DAILY LESSON PLAN

DATE: CLASS: L1 TEACHER / TA:

DAY: UNIT: 2- Family UNIT LETTER: Dd

CLASS TYPE: CONSOLIDATION 3

VOCABULARY: New Language: Mommy, Daddy, Grandpa, look, a box, here is

Key sentences: Hello Pingu/Pinga.
Hi Pingu/Pinga.
Bye-bye Pingu/Pinga.
Where is Pingu/Pinga? – Here is Pingu/Pinga.
Language Reviewed: Pingu, Pinga, Hello, Hi, Where is?, Bye-bye

LEARNING OBJECTIVES: To consolidate the language from the unit, to practice recognizing and using it in
different contexts.
To practice holding a pen correctly and to develop motor control through arts and
crafts.

ACTIVITIES: TIMING: DETAILS:

WARM UP: 15 minutes 1. Greetings: Say Hello + [name] to each child when they come into class.
Encourage them to say Hello + [name] to the other children when they come
in. You could have the Hello Song playing as they come in to create a
welcoming atmosphere. Give them time to settle.

2. The teacher uses a Pingu or Pinga hand puppet to ask each student
questions one by one.
Functional language: Q: What’s your name?     A: My name is …
                                    Q: How old are you?        A: I am … years old.
                                    Q: Where are you from?  A: I’m from …

3. The T.A. writes the children’s names on the board and gives each one a star
for sitting nicely while the teacher goes through the Class Rules with the
children.
4. Song time: Everyone makes a circle and sings the song for Unit 1. The
children who participate receive 2 stars.

LANGUAGE 5 minutes The teacher revises the flashcards for the unit with the children, and goes through
REVIEW: them one by one. The teacher explains the meaning of each flashcard and/or mimes
it, and ensures that each child understands what the word means. The teacher
encourages the children to repeat the words after them.

GAME TIME 1: 5 minutes Game objectives: Test students’ knowledge of the flashcards and to see how fast
their reaction is to the bomb.

Bomb game:
This game involves the whole class at a time. The teacher should have the flashcards
as well as the Bomb flashcard ready. The teacher sits in front of the students and
shows the flashcards one-by-one. The students have to say the correct key words. At
some point, the teacher shows the BOMB flashcard and shouts “BOOM!!!”. The
children need to assume the “brace” position until the teacher puts the bomb
flashcard away.

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ACTIVITY BOOK: 10 minutes Children need Green Activity Book 1, felt tips or pencils and erasers.
All activities are designed to review new language from the unit and to practice motor
control
and many tasks suggest that children ‘say’ words in English as they complete them.
Check children are holding their pencils correctly and that they are working from left
to right.
If children get frustrated, encourage them to erase and try again.
The times given below are variable, some children may need more time than others.

4 Match. [4 minutes] [Activity Book 1 page 13]

This is the first time they have drawn horizontal and vertical lines without tracing, so
praise
their efforts. They can erase and try again if they want to improve their line drawing.
1. Children draw lines to connect the same character. An example is already shown.
2. Encourage children to say the names of the characters as they draw the lines.

5 Connect and color. [6 minutes] [Activity Book 1 page 14]

1. Children draw lines to connect the two halves of the same character.
2. Encourage children to say Look. Here is [Mommy] as they connect the pictures.
3. Children color the pictures on the right. Encourage them to choose the same colors
as the
pictures on the left.

BREAK / SNACK: 10 minutes The teacher chooses a child who has been working hard so far to choose a video or
song to watch on youtube. The T.A. hands out snacks to the children and offers
water

LETTER FUN: 15 minutes Introduction (5’)

Introduce the letter card Dd, explain this letter is Dd. Show the capital ‘D’ and say the
letter name; show the lower case ‘d’ and say the letter sound and have the children
repeat. Hide the flashcard behind your back and have the children say the correct
name or sound as you reveal the flashcard. Speed this up to try and trick them. Ask
the children “what begins with Dd?” Show the flashcard for daddy and say “d, d,
daddy” have the children repeat.
Activity (5’)
Have one student play as daddy (or hold the figurine). Using the flashcards from the
letters learned so far show the flashcards one by one students say the words to
review. When they see the daddy flashcard they run to daddy and give him a
hi-five/say hello.
Writing (5’)
Adult models on the board how to write the letter ‘Dd’ on the whiteboard showing
good pencil grip and where to start and end. *The singing Walrus video is good to
change up this activity. The children practice using their finger in the air. Children will
then sit at the desk and complete the writing worksheet. Support children with poor
pencil grip by providing whiteboards, drawing larger letters or using modeling clay.

CRAFT TIME: 20 minutes Make Finger Puppets

There are templates for the finger puppets in the supplementary pdfs.
To make the finger puppets, you will need scissors and sticky tape or glue sticks.

1. Cut out the puppet shapes.

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Some children may not be able to cut yet, so you will need to help cut out
the shapes or prepare them in advance.
2. Glue the puppets as shown.
Most children should be able to use a glue stick at this stage. Go round and
help them do
this.
3. They then use the finger puppets to practice some of the language from the
unit.
Ask them to play with one finger puppet at a time.
Put one finger puppet on one finger – whichever finger they are most
comfortable with.
They fold down the finger with the puppet and cover the hand with the other
hand.
They ask Where is Daddy?
And then reveal the puppet saying Here is Daddy.
Repeat with the other character finger puppets.
Play the game with them at first, until they get used to the language.
They should keep their finger puppets and play the game at home for more practice.

CLOSE / WRAP 5 minutes 1. The students sit back down and are called one by one to receive a sticker.
UP: The student with the most stars is called first, and so on.

2. The class sing a goodbye song together. The teacher says ‘goodbye’ to the
students, and the students say ‘goodbye, Teacher.’

3. The teacher tells the students that they can line up, and the T.A. and teacher
make sure that the children have any personal belongings before they go.

DIFFERENTIATION: (what you are going to teach to cater for different learning abilities)

L/A:

M/A:

H/A:

SUPPORT:

MATERIALS:

1 L1 DVD 1 6 Activity books and pencils

2 L1 U2 Flashcards 7 Finger puppets printout (x1 per student)

3 Pingu hand puppet 8 Scissors (1 per student)

4 Whiteboard marker 9 Sticky tape or glue sticks

5 Bomb Flashcard 10 Letter D Flashcards and Letter D worksheets

PLENARY: (how are you going to achieve your Arrive on time, and ensure that my lessons, materials and
L.O’s) classroom are ready.
Show passion for learning.

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DAILY LESSON PLAN

Encourage the students to participate in the class.

Show flash cards and the DVD, and encourage the children to
repeat the words after the teacher.
During the language review use flash cards, DVD repetition and
Karaoke.
Use hand signals and mime to ensure student comprehension.
Encourage peer instruction.