WEEK 1

DAY 1 YEAR 2 BESTARI

SUBJECT English MODULE Listening
THEME World of self, family and friends DATE 02/01/2018
TOPIC Unit 11 , Unit 12, Unit 13, and Unit 14 TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 1.1 Recognise and reproduce target language
sounds.
Complementary: 3.1 Recognise words in linear and non-
linear texts by using knowledge of sounds of letters.
Learning Standard
Main: 1.1.1 Recognise and reproduce with support a
limited range of high frequency target language
phonemes.
Complementary: 3.1.2, .3.1.3, 3.1.4
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
recognise at least 6 words correctly by listening and
writing the correct phonemes.
Complementary: At the end of the lesson, pupils will be
able to recognize at least 3 words in the Tarsia puzzle
correctly with support.
IMPACT/REFLECTION
Pre-lesson: Pupils are guided to sing the Phonics song with
Gestures (Recap Phonics)
Lesson delivery:
1. Pupils listen to the sounds and watch the gestures.
2. Pupils are guided to say out the sounds.
3. Pupils listen to sounds and fill in the blanks with the
correct phonemes (M)
4. Pupils are guided with gestures and written phonemes
on the board to fill in the blanks. (L)
Post-lesson: Pupils form the Tarsia Puzzle in their groups
MATERIALS
Phoncis song , Year 1 Phonics Module, digital flashcards.
CCE (CURRICULUM / HOTS / VALUES)
Knowledge acquisition and multiple intelligences
Recognising and collaborating
CLASSROOM BASED ASSESSMENT (PBD)
Listening worksheet and Tarsia Puzzle
 Daily English Language Lesson Plan

DAY 2 YEAR 2 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of self, family and friends DATE
TOPIC Unit 11 , Unit 12, Unit 13, and Unit 14 TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 3.1 Recognise words in linear and non-linear texts by
using knowledge of sounds of letters.
Complementary: 4.1 Form letters and words in neat legible
print using cursive writing.
Learning Standard
Main: 3.1.3 Recognise and sound out with some support
beginning, medial and final sounds in a word.
Complementary: 4.1.2 (i), (ii), (iii)
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
recognise at least 6 words correctly by reading and
writing the correct words.
Complementary: At the end of the lesson, pupils will be
able to form at least 5 upper and lower case letter and
copy letters.
IMPACT/REFLECTION
Pre-lesson: Pupils are guided to sing the Phonics song and
recap phonemes learned in the previous lesson.
Lesson delivery:
1. Pupils go through the digital flashcards by blending
and segmenting the sounds. They are given board game.
2. Pupils fill in the ‘Listen, Colour, and Write’ worksheet. (M)
3. Pupils fill in the ‘Listen, Colour, and Write’ worksheet
guided with digital flashcards. (L)
Post-lesson: Pupils blend and segment the sounds based
on the worksheet.
MATERIALS
Phonics song, Year 2 Phonics Module, digital flashcards,
board game.
CCE (CURRICULUM / HOTS / VALUES)
Knowledge acquisition and multiple intelligences
Remembering and structuring
Able to form judgements
CLASSROOM BASED ASSESSMENT (PBD)
‘Listen, Colour, and Write’ worksheet
Oral assessment using board game
 Daily English Language Lesson Plan

MissA sh
DAY 3 YEAR 2 NUM. OF PUPILS:
SUBJECT English MODULE Listening
THEME World of Stories DATE
TOPIC Unit 15 , Unit 16, Unit 17 and Unit 18 TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 1.1 Recognise and reproduce target language
sounds.
Complementary: 3.1 Recognise words in linear and non-
linear texts by using knowledge of sounds of letters.
Learning Standard
Main: 1.1.1 Recognise and reproduce with support a
limited range of high frequency target language
phonemes.
Complementary: 3.1.1 , 3.1.2, .3.1.3, 3.1.4
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
identify and recognise at least 6 words by colouring the
correct pictures.
Complementary: At the end of the lesson, pupils will be
able to blend at least 4 words correctly with
support.
IMPACT/REFLECTION
Pre-lesson: Pupils are guided to sing the Phonics song.
Pupils recite short phoneme poem guided by teacher.
Lesson delivery:
1. Pupils listen to the sounds and watch the gestures.
2. Pupils are guided say out the words by blending sounds.
3. Pupils listen to sounds and colour the correct words. (M)
4. Pupils are guided to listen to the sounds through
blending and colour the correct words. (L)
Post-lesson: Pupils blend and segment a few words with
pictures shown.
MATERIALS
Phonics song, short poems from LINUS Book 2, Year 2
Phonics Module, digital flashcards,
CCE (CURRICULUM / HOTS / VALUES)
Knowledge acquisition and multiple intelligences
Comparing and structuring
Able to form judgements
CLASSROOM BASED ASSESSMENT (PBD)
Listen and colour worksheet.
Oral assessment through blending and segmenting.
 Daily English Language Lesson Plan

DAY 4 YEAR 1 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of Stories DATE
TOPIC Unit 15 , Unit 16, Unit 17 and Unit 18 TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 3.1 Recognise words in linear and non-linear texts by
using knowledge of sounds of letters.
Complementary: 4.1 Form letters and words in neat legible
print using cursive writing.
Learning Standard
Main: 3.1.2, 3.1.3, 3.1.4
Complementary: 4.1.2 (i), (ii), (iii)
Pre-lesson: Pupils blend the words based on the pictures
shown.
Lesson delivery:
1. Pupils are given cootie catchers to recap on what they
have learned with their partners.
2. Pupil colour the correct sign based on the pictures. (M)
3. Pupils are guided with gestures in order to colour the
correct sign based on the pictures. (L)
Post-lesson: Pupils write down the words based on the
pictures in the cootie catchers.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to Year
MissA sh 2 Phonics Module, digital flashcards, cootie catchers
identify the words by colouring at least 6 words correctly.
Complementary: At the end of the lesson, pupils will be CCE (CURRICULUM / HOTS / VALUES)
able to write and copy at least 3 words correctly Knowledge acquisition and multiple intelligences
support onto a piece of paper. Comparing and structuring
IMPACT/REFLECTION Able to form judgements
CLASSROOM BASED ASSESSMENT (PBD)
‘Right or Wrong?’ worksheet
Written work based on cootie catcher