Pet Show (Lesson 79-116)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 1

Week Choose an item. Date Click here to enter a date. Day Choose an item.
Class Time Attendance
World of
Lesson Lesson: 79 (Listening 16) Topic Topic: Pet Show Theme
Knowledge
Skills Main: Listening Complementary: Speaking

1.2 Understand meaning in a variety of 2.1 Communicate simple information intelligibly
Content Standard
familiar contexts
1.2.1 Understand with support the main idea 2.1.5 Name or describe objects using suitable
Learning Standard
of very simple phrases and sentences words from word sets
By the end of the lesson, pupils will be able to:
Objectives: 1. Understand with support the main idea of 1. Name or describe objects using suitable words
very simple phrases and sentences from word sets
Pupils will be assessed on their ability to:
Success Criteria
1. Listen and say the words correctly.
(Assessment)
2. Say the words correctly.
TEACHING AND LEARNING ACTIVITIES

Pre Lesson Lesson Development Post Lesson
1. Pupils activate vocabulary. 2. Pupils present animals. 7. Pupils review key language from the
3. Pupils listen and look. Then listen and lesson.
say the words. (CD1 47, SB p34)
4. Pupils listen and chant. (CD1 48, SB
p34)
5. Pupils look and write the words. (WB
p34)
6. Pupils write and draw. (WB p34)
Laptop /
Teaching Aids Handphone / Activity book Worksheet
Speaker
EDUCATIONAL EMPHASES
Animal vocabulary: elephant,
Higher Order Thinking Skills
Language / Grammar Focus rat, lizard, frog, spider, duck,
(HOTS)
Application
dog, cat, pet show
Teaching and Learning
Strategies
Values and Citizenship 21st Century Skills Team Player
Information and 21st Century Classroom
Cross - Curricular Elements Communications Teaching and Learning Choose an item.
Technology Activities
ASSESSMENT AND EVALUATION

Project Story Telling Quiz Games
Role Play Individual / Pair / Group Work Observation Worksheet
REFLECTION / IMPACT / REMARKS

Main Skill Follow-up Actions
The number that achieved the stipulated skill is:___
Non-achievers were given extra guidance / enrichments / Remedial
consolidation by teacher.
Reinforcement
Complementary Skill
Non-achievers were given extra guidance / enrichments / Enrichment
Choose an
The lesson was carried out successfully.
item.
Choose an The lesson was postponed due to Choose an item.
DAILY LESSON PLAN
Lesson: 80 (Language World of
Lesson Topic Topic: Pet Show Theme
Arts 16) Knowledge
Skills Main: Language Arts Complementary: Writing

5.3 Express an imaginative response to 4.2 Communicate basic information intelligibly for a
Content Standard
literary texts range of purposes in print and digital media
5.3.1 Respond imaginatively and intelligibly 4.2.4 Name or describe objects using suitable
Learning Standard
through creating simple art and craft products words from word sets
Objectives: 1. Respond imaginatively and intelligibly 1. Name or describe objects using suitable words
through creating simple art and craft products from word sets
Success Criteria
1. Draw a picture related to their favourite item.
(Assessment)
2. Write at least a sentence about their toy correctly.

1. Pre-lesson task 10 with the song on 2. Elicit key language e.g. My 5. Ask pupils to share their texts with
p24 favourite toy’s my.... My favourite their classmates and to read what they
number’s…. and write this on the have written.
board. Add also My favourite
colour’s
3. Ask pupils to draw a picture related
to their favourite thing.
4. Tell them to write about it using the
language support on the board to
show what they have learned (e.g.
My favourite toy’s my long, blue
train).
Teaching Aids Choose an item. Choose an item. Choose an item.
Complete review of Unit 2 Higher Order Thinking Skills
Language / Grammar Focus
Superminds 1 (HOTS)
Application
Strategies
Cross - Curricular Elements Communications Teaching and Learning Role Play


Remedial
Non-achievers were given extra guidance / enrichments /
consolidation by teacher. Reinforcement
Enrichment
Complementary Skill
Choose an
item.
Choose an
The lesson was postponed due to Choose an item.
item.
DAILY LESSON PLAN

World of
Knowledge
Skills Main: Writing Complementary: Reading

4.3 Communicate with appropriate language 3.2 Understand a variety of linear and non-linear
Content Standard form and style for a range of purposes in print print and digital texts by using appropriate reading
and digital media strategies
4.3.1 Use capital letters appropriately in 3.2.2 Understand specific information and details of
Learning Standard
personal and place names very simple phrases and sentences
Objectives: 1. Use capital letters appropriately in personal 1. Understand specific information and details of
and place names very simple phrases and sentences
Success Criteria Pupils will be assessed on their ability to:
(Assessment) 1. Write the animal

1. Pre-lesson task 10: Say what’s 2. Put the grid on the next page on the
missing board. Use your own pictures for 11. Post-lesson task 4: Correct the error
the images of animals.
3. Tell pupils to copy the grid.
4. Ask them to tick () 3 boxes secretly
(e.g. a small frog, an old elephant,
a beautiful cat) and to cover their
picture.
5. Explain that pupils have to guess a
classmate‘s 3 descriptions by
saying them.
6. Demonstrate with 2 pupils how to
play the game Pupil A says, e.g. A
big spider, and marks this square in
their grid to signal that they have
used this choice. Pupil B says yes
or no, depending on whether the
guess matches one of the 3 ticks in
their grid.
7. Pupil B now guesses in the same
way as Pupil A.
8. Divide pupils into pairs or small
groups and ask them to play the
game.
9. Fast finishers can add extra ticks
and continue.
10. Stop when most, but not all pupils
have finished.
Teaching Aids Choose an item. Pictures Choose an item.
Recycled language from
Language / Grammar Focus lesson 79: animal vocabulary
(HOTS)
Application
Adjectives, a/an
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Lesson Lesson: 82 (Speaking 17) Topic Topic: Pet Show Theme
Knowledge
Skills Main: Speaking Complementary: Speaking

2.1 Communicate simple information 2.1 Communicate simple information intelligibly
Content Standard
intelligibly
2.1.2 Find out about very basic personal 2.1.3 Express basic likes and dislikes
Learning Standard
information using fixed phrases
Objectives: 1. Find out about very basic personal
1. Express basic likes and dislikes
Success Criteria
1. State an item that is related to the colour given correctly.
(Assessment)
2. State their favourite animal.

1. Show pupils a finished snapdragon: 2. Choose a pupil and tell him/her to 11. When they are ready, tell pupils to
the outside should have 4 colours say a colour. The pupil chooses play the game with their
on it, the inside 8 numbers 1 - 8 one of the colours on the classmates.
and the very inside 4 questions snapdragon and says it.
What’s your favourite animal / 3. If they say green, for example, ask
number / toy / colour? the pupil to say something green in
the classroom.
4. Open the snapdragon and ask the
pupil to say a number.
5. Count the number together with the
pupil and open and shut the
snapdragon the same number of
times as the number the pupil tells
you.
6. Ask the pupil to choose another
number.
7. Now open the snapdragon and ask
the pupil the question on the inside
(e.g. What’s your favourite
animal?): the pupil answers.
8. Give every pupil a piece of square
paper.
9. Give instructions how to make a
snapdragon: they make it with you.
It’s important that they follow you
step by step.
10. Tell pupils to draw colours on the
outside, numbers on the inside and
4 questions on the inside.
Teaching Aids Choose an item. Internet Choose an item.
Language / Grammar Focus lesson 79: animal vocabulary
(HOTS)
Application
What’s your favourite …?
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Lesson Lesson: 83 (Reading 17) Topic Topic: Pet Show Theme
Knowledge
Skills Main: Reading Complementary: Reading

3.1 Recognize words in linear and non-linear 3.3 Read independently for information and
Content Standard
enjoyment
3.1.3 Blend phonemes (CVC, CCVC) 3.3.1 Read and enjoy simple print and digital
Learning Standard
games at word level
Objectives:
1. Blend phonemes (CVC, CCVC)
Success Criteria
1. Read the animals from the word snake correctly.
(Assessment)
2. Read the text about pets.

1. Task 4 for animal vocabulary 2. Review spelling of animal 7. Task 11 perhaps about pets or a
vocabulary by writing gapped words trip to the zoo
on the board. E.g. s_ider
3. Draw a word snake or word
sausage on the board with the
names of animals hidden inside it,
e.g.
bdogseeratxtelephantthedflizrdnmc
atuh
4. Pupils read it, and tell each other
the 5 animals in it, and then tell
you.(dog, rat, elephant, lizard, cat)
5. Pupils work in pairs to create and
their own word snake/sausage
puzzles.
6. Pupils swap puzzles with another
pair, who solve the puzzle.
Teaching Aids Flashcards Choose an item. Choose an item.
Recycled language from Higher Order Thinking Skills
lesson 79: animal vocabulary (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Lesson Lesson: 84 (Writing 17) Topic Topic: Pet Show Theme
Knowledge
Skills Main: Writing Complementary: Writing

4.2 Communicate basic information intelligibly 4.3 Communicate with appropriate language form
Content Standard for a range of purposes in print and digital and style for a range of purposes in print and digital
media media
4.2.3 Express basic likes and dislikes 4.3.1 Use capital letters appropriately in personal
Learning Standard
and place names
Objectives: 1. Express basic likes and dislikes 1. Use capital letters appropriately in personal and
place names
Success Criteria
1. Write a sentence on a person’s favourite animal correctly.
(Assessment)
2. Write their peer’s name using capital letters correctly.

1. Task 1 2. Review animal vocabulary by 10. Task 11
playing a mime game. You say a
word and pupils mime the animal.
3. After miming, ask pupils to tell you
the animals they mimed in the
correct order. Elicit the spellings
and write them on the board,
perhaps next to a flashcard.
4. Hold up a flashcard of an animal.
Tell pupils that it is your favourite
one. They should say ‘(your
name)’s favourite animal is a xxx.’
5. Tell the pupils that that was just an
example. Now hold up another
flashcard and ask pupils to write the
sentence: ‘(Your names)’s favourite
animal is a…’
6. Check by asking a pupil to write the
sentence on the board.
7. Repeat 2 or 3 times.
8. Pupils continue the game in groups,
with a different pupil choosing the
flashcard each time.
9. Ask some pupils to read their
sentences to the class.
Language / Grammar Focus lesson 34: animal vocabulary,
(HOTS)
Application
…’s favourite animal is a …
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 17) Knowledge
Skills Main: Language Arts Complementary: Speaking

5.3 Express an imaginative response to 2.1 Communicate simple information intelligibly
Content Standard
literary texts
5.3.1 Respond imaginatively and intelligibly 2.1.5 Name or describe objects using suitable
Learning Standard
through creating simple art and craft words from word sets
Objectives: 1. Respond imaginatively and intelligibly 1. Name or describe objects using suitable words
through creating simple art and craft products from word sets
Success Criteria
1. Draw a picture of their animals on each card.
(Assessment)
2. Name the animal based on the cards they have chosen.

1. Play a mime game to review animal 2. Play a game to review spelling of 10. Task 7
vocabulary – teacher says a word, the eight words from p.34 of the
pupils pretend to be the animal. textbook. For example, pre-lesson
Similar to Lesson 84, but this time tasks 1 or 6. Leave the words
ask a pupil to write the name of the written on the board. (You could
animal on the board. write a short sentence, e.g. It’s a
xxx.)
3. Using flashcards, ask pupils to
match the words to the pictures on
the flashcards. Leave these on the
board.
4. Pupils work in groups of four. Each
pupil should choose two of the eight
animals. Give out a sheet of card to
each pupil and ask them to cut it
into four equal parts (cards), the
size of a credit card.
5. Ask each pupil to take two of their
smaller cards and tell them to write
the name of the animal, one on
each card in big and neat writing.
6. Now ask pupils to draw a picture of
their animal, one on each of the
remaining cards.
7. Assign a group leader to each
group. This pupil should check then
collect together all the cards from
their group. The group can count
them together, there should be 16
cards (8 words, 7 corresponding
pictures).
8. Use a group to model the activity
for the whole class – this is a
pelmanism or matching game
(where all cards are placed face-
down on the table. In turns, pupils
turn over cards, saying ‘it’s a …’ as
they do so. They should try to find a
pair (word + picture). They keep a
pair they find. If not a pair, they turn
the cards back over, taking care not
to move them out of position. Then
it is the next player’s turn, and so
on. The winner is the player with
the most pairs).
9. The pupils could play the game a
few times and/or change groups.
Animal vocabulary from Higher Order Thinking Skills
Superminds p.34 (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge

Content Standard
contexts
1.2.2 Understand with support specific 2.1.5 Name or describe objects using suitable
Learning Standard information and details of very simple phrases words from word sets
and sentences
1. Understand with support specific 1. Name or describe objects using suitable words
Objectives:
information and details of very simple phrases from word sets
and sentences
Success Criteria
1. Listen and stick the pictures correctly.
(Assessment)
2. Name the animal correctly in the descriptions game.

1. Pupils review animal vocabulary. 2. Pupils listen, read and stick. (CD1 7. Pupils review new language from the
49, SB p25) lesson.
3. Pupils listen and say. (CD1 50, SB
p35)
4. Pupils play the descriptions game.
(SB p35)
5. Pupils look and tick the box. (WB
p35)
6. Pupils read and draw (WB p35)
Laptop /
Speaker
Prepositions of place: in, on, Higher Order Thinking Skills
under (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge
Skills Main: Speaking Complementary: Listening

2.1 Communicate simple information 1.1 Recognize and reproduce target language
Content Standard
intelligibly sounds
2.1.5 Name or describe objects using suitable 1.1.1 Recognize and reproduce with support a
Learning Standard words from word sets limited range of high frequency target language
phonemes
Objectives: 1. Name or describe objects using suitable 1. Recognize and reproduce with support a limited
words from word sets range of high frequency target language phonemes
Success Criteria
1. State the animals in the picture.
(Assessment)
2. Match the pictures with the words correctly.

1. Pupils review animals. 2. Pupils listen and sing. (CD1 51, 52, 4. Pupils review key language from the
SB p36) lesson.
3. Pupils match the pictures with the
words. (WB p36)
Laptop /
Teaching Aids Handphone / Activity book Work book
Speaker
Plural animal nouns (e.g.
dogs, spiders, rats) Higher Order Thinking Skills
Recycled animals, colours, (HOTS)
Application
prepositions
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge
Skills Main: Reading Complementary: Speaking

3.2 Understand a variety of linear and non- 2.1 Communicate simple information intelligibly
Content Standard linear print and digital texts by using
appropriate reading strategies
3.2.2 Understand specific information and 2.1.3 Express basic likes and dislikes
Learning Standard
details of very simple phrases and sentences
Objectives: 1. Understand specific information and details
1. Express basic likes and dislikes
of very simple phrases and sentences
Success Criteria
1. Read and tick at least 3 out of 5 boxes correctly according to the text.
(Assessment)
2. Talk about their likes and dislikes in pairs.
1. Task 6 using animal vocabulary 2. Review animal vocabulary if 9. Task 12
necessary. Play pelmanism using
the cards pupils made in Lesson
85.
3. Show the pictures of the children
and tell the pupils their names (as
on worksheet). Put the pictures on
the board and write their name
under them.
4. Give out worksheet (or write the
table on the board, asking pupils to
copy it into their exercise books).
5. Ask pupils to read the sentences
about the children in the pictures.
They should read and put a tick or
cross (or write yes or no) in the
table depending if the child likes or
dislikes the animal.
6. Have pupils check their answers
with a partner before checking with
the whole class.
7. Ask pupils to write their own name
under the names in the table and
put ticks or crosses in the table for
their own likes and dislikes.
8. Pupils tell their partner what they
like and dislike before some pupils
tell the class.
Teaching Aids Worksheet Pictures Flashcards
Recycled topic vocabulary
Language / Grammar Focus and other Year 1 vocabulary
(HOTS)
Application
as appropriate
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge

4.2 Communicate basic information intelligibly 4.3 Communicate with appropriate language form
Content Standard for a range of purposes in print and digital and style for a range of purposes in print and digital
media media
4.2.5 Connect words and proper names using 4.3.3 Plan and write words and phrases
Learning Standard
‘and’
Objectives: By the end of the lesson, pupils will be able to:
1. Connect words and proper names using 1. Plan and write words and phrases
‘and’
(Assessment) 1. Write a sentence using the word ‘and’ correctly.

1. Task 5 2. Review some classroom objects by 10. Task 3
playing a game where you tell
pupils to, for example, ‘show me
your book/pencil’ etc. Pupils find
and hold up the object.
3. Next, extend the game to: ‘Put your
book on your desk. Put your pencil
in your book’. And so on.
4. Ask a few pupils to be the teacher.
and to give instructions like these to
their classmates.
5. Draw a picture of 4 animals, on and
under classroom objects on the
board. Write 2 false sentences
about them using and (e.g. The frog
is on the desk and the lizard is in
the pencil case, the rat is under the
bag and the spider is on the book)
Ask pupils to read the sentences
and orally correct the false
information.
6. Pupils draw a similar (or more
basic) picture in their exercise
books and write a similar false
sentence.
7. Pupils swap their exercise books
with a partner and correct each
other’s false sentences in writing.
8. Pupils talk together about the
mistakes to check the answers.
9. Pupils write a correct sentence
under their picture.
Laptop /
Speaker
Recycled animal vocabulary
Language / Grammar Focus and prepositions from topic 3
(HOTS)
Application
(Pet Show)
Strategies


The number that achieved the stipulated skill is:___ Remedial
Non-achievers were given extra guidance / enrichments /
consolidation by teacher. Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

Arts 18) Knowledge
Skills Main: Language Arts Complementary: Language Arts
5.1 Enjoy and appreciate rhymes, poems and 5.1 Enjoy and appreciate rhymes, poems and
Content Standard
songs songs
5.1.1 Demonstrate appreciation through non- 5.1.2 Say the words in simple texts, and sing
verbal responses to simple songs with intelligible pronunciation, rhythm
i) simple chants and raps and intonation
Learning Standard
ii) simple rhymes i) simple chants and raps
iii) simple action songs ii) simple rhymes
iii) simple action songs
1. Demonstrate appreciation through non- 1. Say the words in simple texts, and sing simple
Objectives:
verbal responses songs with intelligible pronunciation, rhythm and
intonation
Success Criteria
1. Sing a song about animals.
(Assessment)
2. Sing the song with intelligible pronunciation, rhythm and intonation.

1. Pupils review vocabulary. 2. Pupils sing a song. 4. Ask pupils to share their song with
3. Pupils say the words in simple texts, their classmate.
and sing simple songs with intelligible
pronunciation, rhythm and intonation
Teaching Aids Internet Choose an item. Choose an item.
Animal vocabulary of your Higher Order Thinking Skills
choice (review or extend) (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge
Skills Main: Listening Complementary: Listening

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard
familiar contexts contexts
1.2.5 Understand short supported questions 1.2.2 Understand with support specific information
Learning Standard
and details of very simple phrases and sentences
Objectives: 1. Understand short supported questions 1. Understand with support specific information and
details of very simple phrases and sentences
Success Criteria
1. Listen and answer the questions about the animals correctly.
(Assessment)
2. Answer questions according to the audio correctly.

1. Pre-lesson task 6: Finger writing 2. Put real classroom objects on a 11. Post-lesson task 4: Correct the
(with preposition phrases such as table or pictures, drawings or a error
on the desk, in the bag) poster of classroom objects on the
board.
3. Tell pupils that a spider (The class
can give the spider a name if they
like) is hiding somewhere among
the objects/in the picture, and that
pupils have to find it.
4. Ask one pupil to come to the front
of the class, think of a place to hide
the spider. Ask him/her to write
down or whisper to you where the
spider is.
5. The class guess (e.g. Is it under the
desk?) until someone guesses
correctly. A new pupil then comes
to the front, and the game
continues.
6. Continue the game for one or two
rounds.
groups.
8. Give them a copy of the picture of
the classroom objects if you can. If
not, pupils can play the game using
the pictures or flashcards on the
wall.
9. Tell one pupil in each pair to write
down where the spider is hiding and
to cover this information. The other
pupil in the pair or pupils in the
group guess, as in step 5. They can
check their final correct guess
against what the first pupil has
written if necessary.
10. A new pupil hides the spider after a
correct guess, and the game
continues as in step 8.
Teaching Aids Pictures Choose an item. Choose an item.
Recycled topic language: Higher Order Thinking Skills
animals and prepositions (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge

2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
1.3.1 Predict words they will hear by using 1.2.4 Understand short basic supported classroom
Learning Standard
knowledge of a topic instructions
Objectives: 1. Name or describe objects using suitable 1. Understand short basic supported classroom
words from word sets instructions
Success Criteria
1. Ask at least 1 question about the classroom objects correctly.
(Assessment)
2. Bring the classroom item to the front of the class according to the instruction given.

1. Prepare a desk or table with a 3. Ask a pupil to come to the front of 12. Post-lesson task 4: Correct the
number of classroom objects, if the class and carry out an error
possible 2 or 3 at least of each instruction involving classroom
item. objects and prepositions (e.g. Put 3
2. Give pupils time to look and blue pencils under the desk, Put 2
remember the items. Pupils close pencil cases in the red bag).
their eyes and you move an item. 4. Continue for 4 or 5 rounds with a
Pupils tell you what the difference new pupil each time.
is. 5. Divide pupils into large groups of
about 6-8. Ask them to use their
own classroom objects to continue
the game. Make sure that pupils
take turns to give instructions.
6. Tell pupils that the focus will now
change to a new activity.
7. Hand out or draw the grid from the
next page of this scheme of work
on the board, and ask pupils to
copy it. Draw the grid on the next
page on the board, and ask pupils
to copy it.
8. Tell pupils that they will pretend to
hide a pencil in 3 places, and that
their friend must find the 3 places.
9. Pupils tick () 3 boxes in the grid,
and then work in pairs or small
groups to guess where their
partner’s classroom objects are.
10. They guess by asking questions
such as Is the pen under the
book/in the bag?
11. The game continues in the same
way as in lesson 81.
Language / Grammar Focus Recycled topic language: Higher Order Thinking Skills Application
prepositions, plural nouns (HOTS)
Imperative: Put…
Classroom vocabulary
Colours
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge
Skills Main: Reading Complementary: Writing

3.1 Recognize words in linear and non-linear 4.3 Communicate with appropriate language form
Content Standard texts by using knowledge of sounds of letters and style for a range of purposes in print and digital
media
Learning Standard 3.1.3 Blend phonemes (CVC, CCVC) 4.3.2 Spell familiar high frequency words accurately
Objectives:
1. Blend phonemes (CVC, CCVC) 1. Spell familiar high frequency words accurately
Success Criteria
1. Find the pair of the cards with same animal name.
(Assessment)
2. Spell the words of the animals given correctly on the pieces of cards.

1. Task 6 2. Invite volunteers to write 12 animal 9. Task 9
names on the board (8 from the
textbook on p.34, plus 4 new ones).
3. Put pupils in pairs, and make sure
that each pupil has 12 small pieces
of paper. Each pupil writes the
name of all 12 animals, one on
each piece of paper.
4. Ask pupils to put their cards face-up
on the desk.
5. Say a word and pupils take the
correct card, if they have it. The first
pupils to have taken all their cards
are the ‘winners’ and can become
teacher in the next round.
6. Play another round, where pupils
play the game in small groups.
7. Next, pupils put the papers face
down on their desk, mix them, and
take turns to turn 2 papers up. If
they get a matching pair, they take
them and keep them. If not, they
turn the papers back over. The
game continues until all animal
pairs have gone
8. When the game is finished, pupils
can play again, or make another
smaller set of other words of their
own choice.
Language / Grammar Focus Recycled animal vocabulary
(HOTS)
Application
Teaching and Learning Values and Citizenship 21st Century Skills Team Player
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge

4.3 Communicate with appropriate language 4.3 Communicate with appropriate language form
Content Standard form and style for a range of purposes in print and style for a range of purposes in print and digital
and digital media media
Learning Standard 4.3.3 Plan and write words and phrases 4.3.2 Spell familiar high frequency words accurately
Objectives:
1. Plan and write words and phrases 1. Spell familiar high frequency words accurately
Success Criteria
1. Write the sentences about animals in their exercise books correctly.
(Assessment)
2. Spell the animals correctly.

1. Task 4 2. Review animal vocabulary and 7. Task 10
prepositions by playing a game
such as miming or listening to
instructions. Choose a game that
your pupils have enjoyed in
previous lessons.
3. Draw the puzzle on the board (see
below for example). Use different
colours for each line. Ask pupils to
follow a line from an animal to an
object to make sentences orally
(e.g. The lizard is on the pencil
case. The cat is in the bag).
4. Pupils write the sentences in their
exercise books. You might want to
model the first one on the board.
5. Pupils make their own, similar
puzzle in their exercise books or on
paper. If 4 animals and 4 classroom
objects are too many for pupils to
work with, ask them to use fewer
examples
6. Pupils swap puzzles with a partner
and solve each other’s puzzles.
They write sentences accordingly.
Recycled prepositions and Higher Order Thinking Skills
topic vocabulary (HOTS)
Application
Teaching and Learning Values and Citizenship 21st Century Skills Team Player
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 19) Knowledge
Skills Main: Language Arts Complementary: Listening

5.3 Express an imaginative response to 1.2.4 Understand short basic supported classroom
Content Standard
literary texts instructions
5.3.1 Respond imaginatively and intelligibly 1.2.4 Understand short basic supported classroom
Learning Standard
through creating simple art and craft products instructions
Objectives: 1. Respond imaginatively and intelligibly 1. Understand short basic supported classroom
through creating simple art and craft products instructions
Success Criteria
1. Colour their picture of the animal.
(Assessment)
2. Draw a picture that is related to the animals.

1. Do a vocabulary review activity to 2. Divide the class into pairs. Assign 9. Play a game in small groups, where
remind pupils of any words you will pupils a number 1 or 2. pupils direct each other to put items
recycle from Units 1 or 2 (e.g. Pre- 3. Ask pupil 1 from each group to around the classroom, (e.g. The
lesson task 1, 4 or 6). come to the front of the room. Superminds book is on the chair).
Dictate one or more sentences
about animals and the classroom
(examples given). The pupils listen
and quickly draw a rough picture to
help them memorise the sentences.
4. Next, pupil 1 goes to pupil two and
dictates the picture as you did.
Pupil 2 quickly draws the picture.
5. In ‘secret’, pupils colour their
picture. They can choose their own
colours.
6. Pupils compare pictures and decide
which colours are best for each
item.
7. Pairs of pupils draw a final picture
and colour it according to what they
have decided.
8. Display pupils’ work in the
classroom. Ask pupils to look at
each other’s pictures and say which
their favourite one is.
Language / Grammar Focus Prepositions of place
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge

Content Standard
intelligibly contexts
2.1.3 Express basic likes and dislikes 1.2.2 Understand with support specific information
Learning Standard
and details of very simple phrases and sentences
Objectives: 1. Express basic likes and dislikes 1. Use capital letters appropriately in personal and
place names
Success Criteria
1. Write a sentence on a person’s favourite animal correctly.
(Assessment)
2. Write their peer’s name using capital letters correctly.

1. Task 1 10. Review animal vocabulary by 10. Task 11
playing a mime game. You say a
word and pupils mime the animal.
11. After miming, ask pupils to tell you
the animals they mimed in the
correct order. Elicit the spellings
and write them on the board,
perhaps next to a flashcard.
12. Hold up a flashcard of an animal.
Tell pupils that it is your favourite
one. They should say ‘(your
name)’s favourite animal is a xxx.’
13. Tell the pupils that that was just an
example. Now hold up another
flashcard and ask pupils to write the
sentence: ‘(Your names)’s favourite
animal is a…’
14. Check by asking a pupil to write the
sentence on the board.
15. Repeat 2 or 3 times.
16. Pupils continue the game in groups,
with a different pupil choosing the
flashcard each time.
17. Ask some pupils to read their
sentences to the class.
Language / Grammar Focus lesson 34: animal vocabulary,
(HOTS)
Application
…’s favourite animal is a …
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge

1.3 Use appropriate listening strategies in a 1.2 Understand meaning in a variety of familiar
Content Standard
variety of contexts contexts
1.3.1 Predict words they will hear by using 1.2.3 Understand with a high degree of support
Learning Standard
knowledge of a topic very short simple narratives
Objectives: 1. Predict words they will hear by using 1. Understand with a high degree of support very
knowledge of a topic short simple narratives
Success Criteria
1. Listen and match at least 3 out of 5 questions in the worksheet.
(Assessment)
2. Listen and write the number based on the story.

1. Pupils review the characters and the 2. Pupils present a picture story – The 5. Pupils practice the story.
story. Spider. (CD1 57, SB p38-39)
3. Pupils look at the story. Find the
pictures and write the number. (WB
p38)
4. Pupils match the pictures with the
sentences.
Laptop /
Speaker
Imperatives: Come back,
touch Higher Order Thinking Skills
Adjectives: amazing, clever (HOTS)
Application
I’ve got an idea
Strategies
Cross - Curricular Elements Information and 21st Century Classroom Choose an item.
Communications Teaching and Learning
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge

3.1 Recognize words in linear and non-linear 3.1 Recognize words in linear and non-linear texts
Content Standard
texts by using knowledge of sounds of letters by using knowledge of sounds of letters
Learning Standard
Objectives:
3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Success Criteria
1. Read and circle yes or no/
(Assessment)
2. Draw and colour according to the text.

1. Pupils read and circle yes or no. (SB 2. Pupils listen and say. (CD1 59, SB 5. Pupils review and write decodable
p39) p39) words with letter sound 1 and distinguish
3. Pupils look and circle. (WB p39) it form the previous letter sounds a and
4. Pupils read, draw and colour. Listen e.
and say. (CD1 60, WB p39)
Laptop /
Teaching Aids Handphone / Textbook Work book
Speaker
Recycled vocabulary for toys Higher Order Thinking Skills
and adjectives (HOTS)
Application
Strategies
Cross - Curricular Elements Information and 21st
Century Classroom Role Play
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge

4.2 Communicate basic information intelligibly 4.2 Communicate basic information intelligibly for a
Content Standard for a range of purposes in print and digital range of purposes in print and digital media
media
Learning Standard 4.2.3 Express basic likes and dislikes 4.2.5 Connect words and proper names using ‘and’
Objectives: 1. Spell familiar high frequency words 1. Connect words and proper names using ‘and’
accurately
Success Criteria
1. Write about the animals they like and dislike.
(Assessment)
2. Write sentences using “and”.

1. Pupils review animals. 2. Pupils read and circle the correct 5. Pupils play game.
picture. (SB p40)
3. Pupils write about animals you like
and don’t like. (SB p40)
4. Pupils listen and draw lines. (CD1
62, WB p40)
Teaching Aids Activity book Work book Choose an item.
Recycled vocabulary: Higher Order Thinking Skills
classroom objects, animals (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

Arts 20) Knowledge

5.1 Enjoy and appreciate rhymes, poems and 5.1 Enjoy and appreciate rhymes, poems and
Content Standard songs songs
5.1.1 Demonstrate appreciation through non- 5.1.2 Say the words in simple texts, and sing
verbal responses to simple songs with intelligible pronunciation, rhythm
i) simple chants and raps and intonation
Learning Standard
1. Demonstrate appreciation through non- 1. Say the words in simple texts, and sing simple
verbal responses to songs with intelligible pronunciation, rhythm and
Objectives: i) simple chants and raps intonation
(Assessment) 1. Sing the animals song and do the actions.
2. Draw a picture based on the song in groups.

1. Pupils listen to the song, do some 2. Pupils could work in small groups to 3. As a follow up to the song, ask the
actions and join in when they create a picture that represents the children if they liked the song, if they
can/want to. song, or they could write words they liked the tune (music) and the words,
remember or a sentence from the song. which was their favourite animal and so
on.
Teaching Aids Internet Choose an item. Choose an item.
Animal vocabulary of your Higher Order Thinking Skills
choice (review or extend) (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

Lesson: 101 (Listening World of
21) Knowledge

Content Standard familiar contexts
1.2.3 Understand with a high degree of 2.1.5 Name or describe objects using suitable
Learning Standard
support very short simple narratives words from word sets
Objectives: 1. Understand with a high degree of support 1. Name or describe objects using suitable words
very short simple narratives from word sets
(Assessment) 1.

1. Pre-lesson task 2: Guess the answer 2. Teach pupils the meaning and 10. Post-lesson task 10: Test your
pronunciation of It goes. memory.
3. Give pupils a copy of the picture
(see Materials/References column)
or ask them to copy it.
4. Show pupils a flashcard of an
animal and ask them to give it a
name.
5. Explain that you’ll tell them a story
about the animal. The animal goes
to 5 places in the picture, and
pupils number the places 1-5.
6. Tell the story (e.g. Lenny the lizard
goes under the green table. Then
he goes in the small tree etc.)
7. Pupils number the places he goes
to 1-5.
8. Repeat the story if need be, and
elicit from the class the answers to
where Lenny goes.
9. Divide pupils into small groups.
They take turns to tell a new story
with 3 -5 places. Make sure that
each pupil has the chance to tell a
story. Pupils can change the animal
if need be.
Recycled topic language:
animals, prepositions Higher Order Thinking Skills
Colours, adjectives (HOTS)
Application
It goes
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
Lesson: 102 (Speaking World of
21) Knowledge

Content Standard intelligibly contexts
2.1.2 Find out about very basic personal 1.2.5 Understand short supported questions
Learning Standard
1. Find out about very basic personal 1. Understand short supported questions
Objectives:
information using
fixed phrases
(Assessment) 1.

1. Pre-lesson task 4: Identify the 2. Divide pupils into groups of about 5. 8. Pupils share the bar chart
flashcards 3. Draw a grid 5 squares by 5 on the information with the rest of the class or
board. with other groups.
4. Pupils copy it and choose 4 animals
at the top. Pupils write their name
and the names of the 4 classmates
in their group down the left-hand
side.
5. Pupils complete the grid with a
happy or sad face for their own
preference, and then tell and ask
each other I like/don’t like … What
about you. ?
6. Pupils complete their grids with
happy and sad faces, according to
the answers they get.
7. Pupils stay in their groups to make
a bar chart of the information they
have collected.
Recycled language: animal
Language / Grammar Focus vocabulary, I like/don’t like…,
(HOTS)
Application
What about you?
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Knowledge
Skills Main: Reading Complementary: Listening

3.2 Understand a variety of linear and non- 1.2 Understand meaning in a variety of familiar
Content Standard linear print and digital texts by using contexts
3.2.2 Understand specific information and 1.2.2 Understand with support specific information
Learning Standard
details of very simple phrases and sentences and details of very simple phrases and sentences
Objectives: By the end of the lesson, pupils will be able to:
1. Understand specific information and details 1. Understand with support specific information and
of very simple phrases and sentences details of very simple phrases and sentences
(Assessment) 1.

1. Pre-lesson task 5 2. Nominate 5 or 6 pupils to come to 9. Task 10 using pictures to represent
the front and tell you their personal the
information (see table) quietly. children in the activity.
3. Play a guessing game where you
describe one of the pupils (using
the target language) and the class
has to guess who you are talking
about.
4. Review meaning and form of
doesn’t like and lives in if necessary
with your class.
5. Take one of the 4 short texts from
Text set 1 on the next page
yourself, and give the other 3 texts
to 3 proficient pupils.
6. Put Grid 1 from the next page on
the board. Pupils read these out
and the whole class helps you to
complete the grid.
7. After solving the problem, pupils
then draw the empty grid again in
their exercise books.
8. Divide pupils into groups of 4, give
each pupil one of the 4 texts from
Text set 2 on the next page and ask
them to solve the problem in the
same way as in the whole-class
example by reading the texts
themselves.
Recycled animal vocabulary,
Language / Grammar Focus like, numbers
(HOTS)
Application
Lives in/doesn’t like
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge

4.2 Communicate basic information intelligibly 4.2 Communicate basic information intelligibly for a
Content Standard for a range of purposes in print and digital range of purposes in print and digital media
media
4.2.3 Express basic likes and dislikes 4.2.1 Give very basic personal information using
Learning Standard
fixed phrases
Objectives: 1. Express basic likes and dislikes 1. Give very basic personal information using fixed
phrases
(Assessment) 1.

1. Pupils review animals vocabulary. 2. Show pictures of children. Ask 8. Task 12
pupils how many children they can
see in the pictures.
3. Elicit some sentences about the
groups of children, e.g. 5 children
like dogs.
4. You could write the sentences on
the board as model and then ask
pupils to write them in their exercise
books.
5. Ask pupils to review the bar chart
they made in Lesson 102. Show
pupils how to interpret the data in
the bar chart.
6. Have pupils put their bar charts on
the computer, if appropriate, and to
then write about them. If computers
are not available, this can easily be
done on paper.
7. Give pupils some time to look at
each other’s’ work. You could
display it if you can print it out.
Teaching Aids Pictures Internet Choose an item.
Recycled: animals Higher Order Thinking Skills
vocabulary, I like/don’t like… (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an The lesson was postponed due to Choose an item.
DAILY LESSON PLAN
Arts 21) Knowledge
5.3 Express an imaginative response to 1.1 Recognize and reproduce target language
Content Standard literary texts sounds
5.3.1 Respond imaginatively and intelligibly 1.1.1 Recognize and reproduce with support a
Learning Standard through creating simple art and craft products limited range of high frequency target language
phonemes
Objectives: 1. Respond imaginatively and intelligibly 1. Recognize and reproduce with support a limited
through creating simple art and craft products range of high frequency target language phonemes
(Assessment) 1.

1. Pupils review animals. 2. Review adjectives and animals. Ask 5. Pupils draw a picture of the animal
pupils to alphabetize them, which they like (or don’t like). They could
would help with the main activity. perhaps write a sentence too, e.g. I like
3. Provide pupils with a model brown birds.
sentences that rhyme about
animals (example given). You could
do this with a rhythm, so it is a
chant.
4. Encourage pupils to create their
own rhyming sentences with
like/don’t like in pairs. Encourage
the use of but or and if suitable.
I like/don’t like
Animals review
Colours review Higher Order Thinking Skills
Initial sounds and rhyming (HOTS)
Application
Introduction to linking words
but / and
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
World of
Knowledge
Skills Main: Writing Complementary: Listening

4.3 Communicate with appropriate language 1.2 Understand meaning in a variety of familiar
Content Standard form and style for a range of purposes in print contexts
and digital media
4.3.2 Spell familiar high frequency words 1.2.4 Understand short basic supported classroom
Learning Standard
accurately instructions
Objectives: 1. Spell familiar high frequency words 1. Understand short basic supported classroom
accurately instructions
(Assessment) 1.

1 Pupils review toys and games. 2. Pupils listen to your teacher and 4. Pupils practice productive speaking.
stick. (SB p41)
3. Pupils look and write the numbers.
(WB p41)
Laptop /
Speaker
Recycled language: animals, Higher Order Thinking Skills
plurals, numbers, toys (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of
Lesson Lesson: 107 (Speaking) Topic Topic: Pet Show Theme
Knowledge

Content Standard intelligibly contexts
2.1.5 Name or describe objects using suitable 1.2.3 Understand meaning in a variety of familiar
Learning Standard
words from word sets contexts
Objectives: 1. Name or describe objects using suitable 1. Understand meaning in a variety of familiar
words from word sets contexts
(Assessment) 1.

1. Pupils raise awareness of 2. Pupils ask and answer. (SB p42) 6. Pupils review what they have learnt
camouflage. 3. Pupils say why it is difficult to see in the lesson.
the animal. (SB p42)
4. Pupils colour the picture. Hide the
lizard. (WB p42)
4. Pupils find the differences.
(WB p42)
Laptop /
Speaker
Camouflage, snake,
Language / Grammar Focus crocodile, butterfly, tiger,
(HOTS)
Application
giraffe, grass, leaf, ground
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN

World of
Knowledge

3.2 Understand a variety of linear and non- 3.1 Recognize words in linear and non-linear texts
Content Standard linear print and digital texts by using by using knowledge of sounds of letters
3.2.3 3.1.3 Blend phonemes (CVC, CCVC)
i) Use visuals on the page to help understand
Learning Standard a word or phrase
ii) Identify and remember high frequency
sound and letter patterns
1. Use visuals on the page to help understand 1. Blend phonemes (CVC, CCVC)
Objectives: a word or phrase
2. Identify and remember high frequency
sound and letter patterns
(Assessment) 1.

1. Pupils review the concept of 2. Pupils apply their knowledge and 5. Pupils review what they have learnt
camouflage. experience. – Where do the in the lesson.
animals hide? (SB p43)
3. Pupils draw a camouflage.
4. Pupils match the picture with the
words. (WB p43)
Laptop /
Speaker
Language / Grammar Focus leaves, tall (grass)
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN

22) Knowledge

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard familiar contexts contexts
1.2.3 Understand with a high degree of 1.2.2 Understand with support specific information
Learning Standard
support very short simple narratives and details of very simple phrases and sentences
Objectives: 1. Understand with a high degree of support 1. Understand with support specific information and
very short simple narratives details of very simple phrases and sentences
(Assessment) 1.

1. Pupils write the animals name in 2. Pupils do the quiz in pairs 8. Ask pupils what their favourite
scrambled letter order. 3. Pupils check their work with other song, chant or game from the unit.
pairs 9. Pupils sing the song , chant or
4. Pupils look back to check questions game again.
they did not know
5. Pupils look at the picture dictionary
page for animals (WB pg 121).
6. In pairs, pupils take turns to point to
one of the pictures and say the word.
7. Pupils write the words under the
pictures.
Laptop /
Speaker
Imperatives: Hug, Go to
open, Pick him up, Tie, Mark
Language / Grammar Focus Parts of the body: face, eyes,
(HOTS)
Application
nose
paper plate, mask, hole
Strategies
Cross - Curricular Elements Information and 21st Century Classroom Role Play
Activities


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 22) Knowledge

5.3 Express an imaginative response to 1.2 Understand meaning in a variety of familiar
Content Standard literary texts contexts
5.3.1 Respond imaginatively and intelligibly 1.2.2 Understand with support specific information
Learning Standard
through creating simple art and craft products and details of very simple phrases and sentences
Objectives: 1. Respond imaginatively and intelligibly 1. Understand with support specific information and
through creating simple art and craft products details of very simple phrases and sentences
(Assessment) 1.

1. Quiz – ask questions about where 3. Gather realia (see 8. Discuss with pupils about the
different animals hide. This could be a Materials/References column) or natural environment and why we
True/False quiz. It should be written, but show pupils what you have should look after it. Get their ideas
could be done orally if necessary. gathered. Ask them what kinds of about why animals should stay in
2. You might want/need to teach animal hide in these items. You their natural environment. You
some new animal vocabulary if you have might want to help children with might need to use a little L1 for this.
particular animals living in the new vocabulary.
environment. Have pupils work in teams 4. Give the animal pictures/toys to the
to answer the quiz questions. pupils and some of the gathered
items.
5. Tell pupils some sentences – they
should put the animals in the right
place (e.g. The snake hides in the
sand/under the leaves).
6. In pairs or small groups, pupils
design and create a collage on
poster paper. They draw an animal
on the poster and then cover it up
by sticking sand/leaves/sticks etc
onto the poster.
7. Ask pupils to write a sentence on
their collage and display them in
the classroom
Camouflage Higher Order Thinking Skills
X hides in … (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
23) Knowledge

Content Standard familiar contexts
1.2.2 Understand with support specific 2.1.5 Name or describe objects using suitable
Learning Standard information and details of very simple phrases words from word sets
and sentences
1. Understand with support specific 1. Name or describe objects using suitable words
Objectives:
information and details of very simple phrases from word sets
and sentences
(Assessment) 1.

1. Brainstorm the names of animals 2. Draw this grid on the board and ask 8. Post-lesson task 4: Correct the
with pupils, and make a list on the pupils to copy it: error
board. Pupils can help you to write 3. Explain to pupils that you’re going
these if need be. to tell them about your perfect zoo,
Write a letter of the alphabet before e.g. There are 5 crocodiles in
each animal (e.g. A: crocodile, B: number 1, (Pupils write 5A in box
tiger). 1), and there are 4 tigers in number
2 (pupils write 4B in box 2).
4. Check answers with the whole
class.
5. Tell pupils to make 2 more copies
of the empty grid, to think about
their zoo, and write numbers and
letters in the 6 boxes, according to
the number of animals they want in
their zoo.
6. Check target language with pupils
(There are + number + plural
animal in…) if necessary.
groups and tell them to exchange
information, in the same way as
step 5.
Recycled animal vocabulary,
plurals and numbers from Higher Order Thinking Skills
lesson 106 (HOTS)
Application
There are …
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
Lesson: 112 (Speaking World of
23) Knowledge

2.1 Communicate simple information 2.2 Use appropriate communication strategies
Content Standard intelligibly
2.1.5 Name or describe objects using suitable 2.2.2 Ask for attention or help from a teacher or
Learning Standard
words from word sets classmate using one word or a fixed phrase
Objectives: 1. Name or describe objects using suitable 1. Ask for attention or help from a teacher or
words from word sets classmate using one word or a fixed phrase
(Assessment) 1.

1. Brainstorm with pupils possible 3. Divide pupils into small groups and 7. Pupils identify differences between
ways of adapting the action story ask them to create a new action their stories and the original in
on Superminds p.44. Possibilities story. Superminds p.44. Some of this part
include: another animal, different 4. Provide pupils with a language of the lesson may need to be in L1,
weather, another setting, such as a frame to help them structure the because the focus here is more on
park or classroom, animal is story, e.g. thinking than on language
hungry/thirsty, hot etc. 1. Listen! production.
2. Help pupils with new vocabulary as 2. …
appropriate. 3. …
4. …
5. …
6. …
7. …Pick him up.
5. Pupils create their story. They can

write the story down, if they like, but
must also be able to say the story.
6. Pupils tell their story to other
groups, who mime the story.
Recycled imperatives and
Language / Grammar Focus animal vocabulary from
(HOTS)
Application
lesson 109
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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item.
DAILY LESSON PLAN
World of
Knowledge
Skills Main: Reading Complementary: Writing

3.2 Understand a variety of linear and non- 4.2 Communicate basic information intelligibly for a
Content Standard linear print and digital texts by using range of purpose in print and digital media
3.2.3 i) Use visuals on the page to help 4.2.5 Connect words and proper names using ‘and’
Learning Standard
understand a word or phrase
Objectives: 1. Use visuals on the page to help understand 1. Connect words and proper names using ‘and’
a word or phrase
(Assessment) 1.

1. Task 1 2. Ask pupils to look at p.42 of 6. Task 11
Superminds. Review some of the
vocabulary.
3. Write your sentences on the board
or give them to pupils on a
worksheet. Pupils read the
sentences and tell you if they are
true or false.
4. Have pupils re-write the false
sentences in their exercise books.
5. Ask pupils to look at their
camouflage collages from Lesson
110. They should write 2 or 3
sentences about their posters,
some true, some false.
Recycled vocabulary from
lessons 107 – 109, and other Higher Order Thinking Skills
vocabulary from Year 1, as (HOTS)
Application
appropriate
Strategies


Reinforcement
Complementary Skill
Choose an
item.
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DAILY LESSON PLAN
World of
Lesson Lesson: 114 (Writng 23) Topic Topic: Pet Show Theme
Knowledge

4.3 Communicate with appropriate language 4.3 Communicate with appropriate language form
Content Standard form and style for a range of purposes in print and style for a range of purposes in print and digital
and digital media media
Learning Standard 4.3.3 Plan and write words and phrases 4.3.2 Spell familiar high frequency words accurately
Objectives:
1. Plan and write words and phrases 1. Spell familiar high frequency words accurately
(Assessment) 1.

1. Pupils review animals vocabulary. 2. Ask pupils to look again at the 8. Task 12
True/False sentences they wrote
about their own collages. Let them
read carefully and try to find and
correct any language or spelling
mistakes.
3. Pupils swap their collages and
sentences with another pair. The
pair reads the sentences and
corrects the information of any false
sentences.
4. Ask pupils to check spelling and
language in the sentences. Pupils
can pretend to be a teacher in
stages 2 and 3.
5. Pupils swap back the collages and
sentences.
6. Pupils now re-write correct and true
sentences about their collages.
7. Display the collages
Recycled language from Higher Order Thinking Skills
lessons 107 and 108 (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Arts 23) Knowledge

5.1 Enjoy and appreciate rhymes, poems and 5.3 Express an imaginative response to literary
Content Standard songs texts
5.1.2 Say the words in simple texts, and sing 5.3.1 Respond imaginatively and intelligibly through
simple songs with intelligible pronunciation, creating simple art and craft products
rhythm and intonation
Learning Standard
i) simple chants and raps
ii) simple rhymes
1. Say the words in simple texts, and sing 1. Respond imaginatively and intelligibly through
simple songs with intelligible pronunciation, creating simple art and craft products
Objectives: rhythm and intonation
i) simple chants and raps
ii) simple rhymes
(Assessment) 1.
1. Review some animal vocabulary as 2. Show a flashcard/picture of a 12. Ask pupils some questions about
necessary using a game. This monkey and elicit/teach the word monkeys. These don’t need to be
could be a miming game, where monkey. answered accurately or fully. The
children mime the different animals 3. Encourage the children to mime aim is to encourage communication
from the unit. Or choose a pre- monkeys as they say (I’m) a and fluency.
lesson task that is suitable to your monkey. For example:
class. 4. If necessary, review numbers 1-5, - Do you like monkeys?
showing pupils how to count them - What do they eat?
on their fingers. You can use the - Where do they live?
five monkey flashcards on the - Do you think they are well
board to show this if necessary. camouflaged there?
5. Play the song. As pupils listen, they - Can you have a monkey as a pet?
should hold up the correct number 13. You could talk to pupils about
of fingers. conservation of monkeys’ natural
6. Check pupils’ understanding of habitat or perhaps about the
‘jump’ and ‘bed’ problems of keeping monkeys as
7. Play the song again and pets.
encourage the pupils to sing along
as much as possible.
8. Using animal flashcards if
necessary, elicit different animals
from the pupils.
9. Put pupils in groups of five. They
should choose an animal and
create a new version of the song,
which they will act out (each pupil
being one of the animals).
10. Groups should practice. Play the
song again 2-3 times to help them
practise.
11. Groups perform their song to the
class.
Teaching Aids Flashcards Internet Pictures
Review animal vocabulary
Language / Grammar Focus and prepositions through a
(HOTS)
Application
song (or chant)
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN

World of
Knowledge
Skills Main: Writing Complementary: Reading

4.3 Communicate with appropriate language 3.2 Understand a variety of linear and non-linear
Content Standard form and style for a range of purposes in print print and digital texts by using appropriate reading
and digital media strategies
4.3.2 Spell familiar high frequency words 3.2.4 Use with support a simple picture dictionary to
Learning Standard accurately find, list and categorize words from Year 1 topics
and themes
1. Spell familiar high frequency words 1. Use with support a simple picture dictionary to
Objectives:
accurately find, list and categorize words from Year 1 topics
and themes
(Assessment) 1.

1. Pupils review animals. 2. Pupils review language from the 4. Pupils express their preferences.
unit by doing quiz. (SB p45)
3. Pupils draw and write examples of
what you know. (WB p45)
Laptop /
Speaker
Recycled language: toys,
Language / Grammar Focus animals, prepositions,
(HOTS)
Application
numbers, colours
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.

Pet Show (Lesson 79-116)

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DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 1

Skills Main: Listening Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Language Arts Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Writing Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

Teaching Aids Flashcards Choose an item. Choose an item.

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Language Arts Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Listening Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Reading Complementary: Speaking

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

DAILY LESSON PLAN

Skills Main: Listening Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION