Grade Level: II.

Learning Activities:
Subject: English Duration: 20 weeks I. Unit Overview: III. Assessment: IV. Resources:
Primary 1
Week 1:
* Ask the students to exchange greetings and tell their names and grade in turn.
Good morning/afternoon
teacher/students.
Greeting and telling names
E.g. Good morning.
My name is .
My father's name is .
I’m in grade one.
Repeat after me _____
Objectives: Show me a pen, pencil, etc.
1. exchange greetings and give their name Give me a book, bag, etc.
* Give students instructions: stand up, sit down, come here, etc.
and grade week 2-3
2. say sentences that express * Teach some greetings in a song.
their personal details (singing " Hello everyone") Formative Assessments:
3. Introduce themselves telling * Demonstrate instructions to
English the class Quizzes, wordwall, discussions &
their name, age and place of
Chapter 1: Introduction Primary 1 Week 1 - 4 i.e. Give the instructions projects Textbook page: 2 - 23
birth. and do the actions yourself.
To Basic english Summative Assessment: Pre-test,
4. Take part in a group E.g.
singing/chanting activity. T: Stand up. (Do the action Exercises, Homework
Key Concepts: students practise meeting yourself).
each other for the first time. One student T: Sit down, please. (Do it
yourself)
points to an object and other says the
T: Touch your leg. (Do it
object. yourself).
T: Walk to the door. (Do it
yourself).
week 4
* Make any two students act
out in the same way.
-One gives the instructions and
the other performs the actions.
Repeat with other pairs of
students by varying the
contents and instructions
Week 5
* On the board, write several phrases with adjectives. For example: "fuzzy caterpillar," "scruffy pirate," "happy puppy," or "sweet
apple." Write at least eight sets.
Objectives: Students will be able to use Week 6-7
* Tell the students that they will learn about adjectives. Explain that adjectives are words that describe, or tell about, other words.
adjectives in complete sentences to * Draw their attention to the board, slowly and deliberately read each set of words. Formative Assessments:
describe a variety of images. * Go back to the first phrase. Point to the adjective and draw a line underneath it. Tell the students that this word is an adjective Quizzes, wordwall, discussions &
English Key Concepts: Students will practice because it describes the noun beside it.
Primary 1 Week 5 - 8 projects Textbook page: 24 - 30
Chapter 2: Adjectives identifying adjectives in sentences before Week 8
coming up with their own adjectives to * Repeat this process with the next two phrases. Summative Assessment: Pre-test,
* From the fourth phrase onward, let the students identify each adjective. Exercises, Homework
describe images using complete
sentences.

Week 9
* Introduce parts of the body by showing parts of your body and using expressions such as :
This is my arm. Show me your arm.
Student: This is my arm.
Week 10-11
* Teach the song: ‘Head, shoulders, knees and toes.’
Objectives:
* Play games using pictures of body parts:
1. Identify and name parts Teacher: Is it a foot?
of their body Student: Yes, it is or No, it isn’t. Formative Assessments:
2. Show and tell parts of their bodies Week 12 Quizzes, wordwall, discussions &
English * Engage students in different activities such as ‘Tigist says’:
Chapter 3: Myself Primary 1 Week 9 - 12 3. Pronounce names of projects Textbook page: 31 - 40
Teacher: Tigist says ‘Touch your nose.’
body intelligibly Summative Assessment: Pre-test,
Student touches nose.
Key Concepts: Students will practice Teacher says: ‘Touch your ear.’ Exercises, Homework
identifying parts of the body by Student doesn’t touch ear.
themselves. Play ‘Hokey-cokey’

Week 13
* Introduce all member in the family
* make the students tell the class about their families as shown above
* Show pictures of different
families for students to talk
about.
Week 14 - 15
Objectives: * Let them practice a lot about
1. Identify their family members themselves:
2. describe their families using possessive e.g. -My name is ___. Formative Assessments:
-I am___ years old.
adjectives -I have one sister. Quizzes, wordwall, discussions &
English 3. draw patterns of curved lines and - I have two brothers.
Chapter 4: My Family Primary 1 Week 13 - 16 projects Textbook page: 41 - 50
vertical strokes related to letter formation Week 16
4. Respond to simple instructions * The teacher reads the sounds in word Summative Assessment: Pre-test,
Key Concepts: Students can talk about Let the students identify and say the sounds in words Say and let the students repeat Exercises, Homework
after you.
their family members, greet each other
- Make them say on their own in turn.
and introduce themselves andothers - Help the students to say and label pictures with family words

week 17
* Introduce classroom objects.
Objectives: * Start off by getting everyone sitting on the floor in front of you. Hold up the table flashcard. Proceed as follows:
1. Greetings and leavetaking Teacher: What's this? It's a table. Repeat "table".Introduce the vocab
(goodmorning, good afternoon, good Students: "Table" (repeat 3 times)
Teacher: Can you see a table in the classroom? Point to the table.
evening, good night my name is..,
Students: (Point to tables)
Goodbye, how are you, I’m fine thank you) Teacher: Yes! Good job!
2. follow instructions using action verbs Week 18 - 19 Formative Assessments:
for immediate classroom use * Then bring the focus of the class back to yourself and demonstrate the activity: hold up the door flashcard, pull off a bit of Blue-Tack Quizzes, wordwall, discussions &
English and stick it to the back of the card.
Chapter 5: At School Primary 1 Week 17 - 20 e.g., Sit down, stand up, come here etc. projects Textbook page: 51 - 59
* students can do the same thing. Teacher says an object (e.g. "table") and all of the students have to stick their flashcards onto the
3. Talk about things in the classroom. Summative Assessment: Pre-test,
object, whilst saying the word. Do for all 5 objects.
4. Grammar (Pronouns) Week 20 Exercises, Homework
Key Concepts: Students can identify all * Students will be able to use and identify pronouns.
things in the classroom and students * Review pronouns with flashcards, and show students examples of pronouns in the room.
know about the different object pronouns,
subject pronouns and possessive
adjectives.

Approved by: Prepared by:

Arif Wahyudi, S.Pd. Jenny Ernawati, S.Pd.

 Grade Level:
Subject: English Duration: 20 weeks I. Unit Overview: II. Learning Activities: III. Assessment: IV. Resources:
Primary 1

Week 1:
* To begin, elicit some common action verbs from your students. To do this act out some actions and ask your
Objectives: students to guess what it is.
1. Identify different situations Do the same with other verbs such as write, eat, run, etc, and write them on the board.
where simple present tense is used. * Next, in front of each verb you have written on the board write ‘I’ and practice saying each of these verbs together
2. Use the simple present tense in with ‘I’. For example, “I read. I write. I eat. I run.” Formative Assessments:
affirmative, negative, and Week 2-3 Quizzes, wordwall, discussions &
English
Chapter 6 : Simple present Tense
Primary 1 Week 1 - 4 interrogative sentences. * To demonstrate this form to students ask one student “What time do you get up?” and that student will answer projects Textbook page: 60 - 72
3. Apply the rule of subject-verb something like “I wake up at 7 o’clock.”. Summative Assessment: Pre-test,
agreement to sentences in simple * To demonstrate this form to students, ask a student again “What time do you get up?” and he/she will answer “I Exercises, Homework
present tense. get up at 7 o’clock.”. Then you can say “Sally gets up at 7 o’clock.”
Key Concepts: Students will be Week 4
able to use this tense correctly. * teach students the present simple tense with plural forms. Explain to students that when using the plural form, the
verb does not change. Then, demonstrate some examples and practice. For example, “They like sushi.” Ask the rest
of the class to do they same. Then, join those students and say “We like sushi.”

Week 5
* Start With A Context
The best thing you can start with to teach grammar is to contextualize the target structures. A short representative
text will do.
Objectives: * Raise Students’ Awareness About The Target Language
1. Identify different situations This stage aims to draw students’ attention to the present continuous form and use.
where present continuous tense is Before you proceed, write this sentence on the board:
used. - Jane is sitting at a café in Paris at the moment.
Formative Assessments:
2. Use the present continuous tense - She is enjoying a croissant and a cup of coffee
English Quizzes, wordwall, discussions &
in positive, negative, and Week 6 - 7
Chapter 7: Present Continuous Primary 1 Week 5 - 8 interrogative sentences. * Ask them to figure out the structure of the present continuous:
projects Textbook page: 73 - 83
Tense Summative Assessment: Pre-test,
3. Apply the rule of subject-verb Subject + Verb To Be + Verb + ING
Exercises, Homework
agreement to sentences in present * Invite Students To Practice The Target Language. after having raised our student’s awareness about the form and
continuous tense. use of the present continuous and after contrasting the use of the simple present with that of the present continuous.
Key Concepts: Students will be Week 8
able to use this tense correctly. * Encourage Students To Use The Present Continuous Tense
After practicing the present continuous in controlled exercises, the students are hopefully ready to use this tense in a
freer activity.
* One way of doing so is by asking students to work in groups to describe pictures of people doing various things.

Week 9
* Introducing The Past Tense
Before teaching students the past tense form, it is important to put the lesson in context so that students can
Objectives: understand what it is they will learn.
1. Identify different situations * ask students what day it was yesterday and write that day on the left side of the timeline, demonstrate the meaning
where simple past tense is used. of ‘past’ to students and elicit other times in the past ( last week, last year, last weekend, before class, winter
2. Use the simple past tense in vacation) Formative Assessments:
positive, negative, and Week 10 - 11 Quizzes, wordwall, discussions &
English
Chapter 8: Simple Pat Tense
Primary 1 Week 9 - 12 interrogative sentences. * Practice Key Words And Sentences projects Textbook page: 84 - 94
3. Apply the rule of subject-verb Tell students that in order to talk about the past, we need to change the verb into the past tense. Summative Assessment: Pre-test,
agreement to sentences in simple * explain to students that not all verbs follow this rule as there are many irregular verbs. Write some on the board Exercises, Homework
past tense. and drill the past tense verbs with students.
Key Concepts: Students will be Week 12
able to use this tense correctly. * Before finishing the class, review the past tense verbs and sentences from the lesson. A great way to do this is to
ask students to ask their partner ‘What did you do (yesterday / last weekend)
* Once students have asked their partner, then ask students to tell you what their partner did yesterday / at the
weekend.

Week 13
* Students will be prompted to record a response to the question word that is related to school. You can decide if
you want students to write or draw their responses. Verbally share a full question sentence
with students to guide them.
Who goes to school?
Objectives: What is the most exciting thing about school?
1. Students will be able to identify Week 14 - 15
and use question words * Ask students to share their responses with a friend through a “turn & talk.” Each student should verbally share and
(interrogatives), including who, respond to their questions with their classmate to practice using the question words.
what, where, when, why, and how. * Give each student three index cards. Formative Assessments:
2. Students will be able to complete * Ask students to brainstorm and write down three sentence questions they could ask to get to know their classmates Quizzes, wordwall, discussions &
English
Chapter 9: Question Words
Primary 1 Week 13 - 16 sentences using interrogatives to better. You may have to provide question stems, or refer students to an anchor chart and list of the question words. projects Textbook page: 95 - 99
demonstrate understanding. Provide examples of full question sentences before students begin working: Summative Assessment: Pre-test,
Key Concepts: students will focus What is your favorite animal? Exercises, Homework
on the question words in English. Why do you like the color pink?
The aim is to help students What will you do after school today?
understand the use and function of Week 16
these essential words. * Provide sentence stems such as “What is…” and
Who is…” or allow them to write a picture that will help them remember their question.
* Once students have their three questions, have them stand in two lines facing each other. Instruct students to ask
and answer one of each other’s questions.
* Then, have one line of students step to the right so that they are matched with a new partner. Repeat the “asking
and answering” step and then rotate again.

Objectives: Formative Assessments:

Review all chapter semester 2 Quizzes, wordwall, discussions &
English Week 17 - 20
Chapter 10: Review
Primary 1 Week 17 - 20 Key Concepts: Students can
Review all chapter semester 2
projects Textbook page: 100 - 109
understand all the material from Summative Assessment: Pre-test,
semester 2 Exercises, Homework

Approved by: Prepared by:

Arif Wahyudi, S.Pd. Jenny Ernawati, S.Pd.