ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL

Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1G text types on familiar topics

Main Skill: Reading

DATE 18/03/25
Complementary Skill:Writing

DAY TUESDAY Learning Standard(s): 3.1.3

Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
2.10-
DURATION Main Skill: Reading
3.00PM
Complementary Skill:Writing
Pupils will be able to:

LEARNING a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
OBJECTIVES
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
“Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
At the end of the lesson, pupils will be able to:
SUCCESS  Students can name five or more book genres correctly.
CRITERIA  Students can make short sentences using book genre vocabulary.
 Students can participate in group activities using book-related words.

Game: “Guess the Book!”

 Show students the covers of different books (or use flashcards).

PRE-LESSON  Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
LESSON  Place different book covers (or pictures) on the board.
DEVELOPMENT  Give students genre cards and ask them to match the genre to the correct book.
 As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.

REFLECTION Lesson postponed due to ___________________________________.

Attendance: ___20_/___23___

____20_____ out of ____23_____ pupils achieved the learning objectives.

 Students enjoyed the interactive activities, especially Genre Charades
and Guess the Book!. These helped them remember the different
book genres in a fun way. Teacher will introduce a simple worksheet
where students match books to their genres and write a short
sentence about each.

_____3____ pupils were given remedial treatment

ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1C text types on familiar topics

Main Skill: Reading

DATE 18/03/25
Complementary Skill:Writing

DAY TUESDAY Learning Standard(s): 3.1.3

Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
3.00-
DURATION Main Skill: Reading
3.50PM
Complementary Skill:Writing
Pupils will be able to:

LEARNING a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
OBJECTIVES
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
“Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
At the end of the lesson, pupils will be able to:
SUCCESS  Students can name five or more book genres correctly.
CRITERIA  Students can make short sentences using book genre vocabulary.
 Students can participate in group activities using book-related words.

Game: “Guess the Book!”

 Show students the covers of different books (or use flashcards).

PRE-LESSON  Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

LESSON Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
DEVELOPMENT be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
 Place different book covers (or pictures) on the board.
 Give students genre cards and ask them to match the genre to the correct book.
  As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.
Lesson postponed due to ___________________________________.

Attendance: ___37_/___40___

____30_____ out of ____37_____ pupils achieved the learning objectives.

Students enjoyed the interactive activities, especially Genre Charades
REFLECTION and Guess the Book!. These helped them remember the different
book genres in a fun way. While students could name genres, some
struggled to form complete sentences using them. More structured
sentence-building exercises would help.

_____7____ pupils were given remedial treatment

ENGLISH LESSON THEME People and Culture LESSON SKILL Reading

PLAN
TOPIC JOURNEY UNIT 7
Content Standard(s): 2.1
FORM 2B Guess the meaning of unfamiliar words in a variety of text types on familiar
topics
DATE 18/03/25
Learning standards:
DAY TUESDAY
3.1.3
1 HOUR Guess the meaning of unfamiliar words from clues provided by other known
words and by context
DURATION 4.15-
5.00pm
Pupils will be able to:

1. Name and name at least five different types of vehicles (e.g., car, bus,
LEARNING bicycle, train, airplane).
2. Use simple sentences to describe vehicles (e.g., “A car is fast,” “A bus is
OBJECTIVES
big”).
3. Recognize and say vehicle-related action verbs (e.g., drive, fly, ride,
sail).

SUCCESS At the end of the lesson, pupils will be able to:

CRITERIA  Students can name five or more vehicles correctly.
 Students can make short sentences using vehicle names and adjectives.
 Students can participate in group activities using vehicle-related vocabulary.

1. Warm-up (5-10 minutes) - Fun Introduction

Game: “What’s in the Bag?”
 Prepare a bag with small toy vehicles (car, bus, train, etc.).
PRE-LESSON  One by one, students reach inside without looking and take out a toy.
 They try to guess what it is and say its name (teacher helps if needed).
 After revealing the toy, the teacher repeats the word and has students
repeat after them.

2. Presentation (10-15 minutes) - Introducing Vocabulary

 Show flashcards or pictures of vehicles one by one.
 Say the name of each vehicle and have students repeat it multiple times.
 Use gestures or sound effects (e.g., “Vroom vroom” for a car, “Choo choo” for a train).
 Write the words on the board for students to see.
 Show action verbs (drive, ride, fly, sail) with pictures and simple actions.
3. Lesson Development (15-20 minutes) - Fun Activities
LESSON Activity 1: Vehicle Charades
DEVELOPMENT  The teacher (or a student) acts out a vehicle using movement and sound.
 Other students guess the vehicle (e.g., flapping arms for an airplane, pedaling for a
bicycle).
 Whoever guesses correctly takes the next turn.
Activity 2: “What’s Missing?” Game
 Place several vehicle flashcards on the board.
 Students close their eyes, and the teacher removes one card.
 Students open their eyes and try to say which vehicle is missing.

POST-LESSON
 Assign a simple drawing task where students draw their favorite
vehicle and label it.
Lesson postponed due to
___________________________________.

Attendance: ____34__/___36___

_____34____ out of _____36____ pupils achieved the learning

objectives. Most students were able to confidently name
at least five book genres by the end of the lesson. Almost
REFLECTION
all students took part in the activities, especially the
guessing games, which encouraged them to speak and
use the new vocabulary.

 ______2___ pupils were given remedial treatment

 ENGLISH LESSON THEME People and Culture LESSON SKILL Reading
PLAN
TOPIC JOURNEY UNIT 7
Content Standard(s): 2.1
FORM 2B Guess the meaning of unfamiliar words in a variety of text types on familiar
topics
DATE 19/03/25

WEDNES Learning standards:

DAY
DAY 3.1.3
Guess the meaning of unfamiliar words from clues provided by other known
1 HOUR words and by context
DURATION 12.30-
1.20PM
Pupils will be able to:

1. Name and name at least five different types of vehicles (e.g., car, bus,
LEARNING bicycle, train, airplane).
2. Use simple sentences to describe vehicles (e.g., “A car is fast,” “A bus is
OBJECTIVES
big”).
3. Recognize and say vehicle-related action verbs (e.g., drive, fly, ride,
sail).

At the end of the lesson, pupils will be able to:

SUCCESS  Students can name five or more vehicles correctly.
CRITERIA  Students can make short sentences using vehicle names and adjectives.
Students can participate in group activities using vehicle-related vocabulary.

1. Warm-up (5-10 minutes) - Fun Introduction

Game: “What’s in the Bag?”
 Prepare a bag with small toy vehicles (car, bus, train, etc.).
PRE-LESSON  One by one, students reach inside without looking and take out a toy.
 They try to guess what it is and say its name (teacher helps if needed).
 After revealing the toy, the teacher repeats the word and has students
repeat after them.

2. Presentation (10-15 minutes) - Introducing Vocabulary

 Show flashcards or pictures of vehicles one by one.
 Say the name of each vehicle and have students repeat it multiple times.
 Use gestures or sound effects (e.g., “Vroom vroom” for a car, “Choo choo” for a train).
 Write the words on the board for students to see.
 Show action verbs (drive, ride, fly, sail) with pictures and simple actions.
3. Lesson Development (15-20 minutes) - Fun Activities
LESSON Activity 1: Vehicle Charades
DEVELOPMENT  The teacher (or a student) acts out a vehicle using movement and sound.
 Other students guess the vehicle (e.g., flapping arms for an airplane, pedaling for a
bicycle).
 Whoever guesses correctly takes the next turn.
Activity 2: “What’s Missing?” Game
 Place several vehicle flashcards on the board.
 Students close their eyes, and the teacher removes one card.
 Students open their eyes and try to say which vehicle is missing.
POST-LESSON
 Assign a simple drawing task where students draw their favorite
vehicle and label it.
Lesson postponed due to teacher took CRK today

REFLECTION

ENGLISH LESSON THEME People and Culture LESSON SKILL Reading

PLAN
TOPIC JOURNEY UNIT 7
Content Standard(s): 2.1
FORM 2E Guess the meaning of unfamiliar words in a variety of text types on familiar
topics
DATE 19/03/25

WEDNES Learning standards:

DAY
DAY 3.1.3
Guess the meaning of unfamiliar words from clues provided by other known
1 HOUR words and by context
DURATION 1.20-
2.10PM
Pupils will be able to:

1. Name and name at least five different types of vehicles (e.g., car, bus,
LEARNING bicycle, train, airplane).
2. Use simple sentences to describe vehicles (e.g., “A car is fast,” “A bus is
OBJECTIVES
big”).
3. Recognize and say vehicle-related action verbs (e.g., drive, fly, ride,
sail).

At the end of the lesson, pupils will be able to:

SUCCESS  Students can name five or more vehicles correctly.
CRITERIA  Students can make short sentences using vehicle names and adjectives.
Students can participate in group activities using vehicle-related vocabulary.

1. Warm-up (5-10 minutes) - Fun Introduction

Game: “What’s in the Bag?”
 Prepare a bag with small toy vehicles (car, bus, train, etc.).
PRE-LESSON  One by one, students reach inside without looking and take out a toy.
 They try to guess what it is and say its name (teacher helps if needed).
 After revealing the toy, the teacher repeats the word and has students
repeat after them.

LESSON 2. Presentation (10-15 minutes) - Introducing Vocabulary

  Show flashcards or pictures of vehicles one by one.
 Say the name of each vehicle and have students repeat it multiple times.
 Use gestures or sound effects (e.g., “Vroom vroom” for a car, “Choo choo” for a train).
 Write the words on the board for students to see.
 Show action verbs (drive, ride, fly, sail) with pictures and simple actions.
3. Lesson Development (15-20 minutes) - Fun Activities
Activity 1: Vehicle Charades
DEVELOPMENT  The teacher (or a student) acts out a vehicle using movement and sound.
 Other students guess the vehicle (e.g., flapping arms for an airplane, pedaling for a
bicycle).
 Whoever guesses correctly takes the next turn.
Activity 2: “What’s Missing?” Game
 Place several vehicle flashcards on the board.
 Students close their eyes, and the teacher removes one card.
 Students open their eyes and try to say which vehicle is missing.

POST-LESSON
 Assign a simple drawing task where students draw their favorite
vehicle and label it.
Lesson postponed due to teacher took CRK today

REFLECTION

ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1C text types on familiar topics

Main Skill: Reading

DATE 19/03/25
Complementary Skill:Writing

WEDNES Learning Standard(s): 3.1.3

DAY
DAY Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
3.00-
DURATION Main Skill: Reading
3.50PM
Complementary Skill:Writing

LEARNING Pupils will be able to:

OBJECTIVES a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
 “Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
At the end of the lesson, pupils will be able to:
SUCCESS  Students can name five or more book genres correctly.
CRITERIA  Students can make short sentences using book genre vocabulary.
 Students can participate in group activities using book-related words.

Game: “Guess the Book!”

 Show students the covers of different books (or use flashcards).

PRE-LESSON  Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
LESSON  Place different book covers (or pictures) on the board.
DEVELOPMENT  Give students genre cards and ask them to match the genre to the correct book.
 As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.

REFLECTION Lesson postponed due to teacher took CRK today

ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1A text types on familiar topics
 Main Skill: Reading
DATE 19/03/25
Complementary Skill:Writing

WEDNES Learning Standard(s): 3.1.3

DAY
DAY Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
4.15-
DURATION Main Skill: Reading
5.00PM
Complementary Skill:Writing
Pupils will be able to:

LEARNING a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
OBJECTIVES
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
“Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
At the end of the lesson, pupils will be able to:
SUCCESS  Students can name five or more book genres correctly.
CRITERIA  Students can make short sentences using book genre vocabulary.
 Students can participate in group activities using book-related words.

Game: “Guess the Book!”

 Show students the covers of different books (or use flashcards).

PRE-LESSON  Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
LESSON  Place different book covers (or pictures) on the board.
DEVELOPMENT  Give students genre cards and ask them to match the genre to the correct book.
 As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.

REFLECTION Lesson postponed due to teacher took CRK today

 ENGLISH LESSON Reading/
THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC ITS MY LIFE UNIT 1
Content Standard(s): 3.1
FORM 1G Understand a variety of texts by using a range of appropriate reading
strategies to construct
meaning
Main Skill: Reading
DATE 20/03/25
Complementary Skill:Writing

THURSDA Learning Standard(s): 3.1.2

DAY Understand specific details and information in simple longer texts
Y
Main Skill: Reading
1.20- Complementary Skill:Writing
DURATION
2.10
Pupils will be able to:
LEARNING
OBJECTIVES a) Students will be able to write a well-structured personal profile that effectively
introduces themselves, highlighting key personal details, interests, and aspirations.
At the end of the lesson, pupils will be able to:
SUCCESS
CRITERIA  structure my personal profile with a clear introduction, body, and conclusion.

 include relevant personal details such as my name, background, interests, and goals.
Think-Pair-Share (5-10 minutes)
 Ask students to think about and jot down key facts about themselves, such as:
o Name and background
PRE-LESSON o Hobbies and interests
o Strengths and skills
o Personal goals or aspirations
 Have them pair up with a classmate and share their responses.
Step 1: Introduction (10 minutes) – Understanding a Personal Profile
 Begin by asking: What do you think a personal profile is? Where have you seen one
before?
 Explain that a personal profile is a short piece of writing that introduces who you are,
your interests, and your goals.
Step 2: Guided Writing (15 minutes) – Drafting the Profile
 Teacher Modeling: Write a short personal profile on the board, thinking aloud to
LESSON demonstrate the process.
DEVELOPMENT Step 3: Peer Review & Editing (10 minutes)
 Pair up students to exchange drafts and give constructive feedback based on a
checklist:
✅ Is the writing clear and well-organized?
✅ Does it include personal details, hobbies, and goals?
✅ Are grammar, punctuation, and sentence structures correct?
Step 4: Final Writing & Sharing (10 minutes)
 Students revise their drafts based on feedback and write a final version.
Ask students:
POST-LESSON 1. What was the most challenging part of writing your profile?
2. What did you learn about yourself through this activity?

REFLECTION Lesson postponed due to ______

Attendance: __22__/____23__

______15___ out of _____22____ pupils achieved the learning objectives.

Teacher repeat the lesson to make sure the students memorise the
 WH-questions and how to write their profile.

_____7___ pupils were given remedial treatment

ENGLISH LESSON THEME People and Culture LESSON SKILL Reading

PLAN
TOPIC JOURNEY UNIT 7
Content Standard(s): 2.1
FORM 2E Guess the meaning of unfamiliar words in a variety of text types on familiar
topics
DATE 20/03/25

THURSD Learning standards:

DAY
AY 3.1.3
Guess the meaning of unfamiliar words from clues provided by other known
2.10- words and by context
DURATION
3.00PM

Pupils will be able to:

1. Name and name at least five different types of vehicles (e.g., car, bus,
LEARNING bicycle, train, airplane).
2. Use simple sentences to describe vehicles (e.g., “A car is fast,” “A bus is
OBJECTIVES
big”).
3. Recognize and say vehicle-related action verbs (e.g., drive, fly, ride,
sail).

At the end of the lesson, pupils will be able to:

SUCCESS  Students can name five or more vehicles correctly.
CRITERIA  Students can make short sentences using vehicle names and adjectives.
Students can participate in group activities using vehicle-related vocabulary.

1. Warm-up (5-10 minutes) - Fun Introduction

Game: “What’s in the Bag?”
 Prepare a bag with small toy vehicles (car, bus, train, etc.).
PRE-LESSON  One by one, students reach inside without looking and take out a toy.
 They try to guess what it is and say its name (teacher helps if needed).
 After revealing the toy, the teacher repeats the word and has students
repeat after them.

LESSON 2. Presentation (10-15 minutes) - Introducing Vocabulary

 Show flashcards or pictures of vehicles one by one.
DEVELOPMENT  Say the name of each vehicle and have students repeat it multiple times.
 Use gestures or sound effects (e.g., “Vroom vroom” for a car, “Choo choo” for a train).
 Write the words on the board for students to see.
 Show action verbs (drive, ride, fly, sail) with pictures and simple actions.
3. Lesson Development (15-20 minutes) - Fun Activities
Activity 1: Vehicle Charades
 The teacher (or a student) acts out a vehicle using movement and sound.
 Other students guess the vehicle (e.g., flapping arms for an airplane, pedaling for a
bicycle).
 Whoever guesses correctly takes the next turn.
 Activity 2: “What’s Missing?” Game
 Place several vehicle flashcards on the board.
 Students close their eyes, and the teacher removes one card.
 Students open their eyes and try to say which vehicle is missing.

POST-LESSON
 Assign a simple drawing task where students draw their favorite
vehicle and label it.
Lesson postponed due to
___________________________________.

Attendance: ____36__/___38___

REFLECTION _____30____ out of _____36____ pupils achieved the learning

objectives. Almost all students actively participated in
discussions and games, demonstrating their
understanding through matching activities and
storytelling.

______6___ pupils were given remedial treatment

ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1A text types on familiar topics

Main Skill: Reading

DATE 20/03/25
Complementary Skill:Writing

THURSDA Learning Standard(s): 3.1.3

DAY
Y Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
3.15-
DURATION Main Skill: Reading
3.50PM
Complementary Skill:Writing
Pupils will be able to:

LEARNING a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
OBJECTIVES
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
“Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
At the end of the lesson, pupils will be able to:
SUCCESS  Students can name five or more book genres correctly.
CRITERIA  Students can make short sentences using book genre vocabulary.
 Students can participate in group activities using book-related words.
 Game: “Guess the Book!”

 Show students the covers of different books (or use flashcards).

PRE-LESSON  Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
LESSON  Place different book covers (or pictures) on the board.
DEVELOPMENT  Give students genre cards and ask them to match the genre to the correct book.
 As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.
Lesson postponed due to ___________________________________.

Attendance: ___39_/___39___

____39_____ out of ____39_____ pupils achieved the learning objectives.

REFLECTION Students enjoyed the interactive activities, especially Genre Charades
and Guess the Book!. Almost all students actively participated in
discussions and games, demonstrating their understanding through
matching activities and storytelling.

_______ pupils were given remedial treatment

ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1C text types on familiar topics

Main Skill: Reading

DATE 20/03/25
Complementary Skill:Writing

THURSDA Learning Standard(s): 3.1.3

DAY
Y Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
DURATION 4.15-
5.00PM Main Skill: Reading
 Complementary Skill:Writing
Pupils will be able to:

LEARNING a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
OBJECTIVES
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
“Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
At the end of the lesson, pupils will be able to:
SUCCESS  Students can name five or more book genres correctly.
CRITERIA  Students can make short sentences using book genre vocabulary.
 Students can participate in group activities using book-related words.

Game: “Guess the Book!”

 Show students the covers of different books (or use flashcards).

PRE-LESSON  Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
LESSON  Place different book covers (or pictures) on the board.
DEVELOPMENT  Give students genre cards and ask them to match the genre to the correct book.
 As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.
Lesson postponed due to ___________________________________.

Attendance: ___39_/___39___

REFLECTION ____39_____ out of ____39_____ pupils achieved the learning objectives.

Most students were able to confidently name at least five book genres
by the end of the lesson.

_______ pupils were given remedial treatment

 ENGLISH LESSON THEME People and Culture LESSON SKILL Reading
PLAN
TOPIC JOURNEY UNIT 7
Content Standard(s): 2.1
FORM 2E Guess the meaning of unfamiliar words in a variety of text types on familiar
topics
DATE 21/03/25
Learning standards:
DAY FRIDAY
3.1.3
Guess the meaning of unfamiliar words from clues provided by other known
1.30- words and by context
DURATION
2.20PM

Pupils will be able to:

1. Name and name at least five different types of vehicles (e.g., car, bus,
LEARNING bicycle, train, airplane).
2. Use simple sentences to describe vehicles (e.g., “A car is fast,” “A bus is
OBJECTIVES
big”).
3. Recognize and say vehicle-related action verbs (e.g., drive, fly, ride,
sail).

At the end of the lesson, pupils will be able to:

SUCCESS  Students can name five or more vehicles correctly.
CRITERIA  Students can make short sentences using vehicle names and adjectives.
Students can participate in group activities using vehicle-related vocabulary.

1. Warm-up (5-10 minutes) - Fun Introduction

Game: “What’s in the Bag?”
 Prepare a bag with small toy vehicles (car, bus, train, etc.).
PRE-LESSON  One by one, students reach inside without looking and take out a toy.
 They try to guess what it is and say its name (teacher helps if needed).
 After revealing the toy, the teacher repeats the word and has students
repeat after them.

2. Presentation (10-15 minutes) - Introducing Vocabulary

 Show flashcards or pictures of vehicles one by one.
 Say the name of each vehicle and have students repeat it multiple times.
 Use gestures or sound effects (e.g., “Vroom vroom” for a car, “Choo choo” for a train).
 Write the words on the board for students to see.
 Show action verbs (drive, ride, fly, sail) with pictures and simple actions.
3. Lesson Development (15-20 minutes) - Fun Activities
LESSON Activity 1: Vehicle Charades
DEVELOPMENT  The teacher (or a student) acts out a vehicle using movement and sound.
 Other students guess the vehicle (e.g., flapping arms for an airplane, pedaling for a
bicycle).
 Whoever guesses correctly takes the next turn.
Activity 2: “What’s Missing?” Game
 Place several vehicle flashcards on the board.
 Students close their eyes, and the teacher removes one card.
 Students open their eyes and try to say which vehicle is missing.

POST-LESSON
  Assign a simple drawing task where students draw their favorite
vehicle and label it.
Lesson postponed due to
___________________________________.

Attendance: ____36__/___38___

_____30____ out of _____36____ pupils achieved the learning

objectives. The students responded well to the interactive
games, especially "What’s in the Bag?" and "Vehicle
REFLECTION
Charades." These activities helped them learn new words
in a playful way. The use of flashcards, sounds, and
actions helped reinforce learning.

______6___ pupils were given remedial treatment

ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1A text types on familiar topics

Main Skill: Reading

DATE 21/03/25
Complementary Skill:Writing

DAY FRIDAY Learning Standard(s): 3.1.3

Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
1.20-
DURATION Main Skill: Reading
3.15PM
Complementary Skill:Writing
Pupils will be able to:

LEARNING a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
OBJECTIVES
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
“Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
SUCCESS At the end of the lesson, pupils will be able to:
CRITERIA  Students can name five or more book genres correctly.
 Students can make short sentences using book genre vocabulary.
  Students can participate in group activities using book-related words.

Game: “Guess the Book!”

 Show students the covers of different books (or use flashcards).

PRE-LESSON  Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
LESSON  Place different book covers (or pictures) on the board.
DEVELOPMENT  Give students genre cards and ask them to match the genre to the correct book.
 As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.
Lesson postponed due to ___________________________________.

Attendance: ___39_/___39___

____39_____ out of ____39_____ pupils achieved the learning objectives.

REFLECTION Most students were able to confidently name at least five book genres
by the end of the lesson. Some activities took longer than expected,
making it difficult to complete all planned exercises. A more
structured time allocation or a shorter warm-up might help.

_______ pupils were given remedial treatment

 ENGLISH LESSON THEME People and Culture LESSON SKILL Reading
PLAN
TOPIC JOURNEY UNIT 7
Content Standard(s): 2.1
FORM 2B Guess the meaning of unfamiliar words in a variety of text types on familiar
topics
DATE 24/03/25

MONDA Learning standards:

DAY
Y 3.1.3
Guess the meaning of unfamiliar words from clues provided by other known
1.00- words and by context
DURATION
1.50PM

Pupils will be able to:

1. Name and name at least five different types of vehicles (e.g., car, bus,
LEARNING bicycle, train, airplane).
2. Use simple sentences to describe vehicles (e.g., “A car is fast,” “A bus is
OBJECTIVES
big”).
3. Recognize and say vehicle-related action verbs (e.g., drive, fly, ride,
sail).

At the end of the lesson, pupils will be able to:

SUCCESS  Students can name five or more vehicles correctly.
CRITERIA  Students can make short sentences using vehicle names and adjectives.
Students can participate in group activities using vehicle-related vocabulary.

1. Warm-up (5-10 minutes) - Fun Introduction

Game: “What’s in the Bag?”
 Prepare a bag with small toy vehicles (car, bus, train, etc.).
PRE-LESSON  One by one, students reach inside without looking and take out a toy.
 They try to guess what it is and say its name (teacher helps if needed).
 After revealing the toy, the teacher repeats the word and has students
repeat after them.

2. Presentation (10-15 minutes) - Introducing Vocabulary

 Show flashcards or pictures of vehicles one by one.
 Say the name of each vehicle and have students repeat it multiple times.
 Use gestures or sound effects (e.g., “Vroom vroom” for a car, “Choo choo” for a train).
 Write the words on the board for students to see.
 Show action verbs (drive, ride, fly, sail) with pictures and simple actions.
3. Lesson Development (15-20 minutes) - Fun Activities
LESSON Activity 1: Vehicle Charades
DEVELOPMENT  The teacher (or a student) acts out a vehicle using movement and sound.
 Other students guess the vehicle (e.g., flapping arms for an airplane, pedaling for a
bicycle).
 Whoever guesses correctly takes the next turn.
Activity 2: “What’s Missing?” Game
 Place several vehicle flashcards on the board.
 Students close their eyes, and the teacher removes one card.
 Students open their eyes and try to say which vehicle is missing.

POST-LESSON
  Assign a simple drawing task where students draw their favorite
vehicle and label it.
Lesson postponed due to __.

Attendance: ______/______

_________ out of _________ pupils

REFLECTION
_______ pupils were given remedial treatment

ENGLISH LESSON Reading/

THEME People and Culture LESSON SKILL
Writing
PLAN
TOPIC FACT OR FICTION UNIT 2
Content Standard(s): Guess the meaning of unfamiliar words in a variety of
FORM 1G text types on familiar topics

Main Skill: Reading

DATE 24/03/25
Complementary Skill:Writing

DAY MONDAY Learning Standard(s): 3.1.3

Guess the meaning of unfamiliar words from clues provided by
other known words and by context on a range of familiar topics
2.10-
DURATION Main Skill: Reading
3.00PM
Complementary Skill:Writing
Pupils will be able to:

LEARNING a) Name at least five different book genres (e.g., fantasy, mystery, adventure, science
fiction, fairy tale).
OBJECTIVES
b) Use simple sentences to describe book genres (e.g., “Fantasy books have magic,”
“Mystery books are about secrets”).
c) Recognize and say words related to book genres (e.g., hero, detective, space, castle).
At the end of the lesson, pupils will be able to:
SUCCESS  Students can name five or more book genres correctly.
CRITERIA  Students can make short sentences using book genre vocabulary.
 Students can participate in group activities using book-related words.

PRE-LESSON Game: “Guess the Book!”

  Show students the covers of different books (or use flashcards).
 Ask: “What do you think this book is about?”
 Guide them toward different book genres by giving hints (e.g., “This book has
a dragon. What kind of book is it?” → Fantasy).

Activity 1: Genre Charades

 The teacher (or a student) acts out a book genre without speaking (e.g., pretending to
be a wizard for fantasy, using a magnifying glass for mystery).
 Other students guess the genre.
Activity 2: "Find the Genre" Matching Game
LESSON  Place different book covers (or pictures) on the board.
DEVELOPMENT  Give students genre cards and ask them to match the genre to the correct book.
 As they match, they say a sentence (e.g., “This is a fantasy book.”).
Activity 3: "Create a Short Story" (Group Activity)
 Divide students into small groups and give each group a genre.
 Ask them to make a very short story in their genre (e.g., “A princess finds a magic frog”
for fairy tales).
 Have each group share their story with the class.
Assign a drawing task where students draw a book cover for a genre of their
POST-LESSON
choice and label it.
Lesson postponed due to ___________________________________.

Attendance: ____/______

________ out of _________ pupils achieved the learning objectives.

REFLECTION Students enjoyed the interactive activities, especially Genre Charades
and Guess the Book!. These helped them remember the different
book genres in a fun way.

________ pupils were given remedial treatment