TARGET Year 1/Level 1

SUBJECT English Language

TOPIC Friends
THEME World of Self, Family and Friends
NOTES ON THEME/TOPIC When the children meet new friends, they need to break the ice and
introduce themselves. Telling new friends about their names, ages
and favourite colours are among information that they exchange
during ice breaking.
CONTENT STANDARD Listening
1.2 Understand meaning in a variety of familiar contexts
LEARNING STANDARDS : Listening
1.2.2 Understand with support specific information and details
of very simple phrases and sentences
LEARNING OBJECTIVES At the end of the lesson:
Most pupils will be able to listen and understand the sentences by
pointing to at least 3 correct characters with support.
DURATION 1 – 2 days
ACTIVITIES Listen and match the pictures
PERFORMANCE Listening TP 3 – TP 6
STANDARD (refer to the Performance Standards Guide)
PROJECT GUIDELINES 1. Activity 1: Pupils listen to the recording
https://t.me/CD1Supermind/15 (CD 1 Track 02).
2. Pupils listen and match the pictures to their names..
3. Pupils check their answers with parents.
4. Parents are required to help pupils in this phase.
TARGET Year 1 pupils
SUBJECT English Language
TOPIC Friends
THEME World of Self, Family and Friends
NOTES ON THEME/TOPIC When the children meet new friends, they need to break the ice
and introduce themselves. Telling new friends about their names,
ages and favourite colours are among information that they
exchange during ice breaking.
CONTENT STANDARD Speaking
2.1 Communicate simple information intelligibly.
LEARNING STANDARD Speaking
2.1.5 Name or describe objects using suitable words
from word sets.
LEARNING OBJECTIVES At the end of the lesson, most pupils will be able to describe
at least 4 hats correctly using suitable colours.
DURATION 1 – 3 days
ACTIVITIES Listen, say and colour.
PERFORMANCE STANDARD Speaking TP 3 – TP 6
(refer to the Performance Standards Guide)
PROJECT GUIDELINES 1. Pupils look at the pictures. (Student’s Book page 7).
2. Pupils listen to the recording
https://t.me/CD1Supermind/21 (CD 1 Track 08).
3. Pupils point to the pictures when they hear them
and repeat the words.
4. Pupils rearrange the letters to spell the colour.
5. Pupils colour the monsters according to the word
(colour) they spell.
6. Pupils check their answers with parents.
7. Parents are required to help pupils in this phase.
TARGET Year 1 pupils
SUBJECT English Language
TOPIC Friends
THEME World of Self, Family and Friends
NOTES ON THEME/TOPIC When the children meet new friends, they need to break the ice and
introduce themselves. Telling new friends about their names, ages and
favourite colours are among information that they exchange during ice
breaking.
CONTENT STANDARD Reading
3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies.
LEARNING STANDARD Reading
3.2.1 Understand the main idea of very simple phrases and
sentences.
LEARNING OBJECTIVES At the end of the lesson, most pupils will be able to read and
understand the story by answering correctly at least 3 questions.
DURATION 1 - 3 days
ACTIVITIES Listen, read and match the characters and their superpower.
PERFORMANCE STANDARD Reading TP 3 – TP 6
(refer to the Performance Standards Guide)
PROJECT GUIDELINES 1. Activity 1: Pupils listen to the recording
https://t.me/CD1Supermind/23 while pointing to the
words they heard.
2. Pupils read the story again with the recording as
guidance. (Parents are required to help pupils in this
phase.)
3. Activity 2: Pupils match the character’s pictures with their
names and superpowers.
4. Additional activity: Pupils draw their favourite Super
Friends and write why they like that character.
TARGET Year 1 pupils
SUBJECT English Language
TOPIC Friends
THEME World of Self, Family and Friends
NOTES ON THEME/TOPIC When the children meet new friends, they need to break the ice and
introduce themselves. Telling new friends about their names, ages and
favourite colours are among information that they exchange during ice
breaking.
CONTENT STANDARD Writing
4.2 Communicate basic information intelligibly for a range of
purposes in print and digital media.
LEARNING STANDARD Writing
4.2.1 Give very basic personal information using fixed
phrases
LEARNING OBJECTIVES At the end of the lesson, most pupils will be write basic
information about themselves.
DURATION 1 – 3 days
ACTIVITIES Read, trace and write about yourself.
PERFORMANCE STANDARD Writing TP 3 – TP 6
(refer to the Performance Standards Guide)
PROJECT GUIDELINES 1. Pupils read the basic personal information in Picture 1.
2. Pupils trace the sentences in Worksheet D.
3. Pupils draw a picture of them and write basic personal
information based on the examples in Picture 1 in
Worksheet E.
4. Parents are required to help pupils in this phase.
TARGET Year 1 pupils
SUBJECT English Language
TOPIC Friends
THEME World of Self, Family and Friends
NOTES ON THEME/TOPIC When the children meet new friends, they need to break the ice and
introduce themselves. Telling new friends about their names, ages and
favourite colours are among information that they exchange during ice
breaking.
CONTENT STANDARD Language Art
5.1 Enjoy and appreciate rhymes, poems and songs
Speaking
2.1 Communicate simple information intelligibly
LEARNING STANDARD Language Art
5.1.1 Demonstrate appreciation through non-verbal
responses to: iii) simple action songs

Speaking
2.1.5 Name or describe objects using suitable words from
word sets

LEARNING OBJECTIVES At the end of the lesson,

i. most pupils will be able to sing a simple action song with
support.
ii. most pupils will be able to count and say the number of
objects correctly.
DURATION 1 – 3 days
ACTIVITIES Sing, count, say, and write
PERFORMANCE STANDARD Writing TP 3 – TP 6
(refer to the Performance Standards Guide)
PROJECT GUIDELINES 1. Pupils sing the song to the tune of “One Little Two Little
Three Little Indians” or sing along to this video
https://youtu.be/TFAyQJKGJRA.
2. Pupils count their finger aloud.
3. Pupils complete the song.
Performance Standard Guide for Listening Skills
PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS
LEVEL
1 • Hardly recognises and reproduces limited target language phonemes.
• Hardly understands very simple questions, instructions and main ideas
of the texts even with a lot of support from the teacher.
2 • Recognises and reproduces some limited target language phonemes
with a lot of support from the teacher.
• Understands a few very simple questions, instructions and main ideas
of the texts with a lot of support from the teacher.
3 • Recognises and reproduces limited target language phonemes with
support from the teacher.
• Understands very simple questions, instructions, main ideas and
supporting details of the texts with support from the teacher.
• Predicts words using knowledge of a topic with support from the
teacher.
4 • Recognises and reproduces limited target language phonemes with
minimal support from the teacher.
• Understands very simple questions, instructions, main ideas and
supporting details of the texts with minimal support from the teacher.
• Predicts words using knowledge of a topic.
5 • Recognises and reproduces target language phonemes appropriately.
• Understands simple questions, instructions, main ideas and supporting
details of the texts without hesitation.
• Displays increasing confidence and self-reliance in predicting words
using knowledge of a topic.
6 • Recognises and reproduces target language phonemes appropriately
and independently.
• Understands simple questions, instructions, main ideas and supporting
details of the texts promptly and independently.
• Predicts words using knowledge of a topic confidently and
independently.
Performance Standard Guide for Speaking Skills
PERFORMANCE DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
1 • Hardly produces meaningful words and fixed phrases even with a lot of
support from the teacher.
• Hardly asks and answers straightforward questions using one word or a
fixed phrase even with a lot of support from the teacher.
2 • Produces a few meaningful words and fixed phrases with a lot of
support from the teacher.
• Asks and answers a few straightforward questions using one word or a
fixed phrase with a lot of support from the teacher.
3 • Produces and comprehends words and fixed phrases on very familiar
topics with some support from the teacher.
• Asks and answers straightforward questions using one word or a fixed
phrase with some support from the teacher.
• Introduces self, describes objects and participates in simple
interactions on familiar topics using fixed phrases.
4 • Produces and comprehends words and fixed phrases on very familiar
topics with minimal support from the teacher.
• Asks and answers straightforward questions using one word or a fixed
phrase with minimal support from the teacher.
• Expresses self, describes objects and participates in simple
conversations on familiar topics using fixed phrases.
5 • Produces and comprehends words and fixed phrases on very familiar
topics confidently.
• Asks and answers straightforward questions using one word or a fixed
phrase with increasing confidence and self-reliance.
• Expresses self, describes objects and participates in conversations on
familiar topics using fixed phrases with an increasing display of
confidence.
6 • Produces and comprehends words and fixed phrases on very familiar
topics confidently and independently.
• Asks and answers straightforward questions using fixed phrases with
ease and great confidence.
• Initiates, expresses self, describes objects and participates in
conversations on familiar topics using fixed phrases independently.
• Displays exemplary model of language use to others.
Performance Standard Guide for Reading Skills
PERFORMANCE DESCRIPTORS FOR READING SKILLS
LEVEL
1 • Hardly identifies and recognises shapes of the letters in the alphabet
even with a lot of support from the teacher.
• Hardly blends and segments phonemes (CVC, CCVC) even with a lot
of support from the teacher.
2 • Identifies and recognises most shapes of the letters in the alphabet with
a lot of support from the teacher.
• Blends and segments a few phonemes (CVC, CCVC) with a lot of
support from the teacher.
• Hardly understands main ideas of very simple phrases and sentences
after repeated readings.
3 • Identifies and recognises all shapes of the letters in the alphabet.
• blends and segments phonemes (CVC, CCVC) with support from the
teacher.
• Understands main ideas, specific information and details of very simple
phrases and sentences.
• Uses picture dictionary to categorise words with support from the
teacher.
4 • Blends and segments phonemes (CVC, CCVC) without hesitation.
• Understands main ideas, specific information and details of very simple
phrases and sentences appropriately.
• Uses picture dictionary to categorise words with minimal support from
the teacher.
5 • Uses phonics to read words and identify word families confidently.
• Understands main ideas, specific information and details of very simple
phrases and sentences confidently.
• Uses picture dictionary to categorise words confidently.
6 • Uses phonics to read words and identify word families independently.
• Understands main ideas, specific information and details of simple
sentences independently.
• Uses picture dictionary to categorise words independently.
Performance Standard Guide for Writing Skills
PERFORMANCE DESCRIPTORS FOR WRITING SKILLS
LEVEL
1 • Hardly displays early writing skills to form letters as demonstrated by
the teacher.
• Hardly uses fixed phrases to communicate with appropriate language
form and style even with a lot of support from the teacher.
2 • Displays early writing skills to form letters as demonstrated by the
teacher with some legibility.
• Uses fixed phrases to communicate with appropriate language form
and style with a lot of support from the teacher.
3 • Displays early writing skills appropriately.
• Writes comprehensible words and phrases with correct punctuation
and spelling supported by the teacher.
• Organises words by using ‘and’ to communicate with appropriate
language form and style with some support from the teacher.
4 • Writes comprehensible words and phrases with correct punctuation
and spelling with minimal support by the teacher.
• Organises words by using ‘and’ to communicate with appropriate
language form and style with minimal support from the teacher.
5 • Writes comprehensible words and phrases with correct punctuation
and spelling confidently.
• Organises words by using ‘and’ to communicate with appropriate
language form and style without hesitation.
6 • Writes comprehensible words and phrases with correct punctuation
and spelling independently.
• Organises words by using ‘and’ to communicate with appropriate
language form and style independently.
• Displays exemplary model of language use to others.