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DAILY LESSON PLAN
ENGLISH YEAR 1
WEEK 33 TIME
DAY SUNDAY CLASS
DATE 15.09.2019 LESSON 133
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
TOPIC Lunchtime
THEME World of Knowledge
MAIN LEARNING STANDARD 3.1.3 Blend phonemes (CVC, CCVC)
COM. CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COM. LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Blend phonemes (CVC, CCVC)
2. Spell familiar high frequency words accurately
ACTIVITIES PRE-LESSON Task 3 : Sequence the Information to review vocabulary in a fun
way.
LESSON DELIVERY 1. Ask pupils to sit or stand in a circle. Place the plastic letters in the
middle.
2. You say a word and the pupils have to use the letters to spell it
correctly. You could nominate pupils to do this, or ask for
volunteers; this could be done letter by letter or as a whole word.
Use words that will come up in the lesson.
3. Give pupils the sentences and ask them to work out the scrambled
words in pairs.
4. Give pupils the grid and show them how to complete it. Pupils
work individually to complete the grid.
5. Have pupils check their answers with their partner before
checking as a class.
POST LESSON Choose an item. to review any difficult or new vocabulary in a fun
way.
REFLECTION Attendance:_7_/_8_
__6___ pupils were able to achieve the objectives.
__1___ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH YEAR 2
WEEK 33 TIME
DAY SUNDAY CLASS
DATE 15.09.2019 LESSON 128
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Listening
TOPIC At the beach

MAIN LEARNING STANDARD 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.2.2 Understand with support specific information and details of simple sentences
1. Spell a narrow range of familiar high frequency words accurately in guided writing
2. Understand with support specific information and details of simple sentences
ACTIVITIES PRE-LESSON 1. Teacher sticks holiday activity flashcards on the board.
2. Volunteers come to the board in turn to write the activities
under appropriate flashcards
3. The other students help them if they can not remember.
LESSON DELIVERY Activity 1(SB page 108)
1. Students look at the pictures in the SB. Teacher elicits/pre-
teaches sea and hand in hand.
2. Teacher plays the recording. Students follow the song in
their SB.
3. Teacher plays the recording again, pausing after each verse
for students to repeat.
4. When students have learnt the song, teacher practice it
with the whole class.
5. Teacher uses the karaoke version of the song for students
to sing in groups.
Activity 2(SB page 108)
1. Teacher check students know what to do.
2. Teacher plays the recording. Students listen to the song
again and number the pictures in sequence.
3. They compare answers in groups of four.
4. Teacher elicits and checks with the class.
POST LESSON 1. Teacher sings the song again from the beginning of the
lesson around the class, adding the new verses from
Workbook Activity 1.
DAILY LESSON PLAN
ENGLISH YEAR 3
WEEK 33 TIME
DAY SUNDAY CLASS
DATE 15.09.2019 LESSON 82
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
TOPIC Food, please!
THEME World of Self, Family and Friends
MAIN CONTENT STANDARD 2.1 Communicate simple information intelligibly
MAIN LEARNING STANDARD 2.1.5 Describe people and objects using suitable words and phrases
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.2.2 Understand with support specific information and details of short simple texts
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to
1. To sing a song
2. To identify and talk about food
ACTIVITIES PRE-LESSON TPR (SB page 55)
1. Teacher hands out the photocopies of the flashcards with
food, so that each student has a copy. Students asked to
stand at their desks. Teacher explained that they are going
to listen to a song and that they’ll sing along. Students
asked to rub their stomachs as they sing the verse I’m
hungry. Oh, I’m hungry and they raise their flashcards as
they hear the food they have. The song plays and students
do the action and raise their flashcards as they sing along.
LESSON DELIVERY 1. Students asked to read the words of the song. They asked
to find and underline with a colour pencil There’s and, in a
different color, there are.
2. Students asked to tell you some example sentences from
the song using There is/are and write them on the board.
Using the food realia (real food), ask questions like How
many carrots are there? How many sugars? to show that
words like sugar are uncountable. Teacher elicits examples
of each from the song.
Grammar Box ( SB page 55)
1. Teacher draws outline of an open fridge on the board.
Teacher sticks the flashcards of the food on the shelves of
the fridge. Teacher makes sure to stick more than one
flashcard of a certain food in the fridge. Teacher point to the
lettuce for example and say There’s some lettuce. Students
repeat this with another food. Teacher write the sentences
on the board. Students reminded that we use there is to
show something exists in a place and there are to show that
many thins exists in a place.
2. Students draws attention to the word some and explained
that we use it in the affirmative with plural countable nouns
or uncountable nouns. Students direct attention to the
grammar box. Students read the sentences out loud.
Teacher point out that Theirs is the short form of There is.
POST LESSON Students return to the table/mind map from last lesson. Students
asked to find examples of different nouns on it.
REFLECTION Attendance:_6_/7__
DAILY LESSON PLAN
ENGLISH YEAR 1
WEEK 33 TIME
DAY TUESDAY CLASS
DATE 17.09.2019 LESSON 134
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Lunchtime
MAIN LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
COM. CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
COM. LEARNING STANDARD 3.1.3 Blend phonemes (CVC, CCVC)
1. Blend phonemes (CVC, CCVC)
ACTIVITIES PRE-LESSON Play the anagrams pre-lesson task (pre-lesson task 1) for key
words from this lesson. Leave the anagrams on the board when
you give the answer
LESSON DELIVERY 1. Put the flashcards/pictures on the board in a random way.
Nominate pupils to come out and draw a line to match the pictures
with the words (anagrams).
2. In their exercise books, ask pupils to draw 4-6 pictures. These
should be for words from the unit or lesson.
3. Next ask pupils to write anagrams for the words, also randomly
arranged on the page to create a puzzle. They may need to plan these
separately.
4. Pupils exchange their puzzles with a partner. .
POST LESSON Task 11: What About Me?
___7__ pupils were able to achieve the objectives.
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 33 TIME
DAY WEDNESDAY CLASS
DATE 18.09.2019 LESSON 135
MAIN FOCUSED SKILL Language COM. FOCUSED SKILL Speaking
Arts
TOPIC Lunchtime
MAIN LEARNING STANDARD 5.2.1 Name people, things or places of interest in illustrations accompanying texts
COM. CONTENT STANDARD 2.1 Communicate simple information intelligibly
COM. LEARNING STANDARD 2.1.4 Greet, say goodbye and express thanks using suitable fixed phrases
1. Name people, things or places of interest in illustrations accompanying texts
2. Greet, say goodbye and express thanks using suitable fixed phrases
ACTIVITIES PRE-LESSON Review or teach the word school canteen (from p.50) using Task 1
or 6.
LESSON DELIVERY 1. Introduce the word menu to the pupils using your example menu.
Ask pupils where they can find menus (elicit canteen, perhaps
extend to restaurant and café depending on your class).
2. Hand out the worksheet and ask pupils to write the words next to
the pictures.
3. Elicit a dialogue based on the menu. You could write this on the
board, or you could write prompts. The dialogue can be the
same/similar to those used in recent lessons, in particular p.50 – 51.
Emphasise the need to be polite by saying please and thank you, and
sorry.
4. Ask pupils to work in pairs (Pupil A + Pupil B). They should write
their own menu.
5. Change pairs, so they are AA and BB. Pupils shouldn’t show their
menus.
6. Pupils carry out a role-play using each other’s menu in turn.
7. Some pairs could perform to the class.
POST LESSON Task 9 : Read Your Friend's Mind
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 33 TIME
DAY THURSDAY CLASS
DATE 19.09.2019 LESSON 136
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Writing
TOPIC Lunchtime
MAIN LEARNING STANDARD 1.2.2 Understand with support specific information and details of very simple phrases and
sentences
and digital media
COM. LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
1. Understand with support specific information and details of very simple phrases and
sentences
ACTIVITIES PRE-LESSON 1. Teacher makes circles of ten students and makes a ball out
of paper for each group.
2. Teacher hands a ball to a student. He/She says One and
then throws the ball to a student who says Two.
3. When students get to Ten, they count backwards.
LESSON DELIVERY Activity 1 (SB page 52)
1. Students look at the pictures in the SB.
2. Teacher plays the recording twice. Students listen and
repeat.
3. Teacher uses the flashcards to practise the numbers.
4. Teacher shows them first in sequences and then at random
and elicits the numbers from students.
Activity 2 (SB page 52)
1. Teacher pre-teaches shopping list.
2. Teacher tells students they are going to hear a conversation
between a waiter and a cook.
3. Teacher sticks the food flashcards on the board.
4. Teacher plays the recording. Students listen for the foods.
5. Teacher plays the recording again. Students complete the
list.
6. They compare answers in pairs before the class check.
7. If necessary, teacher plays the recording again.
1. Students work individually to complete a shopping list for
lunch. They write six items.
1. In pairs, studentds take turns to say their complete list for
their friend to try to write it down.
2. Then students check that their partner’s list is correct.
POST LESSON 1. Teacher calls 20 students to the front of the class.
2. Teacher says a number between 1 and 20 to each student
at random.
3. Students quickly sequence themselves into a number line.
_1____ pupils need extra guidance.
DAILY LESSON PLAN

ENGLISH YEAR 2
WEEK 33 TIME
DAY TUESDAY CLASS
DATE 17.09.2019 LESSON 129
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Listening
TOPIC At the beach

MAIN LEARNING STANDARD 3.2.2 Understand specific information and details of simple sentences
COM. LEARNING STANDARD 2.1.1 Give simple personal information using basic statements
1. Understand specific information and details of simple sentences
2. Give simple personal information using basic statements
ACTIVITIES PRE-LESSON 1. Teacher writes Holiday activities in the middle of the
board with a circle around it.
2. Teacher brainstorm words to create a word map.
3. Students can add other ideas of their own.
LESSON DELIVERY Activity 1(SB page 109)
1. Teacher uses the pictures to elicit/ teach understanding of
Where..?
2. Teacher gives students time to look at the pictures.
3. Teacher plays the recording. Students listen and read.
4. In apirs, students try matching the questions and answers
with the correct pictures.
5. Teacher elicits as a class.
6. Teacher check with the class, using open pairs.
7. Teacher make sure students notice the use of It’s for
singular and They’re for plural.
1. Teacher plays the recording in sections. Students listen and
repeat in chorus.
2. Students take turns to practice the questions and answers
in pairs.
1. Teacher tells students that this is a memory game.
2. Teacher gives them one minute to study the pictures in
pairs.
3. One student closes the SB. The other asks questions using
Where..?The first student answers it’s/ they’re in he colour
bag.
4. Teacher demonstrates the activity with the class first.
5. Teacher checks using open pairs.
POST LESSON 1. Students take out classroom objects and take turns to palce
them in/on things on their desks and to ask each other
questions.
2. Teacher provides an example, e.g. Student A; where’s the
blue pencil? Student B: It’s on your English book.
DAILY LESSON PLAN

ENGLISH YEAR 2
WEEK 33 TIME
DAY WEDNESDAY CLASS
DATE 18.09.2019 LESSON 130
MAIN FOCUSED SKILL Language COM. FOCUSED SKILL Listening
Arts
TOPIC At the beach

MAIN LEARNING STANDARD 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
iv) simple songs
COM. CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
COM. LEARNING STANDARD 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a
word
1. 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 iv) simple songs
2. Recognise and sound out with some support beginning, medial and final sounds in a
word
ACTIVITIES PRE-LESSON Choose an item.
LESSON DELIVERY Design your own Language Arts lesson linked to the main and the
complementary content and learning standards.
One possibility is to focus on a Tongue Twister (a rhyme with many
very similar sounds). Have pupils listen to and practise saying the
Tongue Twister before looking at it in written form. They could then
draw a picture to illustrate it.
POST LESSON Choose an item.
DAILY LESSON PLAN
ENGLISH YEAR 2
WEEK 33 TIME
DAY THURSDAY CLASS
DATE 19.09.2019 LESSON 131
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Writing
TOPIC At the beach

MAIN LEARNING STANDARD 1.2.2 Understand with support specific information and details of simple sentences
COM. CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. LEARNING STANDARD 4.2.5 Connect words and phrases using basic coordinating conjunctions
1. Understand with support specific information and details of simple sentences
2. Connect words and phrases using basic coordinating conjunctions
ACTIVITIES PRE-LESSON Choose an item.
LESSON DELIVERY Design your own lesson linked to the main and the complementary
content and learning standards.
One possibility is for the teacher to prepare a text about what you
like and don’t like doing on holiday. Use but to link contrasting ideas.
Read the text aloud and pupils have to mime only the actions for the
things you like doing.
Then they read three or four sentences on a worksheet (e.g. I like
going to the beach but I don’t like playing in the sand) and say if they
are correct or not.
Lastly, they write a sentence about themselves using but.
POST LESSON Choose an item.
REFLECTION Attendance:_5_/5__
DAILY LESSON PLAN
ENGLISH YEAR 3
WEEK 33 TIME
DAY TUESDAY CLASS
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Food, please!
MAIN LEARNING STANDARD 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
COM. CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
COM. LEARNING STANDARD 3.2.2 Understand specific information and details of short simple texts
1. To talk about food
ACTIVITIES PRE-LESSON Students introduced the flashcards for eggs, milk, cheese. Students
asked what you could make with these. Teacher elicit or teach
omelette. Students asked if they have ever had an omelette. If so,
what was inside it?
LESSON DELIVERY Warm Up ( SB page 56)
1. Students stick the flashcards of omelet, peas, pancake,
pineapple, peppers and coconuts on the board. Teacher
points to each one, say the word and students encouraged
to repeat
Vocabulary (SB page 56)
1. Students point out the food in the vocabulary section. The
CD plays a few times and students point to the food and
repeat. Teacher says the words again in random order and
students repeat and point.
1. Students direct attention to the first fame of the story and
asked What is Greg’s dad doing? Teacher points to the 3 rd
frame and asked What are Anna and Greg eating? Teacher
points to the last frame and asked What has Greg’s dad got?
2. Students asked what they think is happening. Student
asked to point to the appropriate bubbles and follow along
as the CD plays.
3. The Cd plays again and students encourage to shadow read.
The Cd plays once more and pause after each phrase for
students to repeat. Students asked comprehension
questions. 3 students chose to act it out for the class,
assigning roles to each student. Then students act out the
story in groups of 3. One or more groups students perform
in front of the whole class.
1. Students read the story again and write A for the Anna and
G for Greg in the boxes under the ingredients that are in
each of their omelets. Students compare their answers in
pairs first, then check as a class.
POST LESSON Post Lesson Task 1 : Spot the differences
_2____ pupils need extra guidance.
DAILY LESSON PLAN

ENGLISH YEAR 3
WEEK 33 TIME
DAY WEDNESDAY CLASS
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Food, please!
MAIN LEARNING STANDARD 4.2.3 Give simple directions
and digital media
COM. LEARNING STANDARD 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
1. Give simple directions
2. Spell an increased range of familiar high frequency words accurately in guided
writing
ACTIVITIES PRE-LESSON Task 1: Work Out the Words
LESSON DELIVERY 1. Students asked what the children’s dad was doing in the story –
he was cooking omelettes. Students asked if they have cooked a dish
at home before. Teacher talk to them about cooking to find out what
they know. Students introduced cooking verbs using flashcards or
mime: break, cut up, mix, fry, stir, serve. Write and leave the words
on the board.
2. Students a mime game using the verbs + some of the foods from
Lesson 83.
3. Students work in groups of five. Students receive the cut-up
stages of the omelette recipe, one stage each. They should read their
stage and together decide which order to stand in.
4. Students brainstorm together some ingredients for a Malaysian
dish that all pupils know. Teacher prepare some key words in
advance, such as coconut milk, onion, eggs, tomato, potato, chicken,
spices, rice etc. Explain that these are the ingredients.
5. Students will write a recipe for a dish. Teacher hands out the
gapped recipe and let students work in pairs to complete it.
POST LESSON Post Lesson Task 1 : Spot the differences
DAILY LESSON PLAN

ENGLISH YEAR 3
WEEK 33 TIME
DAY THURSDAY CLASS
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Speaking
TOPIC Food, please!
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on
familiar topics Other imaginative responses as appropriate
COM. LEARNING STANDARD 2.1.1 Ask about and express basic opinions
1. To provide students with the cross-curricular information on home science
ACTIVITIES PRE-LESSON Task 1: Work Out the Words
LESSON DELIVERY 1. Students play a mime game to review the cooking vocabulary
from Lesson 84. Students introduced the new vocabulary using the
pictures on Student’s Book, p.117.
Activity 1 (TB page 180)
1. Students asked to look at the picture. Students asked to
guess what the text is going to be about. The CD palys and
students shadow read.
2. Students asked more questions to help students
understand the instructions of the recipe. Some students
read the text.
Activity 2 ( TB page 180)
1. Students draw attention to activity 2. Students read the
activity aloud and students asked to look at the activity.
Students encouraged to follow the example of the text and
draw their own strange dish.
2. Students asked to present their projects to the class.
POST LESSON Learning diaries:
Students asked to think back on their learning so far this week. In
their learning diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)

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DAILY LESSON PLAN

TOPIC At the beach

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

TOPIC At the beach

DAILY LESSON PLAN

TOPIC At the beach

TOPIC At the beach

DAILY LESSON PLAN

DAILY LESSON PLAN

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