Toaz - Info Lesson Plan Year 1 Supermind PR

DAILY LESSON PLAN YEAR 1
WEEK DAY DATE CLASS SUBJECT TIME

28 January, 8.20 am - 9.20 am
5 Sunday 1 Dynamic English
2018 60 minutes
THEME TOPIC
Word of Self, Family and Friends UNIT 0 - FRIENDS
SKILLS CONTENT STANDARD LEARNING STANDARD
2.1.4 -Greet, say goodbye, and
2.1-Communicate simple
MAIN Speaking express thanks using suitable
information intelligibly
fixed phrases
2.3-Communicate appropriately 2.3.1-Introduce self to an
COMPLEMENTARY Speaking
to a small or large group audience using fixed phrases
At the end of the lesson some pupils will be able to:
LEARNING OBJECTIVES 1. greet their friends using the phrases taught to them
COMPLEMENTARY 1. introduce their name and their friends’ name using the sentence
OBJECTIVES statement taught
1. introduce their name and their friends’ name
SUCCESS CRITERIA 2. greet their friends
HOTS CCE
Application Language
TEACHING AIDS Flashcards, worksheets
ACTIVITIES
PRE LESSON LESSON DEVELOPMENT POST LESSON
Pre-lesson 3. Pupils practise target 8. Ask pupils to stand in a line in
1. Introduce target language language in pairs. alphabetical order of their first
(Hi, I’m … What’s your name?) 4. Pupils report back to the names.
using yourself and pupils as whole class e.g. I’m … 9. In pairs, pupils remember as many
examples. he’s/she’s … names as they can (e.g. He’s Ahmed,
2. Pupils report back (I’m… 5. Divide pupils into groups of She’s Regina).
He’s… She’s…) … about 6: they repeat step 3. 10. Finish by eliciting the names of
6. Make larger groups of about everyone in the line.
12: pupils report names within 11. Teach pupils Bye!
the larger group 12. Divide pupils into groups Pupils
say Bye! to each other (e.g. Bye Nur!,
Bye. Amir!). and Bye! to you.
REFLECTIONS
Attendance Main skill Complementary skill
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Lesson is postponed due to : Choose an item.

29 January, 7.50 am - 8.50 am
5 Monday 1 Dynamic English
2018 60 minutes
THEME TOPIC
1.2 – Understand meaning in a 1.2.4-Understand short basic

MAIN Listening
variety of familiar contexts supported classroom instructions
4.1.2 (ii)- Write letters and words

4.1- Form letters and words in
in a straight line from left to right
COMPLEMENTARY Writing neat legible print using cursive
with regular spaces between
writing
words and spaces
LEARNING OBJECTIVES 1. point 4 things based on the colours stated
COMPLEMENTARY 1. write 5 names of the colour based on the colours given

OBJECTIVES
1. point 4 things based on the colours
SUCCESS CRITERIA 2. write 5 names of the colour
HOTS CCE
ACTIVITIES
1. Introduce 2. Give pupils instructions’ Point to something 7. Extend the colour sequence
and teach (red/green etc.) - pupils point to things inside or by adding a colour e.g. Point to
pupils names of outside the classroom. something red and something
colours. 3. Pupils do step 2 in small groups. blue.
4. Play Simon says. If your instruction is Simon says 8. Pupils do step 7 in groups.
point to something green, pupils do this. If you just
say Point to something green, they don’t do it.
5. Pupils do step 4 in groups.
6. Pupils write the names of the colours.
REFLECTIONS
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30 January, 11.10 am - 12.10 pm
5 Tuesday 1 Dynamic English
2018 60 minutes
THEME TOPIC
3.1-Recognise words in linear 3.1.1-Identify and recognise the
MAIN Reading and non-linear texts by using shapes of the letters in the
knowledge of sounds of letters alphabet
3.1-Recognise words in linear 3.1.2-Recognise and sound out
COMPLEMENTARY Reading and non-linear texts by using with support beginning, medial
knowledge of sounds of letters and final sounds in a word
1. pick up the letter cards based on the sounds in the 5 colour words
LEARNING OBJECTIVES
correctly
COMPLEMENTARY 1. colour 4 circles based on the colour words correctly

OBJECTIVES
1. pick up the letter cards
SUCCESS CRITERIA 2. colour 4 circles
HOTS CCE
ACTIVITIES
1. Review colour 2. Have pupils sit or stand in a circle. Ask the pupils their names 9. Sing or play
words by playing and practise any other spoken language they may know at this the alphabet
Simon Says (the point (e.g. How are you? How old are you?). song or other
same as Lesson 3. Show each letter/letter card and ask pupils which letter is it. appropriate
2). Elicit the sound of the letter, too, as appropriate. Put the letters in song.
the middle of the circle.
4. Show pupils the colour flashcards and ask them to tell you the
colour in English. What colour is this?
4. Next ask them which sound the colour starts with e.g. green
starts with g-. Nominate pupils to take the letter from the circle.
Repeat.
5. Show pupils a set of colour word sound cards and elicit the
sounds on them.
6. On the board, show them how to put together the colour word
sounds cards to make the colour word.
7. In pairs or small groups, pupils put together the colour words.
8. Next, pupils take their notebooks. They colour words the circle
and books based on the words given.
REFLECTIONS
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1 February, 11.40 am - 12.40 pm
5 Thursday 1 Dynamic English
2018 60 minutes
THEME TOPIC
MAIN Writing neat legible print using cursive
writing
words and spaces
COMPLEMENTARY Reading and non-linear texts by using shapes of the letters in the
LEARNING OBJECTIVES 1. pupils write their name with the correct spelling
COMPLEMENTARY 1. read and find the owner of the name card.

OBJECTIVES
1. pupils spell their name
SUCCESS CRITERIA 2. pupils read and find the cards’ owner
HOTS CCE
ACTIVITIES
1. Spelling 2. Play or sing the alphabet song as in previous lesson. Guess the name.
activity 3. Ask pupils What’s your name? 10. Place all the
4. Have pupils ask each other what their names are. name cards in the
5. Ask pupils how to spell their name: What’s your name? How do box.
you spell that? (this may be a new question for pupils, but they 11. Pupils select
only need to understand it. Make the meaning clear by miming the name and
writing and eliciting the letter names) their friends
6. Give each pupil a piece of card. Ask them to write their name on guess the name.
the card to complete the sentence.
7. When pupils have completed their task collect the name cards,
mix them up and give them back to different pupils.
8. Pupils read the name on the cards and try to find the pupil
whose card it is. At this point, they can say simply
A: Alia?
B: Yes / No
9. Make sure pupils all have their own name cards.
REFLECTIONS
Attendance
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Lesson is postponed due to :

4 February, 8.20 am - 9.20 am
2018 60 minutes
THEME TOPIC
5.1- Enjoy and appreciate

MAIN Listening 5.1.1(ii)- Simple rhymes
rhymes, poems and songs

COMPLEMENTARY Writing 5.1.2(ii) -Simple rhymes
LEARNING OBJECTIVES 1. sing the song with the correct gestures.
COMPLEMENTARY 1. sing with the correct pronunciation

OBJECTIVES
1. sing with gestures
SUCCESS CRITERIA 2. sing with correct pronunciation
HOTS CCE
ACTIVITIES
1. Teacher 2. Pupils listen to the song I See Colours Everywhere. 6. Pupils sing the song with
recaps the 3. Ask pupils to state the colours that they hear from actions.
colours with the song
the pupils. 4. Sing the song
5. Sing the song with the whole class and then in
group.
REFLECTIONS
Attendance
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2018 60 minutes
THEME TOPIC
Language 5.1- Enjoy and appreciate

MAIN 5.1.1(ii)- Simple rhymes
Arts rhymes, poems and songs
Language 5.1- Enjoy and appreciate

COMPLEMENTARY 5.1.2(ii) -Simple rhymes
Arts rhymes, poems and songs
LEARNING OBJECTIVES 1. sing the song with the correct gestures.
COMPLEMENTARY 1. sing with the correct pronunciation

OBJECTIVES
1. sing with gestures
SUCCESS CRITERIA 2. sing with correct pronunciation
HOTS CCE
ACTIVITIES
1. Teacher 2. Pupils listen to the song I See Colours Everywhere. 6. Pupils sing the song with
recaps the 3. Ask pupils to state the colours that they hear from actions.
colours with the song
the pupils. 4. Sing the song
5. Sing the song with the whole class and then in
group.
REFLECTIONS
Attendance
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6 February, 11.10 am - 12.10 pm
2018 60 minutes
THEME TOPIC
1.2.2-Understand with support
1.2 – Understand meaning in a specific information and details of
MAIN Listening
variety of familiar contexts very simple phrases and
sentences
2.1-Communicate simple 2.1.1-Give very basic personal
information intelligibly information using fixed phrases
LEARNING OBJECTIVES 1. point to the 4 characters’ name based on the chant
COMPLEMENTARY 1. recite the chant by using their names.

OBJECTIVES
1. point to the 4 characters’ name
SUCCESS CRITERIA 2. recite the chant
HOTS CCE
ACTIVITIES
1. Point to 2. Pupils look at the picture in their books. 13. Pupils do a
yourself and 3. Play the recording. mingling activity,
say your name. 4. Pupils point to the character names when they hear them. introducing
2. Ask a pupil 5. Play the recording again. themselves to the
to stand up. 6. Point to the character names/ pictures in turn. Pupils say the pupils in the class
3. Elicit his/her names. using
name from the 7. Pupils practice pointing and naming in pairs. Hi, I’m (name)
students. 8. Pupils look at the chant. What’s your
9. Play the recording. Pupils listen and follow the chant in their name? Hi, I’m
Pupils’ books. (name). What a
10. Play the recording again, pausing after each line for pupils to nice name!
repeat.
11. Practise the chant as a class.
12. Invite four pupils. To come to the front of the class. They do
chant for the class. Repeat with other pupils.
REFLECTIONS
Attendance
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6 February, 11.10 am - 12.10 pm
2018 60 minutes
THEME TOPIC
1.2 – Understand meaning in a specific information and details of
MAIN Listening
variety of familiar contexts very simple phrases and
sentences
LEARNING OBJECTIVES 1. point to the 4 characters’ name based on the chant
COMPLEMENTARY 1. recite the chant by using their names.

OBJECTIVES
1. point to the 4 characters’ name
SUCCESS CRITERIA 2. recite the chant
HOTS CCE
ACTIVITIES
1. Point to 2. Pupils look at the picture in their books. 13. Pupils do a
yourself and 3. Play the recording. mingling activity,
say your name. 4. Pupils point to the character names when they hear them. introducing
2. Ask a pupil 5. Play the recording again. themselves to the
to stand up. 6. Point to the character names/ pictures in turn. Pupils say the pupils in the class
3. Elicit his/her names. using
name from the 7. Pupils practice pointing and naming in pairs. Hi, I’m (name)
students. 8. Pupils look at the chant. What’s your
9. Play the recording. Pupils listen and follow the chant in their name? Hi, I’m
Pupils’ books. (name). What a
10. Play the recording again, pausing after each line for pupils to nice name!
repeat.
11. Practise the chant as a class.
12. Invite four pupils. To come to the front of the class. They do
chant for the class. Repeat with other pupils.
REFLECTIONS
Attendance
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6 Wednesday 1 Dynamic English
2018 60 minutes
THEME TOPIC
MAIN Writing neat legible print using cursive
writing
words and spaces
LEARNING OBJECTIVES 1. write 4 numbers of age of Super Friends based on the recording.
COMPLEMENTARY 1. answer about ages using the sentence structure taught.

OBJECTIVES
1. write 4 numbers of age of Super Friends
SUCCESS CRITERIA 2. answer about ages
HOTS CCE
ACTIVITIES
1. Ask pupils. 2. Teach numbers one-ten using the flashcards. 8. Teach the question
Hello. What’s 3. Display the flashcards around the room or against the board. How old are you? and
your name? 4. Play the recording. Pupils listen and point to the flashcard the response.
numbers. (CD1 Track 4) 9. Pupils practise the
5. Pupils open their Student’s book. Play the recording again. question and answer
Pupils point to the numbers in their student’s book. in open pairs around
6. Play the recording. Give pupils thinking and writing time. the class.
(CD1 Track 5) 10. Pupils write the
7. Pupils write the answer on the blanks (Supermind page 5) numbers using
correct spelling.
REFLECTIONS
Attendance
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8 February, 11.40 am - 12.40 pm
2018 60 minutes
THEME TOPIC
COMPLEMENTARY Writing neat legible print using cursive
writing
words and spaces
LEARNING OBJECTIVES
1. say 26 alphabets in correct order.
COMPLEMENTARY
1. write 6 missing letters correctly
OBJECTIVES
1. say 26 alphabets
SUCCESS CRITERIA
2. write 6 missing letters
HOTS CCE
ACTIVITIES
1. Pupils are 2. Stick the alphabet cards around the room. 8. Pupils write the
asked to say 3. Point to each card in turn, saying the letter for pupils to missing letters.
their name repeat. 9. Pupils sing the
and the first 4. Repeat two or three times. song.
alphabet of 5. Play the recording. Pupils follow the song in their Student’s
their name. book.
For example: 6. Repeat two or three times
Airin- A 7. Play the recording. Pupils follow the song in their Student’s
books.
8. Play the recording again, in sections. Pupils repeat.
9. Point to the letters of the alphabet in sequence around the
room for pupils to repeat. Then choose letters at random.
REFLECTIONS
Attendance
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2018 60 minutes
THEME TOPIC
2.1.5-Name or describe objects
MAIN Speaking using suitable words from word
sets
3.1-Recognise words in linear
3.1.3-Blend phonemes (CVC,
COMPLEMENTARY Reading and non-linear texts by using
CCVC)
knowledge of sounds of letters
LEARNING OBJECTIVES 1. match and colour 4 hats based on the recording
COMPLEMENTARY 1. read 6 colours based on the words givrn.

OBJECTIVES
1. match and colour 4 hats
SUCCESS CRITERIA 2. read 6 colours
HOTS CCE
ACTIVITIES
PRE
LESSON DEVELOPMENT POST LESSON
LESSON
1. Sing the2. Use the picture in SB to present the colour (SB pg 7) 10. Practice
alphabet 3. Point to each balloon in turn and say the colour. reading the
song from 4. Pupils repeat. colours and
SB pg 6 5. Play the recording. Pupils listen and point. Repeat. (CD1 Track 8) writing the
again 6. In pairs, pupils take turn to point to the balloons and say the colours. colours.
with 7. Play the recording. Pupils make a dot of the right colour in each hat.
students. (CD1 Track 9).
8. Check the answer and pupils colour the hat.
9. Demonstrate the activity by giving an example sentence,
e.g. I’m x. My hat is x (and x)
REFLECTIONS
Attendance
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2018 60 minutes
THEME TOPIC
sets
CCVC)
COMPLEMENTARY 1. read 6 colours based on the words given.

OBJECTIVES
HOTS CCE
ACTIVITIES
PRE
LESSON
REFLECTIONS
Attendance
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13 February, 11.10 am - 12.10 pm
2018 60 minutes
THEME TOPIC
sets
CCVC)
COMPLEMENTARY 1. read 6 colours based on the words given.

OBJECTIVES
HOTS CCE
ACTIVITIES
PRE
LESSON
REFLECTIONS
Attendance
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DAILY LESSON PLAN YEAR 1ii
14 February, 9.40 am - 10.40 am
2018 60 minutes
THEME TOPIC

MAIN Speaking 5.1.1(ii)- Simple rhymes

COMPLEMENTARY Reading 5.1.2(ii) -Simple rhymes
LEARNING OBJECTIVES 1. sing numbers song with correct pronunciation
COMPLEMENTARY 1. do the actions while singing the song

OBJECTIVES
1. sing the numbers song
SUCCESS CRITERIA
2. do the actions and sing
HOTS CCE
ACTIVITIES
PRE
LESSON
1. Teacher 2. Pupils recap the numbers that they had learnt on previous lesson. 8. Next, carry out
recaps the 3. Next teacher carries out the spelling activity on numbers. the spelling game.
lesson on 4. Pupils then are shown a video on Number song.
the colours 5. Pupils sing together with guidance.
learnt. 6. Then, pupils are using their hands to symbolize the numbers while
singing the song.
7. Pupils are selected randomly to perform in front of the class.
REFLECTIONS
Attendance
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20 February, 11.10 am - 12.10 pm
2018 60 minutes
THEME TOPIC

MAIN Speaking 5.1.1(ii)- Simple rhymes

COMPLEMENTARY Reading 5.1.2(ii) -Simple rhymes
LEARNING OBJECTIVES 1. sing numbers song with correct pronunciation
COMPLEMENTARY 1. do the actions while singing the song

OBJECTIVES
1. sing the numbers song
SUCCESS CRITERIA
2. do the actions and sing
HOTS CCE
ACTIVITIES
PRE
LESSON
1. Teacher 2. Pupils recap the numbers that they had learnt on previous lesson. 8. Next, carry out
recaps the 3. Next teacher carries out the spelling activity on numbers. the spelling game.
lesson on 4. Pupils then are shown a video on Number song.
the colours 5. Pupils sing together with guidance.
learnt. 6. Then, pupils are using their hands to symbolize the numbers while
singing the song.
7. Pupils are selected randomly to perform in front of the class.
REFLECTIONS
Attendance
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21 February, 9.40 am - 10.40 am
2018 60 minutes
THEME TOPIC
1.2 – Understand meaning in a 1.2.5-Understand short

MAIN Speaking
variety of familiar contexts supported questions
4.2- Communicate basic

information intelligibly for a 4.2.1-Give very basic personal
COMPLEMENTARY Writing
range of purposes in print and information using fixed phrases
digital media
LEARNING OBJECTIVES 1. ask 3 questions to their friends in name, ages and spelling name.
COMPLEMENTARY 1. draw and write 2 simple sentences.

OBJECTIVES
1. ask 3 questions to their friends
SUCCESS CRITERIA 2. draw and write 2 simple sentences.
HOTS CCE
ACTIVITIES
1. Work out the words. 3. In groups of 6-8, pupils do a survey of name, ages 6. Post-lesson
2. Introduce and teach the and ask how to spell their classmates’ names. task 4: Correct
fixed phrase How do you 4. In pairs, they draw their neighbour and write the error.
spell..? about him/her.
(E.g Lukman/ Mira. He’s/ She’s 7 years old)
5. Pupils put their work on the wall to create a class
profile.
REFLECTIONS
Attendance
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22 February, 11.40 am - 12.40 pm
2018 60 minutes
THEME TOPIC
2.3-Communicate appropriately 2.3.1-Introduce self to an

MAIN Speaking
to a small or large group audience using fixed phrases
4.3-Communicate with
4.3.1-Use capital letters
COMPLEMENTAR appropriate language form and
Writing appropriately in personal and
Y style for a range of purposes in
place names
print and digital media
LEARNING OBJECTIVES 1. talk by introducing their name and their friends’ name
COMPLEMENTARY 1. write 1 simple sentence about themselves and a classmate

OBJECTIVES
1. introduce their name and their friends’ name
SUCCESS CRITERIA 2. write about themselves and a classmate
HOTS CCE
TEACHING AIDS Textbook, worksheets
ACTIVITIES
1. Beat the 2. Pupils stand in groups of about 5 or 6. 7. Post lesson task
teacher 3. They throw a ball of paper to each other to practise target 6: Whisper and
language in a chain activity. write
4. E.g. Pupil 1 starts: Hi, I’m X …, I’m 7 years old and throws the
ball of paper to pupil 2 in the circle who repeats this
information, and adds their own information to make a chain.
i.e. He’s/ she’s X, he’s /she’s … years old. I’m Y… I’m years old.
5. Each pupil repeats previous information and adds their own
information to the chain.
6. Pupils write about themselves and a classmate.
REFLECTIONS
Attendance
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2018 60 minutes
THEME TOPIC
4.1- Form letters and words in 4.1.2(iii) -Copy letters and
COMPLEMENTAR
Writing neat legible print using cursive familiar high frequency words
Y
writing and phrases correctly
LEARNING OBJECTIVES 1. colour 6 words using the correct colours
COMPLEMENTARY 1. fill in the blanks by writing 1 colour based on the hat drawn.
OBJECTIVES
1. colour 6 words
SUCCESS CRITERIA 2. fill in the blanks by writing 1 colour
HOTS CCE
ACTIVITIES
POST
PRE LESSON LESSON DEVELOPMENT
LESSON
1. Play Find 2. Pupils sit in small groups. Give each group some letters (cards or 7. Task 10
Something- pupils plastic ones). Call out a letter; pupils have to try to grab the correct using
listen to you say letter. They keep it if they grab it first. picture on
Find something 3. Next, tell pupils a colour word. They should work together to try p.4. This
red, and go to to spell it using the letters they have. They can use the words on the may need
touch something board to help. adapting to
red in the 4. Depending on the level of proficiency, you could repeat this your pupils
classroom. Write activity with the words on the board erased.
the colour words 5. Hand out worksheet and ask pupils to write their name at the top.
on the board as Pupils then read and colour the words (Part A).
you use them. 6. Next pupils colour the hat in Part B and write the colour in the gap
REFLECTIONS
Attendance
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2018 60 minutes
THEME TOPIC
COMPLEMENTAR
Y
OBJECTIVES
1. colour 6 words
HOTS CCE
ACTIVITIES
POST
LESSON
REFLECTIONS
Attendance
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27 February, 11.10 am - 12.10 pm
2018 60 minutes
THEME TOPIC
COMPLEMENTAR
Y
OBJECTIVES
1. colour 6 words
HOTS CCE
ACTIVITIES
POST
LESSON
REFLECTIONS
Attendance
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28 February, 9.40 am - 11.10 am
2018 60 minutes
THEME TOPIC
COMPLEMENTARY Writing neat legible print using cursive familiar high frequency words
OBJECTIVES
1. colour 6 words
HOTS CCE
ACTIVITIES
POST
LESSON
REFLECTIONS
Attendance
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11.40 am - 12.40 pm
9 Thursday 1 March, 2018 1 Dynamic English
60 minutes
THEME TOPIC
OBJECTIVES
1. colour 6 words
HOTS CCE
ACTIVITIES
POST
LESSON
Something- pupils plastic ones). Call out a letter; pupils have to try to grab the correctusing
the colour words 5. Hand out worksheet and ask pupils to write their name at the top. READING
on the board as Pupils then read and colour the words (Part A). SCREENING
REFLECTIONS
Attendance
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10 Sunday 4 March, 2018 1 Dynamic English
60 minutes
THEME TOPIC
OBJECTIVES
1. colour 6 words
HOTS CCE
ACTIVITIES
POST
LESSON
Something- pupils plastic ones). Call out a letter; pupils have to try to grab the correct using picture
listen to you say letter. They keep it if they grab it first. on p.4. This
Find something 3. Next, tell pupils a colour word. They should work together to try may need
red, and go to to spell it using the letters they have. They can use the words on adapting to
touch something the board to help. your pupils
red in the 4. Depending on the level of proficiency, you could repeat this
classroom. Write activity with the words on the board erased. READING
the colour words 5. Hand out worksheet and ask pupils to write their name at the SCREENING
on the board as top. Pupils then read and colour the words (Part A).
you use them. 6. Next pupils colour the hat in Part B and write the colour in the
gap.
REFLECTIONS
Attendance
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11.10 am - 12.10 pm
10 Monday 5 March, 2018 1 Dynamic English
60 minutes
THEME TOPIC
Word of Self, Family and Friends UNIT 1 - AT SCHOOL
1.2.1- Understand with support
1.2 – Understand meaning in a
MAIN Listening the main idea of very simple
variety of familiar contexts
phrases and sentences
COMPLEMENTARY Speaking using suitable words from word
sets
LEARNING OBJECTIVES 1. state 6 objects based on the pictures
1. point out 6 pictures based on the chants read

COMPLEMENTARY OBJECTIVES
1. state 6 objects
SUCCESS CRITERIA 2. point out 6 pictures
HOTS CCE
ACTIVITIES
POST
LESSON
1. Warm up 4. Hold up each flashcard in turn. Say the word pupils to repeat in 11. Pupils
activity by playing chorus. complete the
a true/false game 5. Do this activity three or four times. worksheet
to review colours. 6. Hold up each flashcard for pupils to say the word in the chorus. given.
2. Point to a green 7. Stick the flashcards on the board around the room.
object in the 8. Pupils look at the picture in the Student’s Books. READING
classroom. 9. Play the recording. SCREENING
3. Repeat for 10. Pupils point to the object and the words when they hear them.
other colours in
the classroom.
REFLECTIONS
Attendance
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9.40 am - 10.40 am
10 Tuesday 6 March, 2018 1 Dynamic English
LESSON 19
THEME TOPIC
sets
1.2 – Understand meaning in a specific information and details
COMPLEMENTARY Listening
variety of familiar contexts of very simple phrases and
sentences
LEARNING OBJECTIVES 1. ask 6 simple questions based on the structures taught.
1. respond 6 questions using the sentences based on the sentence

COMPLEMENTARY OBJECTIVES structure taught.
1. ask 6 simple questions
SUCCESS CRITERIA 2. respond 6 questions
HOTS CCE
ACTIVITIES
1. Stick the flashcards on 4. Pupils are introduced to the sentence pattern 8. Pupils are given
the board (picture side) “What’s this?” worksheets.
2. Write the wrong word “It’s a (ruler).
under each flashcard. “Is it a ruler?” Yes, it is. No, it isn’t.
3. Invite pupils to come up 5. Next, play the guessing game with the pupils READING
in turn and swap two 6. Teacher call up a pupils and whisper the words SCREENING
flashcards so that the to the pupil.
word and picture are a 7. The other pupils respond using the sentence
match for one. patterns taught.
REFLECTIONS
Attendance
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9.40 am - 10.40 am
10 Wednesday 7 March, 2018 1 Dynamic English
LESSON 20
THEME TOPIC
5.2.1 - Name people, things or
Language 5.2-Express personal
MAIN places of interest in illustrations
Arts responses to literary texts
accompanying texts
5.3.1-Respond imaginatively and
intelligibly through creating
Language 5.3-Express an imaginative
COMPLEMENTARY simple art and craft products and
Arts response to literary texts
other imaginative responses as
appropriate
LEARNING OBJECTIVES 1. produce a zigzag book of 5classroom objects.
1. draw 5 objects and label them in their zigzag book

1. produce a zigzag book

SUCCESS CRITERIA 2. draw 5 objects and label them
HOTS CCE
ACTIVITIES
POST
LESSON
1. Revision. Pupils 2. Pupils are shown on how to create a simple creative work 5.Pupils draw
recaps on the objects of producing zigzag. and label 5
learnt on the previous 3. Pupils make the book, following your instructions. classroom
lesson. 4. Pupils are drilled on the sentence pattern to be written in objects
their zigzag book.
“What’s this?” READING
It’s a pen. SCREENING
REFLECTIONS
Attendance
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11.40 am - 12.40 pm
LESSON 21
THEME TOPIC
1.3- Use appropriate listening 1.3.1-Predict words they will
MAIN Listening strategies in a variety of hear by using knowledge of a
contexts topic
1.2 – Understand meaning in a 1.2.4-Understand short basic
COMPLEMENTARY Listening
variety of familiar contexts supported classroom instructions
LEARNING OBJECTIVES 1. sketch 4 objects correctly based on the teacher’s instruction
1. respond orally to the teacher’s instructions

1. sketch 4 objects correctly

SUCCESS CRITERIA
2. respond orally
HOTS CCE
ACTIVITIES
1. Pupils play vocabulary 2. Tell pupils that you‘ll ask them to draw some 5. Next, pupils are
game with the teacher. classroom objects. Elicit their predictions of given worksheet
target language.
3. Give a picture dictation of 3 or 4 objects, READING
pausing in between each object. Include SCREENING
classroom objects, colours and numbers
(e.g. Draw a red pencil case… Now draw 2 blue
rulers).
4. Pupils compare and name objects.
REFLECTIONS
Attendance
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11.10 am - 12.10 pm
11 Sunday 11 March, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
22 Word of Self, Family and Friends UNIT 1 - AT SCHOOL
MAIN 2.1-Communicate simple information 2.1.4 -Greet, say goodbye, and express
Speaking intelligibly thanks using suitable fixed phrases
COMPLEMENTARY 1.2.2-Understand with support specific

information and details of very simple
Listening variety of familiar contexts
LANGUAGE FOCUS How are you? I’m fine, thanks. Good. Recycled language from lessons 16 – 20
numbers 1 - 10, Bye! How old are you?
MAIN LEARNING OBJECTIVES
1. practice 1 simple sentence structure based on
teacher’s instructions
COMPLEMENTARY LEARNING OBJECTIVES 1. respond to 1 simple question taught in the lesson
SUCCESS CRITERIA 1. practice 1 simple sentence structure

2. respond to 1 simple questions
HOTS CCE
ACTIVITIES
PRE LESSON
1. Introduce and teach, How are you?
I’m fine thanks, Good.
LESSON DEVELOPMENT
2. Teacher drills the pupils to practice the dialogue and try to converse.
3. The conversation should be similar to this:
Pupil: Hi, X here
Teacher: Hi X, (your name) here
Pupil: How are you?
Teacher: I’m fine, thanks. How are you, X?
Pupil: I’m fine thanks
Teacher: OK, bye, X!
Pupil; Bye!
POST LESSON
4. Pupils are required to complete the worksheet given.
READING SCREENING
REFLECTIONS
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

LANGUAGE FOCUS How are you? I’m fine, thanks. Good. Recycled language from lessons 16 – 20
numbers 1 - 10, Bye! How old are you?
1. practice 1 simple sentence structure based on
teacher’s instructions
COMPLEMENTARY LEARNING OBJECTIVES 1. respond to 1 simple question taught in the lesson
SUCCESS CRITERIA 1. practice 1 simple sentence structure

2. respond to 1 simple questions
HOTS CCE
ACTIVITIES
PRE LESSON
1. Introduce and teach, How are you?
I’m fine thanks, Good.
LESSON DEVELOPMENT
5. Teacher drills the pupils to practice the dialogue and try to converse.
6. The conversation should be similar to this:
Pupil: Hi, X here
Teacher: Hi X, (your name) here
Pupil: How are you?
Teacher: I’m fine, thanks. How are you, X?
Pupil: I’m fine thanks
Teacher: OK, bye, X!
Pupil; Bye!
POST LESSON
7. Pupils are required to complete the worksheet given.
READING SCREENING
REFLECTIONS
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC
MAIN 3.1-Recognise words in linear and

non-linear texts by using knowledge 3.1.3-Blend phonemes (CVC, CCVC)
Reading of sounds of letters
COMPLEMENTARY 4.3-Communicate with appropriate

4.3.2-Spell familiar high frequency words
language form and style for a range
Writing accurately
of purposes in print and digital media
LANGUAGE FOCUS Recycled language from lessons 16 – 20

Classroom objects
1. blend 4/6 phonemes of classroom object
COMPLEMENTARY LEARNING OBJECTIVES 1. label 4/6 objects in the classroom correctly
SUCCESS CRITERIA 1. blend 4/6 phonemes

2. label 4/6 objects
HOTS CCE
ACTIVITIES
PRE LESSON
Task 10 using classroom objects
LESSON DELIVERY
1. Pupils sit or stand in a large circle. Arrange the objects from the pre-lesson task on a table or on the
floor in the middle of the circle. Give each pupil a word card. Ask them to try to read it silently.
2. Sound out the words (e.g. p-e-n-s-l, b-u-k) on the word cards.
3. Feedback by showing the word card for each item and ask pupils to read and sound out the
words together.
4. If pupils need more practice in this area, you could play a game where they sound out the word
on the card and pass it to their neighbour, who sounds it out and passes it to theirs, and so on.
5. Pupils sit back in their places
POST LESSON
1. Pupils do writing activity by doing word search and labelling the objects.
READING SCREENING
REFLECTIONS
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9.40 am - 10.40 am
13 Tuesday 27 March, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


Writing accurately

Classroom objects
1. blend 4/6 phonemes of classroom object
COMPLEMENTARY LEARNING OBJECTIVES 1. label 4/6 objects in the classroom correctly
SUCCESS CRITERIA 1. blend 4/6 phonemes

2. label 4/6 objects
HOTS CCE
ACTIVITIES
PRE LESSON
Task 10 using classroom objects
LESSON DELIVERY
1. Pupils sit or stand in a large circle. Arrange the objects from the pre-lesson task on a table or on the
floor in the middle of the circle. Give each pupil a word card. Ask them to try to read it silently.
2. Sound out the words (e.g. p-e-n-s-l, b-u-k) on the word cards.
3. Feedback by showing the word card for each item and ask pupils to read and sound out the
words together.
4. If pupils need more practice in this area, you could play a game where they sound out the word
on the card and pass it to their neighbour, who sounds it out and passes it to theirs, and so on.
5. Pupils sit back in their places
POST LESSON
1. Pupils do writing activity by doing word search and labelling the objects.
READING SCREENING
REFLECTIONS
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9.40 am - 10.40 am
13 Wednesday 28 March, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 4.2- Communicate basic information

4.2.2-Greet, say goodbye, and express
intelligibly for a range of purposes in
Reading thanks using suitable fixed phrases
COMPLEMENTARY 4.2- Communicate basic information

4.2.4- Name or describe objects using
Reading suitable words from word sets
LANGUAGE FOCUS Recycled language from lessons 16 - 20

It’s a …, colours, classroom objects
1. Complete the dialogue based on target language
taught
COMPLEMENTARY LEARNING OBJECTIVES 1. Writes 4 sentences using it’s a based on the objects
given
SUCCESS CRITERIA 1. Complete the dialogue

2. Writes 4 sentences
HOTS CCE
ACTIVITIES
PRE LESSON
1. Task 4: dialogue pattern
LESSON DELIVERY
2. In small groups or pairs, pupils play a jumbled letters game, where they have to spell words correctly
using the letters given. Use plastic letters or letter cards to spell words from the unit.
3.Have pupils copy the words into their exercise books
4. Model the dialogue. Note that when guessed, you give the object to the pupil, saying Here you are
and the pupil should respond with Thank you.
5. Have pupils play the guessing game in pairs using real objects.
6. Write a model dialogue on the board that follows the same pattern as the worksheet. Nominate a
boy and a girl to read the dialogue, eliciting the missing words and writing them in the gaps. POST
LESSON
7. Give pupils a worksheet and ask them to write in the missing words. They could work in pairs to do this,
perhaps a boy + a girl.
READING SCREENING
REFLECTIONS
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11.40 am - 12.40 pm
60 minutes
LESSON THEME TOPIC
MAIN 5.2.1 - Name people, things or places

5.2-Express personal responses to
of interest in illustrations accompanying
Language Arts literary texts
texts
COMPLEMENTARY 2.1-Communicate simple information 2.1.5-Name or describe objects using

Speaking intelligibly suitable words from word sets
LANGUAGE FOCUS It’s a (colour) (object).

1. Draw and colour a bag with the descriptions given
creatively
COMPLEMENTARY LEARNING OBJECTIVES 1. Name 5 words object correctly and 3 simple

sentences describing object with guidance
1. Draw and colour a bag
SUCCESS CRITERIA
2. Name 5 words object and 3 simple sentences
describing object
HOTS CCE
ACTIVITIES
PRE LESSON
1. Recaps the classroom objects with the pupils. Spelling game
LESSON DELIVERY
2. Pupils are asked the question `What`s this? ` and they answer using the target language.
3. Teacher introduces the sentence pattern
This is my bag.
It is blue and yellow.
It has pencil, rubber and ruler.
4. Pupils try to complete the sentences by their own.
5. Check the answers.
POST LESSON
6. Guided drawing. The pupils draw and colour the bag.
READING SCREENING
REFLECTIONS
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11.10 am - 12.10 pm
14 Sunday 1 April, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 2.1-Communicate simple information 2.1.1-Give very basic personal

Speaking intelligibly information using fixed phrases
COMPLEMENTARY 1.2 – Understand meaning in a 1.2.5-Understand short supported

Listening variety of familiar contexts questions
LANGUAGE FOCUS It isn’t my (pen)

Look at (the desk)
MAIN LEARNING OBJECTIVES 1. Ask and answer questions about classroom objects
at least 5 objects correctly and join in with a song with
guidance.
COMPLEMENTARY LEARNING OBJECTIVES 1. Listen and describe the objects given using target
language
SUCCESS CRITERIA 1. Ask and answer questions about classroom objects

2. Listen and describe the objects
HOTS CCE
ACTIVITIES
PRE LESSON
1. Review the classroom objects first.
LESSON DELIVERY
2. Pupils look at the picture in the SB12. Elicit what they can see on the desks.
3. Pre teach in a mess.
4. Pupils read the song lyric in the book. Then, they sing the song together.
5. Teacher introduces the target language
It is my ___
It isn’t my ____
6. Pupils match the objects with the correct child’s desk.
POST LESSON
7. Pupils complete the worksheet given using ;
It is my______
It isn’t my______
READING SCREENING
REFLECTIONS
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11.10 am - 12.10 pm
14 Monday 2 April, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

Writing suitable words from word sets
COMPLEMENTARY 1.2 – Understand meaning in a 1.2.4-Understand short basic supported

Listening variety of familiar contexts classroom instructions
LANGUAGE FOCUS Imperatives + please

e.g. Sit at your desk, please, Open your bag, please
1. Practice in giving the classroom instructions using
the target language.
COMPLEMENTARY LEARNING OBJECTIVES 1. Give and respond to 5 classroom instructions with

guidance
SUCCESS CRITERIA 1. Practice in giving the classroom instructions

2. Respond to 5 classroom instructions
HOTS CCE
ACTIVITIES
PRE LESSON
1. Hold up each of the set of the classroom objects in turn. Pupils say aloud and spell.
LESSON DELIVERY
2. Pre teach the classroom instructions
Sit at your desk, please.
Open your bag please.
Close your book, please.
Pass me a pen, please.
Here you are.
3. Pupils read and mime each instruction with teacher’s guidance. Repeat two or three times.
4. Pupils mime the actions with their partners.
POST LESSON
5. Pupils complete the task sheet given by reading, writing and matching the pictures with the correct
words.
READING SCREENING
REFLECTIONS
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9.40 am - 10.40 am
14 Tuesday 3 April, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a 1.2.3-Understand with a high degree of

Writing variety of familiar contexts support very short simple narratives
3.2 -Understand a variety of linear

COMPLEMENTARY and non-linear print and digital texts 3.2.1-Understand the main idea of very
Listening by using appropriate reading simple phrases and sentences
strategies
Here’s (your pencil case)

LANGUAGE FOCUS I’m sorry
Thank you
1. communicate the dialogue using the sentence
patterns provided.
COMPLEMENTARY LEARNING OBJECTIVES 1. pupils write 6 numbers based on the dialogue
SUCCESS CRITERIA 1. communicate the dialogue

2. pupils write 6 numbers
HOTS CCE
ACTIVITIES
PRE LESSON
1. Teacher recaps on the previous sentences learnt.
LESSON DELIVERY
2. Present the story.
3. Elicits which characters pupils can see in the picture.
3. Play the recording.
4. Pupils listen and repeat
POST LESSON
5. Pupils listen and tick the box
6. Teacher reviews the storyline and pupils write the number.
READING SCREENING
REFLECTIONS
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9.40 am - 10.40 am
14 Wednesday 4 April, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 3.1-Recognise words in linear and 3.1.2-Recognise and sound out with
non-linear texts by using knowledge support beginning, medial and final
Reading of sounds of letters sounds in a word
COMPLEMENTARY 1.1.1- Recognise and reproduce with

1.1 - Recognise and reproduce
support a limited range of high
Listening target language sounds
frequency target language phonemes
LANGUAGE FOCUS The letter sound /æ/

1. blend 5 words with phoneme /æ/
COMPLEMENTARY LEARNING OBJECTIVES 1. match 5 pictures to the correct words
SUCCESS CRITERIA 1. blend 5 words

2. match 5 pictures
HOTS CCE
ACTIVITIES
PRE LESSON
1. Teacher introduces the letter /æ/
LESSON DELIVERY
2. Write bag on the board, using a red pen for the a.
3. Separate out the three phonemes in the word and say each one separately (b – a –g) before the
whole word.
4. Pupils repeat My bag! After you and find the speech bubble in the story (frame 8).
5. Play the recording. Pupils look at the picture, read and repeat.
6. Repeat the sentence as a class. Say it out loudly, slowly, quickly, whisper it.
POST LESSON
7. Pupils match the pictures to the correct words
READING SCREENING
REFLECTIONS
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11.40 am - 12.40 pm
14 Thursday 5 April, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 5.1- Enjoy and appreciate rhymes,

5.1.1(ii)- Simple rhymes
Language Arts poems and songs

COMPLEMENTARY 5.3-Express an imaginative response intelligibly through creating simple art
Language Arts to literary texts and craft products and other
imaginative responses as appropriate
LANGUAGE FOCUS Phonics: /æ/ sound and related vocabulary

1. pupils sing the rhymes with the correct /æ/ sound
COMPLEMENTARY LEARNING OBJECTIVES 1. pupils rewrite the lyrics and decorate them
SUCCESS CRITERIA 1. pupils sing the rhymes

2. pupils rewrite the lyrics
HOTS CCE
ACTIVITIES
PRE LESSON
1. Play a game where the teacher says two words (from the textbook), one with /æ/ sound, one with a
different sound.
Pupils stand up when they hear the word with /æ/ and sit down when the word has no /æ/.
LESSON DELIVERY
2. Write the letter a on the board and ask pupils what it sounds like.
3. Sing or play the song (if you’re happy and you know it adaptation). Encourage pupils to join in with
the /æ/ sound.
4. Ask pupils to tell you some words with the /æ/ sound. Write the words on the board.
5. Show pupils how to make a new verse using an /æ/ word If you’re happy and you know it say
‘apple, apple’ for example.
6. Pairs perform their verses to the class.
POST LESSON
7. Pupils rewrite the lyrics and decorate them creatively.
READING SCREENING
REFLECTIONS
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC
MAIN 1.2.1- Understand with support the

main idea of very simple phrases and
sentences

LANGUAGE FOCUS Recycled language from lessons 26 - 30: school

objects
1. pupils state 3 to 5 missing objects in the story
COMPLEMENTARY LEARNING OBJECTIVES 1. pupils stand up to the objects mentioned by

teacher
SUCCESS CRITERIA 1. pupils state 3 to 5 missing objects
2. pupils stand up based on the objects stated
HOTS CCE
ACTIVITIES
Pre-lesson
WRITING SCREENING
1. Pre-lesson task 7: Beat the teacher, to introduce the title of the story you’ll tell in the lesson. The title is
Mira goes to school
Lesson delivery
2. Put pictures of a school bag and 5-8 school objects on the board, or put real objects on a table.
3. Tell pupils to listen to the story and decide if Mira takes all the objects to school.
4. Tell the story below, and make sure that you leave out one of the items:
Mira goes to school. She says bye to her mum, and says hi to her friend Aisha
Mira gets to school. She opens her school bag. She has a green ruler, a blue rubber etc (name 5-8
objects). Oh, no…!
5. Ask pupils if Mira took everything to school, and ask why she said Oh no ! (she’s left something at
home), and what’s missing.
6. Give each picture on the board to a different group.
7. Tell the story again: the group stand up when they hear their object.
8. Put the pictures back on the board.
Post lesson
9. Post lesson task 1: Spot the differences
REFLECTIONS
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC
COMPLEMENTARY 2.2.2-Ask for attention or help from a

2.2 -Use appropriate communication
teacher or classmate using one word or
Speaking strategies
a fixed phrase

Classroom objects. Hi, How are you, Here’s a … Is it yours? Bye. Thanks
1. communicate the dialogue using the sentence
patterns provided.
COMPLEMENTARY LEARNING OBJECTIVES 1. pupils respond to the correct questions
SUCCESS CRITERIA 1. communicate the dialogue

2. pupils respond to at least 3 out of 5 questions asked
HOTS CCE
ACTIVITIES
Pre-lesson WRITING SCREENING

1. Pre-lesson task 10: Say what’s missing
Lesson delivery
2. Put a speaking frame on the board to help the pairs of pupils prepare and understand who says what:
e.g.
Pupil X: Hi A and B, Pupil Y: How are you?
Pupil X: Here’s a… (pupils use the real object or a picture)
Pupil Y: Is it yours? Pupil A: Hi X and Y,
Pupil B: We’re fine thanks. How are you? Pupil A: Yes it is/No it isn’t.
Pupil B: Thanks. Pupil A: Bye!
3. Do an example or two of the dialogue together with a proficient pupil to demonstrate the activity.
4. Ask pupils to prepare. Make sure that pupils practise speaking the dialogue rather than writing it.
5. Encourage them to ask you or their classmates for help with vocabulary or pronunciation if necessary (see
Learning Standard 2.1.4)
Post lesson
6. Post-lesson 4: Correct the error
REFLECTIONS
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC

COMPLEMENTARY 3.1-Recognise words in linear and

non-linear texts by using knowledge 3.1.4-Segment phonemes (CVC,CCVC)
LANGUAGE FOCUS Recycled language from lessons 26 – 30:

School objects
1. match 5/7 cards to the realia in the classroom
COMPLEMENTARY LEARNING OBJECTIVES 1. match 3/4 beginning sounds to the correct final
sounds
SUCCESS CRITERIA 1. match 5/7 word cards
2. match 3/4 sounds to the correct partner
HOTS CCE
ACTIVITIES

Task 1
Lesson delivery
1. Pupils sit or stand in a circle.
Play a guessing game with the word cards, where you reveal words sound-by-sound and ask pupils to read
aloud and guess the word.
2. Give out the word cards and ask pupils to find realia to match the card in their bag or on their desk.
3. Have pupils say Here’s my xxx. It’s (colour).
4. Using the sound cards, on the board, nominate pupils to come to the board and make the colour words.
5. Pupils do Activity A on the worksheet – they match beginning and final sounds by drawing a line.
6. Review the word cards from step 1 before having pupils do Activity B.
7. Depending on time available, pupils can draw something of theirs (e.g. My red pencil) and write under it.
Post lesson
Use pupil’s pictures to play a guessing game.
Another option for this lesson is to design a lesson in which pupils create anagrams of school objects for their
classmates to solve. This is suitable for more proficient classes.
REFLECTIONS
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC

4.2.2-Greet, say goodbye, and express
Reading thanks using suitable fixed phrases

4.3.1-Use capital letters appropriately in
Reading personal and place names
LANGUAGE FOCUS Recycled language from lessons 26 – 30, and from lesson 32
Classroom objects. Hi, How are yours, Here’s a … Is it yours? Bye! Thanks
1. communicate the simple dialogue using the correct
pronunciation
COMPLEMENTARY LEARNING OBJECTIVES 1. state 6 objects in the classroom correctly
SUCCESS CRITERIA 1. communicate the simple dialogue

2. state 6 objects in the classroom
HOTS CCE
ACTIVITIES

Lesson delivery
1. Collect some objects from pupils. Hold up the objects and say Here’s a … Is it yours? Keep the objects.
2. Have pupils ask and answer the question in pairs or small groups.
4. Put word cards (or write) for: e.g. Hello / Adelia on the board and elicit their correct order to make Hello Adelia.
Repeat for From Nor.
5. Give each pair or small group a set of words. They should arrange them to make sentences: Here’s a xxx. Is it yours?
6. Using a sticker/label, show pupils how to write the message:
Hello Adelia. Here’s a rubber. Is it yours? From Nor. They can use their picture dictionaries to check spelling.
7. Hand out to pupils the objects you collected from step 1 and a sticker/label for each pupil. Have pupils write their
message on it.
8. Collect the objects and have pupils help you give them to the person addressed in the message.
9. Depending on time, you could repeat a similar process for the reply (e.g. Hello Nor. No, it isn’t.) or you could do this
orally.
Post lesson
Task 12
REFLECTIONS
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11.40 am - 12.40 pm
60 minutes
LESSON THEME TOPIC
MAIN 5.1- Enjoy and appreciate rhymes, 5.1.1 Demonstrate appreciation

poems and songs through non-verbal responses to:
Language Arts
ii) simple rhymes
5.1.2 Say the words in simple texts, and
COMPLEMENTARY 5.1- Enjoy and appreciate rhymes, sing simple songs with intelligible
Language Arts poems and songs pronunciation, rhythm and intonation.
ii) simple rhymes
LANGUAGE FOCUS Is it your X? It isn’t my X.
1. point to the 3 objects in the lyrics while singing
COMPLEMENTARY LEARNING OBJECTIVES 1. sing the song with the correct pronunciation
SUCCESS CRITERIA 1. point to the 3 objects

2. sing the song
HOTS CCE
ACTIVITIES

Lesson delivery
1. Teacher recaps on school objects that pupils have learnt.
2. Next, pupils sing the song with the correct pronunciation.
3. Then, they pointing to the objects that stated in the lyrics while singing.
4. In group, pupils compete to sing the song and pointing to the objects.
5. Then, the winner will be given stars
Post lesson
6. Pupils rewrite the lyrics.
7. They draw the objects besides the lyrics.
8. Pupils sing the song again
REFLECTIONS
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12.10 pm - 1.10 pm
60 minutes
LESSON THEME TOPIC
MAIN 1.2.2-Understand with support specific

COMPLEMENTARY 2.1-Communicate simple information 2.1.1-Give very basic personal

LANGUAGE FOCUS This is (my desk)

There’s a bag
1. match 5 desk to the correct name
COMPLEMENTARY LEARNING OBJECTIVES 1. communicate using 2 simple sentences taught
SUCCESS CRITERIA 1. match 5 desks

2. communicate using 2 simple sentences
HOTS CCE
ACTIVITIES
Pre Lesson
1. Teacher draws the classroom object and pupils will guess them by asking teacher “Is it a bag?
Lesson Development
2. Teacher guides pupils to read aloud the names of five children.
3. Pupils look carefully at the objects on the desk.
4. Play the recording through without stopping.
5. Pupils match the objects to the correct name.
6. Replay the recording without stopping again.
7. Pupils are selected randomly to speak using their knowledge nd the sentence pattern taught.
Example: This is my bag. There’s a pencil, ruler and notebook.
Post lesson
8. Spelling activity.
REFLECTIONS
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10.10 am - 11.10 am
60 minutes
LESSON THEME TOPIC
MAIN 2.1-Communicate simple information 2.1.2 -Find out about very basic
Speaking intelligibly personal information using fixed phrases

4.2.5 -Connect words and proper
Writing names using ‘and’
Imperatives: Put away (your book). Look for (the rubber).

LANGUAGE FOCUS Can you see (the ruler)?
What number?
1. circle 4 pictures based on teacher’s reading
COMPLEMENTARY LEARNING OBJECTIVES 1. fill in 5 blanks with correct numbers
SUCCESS CRITERIA 1. circle 4 pictures

2. write number in 5 blanks
HOTS CCE
ACTIVITIES
Pre Lesson
1. Play the game ‘Please’ again from page T13.
2. Vary the classroom objects.
Lesson Development
3. Pupils look carefully at the sentences and at the pair od pictures.
4. Do the first one as an example.
5. Pupils match or circle the correct pictures based on teacher’s reading
6. Pupils mime the correct answers.
7. Pupils then listen to the audio and fill in the blanks with the correct numbers.
Post lesson
8. Pupils practice the dialogue learnt earlier.
REFLECTIONS
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC
MAIN 2.1-Communicate simple information 2.1.2 -Find out about very basic
Speaking intelligibly personal information using fixed phrases

Imperatives: Put away (your book). Look for (the rubber).

LANGUAGE FOCUS Can you see (the ruler)?
What number?
1. circle 4 pictures based on teacher’s reading
COMPLEMENTARY LEARNING OBJECTIVES 1. fill in 5 blanks with correct numbers
SUCCESS CRITERIA 1. circle 4 pictures

2. write number in 5 blanks
HOTS CCE
ACTIVITIES
Pre Lesson
1. Play the game ‘Please’ again from page T13.
2. Vary the classroom objects.
Lesson Development
3. Pupils look carefully at the sentences and at the pair od pictures.
4. Do the first one as an example.
5. Pupils match or circle the correct pictures based on teacher’s reading
6. Pupils mime the correct answers.
7. Pupils then listen to the audio and fill in the blanks with the correct numbers.
Post lesson
8. Pupils practice the dialogue learnt earlier.
REFLECTIONS
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC
MAIN 4.3-Communicate with appropriate

4.3.2-Spell familiar high frequency
Writing words accurately

Reading by using appropriate reading simple phrases and sentences
strategies
LANGUAGE FOCUS Recycled language: colours

Adjectives: primary (colours), secondary (colours)
1. group 6 colours into correct category
COMPLEMENTARY LEARNING OBJECTIVES 1. read and write 3 combinations of real paints
SUCCESS CRITERIA 1. group 6 colours

2. read and write 3 answers
HOTS CCE
ACTIVITIES
Pre Lesson
1. Teacher writes the colour on the board.
2. Pupils state orally the colours that they know.
Lesson Development
3. Elicit the three primary colours to the pupils. Prompt them to guess the meaning of primary colours.
4. Pupils answers 2 questions orally (Super minds Book page 18 1a and 1b)
5. Pupils read the sentences n secondary colour and prompt them to guess the meaning.
6. Elicit what colours are used to make purple, green and orange.
7. Pupils classify the 6 colours into correct group.
8. Pupils then mix real paints to check their predictions.
Post lesson
9. Pupils talk about the colour they had learnt previously.
REFLECTIONS
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC


strategies

1. group 6 colours into correct category
COMPLEMENTARY LEARNING OBJECTIVES 1. read and write 3 combinations of real paints
SUCCESS CRITERIA 1. group 6 colours

2. read and write 3 answers
HOTS CCE
ACTIVITIES
Pre Lesson
1. Teacher writes the colour on the board.
2. Pupils state orally the colours that they know.
Lesson Development
3. Elicit the three primary colours to the pupils. Prompt them to guess the meaning of primary colours.
4. Pupils answers 2 questions orally (Super minds Book page 18 1a and 1b)
5. Pupils read the sentences n secondary colour and prompt them to guess the meaning.
6. Elicit what colours are used to make purple, green and orange.
7. Pupils classify the 6 colours into correct group.
8. Pupils then mix real paints to check their predictions.
Post lesson
9. Pupils talk about the colour they had learnt previously.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

MAIN 3.2.2-Understand specific information
and non-linear print and digital texts
and details of very simple phrases and
Reading by using appropriate reading
sentences
strategies


1. answer 2 questions based on the questions read
COMPLEMENTARY LEARNING OBJECTIVES 1. answer 2 questions orally on colours
SUCCESS CRITERIA 1. answer 2 questions

2. . answer 2 questions orally on colours
HOTS CCE
ACTIVITIES
Pre Lesson
1. Teacher recaps on the colours spelling.
2. Pupils spell the colours orally.
Lesson Development
3. Next, pupils re guided to read the questions in the text and they are guided to answer the questions orally.
4. Next, teacher asks on the combinations of colours that they had learnt previously and they answer the
questions.
5. Pupils then are required to colour the poster based on the colours written on the board.
6. Pupils produce their own posters based on the colours learnt.
Post lesson
7. Teacher carries out spelling game.
REFLECTIONS
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

MAIN 3.2.2-Understand specific information
sentences
strategies


1. answer 2 questions based on the questions read
COMPLEMENTARY LEARNING OBJECTIVES 1. answer 2 questions orally on colours
SUCCESS CRITERIA 1. answer 2 questions

2. . answer 2 questions orally on colours
HOTS CCE
ACTIVITIES
Pre Lesson
1. Teacher recaps on the colours spelling.
2. Pupils spell the colours orally.
Lesson Development
3. Next, pupils re guided to read the questions in the text and they are guided to answer the questions orally.
4. Next, teacher asks on the combinations of colours that they had learnt previously and they answer the
questions.
5. Pupils then are required to colour the poster based on the colours written on the board.
6. Pupils produce their own posters based on the colours learnt.
Post lesson
7. Teacher carries out spelling game.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC

MAIN 5.3-Express an imaginative response intelligibly through creating simple art

LANGUAGE FOCUS Review of imperative verb forms and phrases

Please
1. decorate the chants
COMPLEMENTARY LEARNING OBJECTIVES 1. pupils respond to the word ‘Please’
SUCCESS CRITERIA 1. decorate the chants creatively

2. act out after listen to the word ‘please’
HOTS CCE
ACTIVITIES
Pre-lesson
Play a mime game to review imperative verbs from the textbook. Say the words and the pupils mime.
Lesson delivery
1. Ask some pupils their names and review Hello, what’s your name? or How are you?
2. Tell pupils you will say a chant and that they should listen and watch.
3. Make sure you have a book in your hand before you start the chant. Say the first verse of the chant (see
example in next column). When you reach the last line of the verse, the line which includes the word please,
open your book
4. Ask pupils why you opened your book after that last line.
5. Elicit that this is because please is polite (pupils will probably need to use L1 here).
6. Explain that you’ll continue with other verses, and that pupils should only do an action after they hear the
word please.
7. Ask pupils to work in small groups and take it in turns to be the teacher who says the chant using their
puppet.
Post-lesson
Write verbs on the board (e.g. open). Pupils read the verbs and put each verb into as many spoken
imperative statements as possible using please (e.g. open your book/ the window/the door please
REFLECTIONS
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC


Listening variety of familiar contexts questions
LANGUAGE FOCUS Recycled language from lessons 36 - 40: colours

What colour’s the…?
1. state 6 colours based on the colour card
COMPLEMENTARY LEARNING OBJECTIVES 1. state 5 colours and objects
SUCCESS CRITERIA 1. state 6 colours

2. state 5 colours and objects
HOTS CCE
ACTIVITIES
Pre-Lesson
1. Pre-Lesson task 10: Say what’s missing
Lesson Delivery
2. Divide the pupils to 6 teams. Ask each team to stand in a line facing the board.
3. Ask the 6 pupils at the back of each line to come to you.
4. Show them a colour card.
5. The pupils go back to their lines and whisper the colour to the next pupil in the line. This continues until the
pupil at the front of the line. Then he tells the answer to the teacher.
6. Each team gets one point for a correct answer. Continue with new colours.
7. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new
pupil at the front).
8. You can add challenge by showing 2 or 3 colours, so that pupils have to whisper more than one colour at
the same time.
9. Change focus by putting classroom objects on a table, or pictures of these on a screen.
10. Give pupils time to remember the objects and remember their colours.
11. Cover the objects and ask What colour’s the (pencil case)?
Post lesson
12. Post lesson task 9 Read your friend’s mind.
REFLECTIONS
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11.40 am - 12.40 pm
60 minutes
LESSON THEME TOPIC

Imperatives: Put away your…please, Take out your… please, Pass me a…

LANGUAGE FOCUS please, Open your…
please, Thank you.
Classroom objects
1. converse using the sentence pattern taught
COMPLEMENTARY LEARNING OBJECTIVES 1. respond to the sentence patterns
SUCCESS CRITERIA 1. communicate using 4 instructions

2. respond to 6 instructions correctly
HOTS CCE
ACTIVITIES
Pre-Lesson
1. Pre-Lesson Task 2: Sequence the information
(Do this with a set of instructions similar to those on p.17 of the textbook).
Lesson Delivery
2. Give instructions to pupils similar to those on p.17 of Superminds 1 (e.g. Open your notebooks please). Say
Thank you when pupils follow the instructions carefully.
3. Divide pupils into small groups.
4. Ask them to take turns to give instructions, and say thank you when others in the group do this correctly.
5. Ask some pupils to give instructions to the whole class.
6. Extend step 2 by combining instructions (e.g. Pass me a pencil and a rubber please, Open your bag and
take out your notebook, please).
Post lesson
7. Post lesson task 5: Remember it, say it
REFLECTIONS
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

Writing accurately

Colours
1. colour the pictures based on the colours written
COMPLEMENTARY LEARNING OBJECTIVES 1. rewrite the things based on numbers
SUCCESS CRITERIA 1. colour 10 pictures

2. rewrite 10 things
HOTS CCE
ACTIVITIES
Pre-lesson
Review the words you will need for this lesson (depending on your picture) by playing a word game, e.g.
Task 1.
Lesson delivery
1. Review colour words using the cards – either as a whole class matching activity on the board, or by giving
each pupil a card and asking them to find their partner (a pair is the colour and its matching word).
2. Feedback on this activity and write the colours on the board, numbered (in preparation for the next step).
3. Draw a picture on the board, or give a hand out. Write numbers inside some of the things in your picture,
and add a number key (e.g. 1 = blue, 2 = green).
4. Pupils (copy and) colour the picture appropriately, according to the number key.
5. Pupils then draw their own picture, create their own key, and exchange with a partner.
6. Pupils then colour the picture according to the key and check each other’s work.
Post lesson
Task 1
REFLECTIONS
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC


COMPLEMENTARY 3.2.2-Understand specific information
sentences
strategies

1. write simple instructions on wheel
COMPLEMENTARY LEARNING OBJECTIVES 1. respond to the instructions read
SUCCESS CRITERIA 1. write 6 instructions on the wheel

2. read and act out 6 instructions
HOTS CCE
A colour wheel on the board or on a hand out, Colour pencils,

TEACHING AIDS
Dice (one per group)
ACTIVITIES
Pre-lesson
Task 6 using colour words
Lesson delivery
1. Draw a colour wheel on the board, and ask pupils to copy and then label it with the correct colour words.
2. Pupils create their own colour wheel, and swap it with another pupil and label their new wheel.
3. On the board (or worksheet), write six instructions, numbered. Have pupils read them together.
4. Give each group a dice. In turns, pupils roll the dice. The other pupils should tell them what to do.
according to the number they roll, e.g. Sam, open your book.
5. Groups write new instructions 1-6 and exchange with another group.
6. Groups play the dice again.
Post lesson
Ask pupils if they had to do something funny in this lesson. What was it?
REFLECTIONS
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11.10 am - 12.10 pm
18 Wednesday 2 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


COMPLEMENTARY 3.2.4-Use with support, simple picture
dictionary to find, list and categorise
words from Year 1 topics and themes
strategies
LANGUAGE FOCUS Recycled vocabulary and grammar from the At School topic
1. write simple sentences based on pictures
COMPLEMENTARY LEARNING OBJECTIVES 1. read the things vocabularies
SUCCESS CRITERIA 1. write 3 simple sentences correctly

2. read 7 vocabularies correctly
HOTS CCE
Application Thinking Skills
ACTIVITIES
Pre-lesson
Teacher recaps on the previous vocabulary learnt. Pupils play spelling game activity.
Lesson delivery
See Teacher’s Book.
1. Teacher introduces the sentence patterns for the posters. (make in their exercise book)
E.g. There are two pencils. One is red and one is blue.
2. Make the partition for the primary and secondary colours.
3. Next, pupils colour the pictures and rewrite the sentences under the coloured pictures.
4. Put Classroom objects flashcards on the board. The flashcards should show pictures for this vocabulary
bag, notebook, ruler, desk, book, pencil case, pencil, rubber, pen
5. Write the words for the flashcards at the top of the board, so that pupils have to think about which word
goes with which flashcard.
Post lesson
Teacher selects pupils to show their works.
REFLECTIONS
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9.40 am - 10.40 am
18 Thursday 3 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
48 World of Stories UNIT 2 - LET'S PLAY!
MAIN 2.1-Communicate simple information 2.1.5-Name or describe objects using

COMPLEMENTARY 1.2.1- Understand with support the main

idea of very simple phrases and
sentences
Let’s go, That’s right

LANGUAGE FOCUS Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer
game, train, car
1. list out the toys
COMPLEMENTARY LEARNING OBJECTIVES 1. number the toys
SUCCESS CRITERIA 1. state 5 toys orally with correct pronunciation

2. number 5 toys correctly based on the audio
HOTS CCE
ACTIVITIES
Pre Lesson
1. Tell pupils to point to different-coloured objects in the room.
2. Say, eg Find something blue
Repeat for the other colours
Lesson Development
3. Hold up the flashcard. Say the word for students to repeat in chorus.
4. Pupils look at the picture in their Super Mind book (Page 22). Elicit what they can see (Four Super Friends)
and where they are (outside a toy shop).
5. Play the recording (CD1 Track 28). Pupils point to the objects and the words.
6. Play the recording again. Pupils repeat the words.
7. Next, pupils read the chant with guidance.
Post Lesson
8. Teacher plays the recording. Pupils number the pictures based on the numbers stated in the audio.
REFLECTIONS
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10.40 am - 11.40 am
19 Sunday 6 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 3.2 -Understand a variety of linear and

3.2.2-Understand specific information and
non-linear print and digital texts by using
Reading details of very simple phrases and sentences
appropriate reading strategies
COMPLEMENTARY 2.1-Communicate simple information 2.1.2 -Find out about very basic personal
LANGUAGE FOCUS His, her, he, she, he’s, she’s, favourite

1. Match 4 texts with the correct pictures and write 4
toys to the particular names
COMPLEMENTARY LEARNING OBJECTIVES 1. Ask and answer 3 questions of target language
based on the pictures they draw.
SUCCESS CRITERIA 1. Match and write 4 correct answers
2. Ask and answer 3 questions
HOTS CCE
ACTIVITIES
Pre Lesson
1. Flash each flashcard of his and her.
2. Elicit what the word is and give the flashcard to the pupils who say it correctly.
They call their friends according to the cards correctly.
Lesson Development.
3. Textbook page 23
4. Pupils look at the pictures. Point to each child and say his/her name.
5. Pupils prepare themselves to write the toys based on the pictures.
6.Eg: bike, train, ball, kite
7. Play the first question and answer. Pupils repeat. Focus on his for a boy/man.
8. Repeat for each question and answer. Focus on her, he/he’s, she/she’s
9. Pupils practice the questions and answer in open pairs.
10. Demonstrate the activity by drawing two pictures (boy and girl) responding to pupils’ questions.
11. Pupils draw the pictures of female/male friends.
12. They go around the class taking turns to ask and answer about the friend.
Post Lesson
Invite a boy to come to the front and have pupils to ask and answer the questions.
REFLECTIONS
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9.40 am - 10.40 am
19 Monday 7 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

texts
COMPLEMENTARY 2.1-Communicate simple information

2.1.3-Express basic likes and dislikes
Speaking intelligibly
LANGUAGE FOCUS Review: toy vocabularies, his, her, favourite toy

1. Draw a character and a toy they like creatively
COMPLEMENTARY LEARNING OBJECTIVES 1. Ask and answer questions at least 2 simple questions
with guidance
SUCCESS CRITERIA 1. Draw a character and a toy
2. answer 2 simple questions
HOTS CCE
ACTIVITIES
Pre Lesson
1. A game to review toy vocabulary
Lesson Development
2. Put the toy flashcards on the board. Ask the pupils what they are and review the colours e.g. It’s a red
monster.
3. Show the pupils the video of the Toy Story. Write the toys on the board.
4. Ask the pupils how old they think the characters are. Write various suggestions on the board under the
characters’ names.
5. Ask the pupils to listen about the boy and girl and to tell you how old they are and what their favourite
toys are.
6. Ask the pupils to tell their partner 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
Post Lesson
8. Ask pupils to tell their partner which toy is their favourite from the pictures on the board.
9. Ask some students to tell the class about their favourite toy at home
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a 1.2.4-Understand short basic supported


Recycled language from lesson 46

LANGUAGE FOCUS Imperatives: look down, catch, put, turn around, stretch, stand up
robot
1. Understand simple instructions at least 2 simple
instructions with guidance
COMPLEMENTARY LEARNING OBJECTIVES 1. Name the object correctly .
SUCCESS CRITERIA 1. respond to 2 simple instructions

2. Name 3 objects
HOTS CCE
ACTIVITIES
Pre Lesson
1. Pre lesson task 4: Identify the flashcards.
2. Teach the pupils the meaning and pronunciation of robot
Lesson Development
3. Pupils watch the video of toy.
4. 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).
5. Give robots instructions (e.g. Stretch, Put a book on your head).
6. 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).
7. Divide pupils into groups of 4 and ask them to continue the activity.
8. Later, tell pupils to give a sequence of instructions to the robots in their group.
9. Ask some pupils to demonstrate their robot instructions to the whole class
Post Lesson
10. Task 9: Read your friend’s mind
REFLECTIONS
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8.20 am - 9.20 am
20 Tuesday 15 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 2.1-Communicate simple information

COMPLEMENTARY 2.1-Communicate simple information 2.3.1-Introduce self to an audience using

Speaking intelligibly fixed phrases
Toy vocabulary
LANGUAGE FOCUS What’s your name? How old are you? What’s your favourite toy? His/her name is …
His/her favourite toy is … This is …
1. Complete the grid by
COMPLEMENTARY LEARNING OBJECTIVES 1. Report the information
1. ask 6 friends’ their name, age and favourite toys

SUCCESS CRITERIA
2. report in 3 sentences using the target language
HOTS CCE
ACTIVITIES
Pre-lesson
1. Pre-lesson Task 7: Beat the teacher. Use the question: What’s your favourite toy?
Lesson delivery
2. Draw this grid on the board
Name Age Favourite toy
3. Ask a pupil:
What’s your name,?
How old are you?
What’s your favourite toy?
4. Complete the grid with the pupil’s answers.
5. Explain that pupils will find out information about their classmates and complete the grid.
6. Pupils mingle or work in groups of 6 to ask and answer and complete the grid.
7. Pupils report to the whole class:
This is (Haziq/ Najwa).
He’s/She’s (seven) years old.
His /Her favourite toy is a (doll).
8. They then give this information for themselves (My name is … etc.).
Post lesson
9. Post lesson task 4: Correct the error
REFLECTIONS
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Attendance
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/31
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC


Toy vocabulary
1. Complete the grid by

SUCCESS CRITERIA
HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
3. Ask a pupil:
How old are you?
Post lesson
REFLECTIONS
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Attendance
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/31
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10.40 am - 11.40 am
21 Sunday 20 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


Toy vocabulary
1. Complete the grid

SUCCESS CRITERIA
HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
3. Ask a pupil:
How old are you?
Post lesson
REFLECTIONS
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Attendance
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/31
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Toy vocabulary

1. Read the words at least 3 words of toys correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. Complete 8 anagrams of toys correctly with

guidance
SUCCESS CRITERIA 1. Read 3 words of toys
2. Complete 8 anagrams
HOTS CCE
TEACHING AIDS Textbook, speaker, flashcards, worksheets
ACTIVITIES
Pre-lesson
1. Task 4 ( Identify the flashcards ) toy vocabularies

Lesson delivery
2. Review letters of the alphabet by playing a game where pupils tell you what letter it is.
3. Ask them to tell you a word beginning with that letter.
4. Play ‘I spy’ –thinks of a word and says ‘I spy with my little eye, something beginning with A’
5. Pupils guess the word. The pupil who guesses correctly becomes teacher.
6. 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.
7. Give pupils more anagrams to solve in pairs (complete the worksheet)
8. Ask pupils to create their own anagrams. They may need extra support in this as the letters need to
be right.
9. Pairs swap anagrams and solve each other’s’ anagrams.
Post lesson
10. Task 11 (toys that they have at home)

REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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8.20 am - 9.20 am
21 Tuesday 22 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Toy vocabulary


guidance
HOTS CCE
ACTIVITIES
Pre-lesson
1. Task 4 ( Identify the flashcards ) toy vocabularies

Lesson delivery
2. Review letters of the alphabet by playing a game where pupils tell you what letter it is.
3. Ask them to tell you a word beginning with that letter.
4. Play ‘I spy’ –thinks of a word and says ‘I spy with my little eye, something beginning with A’
5. Pupils guess the word. The pupil who guesses correctly becomes teacher.
6. 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.
7. Give pupils more anagrams to solve in pairs (complete the worksheet)
8. Ask pupils to create their own anagrams. They may need extra support in this as the letters need to
be right.
9. Pairs swap anagrams and solve each other’s’ anagrams.
Post lesson
10. Task 11 (toys that they have at home)

REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

intelligibly for a range of purposes in 4.2.3- Express basic likes and dislikes
Writing print and digital media

teacher or classmate using one word or
Speaking strategies
a fixed phrase
LANGUAGE FOCUS Toy vocabulary, this is my….. my favourite toy is ….


guidance
HOTS CCE
ACTIVITIES
Pre-lesson
1. Task 1 (review any problematic spellings from Lesson 53) – favourite toy
Lesson delivery
2. 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 …?
3. Pupils can use their own ideas in their answers. Write their suggested answers.
4. 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.
5. Present “This is my….. My favourite toy is ….”
6. Pupils complete ‘toys small book` based on the target language.
7. Linus pupils will be guided through the whole lesson.
Post lesson
8. Task 9 ( Read Your Friend’s Mind )
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

texts

LANGUAGE FOCUS This is… His /her names … He’s … (years old). His/her favourite toy is a (colour)
monster.
1. write sentences based on character
COMPLEMENTARY LEARNING OBJECTIVES 1. talk about the sentence pattern taught
SUCCESS CRITERIA 1. write using 4 sentence patterns

2. talk using at least 2/4 sentence patterns taught
HOTS CCE
TEACHING AIDS Textbook, flashcards, worksheets
ACTIVITIES
Pre-lesson
A game to review toy vocabulary
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 to listen (or read) about the boy and girl and to tell you how old they are and what their
favourite toys are.
4. Pupils listen to/read the text.
6. 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
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
/31 ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
22 Thursday 31 May, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 2.1-Communicate simple information 2.1.1-Give very basic personal


4.2.1-Give very basic personal
Writing information using fixed phrases
LANGUAGE FOCUS Recycled toy vocabulary + favourite

That’s smart, That’s great
1. state the characters and their favourite toy.
COMPLEMENTARY LEARNING OBJECTIVES 1. write simple sentences based on the pictures.
SUCCESS CRITERIA 1. state 2 characters and the toys.

2. write 9 simple sentences with guidance.
HOTS CCE
ACTIVITIES
Pre-lesson
1. Tell the pupils you are thinking of a toy. They have to guess.
2. Say, It isn’t a monster. It isn’t a go-kart. Mime to help them guess.
Lesson delivery
3. Pupils look at the picture. Elicit what toys and numbers they can see.
4. Play the recording. Pupils follow the song in their student’s book.
5. Play the recording again, pausing after each verse for pupils to repeat.
6. Pupils then find the characters based on the song played.
7. Pupils point to the pictures.
8. Then, pupils draw the toys and they rank their toys based on their favourite.
Post lesson
9.Carry out the spelling activity
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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10.40 am - 11.40 am
23 Sunday 3 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

Speaking variety of familiar contexts

Speaking variety of familiar contexts questions
LANGUAGE FOCUS a/an

adjectives: long, short, big, small, ugly, beautiful, old, new
1. differentiate the adjectives
COMPLEMENTARY LEARNING OBJECTIVES 1. guess the answers
SUCCESS CRITERIA 1. differentiate 8 adjectives .

2. guess 8 adjectives learnt.
HOTS CCE
ACTIVITIES
Pre-lesson
1. Do a clapping game to review the vocabulary.
2. Clap twice and then say a toy
Lesson delivery
3. Give pupils time to look at the pictures and to say what they can see.
4. Play the recording. Pupils listen and number.
5. Pupils check in pairs. Play the recording again. Check with the class.
6. Pupils try to remember the adjective order.
7. Pupils play the charade game and try to guess the using the phrases learnt.
Post lesson
Teacher recaps on the adjective and phrases learnt.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
23 Monday 4 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


strategies
LANGUAGE FOCUS a/an

1. write the toys spelling correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. guess the words
SUCCESS CRITERIA 1. write 8 toys

2. guess 8 words based on pictures
HOTS CCE
ACTIVITIES
Pre-lesson
Teacher conducts MyV game.
Lesson delivery
1. Review the toys by flashing the cards and pupils guess the words.
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
Teacher recaps the vocabulary learnt.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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8.20 am - 9.20 am
23 Tuesday 6 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

Speaking variety of familiar contexts

Speaking variety of familiar contexts questions
LANGUAGE FOCUS a/an

1. differentiate the adjectives
COMPLEMENTARY LEARNING OBJECTIVES 1. guess the answers
SUCCESS CRITERIA 1. differentiate 8 adjectives .

2. guess 8 adjectives learnt.
HOTS CCE
ACTIVITIES
Pre-lesson
1. Do a clapping game to review the vocabulary.
2. Clap twice and then say a toy
Lesson delivery
3. Give pupils time to look at the pictures and to say what they can see.
4. Play the recording. Pupils listen and number.
5. Pupils check in pairs. Play the recording again. Check with the class.
6. Pupils try to remember the adjective order. (addition of colours)
7. Pupils play the charade game and try to guess the using the phrases learnt.
Post lesson
Teacher recaps on the adjective and phrases learnt.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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11.10 am - 12.10 pm
23 Wednesday 6 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

texts

language form and style for a range 4.3.3-Plan, and write words and phrases
Writing of purposes in print and digital media
My favourite colour’s…
LANGUAGE FOCUS My favourite toy’s a (n)…
My favourite number’s…
1. draw the picture
COMPLEMENTARY LEARNING OBJECTIVES 1. write simple sentences
SUCCESS CRITERIA 1. draw the character described

2. write 4 simple sentences
HOTS CCE
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.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
23 Thursday 7 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 1.3- Use appropriate listening 1.3.1-Predict words they will hear by
Listening strategies in a variety of contexts using knowledge of a topic

LANGUAGE FOCUS Recycled language from lessons 56 - 60: adjectives and toys
1. number the boxes correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. respond to the friends’ statement
SUCCESS CRITERIA 1. number 3 boxes correctly

2. respond to 3 statements
HOTS CCE
ACTIVITIES
Pre-lesson
1. 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
12. Post-lesson task 1: Spot the differences
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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10.40 am - 11.40 am
26 Sunday 24 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

texts

1. perform in the class
COMPLEMENTARY LEARNING OBJECTIVES 1. write the chant
SUCCESS CRITERIA 1. perform and chant correctly

2. write a chant with correct spelling
HOTS CCE
ACTIVITIES
Pre-lesson
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
Post lesson
8. Ask volunteer pairs to perform their chant for others.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
26 Monday 25 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

texts

1. perform in the class
COMPLEMENTARY LEARNING OBJECTIVES 1. write the chant
SUCCESS CRITERIA 1. perform and chant correctly

2. write a chant with correct spelling
HOTS CCE
ACTIVITIES
Pre-lesson
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
Post lesson
8. Ask volunteer pairs to perform their chant for others.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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8.20 am - 9.20 am
26 Tuesday 26 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

3.2.3(i)- Use visuals on the page to help
Reading understand a word or phrase

intelligibly for a range of purposes in print
and digital media
LANGUAGE FOCUS Recycled language from lesson 52: Favourite and toy vocabulary

1. read sentences correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. label the pictures
1. read 5 sentences correctly (M)

SUCCESS CRITERIA 2. read 2 sentences correctly (L)
3. label 9 pictures of toys (M)
4. label 4 pictures of toys (L)
HOTS CCE
ACTIVITIES
Pre-lesson
Task 9 (using the toy words, not adjectives).
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).
Post lesson
Task 12
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
26 Thursday 28 June, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

Writing personal and place names

sentences
strategies
LANGUAGE FOCUS Recycled language from lesson 54

His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,
1. write simple sentences
COMPLEMENTARY LEARNING OBJECTIVES 1. read the written sentences
1. write 3 simple sentences on name, colour and age (M)

SUCCESS CRITERIA 2. write 1 simple sentences on name, colour and age (L)
3. read 3 written sentences correctly (M)
4. read 1 written sentences correctly with guidance(L)
HOTS CCE
ACTIVITIES
Pre-lesson
Review the vocabulary.
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. Pupils then write down the simple sentences learnt.
Post lesson
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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10.40 am - 11.40 am
27 Sunday 1 July, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

1.1 - Recognise and reproduce
Listening target language sounds
LANGUAGE FOCUS Recycled vocabulary for toys and adjectives

1. blend the words correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. write down the words
1. blend 7 phonemes correctly (M)

SUCCESS CRITERIA 2. blend 5 phonemes correctly (L)
3.write down 7 phonemes correctly (M)
4. write down 4 phonemes correctly (L)
HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
1. Teacher recaps on the phonemes learnt.
2. Next, pupils do revision on how to blend the phoneme.
3. Teacher writes few words on the board, Pupils are required to blend each word.
4. Next, pupils are selected randomly to blend and read the word
5. Pupils then do the spelling activity.
6. Teacher blends the words and pupils write down the words.
7. Teacher checks the pupils’ answer.
8. Pupils complete the task given to them.
Post lesson
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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9.40 am - 10.40 am
27 Monday 2 July, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


sentences
strategies

1. name the toys correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. answer using true or false statement
1. name 9 toys correctly (M)

SUCCESS CRITERIA 2. name 4 toys correctly (L)
3.answer 5 sentences using true or false correctly (M)
4. answer 2 sentences using true or false correctly (L)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Pre-lesson task 4: identify the flashcards
2. Review toys .
Lesson delivery
3. Tell pupils to look carefully at the pictures and the sentences .
4. Pre-teach boat .
5. Read the instructions aloud .
6. Make sure pupils know what to do .
7. Pupils complete the activity individually and silently.
8. Give pupils time to compare answers with their friends .
9. Check with the class .
Post lesson
10. In pairs , pupils draw four pictures using the SB as a model.
11. They colour the pictures and then write four sentences , one about each picture.Some are true and some are false.
Pairs swap pictures with another pair and tick or cross the sentences.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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8.20 am - 9.20 am
27 Tuesday 3 July, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC



1. write about favourite toys
COMPLEMENTARY LEARNING OBJECTIVES 1. answer the questions
1. Write 3 words and 2 simple sentences (M)

SUCCESS CRITERIA 2. Write 2 words and 2 simple sentences with guidance (L)
3. answer 3 questions orally (M)
4. answer 2 questions orally (L)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Task 4 ( IDENTIFY THE FLASHCARDS )
Lesson delivery
2. Tell pupils to look carefully at the two monsters and the two cars.( SB page 29)
3. Read the four names aloud.
4. Make sure pupils know to do.
5. Read the instructions aloud.
6. Tell pupils to write just the first letter of the names.
7. Pupils ask and answer in activity 2.
8. Take turns to ask and answer in pairs.
9. Read the text to the class.
10. Remind the pupils to use adjectives.
11. Pupils draw a picture of their favourite toys and write about it on their exercise book.
12. Check the pupils ‘description.
Post lesson
Teacher sums up the lesson today.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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11.10 am - 12.10 pm
27 Wednesday 4 July, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


sentences
strategies
LANGUAGE FOCUS Shapes: tangram, triangle, square, circle, parallelogram, rectangle

1. name the shapes
COMPLEMENTARY LEARNING OBJECTIVES 1. read and colour the shapes
1. name 5 shapes correctly (M)

SUCCESS CRITERIA 2. name 3 shapes correctly (L)
3. label and colour 10 shapes correctly (M)
4. label and colour 5 shapes correctly (L)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Draw a circle and a square on the board.
2. Elicit / teach the word shape .
3. Ask the pupils what other shapes they know.
4. Writethe words under the shapes.
Lesson delivery
5. Read the activity instruction aloud .( SB page 30 & 31 )
6. Elicit from the pupils what the shapes are.
7. Pupils look for the shapes in the classroom andcompare in threes.
8. Check and discuss as a class .
9. Pupils read and write the correct answers based on the words given. Then, they colour the shapes.
Post lesson
10. Sums up the lesson ( SHAPE )
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

texts

COMPLEMENTARY 5.3-Express an imaginative response intelligibly through creating simple art
LANGUAGE FOCUS Your choice, depending on your story

1. decorate the poster
COMPLEMENTARY LEARNING OBJECTIVES 1. label the poster
SUCCESS CRITERIA 1. decorate the poster creatively (M &L)

2. label the poster with guidance (M&L)
HOTS CCE
ACTIVITIES
Pre-lesson
1. 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
2. Re-read the story, reviewing pupils’ understanding.
3. 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.
4. 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
5. Ask pupils to sit in a circle to present what they have made.
1. Talk to the pupils about the story and ask them what they liked about the story, which was their favourite
character and so on.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC



1. act out based on 3 simple instructions
COMPLEMENTARY LEARNING OBJECTIVES 1. speak using 3 simple sentences
SUCCESS CRITERIA 1. respond to 3 simple instructions (M &L)

2. speak using 3 simple sentences (M&L)
HOTS CCE
ACTIVITIES
Pre-lesson
Pre-lesson task 9: Remember the words
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.
Post lesson
11. Post-lesson task 9: Read your friend’s mind.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
/31 ……………………………………………………………………………………………………………
………………………………………………………………………………………………….
11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC


teacher or classmate using one word or a
Speaking strategies
fixed phrase
LANGUAGE FOCUS Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy
vocabulary and adjectives
1. respond to simple questions
COMPLEMENTARY LEARNING OBJECTIVES 1. state the favourite toys
SUCCESS CRITERIA 1. respond to 1 simple question(M &L)

2. state 1 favourite toy (M&L)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Pre-lesson task 1: Work at 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:
Toy
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.
13. Stop when most but not all pupils are finished.
14. Ask them to report back to you (e.g. Ayesha’s favourite toy is her ball).
15. 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.
Post lesson
16. Post-lesson task 1: Spot the differences
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
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10.40 am - 11.40 am
60 minutes
LESSON THEME TOPIC
MAIN 3.1-Recognise words in linear and non-

3.1.1-Identify and recognise the shapes of
linear texts by using knowledge of sounds
Reading the letters in the alphabet
of letters
COMPLEMENTARY 3.1-Recognise words in linear and non- 3.1.2-Recognise and sound out with support
linear texts by using knowledge of sounds beginning, medial and final sounds in a
Reading of letters word
LANGUAGE FOCUS Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy
vocabulary and adjectives
1. read the words
COMPLEMENTARY LEARNING OBJECTIVES 1. blend the words
1. read 7 words written correctly(M)

SUCCESS CRITERIA 2. read 4 words written with guidance (L)
3. blend 7 words correctly (M)
4. blend 4 words with guidance (L)
HOTS CCE
ACTIVITIES
Pre-lesson
Task 10 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. For example:
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.
Post lesson
9. Recaps the words that pupils had learnt.
REFLECTIONS
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Attendance ……………………………………………………………………………………………………………
/31 ……………………………………………………………………………………………………………
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

language form and style for a range of
Writing accurately
purposes in print and digital media

language form and style for a range of 4.3.3-Plan, and write words and phrases
Writing purposes in print and digital media
LANGUAGE FOCUS Recycled language from lessons 68 and 69

1. spell the shapes correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. write the correct words based on shape
1. spell 5 shapes correctly (M & L)

SUCCESS CRITERIA
2. write 8 objects based on correct shapes correctly (M)
3. write 4 objects based on correct shapes with guidance (L)
HOTS CCE
ACTIVITIES
Pre-lesson
Recaps the vocabulary of shapes.
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 where pupils outline the shape with their hands
REFLECTIONS
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Attendance
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/31
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8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC

5.1.1(i)- Simple chants and raps
COMPLEMENTARY 5.2-Express personal responses to literary 5.2.1 - Name people, things or places of
Language Arts texts interest in illustrations accompanying texts
LANGUAGE FOCUS Shape vocabulary

1. pupils sing the song
COMPLEMENTARY LEARNING OBJECTIVES 1. name shapes
1. pupils sing the shape song

SUCCESS CRITERIA
2. name 5 shapes correctly
3. name 3/5 shapes correctly
HOTS CCE
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.
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.
Square and circle, Square and circle, Rectangle,
Rectangle.
Triangle and tangram, Triangle and tangram, Diamond,
Diamond.
Post lesson
Ask pupils to tell each other what their favourite shape is, then report to the class
and/orto tell you what they have in their home of different shapes.
REFLECTIONS
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Attendance
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/31
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC
MAIN 2.1-Communicate simple information 2.1.1-Give very basic personal information

Speaking intelligibly using fixed phrases

teacher or classmate using one word or a
Speaking strategies
fixed phrase
LANGUAGE FOCUS
Recycled vocabulary of shapes from lessons 69, 73 and 74
1. state the colour of the shapes
COMPLEMENTARY LEARNING OBJECTIVES 1.share about the tangram
1. state 5 colour s and the shapes

SUCCESS CRITERIA
2. speak about the tangram produced
HOTS CCE
ACTIVITIES
Pre-lesson
Revises the shapes vocabulary.
Lesson delivery
1. Teacher do revision on shapes vocabulary.
2. Pupils are given worksheeet.
3. Teacher writes the shapes on the board and the colours
4. Pupils label the shapes and colours the shapes based on the colour told by the teacher.
5. Teacher asks few questions on shapes and pupils answer the question orally.
6. Pupils produce tangram based on the shapes coloured.
7. Few pupils are chosen to tell the class about the tangram produced
Post lesson
Ask pupils to tell each other what their favourite shape is, then report to the class
and/orto tell you what they have in their home of different shapes.
REFLECTIONS
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Attendance
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/31
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9.40 am - 10.40 am
29 Thursday 19 July, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

3.2.3(i)- Use visuals on the page to help
Reading understand a word or phrase
COMPLEMENTARY 1.2 – Understand meaning in a variety of

1.2.5-Understand short supported questions
Listening familiar contexts
LANGUAGE FOCUS Recycled language: colours, toys, imperatives

1. recite the chants
COMPLEMENTARY LEARNING OBJECTIVES 1. produce a paper kite
1. recite the toys chant (A & NA)

SUCCESS CRITERIA
2. produce a simple paper kite (A & NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Recas on the toys vocabulary.
Lesson delivery
1. Pupils do spelling activity with teacher.
2. Next, pupils chant the toys with guidance.
3. Next, teacher guides the pupils to produce paper kite.
4. Pupils are given the paper. They are required to produce the paper kite.
5. They decorate their kite based on their creativity.
6. Pupils who have done decorating will be given string.
Post lesson
Pupils display their kite in front of the class
REFLECTIONS
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Attendance
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/31
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10.40 am - 11.40 am
60 minutes
LESSON THEME TOPIC

Writing accurately

4.2.1-Give very basic personal information
Writing using fixed phrases
and digital media
LANGUAGE FOCUS Your choice of review or extension of recently introduced language and vocabulary
1. spell toys correctly
COMPLEMENTARY LEARNING OBJECTIVES 1.write simple sentences
1. spell 8/10 toys correctly (A)

SUCCESS CRITERIA 2. spell 5/10 toys correctly with guidance (NA)
3. write 8 simple sentences correctly (A)
4. write 8 simple sentences correctly with guidance(NA)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Pupils do revison on toys vocabulary.
Lesson delivery
If you and pupils do not have access to the Workbook.
1. Put Toy flashcards on the board
The flashcards should show pictures for this vocabulary
car, doll, kite, ball, computer game, plane, go-kart, bike, monster and train
2. Write the words for the flashcards at the top of the board so that pupils have to think about which word goes with
which flashcard.
3. Follow the picture dictionary section in the Teacher’s Book to help pupils achieve the Reading learning standard for
this lesson.
4. Next, pupil write simple sentences using adjectives, colours and toys learnt.
5. Non advanced learners are guided to write simple sentences.
Post lesson
6. Play the spelling game
REFLECTIONS
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Attendance
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/31
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC
79 World of Knowledge UNIT 3 - PET SHOW
MAIN 1.2 – Understand meaning in a variety of 1.2.1- Understand with support the main
Listening familiar contexts idea of very simple phrases and sentences

LANGUAGE FOCUS Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
1. listen and say the words
COMPLEMENTARY LEARNING OBJECTIVES 1. state the animals learnt
1. listen and say 8 animals vocabulary

SUCCESS CRITERIA
2. state 8 animals learnt
HOTS CCE
ACTIVITIES
Pre-lesson
1. Focus on what Whisper can do ( speak to animals )
2. Write animals on the board in a circle .
3. Elicit the animal he speaks to ( a cat ) and start a word map .
4. Elicit other animals pupils know and write them on the board .
Lesson delivery
5. Hold up each flashcard in turn.
6. Say the word for pupils to repeat in chorus .
7. Do this 3 to 4 times .
8. Hold up each flashcard fro pupils to say the word in chorus .
9. Stick the flashcards on teh board or around the classroom .
10. Pupils look at the picture in their SB page 34.
11. Pre-teach pet and pet show.
12. Read and pupils point to the animals and the words they hear them .
Post lesson
13. Hold a flashcards do pupils cannot see it .
14. Pupils try to guess.
Pupil who guesses correctly comes and chooses a flashcard for the class to guess .
REFLECTIONS
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Attendance
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/31
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8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC
5.3.1-Respond imaginatively and intelligibly

MAIN 5.3-Express an imaginative response to through creating simple art and craft
Language Arts literary texts products and other imaginative responses
as appropriate

and digital media
LANGUAGE FOCUS Complete review of Unit 2 Superminds 1

1. draw the toy
COMPLEMENTARY LEARNING OBJECTIVES 1. write simple sentences
1. draw 1 toy
SUCCESS CRITERIA
2. write 3 simple sentences
HOTS CCE
ACTIVITIES
Pre-lesson
Pupils sing the song on SB p. 24. They listed the toy, number and colour stated in the song
Lesson delivery
1. Elicit key language e.g. My favourite toy’s my.... My favourite number’s….
and write this on the board. Add also My favourite colour’s
2. Ask pupils to draw a picture related to their favourite thing.
3. Tell them to write about it using the language support on the board to show what they have learned (e.g.
My favourite toy’s my long, blue train).
Post lesson
Ask pupils to share their texts with their classmates and to read what they have written.
REFLECTIONS
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Attendance
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/31
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11.10 am - 12.10 pm
60 minutes
LESSON THEME TOPIC

1.2 – Understand meaning in a variety of

LANGUAGE FOCUS Recycled language from lesson 79: animal vocabulary

Adjectives, a/an
1. tick the correct boxes
COMPLEMENTARY LEARNING OBJECTIVES 1. state the adjective and animals
1. tick 6-7 boxes correctly

SUCCESS CRITERIA
2. state 7 animals correctly
HOTS CCE
ACTIVITIES
Pre-lesson
Pre-lesson task 10: Say what’s missing
Lesson delivery
1. Put the grid on the next page on the board. Use your own pictures for the images of animals.
2. Tell pupils to copy the grid.
3. Ask them to tick ( ) 3 boxes secretly (e.g. a small frog, an old elephant, a beautiful cat) and to cover their
picture.
4. Explain that pupils have to guess a classmate‘s 3 descriptions by saying them.
5. Demonstrate with 2 pupils how to play the game Pupil A says, e.g. A big spider, and marks this square in
their grid to signal that they have used this choice. Pupil B says yes or no, depending on whether the guess
matches one of the 3 ticks in their grid.
6. Pupil B now guesses in the same way as Pupil A.
7. Divide pupils into pairs or small groups and ask them to play the game.
8. Fast finishers can add extra ticks and continue.
9. Stop when most, but not all pupils have finished.
Post lesson
10. Post-lesson task 4: Correct the error
REFLECTIONS
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Attendance
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9.40 am - 10.40 am
30 Thursday 26 July, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 2.1-Communicate simple information 2.1.2 -Find out about very basic personal

LANGUAGE FOCUS recycled language from lesson 79: animal vocabulary

What’s your favourite …?
1. state the words written
COMPLEMENTARY LEARNING OBJECTIVES 1. answer the questions
1. state 4 numbers to the friends

SUCCESS CRITERIA
2. answer 4 simple questions
HOTS CCE
ACTIVITIES
Pre-lesson
Show pupils a finished snapdragon: the outside should have 4 colours on it, the inside 8 numbers 1 - 8 and the very inside
4 questions What’s your favourite animal / number / toy / colour?
Lesson delivery
1. Choose a pupil and tell him/her to say a colour. The pupil chooses one of the colours on the snapdragon and says it.
2. If they say green, for example, ask the pupil to say something green in the classroom.
3. Open the snapdragon and ask the pupil to say a number.
4. Count the number together with the pupil and open and shut the snapdragon the same number of times as the
number the pupil tells you.
5. Ask the pupil to choose another number.
6. Now open the snapdragon and ask the pupil the question on the inside (e.g. What’s your favourite animal?): the pupil
answers.
7. Give every pupil a piece of square paper.
8. Give instructions how to make a snapdragon: they make it with you. It’s important that they follow you step by step.
9. Tell pupils to draw colours on the outside, numbers on the inside and 4 questions on the inside.
Post lesson
10. When they are ready, tell pupils to play the game with their classmates.
REFLECTIONS
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Attendance
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/31
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10.40 am - 11.40 am
60 minutes
LESSON THEME TOPIC
MAIN 3.1-Recognise words in linear and non-

linear texts by using knowledge of sounds 3.1.3-Blend phonemes (CVC, CCVC)
Reading of letters
COMPLEMENTARY 3.3- Read independently for information 3.3.1-Read and enjoy simple print and
Reading and enjoyment digital games at word level
LANGUAGE FOCUS Recycled language from lesson 79: animal vocabulary

1. spell the words
COMPLEMENTARY LEARNING OBJECTIVES 1. guess the hidden words
1. spell 8 animals correctly (A)

SUCCESS CRITERIA 2. spell 4 animals correctly (NA)
3. guess 8 hidden animals (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Task 4 for animal vocabulary
Lesson delivery
1. Review spelling of animal vocabulary by writing gapped words on the board. E.g. s_ider
2. Draw a word snake or word sausage on the board with the names of animals hidden inside it, e.g.
dogelephantthedflizrdnmcatuh
3. Pupils read it, and tell each other the 5 animals in it, and then tell you.(dog, rat, elephant, lizard, cat)
4. Pupils work in pairs to create and their own word snake/sausage puzzles.
5. Pupils swap puzzles with another pair, who solve the puzzle.
Post lesson
Task 11 perhaps about pets or a trip to the zoo
REFLECTIONS
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Attendance
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9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC

intelligibly for a range of purposes in print 4.2.3- Express basic likes and dislikes
Writing and digital media

Writing personal and place names
LANGUAGE FOCUS Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …
1. write the favourite animals
COMPLEMENTARY LEARNING OBJECTIVES 1. write using correct punctuation
1. write 10 simple sentences about favourite animals(A and

NA)
SUCCESS CRITERIA
2. punctuate the sentences by writing the names using
capital letter (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Play the spelling game
Lesson delivery
1. Review animal vocabulary by playing a mime game. You say a word and pupils mime the animal.
2. After miming, ask pupils to tell you the animals they mimed in the correct order. Elicit the spellings and write them on
the board, perhaps next to a flashcard.
3. Hold up a flashcard of an animal. Tell pupils that it is your favourite one. They should say ‘(your name)’s favourite
animal is a xxx.’
4. Tell the pupils that that was just an example. Now hold up another flashcard and ask pupils to write the sentence:
‘(Your names)’s favourite animal is a…’
5. Check by asking a pupil to write the sentence on the board.
6. Repeat 2 or 3 times.
7. Pupils continue the game in groups, with a different pupil choosing the flashcard each time.
8. Ask some pupils to read their sentences to the class.
Post lesson
Recaps on the vocabulary learnt.
REFLECTIONS
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Attendance
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/31
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8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC
5.3.1-Respond imaginatively and intelligibly

MAIN 5.3-Express an imaginative response to through creating simple art and craft
Language Arts literary texts products and other imaginative responses
as appropriate

LANGUAGE FOCUS Animal vocabulary from Superminds p.34

1. play the game
COMPLEMENTARY LEARNING OBJECTIVES 1. state the animals
1. play the snap game with their friends

SUCCESS CRITERIA
2. state the animals based on the pictures or words written
HOTS CCE
ACTIVITIES
Pre-lesson
Play a mime game to review animal vocabulary – teacher says a word, pupils pretend to be the animal.
Lesson delivery
1. Play a game to review spelling of the eight words from p.34 of the textbook. Leave the words written on
the board. (You could write a short sentence, e.g. It’s a xxx.)
2. Using flashcards, ask pupils to match the words to the pictures on the flashcards. Leave these on the
board.
3. Pupils work in groups of four. Each pupil should choose two of the eight animals. Give out a sheet of card
to each pupil and ask them to cut it into four equal parts (cards), the size of a credit card.
4. Ask each pupil to take two of their smaller cards and tell them to write the name of the animal, one on
each card in big and neat writing.
5. Now ask pupils to draw a picture of their animal, one on each of the remaining cards.
6. Assign a group leader to each group. This pupil should check then collect together all the cards from their
group. The group can count them together, there should be 16 cards (8 words, 7 corresponding pictures).
8. Use a group to model the activity for the whole class – this is a pelmanism or matching game (where all
cards are placed face-down on the table. In turns, pupils turn over cards, saying ‘it’s a …’ as they do so.
They should try to find a pair (word + picture). They keep a pair they find. If not a pair, they turn the cards
back over, taking care not to move them out of position. Then it is the next player’s turn, and so on. The
winner is the player with the most pairs).
9. The pupils could play the game a few times and/or change groups.
Post lesson
Play the spelling game.
REFLECTIONS
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Attendance
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11.10 am - 12.10 pm
31 Wednesday 1 August, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Prepositions of place: in, on, under

1. respond to the statement
COMPLEMENTARY LEARNING OBJECTIVES 1. talk about the pictures
1. act out based on 3 prepositions (A)

SUCCESS CRITERIA 2. act out based on 2 prepositions correctly with guidance
(NA)
3. describe using simple words or phrases.
HOTS CCE
ACTIVITIES
Pre-lesson
Play the spelling game. Pupils spell the animals’ words.
Lesson delivery
1. Present and teach prepositions using a classroom object.
2. Put the pencil on, in and under a bagand say the relevant sentences each time.
It’s on the bag.It’s in the bag. It’s under the bag.
3. Pupils then are introduced to the words in, on and under.
4. They talk about the picture cards shown by teacher.
5. Pupils are guided to read the simple sentence/ write a simple sentence based on the picture.
6. Pupils place the objects based on teacher’s instruction.
7. Then, pupils are given worksheet on preposition.
READING SCREENING
Post lesson
Pupils then spell the preposition learnt
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
12.10 pm - 1.10 pm
32 Sunday 5 August, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


1.1 - Recognise and reproduce target
support a limited range of high frequency
Listening language sounds
target language phonemes
LANGUAGE FOCUS Plural animal nouns (e.g. dogs, spiders, rats)

Recycled animals, colours, prepositions
1. state the animals
COMPLEMENTARY LEARNING OBJECTIVES 1. respond to the teacher’s question
1. state 8 animals in the book (A)

2. state 5 animals in the book (NA)
SUCCESS CRITERIA
3. answer 8 questions orally (A)
4. answer 4 questions orally (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Pupils take turn to mime one of the animals for their partner to guess.
Lesson delivery
2. Pupils look at the picture in the student’s book.
3. Elicit what animals they can see and where some of them are.
4. Play the recording. Pupils follow the song un their student’s books.
5. Play the recording again, pausing after every four lines for pupils to repeat.
6. When pupils have learnt the song, practice it with with the whole class and then in groups.
7. Focus pupils on the plural nouns. Write e.g. one elephant, two elephants in school.
8. Write the s for the plural using a different colour.
9. Pupils draw the animals and write the phrases based on the animals.
READING SCREENING
Post lesson
Do the spelling activity on animals.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
32 Monday 6 August, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Recycled topic vocabulary and other Year 1 vocabulary as appropriate
1. read simple sentences
COMPLEMENTARY LEARNING OBJECTIVES 1. practice the dialogue
1. read 2 simple sentences correctly (A)

SUCCESS CRITERIA 2. read a simple sentence with guidance (NA)
3. practice talking using I don’t and I like (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Pupils recaps on the animals vocabulary. Do the spelling activity.
Lesson delivery
1. Review animal vocabulary if necessary.
2. Show the pictures of the children and tell the pupils their names (as on worksheet).
Put the pictures on the board and write their name under them.
3. Hold the flashcard of e.g a lizard, close to you and say I like lizard.
4. Put the flashcard of e.g. the cat on the other side of the room and say I don’t like cats. Look unhappy.
5. Repeat for two two other animals.
6. Pupils look at the pictures in the book. Elicit who and what they can see.
7. Pupils practice reading the dialogue.
8. Provide pupils with worksheet. Pupils write simple sentences based on the pictures given.
READING SCREENING
Post lesson
Recaps on the lesson learnt.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC


1. read simple sentences
COMPLEMENTARY LEARNING OBJECTIVES 1. practice the dialogue
1. read 2 simple sentences correctly (A)

SUCCESS CRITERIA 2. read a simple sentence with guidance (NA)
3. practice talking using I don’t and I like (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Pupils recaps on the animals vocabulary. Do the spelling activity.
Lesson delivery
1. Review animal vocabulary if necessary.
2. Show the pictures of the children and tell the pupils their names (as on worksheet).
Put the pictures on the board and write their name under them.
3. Hold the flashcard of e.g a lizard, close to you and say I like lizard.
4. Put the flashcard of e.g. the cat on the other side of the room and say I don’t like cats. Look unhappy.
5. Repeat for two two other animals.
6. Pupils look at the pictures in the book. Elicit who and what they can see.
7. Pupils practice reading the dialogue.
8. Provide pupils with worksheet. Pupils write simple sentences based on the pictures given.
READING SCREENING
Post lesson
Recaps on the lesson learnt.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
9.40 am - 10.40 am
32 Tuesday 7 August, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

4.2.5 -Connect words and proper names
Writing using ‘and’
and digital media

COMPLEMENTARY LEARNING OBJECTIVES 1. correct the sentences
1. write simple sentences based on the pictures using

SUCCESS CRITERIA ‘and’(A and NA)
2. correct 4 to 6 sentences correctly
HOTS CCE
ACTIVITIES
Pre-lesson
Do the spelling game.
Lesson delivery
1. Review some classroom objects by playing a game where you tell pupils to, for example, ‘show me your
book/pencil’ etc. Pupils find and hold up the object.
2. Next, extend the game to:
‘Put your book on your desk. Put your pencil in your book’. And so on.
3. Draw a picture of 4 animals, on and under classroom objects on the board. Write 2 false sentences about
them using and (e.g. The frog is on the desk and the lizard is in the pencil case, The rat is under the bag and
the spider is on the book)
4. Ask pupils to read the sentences and orally correct the false information.
5. Pupils draw a similar (or more basic) picture in their exercise books and write a similar false sentence.
6. Pupils write a correct sentence under their picture.
Reading Screening
Post lesson
Pronononce the preposition learnt.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC

COMPLEMENTARY 5.1- Enjoy and appreciate rhymes,

5.1.2(ii) -Simple rhymes
LANGUAGE FOCUS Animal vocabulary of your choice (review or extend)

1. recite the chants
COMPLEMENTARY LEARNING OBJECTIVES 1. draw the animals
1. recite the chants with guidance (A and NA)

SUCCESS CRITERIA
2. draw8 animals based on the lyrics (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
1. Do the revision on the animals that they had learnt previously
2. Next, introduce the chant to the pupils. “What do you see?”
3. Then, pupils are guided to read the chant with correct pronunciation.
4. Pupils recite the chants with actions
5. Pupils rewrite the chants in their books.
6. Pupils draw the animals stated in the song.
Reading Screening
Post lesson
Recaps on the animls vocabulary.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
32 Thursday 9 August, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

4.2.5 -Connect words and proper names
Writing using ‘and’
and digital media

LANGUAGE FOCUS Recycled topic language: animals and prepositions

1. write the sentences using the words ‘and’
COMPLEMENTARY LEARNING OBJECTIVES 1. draw the pictures based on the sentences
1. write 8 sentences using the words ‘and’ with guidance(A

SUCCESS CRITERIA and NA)
2. draw 8 set of pictures based on the sentences written(A)
3. draw 4 set of pictures based on sentences written (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Pre-lesson task 6: Finger writing (with preposition phrases such as on the desk, in the bag)
Lesson delivery
1. Put real classroom objects on a table or pictures, drawings or a poster of classroom objects on the board.
2. Tells the pupils that the animals are going to be somewhere in this picture.
3. Next, introduce the sentences structure to the pupils.
E.g. The spider is under the table.
4. Teacher elicits using another two prepositions which are on and in.
5. Called pupils randomly to draw the position of animals based on thesentences written by teacher.
6. Other pupils can help their friends if he/she can’t do it.
7. Teacher guides the pupils to draw the spiders based on the sentences written by teacher.
8. Pupils write and draw the animals based on the sentences on the board.
Reading Screening
Post lesson
Pronononce the preposition learnt.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
12.10 pm - 1.10 pm
60 minutes
LESSON THEME TOPIC
MAIN 2.1.5-Name or describe objects using

2.1-Communicate simple information
COMPLEMENTARY 1.2.4-Understand short basic supported

Listening familiar contexts classroom instructions
LANGUAGE FOCUS Recycled topic language: prepositions, plural nouns /Imperative: Put… /Classroom vocabulary/
Colours
1. state the correct words/phrases
COMPLEMENTARY LEARNING OBJECTIVES 1. circle the correct answers
1. state 4 correct words or sentences based on the picture (A)

SUCCESS CRITERIA 2. state 2 correct words based on the picture (NA)
3. circle 5 correct pictures (A)
4. circle 3 correct pictures with guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Prepare a desk or table with a number of classroom objects, if possible 2 or 3 at least of each item.
Give pupils time to look and remember the items. Pupils close their eyes and you move an item. Pupils tell you what the
difference is.
Lesson delivery
1. Ask a pupil to come to the front of the class and carry out an instruction involving classroom objects and prepositions
(e.g. Put 3 blue pencils under the desk, Put 2 pencils in the bag).
2. Continue for 4 or 5 rounds with a new pupil each time.
3. Tell pupils that the focus will now change to a new activity.
4. Next, teacher guides the pupils to talk about the pictures on the board.
5. Write the sentences on the board.
6. Then, proceed with the next activity which requires them to circle the correct pictures based on the teacher’s
instruction.
7. Pupils complete the task given
Reading Screening
Post-lesson task 4: Correct the error
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC
MAIN
3.1-Recognise words in linear and non-linear
3.1.3-Blend phonemes (CVC, CCVC)
Reading texts by using knowledge of sounds of letters
COMPLEMENTARY 4.3-Communicate with appropriate language 4.3.2-Spell a narrow range of familiar high
form and style for a range of purposes in print frequency words accurately in guided
Writing and digital media writing
LANGUAGE FOCUS
Recycled animal vocabulary
1. blend the animals’ vocabulary
COMPLEMENTARY LEARNING OBJECTIVES 1. write simple sentences on animals
1. blend 8 animals vocabulary correctly(A)

SUCCESS CRITERIA 2. blend 4 animals correctly(NA)
3. write 8 simple sentences correctly(A)
4. write 4 simple sentences correctly with guidance(NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Recaps the animals vocabulary.
Lesson delivery
1. Invite volunteers to write 12 animal names on the board (8 from the textbook on p.34, plus 4 new ones).
2. Make sure that each pupil has 12 small pieces of paper. Each pupil writes the name of all 12 animals, one on each
piece of paper.
3. Read the animals vocabulary with the pupils.
4. Say a word and pupils displays the correct card, if they have it. Pupils can spell out the animals vocabulary.
5. Play another round.
6. Next, pupils put the papers face down on their desk, mix them, and take turns to turn 2 papers up. If they get a
matching pair, they take them and keep them. If not, they turn the papers back over. The game continues until all
animal pairs have gone
7. When the game is finished, pupils can play again, or make another smaller set of other words of their own choice.
Reading Screening
Post lesson
Recaps on the vocabulary learnt
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC
MAIN 4.3-Communicate with appropriate language

form and style for a range of purposes in print 4.3.3-Plan, and write words and phrases
COMPLEMENTARY 4.3-Communicate with appropriate language

form and style for a range of purposes in print
accurately
LANGUAGE FOCUS
Recycled prepositions and topic vocabulary
COMPLEMENTARY LEARNING OBJECTIVES 1. spell the animals and prepositions correctly
1. write 4 simple sentences correctly(A)

SUCCESS CRITERIA 2. write 2 simple sentences correctly(NA)
3. spell 2 animals and 2 prepositions correctly(A)
4. spell an animals and a preposition correctly (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
1. Review animal vocabulary and prepositions by playing a game such as miming or listening to instructions.
Choose a game that your pupils have enjoyed in previous lessons.
2. Draw the puzzle on the board (see below for example). Use different colours for each line. Ask pupils to
follow a line from an animal to an object to make sentences orally
(e.g. The lizard is on the pencil case. The cat is in the bag).
3. Pupils write the sentences in their exercise books. You might want to model the first one on the board.
4. Pupils make their own, similar puzzle in their exercise books or on paper.
If 4 animals and 4 classroom objects are too many for pupils to work with, ask them to use fewer examples.
5. Then, they write sentences accordingly.
Reading Screening
Post lesson
Recaps on the preposition learnt.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC
MAIN 4.3-Communicate with appropriate language

form and style for a range of purposes in print 4.3.3-Plan, and write words and phrases
COMPLEMENTARY 4.3-Communicate with appropriate language

form and style for a range of purposes in print
accurately
LANGUAGE FOCUS
Recycled prepositions and topic vocabulary
1. Pupils write simple sentences correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. spell the animals, things and preposition correctly
1. Pupils write 8 simple sentences using correct sentence structure(A)

SUCCESS CRITERIA 2. Pupils write 4 simple sentences with guidance(NA)
3. spell 8 animals and things and 3 prepositions correctly (A)
4. spell 4 animals and things and 3 prepositions with guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Do a vocabulary review activity to remind pupils of any words you will recycle from Units 1 or 2
Lesson delivery
1. Drills on the preposition learnt.
2. Shows the example on how to write simple sentences based on the picture.
3. Pupils are shown few pupils on animals. They are guided to write simple sentences.
4. Then, choose pupils randomly. Asked pupils to make the sentences orally based on the pictures shown to
them.
5. Paste few pictures on the board. Teacher can write the sentence structure as the guidance for the pupils
to create their own sentences.
6. Pupils draw the pictures paste on the board and write simple sentences based on the pictures drawn.
Reading Screening
Post lesson
Recaps on the animasl and preposition learnt.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC
MAIN
2.1-Communicate simple information

familiar contexts
Listening phrases and sentences
LANGUAGE FOCUS I like/I don’t like Happy mouth/sad mouth

What about you?
1. state orally using correct sentences
COMPLEMENTARY LEARNING OBJECTIVES 1. understand the use of I like and I don’t like
1. state 4-5 sentences orally using the phrase I like and I don’t like(A)
2. state 2 simple sentences using I like and I don’t like correctly(NA)
SUCCESS CRITERIA
3. write 8-12 simple sentences using the animals listed on the
board(A)
4.write 4-6 simple sentences with guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Recaps on the prepositions learnt previously.
Lesson delivery
1. Ask few questions on the animals that pupils had learnt previously included 4 animals that had learnt
recently.
2. Select pupils randomly to spell the animals aloud.
3. Next, pupils do revision on the phrase I like and I don’t like.
4. Shown pupils the happy mouth means I like and sad mouth means I dont like.
5. Choose pupils randomly to make simple sentences using I like and I don’t like.
6. Pupils then write simple sentences using I like and I dont like based on the animals listed on the board.
Then they draw the happy and sad face and the animals too.
Reading Screening
Post lesson
Recaps by asking pupils to state the sentences using I like and I don’t like.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
12.10 pm - 1.10 pm
60 minutes
LESSON THEME TOPIC
MAIN 1.3- Use appropriate listening 1.3.1-Predict words they will hear by
Listening strategies in a variety of contexts using knowledge of a topic
COMPLEMENTARY 1.2 – Understand meaning in a 1.2.3-Understand with a high degree of

Listening variety of familiar contexts support very short simple narratives
Imperatives: Come back, touch

LANGUAGE FOCUS Adjectives: amazing, clever
I’ve got an idea
1. respond orally to the teacher’s questions
COMPLEMENTARY LEARNING OBJECTIVES 1. answer Yes/ No questions orally
1. respond 5-6 questions orally based on story(A)

SUCCESS CRITERIA 2. respond 1-2 questions orally with guidance(NA)
3. answer 4 Yes/No questions orally(A)
4.answer 1-2 Yes/No questions with guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Recaps on the use of the I like and I don’t like.
Lesson delivery
1. Elicit the names of Four Super Friends
2. Ask pupils to mime their super powers.
3. Elicit on what Whisper can do. Write I like and I don’t like on the board.
4. Play the recording. Pupils listen to the dialogue.
5. Act out the dialogue. Then, teacher asks few questions for each picture in the story.
6. Pupils answer the questions orally.
7. Next, guide pupils to answer Yes/No questions.
Reading Screening
Post lesson
Recaps on the storyline.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Recycled language from the story in lesson 97

1. Blend the i words
COMPLEMENTARY LEARNING OBJECTIVES 1. Segment the words given
1. blend 7-8 words correctly and independently (A)

SUCCESS CRITERIA 2. blend 4-5 words correctly with guidance (NA)
3. segment 7-8 words with guidance (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Recaps on the pets’ vocabulary.
2. Carry out the spelling activity,
Lesson delivery
3. Pupils do revision on the phonics of i.
4. Drill the sounds and the action.
5. Introduce the words to the pupils. Practice blending the sounds.
6. Next, pupils are taught on how to segment the words.
7. Pupils reread the sentences in the Super mind book page 39. Then, they blend each word in the
sentence.
8. Next, give the exercise to the pupils. Pupils complete the task given.
READING SCREENING
Post lesson
1. Do revision on the topic learnt. Blend the words.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Recycled vocabulary: classroom objects, animals

1. write simple sentences based on audio
COMPLEMENTARY LEARNING OBJECTIVES 1. write simple sentences using I like and I don’t like.
1. write 3 simple sentences based on 3 labelled stickers (A

and NA)
SUCCESS CRITERIA 2. write 8 sets of simple sentences based on the table given
(A )
3. write 8 sets of simple sentences based on the table given
(NA)
HOTS CCE
ACTIVITIES
Pre-lesson
2. Ask pupils to spell aloud the words.
Lesson delivery
3. Provide pupils with the worksheet based on Super mind book, Ask pupils to point to the correct animals.
4. Next, play the audio on animals. Pupils listen. Ask them to point to the correct animals.
5. Teacher writes the sentences on the board,
6. Pupils label the pictures and write three simple sentences based on labelled pictures.
7. Next, provide pupils with the table.
8. Pupils make simple sentences based on the table provided.
READING SCREENING
Post lesson
Revise on the lesson learnt.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC

5.1.1 (iii)- Simple action songs
COMPLEMENTARY 5.1- Enjoy and appreciate rhymes,

5.1.2(iii)- Simple action songs
LANGUAGE FOCUS Your choice

1. sing the song
COMPLEMENTARY LEARNING OBJECTIVES 1. state the animals orally
1. sing the song with actions (A)

SUCCESS CRITERIA 2. sing the song with actions and guidance(NA)
3. state 4 animals in the song (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
2, Ask pupils to name orally the animals.
Lesson delivery
3. Next, provide the lyric to the pupils. Guide pupils to read the lyric.
4. Pupils are guided to sing the song.
5. Next, pupils state the animals in the song,
6. Ask pupils on what animals eat.
7. Then pupils rewrite the lyrics.
8. They also arrange the animals according to the order of eating.
READING SCREENING
Post lesson
State orally the animals in the song.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a variety of 1.2.3-Understand with a high degree of

Listening familiar contexts support very short simple narratives

Recycled topic language: animals, prepositions

LANGUAGE FOCUS Colours, adjectives
It goes
1. number the places correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. state a story
1. number 5 places of places based on teacher’s instruction (A)

SUCCESS CRITERIA 2. number 3 places of places based on teacher’s instruction (NA)
3. state a story based on 5 places (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Guess the animals.
Lesson delivery
1. Teach pupils the meaning and pronunciation of It goes.
2. Give pupils a copy of the picture
3. Show pupils a flashcard of an animal and ask them to give it a name.
4. Explain that you’ll tell them a story about the animal. The animal goes to 5 places in the picture.
5. Tell the story (e.g. Lenny the lizard goes under the green table. Then he goes in the small tree etc.)
6. Pupils number the places he goes to 1-5.
7. Repeat the story if need be, and elicit from the class the answers to where Lenny goes.
8. Divide pupils into small groups. They take turns to tell a new story with 3 -5 places. Make sure that each pupil has the
chance to tell a story. Pupils can change the animal if need be.
READING SCREENING
Post lesson
Recall the lesson.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………….
7.50 am - 8.50 am
35 Monday 3 September, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a variety 1.2.3-Understand with a high degree of

Listening of familiar contexts support very short simple narratives

LANGUAGE FOCUS Recycled language: animal vocabulary, I like/don’t like…, What about you?
1. jot down the information
COMPLEMENTARY LEARNING OBJECTIVES 1. respond to the questions
1. jot down 6 responds given by the group members (A)

SUCCESS CRITERIA 2. jot down 3 responds given by group members (NA)
3. respond to 2 questions asked by group members (A and
NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Pre-lesson task 4: Identify the flashcards
Lesson delivery
1. Divide pupils into groups of about 5.
2. Draw a grid 5 squares by 5 on the board like the one below:
3. Pupils copy it and choose 4 animals at the top. Pupils write their name and the names of the 4 classmates
in their group down the left-hand side.
4. Pupils complete the grid with a happy or sad face for their own preference, and then tell and ask each
other I like/don’t like … What about you. ?
5. Pupils complete their grids with happy and sad faces, according to the answers they get.
6. Pupils stay in their groups to make a bar chart of the information they have collected.
READING SCREENING
Post lesson
Pupils share the bar chart information with the rest of the class or with other groups.
REFLECTIONS
Attendance …………………………………………………………………………………………………………………………
/31 …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
9.40 am - 10.40 am
35 Tuesday 4 September, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 3.2 -Understand a variety of linear and 3.2.2-Understand specific information

non-linear print and digital texts by and details of very simple phrases and
Reading using appropriate reading strategies sentences

1.2 – Understand meaning in a variety
Listening of familiar contexts
LANGUAGE FOCUS Recycled animal vocabulary, like, numbers

Lives in/doesn’t like
1. read sentences provided
COMPLEMENTARY LEARNING OBJECTIVES 1. fill in the table
1. read 4 set of sentences provided correctly (A)

SUCCESS CRITERIA 2. read a set of sentence provided with teacher’s guidance(NA)
3. fill in 15/20 blanks in the table provided (A)
4. fill in 7/20 blanks in the table with guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Recaps on the prepositions
Lesson Delivery
1. Nominate few pupils to come to the front and tell you their personal information (see table) quietly.
2. Play a guessing game where you describe one of the pupils and the class guess who you are talking about.
3. Review meaning and form of doesn’t like and lives in if necessary with your class.
4. Take one of the 4 short texts from Text set 1 on the next page yourself, and give the other 3 texts to 3 proficient pupils.
Put Grid 1 from the next page on the board. Pupils read these out and the whole class helps you to complete the grid.
5. After solving the problem, pupils then draw the empty grid again in their exercise books.
7. Divide pupils into groups of 6. Provide texts from Text set 2 on the next page and ask them to solve the problem in the
same way as in the whole-class example by reading the texts themselves.
READING SCREENING
Post lesson
Task 10 using pictures to represent the children in the activity
REFLECTIONS
Attendance …………………………………………………………………………………………………………………………
/31 …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
8.20 am - 9.20 am
35 Wednesday 5 September, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Recycled: Animals’ vocabulary, I like/don’t like…

1. write simple sentences based on given table
COMPLEMENTARY LEARNING 1. produce the bar chart

OBJECTIVES
1. write 5 simple sentences using ‘I like.’ And ‘I don’t like’(A)

SUCCESS CRITERIA 2. write 2 simple sentences using ‘I like.’ And ‘I don’t like’ with guidance
(NA)
3. produce 2 bar charts based on given (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Review on animals’ vocabulary.
Lesson delivery
1. Show pictures of children. Ask pupils how many children they can see in the pictures.
2. Elicit some sentences about the groups of children, e.g. 5 children like dogs.
3. You could write the sentences on the board as model and then ask pupils to write them in their exercise books.
4. Ask pupils to review the bar chart they made in Lesson 102.
5. Pupils then are given worksheet on creating bar chart. They are briefed on how to make the bar chart.
6. Give pupils some time to look at each other’s’ work. You could display it.
READING SCREENING
Post lesson
Select few pupils to state the animals using I like.. and I don’t like..
REFLECTIONS
Attendance …………………………………………………………………………………………………………………………
/31 …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
7.50 am - 8.50 am
35 Thursday 6 September, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Recycled: Animals’ vocabulary, I like/don’t like…

1. write simple sentences based on given table
COMPLEMENTARY LEARNING 1. produce the bar chart

OBJECTIVES
1. write 5 simple sentences using ‘I like.’ And ‘I don’t like’(A)

SUCCESS CRITERIA 2. write 2 simple sentences using ‘I like.’ And ‘I don’t like’ with guidance
(NA)
3. produce 2 bar charts based on given (A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Review on animals’ vocabulary.
Lesson delivery
1. Show pictures of children. Ask pupils how many children they can see in the pictures.
2. Elicit some sentences about the groups of children, e.g. 5 children like dogs.
3. You could write the sentences on the board as model and then ask pupils to write them in their exercise books.
4. Ask pupils to review the bar chart they made in Lesson 102.
5. Pupils then are given worksheet on creating bar chart. They are briefed on how to make the bar chart.
6. Give pupils some time to look at each other’s’ work. You could display it.
READING SCREENING
Post lesson
Select few pupils to state the animals using I like.. and I don’t like..
REFLECTIONS
Attendance …………………………………………………………………………………………………………………………
/31 …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC

MAIN 5.3-Express an imaginative response to intelligibly through creating simple art
Language Arts literary texts and craft products and other

1.1 - Recognise and reproduce target
Listening language sounds
LANGUAGE FOCUS I like/don’t like/ Animals review / Colours review /Initial sounds and rhyming
Introduction to linking words but / and
1. draw the animals based on the table given
COMPLEMENTARY LEARNING OBJECTIVES 1. state orally the animals in the tbale
1. draw and write 6 simple sentences based on animals they like

and they don’t like(A)
SUCCESS CRITERIA 2. draw and write 2 simple sentences based on animals they like
and they don’t like with guidance(NA)
3. state orally 6 animals they like and the don’t like(A and NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Review on animals’ vocabulary. Do the spelling activity.
Lesson delivery
1. Next, pupils do revision on writing words using I like and I don’t like.
2. Pupils are taught on how to write using the connector ’but’.
3. They are given few examples to enable them get used to the sentence pattern.
4. Then, pupils are given the pictures of animals consist of I don’t like and I like.
5. They are briefed on how to write the sentences using the word ‘but’.
6. They write the sentences based on the table given.
READING SCREENING
Post lesson
Few pupils state the animals they like and they don’t like using the sentence pattern taught.
REFLECTIONS
Attendance …………………………………………………………………………………………………………………………
/31 …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC

COMPLEMENTARY 1.2 – Understand meaning in a variety 1.2.4-Understand short basic supported

Listening of familiar contexts classroom instructions
LANGUAGE FOCUS Recycled language: animals, plurals, numbers, toys

1. spell the animals correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. write the phrases under the picture
1. write down 10 animals spelling using plural correctly (A)

2. write down 5/10 animals spelling using plural correctly (NA)
SUCCESS CRITERIA 3.write 10 phrase on animals and numbers correctly (A)
4. write 5/10 phrase on animals and numbers correctly with
guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Carry out the spelling game. Point out pupils randomly to spell out the words.
Lesson delivery
1. Use the board to draw a picture of two elephants, nine ducks, eight frogs, six lizards and one spider.
2. Write the words elephants, ducks, frogs, lizards and spider on the board.
(Do not write the numbers of each animal.)
3. Ask pupils to tell you how many elephants there are, how many ducks, and so on.
4. Give an example of the task by asking a pupil to come to the board.
5. Pupils write the number of elephants on the board against the correct word.
6. Now ask pupils to write the numbers and animals in their exercise books.
7. Check answers with the whole
Post lesson
Select few pupils to spell the numbers.
REFLECTIONS
Attendance …………………………………………………………………………………………………………………………
/31 …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC

COMPLEMENTARY 1.2 – Understand meaning in a variety 1.2.4-Understand short basic supported

Listening of familiar contexts classroom instructions
LANGUAGE FOCUS Recycled language: animals, plurals, numbers, toys

1. spell the animals correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. write the phrases under the picture
1. write down 10 animals spelling using plural correctly (A)

2. write down 5/10 animals spelling using plural correctly (NA)
SUCCESS CRITERIA 3.write 10 phrase on animals and numbers correctly (A)
4. write 5/10 phrase on animals and numbers correctly with
guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Carry out the spelling game. Point out pupils randomly to spell out the words.
Lesson delivery
1. Use the board to draw a picture of two elephants, nine ducks, eight frogs, six lizards and one spider.
2. Write the words elephants, ducks, frogs, lizards and spider on the board.
(Do not write the numbers of each animal.)
3. Ask pupils to tell you how many elephants there are, how many ducks, and so on.
4. Give an example of the task by asking a pupil to come to the board.
5. Pupils write the number of elephants on the board against the correct word.
6. Now ask pupils to write the numbers and animals in their exercise books.
7. Check answers with the whole
Post lesson
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC

COMPLEMENTARY 1.2 – Understand meaning in a variety 1.2.5-Understand short supported

Listening of familiar contexts questions
LANGUAGE FOCUS camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground
1. state the animals using camouflage
COMPLEMENTARY LEARNING OBJECTIVES 1. answer the questions orally
1. state 4 to 5 animals using camouflage(A)

SUCCESS CRITERIA 2. state 2-3 animals using camouflage with guidance(NA)
3. answer 4-5 wh-questions asked by teacher(A)
4. answer 1-2 wh-questions asked by teacher(NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Stick the flashcard of the frog on the board. Elicit what animal it is.
Lesson delivery
1. Stick some green stripes of paper (like grass) over the frog to hide it. Tell pupils this is grass and the frog is
hiding.
2. Elicit the word camouflage. Write it on the board.
3. Ask pupils what other animals use camouflage (e,g. zebra and tiger). Pre teach hide.
4. Name the colours of animals orally.
5. Next, pupils are given worksheet on camouflage.
6. Pupils are asked to colour the picture of lizard. They are going to hide the lizard.
7. Next, pupils state orally the differences of two pictures.
8. They are guided to use the correct phrases.
Post lesson
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
8.20 am - 9.20 am
60 minutes
LESSON THEME TOPIC

3.2.3(ii)- Identify and remember high
non-linear print and digital texts by
Reading frequency sound and letter patterns
using appropriate reading strategies
COMPLEMENTARY 3.1-Recognise words in linear and non-

linear texts by using knowledge of 3.1.3-Blend phonemes (CVC, CCVC)
Reading sounds of letters
LANGUAGE FOCUS leaves, tall (grass)

1. read the sentences
COMPLEMENTARY LEARNING OBJECTIVES 1. blend the words
1. read 4 sentences on animals and the places correctly(A)
2. read a sentence on animal and the place with guidance
SUCCESS CRITERIA (NA)
3.blend 8 words used in the lesson independently(A)
4.blend 4/8 words used in the lesson with guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Teacher asks questions in where the animals hide.
Lesson delivery
1. Guide the pupils to name the animals and the places the animal used to hide.
2. Next, guide pupils to blend words that used in the lesson on that day (flower, log, tree, leaf, grass)
3. Then, pupils are guided to match the animals with the places.
4. Elicit the sentences from the pupils and the pupils write the sentences on the board.
5. Pupils are guided to read the sentences on the board.
6. Next, pupils rewrite the sentences in their exercise book.
7. Then, they draw the animals hiding at the places they are choosing earlier.
8. Pupils are guided throughout the lesson.
9. For additional activity, pupils are guided to describe the pictures shown by teacher.
Post lesson
10. Teacher recaps on the vocabulary used in the lesson.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a variety 1.2.3-Understand with a high degree

Listening of familiar contexts of support very short simple narratives

Imperatives: Hug, Go to open, Pick him up, Tie, Mark

LANGUAGE FOCUS Parts of the body: face, eyes, nose
paper plate, mask, hole
1. act out based on the sentences
COMPLEMENTARY LEARNING OBJECTIVES 1. sequence the story
1. act out 6 actions based on the sentences heard(A)

SUCCESS CRITERIA 2. act out 2/ 6 actions based on the sentences heard (NA)
3. sequence 6 storyline based on the recording (A)
4. sequence 2/6 storyline based on the recording (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Give pupils simple instructions for them to carry out. (Point to the door. Put your book on your desk.)
Lesson delivery
1. Pre-teach cold and hug.
2. Play the recording. Act out the story to the class.
3. Play the recording again, Pupils act out the story with teacher
4. Pupils look at the pictures in the student’s book and then try to sequence them.
5. Play the recording a third time for pupils to sequence the pictures.
6. They compare the order in pairs. Check with the class.
7. Pupils look at the sentences and try to match them with the pictures.
8. Demonstrate the activity. Pupils say a sentence and the partner will act out.
Post lesson
9. Recaps on the sentences learnt on that day.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
12.10 pm - 1.10 pm
38 Sunday 23 September, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a variety 1.2.3-Understand with a high degree

Listening of familiar contexts of support very short simple narratives

Imperatives: Hug, Go to open, Pick him up, Tie, Mark

LANGUAGE FOCUS Parts of the body: face, eyes, nose
paper plate, mask, hole
1. act out based on the sentences
COMPLEMENTARY LEARNING OBJECTIVES 1. sequence the story
1. act out 6 actions based on the sentences heard(A)

SUCCESS CRITERIA 2. act out 2/ 6 actions based on the sentences heard (NA)
3. sequence 6 storyline based on the recording (A)
4. sequence 2/6 storyline based on the recording (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Give pupils simple instructions for them to carry out. (Point to the door. Put your book on your desk.)
Lesson delivery
1. Pre-teach cold and hug.
2. Play the recording. Act out the story to the class.
3. Play the recording again, Pupils act out the story with teacher
4. Pupils look at the pictures in the student’s book and then try to sequence them.
5. Play the recording a third time for pupils to sequence the pictures.
6. They compare the order in pairs. Check with the class.
7. Pupils look at the sentences and try to match them with the pictures.
8. Demonstrate the activity. Pupils say a sentence and the partner will act out.
Post lesson
9. Recaps on the sentences learnt on that day.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
9.40 am - 10.40 am
60 minutes
LESSON THEME TOPIC

MAIN 5.3-Express an imaginative response to intelligibly through creating simple art
Language Arts literary texts and craft products and other

LANGUAGE FOCUS Camouflage/X hides in …

1. produce a poster of camouflage
COMPLEMENTARY LEARNING OBJECTIVES 1. talk about the animals and their place
1. produce a poster of camouflage of 4 animals(A and NA)

SUCCESS CRITERIA 2. talk about 4 animals and their place with guidance (A)
3. talk about an animal and its place with extra guidance (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Quiz – ask questions about where different animals hide. This could be a True/False quiz. It should be written, but could
be done orally if necessary.
You might want/need to teach some new animal vocabulary if you have particular animals living in the environment.
Have pupils work in teams to answer the quiz questions
Lesson delivery
1. Show pupils what you have gathered. Ask them what kinds of animal hide in these items. You might want to help
children with new vocabulary.
2. Give the animal pictures/toys to the pupils and some of the gathered items.
3. Tell pupils some sentences – they should put the animals in the right place
(e.g. The snake hides in the sand/under the leaves).
4. They draw an animal and then cover it up by sticking sand/leaves/sticks etc. onto the poster.
5. Ask pupils to write a sentence on their collage and display them in the classroom
Post lesson
Discuss with pupils about the natural environment and why we should look after it. Get their ideas about why animals
should stay in their natural environment. You might need to use a little L1 for this.
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
7.50 am - 8.50 am
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS Recycled animal vocabulary, plurals and numbers from lesson 106
There are …
1. write down the number of animals
COMPLEMENTARY LEARNING OBJECTIVES 1. state the number and animals using correct sentences
1. write down 7 number of animals (A and NA)

SUCCESS CRITERIA 2. state orally 7 sentences correctly with guidance (A)
3. state orally 3/7 sentences correctly with guidance(NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Brainstorm the names of animals with pupils, and make a list on the board. Pupils can help you to write
these if need be.
Write a letter of the alphabet before each animal (e.g. A: crocodile, B: tiger).
Lesson delivery
1. Draw this grid on the board and ask pupils to copy it:
2. Explain to pupils that you’re going to tell them about your perfect zoo.
e.g. There are 5 crocodiles in number 1, (Pupils write 5A in box 1) and there are 4 tigers in number 2 (pupils
write 4B in box 2).
3. Check answers with the whole class.
4. Tell pupils to make 2 more copies of the empty grid, to think about their zoo, and write numbers and
letters in the 6 boxes, according to the number of animals they want in their zoo.
5. Check target language with pupils (There are + number + plural animal in…) if necessary.
6. Divide pupils into pairs or small groups and tell them to exchange information, in the same way as step 5.
Post lesson
7. Correct the error
REFLECTIONS
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Attendance
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/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
12.10 pm - 1.10 pm
39 Sunday 30 September, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

3.2.3(i)- Use visuals on the page to
Reading help understand a word or phrase

LANGUAGE FOCUS Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1,
as appropriate
1. answer the questions based on the sentences read
COMPLEMENTARY LEARNING OBJECTIVES 1. write the answer using true/false
1. answer 8 questions about the sentences read (A)

SUCCESS CRITERIA 2. answer 3/8 questions about the sentences read (NA)
3. answer 7/8 sentences using true/false (A)
4. answer 4/8 sentences using true/false (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Do revision on the animals vocabulary learnt.
Lesson delivery
1. Ask pupils to look at p.42 of Superminds book. Review some of the vocabulary.
2. Write your sentences on the board or give them to pupils on a worksheet.
3. Pupils read the sentences and tell you if they are true or false.
3. Have pupils re-write the false sentences in their exercise books.
4. Ask pupils to look at their camouflage from Lesson 110.
5. Next, teacher writes on the board the correct and wrong sentences. Pupils are required to answer using true/false.
6. After the pupils had done, teacher can discuss the answer with the pupils.
7. Teacher may prompt the pupils to correct the wrong statement.
Post lesson
Do the revision on camouflage.
Writing screening
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
7.50 am - 8.50 am
39 Monday 1 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
117 World of Knowledge UNIT 4 - LUNCHTIME

COMPLEMENTARY 1.2.1- Understand with support the

sentences
LANGUAGE FOCUS What’s for lunch? /Lunchtime /Food vocabulary: banana, cake, cheese,
sandwich, apple, pizza, sausage, chicken, steak, peas, carrots
1. Identify the name of food
COMPLEMENTARY LEARNING OBJECTIVES 1. write simple sentences based on foods learnt
1. name 6 out of 10 foods correctly(A)

SUCCESS CRITERIA 2. name 3 out of 10 foods correctly(NA)
3. write 10 simple sentence about the food(A)
4. write 4 out of 10 simple sentence about food(NA)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Draw a happy face and sad face on the board.
2. Say e.g I like....
3. Ask the pupils.
4. Draw a picture of a cake on the board/ show a flashcard. Rub the tummy and say I like cake. Elicit pupils as above.
Lesson delivery
5. Hold up each flashcard in turn. Say the word for pupils to say in chorus.
6. Write the word FOOD in the middle of the board and stick the flashcards around it to make a word map.
7. Pupils look at the picture in their SB page 46.
8. Elicit who they can see.
9. Pre-teach LUNCHTIME.
10. Play the recording and pupils point to the food and the words when they hear them.
Post lesson
11. Post-lesson task 7 : LISTEN AND POINT
Writing screening
REFLECTIONS
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Attendance
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/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
9.40 am - 10.40 am
39 Tuesday 2 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

3.2.3(i)- Use visuals on the page to
Reading help understand a word or phrase
COMPLEMENTARY 2.1-Communicate simple information 2.1.1-Give very basic personal

LANGUAGE FOCUS I’ve got/I haven’t got

Recycled food vocabulary
1. match the correct pictures
COMPLEMENTARY LEARNING OBJECTIVES 1. answer using true/false
1. match 4 sentences to the correct pictures (A)

SUCCESS CRITERIA 2. answer 7/8 sentences using true/false (A)
3. answer 4/8 sentences using true/false (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Task 4 : IDENTIFY THE FLASHCARDS
Lesson delivery
2. Present and teach have got and haven’t got using the flashcards.
3. Take some in teacher’s hand and say what teacher got and teacher haven’t got.
4. Hand flashcard to pupils to repeat the structure, substituting the food word for the flashcard they have / haven’t got.
5. Read the speech bubbles aloud with the pupils.
6. Give them time to look at the pictures and match.
7. Pupils check in pairs.
8. Check with the class.
Post lesson
9. Make sentences using the flashcards. Some are true and some are false.
10. Hold up 2 or 3 flashcards and make sentence, e.g. I’ve got cake, cheese sandwiches and apples.
Writing screening
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
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/31
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………………………………………………………………………………………………………………………..
8.20 am - 9.20 am
39 Wednesday 3 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC


LANGUAGE FOCUS kitchen, milk, juice,

Imperatives: Help me, Come and take him out
1. sing the song with correct pronunciation
COMPLEMENTARY LEARNING OBJECTIVES 1. Match the correct food
1. sing the song with correct pronunciation(A & NA)

SUCCESS CRITERIA 2. match 12 correct foods based on lyrics(A)
3. match 6/12 correct foods based on lyrics (NA)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Review the food vocabulary. Ask pupils to state the food orally.
Lesson delivery
2. Pre teach I’ve got a../ I haven’t got a.. Pupils stand up if the sentence is true and sit if it is false.
3. Repeat using have/haven’t got and other flashcards.
4. Pupils look at the picture in their Student’s books. Elicit what food they can see and who they can see on the chair.
5. Pre-teach kitchen, milk and juice.
6. Play the recording. Pupils follow the song in their Student’s books.
8. When pupils have learnt the song, practice it with the whole class.
9. Use the karaoke version of the song for pupils to sing in groups.
10. Play the recording again. Pupils match the pictures. They draw lines and then check in pairs. Elicit and check.
Post lesson
10. Pupils sing the song from SB activity 1 again.
Writing screening
REFLECTIONS
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Attendance
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/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
7.50 am - 8.50 am
39 Thursday 4 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC




HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
Post lesson
Writing screening
REFLECTIONS
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Attendance
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/31
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12.10 pm - 8.50 am
40 Sunday 7 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC




HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
Post lesson
Writing screening
REFLECTIONS
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Attendance
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/31
…………………………………………………………………………………………………………………………
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7.50 am - 8.50 am
40 Monday 8 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC

COMPLEMENTARY 1.2.1- Understand with support the

sentences
LANGUAGE FOCUS Review I like/don’t like

1. sing the song correctly
COMPLEMENTARY LEARNING OBJECTIVES 1. state the foods
1. sing the song correctly (A & NA)

SUCCESS CRITERIA 2. state 10 foods learnt correctly(A)
3. state 5/10 foods correctly with guidance(NA)
HOTS CCE
ACTIVITIES
Pre-lesson
1. Review some food vocabulary as necessary using a game. This could be a miming game, where
children mime the different food from the unit.
Lesson delivery
2. Show a flashcard/picture of a food / cake and elicit/teach the word CAKE .
3. Encourage the children to mime eating cake as they like the the cake .
4. Play the song / sing the song in SB page 48 again .
5. Play the song again and encourage the pupils to sing along as much as possible.
6. Using food flashcards if necessary, elicit different food from the pupils.
7. Put pupils in groups of five. They should choose a food and create a new version of the song, which
they will act out (each pupil why do they like the food / don’t like the food).
8. Groups should practice. Play the song again 2-3 times to help them practise.
9. Groups perform their song to the class.
Post lesson
Task 10 : TEST YOUR MEMORY .
Writing screening
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
9.40 am - 10.40 am
40 Tuesday 9 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a variety 1.2.4-Understand short basic

Listening of familiar contexts supported classroom instructions

Recycled food vocabulary from lessons 117 – 119

LANGUAGE FOCUS Prepositions: on, in, under
Imperative: Put
1. act out based on instructions
COMPLEMENTARY LEARNING OBJECTIVES 1. state instruction to the friends
SUCCESS CRITERIA 1. act out based on 7-10 instructions from teacher (A & NA)
2. state 1 instruction to the pupils (A & NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
1. Clear a space in the classroom and divide pupils into 4 groups.
2. Put the 4 sets of pictures on 4 chairs, one chair near each group.
3. Give instructions, e.g. Put the banana on a table.
4. One pupil in each group follows your instructions. This is not a race: the idea is simply to follow the
instruction accurately.
5. Continue for a few rounds, with a new pupil in each group following your instructions each time.
6. You can make instructions more complex when necessary, e.g. Put the apple and the cheese
sandwich under a bag, OR Put the sausages under the chair and the cake on a notebook.
7. After a few rounds, ask pupils to give the instructions in each group. Make sure that different pupils have
a chance to do this.
Post lesson
Carry out the spelling activity. Spell the food.
Writing screening
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
8.20 am - 9.20 am
40 Wednesday 9 October, 2018 1 Dynamic English
60 minutes
LESSON THEME TOPIC
MAIN 1.2 – Understand meaning in a variety 1.2.4-Understand short basic

Listening of familiar contexts supported classroom instructions

Recycled food vocabulary from lessons 117 – 119

LANGUAGE FOCUS Prepositions: on, in, under
Imperative: Put
1.
COMPLEMENTARY LEARNING OBJECTIVES 1.
SUCCESS CRITERIA 1. (A & NA)

2. (A & NA)
HOTS CCE
ACTIVITIES
Pre-lesson
Lesson delivery
1. Clear a space in the classroom and divide pupils into 4 groups.
2. Put the 4 sets of pictures on 4 chairs, one chair near each group.
3. Give instructions, e.g. Put the banana on a table.
4. One pupil in each group follows your instructions. This is not a race: the idea is simply to follow the
instruction accurately.
5. Continue for a few rounds, with a new pupil in each group following your instructions each time.
6. You can make instructions more complex when necessary, e.g. Put the apple and the cheese
sandwich under a bag, OR Put the sausages under the chair and the cake on a notebook.
7. After a few rounds, ask pupils to give the instructions in each group. Make sure that different pupils have
a chance to do this.
Post lesson
Carry out the spelling activity. Spell the food.
Writing screening
REFLECTIONS
…………………………………………………………………………………………………………………………
Attendance
…………………………………………………………………………………………………………………………
/31
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..

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DAILY LESSON PLAN YEAR 1

WEEK DAY DATE CLASS SUBJECT TIME

Lesson is postponed due to : Choose an item.

1.2 – Understand meaning in a 1.2.4-Understand short basic

4.1.2 (ii)- Write letters and words

COMPLEMENTARY 1. write 5 names of the colour based on the colours given

/32 …………………………………………………………… …………………………………………………………

Lesson is postponed due to : Choose an item.

COMPLEMENTARY 1. colour 4 circles based on the colour words correctly

Lesson is postponed due to : Choose an item.

COMPLEMENTARY 1. read and find the owner of the name card.

Lesson is postponed due to :

5.1- Enjoy and appreciate

5.1- Enjoy and appreciate

COMPLEMENTARY 1. sing with the correct pronunciation

Lesson is postponed due to :

Language 5.1- Enjoy and appreciate

Language 5.1- Enjoy and appreciate

COMPLEMENTARY 1. sing with the correct pronunciation

Lesson is postponed due to :

COMPLEMENTARY 1. recite the chant by using their names.

Lesson is postponed due to :

COMPLEMENTARY 1. recite the chant by using their names.

Lesson is postponed due to :

COMPLEMENTARY 1. answer about ages using the sentence structure taught.

Lesson is postponed due to :

COMPLEMENTARY 1. read 6 colours based on the words givrn.

Lesson is postponed due to :

COMPLEMENTARY 1. read 6 colours based on the words given.

Lesson is postponed due to :

COMPLEMENTARY 1. read 6 colours based on the words given.

Lesson is postponed due to :

5.1- Enjoy and appreciate

5.1- Enjoy and appreciate

COMPLEMENTARY 1. do the actions while singing the song

Lesson is postponed due to :

5.1- Enjoy and appreciate

5.1- Enjoy and appreciate

COMPLEMENTARY 1. do the actions while singing the song

Lesson is postponed due to :

1.2 – Understand meaning in a 1.2.5-Understand short

4.2- Communicate basic

COMPLEMENTARY 1. draw and write 2 simple sentences.

Lesson is postponed due to :

2.3-Communicate appropriately 2.3.1-Introduce self to an

COMPLEMENTARY 1. write 1 simple sentence about themselves and a classmate

Lesson is postponed due to :

Lesson is postponed due to :

Lesson is postponed due to :

Lesson is postponed due to :

Lesson is postponed due to :

Lesson is postponed due to :

Lesson is postponed due to :

1. point out 6 pictures based on the chants read

Lesson is postponed due to :

1. respond 6 questions using the sentences based on the sentence

Lesson is postponed due to :

1. draw 5 objects and label them in their zigzag book

1. produce a zigzag book

Lesson is postponed due to :

1. respond orally to the teacher’s instructions

1. sketch 4 objects correctly

Lesson is postponed due to :