Nursery Lesson Plans For 1st Semester

LESSON NO: 1 WEEK NO: 1 HOUR NO: 1
GRADE: Nursery 1 SUBJECT: English Conversation

GRADE INDICATOR:
TOPIC IMPORTANT WHAT DO THE TEACHERS DO? WHAT DO THE STUDENTS LEARN? EVALUATION
WORDS (Assignment)
❖ Warm Up: ❖ Recitation
Initiate class with the "Good
1. Hi ❖ Warm Up:
R Morning" song. ❖ Seat Work
❖ Review: Students will initiate class by singing the
2. Hello "Good Morning" song.
REFERENCE: Assess prior knowledge with
3. Good Morning random questions. ❖ Quiz
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❖ Introduction: ❖ Review:
Press 4. Goodbye Teach greetings, demonstrate ❖ Group Work
Students will assess their prior knowledge by
bowing/curtsying, introduce answering random questions.
MATERIALS:
puppet Billy, and distribute ❖ Others
Resource Sheet 1:
coloring books.
Photocopy and cut out ❖ Introduction:
❖ Lesson Proper:
the puppet on the card
Make sure students know when Students will learn greetings, observe
before the lesson.
and how to use the following: bowing/curtsying, meet puppet Billy, and
• Bag or box for
Hi/Hello
coloring worksheet
receive coloring books.
puppet storage
Good Morning/Good Afternoon/
• Student Book
Goodbye ❖ Lesson Proper:
• Crayons, pens, or
❖ Activity: Students will understand when and how to
paints with brushes
Provide a worksheet for coloring use "Hi/Hello", "Good Morning/Good
puppet Billy. Afternoon/", and "Goodbye".
❖ Wrap Up:
Conclude by having students
❖ Activity:
exchange greetings with
neighboring classmates. Students will be given a worksheet to color
puppet Billy.
❖ Wrap Up:
Students will conclude the lesson by
Prepared by: Jonel Rizo
exchanging greetings with classmates.

GRADE INDICATOR:
WORDS (Assignment)
Start the class with singing and
1. sit down ❖ Warm Up:
R dancing as part of the routine. ❖ Seat Work
Students will begin the class by singing and
2. stand up dancing as part of the routine.
REFERENCE: ❖ Review:
Prompt the students to greet their ❖ Quiz
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classmates while reviewing the ❖ Review:
Press ❖ Group Work
previous lesson. Students should greet their classmates as
MATERIALS: part of reviewing the previous lesson.
❖ Introduction: ❖ Others
● flashcards
Conduct an energizer using the song
● visual aids ❖ Introduction:
“Sit Down, Stand Up”
Students will engage in an energizer by
❖ Lesson Proper: following the instructions of the song "Sit
Use flashcards to clarify the Down, Stand Up"
meanings of "sit down" and "stand
up", then instruct the students to ❖ Lesson Proper:
follow the commands individually. Students should clarify the meanings of "sit
down" and "stand up" using flashcards, then
❖ Activity: follow the commands individually.
Award a sticker to the fastest student
to follow the command.
❖ Activity:
❖ Wrap Up: Students should be the fastest to follow the
Sing the song “Sit Down, Stand Up” command to receive a sticker.
again and observe if the students can
follow the commands properly.
❖ Wrap Up:
Students will repeat the song "Sit Down,
Stand Up" and assess their ability to follow
the commands properly.

GRADE INDICATOR:
WORDS (Assignment)
Begin the class with singing and
1. Listen ❖ Warm Up:
❖ Review: Students will begin the class with singing and
2. Quiet dancing as part of the routine.
REFERENCE: Ask the students to stand up and sit
3. Speak down repeatedly to review their ❖ Quiz
❖ Review:
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previous lesson. Students will stand up and sit down
❖ Introduction: repeatedly to review their previous lesson.
Play a song that they can follow.
MATERIALS: ❖ Introduction:
❖ Lesson Proper: ❖ Others
● flashcards
Use flashcards to teach vocabulary Students will play a song in which they can
● visual aids
(listen, quiet, speak). Model action so follow the commands.
the students will follow. ❖ Lesson Proper:
❖ Activity: Students will use flashcards to learn
“Mirroring” Students will do in pairs.
Mirror Activity
vocabulary (listen, quiet, speak) and model
One will copy a partner's action actions for the students to follow.
based on what command is being
❖ Activity:
picked.
❖ Wrap Up: Students will participate in the "Mirroring"
Make a big circle. All of the students activity where they work in pairs, with one
will follow the command given by the student copying their partner's actions based
teacher. on the command given.
❖ Wrap Up:
Students will form a big circle and all follow
the commands said by the teacher.

GRADE INDICATOR:
WORDS (Assignment)
Begin the lesson with singing and dancing as
1. What is your ❖ Warm Up:
R part of the routine. ❖ Seat Work
❖ Review: Students will begin the lesson with
name? singing and dancing as part of the
REFERENCE: Say the commands and let the students
2. My name is… follow them. routine. ❖ Quiz
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❖ Introduction: ❖ Review:
Explain to the children that Billy Bear wants Students will say the commands and
to know their names, so they must follow them.
MATERIALS:
introduce themselves… ❖ Others
Name card for each ❖ Introduction:
❖ Lesson Proper:
child
1. Explain to the children that Billy Students will explain to the children
• Resource sheet 1:
Bear wants to know their names, so that Billy Bear wants to know their
Before the lesson
they must introduce themselves. names, so they must introduce
photocopy the sheet
2. Demonstrate listening to him, and themselves.
on the card and cut it
saying Billy asks: What is your
out. ❖ Lesson Proper:
name? My name is .... [add your
• Sheets of plain paper Students will demonstrate listening to
name].
• Student Books Billy and respond when he asks,
❖ Activity:
Give each child a name card. "What is your name?" by saying "My
Encourage them to listen to Billy's name is ..." followed by their name.
question, then say "My name is ..." ❖ Activity:
followed by their name to the bear, Students will receive a name card.
while the bear dances in response. They will listen to Billy's question,
❖ Wrap Up: then say "My name is ..." followed by
Individually ask the students “What is your their name to the bear, while the bear
name?” dances in response.

❖ Wrap Up:
Individually, students will be asked,
"What is your name?"

GRADE INDICATOR:
WORDS (Assignment)
1. Birthday ❖ Warm Up:
Begin the class with singing and dancing as
2. How old are part of the routine.
you? Ask the question “What is your ❖ Quiz
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name?” to review the previous ❖ Review:
Press 3. I am (...) years lesson. ❖ Group Work
Students will ask the question “What is your
MATERIALS: old. name?” to review the previous lesson.
● A dummy ❖ Introduction:
Let the students blow the candle in a
birthday cake
dummy birthday cake. Students will blow the candle on a dummy
● Number
birthday cake.
Flashcards
❖ Lesson Proper:
Use the puppet, Billy. Billy will ask
❖ Lesson Proper:
“How old are you?” Then, you will
answer “I am 2/3 years old.” Students will use the puppet, Billy. Billy will
ask “How old are you?” Then, students will
❖ Activity: answer “I am 2/3 years old.”
Each of the students will do the same
as Billy asks questions. Make sure ❖ Activity:
students will answer correctly. Each of the students will do the same as Billy
❖ Wrap Up: asks questions. Students will make sure to
Revisit those students who still answer correctly.
struggling to answer the question.
❖ Wrap-Up:
Students will revisit those who are still
struggling to answer the question.

GRADE INDICATOR:
WORDS (Assignment)
Begin the class with singing and dancing
1. How are ❖ Warm Up:
R as part of the routine. ❖ Seat Work
you today? part of the routine.
2. I am fine, Ask the students “How old are you?” to ❖ Quiz
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review the previous lesson. ❖ Review:
Press thank you! ❖ Group Work
Students will be asked, “How old are you?”
❖ Introduction: to review the previous lesson.
MATERIALS:
Show the smiling picture to the ❖ Others
● Pictures
students. Ask them what can they say
● worksheet ❖ Introduction:
about it.
Students will be shown a smiling picture and
❖ Lesson Proper: asked what they can say about it.
Do the conversation practice with the
whole class.
❖ Lesson Proper:
➔ How are you today?
➔ I am fine, thank you. Students will engage in conversation practice
with the whole class:
❖ Activity: ➔ Teacher: "How are you today?"
Give a smiley picture to each of the ➔ Students: "I am fine, thank you."
students and they have to color it. When
they finish, they will receive a sticker.
❖ Activity:
❖ Wrap Up: Each student will receive a smiley picture to
Ask the students individually to check if color. Upon completion, they will receive a
they all understand the lesson. sticker.
❖ Wrap-Up:
Students will be individually asked to confirm
their understanding of the lesson.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up: ❖ Warm Up: ❖ Recitation
Begin the class with singing and Students will begin the class with singing
1. Where do you dancing. and dancing.
R ❖ Seat Work
live?
REFERENCE: ❖ Review: ❖ Review:
2. I live in… Ask the students “How are you ❖ Quiz
Students will be asked, “How are you
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today?” to review the previous today?” to review the previous lesson.
lesson.
❖ Introduction:
MATERIALS:
❖ Introduction: Students will be shown a picture of a ❖ Others
● Pictures
Show the students a picture of the house and asked to identify it.
● worksheets
house. Ask them what is it.
❖ Lesson Proper:
❖ Lesson Proper: Students will engage in conversation
Do the conversation practice practice:
➔ Where do you live? ➔ Teacher: "Where do you live?"
➔ I live in… ➔ Students: "I live in…"

❖ Activity:
Ask the students to answer the ❖ Activity:
questions individually. Then color the Students will individually answer the
worksheet. questions and then color the worksheet.
❖ Wrap-Up: ❖ Wrap-Up: Students who are struggling to

Revisit the students who are answer will be revisited and provided
struggling to answer. Give them with scaffolding.
scaffolding.

GRADE INDICATOR:
WORDS (Assignment)
Begin the lesson with singing and Students will begin the lesson with
1. run dancing as part of the routine. singing and dancing as part of the
R ❖ Seat Work
2. walk routine.
3. eat To review the lesson, ask the To review the lesson, students will be ❖ Quiz
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students where they live. asked where they live.
Press 4. jump ❖ Group Work
❖ Introduction: ❖ Introduction:
MATERIALS:
Show the flashcards to the students. Students will be shown flashcards. The ❖ Others
Check if they know the verbs. teacher will check if they know the verbs.
● Flashcards .
● Visual aids ❖ Lesson Proper: ❖ Lesson Proper:
Teach the vocabulary through Students will be taught vocabulary
pictures. Show the action to the through pictures. The teacher will show
students and they will repeat it after the action, and students will repeat it.
you.
❖ Activity:
❖ Activity: Students will play the Mirror Game,
Mirror Game: Ask the students to copying their partner's actions.
copy their pair’s action.
❖ Wrap-Up: Each student will identify each
❖ Wrap Up: of the action words.
Let each student identify each of the
action words.

GRADE INDICATOR:
WORDS (Assignment)
1. Yes, I can. ❖ Warm Up:
REFERENCE: ❖ Review: part of the routine.
Revisit the verbs taught in the ❖ Quiz
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previous lesson. ❖ Review:
Revisit the verbs taught in the previous
❖ Introduction: lesson.
MATERIALS:
Show again the flashcards. Ask the ❖ Others
● flashcards
students to identify each of them.
❖ Introduction:
❖ Lesson Proper: Show again the flashcards. Ask the students
Help the students to understand if to identify each of them.
they agree they have to say “Yes, I
can.”
❖ Lesson Proper:
❖ Activity: Help the students to understand if they
Practice conversation: agree they have to say “Yes, I can.”
➔ Can you
run/walk/jump/eat?
❖ Activity:
➔ Yes, I can.
Practice conversation:
❖ Wrap Up: - Students will be asked, "Can you
Do the questioning for each of the run/walk/jump/eat?"
students. - They will respond, "Yes, I can."
❖ Wrap-Up:
Do the questioning for each of the students.

GRADE INDICATOR:
WORDS (Assignment)
Begin the lesson with singing and Students will begin the lesson with
1. swim dancing as part of the routine. singing and dancing as part of the
R ❖ Seat Work
2. drive routine.
3. cook Ask the students the question “Can ❖ Quiz
Students will review the conversation
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you…? So they will review the they had learned in the previous lesson.
Press 4. fly answer. ❖ Group Work
❖ Introduction:
MATERIALS:
❖ Introduction: Students will be shown flashcards. The ❖ Others
● Flashcards
Show the flashcards to the students. teacher will check if they know the verbs.
● Visual Aids
Check if they know the verbs.
. ❖ Lesson Proper:
❖ Lesson Proper: Students will be taught vocabulary
Teach the vocabulary through through pictures. The teacher will show
pictures. Show the action to the the action, and students will repeat it.
students and they will repeat it after
you. ❖ Activity:
❖ Activity: Students will play the Mirror Game,
Mirror Game: Ask the students to copying their partner's actions.
copy their pair’s action.
❖ Wrap-Up: Each student will identify each
❖ Wrap Up: of the action words.
Let each student identify each of the
action words.

GRADE INDICATOR:
WORDS (Assignment)
1. No, I cannot. ❖ Warm Up:
REFERENCE: ❖ Review: part of the routine.
Revisit the verbs taught in the ❖ Quiz
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previous lesson. ❖ Review:
Revisit the verbs taught in the previous
MATERIALS:
Show again the flashcards. Ask the ❖ Others
● Flashcards
students to identify each of them.
● Visual aids ❖ Introduction:
● Worksheet
❖ Lesson Proper: Show again the flashcards. Ask the students
Help the students to understand if to identify each of them.
they agree they have to say “Yes, I
can.”
❖ Lesson Proper:
❖ Activity: Help the students to understand if they
Practice conversation: agree they have to say “Yes, I can.”
➔ Can you
swim/cook/drive/fly? ❖ Activity:
➔ No, I cannot. Practice conversation:
- Students will be asked, "Can you
❖ Wrap Up: swim/cook/drive/fly?"
Do the questioning for each of the - They will respond, "No, I cannot."
students.
❖ Wrap-Up:
Do the questioning for each of the students.

GRADE INDICATOR:
WORDS (Assignment)
Begin the class with singing and ❖ Warm Up: Begin the class with singing
1. girl dancing as part of the routine. and dancing as part of the routine.
R ❖ Seat Work
REFERENCE: ❖ Review: ❖ Review: Review the previous lesson by
Review the previous lesson by asking asking the students “Can you…?” ❖ Quiz
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the students “Can you…?”.
❖ Introduction:
❖ Introduction: Students will be shown the standee
MATERIALS:
Show the standee to the students. named Shane. ❖ Others
● flashcards
name it Shane.

● standee ❖ Lesson Proper:
● worksheet ❖ Lesson Proper: Students will be helped to understand
Help the students understand the the vocabulary “girl” through the
vocabulary “girl” through the standee. They will practice conversation:
standee. "I am a girl."
Practice conversation:
➔ I am a girl. ❖ Activity:
Students will receive a worksheet. They
❖ Activity: will color the picture of the girl but not
Give the students a worksheet. Let the picture of the boy, as it is for the
them color the picture of the girl. But next topic.
they will not color the picture of the
boy because that is for the next ❖ Wrap-Up:
topic. Students will sing the song “I am a
❖ Wrap Up: girl/boy”.
Sing the song “I am a girl/boy”

GRADE INDICATOR:
WORDS (Assignment)
1. boy ❖ Warm Up:
Students will begin the class with singing and
REFERENCE: ❖ Review: dancing as part of the routine.
Ask the girls to stand up. This is to ❖ Quiz
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review their previous lesson. ❖ Review:
Students will revisit the verbs taught in the
❖ Introduction: previous lesson.
MATERIALS:
Show the standee to the students. ❖ Others
● flashcards
name it Ryan.

● standee
❖ Introduction:
● worksheet ❖ Lesson Proper:
Help the students understand the Students will be shown the standee named
vocabulary “boy” through the Ryan.
standee.
Practice conversation: ❖ Lesson Proper:
➔ I am a boy. Students will be helped to understand the
vocabulary “boy” through the standee. They
❖ Activity: will practice conversation: "I am a boy."
Bring out the previous worksheet.
Last time, they colored the picture of
the girl. This time, they will color the ❖ Activity:
picture of the boy. Students will color the picture of the boy in
❖ Wrap Up: the same worksheet as how they color the
Sing the song “I am a girl/boy” girl in the previous activity.
❖ Wrap-Up:
Students will sing the song “I am a girl/boy.”

GRADE INDICATOR:
WORDS (Assignment)

❖ Warm Up:
Begin the lesson with singing and
1. Girl dancing as part of the daily routine. Begin the lesson with singing and dancing as
R part of the daily routine. ❖ Seat Work
2. Boy
Ask the boys or girls to stand up and ❖ Quiz
❖ Review:
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sit down to review their previous Students will be asked to stand up and sit
lesson. down, either boys or girls, to review their
MATERIALS: previous lesson.
● flashcards
Sing the song “I am a girl, I am a boy”
● standee ❖ Introduction:
.
● worksheet
❖ Lesson Proper: Students will sing the song “I am a girl, I am a
Conversation Practice boy.”
➔ I am a boy.
➔ I am a girl.
❖ Lesson Proper:
❖ Activity:
Passing ball. Play a song while the Engage in conversation practice:
students continuously pass the ball. ➔ Students will say, "I am a boy."
When the music stops, whoever ➔ Students will say, "I am a girl."
holds the ball will say the line “I am a
girl/boy.” ❖ Activity:
Students will play passing ball. They will
❖ Wrap Up: continuously pass the ball while a song plays.
Ask again the students to sing the When the music stops, whoever holds the
song. ball will say the line “I am a girl/boy.”
❖ Wrap-Up:
Students will be asked again to sing the song.

GRADE INDICATOR:
WORDS (Assignment)
1. Girl ❖ Warm Up:
R dancing as part of the daily routine. ❖ Seat Work
Begin the lesson with singing and dancing as
2. Boy part of the daily routine.
3. Sit down Review the previous lesson by asking ❖ Quiz
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who are boys and girls are. ❖ Review:
Press 4. Stand up ❖ Group Work
Students will review the previous lesson by
5. Speak ❖ Introduction: indicating who are boys and girls.
MATERIALS:
Separate the class into two groups ❖ Others
● flashcards 6. Listen girls and boys. Ask the girls to stand
● standee ❖ Introduction:
up, the boys to sit down, and vice
● worksheet 7. Quiet
versa. Students will be separated into two groups:
. girls and boys. Girls will be asked to stand up,
❖ Lesson Proper: boys to sit down, and vice versa.
Reteach again all the commands
learned previously.
❖ Lesson Proper: Students will be re-taught all
❖ Activity: the commands learned previously.
In pairs, the students will perform
actions to follow the teacher's ❖ Activity:
commands. In pairs, students will perform actions to
follow the teacher's commands.
❖ Wrap Up:
Identify the students who are still
struggling in following commands. ❖ Wrap-Up:
Give them scaffolding to improve. Students who are struggling will be provided
with a scaffold from the teacher to improve.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
1. Mother dancing as part of the routine. Begin the lesson with singing and dancing as
2. Father ❖ Review:
REFERENCE: Instruct a command to the students
3. Sister so they can follow. This is to review ❖ Quiz
❖ Review:
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their previous lesson. Instruct a command to the students so they
Press 4. Brother ❖ Group Work
can follow. This is to review their previous
MATERIALS:
Sing the song “Finger Family” ❖ Others
● flashcards
.
● pictures ❖ Introduction:
❖ Lesson Proper:
● worksheet
Point to each character and say, Let’s Students will sing the song “Finger Family”.
read the words: mother, father,
brother, sister. Point to them again
❖ Lesson Proper:
and sound out the words,
emphasizing the initial letter sound Students will point to each character and
of each. say, "Let’s read the words: mother, father,
brother, sister." They will then point to them
❖ Activity: again and sound out the words, emphasizing
Ask the children to complete the the initial letter sound of each.
Activity worksheet.
❖ Activity:
❖ Wrap Up: Students will complete the Activity
Ask the children to exchange the worksheet.
greeting, hello with the child next to
them.
❖ Wrap-Up:
Students will exchange the greeting "hello"
with the child next to them.:

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
1. curves dancing as part of the routine. Students will engage in a lively warm-up
R session through singing and dancing. ❖ Seat Work
2. circle ❖ Review:
REFERENCE: Ask the students who are the
3. ovals members of the family so they can ❖ Quiz
❖ Review:
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review the previous lesson. Students will review family members to
❖ Introduction: reinforce previous knowledge.
1. Draw curves and circles on the
MATERIALS:
board and explain that they are ❖ Others
● flashcards ❖ Introduction:
called curves and circles.
● pictures
2. Ask the children to identify any Students will learn to identify curves and
● worksheet
curves or circles they can find in circles.
● clay
the room.
❖ Lesson Proper:
❖ Lesson Proper:
1. Gather the children at tables to
take turns drawing circles and curves Students will practice drawing and molding
on sheets of paper and mold shapes through hands-on activities.
play dough or plasticine into circles
and balls or draw the shapes in the ❖ Activity:
sand with a stick. Students will apply their knowledge by
❖ Activity: drawing curves and circles.
Ask the children to draw curves and
circles in the air or on paper.
❖ Wrap-Up: ❖ Wrap-Up:
Let the students identify shapes Students will utilize flashcards for a quick
using flashcards. shape identification review.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
1. socks dancing as part of the daily routine. Students will begin the class by participating
R in singing and dancing as part of their daily ❖ Seat Work
2. dress routine.
3. trousers Ask the students what are the shapes ❖ Quiz
❖ Review:
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they had learned in their previous students will engage in a review session by
Press 4. hat lesson. ❖ Group Work
discussing the shapes they learned in the
MATERIALS: previous lesson.
Show Billy with the hat, to the ❖ Introduction:
children and ask what he is wearing. Students will participate in an introduction
Teach the word ‘hat’ and the other activity by observing Billy wearing a hat, and
clothes names. learning the vocabulary for different clothing
❖ Lesson Proper: items.
Practice conversation: ❖ Lesson Proper:
➔ What are you wearing? Students will practice conversational skills by
➔ I am wearing… asking and answering questions about
clothing choices.
❖ Activity:
❖ Activity:
Ask the children to point to their
clothes and say what they are Students will take part in an activity where
wearing. they will identify and describe the clothes
❖ Wrap-Up: they are wearing.
Show the flashcards and let the ❖ Wrap Up:
students identify them. This is to Students will conclude the session by using
check if they already learned the flashcards to test their comprehension of the
vocabulary being taught. new vocabulary learned.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
1. eyes dancing as part of the daily routine. Students begin the class by engaging in
R singing and dancing as part of their daily ❖ Seat Work
2. nose ❖ Review:
REFERENCE: Ask the students what are they routine.
3. ears wearing to review the previous ❖ Quiz
❖ Review:
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lesson. They participate in a review session by
Press 4. hands ❖ Introduction: ❖ Group Work
identifying and discussing what they are
5. legs Explain to the children that they will wearing to review the previous lesson.
MATERIALS:
learn the names of the parts of the ❖ Others
● Flashcards ❖ Introduction:
body.
● Visual aids
❖ Lesson Proper: Students are introduced to the lesson by
● pictures
Show them the Billy Bear puppet and learning the names of different parts of the
● puppet
point to the different parts and ask body.
them to name them. (eyes,
❖ Lesson Proper:
nose, ears, hands, legs)
❖ Activity: They interact with the Billy Bear puppet,
Practice Conversation pointing to different parts of the body and
➔ This is my… (eyes, nose, naming them (eyes, nose, ears, hands, legs).
ears, hands, legs) ❖ Activity:
❖ Wrap Up: Students engage in a conversation practice
Review their body vocabulary by where they state "This is my..." followed by
asking them to point to the different naming different body parts (eyes, nose,
parts of their body as you call out ears, hands, legs).
each word.

❖ Wrap Up:
They conclude the session by reviewing their
body vocabulary, and pointing to different
parts of their body as each word is called
out.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
1. Alphabet dancing as part of the daily routine. Students start the class by actively engaging
R in singing and dancing as part of their daily ❖ Seat Work
letters routine.
Ask the students to point out the ❖ Quiz
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parts of the body. ❖ Review:
They participate in a review session by
❖ Introduction: pointing out different parts of the body.
MATERIALS:
Sing the alphabet song to motivate ❖ Others
● Flashcards
the students before starting the
class.
● pictures
. Students are motivated for the class as they
● puppet
❖ Lesson Proper: join in singing the alphabet song at the
Teach the students the phonics of beginning.
each letter.
ex.
❖ Lesson Proper:
A for apple
B for ball They learn the phonics of each letter, for
example, "A for apple" and "B for the ball".
❖ Activity:
Matching letter to the picture.
❖ Activity:
❖ Wrap Up: Students match letters to corresponding
Sing the song again to wrap up the pictures as part of an interactive activity.
lesson.
❖ Wrap Up:
To conclude the lesson, students sing the
song again, providing a lively wrap-up to the
session.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
Start the class with singing and dancing as part
1. Mum of the routine. Students will participate in singing
R and dancing as part of the routine. ❖ Seat Work
2. Dad ❖ Review:
REFERENCE: Begin by revising family vocabulary. ❖ Review:
3. sister ❖ Introduction: ❖ Quiz
OXFORD University Students will revise family
Ask and answer questions about the children’s vocabulary.
Press 4. brother families. Encourage the children to recall the ❖ Group Work
words mum, dad, brother, sister, and baby. ❖ Introduction:
MATERIALS: 5. baby
Focus on the /m/ beginning ‘mum’. Students will ask and answer ❖ Others
6. moon ❖ Lesson Proper: questions about their families,
● Flashcards
1.Discuss how the moon appears when it is focusing on recalling words like
● Visual aids
time for bed. mum, dad, brother, sister, and
● pictures
2.Ask the children to join in the rhyme as they baby, with a particular emphasis
● worksheet
listen to it again. on the /m/ beginning in 'mum'.
3.Write a moon on the board, and draw a
❖ Lesson Proper:
moon. Point to the ‘m’ and sound it out. Ask
Students will discuss the
if they have heard another word beginning appearance of the moon at
with ‘m’. Point to ‘mum’ and sound out the bedtime. They will listen to a
word. rhyme and join in. They will also
❖ Activity: identify words starting with 'm',
Ask the children to work in groups to find as such as 'moon' and 'mum'.
many circles as they can in the picture.
❖ Activity:
❖ Wrap Up:
Join together as a class and identify all the Students will work in groups to find
circles in the picture. as many circles as possible in a
picture.
❖ Wrap Up:
Students will come together as a
class to identify all the circles in the
picture

GRADE INDICATOR:
WORDS (Assignment)
1. one ❖ Warm Up:
❖ Review: Students will start the class by participating
2. two in singing and dancing as part of the routine.
REFERENCE: Go back, point to the ‘m’, ask if
3. three anyone knows the sound it makes, ❖ Quiz
❖ Review:
OXFORD University
then sound it out. Next, point to the Students will revisit the sound of the letter
Press 4. four word ‘mum’ and sound out the word, ❖ Group Work
‘m’ by pointing to it, sounding it out, and
5. five emphasizing the first letter. then doing the same for the word ‘mum’,
MATERIALS:
❖ Introduction: emphasizing the first letter. ❖ Others
● Flashcards
Pretend that Billy is whispering in
your ear. Explain that he wants to
● pictures
learn to count. Students will imagine Billy whispering in their
● worksheet ❖ Lesson Proper: ears, expressing his desire to learn to count.
Use the flashcards to learn numbers.
❖ Lesson Proper:
Say the numbers while pointing to
the numbers. Do it repeatedly. Students will use flashcards to learn
❖ Activity: numbers. They will say the numbers aloud
Tell the children you need their help while pointing to them repeatedly.
to count the toys in your bag. Take ❖ Activity:
out one at a time as the children Students will assist in counting the toys from
count them. the teacher's bag, with one toy taken out at
❖ Wrap Up: a time as they count along.
Take out different numbers of toys
and ask volunteers to count them. ❖ Wrap Up:
Students will participate in a wrap-up activity
where different numbers of toys are taken
out, and volunteers are asked to count them.

GRADE INDICATOR:
WORDS (Assignment)

❖ Warm Up:
Start the class with singing and dancing as
1. first part of the routine. Students will begin the class with singing
R and dancing as part of the routine. ❖ Seat Work
2. second ❖ Review:
REFERENCE: Ask the children to call out the number as ❖ Review:
3. third you hold a digit card up. Repeat the ❖ Quiz
OXFORD University Students will be asked to call out numbers
numbers if the class is as digit cards are held up. Numbers will be
less sure of. repeated if needed.
❖ Introduction:
Explain to the children that they are going ❖ Others
● Flashcards
to race. One person will come first (show Students will be informed that they will
● Visual aids
them the ‘1’ cup from Resource 5), another participate in a race. The first, second, and
● pictures
second (show them the ‘2’ cup), and third-place winners will be determined,
● worksheet
another third (show them the ‘3’ cup). each represented by numbered cups.
❖ Lesson Proper:
❖ Lesson Proper:
Hold a race inside or outside the classroom
– it could be a hopping or running race. A race will be held either inside or outside
❖ Activity: the classroom, involving activities such as
When the race is over hold a ‘cup-giving’ hopping or running.
ceremony for the three fastest students. ❖ Activity:
Explain that the next two players were After the race, a "cup-giving" ceremony will
fourth and fifth in line. be held for the three fastest students. The
❖ WrapUp: students who came fourth and fifth will be
Ask the children to take turns picking up acknowledged.
the number of objects according to the
number card you show. ❖ Wrap Up:
Students will take turns picking up objects
corresponding to the number card is shown
to them.

GRADE INDICATOR:
WORDS (Assignment)
1. one ❖ Warm Up:
❖ Review: Students will begin the class with singing and
2. two dancing as part of the routine.
REFERENCE: Start the lesson by asking the
3. three children how old they are. Ask ❖ Quiz
❖ Review:
OXFORD University
individuals to pick up the correct The lesson will start by asking the children
Press 4. four flash card. ❖ Group Work
their ages. Individuals will then pick up the
5. five ❖ Introduction: correct flashcard based on their age.
MATERIALS:
Tell the children they are going to ❖ Others
● Flash cards 1– ❖ Introduction:
play a counting game.
5
❖ Lesson Proper: Students will be informed that they are going
● Resource
➔ Help the children to pierce a hole to play a counting game.
sheet
in each fish and tie a length of
● Crayons ❖ Lesson Proper:
string or cotton. Cut some more
● Short pieces of ➔ Children will be assisted in piercing a
similar lengths of string or
string hole in each fish and tying a length of
cotton.
● A bucket string or cotton. Additional lengths of
➔ Put the fish in the bucket with
the strings hanging over the string or cotton will be prepared.
edge; drop the other strings in ➔ The fish will be placed in a bucket with
too, with the ends hanging out. the strings hanging over the edge, and
❖ Activity: the extra strings will also be dropped in
Ask the children to take turns to find with the ends hanging out.
a fish by choosing a string to pull. ❖ Activity:
❖ Wrap Up: Students will take turns finding a fish by
Count how many fish the children choosing a string to pull.
have in the end.
❖ Wrap Up:
❖ The class will count how many fish each child

has in the end.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
Singing and dancing as part of the routine.
1. Alphabet ❖ Review: Students will engage in singing and
2. Billy Return to the start of the alphabet and
REFERENCE: emphasize a, b, c, d.
3. My favorite ❖ Introduction: ❖ Quiz
❖ Review:
OXFORD University
Show the children the toy pictures from the Students will revisit the alphabet,
Press is… attachment and name each, emphasizing the ❖ Group Work
focusing on letters a, b, c, and d.
initial letter.
MATERIALS:
❖ Lesson Proper: ❖ Others
● My alphabet ❖ Introduction:
Explain "My favorite is..." by asking Billy the
wall chart
bear his favorite toy. Pretend the bear Students will be shown toy pictures
● Resource
whispers in the teacher's ear: "My favorite from the attachment and will name
sheet
toy is the ball," and show the ball picture to each, emphasizing the initial letter.
● Billy the Bear
the class. Then, encourage children to take
puppet
turns coming to the front, choosing a card,
❖ Lesson Proper:
and saying, "My favorite toy is..." while
assisting them with their vocabulary. Students will learn the phrase
❖ Activity: ➔ My favorite toy is…
Ask the children to complete the Activity.
They can copy one of the pictures or draw a ❖ Activity:
different toy. Students will complete the provided
❖ Wrap-Up: Activity. They can either copy one of
Ask the children to show what they have the pictures or draw a different toy.
drawn and name the toy in a complete
sentence: ‘My favorite
toy is... ❖ Wrap-Up:
Students will share what they have
drawn and name the toy in a
complete sentence, saying:
➔ "My favorite toy is...
GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
1. apple dancing as part of the routine. Students will start the class by singing and
2. banana
3. mango sing the alphabet phonic while ❖ Quiz
❖ Review:
OXFORD University
pointing to each of the items. Students will sing the alphabet phonics while
Press 4. lemon ❖ Group Work
pointing to each item.
5. orange ❖ Introduction:
MATERIALS:
Show the children the picture of ❖ Others
● My alphabet 6. pear ❖ Introduction:
fruits from Resource Sheet 8 and
wall chart
name each emphasizing the initial Students will be shown pictures of fruits
● Resource
letter. from Resource Sheet 8, and each fruit will be
sheet 8:
named, emphasizing the initial letter.
● Billy the Bear
❖ Lesson Proper:
puppet
Practice conversation while pointing
❖ Lesson Proper:
to the items in the resource sheet.
➔ Do you like…? Students will practice conversation while
➔ Yes, I like… pointing to the items in the resource sheet,
asking questions like "Do you like...?" and
❖ Activity: responding with "Yes, I like..."
Ask the children to complete the
resource sheet ❖ Activity:
❖ Wrap Up: Students will complete the resource sheet.
Ask the children to look together at
the resource sheet name the fruit
and count them. ❖ Wrap-Up:

Students will look together at the resource
sheet, name the fruit, and count them.

GRADE INDICATOR:
TOPIC IMPORTANT WHAT DO THE TEACHERS DO? WHAT DO THE STUDENTS EVALUATION
WORDS LEARN? (Assignment)
❖ Warm Up:
Start with singing and dancing as part of the routine.
1. Stop ❖ Review: Students will begin with
R singing and dancing. ❖ Seat Work
2. go Sing again the alphabet song and emphasize
REFERENCE: phonics. ❖ Review:
3. ready ❖ Introduction: ❖ Quiz
OXFORD University Students will sing the
Red at the top alphabet song focusing on
Red says STOP! phonics.
Green below
Green says GO! ❖ Others
● My alphabet
Yellow in the middle Using the rhyme, "Red says
wall chart
Yellow says WAIT! STOP! Green says GO! Yellow
● Resource
❖ Lesson Proper: says WAIT!" Students will
sheet.
Demonstrate with volunteer children how to follow learn about traffic light
● Billy the Bear
the traffic light signals with the help of actions. Stop signals.
puppet
(stop walking) on red, Go (walk) on green, and Wait
❖ Lesson Proper:
(stand still) on yellow. Use the traffic lights from
Resource sheet 9. Use the color words and Volunteer children will
commands until the children are familiar with them. demonstrate the following
❖ Activity: traffic light signals: stop on
Let all the children walk outside or into the red, go on green, and wait on
classroom, and follow the commands according to yellow using actions.
the traffic ❖ Activity:
signal that you show. All students will follow
❖ Wrap Up: commands based on the
Help them to form ticks and crosses carefully. traffic signals shown.
❖ Wrap Up:
Students will form ticks and
cross carefully.

GRADE INDICATOR:
WORDS (Assignment)
❖ Warm Up:
1. apple dancing as part of the routine. Students will start the class by singing and
R dancing. ❖ Seat Work
2. banana ❖ Review:
REFERENCE: Sing again the phonics while pointing
3. mango to the items. ❖ Quiz
❖ Review:
OXFORD University
❖ Introduction: Students will sing phonics while pointing to
Press 4. lemon Ask the students what fruit they like ❖ Group Work
the items.
5. orange to eat.
MATERIALS:
. ❖ Others
● My alphabet 6. pear ❖ Introduction:
❖ Lesson Proper:
wall chart
Practice conversation Students will be asked what fruit they like to
● Resource
➔ What fruit do you like? eat.
sheet.
➔ I like…
● Flashcards
❖ Lesson Proper:
❖ Activity:
Passing the picture of fruit while Students will practice conversation by asking
singing. When the song stops, and answering "What fruit do you like?" and
whoever holds the picture will say “I responding with "I like…"
like…” depending on what is on the
picture.
❖ Wrap-Up:
❖ Activity:
To sum up, ask again the students to
identify the fruits as you raise each Students will pass around pictures of fruit
picture of it. while singing. When the song stops, the
student holding the picture will say "I like…"
depending on the fruit shown.
❖ Wrap-Up:
To conclude, students will again identify the
fruits as each picture is raised.
LESSON NO: WEEK NO: HOUR NO: 29-30

GRADE INDICATOR:
WORDS (Assignment)
7. Hi ❖ Warm Up:
R ❖ Review: ❖ Seat Work
8. Hello
REFERENCE: ❖ Introduction:
9. Good ❖ Quiz
❖ Review:
OXFORD University
.
Press Morninhg ❖ Lesson Proper: ❖ Group Work
❖ Introduction:
MATERIALS: 10. Goodbye
❖ Activity: ❖ Others
❖ Lesson Proper:
● My alphabet
❖ Wrap Up:
wall chart
● Resource ❖ Activity:
sheet.
● Flashcards
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
Sing and dance as part of the daily
letters: ❖ Warm Up:
R routine. ❖ Seat Work
1. v ❖ Review:
REFERENCE: Return to the beginning of the alphabet
2. w and tell the children they are going to ❖ Quiz
❖ Review:
OXFORD University
write letters.
Press 3. x ❖ Introduction: ❖ Group Work
Write the letters v, w, x, and z on the ❖ Introduction:
MATERIALS: 4. z
board, demonstrating how to write them. ❖ Others
● My alphabet
❖ Lesson Proper: ❖ Lesson Proper:
wall chart
Ask, What sounds these letter make. Point
● Resource
to each on the alphabet wallchart to
sheet. ❖ Activity:
discover the sounds with the children (v is
● Flashcards
for van, w is for window, x is for x-ray, z is
for zebra).
❖ Wrap Up:
❖ Activity:
Ask children to form the letters on the
board or in a tray of sand. Encourage
every child to have a go. If necessary, split
the children into groups to playfully
experiment, forming the letters.
Encourage them to sound out the letter
they are forming.
❖ Wrap Up:
Ask the children to read the letters that
they have written.
LESSON NO: WEEK NO: 11 HOUR NO: 32

GRADE INDICATOR:
WORDS (Assignment)
Sing and dance as part of the daily routine.
1. red ❖ Warm Up:
2. green Begin by pointing to the letters on the
REFERENCE: alphabet chart and asking children to sound
3. yellow them out as individual letters and by linking ❖ Quiz
❖ Review:
OXFORD University
them to the picture on the chart, e.g. k is for
king.
MATERIALS:
Ask the children to help you identify the ❖ Others
colours on the wallchart. Point to the colours ❖ Lesson Proper:
● My alphabet
and ask them to
wall chart
say the word.
● Resource ❖ Activity:
❖ Lesson Proper:
sheet. Focus on the traffic lights and hold up one
● Flashcards traffic light in turn, asking the children to tell
❖ Wrap Up:
you the colour
and the command.
❖ Activity:
Ask the students to tell the color on each cards
presented.
❖ Wrap Up:
Ask: Can you remember how to write any
letters? Ask volunteers to try forming one of
the letters they have learned. If necessary,
write them on the board for the children to
copy.

GRADE INDICATOR:
WORDS (Assignment)
Sing and dance as part of the daily routine
1. square ❖ Warm Up:
2. circle Return to the letters i, j, k, l and sound out the
REFERENCE: letter phonetically (e.g. i is for ink ...). Always
3. triangle sound out ❖ Quiz
❖ Review:
OXFORD University
the focus letters phonetically. Encourage
them to write i, j, k, and l in the air as they say
the letters. ❖ Introduction:
MATERIALS:
Show flashcards of shapes to the students. ❖ Lesson Proper:
● My alphabet
❖ Lesson Proper:
wallchart
Show Billy the bear puppet and pretend he is
● The bear ❖ Activity:
whispering in your ear. Tell the children that
family
wallchart he wants
❖ Wrap Up:
● Cardboard to know about shapes. Ask children if they can
boxes and toys name any shapes. Help them to identify and
to put in them name the
shapes square, circle, and triangle.
❖ Activity:
Show them some shapes and ask the children
to name them.
❖ Wrap Up:
Review the shape vocabulary. Show them the
card cut outs and ask them to name the
shapes. Repeat
quickly for more fun.

GRADE INDICATOR:
WORDS (Assignment)
1. In ❖ Warm Up:
R dancing as part of the family ❖ Seat Work
2. out ❖ Review:
REFERENCE: Encourage the children to repeat the
sentences: a is for ant, etc. ❖ Quiz
❖ Review:
OXFORD University
❖ Introduction:
Use the boxes to teach ‘in’ and ‘out’
by putting any objects in and out, ❖ Introduction:
MATERIALS:
and saying the object is in/out ❖ Others
● My alphabet
the box. ❖ Lesson Proper:
wallchart
❖ Lesson Proper:
● The bear
Ask children to put a toy in a box, or
family ❖ Activity:
take it out. Encourage children to
wallchart
● Cardboard follow the commands.
❖ Wrap Up:
boxes and toys ❖ Activity:
to put in them Ask the children to complete
Activities sheet. If they have time,
ask them to draw more shapes on a
plain sheet of paper and colour or
decorate them with patterns.
❖ Wrap Up:
Ask the children to point out square,
circular, and triangular objects in the
classroom.

GRADE INDICATOR:
WORDS (Assignment)
letters: ❖ Warm Up:
1. m ❖ Review:
REFERENCE: Tell the children they are going to
2. n learn how to write some more ❖ Quiz
❖ Review:
OXFORD University
letters.
Press 3. u ❖ Introduction: ❖ Group Work
Encourage the children to draw ❖ Introduction:
MATERIALS: 4. y
straight lines in the air with their ❖ Others
fingers, left to right, down, and ❖ Lesson Proper:
● My alphabet
slanting; then curved lines, so they
wallchart
understand the different strokes.
❖ Lesson Proper:
family
Ask: What sounds do these letters
wallchart
make? Point to each letter on the ❖ Wrap Up:
● Cardboard
alphabet wallchart to discover the
boxes and toys
sounds with the children (m is for
to put in them
mat, n is for net and u is for
umbrella).
❖ Activity:
Encourage them to sound out the
letter each time they write it.
❖ Wrap Up:
Ask the children to read the letters
on the board.

GRADE INDICATOR:
WORDS (Assignment)
Negin the lesson with singing and dancing as
❖ Warm Up:
letters; ❖ Review:
REFERENCE: Encourage the children to draw straight lines in
1. f the air with their fingers, left to right, down, ❖ Quiz
❖ Review:
OXFORD University
and slanting; then curved lines so they are
Press 2. h reminded of the difference. ❖ Group Work
MATERIALS: 3. r
Write the letters f, h, r, and t on the board, ❖ Others
● My alphabet 4. t demonstrating how to write them. ❖ Lesson Proper:
wallchart
❖ Lesson Proper:
● The bear
Ask: What sounds do these letters make? Point
to each letter on the alphabet wallchart to
wallchart
discover the
● Cardboard
sounds with the children. (f is for fox, h is for ❖ Wrap Up:
boxes and toys
hat, r is for rat, t is for tap)
to put in them
❖ Activity:
Ask the children to form the letters on the
board or in a tray of sand. Encourage every
child to have a
go. If necessary, split the children into groups
to playfully experiment, forming the letters.
Encourage
them to sound out the letter they are forming.
❖ Wrap Up:
Encourage them to sound out the letter each
time they write it.
GRADE INDICATOR:
WORDS (Assignment)
Being with singing and dancing as
1. hot ❖ Warm Up:
2. fox ❖ Review:
REFERENCE: Ask the children to sound out and
3. net read the letters from the alphabet ❖ Quiz
❖ Review:
OXFORD University
wallchart.
Press 4. umbrella ❖ Introduction: ❖ Group Work
Write the letters f, h, m, n, r, t, u, and ❖ Introduction:
MATERIALS: 5. yarn
y on the board, and ask children to ❖ Others
take turns to copy one of the letters ❖ Lesson Proper:
● My alphabet
on the board.
wallchart
❖ Lesson Proper:
Working in groups of eight, ask each
family
child to form m, n, u, y, f, h, r, or t
wallchart
from Plasticine or play dough. Swap ❖ Wrap Up:
● Cardboard
the letters and ask if they can name
boxes and toys
their friend’s letter.
to put in them
❖ Activity:
Encourage them to name the letters
and the pictures.
❖ Wrap Up:
Ask the children to read the letters
on the board.

GRADE INDICATOR:
WORDS (Assignment)
Begin with singing and dancing as part of the
1. rain ❖ Warm Up:
R routine. ❖ Seat Work
2. umbrella ❖ Review:
REFERENCE: Point to the relevant letters on the wall chart.
3. coat Return to the beginning of the alphabet and ❖ Quiz
❖ Review:
OXFORD University
revise a – l. (e.g. a is for ant ...)
Press 4. hat ❖ Introduction: ❖ Group Work
Return to the letters m, n, o, and p and sound out ❖ Introduction:
MATERIALS:
the letter phonetically (e.g. i is for ink ...). Always ❖ Others
● My alphabet
sound out the focus letters phonetically. ❖ Lesson Proper:
wallchart
Encourage them to write m, n, o, and p in the air
● The bear
as they say the sounds.
❖ Lesson Proper:
wallchart
Show the children the weather symbols from
● Cardboard
Resource sheet 12. Tell the class the word for ❖ Wrap Up:
boxes and toys
each weather type and ask them to repeat after
to put in them
you.
❖ Activity:
As you circulate, point to different items and
revise the vocabulary - umbrella, rain, and bear.
❖ Wrap Up:
Review the weather vocabulary, holding up the
weather cards, and asking them to name the
weather.
Repeat quickly for more fun.

LESSON NO: WEEK NO: HOUR NO:
GRADE INDICATOR:
WORDS (Assignment)
5. Hi ❖ Warm Up:
6. Hello
7. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
9. Hi ❖ Warm Up:
10. Hello
11. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
13. Hi ❖ Warm Up:
14. Hello
15. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
17. Hi ❖ Warm Up:
18. Hello
19. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
21. Hi ❖ Warm Up:
22. Hello
23. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
25. Hi ❖ Warm Up:
26. Hello
27. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
29. Hi ❖ Warm Up:
30. Hello
31. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
33. Hi ❖ Warm Up:
34. Hello
35. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
37. Hi ❖ Warm Up:
38. Hello
39. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
41. Hi ❖ Warm Up:
42. Hello
43. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
45. Hi ❖ Warm Up:
46. Hello
47. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
49. Hi ❖ Warm Up:
50. Hello
51. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
53. Hi ❖ Warm Up:
54. Hello
55. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
57. Hi ❖ Warm Up:
58. Hello
59. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
61. Hi ❖ Warm Up:
62. Hello
63. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
65. Hi ❖ Warm Up:
66. Hello
67. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
69. Hi ❖ Warm Up:
70. Hello
71. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
73. Hi ❖ Warm Up:
74. Hello
75. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
77. Hi ❖ Warm Up:
78. Hello
79. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
81. Hi ❖ Warm Up:
82. Hello
83. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
85. Hi ❖ Warm Up:
86. Hello
87. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
89. Hi ❖ Warm Up:
90. Hello
91. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

GRADE INDICATOR:
WORDS (Assignment)
93. Hi ❖ Warm Up:
94. Hello
95. Good ❖ Quiz
❖ Review:
OXFORD University
.
❖ Introduction:
❖ Lesson Proper:
❖ Wrap Up:
❖ Activity:
❖ Wrap Up:

Nursery Lesson Plans For 1st Semester

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Nursery Lesson Plans For 1st Semester

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LESSON NO: 1 WEEK NO: 1 HOUR NO: 1

GRADE: Nursery 1 SUBJECT: English Conversation

LESSON NO: 1 WEEK NO: 1 HOUR NO: 2

LESSON NO: 1 WEEK NO: 1 HOUR NO: 3

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

LESSON NO: 1 WEEK NO: 2 HOUR NO: 5

LESSON NO: 1 WEEK NO: 2 HOUR NO: 6

LESSON NO: 1 WEEK NO: 3 HOUR NO: 7

Prepared by: Jonel Rizo

❖ Wrap-Up: ❖ Wrap-Up: Students who are struggling to

LESSON NO: 1 WEEK NO: 3 HOUR NO: 8

LESSON NO: 1 WEEK NO: 3 HOUR NO: 9

LESSON NO: 1 WEEK NO: 4 HOUR NO: 10

LESSON NO: 1 WEEK NO: 4 HOUR NO: 11

LESSON NO: 1 WEEK NO: 5 HOUR NO: 13

Prepared by: Jonel Rizo

LESSON NO: 1 WEEK NO: 5 HOUR NO: 13

Prepared by: Jonel Rizo

LESSON NO: 1 WEEK NO: 5 HOUR NO: 14

Prepared by: Jonel Rizo

LESSON NO: 1 WEEK NO: 5 HOUR NO: 15

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

LESSON NO: 2 WEEK NO: 7 HOUR NO: 19

Prepared by: Jonel Rizo

LESSON NO: 2 WEEK NO: 7 HOUR NO: 20

LESSON NO: 2 WEEK NO: 7 HOUR NO: 21

LESSON NO: 2 WEEK NO: 8 HOUR NO: 22

LESSON NO: 2 WEEK NO: 8 HOUR NO: 23

Prepared by: Jonel Rizo

LESSON NO: 2 WEEK NO: 8 HOUR NO: 24

❖ The class will count how many fish each child

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

LESSON NO: 2 WEEK NO: 9 HOUR NO: 27

LESSON NO: 2 WEEK NO: 10 HOUR NO: 28

LESSON NO: WEEK NO: HOUR NO: 29-30

LESSON NO: 3 WEEK NO: 11 HOUR NO: 31

LESSON NO: WEEK NO: 11 HOUR NO: 32

LESSON NO: 3 WEEK NO: 11 HOUR NO: 33

LESSON NO: 3 WEEK NO: 12 HOUR NO: 34

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo

Prepared by: Jonel Rizo