Lesson Plan Unit 5

Institution : LKP Yayasan Bina Ilmu Bali

Course Program : English
Level : 1st Grade (Young Learner)
Competency Standards :
Reading:
- Reading proficiently at grade level and having the ability to decode and recognize
increasingly complex words accurately.
- Comprehending short text and reading aloud
- Increasing the student’s academic and content-specific vocabulary by reading a variety of
literature and informational text.

Speaking/ Listening:
- Developing speaking/listening skills as he/she is engaged with peers and adults in
collaborative conversations that provide additional opportunities to express ideas and
experiences.
- Understanding the sound of language, pronouncing words / spoken utterances
- Expressing the ideas, feeling, and information through self-introduction, greetings, and
recognizing the objects.

Writing
- Writing simple pieces
- Writing text by tracing, imitating, completing, and copying.

Basic Competence:
- Reading proficiently at grade level and having the ability to decode and recognize
increasingly simple words accurately.
- Increasing the student’s academic and content-specific vocabulary by reading a variety of
literature and informational text.
- Developing speaking/listening skills to express ideas and experiences.
- Writing simple pieces based on the growing knowledge.
- Rewriting simple words correctly.
- Completing simple sentences properly

Indicator :
- Participates in collaborative conversations with diverse partners.
- Asks and answers questions in key details.
- Gives response by repeating words about school supplies from teacher or CD.
- Says words with correct pronunciation.
- Identifies information in the simple text and descriptive text
- Rewrites and matches words with pictures properly..

Time Allocation: 3 x 60 Minutes

A. Goal
- Students are able to respond by repeating words or sentences that they hear either from
teacher or CD.
- Students are able to respond by repeating words or sentences with correct pronunciation.
- Students are able to reproduce questions and respond to questions with proper pronunciation
and intonation.
- Students are able to identify information in the simple sentences and in descriptive text.
- Students are able to rewrite and match pictures correctly.
- Students are able to complete sentences with correct words.

B. National Character Traits and Values

- Looking after your things for school
- Sharing your toys
- Making friends at school
- Giving things to your friends
- Keeping fit
- Playing with your friends
- Loving your town
- Being kind to animals
- Wearing clean clothes
- Eating good food
- Playing outside in the sun
- Using your time well

C. Teaching Method
- Students point to the words as they listen to the audio track from the Classroom Presentation
Tool
- Students match the sound with the written word
- Students altogether repeat new words that they hear from the audio track from the Classroom
Presentation Tool
- Each student should repeat the new words loudly
- Students work in pairs having each other point to a photo and say the word of that photo
- Students take turns to point and say until all the words have been practiced

D. Planned Activities
- Responding to the school supply theme-related photo
- Vocabulary session
- Grammar session
- Reading informational texts appropriate for Level 1 with discussion sessions.
- Games
- Phonics session
- Watching a video about classrooms in other countries

E. Materials
- Identifying parts of the body
- Examples: leg, foot, mouth, eye, head, ear, arm hand
- Identifying plural and singular
- Examples: This is my head.
i. These are my hands.
- Describing people using he’s / she’s got and he / she hasn’t got
- Example: He’s got black hair.
ii. She hasn’t got blue eyes.
- Listening to and singing a song about parts of the body
- Phonics q, r, s, t, u
- Watching a video about masks from other countries

F. Steps of Learning Activities:

Meeting I

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures to
give an idea of the unit being discussed.
 Teacher asks to the students about pictures
that he/she has shown.
 Play TR: 67 and pause after the first word. Resources: Audio
Point to the correct place in the photo (leg) Tracks 67–68,
so that students know what to do. • Play Classroom
TR: 67 again and model pointing to the Presentation Tool,
parts of the photo as you hear the words. Flashcards 74–81,
Ask students to point to the words as they Workbook page 40,
listen. Invite a student to come to the front Workbook Audio
of the class. Track 25, Online
 Play TR: 68. Pause after the first word.
Repeat the word to model the activity for Practice Materials:
students. Continue with TR: 68 as students cardboard, glue,
repeat the words as a class. • Play TR: 68 buttons, ribbons,
again and invite individual students to scrap paper, paper
repeat the words. clips, dance music,
 Put students into pairs. Ask them to take sticky tack, dried
turns to point to parts of their own body beans, pasta, pulses,
and to ask and answer. rice, photos of some
of these fruits and
vegetables
 d. Play TR: 69. Ask students to listen to Resources: Audio
the chant and clap to the rhythm. • Play Tracks 69–71,
TR: 69 again. Ask students to touch their Classroom
body parts as they say the chant. Presentation Tool,
 play TR: 70. Tell students to listen and Flashcards 74–81,
read. Play TR: 70 again and ask students Workbook page 41,
to repeat the sentences as a class. Workbook Audio
 Play TR: 71 all the way through. Ask Track 26, Online
students to listen to the sentences and Practice Materials:
follow in their books. Play TR: 71 again. sticky tack, a soft ball
Tell students to listen and write the or similar (one per
numbers. • Check answers with the class. class or several for a
Play TR: 71 for a third time, pausing at the larger class)
end of each sentence. Invite students to say
the number and the body part and then
 point to the corresponding picture
 Tell students to do the activity in pairs
taking turns to point and say.
 Play TR: 72 and ask students to listen and Resources: Audio
repeat the words. Then use actions and Tracks 72–73,
descriptions to teach the new words. Classroom
 Play TR: 73 again, pausing after the first Presentation Tool,
paragraph. Ask students to listen and read. Flashcards 82–85,
Point to the photo and ask Is this a Workbook page 42,
skeleton or a boy? (a boy) Workbook Audio
 Ask students to complete the matching Track 27, Online
activity individually. • Correct the activity Practice Materials:
by saying the colours and asking students glue, cotton buds,
to respond with the body words as a class black foam, white
foam, scissors, a doll,
a toy skeleton or a
photo of a skeleton

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Play some dance music. Say Move your [arms] Music
and model doing this. Repeat with more actions
as students dance.
• Tell students to sit in a circle. Throw a soft
ball or other small object to a student. Then
point to a part of the student’s face or body.
Point to either a singular part such as a nose or
plural parts such as two eyes or two hands
• Practice the words for colours and parts of the
body. Say a colour such as red and write it on
the board. Then say a body part such as arm
and write it on the board. Say other colours and
body parts at random one at a time

Meeting II

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures to
give an idea of the unit being discussed.
 Teacher asks to the students about
pictures that he/she has shown.
 . Play TR: 74. Ask students to listen and Resources: Audio
read. Play TR: 74 again and ask students Tracks 74–75,
 to repeat the sentences Classroom
 Ask students to complete the activity in Presentation Tool,
pairs. Check answers as a class. Workbook page 43,
 Play the first part of TR: 75 and follow Workbook Audio
the blue line with your finger. • Play TR: Track 28, Online
75 to the end. Ask students to complete Practice Materials:
the activity individually. Play the plain paper or
recording again for students to check their cardboard, coloured
answers. Check answers with the class. paper, ribbons
 Play TR: 76. Ask students to listen and Resources: Audio
follow in their books Tracks 76–79,
 Play TR: 77. Get a clapping or tapping Classroom
rhythm going to accompany the song. Presentation Tool,
Encourage students to sing along to the Workbook page 45,
chorus. Online Practice
 Play TR: 79 pausing after each line to
make sure everyone remembers the
actions. • Play TR: 79 again. Ask students
to sing the song and do the actions.

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Practice has got and hasn’t got. Say This
person has got [black hair]. Ask students to
point to someone who this sentence describes.
play a game. Give instructions. If you say
Please, students have to follow the instruction.
If you don’t say Please, they shouldn’t follow
the instruction. If anyone makes a mistake,
he/she sits down. End the game when only a
few students are left standing.

Meeting III

Preliminary Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Greeting and motivation Flashcards
 Teacher greets and shows big pictures to
give an idea of the unit being discussed.
 Teacher asks to the students about pictures
that he/she has shown.
 Play TR: 80 pointing to each photo and Resources: Audio
word as students hear it. • Play TR: 80 Tracks 80–82,
again. Ask students to repeat each word. Classroom
 Monitor students carefully, making sure Presentation Tool,
they pronounce the target sounds correctly Flashcards 15, 24, 26,
 Play TR: 81. Ask students to circle the 56–59, 63, 72 and 86–
letters as in the example. Tell students to 89, Workbook page
work in pairs. Check answers together as a 44, Workbook Audio
class by holding up the Student’s Book Track 29, Online
and circling each letter with your finger so Practice Materials:
that students can see and check. • Play TR: sticky tack
81 again. This time ask students to read
and chant.
 Play TR: 82 all the way through. Ask
students to do the activity individually. •
Check answers by playing TR: 82 pausing
after each word and eliciting students’
answers.
 play Video 6 all the way through. Ask Resources: Video 6,
students to match the photos with the four Classroom
numbers and names on the left and write Presentation Tool,
the numbers in the boxes. Online Practice End-
 • Invite two students to act out the of-Unit Resources:
dialogue in front of the class. • Put Worksheet 1.5, Unit 5
students into pairs to ask and answer about Test, ExamView
their eyes and hair. Monitor and help when Assessment Suite
necessary Materials: photos of
 Tell students to work individually to draw people wearing masks
two people, one in each box. When (from the Internet or
they’ve finished, ask them to walk round magazines), a video
with their books and show their pictures to clip from the Internet
their classmates. Ask them to describe the of a Chinese dragon
people. For example, they can say This is dance
my sister, Martha. She’s got green eyes.

Closing Activities

Time Activities/Materials Method Learning Tools /

Materials /
Resources
Use the phonics flashcards from Units 1–5 to Flashcards
review the target sounds. Divide the class into
two teams A and B. Put all the phonics
flashcards on the board. Ask one member from
Team A to come to the board, point to a
flashcard and say a sound. If the sound matches
the picture, ask the student to take the flashcard
for Team A.
Play a game to see how much students Video 6
remember about the video. Tell students to
close their books. If necessary, play Video 6
again. Then put students into teams. Ask each
team a question one at a time. Ask students to
 put up their hands to answer. Award a point for
each correct answer. The winner is the team
with the most points.

G. Source/Material/Tools:
- Student Book Level 1 Look
- (Katherine Bilsborough, Steve Bilsborough, Elaine Boyd, Paul Dummet), Pages 49 – 56
- Workbook Level 1 Look
- Classroom Presentation Tool Level 1 Look
- Flashcards
- ExamView Assessment Suite
- Others: photos of boys and girls, cardboard, glue, buttons, ribbons, scrap paper, paper
clips, dance music, sticky tack, dried beans, pasta, rice, photos of some fruits and
vegetables, sticky tack, a soft ball, cotton buds, black foam, white foam, scissors, a doll,
a toy skeleton, colored paper, ribbons, photos of people wearing masks

H. Assessment
 Interview
 Individual and group inquiry and research
 Test (spoken or written)
 Teacher observation checklists

Key Performances
Assesment Instrument Examples of instrument
Indicators
 Participates in Spoken test Gives response by Listen to the words and
collaborative repeating words repeat.
conversations with Teacher:
diverse partners. q: queen
 Asks and answers r: rubber
questions in key details. s: sofa
 Gives response by t: table
repeating words about u: umbrella
school supplies from Students: (repeat loudly)
teacher or CD.
 Says words with correct Practice Performance Students work in pairs and
pronunciation. practice the words
 Identifies information
in the simple text and Written test Circle the correct letter
descriptive text
 Rewrites and matches
words with pictures
properly.
 Pronounces words and
sentences properly.

Assessment’s Form
a. The result of Discussion
No. Aspect Criteria Score
1. Concept * all correct 4
* most of them correct 3
* most of them wrong 2
* all wrong 1
 b. Performance
No. Aspect Criteria Score
1. Knowledge * knowledgeable 4
* developing 2
* prior knowledge 1

2. Practice * active 4
* sometime active 2
* inactive 1

3. Attitude * excellent 4
* good 2
* needs improvement 1

c. Assessment sheet
Performance Total
No Student’s Name Mark
Knowledge Practice Attitude score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Note:
Mark: [(total score: total aspects) x10]/4
Student will get remedial if his/her score is below KKM.

Mengetahui, Denpasar, 30 Desember 2020

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