Year 1 English

REFER TO TRANSITION PROGRAMME
Theme: World of self, family and friends

Topic: Unit 1, 2, 3, 4
Focusskills: Listening Row A - /s/ (s), / / (a), /t/ (t). /p/ (p)
Contentstandard:
Main - 1.1 Recognise and reproduce target language sounds
Complementary – 3.1 Recognise words in linear and non-linear texts by using
knowledge of sounds of letters
Learningstandard:
Main - 1.1.1 Recognise and reproduce with support a limited range of high frequency
target language phonemes.
Complementary – 3.1.1, 3.1.2, 3.1.3
Learning objectives:
Main- At the end of the lesson, pupils will be able to recognise at least 6 letters
correctly by listening and writing the correct phonemes.
Complementary - At the end of the lesson, pupils will be able to sound out at least 3
phonemes correctly with support.
Cross curricular elements: Knowledge acquisition and multiple intelligences
Materials: Phonic songs, task sheets
Activities:
i. Pre-lesson:
1. Pupils are guided to sing the phonics song with gestures.
ii. Lesson development
1. Pupils listen to the sounds s,a,t,p and watch the gestures.
2. Pupils are guided to listen and say out the words by using suitable
blending technique.
3. Pupils listen to the sounds and fill in the blanks with the correct
phoneme.
iii. Post-lesson
1. Pupils match the pictures to the correct words. *sing phonics song with
gestures.
Reflection:

Topic: Unit 5, 6, 7, 8
Focusskills: Listening Row B - /i/ (i), /n/ (n), /m/ (m), /d/ (d)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
Cross curricular elements: Knowledge acquisition and multiple intelligences,
langauge
Activities:
i. Pre-lesson:
1. Pupils sing the phonics song.
1. Pupils listen to the sounds I,m,n,d and watch the gestures.
blending technique.
3. Pupils listen to the sounds and colour the correct phoneme.
iii. Post-lesson
gestures.
Reflection:

Topic: Unit 9, 10, 11
Focusskills: Listening Row C - /g/ (g), // (o), /k/ (c), /k/ (k)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
langauge
Activities:
i. Pre-lesson:
1. Pupils listen to the sounds g, o, c, k and watch the gestures.
blending technique.
iii. Post-lesson
gestures.
Reflection:

Topic: Unit 12, 13, 14, 15
Focusskills: Listening Row D - / / (ck), // (e), //(u), // (r)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
langauge
Activities:
i. Pre-lesson:
1. Pupils listen to the sounds ck, e, u, r and watch the gestures.
blending technique.
iii. Post-lesson
gestures.
Reflection:

Topic: Unit 16, 17, 18, 19, 20
Focusskills: Listening Row E - /h/ (h), /b / (b), /f/ (ff), / l/ (ll), /s/ (ss)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
langauge
Activities:
i. Pre-lesson:
blending technique.
4. Post-lesson
gestures.
Reflection:

Focusskills: Listening Row F - / / (j), // (v), // (w), // (x)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
langauge
Activities:
i. Pre-lesson:
blending technique.
iii. Post-lesson
gestures.
Reflection:

Focusskills: Listening Row G - / / (y), // (z), // (zz), // (qu)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
langauge
Activities:
i. Pre-lesson:
1. Pupils listen to the sounds y, z, zz, quand watch the gestures.
blending technique.
iii. Post-lesson
gestures.
Reflection:

Topic: Unit 26, 27, 28, 29
Focusskills: Listening Row H - / / (ch), // (sh), // (th), // (ng)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
langauge
Activities:
i. Pre-lesson:
1.Pupils sing the phonics song.
1. Pupils listen to the sounds ch, sh, th, ng and watch the gestures.
blending technique.
iii. Post-lesson
gestures.
Reflection:
REFER TO PROGRAM TRANSISI

Topic: Unit 30, 31, 32, 33
Focusskills: Listening Row i - / / (ai), // (ee), // (igh), // (oa), / / (oo)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
langauge
Activities:
i. Pre-lesson:
1. Pupils listen to the sounds the phonemes and watch the gestures.
blending technique.
iii. Post-lesson
gestures.
Reflection:
REFER TO PROGRAM TRANSISI

Focusskills: Listening Row J - / / (ar), / / (or), / / (ur), / / (ow), / / (oi)
Contentstandard:
Learningstandard:
Complementary – 3.1.1, 3.1.2, 3.1.3, 3.1.4
language
Activities:
i. Pre-lesson:
1.Pupils listen to the sounds the phonemes and watch the gestures.
blending technique.
iii. Post-lesson
gestures.
Reflection:

Topic: Unit 1 -18
Focusskills: Reading (Review of all the phonemes learnt)
Contentstandard:
Main - 3.1 Recognise words in linear and non-linear texts by using knowledge of
sounds of letters
Complementary – Form letters and words in neat legible print using cursive writing
Learningstandard:
Main – 3.1.1, 3.1.2, 3.1.3, 3.1.4
Complementary – 4.1.2
Complementary - At the end of the lesson, pupils will be able to write the words
neatly according to the line from left to right.
language
Activities:
i. Pre-lesson:
blending technique.
iii. Post-lesson
gestures.
Reflection:
Topic: Unit 19-36
Focusskills: Reading (Review of all the phonemes learnt)
Contentstandard:
sounds of letters
Complementary – Form letters and words in neat legible print using cursive writing
Learningstandard:
Main – 3.1.1, 3.1.2, 3.1.3, 3.1.4
language
Activities:
iv. Pre-lesson:
v. Lesson development
blending technique.
vi. Post-lesson
gestures.
Reflection:

Topic: Unit 0 Friends
Focus skills: Speaking -Hi. What’s your name? I’m (name). He’s (name). She’s
(name).Bye.
Content standard:
Main – 2.1 Communicate simple information intelligibly
Complementary – 2.3 Communicate appropriately to a small or large group
Learning standard:
Main – 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases
Complementary – 2.3.1 Introduce self to an audience using fixed phrases
Main- At the end of the lesson, pupils will be able to introduce themselves using the
fixed phrases.
Complementary - At the end of the lesson, pupils will be to ask their friends’ name
using the fixed phrases.
language
Materials: CD1 Track 02 & 03, Superminds Book, Workbook page 4, worksheet
Activities:
i. Pre-lesson:
1. Teacher points to herself and say her own name.
2. Teacher asks a pupil to stand up and elicit his/her name.
3. Repeat with about six other pupils.
Introduce the characters’ names
1. Teacher introduces the names of the characters.
2. Pupils read aloud the characters’ name and remember them.
3. Pupils practice pointing and naming in pairs.
Introduce fixed phrase Hi. I’m (name).What’s your name?I’m (name).
What’s a nice name.
4. Teacher drills pupils on the fixed phrase.
5. Pupils practice the fixed phrase in pairs.
CD1 Track 02
6. Teacher projects the chant on the whiteboard and plays the track.
7. Pupils listen and follow the chant.
8. Teacher pauses the recording after each line for pupils to repeat.
9. Teacher asks four pupils to perform the chant using the characters’
names.
10. Then, teacher invites some pupils to come to the front to do the chant
using their real names.
Workbook Page 4
11. Pupils match the sentences with the pictures using different colours.
12. Pupils do the worksheet.
iii. Post-lesson
1. Pupils do the chant together using their real names.
Reflection:

Topic: Unit 0 Friends
Focus skills: Listening - Pointing to something (colour)
Content standard:
Main – 1.2 Understand meaning in a variety of familiar contexts
Complementary – 4.1 Form letters and words in neat legible print using cursive
writing
Learning standard:
Main – 1.2.4 Understand short basic supported classroom instructions
Complementary – 4.1.2 (i) (ii) (iii)
language
Activities:
i. Pre-lesson:
1. Pupils learn name of colours.
1. Teacher gives pupils instructions to point to something.
2. Pupils do in small groups.
3. Pupils play Simon says. If the instruction is Simon says point to
something green, pupils do this. If the teacher says point to something
green, they don’t do it.
4. Teacher extends the colour sequence by adding more colours. Wg:
point to something read and something blue.
5. Pupils write the names of the colours.
iii. Post-lesson
1. Pupils write a few sentences in their book.
I love yellow colour.
You love green colour.
He loves blue colour.
She loves pink colour.
Reflection:

Topic: Unit 0 Friends (Lesson 3)
Focus skills: Reading (colour words)
Content standard:
sounds of letters
Learning standard:
Main – 3.1.1
Main- At the end of the lesson, pupils will be able to match at least 3 colour words
correctly.
Complementary - At the end of the lesson, pupils will be able to pronounce the
sound of beginning, medial and final in a word correctly.
language
Materials: colour cards
Activities:
i. Pre-lesson:
1. Teacher reviews colour words by playing simon says.
1. Teacher shows the colour words on the whiteboard.
2. Pupils read them aloud.
3. Teacher puts cards of separated sounds on the whiteboard. eg: gr, ee,
n.
4. Pupils match the cards to form a complete word.
5. Pupils practice the same for other colours.
6. Teacher distributes a worksheet for pupils to do.
7. Teacher checks pupils’ answer.
iii. Post-lesson
1. Pupils sit in a circle.
2. All the cards are placed in the middle.
3. Pupils point and say the sound and the colour.
Reflection:

Focus skills: Writing (Alphabet, pupils’ names)
Content standard:
Main – 4.1 Form letters and words in neat legible print using cursive writing
Complementary - 3.1 Recognise words in linear and non-linear texts by using
Learning standard:
Main – 4.1.2
Main- At the end of the lesson, pupils will be able to write out their names accurately
on the card and design it beautifully.
Complementary - At the end of the lesson, pupils will be able to read their friends’
cards correctly.
language
Materials: name cards
Activities:
i. Pre-lesson:
1. Teacher reviews colour words by playing simon says. Teacher also
reviews the day to introduce friends.
1. Teacher asks pupils What’s your name?
2. Teacher has pupils ask each other around what their names are.
3. Teacher asks pupils how to spell their name.
4. Pupils get a piece of card each and write their name on the card to
complete the sentence.
5. Pupils read the sentence on their card aloud.
6. Pupils are going to read their friends’ card too.
iii. Post-lesson
1. Pupils act out role play to introduce themselves in pairs.
Reflection:

Focus skills: Language Arts (language focuses on colours or letters of alphabet)
Content standard:
Main – 5.1 Enjoy and appreciate rhymes, poems and songs
Learning standard:
Main – 5.1.1
Main- At the end of the lesson, pupils will be able to enjoy the song and create a
rainbow of their own in groups.
Complementary - At the end of the lesson, pupils will be able to sing the song
enjoyably.
language
Materials: rainbow, ‘I can sing a rainbow’
(http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-
J/sing_a_rainbow)
Activities:
i. Pre-lesson:
1. Teacher pre-teaches the colour words.
2. Pupils respond.
3. Teacher shows a picture of a rainbow and elicits pupils’ response.
1. Teacher plays the song ‘I can sing a rainbow’.
2. Pupils sing along.
3. Teacher guides pupils to sing.
4. Teacher divides pupils into groups and distributes the materials.
5. Pupils create the rainbow of their own with the colours.
iii. Post-lesson
1. Pupils show their artwork.
2. Pupils sing the song again.
Reflection:

Focus skills: Listening (Hi. What’s your name? I’m_____. )
Content standard:
Complementary – 2.1 Communicate simple information intelligibly
Learning standard:
Main – 1.2.2 Understand with support specific information and details of very simple
phrases and sentences
Complementary – 2.1.1 Give very basic personal information using fixed phrases
fixed phrases.
language
Activities:
i. Pre-lesson:
Introduce fixed phrase Hi. I’m (name).What’s your name? I’m (name).
CD1 Track 02
names.
iii. Post-lesson
Reflection:

Focus skills: Listening (Hi. What’s your name? I’m_____. )
Content standard:
Learning standard:
fixed phrases.
language
Activities:
iv. Pre-lesson:
v. Lesson development
Introduce fixed phrase Hi. I’m (name).What’s your name? I’m (name).
CD1 Track 02
names.
vi. Post-lesson
Reflection:
Focus skills: Writing (Numbers 1-10, How old are you? I’m age)
Content standard:
Main – 4.1 Form letters and words in neat legible print using cursive writing
Complementary – 4.2 Communicate basic information intelligibly for a range of
purposes in print and digital media
Learning standard:
Main – 4.1.2 ii) write letters and words in a straight line from left to right with regular
spaces between words and spaces
Main- At the end of the lesson, pupils will be able to write at least 7 numbers
correctly.
Complementary - At the end of the lesson, pupils will be to ask for the age and give
the correct reply.
language
Materials: CD1 Track 4 & 5, Superminds Page 5, Workbook page 5
Activities:
i. Pre-lesson:
1. Teacher asks pupils, Hello. What’s your name?
2. Pupils answer, Hi. I’m (name).
3. Pupils ask each other in random for their name.
Numbers 1-10 (CD1 Track 4)
1. Teacher teaches the numbers using flashcards.
2. Flashcards are put around the classroom.
3. Teacher plays recording CD1 Track 4 again.
4. Pupils listen and point to the flashcard numbers.
CD1 Track 5
5. Teacher plays recording CD1 Track 5.
6. Pupils write the answers.
Introduce fixed phrase (How old are you? I’m ___)
8. Teacher teaches the fixed phrase.
9. Pupils respond.
10. Teacher demonstrates the conversation of asking for name and age.
11. Pupils practise.
Workbook page 5
12. Pupils do the tasks.
13. Teacher facilitates throughout the process.
iii. Post-lesson
1. Pupils re-read the flashcards.
2. Get 10 pupils holding a flashcard each and sequence them in correct
order.
3. Other pupils will read aloud the numbers.
Reflection:

Focus skills: Reading (Names of letters of the alphabet
Content standard:
Main – 3.1 Recognise words in linear and non-linear texts by using knowledge of
sounds of letters
Complementary – 4.1 form letters and words in neat legible print using cursive
writing
Learning standard:
Main – 3.1.1 identify and recognise the shapes of the letters in the alphabet
Complementary – 4.1.2 ii) write letters and words in a straight line from left to right
with regular spaces between words and spaces
Main- At the end of the lesson, pupils will be able to write at least 7 numbers
correctly.
Complementary - At the end of the lesson, pupils will be to ask for the age and give
the correct reply.
language
Materials: CD1 Track 4 & 5, Superminds Page 5, Workbook page 5
Activities:
i. Pre-lesson:
1. Teacher asks four students whose names start with the first four
letters of the alphabet.
2. They stand in alphabetical order and say their names after repeat the
first letter.
1. Teacher revises on capital letter and small letter with pupils.
CD1 T06
2. Teacher plays the song.
3. Pupils follow the song in sections and repeat in groups.
4. Pupils take turn to say aloud the alphabets in order.
5. Pupils do the task in workbook pg 6.
iii. Post-lesson
1. Pupils re-read the alphabets.
2. Teacher praises pupils.
Reflection:

Focus skills: Speaking (Colours: My hat is colour. )
Content standard:
Main – 2.1 communicate simple information intelligibly
Learning standard:
Main – 2.1.5 Name or describe objects using suitable words from word sets
Complementary – 3.1.3 Blend phonemes (CVC, CCVC)
Main- At the end of the lesson, pupils will be able to draw a hat and write the simple
description for it.
Complementary - At the end of the lesson, pupils will be to blend the phonemes in
colour words correctly.
language
Materials: CD1 Track 9, Superminds Page 7, Workbook page 7
Activities:
i. Pre-lesson:
1. Pupils sing the alphabet song again.
2. Teacher pre-teaches colour which is being taught previously to
activate their
prior knowledge.
3. Pupils point to the balloon and say the colour.
1. Teacher distributes the task sheet(hats).
2. Pupils get ready with their colour pencils.
CD1 T09
3. Teacher plays the recording.
4. Pupils make a dot of the right colour in each hat.
5. Teacher plays the recording again.
6. Pupils check and compare their answers.
7. Pupils colour the hat.
8. Teacher writes these sentences on the board. I’m x. My hat is y (and
y).
Workbook page 7
9. Pupils do the exercises on page 7.
10. Teacher facilitates throughout the lesson.
iii. Post-lesson
1. Pupils arrange the scrambled colours in order according to the
alphabetical order. .
Reflection:

Focus skills: Language arts
Content standard:
Learning standard:
Main – 5.1.1 Demonstrate appreciation through non-verbal responses to i) simple
chants and raps ii) simple rhymes iii) simple action songs
Complementary – 5.1.2 Say the words in simple texts, and sing simple songs with
intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple
rhymes iii) simple action songs
Main- At the end of the lesson, pupils will be able to perform the performance.
Complementary - At the end of the lesson, pupils will be to represent numbers with
their bodies.
entrepreneurship
Materials: https://www.youtube.com/watch?v=dk9Yt1PqQiw (10 little numbers)
Activities:
i. Pre-lesson:
1. Teacher revises previous knowledge learnt with pupils. (hat)
2. Pupils listen and respond.
1. Teacher re-teaches the numbers.
2. Pupils spell the number words.
3. Teacher plays the song.
4. Pupils sing aloud.
5. Pupils represent numbers with their bodies.
iii. Post-lesson
1. Pupils perform.
2. Teacher praises.
Reflection:

Focus skills: Listening (What’s your name, how old are you, I’m seven years old,
how do you spell, names of the letters of the alphabet)
Content standard:
Learning standard:
Main – 1.2.5 Understand short supported questions
Complementary – 4.2.2 Greet, say goodbye and express thanks using suitable fixed
phrases
Main- At the end of the lesson, pupils will be able to answer and write at least 3
questions about their friends.
Complementary - At the end of the lesson, pupils will be to greet their friends and
thanks their friends before and after asking.
Cross curricular elements: Knowledge acquisition and multiple intelligences, values
(friendship)
Materials: pictures of pupils
Activities:
i. Pre-lesson:
1. Teacher pre-teaches some vocabulary.
2. Teacher introduces and teaches the fixed phrase How do you
spell…?.
3. Pupils listen and respond.
1. Teacher gives instructions on what they should do.
2. Pupils listen to teacher’s instructions.
3. Pupils work in group to conduct a survey by asking names, ages and
how to spell their classmate’s names.
4. Pupils write about their friend in their exercise book.
iii. Post-lesson
1. Teacher checks pupils’ answers.
Reflection:

Focus skills: Speaking (What’s your name, how old are you, I’m seven years old)
Content standard:
Main – 2.3 Communicate appropriately to a small or large group
Complementary – 4.3 Communicate with appropriate language form and style for a
range of purposes in print and digital media
Learning standard:
Main – 2.3.1 Introduce self to an audience using fixed phrases
Complementary – 4.3.1 Use capital letters appropriately in personal and place
names
Main- At the end of the lesson, pupils will be able to introduce themselves by
repeating their friend’s info and adding on their own information correctly.
Complementary - At the end of the lesson, pupils will be to write the introduction
about themselves and their friend using correct punctuation especially correct capital
letter.
language
Materials: whiteboard
Activities:
i. Pre-lesson:
1. Teacher plays hang man with pupils.
2. Pupils guess the alphabets to form the correct word.
1. Pupils stand in groups.
2. They throw a ball of paper to each other to practise target language in
a chain activity.
3. For example, Pupil A starts by saying Hi, I’m A…, I’m seven years old
and throws the ball of paper to Pupil B in the circle who repeats this
information and adds their own information to make a chain. For
instance, He’s/She’s A/ She’s seven years old. I’m B, I’m seven years
old.
4. Each pupils repeats previous information and adds their own
information to the chain.
5. Pupils write about themselves and a classmate.
iii. Post-lesson
1. Teacher plays Chinese whisperer with pupils.
2. Pupils enjoy the game and get as many point as they can.
Reflection:

Topic: Unit 1 At School (Lesson 15)
Focus skills: Listening (Classroom objects)
Content standard:
Learning standard:
Main – 1.2.2 Understand with support the main idea of very simple phrases and
sentences
Complementary – 2.1.5 Name or describe objects using suitable words from word
sets
Main- At the end of the lesson, pupils will be able to name at least 4 objects correctly.
Complementary - At the end of the lesson, pupils will be to complete the exercises.
language
Materials:
Activities:
1. Pre-lesson:
1. Teacher reviews colour words by playing true / false game.
2. Pupils respond.
iii. Lesson development
1. Teacher projects the text on the board.
2. Pupils read and say the words.
CD 1 T12
4. Pupils listen and say the words.
5. Pupils practise pointing and naming in pairs.
CD1 T13
6. Teacher plays the chant.
7. Pupils listen and follow.
Workbook page 10
8. Pupils do the exercises.
iv. Post-lesson
1. Teacher displays the flashcards around the classroom.
2. Pupils point and say.
Reflection:

Focus skills: Speaking (What’s this? It’s a ruler. Is it a ruler? Yes, it is. No, it isn’t. )
Content standard:
Complementary – 1.2 Understand meaning in a variety of familiar contexts
Learning standard:
Complementary – 1.2.2 Understand with support the main idea of very simple
Main- At the end of the lesson, pupils will be able to answer at least 4 questions on
the language pattern taught.
Complementary - At the end of the lesson, pupils will be to answer at least 3
questions on Yes, it is or No, it isn’t correctly.
language
Materials:
Activities:
i. Pre-lesson:
1. Pupils match the picture cards with the word cards.
2. Teacher guides pupils.
1. Teacher pastes the sentence patterns on the board and drills pupils.
2. Pupils read aloud and substitute the objects with other classroom
objects.
CD1 T14
3. Pupils listen and number the pictures.
4. Pupils check the answers.
CD1 T15
6. Teacher plays the recording to drill them on the questions.
7. Pupils listen and repeat.
8. Teacher holds up different objects and pupils repeat after teacher.
9. Pupils play guessing game in groups by asking using the questions
learnt.
Workbook page 11 & CD 1 T16
11. Pupils listen and write down the answer.
12. Pupils look at the pictures and write down their answers.
iii. Post-lesson
1. Teacher asks What’s this? while drawing something on the board.
2. Teacher prompts pupils to ask Is it a book? while teacher is drawing
on the board.
3. If there’s extra time, pupils are blindfold and they need to ask and
guess the objects.
3. Pupils answer and teacher praises pupils.
Reflection:

Focus skills: Language Arts (It’s a blue chair.)
Content standard:
Main – 5.2 Express personal responses to literary texts
Learning standard:
Main – 5.2.1 Name people, things or places of interest in illustrations accompanying
texts
sets Learning objectives:
Main- At the end of the lesson, pupils will be able to write at least 3 sentences using
the sentence pattern with colour adjective correctly.
Complementary - At the end of the lesson, pupils will be to guess at least 5 objects
correctly in Kim’s Game.
language
Materials: word cards
Activities:
i. Pre-lesson:
1. Teacher revises the vocabulary on classroom objects with pupils.
2. Teacher plays Kim’s Game with pupils.
3. Pupils respond.
1. Teacher writes a sentence on the board. I have a pencil case. I have a
blue pencil case.
2. Pupils identify the colour.
3. Teacher shows the reading text on the board.
This is my classroom. I have a blue pencil case. I have a red
sharpener. I have a long ruler and a beautiful notebook. I have a pink
bag. I have a brown desk. I love my classroom.
5. Pupils read aloud and substitute the objects with other classroom
objects.
6. Pupils practise saying the sentence pattern targeted with their friends.
8. Pupils write the sentences in their exercise book.
iii. Post-lesson
1. Teacher elicits sentences from pupils verbally.
2. Pupils respond.
Reflection:

Focus skills: Speaking (It isn’t my pen. Look at the desk.)
Content standard:
Learning standard:
Main – 2.1.1 Give very personal information using fixed phrases
Complementary – 1.2.5 Understand short supported questions
Main- At the end of the lesson, pupils will be able to write at substitutes at least 3
classroom objects correctly.
Complementary - At the end of the lesson, pupils will be to answer at least 3
questions on It’s / it isn’t correctly.
language
Materials: Superminds page 12, workbook page 12, flashcards
Activities:
i. Pre-lesson:
1. Teacher flashes each flashcard very quickly in front of the class and
ask What’s this?
2. Pupils respond.
1. Teacher projects the picture on the board and elicits what they can
see on the desks.
2. Pupils respond.
3. Teacher pre-teaches in a mess.
CD1 T17 18
5. Pupils repeat after it.
6. Pupils practise the song using karaoke version after they have learnt
the song.
7. Pupils continue to practise the song using their own classroom
objects.
Draw lines to correct desk
9. Pupils match the objects with the correct child’s desk.
10. Teacher must make sure pupils understand that Joe has two extra
items from each of the other desks on his desk.
Workbook page 12
12. Pupils practise comprehension of It’s / It isn’t
13. Pupils do the exercise.
iii. Post-lesson
1. Pupils sing the song again and substitute the classroom objects.
2. If there’s extra time, pupils play spelling game.
Reflection:

Focus skills: Writing (imperatives + please) eg: Sit at your desk, please, Open your
bag, please. (sit, open, close, pass)
Content standard:
Main –4.2 Communicate basic information intelligibly for a range of purposes in print
and digital media
Learning standard:
Main – Name or describe objects using suitable words from word sets
Complementary – 1.2.4 Understand short basic supported classroom instructions
Main- At the end of the lesson, all the pupils will be able to name at least 4 out of 5
classroom objects correctly.
Complementary - At the end of the lesson, most of the pupils will be to match at
least 4 out of 5 instructions correctly.
language
Materials: Superminds page 13, CD1 T19 & T20, workbook page 13
Activities:
i. Pre-lesson:
1. Teacher holds up each of the set of classroom objects in turn.
2. Pupils look at the pictures and write down the words in their exercise
book.
3. Pupils respond.
1. Teacher distributes the questions for Activity 1 to each pupil.
2. Pupils cut out the stickers.
CD1 T19
5. Pupils listen and choose the correct stickers.
7. Pupils read and mime each instruction.
CD1 T20
9. Pupils listen and repeat in chorus.
10. Teacher plays the recording again, pupils mime the actions.
11. Teacher varies the instructions. eg: Pass me a notebook, please.
12. Pupils respond.
Workbook page 13
iii. Post-lesson
1. Teacher plays the game ‘Please’ with pupils.
2. When the teacher says please after an instruction, pupils do it.
3. If the teacher doesn’t say please, pupils don’t do it.
4. Teacher gives instructions quickly after the other, practising the
imperatives and the classroom objects.
Reflection:

Focus skills: Listening (Watch out, Here’s your pencil case, I’m sorry, Thank you)
Content standard:
Main –1.2 Understand meaning in a variety of familiar contexts
Complementary – 3.2 Understand a variety of linear and non-linear print and digital
texts by using appropriate reading strategies
Learning standard:
Main – 1.2.3 Understand with a high degree of support very short simple narratives
Complementary 3.2.1 Understand the main idea of very simple phrases and
sentences
Main- At the end of the lesson, all the pupils will be able to answer the exercises with
at least 80% accuracy.
Complementary - At the end of the lesson, most of the pupils will be to match all the
key phrases correctly.
Cross curricular elements: Knowledge acquisition n and multiple intelligences,
language
Materials: Superminds page 14, CD1 T21 & T22, workbook page 14
Activities:
i. Pre-lesson:
1. Teacher elicits the names of the four superfriends.
2. Teacher elicits the cat’s name and age.
3. Pupils elicit who their favourite character is.
1. Teacher projects the story on the whiteboard.
2. Teacher elicits what characters they can see.
3. Teacher sticks flashcards on the board.
CD1 T21
5. Pupils listen for the classroom objects mentioned.
7. Teacher checks pupils’ comprehension.
8. Teacher talks about the value helping friends
9. Pupils listen and repeat the story.
Workbook page 14 & CD1 T22
10. Teacher plays the recording and pupils complete the task.
iii. Post-lesson
1. Teacher groups pupils
2. Pupils repeat the story in role.
3. Pupils practise role playing.
Reflection:

Focus skills: Reading (The letter sound /ae /)
Content standard:
sounds of letters
Complementary – 1.1 Recognise and reproduce target language sounds
Learning standard:
Main – 3.1.2 Recognise and sound out with support beginning, medial and final
sounds in a word
Complementary – Recognise and reproduce with support a limited range of high
frequency target language phonemes
Main- At the end of the lesson, all the pupils will be able to answer at least 3 out of 4
questions correctly.
Complementary - At the end of the lesson, most of the pupils will be to blend and
segment at least 3 words correctly.
language, creativity
Materials: Superminds page 15, CD1 T21 T23 T24, workbook page 15
Activities:
i. Pre-lesson:
1. Teacher picks several objects and passes them to pupils.
2. Teacher says Here’s your pencil case.
3. Pupils respond by saying Thank you.
CD1 T21
1. Teacher gives pupils time to re-read the story as the teacher plays the
recording.
2. Pupils find and circle the same pictures in the story.
3. Pupils check the answers.
4. Teacher writes the word ‘bag’ on the board, using a red pen for /a/.
5. Teacher drills pupils on the phonemes by using segmenting and
blending techniques.
6. Pupils repeat My bag! after you and find the speech bubble in the
story.
7. Pupils tell who said that phrase.
CD1 T23
9. Pupils look at the picture and repeat.
10. Pupils practise in pairs.
Workbook page 15
11. Pupils look at the pictures.
12. Teacher teaches ‘Help each other’ / ‘Help your friend’
14. Pupils listen and write the answer.
iii. Post-lesson
1. Teacher writes a few word with ‘a’ sound on the board.
2. Pupils read it out by segment and blend.
Reflection:

Focus skills: Language arts (Is it your pencil? It isn’t my pencil.)
Content standard:
Main – 5.1 Enjoy and appreciate rhymes, poems and songs.
Learning standard:
Main – 5.1.1 Demonstrate appreciation through non-verbal responses to i) simple
chants and raps ii) simple rhymes iii) simple action songs
Complementary – 5.1.2 Say the words in simple texts, and sing simple songs with
intelligible pronunciation, rhythm and intonation
Main- At the end of the lesson, all the pupils will be able to sing the song in front of
the classroom.
Complementary - At the end of the lesson, most of the pupils will be to sing the song
with correct pronunciation, rhythm and intonation.
language, creativity and imagination
Materials: Superminds page 12, CD1 T17
Activities:
i. Pre-lesson:
1. Teacher lets pupils to sing the song again.
2. Pupils sing out loud.
1. Teacher plays a video about classroom.
3. Pupils sing the new song.
4. Teacher facilitates pupils throughout the process.
5. Pupils present their singing in front of the classroom.
iii. Post-lesson
1. Pupils re-sing the song.
Reflection:

Focus skills: Listening (This is my desk. There’s a bag.)
Content standard:
Learning standard:
questions correctly by listening and drawing lines.
Complementary - At the end of the lesson, most of the pupils will be to continue the
chain game with about 8 objects in the chain.
language
Materials: Superminds page 16, CD1 T25, workbook page 16
Activities:
i. Pre-lesson:
1. Teacher displays flashcards on the board.
2. Teacher elicits what the objects are.
3. Teacher draws a picture on the board.
4. Teacher asks pupils Is it a bag? l
5. Pupils guess the drawing.
1. Teacher reads out the names of the five children.
2. Teacher tells pupils to look at the objects on the desks carefully.
3. Teacher makes sure pupils know what to do and reads the
instructions aloud.
CD1 T25
5. Pupils listen and draw the lines.
6. Pupils check their answers.
Workbook page 16
8. Pupils practise reading for specific information.
9. Pupils do the exercise.
iii. Post-lesson
1. Pupils play speaking game.
2. Teacher starts the chain by saying This is my desk. There’s a bag.
3. Pupil A continues to say This is my desk. There’s a bag and a pencil.
4. Pupil B continues to say This is my desk. There’s a bag, pencil and a
hat.
5. The game continues until there are about eight objects in the chain.
Reflection:

Focus skills: Speaking (Put away your book. Look for the rubber. Can you see the
ruler? What number?)
Content standard:
Learning standard:
Main – 2.1.1 Find out about very basic personal information using fixed phrases
Complementary – 4.2.5 Connect words and proper names using ‘and’
Main- At the end of the lesson, all the pupils will be able to ask and answer at least 4
imperatives correctly.
Complementary - At the end of the lesson, most of the pupils will be to write a
simple short paragraph with at least 3 sentences about their bag.
language
Materials: Superminds page 17, CD1 T26, workbook page 17
Activities:
i. Pre-lesson:
1. Teacher plays the game ‘Please’.
2. Teacher varies the instructions.
3. Pupils listen and carry out the actions.
1. Pupils look at the sentences carefully and the pictures.
2. Teacher makes sure pupils know what to do.
3. Teacher reads the instructions aloud.
4. Pupils circle the correct pictures.
5. Teacher checks answers together with pupils.
Pair work
6. Pupils practise in pair by asking and answering the imperatives.
8. Teacher draws pupils’ attention on the picture of the bag and writes a
big word on the board, My bag.
9. Teacher teaches pupils on what to write about the bag.
10. Pupils listen attentively.
11. Pupils draw their own bag and write a description of it in their exercise
book.
Workbook page 17 + CD1 T26
14. Pupils listen and write down the numbers.
iii. Post-lesson
1. Pupils practise the word order of the imperatives.
Reflection:

Focus skills: Writing (recycled language: colours, adjectives: primary colours and
secondary colours)
Content standard:
Main – 4.3 Communicate with appropriate language form and style for a range of
Learning standard:
Main – 4.3.2 Spell familiar high frequency words accurately
Complementary – 3.2.1 Understand the main idea of very simple phrases and
sentences
Main- At the end of the lesson, all the pupils will be able to group at least 2 primary
and 2 secondary colours correctly.
Complementary - At the end of the lesson, most of the pupils will be to say aloud at
least 2 primary and secondary colours correctly.
Materials: Superminds page 18, workbook page 18
Activities:
i. Pre-lesson:
1. Teacher writes Colours on the board.
2. Pupils respond to the word.
3. Teacher creates a mind map of colours.
4. Pupils elicits objects which are that colour.
5. Teacher praises the pupils.
1. Teacher reads the instructions for Activity 1a.
2. Pupils tell what the colours are.
3. Teacher prompts them to guess what the word primary means.
4. Teacher then read the instructions for Activity 1b.
5. Pupils identify as many objects as the can in pair.
6. Pupils share about their ideas.
7. Teacher continues to Activity 2.
8. Pupils read the text about primary and secondary colours.
9. Pupils guess what secondary colour is.
10. Pupils practise mixing the primary colour to form secondary colours
which are purple, green and orange.
Workbook page 18
iii. Post-lesson
1. Teacher elicits what pupils have learnt on the day.
2. Pupils say aloud the primary colour and secondary colour.
Reflection:

Focus skills: Reading (recycled language: colours, adjectives: primary colours and
secondary colours)
Content standard:
Main – 3.2 Understand a variety of linear and non-linear print and digital texts by
using appropriate strategies
Learning standard:
Main – 3.2.2 Understand specific information and details of very simple phrases and
sentences
sets
Main- At the end of the lesson, all the pupils will be able to answer at least 80% of
the questions correctly.
Complementary - At the end of the lesson, most of the pupils will be to mix at least 4
colours correctly.
language, creativity and innovation
Activities:
i. Pre-lesson:
1. Teacher elicits the colours from the previous lesson and writes them
on the board.
2. Teacher underlines red, blue and yellow.
3. Pupils respond and tell what colours is that.
1. Teacher reads the instructions for Activity 1 aloud.
2. Teacher puts pupils into pairs for the rest of the activity.
3. Teacher discusses the answers with pupils.
4. For activity 2, teacher reads the activity instructions aloud and
encourages pupils to guess what lighter means.
5. If they cant, teacher demonstrates using coloured objects in the
classroom.
6. Pupils guess.
7. Pupils then mix the paints
8. For acitivity 3, pupils draw and colour using primary and secondary
colour.
Workbook page 19
iii. Post-lesson
2. Pupils say aloud the primary colour and secondary colour.
Reflection:

Focus skills: Language art (review of imperative verb forms and phrases)
Content standard:
Main – 5.3 Express an imaginative response to literary texts
Complementary – 1.2 Understand meaning in a variety of contexts
Learning standard:
Main – 5.3.1 Respond imaginatively and intelligibly through creating simple art and
craft products
Complementary – 1.2.4 Understand short basic supported classroom instructions.
Main- At the end of the lesson, all the pupils will be able to create their own stick
puppet in group and use it to play the imperatives.
Complementary - At the end of the lesson, most of the pupils will be to respond to at
least 4 imperatives correctly.
language, values (politeness/saying please)
Materials: stick puppets, list of imperatives
Activities:
i. Pre-lesson:
1. Teacher plays a mime game to review imperative verbs from the
textbook.
2. Teacher says the words and the pupils mime.
3. Pupils respond.
1. Teacher introduces a stick puppet.
2. Teacher uses the puppet to ask some pupils their name and review
Hello, what’s your name? How are you?
3. Teacher says the imperatives with the word please.
4. Pupils listen and do the actions.
5. Teacher varies the speed or volume of the voice.
6. Pupils should not do the action if the teacher doesn’t say please.
7. Pupils create their stick puppet.
8. Pupils take turn to be the little teacher using their puppet.
iii. Post-lesson
4. Pupils say aloud.
Reflection:
Focus skills: Language art (Vocabulary review: primary and secondary colours)
Content standard:
Complementary – 5.3 Express an imaginative response to literary texts
Learning standard:
Main – 5.1.1 i) Simple chants and raps ii) simple rhymes iii) simple action songs
Complementary – 5.3.1 Respond imaginatively and intelligibly through creating
simple art and craft products
Main- At the end of the lesson, all the pupils will be able to write their favourite colour
with correct spelling on the paper given.
Complementary - At the end of the lesson, most of the pupils will be to create the
colour wheel and talk about their favourite colour and the reason.
language, science and technology
Materials: paper, youtube song( http://www.youtube.com/watch?v=bmquqAP2w_8) ,
colour pencils, scissors, glue
Activities:
i. Pre-lesson:
1. Teacher plays guessing game with pupils.
2. Teacher asks pupils to throw questions at teacher in order to guess
the objects.
3. Pupils can ask What colour is it? Is it blue? Is it a banana? depending
on pupils’ proficiency level.
4. Pupils respond.
1. Teacher places flashcards with words of the six main colour (primary
and secondary colours) on the board.
2. Pupils group the colours.
3. Pupils sing a song and teacher checks pupils’ answers.
4. Teacher gives each pupil a piece of paper and asks pupils to write
down their favourite colour on the paper.
5. Teacher plays the song again and asks pupils to hold up their paper
when they hear their colour.
6. Teacher draws a circle on the board and divides it into six parts.
7. Pupils respond by stating the primary and secondary colours.
8. Pupils create their own colour wheels without writing the colour name
on it.
9. Pupils make a small hole in the middle and spin the wheel.
10. Teacher asks pupils what they think will happen when they spin their
wheel.
11. Pupils respond.
iii. Post-lesson
1. Teacher asks pupils about their favourite colour and states the reason.
Reflection:

Focus skills: Listening (Imperatives: Look down and catch it, Turn around, Stretch,
Cut out, Fold, Glue)
Content standard:
Complementary – 2.2 Use appropriate communication strategies
Learning standard:
Main – 1.2.4 Understand short basic supported classroom instructions
Complementary – 2.2.2 Ask for attention or help from a teacher or classmate using
one word or a fixed phrase
Main- At the end of the lesson, all the pupils will be able to number the instructions
correctly.
Complementary - At the end of the lesson, most of the pupils will be to act out the
instructions.
language
Materials: Superminds page 20, workbook page 20, CD1 T27
Activities:
I. Pre-lesson:
1. Teacher gives pupils some simple instructions, eg. stand up, sit down,
pass the ruler to your friend, close your book, put your pen in your
bag.
2. Pupils take turn to give other instructions to the class.
1. Teacher projects the text on the board.
CD1 T27
3. Pupils listen and mime the actions.
4. Pupils listen again and sequence the pictures.
6. Pupils read the instructions aloud and match the instructions with the
pictures.
7. Pupils do the instructions in pair and practise.
Workbook page 20
8. Pupils make the pencil holder.
iii. Post-lesson
1. Pupils work in pair.
2. Pupils act out the instructions.
Reflection:

Focus skills: Writing (recycled vocabulary and grammar from At School topic)
Content standard:
Main – 4.2 Communicate basic information intelligibly for a range of purposes in print
and digital media.
texts by using appropriate reading strategies.
Learning standard:
Complementary – 3.2.4 Use with support a simple picture dictionary to find, list and
categorise words from Year 1 topics and themes
Main- At the end of the lesson, all the pupils will be able to name at least 5 pictures
correctly using the picture dictionary.
Complementary - At the end of the lesson, most of the pupils will be to create their
poster and talk about their poster with at least 1 simple sentences.
language
Materials: Superminds page 21, workbook page 21 & 119
Activities:
i. Pre-lesson:
1. Teacher writes the ten colours in scrambled letter order on the board.
2. Pupils respond and do.
1. Teacher reads through all the stages of the poster activity with pupils
first.
2. Teacher hands out the poster paper to pairs of pupils.
3. Pupils do Part a of the activity.
4. Pupils continue to carry out the activities of Part b and part c.
5. Pupils talk about the poster they created.
Workbook page 119 picture dictionary
6. Pupils take turn to point and say the word and write the words.
Workbook page 21
iii. Post-lesson
1. Teacher does the chant and the song again from the unit with pupils.
2. Pupils work in pair.
Reflection:

Topic: Unit 2 (Lesson 31)
Focus skills: Speaking (Let’s go, that’s right, kite, doll, monster, plane, ball, bike, go-
kart, computer game, train, car)
Content standard:
Learning standard:
Main – 2.1.5 Name or describe objects using suitable words from the word sets
Main- At the end of the lesson, all the pupils will be able to name at least 5 pictures
correctly.
Complementary - At the end of the lesson, all of the pupils will be to write at least 8
numbers correctly by listening to the words mentioned by the teacher.
language
Materials: Superminds page 22, workbook page 22, CD1 T28, 29 & 30
Activities:
i. Pre-lesson:
1. Teacher tells pupils to point to different-coloured objects in the room.
eg: find something blue.
2. Pupils respond to all teacher’s questions.
1. Teacher holds the flashcards.
2. Pupils repeat after teacher.
CD1 T28 (Supermind)
3. Pupils look at the picture in their student’s book.
4. Teacher elicits who they can see and where they are. (The four Super
friends).
6. After playing the recording, pupils point to the objects and the words
when they hear them.
7. Pupils practise pointing and naming.
CD1 T29 (Supermind)
8. Teacher displays the chant.
9. Pupils look at it, listen and follow the chant in their student’s book.
10. Pupils repeat the chant in groups and as a class.
11. Pupils hold up the relevant flashcard when they say the word.
CD1 T30
12. Teacher plays the recording to give pupils practise in hearing the new
words.
13. Pupils listen and number the objects.
14. Then, pupils join the dots to review toys.
iii. Post-lesson
1. Teacher displays the flashcards on the board and writes a number
under each one.
2. Teacher says the words and pupils write the number in their exercise
book.
Reflection:

Focus skills: Reading (His, her, he, she, he’s, she’s, favourite
Content standard:
using appropriate reading strategies
Learning standard:
sentences.
Complementary – 2.1.2 Find out about very basic personal information using fixed
phrases.
Main- At the end of the lesson, all the pupils will be able to match at least 4 questions
and answers correctly.
Complementary - At the end of the lesson, some of the pupils will be to ask
questions about the male/female they have drawn using at least 2 targeted language
of the lesson.
language
Materials: Superminds page 23, workbook page 23, CD1 T31, 32
Activities:
i. Pre-lesson:
1. Teacher flashes each flashcard very quickly in front of the class to
review toys.
2. Teacher elicits what the word is and gives the flashcard to the pupil
who says it correctly.
3. Pupils repeat all the words.
4. Teacher pre-teaches favourite by asking pupils which their favourite
toy is.
5. Pupils respond.
CD1 T31(supermind)
2. Pupils listen and choose the correct stickers.
3. Pupils check their answers in pair.
4. Teacher plays the recording again with the stickers in place.
CD1 T32(supermind)
5. Teacher plays the first question and answer.
6. Pupils repeat.
7. Teacher focuses on ‘his’ for a boy/man.
8. Teacher repeats for each question and answer.
9. Pupils practise the questions and answers in open pairs.
10. Teacher draws two pictures, of a boy and a girl, on the board and
responding to pupils’ questions.
11. Then, pupils draw a picture of a female friend or a male friend.
12. Pupils ask questions about the picture they have drawn.
Workbook page 23
13. Pupils do the task in the workbook by following the lines and writing
the words.
14. Pupils also match questions and answers.
iii. Post-lesson
1. Teacher invites a boy to come to the front and choose a flashcard.
2. The pupil holds it up.
3. Teacher asks “What’s his favourite toy? What’s his name? How old is
he?’
4. The pupil responds.
5. Teacher repeats with a girl.
6. If there is extra time, teacher jumbles up the phrases and pupils are
required to unjumble them in pair.
Reflection:

Focus skills: Speaking (recycled toy vocabulary + favourite, that’s smart, that’s
great)
Content standard:
Main – 2.1 Communicate simple information intelligibly.
purposes in print and digital media.
Learning standard:
Main – 2.1.1 Give very basic personal information using fixed phrases
Main- At the end of the lesson, all the pupils will be able to sing the song enjoyably.
Complementary - At the end of the lesson, some of the pupils will be to answer the
questions with 80% accuracy.
language
Activities:
i. Pre-lesson:
1. Teacher tells pupils that she is thinking of a toy.
2. Let the pupils guess.
3. Teacher says ‘It isn’t a monster’ and etc and mime to help them
guessing.
4. The pupil who guesses correctly thinks of the next toy.
5. Teacher projects the song on the board.
6. Pupils talk about the toys and numbers they can see.
CD1 T33, 34
8. Pupils sing the song.
9. Pupils read the song silently to find Emma and Mike.
10. Pupils respond.
Workbook page 24
11. Pupils do the exercise on the page and write a new verse about what
they have learnt.
12. Pupils respond.
iii. Post-lesson
Reflection:

Focus skills: Listening (a/an, adjectives:long, short, big, small, ugly, beautiful, old,
new)
Content standard:
Learning standard:
Main- At the end of the lesson, all the pupils will be able to tick at least 3 boxes of
adjective correctly.
Complementary - At the end of the lesson, some of the pupils will be to sequence at
least 3 adjective order correctly.
language
Activities:
i. Pre-lesson:
1. Teacher does the clapping game to revise on the toy vocabulary.
2. Teacher claps twice and say a toy.
3. Pupils respond.
1. Teacher projects the picture on the board.
2. Pupils take some time to look at the picture to say what they can see.
CD1 T35
4. Pupils listen and number.
5. Teacher encourages pupils to guess what the new adjectives mean by
looking at the pictures.
6. Pupils try to remember the pictures and elicit the adjectives.
CD1 T36
9. Pupils listen to teacher on the explanation for a/an.
10. Pupils respond.
CD1 T37 workbook page 25
11. Pupils listen and match by ticking the box.
12. Pupils also practise the adjective order by completing the exercise in
the workbook.
iii. Post-lesson
1. Teacher creates an adjective mime.
2. Pupils respond.
Reflection:

Topic: Unit 2 Let’s play (Lesson 37)
Focus skills: Reading (Recycled colours, numbers, toys)
Content standard:
using appropriate reading strategies.
Learning standard:
Main – 3.2.1 Understand the main idea of very simple phrases and sentences
Complementary – 1.2.3 Understand with a high degree of support very short simple
narratives.
Main- At the end of the lesson, all the pupils will be able to tick at least 3 boxes of the
phrases by the characters correctly.
Complementary - At the end of the lesson, some of the pupils will be to sequence
the story order correctly.
patriotism and citizenship (fair play)
Activities:
i. Pre-lesson:
1. Teacher elicits the four super friends’ name from the pupils.
2. Pupils respond.
3. Teacher asks pupils about their super powers.
4. Teacher prompts what Flash said in the previous episode: I’m (sorry).
1. Teacher projects the story on the board.
CD1 T38
4. Teacher talks about (fair play- cheating is wrong).
CD1 T39 & workbook page 26
6. Pupils listen and tick the box.
7. Pupils also put the story in order.
iii. Post-lesson
1. Teacher puts pupils in group of six.
2. Pupils try the role play in groups.
Reflection:

Focus skills: Reading (Recycled vocabulary for toys and adjectives)
Content standard:
sounds of letters.
Learning standard:
Main – 3.1.2 recognise and sound out with support beginning, medial and final
sounds in a word.
Complementary – 1.1.1 Recognise and reproduce with support a limited range of
high frequency target language phonemes
Complementary - At the end of the lesson, some of the pupils will be to segment and
blend the phonemes into words.
patriotism and citizenship (fair play)
Activities:
i. Pre-lesson:
1. Teacher writes Ben and Misty on the board.
2. Teacher says the phrases from the story, spoken by Ben or Misty.
3. Pupils call out the name.
1. Pupils look at the pictures and read the three phrases silently.
2. They match phrases with pictures and compare answers in pairs.
4. Teacher writes Ben and red on the board, using red pen for the e.
5. Pupils read aloud the words by segmenting and blending.
6. Pupils find the speech in the story.
CD1 T40
8. Pupils look at the picture and repeat.
9. Pupils repeat with different patterns.
workbook page 27
10. Teacher highlights the value of fair play and cheating being wrong.
CD1 T41
11. Pupils listen and write ‘e’ or ‘a’.
iii. Post-lesson
1. Pupils write down words with ‘e’ sound.
Reflection:

Focus skills: Listening (Recycled vocabulary for toys and adjectives)
Content standard:
Learning standard:
Complementary – 3.2.2 Understand specific information and details of very simple
phrases and sentences.
Main- At the end of the lesson, all the pupils will be able to listen to at least 4 out of 5
information correctly.
Complementary - At the end of the lesson, some of the pupils will be to tick at least
4 out of 6 pictures correctly.
language
Activities:
i. Pre-lesson:
1. Teacher plays memory game with pupils using the flashcards.
2. Pupils observe and play.
1. Teacher tells pupils to look at the pictures carefully as well as the
sentences.
2. Teacher pre-teaches boat.
3. Teacher reads aloud the instructions.
4. Pupils complete the activity individually and silently.
5. Teacher checks pupils’ answer. Pupils look at the pictures and read
the three phrases silently.
7. Pupils refer to their workbook page 28.
8. Pupils listen for specific information.
9. Teacher guides pupils when they need it.
iii. Post-lesson
1. Pupils relearn about the adjectives.
Reflection:

Focus skills: Writing (What’s your favourite ‘colour’?, Recycled vocabulary for toys
and adjectives)
Content standard:
and digital media
Learning standard:
Complementary – 2.1.3 Express basic likes and dislikes
Main- At the end of the lesson, all the pupils will be able to write at least 3 sentences
about their favourite toy.
Complementary - At the end of the lesson, some of the pupils will be to talk about
the writing by expressing likes and dislikes.
language
Activities:
i. Pre-lesson:
1. Teacher says ‘I can see something in this room. It’s red.’
2. Pupils take turn to guess.
3. Teacher repeats with other colours.
1. Teacher shows the pictures of two monsters and the two cars.
2. Pupils look at them carefully.
3. Teacher gives the instructions.
CD1 T43
5. Pupils listen and write just the first letter of the names.
7. Pupils then need to practise in asking and answering questions.
8. Pupils practise in open pairs.
9. Then, the teacher elicits from some pupils their favourite toys are.
10. Teacher should remind them to use adjectives.
11. Pupils draw a picture of their favourite toy and write about it on paper.
12. Teacher checks pupils’ the description before they write a final version
next to their picture.
Workbook page 29
13. Pupils read, number and colour.
iii. Post-lesson
1. Pupils recall the knowledge learnt.
Reflection:
Focus skills: Speaking (shapes: tangram, triangle, square, circle, parallelogram,
rectangle)
Content standard:
texts by using appropriate reading strategies.
Learning standard:
Main- At the end of the lesson, all the pupils will be able to number at least 4 out of 5
pictures correctly.
Complementary - At the end of the lesson, some of the pupils will be to read and
draw at least 4 out of 5 shapes correctly.
Activities:
i. Pre-lesson:
1. Teacher draws a circle and a square on the board.
2. Teacher teaches the word shape.
3. Pupils respond.
4. Teacher draws the shapes on the board and writes the words
underneath.
CD1 T44
3. Teacher elicits responses from pupils what the shapes are.
4. Pupils discuss as a class.
5. Teacher explains on the shapes and use pictures to support
understanding.
6. Pupils talk about what they can see, ‘I can see a triangle, a square, a
parallelogram. I can’t see a circle, a rectangle.
7. Teacher shows the picture from Superminds page 39 activity 3.
8. Teacher pre-teaches ‘missing’.
9. Pupils pay close attention to what shapes are missing.
CD1 T45 & Workbook page 30
12. Pupils listen and number.
13. Then pupils proceed to activity 2 in workbook by reading and drawing.
iii. Post-lesson
1. Teacher prompts pupils on knowledge learnt.
2. Pupils find the shapes they can find in the classroom.
Reflection:
Theme: World of Stories
Focus skills: Speaking (Recycled vocabulary of shapes)
Content standard:
Complementary – 2.2 Use appropriate communication strategies
Learning standard:
Complementary – 2.2.2 Ask for attention or help from a teacher or classmate using
one word or a fixed phrase.
Main- At the end of the lesson, all the pupils will be able to talk about at least 3
shapes using the vocabulary of shapes correctly.
Complementary - At the end of the lesson, some of the pupils will be to create a
picture using tangram.
Activities:
i. Pre-lesson:
1. Teacher writes the words for the shapes in jumbled letter order on the
board.
2. Pupils unjumble them and draw the shapes on the board.
1. Teacher projects the picture of the page on the board.
2. Pupils talk about what they can see in the four pictures.
3. Teacher encourages them to use their imagination, for example, a fish,
a bird, a kite, a boat.
4. Teacher provides words in English if the pupils do not know them.
5. Teacher prepares the cut out and distributes to the pupils.
6. Pupils then try to make other things from the tangram for example a
car, a rocket, a monster.
7. Pupils present about their masterpiece.
Workbook page 31
8. Pupils tick the picture they can make with the pieces of tangram.
iii. Post-lesson
1. Teacher prompts pupils on knowledge learnt.
2. Pupils respond.
Reflection:

Focus skills: Reading (Recycled vocabulary of colours, toys, imperatives)
Content standard:
Learning standard:
Main – 3.2.3 i) Use visuals on the page to help understand a word or phrase ii)
Identify and remember high frequency sound and letter patterns
Main- At the end of the lesson, all the pupils will be able to draw out what they heard.
Complementary - At the end of the lesson, some of the pupils will be to write at least
3 descriptions.
Activities:
i. Pre-lesson:
1. Teacher gives pupils some simple instructions such as point to a
square, hold up a rectangle, draw a parallelogram.
2. Pupils respond.
3. Pupils take turn to give instructions.
1. Teacher pre-teaches ‘screen’.
2. Teacher asks pupils to put their heads on their desks, close their eyes
and listen.
CD1 T46
4. Pupils listen and imagine.
5. Then the teacher gives some time for pupils to draw out the image they
imagine in their heads.
6. Pupils talk about their drawing by using the adjectives.
7. Teacher puts pupils into groups to think of the descriptions.
iii. Post-lesson
1. Teacher lets pupils do the gallery walk.
2. Pupils respond.
3.Teacher praises pupils.
Reflection:

Focus skills: Writing (Recycled vocabulary and grammar from topic 2)
Content standard:
Learning standard:
Main – 4.3.2 Spell familiar high frequency words accurately.
Main- At the end of the lesson, all the pupils will be able to spell at least 5 vocabulary
they have learnt.
Complementary - At the end of the lesson, some of the pupils will be to answer at
least 3 Wh-questions using the fixed phrases learnt.
Activities:
i. Pre-lesson:
1. Teacher writes the toys in scrambled letters order on the board.
2. Pupils be in groups and answer the questions.
1. Teacher plays the spelling game with pupils.
2. Pupils use the sticky ball to hit the questions that they want to answer.
3. Teacher monitors throughout the process.
4. The groups compete to score points.
Workbook page 33
5. Pupils draw and write the examples of what they know.
iii. Post-lesson
1. Teacher asks pupils what their favourite song, chant or game is from
the unit.
2. Pupils do the song, chant or game again.
Reflection:
Theme: World of Knowledge

Topic: Unit 3 Pet Show (Lesson 48)
Focus skills: Listening (Animal vocabulary: elephant, rat, lizard, frog, spider, duck,
cat, pet show)
Content standard:
Learning standard:
Main – 1.2.1 Understand with support the main idea of very simple phrases and
sentences
sets
Main- At the end of the lesson, all the pupils will be able to name at least 4 animals
correctly.
Complementary - At the end of the lesson, some of the pupils will be to describe
which animal they want to keep as pet.
language
Activities:
i. Pre-lesson:
1. Teacher elicits the names of the four Super Friends and their super
powers.
2. Teacher focuses on what Whisper can do (Speak to animals).
3. Teacher writes animals on the board in a circle.
4. Pupils say aloud the animals they know.
5. Teacher writes the name of animals on the board.
1. Teacher holds up the flashcard in turn.
2. Pupils repeat the words after teacher.
3. Teacher drills pupils on the spelling.
CD1 T47
4. Teacher pre-teaches ‘pet’ and ‘pet show’.
6. Pupils listen and point to the animals and the words when they hear
them.
7. Pupils practise pointing and naming in pairs.
CD1 T48
8. Teacher then projects the chant on the board.
10. Pupils repeat the chant in chorus.
11. Teacher elicits which animals isn’t a pet and which animals everyone is
fraightened.
Workbook page 34
12. Pupils look at the pictures and write the name of animals.
13. Pupils write and draw.
iii. Post-lesson
1. Teacher holds up the flashcard.
2. Pupils cant see it.
3. Pupils guess ‘Is it a frog?’
Reflection:
Theme: World of knowledge

Focus skills: (prepositions of place: in, on, under)
Content standard:
Learning standard:
phrases and sentences.
sets
Main- At the end of the lesson, all the pupils will be able to tick at least 3 animals
correctly.
Complementary - At the end of the lesson, some of the pupils will be to name at
least 4 animals correctly.
language
Activities:
i. Pre-lesson:
1. Teacher divides pupils into four teams.
2. Pupils in each team stand one behind the other facing the board.
3. Teacher whispers a different animal to the first pupil in each team and
they whisper it back to the end of the line.
4. The last pupil of the line runs to the board and writes the animal.
5. Then the last pupil will stand at the front of the line.
6. This process is repeated for a few times.
7. The team with the most words written correctly is the winner.
1. Teacher pre-teaches the prepositions using classroom object.
2. Teacher says aloud the sentences with prepositions.
3. Pupils repeat.
CD1 T49
4. Teacher distributes the stickers to pupils.
6. Pupils listen, read and stick the correct stickers.
CD1 T50
9. Teacher plays the first sentence.
10. Pupils mime where the lizard is, e.g. they put their hands in their bags
and say the sentence.
11. Teacher repeats it with other two sentences.
12. Pupils practise in pairs. One will say the sentence, while the other
mimes in, on or under.
13. Pupils then have further practise by playing the description game.
Workbook page 35
14. Pupils look and tick the correct boxes. Then, they will draw it out.
iii. Post-lesson
1. A pupil turns to face the board and close his or her eyes.
2. Teacher hides the animal flashcard in, on or under a known object eg
a book.
3. The pupil walks around the classroom.
4. Teacher say yes/no to indicate when they are near the object.
5. The pupil tries to guess, ‘Is it under the desk?’.
Reflection:

Focus skills: Speaking (plural animal nouns: dogs, spiders, rats, recycled animals,
colours, prepositions)
Content standard:
Complementary – 1.1 Recognise and reproduce target language sounds.
Learning standard:
Main – 2.1.5 Name or describe objects using suitable words from word sets.
high frequency target language phonemes.
Main- At the end of the lesson, all the pupils will be able to guess at least 4 animals
correctly.
Complementary - At the end of the lesson, some of the pupils will be to sing the
song with correct pronunciation.
language
Activities:
i. Pre-lesson:
1. Pupils take turn to mime one animal for their friends to guess.
2. Pupils respond.
2. Pupils respond on what animals they can see and where some of them
are.
CD1 T51 T52
4. Pupils listen and sing the song.
6. Teacher focuses on the plural nouns.
7. Pupils pay attention.
Workbook page 36
8. Pupils then do the exercise on the page.
iii. Post-lesson
1. Pupils sing the song from the book again.
Reflection:

Focus skills: Speaking (I like/I don’t like, happy mouth/sad mouth, What about you?)
Content standard:
Complementary – 1.2 Understand with support specific information and details of
very simple phrases and sentences.
Learning standard:
Main – 2.1.3 Express basic likes and dislikes.
Complementary – 1.2.2 Understand with support specific information and details of
very simple phrases and sentences.
Main- At the end of the lesson, all the pupils will be able to say at least 4 animals that
they like or they dislike.
Complementary - At the end of the lesson, some of the pupils will be to match at
least 4 pictures to the sentences correctly.
language
Activities:
i. Pre-lesson:
1. Teacher writes the plurals of the animals on the board.
2. Pupils talk about why there is a ‘s’ behind the words.
3. Pupils respond.
1. Teacher holds the flashcard eg. Lizard, close to you and say ‘I like
lizards.’, looking happy.
2. Teacher puts the flashcards around the class and expressing her likes
and dislikes.
CD1 T53
3. Pupils talk about the pictures they see.
5. Pupils listen and point.
CD1 T54
7. Pupils listen and circle what the spider says.
8. Teacher helps pupils when needed.
CD1 T55
10. Teacher plays the recording for pupils to listen and say the targeted
sentence patterns.
12. Pupils practise using the sentence patterns.
13. Pupils listen to the audio clip and draw a happy mouth or sad mouth.
15. Pupils then do their workbook by matching the pictures to the
sentences. Later, they colour the circles.
iii. Post-lesson
1. Pupils recall the knowledge they have learnt.
Reflection:

Focus skills: Listening (Imperatives: come back, touch, Adjectives : amazing, clever,
I’ve got an idea)
Content standard:
Main –1.3 Use appropriate listening strategies in a variety of contexts
Learning standard:
Main – 1.3.1 Predict words they will hear by using knowledge of a topic
Complementary – 1.2.3 Understand with a high degree of support very short simple
narratives
Main- At the end of the lesson, all the pupils will be able to answer the questions in
workbook with at least 80% of accuracy.
Complementary - At the end of the lesson, some of the pupils will be to listen and
understand the story acted out by their friends.
language, values (bravery)
Activities:
i. Pre-lesson:
1. Teacher elicits from the pupils the names of the super friends.
2. Teacher asks pupils to mime their special powers.
3. Teacher elicits what Whisper can do. (Speaks to animals)
4. Pupils talk about the animals they like and they don’t like.
1. Teacher projects the story on the board.
2. Pupils read the story.
CD1 T57
4. Teacher highlights the value of bravery to pupils.
5. Pupils listen and read aloud the story.
Workbook page 38
6. Pupils look at the story and write the numbers of the story.
7. Pupils then match the pictures with the sentences.
iii. Post-lesson
1. Teacher puts pupils in groups and they take turn to act out the story.
Reflection:

Focus skills: Reading (recycled language from the story)
Content standard:
Main –3.1 Recognise words in linear and non-linear texts by using knowledge of
sounds of letters
Learning standard:
Main – 3.1.3 Blend phonemes (CVC, CCVC)
Complementary – 3.1.4 Segment phonemes (CVC, CCVC)
Main- At the end of the lesson, all the pupils will be able to blend the phonemes into
words correctly.
Complementary - At the end of the lesson, all of the pupils will be to segment the
phonemes into words correctly.
language
Activities:
i. Pre-lesson:
1. Teacher helps pupils to recall on the story learnt in the previous
lesson.
2. Pupils respond.
3. Teacher says phrases from the story and pupils guess who spoken the
dialogue.
4. Pupils respond to teacher’s questions.
1. Teacher projects the pictures on the board.
2. Pupils read and circle yes or no.
3. Pupils check their own answers.
CD1 T59
5. Pupils listen and say the letter sound ‘I’.
6. Teacher drills pupils on the phonemes.
Workbook page 39
7. Pupils look at the picture in the workbook and circle the picture that
shows the value of being brave.
10. Pupils read, draw and colour. Then they listen and say.
11. Teacher checks pupils answers.
iii. Post-lesson
1. Pupils close their book.
2. Pupils dictate the sound of the words by segmenting and blending.
Reflection:

Focus skills: Writing (recycled vocabulary: classroom objects, animals)
Content standard:
and digital media
Learning standard:
Main – 4.2.3 Express basic likes and dislikes
Complementary – 4.2.5 Connect words and proper names using ‘and’
Main- At the end of the lesson, all the pupils will be able to write a short paragraph on
the animals they like and don’t like.
Complementary - At the end of the lesson, some of the pupils will be to use the ‘and’
correctly.
language
Activities:
i. Pre-lesson:
1. Teacher places the flashcards on the board and write a number
between 1 and 8 under each one.
2. Pupils write down the words on their own choice.
3. Teacher calls out the animals at random.
4. Pupils cross out the numbers as they hear the animals.
5. The first student who cross out a complete line is the winner.
iv. Lesson development
2. Pupils read and observe the picture.
3. Pupils think and circle the correct picture.
CD1 T61
4. Teacher then plays the recording.
5. Pupils listen and stick the correct answers.
6. Teacher teaches pupils on how to write about likes and don’t like.
Eg: I like dogs and cats. Cats are my favourite. Cats are cute. I don’t
like lizards and frogs. Lizards are ugly.
7. Pupils write about the animals they like and don’t like.
11. Pupils listen and draw the lines.
ii. Post-lesson
1. Teacher guides pupils to recall on the knowledge learnt.
2. Pupils recall and say aloud.
Reflection:

Focus skills: Writing (recycled language: animals, plurals, numbers, toys)
Content standard:
Learning standard:
Complementary – 1.2.4 understand short basic supported classroom instructions
Main- At the end of the lesson, all the pupils will be able to write at least 3 simple
sentences about the stickers using words of correct spelling.
Complementary - At the end of the lesson, some of the pupils will be to paste at
least 3 stickers correctly.
language
Activities:
i. Pre-lesson:
1. Pupils write down as many toys and games they can in one minute.
2. Pupils compare their answers.
3. Teacher checks pupils’ spelling.
1. Pupils listen to the teacher and stick the stickers.
2. Pupils listen carefully.
3. Pupils then look at the picture with stickers and say the sentence.
Workbook page 41
4. Pupils look at the picture and write the numbers in the blanks correctly.
iii. Post-lesson
1. Pupils try to remember where they placed their stickers in Activity 1.
2. Pupils say aloud the sentences again after recalling about it.
Reflection:
Focus skills: Speaking (camouflage, snake, crocodile, butterfly, tiger, giraffe, grass,
leaf, ground)
Content standard:
Learning standard:
Main- At the end of the lesson, all the pupils will be able to say at least the colour of 3
animals correctly.
Complementary - At the end of the lesson, some of the pupils will be to complete the
exercise with at least 80% accuracy.
language, environmental sustainability
Activities:
i. Pre-lesson:
1. Teacher sticks the flashcard of the frog on the board.
2. Pupils tell what animal is that.
3. Teacher then use some green colour paper to hide the frog.
4. Teacher tells that frog is hiding.
5. Teacher teaches the word camouflage.
6. Pupils answer what animals use camouflage.
2. Pupils tell what colour the animals are.
3. Pupils read aloud the sentences.
4. Pupils then observe the pictures and tell what animals they can see
there camouflaging.
5. Pupils elicit the sentence.
6. Teacher asks pupils why it is difficult to see the animals.
7. Pupils respond.
8. Pupils listen to the teacher and stick the stickers.
7. Pupils listen carefully.
8. Pupils then look at the picture with stickers and say the sentence.
Workbook page 42
9. Pupils colour the picture and hide the lizard.
10. Then pupils find the differences between pictures.
iii. Post-lesson
1. Teacher prompts what pupils what they have learnt.
2. Pupils respond.
Reflection:

Focus skills: Reading (leaves, tall grass)
Content standard:
Learning standard:
Main –3.2.3 i) use visuals on the page to help understand a word or phrase ii)
identify and remember high frequency sound and letter patterns
Complementary – 3.1.3 blend phonemes (CVC, CCVC)
Main- At the end of the lesson, all the pupils will be able to say at least three places
the animals hide correctly and answer the questions with 80% accuracy.
Complementary - At the end of the lesson, some of the pupils will be to sound the
words with correct phonemes
language, environmental sustainability
Activities:
i. Pre-lesson:
1. Teacher elicits some of the examples of camouflage from the previous
lesson.
2. Pupils respond by adding more examples they may have thought of
since then.
1. Teacher teaches pupils of the places where the animals hide.
2. Teacher reads the instructions aloud and check their understanding.
3. Pupils match the animals with the places and talk about their ideas in
pairs.
4. Teacher elicits sentences from the pupils and write them on the board.
5. Teacher checks pupils’ understanding of new words.
6. Pupils are now going to draw a camouflage and show it to their friends.
Workbook page 43
7. Pupils answer the questions in page 43.
iii. Post-lesson
1. Teacher prompts what pupils what they have learnt.
2. Pupils respond.
Reflection:

Focus skills: Listening (Imperatives: Hug, go to open, pick him up, tie, mark)(Parts of
the body: face, eyes, nose) *Paper plate, mask, hole
Content standard:
Learning standard:
Main – 1.2.3 Understand with a high degree of support very short simple narratives
very simple phrases and sentences
Main- At the end of the lesson, all the pupils will be able to sequence all the pictures
and instructions correctly.
Complementary - At the end of the lesson, some of the pupils will be to carry out at
least 4 instructions accurately.
language, creativity and innovation
Activities:
i. Pre-lesson:
1. Teacher gives pupils some simple instructions for them to carry out
such as point to the door, put your book on your desk and etc.
2. Pupils take turn to give instructions.
CD1 T63
1. Teacher pre-teaches cold and hug.
2. Teacher then plays the recording.
3. Pupils listen to the recording and mime.
4. Teacher plays the recording again and have pupils to act out the story
with the teacher.
5. Pupils try to sequence them.
6. Teacher plays the recording for the third time for pupils to sequence the
pictures.
Workbook page 44
8. Pupils do the animal mask.
iii. Post-lesson
1. Pupils create a role play using the animal masks.
2. Pupils respond.
Reflection:

Focus skills: Writing (Recycled language: toys, animals, prepositions, numbers,
colours)
Content standard:
Learning standard:
Complementary – 3.2.4 Use with support a simple picture dictionary to find, list and
categorise words from Year 1 topics and themes
questions in the quiz correctly.
5 animals with correct spellings under the pictures.
language
Activities:
i. Pre-lesson:
1. Teacher writes the animals in scrambled letter order on the board.
2. Pupils work in pair and arrange the letters.
1. Teacher distributes the quiz to pupils.
2. Pupils do the quiz without looking back through the unit.
3. Pupils check their answers in pairs.
4. Teacher checks the answer with the class.
5. Pupils use the picture dictionary to review vocabulary for animals. (WB
page 121)
6. Pupils take turns to point to one of the pictures and say the word.
7. Then, pupils write the words under the pictures.
Workbook page 45
9. Pupils draw and write examples of what they know.
iii. Post-lesson
1. Teacher asks pupils to talk about their favourite song, chant or game
from the unit.
2. Pupils do the activities again.
4. Pupils respond.
Reflection:

Topic: Unit 4 Lunchtime (Lesson 62)
Focus skills: Speaking (What’s for lunch? Lunchtime, food vocabulary: banana,
cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots)
Content standard:
Learning standard:
Main- At the end of the lesson, all the pupils will be able to match at least 4 out of 7
pictures correctly.
Complementary - At the end of the lesson, some of the pupils will be to recognise at
least 4 food vocabulary correctly.
language
Activities:
i. Pre-lesson:
1. Teacher draws a happy face an a sad face on the board.
2. Teacher says I like elephants. What about you?
3. Teacher gets the responses from another pupils.
4. Pupils respond.
5. Teacher then draws a picture of the cake on the board and shows the
flashcard, and says I like cake.
6. Teacher elicits responses from the pupils.
1. Teacher holds up each flashcard in turn and says the words for pupils
to repeat in chorus.
2. Pupils repeat after teacher.
3. Teacher writes the word ‘Food’ on the board and sticks all the food
flashcards around it to form the word map.
CD2 T02
6. Pupils respond on who they can see and where they are.
7. Teacher pre-teaches lunchtime.
9. Pupils point to the pictures when they hear them.
10. Pupils practise pointing and naming the food in pairs.
CD2 T03
11. Teacher projects the chant on the board.
14. Teacher makes pupils use singular and plural correctly.
15. Teacher elicits the foods in the picture the pupils like and don’t like.
Workbook page 46
16. Pupils match the words with pictures.
17. Then, they carry on to the next activity by finding the words.
iii. Post-lesson
1. Teacher holds the flashcards.
2. Pupils guess. “Is it cake?”
3. The pupil who guesses it correctly will come and choose a flashcard
for the class to guess.
4. Pupils respond.
Reflection:

Focus skills: Reading (I’ve got / I haven’t got, recycled food vocabulary)
Content standard:
Learning standard:
Main – 3.2.3 i) use visuals on the page to help understanding a word or phrase ii)
identify and remember high frequency sound and letter patterns
Main- At the end of the lesson, all the pupils will be able to fill in at least 4 out of 6
blanks correctly.
4 simple sentences using have got and haven’t got.
language
Activities:
i. Pre-lesson:
1. Teacher sticks the flashcards around the classroom.
2. Teacher says food words at random.
3. Pupils will listen and point to the correct flashcards.
1. Teacher presents and teaches ‘ have got’ and ‘haven’t got’ using the
flashcards.
2. Teacher takes some in the hand and say what she has got. And then
say what she hasn’t got.
3. Teacher hands flashcards to pupils for them to repeat the stuctures,
substituting the food word for the flashcard they have or haven’t got.
4. Pupils read the speech bubbles aloud.
5. Pupils then look at the pictures and match.
6. Pupils check their answers.
7. Teacher checks their answers too.
CD2 T04
8. Teacher plays the first sentence.
9. Teacher holds up the flashcards of sandwiches and apple.
10. Pupils point and repeat.
11. Teacher plays the second sentence and holds out the empty hands.
12. Pupils repeat and practise in pairs.
13. Pupils look at their stickers and find a friend with the same lunch.
14. They go around the room, taking turns to say what they have got to find
a friend with the same lunch.
CD2 T05 Workbook page 47
15. Teacher plays the recordings.
16. Pupils listen and write the letters A-F on the rats.
17. Pupils then fill in the blanks with haven’t got or ‘ve got.
iii. Post-lesson
1. Pupils make sentences using the flashcards. Teacher holds the
flashcards.
2. Pupils respond.
3. Pupils choose their lunch and draw the food on a tray and write a
sentence below it. Eg: I’ve got steak and bananas. I haven’t got pizza.
Reflection:

Focus skills: Listening (kitchen, milk, juice, imperatives: help me, come and take him
out)
Content standard:
Learning standard:
Main- At the end of the lesson, all the pupils will be able to match at least 4 out of 6
pictures correctly.
Complementary - At the end of the lesson, some of the pupils will be to number the
orders of the story correctly.
language
Activities:
i. Pre-lesson:
1. Teacher plays a game with pupils.
2. Teacher demonstrates the game.
3. Teacher takes a flashcard and say I have got or I haven’t got.
4. Pupils listen and say true or false.
5. Pupils respond.
1. Pupils look at the picture and tell what food they can see and who they
can see on the chair.
2. Teacher pre-teaches ‘kitchen’, ‘milk’ and ‘juice’.
CD2 T06 T07
4. Pupils sing aloud the song using the karaoke version as well.
CD2 T08
6. Pupils listen and match the pictures.
Workbook page 48
8. Pupils number the pictures in the order of the song.
iii. Post-lesson
2. Pupils respond.
Reflection:

Focus skills: Speaking (Recycled food vocabulary)
Content standard:
Learning standard:
Main – 2.1.2 Find out about very basic personal information using fixed phrases
very simple phrases and sentences
Main- At the end of the lesson, all the pupils will be able to ask at least 2 questions
and answers using ‘have got’.
questions in the workbook with at least 80% accuracy.
language
Activities:
i. Pre-lesson:
1. Teacher draws two circles on the board and writes ‘Food’ in one and
‘Drink’ in the other.
2. With book closed, pupils create word maps using known words.
3. Teacher elicits and helps pupils to complete word maps on the board
to check.
1. Teacher puts five flashcards face up on the desk at the front. Two
pupils come to the desk.
2. Teacher says ‘Have you got any cheese?’
3. Pupils look for the card and hold it up if they have it.
4. Teacher prompts correct answer ‘Yes, we have or No, we haven’t’.
5. This is repeated with other pupils and other food words.
6. Pupils take turn to ask the questions and to answer.
CD2 T09
8. Pupils look at the pictures and elicits what they can see.
9. Pupils listen and point.
10. Pupils then tick or cross the boxes.
CD2 T10
13. Pupils listen and repeat in chorus.
14. Pupils then practise asking and answering questions using ‘have got’.
Workbook page 49
17. Pupils do the task by looking at the picture and answer the questions.
iii. Post-lesson
1. Teacher asks questions about objects which are/are not in the
classroom, eg: Have we got any animals in our classroom?
2. Pupils respond.
3. Pupils take turn to ask what is in/not in the classroom, using their own
ideas.
Reflection:
Focus skills: Listening (Where’s Misty? , please, hot, what have you got?)
Content standard:
Learning standard:
Complementary – 3.2.1 Understand the main idea of very simple phrases and
sentences
Main- At the end of the lesson, all the pupils will be able to match all the pictures of
the story correctly.
Complementary - At the end of the lesson, some of the pupils will be to understand
and talk about the story in 3 simple sentences.
patriotism and citizenship (waiting for your turn)
Activities:
i. Pre-lesson:
1. Teacher elicits from the pupils the names of the four Super Friends.
2. Teacher asks pupils to mime their super powers.
3. Teacher elicits what the characters learnt in the last episode (to be
brave and overcome their fear of spiders)
4. Pupils respond.
1. Teacher elicits who the pupils can see in the first picture of the story,
where they are and what they are doing. (queueing for lunch)
CD2 T11
3. Pupils listen and read to find out what the friends have got at the end.
(a nice, hot pizza).
4. Pupils compare their ideas in pairs before the teacher checks their
understanding of ‘hot’.
5. Teacher checks pupils’ comprehension too.
6. Teacher talks about the value (waiting for your turn) and where it is in
the story.
7. Teacher checks pupils’ understanding of ‘What have you got?’
8. Pupils listen to the recording and tick the box.
9. Pupils then match the pictures with the sentences.
10. After that, pupils match verbal and visual information.
iii. Post-lesson
1. Teacher puts pupils into groups.
2. Pupils take the role of the characters.
4. Pupils perform the role play.
Reflection:
Focus skills: Reading (Sorry, stop, shop, hot dog)
Content standard:
Learning standard:
sentences
Main- At the end of the lesson, all the pupils will be able to blend and segment the
phonemes into words correctly.
exercises with at least 80% accuracy.
patriotism and citizenship (waiting for your turn)
Activities:
i. Pre-lesson:
1. Teacher helps pupils to recall on the previous knowledge learnt.
2. Pupils respond.
1. Teacher distributes the paper strips.
3. Pupils read and tick or cross on the paper.
4. Pupils compare their answers in pairs.
To present the letter sound o
5. Teacher writes ‘sorry’ and ‘got’ on the board, using a red pen for the ‘o’.
6. Teacher points out the o is the same sound as in on and off.
7. Pupils repeat after teacher ‘Sorry, we haven’t got pizza.’
8. Pupils find the speech bubble and tell who says.
CD2 T13
10. Pupils listen and repeat in pairs.
Workbook page 51
11. Pupils look at the picture and circle.
12. Teacher focuses on the value of waiting your turn.
CD2 T14
14. Pupils say and colour. Listen, point and say.
iii. Post-lesson
1. Pupils close the book.
2. Teacher dictates the sound sentence while pupils write.
A pink pig with red legs.
An orange dog with a black hat.
Reflection:
Focus skills: Listening (Numbers 11-20)
Content standard:
Complementary – 4.3 Communicate with appropriate language form and style for a
range of purposes in print and digital media
Learning standard:
Complementary – 4.3.2 Spell familiar high frequency words accurately
Main- At the end of the lesson, all the pupils will be able to complete the shopping list
correctly.
Complementary - At the end of the lesson, some of the pupils will be to spell 7
numbers correctly.
Cross curricular elements: Knowledge acquisition and multiple intelligences, values
(cooperation)
Activities:
i., Pre-lesson:
1. Pupils stand in a circle.
2. Teacher gives them a paper ball.
3. Pupils throw the ball to their friends and say the numbers according to
the sequence.
4. When the numbers uttered until ten, they count backwards.
5. Pupils respond.
iii. Lesson development
1. Teacher projects the pictures on the board.
CD2 T15
4. Pupils listen, repeat and practise.
CD2 T16
5. Before playing the recording, teacher pre-teaches ‘shopping list’.
6. Teacher tells pupils they are going to hear a conversation between a
waiter and a cook.
7. Pupils listen for the foods.
8. Pupils complete the list.
9. Pupils do peer assessment.
10. Then, each pupil will write their own shopping list for lunch with six
items.
11. Teacher guides whenever needed.
12. Pupils then take turns to say their completed list for their friend to try to
write it down.
Workbook page 52
13. Pupils do the exercise to practise spelling numbers 11-20.
iv. Post-lesson
1. Teacher assigns a number to each pupil.
2. Pupils listen and sequence themselves into a number line.
Reflection:
Focus skills: Reading (recycled language, food vocabulary, numbers 11-20)
Content standard:
Complementary – 2.1Communicate simple information intelligibly
Learning standard:
Main – 3.2.3
i) Use visuals on the page to help understand a word or phrase
ii) Identify and remember high frequency sound and letter patterns
Complementary – 2.1.1Give very basic personal information using fixed phrases
Main- At the end of the lesson, all the pupils will be able to match all the sentences to
the pictures correctly.
Complementary - At the end of the lesson, some of the pupils will be to write 3
simple descriptions based on their basket using the model.
language
Activities:
i., Pre-lesson:
1. Teacher sticks the number flash cards on the board.
2. Pupils write the numbers under the flashcard.
3. The rest of the pupils will help to correct the spellings.
2. Pupils look at it carefully.
4. Pupils look, read and write yes or no.
5. Pupils do peer assessment.
Draw your basket
6. Pupils draw their basket and the number of things in the basket.
7. Teacher monitors and checks.
8. Pupils say aloud what they have got in their basket using the model.
Workbook page 53
9. Pupils look at the menu and choose the food they like.
10. Then, pupils match the sentences with the pictures and then write the
numbers.
iii. Post-lesson
1. Pupils write a description on what they have got in their basket under
the picture.
Reflection:
Focus skills: Speaking (fruit and vegetable vocabulary, fruit, broccoli, onions, green
beans, mushrooms, potatoes, corn, peaches, pineapples, pears, oranges, coconuts,
tomatoes, strawberries)
Content standard:
Complementary – 3.3 Read independently for information and enjoyment
Learning standard:
Main – 2.1.3 Express basic likes and dislikes
Complementary – 3.3.1 Read and enjoy simple print and digital games at word level
Main- At the end of the lesson, all the pupils will be able to tell 3 fruits and 3
vegetables they like.
word puzzle correctly.
language
Activities:
i., Pre-lesson:
1. Teacher sticks the flashcards on the board in 3 groups: fruit,
vegetables, other.
2. Teacher elicits responses from pupils why the teacher has grouped
the flashcards like that.
3. Pupils say aloud the fruit and vegetable they know.
2. Pupils look at the picture.
3. Pupils repeat.
4. Teacher provides the language: …is/are my favourite
fruit/vegetable(s)
5. Pupils discuss their ideas in groups.
Activity 2
7. Pupils look and stick, whether it’s fruit or vegetable.
9. Pupils listen and stick the stickers.
Workbook page 54
10. Pupils complete the word puzzle.
iii. Post-lesson
1. Teacher prompts pupils on the knowledge they have learnt on the day.
2. Pupils respond.
Reflection:
Focus skills: Speaking (recycled food vocabulary, on the ground, in trees, on plants)
Content standard:
Learning standard:
i) Use visuals on the page to help understand a word or phrase
ii) Identify and remember high frequency sound and letter patterns
Main- At the end of the lesson, all the pupils will be able to at least 4 fruits or
vegetables about where they grow
Complementary - At the end of the lesson, some of the pupils will be to colour all the
fruit and vegetables correctly.
language, science and technology
Activities:
i., Pre-lesson:
1. Teacher draws two circles on the board and write fruits and vegetables
in the bubbles.
2. Pupils brainstorm and respond.
1. Teacher teaches pupils on where do the fruit and vegetables grow.
2. Teacher pre-teaches on the trees, in the ground and on the plants.
3. Pupils listen attentively.
4. Pupils match the food with where it grows.
5. Pupils compare their ideas in pairs.
6. Pupils write them on the board.
Make a fruit and vegetable diary
8. Pupils sit in groups.
9. Teacher distributes the paper.
10. Pupils complete diary.
11. Pupils do gallery walk.
Workbook page 55
12. Pupils colour the fruit red and vegetables green.
13. Pupils then draw the fruit and vegetables on the trees, in the ground or
on the plants.
iii. Post-lesson
2. Pupils respond.
Reflection:

Focus skills: Writing (recycled language: toys, food, imperatives)
Content standard:
and digital media
Learning standard:
Main- At the end of the lesson, all the pupils will be able to tell their 2 favourite food
and a food they dislike.
text correctly.
Activities:
i., Pre-lesson:
1. Teacher tells pupils it is lunchtime.
2. Teacher asks pupils what’s for lunch today.
3. Pupils tell what their favourite food is.
1. Teacher pre-teaches lots of.
CD2 T17
3. At the end of the recording, speak quietly and tell pupils to listen again
and imagine.
4. Pupils then draw the picture from their heads.
5. Teacher goes around the class and encourage pupils.
6. Then, pupils are going to write about their picture.
7. Teacher monitors and helps.
Workbook page 56
8. Pupils make the 3-D apple by following a set of instructions.
iii. Post-lesson
1. Teacher elicits what the monster’s favourite food is.
2. Teacher writes some other animals on the board such as dog, cat,
elephant, lizard.
3. Pupils respond.
4. Pupils complete a text.
It’s lunchtime. I’m very hungry. What’s for lunch today? Ah, my
favourite food is ______. Lots of ___ - yummy. Lots of ______-yummy.
Lots of _____-yucky! I don’t like ____.
Reflection:

Focus skills: Reading (recycled language from the topic)
Content standard:
Learning standard:
Main – 3.2.4 Use with support a simple picture dictionary to find, list and categorise
words from Year 1 topics and themes
Main- At the end of the lesson, all the pupils will be able to write the words under the
pictures correctly.
language
Activities:
i., Pre-lesson:
1. Teacher writes ten food words from the unit in scrambled letter order
on the board.
2. Pupils work in pairs and guess the word.
3. When checking, teacher elicits which food goes in which categories.
4. Pupils respond.
The lunch box game
1. Teacher demonstrates the game by playing with one or two pupils at
the front.
2. Pupils take turn to roll the dice. The first dice shows their position on
the horizontal scale, the second their position on the vertical scale.
They find the food item, say I’ve got a/some … and draw it in their
lunchbox. They must fill their lunchbox with one thing from each of the
four food categories. If they land on, eg fruit twice, then their go is
wasted. The pupil who fills his/her lunchbox first is the winner.
3. Pupils play the game in group of four.
4. Teacher monitors and helps when needed.
Picture dictionary
5. Pupils look at the picture dictionary page for food.
6. Pupils take turn to point to one of the pictures and spell the word.
7. Pupils write the words under the pictures.
8. Pupils then look at numbers in workbook page 123.
9. Pupils repeat the steps.
Workbook page 57
10. Pupils draw and write examples of what they know.
iii. Post-lesson
1. Teacher asks pupils’ favourite song, chant or game from the unit.
2. Pupils do the song, chant or game again.
Reflection:
Theme:
Topic: revision
Focus skills: Listening, Speaking, Reading, Writing, Language Arts
Content standard:
Main –
Complementary –
Learning standard:
Main –
Complementary –
Main- At the end of the lesson, all the pupils will be able to recall the knowledge
learnt by completing the tasks given by the teacher.
Complementary - At the end of the lesson, some of the pupils will be to listen to
teacher attentively.
Cross curricular elements:
Materials: Superminds, workbook
Activities:
i., Pre-lesson:
3. Teacher helps pupils to recall on the knowledge and target language
learnt.
4. Pupils respond.
iv. Lesson development
15. Teacher presents the target language learnt.
16. Pupils listen to teacher attentively.
17. Pupils carry out the tasks.
v. Post-lesson
5. Pupils respond.
Reflection:

Year 1 English

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Year 1 English

Hochgeladen von

Copyright:

Verfügbare Formate

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO TRANSITION PROGRAMME

Theme: World of self, family and friends

REFER TO PROGRAM TRANSISI

Theme: World of self, family and friends

REFER TO PROGRAM TRANSISI

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of self, family and friends

Theme: World of Stories

Theme: World of Stories

Theme: World of Knowledge

Theme: World of knowledge

Theme: World of knowledge

Theme: World of knowledge

Theme: World of knowledge