WEEK 1

Lesson: 35 – LISTENING 7 Date: 26th April 2021

Week: 14 Day: Monday

Subject: English Year: 5

Year: 5 Belgium

Duration/Time: 60 minutes

Theme: World of Self, Family and Friends

Topic: Unit 2 – Days

Main Skill Complementary Skill

Focus Skill:
Listening Writing

1.2 Understand meaning in a 4.3 Communicate with

variety of familiar contexts appropriate language form and
Content Standard: style for a range of purposes in
print and digital media

1.2.1 Understand with 4.3.2 Spell most high frequency

support the main idea of words accurately in guided
Learning Standard:
longer simple texts on a writing
range of familiar topics
By the end of the lesson, pupils would be able to:
1. Listen to the interview and identify at least 5 out 17 of
Learning Objectives:
main ideas with support.
2. Spell at least 3 out of 6 high frequency words related to
adverbs of frequency accurately.
Pupils can:
1. Display understanding of the main idea longer simple
Success Criteria:
texts and narratives with support.
2. Spell words accurately.
English Plus 1 Student’s Book: Page 22 – Exercise 1, 3 and 4,
Teaching Aids:
Audio: 1.21, 1.22, Worksheets, Flashcards.
Language HOTS Critical Thinking, Values and
CCE
Ethics.
Lesson Activities/Outlines:
Days of a week
Pre-Lesson:
• List down days of a week a on board.
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• Find out pupils’ favourite day with a show of hands and ask the
reasons. HOTS
• Teacher shares learning objectives and success criteria of the
lesson.

Daily routines [Exercise A] 1.21

 Write ‘Daily Routines’ on board.
 Direct pupils’ attention to Exercise A and ask them to look at
the five table headings.
 Explain words in the box are daily routines.
 Pupils explain about their own daily routines. HOTS
 They write them in columns 1–5 in table provided.
 Pupils compare with a partner.
 They listen to the audio and check answers.
 Explain that we will come back to the Days and Nights Quiz next
lesson.

Identify the Main Idea of the text [Exercise B] 1.22

 Direct pupils’ attention to Exercise B and tell them that they are
Lesson Development:
going to list down the verbs in Exercise A that the people
mentioned in the interview.
 Play the audio for pupils to list down the verbs mentioned.
 Ask pupils to compare their answers with their pairs and check
the answer.
 Ask pupils what the main idea of the short interview is.
 Guide pupils to share their answers. [M.1.2.1]

Gap-fill [Exercise C] 1.22

 Direct pupils’ attention to Exercise C and tell them that they are
going to fill in the gaps based on the interview.
 Pupils read the gapped sentences.
 Play the audio for pupils to complete the sentences.
 Check answers with the class. Make sure the spellings are
correct. [C.S.4.3.2]

Review
Post-Lesson:
 Ask pupils to say out aloud some adverbs of frequency they
have learnt thus far.
Assessments Tasks, Spelling Accuracy

Differentiation Strategies Time

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Reflection:

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Lecturer’s Comments:
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 WEEK 1

Lesson: 36 – Speaking 7 Date: 27th April 2021

Week: 14 Day: Tuesday

English 5
Subject: Year:

Year: 5 Belgium

Duration/Time: 30 minutes

Theme: World of Self, Family and Friends

Topic: Unit 2 - Days

Main Skill Complementary Skill

Focus Skill:
Speaking Reading

2.2 Use appropriate 3.2 Understand a variety of linear

communication strategies and non-linear print and digital
Content Standard: texts by using appropriate
reading strategies

2.2.1 Keep interaction going 3.2.3 Guess the meaning of

in short exchanges by asking unfamiliar words from clues
Learning Standard: suitable questions provided by title, topic and other
known words

By the end of the lesson, pupils would be able to:

1. Keep interactions going by discussing whether the
Learning Objectives:
sentences are true or false using the key phrases given.
2. Guess the meaning of all the daily routines provided by
other known words.
Pupils can:
1. Manage interaction appropriately.
Success Criteria:
2. Guess the meaning of unfamiliar words from the clues
provided by title, topic, and other known words.
English Plus 1 Student’s Book: Page 22 – Exercise 2, Flashcards
Teaching Aids:
and Worksheets
Language HOTS Quick scan, Critical Thinking,
CCE
Values and Ethics.
Lesson Activities/Outlines:

Pre-Lesson: Brainstorming
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 Write on board: ‘Daily Routines’, ‘morning’, ‘afternoon’,

‘evening’ and ‘night’.
 Ask pupils to brainstorm blue words in quiz they remember
from previous lesson.
 Teacher shares learning objectives and success criteria of the
lesson.

Guess the meaning [Exercise A]

 Direct pupils’ attention to Exercise A and tell them that they are
going to read the phrases, guess the meaning and match them
to the corresponding pictures.
 Ask pupils to compare their answers with pairs.
 Check answer with the class. [C.S.3.2.3]

Let’s write [Exercise B]

Lesson Development:  Direct pupils’ attention to Exercise B and tell them that they are
going to read and answer the quiz.
 Pupils answer the quiz individually.

Tell your answer [Exercise C]

 Tell pupils they are going to talk about the quiz using the key
phrases given.
 Explain the key phrases to the pupils.
 Pupils determine whether the sentences are true or false using
the key phrases.
 Check answers with the class. [M.S.2.2.1]

Post-Lesson: Do you remember?

 Ask pupils to share some statements in the quiz that they
think they are interesting.
Assessments Presentation, Plenaries, Worksheets

Differentiation Strategies Feedback

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Reflection:

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Lecturer’s Comments:
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 WEEK 1

Lesson: CIVIC Date: 28th April 2021

Week: 14 Day: Wednesday

English 5
Subject: Year:
(Civic Education)
Year: 5 Belgium

Duration/Time: 30 minutes

Theme: World of Self, Family and Friends

Topic: Unit 2 - Days

Main Skill Complementary Skill

Focus Skill:
Speaking Language Art

2.2 Use appropriate 5.2 Express personal responses to

Content Standard: communication strategies literary texts

2.2.1 Keep interaction going 5.2.1 Explain in simple language

in short exchanges by asking why they like or dislike an event,
Learning Standard:
suitable questions description or character in a text

By the end of the lesson, pupils would be able to:

Learning Objectives: 1. Keep interactions going by discussing about at least 3
personal strengths and weaknesses.
2. Create a personal ‘Positive Cootie Catcher’
Pupils can:
1. Manage interaction appropriately.
Success Criteria:
2. Create a personal ‘Positive Cootie Catcher’ based on own
creativity
Cootie Catcher.
Teaching Aids:
Language HOTS Quick scan, Critical Thinking,
CCE
Values and Ethics.
Lesson Activities/Outlines:
Brainstorming
• Write on board: “Happiness”
• Ask pupils to brainstorm the meaning of the word.
Pre-Lesson:
• Teacher shares learning objectives and success criteria of the
lesson.
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 Teacher asks pupils what they think about themselves

(negative or positive).
 Teacher can provide personal examples.
 Teacher introduce the word “strength” and “happiness”
 Pupils are asked to brainstorm their personal strengths and
weaknesses.
Lesson Development:
 Teacher asks if anyone would like to share their strengths and
weaknesses. Teacher can ask the pupil why they consider
something a weakness.
 Pupils create ‘Positive Cootie Catcher’ about themselves.
 Teacher explains to pupils that they can write 8 positive
affirmations that they would like use for themselves.
 Teacher can show a sample of cootie catcher.
Post-Lesson:  Pupils play the cootie catcher with their friends to know each
other’s positive affirmations.
Assessments Presentation, Creating a product

Differentiation Strategies Time

 WEEK 1

Reflection:

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Lecturer’s Comments:
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 WEEK 1

Lesson: 37 – READING 7 Date: 29th April 2021

Week: 13 Day: Thursday

Subject: English Year: 5

Year: 5 Belgium

Duration/Time: 60 minutes

Theme: World of Self, Family and Friends

Topic: Unit 2 - Days

Main Skill Complementary Skill

Focus Skill:
Reading Writing

3.3 Read independently for 4.3 Communicate with

information and enjoyment appropriate language form and
Content Standard: style for a range of purposes in
print and digital media

3.3.1 Read and enjoy A1 4.3.2 Spell most high frequency

fiction/non-fiction print and words accurately in guided
Learning Standard:
digital texts of interest writing

By the end of the lesson, pupils would be able to:

Learning Objectives: 1. Read and understand the table by responding adequately
to at least 5 out of 9 questions given.
2. Write at least 5 out of 9 sentences with no spelling error.
Pupils can:
1. Read and understand the table given by responding
Success Criteria:
adequately to given tasks
2. Write sentences with accurate spelling.
English Plus 1 Student’s Book: Page 23 – Exercise 5, and 6,
Teaching Aids:
Worksheets, flashcards
Language HOTS Critical Thinking, Values and
CCE
Ethics.
Lesson Activities/Outlines:
Sequence the information
Pre-Lesson: • Put the flashcards on the board.
• Ask pupils to sequence the activities related to daily routine.
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• Teacher shares learning objectives and success criteria of the

lesson.
Daily Timetable [Exercise A]
 Direct pupils’ attention to Exercise A and tell them that they
are going to complete the frequency meters and then
complete the questions based on the timetable given.
 Pupils complete the task.
 Discuss the answer with the class.
Lesson Development:
Rewrite the sentences [Exercise B]
 Direct pupils’ attention to Exercise B and tell them that they
are going to rewrite the sentences with an adverb of
frequency, so they are true for them.
 Pupils rewrite the sentences.
 Pupils share the sentences that they rewrite with their group.
Make sure the spelling in the sentences is accurate.
[M.S.3.3.1] [C.S.4.3.2]
 Dictation
Post-Lesson:
 With the book closed, dictate a few sentences to the class.
 Pupils write the sentences in their notebook.
Assessments Tasks, Spelling Accuracy

Differentiation Strategies Time

 WEEK 1

Reflection:

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Lecturer’s Comments:
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 WEEK 1

Lesson: 38 – READING 7 Date: 30th April 2021

Week: 13 Day: Friday

Subject: English Year: 5

Year: 5 Belgium

Duration/Time: 60 minutes

Theme: World of Self, Family and Friends

Topic: Unit 2 - Days

Main Skill Complementary Skill

Focus Skill:
Writing Speaking

4.2 Communicate basic 2.3 Communicate appropriately

information intelligibly for a to a small or large group
Content Standard: range of purposes in print
and digital media

4.2.4 Describe people, places 2.3.1 Narrate short basic stories

Learning Standard: and objects using suitable and events
statements
By the end of the lesson, pupils would be able to:
1. Write 7 sentences related to their daily routines using the
Learning Objectives:
adverbs of frequency.
2. Narrate short basic events related to their celebrities’
daily routines.
Pupils can:
1. Describe people, place and objects using suitable
Success Criteria:
statements.
2. Narrate short basic stories and events adequately.
English Plus 1 Student’s Book: Page 23 – Exercise 5, and 6,
Teaching Aids:
Worksheets, flashcards
Language and HOTS Critical Thinking, Creativity,
CCE
Creativity Values and Ethics.
Lesson Activities/Outlines:
Pre-Lesson Task 6: Finger writing
Pre-Lesson:  Pupils use six frequency adverbs from previous lesson.
 Hold up a flashcard for each finger writing action: never,
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sometimes, often, usually, normally, always.

 Teacher shares learning objectives and success criteria of the
lesson.

Use it! [Exercise A]

 Stick the six flashcards on the board.
 Direct pupils’ attention to Exercise A and tell them that they are
going to write four true and two false sentences about your
routine.
 Pupils write the sentences individually. [M.S.4.2.4]
 Ask pupils to work in pairs and listen to their partner’s
sentences.
 Say if they think the sentences are true or false.
Lesson Development:
If I were … [Exercise B]
 Direct pupils’ attention to Exercise B and tell them that they are
going to imagine that they are their favourite celebrity and
write the sentences about their daily routines.
 Pupils write a few sentences about their celebrity’s daily
routines.
 Pupils take turns narrate the daily routine. [C.S.2.3.1]

 CCE: Creativity – Pupils are able to imagine their favourite

celebrities’ daily routines.

Fact file
Post-Lesson:  Pupils draw routines of their celebrity to cut and stick them on
fact file.
 They write a caption below drawing to describe what
celebrity is doing.
Assessments Writing tasks, Presentation, Plenaries

Differentiation Strategies Types and amount of support

 WEEK 1

Reflection:

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Lecturer’s Comments:
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