook Analysis Friendship Role play
Learning Outline
1. Write on board: He had long hair. She had curly hair. Ask: Who had long hair in the films?
Pre-lesson Who had red curly hair? Pupils look at photos a–h p.72–73 to check.
1. Pupils do p.75 Activity 5.Read and find examples in the text. Play the grammar animation.
2. Write on board: ‘Harry Potter’. Pupils put hands up if they know the name. Explain they’re
going to read a short story about the actor who was Harry Potter in the films. Check pupils
understand the meaning of ‘tutor’. Ask: How many paragraphs did you read? Did you
enjoy them?
3. Explain pupils are going to write sentences that tell a story about them. Pupils do Activity
Lesson Delivery 7. Tell them to write ‘I’ at the start of each sentence and the past tense of the verb, or
‘didn’t’ and the verb. Do number 1 as an example. When finished, they compare orally
with a partner using words in speech bubbles in Activity 8, Use It!. Choose pairs of pupils
to say dialogues.
4. Tell pupils they’re going to write a story about what they did last weekend. Pupils do
Finished? They can use the verbs in Activity 7 and they can also imagine some things they
did.
1. Pupils in small groups read their story to the others. They find out if anyone did same
Post Lesson things and guess which things were imagined. Choose a pupil from each group to say
which pupils in their group did something the same and what it was.
REFLECTION

a date. 129 Focus Language Art
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
Brainstorming Literature Book/Storybook Bubble Map Creativity and Innovation

Questions
. Textbook Analysis Friendship Story telling
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

a date. 130 Focus Listening
Theme Topic
Language/ Grammar focus Prepositional phrases: at the back/front, in the middle, on the left/right, next t
Main skill Learning Standard 1.2.2 Understand with support specific information and
details of longer simple texts on a range of familiar topics
Complementar Content Standard 1.2 Understand meaning in a variety of familiar contexts
y skill Learning Standard 1.2.5 Understand a sequence of supported questions
Talk about people in a photo and understand specific
information.
Listen and match the photo with activities.
Skills
Resources CCE / EE
Talking Chips Activity book Bubble Map Environmental Sustainability

Questions
Awareness

Learning Outline
1. Write on board: ‘Talking about a photo’. With book closed, asks pupils if they often take
Pre-lesson photos of their family.
1. Pupils in pairs do Activity 1, SB p.98. Check answers. Ask: Are the people in the three
photos happy? How do you know? (They’re smiling. They’re with friends/family.)
2. Pupils do Activity 2, play CD3.17. Write on board: ‘cooking’, ‘cookery club’. Elicit meanings.
Also ask: Who is on the left of the photo? (Jack) Is he next to Beth? (no)
3. Write on board ‘Suzi’, ‘Jack’, ‘Mark’, ‘Beth’, ‘Amy’ (not in order of dialogue). Pupils do
Lesson Delivery Activity 3, play CD3.17. Ask further questions e.g. When did they go to the cookery class?
(yesterday) Who went to see the doctor? (Mark) How does Suzi describe the chocolate
cakes? (amazing, delicious)
4. Pupils do Activity 4, play CD3.18. Follow the instructions in Teacher’s Book p.112 Exercise 4
5. Pupils brainstorm family names. Write these on board and if not mentioned add: ‘son’ ,
‘aunt’, ‘sister’, ‘uncle’, ‘grandmother’, and ‘grandfather’. Pupils in pairs do Activity 5, Use
It!
1. Write on board Where is the video game? Pupils in pairs look at photos of video games on
p.97 again. They use the Key Phrases and take turns to ask and answer where the games
Post Lesson are e.g. Which video is in the middle/on the right…? Choose pupils to describe where the
games are. Ask: Does everyone agree?
REFLECTION
- BLANK PAGE-

Theme Topic
Language/ Grammar focus Simple past tense interrogatives: When, What, Where, How was / did, Did he
Main skill Learning Standard 1.2.3 Understand with support longer information and a
range of familiar topics
Content Standard
y skill 3.2.3 Guess the meaning of unfamiliar words from clues
Learning Standard
provided by title, topic and other known words
Listen and complete the text for specific biographical
information.
Listen to audio CD and complete the text.
Skills
Resources CCE / EE
Make Predictions Activity book Bubble Map Environmental Sustainability

Questions
Awareness
. Textbook Analysis Friendship Task

Learning Outline
1. Pupils do Think! question top of p.76. Ask pupils if they think it’s difficult to be different
Pre-lesson from other people and why. Elicit what makes people different and why we should value
everyone.
1. Write on board: ‘The story of the tallest man who ever lived’. Pre-teach: ‘gentle giant’,
‘university’, ‘qualification’, ‘circus’. Before listening, read aloud each past tense question
slowly. Ask: Is the story about the man now or in the past? Pupils do Activity 1, play
CD2.25. Try to understand verbs and phrases. Pupils write the past simple form.
2. Read the question for Activity 2 aloud. Pupils predict the answer. They listen to podcast
play CD2.26 and when finished, they put hands up if prediction was correct.
Lesson Delivery 3. Pupils do Activity 3, play CD2.26. Explain that when pupils hear a number, they write it in
digits not words. Give example on board: ‘2’ not ‘two’. Pupils listen and complete the text.
4. Pin up measurement paper on wall or door. Show pupils a meter ruler. Ask pupils how tall
they are. Measure smallest and tallest pupil using strip of paper. Write measurements on
board e.g.1m 45cm and say them. Pupils look at the bar chart on p.76. They read heights
that Robert reached at different ages. Ask: How old was he when he was about your
height?
Post Lesson 1. Elicits pupils’ understanding to review content of text.
REFLECTION

a date. 132 Focus Speaking
Theme Topic
Language/ Grammar focus Simple past tense regular and irregular verbs: travelled, went, grew up, left, go
Main skill Learning Standard 2.1.1 Give detailed information about themselves
Complementar Content Standard
of purposes in print and digital media
y skill
Tell short story about family members
talk and write sentences using key phrases about
family members.
Skills
Resources CCE / EE
Share Experiences Activity book Bubble Map Financial 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

a date. 133 Focus Reading
Theme Topic
Language/ Grammar focus Simple past tense interrogative word order: What / When did he...? Did he…?
Content Standard
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
Think-Pair-Share Activity book Bubble Map Creativity and Innovation

Observation
. Textbook Analysis Friendship Class 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

Theme Topic
Language/ Grammar focus Simple past tense interrogative word order: What / When did he...? Did he…?
Content Standard
Main skill of purposes in print and digital media
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
Recap Group Activity book Bubble Map Creativity and Innovation

Practice
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

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
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
Talking Chips Literature Book/Storybook Bubble Map Creativity and 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

Theme Topic
Language/ Grammar focus Adjectives: curly, spiky; Simple past tense irregular verbs: went, saw, left, had, g
Content Standard
Main skill
Learning Standard 3.2.4 Use with support familiar print and digital resources
to check meaning
Content Standard
Complementar 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 identify the meaning of the words in the dictionary
Complete the sentences using past simple
Skills
Resources CCE / EE
Think-Pair-Share Activity book Bubble Map Values and citizenship .

Learning Outline
1. Pupils do Pre-lesson Task 6: Finger Writing. Choose familiar past verbs to spell. Start with
Pre-lesson easy spelling e.g. went. Progress to more challenging e.g. travelled.
1. Write on board: ‘Spot the mistakes!’. Pupils do p.80, Activity 1. Pupils refer the meaning in
the dictionary. Say nouns, adjectives, a verb and a conjunction are wrong. Choose a pupil
to read corrected paragraph aloud. Ask: Which adjectives, nouns, verb and conjunction are
wrong?
2. Check past tense of verbs in Activity 2. Pupils in pairs do Activity 2, using a dictionary as
Lesson Delivery necessary. Pupils put the life events in order. Decide logical order and compare in pairs.
3. Draw a cross and a tick on board. Ask what they do in Activity 4. (cross means use a
negative form of the verb; tick means affirmative form.) Do 1 as an example. Pupils
complete the sentences and compare in pairs.
4. Pupils do Activity 5 individually then in pairs. Change 5 from secondary school to primary
school. Pupils write the past simple questions. Ask and answer in pairs. Write the answers.
1. Write on board Activities 1, 2, 4, 5. Pupils in small groups decide which activity was the
Post Lesson easiest and which was the hardest to do. They also say which one they liked doing. Ask
groups for their opinions and why an activity was easy, hard, enjoyable?
Reference English Plus 1 Student’s Book Activities 1, 2, 4, 5 p.80
REFLECTION


Theme Topic
Language/ Grammar focus Simple past tense interrogatives: When / Where did…? How old were you? Did y
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
Brainstorming Activity book Bubble Map Values and citizenship

Questions
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.
REFLECTION


a date. 138 Focus Speaking
Theme Topic
Language/ Grammar focus Simple past tense interrogatives: When / Where did…? How old were you? Did y
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
Activity book Bubble Map Values and citizenship
Observation
Discussion
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.
Lesson Delivery 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
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.)
1. Hand out cards to small groups of pupils. They take turns to pick up a card and read it. The
Post Lesson others give advice and pupil with card responds.
Reference English Plus 1 Student’s Book Activities 4 p.78
REFLECTION

Theme Topic
World of stories UNIT 7: GROWING UP
Language/ Grammar focus Simple past tense interrogatives: who, what, when, how, where did / was / wer
Content Standard
3.3 Read independently for information and enjoyment
Main skill Learning Standard 3.3.1 Read and enjoy A2 fiction/non-fiction print and
digital texts of interest
Content Standard
style for a range of purposes in print and digital media
Complementar
4.3.1 Use capital letters, full stops, commas in lists and
y skill
Learning Standard question marks appropriately in independent writing at
discourse level
Read and describe the boys in sentences.
Compare and write a paragraph about the boy’s life.
Skills
Resources CCE / EE
Table Talkers Activity book Bubble Map Values and citizenship

Questions
Learning Outline
1. Write on board ‘The story of your life’. Pupils do Warm-up. Pupils write 5 life events in
Pre-lesson order Elicits words and compare in pairs and group. Write a few examples on board to get
them started.
1. Explain that pupils are going to read and listen to a song called The Story of your life. They do
p.119, Activity 1, play CD3.36. Focus on the 3 boys and elicit some sentences to describe each
one. Ask: How would you describe the boy on the right/in the middle?
2. Pupils in pairs do Activity 2, play CD3.36. In pairs, pupils correct the words in blue in the song.
Ask: Do you think it’s a good song? Is it a good story? Why or why not?
3. Ask: Which two verses have got information about the boy? (3, 6). Write on board ‘The story of
(boy’s name) life’. Class decides on a name for the boy. Write it in title on board. Ask: Which
Lesson Delivery
pronoun do you use? (he, his). Pupils write two paragraphs about boy 1. In first paragraph they
use the language in first six lines of verse 3. In second paragraph, the first four lines in verse 6.
After writing paragraphs, they check pronouns, verbs, conjunctions. Choose pupils to read
paragraphs aloud. Ask: What differences are there between their story about the boy and the
song in the book?
4. Pupils do Activity 3. They compare with a partner then check questions. Pupils in pairs take
turns to ask and answer the questions about themselves. Choose pairs to read questions and
answers aloud. Did any pairs have the same answers?
1. Pupils in pairs imagine three more things about the boy’s life then compare with another
Post Lesson pair. Choose pupils to share their ideas.
REFLECTION

Theme Topic
World of stories UNIT 7: GROWING UP
Language/ Grammar focus Simple past tense regular and irregular verbs e.g. grew up, wanted; Homophone
Content Standard
Main skill 4.2.5 Connect sentences into one or two coherent
Learning Standard paragraphs using basic coordinating conjunctions and
reference pronouns
Content Standard 1.1 Recognise and reproduce target language sounds
Complementar
y skill 1.1.1 Recognise and reproduce with little or no support a
Learning Standard
wide range of target language phonemes
Understand and relate a song about life events.
write a paragraph using sentence starters
Skills
Resources CCE / EE
Brainstorming Activity book Bubble Map Creativity and Innovation

Observation
Learning Outline
1. Write on board ‘The story of your life’. Pupils brainstorm words and phrases that they
Pre-lesson remember from the song. Write them on board.
1. Pupils listen to song again p.119, play CD3.36. Explain that most songs have rhyming words
at end of some lines. Ask: What word in first verse rhymes with where? (there). Pupils read
second verse and find a rhyme (fun, one). Repeat with other verses: Verse 3 (long, song) 4
(where, there) 5 (fun, one) 6 (none: ‘song’ repeated).
2. Write on board ‘wrong’, ‘son’, ‘chair’, ‘sun’, ‘strong’, ‘bear’. Pupils in pairs match these
with pairs of words that rhyme in Step 2. Help pupils to notice words with same sound but
Lesson Delivery different spelling e.g. fun, one, son, sun.
3. Pupils do Activity 5, Use It! Pupils use their imagination and imagine they had an
interesting and fun life. Work in pairs to ask and answer questions. Present in the class.
4. After pupils talk about their imagined life in Step 4, they write ‘The story of your life’ using
sentence starters in box. They check spelling, punctuation and past verbs. Pupils swap
texts with a partner and read them. Partner draws 1–5 stars to say how much they like the
life story. Choose pupils to imagine they are 60 and to read texts aloud with an old
person’s voice.
Post Lesson 1. Elicits pupils to review language presented in the song.
REFLECTION

Theme Topic
World of stories Gulliver’s Travels
Language/ Grammar focus There is/There are
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 of purposes in print and digital media
y skill 4.2.4 Describe people, places and objects using suitable
Learning Standard
statements
Read and describe characters using suitable statements.
predict on what will happen to Gulliver in the next chapter.
Skills
Resources CCE / EE
Talking Chips Literature Book/Storybook Bubble Map Creativity and Innovation

Worksheet
. Textbook Analysis Friendship Project
Learning Outline
1. Teacher provides lines for pupils to guess the words by giving letters for teacher
Pre-lesson to verify whether the letter is present in the word (focus word: giant, Liliput,
Belfuscu).
1. Teacher puts pupils into smaller groups and informs pupils to read Chapter 4
together.
2. Each group has to draw two different scenes – at Liliput and the Land of Giants.
Pupils can choose to adapt from the panels or create the new one based on their
Lesson Delivery
imagination.
3. Then, teacher asks the pupils to draw themselves in the pictures (They are giant
at Liliput and they are tiny at the Land of Giants).
4. Then, ask them to describe the scene in the pictures (e.g. There is a tiny palace in
the picture at Liliput) (There is/There are).
5. Shout out time – pupils predict on what will happen to Gulliver in the next
Post Lesson
chapter.
Gulliver’s Travels by Jonathan Swift, Anthology of Poems Page 19 Contemporary Children’s
Reference Literature Teaching Guidebook (BPK)– Graphic Novel
REFLECTION
Language
a date. 142 Focus
Awareness
Theme Topic
Language/ Grammar focus Simple past tense regular and irregular verbs e.g. grew up, wanted; Homophone
Content Standard
2.2 Use appropriate communication strategies
Main skill Learning Standard 2.2.2 Check steps needed to complete short classroom
tasks
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
Recap Group Activity book Bubble Map Creativity and 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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SK YEAR 5 CEFR PLUS 1

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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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