Lesson Plan Unit 3

Institution : LKP Yayasan Bina Ilmu Bali

Course Program : English
Level : 1st Grade (Young Learner)
Competency Standards :
Reading:
- Reading proficiently at grade level and having the ability to decode and recognize
increasingly complex words accurately.
- Comprehending short text and reading aloud
- Increasing the student’s academic and content-specific vocabulary by reading a variety of
literature and informational text.

Speaking/ Listening:
- Developing speaking/listening skills as he/she is engaged with peers and adults in
collaborative conversations that provide additional opportunities to express ideas and
experiences.
- Understanding the sound of language, pronouncing words / spoken utterances
- Expressing the ideas, feeling, and information through self-introduction, greetings, and
recognizing the objects.

Writing
- Writing simple pieces
- Writing text by tracing, imitating, completing, and copying.

Basic Competence:
- Reading proficiently at grade level and having the ability to decode and recognize
increasingly simple words accurately.
- Increasing the student’s academic and content-specific vocabulary by reading a variety of
literature and informational text.
- Developing speaking/listening skills to express ideas and experiences.
- Writing simple pieces based on the growing knowledge.
- Rewriting simple words correctly.
- Completing simple sentences properly

Indicator :
- Participates in collaborative conversations with diverse partners.
- Asks and answers questions in key details.
- Gives response by repeating words about school supplies from teacher or CD.
- Says words with correct pronunciation.
- Identifies information in the simple text and descriptive text
- Rewrites and matches words with pictures properly..

Time Allocation: 3 x 60 Minutes

A. Goal
- Students are able to respond by repeating words or sentences that they hear either from
teacher or CD.
- Students are able to respond by repeating words or sentences with correct pronunciation.
- Students are able to reproduce questions and respond to questions with proper pronunciation
and intonation.
- Students are able to identify information in the simple sentences and in descriptive text.
- Students are able to rewrite and match pictures correctly.
- Students are able to complete sentences with correct words.

B. National Character Traits and Values

- Looking after your things for school
- Sharing your toys
- Making friends at school
- Giving things to your friends
- Keeping fit
- Playing with your friends
- Loving your town
- Being kind to animals
- Wearing clean clothes
- Eating good food
- Playing outside in the sun
- Using your time well

C. Teaching Method
- Students point to the words as they listen to the audio track from the Classroom Presentation
Tool
- Students match the sound with the written word
- Students altogether repeat new words that they hear from the audio track from the Classroom
Presentation Tool
- Each student should repeat the new words loudly
- Students work in pairs having each other point to a photo and say the word of that photo
- Students take turns to point and say until all the words have been practiced

D. Planned Activities
- Responding to the school supply theme-related photo
- Vocabulary session
- Grammar session
- Reading informational texts appropriate for Level 1 with discussion sessions.
- Games
- Phonics session
- Watching a video about classrooms in other countries

E. Materials
- Identifying people around us
Examples: student, teacher, classmate, friend
- Identifying gender and third person singular
Examples: She is a girl.
He is a boy.
- Expressing the possessive adjectives through sentences
Example: He’s my friend.
She’s my classmate.
- Asking and answering questions about people
Examples:
 A: Is he a teacher? A: Is she your classmate?
B: Yes, he is. B: No, she isn’t
- Listening to and singing a song about friends
- Phonics i, j, k, l
- Watching a video about portrait from other countries

F. Steps of Learning Activities:

Meeting I

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures
to give an idea of the unit being
discussed.
 Teacher asks to the students about
pictures that he/she has shown.
 Play TR: 37 and pause after the first Resources: Audio
word. Point to the photo so that Tracks 37–38,
students know what to do. Classroom
 Continue playing TR: 37 and model Presentation Tool,
pointing to the photos as you hear the Flashcards 49–52,
words. Ask students to point to the Workbook page 24,
words as they listen. Workbook Audio
 Play TR: 38. Pause after the first word. Track 14, Online
Repeat the word to model the activity
for students. Continue playing TR: 38 Practice Materials: a
and ask students to repeat the words as photo of yourself and
a class. Play TR: 38 again and invite a friend
individual students round the class to
repeat the words.
 Divide students into pairs. Ask one
student to say Look! A [teacher] and
point, and the other student to point to
the same person and say A [teacher].
 Play TR: 39. Ask students to clap to the Resources: Audio
rhythm. • Divide students into two Tracks 39–40,
groups A and B. Classroom
 Play TR: 39 again. Ask Group A to say Presentation Tool,
the lines in purple and then ask Group Flashcards 49–52,
B to say the lines in green. Workbook page 25,
 Play TR: 40 as students listen and read.. Workbook Audio
Play TR: 40 again and pause after each Track 15, Online
sentence. Ask students to repeat the
sentences as a class. Practice Materials:
 Students do the workbook. Ask sticky tack or sticky
 students to circle the correct option in notes, photos of
item 2. Review the answer together people
when everyone finishes.
 Ask students to do the activity in pairs,
pointing to the people in the photo and
to people in the classroom. Monitor as
they speak, making sure they are using
the correct form.
 Play TR: 41 and ask students to listen Resources: Audio
and repeat the words. Tracks 41–42,
 Play TR: 42. Ask students to listen to Classroom
and read the whole text. Ask questions Presentation Tool,
about the reading text. Pause TR: 42 Flashcards 53–55,
after the first paragraph and ask Is this a Workbook page 26,
classroom? (no) Continue playing TR: Workbook Audio
42 and pause after the second Track 16, Online
paragraph.
 Students do the matching activity in the Practice Materials:
workbook. Ask students to complete modelling clay
the activity in pairs. Correct the activity (optional), photos of
by writing the full sentences on exhibits from a
the board. museum in your city

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Students do workbook page 24-27 Workbook
Show students some photos from a museum Photos/Flashcards
in your city or country. If necessary, use the
Internet to show students photos of some
exhibits

Meeting II

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures to
give an idea of the unit being discussed.
 Teacher asks to the students about
pictures that he/she has shown.
 Play TR: 43. Tell students to listen and Resources: Audio
read. Play TR: 43 again and ask students Track 43, Classroom
to repeat the questions and answers, first Presentation Tool,
as a class and then individually. Flashcards 34–41and
  Students do the activity in workbook. 49–52, Workbook
Ask students to complete the activity in page 27, Workbook
pairs. Go through the items as a class and Audio Track 17,
elicit the answers orally. Read each Online Practice
question aloud and ask students to say
the answers in chorus.
 Put students into pairs A and B. Ask
students to take turns to choose a person
in the class and point to that person.
Then tell them to ask and answer
questions about the person.
 . Play TR: 44. Tell students to listen and Resources: Audio
follow in their books. Tracks 44–47,
 Play TR: 45 again for students to sing. Classroom
Then ask them to swap roles and sing Presentation Tool,
again. Then play TR: 46, the Flashcards 49–50,
instrumental version of the song. Tell Workbook page 29,
students to sing again. Online Practice
 Play TR: 47. Ask students to sing their
sections of the song and do the actions. Materials: a photo of
Pause after each line to make sure a friend, sticky tack,
everyone remembers the actions. Then photos of people
play TR: 47 again. Ask students to sing
their sections of the song and do the
actions.

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Write the names of other people at your Whiteboard
school on the board. For example, write the
names of other teachers and students. Point to
each name one at a time and ask a question
Bring some photos of a mix of people into the Photos
lesson. Hold up a photo of a boy and make a
thinking gesture. Then say Look! This is
Andy. Tell students to ask you questions such
as Is Andy a man? Is Andy your brother? Do
the same with other photos, inventing names
and relationships

Meeting III

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
 Greeting and motivation Flashcards
 Teacher greets and shows big pictures to
give an idea of the unit being discussed.
 Teacher asks to the students about
pictures that he/she has shown.
 Play TR: 48 pointing to each photo and Resources: Audio
word as students hear it. • Read the Tracks 48–50,
instructions aloud. Play TR: 48 again. Classroom
Ask students to repeat each word. Presentation Tool,
Monitor students carefully making sure Flashcards 20, 31–33,
they pronounce the target sounds 45–48 and 56–59,
correctly. Workbook page 28,
 example in the first line. Ask students to Workbook Audio
work in pairs. Check answers together as Track 18, Online
a class by circling each letter with your Practice
finger so students can see and check. •
Play TR: 49 again. This time ask students
to read and chant.
 Play TR: 50 all the way through. Hold up
the Student’s Book and point to the
example in item 1. Ask What’s the word?
(lamp) Play TR: 50 again, pausing after
item 2. Ask What’s the word? (insect)
Ask students to write the letter in their
books. Continue playing the audio,
pausing each time to give students time
to write the letter.
 play Video 4 all the way through. Ask Resources: Video 4,
students to match the three numbers and Classroom
names at the top with the paintings and Presentation Tool,
draw Online Practice End-
 Ask students to bring in photos of their of-Unit
friends. Put students into pairs to ask and
answer questions about the people in the Resources: Worksheet
photos. Tell them to point and ask Who’s 1.3, Unit 3 Test,
that? Ask them to answer It’s [my ExamView
brother]. Then, ask students to change Assessment Suite
partners and repeat the activity a few
more times Materials: photos of
 Tell students to work individually to paintings showing
draw two people, one in each box. When people, students’
they’ve finished, ask them to walk round photos of friends
with their books and show their pictures (provided ahead of
to their classmates. Tell them to ask and time by
answer questions parents/carers)

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
 Resources
Use the phonics flashcards from Units 1–3 to Flashcards
review the target sounds. Hold a flashcard so
it is facing toward you and the students can’t
see it. Tell one half of the class to say a sound
and tell the other half to respond with the
corresponding word. For example, if the
sound is /ɪ/, the word is insect. Only show the
class the flashcard when the sound and word
have been guessed correctly.

G. Source/Material/Tools:
- Student Book Level 1 Look
(Katherine Bilsborough, Steve Bilsborough, Elaine Boyd, Paul Dummet), Pages 29 – 36
- Workbook Level 1 Look
- Classroom Presentation Tool Level 1 Look
- Flashcards
- Exam View Assessment Suite
- Others: photos of people, a photo of the teacher and a friend, sticky tack / sticky notes, clay,
a photo of a museum in the city, students’ photos of friends

H. Assessment
 Interview
 Individual and group inquiry and research
 Test (spoken or written)
 Teacher observation checklists

Key Performances
Assesment Instrument Examples of instrument
Indicators
 Participates in Spoken test Gives response by Listen to the question and
collaborative answering questions answer.
conversations with Teacher: “Is it a
diverse partners. classroom?”
 Asks and answers Students “No, it isn’t”
questions in key Teacher: “It’s a museum. Is
details. the girl a student?”
 Gives response by Students: “Yes, she is”
repeating words about Teacher: “Is the dinosaur
school supplies from big?”
teacher or CD. Students: “Yes, it is”
 Says words with
correct pronunciation. Practice Performance Students work in pairs, do the
 Identifies information conversation
in the simple text and
descriptive text Written test Writes half of a sentence
 Rewrites and matches (completing sentences)
words with pictures
properly.
 Pronounces words and
sentences properly.

Assessment’s Form
a. The result of Discussion
No. Aspect Criteria Score
 1. Concept * all correct 4
* most of them correct 3
* most of them wrong 2
* all wrong 1

b. Performance
No. Aspect Criteria Score
1. Knowledge * knowledgeable 4
* developing 2
* prior knowledge 1

2. Practice * active 4
* sometime active 2
* inactive 1

3. Attitude * excellent 4
* good 2
* needs improvement 1

c. Assessment sheet
Performance Total
No Student’s Name Mark
Knowledge Practice Attitude score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Note:
Mark: [(total score: total aspects) x10]/4
Student will get remedial if his/her score is below KKM.

Mengetahui, Denpasar, 30 Desember 2020

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