Revision (Lesson 151-160)

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
Topic: Friends, At school,
Lesson: 151 (Listening World of Self,
Lesson Topic Let’s play!, Pet Show and Theme
31) Family and Friends
Lunchtime
Skills Main: Listening Complementary: Speaking

1.2 Understand meaning in a variety of 2.1 Communicate simple information intelligibly
Content Standard
familiar contexts
1.2.5 Understand short supported questions 2.1.5 Name or describe objects using suitable
Learning Standard
words from word sets
By the end of the lesson, pupils will be able to:
Objectives: 1. Understand short supported questions 1. Name or describe objects using suitable words
from word sets
Pupils will be assessed on their ability to:
Success Criteria
1. Play the Noughts and Crosses game correctly.
(Assessment)
2. Tell the words that they have learned correctly.
TEACHING AND LEARNING ACTIVITIES

Pre Lesson Lesson Development Post Lesson
1. Pupils answer 6 revision questions 2. Divide pupils into 2 teams of equal 11. Finish the lesson with a brief
based on previous topic. size and ask them to give their reminder to pupils of any key
team a name. language learning points which
3. Write the team names on the board. emerged.
4. Draw the noughts [O] and crosses
[X] grid on the board.
5. Tell pupils that their team gets a
nought or cross on a topic square if
they answer a question about that
topic correctly. The aim of the game
is to make a line of their team’s
symbol (nought or cross) across,
down or diagonally in order to score
a point. If a team makes this line,
they score a point. In the example
on the previous page, the noughts
team have made a diagonal line by
answering three questions
correctly. The board is then cleaned
and the game continues.
6. Explain that teams will take turns to
answer your questions.
7. Tell pupils that they must take it in
turns to ask and answer questions,
so that everyone gets a chance to
practise language. If a team
member is not sure of the answer to
a question, team mates can help,
but the chosen team member must
say the answer to the opposing
team.
8. Explain that you will read each
question only once you will accept
only the first answer you hear
there will be a time limit of 40
seconds to answer after the
question has been read.
9. Toss a coin to choose a starting
team, and play the game.
10. Mark noughts and crosses in the
appropriate square when teams
answer correctly. Make sure that
pupils are quiet when a team reads
out their question, so that everyone
can hear it.
Teaching Aids Choose an item. Choose an item. Choose an item.
EDUCATIONAL EMPHASES
Higher Order Thinking Skills
Language / Grammar Focus Revision of Year 1 Language
(HOTS)
Application
Teaching and Learning
Strategies
Values and Citizenship 21st Century Skills Team Player
Information and 21st Century Classroom
Cross - Curricular Elements Communications Teaching and Learning Role Play
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.
item.
DAILY LESSON PLAN
Lesson: 152 (Speaking World of Self,
Lunchtime
Skills Main: Speaking Complementary: Listening

2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
2.1.5 Name or describe objects using suitable
Learning Standard 1.2.5 Understand short supported questions
Objectives: 1. Name or describe objects using suitable 1. Understand short supported questions
Success Criteria
1. Answer the questions correctly by replying to the teacher.
(Assessment)
2. Ask and answer questions in groups.

1. Ask pupils questions about pictures 4. Divide pupils into small groups and 8. Post-lesson task 4: Correct the
in the textbook (see step 2 for ask them to prepare 7 questions or error
examples). more.
2. Each time, show pupils a page of 5. Put groups together and ask them
the Superminds textbook, and ask to ask and answer each other’s
a question or give an instruction, questions.
e.g. 6. Repeat step 5 by changing the
 What colour’s the apple? groups, if there is time.
 What’s this? 7. Ask pupils to read out their
 How many pineapples? questions for the whole class to
 Find something yellow, and answer.
something red.
3. Practice useful questions with
pupils and write them on the board.
(HOTS)
Application
Strategies
Cross - Curricular Elements Communications Teaching and Learning Choose an item.


consolidation by teacher. Reinforcement
Complementary Skill
The number that achieved the stipulated skill is:___ Enrichment
Non-achievers were given extra guidance / enrichments /
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of Self,
Lesson Lesson: 153 (Reading 31) Topic Let’s play!, Pet Show and Theme
Lunchtime Family and Friends
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 2.1.5 Name or describe objects using suitable
Learning Standard
details of very simple phrases and sentences words from word sets
Objectives: 1. Understand specific information and details 1. Name or describe objects using suitable words
of very simple phrases and sentences from word sets
Success Criteria
1. Read the instructions of the game and play the game correctly.
(Assessment)
2. Talk about a topic for a minute spontaneously.

1. Explain that pupils will revise the 2. Explain that pupils will play a game.
term’s work by reading and Ask them to talk about how they 9. Stop the game and ask them to
responding to instructions on topics can cooperate as a group in the reflect on and give examples of
they have covered over the term in game, and how they can deal with how well they worked as a group
a board game. any challenges in content or how they dealt with any
language. challenges in content or language .
3. Pupils talk about this in L1, as the 10. As in steps 2 and 3, this feedback
focus here is on learning skills, not will be in L1. Elicit feedback from
on language. the groups, summarising this,
4. Elicit pupils’ suggestions.
5. Explain that when pupils land on a
square on the board, they must
speak about the topic for half a
minute to a minute so that they get
sufficient language practice from
the game.
6. Divide pupils into groups of 3 or 4
and handout out a dice and
counters for each group.
7. If a pupil lands on a Free question
square, explain that others can
each ask them a question, either a
personal one or one connected to
the term’s work. Give or elicit
examples to help if necessary.
8. Pupils throw the dice and move
their counter forward. They tell
others in their group about the topic
they land on.
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of Self,
Lesson Lesson: 154 (Writing 31) Topic Let’s play!, Pet Show and Theme
Skills Main: Writing Complementary: Reading

4.2 Communicate basic information intelligibly 3.2 Understand a variety of linear and non-linear
Content Standard for a range of purposes in print and digital print and digital texts by using appropriate reading
media strategies
4.2.5 Connect words and proper names using 3.2.2 Understand specific information and details of
Learning Standard
‘and’ very simple phrases and sentences
Objectives: 1. Connect words and proper names using 1. Understand specific information and details of
‘and’ very simple phrases and sentences
Success Criteria
1. Write at least 2 sentences using ‘and’ correctly.
(Assessment)
2. Read the sentences by answering the questions correctly.

1. Ask 3 pupils to come to the front of 3. Now write these 2 sentence 11. Post-lesson task 6: Whisper and
the class and to draw vocabulary outlines on the board: Write
items from Superminds 1 according  A ___ and a ___ are …
to the suggestions of their  A ___ and a ___ have got …
classmates. You need about 24-30 4. Give pupils an example which
items on the board, so each pupil completes each outline by making
draws 8-10 items. connections between the pictures
2. If step 1 is too time-consuming in on the board, e.g. A banana and a
your class, pupils can prepare pear are fruit; or A table and a cat
pictures on paper before the have got four legs.
lesson, and you can stick these on 5. After you have given pupils these
the board. examples, ask them to speak in
groups and make as many
connections as they can in a given
time limit.
6. Check answers with the whole
class.
7. Divide pupils into pairs or small
groups.
8. Ask them to write 4 true
connections sentences and one
false one. They should not show
which sentence is a false
connection.
9. Ask groups to swap sentences and
to identify and correct the false
sentence.
10. Repeat steps 8 and 9 if there is
time.
Language / Grammar Focus Revision of Year 1 language
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Lesson: 155 (Language World of Self,
Arts 31) Family and Friends
Lunchtime
Skills Main: Language Arts Complementary: Speaking

5.3 Express an imaginative response to 2.3 Communicate appropriately to a small or large
Content Standard
literary texts group
5.3.1 Respond imaginatively and intelligibly 2.3.1 Introduce self to an audience using fixed
Learning Standard
through creating simple art and craft products phrases
Objectives: 1. Respond imaginatively and intelligibly 1. Introduce self to an audience using fixed phrases
through creating simple art and craft products
Success Criteria
1. Read the dialogues in groups.
(Assessment)
2. Introduce themselves in front of the classroom using the correct phrases.

1. Review four key words, one from 2. On the board, do a matching 12. Word ladders
each unit. You could use Task 1, 4 activity: Textbook unit to theme:
or 6. Unit 1: At School
Unit 2: Let’s Play!
Unit 3: Pet Show
Unit 4: Lunchtime
3. Make four or eight groups. Ask
each group to brainstorm
vocabulary and language they
remember from a different unit
each. Give them a time limit.
4. Ask groups to check in their
textbooks. If necessary they can
add or change their answers.
5. Ask each group to present their
answers to the class.
6. Read the dialogues – you can ask
more proficient pupils to take
different parts or you could use
puppets or similar to take on
different roles. Pupils should tell
you which unit it relates to.
7. Tell groups they will be making
similar dialogues to perform in the
next LA lesson. Give each group a
new unit to look at and ask them to
write a dialogue.
8. Monitor and help where needed.
9. Groups can practise their dialogues
a little.
10. Remind pupils they will need to
introduce themselves to the
audience. Check they have the
language for this and practise as
appropriate.
11. Collect their written dialogues at the
end of the class to review.
Review language taught over Higher Order Thinking Skills
Language / Grammar Focus
the year (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Lesson: 156 (Listening World of Self,
Lunchtime
Skills Main: Listening Complementary: Speaking

1.2 Understand meaning in a variety of 2.1 Communicate simple information intelligibly
Content Standard
familiar contexts
1.2.5 Understand short supported questions 2.1.2 Find out about very basic personal
Learning Standard
information using fixed phrases
Objectives: 1. Understand short supported questions 1. Find out about very basic personal information
using fixed phrases
Success Criteria
1. Listen and answer the questions correctly.
(Assessment)
2. Complete the grid by asking questions.

1. Give pupils the Find a friend who… 3. Tell pupils to mingle and complete 10. Repeat step 5.
grid on the next page, or write it on the grid with a new name for each
the board and ask pupils to copy it. question. If mingling is not possible
2. Practise the questions pupils will in your classroom, pupils can sit
need to ask (e.g. Do you like cats? and work in groups of about 8-10.
Have you got 2 brothers?). 4. When most, but not all, pupils are
ready, stop the game.
5. Elicit a few answers from pupils as
a whole class.
6. Divide pupils into pairs or small
groups and tell them that they’ll
create their own grid, using about 3
entries, depending on time
available.
7. Elicit a few possible entries for a
new grid to help pupils get ideas for
their task.
8. Pupils create their new grid.
9. Pupils repeat steps 3 and 4.
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Lesson: 157 (Speaking World of Self,
Lunchtime
Skills Main: Speaking Complementary: Listening

2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
2.1.1 Give very basic personal information 1.2.2 Understand with support specific information
Learning Standard
using fixed phrases and details of very simple phrases and sentences
Objectives: 1. Give very basic personal information using 1. Understand with support specific information and
fixed phrases details of very simple phrases and sentences
Success Criteria
1. Tell their age and favourite food in groups.
(Assessment)
2. List their friends’ favourite food in the grid provided.

1. Give pupils the Me and my friends 3. Practise the statements pupils will 7. Post-lesson task 1: Spot the
grid on the next page, or write it on need to use to communicate differences: pupils do this in
the board and ask pupils to copy it. information to their classmates (e.g. groups. They change information in
2. Ask pupils to complete the grid with I’m 7 years old, My favourite food their completed grids, and their
information which is true for them. is/I like chicken). group mates correct them.
4. Put pupils in groups of 4 and ask
them to exchange information.
5. When most, but not all, pupils are
ready, stop the game.
6. Ask pupils to report back one
interesting thing from their group
(e.g. Zil and me like spiders, Ahmed
and Chelvi have got 5 brothers).
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Topic: Friends, At School,
World of Self,
Lesson Lesson: 158 (Writing 32) Topic Let’s Play!, Pet Show and Theme
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 3.2.3
accurately i) Use visuals on the page to help understand a
Learning Standard word or phrase
ii) Identify and remember high frequency sound and
letter patterns
1. Spell familiar high frequency words 1. Use visuals on the page to help understand a
Objectives: accurately word or phrase
2. Identify and remember high frequency sound
and letter patterns
Success Criteria
1. Write the alphabets on the poster correctly.
(Assessment)
2. Read the alphabets on the poster correctly.

1. Pre-lesson task 4: Identify the 2. Tell pupils that they’ll be making an 11. Collect the poster and pieces of
flashcards ABC poster of Year 1 words paper and make sure you know
together. which poster they belong to, as you
3. You can show pupils a finished will need these in the next lesson.
ABC poster you have made 12. Tell pupils to remember who is in
yourself as an example if their group, as they’ll start the next
appropriate. lesson in the same group.
4. Divide pupils into groups of 3.
5. Give each group poster paper on
which they will draw pictures of
Year 1 vocabulary items.
6. Write letters of the alphabet on the
board. Miss out letters h, I, j q, u, w,
x, z, as it is difficult to make words
beginning with these letters.
7. Ask pupils to copy these letters
onto their poster.
8. Give each group the set of 18
pieces of paper. Tell pupils that
they’ll write the words for their
pictures on these pieces of paper.
9. Tell pupils to agree who is
responsible for letters a, b, c, d, e, f,
who for g, k, l, m, n, o and who for
p, r, s, t, v, y.
10. Tell pupils to look though the
Superminds textbook, to draw
pictures of items beginning with
their letters on the poster and to
write the words on their pieces of
paper.
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
World of Self,
Lesson Lesson: 159 (Reading 32) Topic Let’s play!, Pet Show and Theme
Skills Main: Reading Complementary: Reading

3.3 Read independently for information and 3.2 Understand a variety of linear and non-linear
Content Standard enjoyment print and digital texts by using appropriate reading
strategies
3.3.1 Read and enjoy simple print and digital 3.2.3
games at word level i) Use visuals on the page to help understand a
Learning Standard word or phrase
ii) Identify and remember high frequency sound and
letter patterns
1. Read and enjoy simple print and digital 1. Use visuals on the page to help understand a
Objectives: games at word level word or phrase
2. Identify and remember high frequency sound
and letter patterns
Success Criteria
1. Read the alphabets in the poster correctly.
(Assessment)
2. Read and match at least 3 out of 5 pieces of paper to the pictures correctly.

1. Tell pupils to form the same groups 2. Join groups of 3 to form groups of 6. Post-lesson task 7, Listen and
of 3 as in the previous lesson, and 6. point, using pupils’ posters as a
hand out ABC posters and words to 3. Tell pupils to swap posters and sets prompt.
each group. of pieces of paper.
4. Pupils match pieces of paper to the
pictures and check each other’s
answers.
5. Repeat steps 1, 2, and 3 with new
groups as appropriate.
(HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.
DAILY LESSON PLAN
Lesson: 160 (Language World of Self,
Arts 32) Family and Friends
Lunchtime
Skills Main: Language Arts Complementary: Speaking

5.3 Express an imaginative response to 2.3 Communicate appropriately to a small or large
Content Standard
literary texts group
5.3.1 Respond imaginatively and intelligibly 2.3.1 Introduce self to an audience using fixed
Learning Standard
through creating simple art and craft products phrases
Objectives: 1. Respond imaginatively and intelligibly
1. Introduce self to an audience using fixed phrases
through creating simple art and craft products
Success Criteria
1. Act out a dialogue in groups.
(Assessment)
2. Talk to their peers about a topic.

1. Review four key words, one from 2. On the board, do a matching 12. Word ladders
each unit. You could use Task 1, 4 activity: Textbook unit to theme:
or 6. Unit 1: At School
Unit 2: Let’s Play!
Unit 3: Pet Show
Unit 4: Lunchtime
3. Make four or eight groups. Ask
each group to brainstorm
vocabulary and language they
remember from a different unit
each. Give them a time limit.
4. Ask groups to check in their
textbooks. If necessary, they can
add or change their answers.
5. Ask each group to present their
answers to the class.
6. Read the dialogues – you can ask
more proficient pupils to take
different parts or you could use
puppets or similar to take on
different roles. Pupils should tell
you which unit it relates to.
7. Tell groups they will be making
similar dialogues to perform in the
next LA lesson. Give each group a
new unit to look at and ask them to
write a dialogue.
8. Monitor and help where needed.
9. Groups can practise their dialogues
a little.
10. Remind pupils they will need to
introduce themselves to the
audience. Check they have the
language for this and practise as
appropriate.
11. Collect their written dialogues at the
end of the class to review.
Review language taught over Higher Order Thinking Skills
Language / Grammar Focus
the year (HOTS)
Application
Strategies


Reinforcement
Complementary Skill
Choose an
item.
Choose an
item.

Revision (Lesson 151-160)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Revision (Lesson 151-160)

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 1

Skills Main: Listening Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Reading

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

Skills Main: Listening Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Writing Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main: Reading Complementary: Reading

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

You might also like