LESSON PLAN

CLASS
VENUE
DATE
TIME
TOPIC
THEME
FOCUS SKILL(S)
CONTENT STANDARDS
LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS
o 3.1 Understand a variety
□ 1.1 Understand meaning □ 2.1 Communicate □ 4.1 Communicate
of texts by using a range
in a variety of familiar information, ideas, of appropriate reading intelligibly through print
contexts opinion and feelings strategies to construct and digital media on
intelligibly on familiar meaning familiar topics
topic.
o 4.2 Communicate with
□ 1.2 Use appropriate □ 2.2 Use register □ 3.2 Explore and expand
appropriate language,
listening strategies in a appropriately ideas for personal form and style
variety of contexts development by reading
independently and widely
□ 1.3 Recognise features of □ 2.3 Use appropriate
spoken genres on familiar communication strategies
topics
□ 2.4 Communicate
appropriately to a small or
large group on familiar
topics
LEARNING STANDARDS
□ 1.1.1 Understand with □ 2.1.1 Ask about and give □ 3.1.1 Understand the □ 4.1.1 Give detailed
little or no support the detailed information main points in simple information about
main ideas in simple about themselves and longer texts themselves and others
longer texts on a range of others
familiar topics
o 3.1.2Understand specific
□ 1.1.2 Understand with □ 2.1.2 Ask about and □ 4.1.2 Describe future
details and information in
little or no support express rules and simple longer texts plans or events
specific information and obligations
details in simple longer
texts on a range of
familiar topics
□ 1.1.3 No learning standard □ 2.1.3 Ask about and □ 3.1.3 Guess the meaning □ 4.1.3 Narrate factual and
(will be taught in describe future plans or of unfamiliar words from imagined events and
subsequent years) events clues provided by other experiences
known words and by
context

□ 1.1.4 Understand longer □ 2.1.4 Explain and give □ 3.1.4 Use with some □ 4.1.4 Describe personality
sequences of supported reasons for simple advice support familiar print and
classroom instructions digital resources to check
meaning

□ 1.1.5 Understand more □ 2.1.5 Ask about and □ 3.1.5 No learning standard □ 4.1.5 Connect sentences
complex supported describe personality (will be taught in into two coherent
questions subsequent years) paragraphs or more using
basic coordinating
conjunctions and
reference pronouns
o 4.2.1 Use capitals, full
□ 1.1.6 Understand with □ 2.2.1 No learning standard □ 3.1.6 No learning standard
stops, commas in lists,
support longer simple (will be taught in (will be taught in question marks, and
narratives on a wide range subsequent years) subsequent years) speech marks
of familiar topics appropriately at discourse
level
□ 1.2.1 Guess the meaning □ 2.3.1 Keep interaction □ 3.2.1 Read and enjoy □ 4.2.2 Spell most high
of unfamiliar words from going in short exchanges fiction / non-fiction and frequency words
clues provided by other by checking other suitable print and accurately in independent
known words and by understanding of what a digital texts of interest writing
context on a range of speaker is saying
familiar topics
□ 1.3.1 No learning standard □ 2.3.2 Agree on a set of □ 4.2.3 Produce a plan or
(will be taught in basic steps needed to draft of two paragraphs or
subsequent years) complete extended more and modify this
classroom tasks appropriately in response
to feedback
□ 4.2.4 No learning standard
(will be taught in
subsequent years)
LEARNING OBJECTIVES
By the end of the
lesson, students are
able to:
SUCCESS CRITERIA
Students can:
CROSS CURRICULAR
ELEMENTS
LANGUAGE/
GRAMMAR FOCUS
MORAL VALUES
STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES
SET INDUCTION
(TIME)
PRE-LESSON 1.
(TIME)
LESSON DEVELOPMENT
(TIME) 1.

POST-LESSON
(TIME)

CLOSURE
(TIME)

EXTENDED ACTIVITY

RESOURCES/ ASSESSMENT FOR

T&L STRATEGIES
TEACHING MATERIALS LEARNING
Main Strategy: e.g. Collaborative Learning 
21st Century Skills:
Think-Pair-
 Share
Mix-Pair-
Share
Gallery
Walk
Numbered
Heads
Together
All Write
Round
Robin
Exit Cards
Others:
Pairs
Compare

i-Think Map:
Circle map Tree map
Bubble map Flow map
Double Multi flow
bubble map map
Brace map Bridge map

HOTS:
Apply
Analyse
Evaluate
Create

TEACHER’S REFLECTION