Lesson Plan Unit 2

Institution : LKP Yayasan Bina Ilmu Bali

Course Program : English
Level : 1st Grade (Young Learner)
Competency Standards :
Reading:
- Reading proficiently at grade level and having the ability to decode and recognize
increasingly complex words accurately.
- Comprehending short text and reading aloud
- Increasing the student’s academic and content-specific vocabulary by reading a variety of
literature and informational text.

Speaking/ Listening:
- Developing speaking/listening skills as he/she is engaged with peers and adults in
collaborative conversations that provide additional opportunities to express ideas and
experiences.
- Understanding the sound of language, pronouncing words / spoken utterances
- Expressing the ideas, feeling, and information through self-introduction, greetings, and
recognizing the objects.

Writing
- Writing simple pieces
- Writing text by tracing, imitating, completing, and copying.

Basic Competence:
- Reading proficiently at grade level and having the ability to decode and recognize
increasingly simple words accurately.
- Increasing the student’s academic and content-specific vocabulary by reading a variety of
literature and informational text.
- Developing speaking/listening skills to express ideas and experiences.
- Writing simple pieces based on the growing knowledge.
- Rewriting simple words correctly.
- Completing simple sentences properly

Indicator :
- Participates in collaborative conversations with diverse partners.
- Asks and answers questions in key details.
- Gives response by repeating words about school supplies from teacher or CD.
- Says words with correct pronunciation.
- Identifies information in the simple text and descriptive text
- Rewrites and matches words with pictures properly..

Time Allocation: 3 x 60 Minutes

A. Goal
- Students are able to respond by repeating words or sentences that they hear either from
teacher or CD.
- Students are able to respond by repeating words or sentences with correct pronunciation.
- Students are able to reproduce questions and respond to questions with proper pronunciation
and intonation.
- Students are able to identify information in the simple sentences and in descriptive text.
- Students are able to rewrite and match pictures correctly.
- Students are able to complete sentences with correct words.

B. National Character Traits and Values

- Looking after your things for school
- Sharing your toys
- Making friends at school
- Giving things to your friends
- Keeping fit
- Playing with your friends
- Loving your town
- Being kind to animals
- Wearing clean clothes
- Eating good food
- Playing outside in the sun
- Using your time well

C. Teaching Method
- Students point to the words as they listen to the audio track from the Classroom Presentation
Tool
- Students match the sound with the written word
- Students altogether repeat new words that they hear from the audio track from the Classroom
Presentation Tool
- Each student should repeat the new words loudly
- Students work in pairs having each other point to a photo and say the word of that photo
- Students take turns to point and say until all the words have been practiced

D. Planned Activities
- Responding to the school supply theme-related photo
- Vocabulary session
- Grammar session
- Reading informational texts appropriate for Level 1 with discussion sessions.
- Games
- Phonics session
- Watching a video about classrooms in other countries

E. Materials
- Identifying names of toys
Examples: ball, bat, doll, game, kite, plane, teddy, train
- Expressing the possessive adjectives through sentences
Example: This is my ball
Is this your doll?
- Asking questions using possessive adjectives
Examples:
A: Is this your marble? A: Is this your kite?
B: No, it isn’t. B: Yes, it is
- Listening to and singing a song about playing a game
- Phonics e, f, g, h
- Watching a video about toys in other countries

F. Steps of Learning Activities:

Meeting I

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures
to give an idea of the unit being
discussed.
 Teacher asks to the students about
pictures that he/she has shown.
 Play TR: 20 and point to the photos one Resources: Audio
at a time as you hear the words. Tracks 20–21,
 Play TR: 20 again. Hold up the Classroom
Student’s Book and model pointing to Presentation Tool,
the photos as you hear the words. Ask Flashcards 34–41,
students to point to the words as they Workbook page 14,
listen. Workbook Audio
 Play TR: 21 pausing after the first word Track 8, Online
to model repeating for students.
Continue with TR: 21 asking students Practice Materials: a
to repeat the words as a class. piece of coloured
 Show students the ball flashcard and paper
ask Is it a plane? (No, it isn’t.) Is it a
ball? (Yes, it is.) Put students into pairs
to continue the activity.
 Play TR: 22. Ask students to clap to the Resources: Audio
rhythm. Divide students into two Tracks 22–23,
groups A and B. Hold up the Student’s Classroom
Book and point to the purple lines. Presentation Tool,
 Play TR: 23. Tell students to listen and Flashcards 34–41,
read. Play TR: 23 again and ask Workbook page 15,
students to repeat the sentences as a Workbook Audio
class. Track 9, Online
 Students do the worksheet on
workbook. Practice Materials:
 Ask students to draw a cricket bat in the sticky tack, a brown
second box. Ask students to complete paper or thick plastic
the third item on their own. Then, invite bag for each group of
three volunteers to draw their pictures students, different
on the board and say the sentences toys and classroom
aloud. objects for each group
of students
  Tell students to open their books to Resources: Audio
page 20. Read the instructions aloud. Tracks 24–25,
Play TR: 24 and ask students to listen Classroom
and repeat the words. Presentation Tool,
 Play TR: 25. Ask students to listen to Flashcards 34–44,
and read the whole text. Ask questions Workbook page 16,
about the text. Workbook Audio
 Students do the workbook matching Track 10, Online
activity. Invite a volunteer to read the
first part of sentence 2 and suggest the Practice Materials:
correct answer. Then ask students to different-coloured
complete the activity in pairs. When glass marbles,
they’ve finished, write the sentences on coloured paper
the board for them to check their work.

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Write the numbers 1–8 on the board. Point Flashcards
to 1, hold up one of the flashcards and say
This is my favourite toy. This is 1. Then
point to 2, hold up another flashcard and say
This is 2. Do the same with the other
flashcards. Ask students to classify the eight
toys in order from the one they like best to
the one they like least
Ask students to draw something that belongs Drawing paper
to them. Then ask them to take turns to hold
up their drawing and tell the class what they
have drawn, saying, for example, This is
my book .
Play a memory game. Say Close your books. Textbook
Ask students to say words from the text and
write them on the board. See if students can
say ten words. Tell students to open their
books and read the text on page 20 to check
that the words on the board are in the text.

Meeting II

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures
to give an idea of the unit being
 discussed.
 Teacher asks to the students about
pictures that he/she has shown.
 Play TR: 26. Ask students to listen and Resources: Audio
read. Play TR: 26 again and ask Track 26, Classroom
students to repeat the questions and Presentation Tool,
answers, first as a class and then Flashcards 20–27,
individually. Workbook page 17,
 Ask students to complete the activity in Workbook Audio
pairs. Review answers as a class. Track 11, Online
 Put students into groups of three or four
and give each group a box. Tell each Practice Materials: a
student to choose an object of his/her box for each group of
own and put it into the box. Without students, three pieces
looking, ask students to take turns of plain paper for
taking something out of the box and each student
asking a classmate.
 Play TR: 27. Ask students to listen and Resources: Audio
follow in their books. Tracks 27–30,
 Play TR: 28. Get a clapping or tapping Classroom
rhythm going to accompany the song. Presentation Tool,
Encourage students to sing along to the Flashcards 34–41,
chorus. Workbook page 19,
 Play TR: 28 again for students to sing. Online Practice
Then play TR: 29, the instrumental
version of the song. Tell students to Materials: sticky tack,
sing again. a bat, a ball, videos or
 Play TR: 30. Ask students to sing their photos of games using
sections of the song and do the actions. a bat and ball
Pause after each line to model the (optional)
action and ask students to copy. • Play
TR: 30 again. Ask students to sing their
sections of the song and do the actions.

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Tell students to close their books. Copy the Notebook
questions and answers from Exercise 1 onto
the board. Divide students into two groups
A and B. Explain that students in Group A
are going to ask the questions and students
in Group B are going to answer.
Ask students to choose a toy from Lesson 1. Notebook
Then put students into pairs. Ask them to
say the word they have chosen and make
sure each pair has got two different words
Meeting III

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures to
give an idea of the unit being discussed.
 Teacher asks to the students about
pictures that he/she has shown.
 Play TR: 31 pointing to each photo and Resources: Audio
word as students hear it. Play TR: 31 Tracks 31–33,
again. Read the instructions aloud. Ask Classroom
students to repeat each word. Presentation Tool,
 Play TR: 32. Pause after the first line of Graphic Organizer: 4
the chant. Ask What sound can we x 4 Matrix, Flashcards
hear: /e/, /f/, /g/ or /h/? When students 45–48, Workbook
answer /e/, say Yes, we can hear /e/. page 18, Workbook
Continue playing TR: 32 pausing at the Audio Track 12,
end of each line and repeating the Online Practice
question. Ask students to answer the
question and circle each time.
 Play TR: 32 again. This time ask students
to read and chant
 Play TR: 33 all the way through. Play
TR: 33 again pausing after item 1.
 Ask students to write the letter in their
books. Continue playing the audio,
pausing each time to give students time
to write the letter.
 Play Video 2 all the way through. Ask Flashcards 20–27 and
students to match the three numbers and 34–41, Online
names at the top with the photos at the Practice
bottom and write the numbers in the
boxes. If you like, play Video 2 again for End-of-Unit
students to check their answers. Resources: Anthology
 Put students into pairs to ask and answer Story 1, Anthology
questions about their toys. The question Teaching Notes (page
they ask should require a no answer. Tell 136), Worksheet 1.2,
them to respond with No, it isn’t. It’s a Unit 2 Test, Exam
[train]. Ask students to swap partners and View Assessment
repeat the activity. Suite
 Tell students to work individually to
draw two toys. Make sure they draw one Materials: photos of
toy in each box. toys (from the
 When they’ve finished, ask students to Internet or
walk round with their books and show magazines), students’
their pictures to their classmates. Invite own toys (only toys
 them to say what toys they have drawn. from Lesson 1)

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Use the phonics flashcards to review the Flashcards
target sounds. Hold up each flashcard one at a
time and ask students to say the sound, the
word and the letter. Repeat the activity a few
times, changing the order each time and
speeding up so that students have to say the
words more and more quickly
Ask questions to find out how much students Video 2
remember about the video. If necessary, play
Video 2 again.

G. Source/Material/Tools:
- Student Book Level 1 Look
(Katherine Bilsborough, Steve Bilsborough, Elaine Boyd, Paul Dummet), Pages 17 – 24
- Workbook Level 1 Look
- Classroom Presentation Tool Level 1 Look
- Flashcards
- Exam View Assessment Suite
- Others: some toys, colored papers, sticky tack, a thick plastic bag, classroom objects, glass
marbles, a box, plain papers, a bat, a ball, a video showing a bat and a ball, photos of toys,
students’ toys

H. Assessment
 Interview
 Individual and group inquiry and research
 Test (spoken or written)
 Teacher observation checklists

Key Performances
Assesment Instrument Examples of instrument
Indicators
 Participates in Spoken test Gives response by Listen to the question and
collaborative answering questions answer.
conversations with Teacher: “Is this your
diverse partners. marble?”
 Asks and answers Students “Yes, it is / No, it
questions in key isn’t”
details. Teacher: “Is this your doll?”
 Gives response by Students: “No, it isn’t”
repeating words about Teacher: “Is this your kite?”
school supplies from Students: “Yes, it is!”
teacher or CD.
 Says words with Students work in pairs, do the
correct pronunciation. Performance conversation
 Identifies information Practice Teacher: “listen to the audio
in the simple text and Writes the number and put the correct number in
descriptive text Written test the box under the picture”.
 Rewrites and matches
words with pictures
properly.

Assessment’s Form
a. The result of Discussion
No. Aspect Criteria Score
1. Concept * all correct 4
* most of them correct 3
* most of them wrong 2
* all wrong 1

b. Performance
No. Aspect Criteria Score
1. Knowledge * knowledgeable 4
* developing 2
* prior knowledge 1

2. Practice * active 4
* sometime active 2
* inactive 1

3. Attitude * excellent 4
* good 2
* needs improvement 1

c. Assessment sheet
Performance Total
No Student’s Name Mark
Knowledge Practice Attitude score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Note:
Mark: ([(total score: total aspects) x10]/4 )/4
Student will get remedial if his/her score is below KKM.

Mengetahui, Denpasar, 30 Desember 2020

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