Lesson 41 - 50

DAILY LESSON PLAN
21st CENTURY TEACHING

ENGLISH LANGUAGE YEAR 1
CEFR
DATE : TIME : CLASS :
LESSON 41 (Listening 9)
MAIN SKILLS Listening
THEME World of Self, Family and Friends
TOPIC At School
MAIN SKILL
Listening
1.2 Understand meaning in a variety of familiar contexts
CONTENT STANDARD
COMPLEMENTARY SKILL
Listening
MAIN SKILL
Listening
1.2.2 Understand with support specific information and details of very simple phrases and sentences
LEARNING STANDARD
COMPLEMENTARY SKILL
Listening
1.2.5 Understand short supported questions
Main Learning Objectives:
By the end of the lesson, pupils will be able to:
1. Understand with support specific information and details of very simple phrases and sentences
LEARNING OBJECTIVES
Complimentary Learning Objectives :
1. Understand short supported questions

Recycled language from lessons 36 - 40: colours
LANGUAGE / GRAMMAR FOCUS
What colour’s the…?
PRE LESSON 1. Task 10: Say what’s missing
2. Draw 4 columns on the board.

3. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
4. Give each pupil at the front of the line a set of colour cards.
5. Go to the back of the line and ask the 4 pupils at the back of each line to come to you.
6. Show them a colour card.
7. The pupils go back to their lines and whisper the colour to the next pupil in the line. This continues until the pupil
at the front of the line, who shows a card matching the colour they hear.
8. Each team gets one point for a correct answer. The team who finished first get an extra point if their answer is
correct.
LESSON DEVELOPMENT 9. Continue with new colours.
10. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the
front).
11. You can add challenge by showing 2 or 3 colours, so that pupils have to whisper more than one colour at the
same time.
12. Change focus by putting classroom objects on a table, or pictures of these on a screen.
13. Give pupils time to remember the objects and remember their colours.
14. Cover the objects and ask What colour’s the (pencil case)?
15. Repeat step 14 a few times.
16. Divide pupils into small groups: They play the same game with their own classroom objects.
POST LESSON 17. Task 9 Read your friend’s mind.
5 sets of colours cards: one for you, and 4 sets for 4 teams of pupils
TEACHING AIDS Classroom objects: real ones or pictures
A cloth to cover the objects with
EDUCATIONAL EMPHASES
ELEMENTS ACROSS THE CURRICULUM (EMK)
Environmental Sustainability
Medium of instruction Patriotism Creativity and Innovationtism
Awareness
Information Communication
Values Science and Tecnology Entrepreneurship
Technology Skills (ICT)
HIGHER ORDER THINKING SKILLS (HOTS)
Application Analysis Evaluation Creation
21st CENTURY SKILLS
Resilient Thinker Communicative
Team spirit Inquisitive Virtuous
Informative Loving / Considerate Patriotic
TEACHING AND LEARNING STRATEGIES 21st CENTURY CLASSROOM TEACHING AND LEARNING ACTIVITIES
Mastery Learning Multiple Intelligences Round Table Think, Pair, Share
Constructivism Contextual Learning Hot Seat 3 stray and 1 stay
Learning How to Learn Values and Citizenships Games Presentations
Knowledge Acquisition Project-based learning Role Play Plickers
Collaborative Learning Inquiry-based learning Gallery Walk Poem recitation / singing
Take off, Touch Down I-think
ASSESSMENT AND EVALUATION

Worksheet Writing Task Individual Work Group Work
Observation Oral Quiz Task / Project
REFLECTION
Attendance:____/____
_____ pupils were able to achieve the objectives.
_____ pupils were able to answer the questions correctly.
_____ pupils need extra guidance.
_____ pupils were able to master today’s lesson.
FOLLOW-UP ACTIONS
Enrichment Reinforcement Homework
TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

Meeting Course
School programme Accompany students out
Outdoors activity Special leave
Public holiday CRK / MC
DAILY LESSON PLAN
CEFR
LESSON 42 (Speaking 9)
MAIN SKILLS Speaking
TOPIC At School
MAIN SKILL
Speaking
2.1 Communicate simple information intelligibly
CONTENT STANDARD
COMPLEMENTARY SKILL
Listening
MAIN SKILL
Speaking
2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases
LEARNING STANDARD
COMPLEMENTARY SKILL
Listening
1.2.4 Understand short basic supported classroom instructions
1. Greet, say goodbye, and express thanks using suitable fixed phrases
LEARNING OBJECTIVES
1. Understand short basic supported classroom instructions

Recycled language from lessons 36 - 40
Imperatives: Put away your…please, Take out your… please, Pass me a… please, Open your…
please, Thank you.
Classroom objects
PRE LESSON 1. Pre-Lesson Task 2: Sequence the information
2. Give instructions to pupils similar to those on p.17 of Superminds 1 (e.g. Open your notebooks please). Say
Thank you when pupils follow the instructions carefully.
3. Divide pupils into small groups.
4. Ask them to take turns to give instructions, and say thank you when others in the group do this correctly.
LESSON DEVELOPMENT
5. Ask some pupils to give instructions to the whole class.
6. Extend step 2 by combining instructions (e.g. Pass me a pencil and a rubber please, Open your bag and take out
your notebook, please).
POST LESSON 7. Post lesson task 5: Remember it, say it
TEACHING AIDS Classroom objects
Awareness
21st CENTURY SKILLS
REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
LESSON 43 (Reading 9)
MAIN SKILLS Reading
TOPIC At School
MAIN SKILL
Reading
3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
CONTENT STANDARD
COMPLEMENTARY SKILL
Writing
4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Reading
3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word
LEARNING STANDARD
COMPLEMENTARY SKILL
Writing
4.3.2 Spell familiar high frequency words accurately
1. Recognise and sound out with support beginning, medial and final sounds in a word
LEARNING OBJECTIVES
1. Spell familiar high frequency words accurately

Recycled language from lessons 36 - 40
Colours
PRE LESSON 1. Review the words you will need for this lesson (depending on your picture) by playing a word game, e.g. Task 1.
2. Review colour words using the cards – either as a whole class matching activity on the board, or by giving each
pupil a card and asking them to find their partner (a pair is the colour and its matching word).
3. Feedback on this activity and write the colours on the board, numbered (in preparation for the next step).
4. Draw a picture on the board, or give a handout. Write numbers inside some of the things in your picture, and add
LESSON DEVELOPMENT
a number key (e.g. 1 = blue, 2 = green).
5. Pupils (copy and) colour the picture appropriately, according to the number key.
6. Pupils then draw their own picture, create their own key, and exchange with a partner.
7. Pupils then colour the picture according to the key and check each other’s work.
POST LESSON 8. Task 1
Colour / word cards (1 set)
TEACHING AIDS
Paper, pens, and a numbered picture (for example of a house or park) on the board or as a handout
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
LESSON 44 (Writing 9)
MAIN SKILLS Writing
TOPIC At School
MAIN SKILL
Writing
4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
CONTENT STANDARD
COMPLEMENTARY SKILL
Reading
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Writing
4.3.2 Spell familiar high frequency words accurately
LEARNING STANDARD
COMPLEMENTARY SKILL
Reading
3.2.2 Understand specific information and details of very simple phrases and sentences
1. Spell familiar high frequency words accurately

LEARNING OBJECTIVES
1. Understand specific information and details of very simple phrases and sentences
LANGUAGE / GRAMMAR FOCUS Recycled language from lessons 36 – 40
PRE LESSON 1. Task 6 using colour words
2. Draw a colour wheel on the board, and ask pupils to copy and then label it with the correct colour words.
3. Pupils create their own colour wheel, and swap it with another pupil and label their new wheel.
4. On the board (or worksheet), write six instructions, numbered. Have pupils read them together.
LESSON DEVELOPMENT 5. Give each group a dice. In turns, pupils roll the dice. The other pupils should tell them what to do. according to the
number they roll, e.g. Sam, open your book.
6. Groups write new instructions 1-6 and exchange with another group.
7. Groups play the dice again.
POST LESSON 8. Ask pupils if they had to do something funny in this lesson. What was it?
A colour wheel on the board or on a handout
Colour pencils.
Dice (one per group)
Instructions on board:
1. Draw a red circle.
TEACHING AIDS
2. Open your book.
3. Stand up.
4. Take out your textbook.
5. Put your ruler on your head.
6. Stretch.
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
LESSON 45 (Language Arts 9)
MAIN SKILLS Language Arts
TOPIC At School
MAIN SKILL
Language Arts
5.1 Enjoy and appreciate rhymes, poems and songs
CONTENT STANDARD
COMPLEMENTARY SKILL
Language Arts
5.3 Express an imaginative response to literary texts
MAIN SKILL
Language Arts
5.1.1 Demonstrate appreciation through non-verbal responses to
i) simple chants and raps
LEARNING STANDARD ii) simple rhymes
iii) simple action songs
COMPLEMENTARY SKILL
Language Arts
5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products
1. Demonstrate appreciation through non-verbal responses

LEARNING OBJECTIVES
1. Respond imaginatively and intelligibly through creating simple art and craft products
Vocabulary review:
Primary and secondary colours
1. Guessing game. Think of an item, pupils ask you about what colour it is and guess, e.g. Teacher: It’s a fruit.
PRE LESSON Pupils: Is it blue? No. Is it yellow? Yes. Is it a banana? Yes. Depending on time available and the level of your
class, you could have the pupils take the role of the teacher or work in pairs.
2. Put flashcards with words of the six main colours (primary and secondary) on the board. Ask pupils to put them
into two groups.
3. Play/sing the song and ask pupils to check their answer to stage 1.
4. Give each pupil a colour flashcard OR ask each pupil to write the name of their favourite colour on a paper.
5. Play/sing the song again and ask pupils to hold up their flashcard/paper when they hear their colour.
6. Draw a circle on the board and divide it into six parts. Elicit the primary colours and write them (or ask a pupil to
LESSON DEVELOPMENT
write them) in alternate parts of the circle.
7. Elicit the secondary colours that are made when the primary colours are mixed and fill in the last three segments
with these. The order should be: red – orange – yellow – green – blue – purple.
8. Ask pupils to make their own colour wheels. They should colour each part (not write the colour name); make a
small hole in the middle of the circle and put in their pencil/pen so it will spin.
9. Ask pupils what they think will happen when they spin their wheel. Ask them to spin it and tell you.
POST LESSON 10. Ask pupils to tell each other which colour they like best and why, e.g. I like red. My pencil case is red.
You will need card for each student and scissors (or cut into circles for each student in advance), colour
pens/paints/pencils. Each student will need a pen or pencil and a ruler.
Song:
You can use a suitable song that focuses on primary and secondary colours. A suggestion is:
https://www.youtube.com/watch?v=bmquqAP2w_8
Here is a song based on this:
We are the primary colours.
TEACHING AIDS Red, yellow and blue.
Mix us together, and we turn a colour that’s new.
I‘m red, I’m a primary colour.
I’m blue. I’m a primary colour too.
We are primary colours. Mix us together, and we make purple. It’s new!
Etc.
Some information about colour wheels:
http://www.bigshotcamera.com/fun/buildables/colorwheel#01
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
LESSON 46 Listening (10)
MAIN SKILLS Listening
TOPIC At School
MAIN SKILL
Listening
CONTENT STANDARD
COMPLEMENTARY SKILL
Speaking
2.2 Use appropriate communication strategies
MAIN SKILL
Listening
1.2.4 Understand short basic supported classroom instructions
LEARNING STANDARD
COMPLEMENTARY SKILL
Speaking
2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase
1. Understand short basic supported classroom instructions
LEARNING OBJECTIVES
1. Ask for attention or help from a teacher or classmate using one word or a fixed phrase
LANGUAGE / GRAMMAR FOCUS Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue
PRE LESSON 1. Pupils review instructions.
2. Pupils listen and act out with techer. Then listen again and number the pictures. (CD1 27, SB p20)
3. Pupils read and number the sentences from the story. (SB p20)
LESSON DEVELOPMENT
4. Pupils listen and act out. (SB p20)
5. Pupils make a pencil holder. (WB p20)
POST LESSON 6. Pupils practice in writing instructions.
TEACHING AIDS Audio, Super Minds Book, Worksheet
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
LESSON 47 (Writing 10)
MAIN SKILLS Writing
TOPIC LET PLAY
MAIN SKILL
Writing
4.2
Communicate basic information intelligibly for a range of purposes in print and digital media
CONTENT STANDARD
COMPLEMENTARY SKILL
Reading
3.2
Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Writing
4.2.4 Name or describe objects using suitable words from word sets
LEARNING STANDARD
COMPLEMENTARY SKILL
Reading
3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes
1. Name or describe objects using suitable words from word sets
LEARNING OBJECTIVES
1. Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes
LANGUAGE / GRAMMAR FOCUS Recycled vocabulary and grammar from the At School topic
PRE LESSON 1. Pupils review colours.
2. Pupils make a poster. (SB p21)
LESSON DEVELOPMENT 3. Pupils count the school objects. (SB p21)
4. Pupils draw and write examples of what you know. (WB p21)
POST LESSON 5. Pupils express their preferences.
TEACHING AIDS Super Minds Book
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
DATE :13.3.2019 TIME :11.10-12.10 CLASS : 1 MAWAR
LESSON 48 (Speaking 10)
MAIN SKILLS Speaking
THEME World of Stories
TOPIC Let’s Play!
MAIN SKILL
Speaking
CONTENT STANDARD
COMPLEMENTARY SKILL
Listening
MAIN SKILL
Speaking
2.1.5 Name or describe objects using suitable words from word sets
LEARNING STANDARD
COMPLEMENTARY SKILL
Listening
1.2.1 Understand with support the main idea of very simple phrases and sentences
1. Name or describe objects using suitable words from word sets
LEARNING OBJECTIVES
1. Understand the main idea of very simple phrases and sentences
Let’s go, That’s right
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car
PRE LESSON 1. Pupils review the colours.
1. Pupils listen and look. Then listen and say the words. (CD1 28, SB p22)
2. Pupils listen and chant. (CD 29, SB p22)
LESSON DEVELOPMENT
3. Pupils listen and number. (CD1 30, WBp22)
4. Pupils join the dots. (WB p22)
POST LESSON 5. Pupils review key language from the lesson.
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
LESSON 49 (Reading 10)
MAIN SKILLS Reading
TOPIC Let’s Play!
MAIN SKILL
Reading
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARD
COMPLEMENTARY SKILL
Speaking
MAIN SKILL
Reading
3.2.2 Understand specific information and details of very simple phrases and sentences
LEARNING STANDARD
COMPLEMENTARY SKILL
Speaking
2.1.2 Find out about very basic personal information using fixed phrases
1. Understand specific information and details of very simple phrases and sentences
LEARNING OBJECTIVES
1. Find out about very basic personal information using fixed phrases
LANGUAGE / GRAMMAR FOCUS His, her, he, she, he’s, she’s, favourite
PRE LESSON 1. Pupils review toys.
2. Pupils listen and stick. (CD1 31, SB p23)
3. Pupils listen and say. (CD1 31, SB p23)
LESSON DEVELOPMENT 4. Pupils ask and answer. (SB p23)
5. Pupils follow the lines. Write the words. (WB p23)
6. Pupils read and match. Write numbers. (WB p23)
POST LESSON 7. Pupils review new language from the lesson.
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
DAILY LESSON PLAN
CEFR
LESSON 50 (Language Arts 10)
MAIN SKILLS Language Arts
TOPIC Let’s Play!
MAIN SKILL
Language Arts
5.2 Express personal responses to literary texts
CONTENT STANDARD
COMPLEMENTARY SKILL
Listening
MAIN SKILL
Language Arts
5.2.1 Name people, things or places of interest in illustrations accompanying texts
LEARNING STANDARD
COMPLEMENTARY SKILL
Listening
1.2.3 Understand with a high degree of support very short simple narratives
1. Name people, things or places of interest in illustrations accompanying texts
LEARNING OBJECTIVES
1. Understand with a high degree of support very short simple narratives
PRE LESSON 1. Pupils read simple story.
2. Pupils name people, things or places of interest in illustrations accompanying texts.
LESSON DEVELOPMENT 3. Pupils complete task.
POST LESSON 4. Pupils share their story with classmate.

Short story
http://www.topmarks.co.uk/Interactive.aspx?cat=45
TEACHING AIDS
https://www.education.com/stories/
http://primaryhomeworkhelp.co.uk/interactive/onlinestory.htm
Awareness
21st CENTURY SKILLS

REFLECTION
FOLLOW-UP ACTIONS

Meeting Course
23.3.2019 – 31.3.2019

Lesson 41 - 50

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Lesson 41 - 50

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DAILY LESSON PLAN

21st CENTURY TEACHING

1. Understand short supported questions

PRE LESSON 1. Task 10: Say what’s missing

2. Draw 4 columns on the board.

POST LESSON 17. Task 9 Read your friend’s mind.

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

1. Understand short basic supported classroom instructions

POST LESSON 7. Post lesson task 5: Remember it, say it

TEACHING AIDS Classroom objects

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

1. Spell familiar high frequency words accurately

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

1. Spell familiar high frequency words accurately

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

1. Demonstrate appreciation through non-verbal responses

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

POST LESSON 4. Pupils share their story with classmate.

ASSESSMENT AND EVALUATION

TEACHING AND LEARNING ACTIVITIES ARE POSTPONED BECAUSE:-

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