DAILY LESSON PLAN

1010-1110
iSubject English Language Time
60 minutes

Class Year 1 Date 18/03/2019

Focus skill Listening Week / Day 11 Monday

World of Self, Family &
Theme CCE Learning Skills
Friends
Topic At School (Lesson 31)

Teaching aids Whiteboard, marker pen, superminds

21st Century Skills /
Role Play, Circle map
Strategy / Activity
CONTENT STANDARDS
1.2 Understand meaning in a variety of familiar 1.2 Understand meaning in a variety of familiar
M contexts C contexts
LEARNING STANDARDS
1.2.1 Understand with support the main idea of very 1.2.2 Understand with support specific information
M simple phrases and sentences C
and details of very simple phrases and sentences

LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to: By the end of the lesson, pupils should be able to:
1. Understand with support the main idea of 2. Understand with support specific
M very simple phrases and sentences C information and details of very simple
phrases and sentence
SUCCESS CRITERIA
1. Most pupils can Understand specific information and details of very simple phrases and sentences
2. Some pupils can Understand with a high degree of support very short simple narratives
1. Pre-lesson task 7: Beat the teacher, to introduce the title of the story you’ll tell in the
I. PRE-LESSON lesson. The title is Mira goes to school
2. Explain or elicit goes if necessary.
3. Put pictures of a school bag and 5-8 school objects on the board, or put real objects on a
table.
4. Tell pupils to listen to the story and decide if Mira takes all the objects to school.
5. 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…!
6. Ask pupils if Mira took everything to school, and ask why she said Oh no ! (she’s left
II. LESSON DEVELOPMENT
something at home), and what’s missing.
7. Give each picture on the board to a different group.
8. Tell the story again: the group stand up when they hear their object.
9. Put the pictures back on the board.
10. Divide pupils into pairs. They create their own story, using the objects on the board, and
leaving at least one out.
11. Put pairs into groups of 4. Pupils tell each other their story: the listening pair says which
items or items are missing.
III. POST LESSON 12. Post lesson task 1: Spot the differences

REFLECTION

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 DAILY LESSON PLAN
0845-0945
Subject English Language Time
60 minutes
Class Year 1 Date 19/03/2019

Focus skill Speaking Week / Day 11 Tuesday

World of Self, Family &
Theme CCE Learning Skills
Friends
At School (Lesson 31)
Topic

Teaching aids Whiteboard, flashcards

21st Century Skills / Strategy

Round table, circle map
/ Activity
CONTENT STANDARDS
2.1 Communicate simple information intelligibly 2.2 Use appropriate communication strategies
M C

LEARNING STANDARDS
2.1.4 Greet, say goodbye, and express thanks using 2.2.2 Ask for attention or help from a teacher or
M suitable fixed phrases C classmate using one word or a fixed phrase

LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to: By the end of the lesson, pupils should be able to:
M 1. Greet, say goodbye, and express thanks C 2. Ask for attention or help from a teacher or
using suitable fixed phrases classmate using one word or a fixed phrase
SUCCESS CRITERIA

1.Most pupils can greet, say goodbye, and express thanks using suitable fixed phrases
2.Some pupils can ask for attention or help from a teacher or classmate using one word or a fixed phrase
I. PRE-LESSON 1. Pre-lesson task 10: Say what’s missing
2. Put pupils into pairs.
3. Explain that they’ll create a dialogue In which they ask if a classroom object belongs to
another pair. The other pair will answer their questions.
4. Before pupils start preparing, make sure that they know which pair they’ll be speaking to.
5. 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?
II. LESSON DEVELOPMENT
Pupil A: Yes it is/No it isn’t. // Pupil B: Thanks. // Pupil A: Bye!
6. Do an example or two of the dialogue together with a proficient pupil to demonstrate the
activity.
7. Ask pupils to prepare. Make sure that pupils practise speaking the dialogue rather than
writing it.
8. As they prepare, encourage them to ask you or their classmates for help with vocabulary or
pronunciation if necessary (see Learning Standard 2.1.4)
9. Pupils exchange dialogues.
10. If time, ask some pairs to do their dialogues for the whole class.
III. POST LESSON 11. Post-lesson 4: Correct the error
REFLECTION

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 DAILY LESSON PLAN
0745-0845
Subject English Language Time
60 minutes
Class Year 1 Date 20/03/2019
Focus skill Reading Week / Day 11 Wednesday
World of Self, Family &
Theme CCE Learning Skills
Friends
Topic At School (Lesson 33)

Teaching aids Textbook, Whiteboard, Marker Pen , Flashcard

21st Century Skills /
Round table, circle map
Strategy / Activity
CONTENT STANDARDS
3.1 Recognise words in linear and non-linear texts 3.1 Recognise words in linear and non-linear texts by
M by using knowledge of sounds of letters C using knowledge of sounds of letters

LEARNING STANDARDS
3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
M C
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to: By the end of the lesson, pupils should be able to:
M 1. Blend phonemes C 2. Segment phonemes
SUCCESS CRITERIA
1. Most pupils can blending 4 out of 5 phonemes
2. Some pupils can spell 6 out of 8 words given.
1. Task 1 : Work Out the Words
I. PRE-LESSON

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. Repeat step 1, pupils take the role of the teacher.
3. Give out the word cards and ask pupils to find realia to match the card in their bag or on
their desk.
4. Have pupils say Here’s my xxx. It’s (colour).
II. LESSON DEVELOPMENT
5. Using the sound cards, on the board, nominate pupils to come to the board and make the
colour words.
6. Pupils do Activity A on the worksheet – they match beginning and final sounds by drawing
a line.
7. Review the word cards from step 1 before having pupils do Activity B.
8. Depending on time available, pupils can draw something of theirs (e.g. My red pencil) and
write under it.
Use pupil’s pictures to play a guessing game.
III. POST LESSON 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.
REFLECTION

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 DAILY LESSON PLAN
1140-1240
Subject English Language Time
60 minutes

Class Year 1 Date 21/03/2019

Focus skill Reading Week / Day 11 Thursday

World of Self, Family &
Theme CCE Language
Friends
Topic At School (Lesson 34)
Teaching aids Flashcard, Textbook, Whiteboard , Marker Pen
21st Century Skills /
Round table, circle map
Strategy / Activity
CONTENT STANDARDS
3.1 Recognise words in linear and non-linear texts 1.1 Recognise and reproduce target language sounds
M by using knowledge of sounds of letters C
LEARNING STANDARDS
3.1.2 Recognise and sound out with support 1.1.1 Recognise and reproduce with support a
M beginning, medial and final sounds in a word C limited range of high frequency target language
phonemes
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to: By the end of the lesson, pupils should be able to:
1. Recognise and sound out with support 2. Recognise and reproduce with support a
M beginning, medial and final sounds in a C limited range of high frequency target
word language phonemes
SUCCESS CRITERIA
1. Most pupils can recognise and sound out with support beginning, medial and final sounds in a word
1. Some pupils can recognise and reproduce with support a limited range of high frequency target language
phonemes
1. Teacher goes around the class. Teacher picks several objects and passes them to
I. PRE-LESSON students, saying e.g Here’s your pencil case. Students respond: Thank you.
2. Students practise in groups of four.
Activity 2 (SB page 15)
1. Teacher gives students time to re-read the story as you play the recording.
2. Students do the activity individually and then check in pairs.
3. Teacher check with the class.
Activity 3 ( SB page 15)
1. Teacher writes bag on the board, suing a red pen for the a. Teacher separates out the
II. LESSON DEVELOPMENT three phonemes in the word and say each one separately(B-a-g) before saying the
whole word.
2. Students repeat My bag! After you and find the speech bubbles in the story.
Activity 4 ( SB page 15)
1. Teacher plays the recording. Students look at the picture, read and repeat.
2. Teacher repeats the sentences as a class without the recording. Teacher says it
loudly, slowly. Students take turn to repeat in pairs.
1. Teacher dictates the sound sentences while students write. They compare their
sentences with a partner before checking in the SB
III. POST LESSON
2. Teacher has a spelling test. Individually or in pairs, students write words from the
unit which include the letter sound a as you read them out. Flash, back, bag, etc.
REFLECTION

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 DAILY LESSON PLAN
0715 - 0815
Subject English Language Time
60 minutes

Class Year 1 Date 22/03/2019

Focus skill Language Arts Week / Day 11 Friday

World of Self, Family &

Theme CCE Learning Skills
Friends
At school (Lesson 34)
Topic

Teaching aids Whiteboard, marker pen, flaschcard.

21st Century Skills /

Round table, circle map
Strategy / Activity
CONTENT STANDARDS
4.2 Communicate basic information intelligibly for a 4.3 Communicate with appropriate language form
M range of purposes in print and digital media C
and style for a range of purposes in print and digital
media
LEARNING STANDARDS
4.2.2 Greet, say goodbye, and express thanks using 4.3.1 Use capital letters appropriately in personal
M suitable fixed phrases C
and place names

LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to: By the end of the lesson, pupils should be able to:
M 1. Greet, say goodbye, and express thanks
using suitable fixed phrases
C 2. Use capital letters appropriately in personal
and place names
SUCCESS CRITERIA

1. Some pupils can greet, say goodbye, and express thanks using suitable fixed phrases
2. Most pupils can use capital letters appropriately in personal and place names
1. Task 1 : Work Out the Words
I. PRE-LESSON

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:
II. LESSON DEVELOPMENT
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.
III. POST LESSON 3. Using words the pupils have used in their songs.
REFLECTION