Every Day Routines Lesson

UNIT 2
EVERY DAY
LESSON 17
DATE : Tuesday, 1 January, 2019 SUBJECT : ENGLISH LANGUAGE
TIME : Choose an item. - Choose an item. CLASS : Click here to enter text.
LESSON: 17 (Listening 4)/ TEXTBOOK MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends LANGUAGE/GRAMMAR FOCUS: Present simple
for routines
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language
CONTENT STANDARD LEARNING STANDARD
Main Skill-Listening Main Skill-Listening
1.2 Understand meaning in a variety of familiar 1.2.2 Understand with support specific
contexts information and details of short simple texts
Complementary Skill-Listening Complementary Skill- Listening
1.3 Use appropriate listening strategies in a 1.3.1 Guess the meaning of unfamiliar words by
variety of contexts using visual clues when a teacher or classmate is
speaking
LEARNING OBJECTIVE MATERIALS / REFERENCES
By end of this lesson, pupils will be able to Click Get Smart plus 3
here to enter text. by Click here to enter text. Student’s Book p.15
Teacher’s Book p.32
Flashcards of the new vocabulary (at least one
card per pupil)
LEARNING OUTLINE REMARKS
Pre-lesson 21st Century Learning
1. Play a miming game to introduce the new Gallery Walk
vocabulary. Pupils do not need to say the
words/phrases at this point. See Assessment
Teacher’s Book p.32 for more detail. You Choose an item.
could have pupils sit or stand in a circle
from this stage of the lesson. Reflection
 Number of pupils : Click here to enter text.
Lesson delivery  Follow up: 4 pupils were given extra
2. Introduce the flashcards and play a circle guidance/ Peer-to-peer assistance were
game to have pupils practise the phrases. given to 4 pupils.
3. Give out the flashcards so that each pupil
has one card. Ask some pupils to tell the Remarks
class what is on their card. Choose an item.
4. Tell pupils they will listen to a song about
a boy called Mike. They listen and hold up
their card when they hear their action.
Play the recording once.
5. Play the recording again. This time, all
pupils should mime all the actions as they
hear them.
6. Ask pupils to look at Student’s Book p.15.
Let them listen to the song and follow the
words before drawing a line to match the
pictures, as shown in the example on
p.15. Watch pupils carefully during these
activities to see how well they have
understood the new vocabulary.
7. Follow the guidelines for Grammar Box in
Teacher’s Book p.32.
Post-lesson
8. Have pupils play a mime game in pairs or
small groups.
LESSON 18
LESSON: 18 (Speaking 4)/ TEXTBOOK MAIN SKILL FOCUS: Speaking
for routines
Main Skill-Speaking Main Skill-Speaking
2.1 Communicate simple information intelligibly 2.1.2 Find out about and describe basic everyday
Complementary Skill-Writing routines
4.3 Communicate with appropriate language Complementary Skill-Writing
form and style for a range of purposes in print 4.3.2 Spell an increased range of familiar high
and digital media frequency words accurately in guided writing
here to enter text. by Click here to enter text. Student’s Book p.15 Activity 1
Teacher’s Book p. 32–33
Vocabulary flashcards and word cards (1 set per
pair or small group)
1. Play the song from Student’s Book p.15 Gallery Walk
Activity 1 and encourage pupils to sing
along. Assessment
Choose an item.
Lesson delivery
2. Review the vocabulary flashcards from Reflection
last lesson with the whole class by  Number of pupils : Click here to enter text.
playing a guessing game (for example  Follow up: 4 pupils were given extra
Pre-lesson task (4). Introduce the word guidance/ Peer-to-peer assistance were
cards. given to 4 pupils.
3. Put pupils in pairs or small groups to play
a matching game with a set of flashcards Remarks
and word cards. The cards are spread out, Choose an item.
face-down. Pupils take turns to turn over
two cards to try to find a picture + a word
that matches.
4. Elicit (review) adverbs of frequency by
encouraging pupils to tell about their
daily routines.
5. Have pupils write their own routine in
row 1 of the table on Student’s Book p.15.
6. Model the Speaking activity (see Activity
2, Teacher’s Book p.32–33) and have
pupils mingle (move around the
classroom and choose who to speak to,
not stay with their regular partner) to tell
two classmates about their routine
(Activity 2).
Post-lesson
7. Play a word game to review the spelling
of a few words the pupils have found
challenging to remember.
LESSON 19
LESSON: 19 (Reading 4)/ TEXTBOOK MAIN SKILL FOCUS: Reading
for routines
Main Skill-Reading Main Skill-Reading
3.2 Understand a variety of linear and non-linear 3.2.1Understand the main idea of short simple
print and digital texts by using appropriate texts
reading strategies Complementary Skill-Reading
Complementary Skill-Reading 3.2.2 Understand specific information and
3.2 Understand a variety of linear and non-linear details of short simple texts
print and digital texts by using appropriate
reading strategies
here to enter text. by Click here to enter text. Student’s Book p.16–17
Teacher’s Book p34
Routine flashcards of vocabulary from this and
previous lesson
1. Review vocabulary from previous lessons Gallery Walk
by playing the circle game described in
Revision (Teacher’s Book p.34). If Assessment
necessary, make two or three circles Choose an item.
and/or have pupils standing instead of
sitting if there is not much space. Reflection
2. Introduce and drill the new vocabulary guidance/ Peer-to-peer assistance were
using flashcards and continue the circle given to 4 pupils.
game using this as well.
3. Still sitting (or in the circle(s)), show Remarks
pupils the story on Student’s Book p.16. Choose an item.
Ask questions about the pictures (see
examples in Activity 1, Teacher’s Book
p.34).
4. Pupils return to their desks. Ask them to
read quietly the story on Student’s Book
p.16 to tell you where the children are
going (Answer: to school) and why Anna
went in the car with Greg’s dad (Answer:
because she missed the bus).
5. When pupils have had a chance to read
the text for themselves, ask some pupils
different questions about the story. Allow
them to re-read to find the answers. See
Teacher’s Book p.34 Activity 1 for some
suggestions.
6. Follow the steps for Grammar box and
Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they
take the bus / walk / drive / take the
train to school. Count the responses for
each and write them on the board.
LESSON 20
LESSON: 20 (Writing 4)/ NON-TEXTBOOK MAIN SKILL FOCUS: Writing
for daily routines (third person He/She -s)
Main Skill: Writing Main Skill: Writing
4.3 Communicate with appropriate language 4.3.3 Plan, draft and write an increased range of
form and style for a range of purposes in print simple sentences
and digital media Complementary Skill: Writing
Complementary Skill: Writing 4.3.1 Use capital letters, full stops and question
4.3 Communicate with appropriate language marks appropriately in guided writing at
form and style for a range of purposes in print sentence level
and digital media
By end of this lesson, pupils will be able to Click 1. Get Smart plus 3
here to enter text. by Click here to enter text. 2. Student’s Book p.16–17
3. Teacher’s Book p34
4. Routine flashcards of vocabulary from this
and previous lesson
5. Flashcards for daily routine
6. Worksheets, one per pupil
7. Teacher’s worksheet
1. Pupils play guess game. Gallery Walk
Lesson delivery Assessment

2. Review the flashcards by putting them on Choose an item.
the board and eliciting sentences I xxx
every day and I always/sometimes/never Reflection
xxx from the pupils.  Number of pupils : Click here to enter text.
3. Put pupils in groups (one group for each  Follow up: 4 pupils were given extra
flashcard). Each group should draft a guidance/ Peer-to-peer assistance were
sentence for their picture, I given to 4 pupils.
always/never/sometimes xxx. Ask one
pupil from each group to come to the Remarks
board and write their sentence. Supervise Choose an item.
and assist as necessary.
4. Review with pupils how to change the
sentence to He/She and adding the third
person -s by giving example sentences
(talk about yourself and then about male
and female pupils). Show pupils your
completed worksheet and talk to them
about what you do every day. Tell them
they will do a similar worksheet. They
can write about themselves or about
someone in their family. First, they
should write three or four sentences in
their notebooks.
5. Give pupils time to draft their sentences.
Monitor carefully and give corrective
feedback as necessary. Ask pupils to
exchange their notebooks with their
partner to check each other’s work for
mistakes (if you could not check
everybody’s sentences).
6. Hand out the worksheets and ask pupils
to write their sentences. When they have
finished writing, they can draw a picture
in the larger boxes for each one. Fast
finishers can then write more sentences.
7. Some pupils can come to the front and
present their work to the class.
Post-lesson
8. Ask pupils to bring a toothbrush from
home for the next lesson. Bring a few
extra ones in case some pupils do not
bring their own.
9. Learning diaries: Ask pupils to think back
on their learning so far this week. In their
learning diary, they can write example:
• New words I remember
• Activities I enjoyed
• A skill I did well in (L/S/R/W)
• A skill I need to do better in (L/S/R/W)
• Something I feel proud of (about my
English)
LESSON 21
LESSON: 21 (Language Arts 4)/NON-TEXTBOOK MAIN SKILL FOCUS: Language Arts
for routines
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity &

Innovation
Main Skill: Language Arts Main Skill: Language Arts
5.3 Express an imaginative response to literary 5.3.1 Respond imaginatively and intelligibly
texts through creating simple action songs on familiar
Complementary Skill: Language Arts topics
5.1 Demonstrate appreciation through non- Complementary Skill: Language Arts
verbal responses 5.1.1
Enjoy and appreciate rhymes, poems and songs
By end of this lesson, pupils will be able to Click A song about brushing your teeth “This is the
here to enter text. by Click here to enter text. way…”
Video or something similar about brushing
teeth: https://www.youtube.com/watch?
v=4XLQpRI_wOQ
Flashcards for daily routine
1. Ask pupils to show you their Gallery Walk
toothbrushes. Ask them questions and
talk to them about the colour, size and Assessment
type of toothbrush they have. Choose an item.
Lesson delivery Reflection

2. Have pupils work in pairs to compare  Number of pupils : Click here to enter text.
their toothbrushes. They should try to  Follow up: 4 pupils were given extra
make at least two sentences comparing guidance/ Peer-to-peer assistance were
them, e.g. their colour: My toothbrush is given to 4 pupils.
red; Izzi’s toothbrush is pink; their
design: His toothbrush is a Spiderman Remarks
toothbrush; her toothbrush is an electric Choose an item.
toothbrush, etc.
3. Ask pupils to show you how they brush
their teeth. On the board, draw some
arrows to show up, down, left and right,
round and round. Ask pupils to move
their toothbrushes in the direction you
tell them: Brush left; brush round and
round etc.
4. Tell pupils they will hear a song and
watch a cartoon about brushing your
teeth. Play the video a first time and ask
some questions while the song is playing,
as you would with a story (e.g. What time
is it? Where is he? What has he got? What
colour is his toothbrush? etc).
5. Tell pupils they will hear the song again,
and this time they should mime with
their toothbrushes. Encourage them to
sing along too if possible.
6. Using a daily routine flashcard, show
pupils how to change the lyrics, e.g. ‘This
is the way we wash our hair, wash our
hair, wash our hair. We do it in the
morning/evening.’ Pupils work in groups
of three or four to choose a daily routine
action and make a new verse of the song.
They should practise the actions together.
7. Have each group perform their verse
twice. The rest of the class should join in
the second time.
Post-lesson
8. Talk to pupils about the importance of
keeping their teeth clean and healthy, the
best ways to brush their teeth and, if
appropriate for your context, visiting the
dentist regularly.
9. Pupils’ toothbrushes (bring some spare
ones in case pupils’ parents don’t want
them to bring them). If this is not
appropriate, pupils could use a pencil to
pretend to brush their teeth (miming
only).
LESSON 22
THEME: World of Self, Family and Friends LANGUAGE/GRAMMAR FOCUS: Present simple,
Yes/No questions
Main Skill: Listening Main Skill: Listening
1.2 Understand meaning in a variety of familiar 1.2.2 Understand with support specific
contexts information and details of short simple texts
Complementary Skill: Listening Complementary Skill: Listening
1.2 Understand meaning in a variety of familiar 1.2.5 Understand a wide range of short
contexts supported questions
here to enter text. by Click here to enter text. Student’s Book p.17 (and 15 in step 2)
Sets of cut up word cards
Gallery Walk
1. Review some of the vocabulary that
pupils found challenging in recent lessons Assessment
by choosing an appropriate pre-lesson Choose an item.
activity from the list in the introduction
that suits your pupils’ needs and Reflection
interests. Include key vocabulary from  Number of pupils : Click here to enter text.
this lesson as necessary.  Follow up: 4 pupils were given extra
Lesson delivery guidance/ Peer-to-peer assistance were
2. Have pupils work in pairs or small given to 4 pupils.
groups. Give each pair/group a set of
word cards. The set includes the words Remarks
from the main vocabulary, all cut up and Choose an item.
mixed up (e.g. take / the / bus / walk /
take / the train / drive). Pupils should
work together to try to arrange them to
make the vocabulary phrases or words.
Consider including some of the
vocabulary from Student’s Book p.15 as
well.
3. To check the answers, say the
expressions in question form (e.g. Does
Ali always take the bus to school? and
have pupils touch the words as they hear
them.
4. Pupils open their books on page 17.
Follow the instructions for Activity 3
listening (Teacher’s Book p.35).
5. You could collect the books from pupils to
check their progress.
Post-lesson
6. Give some True and False sentences
about the pictures in Activity 3. Pupils tell
you if they are True or False from
memory (see post-lesson task 10).
LESSON 23
LESSON: 23 (Speaking 5)/ TEXTBOOK MAIN SKILL FOCUS: Speaking
Yes/No questions
Main Skill : Speaking Main Skill: Speaking
2.1 Communicate simple information intelligibly. 2.1.2 Find out about and describe basic everyday
Complementary Skill: Listening routines
1.2 Understand meaning in a variety of familiar Complementary Skill: Listening
contexts 1.2.5 Understand a wide range of short
supported questions
Class survey worksheet (see below for example)
1. Review key vocabulary with an Gallery Walk
action/miming game, or you could choose
an appropriate pre-lesson activity from Assessment
the list in the introduction that suits your Choose an item.
pupils’ needs and interests and that will
review language and prepare pupils for Reflection
the lesson.  Number of pupils : Click here to enter text.
 Follow up: 4 pupils were given extra
Lesson delivery guidance/ Peer-to-peer assistance were
2. Follow the instructions in Teacher’s Book given to 4 pupils.
p.35 for Activity 4. Have pupils ask their
partners about their parents (or another Remarks
family member, as appropriate to your Choose an item.
pupils).
3. Monitor as pupils do the pair work
activity and review the question-answer
form if necessary after the activity.
4. Tell pupils they will do a class survey.
Give pupils the worksheet (one per pair)
and ask them to write a question (for
example, Do you … to school? or Does
your dad/mum … to work?)
5. Tell pairs to ask 5 pair (10 pupils) their
question and write yes or no for each
pupil they will interview. They should use
the ‘Answers’ boxes on the worksheet to
keep count of classmates’ answers then
add up the total when they have finished.
6. Use a model on the board to show how to
complete the chart on the worksheet.
Each block represents one answer. Pupils
should colour the number of squares for
each answer, for example, if 7 pupils
answer ‘Yes’ and 3 pupils answer ‘No’,
then they colour 7 left-hand blocks and 3
right-hand blocks.
7. Pupils complete the worksheet in their
pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at
the questions and charts and tell you if
they are surprised by any of the findings.
LESSON 24
LESSON: 24 (Reading 5)/ TEXTBOOK MAIN SKILL FOCUS: Reading
for habits and occupations
Main Skill: Reading Main Skill: Reading
3.2 Understand a variety of linear and non-linear 3.2.4 Recognise and use with support key
print and digital texts by using appropriate features of a simple monolingual dictionary
reading strategies Complementary Skill: Reading
Complementary Skill: Reading 3.2.2 Understand specific information and
reading strategies
here to enter text. by Click here to enter text. Student’s Book, p.18
Word cards: fire fighter, fire, lifeguard, save,
dentist, fix, teeth
Picture cards of the three people on Student’s
Book p.18
Class set of monolingual dictionaries
1. Play a word game to focus on the word Gallery Walk
teacher. You could choose an appropriate
pre-lesson activity from the list in the Assessment
introduction that suits your pupils’ needs Choose an item.
and interests and that will review
language and prepare the pupils for the Reflection
lesson.  Number of pupils : Click here to enter text.
2. Tell pupils this is your job – you are a  Follow up: 4 pupils were given extra
teacher, and you teach and help children guidance/ Peer-to-peer assistance were
every day. Tell pupils that today you will given to 4 pupils.
help them learn to use a dictionary. Show
pupils a dictionary. Remarks
Choose an item.
Lesson delivery
3. Elicit and write the alphabet on the board
(or draw pupils’ attention to a copy on
display if you have one).
4. Write the word cat on the board. Model
using a dictionary to find the word and
read the definition.
5. Put the pictures of the people from
Student’s Book p.18 on the board. Show
pupils the word cards and put them
randomly on the board too.
6. Have pupils work in at least seven
groups. Assign one word to each group
and ask them to find the word in the
dictionary. Give them time to find the
word and then ask them which picture on
the board they think their word belongs
with. Do not expect pupils to understand
the dictionary definitions in full, but to
try to get a rough meaning so they can
decide which picture it belongs to.
7. For each of the seven words, ask one
pupil to come out and move their word
card next to the correct picture on the
board.
8. Follow the steps for Vocabulary and
Activity 1 in Teacher’s Book p.36
Post-lesson
9. Ask pupils if they have a family member
who is a fire fighter, doctor or lifeguard.
LESSON 25
LESSON: 25 (Writing 5)/ TEXTBOOK MAIN SKILL FOCUS: Writing
for habits/occupations
Main Skill: Writing Main Skill: Writing
4.3 Communicate with appropriate language 4.3.2 Spell an increased range of familiar high
form and style for a range of purposes in print frequency words accurately in guided writing
and digital media Complementary Skill: Speaking
Complementary Skill: Speaking 2.2.2 Ask for attention or help from a teacher or
2.2 Use appropriate communication strategies classmate by using suitable questions
Flashcards of occupations (including those in the
worksheet)
Crossword worksheet (see below)
1. Review the three occupations (jobs) from Gallery Walk
the previous lesson by choosing an
appropriate pre-lesson activity from the Assessment
list in the introduction that suits your Choose an item.
pupils’ needs and interests.
Reflection
Lesson delivery  Number of pupils : Click here to enter text.
2. Introduce the new occupations  Follow up: 4 pupils were given extra
vocabulary using flashcards. guidance/ Peer-to-peer assistance were
3. Follow the instructions for Grammar Box, given to 4 pupils.
then Activity 3 in the Teacher’s Book
p.37. Remind pupils that they can ask for Remarks
a classmate’s help if they can’t read a Choose an item.
word by putting up their hand and saying
I do not understand this word. Can you
help me, please? You may want to pre-
teach this phrase. They can also ask you
this question when they need to.
4. Show the worksheet (see below) and
explain that pupils will do a crossword
puzzle. Model how to read the clue and
write the answer in the crossword. Have
pupils work on the crossword in pairs or
small groups.
5. Ask some pupils what their parents do
(their occupations). Extend pupils’
vocabulary as appropriate.
Post-lesson
learning diary, they can write:
LESSON 26
LESSON: 26 (Language Arts 5)/NON-TEXTBOOK MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends LANGUAGE/GRAMMAR FOCUS: He/She +
present simple ‘s’; means of transport
Main Skill: Language Arts Main Skill: Language Arts
5.1 Enjoy and appreciate rhymes, poems and 5.1.2 In addition to Year 2 text types: simple
songs poems.
Complementary skill: Listening Complementary skill: Listening
1.2 Understand meaning in a variety of familiar 1.2.3 Understand with support short simple
contexts narratives. In this lesson, pupils will say and
perform a rhyme in groups about coming to
school.
By end of this lesson, pupils will be able to Click Flashcards or pictures of a child walking near a
here to enter text. by Click here to enter text. car and a child standing next to it; a bike and a
child standing next to it; a bus and a child
standing next to it
The Going to school rhyme
Lyrics are written on the board or as a hand out
1. Put flashcards or a picture of a child Gallery Walk
walking, a car, a bike, and a bus on the
board or on paper. Draw a child next to Assessment
the car, bike and bus. Choose an item.
2. Ask pupils to give the children names: 2
children should be girls and 2 children Reflection
boys. 3. Tell pupils that the four children  Number of pupils : Click here to enter text.
will be the characters in the rhyme.
Lesson delivery
3. Use the four pictures to say the rhyme  Follow up: 4 pupils were given extra
verse by verse. For each picture, ask guidance/ Peer-to-peer assistance were
pupils to suggest actions to mime the given to 4 pupils.
means of transport.
4. When you have used all the pictures, say Remarks
the whole rhyme again and ask pupils to Choose an item.
join in with the words and actions.
5. Repeat step 5 until pupils can say the
rhyme confidently
6. Write the rhyme on the board with the
items of transport missing. Ask pupils to
copy the rhyme and add the correct
means of transport
Post-lesson
7. Ask pupils to close their books and divide
them into four groups, one group for each
picture.
8. Ask each group in turn to perform the
rhyme for their picture, so that the class
performs the complete rhyme.
LESSON 27
for habits and occupations
Main Skill - Listening Main Skill - Listening
1.2 Understand meaning in a variety of familiar 1.2.1 Understand with support the main idea of
contexts short simple texts
Complementary Skill - Speaking Complementary Skill - Speaking
2.3 Communicate appropriately to a small or 2.3.1 Narrate very short basic stories and events
large group
Occupations flashcards
Worksheet (see below)
Colour pencils/pens
1. Review the occupations flashcards as Gallery Walk
necessary for your pupils with a game
chosen from the list in the introduction Assessment
that suits your pupils’ needs and Choose an item.
interests.
2. Ask pupils what they would like to be Reflection
when they grow up. Use this as an  Number of pupils : Click here to enter text.
opportunity to review some more
challenging occupations vocabulary from  Follow up: 4 pupils were given extra
previous lessons. guidance/ Peer-to-peer assistance were
Lesson delivery given to 4 pupils.
3. Show pupils the worksheet (see below)
and ask them to choose an occupation Remarks
and draw it on the worksheet. They Choose an item.
should write the occupation word under
their picture. They should NOT write
their name on the worksheet at this point.
4. Tell pupils they will talk about the person
on their picture. They should plan what
they are going to say. They could write
notes in their notebooks. See Activity 4 in
Student’s Book p.19 and Teacher’s Book
p.37 for more detail on this, although
lesson delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try
not to group pupils who sit next to or
near each other. They put their pictures
together. Each pupil in turn talks about
their picture. The other pupils listen
carefully and guess which picture is the
pupil’s. Ask pupils to note their
guesses/answers in their notebooks so
that feedback can be done as a group
after each pupil has had a turn speaking.
Post-lesson
6. Repeat the activity as a whole class with
the pupils you have chosen, providing
plenty of praise.
LESSON 28
LESSON: 28 (Speaking 6)/ TEXTBOOK MAIN SKILL FOCUS: Listening
(want to)
Main Skill - Speaking Main Skill - Speaking
2.1 Communicate simple information intelligibly 2.1.2 Find out about and describe basic everyday
Complementary Skill - Listening routines
1.2 Understand meaning in a variety of familiar Complementary Skill - Listening
contexts 1.2.5 Understand a wide range of short
supported questions
Teacher’s Book, p.38– 39
Occupations & vocabulary flashcards
Gallery Walk
1. Play Guess the occupation game (see
Teacher’s Book p.38, Revision) Assessment
Lesson delivery Choose an item.
2. Introduce the new vocabulary following
the instructions in Warm up and Reflection
Vocabulary (see Teacher’s Book p.38–39).  Number of pupils : Click here to enter text.
3. Play a matching game with flashcards,  Follow up: 4 pupils were given extra
where pupils in pairs or small groups guidance/ Peer-to-peer assistance were
match the occupation with what the given to 4 pupils.
person does (e.g. pilot + fly a helicopter).
4. Introduce/review the question and Remarks
answer What do you want to be when Choose an item.
you grow up? Drill the questions and then
have pupils ask and answer their partner.
5. Follow the instructions for Activity 1 (See
Teacher’s Book p.39).
Post-lesson
6. Give feedback on the activity including a
focus on / review of common problems.
Give extra praise to pupils who have tried
hard at this activity.
LESSON 29
LESSON: 29 (Reading 6)/TEXTBOOK MAIN SKILL FOCUS: Reading
for habits
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Patriotism &
Citizenship
Main Skill -Reading Main Skill - Reading
3.2 Understand a variety of linear and non-linear 3.2.3 Guess the meaning of unfamiliar words
print and digital texts by using appropriate from clues provided by visuals and the topic
reading strategies Complementary Skill - Reading
Complementary Skill - Reading 3.2.2 Understand specific information and
reading strategies
Teacher’s Book, p.178
Vocabulary flashcards
Copies of pictures next to texts on Student’s
Book p.115 to create their learning diaries.
1. Put the names of some well-known Gallery Walk
Malaysian charity organisations on the
board (e.g. CRC (Community Recycle for Assessment
Charity); SPCA (Society for the Protection Choose an item.
of Animals); WWF Malaysia (World
Wildlife Fund); WorldVision; other local Reflection
charities the pupils will know). Charitable  Number of pupils : Click here to enter text.
offers during Ramadan may help explain  Follow up: 4 pupils were given extra
the idea. Talk to pupils about what the guidance/ Peer-to-peer assistance were
organisations do, using some first given to 4 pupils.
language and providing English
vocabulary where suitable. Remarks
Choose an item.
Lesson delivery
2. Use the flashcards to pre-teach the
vocabulary.
3. Show the pictures from Student’s Book
p.115 and ask pupils which vocabulary
might belong to each picture.
4. Follow the instructions for Activity 1 and
2 (Teacher’s Book p.178). Remind pupils
to look at the pictures to help them with
new vocabulary.
5. Elicit We can sentences from pupils about
other charities you talked about in the
pre-lesson activity.
Post-lesson
6. Talk to pupils about charity membership.
See also Before Leaving (Teacher’s Book
p.178)
LESSON 30
LESSON: 30 (Writing 6)/TEXTBOOK MAIN SKILL FOCUS: Writing
for routines
Main Skill-Writing Main Skill-Writing
4.3 Communicate with appropriate language 4.3.1 Use capital letters, full stops and question
form and style for a range of purposes in print marks appropriately in guided writing at
and digital media sentence level
Complementary Skill-Writing Complementary Skill-Writing
4.1 Form letters and words in neat legible print 4.1.2 Begin to use cursive handwriting in a
using cursive writing limited range of written work*
Teacher’s Book p.34, 39 & 40–41
Gallery Walk
1. Play Do not break the chain (See
Teacher’s Book p.34) Assessment
Choose an item.
Lesson delivery
2. Follow steps 1–3 for Activity 1 (Teacher’s Reflection
Book p.40). Then play the recording. Ask  Number of pupils : Click here to enter text.
pupils to tick the activities they hear in  Follow up: 4 pupils were given extra
Jim’s diary as they hear them. Watch guidance/ Peer-to-peer assistance were
pupils to see how well they keep up. If it given to 4 pupils.
is too fast, you could read the text again
more slowly. Remarks
3. Play the recording again and have pupils Choose an item.
read along as they listen. Ask some
questions about the text, letting pupils
find the answers in the text (see
Teacher’s Book p.40 Activity 1 for
example questions).
4. Show pupils the three questions on the
page. Pupils work in pairs to ask and
answer the questions. Monitor carefully
as pupils do this to make sure they can
answer them.
5. Follow the instructions for Writing Tip
(Teacher’s Book, p.40), including some or
all of the gap fill sentences on the board.
6. Ask pupils to write sentences about their
day in their notebooks. Encourage the use
of cursive writing. Pupils then exchange
notebooks to check each other’s work.
Monitor carefully to check their work,
with a focus on punctuation, use of capital
letters and handwriting as well as
communication. Collect their notebooks
in at the end of the activity to mark and
give some feedback on their progress this
unit.
Post-lesson
learning diary, they can write:
• Something I feel proud of (about my
English)
LESSON 31
LESSON: 31 (Language Arts 6)/TEXTBOOK MAIN SKILL FOCUS: Language Arts
want to + be + occupation
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values
Main Skill-Language Arts Main Skill-Language Arts
5.2 Express personal responses to literary texts 5.2.1 Ask and answer simple questions about
Complementary Skill-Speaking characters, actions and events of interest in a
2.1 Communicate simple information intelligibly text
Complementary Skill-Speaking
2.1.5 Describe people and objects using suitable
words and phrases
here to enter text. by Click here to enter text. Student’s Book, p.22–23
Teacher’s Book, p.42–43
1. Choose an appropriate pre-lesson activity Gallery Walk
from the list in the introduction that suits
your pupils’ needs and interests and that Assessment
will review language and prepare the Choose an item.
pupils for the lesson, or follow the Warm
up instructions (Teacher’s Book, p.42). Reflection
2. Explain the meaning of career to pupils. guidance/ Peer-to-peer assistance were
Ask them what they think a school career given to 4 pupils.
day is. Explain that they will read and
listen to a story about a school career day. Remarks
3. Follow the instructions for Activity 1 Choose an item.
(Teacher’s Book, p.42–43). Ask pupils
what they think of the story, which
character they like and why.
4. Ask each pupil to draw a picture showing
an occupation.
5. In groups of 6–8 pupils, ask them to share
their pictures. They should write their
name under the picture of an occupation
they want to be.
6. Feedback by asking pupils to tell the class
who wants to be the same occupation as
them, e.g. Hamid, Maitha and Yi Ling want
to be a police officer.
7. Talk to pupils about the Value mentioned
on Teacher’s Book, p.43 in Post-story
activity.
Post-lesson
8. Ask pupils to tell you what new words
they have learned today. Focus their
attention on what they learned from the
story, including the storyline, the
characters and the message (value)
LESSON 32
LESSON: 32 (L. Awareness 2)/NON-TEXTBOOK MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends LANGUAGE/GRAMMAR FOCUS: Review of unit
language
Main Skill-Reading Main Skill-Reading
3.2 Understand a variety of linear and non-linear 3.2.2 Understand specific information and
print and digital texts by using appropriate details of short simple texts
reading strategies Complementary Skill-Writing
Complementary Skill-Writing 4.2.4 Describe people and objects using suitable
4.2 Communicate basic information intelligibly words and phrases
for a range of purposes in print and digital media
By end of this lesson, pupils will be able to Click Worksheets (see below)
here to enter text. by Click here to enter text. Picture of a girl and a boy
Get Smart plus 3
Student’s Book, p.24 Activities 1 and/or 2
Teacher’s Book, p.44–45
Self-assessment worksheets
1. Play a game to review vocabulary from Gallery Walk
the unit as needed for the lesson. For this,
you could choose an appropriate pre- Assessment
lesson activity from the list in the Choose an item.
introduction that suits your pupils’ needs
and interests. Reflection
2. Show pupils the picture and tell them the guidance/ Peer-to-peer assistance were
boy is Hamid and the girl is May. They are given to 4 pupils.
brother and sister. Ask pupils to look at
and read silently the text on the Remarks
worksheet. Ask a gist question, for Choose an item.
example: Who wrote this? Hamid or May?
3. Ask questions about the language: Which
words tell you how often they do
something? Where do we find it in the
sentence? Which sentences have an ‘s’ in
the verb (or show them in an example)?
Why? What can we find at the beginning
of the sentences? And at the end?
4. Show pupils how to unjumble a sentence
by doing an example on the board.
5. Ask pupils to work in groups of three.
Give one set of jumbled sentences
(worksheet) to each pupil in the group.
Each pupil works on a different set.
6. When they are finished, ask them to show
each other their sets and to check each
other’s answers.
7. Ask pupils to write in their notebooks:
 Something they always/never do
every day
 Something someone else
always/never does every day.
 What they want to be when they grow
up.
Post-lesson
8. Ask pupils to think about what they have
learned in Unit 2 and how well they feel
they know the language now. They
should complete the How did I do in Unit
2? Collect the worksheets from pupils and
review them to note pupils’ performance.
If there are any areas of concern, prepare
a review of these in upcoming lessons.

Every Day Routines Lesson

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Every Day Routines Lesson

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UNIT 2

Lesson delivery Assessment

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity &

Lesson delivery Reflection

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