Lunchtime RPH

DAILY LESSON PLAN
ENGLISH YEAR 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2022 LESSON 117
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
TOPIC Lunchtime
THEME World of Knowledge
LANGUAGE/GRAMMAR FOCUS What’s for lunch?
Lunchtime
Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas,
carrots
MAIN CONTENT STANDARD 2.1 Communicate simple information intelligibly
MAIN LEARNING STANDARD 2.1.5 Name or describe objects using suitable words from word sets
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.2.1 Understand with support the main idea of very simple phrases and sentences
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Name or describe objects using suitable words from word sets
2. Understand with support the main idea of very simple phrases and sentences
ACTIVITIES PRE-LESSON 1. Teacher draws a happy face and a sad face on the board.
2. Teacher says e.g. I like.. elephants. ( Student name), what
about you?. Ask other students.
3. Teacher draws a picture of a cake on the board/show the
flashcard. Rub your tummy and say I like cake. Teacher
elicits from students as above.
LESSON DELIVERY Activity 1(SB page 46)
1. Students look at the picture in their SB.
2. Teacher elicits who they can see( the four Super Friends
and other children) and where they are(in the school
canteen). Teacher pre-teaches lunchtime.
3. Teacher plays the recording. Students point to the food
and the words when they hear them.
4. Teacher plays the recording again. Students repeat the
words.
5. Students practice pointing and naming the foods in pairs.
Activity 2 ( SB page 46)
1. Students look at the chant in their SB.
2. Teacher plays the recording. Students listen and follow the
chant in their SB. Teacher plays the recording again,
pausing after each verse for students to repeat.
3. Teacher makes sure students use signgulars, e.g. cake and
plurals e.g carrots correctly. Teacher does the chant as a
class and then in groups.
4. Teacher makes 8 groups, teacher hands out a flashcard to
each group. Students do the chant again, holding up the
relevant flashcard when they say the food.
5. Teacher elicits which of foods in the picture the students
like and don’t like.
POST LESSON 1. Teacher holds a flashcards so students cannot see it.
2. Students try to guess, e.g. Is it cake?
3. The student who guess correctly comes and chooses a
flashcard for the class to guess.
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.
Element Across the Curriculum (EMK) EMK - Language
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ 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
DATE 01.01.2022 LESSON 118
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Listening
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS I’ve got/I haven’t got
Recycled food vocabulary
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 3.2.3 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 2.1 Communicate simple information intelligibly
COM. LEARNING STANDARD 2.1.1 Give very basic personal information using fixed phrases
1. Use visuals on the page to help understand a word or phrase
2. Identify and remember high frequency sound and letter patterns
3. Give very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON 1. Teacher sticks the flashcards around the room.
2. Teacher says food words at random e.g sandwiches or
Chicken and peas
3. Students point to the correct flashcards
1. Teacher reads the speech bubbles aloud with the students.
2. Then gives them time to look at the pictures and match.
3. Students checks in pairs.
4. Teacher checks with the class.
1. Teacher plays the first sentence.
2. Teacher old up the flashcards of sandwiches and apple.
Students point and repeat.
3. Teacher plays the second sentence. Teacher hold out your
empty hands. Students repeat.
4. Students practise in pairs.
Activity 3 (SB page 47)
1. Students look at their stickers.
2. Students each choose their lunch and stick the sticker on
their toys.
3. Teacher demonstrates the activity first.
4. Students do a mingling activity, but they don’t look at each
other’s books.
5. They go around the room, taking turns to say what they
have got to find a friend with same lunch.
POST LESSON 1. Teacher makes sentences using the flashcards. Some are
true and some are false.
2. Teacher holds up two or three flashcards and makes a
sentence, e.g I’ve got cake, cheese sandwiches and apples.
3. Students write Yes or No in their notebooks. Use all the
food words and have and haven’t got.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 119
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Listening
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS kitchen, milk, juice,
Imperatives: Help me, Come and take him out
MAIN CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.2.2 Understand with support specific information and details of very simple phrases and
sentences
COM. 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 1. Teacher demonstrates the game.
2. Teacher takes, e.g. the cake flashcard, and says I haven’t
got cake.
3. Students stand up if the sentences if true and sit if it is
false.
4. Teacher repeats using have/haven’t got and other
flashcards.
1. Students look at the picture in their SB. Teacher elicits
what food they ca see and who they can see on the chair
(Tommy).
2. Etacher pre-teach kitchen, milk and juice.
3. Teacher plays the recording. Students follow the song in
their SB.
4. Teacher plays the recording again, pausing after each
verse for students to repeat.
5. When students have learnt the song, teacher practise it
with the whole class.
6. Teacher uses the karaoke version of the song for students
to sing in groups.
1. Teacher plays the recording again. Students match the
pictures.
2. They draw lines and then check in pairs.
3. Teacher elicits and checks.
POST LESSON 1. Students sings the song from SB Activity 1 again.
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 120
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Listening
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Review I like/don’t like
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. LEARNING STANDARD 1.2.1 Understand with support the main idea of very simple phrases and sentences
1. Demonstrate appreciation through non-verbal responses to i) simple chants and raps ii)
simple rhymes iii) simple action songs
ACTIVITIES PRE-LESSON Task 10 : Say What's Missing
LESSON DELIVERY Plan a Language Arts lesson using a chant or a song (to contrast
with previous Language Arts lesson) which lets pupils listen to,
respond verbally and physically to the song/chant, and enjoy it.
Some activities could include:
- Listen and mime or dance.
- Listen and distinguish likes and dislikes.
- Listen and personalise.
POST LESSON Task 4 : Correct the error
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 121
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled food vocabulary from lessons 117 – 119
Prepositions: on, in, under
Imperative: Put
MAIN LEARNING STANDARD 1.2.4 Understand short basic supported classroom instructions
COM. LEARNING STANDARD 2.1.5 Name or describe objects using suitable words from word sets
1. Understand short basic supported classroom instructions
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 Task 8: Make a Word Ladder
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 122
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled food vocabulary from lesson 117 – 119
I’ve got
Prepositions
Help me, please
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 3.2.2 Understand specific information and details of very simple phrases and sentences
1. Understand specific information and details of very simple phrases and sentences
ACTIVITIES PRE-LESSON Brainstorm with pupils possible ways of adapting the song in
Superminds p.48 (Lesson 119).
Possibilities include: a different character name, different food,
different prepositions.
Do an example together with the whole class for the first 2 lines of
verse 2 of the song. Help pupils with new vocabulary as
appropriate.
LESSON DELIVERY 1. Divide pupils into pairs or small groups and ask them to create a
new song.
2. Provide pupils with a language frame to help them structure the
song. Put the first verse (which is also verse 3 and 5) on the board
or a handout, with a blank in place of Tommy’s, and for verses 2
and 4, write:
I’ve got…my
I’ve got…my
I’ve got…my
Help! Oh help me, please!
8. Pupils create their song. They can write the song down, but must
also be able to sing it
9. Pupils sing their song to other groups.
POST LESSON Ask 1 or 2 groups of pupils to take turns to sing their song to the
rest of the class.
Write prompts for verses 2 and 4 on the board to help the class
join in with the song.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 123
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Lunchtime
reading strategies
MAIN LEARNING STANDARD 3.2.1 Understand the main idea of very simple phrases and sentences
reading strategies
2. Understand the main idea of very simple phrases and sentences
LESSON DELIVERY 1. Introduce any new vocabulary using flashcards or toy food and
kitchen equipment.
2. Ask pupils what they think you could make with all these
different foods. You could teach the words ‘ingredient’ and ‘recipe’.
3. Either by miming or using toys, show pupils how to make the
sandwich.
4. Give pupils the stages of the recipe. You can give each group a
complete set or you can give individual pupils one stage. Ask pupils
to put the stages in order.
5. Give pupils the chance to mime or use the toys to check the
answer.
6. Write shopping list on the board. Elicit from pupils what they
need to buy from the shop. You could put pictures or write words
on the board.
7. Give or show pupils two shopping lists. Ask them which one they
should use to shop for ingredients to make the sandwich.
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 124
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Lunchtime
Do you like (sausages and peas)? Yes, I do. / No I don’t.
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 4.3.2 Spell familiar high frequency words accurately
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 4.3.3 Plan and write words and phrases
1. Spell familiar high frequency words accurately
2. Plan and write words and phrases
ACTIVITIES PRE-LESSON Task 7 : Beat the Teacher using cheese sandwich
vocabulary
LESSON DELIVERY 1. Review previous lesson by asking pupils to mime making a
sandwich.
2. Ask pupils what kind of sandwich they like. Then change to
pizza.
3. Find out which pupils like pizza and what toppings they like on
their pizza. Use pictures to give ideas and write the words for the
food next to them on the board.
3. Ask pupils to mime steps in making a pizza and try to elicit as
much language as possible.
4. Write the stages on the board as you elicit them.
5. Highlight the food words in the recipe and show pupils how to
change the recipe using different toppings.
6. Pupils work in pairs to write a new recipe for pizza with
toppings of their choice using the recipe on the board as a model.
Depending on the proficiency of your pupils you could erase some
of the model.
7. Pupils mime and say their recipes to the class.
POST LESSON Task 11: What About Me?
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 125
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Writing
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Do you like X? Yes, I do. / No, I don’t.
I’ve got X on/in/with my Y.
MAIN CONTENT STANDARD 5.2 Express personal responses to literary texts
MAIN LEARNING STANDARD 5.2.1 Name people, things or places of interest in illustrations accompanying texts
and digital media
COM. LEARNING STANDARD 4.3.2 Spell familiar high frequency words accurately
1. Name people, things or places of interest in illustrations accompanying texts
ACTIVITIES PRE-LESSON Review food vocabulary with a fun activity, for example Task 1, 4, 6
or 9
Another option is to use step 1 from the lesson delivery stage
below as a pre-task activity.
LESSON DELIVERY 1. 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.
2. Review the song from p.48 of the textbook. Ask pupils to tell
their partner if they like the food Tommy makes (e.g. Do you like
an apple in your sandwich?)
3. Tell pupils they will make a Crazy Food Poster. They should
work in pairs. First, pupils should decide on their crazy food.
4. Give each pair a poster paper. Pupils should write the sentence
I’ve got xxx on/in/with my xxx. on the poster paper.
5. When pupils have finished writing, they can draw a picture of
their crazy food. Then they can add a title: My Crazy Food.
6. Display pupils’ work in the classroom.
Ask pupils to tell each other which crazy food they like/don’t like.
POST LESSON Task 3 : Guess the Word
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 126
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled food vocabulary
MAIN LEARNING STANDARD 2.1.2 Find out about very basic personal information using fixed phrases
sentences
1. Find out about very basic personal information using fixed phrases
2. Understand with support specific information and details of very simple phrases and
sentences
ACTIVITIES PRE-LESSON 1. Teacher draws two circles on the board. Teacher writes
Food in one and Drink in the other.
2. In pairs, with the books closed, students create word maps
using known words.
3. Teacher elicits and complete word maps on the board to
check.
LESSON DELIVERY Activity 1 ( SB page 49)
1. Teacher puts five flashcards face up on a desk at the front.
Two students come to the desk.
2. Teacher says e.g. Have you got any cheese? Students look
for the card and hold it up if they have it.
3. Teacher prompts the correct answer: Yes, we have or No,
we haven’t.Teacher repeats with other students and other
food words.
4. Then students take turns to ask the questions and to
answer.
1. Students look at the pictures. Teacher elicits what they can
see. Teacher plays the recording. Students listen and point.
2. Teacher plays the recording again. Students tick or cross
the boxes.Students check in pairs.
3. Teacher plays the recording again. Check with the class.
Activity 3( SB page 49)
1. Teacher demonstrates the activity with a student, using
the picture in the SB.
2. Teacher gives students more practice in open pairs.
3.Students do the activity in closed pairs, e.g. Student A:
Have we got any sausages? Student B: Yes, we have.
Students B: Have we got any pizza? Student A: No, we
haven’t.
POST LESSON 1. Teacher asks questions about objects which are/ are not
in the classroom, e.g. Have we got any animals in our
classroom?. Students respond.
2. Students take turns to ask questions of the class about
what is in / not in the classroom, using their own ideas.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 127
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Reading
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Where’s (Misty)?
Please
Hot
What have you got?
sentences
reading strategies
COM. LEARNING STANDARD 3.2.1 Understand the main idea of very simple phrases and sentences
sentences
2. Understand the main idea of very simple phrases and sentences
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 elicit what the characters learnt in last episode(to
be brave and overcome their fear of spiders)
LESSON DELIVERY Activity 1 ( SB page 50-51)
1. Teacher elicits who the students can see in the first picture
of the SB story (Whisper, Flash and Thunder) and where
they are (in the school canteen). Teacher elicits what they
are doing( queuing for lunch).
2. Teacher plays the recording. Students listen and read to
find out what the friends have got at the end.( a nice, hot
pizza)
3. Students compare their ideas in pairs before the class
check. Students checks understanding of hot.
4. Teacher plays the recording again. Teacher pauses after
each frame to check comprehension.
5. Teacher talks with the class about the value(waiting your
turn) and whre it is in the story (frames 3 and 7)
6.
Teacher checks understanding of What have you got?
7.
Teacher plays the recording a thrid time. Students listen
and repeat.
POST LESSON 1. Teacher puts students in groups of five.
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 group role play for the class.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 128
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I
haven’t
and digital media
MAIN LEARNING STANDARD 4.3.3 Plan and write words and phrases
and digital media
ACTIVITIES PRE-LESSON Choose an item.
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.
4. Next, on separate paper, pupils write some questions for their
partner (e.g. 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 Task 10: Test Your Memory using other pupils’ pictures.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 129
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Sorry, stop, shop, hot dog
reading strategies
MAIN LEARNING STANDARD 3.2.2 Understand specific information and details of very simple phrases and sentences
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
ACTIVITIES PRE-LESSON 1. Teacher writes Misty on the board and draws a plate of
sausages and peas and a plate of pizza.
2. Teacher elicits what Misty has got. Teacher elicits why, to
review the value of waiting one’s turn.
LESSON DELIVERY Activity 2 (SB page 51)
1. Teacher checks students know what to do and their
understanding of Who says..?
2. Students read the five sentences silently.
3. They tick or cross in the table and compare answers in
pairs.
4. Teacher checks with the class.
1. Teacher writes sorry and got on the board, using a red pen
for the o. Point out that the o is the same sound as in on
and off.
2. Students repeat Sorry, we haven’t got pizza after you.
3. Students find the speech bubble in the story(frame 4)
1. Teacher plays the recording . Students look at the picture,
read and repeat.
2.Teacher repeats the snetences as a class without the
recording. Teacher says it loudly, slowly, quickly, shisper
it, etc.
3. Students take turns to repeat in pairs.
POST LESSON 1. Students close their SB.
2. Teacher dictates the sound sentence while students write.
They compare their sentences with a partner before
checking in the SB.
3. Teacher writes these sentences on the board: A pink pig
with red legs. An orange dog with a black hat. Students
draw and colour their pictures.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 130
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Your choice, depending on story chosen
COM. LEARNING STANDARD 1.2.3 Understand with a high degree of support very short simple narratives
LESSON DELIVERY Plan a Language Arts lesson where pupils have the chance to listen
to, enjoy and talk about a story with a moral or message if possible.
Depending on your choice, you may need to pre-teach some
vocabulary for the story.
Encourage the pupils to listen actively by asking plenty of
questions and involving pupils in the story as you read it to them.
Include some activities to follow on from the story which develop
motor and/or artistic skills.
Talk to the pupils about what they have learned from the story
(language or values).
POST LESSON Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 130
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Your choice, depending on story chosen
2. Understand with a high degree of support very short simple narratives
LESSON DELIVERY Plan a Language Arts lesson where pupils have the chance to listen
to, enjoy and talk about a story with a moral or message if possible.
Depending on your choice, you may need to pre-teach some
vocabulary for the story.
Encourage the pupils to listen actively by asking plenty of
questions and involving pupils in the story as you read it to them.
Include some activities to follow on from the story which develop
motor and/or artistic skills.
Talk to the pupils about what they have learned from the story
(language or values).
POST LESSON Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 132
TOPIC Lunchtime
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
sentences
1. Predict words they will hear by using knowledge of a topic
sentences
ACTIVITIES PRE-LESSON Teach the pupils mouse and yummy.
Explain that you’ll tell them a story with these 2 words in it and ask
them to guess what words they’ll hear in the story.
Elicit their suggestions and put them on the board. .
LESSON DELIVERY 1. Ask pupils to listen to the story to check their guesses.
2. Tell the story, using pictures and gestures to support meaning.
3. Elicit pupils’ answers (see step 4).
4. Tell the story again and elicit any more details from the story.
5. Build the details of the story up on the board using key words
and/or pictures.
6. Repeat steps 7 and 8.
7. Ask pupils whether the big mouse and small mouse are kind to
each other: and how they know. Most of this discussion will be in
L1, as the focus is on values, not language.
POST LESSON 8. Post-lesson task 2: Make connections: use flashcards or
drawings to help pupils remember and say the story.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 132
TOPIC Lunchtime
Recycled greetings
Have you got any…?
How much are…?
Here you are…
MAIN LEARNING STANDARD 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases
COM. LEARNING STANDARD 1.2.5 Understand short supported questions
1. Greet, say goodbye, and express thanks using suitable fixed phrases
2. Understand short supported questions
ACTIVITIES PRE-LESSON Task 3 : Sequence the Information use some of the
information from the dialogue.
LESSON DELIVERY 1. Divide pupils into groups of about 4.
2. Ask each group to choose picture or word cards of 6 food items,
to put them on a desk, and to write a price under each item.
3. Elicit target language with one group: e.g.
Teacher: Hi
Pupil: Hi
Teacher: Have you got any apples?
Pupil: Yes, we have.
Teacher: How much are the apples?
Pupil: 3 ringgits.
Teacher: OK, yes please.
Pupil: 3 ringgits, please
Teacher: Here you are
Thank you
Teacher: Bye!
Pupil: Bye!
4. Practise the target language with the whole class.
5. Pupils do their dialogues in their groups. Make sure that
everyone in the group has the chance to be both customer and
shopkeeper.
6. Check by asking some groups to do their role-play to the whole
class.
POST LESSON Pupils copy the dialogue outline into their exercise books.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 133
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
TOPIC Lunchtime
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)
and digital media
1. Blend phonemes (CVC, CCVC)
ACTIVITIES PRE-LESSON Task 3 : Sequence the Information to review vocabulary in
a fun way.
LESSON DELIVERY 1. Ask pupils to sit or stand in a circle. Place the plastic letters in
the middle.
2. You say a word and the pupils have to use the letters to spell it
correctly. You could nominate pupils to do this, or ask for
volunteers; this could be done letter by letter or as a whole word.
Use words that will come up in the lesson.
3. Give pupils the sentences and ask them to work out the
scrambled words in pairs.
4. Give pupils the grid and show them how to complete it. Pupils
work individually to complete the grid.
5. Have pupils check their answers with their partner before
checking as a class.
POST LESSON Choose an item. to review any difficult or new vocabulary in a
fun way.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 134
TOPIC Lunchtime
and digital media
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)
ACTIVITIES PRE-LESSON Play the anagrams pre-lesson task (pre-lesson task 1) for key
words from this lesson. Leave the anagrams on the board when
you give the answer
LESSON DELIVERY 1. Put the flashcards/pictures on the board in a random way.
Nominate pupils to come out and draw a line to match the pictures
with the words (anagrams).
2. In their exercise books, ask pupils to draw 4-6 pictures. These
should be for words from the unit or lesson.
3. Next ask pupils to write anagrams for the words, also randomly
arranged on the page to create a puzzle. They may need to plan
these separately.
4. Pupils exchange their puzzles with a partner. .
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 135
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Speaking
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Have you got…? Yes, we have. / No, we haven’t.
X, please.
Sorry, we haven’t got X. / OK, here you are.
COM. LEARNING STANDARD 2.1.4 Greet, say goodbye and express thanks using suitable fixed phrases
2. Greet, say goodbye and express thanks using suitable fixed phrases
ACTIVITIES PRE-LESSON Review or teach the word school canteen (from p.50) using Task 1
or 6.
LESSON DELIVERY 1. Introduce the word menu to the pupils using your example
menu. Ask pupils where they can find menus (elicit canteen,
perhaps extend to restaurant and café depending on your class).
2. Hand out the worksheet and ask pupils to write the words next
to the pictures.
3. Elicit a dialogue based on the menu. You could write this on the
board, or you could write prompts. The dialogue can be the
same/similar to those used in recent lessons, in particular p.50 –
51. Emphasise the need to be polite by saying please and thank
you, and sorry.
4. Ask pupils to work in pairs (Pupil A + Pupil B). They should
write their own menu.
5. Change pairs, so they are AA and BB. Pupils shouldn’t show their
menus.
6. Pupils carry out a role-play using each other’s menu in turn.
7. Some pairs could perform to the class.
POST LESSON Task 9 : Read Your Friend's Mind
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 136
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Writing
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Numbers 11 – 20
sentences
and digital media
sentences
ACTIVITIES PRE-LESSON 1. Teacher makes circles of ten students and makes a ball out
of paper for each group.
2. Teacher hands a ball to a student. He/She says One and
then throws the ball to a student who says Two.
3. When students get to Ten, they count backwards.
1. Students look at the pictures in the SB.
2. Teacher plays the recording twice. Students listen and
repeat.
3. Teacher uses the flashcards to practise the numbers.
4. Teacher shows them first in sequences and then at
random and elicits the numbers from students.
1. Teacher pre-teaches shopping list.
2. Teacher tells students they are going to hear a
conversation between a waiter and a cook.
3. Teacher sticks the food flashcards on the board.
4. Teacher plays the recording. Students listen for the foods.
5. Teacher plays the recording again. Students complete the
list.
6. They compare answers in pairs before the class check.
7. If necessary, teacher plays the recording again.
Activity 3(SB page 52)
1. Students work individually to complete a shopping list for
lunch. They write six items.
1. In pairs, studentds take turns to say their complete list for
their friend to try to write it down.
2. Then students check that their partner’s list is correct.
POST LESSON 1. Teacher calls 20 students to the front of the class.
2. Teacher says a number between 1 and 20 to each student
at random.
3. Students quickly sequence themselves into a number line.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 137
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled language: food vocabulary, numbers 11 – 20
reading strategies
MAIN LEARNING STANDARD 3.2.3 i) Use visuals on the page to help understand a word or phrase
ACTIVITIES PRE-LESSON 1. Teacher sticks the number flashcards on the board.
2. Students close their SB.
3. Pairs of students come up in turn to write the number in
words under the flashcard.
4. The rest of the class help with the spelling if writing pair
get stuck.
1. Teacher tells students to look carefully at the picture and
at the sentences.
2. Teacher makes sure they know what to do. Teacher reads
the instructions aloud.
3. Students do the activity silently and on their own.
4. They compare their answers in apirs and re-read to check
when they differ.
1. Teacher pre-teach basket.
2. Teacher check students know what to do. Teacher stes a
time limit for drawing and for the number of things in the
basket.
3. Students draw their baskets in their notebooks.
4. Students monitor and check.
5. Teacher makes groups of four. Students take turns to say
what is in their basket, using the model.
POST LESSON 1. Students write a description of what is in their baskets
from SB Activity 2. They write the text under the picture.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 138
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Reading
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s),
potato(es), corn, peach(es), pineapple(s), pear(s), orange(s), coconut(s), tomato(es),
strawberry(ies)
MAIN LEARNING STANDARD 2.1.3 Express basic likes and dislikes
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. Express basic likes and dislikes
2. Read and enjoy simple print and digital games at word level
ACTIVITIES PRE-LESSON 1. Teacher sticks the flashcards on the board in 3 groups:
Fruit. Vegetables and Other. Teacher puts the other words
down the side of the board.
2. Teacher focus students on the fruit and vegetable groups
and elicits why you have grouped the flashcards like
this(don’t tell them)
3. Teacher prompts students if they need it and then writes
Fruit above one list and Vegetables above another.
4. Teacher elicits on the fruit and vegetables that they know.
1. Students look at the picture. Teacher reads each word
aloud. Students repeat.
2. Teacher reads the activity instruction aloud and check
students know what to do.
3. Teacher provides the language. is/are my favourite
fruit/vegetable(s).
4. Students discuss their ideas in groups of three.
5. Teacher checks and discusses as a class.
1. Teacher read the activity instruction aloud.
2. Teacher checks students know what to do.
3. They place the stickers in the crates first and then
compare ideas in pairs.
4. Teacher checks with the class before students stick their
stickers in place.
5. Teacher elicits other fruits or vegetables that they know.
POST LESSON 1. Teacher writes the following prompt on the board: Today
I’ve learnt about:
2. Teacher elicits from students what they learnt about
today, e.g. fruit and vegetables and how to classify them.
3. Teacher writes it on the board. Students copy it into their
notebooks.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 139
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled topic language: food vocabulary
and digital media
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
ACTIVITIES PRE-LESSON Task 3 : Sequence the Information to review key
vocabulary and spelling.
LESSON DELIVERY This lesson suggestion is for pupils to make a word snake or word
sausage for other pupils to identify topic vocabulary (food), as in
lesson 83. If you prefer, you can have pupils make a different kind
of word puzzle, such as a crossword or wordsearch.
1. Review spelling of food vocabulary by writing gapped words on
the board. Focus on sounds rather than individual letters here, e.g.
s t _ _ k.
2. Draw a word snake or word sausage on the board with the
names of food hidden inside it, e.g.
shapplejmchesekcheesehq (apple, cheese)
An alternative is to use words that lead into one another, e.g.
pizzapplegg(pizza, apple, egg)
3. Pupils read it, and tell each other the food words in it, and then
tell you.
4. Pupils work in pairs to create their own word snake/sausage
puzzles.
5. Pupils swap puzzles with another pair, who solve the puzzle.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 140
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS She’s got … (in her basket).
COM. CONTENT STANDARD 1.3 Use appropriate listening strategies in a variety of contexts
COM. LEARNING STANDARD 1.3.1 Predict words they will hear by using knowledge of a topic
ACTIVITIES PRE-LESSON Put up a picture of Little Red Riding Hood on the board. Ask
questions about her, e.g. Task 8 : Predict the Content
LESSON DELIVERY 1. Pre-teach ‘wolf’, ‘grandmother’ and ‘house’ using
pictures/flashcards or puppets/toys if possible.
2. Put up the pictures showing the stages of the story on the board.
3. Ask pupils to try to arrange them to form a story. This could be
whole class or in small groups or pairs.
4. Tell the story, taking care to show meaning as you do it by using
mime and gesture.
5. Ask pupils to check the order of the stages of the story on the
board.
6. Ask pupils what they think happened to the basket in the story.
Ask pupils what they think Little Red Riding Hood had in her
basket.
7. Hand out worksheet. Ask pupils to decide what she has in her
basket. They should write words around the picture and draw lines
using a ruler to connect the words to the basket.
8. Ask pupils to tell a partner/group what she has got in her basket.
POST LESSON Talk to pupils about the story. Ask them which character they like
and why. Ask them if the wolf is good or not.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 141
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled topic language: food vocabulary, numbers
Hungry
MAIN LEARNING STANDARD 1.2.1 Understand with support the main idea of very simple phrases and sentences
sentences
sentences
ACTIVITIES PRE-LESSON Explain that you’ll tell pupils a story about Daniel, who goes
shopping for his mum.
Show them a drawing or picture of Daniel and his mum: the mum
should look a bit puzzled or a bit angry.
Ask pupils to guess why this is.
Explain that you’ll tell pupils the story, and ask them to tell you
whether Daniel comes home with everything on his mum’s
shopping list.
LESSON DELIVERY 1. Tell the story, using flashcards and gestures to support the story.
2. Elicit pupils’ response to step 4.
3. Explain that you will tell the story again and will ask pupils to
tell you which animal Daniel met and what he gave the animal.
4. Tell the story again and elicit pupils’ responses to step 7.
5. If there is time, ask pupils to continue the story, and to share
with other groups/you.
POST LESSON Ask pupils whether they think Daniel was right to give the food to
the animals. This discussion will be in L1, as the focus here is on
values, not language.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 142
TOPIC Lunchtime
Have you got any?
Yes, I have.
Here you are.
Sorry, no I haven’t.
MAIN LEARNING STANDARD 2.1.2 Find out about very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON Task 9 : Remember the Words
LESSON DELIVERY 1. Divide pupils into groups of 4.
2. Give each pupil in each group one of the 4 You like lists, and 4 of
the 16 picture or word cards.
3. Explain that the aim of the game is to collect the 4 cards on the
You like list, and that pupils take turns to ask a pupil in their group
‘Have you got any (chicken)?.. If the answer is no, the reply is
Sorry, no I haven’t. and it is the next pupil’s turn to ask. If the
answer is yes, the answer is: Yes, I have. Here you are and again, it
is the next pupil’s turn to ask.
4. Demonstrate the game and practise the questions and replies if
necessary.
5. Pupils play the game in their groups.
POST LESSON Task 4 : Correct the error
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 143
TOPIC Lunchtime
spends
times… is… (3 times 2 is 6)
and (11 and 7 is 18)
reading strategies
COM. LEARNING STANDARD 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases
ACTIVITIES PRE-LESSON Task 9 : Remember the Words that reviews key
vocabulary.
LESSON DELIVERY 1. Review fruit and vegetable vocabulary using pictures or
flashcards.
2. Ask pupils to draw pictures of five fruit and/or vegetables in
their exercise books.
3. Next, elicit some prices for the items on the board. Ask pupils to
put a price on their own fruit/vegetables.
4. Model the activity using the information on the board. Ask pupils
to tell you what they want by saying Hello. Two bananas and three
apples, please. Show pupils how to add up the prices to make a
total. Say how much it costs: That’s X ringgits, please.
They finish the dialogue by saying thank you and goodbye.
5. Pupils work in pairs to do the activity.
6. Explain the word ‘spend’ using pupils’ examples.
7. Model a problem on the board.
8. Ask pupils to read the sentences and solve the problems
individually first if appropriate, and then check in pairs.
POST LESSON Task 12: What About You?
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 144
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Listening
TOPIC Lunchtime
spends
times… is… (3 times 2 is 6)
and (11 and 7 is 18)
and digital media
MAIN LEARNING STANDARD 4.3.3 Plan and write words and phrases
COM. CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. LEARNING STANDARD 4.2.5 Connect words and proper names using ‘and’
2. Connect words and proper names using ‘and’
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words that reviews food vocabulary.
LESSON DELIVERY 1. Review numbers 1-10 and maths concepts of adding and
multiplying depending on the previous lesson. You could do this
using plastic food and prices, and setting problems to solve orally.
2. Review the text of the problems in Lesson 143.
3. Pupils work in pairs to write their own problems in their
exercise books. They could use their drawings and prices from
Lesson 143 for ideas or as a base.
4. Pairs swap problems and solve each other’s.
5. Pairs work together in groups of four to check the answers.
POST LESSON Task 12: What About You? that lets pupils move around and
review learning.
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 145
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS I’ve got… / I haven’t got…
COM. CONTENT STANDARD 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters
COM. LEARNING STANDARD 3.1.3 Blend phonemes (CVC, CCVC)
ACTIVITIES PRE-LESSON Put the letters g – f – I – d – r – e on the board. Ask pupils to
unscramble the word (fridge).
Draw a big picture of a fridge on the board.
LESSON DELIVERY 1. Give some/all pupils a small picture of food. Say the words.
When pupils hear their word, they come out and stick the food
onto the picture of the fridge.
2. Tell the pupils you are going shopping. You have a shopping list
(put on the board/give to pupils).
3. Ask pupils to read the shopping list.
4. Ask pupils to tell you what is in the fridge (this is a deductive
reasoning task – if food is on the shopping list, then it is not in the
fridge). Nominate pupils to remove pictures from the board so that
it shows what is in the fridge.
5. Tell pupils they are going to put food in their fridges. Give them
the worksheet and ask them to draw three items in the fridge.
6. Now tell them to write three (different) items on their shopping
list.
7. Using their worksheet, pupils tell their partner what they’ve got
and haven’t got.
POST LESSON Play a game to review food and numbers vocabulary using the
small food pictures. For example, pupils have a picture. They hide
it behind their back. Their partner guesses – Have you got xxx?
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 146
TOPIC Lunchtime
On the ground, in trees, on plants
MAIN LEARNING STANDARD 2.1.1 Give very basic personal information using fixed phrases
reading strategies
COM. LEARNING STANDARD 3.2.3 i) Use visuals on the page to help understand a word or phrase
ACTIVITIES PRE-LESSON 1. Teacher draws two cicles on the board. Teacher writes
Fruit in one and Vegetables in the other.
2. Teacher brainstorms words for each to create word maps.
LESSON DELIVERY Activity 1 : (SB page 55)
1. Teacher reads the instruction aloud and checks
understanding.
2. Teacher checks understanding of ground and grow and
that students know what to do.
3. In pairs, they try to match the food with where it grows.
4. They compare their ideas in pairs.
5. Teacher elicits sentences from the students and writes
them on the board.
6. Teacher checks understanding of new words and
concepts.
Activity 2(SB page 55)
1. Teacher reads the introduction to the activity with the
class.
2. Teacher makes groups of four. Teacher hand out paper to
each group.
3. Students copy the diary on the paper and complete the
diary.
4. Groups can decide if they want to focus on fruit or
vegetables or both.
5. Groups display their diaries around the room and students
walk around to read other groups’ diaries.
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.
learnt where food grows and made a fruit and vegetable
diary.
3. Teacher writes it on the board. Students copy it into their
notebooks.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 147
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Listening
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled language: toys, food, imperatives
MAIN CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
reading strategies
ACTIVITIES PRE-LESSON 1. Teacher tells students it is lunchtime. Ask What’s for lunch
today?
2. Teacher elicits their ideas/ what their favourite foods are.
1. Teacher pre-teaches lots of.
2. Teacher tells students to put their heads on the desks,
close their eyes and listen.
3. Teacher plays the recording. At the end of the recording,
teacher speaks quietly and tells students to listen again
and imagine. Teacher tells them they are going to draw the
picture from their heads.
4. Teacher plays the recording again.
5. Students draw their own pictures of what they imagined.
6. Teacher goes around the class and encourages students.
7. Teacher talks to them about their ideas and help if
necessary.
Activity 2: (SB page 56)
1. Teacher looks at the picture and read the example from
the SB with the class.
2. Students write their descriptions. Teacher monitors and
helps.
3. Teacher displays the pictures on the wall of the classroom.
4. Teacher asks a student to read out one of the descriptions.
Students look at the pictures on the wall to guess which
one is being described.
5. Students do not read their own descriptions aloud.
POST LESSON 1. Teacher elicits what the monster’s favourite food is.
Teacher writes some of other animals on the board, e.g.
dog, cat, elephant, lizard.
2. Teacher elicits students’ ideas of what their favourite
foods are.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 148
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled language from the topic
reading strategies
MAIN LEARNING STANDARD 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from
Year 1 topics and themes
1. Use with support a simple picture dictionary to find, list and categorise words from
Year 1 topics and themes
ACTIVITIES PRE-LESSON 1. Teacher writes ten food words from the unit (a t least one
for each of the four categories in the lunchbox game) in
scrambled letter order on the board.
2. Students word in pairs and write each word correctly.
3. When checking with the class, teacher elicits which foods
go in which categories.
1. Teacher demonstrates the game for students by playing it
with one or two students at the fronts.
2. Students take turns to roll the dice. The first dice shows
their position on the horizontal scale, the second their
position on the vertical scale. They find the food item, say
I’ve got some… and draw it in their lunch box. They must
fill their lunchbox with one thing from each of the four
food categories. If they land on, e.g. fruit twice, then their
go is wasted. The student who fills his/her lunchbox first
is the winner.
3. Students play the game in groupd of four.
4. Teacher monitors and helps as and when necessary.
5. If time, make new groups for students to play the game
again.
Activity 2 (Picture dictionary)
1. Students look at the picture dictionary page food(WB page
122)
2. In pairs, the take turns to point to one of the pictures and
say/spell the word.
3. Then students write the words under the pictures.
4. Students look at the numbers (WB page 123)
5. Students take turns to point the numbers and say/spell
the word.
6. Then they write the words under the numbers.
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.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 149
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Recycled topic language
Healthy/unhealthy
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
sentences
sentences
ACTIVITIES PRE-LESSON Teach pupils new vocabulary: healthy and unhealthy. Make 2
columns on the board: healthy food and unhealthy food.
Ask pupils to name healthy and unhealthy food. They can use L1 if
they don’t know the food in English. Teach sweets and fizzy drink if
pupils don’t suggest these.
Pupils come to the board and write the items in the correct
columns on the board.
Pre-lesson task 2: Guess the answer: linked to a text you tell pupils
about Wendy, Nasir and Lisa (see next page).
Pupils predict the healthy and unhealthy food they will hear
LESSON DELIVERY 1. Tell the story in the Wendy, Nasir and Lisa text, and check
pupils’ guesses with them.
2. Give pupils the grid on the next page and read out the text. Ask
pupils to complete the grid. Read the text out again if necessary.
3. Check pupils’ answers and tell the story one more time so that
pupils can confirm their answers.
4. Ask pupils why healthy eating is important. This discussion will
be in L1, as the focus here is on human well-being and
development, and not on language.
5. Give pupils a handout of the text, or write a copy on the board.
6. Put pupils into pairs or small groups and ask them to change
Wendy, Lisa and Nasir’s food so that it is all healthy.
7. Make larger groups, and ask pupils to read the text out to their
groupmates.
8. Groupmates identify the new food and say whether it is healthy.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 150
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS Your choice. Should include review of food vocabulary, fruit and vegetables.
sentences
ACTIVITIES PRE-LESSON Task 1 : Work Out the Words
LESSON DELIVERY Plan a Language Arts lesson around the theme of healthy eating.
This could be based on a story/text/poem about a child who eats
healthily and is very happy or it could be based on the pupils’
responses to the food diary on p.55 of the textbook.
The lesson should encourage happiness through eating a balanced
diet with lots of fruit and vegetables and should let pupils talk or
write about their own eating habits.
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 1
DATE 01.01.2022 LESSON 151
TOPIC Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
THEME Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of
Knowledge
LANGUAGE/GRAMMAR FOCUS Revision of Year 1 Language
MAIN LEARNING STANDARD 1.2.5 Understand short supported questions
ACTIVITIES PRE-LESSON Before the lesson, make 6 revision questions on each of the topics
in the squares of the noughts and crosses grid on the next page.
Prepare flashcards, too, of topic vocabulary.
For topics covered in the textbook, you can ask questions such as
What’s this? (show flashcard of a classroom object, food item etc),
Name 5 (animals, toys etc), Spell…( e.g. yellow). For Listen and do,
you can make instructions for pupils to do (e.g. Put a red pencil and
a green pencil case on the chair). There are 2 squares not directly
linked to textbook topics. Correct it! These should be typical
grammar, vocabulary, spelling, or pronunciation mistakes your
pupils make. Question mark These can be a mix of simple and
difficult questions related to anything studied over the year.
LESSON DELIVERY 1. Divide pupils into 2 teams of equal size and ask them to give
their team a name. Write the team names on the board.
3. Draw the noughts [O] and crosses [X] grid on the board.
4. Tell pupils that their team gets a nought or cross on a topic
square if they answer a question about that topic correctly. The
aim of the game is to make a line of their team’s symbol (nought or
cross) across, down or diagonally in order to score a point. If a
team makes this line, they score a point. In the example on the
previous page, the noughts team have made a diagonal line by
answering three questions correctly. The board is then cleaned and
the game continues.
5. Explain that teams will take turns to answer your questions.
6. Tell pupils that they must take it in turns to ask and answer
questions, so that everyone gets a chance to practise language. If a
team member is not sure of the answer to a question, team mates
can help, but the chosen team member must say the answer to the
opposing team.
7. Explain that
 you will read each question only once
 you will accept only the first answer you hear
 there will be a time limit of 40 seconds to answer after the
question has been read.
8. Toss a coin to choose a starting team, and play the game.
9. Mark noughts and crosses in the appropriate square when teams
answer correctly. Make sure that pupils are quiet when a team
reads out their question, so that everyone can hear it.
POST LESSON Finish the lesson with a brief reminder to pupils of any key
language learning points which emerged.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 152
Knowledge
1. Communicate simple information intelligibly
ACTIVITIES PRE-LESSON Ask pupils questions about pictures in the textbook (see step 2 for
examples).
Each time, show pupils a page of the Superminds textbook, and ask
a question or give an instruction, e.g.
 What colour’s the apple?
 What’s this?
 How many pineapples?
 Find something yellow, and something red.
Practise useful questions with pupils and write them on the board.
LESSON DELIVERY 1. Divide pupils into small groups and ask them to prepare 7
questions or more.
2. Put groups together and ask them to ask and answer each
other’s questions.
3. Repeat step 5 by changing the groups, if there is time.
4. Ask pupils to read out their questions for the whole class to
answer.
POST LESSON Post-lesson task 4: Correct the error
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 153
Knowledge
reading strategies
ACTIVITIES PRE-LESSON Explain that pupils will revise the term’s work by reading and
responding to instructions on topics they have covered over the
term in a board game.
LESSON DELIVERY 1. Explain that pupils will play a game. Ask them to talk about how
they can cooperate as a group in the game, and how they can deal
with any challenges in content or language.
2. Pupils talk about this in L1, as the focus here is on learning skills,
not on language.
3. Elicit pupils’ suggestions.
4. Explain that when pupils land on a square on the board, they
must speak about the topic for half a minute to a minute so that
they get sufficient language practice from the game.
5. Divide pupils into groups of 3 or 4 and handout out a dice and
counters for each group.
6. If a pupil lands on a Free question square, explain that others
can each ask them a question, either a personal one or one
connected to the term’s work. Give or elicit examples to help if
necessary.
7. Pupils throw the dice and move their counter forward. They tell
others in their group about the topic they land on.
POST LESSON Stop the game and ask them to reflect on and give examples of
 how well they worked as a group
 how they dealt with any challenges in content or language .
As in steps 2 and 3, this feedback will be in L1.
Elicit feedback from the groups, summarising this, and make any
additional comments of your own.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 154
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Speaking
Knowledge
MAIN CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
MAIN LEARNING STANDARD 4.2.5 Connect words and proper names using ‘and’
reading strategies
1. Connect words and proper names using ‘and’
ACTIVITIES PRE-LESSON Ask 3 pupils to come to the front of the class and to draw
vocabulary items from Superminds 1 according to the suggestions
of their classmates. You need about 24-30 items on the board, so
each pupil draws 8-10 items.
If step 1 is too time-consuming in your class, pupils can prepare
pictures on paper before the lesson, and you can stick these on the
board.
LESSON DELIVERY 1. Now write these 2 sentence outlines on the board:
 A ___ and a ___ are …
 A ___ and a ___ have got …
2. Give pupils an example which completes each outline by making
connections between the pictures on the board, e.g. A banana and a
pear are fruit; or A table and a cat have got four legs.
3. After you have given pupils these examples, ask them to speak in
groups and make as many connections as they can in a given time
limit.
4. Check answers with the whole class.
5. Divide pupils into pairs or small groups.
6. Ask them to write 4 true connections sentences and one false
one. They should not show which sentence is a false connection.
7. Ask groups to swap sentences and to identify and correct the
false sentence.
8. Repeat steps 8 and 9 if there is time.
POST LESSON Post-lesson task 6: Whisper and Write
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 155
Knowledge
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
Other imaginative responses as appropriate
COM. CONTENT STANDARD 2.3 Communicate appropriately to a small or large group
COM. LEARNING STANDARD 2.3.1 Introduce self to an audience using fixed phrases
1. Respond imaginatively and intelligibly through creating simple art and craft products.
2. Introduce self to an audience using fixed phrases
ACTIVITIES PRE-LESSON Review four key words, one from each unit. You could use Task 1, 4
or 6. Task 1 : Work Out the Words
LESSON DELIVERY 1. On the board, do a matching activity: Textbook unit to theme:
Unit 1: At School
Unit 2: Let’s Play!
Unit 3: Pet Show
Unit 4: Lunchtime
2. Make four or eight groups. Ask each group to brainstorm
vocabulary and language they remember from a different unit
each. Give them a time limit.
3. Ask groups to check in their textbooks. If necessary they can add
or change their answers.
4. Ask each group to present their answers to the class.
5. Read the dialogues – you can ask more proficient pupils to take
different parts or you could use puppets or similar to take on
different roles. Pupils should tell you which unit it relates to.
6. Tell groups they will be making similar dialogues to perform in
the next LA lesson. Give each group a new unit to look at and ask
them to write a dialogue.
7. Monitor and help where needed.
8. Groups can practise their dialogues a little.
9. Remind pupils they will need to introduce themselves to the
audience. Check they have the language for this and practise as
appropriate.
10. Collect their written dialogues at the end of the class to review.
POST LESSON Word ladders
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 156
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
Knowledge
MAIN LEARNING STANDARD 1.2.5 Understand short supported questions
COM. LEARNING STANDARD 2.1.2 Find out about very basic personal information using fixed phrases
ACTIVITIES PRE-LESSON Give pupils the Find a friend who… grid on the next page, or write
it on the board and ask pupils to copy it.
Practise the questions pupils will need to ask (e.g. Do you like cats?
Have you got 2 brothers?).
LESSON DELIVERY 1. Tell pupils to mingle and complete the grid with a new name for
each question. If mingling is not possible in your classroom, pupils
can sit and work in groups of about 8-10.
2. When most, but not all, pupils are ready, stop the game.
3. Elicit a few answers from pupils as a whole class.
4. Divide pupils into pairs or small groups and tell them that they’ll
create their own grid, using about 3 entries, depending on time
available.
5. Elicit a few possible entries for a new grid to help pupils get
ideas for their task.
6. Pupils create their new grid.
7. Pupils repeat steps 3 and 4.
POST LESSON Repeat step 5.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 157
Knowledge
sentences
sentences
ACTIVITIES PRE-LESSON Give pupils the Me and my friends grid on the next page, or write it
on the board and ask pupils to copy it.
Ask pupils to complete the grid with information which is true for
them.
LESSON DELIVERY 1. Practise the statements pupils will need to use to communicate
information to their classmates (e.g. I’m 7 years old, My favourite
food is/I like chicken).
2. Put pupils in groups of 4 and ask them to exchange information.
3. When most, but not all, pupils are ready, stop the game.
4. Ask pupils to report back one interesting thing from their group
(e.g. Zil and me like spiders, Ahmed and
POST LESSON Post-lesson task 1: Spot the differences: pupils do this in groups.
They change information in their completed grids, and their
groupmates correct them.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 158
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
Knowledge
and digital media
reading strategies
COM. LEARNING STANDARD 3.2.3
i) Use visuals on the page to help understand a word or phrase
ACTIVITIES PRE-LESSON Task 4 : Identify the Flashcards
LESSON DELIVERY 1. Tell pupils that they’ll be making an ABC poster of Year 1 words
together.
2. You can show pupils a finished ABC poster you have made
yourself as an example if appropriate.
3. Divide pupils into groups of 3.
4. Give each group poster paper on which they will draw pictures
of Year 1 vocabulary items.
5. Write letters of the alphabet on the board. Miss out letters h, I, j
q, u, w, x, z, as it is difficult to make words beginning with these
letters.
6. Ask pupils to copy these letters onto their poster.
7. Give each group the set of 18 pieces of paper. Tell pupils that
they’ll write the words for their pictures on these pieces of paper.
8. Tell pupils to agree who is responsible for letters a, b, c, d, e, f,
who for g, k, l, m, n, o and who for p, r, s, t, v, y.
9. Tell pupils to look though the Superminds textbook, to draw
pictures of items beginning with their letters on the poster and to
write the words on their pieces of paper.
POST LESSON Collect the poster and pieces of paper and make sure you know
which poster they belong to, as you will need these in the next
lesson.
Tell pupils to remember who is in their group, as they’ll start the
next lesson in the same group.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 159
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
Knowledge
MAIN CONTENT STANDARD 3.3 Read independently for information and enjoyment
MAIN LEARNING STANDARD 3.3.1 Read and enjoy simple print and digital games at word level
reading strategies
COM. LEARNING STANDARD 3.2.3
i) Use visuals on the page to help understand a word or phrase
ACTIVITIES PRE-LESSON Tell pupils to form the same groups of 3 as in the previous lesson,
and hand out ABC posters and words to each group.
LESSON DELIVERY 1. Join groups of 3 to form groups of 6.
2. Tell pupils to swap posters and sets of pieces of paper.
3. Pupils match pieces of paper to the pictures and check each
other’s answers.
4. Repeat steps 1, 2, and 3 with new groups as appropriate.
POST LESSON Post-lesson task 7, Listen and point, using pupils’ posters as a
prompt.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 1
DATE 01.01.2022 LESSON 160
Knowledge
LANGUAGE/GRAMMAR FOCUS Your choice. To review language taught over the year
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 2.3 Communicate appropriately to a small or large group
COM. LEARNING STANDARD 2.3.1 Introduce self to an audience using fixed phrases
1. Respond imaginatively and intelligibly through creating simple art and craft products.
2. Introduce self to an audience using fixed phrases
ACTIVITIES PRE-LESSON Task 4 : Identify the Flashcards
LESSON DELIVERY In this final lesson, pupils review their dialogues in groups (from
Lesson 155), based on your feedback.
They then learn and practise their dialogues so they can act them
out freely.
Last of all, they perform their dialogues to the class/parents/other
classes/teachers, having introduced themselves.
SUCCESS CRITERIA

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