Pet Show (Lesson 79-116)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 1

1 21/3/2022 Choose an
Week Date Day
item.
Class Time Attendance
World of Self, Family and

Lesson 79 (Listening 16) Topic Pet Show Theme
Friends
Skills Main: Listening Complementary: Speaking
1.2 Understand meaning in a variety of 2.1 Communicate simple information intelligibly
Content Standard
familiar contexts
1.2.1 Understand with support the main 2.1.5 Name or describe objects using suitable
Learning Standard idea of very simple phrases and words from word sets
sentences
By the end of the lesson, pupils will be able to:
1. Understand with support the main 1. Name or describe objects using suitable
Objectives
idea of very simple phrases and words from word sets
sentences
Pupils will be assessed on their ability to:
Success Criteria 1. Listen and say the words correctly.
2. Say the words correctly.
Language/
Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
Grammar Focus
Teaching Aids Textbook, speaker, flashcards, worksheets
Assessment and Evaluation Individual Quiz
Performance Level 1 2 3 4 5 6
No. of Pupils
Higher Order Thinking

21st Century Skills Team Player Skills (HOTS)
Application
Information and
Teaching and Learning
Strategies
Values and Citizenship Cross - Curricular Elements Communications
Technology
21st Century Classroom Teaching and Learning Activities Hot Seat
Learning Outlines Impact

1. Pupils activate vocabulary.
2. Pupils listen to the teacher's explanation of the lesson objectives and
Starter
success criteria to be achieved and their relevance to the topic of the
lesson.
3. Pupils listen to the teacher’s explanation on today’s content/lesson.
4. Pupils carry out activities.
 Pupils present animals.
 Pupils listen and look. Then listen and say the words. (CD1 47, SB
p34)
Main Activities
 Pupils listen and chant. (CD1 48, SB p34)
 Pupils look and write the words. (WB p34)
 Pupils write and draw. (WB p34)
5. Pupils complete the worksheet based on the topic that have been
discussed (Worksheet)
6. Pupils review key language from the lesson.
Plenary
7. Pupils listen to the teacher’s conclusion from the whole of today’s lesson.
Follow-up Actions Remedial Reinforcement Enrichment
Worksheet Worksheet Worksheet
Reflection Choose an item.

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Remarks Choose an item.
DAILY LESSON PLAN
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item.
80 (Language World of Self, Family and

Lesson Topic Pet Show Theme
Arts 16) Friends
Skills Main: Language Arts Complementary: Writing
5.3 Express an imaginative response to 4.2 Communicate basic information intelligibly
Content Standard literary texts for a range of purposes in print and digital
media
5.3.1 Respond imaginatively and 4.2.4 Name or describe objects using suitable
Learning Standard intelligibly through creating simple art words from word sets
and craft products
1. Respond imaginatively and 1. Name or describe objects using suitable
Objectives
intelligibly through creating simple words from word sets
art and craft products
Success Criteria 1. Draw a picture related to their favourite item.
2. Write at least a sentence about their toy correctly.
Language/
Complete review of Unit 2 Superminds 1
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 10 with the song on p24.
Starter
lesson.
4. Pupils carry out activity.
1. Elicit key language e.g. My favourite toy’s my.... My favourite
number’s…. and write this on the board. Add also My favourite
colour’s
Main Activities 2. Ask pupils to draw a picture related to their favourite thing.
3. Tell them to write about it using the language support on the board to
show what they have learned (e.g. My favourite toy’s my long, blue
train).
6. Ask pupils to share their texts with their classmates and to read what
they have written
Plenary
7. Pupils listen to the teacher’s conclusion from the whole of today’s
lesson.
Choose an item.
Reflection
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DAILY LESSON PLAN
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Week Date enter a date. Day
item.

Friends
Skills Main: Writing Complementary: Reading
4.3 Communicate with appropriate 3.2 Understand a variety of linear and non-
Content Standard language form and style for a range of linear print and digital texts by using
purposes in print and digital media appropriate reading strategies
4.3.1 Use capital letters appropriately in 3.2.2 Understand specific information and
Learning Standard
personal and place names details of very simple phrases and sentences
1. Use capital letters appropriately in 1. Understand specific information and
Objectives
personal and place names details of very simple phrases and
sentences
Success Criteria
1. Write the animal
Language/ Recycled language from lesson 79: animal vocabulary
Grammar Focus Adjectives, a/an
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 10: Say what’s missing.
Starter
lesson.
Main Activities 3. Pupils listen to the teacher’s explanation on today’s content/lesson.
 Put the grid on the next page on the board. Use your own pictures for
the images of animals.
 Tell pupils to copy the grid.
 Ask them to tick () 3 boxes secretly (e.g. a small frog, an old
elephant, a beautiful cat) and to cover their picture.
 Explain that pupils have to guess a classmate‘s 3 descriptions by
saying them.
 Demonstrate with 2 pupils how to play the game Pupil A says, e.g. A
big spider, and marks this square in their grid to signal that they have
used this choice. Pupil B says yes or no, depending on whether the
guess matches one of the 3 ticks in their grid.
 Pupil B now guesses in the same way as Pupil A.
 Divide pupils into pairs or small groups and ask them to play the
game.
 Fast finishers can add extra ticks and continue.
 Stop when most, but not all pupils have finished.
6. Post-lesson task 4: Correct the error
Plenary
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Reflection
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DAILY LESSON PLAN
item.
82 (Speaking 17)
Friends
Skills Main: Speaking Complementary: Speaking
2.1 Communicate simple information 2.1 Communicate simple information intelligibly
Content Standard
intelligibly
2.1.2 Find out about very basic 2.1.3 Express basic likes and dislikes
Learning Standard personal information using fixed
phrases
Objectives 1. Find out about very basic personal 1. Express basic likes and dislikes
information using fixed phrases
Success Criteria 1. State an item that is related to the colour given correctly.
2. State their favourite animal.
Language/ Recycled language from lesson 79: animal vocabulary
Grammar Focus What’s your favourite …?
No. of Pupils

Application
Information and
Strategies
Technology

1. Show pupils a finished snapdragon: the outside should have 4 colours
on it, the inside 8 numbers 1 - 8 and the very inside 4 questions What’s
your favourite animal / number / toy / colour?
Starter
lesson.
 Choose a pupil and tell him/her to say a colour. The pupil chooses
one of the colours on the snapdragon and says it.
 If they say green, for example, ask the pupil to say something green
in the classroom.
 Open the snapdragon and ask the pupil to say a number.
 Count the number together with the pupil and open and shut the
snapdragon the same number of times as the number the pupil tells
you.
 Ask the pupil to choose another number.
 Now open the snapdragon and ask the pupil the question on the
inside (e.g. What’s your favourite animal?): the pupil answers.
 Give every pupil a piece of square paper.
 Give instructions how to make a snapdragon: they make it with you.
It’s important that they follow you step by step.
 Tell pupils to draw colours on the outside, numbers on the inside and
4 questions on the inside.
6. When they are ready, tell pupils to play the game with their classmates.
Plenary 7. Pupils listen to the teacher’s conclusion from the whole of today’s
lesson.
Choose an item.
Reflection
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DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

Lesson 83 (Reading 17) Topic Pet Show Theme
Friends
Skills Main: Reading Complementary: Reading
3.1 Recognize words in linear and non- 3.3 Read independently for information and
Content Standard
linear enjoyment
3.1.3 Blend phonemes (CVC, CCVC) 3.3.1 Read and enjoy simple print and digital
Learning Standard
games at word level
Objectives 1. Blend phonemes (CVC, CCVC) 1. Read and enjoy simple print and digital
games at word level
Success Criteria 1. Read the animals from the word snake correctly.
2. Read the text about pets.
Language/
Recycled language from lesson 79: animal vocabulary
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Task 4 for animal vocabulary.
Starter
2. Read and enjoy simple print and digital games at word level
 Review spelling of animal vocabulary by writing gapped words on the
board. E.g., s_ider
 Draw a word snake or word sausage on the board with the names of
animals hidden inside it, e.g. bdogseeratxtelephantthedflizrdnmcatuh
Main Activities  Pupils read it, and tell each other the 5 animals in it, and then tell
you. (dog, rat, elephant, lizard, cat)
 Pupils work in pairs to create and their own word snake/sausage
puzzles.
 Pupils swap puzzles with another pair, who solve the puzzle
6. Task 11 perhaps about pets or a trip to the zoo.
lesson.
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Reflection
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DAILY LESSON PLAN
item.

Lesson 84 (Writing 17) Topic Pet Show Theme
Friends
Skills Main: Writing Complementary:
4.2 Communicate basic information 4.3 Communicate with appropriate language
Content Standard intelligibly for a range of purposes in form and style for a range of purposes in print
print and digital media and digital media
4.2.3 Express basic likes and dislikes 4.3.1 Use capital letters appropriately in
Learning Standard
personal and place names
Objectives 1. Express basic likes and dislikes 1. Use capital letters appropriately in
personal and place names
Success Criteria 1. Write a sentence on a person’s favourite animal correctly.
2. Write their peer’s name using capital letters correctly.
Language/
Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Review animal vocabulary by playing a mime game. You say a word
and pupils mime the animal.
Starter 2. Pupils listen to the teacher's explanation of the lesson objectives and
lesson.
 After miming, ask pupils to tell you the animals they mimed in the
correct order. Elicit the spellings and write them on the board,
perhaps next to a flashcard.
 Hold up a flashcard of an animal. Tell pupils that it is your favourite
one. They should say ‘(your name)’s favourite animal is a xxx.’
 Tell the pupils that that was just an example. Now hold up another
Main Activities
flashcard and ask pupils to write the sentence: ‘( Your names)’s
favourite animal is a…’
 Check by asking a pupil to write the sentence on the board.
 Repeat 2 or 3 times.
 Pupils continue the game in groups, with a different pupil choosing
the flashcard each time.
Plenary 6. Ask some pupils to read their sentences to the class.
lesson.
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Reflection
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DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

Arts 17) Friends
Skills Main: Language Arts Complementary: Speaking
5.3 Express an imaginative response to 2.1 Communicate simple information intelligibly
Content Standard
literary texts
5.3.1 Respond imaginatively and 2.1.5 Name or describe objects using suitable
Learning Standard intelligibly through creating simple art words from word sets
and craft
1. Respond imaginatively and 1. Name or describe objects using suitable
Objectives
intelligibly through creating simple words from word sets
Success Criteria 1. Draw a picture of their animals on each card.
2. Name the animal based on the cards they have chosen.
Language/
Animal vocabulary from Superminds p.34
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Play a mime game to review animal vocabulary – teacher says a word,
pupils pretend to be the animal. Similar to Lesson 84, but this time ask a
pupil to write the name of the animal on the board.
Starter
lesson.
 Play a game to review spelling of the eight words from p.34 of the
textbook. For example, pre-lesson tasks 1 or 6. Leave the words
written on the board. (You could write a short sentence, e.g. It’s a
xxx.)
 Using flashcards, ask pupils to match the words to the pictures on
the flashcards. Leave these on the board.
 Pupils work in groups of four. Each pupil should choose two of the
eight animals. Give out a sheet of card to each pupil and ask them to
cut it into four equal parts (cards), the size of a credit card.
 Ask each pupil to take two of their smaller cards and tell them to
write the name of the animal, one on each card in big and neat
writing.
 Now ask pupils to draw a picture of their animal, one on each of the
remaining cards.
 Assign a group leader to each group. This pupil should check then
collect together all the cards from their group. The group can count
them together, there should be 16 cards (8 words, 7 corresponding
pictures).
 Use a group to model the activity for the whole class – this is a
pelmanism or matching game (where all cards are placed face-down
on the table. In turns, pupils turn over cards, saying ‘ it’s a …’ as they
do so. They should try to find a pair (word + picture). They keep a
pair they find. If not a pair, they turn the cards back over, taking care
not to move them out of position. Then it is the next player’s turn, and
so on. The winner is the player with the most pairs).
 The pupils could play the game a few times and/or change groups
Plenary 6. Pupils listen to the teacher’s conclusion from the whole of today’s lesson.
Choose an item.
Reflection
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DAILY LESSON PLAN
item.

Friends
Content Standard
contexts
1.2.2 Understand with support specific 2.1.5 Name or describe objects using suitable
Learning Standard information and details of very simple words from word sets
phrases and sentences
1. Understand with support specific 1. Name or describe objects using suitable
Objectives
information and details of very words from word sets
simple phrases and sentences
Success Criteria 1. Listen and stick the pictures correctly.
2. Name the animal correctly in the descriptions game.
Language/
Prepositions of place: in, on, under
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review animal vocabulary.
Starter
lesson.
 Pupils listen, read and stick. (CD1 49, SB p25)
 Pupils listen and say. (CD1 50, SB p35)
Main Activities  Pupils play the descriptions game. (SB p35)
 Pupils look and tick the box. (WB p35)
 Pupils read and draw (WB p35)
6. Pupils review new language from the lesson.
Plenary

Choose an item.
DAILY LESSON PLAN

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87 (Speaking World of Self, Family and

18) Friends
Skills Main: Speaking Complementary: Listening
2.1 Communicate simple information 1.1 Recognize and reproduce target language
Content Standard
intelligibly sounds
2.1.5 Name or describe objects using 1.1.1 Recognize and reproduce with support a
Learning Standard suitable words from word sets limited range of high frequency target language
phonemes
1. Name or describe objects using 1. Recognize and reproduce with support a
Objectives
suitable words from word sets limited range of high frequency target
language phonemes
Success Criteria 1. State the animals in the picture.
2. Match the pictures with the words correctly.
Language/ Plural animal nouns (e.g. dogs, spiders, rats)
Grammar Focus Recycled animals, colours, prepositions
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review animals.
Starter
lesson.
 Pupils listen and sing. (CD1 51, 52, SB p36)
Main Activities
 Pupils match the pictures with the words. (WB p36)
6. Pupils review key language from the lesson.
lesson.

Choose an item.
DAILY LESSON PLAN
item.
Lesson: 88 World of Self, Family and

(Reading 18) Friends
Skills Main: Reading Complementary: Speaking
3.2 Understand a variety of linear and 2.1 Communicate simple information intelligibly
Content Standard non-linear print and digital texts by
using appropriate reading strategies
3.2.2 Understand specific information 2.1.3 Express basic likes and dislikes
Learning Standard and details of very simple phrases and
sentences
1. Understand specific information 1. Express basic likes and dislikes
Objectives
and details of very simple phrases
and sentences
Success Criteria 1. Read and tick at least 3 out of 5 boxes correctly according to the text.
2. Talk about their likes and dislikes in pairs.
Language/
Recycled topic vocabulary and other Year 1 vocabulary as appropriate
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Review animal vocabulary if necessary. Play pelmanism using the cards
pupils made in Lesson 85.
lesson.
 Show the pictures of the children and tell the pupils their names (as
on worksheet). Put the pictures on the board and write their name
under them.
 Give out worksheet (or write the table on the board, asking pupils to
copy it into their exercise books).
 Ask pupils to read the sentences about the children in the pictures.
They should read and put a tick or cross (or write yes or no) in the
table depending if the child likes or dislikes the animal.
 Have pupils check their answers with a partner before checking with
the whole class.
 Ask pupils to write their own name under the names in the table and
put ticks or crosses in the table for their own likes and dislikes.
 Pupils tell their partner what they like and dislike before some pupils
tell the class
6. Pupils tell their partner what they like and dislike before some pupils tell
the class
Plenary
lesson.
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Reflection
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DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

(Writing 18) Friends
Skills Main: Writing Complementary: Writing
4.2 Communicate basic information 4.3 Communicate with appropriate language
Content Standard intelligibly for a range of purposes in form and style for a range of purposes in print
print and digital media and digital media
4.2.5 Connect words and proper names 4.3.3 Plan and write words and phrases
Learning Standard
using ‘and’
Objectives 1. Connect words and proper names 1. Plan and write words and phrases.
using ‘and’.
Success Criteria
1. Write a sentence using the word ‘and’ correctly.
Language/
Recycled animal vocabulary and prepositions from topic 3 (Pet Show)
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Review some classroom objects by playing a game where you tell
pupils to, for example, ‘show me your book/pencil’ etc. Pupils find and
hold up the object.
Starter
lesson.
 Next, extend the game to: ‘Put your book on your desk. Put your
pencil in your book’. And so on.
 Ask a few pupils to be the teacher. and to give instructions like
these to their classmates.
 Draw a picture of 4 animals, on and under classroom objects on
the board. Write 2 false sentences about them using and (e.g. The
frog is on the desk and the lizard is in the pencil case, the rat is
under the bag and the spider is on the book) Ask pupils to read the
sentences and orally correct the false information.
 Pupils draw a similar (or more basic) picture in their exercise books
and write a similar false sentence.
 Pupils swap their exercise books with a partner and correct each
other’s false sentences in writing.
 Pupils talk together about the mistakes to check the answers.
6. Pupils write a correct sentence under their picture.
lesson.
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Reflection
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DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

Arts 18) Friends
Skills Main: Language Arts Complementary: Language Arts
5.1 Enjoy and appreciate rhymes, 5.1 Enjoy and appreciate rhymes, poems and
Content Standard
poems and songs songs
5.1.1 Demonstrate appreciation through 5.1.2 Say the words in simple texts, and sing
non-verbal responses to simple songs with intelligible pronunciation,
i) simple chants and raps rhythm and intonation
Learning Standard
ii) simple rhymes i) simple chants and raps
iii) simple action songs ii) simple rhymes
iii) simple action songs
1. Demonstrate appreciation through 1. Say the words in simple texts, and sing
Objectives
non-verbal responses simple songs with intelligible
pronunciation, rhythm and intonation
Success Criteria 1. Sing a song about animals.
2. Sing the song with intelligible pronunciation, rhythm and intonation.
Language/
Animal vocabulary of your choice (review or extend)
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review vocabulary.
Starter
lesson.
 Pupils sing a song.
Main Activities  Pupils say the words in simple texts, and sing simple songs with
intelligible pronunciation, rhythm and intonation
6. Ask pupils to share their song with their classmate.
lesson.
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Reflection
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DAILY LESSON PLAN

1 21/3/2022 Choose an
Week Date Day
item.

Friends
Skills Main: Listening Complementary: Listening
1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard
familiar contexts contexts
1.2.5 Understand short, supported 1.2.2 Understand with support specific
Learning Standard questions information and details of very simple phrases
and sentences
1. Understand short, supported 1. Understand with support specific
Objectives
questions information and details of very simple
Success Criteria 1. Listen and answer the questions about the animals correctly.
2. Answer questions according to the audio correctly.
Language/
Recycled topic language: animals and prepositions
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 6: Finger writing (with preposition phrases such as on
the desk, in the bag)
lesson.
Main Activities  Pupils listen to the teacher’s explanation on today’s content/lesson.
 Pupils carry out activity.
 Put real classroom objects on a table or pictures, drawings or a
poster of classroom objects on the board.
 Tell pupils that a spider (The class can give the spider a name if they
like) is hiding somewhere among the objects/in the picture, and that
pupils have to find it.
 Ask one pupil to come to the front of the class, think of a place to
hide the spider. Ask him/her to write down or whisper to you where
the spider is.
 The class guess (e.g. Is it under the desk?) until someone guesses
correctly. A new pupil then comes to the front, and the game
continues.
 Continue the game for one or two rounds.
 Divide pupils into pairs or small groups.
 Give them a copy of the picture of the classroom objects if you can. If
not, pupils can play the game using the pictures or flashcards on the
wall.
 Tell one pupil in each pair to write down where the spider is hiding
and to cover this information. The other pupil in the pair or pupils in
the group guess, as in step 5. They can check their final correct
guess against what the first pupil has written if necessary.
 A new pupil hides the spider after a correct guess, and the game
continues as in step 8.
 Pupils complete the worksheet based on the topic that have been
Choose an item.
Reflection
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DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

19) Friends
2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
1.3.1 Predict words they will hear by 1.2.4 Understand short basic supported
Learning Standard
using knowledge of a topic classroom instructions
Objectives 1. Name or describe objects using 1. Understand short basic supported
suitable words from word sets classroom instructions
Success Criteria 1. Ask at least 1 question about the classroom objects correctly.
2. Bring the classroom item to the front of the class according to the instruction given.
Recycled topic language: prepositions, plural nouns
Language/
Imperative: Put…
Grammar Focus
Classroom vocabulary
No. of Pupils

Application
Information and
Strategies
Technology

1. Prepare a desk or table with a number of classroom objects, if possible
2 or 3 at least of each item.
2. Give pupils time to look and remember the items. Pupils close their
Starter eyes and you move an item. Pupils tell you what the difference is.
lesson.
Main Activities  Pupils listen to the teacher’s explanation on today’s content/lesson.
 Pupils carry out activity.
 Ask a pupil to come to the front of the class and carry out an
instruction involving classroom objects and prepositions (e.g. Put 3
blue pencils under the desk, Put 2 pencil cases in the red bag).
 Continue for 4 or 5 rounds with a new pupil each time.
 Divide pupils into large groups of about 6-8. Ask them to use their
own classroom objects to continue the game. Make sure that pupils
take turns to give instructions.
 Tell pupils that the focus will now change to a new activity.
 Hand out or draw the grid from the next page of this scheme of work
on the board, and ask pupils to copy it. Draw the grid on the next
page on the board, and ask pupils to copy it.
 Tell pupils that they will pretend to hide a pencil in 3 places, and that
their friend must find the 3 places.
 Pupils tick () 3 boxes in the grid, and then work in pairs or small
groups to guess where their partner’s classroom objects are.
 They guess by asking questions such as Is the pen under the
book/in the bag?
 The game continues in the same way as in lesson 81.
 Pupils complete the worksheet based on the topic that have been
Choose an item.
Reflection
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DAILY LESSON PLAN
item.

Friends
Skills Main: Reading Complementary: Writing
3.1 Recognize words in linear and non- 4.3 Communicate with appropriate language
Content Standard linear texts by using knowledge of form and style for a range of purposes in print
sounds of letters and digital media
3.1.3 Blend phonemes (CVC, CCVC) 4.3.2 Spell familiar high frequency words
Learning Standard
accurately
Objectives 1. Blend phonemes (CVC, CCVC) 1. Spell familiar high frequency words
accurately
Success Criteria 1. Find the pair of the cards with same animal name.
2. Spell the words of the animals given correctly on the pieces of cards.
Language/
Recycled animal vocabulary
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Invite volunteers to write 12 animal names on the board (8 from the
textbook on p.34, plus 4 new ones).
lesson.
 Put pupils in pairs, and make sure that each pupil has 12 small
pieces of paper. Each pupil writes the name of all 12 animals, one on
each piece of paper.
 Ask pupils to put their cards face-up on the desk.
 Say a word and pupils take the correct card, if they have it. The first
pupils to have taken all their cards are the ‘winners’ and can become
teacher in the next round.
 Play another round, where pupils play the game in small groups.
 Next, pupils put the papers face down on their desk, mix them, and
take turns to turn 2 papers up. If they get a matching pair, they take
them and keep them. If not, they turn the papers back over. The
game continues until all animal pairs have gone
 When the game is finished, pupils can play again, or make another
smaller set of other words of their own choice.
Choose an item.
Reflection
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DAILY LESSON PLAN
item.

Friends
4.3 Communicate with appropriate 4.3 Communicate with appropriate language
Content Standard language form and style for a range of form and style for a range of purposes in print
purposes in print and digital media and digital media
4.3.3 Plan and write words and phrases 4.3.2 Spell familiar high frequency words
Learning Standard
accurately
Objectives 1. Plan and write words and phrases 1. Spell familiar high frequency words
accurately
Success Criteria 1. Write the sentences about animals in their exercise books correctly.
2. Spell the animals correctly.
Language/
Prepositions and topic vocabulary
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Review animal vocabulary and prepositions by playing a game such as
miming or listening to instructions. Choose a game that your pupils have
enjoyed in previous lessons.
Starter
lesson.
 Draw the puzzle on the board (see below for example). Use different
colours for each line. Ask pupils to follow a line from an animal to an
object to make sentences orally (e.g. The lizard is on the pencil case.
The cat is in the bag).
Main Activities  Pupils write the sentences in their exercise books. You might want to
model the first one on the board.
 Pupils make their own, similar puzzle in their exercise books or on
paper. If 4 animals and 4 classroom objects are too many for pupils
to work with, ask them to use fewer examples
Plenary 6. Pupils swap puzzles with a partner and solve each other’s puzzles. They
write sentences accordingly.
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Reflection
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Arts 19) Friends
Skills Main: Language Arts Complementary: Listening
5.3 Express an imaginative response to 1.2.4 Understand short basic supported
Content Standard
literary texts classroom instructions
5.3.1 Respond imaginatively and
1.2.4 Understand short basic supported
Learning Standard intelligibly through creating simple art
classroom instructions
and craft products
1. Respond imaginatively and 1. Understand short basic supported
Objectives
intelligibly through creating simple classroom instructions
Success Criteria 1. Colour their picture of the animal.
2. Draw a picture that is related to the animals.
Language/
Prepositions of place
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Do a vocabulary review activity to remind pupils of any words you will
recycle from Units 1 or 2 (e.g. Pre-lesson task 1, 4 or 6).
lesson.
 Divide the class into pairs. Assign pupils a number 1 or 2.
 Ask pupil 1 from each group to come to the front of the room. Dictate
one or more sentences about animals and the classroom (examples
given). The pupils listen and quickly draw a rough picture to help
them memorise the sentences.
 Next, pupil 1 goes to pupil two and dictates the picture as you did.
Pupil 2 quickly draws the picture.
 In ‘secret’, pupils colour their picture. They can choose their own
colours.
 Pupils compare pictures and decide which colours are best for each
item.
 Pairs of pupils draw a final picture and colour it according to what
they have decided.
 Display pupils’ work in the classroom. Ask pupils to look at each
other’s pictures
6. Play a game in small groups, where pupils direct each other to put items
Plenary around the classroom, (e.g. The Superminds book is on the chair).
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Reflection
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DAILY LESSON PLAN
item.

20) Friends
Content Standard
2.1.3 Express basic likes and dislikes 1.2.2 Understand with support specific
Learning Standard information and details of very simple phrases
and sentences
Objectives 1. Express basic likes and dislikes 1. Use capital letters appropriately in personal
and place names
Success Criteria 1. Write a sentence on a person’s favourite animal correctly.
2. Write their peer’s name using capital letters correctly.
Language/
Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Review animal vocabulary by playing a mime game. You say a word and
pupils mime the animal.
lesson.
 After miming, ask pupils to tell you the animals they mimed in the
correct order. Elicit the spellings and write them on the board,
perhaps next to a flashcard.
 Hold up a flashcard of an animal. Tell pupils that it is your favourite
one. They should say ‘(your name)’s favourite animal is a xxx.’
 Tell the pupils that that was just an example. Now hold up another
Main Activities
flashcard and ask pupils to write the sentence: ‘( Your names)’s
favourite animal is a…’
 Check by asking a pupil to write the sentence on the board.
 Repeat 2 or 3 times.
 Pupils continue the game in groups, with a different pupil choosing
the flashcard each time.
6. Ask some pupils to read their sentences to the class.
Plenary
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Friends
1.3 Use appropriate listening strategies 1.2 Understand meaning in a variety of familiar
Content Standard
in a variety of contexts contexts
1.3.1 Predict words they will hear by 1.2.3 Understand with a high degree of support
Learning Standard
using knowledge of a topic very short simple narratives
Objectives 1. Predict words they will hear by 1. Understand with a high degree of support
Success Criteria 1. Listen and match at least 3 out of 5 questions in the worksheet.
2. Listen and write the number based on the story.
Imperatives: Come back, touch
Language/
Adjectives: amazing, clever
Grammar Focus
I’ve got an idea
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review the characters and the story.
Starter
lesson.
 Pupils present a picture story – The Spider. (CD1 57, SB p38-39)
 Pupils look at the story. Find the pictures and write the number. (WB
Main Activities
p38)
 Pupils match the pictures with the sentences.
6. Pupils practice the story.
Plenary
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Reflection
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Friends
3.1 Recognize words in linear and non-
3.1 Recognize words in linear and non-linear
Content Standard linear texts by using knowledge of
texts by using knowledge of sounds of letters
sounds of letters
Learning Standard 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)
Objectives 1. Predict words they will hear by 1. Understand with a high degree of support
Success Criteria 1. Read and circle yes or no.
2. Draw and colour according to the text.
Language/
Recycled vocabulary for toys and adjectives
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils read and circle yes or no. (SB p39).
Starter
lesson.
 Pupils listen and say. (CD1 59, SB p39)
Main Activities  Pupils look and circle. (WB p39)
 Pupils read, draw and colour. Listen and say. (CD1 60, WB p39)
6. Pupils review and write decodable words with letter sound 1 and
Plenary distinguish it from the previous letter sounds a and e.
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Friends
4.2 Communicate basic information 4.2 Communicate basic information intelligibly
Content Standard intelligibly for a range of purposes in for a range of purposes in print and digital
print and digital media media
4.2.3 Express basic likes and dislikes 4.2.5 Connect words and proper names using
Learning Standard
‘and’
Objectives 1. Spell familiar high frequency 1. Connect words and proper names using
words accurately ‘and’
Success Criteria 1. Write about the animals they like and dislike.
2. Write sentences using “and”.
Language/
Recycled vocabulary: classroom objects, animals
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

Starter
lesson.
 Pupils read and circle the correct picture. (SB p40)
 Pupils write about animals you like
Main Activities
 and don’t like. (SB p40)
 Pupils listen and draw lines. (CD1 62, WB p40)
6. Pupils play game.
Plenary
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Arts 20) Friends
5.1 Enjoy and appreciate rhymes, 5.1 Enjoy and appreciate rhymes, poems and
Content Standard
poems and songs songs
5.1.1 Demonstrate appreciation through 5.1.2 Say the words in simple texts, and sing
non-verbal responses to simple songs with intelligible pronunciation,
i) simple chants and raps rhythm and intonation
Learning Standard
1. Demonstrate appreciation through 1. Say the words in simple texts, and sing
non-verbal responses to simple songs with intelligible
Objectives i) simple chants and raps pronunciation, rhythm and intonation
Success Criteria 1. Sing the animals song and do the actions.
2. Draw a picture based on the song in groups.
Language/
Animal vocabulary of your choice (review or extend)
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils listen to the song, do some actions and join in when they
can/want to.
lesson.
 Pupils could work in small groups to create a picture that
Main Activities represents the song, or they could write words they remember or a
sentence from the song.
Plenary 6. As a follow up to the song, ask the children if they liked the song, if they
liked the tune (music) and the words, which was their favourite animal
and so on.
lesson.

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101 (Listening World of Self, Family and

21) Friends
Content Standard
familiar contexts
1.2.3 Understand with a high degree of 2.1.5 Name or describe objects using suitable
Learning Standard
support very short simple narratives words from word sets
1. Understand with a high degree of 1. Name or describe objects using suitable
Objectives
support very short simple words from word sets
narratives
Success Criteria
1. Tell a new story ith 3-5 places.
Recycled topic language: animals, prepositions
Language/
Colours, adjectives
Grammar Focus
It goes
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 2: Guess the answer.
Starter
lesson.
 Teach pupils the meaning and pronunciation of It goes.
 Give pupils a copy of the picture (see Materials/References
column) or ask them to copy it.
 Show pupils a flashcard of an animal and ask them to give it a
name.
 Explain that you’ll tell them a story about the animal. The animal
goes to 5 places in the picture, and pupils number the places 1-5.
 Tell the story (e.g. Lenny the lizard goes under the green table.
Then he goes in the small tree etc.)
 Pupils number the places he goes to 1-5.
 Repeat the story if need be, and elicit from the class the answers
to where Lenny goes.
 Divide pupils into small groups. They take turns to tell a new story
with 3 -5 places. Make sure that each pupil has the chance to tell a
story. Pupils can change the animal if need be.
6. Post-lesson task 10: Test your memory.
lesson.
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21) Friends
Content Standard
2.1.2 Find out about very basic 1.2.5 Understand short supported questions
Learning Standard personal information using fixed
phrases
Objectives 1. Find out about very basic personal 1. Understand short supported questions
information using fixed phrases.
Success Criteria
1. Comprehend the usage of fixed phrases
Language/
Recycled language: animal vocabulary, I like/don’t like…, What about you?
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 4: Identify the flashcards.
Starter
lesson.
 Divide pupils into groups of about 5.
 Draw a grid 5 squares by 5 on the board.
 Pupils copy it and choose 4 animals at the top. Pupils write their
name and the names of the 4 classmates in their group down the
left-hand side.
Main Activities  Pupils complete the grid with a happy or sad face for their own
preference, and then tell and ask each other I like/don’t like …
What about you. ?
 Pupils complete their grids with happy and sad faces, according to
the answers they get.
 Pupils stay in their groups to make a bar chart of the information
6. Pupils share the bar chart information with the rest of the class or with
Plenary other groups.
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Reflection
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item.
103 (Reading World of Self, Family and

21) Friends
Skills Main: Reading Complementary: Listening
3.2 Understand a variety of linear and 1.2 Understand meaning in a variety of familiar
Content Standard non-linear print and digital texts by contexts
3.2.2 Understand specific information 1.2.2 Understand with support specific
Learning Standard and details of very simple phrases and information and details of very simple phrases
sentences and sentences
1. Understand specific information 1. Understand with support specific
Objectives
and details of very simple phrases information and details of very simple
and sentences phrases and sentences
Success Criteria
1. Describe one of the pupils.
Language/ Recycled animal vocabulary, like, numbers
Grammar Focus Lives in/doesn’t like
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 5.
Starter
lesson.
 Nominate 5 or 6 pupils to come to the front and tell you their
personal information (see table) quietly.
 Play a guessing game where you describe one of the pupils (using
the target language) and the class has to guess who you are
talking about.
 Review meaning and form of doesn’t like and lives in if necessary
with your class.
 Take one of the 4 short texts from Text set 1 on the next page
yourself, and give the other 3 texts to 3 proficient pupils.
 Put Grid 1 from the next page on the board. Pupils read these out
and the whole class helps you to complete the grid.
 After solving the problem, pupils then draw the empty grid again in
their exercise books.
 Divide pupils into groups of 4, give each pupil one of the 4 texts
from Text set 2 on the next page and ask them to solve the
problem in the same way as in the whole-class example by reading
the texts themselves.
6. Task 10 using pictures to represent the children in the activity.
Plenary
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Friends
4.2 Communicate basic information 4.2 Communicate basic information intelligibly
Content Standard intelligibly for a range of purposes in for a range of purposes in print and digital
print and digital media media
4.2.3 Express basic likes and dislikes 4.2.1 Give very basic personal information
Learning Standard
using fixed phrases
Objectives 1. Express basic likes and dislikes 1. Give very basic personal information
using fixed phrases
Success Criteria
1. Interpret the data in the bar chart.
Language/
Recycled: animals vocabulary, I like/don’t like…
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review animals’ vocabulary.
 Show pictures of children.
 Ask pupils how many children they can see in the pictures.
Starter
lesson.
 Elicit some sentences about the groups of children, e.g. 5 children
like dogs.
 You could write the sentences on the board as model and then ask
pupils to write them in their exercise books.
Main Activities  Ask pupils to review the bar chart they made in Lesson 102. Show
pupils how to interpret the data in the bar chart.
 Have pupils put their bar charts on the computer, if appropriate,
and to then write about them. If computers are not available, this
can easily be done on paper.
6. Give pupils some time to look at each other’s’ work. You could display it
Plenary if you can print it out.
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Arts 21) Friends
5.3 Express an imaginative response to 1.1 Recognize and reproduce target language
Content Standard
literary texts sounds
5.3.1 Respond imaginatively and 1.1.1 Recognize and reproduce with support a
Learning Standard intelligibly through creating simple art limited range of high frequency target language
and craft products phonemes
1. Respond imaginatively and 1. Recognize and reproduce with support a
Objectives
intelligibly through creating simple art limited range of high frequency target language
and craft products phonemes
Success Criteria
1. Pupils to create their own rhyming sentences with like/don’t like in pairs.
I like/don’t like
Animals review
Language/
Colours review
Grammar Focus
Initial sounds and rhyming
Introduction to linking words but / and
No. of Pupils

Application
Information and
Strategies
Technology

Starter
lesson.
 Review adjectives and animals. Ask pupils to alphabetize them,
which would help with the main activity.
 Provide pupils with a model sentences that rhyme about animals
(example given). You could do this with a rhythm, so it is a chant.
Main Activities
 Encourage pupils to create their own rhyming sentences with
like/don’t like in pairs. Encourage the use of but or and if suitable.
 Pupils draw a picture of the animal they like (or don’t like). They
could perhaps write a sentence too, e.g. I like brown birds.
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Friends
Skills Main: Writing Complementary: Listening
4.3 Communicate with appropriate 1.2 Understand meaning in a variety of familiar
Content Standard language form and style for a range of contexts
purposes in print and digital media
4.3.2 Spell familiar high frequency 1.2.4 Understand short basic supported
Learning Standard
words accurately classroom instructions
Objectives 1. Spell familiar high frequency 1. Understand short basic supported
words accurately classroom instructions
Success Criteria
1. Ability to look and write the number.
Language/
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review toys and games.
Starter
lesson.
 Pupils listen to your teacher and stick. (SB p41)
Main Activities
 Pupils look and write the numbers. (WB p41)
6. Pupils practice productive speaking.
Plenary
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(Speaking) Friends
Content Standard
2.1.5 Name or describe objects using 1.2.3 Understand meaning in a variety of
Learning Standard
suitable words from word sets familiar contexts
Objectives 1. Name or describe objects using 1. Understand meaning in a variety of
suitable words from word sets familiar contexts
Success Criteria
1. Pupils find the difference based on the characteristics f the animal
Language/
Camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils raise awareness of camouflage.
Starter
lesson.
 Pupils ask and answer. (SB p42)
 Pupils say why it is difficult to see the animal. (SB p42)
Main Activities
 Pupils colour the picture. Hide the lizard. (WB p42)
 Pupils find the differences. (WB p42)
6. Pupil’s review what they have learnt in the lesson.
Plenary
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108 (Reading World of Self, Family and

22) Friends
3.2 Understand a variety of linear and 3.1 Recognize words in linear and non-linear
Content Standard non-linear print and digital texts by texts by using knowledge of sounds of letters
3.2.3 3.1.3 Blend phonemes (CVC, CCVC)
i) Use visuals on the page to help
Learning Standard understand a word or phrase
ii) Identify and remember high
frequency sound and letter patterns
1. Use visuals on the page to help 1. Blend phonemes (CVC, CCVC)
understand a word or phrase
Objectives
2. Identify and remember high
frequency sound and letter
patterns
Success Criteria
1. Able to match the picture with the words.
Language/
leaves, tall (grass)
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review the concept of camouflage.
Starter
lesson.
 Pupils apply their knowledge and experience. – Where do the
animals hide? (SB p43)
Main Activities
 Pupils draw a camouflage.
 Pupils match the picture with the words. (WB p43)
6. Pupil’s review what they have learnt in the lesson.
Plenary
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22) Friends
1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard
familiar contexts contexts
1.2.3 Understand with a high degree of 1.2.2 Understand with support specific
Learning Standard support very short simple narratives information and details of very simple phrases
and sentences
1. Understand with a high degree of 1. Understand with support specific
Objectives
support very short simple information and details of very simple
narratives phrases and sentences
Success Criteria
1. Understand with a high degree of support very short simple narratives.
Imperatives: Hug, Go to open, Pick him up, Tie, Mark
Language/
Parts of the body: face, eyes, nose
Grammar Focus
paper plate, mask, hole
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils write the animals name in scrambled letter order.
Starter
lesson.
 Pupils do the quiz in pairs.
 Pupils check their work with other pairs
 Pupils look back to check questions they did not know
Main Activities  Pupils look at the picture dictionary page for animals (WB pg. 121).
 In pairs, pupils take turns to point to one of the pictures and say the
word.
 Pupils write the words under the pictures.
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item.

Arts 22) Friends
5.3 Express an imaginative response to 1.2 Understand meaning in a variety of familiar
Content Standard
literary texts contexts
5.3.1 Respond imaginatively and 1.2.2 Understand with support specific
Learning Standard intelligibly through creating simple art information and details of very simple phrases
and craft products and sentences
1. Respond imaginatively and 1. Understand with support specific
Objectives
intelligibly through creating simple information and details of very simple
art and craft products phrases and sentences
Success Criteria
1. Design and create a collage on poster paper
Language/ Camouflage
Grammar Focus X hides in …
No. of Pupils

Application
Information and
Strategies
Technology

1. Quiz – ask questions about where different animals hide. This could be a
True/False quiz. It should be written but could be done orally if
necessary.
2. You might want/need to teach some new animal vocabulary if you have
Starter particular animals living in the environment. Have pupils work in teams to
answer the quiz questions.
lesson.
 Gather realia (see Materials/References column) or show pupils
what you have gathered. Ask them what kinds of animal hide in
these items. You might want to help children with new vocabulary.
 Give the animal pictures/toys to the pupils and some of the gathered
items.
 Tell pupils some sentences – they should put the animals in the
right place (e.g. The snake hides in the sand/under the leaves).
 In pairs or small groups, pupils design and create a collage on
poster paper. They draw an animal on the poster and then cover it
up by sticking sand/leaves/sticks etc onto the poster.
 Ask pupils to write a sentence on their collage and display them in
the classroom
7. Discuss with pupils about the natural environment and why we should
look after it. Get their ideas about why animals should stay in their
Plenary
natural environment. You might need to use a little L1 for this.
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23) Friends
Content Standard
familiar contexts
1.2.2 Understand with support specific 2.1.5 Name or describe objects using suitable
Learning Standard information and details of very simple words from word sets
1. Understand with support specific 1. Name or describe objects using suitable
Objectives
information and details of very words from word sets
simple phrases and sentences
Success Criteria 1. Write numbers and letters in the 6 boxes, according to the number of animals they
want in their zoo.
Language/ Recycled animal vocabulary, plurals and numbers from lesson 106
Grammar Focus There are …
No. of Pupils

Application
Information and
Strategies
Technology

1. Brainstorm the names of animals with pupils and make a list on the
board. Pupils can help you to write these if need be.
a. Write a letter of the alphabet before each animal (e.g. A:
Starter crocodile, B: tiger).
lesson.
 Draw this grid on the board and ask pupils to copy it:
 Explain to pupils that you’re going to tell them about your perfect
zoo, e.g. There are 5 crocodiles in number 1, (Pupils write 5A in box
1), and there are 4 tigers in number 2 (pupils write 4B in box 2).
 Check answers with the whole class.
 Tell pupils to make 2 more copies of the empty grid, to think about
their zoo, and write numbers and letters in the 6 boxes, according to
the number of animals they want in their zoo.
 Check target language with pupils (There are + number + plural
animal in…) if necessary.
 Divide pupils into pairs or small groups and tell them to exchange
information, in the same way as step 5.
6. Post-lesson task 4: Correct the error
Plenary
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23) Friends
2.1 Communicate simple information 2.2 Use appropriate communication strategies
Content Standard
intelligibly
2.1.5 Name or describe objects using 2.2.2 Ask for attention or help from a teacher or
Learning Standard
suitable words from word sets classmate using one word or a fixed phrase
1. Name or describe objects using 1. Ask for attention or help from a teacher or
Objectives
suitable words from word sets classmate using one word or a fixed
phrase
Success Criteria
1. Identify differences between their stories and the original in Super Minds p.44.
Language/
Recycled imperatives and animal vocabulary from lesson 109
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Brainstorm with pupils’ possible ways of adapting the action story on
Superminds p.44. Possibilities include: another animal, different weather,
another setting, such as a park or classroom, animal is hungry/thirsty,
hot etc.
Starter
2. Help pupils with new vocabulary as appropriate.
lesson.
Main Activities 4. Pupils listen to the teacher’s explanation on today’s content/lesson
 Divide pupils into small groups and ask them to create a new action
story.
 Provide pupils with a language frame to help them structure the
story, e.g.
 Listen!
 …
 …
 …
 …
 …
 …Pick him up.
 Pupils create their story. They can write the story down, if they like,
but must also be able to say the story.
 Pupils tell their story to other groups, who mime the story.
6. Pupils identify differences between their stories and the original in
Superminds p.44. Some of this part of the lesson may need to be in L1
Plenary
because the focus here is more on thinking than on language production.
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(Reading 23) Friends
Skills Main: Reading Complementary: Writing
3.2 Understand a variety of linear and 4.2 Communicate basic information intelligibly
Content Standard non-linear print and digital texts by for a range of purpose in print and digital media
3.2.3 i) Use visuals on the page to help 4.2.5 Connect words and proper names using
Learning Standard
understand a word or phrase ‘and’
Objectives 1. Use visuals on the page to help 1. Connect words and proper names using
understand a word or phrase ‘and’
Success Criteria
1. 1Able to write at least 2 or 3 sentences about their posters
Language/ Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1, as
Grammar Focus appropriate
No. of Pupils

Application
Information and
Strategies
Technology

1. Ask pupils to look at p.42 of Superminds. Review some of the
vocabulary.
lesson.
 Write your sentences on the board or give them to pupils on a
worksheet. Pupils read the sentences and tell you if they are true or
false.
Main Activities  Have pupils re-write the false sentences in their exercise books.
 Ask pupils to look at their camouflage collages from Lesson 110.
They should write 2 or 3 sentences about their posters, some true,
some false.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

Lesson 114 (Writng 23) Topic Pet Show Theme
Friends
4.3 Communicate with appropriate 4.3 Communicate with appropriate language
Content Standard language form and style for a range of form and style for a range of purposes in print
purposes in print and digital media and digital media
4.3.3 Plan and write words and phrases 4.3.2 Spell familiar high frequency words
Learning Standard
accurately
Objectives 1. Plan and write words and phrases 1. Spell familiar high frequency words
accurately
Success Criteria
1. Review animals vocabulary.
Language/
Recycled language from lessons 107 and 108
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review animals’ vocabulary.
Starter
lesson.
 Pupils listen to the teacher’s explanation on today’s content/lesson
 Ask pupils to look again at the True/False sentences they wrote
about their own collages. Let them read carefully and try to find and
correct any language or spelling mistakes.
 Pupils swap their collages and sentences with another pair. The pair
Main Activities
reads the sentences and corrects the information of any false
sentences.
 Ask pupils to check spelling and language in the sentences. Pupils
can pretend to be a teacher in stages 2 and 3.
 Pupils swap back the collages and sentences.
6. Pupils now re-write correct and true sentences about their collages.
Plenary 7. Display the collages
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

Arts 23) Friends
5.1 Enjoy and appreciate rhymes, 5.3 Express an imaginative response to literary
Content Standard
poems and songs texts
5.1.2 Say the words in simple texts, 5.3.1 Respond imaginatively and intelligibly
and sing simple songs with intelligible through creating simple art and craft products
pronunciation, rhythm and intonation
Learning Standard
i) simple chants and raps
ii) simple rhymes
1. Say the words in simple texts, and 1. Respond imaginatively and intelligibly
sing simple songs with intelligible through creating simple art and craft
pronunciation, rhythm and products
Objectives
intonation
i) simple chants and raps
ii) simple rhymes
Success Criteria
1. Able to ask questions accurately.
Language/
Review animal vocabulary and prepositions through a song (or chant)
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Review some animal vocabulary as necessary using a game. This could
be a miming game, where children mime the different animals from the
unit. Or choose a pre-lesson task that is suitable to your class.
Starter
lesson.
 Show a flashcard/picture of a monkey and elicit/teach the word
monkey.
 Encourage the children to mime monkeys as they say (I’m) a
monkey.
 If necessary, review numbers 1-5, showing pupils how to count them
on their fingers. You can use the five monkey flashcards on the
board to show this if necessary.
 Play the song. As pupils listen, they should hold up the correct
number of fingers.
 Check pupils’ understanding of ‘jump’ and ‘bed’
 Play the song again and encourage the pupils to sing along as much
as possible.
 Using animal flashcards, if necessary, elicit different animals from the
pupils.
 Put pupils in groups of five. They should choose an animal and
create a new version of the song, which they will act out (each pupil
being one of the animals).
 Groups should practice. Play the song again 2-3 times to help them
practise.
 Groups perform their song to the class.
6. Ask pupils some questions about monkeys. These don’t need to be
answered accurately or fully. The aim is to encourage communication
and fluency.
 For example:
 Do you like monkeys?
 What do they eat?
 Where do they live?
Plenary
 Do you think they are well camouflaged there?
 Can you have a monkey as a pet?
 You could talk to pupils about conservation of monkeys’ natural
habitat or perhaps about the problems of keeping monkeys as
pets.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

Friends
Skills Main: Writing Complementary: Reading
4.3 Communicate with appropriate 3.2 Understand a variety of linear and non-
Content Standard language form and style for a range of linear print and digital texts by using
purposes in print and digital media appropriate reading strategies
4.3.2 Spell familiar high frequency 3.2.4 Use with support a simple picture
Learning Standard words accurately dictionary to find, list and categorize words
from Year 1 topics and themes
1. Spell familiar high frequency 1. Use with support a simple picture
Objectives
words accurately dictionary to find, list and categorize
words from Year 1 topics and themes
Success Criteria
1. Review language from the unit by doing quiz.
Language/
Recycled language: toys, animals, prepositions, numbers, colours
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

Starter
lesson.
 Pupils review language from the unit by doing quiz. (SB p45)
Main Activities
 Pupils draw and write examples of what you know. (WB p45)
6. Pupils express their preferences ils listen to the teacher’s conclusion
Plenary
from the whole of today’s lesson.

Choose an item.

Pet Show (Lesson 79-116)

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DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 1

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Reflection Choose an item.

80 (Language World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Higher Order Thinking

Learning Outlines Impact

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

85 (Language World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Reflection Choose an item.

DAILY LESSON PLAN

87 (Speaking World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Reflection Choose an item.

Lesson: 88 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 89 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

90 (Language World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

DAILY LESSON PLAN

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

92 (Speaking World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

95 (Language World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

96 (Speaking World of Self, Family and

Higher Order Thinking