Lesson Plan Unit 4

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 family members
Examples: grandpa, grandma, dad, mum, uncle, aunt, baby, cousin
- Talking about a family using I’ve got and I haven’t got
Examples: I’ve got a grandpa.
I haven’t got a sister.
- Expressing the possessive adjectives through sentences
Example: His name is Victor.
Her name is Arneta.
- Asking and answering questions about family members
Examples:
 A: What’s his name?
B: Franco. He’s my dad.
- Listening to and singing a song about a family of monkeys
- Phonics m, n, o, p
- Watching a video about cartoon families 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: 51 and pause after the first Resources: Audio
pair of words. Point to the photo. As Tracks 51–52,
you point, say what you are thinking. Classroom
Continue playing TR: 51 and repeat Presentation Tool,
this with the other photos. Flashcards 49–52 and
 Play TR: 51 again and model pointing 60–68, Workbook
to the photos as you hear the words. page 30, Workbook
Ask students to point to the words as Audio Track 19,
they listen. Online Practice
 Play TR: 52. Pause after the first
word. Repeat the word to model the
activity for students. Continue playing
TR: 52 asking students to repeat the
words as a class.
 Play TR: 52. If you’re female, only
repeat the words for girls and women.
 . Ask students to point to the correct
photo. Point to another photo and say
the word. Ask students to point to the
same photo. Then invite individual
students to point to photos and say
the words.
 Play TR: 53. Ask students to listen to Resources: Audio
the chant and clap to the rhythm. • Tracks 53–54,
Play TR: 53 again. Ask students to say Classroom
the chant. • Play TR: 53 for a third Presentation Tool,
time. This time encourage students to Flashcards 60–68,
put up their hands when a sentence Workbook page 31,
about family members is true for Workbook Audio
 them. Track 20, Online
 play TR: 54. Play TR: 54 again and Practice Materials:
ask students to repeat the sentences as eight large index
a class. cards, sticky tack,
 Students will do the workbook photos of families
activity by matching the pictures with (from the Internet or
the sentence. magazines)
 Tell students to work in pairs to tell
each other true information about their
own families using I’ve got and I
haven’t got .
 Play TR: 55 and ask students to listen Resources: Audio
and repeat the words. Hold up the Tracks 55–56,
flashcards one at a time. Then use Classroom
actions and descriptions to teach the Presentation Tool,
new words Flashcards 49–71,
 Play TR: 56 all the way through. Ask Workbook pages 32
students to listen to and read the and 35, Workbook
whole text. Audio Track 21,
 Students will do the workbook about Online Practice
True or false. Materials: a video of a
birthday party

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials / Resources
Practice the words using the flashcards. Flashcards
Practice I’ve got and I haven’t got using Photos
photos of families from magazines or the
Internet. Show students a photo of a family
and point to one member
Ask students to imagine that they are at the Photos
birthday party in the photo. Ask students to
draw a picture of their birthday present.
Then invite them to show the class their
present and speak about it.

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: 57. Ask students to listen Resources: Audio
 and read. • Play TR: 57 again and ask Tracks 57–58,
students to repeat the sentences, first Classroom
as a class and then individually. Presentation Tool,
 Students do the workbook activity. Flashcards 49–52 and
Ask students to complete the activity 60–68 Workbook page
in pairs. Check answers as a class. 33, Workbook Audio
 Play TR: 58 pausing after the first Track 22,
sentence. Online Practice
 Play the rest of TR: 58, pause after Materials: dolls or
each description and ask students to puppets, photos of
complete the activity. Then check people including
answers as a class. people in your own
 Ask students to bring in photos of family, modelling clay,
family members. Divide the class into students’ photos of
pairs. Tell students to ask and answer someone in their
questions about the person in their family (provided ahead
photos. of time by parents or
careers)
 Play TR: 59. Ask students to listen Resources: Audio
and follow in their books. Tracks 59–62,
 Play TR: 60. Get a clapping or tapping Classroom
rhythm going to accompany the song. Presentation Tool,
Encourage students to sing along to Flashcards 60–68,
the chorus. Then play TR: 60 again Online Practice
and ask students to sing the chorus Materials: photos of
and the verses. animal families (from
 Play TR: 61, the instrumental version the Internet
of the song, for students to sing. or magazines)
 Play TR: 62 pausing after each line to
make sure everyone remembers the
actions. Change or simplify the
actions if necessary.
 Play TR: 62 again. Ask students to
sing the song again and do the actions

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
 Teacher shows students some more Photos
photos of animal families.
 Teacher points to individual animals
and says look! This is a dad! Look,
here’s a baby, and asks students to do
the same.

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: 63 pointing to each photo Resources: Audio
and word as students hear it. • Play Tracks 63–65,
TR: 63 again. Read the instructions Classroom
aloud. Tell students to repeat each Presentation Tool,
word Flashcards 15, 20, 24,
 Play TR: 64. Ask students to work in 31–33, 45–48, 56–59,
pairs to circle the letters in the other 63 and 72, Workbook
lines. • Play TR: 64 again. This time page 34, Workbook
ask students to read and chant. Audio Track 23,
 Play TR: 65 pausing after the first Online Practice
word. Then point to item 1. Ask
What’s the word? (pencil). Ask
students to write the letter in their
books. Continue playing TR: 65
pausing after each word on the audio
to give students time to find the item
in the picture and write the letter.
 play Video 5 all the way through. Ask Resources: Video 5,
students to match the pictures with the Classroom
four numbers and names on the left Presentation Tool,
and write the numbers in the boxes. Online Practice End-
 Invite two students to act out the of-Unit Resources:
dialogue in front of the class. • Put Anthology Story 2,
students into pairs to ask and answer Anthology Teaching
questions about their families Notes page 137,
 Ask students to work individually to Worksheet 1.4, Unit 4
draw two people, one in each box. Test, ExamView
When they’ve finished, ask them to Assessment Suite
walk round with their books and show Materials: a picture of
their pictures to their classmates. Tell a family or some
them to ask and answer questions. family members from
a TV series or story
that students are
familiar with (from
the Internet or
magazines)

Closing Activities
 Time Activities/Materials Method Learning Tools /
Materials /
Resources
Ask questions to find out how much Video 5
students remember about the video. If
necessary, play Video 5 again.
Use the phonics flashcards from Units 1–4 Flashcrads
to review the target sounds

G. Source/Material/Tools:
- Student Book Level 1 Look
(Katherine Bilsborough, Steve Bilsborough, Elaine Boyd, Paul Dummet), Pages 37 – 44
- Workbook Level 1 Look
- Classroom Presentation Tool Level 1 Look
- Flashcards
- Exam View Assessment Suite
- Others: photos of family, sticky tack, a video of a birthday party, dolls / puppets, clay,
students’ family photos, photos of animal families,

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: “I’ve got a baby
diverse partners. sister. How about you?”
 Asks and answers Student: “I’ve got a baby
questions in key sister, too”
details. Teacher: “I’ve got a big
 Gives response by brother. How about you?”
repeating words about Students: “I haven’t got a big
school supplies from brother”
teacher or CD.
 Says words with Students work in pairs, do the
correct pronunciation. Performance conversation
 Identifies information Practice
in the simple text and Writes a new verse of the
descriptive text Writes a song song
 Rewrites and matches Written test
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

Pimpinan Lembaga Instruktur

( Ni Ketut Suarinyani ,SH) ( )