Lunchtime (Lesson 117-150)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 1

Week Choose an item. Date Click here to enter a date. Day Choose an item.
Class Time Attendance
World of
Lesson Lesson: 117 (Speaking) Topic Topic: Lunchtime Theme
Knowledge
Skills Main: Speaking Complementary: Listening

2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
2.1.5 Name or describe objects using suitable 1.2.1 Understand with support the main idea of very
Learning Standard
words from word sets simple phrases and sentences
By the end of the lesson, pupils will be able to:
Objectives: 1. Name or describe objects using suitable 1. Understand with support the main idea of very
words from word sets simple phrases and sentences
Pupils will be assessed on their ability to:
Success Criteria
1. Say the words according to the audio played.
(Assessment)
2. Say the chant correctly.
TEACHING AND LEARNING ACTIVITIES

Pre Lesson Lesson Development Post Lesson
1. Pupils activate vocabulary. 2. Pupils listen and look. Then listen 6. Pupils review key language from
and say the words. (CD2 02, SB the lesson.
p46)
3. Pupils listen and chant. (CD2 03,
SB p46)
4. Pupil write the numbers. (WB p46)
5. Pupils find the words. (WB p46)
Laptop /
Teaching Aids Handphone / Activity book Worksheet
Speaker
EDUCATIONAL EMPHASES
What’s for lunch?
Lunchtime
Food vocabulary: banana, Higher Order Thinking Skills
Language / Grammar Focus
cake, cheese, sandwich, (HOTS)
Application
apple, pizza, sausage,
chicken, steak, peas, carrots
Teaching and Learning
Strategies
Values and Citizenship 21st Century Skills Team Player
Information and 21st Century Classroom
Cross - Curricular Elements Communications Teaching and Learning Choose an item.
Technology Activities
ASSESSMENT AND EVALUATION

Project Story Telling Quiz Games
Role Play Individual / Pair / Group Work Observation Worksheet
REFLECTION / IMPACT / REMARKS

Main Skill Follow-up Actions
The number that achieved the stipulated skill is:___
Non-achievers were given extra guidance / enrichments / Remedial
consolidation by teacher.
Reinforcement
Complementary Skill
Non-achievers were given extra guidance / enrichments / Enrichment
Choose an The lesson was carried out successfully.
Choose an
The lesson was postponed due to Choose an item.
item.
DAILY LESSON PLAN

World of
Lesson Lesson: 118 (Reading 24) Topic Topic: Lunchtime Theme
Knowledge
Skills Main: Reading Complementary: Speaking

3.2 Understand a variety of linear and non- 2.1 Communicate simple information intelligibly
Content Standard linear print and digital texts by using
appropriate reading strategies
3.2.3 2.1.1 Give very basic personal information using
i) Use visuals on the page to help understand fixed phrases
Learning Standard a word or phrase
ii) Identify and remember high frequency
sound and letter patterns
1. i) Use visuals on the page to help 1. Give very basic personal information using fixed
Objectives: understand a word or phrase phrases
Success Criteria
1. Read and draw the lines according to the text correctly.
(Assessment)
2. Say the food correctly.

1. Pupils review the food vocabulary. 2. Pupils present have got and haven’t 8. Pupils review new language from
got. the lesson.
3. Pupils read and draw lines. (SB
p47)
4. Pupils listen and say. (CD1 04, SB
p47)
5. Pupils choose your lunch. Find a
friend with the same lunch. (SB
p47)
6. Pupils listen and write the letters A-
F on the rats. (CD2 05, WB p47)
7. Pupils look and circle the words.
(WB p47)
Laptop /
Teaching Aids Handphone / Textbook Work book
Speaker
I’ve got/I haven’t got Higher Order Thinking Skills
Recycled food vocabulary (HOTS)
Application
Strategies
Cross - Curricular Elements Communications Teaching and Learning Role Play

Reinforcement
Complementary Skill
Choose an
The lesson was carried out successfully.
item.
Choose an
item.
DAILY LESSON PLAN
Lesson: 119 (Listening World of
Lesson Topic Topic: Lunchtime Theme
24) Knowledge
Skills Main: Listening Complementary: Listening

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard
familiar contexts contexts
1.2.2 Understand with support specific 1.2.2 Understand with support specific information
Learning Standard information and details of very simple phrases and details of very simple phrases and sentences
and sentences
1. Understand with support specific 1. Understand with support specific information and
Objectives:
information and details of very simple phrases details of very simple phrases and sentences
and sentences
Success Criteria
1. Listen and draw the lines to match Tommy’s food in the worksheet correctly.
(Assessment)
2. Number the pictures correctly according to the song.

1. Pupils review food words and 2. Pupils listen and sing. (CD2 06-07, 6. Pupils review key language from
have/haven/t got. SB p48) the lesson.
3. Pupils listen again and draw lines to
match Tommy’s food. (CD2 08, SB
p48).
4. Pupils number the pictures in the
order of the song. (WB p48)
5. Pupils look at the pictures and write
the words. (WB p48)
Laptop /
Speaker
Recycled language from
Higher Order Thinking Skills
Language / Grammar Focus lesson 79: animal vocabulary
(HOTS)
Application
Adjectives, a/an
Strategies


Reinforcement
Complementary Skill
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item.
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item.
DAILY LESSON PLAN

Lesson: 120 (Language World of
Arts 24) Knowledge
Skills Main: Language Arts Complementary: Listening

5.1 Enjoy and appreciate rhymes, poems and 1.2 Understand meaning in a variety of familiar
Content Standard
songs contexts
5.1.1 Demonstrate appreciation through non- 1.2.1 Understand with support the main idea of very
verbal responses to simple phrases and sentences
Learning Standard i) simple chants and raps
ii) simple rhymes
iii) simple action songs
1. Demonstrate appreciation through non- 1. Understand with support the main idea of very
verbal responses to simple phrases and sentences
Objectives:
i) simple chants and raps
ii) simple rhymes
iii) simple action songs
Success Criteria
1. Sing the song and do the actions.
(Assessment)
2. Distinguish likes and dislikes from the audio played.

1. Pupils sing a song. 2. Pupils listen and mime or dance. 5. Pupils review key language from
3. Pupils listen and distinguish likes the lesson.
and dislikes.
4. Pupils listen and personalise
Teaching Aids Internet Choose an item. Choose an item.
Language / Grammar Focus Review I like/don’t like
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN

25) Knowledge
Skills Main: Listening Complementary: Speaking

1.2 Understand meaning in a variety of 2.1 Communicate simple information intelligibly
Content Standard
familiar contexts
1.2.4 Understand short basic supported 2.1.5 Name or describe objects using suitable
Learning Standard
classroom instructions words from word sets
Objectives: 1. Understand short basic supported 1. Name or describe objects using suitable words
classroom instructions from word sets
Success Criteria
1. Listen and do the instructions correctly.
(Assessment)
2. Give instructions in groups.

1. Pre-lesson task 10: Say what’s 2. Clear a space in the classroom and 9. Post-lesson task: Make a word
missing divide pupils into 4 groups. ladder
3. Put the 4 sets of pictures on 4
chairs, one chair near each group.
4. Give instructions, e.g. Put the
banana on a table.
5. One pupil in each group follows
your instructions. This is not a race:
the idea is simply to follow the
instruction accurately.
6. Continue for a few rounds, with a
new pupil in each group following
your instructions each time.
7. You can make instructions more
complex when necessary, e.g. Put
the apple and the cheese sandwich
under a bag, OR Put the sausages
under the chair and the cake on a
notebook.
8. After a few rounds, ask pupils to
give the instructions in each group.
Make sure that different pupils have
a chance to do this.
Teaching Aids Pictures Choose an item. Choose an item.
Recycled food vocabulary
from lessons 117 – 119 Higher Order Thinking Skills
Prepositions: on, in, under (HOTS)
Application
Imperative: Put
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
Lesson: 122 (Speaking World of
25) Knowledge
Skills Main: Speaking Complementary: Reading

2.1 Communicate simple information 3.2 Understand a variety of linear and non-linear
Content Standard intelligibly print and digital texts by using appropriate reading
strategies
2.1.5 Name or describe objects using suitable 3.2.2 Understand specific information and details of
Learning Standard
words from word sets very simple phrases and sentences
Objectives: 1. Name or describe objects using suitable 1. Understand specific information and details of
words from word sets very simple phrases and sentences
Success Criteria
1. Create a song in groups with the blanks given.
(Assessment)
2. Read the lyrics and sing in front of the class.

1. Brainstorm with pupils the possible 3. Divide pupils into pairs or small 7. Ask 1 or 2 groups of pupils to take
ways of adapting the song in groups and ask them to create a turns to sing their song to the rest
Superminds p.48 (Lesson 119). new song. of the class.
Possibilities include: a different 4. Provide pupils with a language 8. Write prompts for verses 2 and 4 on
character name, different food, frame to help them structure the the board to help the class join in
different prepositions. song. Put the first verse (which is with the song.
2. Do an example together with the also verse 3 and 5) on the board or
whole class for the first 2 lines of a handout, with a blank in place of
verse 2 of the song. Help pupils Tommy’s, and for verses 2 and 4,
with new vocabulary as write:
appropriate.
I’ve got…my
I’ve got…my
I’ve got…my
Help! Oh help me, please!
5. Pupils create their song. They can
write the song down, but must also
be able to sing it
6. Pupils sing their song to other
groups.
Teaching Aids Choose an item. Choose an item. Choose an item.
from lesson 117 – 119
Language / Grammar Focus I’ve got
(HOTS)
Application
Prepositions
Help me, please
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge
Skills Main: Reading Complementary: Reading

3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-linear
Content Standard linear print and digital texts by using print and digital texts by using appropriate reading
appropriate reading strategies strategies
3.2.1 Understand the main idea of very simple 3.2.2 Understand specific information and details of
Learning Standard
phrases and sentences very simple phrases and sentences
Objectives: 1. Understand the main idea of very simple 1. Understand specific information and details of
phrases and sentences very simple phrases and sentences
Success Criteria
1. Put the flashcards of the stages of the recipe in order.
(Assessment)
2. Read the recipe with correct pronunciation, stress and intonation.

1. Task 1 2. Introduce any new vocabulary using 9. Task 12
flashcards or toy food and kitchen
equipment.
3. Ask pupils what they think you
could make with all these different
foods. You could teach the words
‘ingredient’ and ‘recipe’.
4. Either by miming or using toys,
show pupils how to make the
sandwich.
5. Give pupils the stages of the recipe.
You can give each group a
complete set or you can give
individual pupils one stage. Ask
pupils to put the stages in order.
6. Give pupils the chance to mime or
use the toys to check the answer.
7. Write shopping list on the board.
Elicit from pupils what they need to
buy from the shop. You could put
pictures or write words on the
board.
8. Give or show pupils two shopping
lists. Ask them which one they
should use to shop for ingredients
to make the sandwich.
Teaching Aids Choose an item. Pictures Choose an item.
Recycled food vocabulary Higher Order Thinking Skills
from lessons 117 – 119 (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Lesson Lesson: 124 (Writing 25)) Topic Topic: Lunchtime Theme
Knowledge
Skills Main: Writing Complementary: Writing

4.3 Communicate with appropriate language 4.3 Communicate with appropriate language form
Content Standard form and style for a range of purposes in print and style for a range of purposes in print and digital
and digital media media
4.3.2 Spell familiar high frequency words 4.3.3 Plan and write words and phrases
Learning Standard
accurately
Objectives: 1. Spell familiar high frequency words 1. Plan and write words and phrases
accurately
Success Criteria
1. Write a new recipe for pizza with toppings.
(Assessment)
2. Spell the food correctly.

1. Task 7 using cheese sandwich 2. Review previous lesson by asking 10. Task 11
vocabulary pupils
to mime making a sandwich.
3. Ask pupils what kind of sandwich
they like. Then change to pizza.
4. Find out which pupils like pizza and
what toppings they like on their
pizza. Use pictures to give ideas
and write the words for the food
next to them on the board.
5. Ask pupils to mime steps in making
a pizza and try to elicit as much
language as possible.
6. Write the stages on the board as
you elicit them.
7. Highlight the food words in the
recipe and show pupils how to
change the recipe using different
toppings.
8. Pupils work in pairs to write a new
recipe for pizza with toppings of
their choice using the recipe on the
board as a model. Depending on
the proficiency of your pupils you
could erase some of the model.
9. Pupils mime and say their recipes
to the class.
from lessons 117 – 119 Higher Order Thinking Skills
Do you like (sausages and (HOTS)
Application
peas)? Yes, I do. / No I don’t.
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 25) Knowledge
Skills Main: Language Arts Complementary: Writing

5.2 Express personal responses to literary 4.3 Communicate with appropriate language form
Content Standard texts and style for a range of purposes in print and digital
media
5.2.1 Name people, things or places of 4.3.2 Spell familiar high frequency words accurately
Learning Standard
interest in illustrations accompanying texts
Objectives: 1. Name people, things or places of interest in 1. Spell familiar high frequency words accurately
illustrations accompanying texts
Success Criteria
1. Create a Crazy Food Poster in pairs.
(Assessment)
2. Spell the food correctly on the poster.

1. Review food vocabulary with a fun 2. Ask pupils if they like foods (review) 9. Task 3
activity, for example Task 1, 4, 6 or – Do you like pizza/sandwich? And
9 Another option is to use step 1 What’s your favourite
from the lesson delivery stage pizza/sandwich? Pupils could ask
below as a pre-task activity. each other questions in pairs.
3. Review the song from p.48 of the
textbook. Ask pupils to tell their
partner if they like the food Tommy
makes (e.g. Do you like an apple in
your sandwich?)
4. Tell pupils they will make a Crazy
Food Poster. They should work in
pairs. First, pupils should decide on
their crazy food.
5. Give each pair a poster paper.
Pupils should write the sentence
I’ve got xxx on/in/with my xxx. on
the poster paper.
6. When pupils have finished writing,
they can draw a picture of their
crazy food. Then they can add a
title: My Crazy Food.
7. Display pupils’ work in the
classroom.
8. Ask pupils to tell each other which
crazy food they like/don’t like.
Do you like X? Yes, I do. /
Language / Grammar Focus No, I don’t.
(HOTS)
Application
I’ve got X on/in/with my Y.
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
26) Knowledge

Content Standard
2.1.2 Find out about very basic personal 1.2.2 Understand with support specific information
Learning Standard
information using fixed phrases and details of very simple phrases and sentences
Objectives: 1. Find out about very basic personal 1. Understand with support specific information and
information using fixed phrases details of very simple phrases and sentences
Success Criteria
1. Say the food that they have learned.
(Assessment)
2. Listen and tick at least 3 out of 5 boxes correctly.
1. Pupils review food and drink. 2. Pupils listen and tick or cross the 6. Task 12
box. (CD2 09, SB p49)
p49)
4. Pupils ask and answer. (SB p49)
5. Pupils look at the picture and
answer the questions. (WB p49)
Laptop /
Speaker
Language / Grammar Focus Recycled food vocabulary
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN

World of
Lesson Lesson: 127(Listening 26) Topic Topic: Lunchtime Theme
Knowledge
Skills Main: Listening Complementary: Reading

1.2 Understand meaning in a variety of 3.2 Understand a variety of linear and non-linear
Content Standard familiar contexts print and digital texts by using appropriate reading
strategies
1.2.2 Understand with support specific
3.2.1 Understand the main idea of very simple
Learning Standard information and details of very simple phrases
phrases and sentences
and sentences
1. Understand with support specific
Objectives: 1. Understand the main idea of very simple phrases
information and details of very simple phrases
and sentences
and sentences
Success Criteria
1. Match the pictures with the sentences correctly in the workbook.
(Assessment)
2. Read the story of “The Pizza”.

1. Pupils review the characters and 2. Pupils present a picture story – The 6. Task 3
the story. pizza. (CD2 11, SB p50-51)
3. Pupils listen and tick the box. (CD2
12, WB p50)
4. Pupils match the pictures with the
sentences. (WB p50)
5. Pupils write the numbers. (WB p50)
Laptop /
Teaching Aids Handphone / Activity book Work book
Speaker
Where’s (Misty)?
Please Higher Order Thinking Skills
Hot (HOTS)
Application
What have you got?
Strategies


Reinforcement
Complementary Skill
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item.
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item.
DAILY LESSON PLAN

World of
Lesson Lesson: 128 (Writing 26) Topic Topic: Lunchtime Theme
Knowledge

4.3 Communicate with appropriate language 4.3 Communicate with appropriate language form
Content Standard form and style for a range of purposes in print and style for a range of purposes in print and digital
and digital media media
Learning Standard 4.3.3 Plan and write words and phrases 4.3.2 Spell familiar high frequency words accurately
Objectives:
1. Plan and write words and phrases 1. Spell familiar high frequency words accurately
Success Criteria
1. Write at least 3 questions using “Have you got any…?” in the worksheet correctly.
(Assessment)

1. Pupils review the food vocabulary. 2. Use the picture on p.49 to review 8. Task 10 using other pupils’ pictures.
the idea of food in the fridge. Ask
pupils which of the foods like they.
3. In their exercise books, pupils draw
a fridge (or you could have a
worksheet with a fridge already
drawn on it).
4. Have pupils write and maybe draw
5 foods in their fridge.
5. Next, on separate paper, pupils
write some questions for their
partner (e.g. Have you got any
steak? Have you got any apples?).
They could write 2-5 questions,
depending on their proficiency.
6. Pupils exchange their questions
with their partner and write the
answers (according to their
pictures).
7. Pupils then check each other’s work
and fridge. They give their partner a
point for each correct sentence and
for each correct guess.
Teaching Aids Flashcards Choose an item. Choose an item.
Recycled language from
lessons 126 – 127; fruit, Have Higher Order Thinking Skills
you got any..? Yes, I have. / (HOTS)
Application
No, I haven’t
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN

Lesson Lesson: 129 Topic Topic: Lunchtime Theme World of
(Reading 26)
Skills Main: Reading Complementary: Listening
3.2 Understand a variety of linear and non- 1.1 Recognize and reproduce target language
Content Standard linear print and digital texts by using sounds
3.2.2 Understand specific information and 1.1.1 Recognize and reproduce with support a
Learning Standard details of very simple phrases and sentences limited range of high frequency target language
phonemes
Objectives: 1. Understand specific information and details 1. Recognize and reproduce with support a limited
of very simple phrases and sentences range of high frequency target language phonemes
Success Criteria
1. Tick at least 4 out of 6 boxes correctly in the worksheet.
(Assessment)
2. Listen and say the words.

1. Pupils review the story. 2. Pupils read and tick or cross. (SB 7. Pupils review and write decodable
p51) words with the letter sound o and
3. Pupils present the letter sound o – distinguish it from the previous letter
Find who says… sounds a, e and i.
p51)
5. Pupils look and write. (WB p51)
6. Pupils say and colour. Listen, point
and say. (CD2 14, WB p51)
Laptop /
Speaker
Language / Grammar Focus Sorry, stop, shop, hot dog
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
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item.
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item.
DAILY LESSON PLAN
Arts 26) Knowledge

5.2 Express personal responses to literary 1.2 Understand meaning in a variety of familiar
Content Standard texts contexts
5.2.1 Name people, things or places of 1.2.3 Understand with a high degree of support
Learning Standard interest in illustrations accompanying texts very short simple narratives

Objectives: 1. Name people, things or places of interest in 1. Understand with a high degree of support very
illustrations accompanying texts short simple narratives
Success Criteria
1. Name the characters in the story correctly.
(Assessment)
2. Listen and answer the questions about the story in the worksheet correctly.

1. Pupils listen to a story. 2. Pupils listen actively by asking 4. Pupils review key language from
plenty of questions and involving the lesson.
pupils in the story as you read it to
them.
3. Pupils answer questions.
Teaching Aids Internet Choose an item. Choose an item.
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
27) Knowledge

1.3 Use appropriate listening strategies in a 1.2 Understand meaning in a variety of familiar
Content Standard
variety of contexts contexts
1.3.1 Predict words they will hear by using 1.2.2 Understand with support specific information
Learning Standard
knowledge of a topic and details of very simple phrases and sentences
1. Predict words they will hear by using 1. Understand with support specific information
Objectives:
knowledge of a topic and details of very simple phrases and
sentences
Success Criteria Pupils will be assessed on their ability to:
(Assessment) Listen and predict the words in the story.

1. Teach the pupils mouse and 3. Ask pupils to listen to the story to 10. Post-lesson task 2: Make
yummy. check their guesses. connections: use flashcards or
2. Explain that you’ll tell them a story 4. Tell the story, using pictures and drawings to help pupils remember
with these 2 words in it and ask gestures to support meaning. and say the story.
them to guess what words they’ll 5. Elicit pupils’ answers (see step 4).
hear in the story. Elicit their 6. Tell the story again and elicit any
suggestions and put them on the more details from the story.
board. 7. Build the details of the story up on
the board using key words and/or
pictures.
8. Repeat steps 7 and 8.
9. Ask pupils whether the big mouse
and small mouse are kind to each
other: and how they know. Most of
this discussion will be in L1, as the
focus is on values, not language.
Teaching Aids Choose an item. Flashcards Choose an item.
(HOTS)
Application
Strategies


The number that achieved the stipulated skill is:___ Remedial
Reinforcement

Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
27) Knowledge

Content Standard
2.1.4 Greet, say goodbye, and express thanks 1.2.5 Understand short supported questions
Learning Standard
using suitable fixed phrases
Objectives: 1. Greet, say goodbye, and express thanks 1. Understand short supported questions
using suitable fixed phrases
Success Criteria
1. Answer the questions based on the target language.
(Assessment)
2. Role play the activity in groups.

1. Pre-lesson task 3: sequence the 2. Divide pupils into groups of about 4. 8. Pupils copy the dialogue outline
information: use some of the 3. Ask each group to choose picture into their exercise books.
information from the dialogue. or word cards of 6 food items, to
put them on a desk, and to write a
price under each item.
4. Elicit target language with one
group: e.g.
Teacher: Hi
Pupil: Hi
Teacher: Have you got any apples?
Pupil: Yes, we have.
Teacher: How much are the
apples?
Pupil: 3 ringgits.
Teacher: OK, yes please.
Pupil: 3 ringgits, please
Teacher: Here you are
Thank you
Teacher: Bye!
Pupil: Bye!
5. Practise the target language with
the whole class.
6. Pupils do their dialogues in their
groups. Make sure that everyone in
the group has the chance to be
both customer and shopkeeper.
7. Check by asking some groups to do
their role-play to the whole class.
Recycled greetings
Language / Grammar Focus Have you got any…?
(HOTS)
Application
How much are…?
Here you are…
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
World of
Knowledge
Skills Main: Reading Complementary: Writing

3.1 Recognize words in linear and non-linear 4.3 Communicate with appropriate language form
Content Standard texts by using knowledge of sounds of letters and style for a range of purposes in print and digital
media
Learning Standard 1. Blend phonemes (CVC, CCVC) 1. Spell familiar high frequency words accurately
Objectives:
1. Blend phonemes (CVC, CCVC) 1. Spell familiar high frequency words accurately
Success Criteria
1. Unscramble the words in pairs.
(Assessment)
2. Write sentences in the grid with correct spelling.

1. Task 1 2. Ask pupils to sit or stand in a circle. 7. Task 12
Place the plastic letters in the
middle.
3. You say a word and the pupils have
to use the letters to spell it
correctly. You could nominate
pupils to do this, or ask for
volunteers; this could be done letter
by letter or as a whole word. Use
words that will come up in the
lesson.
4. Give pupils the sentences and ask
them to work out the scrambled
words in pairs.
5. Give pupils the grid and show them
how to complete it. Pupils work
individually to complete the grid.
6. Have pupils check their answers
with their partner before checking
as a class.
(HOTS)
Application
Strategies
Cross - Curricular Elements Information and 21st Century Classroom Role Play
Activities


Reinforcement
Complementary Skill
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item.
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item.
DAILY LESSON PLAN
World of
Knowledge
Skills Main: Writing Complementary: Reading

4.3 Communicate with appropriate language 3.1 Recognize words in linear and non-linear texts
Content Standard form and style for a range of purposes in print by using knowledge of sounds of letters
and digital media
4.3.2 Spell familiar high frequency words 3.1.3 Blend phonemes (CVC, CCVC)
Learning Standard
accurately
Objectives: 1. Spell familiar high frequency words 1. Blend phonemes (CVC, CCVC)
accurately
Success Criteria
(Assessment)
2. Match the pictures with the words.

1. Play the anagrams pre-lesson task 1. Put the flashcards/pictures on the 1. Task 11
(pre-lesson task 1) for key words board in a random way. Nominate
from this lesson. Leave the pupils to come out and draw a line
anagrams on the board when you to match the pictures with the words
give the answer (anagrams).
2. In their exercise books, ask pupils
to draw 4-6 pictures. These should
be for words from the unit or lesson.
3. Next ask pupils to write anagrams
for the words, also randomly
arranged on the page to create a
puzzle. They may need to plan
these separately.
4. Pupils exchange their puzzles with
a partner.
Teaching Aids Flashcards Pictures Choose an item.
(HOTS)
Application
Strategies
Cross - Curricular Elements Information and 21st Century Classroom Role Play
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 27) Knowledge
Skills Main: Language Arts Complementary: Speaking

5.2 Express personal responses to literary 2.1 Communicate simple information intelligibly
Content Standard
texts
5.2.1 Name people, things or places of 2.1.4 Greet, say goodbye and express thanks using
Learning Standard
interest in illustrations accompanying texts suitable fixed phrases
Objectives: 1. Name people, things or places of interest in 1. Greet, say goodbye and express thanks using
illustrations accompanying texts suitable fixed phrases
Success Criteria
1. Name the places where they can find the menu in the worksheet.
(Assessment)
2. Role play using the menu created in pairs.

1. Review or teach the word school 1. Introduce the word menu to the 8. Task 9
canteen (from p.50) using Task 1 or pupils using your example menu.
6. Ask pupils where they can find
menus (elicit canteen, perhaps
extend to restaurant and café
depending on your class).
2. Hand out the worksheet and ask
pupils to write the words next to the
pictures.
3. Elicit a dialogue based on the
menu. You could write this on the
board, or you could write prompts.
The dialogue can be the
same/similar to those used in
recent lessons, in particular p.50 –
51. Emphasise the need to be
polite by saying please and thank
you, and sorry.
4. Ask pupils to work in pairs (Pupil A
+ Pupil B). They should write their
own menu.
5. Change pairs, so they are AA and
BB. Pupils shouldn’t show their
menus.
6. Pupils carry out a role-play using
each other’s menu in turn. Some
pairs could perform to the class.
Teaching Aids Textbook Worksheet Choose an item.
Have you got…? Yes, we
have. / No, we haven’t.
Language / Grammar Focus X, please.
(HOTS)
Application
Sorry, we haven’t got X. / OK,
here you are.
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
28) Knowledge
Skills Main: Listening Complementary: Reading

1.2 Understand meaning in a variety of 3.1 Recognize words in linear and non-linear texts
Content Standard
familiar contexts by using knowledge of sounds of letters
1.2.2 Understand with support specific
Learning Standard information and details of very simple phrases
and sentences
1. Understand with support specific 1. Spell familiar high frequency words accurately
Objectives:
information and details of very simple
phrases and sentences
Success Criteria
1. Listen and complete the shopping list the worksheet given.
(Assessment)
2. Write a shopping list in the space given correctly.

1. Pupils review number one-ten. 2. Pupils listen and say the numbers. 7. Pupils practice sequencing
(CD2 15, SB p52) numbers.
3. Pupils listen and complete the
shopping list. (CD 21 6, SB p52)
4. Pupils write a shopping list. (SB
p52)
5. Pupils listen to partner’s list and
write it down. Check your list. (SB
p52)
6. Pupils look at the numbers. Look at
the letters. Write the words.
Laptop /
Speaker
Language / Grammar Focus Numbers 11 – 20
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge

3.2.3 2.1.1 Give very basic personal information using
i) Use visuals on the page to help understand fixed phrases
Learning Standard a word or phrase
1. Use visuals on the page to help 1. Give very basic personal information using fixed
Objectives: understand a word or phrase phrases
2. Identify and remember high frequency
Success Criteria
1. Read and answer 3 out of 5 yes or no questions correctly
(Assessment)
2. Match the sentences with the pictures correctly.

1. Pupils review numbers 11 – 20. 2. Pupils look and read. Write yes or 6. Pupils practice writing a description
no. (SB p 53) from a spoken model.
3. Pupils draw basket. Say what’s in it.
(SB p53)
4. Pupils look at the menu and choose
food you like. (WB p53)
5. Pupils match the sentences with the
pictures. Write numbers. (WB p53)
Laptop /
Teaching Aids Handphone / Activity book Work book
Speaker
Recycled language: food Higher Order Thinking Skills
vocabulary, numbers 11 – 20 (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
28) Knowledge

2.1 Communicate simple information 3.3 Read independently for information and
Content Standard intelligibly enjoyment
2.1.3 Express basic likes and dislikes 3.3.1 Read and enjoy simple print and digital
Learning Standard
games at word level
Objectives: 1. Express basic likes and dislikes 1. Read and enjoy simple print and digital games
at word level
Success Criteria
1. Talk about their favourite fruit and vegetables.
(Assessment)
2. Find the words of fruit and vegetables in the word search.

8. Pupils raise awareness of fruit and 9. Pupils look at the fruit and 12. Pupils review what they have learnt
vegetables. vegetables. Which are your in the lesson.
favourites? (SB p54)
10. Pupils look and stick. Are they fruit
or vegetables? (SB p54)
11. Pupil find the fruit and vegetables.
(WB p54)
Laptop /
Speaker
Fruit and vegetable
vocabulary: fruit, broccoli,
onion(s), green bean(s),
mushroom(s), potato(es), Higher Order Thinking Skills
corn, peach(es), (HOTS)
Application
pineapple(s), pear(s),
orange(s), coconut(s),
tomato(es), strawberry(ies)
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge

4.3 Communicate with appropriate language 3.3 Read independently for information and
Content Standard form and style for a range of purposes in print enjoyment
and digital media
4.3.2 Spell familiar high frequency words 3.3.1 Read and enjoy simple print and digital
Learning Standard
accurately games at word level
Objectives: 1. Spell familiar high frequency words 1. Read and enjoy simple print and digital games
at word level
Success Criteria
1. Spell the words in the word snake correctly.
(Assessment)
2. Read the words of the food correctly.

5. Task 1. 6. This lesson suggestion is for pupils 12. Task 11 about favourite food or
to make a word snake or word what pupils have eaten recently.
sausage for other pupils to identify
topic vocabulary (food), as in lesson
83. If you prefer, you can have
pupils make a different kind of word
puzzle, such as a crossword or
wordsearch.
7. Review spelling of food vocabulary
by writing gapped words on the
board. Focus on sounds rather than
individual letters here, e.g. s t _ _ k.
8. Draw a word snake or word
sausage on the board with the
names of food hidden inside it, e.g.
shapplejmchesekcheesehq (apple,
cheese)
An alternative is to use words that
lead into one another, e.g.
pizzapplegg(pizza, apple, egg)
9. Pupils read it, and tell each other
the food words in it, and then tell
you.
10. Pupils work in pairs to create their
own word snake/sausage puzzles.
11. Pupils swap puzzles with another
pair, who solve the puzzle.
Recycled topic language: Higher Order Thinking Skills
food vocabulary (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 28) Knowledge

5.2 Express personal responses to literary 1.3 Use appropriate listening strategies in a variety
Content Standard of contexts
texts
5.2.1 Name people, things or places of 1.3.1 Predict words they will hear by using
Learning Standard
interest in illustrations accompanying texts knowledge of a topic
Objectives: 1. Name people, things or places of interest 1. Predict words they will hear by using
in illustrations accompanying texts knowledge of a topic
Success Criteria
1. Describe the character of Little Red Riding Hood.
(Assessment)
2. Arrange the pictures in the form of story correctly in groups.
1. Put up a picture of Little Red Riding 2. Pre-teach ‘wolf’, ‘grandmother’ and 11. Talk to pupils about the story. Ask
Hood on the board. Ask questions ‘house’ using pictures/flashcards or them which character they like and
about her, e.g. Task 8. puppets/toys if possible. why. Ask them if the wolf is good or
3. Put up the pictures showing the not.
stages of the story on the board.
4. Ask pupils to try to arrange them to
form a story. This could be whole
class or in small groups or pairs.
5. Tell the story, taking care to show
meaning as you do it by using mime
and gesture.
6. Ask pupils to check the order of the
stages of the story on the board.
7. Ask pupils what they think
happened to the basket in the story.
8. Ask pupils what they think Little
Red Riding Hood had in her basket.
9. Hand out worksheet. Ask pupils to
decide what she has in her basket.
They should write words around the
picture and draw lines using a ruler
to connect the words to the basket.
10. Ask pupils to tell a partner/group
what she has got in her basket.
Teaching Aids Internet Pictures Worksheet
Language / Grammar Focus She’s got … (in her basket).
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
29) Knowledge

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard familiar contexts contexts
1.2.1 Understand with support the main idea 1.2.2 Understand with support specific information
Learning Standard
of very simple phrases and sentences. and details of very simple phrases and sentences
Objectives: By the end of the lesson, pupils will be able to:
1. Understand with support the main idea of 1. Understand with support specific information and
very simple phrases and sentences details of very simple phrases and sentences
Success Criteria
1. Listen and list the animals in the story.
(Assessment)
2. Reflect on the story by telling the moral values.

1. Explain that you’ll tell pupils a story 10. Ask pupils whether they think
about Daniel, who goes shopping 5. Tell the story, using flashcards and Daniel was right to give the food to
for his mum. gestures to support the story. the animals. This discussion will be
2. Show them a drawing or picture of 6. Elicit pupils’ response to step 4. in L1, as the focus here is on
Daniel and his mum: the mum 7. Explain that you will tell the story values, not language.
should look a bit puzzled or a bit again and will ask pupils to tell you
angry. which animal Daniel met and what
3. Ask pupils to guess why this is. he gave the animal.
4. Explain that you’ll tell pupils the 8. Tell the story again and elicit pupils’
story, and ask them to tell you responses to step 7.
whether Daniel comes home with 9. If there is time, ask pupils to
everything on his mum’s shopping continue the story, and to share
list. with other groups/you.
Teaching Aids Choose an item. Choose an item. Flashcards
Recycled topic language:
Language / Grammar Focus food vocabulary, numbers
(HOTS)
Application
Hungry
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
29) Knowledge

Content Standard intelligibly contexts
2.1.2 Find out about very basic personal 1.2.5 Understand short supported questions
Learning Standard
information using fixed phrases
Objectives: 1. Find out about very basic personal
1. Understand short supported questions
information using fixed phrases
Success Criteria
1. Reply “Yes, I have. Here you are” and “No, I haven’t” in the game correctly.
(Assessment)
2. Listen to the questions.

1. Pre-lesson task 9: Remember the 2. Divide pupils into groups of 4. 7. Post-lesson task 4: Correct the
words 3. Give each pupil in each group one error
of the 4 You like lists, and 4 of the
16 picture or word cards.
4. Explain that the aim of the game is
to collect the 4 cards on the You
like list, and that pupils take turns to
ask a pupil in their group ‘Have you
got any (chicken)?.. If the answer is
no, the reply is Sorry, no I haven’t.
and it is the next pupil’s turn to ask.
If the answer is yes, the answer is:
Yes, I have. Here you are and
again, it is the next pupil’s turn to
ask.
5. Demonstrate the game and practise
the questions and replies if
necessary.
6. Pupils play the game in their
groups.
Teaching Aids Choose an item. Pictures Choose an item.
Have you got any?
Language / Grammar Focus Yes, I have.
(HOTS)
Application
Here you are.
Sorry, no I haven’t.
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

Lesson Lesson: 143 (Reading 29) Topic Topic: Lunchtime Theme World of
2.1.4 Greet, say goodbye, and express thanks
Learning Standard 3.2.2 Understand specific information and using suitable fixed phrases
details of very simple phrases and sentences
Objectives: 1. Understand specific information and details 1. Greet, say goodbye, and express thanks using
of very simple phrases and sentences suitable fixed phrases
Success Criteria
1. Read the fruit and vegetables in the flashcards correctly
(Assessment)
2. Role play the conversation in pairs.

1. Task 1 2. Review fruit and vegetable 10. Task 12
vocabulary using pictures or
flashcards.
3. Ask pupils to draw pictures of five
fruit and/or vegetables in their
exercise books.
4. Next, elicit some prices for the
items on the board. Ask pupils to
put a price on their own
fruit/vegetables.
5. Model the activity using the
information on the board. Ask pupils
to tell you what they want by saying
Hello. Two bananas and three
apples, please. Show pupils how to
add up the prices to make a total.
Say how much it costs: That’s X
ringgits, please. They finish the
dialogue by saying thank you and
goodbye.
6. Pupils work in pairs to do the
activity.
7. Explain the word ‘spend’ using
pupils’ examples.
8. Model a problem on the board.
9. Ask pupils to read the sentences
and solve the problems individually
first if appropriate, and then check
in pairs.
spends Higher Order Thinking Skills
times… is… (3 times 2 is 6) (HOTS)
Application
and (11 and 7 is 18)
Strategies

Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge

4.3 Communicate with appropriate language 4.2 Communicate basic information intelligibly for a
Content Standard form and style for a range of purposes in print range of purposes in print and digital media
and digital media
Learning Standard 4.3.3 Plan and write words and phrases 4.2.5 Connect words and proper names using ‘and’
Objectives:
1. Plan and write words and phrases 1. Connect words and proper names using ‘and’
Success Criteria
1. Write the numbers 1-10 correctly.
(Assessment)
2. Write the problems in their exercise books in pairs.

1. Task 1 2. Review numbers 1-10 and maths 7. Task 11
concepts of adding and multiplying
depending on the previous lesson.
You could do this using plastic food
and prices, and setting problems to
solve orally.
3. Review the text of the problems in
Lesson 143.
4. Pupils work in pairs to write their
own problems in their exercise
books. They could use their
drawings and prices from Lesson
143 for ideas or as a base.
5. Pairs swap problems and solve
each other’s.
6. Pairs work together in groups of
four to check the answers.
spends Higher Order Thinking Skills
times… is.. (3 times 2 is 6) (HOTS)
Application
and (11 and 7 is 18)
Strategies


consolidation by teacher. Reinforcement
Complementary Skill
The number that achieved the stipulated skill is:___ Enrichment
Non-achievers were given extra guidance / enrichments /
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 29) Knowledge
Skills Main: Language Arts Complementary: Reading

5.2 Express personal responses to literary 3.1 Recognise words in linear and non-linear texts
Content Standard texts by using knowledge of sounds and letters
5.2.1 Name people, things or places of 3.1.3 Blend phonemes (CVC, CCVC)
Learning Standard
interest in illustrations accompanying texts
Objectives: 1. Name people, things or places of interest in 1. Blend phonemes (CVC, CCVC)
illustrations accompanying texts
Success Criteria
1. Draw at least 3 items in the fridge in the worksheet.
(Assessment)
2. Read the shopping list with correct pronunciation, stress and intonation.

1. Put the letters g – f – I – d – r – e 3. Give some/all pupils a small picture 10. Play a game to review food and
on the board. Ask pupils to of food. Say the words. When numbers vocabulary using the
unscramble the word (fridge). pupils hear their word, they come small food pictures. For example,
2. Draw a big picture of a fridge on the out and stick the food onto the pupils have a picture. They hide it
board. picture of the fridge. behind their back. Their partner
4. Tell the pupils you are going guesses – Have you got xxx?
shopping. You have a shopping list
(put on the board/give to pupils).
5. Ask pupils to read the shopping list.
6. Ask pupils to tell you what is in the
fridge (this is a deductive reasoning
task – if food is on the shopping list,
then it is not in the fridge).
Nominate pupils to remove pictures
from the board so that it shows
what is in the fridge.
7. Tell pupils they are going to put
food in their fridges. Give them the
worksheet and ask them to draw
three items in the fridge.
8. Now tell them to write three
(different) items on their shopping
list.
9. Using their worksheet, pupils tell
their partner what they’ve got and
haven’t got.
Teaching Aids Pictures Choose an item. Worksheet
Language / Grammar Focus I’ve got… / I haven’t got…
(HOTS)
Application
Strategies
Cross - Curricular Elements Information and 21 st
Century Classroom Role Play
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
30) Knowledge

2.1 Communicate simple information 3.2 Understand a variety of linear and non-linear
Content Standard intelligibly print and digital texts by using appropriate reading
strategies
2.1.1 Give very basic personal information 3.2.3
using fixed phrases i) Use visuals on the page to help understand a
Learning Standard word or phrase
ii) Identify and remember high frequency sound and
letter patterns
1. Give very basic personal information using 1. Use visuals on the page to help understand a
Objectives: fixed phrases word or phrase
2. Identify and remember high frequency sound
and letter patterns
Success Criteria 1. Name the vegetables and fruits correctly.
(Assessment) 2. Colour the fruit red and vegetables green in the worksheet.
3. Draw the fruit and vegetables on the trees, in the ground or on the plants.

1. Pupils review the classification of 2. Pupils apply their own knowledge 6. Pupils review what they have learnt
fruit and vegetables. and experience. (SB p55) in the lesson.
3. Pupils make a fruit and vegetables
diary. (SB p55)
4. Pupils colour the fruit red. Colour
the vegetables green. (WB p55)
5. Pupils draw the fruit and vegetables
on the trees, in the ground or on the
plants. (WB p55)
Laptop /
Speaker
Language / Grammar Focus On the ground, in trees, on
(HOTS)
Application
plants
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge

4.2 Communicate basic information intelligibly 3.2 Understand a variety of linear and non-linear
Content Standard for a range of purposes in print and digital print and digital texts by using appropriate reading
media strategies
4.2.1 Give very basic personal information 3.2.2 Understand specific information and details of
Learning Standard
using fixed phrases very simple phrases and sentences
Objectives: 1. Give very basic personal information using 1. Understand specific information and details of
fixed phrases very simple phrases and sentences
Success Criteria
1. Write at least a sentence about the picture given correctly.
(Assessment)
2. Read the sentence with correct pronunciation, stress and intonation.

1. Pupils review vocabulary. 2. Pupils listen and imagine. Then 5. Pupils compare their favorite foods.
draw picture. (CD2 17, SB p56)
3. Pupils write about picture. Then
listen to your friends and guess.
(SB p56)
4. Pupils make a 3-D apple. (WB p56)
Laptop /
Speaker
Recycled language: toys, Higher Order Thinking Skills
food, imperatives (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge

3.2.4 Use with support a simple picture 2.1.1 Give very basic personal information using
Learning Standard dictionary to find, list and categorize words fixed phrases
from Year 1 topics and themes
1. Use with support a simple picture dictionary 1. Give very basic personal information using fixed
Objectives:
to find, list and categorize words from Year 1 phrases
topics and themes
Success Criteria
1. Read the words of the food that they have learned in the textbook correctly.
(Assessment)
2. Play the lunchbox game.

1. Pupils review food. 2. Pupils review vocabulary by playing 4. Pupils express their preferences.
a game. – The lunchbox game, (SB
p57)
3. Pupils draw and write examples of
what you know. (WB p57)
Laptop /
Speaker
Recycled language from the Higher Order Thinking Skills
topic (HOTS)
Application
Strategies
Cross - Curricular Elements Information and 21 st
Century Classroom Role Play
Communications Teaching and Learning
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

30) Knowledge

1.3 Use appropriate listening strategies in a 1.2 Understand meaning in a variety of familiar
Content Standard variety of contexts contexts
1.3.1 Predict words they will hear by using 1.2.2 Understand with support specific information
Learning Standard
Objectives: 1. Predict words they will hear by using 1. Understand with support specific information
Success Criteria
1. Listen the story and complete the grid correctly.
(Assessment)
2. State the healthy and unhealthy food on the worksheet

1. Pre-lesson task 2: Guess the 3. Tell the story in the Wendy, Nasir 11. Post-lesson task 8: Make a word
answer: linked to a text you tell and Lisa text, and check pupils’ ladder, using healthy food items.
pupils about Wendy, Nasir and Lisa guesses with them.
(see next page). 4. Give pupils the grid on the next
2. Pupils predict the healthy and page and read out the text. Ask
unhealthy food they will hear pupils to complete the grid. Read
the text out again if necessary.
5. Check pupils’ answers and tell the
story one more time so that pupils
can confirm their answers.
6. Ask pupils why healthy eating is
important. This discussion will be in
L1, as the focus here is on human
well-being and development, and
not on language.
7. Give pupils a handout of the text, or
write a copy on the board.
8. Put pupils into pairs or small groups
and ask them to change Wendy,
Lisa and Nasir’s food so that it is all
healthy.
9. Make larger groups, and ask pupils
to read the text out to their
groupmates.
10. Groupmates identify the new food
and say whether it is healthy.
Recycled topic language Higher Order Thinking Skills
Healthy/unhealthy (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 30) Knowledge

5.2 Express personal responses to literary 1.2 Understand meaning in a variety of familiar
Content Standard texts contexts
5.2.1 Name people, things or places of 1.2.3 Understand with a high degree of support
Learning Standard
interest in illustrations accompanying texts very short simple narratives
Objectives: 1. Name people, things or places of interest in 1. Understand with a high degree of support very
illustrations accompanying texts short simple narratives
Success Criteria
1. Name the healthy eating habits in the story.
(Assessment)
2. Listen and tick the correct healthy eating habits in the worksheet.

1. Put up a picture of healthy eating. 2. Pupils read the story. 5. Pupils talk about their own eating
3. Pupils name people, things or habits.
places of interest in illustrations
accompanying texts.
4. Pupils write about their own eating
habits.
Language / Grammar Focus Review of food vocabulary, Higher Order Thinking Skills Application
fruit and vegetables. (HOTS)
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.

Lunchtime (Lesson 117-150)

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DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 1

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Reading Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

REFLECTION / IMPACT / REMARKS

Skills Main: Listening Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Language Arts Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Listening Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

Teaching Aids Choose an item. Pictures Choose an item.

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Language Arts Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Listening

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Listening Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Language Arts Complementary: Listening