Lollipop 3 7.1A–7.1B
CONTENTS
Pages: 134–135
Phase: ESA (ENGAGE)
Aims
To understand the value of obedience
To identify animals that live on land
Skill Tags
Values and moral education
Vocabulary (thematic)
Vocabulary
bird, eagle, butterfly, rabbit, bear, tiger,
lion, whale, dolphin, fish, octopus
Functional Language
This is a bird. / This is an eagle.
Is this a tiger? Yes. / No.
What is this? A rabbit.
Materials
Flashcards no.: 174, 175, 176, 177, 178,
179, 180
Homework
Color pages 134–135.
Notes / Evaluation
The Animal Kingdom
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❶❷❸❹
CLASS ACTIVITY
Exercise 7.1A (page 134)
 Get students to open the book to page 134.
 Get them to observe the picture and say what they
think obedience is based on what they see.
(Students are welcomed to express their opinions in their
L1. Listen and then repeat their opinions in English using
the “sandwich” method.)
 If they have no opinion, tell them that obedience
means following instructions and rules.
 Give students examples of how they can be obedient.
Exercise 7.1B (page 135)
 Direct students’ attention to page 135.
 Introduce what students will learn – animals.
 Explain that there are animals that live on land and
that some of these animals can fly.
 Ask students to first identify the animals that can fly.
 Starting with the bird, get students to point and repeat
after you: “This is a bird.”
 Do the same for the other animals.
WRAP-UP
 Homework: Color pages 134–135.
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 7.1A (page 134)
 Open your book to page 134.
 We are going to learn what obedience is.
 Look at the picture. What do you think obedience is?
 Obedience means following instructions and rules.
 For example, if our parents or teachers ask us to do
something, we should follow their instructions.
 There are also rules in school, in the classroom, at
home, and all around us. We must follow these rules
as they are good for us. By being obedient, we can
make our lives, and also the lives of others, better.
 Another example is in this picture. The sign reads “Do
not litter.” When we obey the rule and not litter, we
keep the place clean, and this makes our lives better.
Exercise 7.1B (page 135)
 We are going to learn about animals this week!
 There are many types of animals. Some animals live
on land. Some animals have wings and can fly.
 Look at your book. Which of these animals can fly?
 Now point and repeat after me.
 (Point to the bird.) This is a bird.
 (Point to the eagle.) This is an eagle.
 (Point to the butterfly.) This is a butterfly.
 Now let’s look at the animals that live on land.
 Remember to point and repeat after me.
 (Point to the rabbit.) This is a rabbit.
 (Point to the bear.) This is a bear.
 (Point to the tiger.) This is a tiger.
 (Point to the lion.) This is a lion.
 Can these animals fly? No! They do not have wings.
WRAP-UP
 For homework, please color pages 134–135.
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 7.1C–7.1D
CONTENTS
Pages: 136–137
Phase: ESA (STUDY)
Aim
To identify land and sea animals
Skill Tags
Vocabulary (thematic)
Fine motor skills
Penmanship
Vocabulary
bird, eagle, butterfly, rabbit, bear, tiger,
lion, whale, dolphin, fish, octopus
Functional Language
This is a bird. / This is an eagle.
Is this a tiger? Yes. / No.
What is this? A rabbit.
Materials
Flashcards no.: 174, 175, 176, 177, 178,
179, 180, 181, 182, 183, 184
Homework
N.A.
Notes / Evaluation
The Animal Kingdom
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❶❷❸❹ / ❺❻❼❽
CLASS ACTIVITY
Exercise 7.1C (page 136)
 Get students to open the book to page 136.
 Tell them they are going to learn about sea animals.
 Starting with the fish, get students to point.
 Then get them to repeat: “This is a fish.”
 Do the same for the other sea animals.
 Tell students to color the page.
 As they do, go to individual students, point to any
animals, and ask: “What is this?”
Exercise 7.1D (page 137)
 Direct students’ attention to page 137.
 Tell them there are both land and sea animals here.
 Tell students to have their crayons ready.
 Starting with the bear, briefly describe the bear and
get students to repeat after you.
 Then get them to trace and color the bear.
 Do the same for the other animals.
 Invite students to the front to present the animals.
EXTENSION
 Ask students what other animals can fly/swim. (E.g.,
fly – beetle, housefly, sea gull, pigeon, sparrow, etc. /
swim – shark, eel, goldfish, turtle, etc.)
 Ask students what other animals live on land/in the
sea. (E.g., land – cat, cow, horse, sheep, zebra, etc. /
sea – crab, jellyfish, ray, starfish, seahorse, etc.)
 If necessary, allow students to answer in their L1.
 Then repeat their answers in English.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 7.1C (page 136)
 Open your book to page 136.
 In the previous lesson, we learned about animals that
live on land. Today, we will learn about animals that
live in the sea. Let’s call them sea animals!
 Now point and repeat after me.
 (Point to one fish.) This is a fish.
 (Point to the whale.) This is a whale.
 (Point to the dolphin.) This is a dolphin.
 (Point to the octopus.) This is an octopus.
 Very good! Now color the page.
 (Go to individual students and point.) What is this?
Exercise 7.1D (page 137)
 Look! In this picture, we have the land and sea
animals together. We also have the animals that fly.
 Have your crayons ready.
 Now listen carefully and repeat after me.
 Then trace and color the animal we described.
 This is a bear. It lives on land.
 Now trace and color the bear.
 This is an octopus. It lives in the sea.
 This is a butterfly. It can fly.
 This is a rabbit. It lives on land.
 This is an eagle. It can fly.
 This is a fish. It can swim.
 Did you trace and color all the animals? Very good!
 Who wants to come up and present the animals?
EXTENSION
 Do you know any other animals that can fly/swim?
 What other animals live on land/in the sea?
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 7.1E–7.1F
CONTENTS
Pages: 138–139
Phase: ESA (ACTIVATE)
Aim
To describe land and sea animals
Skill Tags
Formation and academic learning
environment (science)
Sorting and classifying
Vocabulary
bird, eagle, butterfly, rabbit, bear, tiger,
lion, whale, dolphin, fish, octopus
Functional Language
This is a bird. / This is an eagle.
Is this a tiger? Yes. / No.
What is this? A rabbit.
Can the eagle fly? Yes.
Materials
Flashcards no.: 174, 175, 176, 177, 178,
179, 180, 181, 182, 183, 184
Homework
N.A.
Notes / Evaluation
The Animal Kingdom
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❺❻❼
CLASS ACTIVITY
Exercise 7.1E (page 138)
 Get students to open the book to page 138.
 Tell students to have a red crayon ready.
 Tell them that for each row there is an animal that
does not belong to the same group as the rest.
 Get students to circle and describe the odd one out.
 Then tell students to color the rest of the animals.
Exercise 7.1F (page 139)
 Direct students to page 211 at the back of the book.
 Get them to cut out the six pictures of the animals.
 When they are done, direct them back to page 139.
 Get students to first paste the land animals, followed
by the sea animals, and finally the animals that fly.
 Invite individual students to the front to describe the
picture. Encourage them to say, for example: “This is
a bear. It lives on land.”
EXTENSION
 Prepare the flashcards of the animals facing down.
 Invite a student to the front to pick a flashcard.
 Without revealing the flashcard, the student must get
the class to guess that animal by describing it.
 For example: “It has eight legs and it lives in the sea.”
(Answer: Octopus.)
 Alternatively, get the student to draw the animal on
the board without saying anything.
 Repeat activity with different participants.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 7.1E (page 138)
 Open your book to page 138 and have a red crayon
ready. We are going to circle the odd one out.
 Look at the first row. What animals do you see? (Ss:
A whale, an octopus, a parrot, and a dolphin.)
 Which animal does not belong here? Circle it in red.
 Yes, the parrot! Why? The whale, the octopus, and
the dolphin live in the sea, but not the parrot.
 Let’s look at the next row. What animals do you see?
(Ss: A tiger, a fish, a rabbit, and a giraffe.)
 Good! Which animal does not belong here? Circle it.
 Yes, the fish! Why? The fish can swim and it lives in
the sea. The others live on land and cannot swim.
 What about the last row? What animals are there?
(Ss: A bird, a butterfly, a zebra, and an eagle.)
 Good! Which animal is the odd one out? Circle it.
 Yes, the zebra! Why? The bird, the butterfly, and the
eagle have wings and can fly. The zebra cannot fly.
 Well done! Now color the rest of the animals.
Exercise 7.1F (page 139)
 Turn to page 211. Cut out the animals carefully.
 Done? Let’s turn back to page 139.
 Which of these animals live on land?
 Yes! Now paste the bear and the rabbit on the land.
 Which of these animals live in the sea?
 Good! Paste the octopus and the dolphin in the sea.
 And which of these animals can fly in the air?
 Good! Paste the butterfly and the eagle in the air.
 Who wants to come up and describe your picture?
 What is this? Where does it live? What can it do?
EXTENSION
 Let’s play a guessing game! Who wants to go first?
 Choose a flashcard. Do not say what it is. Just
describe/draw it. The rest of you will try to guess.
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 7.2A–7.2B
CONTENTS
Pages: 140–141
Phase: ESA (ENGAGE)
Aim
To describe animals by numbers and size
Skill Tag
Formation and academic learning
environment (math)
Vocabulary
whale, eagle, fish, bird, elephant, tiger,
monkey, duck, big, little
Functional Language
Is this a little fish? Yes. / No.
This is a big elephant.
Materials
Flashcards no.: 174, 175, 176, 177, 178,
179, 180, 181, 182, 183, 184, 185, 186,
187, 188, 189; (Numbers) 6–15
Homework
Color pages 140–141.
Notes / Evaluation
Big or Little
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❶❷❸❹
CLASS ACTIVITY
Exercise 7.2A (page 140)
 Get students to open the book to page 140.
 Tell students that they are going to count animals and
also decide if an animal is big or little.
 Get students to use physical movement to express
“big” or “little” accordingly.
 Starting with the big whale, ask students to identify it.
 Tell students to count and decide if it is big or little.
 Then get them to repeat: “One big whale.”
 Continue with the same presentation for the rest.
Exercise 7.2B (page 141)
 Direct students’ attention to page 141.
 Continue with the same presentation as above.
EXTENSION
 Sing: Five Little Monkeys
 Get five volunteers to come to the front. After each
verse, get one student to go back to his/her seat.
FIVE little monkeys jumping on the bed; one fell off and
bumped his head; mommy called the doctor and the doctor
said: No more monkeys jumping on the bed! ♪
FOUR little monkeys jumping on the bed …
THREE little monkeys jumping on the bed …
TWO little monkeys jumping on the bed …
ONE little monkey jumping on the bed ...
WRAP-UP
 Homework: Color pages 140–141.
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 7.2A (page 140)
 Open your book to page 140.
 Today, we are going to count animals. We are also
going to decide if an animal is big or little.
 (Put hands wide apart.) This is big! Follow me and
say: Big! (Put hands close together.) This is little! Do
this and say: Little! (Practice several times.)
 Remember to do this when you answer “big” or “little.”
 (Point to the whale.) What is this? A whale!
 Show me the whale. How many are there? (Ss: One!)
 Is it big or little? (Ss: (hands wide apart) Big!)
 Good! Repeat after me: One big whale.
 (Point to one fish.) What is this? A fish!
 Now show me the fish. How many are there?
 Let’s count: One, two, three, four, five!
 Are they big or little? (Ss: (hands together) Little!)
(Repeat for “one big eagle” and “six little birds.”)
Exercise 7.2B (page 141)
 (Point to the elephant.) What is this? An elephant!
 Show me the elephant. How many are there?
 Is it big or little? (Ss: (hands wide apart) Big!)
 Good! Repeat after me: One big elephant.
(Repeat the above for “three little monkeys,” “one big
tiger,” and “seven little ducks.”)
EXTENSION
 Let’s sing a very fun song – Five Little Monkeys!
 I need five volunteers to come and jump like
monkeys! Who wants to come up?
 (To one student after each verse) You may return to
your seat now. Thank you.
 How many monkeys are left? Let’s continue singing!
WRAP-UP
 For homework, please color pages 140–141.
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 7.2C–7.2D
CONTENTS
Pages: 142–143
Phase: ESA (STUDY)
Aim
To describe animals by numbers and size
Skill Tags
Matching by attribute
Ordering by size
Vocabulary
whale, eagle, fish, bird, elephant, tiger,
monkey, duck, big, little
Functional Language
Is this a little fish? Yes. / No.
This is a big elephant.
Materials
Flashcards no.: 174, 175, 176, 177, 178,
179, 180, 181, 182, 183, 184, 185, 186,
187, 188, 189; (Numbers) 6–15
Homework
N.A.
Notes / Evaluation
Big or Little
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❺❻❼❽
CLASS ACTIVITY
Exercise 7.2C (page 142)
 Get students to open the book to page 142.
 Starting with the first picture, ask students what it is.
 Get them to say: “This is a little dog.”
 Get students to match the little dog to the big dog.
 Then get them to say: “This is a big dog.”
 Do the same for the other animals.
 Then tell students to color the pictures.
 Invite individual students to present the animals.
 Encourage them to say: “This is a big/little ….”
Exercise 7.2D (page 143)
 Direct students’ attention to page 143.
 Explain that they are going to order the animals by
size: 1 = smallest; 2 = medium; 3 = biggest.
 Starting with the first row, ask students to first identify
the animals and then order the animals by size.
 Do the same for the next two rows.
 Then tell students to color the pictures.
WRAP-UP
 Sing: Five Little Monkeys
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 7.2C (page 142)
 Open your book to page 142.
 Look! Here are two rows of animals. On the top row,
we have the little animals. On the bottom row, we
have the big animals! What animals are there?
 A dog, a sheep, a cat, and a monkey!
 Let’s match the little animals to the big ones. Ready?
 Look at the first animal. What is this?
 Say together: This is a little dog.
 Do you see the big dog? Match them together.
 Let’s say together: This is a big dog.
 What’s the second animal?
(Repeat the above for the remaining animals.)
 Now color the animals.
 Who wants to present the animals?
 Remember to say if it is big or little.
Exercise 7.2D (page 143)
 Look at these animals! We are going to number the
animals on each row according to their size.
 Look at the first row. What animals are there?
 An elephant, a monkey, and a butterfly. That’s right!
 Which is the smallest animal? (Ss: The butterfly!)
 Yes! Write the number “1” in the box beside it.
 Which animal is next? (Ss: The monkey!)
 Correct! Write the number “2” in the box
 Which is the biggest of the three? (Ss: The elephant!)
 Very good! Write the number “3” in the box beside it.
(Repeat the above for the next two rows.)
 Great job! Let’s color the animals!
WRAP-UP
 Let’s sing Five Little Monkeys!
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!
Lollipop 3 7.2E–7.2F
CONTENTS
Pages: 144–145
Phase: ESA (ACTIVATE)
Aim
To describe animals by numbers and size
Skill Tags
Number sequencing
Art experience
Literary and ludic environment
Vocabulary
whale, eagle, fish, bird, elephant, tiger,
monkey, duck, big, little
Functional Language
Is this a little fish? Yes. / No.
This is a big elephant.
Materials
Flashcards no.: 174, 175, 176, 177, 178,
179, 180, 181, 182, 183, 184, 185, 186,
187, 188, 189; (Numbers) 6–15
Homework
N.A.
Notes / Evaluation
Big or Little
LESSON PLAN
WARM-UP
Daily Routine:
 Good Morning (song)
 Ten Little Fingers (song)
 Days of the Week (song) / What is the Date Today?
 The Alphabet Song (song)
LOLLISTEPS
❺❻❼❽
CLASS ACTIVITY
Exercise 7.2E (page 144)
 Get students to open the book to page 144.
 Tell students to have their pencils ready.
 Get them to join the dots from “1” to “15” in sequence.
 If necessary, guide students from number to number.
 Once the drawing is complete, ask students what
animal they see and if it is big or little.
 Get them to check the correct box (one big whale).
 Ask students where a whale lives.
 Then tell students to color the picture.
Exercise 7.2F (page 145)
 Present to students the song for this month.
 Repeat steps outlined in the lesson plan for Unit 1.4F.
 Think of actions that match the lyrics and encourage
students to do them as they sing along.
 Then tell students to color the page.
 Web link is available online in the Teachers’ Corner.
EXTENSION
 Get students to cut out the cards on page 217.
 Play: Memory Game – Shuffle the cards and arrange
them in neat rows face down. Students must find a
pair of the same animal by “opening” any two cards
each time. If they are different, students must “close”
the cards and try again until they found all the pairs.
 After explaining, allow students some time to play.
 Tell them that they can bring the cards home to play.
WRAP-UP
 Sing the good-bye song: So Long, Farewell
© Alston Publishing House Pte Ltd
TEACHER’S SCRIPT
CLASS ACTIVITY
Exercise 7.2E (page 144)
 Open your book to page 144.
 Have a pencil ready. We are going to join the dots in
order and see what animal appears. Are you ready?
 Let’s look for number one. Start from here.
 Join to number two. Look for number three ….
(If necessary, continue until number fifteen.)
 Done? What animal do you see? (Ss: A whale!)
 Is it a big whale or a little whale? (Ss: A big whale!)
 Yes! Check the first box that says “one big whale.”
 Is it a little fish? No! Do not check the second box.
 Where does the big whale live? (Ss: In the sea.)
 Correct! The big whale lives in the sea.
 Now color the picture.
Exercise 7.2F (page 145)
 Let’s look at page 145.
 We are going to learn a new song today.
 It goes like this. (Sing the song.)
 Do you know what the song says?
 I will read the words line by line. Repeat after me.
 (Do the actions.) Let’s do the actions. Follow me.
 Try to sing the song on your own!
 Now color the page.
EXTENSION
 Let’s play a game. Turn to page 217. These are your
game cards. Cut them out carefully along the lines.
 Done? This is how you play. First shuffle the cards.
Then put them face down like this in neat rows. Open
any two cards. Are they the same? No. Turn them
back and open another two cards. Oh here’s the
rabbit. Do you remember where the other rabbit is?
Once you find a pair, take away the two cards. Open
another two. Continue until you find all the pairs.
WRAP-UP
 Please stand up!
 Let’s sing So Long, Farewell.
 Thank you! Sit down please!
 Good-bye! See you next class!