Unit 2 - LETS PLAY

YEAR 1 SUPERMINDS SJK
MODUL: 2- LET’S PLAY (L31-L47)

ENGLISH LESSON PLAN YEAR 1 SJK
Week Class Time
Day Monday Attendance
Date 02-Jan-20 Lesson 31 Focus Speaking
Theme Topic
World of Self, Family and Friends UNIT 2 - LET'S PLAY!
kite, doll, monster, plane, ball, bike, go-kart, computer game,
Language/ Grammar focus
train, car
Content Standard 2.1-Communicate simple information intelligibly
Main skill 2.1.5 Name or describe objects using suitable words from word
Learning Standard
sets
Content Standard 1.2 – Understand meaning in a variety of familiar contexts
Complementary
skill 1.2.1 Understand with support the main idea of very simple
Learning Standard
phrases and sentences
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
identify and name toys
Success Criteria: Pupils can
say a chant with the class
21st Century Activities & Assessment
Resources CCE / EE
Skills
Round Table worksheets Bubble Map Thinking skills Questions
Creativity and
. Laptop/LCD . Observation
Innovation
Learning Outline
1. Teacher tells pupils to point to different-coloured objects in the classroom.
Pre-lesson 2. Repeat for the other known colours. Go around the room pointing to or
touching objects and asking What colour is it?
1. Review colour words using the cards – as a whole class matching activity on the board.
Hold up each toys flashcard in turn. Say the word for ppls to repeat in chorus.
2. Pupils picture in their Student’s Books.p22. Elicit who they can see (the four Super
Friends) and where they are (outside a toy shop).
Lesson Delivery
3. Teacher plays the recording.CD1 Track 28.
4. Pupils point to the objects and the words when they hear them,repeat the words and
practise pointing and naming in pairs.
5. Play the recording.Ppls listen and follow the chant / group work.
1. Write anagrams of key topic vocabulary words on the board, e.g. – r n t a I = train
2. Put pupils into pairs and ask them to work out the words by completing the
Post Lesson anagrams,provide a picture to help them with meaning.
3. Each pupil say a word then spell it or come up to the board to write it.
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 Class Time
Date 02-Jan-20 Lesson 32 Focus Reading
Theme Topic
Language/ Grammar focus His, her, he, she, he’s, she’s, favourite
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
Complementary Content Standard 2.1-Communicate simple information intelligibly
skill Learning Standard 2.1.2 Find out about very basic personal information using
Listen and understand the meaning of the words.
ask and answer simple questions
Resources CCE / EE
Skills
Round Table Flashcards/ wordcards Bubble Map Thinking skills Questions
Creativity and
. worksheets . Observation
Innovation
Learning Outline
1. Teacher writes word “toys” on the board, brainstorm and write on the board. –
Pre-lesson bubble map
2. Pre-teach favourite by asking pupils which their favourite toy is.
1. Teacher refers to SB p23 and distributes worksheet. Play the recording. Ppls listen and
choose the correct stickers.
2. Pupils check in pairs. Class discussion.
Lesson Delivery 3. Teacher plays the first question and answer. Ppls repeat. Focus on his for a boy/man.
Repeat for each question and answer. Focus on her, he / he’s, she / she’s.-
4. Pupils read and practise the questions and answers in open pairs.
1. Teacher invites a boy to come to the front and choose a flashcard. The pupils hold it up.
Ask What’s his favourite toy? What’s his name? How old is he?
Post Lesson 2. Repeat with a girl.
3. Repeat with other boys and girls and have pupils ask and answer the questions in open
pairs.
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 33 Focus Language Art
Theme Topic
Language/ Grammar focus new vocabulary based on topic
Content Standard 5.2-Express personal responses to literary texts
Main skill 5.2.1 Name people, things or places of interest in illustrations
Learning Standard
accompanying texts
Complementary
skill 1.2.3 Understand with a high degree of support very short simple
Learning Standard
narratives
sing a song with the class
practise talking about favourite things
Resources CCE / EE
Skills
Hot Seat Flashcards/ wordcards Bubble Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1. Guessing game. Think of a toy. Say, e.g. It isn’t a monster. It isn’t a go-kart.
Pre-lesson
Mime to help them guess. The ppl who guesses correctly think of the next toy.
1. Teacher refers SB P24. look at the picture. Elicit what toys and numbers they
can see.
2. Play the recording. Pupils follow the song in their Student’s Books p24
Lesson Delivery 3. Play the recording again, pausing after each verse for pupils to repeat.
4. When pupils have learnt the song, practise it with the whole class and then in
groups.
5. Use the karaoke version of the song for pupils to sing in three groups.
1. Pupils sing the song from SB Activity 1 again.
2. In group, pupils take turns to sing their new verses from WB Activity 2 to the
Post Lesson class.
3. class discussion
REFLECTION
MATERIALS / REFERENCES
Lesson 2
1.What’s her name?
This is Sophie.
How old is she?
She’s seven.
favourite toy?
Her favourite toy is her bike.
2. What’s his name?
This is Alex.
How old is he?
He’s six.
What’s his favourite toy?
His favourite toy is his train.
3.What’s her name?

This is Olivia.
How old is she?
She’s six.
What’s her favourite toy?
Her favourite toy is her ball.
4 What’s his name?

This is Mark.
How old is he?
He’s seven.
What’s his favourite toy?
His favourite toy is his kite.
MATERIALS / REFERENCES
Lesson 3
Week Class Time
Your own choice of short story. Try to find an
Day Monday Attendance interactive story for the computer if you have the
Date 02-Jan-20 Lesson 34 facilities. For example:
Focus HYPERLINK
Speaking & Writing
"http://www.topmarks.co.uk/Interactive.aspx?cat=45"
Theme Topic
http://www.topmarks.co.uk/Interactive.aspx?cat=45
Toy vocabulary What’s your name? How old are you? What’s
your favourite toy? That's smart, That's great
HYPERLINK "https://www.education.com/stories/"
https://www.education.com/stories/
Main skill
Learning Standard 2.1.1 Give very basic personal information using fixed phrases
4.2- Communicate basic information intelligibly for a range of
HYPERLINK
Complementary Content Standard
purposes in print and digital media
skill "http://primaryhomeworkhelp.co.uk/interactive/onlin
estory.htm"
LEARNING OBJECTIVE(S): By the end of http://primaryhomeworkhelp.co.uk/interactive/onli
the lesson, pupils will be able to
sing a song with the class nestory.htm
Resources CCE / EE
Skills
Think-Pair-Share Flashcards/ wordcards Bubble Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1.Teacher tells pupils- you are thinking of a toy. They have to guess. Say, e.g. It isn’t
Pre-lesson
a monster. It isn’t a go-kart. Mime to help them guess.
1. Teacher asks pupils to look at the picture. Elicit what toys and numbers they can
see. Play the recording. Students follow the song in their Student’s Books.p24
2. Play the recording again, pausing after each verse for ppls to repeat.
Lesson Delivery 3. When pupils have learnt the song, practise it with the whole class and then in
groups.
4. Use the karaoke version of the song for ppls to sing in three groups.
1. Teacher distributes worksheet. Asks pupils to identify the words, write missing
letter and sing in group.
2. Ask pupils what their friends' favourite toy.
Post Lesson
3. class discussion.
Superminds page 24
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 35 Focus Listening
Theme Topic
Language/ Grammar focus a/an adjectives: long, short, big, small, ugly, beautiful, old, new
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 Content Standard 1.2 – Understand meaning in a variety of familiar contexts
skill Learning Standard 1.2.5 Understand short supported questions
use adjectives to describe objects
practise asking and answering questions
Resources CCE / EE
Skills
Round Table Flashcards/ wordcards Circle Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1. Teacher does a clapping game to review the vocabulary. Clap twice and then say a toy.
Pre-lesson
2. Pupils repeat. Clap twice and repeat the toy. Clap twice more and add another toy.
1. Teacher gives pupils time to look at the pictures and to say what they can see. Play the
recording. Ppls listen and number. CD 1 track 35
2. Pupils check in pairs. Play the recording again.Check with the class.
3. Teacher encourages pupils to guess what the new adjectives mean by looking at the
Lesson Delivery pictures.
4. Give pupils 30 seconds to look at the pictures in SB Activity 1.
5. They close their Student’s Books. In pairs, they try to remember the pictures. Elicit from
the class, gently correcting adjective order.
1.Teacher together with pupils, create a mime for each of the new adjectives: long, short, big,
small, ugly, beautiful, old, new. Do each mime together as a class. Teacher guides the pupils.
Class discussion.
Post Lesson
Superminds page 25
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 36 Focus Listening
Theme Topic
Language/ Grammar focus Recycled colours, numbers, toys
Content Standard
Main skill
Learning Standard 3.2.1 Understand the main idea of very simple phrases and
sentences
Complementary
Learning Standard
narratives
identify and name toys
say a chant with the class
Resources CCE / EE
Skills
Think-Pair-Share Textbook Bubble Map Thinking skills Questions
Creativity and
. . . Observation
Innovation
Learning Outline
1. Teacher reviews and elicits from the students the names of the four Super
Pre-lesson Friends. Ask pupils to mime their special powers. Prompt what Flash said in
the previous episode: I’m (sorry).
1. Check understanding of go-kart race. Elicit which characters ppls can see in the pictures.
Play the recording. Pupils listen and read to find out who wins the race (Misty). compare
their ideas in pairs before the class check.
2. Play the recording again. Pause after each frame to check comprehension.
Lesson Delivery 3. Talk briefly with the class about the value (fair play –cheating is wrong).
4. Play the recording a third time. Pupils listen and repeat.
1. Teacher put pupils in groups of six.

2. Pupils each take the role of one of the characters.
3. Play the recording. Students repeat roles.
Post Lesson 4. Pupils practise the role play in groups.
5. Volunteer groups role play for the class.
Superminds 1 p.26
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 37 Focus Writing
Theme Topic
Language/ Grammar focus Revision of toy vocabulary
Content Standard
Main skill
Learning Standard 4.2.3 Express basic likes and dislikes
Content Standard 2.2 -Use appropriate communication strategies

Complementary
skill 2.2.2 Ask for attention or help from a teacher or classmate using
Learning Standard
one word or a fixed phrase
write about favourite things from a model
spell at least 4 words correctly
Resources CCE / EE
Skills
Think-Pair-Share Textbook Bubble Map Thinking skills Questions
Creativity and
. . . Observation
Innovation
Learning Outline
1. Teacher writes word “toys” on the board, brainstorm and writes on the board. –
bubble map
Pre-lesson 2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
1. Teacher reviews the toys' flashcards by playing ‘Slap’. Pupils sit in a circle. Put all the
flashcards face up in the middle of the circle. When you say the word, pupils have to race
to grab or slap the correct flashcard.
2. Write the numbers of the crossword on the board, and put the corresponding pictures
Lesson Delivery next to the numbers. Don’t write the words.
3. Do one word across as an example with the whole class.
4. Ask pupils to complete the crossword in pairs.
5. Check the answers all together.
1. review topic vocabulary, to practise spelling
2. Put pupils into pairs and ask them to work out the words which are related to
Post Lesson the topic and correctly spelled. If a team has a word which no other team has,
they get an extra point.
3. Each pupil say a word then spells it or comes up to the board to write it.
REFLECTION
Week Class Time
Theme Topic
My favourite colour’s… My favourite toy’s a(n)… My favourite
number’s…
Learning Standard
accompanying texts
4.3-Communicate with appropriate language form and style for a
range of purposes in print and digital media
skill
Learning Standard 4.3.3 Plan, and write words and phrases
sing a song with the class
Resources CCE / EE
Skills
Hot Seat worksheets Bubble Map Thinking skills Questions
Creativity and
. Flashcards/ wordcards . Observation
Innovation
Learning Outline
1. Teacher plays the song and encourage the pupils to sing along to it as much
Pre-lesson
as possible
1. Teacher review the toys flashcards by playing ‘Slap’. Pupils sit in a circle. Put all the
flashcards face up in the middle of the circle. When you say the word, pupils have
to race to grab or slap the correct flashcard.
2. Write the numbers of the crossword on the board, and put the corresponding
Lesson Delivery pictures next to the numbers. Don’t write the words.
3. Do one word across as an example with the whole class.
4. Ask pupils to complete the crossword in pairs.
5. Check the answers all together.
1. review topic vocabulary, to practise spelling
2. Put pupils into pairs and ask them to work out the words which is related to
Post Lesson the topic and correctly spelled. If a team has a word which no other team
has, they get an extra point.
3. Each pupil say a word then spell it or come up to the board to write it.
REFLECTION
Week Class Time
Theme Topic
My favourite colour’s… My favourite toy’s a(n)… My favourite
number’s…
Learning Standard
accompanying texts
Complementary
Learning Standard
narratives
Reading simple story
Resources CCE / EE
Skills
Round Table worksheets Circle Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1. Guessing game. Think of a toy. Say, e.g. It isn’t a monster. It isn’t a go-kart.
Pre-lesson Mime to help them guess. The ppl who guesses correctly think of the next
toy.
1. Teacher asks pupils questions about the pictures on p.24.
2. Ask pupils to tell their partner about their favourite number, toy and colour.
3. Ask pupils to tell the class about their partner
4. Give out poster paper and ask pupils to write about themselves at the bottom of the
Lesson Delivery paper.
5. When pupils have finished writing, they can draw a picture above. This could be of
themselves, their favourite toy etc. Display the pupils’ work in the classroom.
6. As a class, sing new verses of the song based on the pupils’ favourite things.
1. Ask pupils to read each other’s work and to find favourites they share with their
classmates,
e.g. This is Mohammed. His favourite number is 7. My favourite number is
Post Lesson seven, too.
2. class discussion
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 40 Focus Listening & Reading
Theme Topic
Recycled vocabulary for toys adjectives: long, short, big, small,
ugly, beautiful, old, new
Learning Standard
Content Standard
Complementary texts by using appropriate reading strategies
skill 3.2.2 Understand specific information and details of very simple
Learning Standard
read and listen for specific information
draw the the objects in their book
Resources CCE / EE
Skills
Round Table worksheets Circle Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1. Teacher places the flashcards toys in a row on the board. Draw a square around
each one.
Pre-lesson
2. Elicit the word for each one, working from left to right. Take one flashcard away
until all flashcards away and pupils able to elicits the toys.
1. Teacher reviews with ppls the mimes from Ending the lesson on page T25 for the new
set of adjectives.
2. Demonstrate the game. Mime, e.g. an old plane.
Lesson Delivery • ppls ask yes/no questions to try to guess,
e.g. Is it big? Is it a plane?
3. The pupil who guesses correctly and who says the sentence correctly comes to the front
to mime.
1. In pairs, pupils draw four pictures using the Student’s Book activity as a model.
2. They colour the pictures and then write four sentences, one about each picture. Some
are true and some are false.
Post Lesson 3. Pairs swap pictures with another pair and tick or cross the sentences.
Superminds page 28
REFLECTION
Week Class Time
Theme Topic
What’s your favourite (colour)? Recycled toy vocabulary and
adjectives
Content Standard
Main skill
Learning Standard 4.2.3 Express basic likes and dislikes
Complementary Content Standard 2.1-Communicate simple information intelligibly

skill Learning Standard 2.1.3 Express basic likes and dislikes
write about favourite things from a model
draw the the objects in their book
Resources CCE / EE
Skills
Think-Pair-Share worksheets Circle Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1. Teacher reviews the previous lesson. Say I can see something in this room. It’s
Pre-lesson (red).
2. Pupils take turns to guess. Repeat with the other colours
1. Teacher refer SB p29. Read the instructions aloud. Tell pupils to write just the first letter
of the names. Play the recording through once without stopping.
2. Do a simple colour dictation with the class, e.g. On the desk there’s a big blue ruler, a
Lesson Delivery green book, a small red toy train and a beautiful yellow monster. Read the dictation
through once while pupils listen.
3. Read it a second time in short phrases for them to draw and colour
1. Pupils take turns to show their pictures from SB Activity 3 and to read out what they
have written.
2. Teacher Set a listening activity to keep pupils’ attention.
Post Lesson 3. class discussion.
Superminds page 29
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 42 Focus Speaking & Reading
Theme Topic
Language/ Grammar focus Shapes: tangram, triangle, square, circle, parallelogram, rectangle
Main skill 2.1.5 Name or describe objects using suitable words from word
Learning Standard
sets
Content Standard
Complementary texts by using appropriate reading strategies
skill 3.2.2 Understand specific information and details of very simple
Learning Standard
learnt specific language to be able to talk about Maths in English
identify and draw shapes
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher draws a circle and a square on the board. Elicit/Teach the word shape.
Pre-lesson
2. Ask ppls what other shapes they know. Volunteer ppls come and draw them.
1. Teacher refers SB p30. Read the activity instruction aloud. Elicit from what the shapes
are.
2. to enable pupils to learn about tangrams Read the first sentence aloud and check pupils
Lesson Delivery understand what a tangram is.
3. Use the picture to support understanding.
4. Elicit one or two shapes they know.
5. Teacher distributes worksheets. Colour the picture.
1. Write the following prompt on the board: Today I’ve learnt about:
2. Elicit from the pupils what they learnt today, e.g.
3. shapes and tangrams.
Post Lesson 4. Write it on the board. Pupils copy it into their notebooks.
4. class discussion.
Superminds page 30
REFLECTION
Week Class Time
Theme Topic
Learning Standard
accompanying texts
Content Standard 5.3-Express an imaginative response to literary texts
Complementary
skill 5.3.1 Respond imaginatively and intelligibly through creating
Learning Standard
simple art and craft products
learnt specific language to be able to talk about Maths in English
identify and draw shapes
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher elicits pupils what other shapes they know. Volunteer pupils come and draw
Pre-lesson
them.
1. Teacher does a simple colour dictation with the class, e.g. On the desk there’s a big blue
ruler, a green book, a small red toy train and a beautiful yellow monster.
Lesson Delivery 2. Read the dictation through once while pupils listen.
3. Read it a second time in short phrases for them to draw and colour.
4. Distributes worksheets.
1. Teacher guides pupils in pairs, to draw four pictures using the student’s Book activity as
a model.
2. They colour the pictures and then write four sentences, one about each picture. Some
Post Lesson are true and some are false.
3. Pairs swap pictures with another pair and tick or cross the sentences.
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 44 Focus Listening & Speaking
Theme Topic
Recycled language from lessons 66 - 68: What’s your favourite
(colour)?, toy vocabulary and adjectives
Learning Standard
Complementary
skill 2.1.5 Name or describe objects using suitable words from word
Learning Standard
sets
to ask and answer about their favourite things
review the vocabulary for toys
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher does a clapping game to review the vocabulary. Clap twice and then say a toy.
Pre-lesson
2. Pupils repeat. Clap twice and repeat the toy. Clap twice more and add another toy.
1. Teacher elicits favourite colours, numbers and toys from the class.
2. Ask pupils to stand in a circle, do an activity called Change places if.
3. Say Change places if your favourite colour’s red.
4. Pupils change places if this is true for them: If it’s difficult for pupils to move, pupils can
put up their hands, touch their head or stand up instead of changing places.
Lesson Delivery 5. Continue with other phrases (e.g. Change places if your favourite toy’s a…/ your
favourite number’s…)
6. Divide pupils into 2 groups and ask pupils to continue with the activity, different pupils
have the chance to give instructions.
7. When pupils have had enough practice, change focus to a chain activity.
1. Divide pupils into groups of about 5. One pupil says their favourite toy.
2. The next pupil repeats this info and adds their own information (e.g. Jannah’s favourite
Post Lesson toy is her bike, my favourite toy is my doll). Pupils continue in this way until everyone
has had a turn.
3. Repeat with other language (e.g. numbers or colours) if there is time.
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 45 Focus Speaking
Theme Topic
Main skill
Content Standard 2.2 -Use appropriate communication strategies

Complementary
skill 2.2.2 Ask for attention or help from a teacher or classmate using
Learning Standard
one word or a fixed phrase
practise reading for information and instruction
draw pictures based on shapes
Resources CCE / EE
Skills
Creativity and
Innovation
Learning Outline
1. Teacher writes the words for the shapes in jumbled letter order on the board.
Pre-lesson
Pupils unjumble them and then draw the shapes on the board.
1. Teacher elicits favourite shapes from the class.

2. Ask pupils what they can see in the four pictures. Encourage them to use their
imagination, e.g. a fish, a bird, a kite, a boat.
Lesson Delivery 3. Teacher distributes worksheets. Each pupil prepares a set of Unit 2 cut-outs.
They colour and cut the tangram up and try to make the four pictures in turn.
1. Teacher distributes an envelope contains cute tangrams to each group.

2. Pupils design in group.
Post Lesson 3. Gallery walk, each group displays their work.
REFLECTION
Week Class Time
Date 02-Jan-20 Lesson 46 Focus Listening & Reading
Theme Topic
Language/ Grammar focus Recycled language: colours, toys, imperatives
Content Standard
Main skill
Learning Standard 3.2.3 i) Use visuals on the page to help understand a word or
phrase
Complementary Content Standard 1.2 – Understand meaning in a variety of familiar contexts
skill Learning Standard 1.2.5 Understand short supported questions
listen to ideas and respond creatively
identify shapes based on pictures
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1. Teacher gives pupils some simple instructions, e.g. Point to a square. Hold up a
Pre-lesson rectangle.
2. Pupils take turns to give other instructions to the class..
1. Teacher Pre-teach screen. Tell pupils to put their heads on their desks, close
their eyes and listen. SB P32
2. Play the recording. At the end of the recording, speak quietly and tell pupils to
listen again and imagine. Tell them they are going to draw the picture from
Lesson Delivery their head.
3. Teacher asks pupils to draw their own pictures of what they imagined. Go
around the class and encourage them.
4. Talk to them about their ideas and help if necessary.
1. Teacher reads the example from the Student’s Book with the class.
2. Remind them to use adjectives and other words to make their talk more
Post Lesson interesting.
3. Put pupils into groups of four for the descriptions.
4. Volunteer describe their pictures to the class.
REFLECTION
Week Class Time
Theme Topic
Language/ Grammar focus Recycled vocabulary and grammar from topic 2
4.3-Communicate with appropriate language form and style for a
Content Standard
range of purposes in print and digital media
Main skill
Learning Standard 4.3.2 Spell familiar high frequency words accurately
skill
use language from the unit to play a game.
identify shapes based on pictures
Resources CCE / EE
Skills
Round Table worksheets Bubble Map Thinking skills Questions
Creativity and
Innovation
Learning Outline
1. Teacher writes the toys in scrambled letter order on the board and ask pupils to
Pre-lesson
work in pair to write each words correctly.
1. Teacher reviews vocabulary and spelling by playing a game SB p33.
2. Demonstrate the game for pupils by playing it with one or two ppls at the front.
3. Pupils take turns to roll the dice and then say and spell the word in the square
Lesson Delivery they land on. If they can’t say the word or spell it correctly, they miss a turn.
4. Pupils play the game in groups of four.
5. Teacher monitor and help as and when necessary.
1. Teacher divides pupils into groups of four.

2. pupils open their Workbook at page 33.
3. pupils take turns to read aloud what they have written for number 2 and to say
Post Lesson something about their pictures.
4. Encourage pupils to compare what they have written and drawn.
5. pupils do the same for numbers 3 and 4.
REFLECTION

Unit 2 - LETS PLAY

Uploaded by

Copyright:

Available Formats

Unit 2 - LETS PLAY

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 2 - LETS PLAY

Uploaded by

Copyright:

Available Formats

YEAR 1 SUPERMINDS SJK

MODUL: 2- LET’S PLAY (L31-L47)

3.What’s her name?

4 What’s his name?

1. Teacher put pupils in groups of six.

Content Standard 2.2 -Use appropriate communication strategies

Complementary Content Standard 2.1-Communicate simple information intelligibly

Content Standard 2.2 -Use appropriate communication strategies

1. Teacher elicits favourite shapes from the class.

1. Teacher distributes an envelope contains cute tangrams to each group.

1. Teacher divides pupils into groups of four.

You might also like