Daily English Language Lesson Plan

Class 2 Biru
Teacher’s Reflection:
DAY 1 YEAR 2 NUM. OF PUPILS: 28
TIME English MODULE Listening
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 Pre-lesson: Pupils are guided to sing the Phonics song with
Main: 1.1 Recognise and reproduce target language Gestures (Recap Phonics)
sounds. Lesson delivery:
Complementary: 3.1 Recognise words in linear and non- 1. Pupils listen to the sounds and watch the gestures.
linear texts by using knowledge of sounds of letters. 2. Pupils are guided to say out the sounds.
Learning Standard 3. Pupils listen to sounds and fill in the blanks with the
Main: 1.1.1 Recognise and reproduce with support a correct phonemes (M)
limited range of high frequency target language 4. Pupils are guided with gestures and written phonemes
phonemes. on the board to fill in the blanks. (L)
Complementary: 3.1.2, .3.1.3, 3.1.4 Post-lesson: Pupils form the Tarsia Puzzle in their groups
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to Phoncis song , Year 1 Phonics Module, digital flashcards.
recognise at least 6 words correctly by listening and
writing the correct phonemes.
Complementary: At the end of the lesson, pupils will be CCE (CURRICULUM / HOTS / VALUES)
able to recognize at least 3 words in the Tarsia puzzle Knowledge acquisition and multiple intelligences
correctly with support. 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 Pre-lesson: Pupils are guided to sing the Phonics song and
Main: 3.1 Recognise words in linear and non-linear texts by recap phonemes learned in the previous lesson.
using knowledge of sounds of letters. Lesson delivery:
Complementary: 4.1 Form letters and words in neat legible 1. Pupils go through the digital flashcards by blending
print using cursive writing. and segmenting the sounds. They are given board game.
Learning Standard 2. Pupils fill in the ‘Listen, Colour, and Write’ worksheet. (M)
Main: 3.1.3 Recognise and sound out with some support 3. Pupils fill in the ‘Listen, Colour, and Write’ worksheet
beginning, medial and final sounds in a word. guided with digital flashcards. (L)
Post-lesson: Pupils blend and segment the sounds based
Complementary: 4.1.2 (i), (ii), (iii) on the worksheet.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to Phonics song, Year 2 Phonics Module, digital flashcards,
recognise at least 6 words correctly by reading and board game.
writing the correct words.
Complementary: At the end of the lesson, pupils will be CCE (CURRICULUM / HOTS / VALUES)
able to form at least 5 upper and lower case letter and Knowledge acquisition and multiple intelligences
copy letters. Remembering and structuring
IMPACT/REFLECTION Able to form judgements
CLASSROOM BASED ASSESSMENT (PBD)
‘Listen, Colour, and Write’ worksheet
Oral assessment using board game
 Daily English Language Lesson Plan

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

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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 Pre-lesson: Pupils blend the words based on the pictures
Main: 3.1 Recognise words in linear and non-linear texts by shown.
using knowledge of sounds of letters. Lesson delivery:
Complementary: 4.1 Form letters and words in neat legible 1. Pupils are given cootie catchers to recap on what they
print using cursive writing. have learned with their partners.
Learning Standard 2. Pupil colour the correct sign based on the pictures. (M)
3. Pupils are guided with gestures in order to colour the
Main: 3.1.2, 3.1.3, 3.1.4 correct sign based on the pictures. (L)
Post-lesson: Pupils write down the words based on the
Complementary: 4.1.2 (i), (ii), (iii) pictures in the cootie catchers.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to Year 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