Pet Show

DAILY LESSON PLAN
ENGLISH YEAR 1
WEEK 35 TIME 12:00 - 1:00 p.m.
DAY TUESDAY CLASS 1 Ibnu Abbas
DATE LESSON 79
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Pet Show
THEME World of Knowledge
LANGUAGE/GRAMMAR FOCUS Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
MAIN CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.2.1 Understand with support the main idea of very simple phrases and sentences
COM. CONTENT STANDARD 2.1 Communicate simple information intelligibly
COM. LEARNING STANDARD 2.1.5 Name or describe objects using suitable words from word sets
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Understand with support the main idea of very simple phrases and sentences
2. Name or describe objects using suitable words from word sets
ACTIVITIES PRE-LESSON 1. Teacher writes the toys in scrambled letter order on the
board.
2. Students work in pairs and write each word correctly.
LESSON DELIVERY Activity 1(SB page 33)
1. Teacher demonstrates the game for students by playing it
with one or two students at the front.
2. Students take turns to roll the dice and then say and spell
the word in the square they land on. If they can’t say the
word or spell it correctly, they miss a turn.
3. Students play the game in groups of four.
4. Teacher monitors and helps when necessary.
5. If time, make new groups for students to play the game
again.
POST LESSON 1. Teacher asks students what their favourite song; chant or
game is from the unit.
2. Students do the song, chant or game again with the class.
TEACHING AIDS Textbook , Whiteboard ,
Handout , KSSR Teacher's Guidebook

21st CENTURY T&L STARTEGY Presentation iThink Map -
CCE/CE 21st Century Literacy Inquisitive
High Order Thinking Skills Application
Teaching and Learning Strategy Values and Citizenship
Element Across the Curriculum (EMK) EMK -
Language
Moral Values –
Mutual Respect
ASSESSMENT Homework
REFLECTION
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH YEAR 1
WEEK 35 TIME 8:30 - 9:30 a.m.
DAY THURSDAY CLASS 1 Ibnu Abbas
DATE LESSON 80
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Writing
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Complete review of Unit 2 Superminds 1
MAIN CONTENT STANDARD 5.3 Express an imaginative response to literary texts
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products
COM. CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
1. Respond imaginatively and intelligibly through creating simple art and craft
products
ACTIVITIES PRE-LESSON Task 10 : Say What's Missing
LESSON DELIVERY Plan a Language Arts lesson where pupils review pages of Unit 2
and say what they have learned.
You can select pages from Unit 2 you think pupils would benefit
from reviewing, possibly focusing on the songs, chants and stories
as Language Arts texts.
Ask pupils to draw a picture and write about it to show what they
have learned (e.g. My favourite toy is my long, blue train).
Here is a possible lesson, using the song on p24 as a focus
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.
Handout , Marker Pen

CCE/CE 21st Century Literacy Informative
High Order Thinking Skills Evaluation
Teaching and Learning Strategy Knowledge Acquisition
Language
Moral Values –
Courage
ASSESSMENT Homework
REFLECTION
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 36 TIME 12:00 - 1:00 p.m.
DAY MONDAY CLASS 1 Ibnu Abbas
DATE LESSON 81
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled language from lesson 79: animal vocabulary
Adjectives, a/an
MAIN LEARNING STANDARD 1.2.2 Understand with support specific information and details of very simple phrases and
sentences
1. Understand with support specific information and details of very simple phrases
and sentences
ACTIVITIES 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 Task 4 : Correct the error
TEACHING AIDS Whiteboard , Textbook ,

21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map -
Teaching and Learning Strategy Contextual Learning
Language
Moral Values –
Courage
ASSESSMENT Homework
REFLECTION
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 36 TIME 12:00 - 1:00 p.m.
DATE LESSON 82
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Pet Show
What’s your favourite …?
MAIN CONTENT STANDARD 2.1 Communicate simple information intelligibly
MAIN LEARNING STANDARD 2.1.2 Find out about very basic personal information using fixed phrases
COM. LEARNING STANDARD 2.1.3 Express basic likes and dislikes
1. Find out about very basic personal information using fixed phrases
2. Express basic likes and dislikes
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.
TEACHING AIDS Marker Pen , Whiteboard ,
Textbook , Exercise book

Language
Moral Values –
Mutual Respect
ASSESSMENT Homework
REFLECTION _____ pupils were able to achieve the objectives.
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 36 TIME 8:30 - 9:30 a.m.
DATE LESSON 83
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Pet Show
MAIN CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN LEARNING STANDARD 3.1.3 Blend phonemes (CVC, CCVC)
COM. CONTENT STANDARD 3.3 Read independently for information and enjoyment
COM. LEARNING STANDARD 3.3.1 Read and enjoy simple print and digital games at word level
1. Blend phonemes (CVC, CCVC)
2. Read and enjoy simple print and digital games at word level
ACTIVITIES PRE-LESSON Task 4 : Identify the Flashcards
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.
bdogseeratxtelephantthedflizrdnmcatuh
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 solves the puzzle.
POST LESSON Task 11: What About Me?
Marker Pen , Handout

Language
Moral Values –
Courage
ASSESSMENT Homework
REFLECTION
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 37 TIME 12:00 - 1:00 p.m.
DATE LESSON 84
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …
MAIN CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
MAIN LEARNING STANDARD 4.2.3 Express basic likes and dislikes
COM. CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COM. LEARNING STANDARD 4.3.1 Use capital letters appropriately in personal and place names
2. Use capital letters appropriately in personal and place names
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words
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.

Teaching and Learning Strategy Constructivism
Language
Moral Values –
Love
ASSESSMENT Homework
REFLECTION
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 37 TIME 12:00 - 1:00 p.m.
DATE LESSON 85
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Animal vocabulary from Superminds p.34
products
ACTIVITIES PRE-LESSON Play a mime game to review animal vocabulary – teacher says a
word, pupils pretend to be the animal. Similar to Lesson 84, but
this time ask a pupil to write the name of the animal on the board.
LESSON DELIVERY 1. Play a game to review spelling of the eight words from p.34 of
the textbook. For example, pre-lesson tasks 1 or 6. 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 Task 7 : Listen and Point

Language
Moral Values –
Mutual Respect
ASSESSMENT Homework
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 37 TIME 8:30 - 9:30 a.m.
DATE LESSON 86
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Prepositions of place: in, on, under
sentences
and sentences
ACTIVITIES PRE-LESSON 1. Teacher makes 4 teams. Students in each team stand one
behind the other facing the board.
2. Teacher whisper a different animal to the first student in
each team. They whisper it back to the end of the line.
3. The student at the end of the line runs to the board and
writes the animal.
4. This student then stands at the front of the line.
5. Teacher repeats for different animals 3 or 4 times.
6. The teams who wrote the most animal names correctly
is/are the winners
1. Teacher gives students to look at the pictures in the SB.
2. Students prepare their stickers.
3. Teacher plays the recording. Students listen and choose
the correct stickers.
4. Teacher plays the recording again and check answers.
5. Students stick the stickers on the pictures.
6. Teacher plays the recording again with the stickers in
place.
Activity 2 ( SB page 35)
1. Teacher plays the first sentence
2. Students mime where the lizard is e.g. they put their hands
in their bags and say the sentence.
3. Teacher repeats for the other two sentences.
4. Students practise in pairs. One says a sentence and the
other mimes in, on or under.
Activity 3( SB page 35)
1. Teacher demonstrates the activity by making a statement
about a picture for students to say the number e.g. The
spider is under the book (Number five)
2. Students practise in open pairs and then in closed pairs.
POST LESSON 1. A student turns a face the board and closes hi/her eyes.
2. Teacher hides an animal flashcard in, on or under a known
object, e.g a book.
3. The student walks around the room. Teacher says No/Yes
to indicate when they are near the objects.
4. The student tries to guess e.g. Is it under the desk.
TEACHING AIDS Whiteboard , Textbook ,
Marker Pen , Handout

21st CENTURY T&L STARTEGY Hot Seat iThink Map -
CCE/CE 21st Century Literacy Communicative
Language
Moral Values –
Mutual Respect
Mutual Respect
ASSESSMENT Homework
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 38 TIME 12:00 - 1:00 p.m.
DATE LESSON 87
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Plural animal nouns (e.g. dogs, spiders, rats)
Recycled animals, colours, prepositions
MAIN LEARNING STANDARD 2.1.5 Name or describe objects using suitable words from word sets
COM. CONTENT STANDARD 1.1 Recognise and reproduce target language sounds
COM. LEARNING STANDARD 1.1.1 Recognise and reproduce with support a limited range of high frequency target
language phonemes
2. Recognise and reproduce with support a limited range of high frequency target
language phonemes
ACTIVITIES PRE-LESSON 1. In pairs, students take turns to mime one of the animals
for their partner to guess.
1. Students look at the picture in the SB. Teacher elicits what
animals they can see and where some of them are. Teacher
plays the recording. Students follow the song in their SB.
2. Teacher plays the recording again, pausing after every
four lines for students to repeat.
3. When students have learnt the song, teacher practise it
with the whole class and then in groups.
4. Teacher focuses on the plural nouns. Teacher writes e.g.
one elephant, two elephants on the board.
5. Teacher writes s for the plural using a different colour.
6. Teacher says each plural noun for students to repeat.
POST LESSON 1. Students sing the song form SB activity 1 again.

High Order Thinking Skills Analysis
Teaching and Learning Strategy Multiple Intelligence
Language
Moral Values –
Freedom
ASSESSMENT Homework
DAILY LESSON PLAN
ENGLISH YEAR 1
WEEK 38 TIME 12:00 - 1:00 p.m.
DATE LESSON 88
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled topic vocabulary and other Year 1 vocabulary as appropriate
MAIN CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
MAIN LEARNING STANDARD 3.2.2 Understand specific information and details of very simple phrases and sentences
COM. LEARNING STANDARD 2.1.3 Express basic likes and dislikes
1. Understand specific information and details of very simple phrases and sentences
ACTIVITIES PRE-LESSON Task 6 : Finger-Writing using
animal vocabulary
LESSON DELIVERY 1. Review animal vocabulary if necessary. Play pelmanism using
the cards pupils made in Lesson 85.
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. Give out worksheet (or write the table on the board, asking
pupils to copy it into their exercise books).
4. Ask pupils to read the sentences about the children in the
pictures. They should read and put a tick or cross (or write yes or
no) in the table depending if the child likes or dislikes the animal.
5. Have pupils check their answers with a partner before checking
with the whole class.
6. Ask pupils to write their own name under the names in the table
and put ticks or crosses in the table for their own likes and dislikes.
7. Pupils tell their partner what they like and dislike before some
pupils tell the class.
POST LESSON Task 12: What About You?

Language
Moral Values –
Self-Reliance
Self-Reliance
ASSESSMENT Homework
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 38 TIME 8:30 - 9:30 a.m.
DATE LESSON 89
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled animal vocabulary and prepositions from topic 3 (Pet Show)
and
media
MAIN LEARNING STANDARD 4.2.5 Connect words and proper names using ‘and’
and digital media
COM. LEARNING STANDARD 4.3.3 Plan and write words and phrases
1. Connect words and proper names using ‘and’
2. Plan and write words and phrases
ACTIVITIES PRE-LESSON Task 5 : Sit Down, Stand Up
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. Ask a few pupils to be the teacher. and to give instructions like
these to their classmates.
4. 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)
5. Ask pupils to read the sentences and orally correct the false
information.
6. Pupils draw a similar (or more basic) picture in their exercise
books and write a similar false sentence.
7. Pupils swap their exercise books with a partner and correct each
other’s false sentences in writing.
8. Pupils talk together about the mistakes to check the answers.
9. Pupils write a correct sentence under their picture.
POST LESSON Task 3 : Guess the Word

Language
Moral Values –
Courage
ASSESSMENT Homework
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK 39 TIME 12:00 - 1:00 p.m.
DATE LESSON 90
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Language Arts
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Animal vocabulary of your choice (review or extend)
MAIN CONTENT STANDARD 5.1 Enjoy and appreciate rhymes, poems and songs
MAIN LEARNING STANDARD 5.1.1 Demonstrate appreciation through non-verbal responses to
i) simple chants and raps ii) simple rhymes iii) simple action songs
COM. CONTENT STANDARD 5.1 Enjoy and appreciate rhymes, poems and songs
COM. LEARNING STANDARD 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation,
rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs
1. Demonstrate appreciation through non-verbal responses to i) simple chants and
raps ii) simple rhymes iii) simple action songs
2. Say the words in simple texts, and sing simple songs with intelligible pronunciation,
rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple
action songs
LESSON DELIVERY Plan a Language Arts lesson where pupils can listen to, mime with
and begin to join in with a rap or chant about animals.
See Lesson 62 for one way of helping pupils to join in with a chant.
Other ways are of course possible.
You could use the lesson to review animal vocabulary or to
introduce new animals, perhaps some they can find in their home
environment.
POST LESSON Task 2 : Make Connections

Language
Moral Values –
Mutual Respect
ASSESSMENT Homework
DAILY LESSON PLAN

ENGLISH YEAR 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE LESSON 91
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Listening
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled topic language: animals and prepositions
MAIN LEARNING STANDARD 1.2.5 Understand short supported questions
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.2.2 Understand with support specific information and details of very simple phrases and
sentences
1. Understand short supported questions
and sentences
ACTIVITIES 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. Tell pupils that a spider (The class can give the spider a name if
they like) is hiding somewhere among the objects/in the picture,
and that pupils have to find it.
3. Ask one pupil to come to the front of the class, think of a place to
hide the spider. Ask him/her to write down or whisper to you
where the spider is.
4. The class guess (e.g. Is it under the desk?) until someone guesses
correctly. A new pupil then comes to the front, and the game
continues.
5. Continue the game for one or two rounds.
6. Divide pupils into pairs or small groups.
7. Give them a copy of the picture of the classroom objects if you
can. If not, pupils can play the game using the pictures or
flashcards on the wall.
8. Tell one pupil in each pair to write down where the spider is
hiding and to cover this information. The other pupil in the pair or
pupils in the group guess, as in step 5. They can check their final
correct guess against what the first pupil has written if necessary.
9. A new pupil hides the spider after a correct guess, and the game
continues as in step 8.
TEACHING AIDS Choose an item. , Choose an item. ,
Choose an item. , Choose an item.

21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Language
Moral Values –
Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 92
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled topic language: prepositions, plural nouns
Imperative: Put…
Classroom vocabulary
Colours
COM. LEARNING STANDARD 1.2.4 Understand short basic supported classroom instructions
2. Understand short basic supported classroom instructions
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 pencil cases in the red bag ).
2. Continue for 4 or 5 rounds with a new pupil each time.
3. Divide pupils into large groups of about 6-8. Ask them to use
their own classroom objects to continue the game. Make sure that
pupils take turns to give instructions.
4. Tell pupils that the focus will now change to a new activity.
5. Hand out or draw the grid from the next page of this scheme of
work on the board, and ask pupils to copy it. Draw the grid on the
next page on the board, and ask pupils to copy it.
6. Tell pupils that they will pretend to hide a pencil in 3 places, and
that their friend must find the 3 places.
7. Pupils tick () 3 boxes in the grid, and then work in pairs or
small groups to guess where their partner’s classroom objects are.
8. They guess by asking questions such as Is the pen under the
book/in the bag?
9. The game continues in the same way as in lesson 81.

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 93
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Listening
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled animal vocabulary
and digital media
COM. LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
2. Spell familiar high frequency words accurately
ACTIVITIES PRE-LESSON Task 6 : Finger-Writing
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 pencil cases in the red bag ).
2. Continue for 4 or 5 rounds with a new pupil each time.
3. Divide pupils into large groups of about 6-8. Ask them to use
their own classroom objects to continue the game. Make sure that
pupils take turns to give instructions.
4. Tell pupils that the focus will now change to a new activity.
5. Hand out or draw the grid from the next page of this scheme of
work on the board, and ask pupils to copy it. Draw the grid on the
next page on the board, and ask pupils to copy it.
6. Tell pupils that they will pretend to hide a pencil in 3 places, and
that their friend must find the 3 places.
7. Pupils tick () 3 boxes in the grid, and then work in pairs or
small groups to guess where their partner’s classroom objects are.
8. They guess by asking questions such as Is the pen under the
book/in the bag?
9. The game continues in the same way as in lesson 81.
POST LESSON Task 9 : Read Your Friend's Mind

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE LESSON 94
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled prepositions and topic vocabulary
MAIN CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD 4.3.3 Plan and write words and phrases
and digital media
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. Pupils swap puzzles with a partner and solve each other’s
puzzles. They write sentences accordingly.
POST LESSON Task 10: Test Your Memory

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE LESSON 95
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Listening
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Prepositions of place
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of contexts
products
ACTIVITIES PRE-LESSON Do a vocabulary review activity to remind pupils of any words you
will recycle from Units 1 or 2 (e.g. Pre-lesson task 1, 4 or 6).
LESSON DELIVERY 1. Divide the class into pairs. Assign pupils a number 1 or 2.
2. Ask pupil 1 from each group to come to the front of the room.
Dictate one or more sentences about animals and the classroom
(examples given). The pupils listen and quickly draw a rough
picture to help them memorise the sentences.
3. Next, pupil 1 goes to pupil two and dictates the picture as you
did. Pupil 2 quickly draws the picture.
4. In ‘secret’, pupils colour their picture. They can choose their own
colours.
5. Pupils compare pictures and decide which colours are best for
each item.
6. Pairs of pupils draw a final picture and colour it according to
what they have decided.
7. Display pupils’ work in the classroom. Ask pupils to look at each
other’s pictures and say which their favourite one is.
POST LESSON Play a game in small groups, where pupils direct each other to put
items around the classroom, (e.g. The Superminds book is on the
chair).

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ENGLISH YEAR 1
DATE LESSON 96
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS I like/I don’t like
Happy mouth/sad mouth
What about you?
sentences
and sentences
ACTIVITIES PRE-LESSON 1. Teacher writes the plurals of the animals on the board in
jumbled letter order.
2. Students unjumble the words in pairs.
LESSON DELIVERY Activity (Practice)
1. Teacher holds the flashcards of, e.g the lizard, close to you
and says I like lizards. Look happy.
2. Teacher puts the flashcard of, e.g. the cat , on the other
side of the room and say 1 don’t like cats. Look unhappy.
3. Repeat for two other animals.
Acitivity 1 ( SB page 37)
1. Students look at the pictures in their SB. Teacher elicits
who and what they can see.
2. Teacher plays the recording. Students listen and point.
Activity 3 (SB page 37)
1. Teacher plays the recording. Students listen and repeat in
chorus.
Activity 4 ( SB page 37)
1. Teacher demonstrates the activity with a student, e.g.
teacher: I like frogs. What about you? Student: I like frogs
too.
2. Teacher gives students more practise in open pairs.
3. Students do the activity in closed pairs.
POST LESSON Task 10: Test Your Memory

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ENGLISH YEAR 1
DATE LESSON 97
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Imperatives: Come back, touch
Adjectives: amazing, clever
I’ve got an idea
MAIN CONTENT STANDARD 1.3 Use appropriate listening strategies in a variety of contexts
MAIN LEARNING STANDARD 1.3.1 Predict words they will hear by using knowledge of a topic
COM. LEARNING STANDARD 1.2.3 Understand with a high degree of support very short simple narratives
1. Predict words they will hear by using knowledge of a topic
2. Understand with a high degree of support very short simple narratives
ACTIVITIES PRE-LESSON 1. Teacher elicits from the students the names of the four
Super Friends.
2. Teacher asks students to mime their special powers.
3. Teacher elicits what Whisper can do(speak to animal)
4. Teacher writes I like animals and I don’t like animals on
the board. Teacher elicits which Whisper says.
LESSON DELIVERY Activity 1 (SB page 38-39)
1. Teacher checks understanding of tree.
2. Teacher plays the recording. Students listen and read to
find out what is in the tress(spiders)
3. Students compare their ideas in pairs before the class
check.
4. Teacher plays the recording again. Teacher pauses after
each frame to check comprehension.
POST LESSON 1. Teacher puts students in groups of four.
2. Students each take a role of one of the characters.
3. Teacher plays the recording. Students repeat in role.
4. Students practise the role play in groups.
5. Volunteer groups role play for the class.

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ENGLISH YEAR 1
DATE LESSON 98
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled language from the story in lesson 97
COM. CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
COM. LEARNING STANDARD 3.1.4 Segment phonemes (CVC, CCVC)
2. Segment phonemes (CVC, CCVC)
ACTIVITIES PRE-LESSON 1. Teacher writes Whisper and Flash on the board and draws
a spider.
2. Teacher says phrases from the story, spoken by Whisper.
Flash and the spider, e.g. I like spiders. I don’t like spiders.
They like spiders
3. Students call out Whisper, Flash or Spider.
LESSON DELIVERY Activity 2 (SB page 39)
1. Teacher checks students know what to do.
2. Students read the four sentences silently.
3. They circle yes or no and compare answers in pairs.
4. Teacher checks with the class.
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, quickly, whisper
it, etc.
3. Students take turns to repeat in pairs.
POST LESSON 1. Students close their SB.
2. Teacher dictates the sound sentences while students
write. They compare their sentences with a partner before
checking in the SB.
3. Teacher dictates the following words: big, bag, sit, bad,
bed.

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ENGLISH YEAR 1
DATE LESSON 99
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled vocabulary: classroom objects, animals
media
media
COM. LEARNING STANDARD 4.2.5 Connect words and proper names using ‘and’
ACTIVITIES PRE-LESSON 1. Teacher places the flashcards on the board and write a
number between 1 and 8 under each one.
2. Students draw a 2x2 grid in their notebooks and write a
number of their choice in each square.
3. Teacher calls out the animals at random. Students cross
out the numbers as they hear the animals.
4. The first student(s) to cross out all four is/are the
winner(s).
1. Teacher tells students to look carefully at the pictures.
2. Teacher asks students to read and circle the correct
pictures when teacher says cats or other animals like dogs,
rats, ducks and lizards.
1. Teacher reads the model sentences with the class.
2. Teacher checks they know what to do and reminds them
to choose animals.
3. Teacher goes around the class to check and help.
POST LESSON Choose an item.

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ENGLISH YEAR 1
DATE LESSON 100
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Your choice
MAIN LEARNING STANDARD 5.1.1 Demonstrate appreciation through non-verbal responses to
i) simple chants and raps ii) simple rhymes iii) simple action songs
COM. CONTENT STANDARD 5.1 Enjoy and appreciate rhymes, poems and songs
COM. LEARNING STANDARD 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation,
1. Demonstrate appreciation through non-verbal responses to i) simple chants and
raps ii) simple rhymes iii) simple action songs
rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple
action songs
ACTIVITIES PRE-LESSON Aim to have pupils listen to the song, do some actions and join in
when they can/want to.
LESSON DELIVERY As a follow up, pupils could work in small groups to create a
picture that represents the song, or they could write words they
remember or a sentence from the song.
POST LESSON As a follow up to the song, ask the children if they liked the song, if
they liked the tune (music) and the words, which was their
favourite animal and so on.

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ENGLISH YEAR 1
DATE LESSON 101
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Language Arts
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled topic language: animals, prepositions
Colours, adjectives
It goes
MAIN LEARNING STANDARD 1.2.3 Understand with a high degree of support very short simple narratives
ACTIVITIES PRE-LESSON Task 2 : Guess The Answer
LESSON DELIVERY 1. Teach pupils the meaning and pronunciation of It goes.
2. Give pupils a copy of the picture (see Materials/References
column) or ask them to copy it.
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, and pupils number the places 1-5.
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.
POST LESSON Mark the answers to your story at the start of the lesson on the
picture and do Task 10: Test Your Memory

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ENGLISH YEAR 1
DATE LESSON 102
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled language: animal vocabulary, I like/don’t like…, What about you?
MAIN LEARNING STANDARD 2.1.2 Find out about very basic personal information using fixed phrases
COM. LEARNING STANDARD 1.2.5 Understand short supported questions
1. Find out about very basic personal information using fixed phrases
LESSON DELIVERY 1. Divide pupils into groups of about 5.
2. Draw a grid 5 squares by 5 on the board
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.
POST LESSON Pupils share the bar chart information with the rest of the class or
with other groups.

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ENGLISH YEAR 1
DATE LESSON 103
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Listening
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled animal vocabulary, like, numbers
Lives in/doesn’t like
reading strategies
MAIN LEARNING STANDARD 3.2.2 Understand specific information and details of very simple phrases and sentences
sentences
1. Understand specific information and details of very simple phrases and sentences
and sentences
LESSON DELIVERY 1. Nominate 5 or 6 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
(using the target language) and the class has to 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.
5. Put Grid 1 from the next page on the board. Pupils read these out
and the whole class helps you to complete the grid.
6. After solving the problem, pupils then draw the empty grid again
in their exercise books.
7. Divide pupils into groups of 4, give each pupil one of the 4 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.
POST LESSON Task 10: Test Your Memory using pictures to represent
the children in the activity

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ENGLISH YEAR 1
DATE LESSON 104
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled: animals vocabulary, I like/don’t like…
media
media
COM. LEARNING STANDARD 4.2.1 Give very basic personal information using fixed phrases
2. Give very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON Choose an item.
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.
Show pupils how to interpret the data in the bar chart.
5. Have pupils put their bar charts on the computer, if appropriate,
and to then write about them. If computers are not available, this
can easily be done on paper.
6. Give pupils some time to look at each other’s’ work. You could
display it if you can print it out.
POST LESSON Task 12: What About You?
Choose an item. Choose an item.

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ENGLISH YEAR 1
DATE LESSON 105
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS I like/don’t like
Animals review
Colours review
Initial sounds and rhyming
Introduction to linking words but / and
COM. CONTENT STANDARD 1.1 Recognise and reproduce target language sounds
COM. LEARNING STANDARD 1.1.1 Recognise and reproduce with support a limited range of high frequency target
language phonemes
products
2. Recognise and reproduce with support a limited range of high frequency target
language phonemes
LESSON DELIVERY Plan a Language Arts lesson based around short, rhyming
sentences.
Review adjectives and animals. You could ask pupils to alphabetise
them, which would help with the main activity.
Provide pupils with a model sentences that rhyme about animals
(example given). You could do this with a rhythm, so it is a chant.
Encourage pupils to create their own rhyming sentences with
like/don’t like in pairs. Encourage the use of but or and if suitable.
Depending on time available, have pupils draw a picture of the
animal they like (or don’t like). They could perhaps write a
sentence too, e.g. I like brown birds.
POST LESSON Choose an item.

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ENGLISH YEAR 1
DATE LESSON 106
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Listening
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled language: animals, plurals, numbers, toys
and digital media
MAIN LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
ACTIVITIES PRE-LESSON 1. Students write down as many toys and games as they can
in one minute.
2. Pairs and then fours compare their lists.
3. Teacher elicits from the class onto a word map on the
board. Teacher checks spelling.
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 and write the number of elephants on the board against the
correct word
5. Now ask pupils to write the numbers and animals in their
exercise books.
6. Check answers with the whole class.
POST LESSON 1. Students try to remember where they placed their stickers
for SB Activity 1.
2. Teacher students from the class where the stickers are, e.g.
The cats is in the tree.
3. Teacher gives the instructions from SB activity 1 again if
necessary.
4. Students stick the stickers in the correct places in the SB

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ENGLISH YEAR 1
DATE LESSON 107
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground
COM. LEARNING STANDARD 1.2.5 Understand short supported questions
ACTIVITIES PRE-LESSON 1. Teacher sticks to flashcard of the frog on the board.
Teacher elicits what it is.
2. Teacher sticks some green strips of paper (like grass)over
the grass to hide it.
3. Teacher tells students this is grass and the frog is hiding.
4. Teacher elicits/teaches the word camouflage. Teacher
writes it on the board.
5. Teacher asks students what other animals use camouflage,
e.g. zebras and tigers.
6. Teacher pre-teaches hide.
1. Teacher asks students to see the picture of animals such as
snake, crocodile, butterfly, tiger and giraffer.
2. Teacher asks the colour or other characteristics of the
animals in the picture. Students answer the question e.g.
The snake is green and black, etc.
Activity 2(SB page 42)
1. Teacher elicits what animals they can see.
2. Teacher checks understanding of new words
1. Teacher reads the instruction aloud and checks
understanding.
2. Students compare their ideas in fours.
3. Teacher checks and discusses with the class.
POST LESSON 1. Teacher writes the following prompt on the board: Today
I’ve learnt about:
2. Teacher elicits from the students what they learnt today,
e.g. camouflage and animal colours.
3. Teacher writes it on the board for students to copy.

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ENGLISH YEAR 1
DATE LESSON 108
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS leaves, tall (grass)
reading strategies
MAIN LEARNING STANDARD 3.2.3 i) Use visuals on the page to help understand a word or phrase
ii) Identify and remember high frequency sound and letter patterns
COM. CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
COM. LEARNING STANDARD 3.1.3 Blend phonemes (CVC, CCVC)
1. Use visuals on the page to help understand a word or phrase
2. Identify and remember high frequency sound and letter patterns
ACTIVITIES PRE-LESSON 1. Teacher elicits some of the examples of camouflage from
the previous lesson.
2. Teacher encourages students to add other examples they
may have thought of since then.
1. Teacher reads the instruction aloud and checks
understanding.
2. Teacher checks students know what to do.
3. They match the animals with the places and talk about
their ideas in pairs.
4. Teacher elicits sentences from the students and writes
them on the board.
5. Teacher checks understanding of new words.
POST LESSON 1. Teacher writes the following prompt on the board: Today
I’ve ..
2. Teacher elicits from students what they learnt today. E.g.
made a camouflage and learnt where animals hide.
3. Teacher writes on the board. Students copy it into their
notebooks.

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ENGLISH YEAR 1
DATE LESSON 109
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Reading
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Imperatives: Hug, Go to open, Pick him up, Tie, Mark
Parts of the body: face, eyes, nose
paper plate, mask, hole
MAIN LEARNING STANDARD 1.2.3 Understand with a high degree of support very short simple narratives
sentences
and sentences
ACTIVITIES PRE-LESSON 1. Teacher gives students some simple instructions for them
to carry out, e.g. Point to the door. Put your book on your
desk.
2. Students take turns to give other instructions to the class
1. Teacher pre-teaches cold and hug.
2. Teacher plays the recording. Teacher acts out the story to
the class.
3. Teacher plays the recording again. Students act out the
story with you.
4. Students look at the pictures in their SB and try to
sequence them.
5. They compare the order in pairs. Teacher checks with the
class.
1. Students look at the sentences and try to match them with
the pictures.
2. They compare their ideas in pairs.
3. Teacher plays the recording again for them to check their
answers.
1. Teacher demonstrates the activity for the class. Students
say sentences for their partner to act out. They don’t tell a
story.
2. Teacher gives students time to prepare their sentences.
3. Teacher does the activity first in open pairs.
4. Then students practise in closed pairs.
POST LESSON 1. Students work in groups of four. They adapt the story
from SB Activity 1, changing the animal or some of the
instructions, e.g open your desk. Pick up the big spider.
2. Groups mime and then read their stories.

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ENGLISH YEAR 1
DATE LESSON 110
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Camouflage
X hides in …
sentences
products
and sentences
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. Gather realia (see Materials/References column) or 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. In pairs or small groups, pupils design and create a collage on
poster paper. They draw an animal on the poster 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.

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ENGLISH YEAR 1
DATE LESSON 111
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled animal vocabulary, plurals and numbers from lesson 106
There are …
sentences
and sentences
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.

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ENGLISH YEAR 1
DATE LESSON 112
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled imperatives and animal vocabulary from lesson 109
COM. CONTENT STANDARD 2.2 Use appropriate communication strategies
COM. LEARNING STANDARD 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase
and sentences
ACTIVITIES PRE-LESSON Brainstorm with pupils possible ways of adapting the action story
on Superminds p.44.
Possibilities include: another animal, different weather, another
setting, such as a park or classroom, animal is hungry/thirsty, hot
etc.
Help pupils with new vocabulary as appropriate.
LESSON DELIVERY 1. Divide pupils into small groups and ask them to create a new
action story.
2. Provide pupils with a language frame to help them structure the
story, e.g.
1. Listen!
2. …
3. …
4. …
5. …
6. …
7. …Pick him up.
6. Pupils create their story. They can write the story down, if they
like, but must also be able to say the story.
7. Pupils tell their story to other groups, who mime the story.
POST LESSON Pupils identify differences between their stories and the original in
Superminds p.44. Some of this part of the lesson may need to be in
L1, because the focus here is more on thinking than on language
production.

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ENGLISH YEAR 1
DATE LESSON 113
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1, as
appropriate
reading strategies
MAIN LEARNING STANDARD 3.2.3 i) Use visuals on the page to help understand a word or phrase
COM. CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purpose in print and digital
media
COM. LEARNING STANDARD 4.2.5 Connect words and proper names using ‘and’
1. Use visuals on the page to help understand a word or phrase
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words
LESSON DELIVERY 1. Ask pupils to look at p.42 of Superminds. Review some of the
vocabulary.
2. Write your sentences on the board or give them to pupils on a
worksheet. 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 collages from Lesson 110.
They should write 2 or 3 sentences about their posters, some true,
some false.
(NB this lesson continues into Lesson 114.)

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ENGLISH YEAR 1
DATE LESSON 114
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 107 and 108
and digital media
MAIN LEARNING STANDARD 4.3.3 Plan and write words and phrases
and digital media
LESSON DELIVERY 1. Ask pupils to look again at the True/False sentences they wrote
about their own collages. Let them read carefully and try to find
and correct any language or spelling mistakes.
2. Pupils swap their collages and sentences with another pair. The
pair reads the sentences and corrects the information of any false
sentences.
3. Ask pupils to check spelling and language in the sentences.
Pupils can pretend to be a teacher in stages 2 and 3.
4. Pupils swap back the collages and sentences.
5. Pupils now re-write correct and true sentences about their
collages.
6. Display the collages.

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ENGLISH YEAR 1
DATE LESSON 115
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Review animal vocabulary and prepositions through a song (or chant)
MAIN LEARNING STANDARD 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation,
COM. CONTENT STANDARD 5.3 Express an imaginative response to literary texts
COM. LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products
rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action
songs
products
ACTIVITIES PRE-LESSON Review some animal vocabulary as necessary using a game. This
could be a miming game, where children mime the different
animals from the unit. Or choose a pre-lesson task that is suitable
to your class.
LESSON DELIVERY 1. Show a flashcard/picture of a monkey and elicit/teach the word
monkey.
2. Encourage the children to mime monkeys as they say (I’m) a
monkey.
3. If necessary, review numbers 1-5, showing pupils how to count
them on their fingers. You can use the five monkey flashcards on
the board to show this if necessary.
4. Play the song. As pupils listen, they should hold up the correct
number of fingers.
5. Check pupils’ understanding of ‘jump’ and ‘bed’
6. Play the song again and encourage the pupils to sing along as
much as possible.
7. Using animal flashcards if necessary, elicit different animals
from the pupils.
8. Put pupils in groups of five. They should choose an animal and
create a new version of the song, which they will act out (each
pupil being one of the animals).
9. Groups should practice. Play the song again 2-3 times to help
them practise.
10. Groups perform their song to the class.
POST LESSON Ask pupils some questions about monkeys. These don’t need to be
answered accurately or fully. The aim is to encourage
communication and fluency.
For example:
- Do you like monkeys?
- What do they eat?
- Where do they live?
- Do you think they are well camouflaged there?
- Can you have a monkey as a pet?
You could talk to pupils about conservation of monkeys’ natural
habitat or perhaps about the problems of keeping monkeys as pets.

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE LESSON 116
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Pet Show
LANGUAGE/GRAMMAR FOCUS Recycled language: toys, animals, prepositions, numbers, colours
and digital media
MAIN LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
COM. CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
COM. LEARNING STANDARD 3.2.4 Use with support a simple picture dictionary to find, list and categories words from
Year 1 topics and themes
2. Use with support a simple picture dictionary to find, list and categories words from
Year 1 topics and themes
ACTIVITIES PRE-LESSON 1. Teacher writes the animals in scrambled letter order on
the board.
2. Students work in pairs and write each word correctly.
1. Students do the quiz in pairs. The first time they do it
without looking back through the unit.
2. Pairs check their work with the other pairs.
3. Students then look back to check questions they didi not
know.
4. Teacher check answers with the class.
Activity 2
1. Put Toy flashcards on the board
The flashcards should show pictures for this vocabulary
rat, duck, frog, lizard, cat, elephant, spider, dog
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.
POST LESSON 1. Teacher asks students what their favourite song, chant or
game is from the unit.
2. Teacher does the song, chant or game again with the class.

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA

Pet Show

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DAILY LESSON PLAN

Handout , KSSR Teacher's Guidebook

Handout , Marker Pen

DAILY LESSON PLAN

Handout , Marker Pen

DAILY LESSON PLAN

Textbook , Exercise book

DAILY LESSON PLAN

Marker Pen , Handout

DAILY LESSON PLAN

Handout , Marker Pen

DAILY LESSON PLAN

Handout , Marker Pen

DAILY LESSON PLAN

Marker Pen , Handout

DAILY LESSON PLAN

Handout , Marker Pen

Handout , Marker Pen

DAILY LESSON PLAN

Handout , Marker Pen

DAILY LESSON PLAN

Handout , Marker Pen

DAILY LESSON PLAN

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