BI Y1 LP TS25 (Unit 4 LP 117-160)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 1

THEME: World of Self, Family and
CLASS: 1 WEEK: 33
Friends TIME: 1015 - 1115 DATE: 14/11/2022
TOPIC: UNIT 4 - Lunchtime LESSON: 117 (Speaking 24) DAY: Monday
MAIN SKILL(S) FOCUS: Speaking
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 2.1 Main: 2.1.5
Complementary: 1.2 Complementary: 1.2.1 Friendship Language
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Name or describe objects using suitable words from word sets.
2. Understand with support the main idea of very simple phrases and sentences.
SUCCESS CRITERIA (SC):
Pupils can identify and name different foods.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
What’s for lunch? / Lunchtime
Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, Superminds 1 p.46, workbook p.46
sausage, chicken, steak, peas, carrots
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Draw a happy face and sad face on the board. Draw a picture of a cake on the
board / show flashcards. Rub your tummy and say I like cake. Say, (Pupils name),
_____ / _____ pupils were able to
what about you? Ask other pupils.
achieve the learning objectives and
Lesson development:-
given enrichment exercise (s).
1. Hold up each flashcards in turn. Say the word for pupils to repeat in chorus.
2. Write the word Food in the middle of the board and stick the flashcards _____ / _____ pupils were able to
around it to make a word map. Pupils look at the picture in their Student’s achieve the learning objectives with
Books. Elicit who they can see and where they are. (HOTS) guidance and given reinforcement
3. Pre-teach lunchtime. Play the recording. Pupils point the food and the words exercise (s).
when they hear them. (CD2 02)
4. Pupils look at the chant. Play the recording. Pupils listen and follow the _____ / _____ pupils were not able to
chant.(CD2 03) achieve the learning objectives and
5. Play the recording again, pausing after each verse for pupils to repeat. given remedial exercise (s).
6. Make sure pupils use singulars, e.g. cake, and plurals, e.g. carrots, correctly.
7. Do the chant as a class and then in groups. (21st CA) TODAY’S LESSON:
8. Pupils do workbook page 46. (CBA)
Excellent
Post-lesson:-
Need improvement
Hold a flashcard so pupils cannot see it. Pupils try to guess, e.g. Is it cake? The
pupil who guesses correctly comes and choose a flashcard for the class to guess.
HOTS Application 21st CA Pair / Group Discussion

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils practise target language with Pupils answer and compare their
Worksheet for enrichment.
guidance workbook with their partner.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________

CLASS: 1 WEEK: 33
TOPIC: UNIT 4 - Lunchtime LESSON: 117 (Speaking 24) DAY: Tuesday
Main: 2.1 Main: 2.1.5
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
What’s for lunch? / Lunchtime / Food vocabulary: banana, cake,
Superminds 1 p.46, workbook p.46
cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, etc
Pre-lesson:
Draw a happy face and sad face on the board. Draw a picture of a cake on the
board / show flashcards. Rub your tummy and say I like cake. Say, (Pupils name),
what about you? Ask other pupils.
1. Hold up each flashcards in turn. Say the word for pupils to repeat in chorus.
2. Write the word Food in the middle of the board and stick the flashcards _____ / _____ pupils were able to
around it to make a word map. Pupils look at the picture in their Student’s achieve the learning objectives with
Books. Elicit who they can see and where they are. (HOTS) guidance and given reinforcement
3. Pre-teach lunchtime. Play the recording. Pupils point the food and the words exercise (s).
when they hear them. (CD2 02)
4. Pupils look at the chant. Play the recording. Pupils listen and follow the _____ / _____ pupils were not able to
chant.(CD2 03) achieve the learning objectives and
5. Play the recording again, pausing after each verse for pupils to repeat. given remedial exercise (s).
6. Make sure pupils use singulars, e.g. cake, and plurals, e.g. carrots, correctly.
7. Do the chant as a class and then in groups. (21st CA) TODAY’S LESSON:
Excellent
Post-lesson:-
Need improvement
Hold a flashcard so pupils cannot see it. Pupils try to guess, e.g. Is it cake? The
pupil who guesses correctly comes and choose a flashcard for the class to guess.

Pupils practise target language with Pupils answer and compare ther
REFLECTION

CLASS: 1 WEEK: 33
TOPIC: UNIT 4 - Lunchtime LESSON: 118 (Reading 24) DAY: Wednesday
MAIN SKILL(S) FOCUS: Reading
Main: 3.2 Main: 3.2.3 (i) (ii)
1. Use visuals on the page to help understand a word or phrase and identify and remember high frequency sound and letter
patterns.
2. Give very basic personal information using fixed phrases.
Pupils can say which food they’ve got and haven’t yet.
I’ve got/I haven’t got
Recycled food vocabulary
Pre-lesson:
Stick the flashcards around the room. Say food words at random, e.g. Sandwiches _____ / _____ pupils were able to
or Chicken and peas. Pupils point to the correct flashcard(s). achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Present and teach have got and haven’t got using the flashcards.
2. Read the speech bubbles aloud with the students. _____ / _____ pupils were able to
3. Give pupils time to look at the picture and match. achieve the learning objectives with
4. Pupils check in pairs. Then check with the class.(21st CA) guidance and given reinforcement
5. Play the first sentences. (CD2 04) exercise (s).
6. Hold up the flashcards of sandwiches and apple. Pupils point and repeat.
7. Play the second sentence hold out your empty hands. Pupils repeat. _____ / _____ pupils were not able to
8. Pupils practice in pairs. (HOTS) achieve the learning objectives and
9. Pupils choose their lunch. Then, find a friend with the same lunch (WB p47). given remedial exercise (s).
Post-lesson:-
Make sentences using the flashcards. Some are true and some are false. Hold up TODAY’S LESSON:
two or three flashcards and make a sentence, e.g. I’ve got cake, cheese Excellent
sandwiches and apples. Pupils write Yes or No in their notebook. (CBA) Need improvement
pupils Bye!
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Notebook
REFLECTION

CLASS: 1 WEEK: 33
TOPIC: UNIT 4 - Lunchtime LESSON: 118 (Reading 24) DAY: Thursday
Main: 3.2 Main: 3.2.3 (i) (ii)
patterns.
Pre-lesson: _____ / _____ pupils were able to
Stick the flashcards around the room. Say food words at random, e.g. Sandwiches achieve the learning objectives and
or Chicken and peas. Pupils point to the correct flashcard(s). given enrichment exercise (s).
1. Present and teach have got and haven’t got using the flashcards. _____ / _____ pupils were able to
2. Read the speech bubbles aloud with the students. achieve the learning objectives with
3. Give pupils time to look at the picture and match. guidance and given reinforcement
4. Pupils check in pairs. Then check with the class.(21st CA) exercise (s).
5. Play the first sentences. (CD2 04)
6. Hold up the flashcards of sandwiches and apple. Pupils point and repeat. _____ / _____ pupils were not able to
7. Play the second sentence hold out your empty hands. Pupils repeat. achieve the learning objectives and
8. Pupils practice in pairs. (HOTS) given remedial exercise (s).
9. Pupils choose their lunch. Then, find a friend with the same lunch (WB p47).
Post-lesson:- TODAY’S LESSON:
Make sentences using the flashcards. Some are true and some are false. Hold up Excellent
two or three flashcards and make a sentence, e.g. I’ve got cake, cheese Need improvement
sandwiches and apples. Pupils write Yes or No in their notebook. (CBA)
pupils Bye!
REFLECTION

CLASS: 1 WEEK: 34
TOPIC: UNIT 4 - Lunchtime LESSON: 118 (Reading 24) DAY: Monday
Main: 3.2 Main: 3.2.3 (i) (ii)
patterns.
Pre-lesson:
Stick the flashcards around the room. Say food words at random, e.g. Sandwiches _____ / _____ pupils were able to
or Chicken and peas. Pupils point to the correct flashcard(s). achieve the learning objectives and
1. Read the speech bubbles aloud with the students. _____ / _____ pupils were able to
2. Give pupils time to look at the picture and match. achieve the learning objectives with
3. Pupils check in pairs. Then check with the class.(21st CA) guidance and given reinforcement
4. Play the first sentences. (CD2 04) exercise (s).
6. Play the second sentence hold out your empty hands. Pupils repeat. _____ / _____ pupils were not able to
7. Pupils practice in pairs. (HOTS) achieve the learning objectives and
8. Pupils choose their lunch. Then, find a friend with the same lunch (WB p47).
Post-lesson:-
Make sentences using the flashcards. Some are true and some are false. Hold up
two or three flashcards and make a sentence, e.g. I’ve got cake, cheese
given remedial exercise (s).
pupils Bye!
TODAY’S LESSON:
REFLECTION

CLASS: 1 WEEK: 34
TOPIC: UNIT 4 - Lunchtime LESSON: 118 (Reading 24) DAY: Tuesday
Main: 3.2 Main: 3.2.3 (i) (ii)
patterns.
Stick the flashcards around the room. Say food words at random, e.g. Sandwiches achieve the learning objectives and
or Chicken and peas. Pupils point to the correct flashcard(s). given enrichment exercise (s).
2. Read the speech bubbles aloud with the students.
3. Give pupils time to look at the picture and match.
4. Pupils check in pairs. Then check with the class.(21st CA)
5. Play the first sentences. (CD2 04)
7. Play the second sentence hold out your empty hands. Pupils repeat.
8. Pupils practice in pairs. (HOTS) _____ / _____ pupils were able to
9. Pupils choose their lunch. Then, find a friend with the same lunch (WB p47). achieve the learning objectives with
Post-lesson:- guidance and given reinforcement
Make sentences using the flashcards. Some are true and some are false. Hold up exercise (s).
sandwiches and apples. Pupils write Yes or No in their notebook. (CBA) _____ / _____ pupils were not able to
pupils Bye! achieve the learning objectives and
HOTS Application 21st CA given
Pair remedial
/ Groupexercise (s).
Discussion
REFLECTION

CLASS: 1 WEEK: 34
TOPIC: UNIT 4 - Lunchtime LESSON: 119 (Listening 24) DAY: Wednesday
MAIN SKILL(S) FOCUS: Listening
Main: 3.2 Main: 3.2.3 (i)
1. Understand with a high degree of support very short simple narratives.
2. Understand with support specific information and details of very simple phrases and sentences.
Pupils can listen and do actions to demonstrate meaning.
kitchen, milk, juice,
Imperatives: Help me, Come and take him out
Pre-lesson:
Demonstrate the game/ take, e.g. the cake flashcard, and say I haven’t got cake.
Pupils stand up if the sentence is true and sit if it is false. Repeat using
have/haven’t got and other flashcards.
1. Pupils look at the pictures in their Student’s Books. Elicit what food they can
see and who they can see on the chair (Tommy). (HOTS)
2. Pre-teach kitchen, milk and juice.
achieve the learning objectives with
3. Play the recording pupils follow the song in their Student’s Books. (CD2 06)
guidance and given reinforcement
4. Play the recording again, pausing after each verse for students to repeat.
exercise (s).
5. When pupils have learnt the song, practice it with the whole class.
6. Use the karouke version of the song for students to sing in groups.(21st CA)
_____ / _____ pupils were not able to
7. Play the recording again. Pupils match the pictures. (CD2 08)
8. They draw lines and then check in pairs. Elicit and check.
Make sentences using the flashcards. Some are true and some are false. Hold up Excellent
Need improvement
pupils Bye!
HOTS Analysis 21st CA Rhyming / Singing
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
Pupils practise target language with
Pupils compare their answer in pairs. Worksheet for enrichment.
guidance
REFLECTION

CLASS: 1 WEEK: 34
Friends TIME:1015 - 1115 DATE: 24/11/202
TOPIC: UNIT 4 - Lunchtime LESSON:120 (Language Arts 24) DAY: Thursday
MAIN SKILL(S) FOCUS: Language Arts
Main: 5.1 Main: 5.1.1
1. Demonstrate appreciation through nonverbal responses to (i) simple chants and raps
Pupils can create and sing a song in a group.
Review I like/don’t like A chant or song about likes and dislikes.
Pre-lesson task 4: Identify the food flashcards
1. Use flashcards to practise the language of food song. achieve the learning objectives with
2. Tell pupils that they’ll say food song together. guidance and given reinforcement
3. Listen to the song. (https://www.youtube.com/watch?v=oEHiJsHFzLI ) exercise (s).
4. Ask pupils to sing the song and move like you. (21st CA)
5. Help pupils to see the vocabulary pattern in the song. _____ / _____ pupils were not able to
6. Put pupils in small groups and ask them to create their own song using topic
vocabulary. (HOTS)

Excellent
Ask each groups to perform their song in front of class. (CBA) Need improvement
HOTS Creation 21st CA Rhyming / Singing
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
Pupils practise create their own song Pupils compare their performance with
with guidance their classmates.
REFLECTION

CLASS: 1 WEEK: 34
TOPIC: UNIT 4 - Lunchtime LESSON:120 (Language Arts 24) DAY: Friday
Main: 5.1 Main: 5.1.1
1. Demonstrate appreciation through nonverbal responses to (i) simple chants and raps
Pupils can create and sing a song in a group.
Review I like/don’t like A chant or song about likes and dislikes.
Pre-lesson task 4: Identify the food flashcards
7. Use flashcards to practise the language of food song. achieve the learning objectives with
8. Tell pupils that they’ll say food song together. guidance and given reinforcement
9. Listen to the song. (https://www.youtube.com/watch?v=oEHiJsHFzLI ) exercise (s).
10. Ask pupils to sing the song and move like you. (21st CA)
11. Help pupils to see the vocabulary pattern in the song. _____ / _____ pupils were not able to
12. Put pupils in small groups and ask them to create their own song using topic
vocabulary. (HOTS)

Excellent
Ask each groups to perform their song in front of class. (CBA) Need improvement
Pupils practise create their own song Pupils compare their performance with
with guidance their classmates.
REFLECTION

CLASS: 1 WEEK: 35
TOPIC: UNIT 4 - Lunchtime LESSON:121 (Listening 25) DAY: Tuesday
Main: 1.2 Main: 1.2.4
1. Understand short basic supported classroom instructions.
Pupils can follow and give the instructions.
Recycled food vocabulary from lessons 117 – 119 4 sets of pictures of the 10 items of food vocabulary from
Prepositions: on, in, under / Imperative: Put lessons 116 – 119.
Pre-lesson:
Pre-lesson task 10: Say what’s missing (HOTS) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Clear a space in the classroom and divide pupils into 4 groups. given enrichment exercise (s).
2. Put the 4 sets of pictures on 4 chairs, one chair near each group.
3. Give instructions, e.g. Put the banana on a table. _____ / _____ pupils were able to
4. One pupil in each group follows your instructions. This is not a race: the idea achieve the learning objectives with
is simply to follow the instruction accurately. guidance and given reinforcement
5. Continue for a few rounds, with a new pupil in each group following your exercise (s).
instructions each time.
6. You can make instructions more complex when necessary, e.g. Put the apple _____ / _____ pupils were not able to
and the cheese sandwich under a bag, OR Put the sausages under the chair achieve the learning objectives and
and the cake on a notebook. given remedial exercise (s).
7. After a few rounds, ask pupils to give the instructions in each group. Make
sure that different pupils have a chance to do this. (21st CA) TODAY’S LESSON:
8. Pupils write all the group instructions in their notebooks. (CBA) Excellent
Post-lesson:- Need improvement
Post-lesson task: Make a word ladder
HOTS Analysis 21st CA Talking Chips
Pupils give the instructions with Pupils compare their group instructions
guidance with other group.
REFLECTION

CLASS: 1 WEEK: 35
TOPIC: UNIT 4 - Lunchtime LESSON:122 (Speaking 25) DAY: Wednesday
Main: 2.1 Main: 2.1.5
2. Understand specific information and details of very simple phrases and sentences.
Pupils can create and write the song.
Recycled food vocabulary from lesson 117 – 119/ I’ve got /
Board
Prepositions / Help me, please
Pre-lesson:
Brainstorm with pupils possible ways of adapting the song in Superminds p.48
(Lesson 119). Do an example together with the whole class for the first 2 lines of _____ / _____ pupils were able to
verse 2 of the song. Help pupils with new vocabulary as appropriate achieve the learning objectives and
1. Divide pupils into pairs or small groups and ask them to create a new song.
2. Provide pupils with a language frame to help them structure the song. Put _____ / _____ pupils were able to
the first verse (which is also verse 3 and 5) on the board or a handout, with a achieve the learning objectives with
blank in place of Tommy’s, and for verses 2 and 4, write: guidance and given reinforcement
I’ve got…my exercise (s).
I’ve got…my
I’ve got…my _____ / _____ pupils were not able to
Help! Oh help me, please! achieve the learning objectives and
3. Pupils create their song. They can write the song down, but must also be able given remedial exercise (s).
to sing it. (HOTS)
4. Pupils sing their song to other groups. (CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Ask 1 or 2 groups of pupils to take turns to sing their song to the rest of the class. Need improvement
Write prompts for verses 2 and 4 on the board to help the class join in with the
song. (21st CA)
Pupils compare their presentation with
Pupils create their song with guidance Worksheet for enrichment.
other group.
REFLECTION

CLASS: 1 WEEK: 35
TOPIC: UNIT 4 - Lunchtime LESSON:123 (Reading 25) DAY: Thursday
Main: 3.2 Main: 3.2.1
1. Understand the main idea of very simple phrases and sentences.
Pupils can read the sentences and write at least two sentences.
Texts of recipes and shopping lists. Pictures or toys/models
Recycled vocabulary from lessons 117 – 119
of the items and actions in the recipe.
Pre-lesson:
Task 1: Work out the words
1. Introduce any new vocabulary using flashcards or toy food and kitchen
equipment. _____ / _____ pupils were able to
2. Ask pupils what they could make with all these different foods. (21st CA) achieve the learning objectives with
3. Teach the words ‘ingredient’ and ‘recipe’. guidance and given reinforcement
4. Either by miming or using toys, show pupils how to make the sandwich. exercise (s).
5. Give individual pupils one stage of the recipe. Ask pupils to put the stages in
order. Give pupils the chance to mime or use the toys to check the answer. _____ / _____ pupils were not able to
6. Write shopping list on the board. Elicit from pupils what they need to buy achieve the learning objectives and
from the shop. Put pictures or write words on the board. given remedial exercise (s).
7. Give or show pupils two shopping lists. Ask them which one they should use
to shop for ingredients to make the sandwich. (HOTS) TODAY’S LESSON:
8. Pupils write their shopping list in their notebooks. (CBA)
Excellent
Post-lesson:-
Need improvement
Task 12: What about you?
HOTS Analysis 21st CA Brainstorming
Pupils write their shopping list with Pupils compare their shopping list with
guidance their partner.
REFLECTION

THEME: World of Self, Family and CLASS: 1 WEEK: 35
TOPIC: UNIT 4 - Lunchtime LESSON:124 (Writing 25) DAY: Friday
MAIN SKILL(S) FOCUS: Writing
Main: 3.2 Main: 3.2.1
1. Spell familiar high frequency words accurately.
2. Plan and write words and phrases.
Pupils can write a new recipe for pizza with toppings of their choice.
Recycled food vocabulary from lessons 117 – 119
Pictures or toys of food including pizza.
Do you like (sausages and peas)? Yes, I do. / No I don’t.
Pre-lesson:
Pre-task Task 7 using cheese sandwich vocabulary _____ / _____ pupils were able to
1. Review previous lesson by asking pupils to mime making a sandwich. given enrichment exercise (s).
2. Ask pupils what kind of sandwich they like. Then change to pizza.
3. Find out which pupils like pizza and what toppings they like on their pizza. _____ / _____ pupils were able to
Use pictures to give ideas and write the words for the food next to them on achieve the learning objectives with
the board. guidance and given reinforcement
4. Ask pupils to mime steps in making a pizza and try to elicit as much language exercise (s).
as possible. Write the stages on the board.
5. Highlight the food words in the recipe and show pupils how to change the _____ / _____ pupils were not able to
recipe using different toppings. achieve the learning objectives and
6. Pupils work in pairs to write a new recipe for pizza with toppings of their given remedial exercise (s).
choice using the recipe on the board as a model. (HOTS)
7. Pupils mime and say their recipes to the class. (21ST CA) TODAY’S LESSON:
8. Pupils draw and write a new recipe in their notebook. (CBA) Excellent
Task 12: What about you?
HOTS Creation 21st CA Think– Pair– Share
Pupils draw and write a new recipe Pupils compare their picture and new
with guidance recipe with their partner.
REFLECTION

CLASS: 1 WEEK: 36
TOPIC: UNIT 4 - Lunchtime LESSON:125 (Language Arts 25) DAY: Monday
Main: 5.1 Main: 5.2.1
1. Name people, things or places of interest in illustrations accompanying texts.
Pupils can make a food poster.
Do you like X? Yes, I do. /
Poster paper for Crazy Food pictures and paints
No, I don’t. I’ve got X on/in/with my Y.
Pre-lesson:
Task 4: Identify the flashcards.
1. Ask pupils if they like foods (review) – Do you like pizza/sandwich? And given enrichment exercise (s).
What’s your favourite pizza/sandwich? Pupils could ask each other questions
in pairs. _____ / _____ pupils were able to
2. Review the song from p.48 of the textbook. Ask pupils to tell their partner if achieve the learning objectives with
they like the food Tommy makes (e.g. Do you like an apple in your guidance and given reinforcement
sandwich?) exercise (s).
3. Tell pupils they will make a Crazy Food Poster. They should work in pairs.
First, pupils should decide on their crazy food. (HOTS) _____ / _____ pupils were not able to
4. Give each pair a poster paper. Pupils should write the sentence I’ve got xxx achieve the learning objectives and
on/in/with my xxx. on the poster paper. (CBA) given remedial exercise (s).
5. When pupils have finished writing, they can draw a picture of their crazy
food. Then they can add a title: My Crazy Food. TODAY’S LESSON:
6. Display pupils’ work in the classroom. Ask pupils to tell each other which
Excellent
crazy food they like/don’t like. (21st CA)
Need improvement
Post-lesson:-
Task 3: Guess the word.
HOTS Creation 21st CA Gallery Tour
Simple
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Poster
Project
Pupils can draw a picture of their crazy Pupils compare their picture of their
food with guidance crazy food with their partner.
REFLECTION
CLASS: 1 WEEK: 36
TOPIC: UNIT 4 - Lunchtime LESSON:126 (Speaking 26) DAY: Tuesday
Main: 2.1 Main: 2.1.2
1. Find out about very basic personal information using fixed phrases.
Pupils can ask and answer using have got.
Recycled food vocabulary. Superminds 1 p.49, Workbook p.49
Pre-lesson:
Draw two circles on the board. Write Food in one and Drink in the other. In pairs,
with book closed, pupils create word maps using known words.
1. Put five flashcards face up on a desk at the front. Two students come to the
desk. Say, e.g. Have you got any cheese? Pupils look for the card and hold it _____ / _____ pupils were able to
up if they have it. achieve the learning objectives with
2. Prompt the correct answer: Yes, we have or No, we haven’t. guidance and given reinforcement
3. Repeat with other pupils and other food words. exercise (s).
4. Then pupils take turns to ask the questions and to answer.
5. Pupils look at the pictures. Elicit what they can see. _____ / _____ pupils were not able to
6. Play the recording (CD2 09). Pupils listen and point. achieve the learning objectives and
7. Play the recording again. Pupils tick or cross the boxes. Pupils check in pairs. given remedial exercise (s).
8. Play the next recording (CD2 10). Pupils listen and repeat in chorus.
9. Demonstrate the activity with a pupil, using the picture in the Student’s TODAY’S LESSON:
Book. Give pupils more practice in open pairs. (21st CA)
Excellent
Need improvement
Post-lesson:-
HOTS Analysis 21st CA Pair / Group Discussion
Pupils compare their answer with their
Pupils can do activity with guidance Worksheet for enrichment.
partner.
REFLECTION

CLASS: 1 WEEK: 36
TOPIC: UNIT 4 - Lunchtime LESSON:127 (Listening 26) DAY: Wednesday
Main: 1.2 Main: 1.2.2 Politeness/ Saying
Patriotism
Complementary: 3.2 Complementary: 3.2.1 please
2. Understand the main idea of very simple phrases and sentences.
Where’s (Misty)? / Please / Hot / What have you got? Superminds 1 p.50-51, Workbook p.50
Pre-lesson:
Elicit from the pupils the names of the four Super Friends. Ask students to mime
their special powers. Elicit what the characters learnt in the last episode (to be
brave and overcome their fear of spider). (HOTS)
1. Elicit who the students can see in the first picture of the Student’s Book story _____ / _____ pupils were able to
(Whisper, Flash and Thunder) and where they are. Elicit what they are doing achieve the learning objectives with
(queuing for lunch). guidance and given reinforcement
2. Play the recording (CD2 11). Pupils listen and read to find out what the exercise (s).
friends have got at the end (a nice, hot pizza).
3. Pupils compare their ideas in pairs before the class check. Check _____ / _____ pupils were not able to
understanding of hot. achieve the learning objectives and
4. Play the recording again. Pause after each frame to check comprehension. given remedial exercise (s).
5. Talk with the class about value (waiting your turn) and where it is in the story
(frames 3 and 7). Check understanding of What have you got? TODAY’S LESSON:
6. Play the recording a third time. Pupils listen and repeat.
Excellent
Need improvement
Post-lesson:-
HOTS Analysis 21st CA Role Play
Pupils compare their answer with their
partner.
REFLECTION

CLASS: 1 WEEK: 36
Friends TIME: 1015 -1115 DATE: 8/12/2022
TOPIC: UNIT 4 - Lunchtime LESSON:128 (Writing 26) DAY: Thursday
Language
1. Plan and write words and phrases.
Pupils can write at least two questions and two answers correctly.
Recycled language from lessons 126 – 127; fruit, Have you
Flashcards of food items, plain paper for writing
got any..? Yes, I have. / No, I haven’t
Pre-lesson:
Stick the flashcards around the room. Say food words at random, e.g. Sandwiches
or Chicken and peas. Pupils point and spell to the correct flashcard(s).
1. Use the picture on p.49 to review the idea of food in the fridge. Ask pupils _____ / _____ pupils were able to
which of the foods like they. achieve the learning objectives with
2. In their notebook, pupils draw a fridge. (CBA) guidance and given reinforcement
3. Have pupils write and maybe draw 5 foods in their fridge. (21st CA) exercise (s).
4. Next, on separate paper, pupils write some questions for their partner (e.g.
Have you got any steak? Have you got any apples?). _____ / _____ pupils were not able to
5. Pupils could write 2-5 questions, depending on their proficiency. achieve the learning objectives and
6. Pupils exchange their questions with their partner and write the answers given remedial exercise (s).
(according to their pictures).
7. Pupils then check each other’s work and fridge. They give their partner a TODAY’S LESSON:
point for each correct sentence and for each correct guess. (HOTS)
Excellent
Post-lesson:-
Need improvement
Task 10 using other pupils’ pictures
HOTS Analysis 21st CA Stretch to Sketch
Pupils compare their work with their
partner.
REFLECTION

CLASS: 1 WEEK: 36
TOPIC: UNIT 4 - Lunchtime LESSON:129 (Reading 26) DAY: Friday
Language
2. Recognise and reproduce with support a limited range of high frequency target language phonemes
Pupils can identify and say the letter o and contrast it with the previous units’ letter sound a, e and i.
Sorry, stop, shop, hot dog Superminds 1 p.51, Worksbook p.51
Write Misty on the board and draw a plate of sausage and peas and a plate of achieve the learning objectives and
pizza elicit what Misty has got. Elicit why, to review the value of waiting one’s given enrichment exercise (s).
turn. (HOTS)
Lesson development:- _____ / _____ pupils were able to
1. Check pupils know what to do and their understanding of Who says….? achieve the learning objectives with
2. Pupils read the five sentences silently. guidance and given reinforcement
3. Pupils tick or cross in the table and compare answers in pairs. Check with the exercise (s).
class.
4. Write sorry and got on the board, using a red pen for the o. point out that _____ / _____ pupils were not able to
the o is the same sound as in on and off. achieve the learning objectives and
5. Pupils repeat ‘Sorry, we haven’t got pizza after you.’ given remedial exercise (s).
6. Pupils find the speech bubble in the story (frame 4).
7. Play the recording (CD2 13). Pupils look at the picture, read and repeat. TODAY’S LESSON:
8. Repeat the sentence as a class without the recording. Say it, loudly, slowly, Excellent
quickly, whisper it, etc. Need improvement
Post-lesson:-
Pupils can do activity with guidance Pupils compare their answer in pairs. Worksheet for enrichment.
REFLECTION

CLASS: 1 WEEK: 37
TOPIC: UNIT 4 - Lunchtime LESSON:130 (Language Arts 26) DAY: Tuesday
Language
Pupils can make an origami Caterpillar.
Review I like/don’t like Colourful paper.
Pre-lesson task 4: Identify the food flashcards.
1. Teacher read a story book titled ‘The Very Hungry Caterpillar’.
2. Pupils listen carefully and can ask any questions. (21st CA) guidance and given reinforcement
exercise (s).
3. Talk to pupils about what they have learned from the story (language or
values) _____ / _____ pupils were not able to
4. Show pupils how to make an origami Caterpillar from You tube videos.
5. Help pupils to make their origami. (HOTS)
6. Pupils talk about their caterpillar in their group. (CBA)
Post-lesson:-
TODAY’S LESSON:
Pupils draw some food on a paper plate and put their caterpillar on it. Excellent
Creation Need improvement
HOTS 21st CA I See, I Think, I Wonder
Simple
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA)
Project
Pupils can do their caterpillar with Pupils compare their their caterpillar
guidance with their classmates.
REFLECTION

CLASS: 1 WEEK: 37
Friends TIME:1045 - 1145 DATE: 4/1/2023
Patriotism
1. Predict words they will hear by using knowledge of a topic.
Pupils can make a discussion about the story in their group.
Flashcards or drawings of the animals and food, worksheet
27.
Teach the pupils mouse and yummy. Explain that you’ll tell them a story with achieve the learning objectives and
these 2 words in it and ask them to guess what words they’ll hear in the story. given enrichment exercise (s).
Elicit their suggestions and put them on the board.
1. Ask pupils to listen to the story to check their guesses.
2. Tell the story, using pictures and gestures to support meaning.
3. Elicit pupils’ answers (see step 4).
4. Tell the story again and elicit any more details from the story. (HOTS)
5. Build the details of the story up on the board using key words and/or
pictures.
6. Ask pupils whether the big mouse and small mouse are kind to each other:
and how they know. Most of this discussion will be focus on values, not achieve the learning objectives with
language guidance and given reinforcement
7. Pupils can make a discussion about the story in their group.(21st CA) exercise (s).
8. Teacher distributes worksheet. (CBA)
Post-lesson:- _____ / _____ pupils were not able to
Post-lesson task 2: Make connections: use flashcards or drawings to help pupils achieve the learning objectives and
remember and say the story. given remedial exercise (s).
Pupils check their their worksheet in
Pupils do the activity with guidance Worksheet for enrichment.
pair.
REFLECTION
Lesson 131
The big mouse and the small mouse

A big mouse visits a small mouse. They are friends.
‘Hi!’ says the big mouse.
‘Hi!’ says the small mouse. Please have some cake, apple and banana!’
‘Thank you. Yummy! I like your food’ says the big mouse.
The small mouse visits the big mouse.

‘Hi!’ says the big mouse.
‘Hi!’ says the big mouse. ‘Please have some sausages, cheese and pizza!’
‘Mmm. Yummy! Thank you, I like your food.’ says the small mouse.
CLASS: 1 WEEK: 37
TOPIC: UNIT 4 - Lunchtime LESSON:132 (Speaking 27) DAY: Thursday
Main: 2.1 Main: 2.1.4 Politeness/ Saying Financial
Complementary: 1.2 Complementary: 1.2.2 please Education
1. Greet, say goodbye, and express thanks using suitable fixed phrases.
2. Understand short supported questions.
Pupils can do their dialogues in their groups.
Recycled food vocabulary / Recycled greetings / Have you got One set of pictures or word cards of the food vocabulary in lesson
any…?/ How much are…? / Here you are… 117 for each group of 4 pupils in the class, toy money
Pre-lesson: _____ / _____ pupils were able to achieve
Task 3: sequence the information: use some of the information from the dialogue. the learning objectives and given
Lesson development:- enrichment exercise (s).
1. Divide pupils into groups of about 4.
2. Ask each group to choose picture or word cards of 6 food items, to put them on a
desk, and to write a price under each item. (HOTS)
3. Elicit target language with one group: e.g.
Teacher: Hi
Pupil: Hi
Teacher: Have you got any apples?
Pupil: Yes, we have.
Teacher: How much are the apples?
Pupil: 3 ringgits.
Teacher: OK, yes please.
Pupil: 3 ringgits, please
_____ / _____ pupils were able to achieve
Teacher: Here you are, Thank you
the learning objectives with guidance and
Teacher: Bye!
given reinforcement exercise (s).
Pupil: Bye!
4. Practise the target language with the whole class.
5. Pupils do their dialogues in their groups. Make sure that everyone in the group has
achieve the learning objectives and given
the chance to be both customer and shopkeeper. (21st CA)
remedial exercise (s).
6. Check by asking some groups to do their role play to the whole class. (CBA)
Post-lesson:-
TODAY’S LESSON:
Task 2: Make connections: use flashcards to help pupils remember and say the story.
Excellent
HOTS Analysis 21 CA
st
Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
Pupils do the activity with guidance Pupils check their their worksheet in pair. Worksheet for enrichment.
REFLECTION


CLASS: 1 WEEK: 37
TOPIC: UNIT 4 - Lunchtime LESSON:133 (Reading 27) DAY: Friday
Patriotism
1. Blend phonemes (CVC, CCVC)
Plastic letters if available , A text with 3-5 sentences. e.g.
Recycled vocabulary Tiffany has got eaps and arotscr. (=peas and carrots), Shaun
has got an plaep and a nbnaaa (= an apple and a banana)
Pre-lesson:
Task 10: Say what’s missing achieve the learning objectives and
1. Ask pupils to sit or stand in a circle. Place the plastic letters in the middle.
2. Teacher says a word and the pupils have to use the letters to spell it _____ / _____ pupils were able to
correctly. Nominate pupils to do this, or ask for volunteers; this could be achieve the learning objectives with
done letter by letter or as a whole word. Use words that will come up in the guidance and given reinforcement
lesson. (HOTS) exercise (s).
3. Give pupils the sentences and ask them to work out the scrambled words in
pairs. (21st CA) _____ / _____ pupils were not able to
4. Give pupils the grid and show them how to complete it. Pupils work achieve the learning objectives and
individually to complete the grid. (refer reference) given remedial exercise (s).
5. Have pupils check their answers with their partner before checking as a class.
6. Pupils copy the grid in their notebook. (CBA) TODAY’S LESSON:
Need improvement
Task 9: Read your friend’s mind
Pupils check their answers with their
Pupils do the activity with guidance. Worksheet for enrichment.
partner.
REFLECTION

CLASS: 1 WEEK: 38
TOPIC: UNIT 4 - Lunchtime LESSON:134 (Writing 27) DAY: Monday
Patriotism
Pupils can write anagrams for the words and create a puzzle.
Recycled vocabulary Flashcards/pictures for key words
Pre-lesson:
Play the anagrams pre-lesson task (pre-lesson task 1) for key words from this
lesson. Leave the anagrams on the board when you give the answer. given enrichment exercise (s).
1. Put the flashcards/pictures on the board in a random way. _____ / _____ pupils were able to
2. Nominate pupils to come out and draw a line to match the pictures with the achieve the learning objectives with
words (anagrams). guidance and given reinforcement
exercise (s).
3. In their exercise books, ask pupils to draw 4-6 pictures. These should be for
words from the unit or lesson. (21st CA) _____ / _____ pupils were not able to
4. Next ask pupils to write anagrams for the words, also randomly arranged on achieve the learning objectives and
the page to create a puzzle. They may need to plan these separately. (HOTS) given remedial exercise (s).
5. Pupils exchange their puzzles with a partner.
6. Teacher collects exercise book. (CBA) TODAY’S LESSON:
Excellent
Post-lesson:-
Need improvement
Task 11: What about me?
HOTS Creation 21st CA Stretch to Sketch
Exercise
book
Pupils compare their puzzle with their
partner.
REFLECTION

CLASS: 1 WEEK: 38
TOPIC: UNIT 4 - Lunchtime LESSON:135 (Language Arts 27) DAY: Tuesday
Main: 5.2 Main: 5.2.1 Politeness/ Saying Creativity and
Complementary: 2.1 Complementary: 2.1.4 please Innovation
Pupils can carry out a role-play using each other’s menu in turn.
Have you got…? Yes, we have. / No, we haven’t. / X, please. An example menu containing words from the textbook,
Sorry, we haven’t got X. / OK, here you are. blank card for each pair to write their menus.
Pre-lesson:
Review or teach the word school canteen (from p.50) using Task 1 or 6. _____ / _____ pupils were able to
1. Introduce the word menu to the pupils using your example menu. Ask pupils given enrichment exercise (s).
where they can find menus (elicit canteen, perhaps extend to restaurant and
café depending on your class). Hand out the worksheet and ask pupils to _____ / _____ pupils were able to
write the words next to the pictures. achieve the learning objectives with
2. Elicit a dialogue based on the menu. You could write this on the board, or guidance and given reinforcement
you could write prompts. The dialogue can be the same/similar to those used exercise (s).
in recent lessons, in particular p.50 – 51. Emphasise the need to be polite by
saying please and thank you, and sorry. _____ / _____ pupils were not able to
3. Ask pupils to work in pairs (Pupil A + Pupil B). They should write their own achieve the learning objectives and
menu. (HOTS) given remedial exercise (s).
4. Change pairs, so they are AA and BB. Pupils shouldn’t show their menus.
5. Pupils carry out a role-play using each other’s menu in turn. (CBA) TODAY’S LESSON:
6. Some pairs could perform to the class. (21st CA) Excellent
Task 9: Read your friend’s mind.
HOTS Creation 21st CA Presentations
Pupils write their own menu with Pupils compare their menu with their
guidance. partner.
REFLECTION

CLASS: 1 WEEK: 38
Main: 1.2 Main: 1.2.2
Complementary: 4.3 Complementary: 4.3.2 Cooperation Values
Pupils can say and write number 11-20.
Numbers 11-20 Superminds 1 p.52, workbook p.52.
Pre-lesson:
Make circles of ten pupils and make a ball out of paper for each group. Hand a
ball to a pupil. Pupil says One and then throws the ball to a pupil who says Two.
1. Pupils look at the pictures in the Student’s Book.
2. Play the recording twice (CD2 15). Pupils listen and repeat. _____ / _____ pupils were able to
3. Use the flashcards to practice the numbers. Show them first in sequence and achieve the learning objectives with
then at random and elicit the numbers from pupils. guidance and given reinforcement
4. Pre-teach shopping list. Tell pupils they are going to hear a conversation exercise (s).
between a waiter and a cook.
5. Stick the food flashcards on the board. Play the recording (CD2 16). Pupils _____ / _____ pupils were not able to
listen for foods. Play the recording again. Pupils complete the list. achieve the learning objectives and
6. They compare answers in pairs before class check. (21st CA) given remedial exercise (s).
7. Pupils work individually to complete a shopping list for lunch. They write six
items. In pairs, pupils take turns to say their complete list for their friend to TODAY’S LESSON:
try to write it down. Pupils do workbook page 52. (CBA)
Excellent
Post-lesson:-
Need improvement
Ask questions about objects which are / are not in the classroom, e.g. Have we
got any animals in our classroom? Pupils respond. (HOTS)
HOTS Analysis 21st CA Think– Pair– Share
Pupils complete a shopping list with Pupils compare their shopping list with
guidance. their partner.
REFLECTION

TIME: 1015 - 1115 DATE: 12/1/2023
TOPIC: UNIT 4 - Lunchtime LESSON:137 (Listening 28) DAY: Thursday
Main: 3.2 Main: 3.2.3 (i)
1. Use visuals on the page to help understand a word or phrase.
Pupils can talk about a picture they have drawn.
Recycled language: food vocabulary, numbers 11 – 20 Superminds 1 p.53, workbook p.53.
Pre-lesson:
Stick the number flashcards on the board. Pupils close their Student’s Books. Pairs
of pupils come up in turn to write the number in words under the flashcard. The
rest of the class help with the spelling if the writing pair get stuck. (HOTS)
1. Tell pupils to look carefully at the picture and at the sentences. _____ / _____ pupils were able to
2. Make sure they know to do. Read the instructions aloud. achieve the learning objectives with
3. Pupils do the activity silently and on their own. guidance and given reinforcement
4. They compare their answers in pairs and re-read to check when they differ. exercise (s).
5. Check with the class.
6. Pre-teach basket. Check student know what to do. Set a time limit for _____ / _____ pupils were not able to
drawing and for the number of things in the basket. achieve the learning objectives and
7. Monitor and check. given remedial exercise (s).
8. Make groups of four. Students take turns to say what is in their basket, using
model. (21st CA) TODAY’S LESSON:
9. Pupils do worksbook page 53. (CBA)
Excellent
Post-lesson:-
Need improvement
Ask questions about objects which are / are not in the classroom, e.g. Have we
got any animals in our classroom? Pupils respond. (HOTS)
HOTS Application 21st CA Table Talkers
Pupils do the activity with guidance. Pupils answer and compare in pairs. Worksheet for enrichment.
REFLECTION

CLASS: 1 WEEK: 38
TOPIC: UNIT 4 - Lunchtime LESSON:138 (Speaking 28) DAY: Friday
Main: 2.1 Main: 2.1.3
Complementary: 3.3 Complementary: 3.3.1 Cooperation Language
1. Express basic likes and dislikes.
2. Read and enjoy simple print and digital games at word level.
Pupils can talk about Science in English.
Fruit and vegetable vocabulary: fruit, broccoli, onion(s),
Superminds 1 p.54, workbook p.54, Flashcards (food),
green bean(s), mushroom(s), potato(es), corn, peach(es),
stickers, scissors.
pineapple(s), pear(s), orange(s), coconut(s), tomato(es)
Pre-lesson:
Stick the flashcards on the board in three groups: Fruit, Vegetable and Other. Put _____ / _____ pupils were able to
the other words down the side of the board. Prompt pupils if they need it and the achieve the learning objectives and
write fruit above one list and vegetable above another. Elicit other fruit and given enrichment exercise (s).
vegetables that they know.
1. Pupils look at the picture. Read each word aloud. Pupils repeat. achieve the learning objectives with
2. Read the activity instruction aloud and check pupils know what to do. guidance and given reinforcement
3. Provide the language: … is/are my favourite fruit/ vegetable(s). exercise (s).
4. Pupils discuss their ideas in groups of three. (21st CA)
5. Check and discuss as a class. _____ / _____ pupils were not able to
6. Read the activity instruction aloud. Check pupils know what to do. achieve the learning objectives and
7. Pupils place the stickers in the crates first and then compare ideas in pairs. given remedial exercise (s).
8. Check with the class before pupils stick their stickers in place. (HOTS)
9. Elicit other fruit and vegetable they know. TODAY’S LESSON:
10. Pupils do worksbook page 54. (CBA) Excellent
REFLECTION
CLASS: 1 WEEK: 40
Friends TIME: 10:45a.m. – 11:15a.m. DATE: 25/1/2023
TOPIC: UNIT 4 - Lunchtime LESSON:139 (Writing 28) DAY: Wednesday
Main: 4.3 Main: 4.3.2
Pupils can create their own word snake/sausage puzzles.
Recycled topic language: food vocabulary Board, worksheet 28.
Pre-lesson:
Task 10 : Say what’s missing
1. Review spelling of food vocabulary by writing gapped words on the board.
Focus on sounds rather than individual letters here, e.g. s t _ _ k. _____ / _____ pupils were able to
2. Draw a word snake or word sausage on the board with the names of food achieve the learning objectives with
hidden inside it, e.g. guidance and given reinforcement
shapplejmchesekcheesehq (apple, cheese) exercise (s).
3. An alternative is to use words that lead into one another, e.g.
pizzapplegg(pizza, apple, egg) _____ / _____ pupils were not able to
4. Pupils read it, and tell each other the food words in it, and then tell you. achieve the learning objectives and
(21st CA) given remedial exercise (s).
5. Pupils work in pairs to create their own word snake/sausage puzzles. (HOTS)
6. Pupils swap puzzles with another pair, who solve the puzzle. TODAY’S LESSON:
7. Teacher distributes worksheet. (CBA)
Excellent
Post-lesson:-
Need improvement
Task 11 about favourite food or what pupils have eaten recently.
HOTS Application 21st CA Games
Pupils create their own word Pupils compare their own word
snake/sausage puzzles with guidance. snake/sausage puzzles in pairs.
REFLECTION
THEME: World of Self, Family and CLASS: 1
TIME: WEEK: 40
Friends 10:15a.m.-11:15a.m./7:15a.m.- DATE: 26-27/1/2023
TOPIC: UNIT 4 - Lunchtime 8:15a.m. DAY: Thursday
MAIN SKILL(S) FOCUS: Language Arts LESSON:140 (Language Arts 28)
Main: 5.2 Main: 5.2.1
Pupils can talk about the story in their group.
Story – Adaptation of Little Red Riding Hood, flashcards,
She’s got … (in her basket). pictures/puppets to represent grandmother, wolf and house,
worksheet 29.
Pre-lesson:
Put up a picture of Little Red Riding Hood on the board. Ask questions about her. _____ / _____ pupils were able to
1. Pre-teach ‘wolf’, ‘grandmother’ and ‘house’ using pictures/flashcards or given enrichment exercise (s).
puppets/toys if possible. Put up the pictures showing the stages of the story
on the board. _____ / _____ pupils were able to
2. Ask pupils to try to arrange them to form a story in small groups or pairs. Tell achieve the learning objectives with
the story, taking care to show meaning as by using mime and gesture. guidance and given reinforcement
3. Ask pupils to check the order of the stages of the story on the board. exercise (s).
4. Ask pupils what they think happened to the basket in the story. Ask pupils
what they think Little Red Riding Hood had in her basket. (HOTS) _____ / _____ pupils were not able to
5. Hand out worksheet. Ask pupils to decide what she has in her basket. They achieve the learning objectives and
should write words around the picture and draw lines using a ruler to given remedial exercise (s).
connect the words to the basket.
6. Ask pupils to tell a partner/group what she has got in her basket. (21st CA) TODAY’S LESSON:
7. Teacher distributes worksheet. (CBA) Excellent
Talk to pupils about the story. Ask them which character they like and why.
HOTS Application 21st CA I See, I Think, I Wonder
Pupils can talk about the story with
Pupils can talk about the story in pairs. Worksheet for enrichment.
guidance.
REFLECTION
Story suggestion for Lesson 140
Little Red Riding Hood.
Once upon a time there was a girl in red. Her name was Sara.
Let’s hear what happens to Sara one day.
Sara is walking in the woods. She has got a basket. She is going to her grandmother’s house in
the woods.
When she gets to her grandmother’s house, her grandmother is in bed. Sara is surprised.
‘You’ve got big eyes, grandmother!’
‘No, I haven’t!’ says grandmother.
‘You’ve got big teeth, grandmother!’
‘No, I haven’t’.
Then the grandmother jumps out of bed. It’s the wolf!
‘Go away!’ says Sara.
‘No’ says the wolf. ‘I’m hungry!’
‘Oh! I’ve got a basket of food. Here you are!’ Sara gives the basket to the wolf.
‘Where’s my grandmother?’ asks Sara.
‘Oh. She’s hiding in the kitchen.’ says the wolf and it runs away.
Sara looks in the kitchen. ‘Here you are grandmother! Sorry, I don’t have a basket of food for
you now.’ she says.
‘That’s OK, Sara.’ says the grandmother. ‘I’ve got pizza and sausages!’
‘Great! I’m hungry!’ says Sara.
So, they have the sausages for lunch.
CLASS: 1 WEEK: 41
Friends TIME: 10:45a.m.-11:45a.m DATE: 30/1/2023
TOPIC: UNIT 4 - Lunchtime LESSON:141 (Listening 29) DAY: Monday
Main: 1.2 Main: 1.2.1
Complementary: 1.2 Complementary: 1.2.2 Kindness and obedience Values
Pupils can tell / share a story with other groups.
Copies of the story Daniel goes shopping on the next page.
Recycled topic language: food vocabulary, numbers
Flashcards of the food and animals, drawings or pictures of Daniel
Hungry and his mum.
Pre-lesson:
Explain that you’ll tell pupils a story about Daniel, who goes shopping for his achieve the learning objectives and
mum. Show them a drawing or picture of Daniel and his mum: the mum should given enrichment exercise (s).
look a bit puzzled or a bit angry. Ask pupils to guess why this is. Explain that you’ll
tell pupils the story, and ask them to tell you whether Daniel comes home with _____ / _____ pupils were able to
everything on his mum’s shopping list. achieve the learning objectives with
Lesson development:- guidance and given reinforcement
1. Tell the story, using flashcards and gestures to support the story. exercise (s).
2. Elicit pupils’ response to story.
3. Explain that you will tell the story again and will ask pupils to tell you which _____ / _____ pupils were not able to
animal Daniel met and what he gave the animal. achieve the learning objectives and
4. Tell the story again and elicit pupils’ responses.(HOTS) given remedial exercise (s).
5. Ask pupils to continue the story, and to share with other groups. (CBA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Ask pupils whether they think Daniel was right to give the food to the animals.
Need improvement
This discussion will be focus on values, not language. (21st CA)
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
Pupils can talk about the story with
Pupils can talk about the story in pairs. Worksheet for enrichment.
guidance.
REFLECTION

CLASS: 1 WEEK: 41
Friends TIME: 10:15a.m.-11:15a.m. DATE: 31/1/2023
TOPIC: UNIT 4 - Lunchtime LESSON:142 (Speaking 29) DAY: Tuesday
LEARNING STANDARD
CONTENT STANDARD CODE: MORAL VALUES CCE
CODE:
Main: 1.2 Main: 1.2.1
Complementary: 1.2 Complementary: 1.2.2 Kindness and obedience Values
Pupils can understand and answer the questions.
One set of the 4 You like: list per group of 4 pupils from the next
Recycled food vocabulary. / Have you got any? Yes, I
page but one. One set of 16 pictures or word cards per group of 4
have. / Here you are. / Sorry, no I haven’t.
pupils of the food on the You Like list, Worksheet 30.
Pre-lesson task 9: Remember the words achieve the learning objectives and
1. Divide pupils into groups of 4.
2. Give each pupil in each group one of the 4 You like lists, and 4 of the 16 _____ / _____ pupils were able to
picture or word cards. achieve the learning objectives with
3. Explain that the aim of the game is to collect the 4 cards on the You like list, guidance and given reinforcement
and that pupils take turns to ask a pupil in their group ‘Have you got any exercise (s).
(chicken)?.. If the answer is no, the reply is Sorry, no I haven’t. And it is the
next pupil’s turn to ask. If the answer is yes, the answer is: Yes, I have. Here _____ / _____ pupils were not able to
you are and again, it is the next pupil’s turn to ask. (21st CA) achieve the learning objectives and
4. Demonstrate the game and practise the questions and replies if necessary. given remedial exercise (s).
5. Pupils play the game in their groups.
6. Pupil distributes worksheet. (CBA) TODAY’S LESSON:
Post-lesson task 4: Correct the error (HOTS) Need improvement
HOTS Analysis 21st CA Games
Pupils play the game with guidance. Pupils can talk about the story in pairs. Worksheet for enrichment.
REFLECTION

CLASS: 1 WEEK: 41
Friends TIME: 7:45a.m-8:45a.m. DATE: 1/2/2023
TOPIC: UNIT 4 - Lunchtime LESSON:143 (Reading 29) DAY: Wednesday
Main: 3.2 Main: 3.2.2 Negotiation / Financial
Complementary: 2.1 Complementary: 2.1.1 Compromise Education
Recycled food vocabulary A text about food prices.
spends times… is… (3 times 2 is 6) and (11 and 7 is 18) Toy money if appropriate and available.
Task 10: Say what’s missing achieve the learning objectives and
1. Review fruit and vegetable vocabulary using pictures or flashcards.
2. Ask pupils to draw pictures of five fruit and/or vegetables in their notebook. _____ / _____ pupils were able to
Next, elicit some prices for the items on the board. Ask pupils to put a price achieve the learning objectives with
on their own fruit/vegetables. (21st CA) guidance and given reinforcement
3. Model the activity using the information on the board. Ask pupils to tell what exercise (s).
they want by saying Hello. Two bananas and three apples, please. Show
pupils how to add up the prices to make a total. Say how much it costs: _____ / _____ pupils were not able to
That’s X ringgits, please. Pupils finish the dialogue by saying thank you and achieve the learning objectives and
goodbye. (HOTS) given remedial exercise (s).
4. Pupils work in pairs to do the activity. Explain the word ‘spend’ using pupils’
examples. Model a problem on the board. TODAY’S LESSON:
5. Ask pupils to read the sentences and solve the problems individually first if Excellent
appropriate, and then check in pairs. Teacher collects notebook. (CBA) Need improvement
Post-lesson:-
Task 12 : What about you?
HOTS Creation 21st CA Stretch to Sketch
Pupils check and compare their
notebook in pairs.
REFLECTION

CLASS: 1 WEEK: 41
Friends TIME: 7:45a.m. – 8:45a.m. DATE: 2/2/2023
TOPIC: UNIT 4 - Lunchtime LESSON:144 (Writing 29) DAY: Thursday
1. Plan, and write words and phrases.
2. Connect words and proper names using 'and'.
Pupils can work in pairs to write their own problems in their notebook.
Recycled food vocabulary Plastic food, An outline of the text in lesson 143 for pupils to
spends times… is… (3 times 2 is 6) and (11 and 7 is 18) use as a model.
Pre-lesson:
Task 9: Remember the words
1. Review numbers 1-10 and Maths concepts of adding and multiplying achieve the learning objectives and
depending on the previous lesson using plastic food and prices, and setting given enrichment exercise (s).
problems to solve orally. (HOTS)
2. Review the text of the problems in Lesson 143. _____ / _____ pupils were able to
3. Pupils work in pairs to write their own problems in their notebook. (CBA) achieve the learning objectives with
4. Pupils could use their drawings and prices from Lesson 143 for ideas or as a guidance and given reinforcement
exercise (s).
base.
5. Pairs swap problems and solve each other’s.
6. Pairs work together in groups of four to check the answers. (21st CA)
Post-lesson:-
Task 9: Read your friend’s mind

HOTS Creation 21st CA Table Talkers
notebook in pairs.
REFLECTION

CLASS: 1 WEEK: 41
Friends TIME: 8 :15a.m.-8:45a.m. DATE: 3/2/2023
TOPIC: UNIT 4 - Lunchtime LESSON:145 (Language Arts 29) DAY: Friday
Pupils can tell their partner what they’ve got and haven’t got.
Small pictures of food items, cut up, with sticky tape or a magnet on
I’ve got… / I haven’t got… the back. A shopping list containing some of the food picture items –
either one copy per pupil or a large copy on the board.Worksheet 31
Put the letters g – f – I – d – r – e on the board. Ask pupils to unscramble the word achieve the learning objectives and
(fridge). Draw a big picture of a fridge on the board. given enrichment exercise (s).
1. Give pupils a small picture of food. Say the words. When pupils hear their
word, they come out and stick the food onto the picture of the fridge.
2. Tell the pupils you are going shopping. Put on the board a shopping list.
3. Ask pupils to read the shopping list.
4. Ask pupils to tell you what is in the fridge. Nominate pupils to remove
pictures from the board so that it shows what is in the fridge.
5. Tell pupils they are going to put food in their fridges. Give them the
worksheet and ask them to draw three items in the fridge. (HOTS) _____ / _____ pupils were able to
6. Now tell them to write three (different) items on their shopping list. achieve the learning objectives with
7. In their worksheet, pupils write and then tell their partner what they’ve got guidance and given reinforcement
and haven’t got. (CBA) exercise (s).
Post-lesson:-
Play a game to review food and numbers vocabulary using the small food _____ / _____ pupils were not able to
pictures. (21st CA) achieve the learning objectives and
HOTS Evaluation 21st CA given
Games remedial exercise (s).

notebook in pairs.
REFLECTION

CLASS: 1 WEEK: 43
TOPIC: UNIT 4 - Lunchtime LESSON:146 (Speaking 30) DAY: Monday
Complementary: 3.2 Complementary: 3.2.3 (ii) Compromise Education
2. Identify and remember high frequency sound and letter patterns.
Pupils can talk about Science in English.
Recycled food vocabulary. On the ground, in trees, on plants Superminds 1 p.55, workbook p.55
Pre-lesson:
Draw two circles on the board. Write Fruit in one and Vegetables in the other.
Brainstorm words for each to create word maps. (HOTS)
1. Pupils look at the pictures in the Student’s Book. Read the instruction aloud
and check understanding.
2. Check understanding of ground and grow and that pupils know what to do.
3. In pairs, they try to match the food with where it grows.
4. Pupils compare their ideas in pairs. Elicit sentences from the pupils and write
them on the board.
exercise (s).
5. Read the introduction to the activity with the class.
6. Make group of four. Hand out paper to each group.
7. Pupils copy the diary on to the paper and complete the diary.
8. Groups can decide if they want to focus on fruit or vegetables or both.
9. Groups display their diaries around the room and pupils walk around to read
other groups’ diaries. (21st CA)
TODAY’S LESSON:
Excellent
Post-lesson:-
Need improvement
Play a game to review food and numbers vocabulary using the small food
pictures. (21st CA)
HOTS Evaluation 21st CA Gallery Walk
REFLECTION

CLASS: 1 WEEK: 43
TOPIC: UNIT 4 - Lunchtime LESSON:147 (Writing 30) DAY: Tuesday
Complementary: 3.2 Complementary: 3.2.3 (ii) Compromise Education
Pupils can listen to ideas and respond creatively.
Recycled language: toys, food, imperatives Superminds 1 p.56, workbook p.56
Pre-lesson:
Tell pupils it is lunchtime. Ask What’s for lunch today? Elicit their ideas / what
their favourite foods are. _____ / _____ pupils were able to
1. Pre-teach lots of. given enrichment exercise (s).
2. Tell pupils to put their head on their desks, close their eyes and listen.
3. Play the recording (CD2 17). At the end of the recording, speak quietly and _____ / _____ pupils were able to
tell pupils to listen again and imagine. achieve the learning objectives with
4. Tell pupils to draw the picture from their heads. guidance and given reinforcement
5. Play the recording again. exercise (s).
6. Pupils draw their own pictures of what they imagined.(21st CA)
7. Go around the class and encourage pupils. _____ / _____ pupils were not able to
8. Pupils write about their picture. achieve the learning objectives and
9. Display the picture on the wall of the classroom. given remedial exercise (s).
10. Ask a pupil to read out one of the descriptions. Pupils look at the pictures on
the wall to guess which one is being described. (HOTS) TODAY’S LESSON:
11. Pupils make a 3-D apple (Workbook p56). (CBA) Excellent
Elicit what the monster’s favourite food is. Write some other animals on the
board, e.g. dog, cat, elephant, lizard.
HOTS Evaluation 21st CA Stretch to Sketch
Simple
Project
REFLECTION

CLASS: 1 WEEK: 43
TOPIC: UNIT 4 - Lunchtime LESSON:148 (Reading 30) DAY: Wednesday
1. Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes.
Pupils can use language from the unit to play a game.
Recycled language from the topic. Superminds 1 p.57, workbook p.57
Pre-lesson:
Write ten food words from the unit (at least one for each of the four categories in
the lunchbox game) in scrambled letter order on the board. Pupils work in pairs
and write each word correctly. (HOTS)
1. Demonstrate ‘The Lunchbox Game’ for pupils by playing it with one or two _____ / _____ pupils were able to
pupils at front. achieve the learning objectives with
2. Pupils take turns to roll the dice. The first dice shows their position on the guidance and given reinforcement
horizon scale, the second their position on the vertical scale. They find the exercise (s).
food item, say ‘I’ve got also….’ and draw it in their lunchbox. They must fill
their lunchbox with one thing from each of the four food categorise. If they _____ / _____ pupils were not able to
land on, e.g. fruit twice, them their go is wasted. The pupils who fill his/ her achieve the learning objectives and
lunchbox first is the winner. given remedial exercise (s).
3. Pupils play the game in groups of four. (21st CA)
4. Teacher monitors and helps as and when necessary. TODAY’S LESSON:
Excellent
Post-lesson:-
Need improvement
Ask pupils what their favourite song, chant or game is from the unit. Do the song,
chant or game again with the class.
REFLECTION

CLASS: 1 WEEK: 43
TOPIC: UNIT 4 - Lunchtime LESSON:149 (Listening 30) DAY: Thursday
Main: 1.3 Main: 1.3.1 Negotiation / Global
Complementary: 1.2 Complementary: 1.2.2 Compromise Sustainability
Pupils can identify the new food and say whether it is healthy or unhealthy.
Recycled topic language / Healthy/unhealthy Board, worksheet 32
Pre-lesson:
Task 2: Guess the answer: linked to a text you tell pupils about Wendy, Nasir and
Lisa (see next page). Pupils predict the healthy and unhealthy food they will hear _____ / _____ pupils were able to
1. Tell the story in the Wendy, Nasir and Lisa text, and check pupils’ guesses given enrichment exercise (s).
with them.
2. Give pupils the grid on the next page and read out the text. Ask pupils to _____ / _____ pupils were able to
complete the grid. Read the text out again if necessary. achieve the learning objectives with
3. Check pupils’ answers and tell the story one more time so that pupils can guidance and given reinforcement
confirm their answers. exercise (s).
4. Ask pupils why healthy eating is important. This discussion will be focus on
human well-being and development, and not on language. (21st CA) _____ / _____ pupils were not able to
5. Give pupils a handout of the text, or write a copy on the board. achieve the learning objectives and
6. Put pupils into pairs or small groups and ask them to change Wendy, Lisa and given remedial exercise (s).
Nasir’s food so that it is all healthy.
7. Make larger groups, and ask pupils to read the text out to their groupmates. TODAY’S LESSON:
8. Groupmates identify the new food and say whether it is healthy. (HOTS) Excellent
9. Teacher distributes worksheet. (CBA) Need improvement
Post-lesson:-
Post-lesson task 8: Make a word ladder, using healthy food items.
HOTS Evaluation 21st CA Brainstorming
REFLECTION
Wendy, Nasir and Lisa

Wendy has got a cheese sandwich, an apple, a banana and some sweets for her lunch.
Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.
Lisa has got steak, peas, carrots, and 2 cakes for her lunch.
Wendy Nasir Lisa
Healthy food
Unhealthy food

TIME: 0915 - 0945
Friends LESSON:150 (Language Arts 30)
DATE: 17/2/2023
TOPIC: UNIT 4 - Lunchtime DAY: Friday
Main: 5.2 Main: 5.2.1 Negotiation / Global
Complementary: 1.2 Complementary: 1.2.3 Compromise Sustainability
Pupils can talk about the story in their group.
A text/story about healthy eating food, worksheet 33,
Review of food vocabulary, fruit and vegetables.
Song ( https://youtu.be/YZ11C-U7S81 )
Pre-lesson:
Put up a picture of healthy foods on the board. Ask questions about it. achieve the learning objectives and
1. Teacher reads a story book titled ‘Noah’s Superheroes’.
2. Put up the pictures showing the healthy foods on the board. _____ / _____ pupils were able to
3. Ask pupils to try to arrange them to form a story. This could be whole class achieve the learning objectives with
or in small groups or pairs. guidance and given reinforcement
4. Tell the story, taking care to show meaning as you do it by using mime and exercise (s).
gesture.
5. Ask pupils to check the order of the stages of the story on the board. _____ / _____ pupils were not able to
6. Ask pupils what they think about the story.(HOTS) achieve the learning objectives and
7. Ask pupils to tell their partner about their own eating habits in their group. given remedial exercise (s).
(21st CA)
8. Teacher distributes worksheet. (CBA) TODAY’S LESSON:
Need improvement
Pupils listen and sing a healthy eating song from You Tube.
HOTS Evaluation 21st CA Talking Chips
REFLECTION

THEME: World of Self, Family and CLASS: WEEK: 5
TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:151 (Listening 31) DAY: Sunday
Main: 1.2 Main: 1.2.5
Pupils can make revision of Year 1 Language.
Revision of Year 1 Language Copy of Noughts and Crosses grid and 5 questions for each square.
Pre-lesson:
Make 6 revision questions on each of the topics in the squares of the noughts and crosses
grid on the next page. Prepare flashcards, too, of topic vocabulary.
1. Divide pupils into 2 teams of equal size and ask them to give their team a name. Write
the team names on the board. Draw the noughts [O] and crosses [X] grid on the board.
2. 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
enrichment exercise (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.
3. Explain that teams will take turns to answer your questions. (21st CA)
exercise (s).
4. Pupils must take it in turns to ask and answer questions, so 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.
5. Explain that
 you will read each question only once
 you will accept only the first answer you hear TODAY’S LESSON:
 there will be a time limit of 40 seconds to answer after the question has been read. Excellent
6. Toss a coin to choose a starting team, and play the game. (CBA)
Need improvement
7. 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. (HOTS)
Post-lesson:-
Finish the lesson with a brief reminder to pupils of any key language learning points which
emerged.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:152 (Speaking 30) DAY: Sunday
Main: 2.1 Main: 2.1.5 Negotiation /
Language
Complementary: 1.2 Complementary: 1.2.5 Compromise
Revision of Year 1 Language Copies of Superminds 1
Pre-lesson:
Ask pupils questions about pictures in the textbook (see step 2 for examples).
Each time, show pupils a page of the Superminds textbook, and ask a question or
give an instruction, e.g.
• What colour’s the apple?
• What’s this?
• How many pineapples?
• Find something yellow, and something red.
Practise useful questions with pupils and write them on the board.
exercise (s).
1. Divide pupils into small groups and ask them to prepare 7 questions or more. _____ / _____ pupils were not able to
Write in their exercise book. achieve the learning objectives and
2. Put groups together and ask them to ask and answer each other’s questions. given remedial exercise (s).
(21st CA)
3. Repeat step 5 by changing the groups, if there is time. TODAY’S LESSON:
4. Ask pupils to read out their questions for the whole class to answer.
Excellent
5. Teacher collects exercise book. (CBA)
Need improvement
Post-lesson:-
Post-lesson task 4: Correct the error (HOTS)
Exercise
book
Pupils ask and answer each other’s Pupils ask and answer each other’s
questions with guidance. questions in pairs.
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:153 (Reading 30) DAY: Sunday
Entrepreneurship
Dice, counters, and one copy of the Year 1 Revision board game on
Revision of Year 1 Language
the next page for each group
Pre-lesson:
Explain that pupils will revise the term’s work by reading and responding to instructions on
topics they have covered over the term in a board game.
1. Explain that pupils will play a game. Ask them to talk about how they can cooperate as _____ / _____ pupils were able to achieve
a group in the game, and how they can deal with any challenges in content or the learning objectives and given
language. (21st CA) enrichment exercise (s).
2. Pupils talk about this in L1, as the focus here is on learning skills, not on language. Elicit
pupils’ suggestions. _____ / _____ pupils were able to achieve
3. Explain that when pupils land on a square on the board, they must speak about the the learning objectives with guidance and
topic for half a minute to a minute so that they get sufficient language practice from given reinforcement exercise (s).
the game.
4. Divide pupils into groups of 3 or 4 and handout out a dice and counters for each group. _____ / _____ pupils were not able to
5. If a pupil lands on a Free question square, explain that others can each ask them a achieve the learning objectives and given
question, either a personal one or one connected to the term’s work. Give or elicit remedial exercise (s).
examples to help if necessary.
6. Pupils throw the dice and move their counter forward. They tell others in their group TODAY’S LESSON:
about the topic they land on. (CBA)
Excellent
Post-lesson:-
Need improvement
Stop the game and ask them to reflect on and give examples of how well they worked as a
group. (HOTS)
HOTS Analysis 21st CA Free Discussion

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Exercise
Pupils talk about how they dealt with any
Pupils do activity with guidance. Worksheet for enrichment.
challenges in content or language in pairs.
REFLECTION


CLASS: WEEK: 5
Friends TIME: DATE:
Language
1. Connect words and proper names using 'and'.
Revision of Year 1 Language Board
Pre-lesson:
Ask 3 pupils to come to the front of the class and to draw vocabulary items from
Superminds 1 according to the suggestions of their classmates. Each pupil draws 8-10 items. _____ / _____ pupils were able to
1. Now write these 2 sentence outlines on the board: given enrichment exercise (s).
 A ___ and a ___ are …
 A ___ and a ___ have got … _____ / _____ pupils were able to
2. Give pupils an example which completes each outline by making connections between achieve the learning objectives with
the pictures on the board, e.g. A banana and a pear are fruit; or A table and a cat have
got four legs.
3. After you have given pupils these examples, ask them to speak in groups and make as exercise (s).
many connections as they can in a given time limit. (21st CA)
4. Check answers with the whole class. Divide pupils into pairs or small groups. _____ / _____ pupils were not able to
5. Ask them to write 4 true connections sentences and one false one in their exercise achieve the learning objectives and
book. They should not show which sentence is a false connection. given remedial exercise (s).
6. Ask groups to swap sentences and to identify and correct the false sentence. (HOTS)
7. Teacher collects exercise book.(CBA)
Post-lesson:-
Post-lesson task 6: Whisper and Write

TODAY’S LESSON:
HOTS Analysis 21st CA Excellent
Pair / Group Discussion
Exercise
book
Pupils talk about how they dealt with
Pupils do activity with guidance. any challenges in content or language Worksheet for enrichment.
in pairs.
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:155 (Language Arts 30) DAY: Sunday
Language
1. Respond imaginatively and intelligibly through creating simple art and craft products / Other imaginative responses as appropriate
2. Introduce self to an audience using fixed phrases.
Dialogues that represent learning from each unit and the year
overall.
Pre-lesson:
Pre-lesson Review four key words, one from each unit. You could use Task 1, 4 or 6.
the learning objectives and given
Lesson development:- enrichment exercise (s).
1. On the board, do a matching activity: Textbook unit to theme:
 Unit 1: At School _____ / _____ pupils were able to achieve
 Unit 2: Let’s Play! the learning objectives with guidance and
 Unit 3: Pet Show given reinforcement exercise (s).
 Unit 4: Lunchtime
2. Make four or eight groups. Ask each group to brainstorm vocabulary and language _____ / _____ pupils were not able to
they remember from a different unit each. Give them a time limit. (21st CA)
3. Ask groups to check in their textbooks. If necessary they can add or change their
answers. Ask each group to present their answers to the class.
4. 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.
5. 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. (HOTS) achieve the learning objectives and given
6. Monitor and help where needed. Groups can practise their dialogues a little. remedial exercise (s).
7. Remind pupils they will need to introduce themselves to the audience. Check they
have the language for this and practise as appropriate. TODAY’S LESSON:
8. Collect their written dialogues at the end of the class to review. (CBA) Excellent
Word ladders
Exercise
book
Pupils talk about how they dealt with any
Pupils do activity with guidance. Worksheet for enrichment.
challenges in content or language in pairs.
REFLECTION

Suggested dialogues for Lesson 155
Dialogue 1:
Teacher: Hello. How are you?
Pupil 1 and 2: I’m fine, thank you.
Teacher: Sit at your desks, please.
Pupils 1 and 2: OK. [They sit down].
Pupil 1: Abdul, I haven’t got a pencil. Have you got a pencil?
Pupil 2: Sorry, I haven’t got a pencil.
Pupil 1: OK. Teacher, pass me a pencil, please.
Teacher: Here you are [passes pencil].
Pupil 1: Thank you.
Dialogue 2:
A: Let’s go to the toyshop.
B: OK. Do you like toys?
A: Yes, I do. My favourite toy’s a kite.
B: I like kites too.
[At the toyshop]
Toyshop owner: Hello.
A: Hello. A kite, please.
Owner: Yes, here you are.
A: Thank you.
A: I’m very happy; I have a new, red kite.
Dialogue 3:
A: Do you like animals, Hana?
B: Yes, I like cats and rabbits. I’ve got a cat at my house. Have you got a
pet, Afiq?
A: No, I haven’t. I don’t like dogs and I don’t like cats.
B: Do you like rabbits?
A: Yes, I do. Let’s play at your house.
B: OK. Let’s go.
Dialogue 4:
A: Mum, I’m hungry.
B: OK. We’ve got cheese.
A: I don’t like cheese. Have we got any bananas? I like bananas.
B: No, we haven’t. We haven’t got any fruit!
A: Oh no! Let’s make a shopping list.
B: OK. We haven’t got any bananas, and we haven’t got any apples. Please write down bananas and
apples.
A: OK. Now let’s go shopping.

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:156 (Listening 31) DAY: Sunday
Language
Revision of Year 1 Language Board and grid
Pre-lesson:
Give pupils the Find a friend who… grid on the next page, or write it on the board
and ask pupils to copy it. Practise the questions pupils will need to ask (e.g. Do
you like cats? Have you got 2 brothers?). (HOTS)
1. Tell pupils to mingle and complete the grid with a new name for each
question. If mingling is not possible in your classroom, pupils can sit and
work in groups of about 8-10. (21st CA)
2. When most, but not all, pupils are ready, stop the game.
exercise (s).
3. Elicit a few answers from pupils as a whole class.
4. 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.
5. Elicit a few possible entries for a new grid to help pupils get ideas for their
task.
6. Pupils create their new grid in notebooks. (CBA)
TODAY’S LESSON:
7. Pupils repeat steps 3 and 4.
Excellent
Post-lesson:-
Need improvement
Repeat step 5.
Pupils create their new grid with
Pupils compare their new grid in pairs. Worksheet for enrichment.
guidance.
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
Language
Revision of Year 1 Language Board and Me and my friends grid
Pre-lesson:
Give pupils the Me and my friends grid on the next page, or write it on the board
and ask pupils to copy it. Ask pupils to complete the grid with information which given enrichment exercise (s).
is true for them.
1. Practise the statements pupils will need to use to communicate information achieve the learning objectives with
to their classmates (e.g. I’m 7 years old, My favourite food is/I like chicken). guidance and given reinforcement
exercise (s).
2. Put pupils in groups of 4 and ask them to exchange information. (21st CA)
3. When most, but not all, pupils are ready, stop the game. _____ / _____ pupils were not able to
4. Ask pupils to report back one interesting thing from their group (e.g. Zil and achieve the learning objectives and
me like spiders, Ahmed and Chelvi have got 5 brothers). given remedial exercise (s).
5. Pupils write the information in their notebooks. (CBA)
Excellent
Post-lesson task 1: Spot the differences: pupils do this in groups. They change
Need improvement
information in their completed grids, and their groupmates correct them. (HOTS)
Pupils write the information with Pupils compare their information in
guidance. pairs.
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:158 (Writing 31) DAY: Sunday
Language
Your own ABC poster (optional), Poster paper for pupils
1 set of 18 small pieces of paper for each group of 3 pupils
Pre-lesson:
Pre-lesson task 4: Identify the flashcards (HOTS)
1. Tell pupils that they’ll be making an ABC poster of Year 1 words together.
2. You can show pupils a finished ABC poster you have made yourself as an example if _____ / _____ pupils were able to achieve
appropriate. Divide pupils into groups of 3. the learning objectives and given
enrichment exercise (s).
3. Give each group poster paper on which they will draw pictures of Year 1 vocabulary
items. 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. the learning objectives with guidance and
4. Ask pupils to copy these letters onto their poster. given reinforcement exercise (s).
5. 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. _____ / _____ pupils were not able to
6. Tell pupils to agree who is responsible for letters a, b, c, d, e, f, who for g, k, l, m, n, o achieve the learning objectives and given
and who for p, r, s, t, v, y.
7. Tell pupils to look though the Superminds textbook, to draw pictures of items TODAY’S LESSON:
beginning with their letters on the poster and to write the words on their pieces of Excellent
paper. (21st CA) Need improvement
Post-lesson:-
Collect the poster (CBA) and pieces of paper and make sure you know which poster they
belong to, as you will need these in the next lesson. Tell pupils to remember who is in their
group, as they’ll start the next lesson in the same group
Simple
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Poster
Project
Pupils do activity with guidance. Pupils talk about their activity in pairs. Worksheet for enrichment.
REFLECTION


CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:159 (Reading 31) DAY: Sunday
Language
Complementary: 3.2 Complementary: 3.2.1 (i) Compromise
Knowledge / Thinking skills / Leadership Bilingual Ethics and National
Revision of Year 1 Language Board and Me and my friends grid
Tell pupils to form the same groups of 3 as in the previous lesson, and hand out achieve the learning objectives and
ABC posters and words to each group.
1. Join groups of 3 to form groups of 6. guidance and given reinforcement
2. Tell pupils to swap posters and sets of pieces of paper. exercise (s).
3. Pupils match pieces of paper to the pictures and check each other’s answers. _____ / _____ pupils were not able to
(21st CA)(CBA) achieve the learning objectives and
4. Repeat steps 1, 2, and 3 with new groups as appropriate.
Excellent
Post-lesson task 7, Listen and point, using pupils’ posters as a prompt. (HOTS) Need improvement
HOTS Analysis 21st CA Puzzle it Out
REFLECTION

CLASS: WEEK: 5
Friends TIME: DATE:
TOPIC: UNIT 4 - Lunchtime LESSON:160 (Language Arts 31) DAY: Sunday
Language
1. Respond imaginatively and intelligibly through creating simple art and craft products / Other imaginative responses as appropriate
2. Introduce self to an audience using fixed phrases.

Board and Me and my friends grid, Revision: https://bit.ly/33qCgLD
To review language taught over the year.
Quiz: https://bit.ly/38T1lQv
Pre-lesson:
Review four key words, one from each unit. You could use Task 1, 4 or 6.
1. On the board, do a matching activity: Textbook unit to theme: _____ / _____ pupils were able to achieve
Unit 1: At School Unit 3: Pet Show the learning objectives and given
Unit 2: Let’s Play! Unit 4: Lunchtime enrichment exercise (s).
2. 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. (21st CA) _____ / _____ pupils were able to achieve
3. Ask groups to check in their textbooks. If necessary they can add or change their the learning objectives with guidance and
answers. Ask each group to present their answers to the class. given reinforcement exercise (s).
4. 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 _____ / _____ pupils were not able to
unit it relates to. achieve the learning objectives and given
5. Tell groups they will be making similar dialogues to perform in the next LA lesson. Give remedial exercise (s).
each group a new unit to look at and ask them to write a dialogue. (HOTS)
6. Groups can practise their dialogues a little. TODAY’S LESSON:
7. Collect their written dialogues at the end of the class to review.
Excellent
8. They then learn and practise their dialogues so they can act them out freely.
Need improvement
9. Last of all, they perform their dialogues to the class/parents/other classes/teachers,
having introduced themselves. (CBA)
Post-lesson:-
Word ladders
HOTS Creation 21st CA Pair / Group Discussion
REFLECTION


BI Y1 LP TS25 (Unit 4 LP 117-160)

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 1

HOTS Application 21st CA Pair / Group Discussion

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HOTS Application 21st CA Pair / Group Discussion

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Post-lesson:- TODAY’S LESSON:

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Post-lesson:- TODAY’S LESSON:

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DAILY LESSON PLAN TS25

The big mouse and the small mouse

The small mouse visits the big mouse.

The next lesson plan:

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Story suggestion for Lesson 140

Little Red Riding Hood.

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Task 9: Read your friend’s mind

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PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet

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Wendy, Nasir and Lisa

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The next lesson plan:

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HOTS Analysis 21st CA Free Discussion

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Post-lesson task 6: Whisper and Write

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Suggested dialogues for Lesson 155

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The next lesson plan:

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DAILY LESSON PLAN TS25

SUCCESS CRITERIA (SC):