MissAsh

Daily English Language Lesson Plan

DAY Lesson 68 YEAR 2 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of Self, Family and Friends DATE
TOPIC Get dressed! TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 3.2 Understand a variety of linear and non-linear
print and digital texts by using appropriate reading
strategies.
Complementary: 3.2 Understand a variety of linear and
non-linear print and digital texts by using appropriate
reading strategies.
Learning Standard
Main: 3.2.1 Understand the main idea of simple sentences.
Pre-lesson: Elicit the names of the four Super Friends and
their super powers.
Lesson delivery:
1. Pupils refer to textbook page 86 and 87.
2. Pupils listen to track CD3 10 while reading the story
together.
3. Pupils are asked about what Gary in the story should
say? How to be more caring towards other people?
4. Pupils are given the ‘Caring Fluency Reading’ text and
comprehension.
5. Pupils complete the tasks and comprehension.

Complementary: 3.2.2 Understand specific information Post-lesson: Pupils answers are checked.
and details of simple sentences.

OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able read Textbook page 86 and 87
and complete at least 3 tasks correctly. Caring Fluency Reading text and comprehension

Complementary: At the end of the lesson, pupils will be
able to answer at least 4 questions correctly.
IMPACT/REFLECTION
CCE (CURRICULUM / HOTS / VALUES)
Making associations and connections
Language
CLASSROOM BASED ASSESSMENT (PBD)
Caring Fluency Reading
MissAsh

Daily English Language Lesson Plan

DAY Lesson 69 YEAR 2 NUM. OF PUPILS:

SUBJECT English MODULE Writing
THEME World of Self, Family and Friends DATE
TOPIC Get dressed! TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils play the two corners game. Pupils paste
Main: 4.3 Communicate with appropriate language form this and these at the opposite ends of the room. Teacher
and style for a range of purposes in print and digital shows picture/ read sentences and pupils walk towards
media. the answer.

Complementary: Lesson delivery:

4.2 Communicate basic information intelligibly for a range
of purposes in print and digital media.
Learning Standard
Main: 4.3.1 Use capital letters and full stops appropriately
in guided writing at sentence level.
Complementary: 4.2.5 Connect words and phrases using
basic coordinating conjunctions.
1. Pupils look through Exercise 4 in Year 2 Step by Step
Writing Module Part 1. Pupils do the recap.
2. Pupils can ask if they are any words that they don’t
understand.
5. Pupils are guided through Year 2 Step by Step Writing
Module Part 1.
6. Pupils are called out randomly to make sentences
based on a different substitution table on the board.
6. Pupils complete section C and D in the module.

Post-lesson: Pupils’ sentences are checked

OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to use Year 2 Step by Step Writing Module Part 1
capital letter and full stops with at least 6 sentences
correctly.
CCE (CURRICULUM / HOTS / VALUES)
Complementary: At the end of the lesson, pupils will be Language
able to write at least 6 sentences based on the substitution Making associations
table correctly.
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Completing Exercise 4 section C and D of the Year 2 Step
by Step Writing Module Part 1
MissAsh

Daily English Language Lesson Plan

DAY Lesson 70 YEAR 2 NUM. OF PUPILS:

SUBJECT English MODULE Language Arts
THEME World of Self, Family and Friends DATE
TOPIC Get dressed! TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils are revisit the idea of being kind to
Main: 5.2 Express personal responses to literary texts. others.

Complementary: 1.3 Use appropriate listening strategies in Lesson delivery:

a variety of contexts.
Learning Standard
Main: 5.2.1 Name people, things, actions, or places of
interest in texts.
Complementary: 1.3.1 Understand the message the
teacher or classmate is communicating by using visual
clues when they are speaking.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
identify at least 3 key elements of the story correctly.
1. Pupils are introduced to ‘Billy the Bully’ story.
2. Teacher acts out the story while pupils watch the
interactive story board on screen.
3. The story is played again while pupils read on their own
this time.
4. Pupils are asked about the characters, setting and
summary of the story.
5. Pupils draw the Story Square in their exercise books.
(Teacher can also distribute the printed Story Square)
Post-lesson: Pupils volunteer to share their Story Square with
others.
MATERIALS
‘Billy the Bully’ story link
Story Square template

Complementary: At the end of the lesson, pupils will be

able to respond to the story by using suitable visual clues
when the teacher is telling the story. CCE (CURRICULUM / HOTS / VALUES)
Creativity
Multiple intelligences
IMPACT/REFLECTION

CLASSROOM BASED ASSESSMENT (PBD)

Identify the key elements by filling In the Story Square
MissAsh

Daily English Language Lesson Plan

DAY Lesson 71 YEAR 2 NUM. OF PUPILS:

SUBJECT English MODULE Listening
THEME World of Self, Family and Friends DATE
TOPIC Get dressed! TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
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.
Learning Standard
Main: 1.1.1 Recognise and reproduce with support a
range of high frequency target language phonemes.
Complementary: Segment phonemes (CVC, CCVC,
CVCV, CCV)
OBJECTIVES
Main: At the end of the lesson, pupils will be able to listen
and cancel out at least 5 words correctly.
Pre-lesson: Pupils refer to textbook page 87. Teacher writes
the consonant clusters st and sp. Pupils say the sounds.
Lesson delivery:
1. Pupils listen to track CD3 12. Pupils look at the picture,
read and repeat the sentence.
2. Pupils are explained about Phonics Bingo.
3. Pupils draw a 5 x 5 table in their exercise books.
4. A set of words starting st and sp are written on the
board. Pupils fill in the table with the words randomly.
5. Pupils play the Phonics Bingo. Teacher says the word
and pupils cancel the word out.
Post-lesson: Pupils are shown some sentences to read as
their exit ticket.
MATERIALS
Textbook page 87
Track CD3 12

Complementary: At the end of the lesson, pupils will be

able to segment at least 4 words correctly. CCE (CURRICULUM / HOTS / VALUES)
Language
Communication
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Phonics Bingo
MissAsh

Daily English Language Lesson Plan

DAY Lesson 72 YEAR 2 NUM. OF PUPILS:

SUBJECT English MODULE Speaking
THEME World of Self, Family and Friends DATE
TOPIC Get Dressed! TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils refer to page 86 and 87 in textbook.
Main: 2.1 Communicate simple information intelligibly. Pupils are asked about what will they do in the situation.

Complementary: 2.2 Use appropriate communication Lesson delivery:

strategies.
Learning Standard
Main: 2.1.3 Give a short sequence of basic instructions.
Complementary :2.2.1 Keep interaction going in short
exchanges by using suitable non-verbal responses.
1. Pupils are introduced to the sentence pattern.
“One good thing in my life is…….” and “Something good
that happened is….”
2. Teacher demonstrates the sentences.
3. Pupils come to the front to pick a strip of paper. Pupils
then read the sentences in their group members.
4. Pupils write the sentence patterns in their exercise books
and fill in the blanks with their own thoughts.
5. Pupils sit in a circle and share their thoughts with the
class.

Post-lesson: Pupils share one good deed that they would

like to do for the day.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to share Textbook page 86 and 87
at least 2 sentences using the sentence patterns correctly.
CCE (CURRICULUM / HOTS / VALUES)
Complementary: At the end of the lesson, pupils will be
able to use appropriate gestures to keep the interaction Thinking Skills
going. Communication
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Speaking with sentence patterns