as2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson | 2015-04-01 | Level Primary Total 40 Teaching April Code Time mins Week (1-3) ‘Subject | English | Book | Oxford Progressive | Page | 9 | Class T English-1 No. Topic: Unit 2: Monsters! Teaching Aids Textbook, writing board Lesson 2: Phonics Learning Objectives By the end of this lesson students should be able to: Read and practice the words with the ‘er’ and ‘y’ sounds. Match the pictures to the words. Complete the words using ‘er’ or ‘y” Teaching Learning Strategies Time Introduction: 05 mins Tell the students that they are going to learn some words ending with ‘er’ or ‘y’ sounds. Development: 10 mins Ex. A. Read the words with ‘er’ and ‘y’ sounds . Match the pictures to the words. Read out words from exercise and encourage the students to recognize and tell the ending sounds of the words Ask students in tums to name and describe the pictures given in exercise Ifthey are able to recognize all the pictures then let them match the pictures with words. Game: Listen to the sounds. 10 mins Read out some other words ending with ‘er’ or ‘y’ along the words given in exercise. Instruct them that if they hear the ‘er’ sound they will raise up their hand and if they hear ‘y’ sound they will nod their heads Ex. C. Complete the words using ‘er’ or ‘y’. 10 mins ‘Ask them to observe the pictures keenly and then describe them Ask them to complete the sentences using ‘er’ or ‘y’ sounds Ask students in turns to attempt this exercise. Read out all complete sentences so that students do correction if required Wrap up/Summary: 05 mins Wind up the lesson by reviewing the main points of the lesson. Copyright htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Allied Schools Daily Lesson Plan wras2015 portal alledschools. ecu pLessonPtanPrintl aspx ipportal aliedschoots. ecu pkiLessonPlanPrintAl aspxas2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson’ 2015-04-01 | Level Primary Total 40 Teaching ‘April Code Time mins Week (1-3) Subject English | Book | Oxford Progressive Page 9 Class T English-1 No. Topic: Unit 2: Monsters! Teaching Aids Textbook, writing board, Lesson 2: Phonics picture and word flash cards Learning Objectives By the end of this mn students should be able to: ‘Tell the spelling of the words given in Ex. D. Label the pictures with given words. Teaching Learning Strategies Time Introductio1 10mins Draw the pictures of cat and parrot on board and ask the students to describe different body parts of these animals, Show them the flash cards of the words and ask to name the body part in the pictures. 25mins (ec the words on board and teach them the spelling of these words. Ask them to label the pictures with the words in the box. Extended Activity: Write the words with missing letter on board and ask the students in turns to tell the missing letter, Call a student to the front and ask him to pick a word flash card from teacher’s table. Then ask to sort out the picture flash card to match it with the word flash card. Paste the pictures flash card and word flash cards randomly on the board and invite some of the students to match the flash cards. Group Activity: Divide students in group of four or five and give each student a word from exercise D. Ask them to draw the body parts of parrot or cat to have a complete picture of them. Encourage them even if they are not good in drawing. Wrap up/Summary: O5mins ‘Wind up the lesson by reviewing the main points of the lesson. Home work: Ask the students to revise the spelling of the words given in exercise D. htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspxas2015 oral aliedschoos edupkLessorPtanPrinl aspx Copyright © Allied Schools Daily Lesson Plan ipportal aliedschoots. ecu pkiLessonPlanPrintAl aspx aras2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson Plan 1 Lesson 3: Reading: The hungry monster Lesson | 2015-04-01 | Level | Primary | Total rr Teaching ‘April Code Time_|_ mins Week U3) Subject | English | Book |~ Oxford Progressive | Page | 10-11 | Class|~ I English-1 No. Topic: Unit 2: ‘Monsters’ Teaching Aids Textbook, writing board tives | By the end of this lesson students should be able to «read the story and answer the questions related to it + use the words in the box to complete the sentences, Learning Obj Teaching Learning Strategies Time Introduction: Ask them to describe frightening animals they have seen. Ask students to look at the pictures given on pages 10 and 1 Talk about each picture asking some suitable leading questions e.g, What do you see in first picture’? The monster resemble to which animal? What are some strange body parts of this monster? What is the colour of its tail? What is colour of its ears? The ear of the monster resemble to which animals’ ear? How many children are in second picture? Where are they sitting? What are they doing? What’s going on in third picture of pg 10? Ask the same type of questions about three pictures on pg 11 10 mins Development: Ex. A. Listen as you read the story. Then answer these questions. Is the monster good or bad? Point to picture | and ask the students to point to it in their books. Tell the story in your words. Read out the text related to each picture and ask students to point and read after you Talk about the story by asking questions to help the students to understandthe text, eg Why does monster come to the children? Why Sara and Ali are afraid? What does Fiza do seeing the monster? What do you think monster is good or bad? Also ask them to give reason to support their answers. Extended Activity Ask the students to share their opinions with reason with each other htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx 10 mins432015 portal alledschools. ecu pLessonPtanPrintl aspx Go around the class to monitor the activity Listen to them carefully and provide guidance and feedback if required B. Use the words in the box to complete the sentences. TOmins [Refer fo the example and readout the given words to complete the answer sentences Read out the questions and encourage the students to answer. Ask them to attempt the exercise in their books Wrap up: 10 mins Wrap up the lesson by asking the following questions to answer as a whole class: How many legs do the monster has? Where the children are when they saw the monsterWho see the monster first? What does Sara say seeing the monster? What does Ali say seeing the monster? What does monster say to Fiza? Is Fiza afraid? ‘What does Fiza give to the monster? What does Monster do? Why is the monster happy? What does Fiza says in the last? Who is the bravest in the story? Lesson Plan 2 Lesson 2015-04-01 | Level Primary Total 40 Teaching April Code ‘ime mins Week (1-3) Subject | English Book | Phonics is fun 4 Page | (Pg4- | Class No, | 9) Topic: phonic sound of long | Teaching Aids Book, writing board vowel u (ew, ou, wi, ue, 00 Learning Objectives __ | By the end of this lesson students should be able to: + practice the phonic sound of long vowel u (ew, ou, ui, ue, 00). Teaching Learning Strategies Time Introduction: Write the letter U (ew, ou, ui, ue, 00) and the words (having the long vowel u sound) cool, blew, June, Sue, Bruce, blue, pool, soup, fruit juice, you, flute, sure, 100 flute, tune, soon, knew on the writing board, Pronounce these words properly and give the students choral drill of these words. Development: Tell the students that a long vowel sound is similar to the letter name of one of the vowels, Ask students to look at the pictures given on pages 4-9, and ask them about the characters of June, Sue and Bruce Then encourage the students to tell what is happening in these pictures After listening to their responses, read the sentences and ask students to repeat after you Draw their attentions towards the long vowel u sound in cool, blew, June, Sue Bruce, blue, pool, soup, fruit juice, you, flute, sure, too flute, tune, soon, and knew a sound which is the same as, or very again, TOmins htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx432015 portal alledschools. ecu pLessonPtanPrintl aspx Wrap up/Summary: 0Smins Wrap up the lesson by reviewing the main points of the lesson, Assessment: ITT Distribute the worksheets among the students and explain the task. When they are done with the task, collect their worksheets for assessment, Worksheet Long vowel ‘u’ sounds Read each word in the list belo fe in the spaces provided. room cute rule group juice new root suit food few flew fruit flute you soup 00 words ewwords —u-e words ou words ui words Copyright © Allied Schools Daily Lesson Plan htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx 137as2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson | 2015-04-02 | Level Primary Total 80 Teaching April Code Time mins Week (6-10) Subject | English | Book | Oxford Progressive | Page | 12 | Class T English-1 No. Topic: Unit 2: Monsters! Teaching Aids Textbook, writing board Lesson 4: Sentences Learning Objectives | By the end of this lesson students should be able to: answer the questions using the given words swer the questions using the given words, ss using the words in the table Teaching Learning Strategies Draw the pictures on board or use pictures flash cards to tell the students the difference of one and more than one or two. Ask the students the some question to get the answer as following. How many eyes do you have? (Ihave two eyes.) How many fingers do you have in your hands? —_( have ten fingers) How many ears do you have? (Ihave two ears.) How many legs do you have? (have two legs.) Make sure that students reply in a complete sentence. Let them attempt do the practice in pairs. Go around the class to monitor the activity. Listen to them carefully and provide the assistance and guidance if, needed Introduction: 05 mins Ask the students some questions related to the previous lesson, Ask them to share their experiences if they have ever seen a monster Ex. A. k at th ture. Answer the ms the the 20 mins Development: Ask students in tums to look at the picture and describe it in details. Ask them the following questions: - How many legs does it have? - How many tails does it have? = How many eyes does it have? = How many ears does it have? = How many wings does it have? = How many spots does it have? - How many teeth does it have? Spell out the word from box accurately. Ask the students to point and read each word after you. Extended question: - Which colours does it have? Ask students to attempt the exercise in the books. Ex, B. What about you? Ask and answer questions using the given words in 15 mins htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx432015 portal alledschools. ecu pLessonPtanPrintl aspx Make senten the in th I 35 mins Ask students to make sentences using ‘is’ and ‘are’ according to the number of objects/parts of body given in second column of the table. Refer to the worked example for further clarification of the task ‘Ask students in tums to attempt this exercise verbally, You may draw the same table on writing board as well Instead of writing words, you may paste the picture of monster in first column and pictures of body parts in second column. Seeing the number of body parts students will decide whether to use ‘is’ or ‘are’ in making sentence. Let them to write the sentences in their notebooks. Move around the class to monitor the activity. Wrap up/Summary: 05 mins ‘Wind up the lesson by reviewing the main points of the lesson. Copyright © Allied Schools Daily Lesson Plan htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx 937as2015 portal alledschools. ecu pLessonPtanPrintl aspx rs Allied Schools Daily Lesson Plan Lesson | 2015-04-02 | Level Primary Total 40 Teaching April Code mins Week (6-10) Subject | English | Book | Oxford Progressive Page | 13 | Class T English-1 No. Topic: Unit 2: Monsters! Teaching Aids Lesson 5: Writing Text book/ writing board/ notebooks! a few things that are similar, but different in size. Such as: A large box and a small box Large can and small can paper A long thread and a short thread A long piece of cloth and a short piece of cloth. A long piece of robe and a short piece of robe Big rock and a little rock Big piece of paper and a little piece of Learning Objectives | By the end of this lesson students should be able to: encircle the correct words to complete the sentences. match the pictures with its description. draw a picture of monster and write sentences about it. Teaching Learning Strategies Time Short. Introduction: Set out a pile of objects. Divide the objects into two piles. Big and Little or Long and Set the items side by side. Write Big and Small on pieces of paper and put them in front of the row of items as shown in picture, Say to the students to follow you , as you point to the large item “this is BIG” then, point to the small item and say... “this is small”. Have the students repeat the words Big and Small when you point to the object, Hold 2 items, such as the big rock and little rock, Ask them to point to the big rock and then the small rock Once they have the hang of it move all the items so they are not in the big and small rows, Next, have the students pick up each pair of items ie. big and small rock, and put the big items in the big row and the small items in the small row. Guide them as necessary. Repeat the same activity for concept of small and short. 10 mins htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspxacvzois poral alledchoas edi essnPtanPrint aspx Development: Ex. A. Circle th rect wort mpl the sentem ‘Ask the students to describe the size of different parts of the monsters using the words small, big short or long. Write the words on board and teach them the spelling of these words. ‘Ask them to observe the monsters and encircle the correct option in their book EXB.D ine fi . ; i doing. ‘Ask the students to observe the monsters in Ex. B and tell that what they are doing. Write the words on writing board and make them learn the spelling of these words. Ask them to tell some other words that show ‘doing’ and write them also on board such as writing, reading, walking, standing, eating, playing, drinking, ete. Instruct the students to draw a line from the words to the pictures to show what each monster is doing. ‘Walk around the class to see that the students are doing the task correctly Ex. C. Draw a picture of a monster, Colour the picture, Write sentences about your mor Ask the students to look at the pictures of monsters in Ex A, Encourage them to tell the feelings of the monsters by observing their facial expressions. Ask them some questions as following, - Is the monster happy or sad? - Is the monster sleepy or active? - Is the monster angry/grumpy or - Is the monster calm or restless? happy? Ask students to draw a monster in their notebooks and write sentences to describe it using the hints given in Ex. C Let them talk in pairs for sharing the ideas. After discussion they will do their task separately. Tell them that they must give a name to their monsters and the name of the monster will be start with capital letter. Remind them that sentences and names always start with capital letter. 25mins Wrap up/Summary: Wind up the lesson by reviewing the main points of the lesson. 05 mins ‘Home work: is Pr ei Copyright © Allied Schools, Daily Lesson Plan htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx weras2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Code 04-02 Lesson | 2015- | Level | Primary] Total Time | 40 mins | Teaching Week | April (6-10) Subject | English | Book | English Grammar-t | Page | 14-15 No. Class 1 Topic: Lesson 4: Nouns Teaching Aids Grammar b 00k-1 Learning By the end of this lesson students should be able to Objectives define noun, name some nouns showing persons from their surroundings, find the names of the people in the given sentences, complete the sentences using appropriate nouns match the nouns with the pictures and write on the spaces provided Teaching Learning Strategies Time Introduction: ‘Ask the students to define noun, Encourage them to give some examples. Revise that a noun is a naming word. It is name of a person, place, or thing. Give some examples to help them understand 10 mins Development: Ask students to look at the pictures given on page 14 and then describe them Let us understand: Ask the following questions: - Who is playing? (boy) The boy is playing - Name the thing the boy is playing? (football ) The boy is playing with a football, (boy/football) - Where is the boy playing? (park) The boy is playing in a park. (boy/park) - Who came late today? (father) Father came late today (father) - Where did father come late? (home) Father came home late, (father/home) - Who baked cakes? (mother) Mother baked cakes. (mother) - What did mother bake? (cake) Mother baked the cakes, (mother/cake) = Who is tilling the soil? (farmer) ‘The farmer is tilling the soil. (farmer/soil) hpportal alieschass. es plesorPlanPriAl asp. 25 mins esracvzos poral aledscou's tphLeasotanPrinA aspx ~ What is the farmer tilling? (soil) ‘The farmer is tilling the soil. (farmer/soil) In this lesson students will practice naming words for persons : ‘he tnt Read out the words given in the practice Exercise and ask the students to repeat after you. Ask some of the students in tums to read out the words. Make sure that they know what these words exactly mean Divide them into pairs and ask them to describe the pictures to cach other. Go around the class and listen to their conversation. Provide assistance and feed back if/where required Then ask the students to attempt the exercise individually in their books. Go around the class to monitor the activity’ Practice B: See the box below and complete the sentences with appropriate words from the list given below: Read out the given words and ask the students to repeat after you. Make sure that they know what these words exactly mean. You may show them the picture flash cards relevant to the words, Ask the students in turns to read out the given words. Read out the sentences and ask them to attempt the exercise in their books. Go around the class and listen to their conversation, Provide assistance and feed back if/where required Then ask some of the students to share what they have done. Read out the statements with appropriate words so that students check their task in their books xtended Activity: Write the following words on the writing board: sister, brother, daughter, son, mother, father, grandmother, grandfather. Read out each word and ask the students to read after you Read out the sentences and ask volunteer students to describe the picture. Listen to them carefully. Provide assistance and feedback where required. Then ask the students to attempt the exercise in their books. Go around the class to monitor the activity. ‘Wind up the lesson by asking the students to tell some names of persons from their own surroundings. (students, teachers, maid, guard, principal, boy, girl, man, woman) 05 mins Copyright © Allied Schools htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx 137as2015 ipportal aliedschoots. ecu pkiLessonPlanPrintAl aspx portal alledschools. ecu pLessonPtanPrintl aspx Daily Lesson Plan woras2015 portal alledschools. ecu pLessonPtanPrintl aspx rs Allied Schools Daily Lesson Plan Lesson | 2015-04-02 | Level Primary Total 40 Teaching April Code Time mins Week (6-10) Subject English Book | Phonics is fun -4 Page 10- Class I No. i Topic: The short U sound as in duck Teaching Aids Textbook, writing board, Learning Objectives By the end of this lesson students should be able to: Read and learn the phonic pattern of short u sound, practice the phonic sound of short u, describe the pictures. Teaching Learning Strategies Time Introduction: 10 Ask the students to look at the pictures on pg 10 to 11 and describe them characters of Dusty. ‘Then encourage the students to tell what is happening in these pictures ‘After listening to their responses, read the sentences and ask students to repeat after you. Draw their attentions towards the short vowel u sound in dusk, dust, puppy. jump, up, dug, mud and fun again. Words for extended practice: bun, bum, bus, bud, bug, but, cut, cup, dug, fun, gun, gum, . gut, hum, hug, hut, jug, jut, lug, mug, nun, nut, pun, rub, run, rum, rug, rut, sub, sun, sum, Write the letter u and the words (having the short vowel u sound) dusk, Dusty, puppy, | 25 jump, up, dug, mud and fun on the writing board, Pronounce these words properly and give the students choral drill of these words Ask students to look at the pictures given on pages 10-11, and introduce them with the Wrap up/Summary: ‘Wrap up the lesson by reviewing the main points of the lesson 05 htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Copyright © Allied Schools Daily Lesson Plan 1937as2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson | 2015-04-02 | Level Primary Total Teaching April Code Time Week (6-10) Subject English Book | Phonics is fun -4 6 Class | I Topic: Lower Case Alphabet Independent | Teaching A Practice Textbook, writing board, Learning Objectives _ | By the end of this lesson students should be able to: practice lower case alphabet independently Teaching Learning Strategies e Introduction: Before practicing the handwriting exercise, students should make sure to adopt the characteristics to achieve the higher standard of writing, Make sure that students are ready for handwriting practice, Provide them with guidance and assistance after observing the following: -sharp pencil pencil grip paper position sitting position 10 mins| ‘Model wi ing: Draw four lines on writing board to tell the students where to start and end a letter in the lines. Keep asking students before writing other letters/words Guided Practice: Go along each row to observe the guided writing. Correct the students at the spot or use the writing board to clarify the formation of any word, Independent practice: Allow the students to start the writing practice in books. Go along each row to observe the activity 20 mins. Wrap up/Summary: Wrap up the lesson by giving your feedback on pg#7. 10 mins htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspxas2015 ipportal aliedschoots. ecu pkiLessonPlanPrintAl aspx oral aliedschoos edupkLessorPtanPrinl aspx Copyright © Allied Schools Daily Lesson Plan weras2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson 2015-04-03 | Level | Primary Total 40 Teaching April Code Time mins Week (13-17) Subject | English Book | Oxford Progressive | Page 14 [Class [1 English-1 No. Topic: Unit 3: I want to eat! Teaching Aids ‘Writing board/ text book/ Lesson 1: Listen and speak Learning Objectives | By the end of this lesson students should be able to: /don't want or don't like disliking Sing the song : the alphabet with rhythm. Tell their likes and dislikes by using the expressions want to or like ‘Name some edible objects and associate them with their likings or Listen to the teacher and draw lines to make the correct sentences ‘Talk to your friend, Then ask students to look at the food and drinks in the fridge and identify them. Then refer to the speech bubbles and explain what the students have to do. htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Teaching Learning Strategies Time Introduction: O5mins Ask the students about the foods they like or dislike along with the reason of liking or disliking them. Development: 05 mins Tell the students that we convey our liking, wish, intention using the phrase ‘want to or ‘like to, ell the students that we convey our disliking using the phrase ‘don't want t0' or * don’t like to Start the activity as following: = Teacher: What do you want to be in = Students: I want to become a doctor. future (Asia)? - Teacher: What do you want to eat in - Student: I want to eat sandwiches, your lunch break (Amir)? - Teacher: (Ali) do you want to goto - Student: I don’t want to play today play in break? - Teacher: Do you like to go to zoo or - Student: I do not like to go to z00./I park on a holiday (students’ name)? like to go to zoo/ I like to go for swimming on holiday. /I don’t want a holiday. I want to come to school always, Encourage the students to answer using the phrases don't want to’ or ‘ don't like to” 10 minsportal alledschools. ecu pLessonPtanPrintl aspx san016 Divide students into pairs to attempt this activity, Go around the class to monitor the activity, Provide them with assistance and feed back if required. Extended Activity: Ask students to tell some food item that is not here in the picture. 10 mins E isten to your teacher . Draw the lines to make correct sentences. Read out the dialogue from pg 90 with accurate pronunciation, gestures, and accent. Instruct students to listen to you carefully to match the sentences. Give them feed back after they have attempted this exercise O7mins EXC. Sing the song: The alphabet, The song is not new for the students. Ask some of the students to sing the song voluntarily. ‘You may play the song first on a cassette recorder then ask the students to sing the 03 mins song with gestures and actions Wrap up/Summary: ‘Wrap up the lesson by reviewing the main points of the lesson jiven in Ex. A, Homework: Ask them to revise the names of drinks and foods Copyright © Allied Schools Daily Lesson Plan 1937 htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspxas2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Lesson | 2015-04-03 | Level | Primary | Total Teaching ‘April Code Time Week (13-17) Subject _ | English Book | Oxford Progressive | Page [15 | Class [1 English-1 No. Topic: Unit 3: I want to eat! Texibook/writing board/ pictures flash cards Lesson 2 : Phonies for sweet food and salty food/Flash cards for phonic practice Learning Objectives | By the end of this lesson students should be able to read the words with the phonic patterns ‘ea’ and * ing’ and match the pictures to the words complete the sentences using ‘ea’ or “ing” put the words in the correct columns do writing practice in book ‘handwriting hunt 1° Teaching Learning Strategies Time Introduction: 05 mins: Write some words on writing board from Ex.A and ask the students to pronounce these words. Lesson 2: Pho: 10 mins Ex. A. Read the words with ‘ea’ and ‘ing’ sound, Match the pictures to the words. Introduction: ‘Ask the students to look at the pictures pg 15 and describe them. You may use picture flash cards and invite six students in front of the class and distribute the flash cards to tell the names of the objects drawn on the cards. ‘Make them recognize that all these words are with ‘ea’. Share with them some more words such as beam, lean, mean and so on. Encourage the students to tell what is happening in these pictures. Tell them these are ‘doing words’. Then ask the students to look at other six pictures and describe them, Ask them the following questions? - What is he doing or Is he drinking? - Ishe drinking? he is drinking.) - Ishe standing? he is standing.) - Ishe running? (Yes, he is running.) - Ishe swimming? (Yes, he is swimming.) - Ishe playing? (Yes he is playing.) Ask the students to match the pictures to the words, htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx432015 portal alledschools. ecu plLessonPtanPrintl aspx he sentences using “ea” or “ 10 mins ell the students that in this exercise they would use the words given in the box Ex.A to complete the sentences, Ask them to observe the picture and describe it After describing the pictures, allow them to complete the sentences using ‘ea’ or ‘ing’ in their books. Go along each row to monitor the activity Ex. C Put the words in the correct columns, TO mins Play the Blindfold Game and ask the students to guess salty or sweet food. Draw two columns on board with heading of sweet food and salty food. Ask the students to paste the picture of both types of food in relevant columns. Allow the students to attempt the exercise in their books pg 15. Move around the class to observe the activity. Wrap up/Summary: 05 mins Wrap up the lesson by reviewing the main points of the lesson. Copyright © Allied Schools htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Daily Lesson Plan averas2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson Plan 1 Ask the students to look at the pictures on pg 16 and 17 and describe them. Ask them to share what they are expecting ion this story Lesson | 2015-04-03 | Level | Primary | Total | 40 Teaching ‘April Code Time | mins _| Week (13-17) Subject | English | Book | Oxford Progressive | Page | 16-17] Class. [1 English-1 No. Topic: Unit 3: I want to eat! Teaching Aids | Textbook, writing board, Lesson 3 : The big pancake pictures flash cards Learning Objectives | By the end of this lesson students should be able to. to answer the question sort out the sentences into true and false Teaching Learning Strategies Introduction: Development: A. nm re ihe rr nan: r the ms: Point to picture 1 and ask students to point to it in their books. Tell the story in your words.Read out the text related to each picture and ask students to point and read after you. = Talk about the story by asking questions to help students understand the text, e.g. = Who is cooking a pancake? - What does the cow say seeing the pancake? = Who sees the pancake in this picture? = Who says hello at the bank of river? - Why does pancake not cross the river? - What does the crocodile say? - What is the end of the pancake? Also ask them to give reason to support their answer. Extended Activity: Ask the students to share their answers with reasons with each other in pairs. Go around the class to monitor the activity. Listen to them carefully and provide guidance and feedback where required. 10 mins Ex, B, Read the sentences, Write ‘F° for false or I? for true, Refer to the example given in exercise B pg 17 and ask the students in turns to read out the statements and point out if the statement is false or true If the statement is wrong, then also ask them to correct the statement. 10 mins Wrap up/Summary: htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx 05 mins’acvzois poral alledchoas edi essnPtanPrint aspx Wind up the lesson by reviewing the main points of the lesson. Lesson plan 2 Lesson | 2015-04-03 | Level [Primary] Total | 40 Teaching ‘April Code ime__| mins __| Week (13-17) Subject —-Engtish —-Book—- Handwriting tuntt— Page—f Fetass— 1 No. Topic: Two Letter Words Teaching Aids | Textbook, writing board, pictures flash cards Learning Objectives | By the end of this lesson students should be able to to do Two Letter writing practice Wind up the lesson by providing the students with your Teaching Learning Strategies e Introduction: 05 mins Before practicing the handwriting exercise, students should make sure to adopt the characteristics to achieve the higher standard of writing, Make sure that students are ready for handwriting practice. Provide them with guidance and assistance after observing the following: -sharp pencil -pencil grip paper position sitting position Writing hunt 30 mins Model writing: Draw four lines on writing board to tell the students where to start and end a letter in the lines. Keep asking students before writing other letters/words. Guided Practice: Go along each row to observe the guided writing, Correct the students at the spot or use the writing board to clarify the formation of any word. Independent practice: Allow the students to start the writing practice in books. Go along each row to monitor the activity. Wrap up/Summary: 05 Copyrig htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx ht © Allied Schools Daily Lesson Planas2015 portal alledschools. ecu pLessonPtanPrintl aspx los Allied Schools Daily Lesson Plan Lesson] 2014-04-05] Level | Primary | Total 40 Teaching Code Time mins | Week April (28-30) Subject | English | Book | Phonics is fun -4 Page | 10- | Class No. 13 1 Topic: The short U sound as in duck Teaching Aids Textbook, writing board, Learning Objectives _ | By the end of this lesson students should be able to: Read and learn the phonic pattern of short u sound, practice the phonic sound of ‘short u, describe the pictures ‘Teaching Learning Strategies Tatroduction: Ask the students to look at the pictures on pg 10 to 15 and describe them 10 Write the letter u and the words (having the short vowel u sound) dusk, dust, puppy, jump, dug, mud, fun, mum fuss, rub, scrub, tub, rug, under on the writing board Pronounce these words properly and give the students choral drill of these words, Ask students to look at the pictures given on pages 10-15, and introduce them with the characters of Dusty and Mum. Then encourage the students to tell what is happening in these pictures. After listening to their responses, read the sentences and ask students to repeat after you. Draw their attentions towards the short vowel u sound in dusk, dust, puppy, jump, dug, mud, fun, mum fuss, rub, scrub, tub, rug, under again. Words for extended practic bun, bum, bus, bud, bug, but, cut, cup, dug, fun, gun, gum, , gut, hum, hug, hut, jug, jut, lug, mug, nun, nut, pun, rub, run, rum, rug, rut, sub, sun, sum, Wrap up/Summary: Wrap up the lesson by reviewing the main points of the lesson 05 Copyright © Allied Schools htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Daily Lesson Planas2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson 2015-04-03 | Level | Primary Total 40 mins | Teaching Week | April Code ‘ime (13-17) Subject | English Book | English Grammar -1 | Page T6and | Class | 1 No. 17 To) Unit : Lesson 5 Nouns Teaching Aids Writing board, textbook Learning Objectives _ | By the end of this lesson students should be able to: identify the places and write on the given lines choose the correct naming word identify and underline the names of places complete the sentences using appropriate nouns (person, place, thing, animal) define a noun and name some places from their surroundings unjumble the words and put them under the relevant heading sort out the nouns into persons, places. things and animals Let us understand: ‘Ask the students to look at the pictures on pg 16 and describe them. Ask the following questions: Where are the children playing? Where are the children standing? Where is ambulance? What do you see in fourth picture? Practice A: Choose the correct naming word and put a tick mark on it, Ask the students to look at the pictures. Ask them to describe these pictures, Read out the description given under the pictures, Ask them to tell the correct option. Practice B: Read the passage given below. Underline all those words which are names of the places, Read out the places. Go around the class to facilitate the students. When they are done with the task, ask them randomly to tell the nouns. Listen to their responses and suggest corrections where required Exten Activity 1: ‘Ask the students to complete the passage with suitable words choosing the proper iprialaliecchts 2 pLessorPlanPrinA ax sage and ask the students to underline the names of the Teaching Learning Strategies Time Introduction: 10 mins Ask students to look at the pictures given on page 16 and name the places shown in the pictures. Development: 20 mins oorsan016 poral alieeschools tpt essere px nouns from the given words. Extended Activity 2: Ask the students to look at the pictures and name them ‘Ask them to first unjumble the given words and then put them under the right headings rapper 10min Wrap up the lesson by reviewing the main points of the lesson. Copyright © Allied Schools Daily Lesson Plan htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx aoras2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Lesson | 2015-04- Level | Primary Total 80 Teaching Code | 04 Time mins | Week April (20-24) Engl Englis Grammar-T TAS Subject [English | Book | Oxford Progressive Page [1-13 |Class[ I Topi Revision for Assessment Teaching Aids Textbook, writing board Learning Objectives | By the end of the lesson students should be able to: revise the concepts for assessment-I Teaching Learning Strategies Time Introduction: Start the lesson by telling the students that today is revision session for preparation of assessment-I 05 mins Development: Write the syllabus included in Assessment-II on writing board as following + OPE-1 Unit 3-5 (pg 1-13) + Grammar-1: Lesson 4-6: Nouns (pg 7~ PE Ask the students to start the revision in pairs. Go along each row to monitor the activity. Encourage all the students to share with you their problems without any hesitation. Provide them with your assistance where required ‘After some time ask some questions to assess their understanding 40 mins Grammar-I ‘Ask the students to start the revision in pairs. Go along each row to monitor the activity Encourage all the students to share with you their problems without any hesitation Provide them with your assistance where required After some time ask some questions to asse their understanding 25 mins Wrap up: Wind up the lesson by asking a few students to recap some important topics of the lesson, 10 mins Homework: Ask the students to revise the syllabus included in Assessment-1 htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx ametas2015 oral aliedschoos edupkLessorPtanPrinl aspx Copyright © Allied Schools Daily Lesson Plan ipportal aliedschoots. ecu pkiLessonPlanPrintAl aspx weras2015 portal alledschools. ecu pLessonPtanPrintl aspx los Allied Schools Daily Lesson Plan Lesson] 2015-04-04] Level | Primary | Total 40 Teaching Code Time mins | Week ‘April (20-24) Subject | English | Book | Phonics is fun -4 Page | 14- | Class No. 15 1 Topic: The short U sound as in duck Teaching Aids Textbook, writing board, Learning Objectives _ | By the end of this lesson students should be able to: Read and learn the phonic pattern of short u sound, practice the phonic sound of ‘short u, describe the pictures ‘Teaching Learning Strategies Tatroduction: Ask the students to look at the pictures on pg 10 to 15 and describe them 10 Write the letter u and the words (having the short vowel u sound) dusk, dust, puppy, jump, dug, mud, fun, mum fuss, rub, scrub, tub, rug, under on the writing board Pronounce these words properly and give the students choral drill of these words, Ask students to look at the pictures given on pages 10-15, and introduce them with the characters of Dusty and Mum. Then encourage the students to tell what is happening in these pictures. After listening to their responses, read the sentences and ask students to repeat after you. Draw their attentions towards the short vowel u sound in dusk, dust, puppy, jump, dug, mud, fun, mum fuss, rub, scrub, tub, rug, under again. Words for extended practice: bun, bum, bus, bud, bug, but, cut, cup, dug, fun, gun, gum, . gut, hum, hug, hut, jug, jut, lug, mug, nun, nut, pun, rub, run, rum, rug, rut, sub, sun, sum Wrap up/Summary: Wrap up the lesson by reviewing the main points of the lesson 05 Copyright © Allied Schools Daily Lesson Plan htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspxas2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson] 2015-04-04] Level | Primary | Total | 40 Teaching Code i mins _| Week April (20-24) Subject | English | Book Page | 10-11 | Class No. 1 Topic: Two Letter Words pictures flash car js___| Textbook, writing board, ds Learning Objectives _ | By the end of this lesson students should be able to: to do Two Letter writing practice Teaching Learning Strategies Introduction: Before practicing the handwriting exercise, students should make sure to adopt the characteristics to achieve the higher standard of writing, Make sure that students are ready for handwriting practice, Provide them with guidance and assistance after observing the following: -sharp pencil pencil grip -paper position sitting position 05 mins Writing hunt ‘Model writing: Draw four lines on writing board to tell the students where to start and end a letter in the lines. Keep asking students before writing other letters/words Guided Practice: Go along each row to observe the guided writing. Correct the students at the spot or use the writing board to clarify the formation of any word. Independent practice: Allow the students to start the writing practice in books. Go along each row to monitor the activity 30 mins Wrap up/Summary: Wind up the lesson by providing the students with your feedback on page 12. 05 Copyright © Allied Schools htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Daily Lesson Planas2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson 2015-04-05 | Level | Primary Total 40 Teaching April Code Time mins Week (27-30) Subject | English Book | Oxford Progressive |Page [18 | Class |I English-1 No. Topic: Unit 3: I want to eat! Teaching Aids Textbook, writing board, Lesson 4 : Sentences Learning Objectives By the end of this lesson students should be able to: write the missing names after observing the picture complete the answer with the help of the given words Teaching Learning Strategies Time Introduction: 05 mins Ask the students to look at the picture on pg 18 and tell the names of the characters they have learnt in the first unit. evelopment: 10 mins Ex. A. Kk the picture y hat th ir ing. Write the missing nam: Ask the students to observe the picture and describe it. Ask different question related to the picture. Refer to the example and ask them to answer the questions. Ask them to tell the meaning of the names of these characters. Then allow them to attempt the exercise in their books. Ex. B. Ask and answer more if the picture 10 mins ‘Ask the students to look at the picture pg 18 and describe them. Urge them to think about the pictures by asking questions as given in Ex.A and Ex B as following Who is in yellow dress? Who is in pink shirt? Who is in blue dress? Who is on sofa? What is the father doing? ‘Who is wearing black trousers? ‘Who is wearing brown trousers? ‘Who is sitting on the table? Describe the things you can see in the picture. Encourage the students to tell what is happening in this picture. Then ask the students to practice this activity in pairs. Go around the class to monitor the activity. E mplete the answer with the help of th in the 10 mins box: Read out the words. Draw some picture or use flash cards to clarify the meaning of given words which are showing some expressions, htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx aversan016 poral alieeschools tpt essere px Ask the students to ask and answer the questions in pairs to attempt the exercise. Go around the class to monitor the activity. Ask them to attempt the exercise in their notebooks. Wrap up/Summary: 05 mins Wrap up the lesson by reviewing the main points of the lesson. "Ask them to revise the class work as home-work Copyright © Allied Schools Daily Lesson Plan htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx zras2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson | 2015-04-05 | Level | Primary | Total | 80 Teaching ‘April Code Time__| mins | Week (27-30) Subject [English | Book | OxfordProgressive [Page [19 | Class [I English-1 No. Topic: Unit 3: Twant to eat! Teaching Aids textbook, writing board Lesson 5 : Writing Learning Objectives _ | By the end of this lesson students should be able to: * write the capital letters beside the small letters, * punctuate the sentence with capital and full stop. Teaching Learning Strategies Time Introduction: 10 mins Write some capital and small letters on writing board and ask some of the students to tell or match the letters Ex. A. Choose the correct capital letters from the balloons and write them beside | 15 mins the small letters below Introduction: Ask the read out the letters written in balloons. Tell them that they have to write the capital letter beside the small letters. Refer to the example. Go around the class to monitor the activity. Provide with guidance and assistance where required. Walk around the class to check if the students are doing this activity correctly. Provide them with your feedback. Ex. B. Copy the sentences. Start with capital letters at the beginning. Put full stops | 15 mins af the end. Elicit students” knowledge about punctuation. Revise the concept that a sentence always starts with capital letter and ends with a full stop. Write the sentences on writing board and ask the students to tell the expected changed in the sentences. Erase the board and allow the students to attempt the exercise in their notebooks. ‘Write what each animal eats. 15 mins Ask the students to look at the pictures of animals pg 19 and describe them with respect to their eating habits. Ask them the questions as following: - What do parrots eat? - What do fish eat? - What do tigers eat? - What do the goats eat? - What do the cats eat? htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspxsan016 poral alieeschools tpt essere px And write the names of the foods on writing board, Read out the complete sentences as given in the example, Ask students to repeat the sentences after you Erase the board and allow the students to attempt the exercise in their notebooks. Move around the class to monitor the activity ‘Wrap up the lesson by reviewing the main points of the lesson, D. Write how many animals there are in each picture above: 15 mins Ask the students to observe the number of animals in the pictures. With reference to the example given in Ex.D, ask them to answer in a complete sentence. Read out all the answers and ask them to repeat after you. ‘After listening to them allow them to write the sentences in their books. Go Wrap up/Summary: 10 mins Copyright © Allied Schools htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Daily Lesson Planas2015 portal alledschools. ecu pLessonPtanPrintl aspx [a Allied Schools Daily Lesson Plan Lesson 2015-04-05 | Level | Primary Teaching April Code Week (27-30) Subject English Book | English Grammar-1 19-21 | Class I Topic: Lesson 6: Nouns animals flash Grammar -, writing board, cards Learning Objectives | By the end of this lesson students should be able to: define noun with its types, tell names of the anima youngsters, match the ‘animals nouns’ with relevant pictures, identify the ‘animals nouns’ in the given complete the sentences using appropriate ‘animal s along with the names of their { of nouns, js nouns” Practice B: Read out the words (animals nouns) given in the practice Exercise A and ask the students to repeat after you Ask some of the students in turns to read out the words, Make sure that they know what these words exactly mean, Ask them to observe the pictures carefully and describe the picture using the given words. Divide them into pairs and ask them to describe the pictures to each other. Go around the class and listen to their conversation, Provide a and feedback iffwhere required Then ask the students to attempt the exercise individually in their notebooks, Go around the class to monitor the activity Read out the given sets of words and ask the students to repeat after you. htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx Teaching Learning Strategies Time Introduction: 05 mins Ask the students to define a noun, Revise that a noun is a naming word. It is name of a person, place, or thing Development: TO mins Lotus understand: ‘Ask students to look at the pictures given on page 19 and describe them, Tell them that names of animals are also called nouns = Show them the picture flash cards of animals and their young ones. Ask them to tell the names of animals with names of their young ones. = Read out the animals nouns from both columns and ask the students to repeat after you, Do choral practice Practice Az 20 minssan016 poral alieeschools tpt essere px Make sure that they know what these words exactly mean, Tell them to point out the one word that is not the name of an animal Ask them to attempt the exercise in their books. Provide assistance and feedback where required Then ask some of the students to share their task xtended Activity: Read out each word given in the box and ask the students to repeat after you. ‘Ask some of the students to describe the picture. Read out the passage ‘Then ask the students to attempt the exercise in their books. Go around the class to monitor the activity. Wrap up: ‘Wind up the lesson by asking the students to give some examples of animal nouns 05 mins htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspxas2015 portal alledschools. ecu pLessonPtanPrintl aspx Allied Schools Daily Lesson Plan Lesson | 2015-04-05 | Level | Primary 40 Teaching Code Time mins__| Week April (27-30) No. Subject |" English | Book Phonics is fun-4 Page | 16-17 | Class 1 Topic: Double Consonants Teaching Aids Phonics is fun 4 Learning Objectives _ | By the end of this lesson students should be able to describe the pictures practice double consonant sounds do writing practice Teaching Learning Strategies Time Introduction: Ask the students to look at the pictures on pg 16 and 17 and describe them. 05 mins Development: Write the letters bb and dd and the words (having the double consonant sounds bb, dd,) libby, rabbit, bubbles, muddle, middle, puddle and riddle on the writing board. Pronounce these words properly and give the students choral drill of these words. Ask students to look at the pictures given on pages 16-17, and introduce them with the characters of Libby and Mr. Muddle. ‘Then encourage the students to tell what is happening in these pictures. Aer listening to their responses, read the sentences and ask students to repeat after you. Draw their attentions towards the sounds bb, dd, in libby, rabbit, bubbles, muddle, middle, puddle, and riddle again. 30 mins Wrap up: Wind up the lesson by asking the students to tell the main points of the lessons. 05 mins Copyright © Allied Schools Daily Lesson Plan htp:portalaliedschoss ecu pklLessonPlanPrirAlL aspx amr