Let - S Play

DAILY LESSON PLAN
ENGLISH YEAR 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE LESSON 18
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Language Arts
TOPIC Let’s Play!
THEME World of Stories
LANGUAGE/GRAMMAR FOCUS Let’s go, That’s right
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car
MAIN CONTENT STANDARD 2.1 Communicate simple information intelligibly
MAIN LEARNING STANDARD 2.1.5 Name or describe objects using suitable words from word sets
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.2.1 Understand with support the main idea of very simple phrases and sentences
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Name or describe objects using suitable words from word sets
2. Understand with support the main idea of very simple phrases and sentences
ACTIVITIES PRE-LESSON 1. Teacher tells students to point the different-colored objects in
the room. Teacher repeats for the other known colours.
2. Teacher goes around the room pointing to or touching objects
and asking What colour is it?
LESSON DELIVERY Activity 1( SB page 22)
1. Students look at the picture in their SB .
2. Teacher elicits who they can see (the four Super Friends) and
where they are (outside a toy shop). Teacher plays the
recording.
3. Students point to the objects and the words when they hera
them.
4. Teacher plays the recording again. Students repeat the
words. Students practise pointing and naming in pairs.
Activity 2(SB page 22)
1. Students look at the chant.
2. Teacher plays the recording. Students listen and follow the
chant in their SB.
3. Student plays the recording again, pausing after each verse
for students to repeat. Teacher do the chant as a class and
then in groups.
4. Teacher makes ten groups. Teacher hands out a flashcard to
each group.
5. Students do the chant again, holding up the relevant
flashcard when they say the word.
POST LESSON 1. Teacher displays the flashcards on the board. Teacher writes
a number under each one.
2. Teacher says the word e.g Doll. Students write the number in
their notebooks.
3. Students compare answers in pairs before you elicit the
words from the class.
TEACHING AIDS Choose an item. , Choose an item. ,
Choose an item. , Choose an item.

21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK -
Language
Moral Values –
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ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 49
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS His, her, he, she, he’s, she’s, favourite
MAIN CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
MAIN LEARNING STANDARD 3.2.2 Understand specific information and details of very simple phrases and sentences
COM. CONTENT STANDARD 2.1 Communicate simple information intelligibly
COM. LEARNING STANDARD 2.1.2 Find out about very basic personal information using fixed phrases
1. Understand specific information and details of very simple phrases and sentences
2. Find out about very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON 1. Teacher flashes each flashcard very quickly in front of the
class.
2. Teacher elicits what the word is and gives the flashcard to
the student who says it correctly.
3. Teacher invites the ten students to come and stick the
flashcards on the board, repeating the word.
4. Teacher pre-teaches favourite by asking students which
their favourites toy is.
LESSON DELIVERY Activity 1( SB page 23)
1. Teacher give students time to look at the pictures. Teacher
points to each child and says his/her name.
2. Students prepare their stickers and look at them.
3. Teacher plays the recording. Students listen and choose
the correct stickers. Students check in pairs.
4. Teacher plays the recording again and check answers with
the class.
5. Students stick the stickers under the pictures.
6. Teacher plays the recording again with the stickers in
place.
1. Teacher plays the first question and answer. Students
repeat. Teacher focuses on his for a boy/man.
2. Teacher repeats for each question and answer. Teacher
focuses on her, he/he’s, she/she’s.
3. Students practise the questions and answers in open pairs.
POST LESSON 1. Teacher invites a boy to come to the front and choose a
flashcard.
2. The students hold it up. Ask What’s his favourite toy?
What’s his name? How old is he?
3. Teacher repeats with a girl and other boys and have
students ask and answer the questions in open pairs.

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SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 50
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Listening
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Your choice, depending on the story.
MAIN CONTENT STANDARD 5.2 Express personal responses to literary texts
MAIN LEARNING STANDARD 5.2.1 Name people, things or places of interest in illustrations accompanying texts
COM. LEARNING STANDARD 1.2.3 Understand with a high degree of support very short simple narratives
4. Find out about very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON Choose an item.
LESSON DELIVERY Plan a Language Arts lesson based on a short story related to the
content of Unit 1 of the textbook or the content of pupils’ learning
in other subject areas.
You might need to pre-teach some vocabulary, but pupils do not
need to understand every word of the story.
Plan the lesson so pupils can enjoy listening to and interacting with
the story on the computer (where possible).
Where computers are not available, pupils could respond by acting
out the story or parts of it.
POST LESSON Choose an item.

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SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 51
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lesson 46
Imperatives: look down, catch, put, turn around, stretch, stand up
robot
MAIN CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.2.4 Understand short basic supported classroom instructions
COM. LEARNING STANDARD 2.1.5 Name or describe objects using suitable words from word sets
1. Understand short basic supported classroom instructions
ACTIVITIES PRE-LESSON Task 4 : Identify the Flashcards
Teach pupils the meaning and pronunciation of robot.
LESSON DELIVERY 3. Ask 3 pupils to come to the front of the class. Tell them that they
are robots, and must move like robots (e.g. with stiff arms and legs
and uneven movements).
4. Give robots instructions (e.g. Stretch, Put a book on your head).
5. Bring 3 new pupils to the front of the class and give a sequence
of instructions (e.g. Look down and take out your pencil case, Turn
around and stretch).
6. Divide pupils into groups of 4 and ask them to continue the
activity, at first with single instructions.
7. Later, tell pupils to give a sequence of instructions to the robots
in their group.
8. Make sure that everyone in the group gets the chance to give
instructions.
9. Ask some pupils to demonstrate their robot instructions to the
whole class
10. If there is time, ask pupils to write one or two instructions for a
partner to read and act out.
POST LESSON Task 9 : Read Your Friend's Mind

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SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 52
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Let’s Play!
Toy vocabulary
What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her
favourite toy is …
This is …
MAIN LEARNING STANDARD 2.1.3 Express basic likes and dislikes
COM. CONTENT STANDARD 2.3 Communicate appropriately to a small or large group
COM. LEARNING STANDARD 2.3.1 Introduce self to an audience using fixed phrases
1. Express basic likes and dislikes
2. Introduce self to an audience using fixed phrases
ACTIVITIES PRE-LESSON Task 7 : Beat the Teacher . Use the
question: What’s your favourite toy?
LESSON DELIVERY 2. Draw this grid on the board with column name, age, and favorite
toys.
3. Pupils copy the grid.
4. Ask a pupil:
 What’s your name,?
 How old are you?
 What’s your favourite toy?
5. Complete the grid with the pupil’s answers.
6. Explain that pupils will find out information about their
classmates and complete the grid.
7. Check target language questions with pupils.
8. Pupils mingle or work in groups of 6 to ask and answer and
complete the grid.
9. Pupils report to the whole class:
 This is (Haziq/ Najwa).
 He’s/She’s (seven) years old.
 His /Her favourite toy is a (doll).
10. They then give this information for themselves ( My name is …
etc.).
POST LESSON Task 4 : Correct the error

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SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 53
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled toy vocabulary from lesson 48
MAIN CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN LEARNING STANDARD 3.1.3 Blend phonemes (CVC, CCVC)
COM. CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
COM. LEARNING STANDARD 3.1.4 Segment phonemes (CVC, CCVC)
1. Blend phonemes (CVC, CCVC)
2. Segment phonemes (CVC, CCVC)
ACTIVITIES PRE-LESSON Task 4 : Identify the Flashcards .
LESSON DELIVERY 1. Review letters of the alphabet using plastic letters by playing a
game where you point to a letter, pupils tell you what letter it is.
Then ask them to tell you a word beginning with that letter
(prepare this in advance so you use letters for words the pupils
know well and can guess easily). Do this three times. Put the letters
on the board if you can.
2. Play ‘I spy’ – Teacher thinks of a word for something in the
classroom they can see and says ‘ I spy with my little eye,
something beginning with A’ (for example). Pupils guess the word
the teacher is thinking of. The pupil who guesses correctly
becomes teacher. Pupils may need support with this so they match
phonemes and letter names.
3. Using the magnetic letters on the board, present an anagram (a
word with letters mixed up). The word should review toy
vocabulary (e.g. o – y – t). Pupils guess the word and spelling.
4. Give pupils more anagrams to solve in pairs. You could use the
board or give them a worksheet.
5. Ask pupils to create their own anagrams. They may need extra
support in this as the letters need to be right.
6. Pairs swap anagrams and solve each other’s’ anagrams.
POST LESSON Task 11: What About Me?

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 54
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Speaking
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled toy vocabulary from lesson 49
MAIN CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. CONTENT STANDARD 2.2 Use appropriate communication strategies
COM. LEARNING STANDARD 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words . (review
any problematic spellings from Lesson 53)
LESSON DELIVERY 1. Show the picture of the child. Elicit some information about the
child by asking questions:
What’s his/her name?
How old is he/she?
What’s his/her favourite …?
Pupils can use their own ideas in their answers. Write their
suggested answers to these questions on the board.
2. Ask some pupils about the person sitting next to them using the
questions from stage 1. If the pupil doesn’t know the answer, they
should ask the pupil for help.
3. Pupils work in groups of 4 (i.e. 2 pairs). In their group, they
should ask the other pair about their partner (in the pair) using the
questions above. They should note the answer in their exercise
book, so that they have information about their partner. Remind
pupils that they don’t need to focus on spelling right now.
4. Pupils check their notes with their partner. At this point, focus
on spelling as well, to correct or edit their notes.
5. Pupils write about their partner on the computer. It could be a
blog post for a class website, or simply on a document using Word,
for example. Depending on facilities and context, it might be
possible for them to take and add a photograph.
You can do this activity on paper if the digital option is not suitable
for your context.
Encourage pupils to ask for your help in English.

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DAILY LESSON PLAN
ENGLISH YEAR 1
DATE LESSON 55
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS This is…
His/her name’s …
He’s … (years old).
His/her favourite toy is a (colour) monster.
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of contexts
COM. LEARNING STANDARD 1.2.2 Understand with support specific information and details of very simple phrases and
sentences
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words .
LESSON DELIVERY 1. Put up/draw the toy flashcards/pictures on the board. Ask the
pupils what they are and review the colours, e.g. It’s a red monster.
2. Show the pupils the flashcards of the two characters in the text.
You could ask the pupils to invent their names if you are telling the
story orally. Write the names on the board.
3. Ask the pupils how old they think the characters are. Write
various suggestions (including the correct answer) on the board
under the characters’ names.
4. Ask the pupils to listen (or read) about the boy and girl and to
tell you how old they are and what their favourite toys are.
5. Pupils listen to/read the text.
6. Ask the pupils to tell their partner/neighbour what they think
the answers are. Then ask some pupils to come to the board and
circle the correct answer.
7. Ask pupils what other information they remember about the
characters. Ask them to write a sentence in pairs.
POST LESSON Ask pupils to tell their partner which toy is their favourite from the
pictures on the board.
Ask some students to tell the class about their favourite toy at
home.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 56
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Writing
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled toy vocabulary + favourite
That’s smart, That’s great
MAIN LEARNING STANDARD 2.1.1 Give very basic personal information using fixed phrases
COM. CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. LEARNING STANDARD 4.2.1 Give very basic personal information using fixed phrases
1. Give very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON 1. Teacher tells students you are thinking of a toy. They have
to guess.
2. Say e.g. It isn’t a monster. It isn’t a go kart. Teacher mimes
to help them guess.
3. The student who guesses correctly thinks of the next toy.
LESSON DELIVERY Activity 1 ( SB page 24)

1. Students look at the picture. Teacher elicits what toys and
numbers they can see.
2. Teacher plays the recording. Students follow the song in
their SB.
3. Teacher plays the recording again, pausing after each
verse for students to repeat.
4. When students have learnt the song, practice it with the
whole class and then in groups.
5. Teacher uses the karaoke version of the song for students
to sing in 3 groups.
Activity 2( SB page 24)
1. Students read the song silently to find Emma and Mike.
2. They check in pairs and then on fours before class check.
POST LESSON 1. Students sing the song from SB activity 1 again.
2. Alternatively, in groups of four, students take turns to sing
their new verses from WB Activity 2 to the class.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 57
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Listening
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS a/an
adjectives: long, short, big, small, ugly, beautiful, old, new
MAIN LEARNING STANDARD 1.2.2 Understand with support specific information and details of very simple phrases and
sentences
COM. LEARNING STANDARD 1.2.5 Understand short supported questions
1. Understand with support specific information and details of very simple phrases
and sentences
2. Understand short supported questions
ACTIVITIES PRE-LESSON 1. Teacher does a clapping game to review the vocabulary.
2. Teacher claps twice and then says a toy. Students repeat.
3. Teacher continues until all the toys are in the chain.
LESSON DELIVERY Activity 1 ( SB page 25)
1. Teacher gives students time to looks at the pictures and to
say what they can see.
2. Teacher plays the recording. Students listen and number.
3. Students check in pairs. Teacher plays the recording again.
4. Teacher check with the class.
5. Teacher encourages students to guess what the new
adjectives mean by looking at the pictures.
Activity 2( SB page 25)
1. Teacher plays the recording. Students listen and repeat in
chorus. Teacher asks students to guess why a is used in
one and an in the other.
2. Teacher asks students to find the other use od an in SB
Activity 1(with old).Teacher gives reason if they don’t
guess.
3. Teacher plays the recording again for students to repeat a
second time.
Activity 3 (SB page 25)
1. Teacher demonstrates the activity by secretly drawing a
toy.Students ask questions to guess.
2. Students do the activity in pairs. Teacher reminds them
not to show their picture to their friends.
POST LESSON 1. Together with students, teacher creates a mime for each of
the new adjectives: long, big, small, ugly, beautiful.
2. Teacher does each mime together as a class.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 58
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Revision of toy vocabulary
MAIN CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
COM. CONTENT STANDARD 3.3 Read independently for information and enjoyment
COM. LEARNING STANDARD 3.3.1 Read and enjoy simple print and digital games at word level
1. Spell familiar high frequency words accurately
2. Read and enjoy simple print and digital games at word level
ACTIVITIES PRE-LESSON Task 9 : Remember the Words
LESSON DELIVERY 1. Review the toys flashcards by playing ‘Slap’. Pupils sit in a circle.
Put all the flashcards face up in the middle of the circle. When you
say the word, pupils have to race to grab or slap the correct
flashcard. You could organise this so you nominate two or three
pupils to play each time, making sure that all pupils get a turn.
2. Write the numbers of the crossword on the board, and put the
corresponding pictures next to the numbers. Don’t write the
words.
For example, using the crossword given below:
Across
3. Plane
5. Monster
7. Ball
8. Car
10. Kite
Down
1. Computer game
2. Train
4. Go-kart
6. Doll
9. Bike
3. Do one word across (and perhaps one down, too) as an example
with the whole class.
4. Ask pupils to complete the crossword in pairs.
5. Check the answers all together.
POST LESSON Task 8: Make a Word Ladder

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 59
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Listening
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled colours, numbers, toys
reading strategies
MAIN LEARNING STANDARD 3.2.1 Understand the main idea of very simple phrases and sentences
1. Understand the main idea of very simple phrases and sentences
2. Understand with a high degree of support very short simple narratives
ACTIVITIES PRE-LESSON 1. Teacher elicits from the students the names of the four
Super Friends.
2. Teacher asks students to mime their special powers.
3. Teacher prompts what Flash said in the previous episode:
I’m Sorry.
LESSON DELIVERY Activity 1 (SB page 26-27)
1. Teacher checks understanding of go-kart race.
2. Teacher elicits which characters students can see in the
pictures.
3. Teacher plays the recording. Students listen and read to
find out who wins the race.
4. Students compare their ideas in pairs before the class
check.
5. Teacher plays their recording again. Pause after each
frame to check comprehension.
6. Teacher talks briefly with the class about the value
7. Teacher plays the recording a thrid time. Students listen
and repeat.
POST LESSON 1. Teacher puts students in groups of six.
2. Students each take a role of one of the characters.
3. Teacher plays the recording. Students repeat in role.
4. Students practise the role play in groups.
5. Volunteer groups role play for the class.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 60
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Writing
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS My favourite colour’s…
My favourite toy’s a(n)…
My favourite number’s…
COM. CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COM. LEARNING STANDARD 4.3.3 Plan and write words and phrases
1. Name people, things or places of interest in illustrations accompanying texts
2. Plan and write words and phrases
ACTIVITIES PRE-LESSON Review p.24: Play the song and encourage the pupils to sing along
to it as much as possible.
LESSON DELIVERY 1. Ask pupils questions about the pictures on p.24.
2. Ask pupils to tell their partner about their favourite number, toy
and colour.
3. Ask pupils to tell the class about their partner (e.g. This is
Mastura. Her favourite toy’s a ball. Her favourite colour’s green
.and her favourite number ‘s 9).
4. Give out poster paper and ask pupils to write about themselves
at the bottom of the paper. Let pupils use their textbook to check
spellings and to ask each other for help.
5. When pupils have finished writing, they can draw a picture
above. This could be of themselves, their favourite toy etc.
6. Display the pupils’ work in the classroom.
7. As a class, sing new verses of the song based on the pupils’
favourite things.
POST LESSON Ask pupils to read each other’s work and to find favourites they
share with their classmates, e.g. This is Mohammed. His favourite
number is 7. My favourite number is seven, too.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 61
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Listening
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 56 - 60: adjectives and toys
MAIN CONTENT STANDARD 1.3 Use appropriate listening strategies in a variety of contexts
MAIN LEARNING STANDARD 1.3.1 Predict words they will hear by using knowledge of a topic
COM. LEARNING STANDARD 1.2.2 Understand with support specific information and details of very simple phrases and
sentences
ACTIVITIES PRE-LESSON Task 10 : Say What's Missing
LESSON DELIVERY 2. Put about 8 flashcards of drawings similar to those on p.25 of
Superminds 1.
3. Number the flashcards from 1-8.
4. Tell pupils that you’ll describe the flashcards. Ask them to
predict the words they’ll hear (e.g. beautiful green ball).
5. Tell pupils to choose 3 pictures and write down the 3 numbers.
Each pupil makes their own choice.
6. Describe the pictures (e.g. a new blue bike).
7. Pupils tick () their number when they hear it.
8. When a pupil has heard all 3 of their numbers, they say Finished.
9. Check that you have said all 3 of the pupil’s numbers.
10. Repeat steps 5-8.
11. After 2 or 3 repeats, pupils do this activity in groups of about 8,
with different pupils taking turns to describe the pictures.
POST LESSON Task 1: Spot the differences

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DAILY LESSON PLAN
ENGLISH YEAR 1
DATE LESSON 62
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 56 - 60: toy vocabulary
2. Ask for attention or help from a teacher or classmate using one word or a fixed
phrase
ACTIVITIES PRE-LESSON Task 4 : Identify the Flashcards
LESSON DELIVERY 1. Use flashcards to practise the language of a toy chant for these
words: doll, monster, go-kart, car, ball, kite, bike.
2. Tell pupils that they’ll say a toy chant together.
3. Move your arms backwards and forwards and say ch-ch-ch to
imitate the rhythm of a train. Ask pupils to copy you.
4. Say the chant below starting slowly, and increasing your rhythm
like a train as the chant continues. Move your arms in time with the
rhythm of the chant.
5. Ask pupils to join in with the chant, and to speak and move like
you.
6. Help pupils to see the vocabulary pattern in the chant (i.e each
toy is repeated, joined with and, and changes every 2 lines).
7. Put pupils in to pairs or small groups and ask them to create
their own chant using topic vocabulary.
POST LESSON Task 12: What About You?

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DAILY LESSON PLAN
ENGLISH YEAR 1
DATE LESSON 63
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lesson 52: Favourite and toy vocabulary
reading strategies
MAIN LEARNING STANDARD 3.2.3 i) Use visuals on the page to help understand a word of phrase
media
1. Use visuals on the page to help understand a word of phrase
LESSON DELIVERY 1. Play run and touch (or insist pupils walk). Say, for example
‘Touch something long’ or ‘Touch something blue’. Pupils move
around the classroom or use items they have at their desks.
2. Nominate some pupils to be the teacher.
3. Now put up the toy pictures around the room.
4. Give each pupil some sentences (or give groups a complete set).
Ask pupils to read the sentences. They can ask for your help of for
another pupil’s help in English if necessary.
5. Tell pupils to get up and put the sentence next to the correct
picture.
6. Have all pupils stand up and move together to check whether all
the sentences have been put in the right place.
7. Ask pupils to look at the toy they drew in Lesson 57. They should
write a short sentence about it to label it (e.g. a red ball).

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 64
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Let’s Play!
His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,
and digital media
MAIN LEARNING STANDARD 4.3.1 Use capital letters appropriately in personal and place names
COM. CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
COM. LEARNING STANDARD 3.2.2 Understand specific information and details of very simple phrases and sentences
1. Use capital letters appropriately in personal and place names
ACTIVITIES PRE-LESSON Task 12 : Pass It On
LESSON DELIVERY 1. Write Name? How old? Favourite toy? Favourite colour? and
other favourites you’ve practised recently on the board. Elicit full
questions from pupils using 3rd person (he / she).
2. Nominate pupils to ask and answer the questions about other
pupils in the class. Pupils can ask for help if they don’t know the
answer (e.g. Ali’s favourite colour).
3. Ask the pupils ‘What about you?’ Elicit the questions and some
answers.
4. Give pupils a piece of paper. On the paper, they write their age
and favourites, but not their name. Develop a model on the board
first if necessary.
5. When they have finished, they fold their paper in half. Collect the
papers and redistribute them.
6. Pupils read the paper they have been given and try to guess who
wrote it. I think it’s Ali.
7. They can ask other pupils to check if they were right – How old
are you? What’s your favourite X?
8. When they have found the writer of the paper, pupils should tell
the class about the person. His name is Ali. He’s seven. His
favourite toy’s his train.
Choose an item. Choose an item.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 65
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Teacher’s choice, depending on story
2. Understand with a high degree of support very short simple narratives
ACTIVITIES PRE-LESSON Choose an item.
LESSON DELIVERY Plan a Language Arts lesson around reading a story about toys.
The pupils should have the chance to prepare for the story so they
understand the main elements a little better, and should have the
chance to listen to you reading the story and talk about it as you
read it.
Note: you will re-use this story in the next Language Arts lesson
(Lesson 70).
POST LESSON Choose an item.

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ENGLISH YEAR 1
DATE LESSON 66
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled vocabulary for toys and adjectives
MAIN LEARNING STANDARD 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word
COM. CONTENT STANDARD 1.1 Recognise and reproduce target language sounds
COM. LEARNING STANDARD 1.1.1 Recognise and reproduce with support a limited range of high frequency target
language phonemes
1. Recognise and sound out with support beginning, medial and final sounds in a word
2. Recognise and reproduce with support a limited range of high frequency target
language phonemes
ACTIVITIES PRE-LESSON 1. Teacher writes Ben and Misty on the board.
2. Teacher says phrases from the story, spoken by Ben or
Misty. Students call out either Ben or Misty.
LESSON DELIVERY Activity 2 (SB page 27)
1. Students look at the pictures and read the 3 phrases
silently.They match phrases with pictures and compare
answers in pairs.
2. Teacher check with the class. Teacher elicits why an is
used in phrase 2.
Activity 3 ( SB page 27)
1. Teacher writes Ben and red on the board, using a red pen
for the e.g. Separate out the three phonemes in the words
and say each one separately(e.g B-e-n) before saying the
whole word.
2. Students repeat this is Ben from the Red team after you.
3. Students find the speech bubble in the story.
1. Teacher plays the recording. Students look at the picture,
read and repeat.
2. Teacher repeats the sentences as a class without the
recording. Say it loudly, slowly, quickly, etc.
3. Students take turns to repeat in pairs.
POST LESSON 1. Student closes their SB.
2. Teacher dictates the sound sentences while students
write. They compare their sentences with a partner before
checking in the SB.
3. Students write two columns in their notebooks: e and a.
Say the words cat, red, pen, hat, black, ten, desk, bag.
Pupils write the words in the correct column.

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ENGLISH YEAR 1
DATE LESSON 67
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Reading
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled vocabulary for toys and adjectives
sentences
reading strategies
1. Understand with support specific information and details of very simple phrases
and sentence
ACTIVITIES PRE-LESSON 1. Teacher places the flashcards in a row on the board.
Teacher draws a square around each one.
2. Teacher elicits the word for each one. Working from left to
right. Teacher takes one flashcard away.
3. Teacher elicits the word for each one, working from left to
right, including the missing flashcard.
4. Teacher continues until all flashcards are missing.
5. Teacher hands out the flashcards to 10 students.
6. They come and place them in the correct space on the
board.
1. Teacher tells students to look carefully at the pictures and
the sentences.
2. Teacher pre-teaches boat and reads the instructions aloud.
3. Teacher makes sure students know what to do. Teacher
does an example with the class.
4. Students complete the activity individually and silently.
5. Teacher gives students time to compare answers with
their friends.
6. Teacher checks with the class.
POST LESSON 1. In pairs, students draw 4 pictures using SB’s activity as
model.
2. They colour the pictures and then write four sentences,
one about each picture. Some are true and some are false.
3. Pairs swap pictures with another pairs and tick or cross
the sentences.

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ENGLISH YEAR 1
DATE LESSON 68
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS What’s your favourite (colour)?
Recycled toy vocabulary and adjectives
MAIN CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. LEARNING STANDARD 2.1.3 Express basic likes and dislikes
ACTIVITIES PRE-LESSON 1. Teacher says I can see something in this room. It’s red.
2. Students take turns to guess.
3. Teacher repeats with the other colours.
1. Teacher tells students to look carefully at the two
monsters and the two cars.
2. Teacher read the four names alod.
3. Teacher makes sure students know what to do. Teacher
reads the instructions aloud.
4. Teacher tells students to write just the first letter of the
names.
5. Teacher plays the recording through one without
stopping. Students compare their ideas in pairs.
6. Teacher plays the recording again. Check with the class.
1. Teacher demonstrates the activity.
2. Teacher gives students thinking time to prepare their
ideas. Students take turns and answer in pairs.
3. Teacher checks and give further practice in open pairs.
1. Teacher reads the text to the class.
2. Teacher elicits from some students what their favourite
toys are.
3. Teacher reminds them to use adjectives.
4. Students draw a picture of their favourite toy and write
about it on paper.
5. Teacher checks students’ descriptions before they write a
final version next to their picture.
POST LESSON Volunteer students take turns to show their pcitures from SB
Activity 3 and to read out what they have written, Teacher sets a
listening activity to keep students’ attention.

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ENGLISH YEAR 1
DATE LESSON 69
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Reading
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Shapes: tangram, triangle, square, circle, parallelogram, rectangle
reading strategies
ACTIVITIES PRE-LESSON 1. Teacher draws a circle and a square on the board.
2. Teacher elicits/teaches the word shape.
3. Teacher asks student what the other shapes they know.
Volunteer students come and draw them.
4. If students don’t come to the board, draw a triangle, a
parallelogram and a rectangle.
5. Teacher writes the words under the shapes.
1. Teacher reads the activity instruction aloud.
2. Teacher elicits from students what the shapes are.
3. Students look for the shapes in the classroom and
compare in threes.
4. Teacher checks and discusses as a class
1. Teacher reads the first sentence aloud and checks
students understand what a tangram is.
2. Teacher use the picture to support understanding.
3. Teacher checks students knows what to do.
4. Teacher elicits one or two shapes they can see.
5. Students look for more shapes in pairs.
6. Teacher check answers with the class.
1. Teacher reads the instruction aloud.
2. Teacher elicits what students think are missing means.
3. Students do the activity individually and then compare
what they notice in fours.
4. Teacher checks and discuss with the class.
POST LESSON 1. Teacher writes the following prompt on the board: Today
I’ve learnt about:
2. Teacher elicits from students what they learnt today. E.g.
shapes and tangrams.

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ENGLISH YEAR 1
DATE LESSON 70
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Your choice, depending on your story
COM. CONTENT STANDARD 5.3 Express an imaginative response to literary texts
COM. LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products
2. Respond imaginatively and intelligibly through creating simple art and craft
products
ACTIVITIES PRE-LESSON Review the story from the previous Language Arts lesson by
showing pupils the book and asking them to tell you what they
remember (e.g. the characters, the storyline). Use the front cover
to elicit as much information as possible, including the name of the
author and where the book comes from.
LESSON DELIVERY 1. Re-read the story, reviewing pupils’ understanding.
2. Plan activities which follow on from the story and extend it.
These could include:
- vocabulary activities, e.g. matching, sorting: colours
- activities related to character descriptions, e.g. a guessing game
‘Who am I?’
- activities related to the storyline, e.g. ordering pictures.
3. Plan a creative activity depending on your class. This could be
related to the story/characters, storyline, topic or vocabulary. The
activity could be making something, drawing something, acting
something etc.
POST LESSON Ask pupils to sit in a circle to present what they have made.
Talk to the pupils about the story and ask them what they liked
about the story, which was their favourite character and so on.

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ENGLISH YEAR 1
DATE LESSON 71
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy vocabulary and
adjectives
sentences
1. Understand meaning in a variety of familiar contexts
LESSON DELIVERY 1. Elicit favourite colours, numbers and toys from the class.
2. Ask pupils to stand in a circle. Tell them that they’ll do an activity
called Change places if…
3. Say Change places if your favourite colour’s red.
4. Pupils change places if this is true for them: this is not a
competition, so they can move calmly.
5. Continue with other phrases (e.g. Change places if your favourite
toy’s a…/ your favourite number’s…)
6. If it’s difficult for pupils to move in your classroom, pupils can
put up their hands, touch their head or stand up instead of
changing places.
7. Divide pupils into 2 groups and ask pupils to continue with the
activity. Make sure that different pupils have the chance to give
instructions.
8. When pupils have had enough practice, change focus to a chain
activity.
9. Divide pupils into groups of about 5. One pupil says their
favourite toy. The next pupil repeats this info and adds their own
information (e.g. Jannah’s favourite toy is her bike, my favourite
toy is my doll). Pupils continue in this way until everyone has had a
turn.
10. Repeat with other language (e.g. numbers or colours) if there is
time.

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ENGLISH YEAR 1
DATE LESSON 72
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 66 - 68
phrase
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words
LESSON DELIVERY 2. Elicit the names of about 10 toys which pupils like, and write
these in a list on the board, or ask pupils to write them on the
board.
3. The toys do not have to be from the textbook: they can also be
other toys which pupils know and like.
4. Pupils may need to ask you for help with vocabulary (Speaking
Learning Standard 2.2.2) when telling you the toys.
5. Draw this grid on the board with 2 column, toy and name.
6. Ask pupils to copy the grid in their exercise books, and to write
the names of any 7 toys from the list on the board in their table.
7. Tell pupils they have to find a classmate for toys in their table by
asking What’s your favourite toy?
8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your
favourite toy?
9. Make sure that the answer you give is not one of the toys in Pupil
A’s grid.
10. Tell Pupil A to ask another pupil, until an answer matches one
of the toys in their table. Pupil A then writes down the name of
Pupil B in the grid next to the appropriate toy.
11. Tell pupils that they have to find names for 5 or more of the
toys in the table.
12. Pupils mingle and complete their tables. If mingling isn’t
possible in your class, you can go outside, or ask pupils to sit in
groups. Stop when most but not all pupils are finished.
13. Ask them to report back to you (e.g. Ayesha’s favourite toy is
her ball).
If there is extra time, ask pupils to write a true sentence and a false
sentence from their grid for their partner, who reads their grid and
then corrects the false sentence.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 72
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 66 - 68
phrase
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words
LESSON DELIVERY 2. Elicit the names of about 10 toys which pupils like, and write
these in a list on the board, or ask pupils to write them on the
board.
3. The toys do not have to be from the textbook: they can also be
other toys which pupils know and like.
4. Pupils may need to ask you for help with vocabulary (Speaking
Learning Standard 2.2.2) when telling you the toys.
5. Draw this grid on the board with 2 column, toy and name.
6. Ask pupils to copy the grid in their exercise books, and to write
the names of any 7 toys from the list on the board in their table.
7. Tell pupils they have to find a classmate for toys in their table by
asking What’s your favourite toy?
8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your
favourite toy? Make sure that the answer you give is not one of the
toys in Pupil A’s grid.
9. Tell Pupil A to ask another pupil, until an answer matches one of
the toys in their table. Pupil A then writes down the name of Pupil
B in the grid next to the appropriate toy.
10. Tell pupils that they have to find names for 5 or more of the
toys in the table.
11. Pupils mingle and complete their tables. If mingling isn’t
possible in your class, you can go outside, or ask pupils to sit in
groups. Stop when most but not all pupils are finished.
12. Ask them to report back to you (e.g. Ayesha’s favourite toy is
her ball).
13. If there is extra time, ask pupils to write a true sentence and a
false sentence from their grid for their partner, who reads their
grid and then corrects the false sentence.

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DAILY LESSON PLAN
ENGLISH YEAR 1
DATE LESSON 73
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lesson 69 and Year 1, as appropriate
MAIN LEARNING STANDARD 3.1.1 identify and recognise the shapes of the letters in the alphabet
COM. CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
COM. LEARNING STANDARD 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word
1. identify and recognise the shapes of the letters in the alphabet
2. Recognise and sound out with support beginning, medial and final sounds in a word
ACTIVITIES PRE-LESSON Task 10 : Say What's Missing using the
shape words
LESSON DELIVERY 1. Review the vocabulary you have used in the pre-lesson task.
2. On the board, write the word red. Ask pupils to read it. Then
draw an outline around the word that shows its shape when
written.
3. Draw the outline of another, longer word on the board and
encourage pupils to guess what the word is.
4. Draw more word shapes on the board or provide them on a
worksheet. You could give pupils a word list, too. Pupils write the
words in their exercise books. Use the words from the pre-lesson
task for this.
5. Ask pupils to draw one or two word shapes for their partner to
guess the word.
6. Give pupils some letters, glue and paper. Pupils arrange the
letters on the paper to make words, then stick them.
7. Next, pupils cut the paper to show word outline.
8. Each pupil should sound out the word they have created.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 74
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 68 and 69
and digital media
COM. CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COM. LEARNING STANDARD 4.3.3 Plan and write words and phrases
ACTIVITIES PRE-LESSON Task 11 : Words That Sound the Same (Phonics)
LESSON DELIVERY 1. Show flashcards of objects and check pupils know the
vocabulary.
2. Put the flashcards on the board in groups relating to each colour
(e.g. all the round objects together). Elicit what the groups
represent from the pupils. Write the shape words under the groups
of pictures.
3. Draw a table on the board and ask pupils to copy it into their
exercise book (or have a worksheet for this). Head each column
with a shape word. See example on the next page.
4. Put pupils in groups. The groups decide an order (who will go
first, second and so on). Give the first pupil in each group a board
pen/piece of chalk. When you say ‘ Go!’ they should go to the board
and write one word for an object in one column. Then it is the next
pupil’s turn. They don’t need to worry too much about spelling at
this point.
5. After each pupil has had a turn, review the words on the board
so that the class corrects any spelling mistakes together.
6. Give pupils some paper (or they can use their exercise books).
Ask pupils to draw the five shapes on the paper/page. These
should be big.
7. Next ask pupils to write some words for objects inside each
shape. They can copy from the board or you could erase the words
from the board.
POST LESSON Task 9 : Read Your Friend's Mind where pupils outline the
shape with their hands

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ENGLISH YEAR 1
DATE LESSON 75
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Shape vocabulary
MAIN CONTENT STANDARD 5.1 Enjoy and appreciate rhymes, poems and songs
MAIN LEARNING STANDARD 5.1.1 Demonstrate appreciation through non-verbal responses to i) simple chants and raps
ii) simple rhymes iii) simple action songs
COM. CONTENT STANDARD 5.2 Express personal responses to literary texts
COM. LEARNING STANDARD 5.2.1 Name people, things or places of interest in illustrations accompanying texts
1. Demonstrate appreciation through non-verbal responses to i) simple chants and
raps ii) simple rhymes iii) simple action songs
ACTIVITIES PRE-LESSON Body shapes. Tell pupils a shape name and they have to try to
make that shape with their body/arms/with a partner.
Teach ‘diamond’ during this stage.
LESSON DELIVERY 1. Give the pupils two or three papers. Ask them to draw a shape
on each paper.
2. Ask them to write the name of the shape under the picture.
3. Tell them they are going to listen to a song. Sing the song.
4. Ask them to listen to the song again and to hold up their shapes
when they hear them.
5. Ask them to listen to the song again and tell you how many
shapes they hear.
6. Encourage the pupils to sing the song with you.
POST LESSON Ask pupils to tell each other what their favourite shape is, then
report to the class and/or to tell you what they have in their home
of different shapes.

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ENGLISH YEAR 1
DATE LESSON 76
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled vocabulary of shapes from lessons 69, 73 and 74
MAIN LEARNING STANDARD 2.1.1 Give very basic personal information using fixed phrases
phrase
ACTIVITIES PRE-LESSON 1. Teacher writes the words for the shapes in jumbled letter
order on the board.
2. Students unjumble them and then draw the shapes in their
notebooks.
LESSON DELIVERY Activity 1(SB page 31)
1. Teacher elicits what students can see in the four pictures.
2. Teacher encourages them to use their imagination, e.g. a
fish, a bird, a kite, a boat.
3. Teacher provides words in English if students do not know
them.
4. Each student prepares a set of Unit 2 cut-outs. They cut
the tangram up and try to make the four pictures in turn.
5. Students then try to make other things from the tangram,
e.g a car, a monster.
6. Students show each other their pictures and they guess
what they are.
POST LESSON 1. Teacher writes the following prompt on the board: Today
I’ve ..
2. Teacher elicits from students what they learnt today e.g
made a tangram and made pictures from the different
shapes.
3. Teacher writes it on the board. Students copy it into their
notebooks.

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DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 77
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled language: colours, toys, imperatives
reading strategies
MAIN LEARNING STANDARD 3.2.3 i) Use visuals on the page to help understand a word or phrase
ii) Identify and remember high frequency sound and letter patterns
COM. LEARNING STANDARD 1.2.5 Understand short supported questions
1. Use visuals on the page to help understand a word or phrase
2. Identify and remember high frequency sound and letter patterns
3. Understand short supported questions
ACTIVITIES PRE-LESSON 1. Teacher gives students some simple instructions. E.g point
to a square. Hold up a rectangle.
2. Students take turn to give other instructions to the class.
1. Teacher pre-teaches screen.
2. Teacher tells students to put their heads on their desks,
close their eyes and listen.
3. Teacher plays the recording. At the end of the recording,
teacher speaks quietly and tells students to listen again
and imagine. Teacher tells them they are going to draw the
picture from their heads.
4. Teacher plays the recording again.
5. Students draw their own pictures of what they imagine.
6. Teacher goes around the class and encourages students.
7. Teacher talks to them about their ideas and help if
necessary.
1. Teacher read the example from SB with the class.
2. Teacher reminds them to use adjectives and other words
to make their talk more interesting.
3. Teacher puts students into groups of four for the
descriptions.
4. Volunteer students describe their pictures to the class.
POST LESSON 1. Teacher displays students’ pictures from SB activity 1 on
tables or on the walls.
2. Teacher has students go around and see how many
different things they can find.
3. Teacher asks students which pictures are similar and
which are very different.

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ENGLISH YEAR 1
DATE LESSON 78
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Let’s Play!
LANGUAGE/GRAMMAR FOCUS Recycled vocabulary and grammar from topic 2
and digital media
media
COM. LEARNING STANDARD 4.2.1 Give very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON 1. Teacher writes the toys in scrambled letter order on the
board.
2. Students work in pairs and write each word correctly.
1. Teacher demonstrates the game for students by playingit
with one or two students at the front.
2. Students take turns to roll the dice and then say and spell
the word in the square they land on. If they can’t say the
word or spell it correctly, they miss a turn.
3. Students play the game in groups of four.
4. Teacher monitors and helps as and when necessary.
5. If time, make new groups for students to play the game
again.
POST LESSON 1. Teacher asks students what their favourite song; chant or
game is from the unit.
2. Students do the song, chant or game again with the class.
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DAILY LESSON PLAN

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LESSON DELIVERY Activity 1 ( SB page 24)

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