Unit 0 - Friends

YEAR 1 SUPERMINDS SJK
MODUL: 0- FRIENDS (L1 -L14)

ENGLISH LESSON PLAN YEAR 1 SJK
Week 5 Class Time
Day Wednesday Attendance
Date 20-Jan-21 Lesson 1 Focus Speaking
Theme Topic
World of Self, Family and Friends UNIT 0 - FRIENDS

Hi. What’s your name? / I’m (name) / He’s, She’s (name) /
Language/ Grammar focus
Bye
Content Standard 2.1-Communicate simple information intelligibly
Main skill Learning Standard 2.1.4 Greet, say goodbye, and express thanks using suitable fixed
phrases
Complementary Content Standard 2.3-Communicate appropriately to a small or large group
skill Learning Standard 2.3.1 Introduce self to an audience using fixed phrases
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
greet and say goodbye using fixed phrases to at least to 4 friends correctly.
Success Criteria: Pupils can
introduce self to at least 5 friends using fixed phrases correctly.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share Textbook Bubble Map Thinking skills Questions
Creativity and
Communication Flashcards . Observation
Innovation
Learning Outline
1.Teacher greets and introduces herself to the pupils.
2.Teacher displays bubble dialogues/word cards. Pupils follow the teacher's guides and say together.
a)Hello / Hi
Pre-lesson b)What is your name? / My name is Elly .
c)How old are you? / I am seven years old. Pupils report back (I’m… He’s… She’s…)…
1. Pupils practise target language in pairs.

2. Pupils report back to the whole class e.g. I’m … he’s/she’s
Lesson Delivery 3. Divide pupils into groups of about 6: they repeat step 1.
4. Make larger groups of about 12: pupils report names within the larger group.
5. Pupils report back to whole class
1. Teacher asks pupils to stand in a line in alphabetical order of their first names.
2. In pairs, pupils remember as many names as they can (e.g. He’s Ahmed, She’s Regina).
Post Lesson Finish by eliciting the names of everyone in the line.
3. Teach pupils Bye!
4. Divide pupils into groups Pupils say Bye! to each other (e.g. Bye Nur!, Bye. Amir!). and Bye! to you.
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :Click and choose reason here >
Week 5 Class Time
Day Monday Attendance
Date 02-Jan-20 Lesson 2 Focus Listening
Theme Topic

Point to something (green) … Colours: blue, green, yellow, red,
white
Main skill Learning Standard 2.1.4 Greet, say goodbye, and express thanks using suitable fixed
phrases
4.1- Form letters and words in neat legible print using cursive
Content Standard
Complementary writing
skill 4.1.2 i) Form upper and lower case letters of regular size and
Learning Standard
shape** **preliterate children only
listen and follow at least 4 lines of chant correctly.
form at least 10 upper- and lower-case letters of regular shapes and sizes correctly.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher shows a few objects to pupils and asks pupils to say the colour of each
object shown.
Pre-lesson
2. Teacher asks pupils to guess what the lesson is for today.
1. Teacher shows the cards to pupils and asks pupils to say the colours . Read
simple sentences after the teacher.
2. Teacher reads the colours in the SM book page 7 and pupils listen and point to
the balloon. Then asks pupils to point to the things around them which has
Lesson Delivery
same colour.
3. Play Simon says. If your instruction is Simon says point to something green,
pupils do this.
4. Pupils write the names of the colours.
1. Teacher asks pupils to refer to their workbook page 7/colour the worksheet.
Post Lesson 2. Guides pupils to make a circle and bubble map.
3. Review the lesson and asks the pupils to point to the colours.
REFLECTION
Week 5 Class Time
Date 02-Jan-20 Lesson 3 Focus Reading
Theme Topic
Language/ Grammar focus Colour words

3.1-Recognise words in linear and non-linear texts by using
Content Standard
knowledge of sounds of letters
Main skill
Learning Standard 3.1.1 Identify and recognise the shapes of the letters in the
alphabet
Content Standard
Complementary knowledge of sounds of letters
skill 3.1.2 Recognise and sound out with support beginning, medial
Learning Standard
and final sounds in a word
rearrange at least 4 colours correctly.
colour at least 5 monsters correctly.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher shows a few objects to pupils and asks pupils to say the colour of each
Pre-lesson object shown.
2. Teacher asks pupils to guess what the lesson is for today.
1. Get the pupils sit or stand in a circle. Ask the pupils their names and target language
(e.g. How are you? How old are you?).
2. Show each letter/letter card and ask pupils which letter is it. Elicit the sound of the
letter. Put the letters in the middle of the circle.
Lesson Delivery 3. Show pupils the colour flashcards and ask them to tell you the colour in English.
What colour is this?
1. 4. Next ask them which sound the colour starts with e.g. green starts with g-.
Nominate pupils to take the letter from the circle. Repeat.
1. Next, pupils take their notebooks. They copy the colour words into their book using
the appropriate colour pencil/pen.
Post Lesson 2. Sing the songs: - alphabet song
- colour song
REFLECTION
Week 5 Class Time
Date 02-Jan-20 Lesson 4 Focus Writing
Theme Topic
Language/ Grammar focus Alphabet, pupils’ names
Content Standard
writing
Main skill
Learning Standard 4.1.2 i) Form upper and lower case letters of regular size and
Content Standard
Complementary knowledge of sounds of letters
skill 3.1.1 Identify and recognise the shapes of the letters in the
Learning Standard
alphabet
form upper and lower case in writing their names correctly.
introduce self to at least 2 friends correctly using the chant.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Identify the flashcards to revise topic vocabulary
2. Choose some flashcards of important topic vocabulary and place the flashcards face
down on a table in front of the class.
Pre-lesson
3. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the
flashcard on the board. Continue until the pupils have guessed all the words. (teacher
draw bubble map)
1. Play or sing the alphabet song as in the previous lesson.
2. Ask pupils What’s your name?
3. Have pupils ask each other what their names are.
Lesson Delivery
4. Ask pupils how to spell their name: What’s your name?
5. Give each pupil a piece of card. Ask them to write their name on the card to complete
the sentence.
GUESS THE WORD
1. Choose 7 words related to the lesson.
2. Prepare small cards with the names or pictures.
Post Lesson 3. Put the words in a bag then take out a card and don't let the pupils see what it is.
4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag.
REFLECTION
Week 5 Class Time
Date 02-Jan-20 Lesson 5 Focus Language Art
Theme Topic
Based on pupils’ needs and interests. Possible language focuses

include colours or letters of the alphabet
Content Standard 5.1- Enjoy and appreciate rhymes, poems and songs
Main skill Learning Standard 5.1.1 i) simple chants and raps
Complementary Content Standard 5.1- Enjoy and appreciate rhymes, poems and songs
skill Learning Standard 5.1.2 i) simple chants and raps
show the correct colour based on the song lyrics.
say at least 5 colours correctly based on the video.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher sings the colour song together with pupils.

Pre-lesson
2. Revise previous lesson.
1. Teacher shows the ‘Jalur Gemilang” to pupils and asks pupils to talk
about the flag’s colours.
Lesson Delivery 2. Teacher distributes the flag and asks pupils to colour the flag.
3. Teacher asks pupils to paste the flag with a satay stick.
1. Teacher asks pupils to come in front and show their flags.

Post Lesson 2. Teacher asks pupils to sing the colour song.
3. Teacher drills pupils with the colours..
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 6 Focus Listening & Speaking
Theme Topic
Language/ Grammar focus Hi. What’s your name? I’m (name)
Content Standard 1.2- Understand meaning in a variety of familiar contexts

Main skill 1.2.2 Understand with support specific information and details of
Learning Standard
very simple phrases and sentences

Complementary
skill Learning Standard 2.1.1 Give very basic personal information using fixed phrases
listen and follow at least 4 lines of chant correctly.
introduce self to at least 2 friends correctly using the chant.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. (Teacher) Point to yourself and say your name.
Pre-lesson • Ask a pupil to stand up. Elicit his/her name from the pupils.
1. Pupils look at the picture in their Student’s Books.
2. Teacher plays the recording. CD1 track 02
3. Pupils point to the character names when they hear them. Play and
practise pointing and naming in pairs.
Lesson Delivery 4. Play the recording, listen and follow the chant in Student’s Books.
5. Personalise and practise the new language and enable pupils to make a
name label.
6. Teacher distributes some small paper, pupils write and colour their names.
Introduce to class.
1. Match the sentence with pictures. workbook p4
2. Review key language from the lesson- teacher guides pupils do the chant
Post Lesson
from SB Activity 2, using their real names.
3. Repeat activity to each pupils
REFLECTION
Week Class Time

Date 02-Jan-20 Lesson 8 Focus Reading & Writing
Theme Topic
Language/ Grammar focus Names of letters of the alphabet
Content Standard
Main skill
Learning Standard 3.1.1 Identify and recognise the shapes of the letters in the
alphabet
Content Standard
Complementary writing
skill 4.1.2 i) Form upper and lower case letters of regular size and
Learning Standard
identify at least 5 missing alphabets correctly.
write at least 10 lower-case alphabets correctly.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher calls to the front of the class four ppls whose names start with the first four
Pre-lesson letters of the alphabet. Arrange and say ppls names according to the alphabet.
2. Tell ppls the lesson is about the alphabet.
1. Teacher ticks the alphabet cards around the room, capital letter side showing. Group
them as in the Student’s Book activity.
2. Point to each card in turn, saying the letter for ppls to repeat.Repeat two or three times.
Play the recording. Ppls follow the song in their Student’s Books.
Lesson Delivery 3. Play the recording again, in sections. ppls repeat.
4. Use the karaoke version of the song for ppls to sing in groups.
5. Make groups of six ppls. • ppls arrange themselves in alphabet sequence
of the first letter of their names • Have other groups check that each group’s sequence is
correct. • Put ppls into new groups of six and repeat.
1. Write the missing letters. wb p6.Hand out the alphabet cards at random to ppls around
the room.
Post Lesson 2. Invite the 26 ppls to come to the front and arrange themselves in alphabetical order.
3. Do the activity once with lowercase and again with upper case.
REFLECTION
Week Class Time

Date 02-Jan-20 Lesson 9 Focus Speaking & Reading
Theme Topic
Language/ Grammar focus Colours / My hat is (colour)
Main skill 2.1.5 Name or describe objects using suitable words from word
Learning Standard
sets
Complementary Content Standard
skill
Learning Standard 3.1.3 Blend phonemes (CVC, CCVC)
show the correct colour based on the song lyrics.
read at least 4 colours correctly
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher sings the alphabet song from SB page 6 again with the pupils.
Pre-lesson
1. Use the picture in the Student’s Book p7 to present the colours. Point to each
balloon in turn and say the colour. ppls repeat.
2. Play the recording. ppls listen and point. Repeat. CD1 Track 08 Yellow, red,
orange, purple, green, blue
Lesson Delivery 3. In pairs,ppls take turns to point to the balloons and say the colours.
4. Play the recording ppls colour the dots.
5. Colour the words, Write and draw wb p7.
1. Write the six colours in scrambled letter order on the board.

• ppls work in pairs to unscramble them.
• ppls then put the colours in alphabetical order:
Post Lesson
blue, green, orange, purple, red, yellow.
2. Class discussion
REFLECTION
Week Class Time

Date 02-Jan-20 Lesson 10 Focus Language Art
Theme Topic
Language/ Grammar focus letters of the alphabet
Content Standard 5.1- Enjoy and appreciate rhymes, poems and songs
Main skill
Learning Standard 5.1.1 i) simple chants and raps
Complementary Content Standard 5.1- Enjoy and appreciate rhymes, poems and songs
skill Learning Standard 5.1.2 i) simple chants and raps
sing the song based on the video.
say at least 5 colours correctly based on the video.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher asks pupils to count 1 to 10. (bubble map)

Pre-lesson 2. displays the words related to the alphabet phonics with hand motion,
introduces pupils to the rhymes and gets them to listen and enjoy it.
1. Pupils learn the song and pay attention to the actions.

2. Teacher guides pupils to read and understand the meaning
Lesson Delivery 3. Pupils recite the rhymes with actions.
4. Teacher divides pupils into pairs – each pair is assigned with an action
from the song.
1. Each pair takes turns to sing the song according to their action.
2. Teacher guides pupils throughout the activity.
Post Lesson
REFLECTION
Week Class Time

Date 02-Jan-20 Lesson 11 Focus Listening & Writing
Theme Topic
What’s your name…?/ How old are you?/ I’m (years old) How
do you spell?/ Names of the letters of the alphabet
Content Standard 1.2- Understand meaning in a variety of familiar contexts
Main skill
Learning Standard 1.2.5 Understand short supported questions
4.2- Communicate basic information intelligibly for a range of
Complementary Content Standard
purposes in print and digital media
skill
Learning Standard 4.2.1 Give very basic personal information using fixed phrases
listen and fill in the task sheet based on at least 3 classmates correctly.
give one detail using fixed phrases correctly.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1.Teacher review asking and answering about names and ages. (bubble map)
Pre-lesson
2.Teacher reads out the numbers and pupils read and follow.
1. Teacher displays some sentences and asks pupils to rearrange correctly.

2. Pupils read aloud after the teacher.
Lesson Delivery 3. Teacher asks the pupils to introduce themselves using the sample sentences.
4. Teacher distributes worksheets/ writes on the white board. Pupils write neatly
and answer.
1. Use the flashcards to review numbers one–ten. Show the flashcards at random
and have ppls say the number. Invite ten ppls to the front of the class and hand
out the flashcards at random.
Post Lesson 2. Ppls quickly arrange themselves into the correct number sequence. Ask the
class to say if the sequence is correct by calling out the numbers together.
3. Repeat.
REFLECTION
Week Class Time

Date 02-Jan-20 Lesson 12 Focus Speaking & Writing
Theme Topic
Language/ Grammar focus What’s your name…?/ How old are you?/ I’m (years old)
Content Standard 2.3-Communicate appropriately to a small or large group
Main skill
Learning Standard 2.3.1 Introduce self to an audience using fixed phrases
4.3-Communicate with appropriate language form and style for a
Content Standard
Complementary range of purposes in print and digital media
skill 4.3.1 Use capital letters appropriately in personal and place
Learning Standard
names
able to use capital letters correctly in at least details about 3 friends
introduce self to at least 5 friends using fixed phrases correctly.
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1.Teacher review and practise spelling of topic vocabulary.( Bubble map)
Pre-lesson
PRE-LESSON TASK: BEAT THE TEACHER games
1. Pupils stand in groups of about 5 or 6.
2. They throw a ball of paper to each other to practise target language in a chain activity.
3. E.g. Pupil 1 starts: Hi, I’m X …, I’m years old and throws the ball of paper to pupil 2 in the
Lesson Delivery circle who repeats this information, and adds their own information to make a chain. i.e.
He’s/ she’s X, he’s /she’s … years old. I’m Y… I’m years old.
4. Each pupil repeats previous information and adds their own information to the chain.
5. Pupils write about themselves and a classmate.
POST-LESSON TASK: WHISPER AND WRITE
1. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
2. Give each pupil at the front of the line some chalk or a board pen.
Post Lesson 3. Go to the back of the line and Whisper a topic word (e.g. coconut)
4. The pupils go back to their lines and whisper the topic language to the next pupil in the
line. This continues until it reaches the pupil at the front of the line.Class discussion.
REFLECTION
Refer complete activity.
PRE-LESSON TASK : BEAT THE TEACHER POST-LESSON TASK : WHISPER AND WRITE
AIM: to create interest in the lesson and to AIM: to review topic language and spelling
review and practise spelling of topic vocabulary MATERIAL: Board
MATERIALS: Board 1. Draw 4 columns on the board.
1. Choose a key topic word from the lesson. 2. Divide the class into 4 teams. Ask each
2. Write lines to correspond to each letter team to stand in a line facing the board.
on the board with a space in between as 3. Give each pupil at the front of the line
in the example below _ _ _ _ _ _ (pencil). some chalk or a board pen.
3. Draw a circle/oval on the board. It is a 4. Go to the back of the line and ask the 4
head without the parts (eyes, nose, ears, pupils at the back of each line to come to
mouth, hair). you. Whisper a topic word (e.g. coconut)
4. Explain that the aim of the game is to or instruction (e.g. Draw a triangle and a
guess the word before the face is square).
completed. 5. The pupils go back to their lines and
5. Tell pupils to put up their hands if they whisper the topic language to the next
want to guess a letter. pupil in the line. This continues until it
6. If they guess correctly, write the letter reaches the pupil at the front of the line,
into the correct letter space. If they guess who writes down the word, or follows the
incorrectly, draw one part of the head instruction.
(e.g. the mouth or the hair). Write the 6. Each team gets one point for a correct
incorrect letter on the side of the board to answer. The team who finishes first gets
remind pupils it has already been used. an extra point if their answer is correct.
7. If pupils guess the word before the face is 7. Continue with new words or instructions.
completed, they have beaten the teacher. Change the order in the line each time
If not, the teacher has won! NB: You can (e.g. pupil at the front goes to the back, so
change the picture you build for this, that there is a new pupil at the front).
perhaps using a topic-related picture, as
long as it has a good number of parts (e.g.
6 or 7)
If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this
lesson
to focus on phonemes from Line b of the Phonics Table

Week Class Time
Date 02-Jan-20 Lesson 16 Focus Reading
Theme Topic
Language/ Grammar focus I’m (name/age), What’s your name? How old are you?
3.2 -Understand a variety of linear and non-linear print and digital
Content Standard
texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.2 Understand specific information and details of very simple
phrases and sentences
Content Standard 1.2 – Understand meaning in a variety of familiar contexts
Complementary
skill 1.2.3 Understand with a high degree of support very short simple
Learning Standard
narratives
read at least 1 sentence by the character correctly
listen and answer 2 questions correctly
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher reviews previous lesson - What’s your name? How old are you?
Pre-lesson
2. Repeat with other pupils and other names.
1. Review the names of the four Super Friends using the pictures in the Student’s
Book.
2. Read and recite the rhyme about Ben and Bob.
Lesson Delivery 3. Identify the words and letters. Capital letter for name and places. Read and
repeat tongue twister.
4. Teacher distributes worksheet 1. Ppls write neatly.
1. Teacher divides groups of five.

2. Pupils each take the role of one of the characters (including the cat).
3. Read the dialogues.
Post Lesson
4. Ppls repeat in role.
5. Ppls practise the role play in their groups. Volunteer groups role play for the
class.
REFLECTION
Week Class Time

Date 02-Jan-20 Lesson 17 Focus Writing
Theme Topic
Language/ Grammar focus Numbers 1 – 10/ How old are you?/ I’m (age)
4.2- Communicate basic information intelligibly for a range of
Content Standard
purposes in print and digital media
Main skill
Learning Standard 4.2.1 Give very basic personal information using fixed phrases

Complementary
skill 2.1.5 Name or describe objects using suitable words from word
Learning Standard
sets
write at least 1 sentence correctly
say at least 3 things based on colours correctly
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
Pre-lesson 1.Teacher reminds previous lesson and drills spelling numbers correctly.
1. Displays numbers one–ten using the flashcards.

2. Reminds the question- How old are you? and the response. Pupils practise the
question and answer around the class.
Lesson Delivery 3. Demonstrate the conversation with a pupil: What’s your name? I’m (name).
How old are you? I’m (age).
4. Practice: Match the numbers with the words.
5. Write neatly.
1. Use the flashcards to review numbers one–ten. Show the flashcards at random
and have ppls say the number.
2. Invite ten ppls to the front of the class and hand out the flashcards at random.
Post Lesson 3. Ppls quickly arrange themselves into the correct number sequence.
4. Ask the class to say if the sequence is correct by calling out the numbers
together. Repeat.
REFLECTION

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YEAR 1 SUPERMINDS SJK

MODUL: 0- FRIENDS (L1 -L14)

World of Self, Family and Friends UNIT 0 - FRIENDS

1. Pupils practise target language in pairs.

World of Self, Family and Friends UNIT 0 - FRIENDS

World of Self, Family and Friends UNIT 0 - FRIENDS

Language/ Grammar focus Colour words

World of Self, Family and Friends UNIT 0 - FRIENDS

Based on pupils’ needs and interests. Possible language focuses

1. Teacher sings the colour song together with pupils.

1. Teacher asks pupils to come in front and show their flags.

World of Self, Family and Friends UNIT 0 - FRIENDS

Language/ Grammar focus Hi. What’s your name? I’m (name)

Content Standard 1.2- Understand meaning in a variety of familiar contexts

Content Standard 2.1-Communicate simple information intelligibly

Week Class Time

Week Class Time

1. Write the six colours in scrambled letter order on the board.

Week Class Time

1. Teacher asks pupils to count 1 to 10. (bubble map)

1. Pupils learn the song and pay attention to the actions.

Week Class Time

1. Teacher displays some sentences and asks pupils to rearrange correctly.

Week Class Time

to focus on phonemes from Line b of the Phonics Table

1. Teacher divides groups of five.

Week Class Time

Content Standard 2.1-Communicate simple information intelligibly

1. Displays numbers one–ten using the flashcards.

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