WEEK27 - Unit 4 LUNCHTIME

DAILY LESSON PLAN YEAR 1
WEE
DAY/ DATE CLASS TIME SUBJECT
K
Thursday 12:45 - 1:15
20 18/08/2022 1 English Language
30 minutes
TOPIC UNIT 4 - Lunchtime SUB-TOPIC Food
THEME World of Knowledge
CONTENT STANDARD
MAIN SKILL 1.2 Understand meaning in a variety of familiar contexts.
COMPLEMENTA 3.2 Understand a variety of linear and non-linear print and digital texs by
RY SKILL using appropriate reading strategies .
LEARNING STANDARD
1.2.2 Understand with support specific information and details of very
MAIN SKILL
simple phrases and sentences.
COMPLEMENTAR
3.2.1 Understand the main idea of very simple phrases and sentences .
Y SKILL
LEARNING By the end of the lesson, pupils will be able to:-

OBJECTIVE(S) Listen to and read a picture story with guidance or independently .
SUCCESS 1.Pupils can listen to and read a picture story with guidance .
CRITERIA 2. Pupils can read story independently.
Pre-lesson
1. Review the characters and the story .
Lesson delivery
2. Elicit who the pupils can see in the first picture from the SB page 50-
51 .
LEARNING
3. Pupils listen and read to find out what the friends have got at the end .
OUTLINES
4. Pupils compare their ideas in pairs before the class checking . Check
understanding of HOT .
5. Talk about the value .
Post lesson
6. WHAT ABOUT YOU ?
VOCABULARY / Where’s (Misty)?
GRAMMAR Please
Hot
CONTENT What have you got?
ADDED HOT/
Cooperation Bubble Map
VALUE ITHINK
CCE/CE
THINKING
EMK Learning Skills
Language Categorising
PROCESS
TEACHING AIDS Students book,Worksheet
Attendance : /
REFLECTION
WEEK DAY/ DATE CLASS TIME SUBJECT

38 Thursday 1 12:45 - 01:15 English Language
26/01/2023 30 minutes

CONTENT STANDARD
3.2 Understand a variety of linear and non-linear print and digital texs
MAIN SKILL
by using appropriate reading strategies .
COMPLEMENTARY
SKILL
1.1 Recognise and reproduce target language sounds.
LEARNING STANDARD
3.2.2 Understand specific information and details of very simple
MAIN SKILL
phrases and sentences .
COMPLEMENTARY 1.1.1 Recognise and reproduce with support a limited range of high
SKILL frequency target language phonemes
By the end of the lesson, pupils will be able to:-
LEARNING
1.understand the story by reading the comprehension.
OBJECTIVE(S)
2.answer the questions with guidance / independently .
1.Pupils can understand the story by reading the comprehension.

SUCCESS CRITERIA 2.Pupils can answer the questions with guidance / independently .
Pre-lesson
1. GUESS THE ANSWER
Lesson delivery ( SB page 51 )

2. Check pupils know what to do and their understanding on Who says...?
3. Pupils read the 5 sentences silently .
LEARNING 4. They tick or cross in the table and compare answers in pairs.
OUTLINES 5. Check with the class .
6. Then write sorry and got on the board .
7. Point out that the O is the same sound as in on and off .
8. Pupils find the speech bubble in the story .
Post lesson
9. TEST YOUR MEMORY
VOCABULARY /
GRAMMAR Sorry, stop, shop, hot dog
CONTENT
ADDED
VALUE
cleanliness HOT/ITHINK Bubble Map
CCE/CE
THINKING
EMK Language Thinking Skills
PROCESS
Categorising
TEACHING AIDS Student book / Workbook / radio
LEVEL OF
LEARNING
BAND 1 (Knowledge) ASSESSMENT Written exercise
Attendance : /
REFLECTION
Tuesday 7:45 - 8:45

23 1 English Language
13/09/2022 60 minutes
CONTENT STANDARD
4.3 Communicate with appropriate language form and style for a range
MAIN SKILL
of purposes in print and digital media .
COMPLEMENTARY 4.3 Communicate with appropriate language form and style for a range
SKILL of purposes in print and digital media .
LEARNING STANDARD
MAIN SKILL 4.3.3 Plan , and write words and phrases .

COMPLEMENTARY
SKILL
4.3.2 Spell familiar high frequency words accurately .
LEARNING
1. write the food words correctly.
OBJECTIVE(S)
2. write simple phrases with guidance .
1.Pupils can write at least 3 food words correctly.
SUCCESS CRITERIA
2.Pupils can write 2 simple phrases with guidance .
Pre Lesson
1. ( BEAT THE TEACHER ) using cheese sandwich vocabulary
Lesson delivery
1. Use the picture on p.49 to review the idea of food in the fridge. Ask pupils
which of the foods like they.
2. In their exercise books, pupils draw a fridge (or you could have a worksheet
with a fridge already drawn on it).
3. Have pupils write and maybe draw 5 foods in their fridge.
LEARNING
4. Next, on separate paper, pupils write some questions for their partner (e.g.
OUTLINES
Have you got any steak? Have you got any apples?). They could write 2-5
questions, depending on their proficiency.
5. Pupils exchange their questions with their partner and write the answers
(according to their pictures).
6. Pupils then check each other’s work and fridge. They give their partner a
point for each correct sentence and for each correct guess.
Post lesson
7. TEST YOU MEMORY .
GRAMMAR
Have you got any..? Yes, I have. / No, I haven’t
CONTENT
ADDED HOT/
cleanliness -
VALUE ITHINK
CCE/CE
THINKING
EMK Language
Creativity and Innovation
PROCESS
Categorising
TEACHING AIDS worksheets / student book / work book
Attendance : /
REFLECTION
Tuesday 07:45 - 8:45

24 20/09/2022 1 English Language
60 minutes
CONTENT STANDARD
MAIN SKILL 5.2 Express personal responses to literary texts .

COMPLEMENTARY
SKILL
1.2 Understand meaning in a variety of familiar contexts.
LEARNING STANDARD
MAIN SKILL
5.2.1 Name people , things or places of interest in illustrations
accompanying texts .
COMPLEMENTARY 1.2.3 Understand with a high degree of support very short simple
SKILL narratives .
LEARNING 1.give expression about their favourite food correctly.
OBJECTIVE(S) 2. write simple sentences with guidance by making a simple description about their
favourite food .
1.Pupils can give expression about their favourite food in 3 words correctly.
SUCCESS CRITERIA 2.Pupils can write 2 simple sentences with guidance by making a simple description
about their favourite food
Pre-lesson
1. Review food vocabulary with a fun activity ( TASK 1 : WORK OUT THE
WORDS )
Lesson delivery
2. Ask pupils if they like foods (review) – Do you like pizza/sandwich? And
What’s your favourite pizza/sandwich? Pupils could ask each other
questions in pairs.
LEARNING 3. Review the song from p.48 of the textbook. Ask pupils to tell their partner if
OUTLINES they like the food Tommy makes (e.g. Do you like an apple in your
sandwich?)
4. Tell pupils they will make a simple description. They should work in pairs.
First, pupils should decide on their crazy food.
5. Guide them how to write about their favourite food . Ask them to decorate
their description with their own creativity .
Post lesson
6. Ask pupils to tell each other which crazy food they like/don’t like
GRAMMAR
Do you like X? Yes, I do. / No, I don’t.
CONTENT
ADDED HOT/
VALUE
cleanliness
ITHINK
Bubble Map
CCE/CE
THINKING
EMK Thinking Skills Language
PROCESS
Categorising
TEACHING AIDS Student book / Workbook / radio

Attendance : /
REFLECTION

WEEK27 - Unit 4 LUNCHTIME

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DAILY LESSON PLAN YEAR 1

LEARNING By the end of the lesson, pupils will be able to:-

WEEK DAY/ DATE CLASS TIME SUBJECT

TOPIC UNIT 4 - Lunchtime SUB-TOPIC Food

1.Pupils can understand the story by reading the comprehension.

Lesson delivery ( SB page 51 )

WEEK DAY/ DATE CLASS TIME SUBJECT

Tuesday 7:45 - 8:45

MAIN SKILL 4.3.3 Plan , and write words and phrases .

WEEK DAY/ DATE CLASS TIME SUBJECT

Tuesday 07:45 - 8:45

MAIN SKILL 5.2 Express personal responses to literary texts .

TEACHING AIDS Student book / Workbook / radio

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