Class
1
Teacher’s Guide
Low Jat Leng
Class
Teacher’s Guide
Low Jat Leng
1
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ISBN 978-981-285-900-6
First published 2011
(E)LLTG1_Imprint .indd ii
1/28/11 4:44:57 PM
Learning Language Skills
Class 1 Lesson Plans
Unit 1: My Feelings
Getting Started (How Do They Feel?)
TB 1 pg 2
Objectives
Pupils will be able to:
• identify and talk about common emotions and feelings, e.g. happiness, sadness,
anger and worry; and
• infer the emotions of the characters based on the information presented in the
pictures.
Steps
1. Using the questions as prompts, get pupils to talk about how the characters feel and
why they do so.
2. Draw circles to represent faces on the blackboard. Then, write down words that
describe different feelings.
3. Get pupils to draw different facial expressions, e.g. happy, sad, angry, in the circles.
Then get them to match the correct expressions to the words.
Answers (TB 1)
1. Amir is happy. He likes his ice cream./He likes eating ice cream./He has an ice
cream.
2. Anisa is sad. Her doll/toy is broken.
3. John is worried.
4. Miss Kiran is angry. The pupils are making too much noise./The pupils are naughty.
5. Free response
1
Pre-listening (Anneʼs Best Friend)
TB 1 pg 4
Objectives
Pupils will be able to:
• draw and share pictures of their best friends; and
• talk about the pictures and share them with the class before they give the pictures
to their best friends.
Steps
1. Divide pupils into groups.
2. Get pupils to talk about the picture in the textbook.
3. Read the questions in the textbook to the class. Get pupils to discuss the questions
in their groups.
4. Get pupils to pair up and talk about their best friends.
5. Get pupils to draw a picture of their best friend.
6. Ask them to talk about the picture and share it with the class before they give the
picture to their best friend.
Answers (TB 1)
1. Anne and Amna are playing in the garden./Anne and Amna are looking at/playing
with the butterflies.
2. They look happy./They are having fun.
3. Free response
4. Free response
5. Free response
2
Listening (Simoneʼs Best Friend/How Do They Feel?)
AB 1 Ex. 1A, pg 1-2
Objectives
Pupils will be able to:
• listen to a simple passage about best friends;
• understand verbal instructions;
• extract the correct information from the listening script; and
• complete a simple written exercise.
Steps
1. Read the instructions and Listening Text A twice.
2. Get pupils to complete the exercise in the activity book.
3. Read the instructions and Listening Text B.
4. Get pupils to complete 1a.
Listening Script
Listening Text A
Listen to what Simone says about her best friend. Then, read the sentences and
underline the correct answers.
Amna is my best friend. We go to school together and sit next to each other in class.
She lives next door. I like the big garden in front of her house. I like butterflies and
Amna likes them too. Today, we saw many butterflies in her garden. It is nice to have a
best friend. I feel sad and lonely when Amna cannot play with me.
Listening Text B
Listen to the sentences. Circle the words that describe how each person feels.
Then draw what he or she looks like.
1.
2.
3.
4.
Jean is looking everywhere for her little brother.
Mother sees the big mess in my room.
Little Jimmy is lost.
Sam finds a present from his parents on his bed.
3
Phonics (Ending Sounds ʻBʼ And ʻDʼ)
TB 1 pg 5, AB 1 Ex. 1B, pg 3
Objective
Pupils will be able to recognise words with the ending sounds ʻbʼ and ʻdʼ.
Steps
1. Write the letters ʻbʼ and ʻdʼ on the board.
2. Teach pupils to make the consonant sounds of ʻbʼ and ʻdʼ.
3. Explain to the pupils that the letters ʻbʼ and ʻdʼ are consonants.
4. Read the rhymes to the class and get pupils to repeat the sentences, paying special
attention to the words with the ending sounds ʻbʼ and ʻdʼ.
5. Get pupils to pair up and read the rhymes to their partners.
6. Get pupils to make up relevant actions as they say the rhyme.
Phonics And Penmanship (Ending Sounds ʻBʼ And ʻDʼ)
AB 1 pg 4
Objectives
Pupils will be able to:
• identify words with the endings sounds ʻbʼ and ʻdʼ; and
• write legibly and neatly in script.
Steps
1. Get pupils to read the sentences.
2. Get pupils to identify the words with the ending sounds ʻbʼ and ʻdʼ.
3. Get pupils to complete the exercises in the activity book.
Pre-reading (Johnʼs Favourite Toy)
TB 1 pg 7
Objectives
Pupils will be able to:
• empathise with the charactersʼ feelings as depicted in the story and pictures;
• extract the correct information to answer simple questions about the text; and
• express these feelings and talk about their personal experiences in their peer
discussions.
Steps
1. Read the story to the class.
2. Get pupils to answer the questions in their groups and then discuss the answers as
a class.
Answers (TB 1)
1. He is looking for his favourite toy.
2. He looks for it in his room, on his chair and under his desk. He looks everywhere
for it.
3. He finds it with his brother Jimmy.
4. Free response
4
Reading (Where Is Anisa?)
TB 1 pg 9, AB 1 Ex. 1C, pg 7
Objectives
Pupils will be able to:
• read and understand a simple story;
• identify the words that indicate the charactersʼ feelings; and
• express their own feelings about the characters and story.
Steps
1. Read the story in the textbook aloud to the class.
2. Get pupils to identify the words about the charactersʼ feelings and write them on
the board.
3. Get pupils to act out the story or talk about the time they lost something important.
4. Get pupils to complete the exercise in the activity book.
Speaking (Building A Sandcastle)
TB 1 pg 11
Objectives
Pupils will be able to:
• infer the feelings of the character in the story based on the situations presented in
the pictures;
• empathise with the characterʼs feelings;
• answer the questions using the appropriate words that describe the feelings; and
• talk about the reasons behind these feelings.
Steps
1. Get pupils to discuss what is happening to the main character at each stage of
the story.
2. Write the following words on the board: happy, excited, proud, pleased, worried,
disappointed, and sad.
3. Get pupils to answer the questions “How does Simone feel?” in complete sentences.
Answers (TB 1)
Simone is happy/excited about going to the beach.
Simone is tired/pleased/glad/satisfied when her sandcastle is finished.
Simone is proud/pleased when people come to look at her beautiful sandcastle.
Simone is worried/frightened when she sees the big wave.
Simone is sad/disappointed when the big wave destroys her sandcastle.
5
Vocabulary (How Does It Feel?)
TB 1 pg 13, AB 1 Ex. 1D, pg 9
Objectives
Pupils will be able to:
• learn words that describe the properties of familiar objects e.g. cold, hard, soft,
rough and hot; and
• talk about and identify the properties of the objects and things in their surroundings
and environment.
Steps
1. Get pupils to bring the following items to class: ice cubes, feather, pebble, tree bark,
paper. Write these words on the board.
2. Allow pupils to touch the items and describe how the items feel. Write the words
that describe the feelings on the board: cold, hot, hard, soft, rough, and smooth.
3. Get pupils to name other items with the same properties as cold, hot, hard, soft,
rough and smooth.
4. Get pupils to play a game to reinforce learning:
• Bring four coloured boxes and items that are cold, hard, soft, rough and smooth
to class. Prepare a sufficient number of cards with these words written on them.
• Divide pupils into four teams.
• Place one item in each box at a time and then cover the boxes.
• Give one box to each team and get pupils to take turns to feel the items in the
boxes.
• Get each team to pick a card with a word that describes the item in their box
and paste the card on the box.
• Encourage the other teams to guess the item in the box.
• Go through the cards attached to the boxes and reveal the items. For each
correct attribute identified, a team gets one point. For each item correctly
identified, a team gets a bonus point.
• Repeat the game. The winning group has the most number of points.
5. Get pupils to read and learn the words and sentences in the textbook.
6. Get pupils to complete the exercise in the activity book.
6
Punctuation (Comma)
TB 1 pg 15, AB 1 Ex. 1E, pg 11
Objectives
Pupils will be able to:
• understand one of the functions of the comma (to separate things in a series); and
• use it correctly.
Steps
1. Read the sentences in the textbook.
2. Give further examples of the use of the comma to separate things in a series.
3. Then write sentences with the comma missing and get pupils to talk about where
the missing comma should be. Suggested exercises:
• I like milk cookies and cream.
• Dad has a new tie shirt and hat.
• I go to school with my sister brother and best friend.
Answer (TB 1)
Mimi has a rabbit, cat and fish.
7
Grammar (Verbs ʻHasʼ And ʻHaveʼ)
TB 1 pg 16, AB 1 Ex. 1F, pg 12
Objective
Pupils will be able to use the verbs ʻhasʼ and ʻhaveʼ to say that something belongs to
someone.
Steps
1. Write the pronouns and verbs on the board in a table format:
One (Singular)
he
she
it
I/you
More than one (Plural)
we
they
Verb
has
has
has
have
Verb
have
have
2. Read the sentences in the textbook. Get pupils to read the sentences aloud.
3. Explain that singular and plural verbs follow singular and plural pronouns
respectively, with the help of the table.
4. Take care to explain that the pronouns ʻIʼ and ʻyouʼ are always followed by a
plural verb.
5. Prepare brightly-coloured cards with either ʻhasʼ or ʻhaveʼ written on them.
6. Write the following sentences on the board:
• I __________ a best friend, Jane.
• I _________ ten fingers.
• She ________ a book.
• He _________ a pen.
• They _________ many toys.
7. Get pupils to go up to the blackboard and place the cards on the blanks provided.
8. Get the rest of the class to say if the right card is placed in the blank. If a card is
wrongly placed, get pupils to volunteer to give the correct answer.
9. Read the poem about the twins, Flora and Seema.
10. Get pupils complete the exercise in the activity book.
8
Reading Comprehension (My New Sister)
AB 1 Ex. 1G, pg 13
Objectives
Pupils will be able to:
• read and understand a simple story;
• empathise with the main characterʼs feelings; and
• answer simple questions based on the text.
Steps
1. Get pupils to read the story in the activity book as a class.
2. Ask questions to check pupilsʼ understanding, such as:
• How does Anisa feel when she sees Mummy coming home?
• Why does Anisa dislike her baby sister at first?
• How does Anisaʼs sister feel about Anisa?
3. Get pupils to complete the exercise in the activity book.
4. Encourage pupils to share their personal feelings about their younger siblings (if any)
and experiences with them in class.
Writing (Anneʼs Diary/Dear Diary)
TB 1 pg 18, AB 1 Ex. 1h, pg 15
Objectives
Pupils will be able to:
• understand the purpose of keeping a diary;
• learn the format of a journal entry;
• describe their feelings about their day in school; and
• learn how to use words about feelings and compose simple sentences to describe
their feelings.
Steps
1. Get pupils to read Anneʼs diary entry as a class.
2. Discuss the diary entry with pupils:
• Explain the purpose of writing in a diary, e.g. to record personal experiences
and feelings about daily or special events.
3. Get pupils to talk about the following:
• What did Anne do with her day?
• What special things did she do?
• How does she feel about her day?
4. Get pupils to complete the exercise in the activity book.
5. Invite some pupils to show their drawings and read their diary entries aloud in class.
9
Learning Language Skills
Class 1 Lesson Plans
Unit 2: Things I Like
Getting Started (What Does Jeff Like?)
TB 1 pg 20
Objectives
Pupils will be able to:
• look at the pictures in the textbook and say what the character likes or dislikes;
• empathise with how the character is feeling and why; and
• use ʻlikeʼ and ʻdo not likeʼ to express their likes and dislikes for things and activities.
Steps
1. Get pupils to talk about what Jeff likes and does not like as depicted in the two
pictures.
2. Get pupils to talk about their personal feelings about the things that Jeff likes and
dislikes.
3. Encourage pupils to talk about the things they like and dislike.
4. Gather responses from the class and write them down in a table format on the
blackboard:
I like …
I do not like …
Answers (TB 1)
1. He likes his new train set. It is fun to play with.
2. No, he does not like it. The medicine is/tastes bitter.
3. He is happy in the first picture. He is not happy in the second picture.
4. Free response
10
Pre-listening (Food That I Like)
TB 1 pg 22
Objectives
Pupils will be able to:
• answer the questions based on the pictures in the textbook; and
• name and describe the foods that they like.
Steps
1. Get pupils to look at the picture and name the foods in front of the characters.
2. Read the questions and get individual pupils to respond.
3. Encourage pupils to talk about their favourite foods.
4. Get pupils to complete the exercise in the activity book.
Answers (TB 1)
1. Ben likes burger and fries, fried chicken, salads and cakes.
2. Mimi likes pasta, soup, bread, fruit and cakes.
3. No, they like different things.
4. They both like cakes.
5. Free response
11
Listening (More About What Jeff Likes)
AB 1 Ex. 2A, pg 17
Objectives
Pupils will be able to:
• listen to the teacher read a simple text aloud to the class; and
• understand the text and complete a simple exercise.
Steps
1. Get pupils to answer the questions about what Ben and Mimi like.
2. Encourage pupils to talk about the kinds of food they like.
Optional: Get pupils to draw their favourite food and show it to the class in a ʻShow and
Tellʼ activity.
Listening Script
Listen and find out what Jeff likes and does not like.
Jeff likes basketball but not hopscotch.
He likes dogs but not cats.
Jeff likes ice cream but not carrots. Jeff likes peppers too!
He likes swimming but not reading.
Basketball, dogs, ice cream, swimming and peppers are things that make Jeff glad.
Hopscotch, cats, carrots and reading are things that make Jeff say, “Yuk!”
Phonics (Ending Sound ʻFʼ)
TB 1 pg 23, AB 1 Ex. 2B, pg 19
Objective
Pupils will learn to recognise, read and pronounce words with the ending sound ʻfʼ.
Steps
1. Write the letter ʻfʼ on the blackboard.
2. Get pupils to say the ʻfʼ sound.
3. Read the poem to the class once through (without repeating the words with the
ending sound ʻfʼ).
4. Write and read the words Jeff, leaf, Woof, chef on the board.
5. Teach pupils to pronounce these words.
6. Get the class to read the poem after the teacher, repeating the words ending with ʻfʼ
twice:
My new friend Jeff, Jeff.
Has a dog named Woof, Woof.
Woof, Woof, likes to eat chow.
Jeff, Jeff, likes to play chef, chef.
7. Get pupils to read the words ending with the ʻfʼ sound with emphasis.
8. Get pupils to complete the exercise in the activity book.
12
Phonics And Penmanship (Ending Sound ʻFʼ)
AB 1 pg 21
Objectives
Pupils will be able to:
• identify words with the endings sound ʻfʼ; and
• write legibly and neatly in script.
Steps
1. Read the sentences in the activity book to the pupils.
2. Get pupils to complete the exercise in the activity book.
Pre-reading (Colourful Lollipops)
TB 1 pg 24
Objectives
Pupils will be able to:
• enjoy reading a simple poem;
• identify and name all the colours of the lollipops and their flavours in the picture; and
• answer simple questions about the characters.
Steps
1. Prepare red, blue, yellow, green, orange, pink and purple coloured flash cards. You
can write the names of each colour at the back of the cards.
2. Show the flash cards to the pupils and get them to name each colour correctly.
3. Get pupils to read the poem and say what each character likes using the following
sentence structure:
Ali has a red lollipop.
It is cherry-flavoured.
4. Get pupils to get into pairs and answer the questions in the textbook.
5. Get pupils to share their answers with the class.
Answers (TB 1)
1. Red, blue, yellow, green, orange, pink and purple.
2. Salini likes strawberry.
3. Lucy likes orange.
4. Free response
13
Reading (The Rainbow Friends)
TB 1 pg 26, AB 1 Ex. 2C, pg 23
Objectives
Pupils will be able to:
• read and enjoy a simple story about the colours of a rainbow; and
• name the colours of the rainbow.
Steps
1. Get pupils to read and enjoy a simple story about the colours of a rainbow.
2. Get pupils to act out the story in class.
3. Challenge the pupils to memorise the colours of the rainbow before they complete
the exercise in the activity book.
Connected Activity
Science — Teach pupils where rainbows come from.
Challenge Yourself
Get the pupils to memorise the colours of the rainbow. Teach them a suitable song if
there is any.
Speaking (Which Room Do You Like?)
TB 1 pg 28
Objectives
Pupils will be able to:
• answer questions based on the pictures; and
• express their opinions about the situations depicted in the pictures.
Steps
1. Get pupils, in groups, to discuss the questions in the textbook.
2. Get a few pupils to share their answers with the class and talk about what they do
to keep their rooms clean.
Answers (TB 1)
1. Yes, they are. One room is neat and the other is messy. (Accept other reasonable
answers.)
2. Free response
3. Free response
4. Free response
5. Free response
14
Vocabulary (What A Mess!)
TB 1 pg 30, AB 1 Ex. 2D, pg 24
Objective
Pupils will learn more words that describe a clean/dirty room.
Steps
1. Get pupils to read the text in the speech bubbles after the teacher.
2. Write the following words on the board: neat, tidy, clean, make my bed, mess, dirty,
untidy and spick and span and explain their meanings.
3. Get pupils to complete the exercise in the activity book.
Punctuation (Apostrophe)
TB 1 pg 33, AB 1 Ex. 2E, pg 27
Objectives
Pupils will be able to:
• understand how to use the apostrophe to create short forms or contractions of
personal pronouns and verbs ʻisʼ, ʻareʼ, 'do' and ʻcanʼ; and
• learn how to convert short forms back to long forms.
Steps
1. Write the punctuation mark for an apostrophe on the board.
2. Explain how to create short forms for the following:
• I am
• He is/She is/It is
• You are/They are/We are
• can not
• do not
• does not
3. Get pupils to complete the exercise in the activity book.
Grammar (ʻCanʼ And ʻCanʼtʼ)
TB 1 pg 34, AB 1 Ex. 2F, pg 28
Objectives
Pupils will be able to:
• understand how and when to use ʻcanʼ and ʻcanʼtʼ; and
• express the things they can and canʼt do using complete sentences.
Steps
1. Write the modals ʻcanʼ and ʻcanʼtʼ on the board and explain what they mean.
2. Go through the sentences in the textbook with the pupils.
3. Get pupils to take turns using ʻcanʼ and ʻcanʼtʼ in their groups.
4. Get pupils to complete the exercise in the activity book.
15
Reading Comprehension (Yellow Fruit)
AB 1 Ex. 2G, pg 30
Objectives
Pupils will be able to:
• read and understand a simple story;
• empathise with the main characterʼs feelings; and
• answer simple questions based on the text.
Step
Get pupils to read the story and complete the exercise in the activity book.
Writing (Amna Makes A List/Make A List)
TB 1 pg 36, AB 1 Ex. 2H, pg 32
Objectives
Pupils will be able to:
• identify things they like or do not like; and
• formulate and write simple sentences about it using the sentence structure
ʻI like …ʼ or ʻI donʼt likeʼ.
Steps
1. Go through the list in the textbook.
2. Get pupils to read about Amnaʼs likes and dislikes.
3. Get pupils to pair up and discuss the questions about their likes and dislikes.
4. Get pupils to share what they have learnt about their partner's likes and dislikes with
the class.
5. Get pupils to complete the exercise in the activity book.
Answers (TB 1)
1. Free response
2. Free response
Optional Activity
Enrichment (Foods I Like)
AB 1 Ex. 2I, pg 33
Objectives
Pupils will be able to:
• identify the foods depicted in the picture;
• unscramble letters that make up the names of the foods; and
• match the names to the pictures.
Steps
1. Get pupils to identify the pictures on the right.
2. Get pupils to look at the scrambled words on the left and try unscrambling them.
16
Learning Language Skills
Class 1 Lesson Plans
Unit 3: Our Animal Friends
Getting Started (Big Animals, Small Animals)
TB 1 pg 38
Objectives
Pupils will be able to:
• identify different kinds of animals;
• give a simple description of their characteristics based on the pictures; and
• increase their general knowledge of familiar animals.
Steps
1. Get pupils to identify the animals in the picture.
2. Read the short text to the class and get pupils to read after you.
3. Get pupils to answer the questions as a class.
4. Ask further questions to test pupilsʼ general knowledge about the animals.
Answers (TB 1)
1. Page 38: deer, bear, zebra, squirrel, bird, snake, rabbit
Page 39: tortoise, lion, elephant, monkey, giraffe
2. Deer, bear, zebra, giraffe, lion, elephant
3. Rabbit, squirrel, bird, snake
4. Bear, lion
5. Deer, giraffe, rabbit, tortoise
Further questions (optional):
Which animals eat meat? Lion, snake
Which animals eat plants? Rabbit, deer, zebra, elephant, giraffe
Which animals eat plants and meat? Bear, bird, tortoise
Which animal is smart? Monkey
17
Pre-listening (Animal Riddles)
TB 1 pg 40
Objectives
Pupils will be able to:
• solve simple riddles by reading the clues and looking at the pictorial cues; and
• enjoy learning about the traits of familiar animals.
Steps
1. Read each riddle aloud.
2. Get pupils to read each riddle aloud.
3. Get pupils to solve all the riddles and match them to the pictorial clues.
Answers (TB 1)
Picture 1: Giraffe
Picture 2: Elephant
Picture 3: Monkey
Picture 4: Zebra
Listening (Pam The Giraffe)
AB 1 Ex. 3A, pg 35
Objective
Pupils will be able to listen to and understand the short description and answer simple
questions about it.
Steps
1. Get pupils to listen to the script carefully.
2. Get pupils to listen to the questions and circle the correct answers.
Listening Script
Learn all about Pam The Giraffe.
Pam the gentle giraffe lives in Africa. She likes juicy green leaves. Pam is a very tall
giraffe. She can reach the tasty leaves at the top of very tall trees. She chews and
chomps the leaves all day. Yum!
Listen to the questions and circle the correct answers.
1.
2.
3.
4.
Where does Pam the giraffe live?
What kind of giraffe is Pam?
What does Pam like to eat?
Is Pam a big or small animal?
18
Phonics (Ending Sounds ʻMʼ, ʻNʼ And ʻPʼ)
TB 1 pg 41, AB 1 Ex. 3B, pg 36
Objective
Pupils will be able to recognise and read words with the ending sounds ʻmʼ, ʻnʼ, and ʻpʼ.
Steps
1. Write the letter ʻmʼ on the board.
2. Get pupils to say the ʻmʼ sound.
3. Get the class to read the poem.
4. Get pupils to get into their groups and pick out the words with the ending sound ʻmʼ.
5. Write Sam, pram, dream on the board and teach pupils how to pronounce these
words.
6. Get pupils to read the rhyme after you.
7. Repeat steps 1–6 to teach the ending sounds ʻnʼ and ʻpʼ.
8. Get pupils to complete the exercises in the activity book.
Phonics And Penmanship (Ending Sounds ʻMʼ, ʻNʼ And ʻPʼ)
AB 1 pg 39
Objective
Pupils will be able to write legibly and neatly in script.
Steps
1. Get pupils to read the sentences in the activity book.
2. Get pupils to identify the words with the ending sounds ʻmʼ, ʻnʼ and ʻpʼ.
3. Get pupils to complete the written exercises neatly.
Pre-reading (A Tiger Hunt)
TB 1 pg 44
Objectives
Pupils will be able to:
• read and understand a simple story; and
• make up simple actions according to the text.
Steps
1. Read the text to the class.
2. Get pupils to read the story as a class.
3. Get individual pupils to read different sections of the story.
4. Get pupils to do actions for the verbs ʻwalkʼ, ʻlook, ʻclimbʼ, and ʻrunʼ.
5. Get pupils to read the story again whilst doing the actions as a class.
19
Reading (The Animals In The Forest)
TB 1 pg 46, AB 1 Ex. 3C, pg 42
Objectives
Pupils will be able to:
• read and understand a simple story;
• extract the correct information from the text to answer questions; and
• learn the words for the sounds that animals make.
Steps
1. Read the story to the class.
2. Get pupils to read the story as a class.
3. Get pupils to discuss the story in their groups.
4. Go through the questions in the textbook and get pupils to discuss them in their
groups.
5. Get pupils to complete the exercise in the activity book.
Answers (TB 1)
1. She tells him not to go into the forest.
2. He is afraid of lions, snakes and wolves.
3. Free response
4. Free response
Vocabulary (Animal Sounds)
TB 1 pg 48, AB 1 Ex. 3D, pg 43
Objectives
Pupils will be able to:
• read and understand the text;
• learn to identify farm animals; and
• learn the vocabulary for animal sounds.
Steps
1. Write the sounds that animals make on the board and get pupils to pronounce them.
2. Read the text to the class.
3. Get pupils to read the text as a class.
4. Get the class to read the text as a few pupils make up their own actions.
5. Get pupils to complete the exercise in the activity book.
20
Speaking (Where Do They Belong?)
TB 1 pg 50
Objectives
Pupils will be able to:
• differentiate between animals that live on a farm and those that live in the zoo; and
• identify the differences and talk about why some animals belong to a farm instead
of the zoo.
Steps
1. Get pupils to look at the picture and name the animals.
2. Get pupils to answer the questions in their groups.
3. Ask further questions to stimulate pupilsʼ thinking about the kinds of animals kept in
farms/zoos.
Optional Activity
1. Prepare cards with names of the following animals (at least five of each animal,
depending on class size) on each card: cow, chicken, duck, sheep and tiger.
2. Get pupils to pick one card each.
3. Tell pupils not to show the card to anyone else.
4. Get pupils to say the sounds that the animals on their cards make.
5. Get pupils to group themselves together ONLY according to sounds.
Answers (TB 1)
1. Duck, ox, sheep, chicken, rabbit
2. Bear, antelope, hippopotamus, penguin
Punctuation (Exclamation Mark)
TB 1 pg 51, AB 1 Ex. 3E, pg 45
Objectives
Pupils will be able to:
• understand how and when to use exclamation marks; and
• learn how to use the exclamation mark in different contexts to express happiness,
excitement and surprise.
Steps
1. Get pupils to look at the pictures in the textbook.
2. Get pupils to talk about how Tom might be feeling in each picture.
3. Show pupils how to write the exclamation mark.
4. Get pupils to understand how to position the exclamation mark at the end of a
sentence.
5. Get pupils to understand how the exclamation mark is used to express in the
pictures.
6. Get pupils to complete the exercise in the activity book.
21
Grammar (Subject-Verb Agreement)
TB 1 pg 52, AB 1 Ex. 3F, pg 46
Objectives
Pupils will be able to:
• distinguish between subjects and verbs;
• identify subjects and verbs in simple sentences; and
• understand the basic principles of subject-verb agreement.
Steps
1. Get pupils to read the sentences in the textbook.
2. Get pupils to learn the differences between subjects and verbs.
3. Explain the principles of subject-verb agreement.
4. Write a few other examples on the board and get pupils to fill in the blanks with the
correct forms:
• He runs (run) fast.
• They walk (walk) to school.
• The tigers climb (climb) the hill.
• Jane sees (see) a monkey.
5. Get pupils to complete the exercise in the activity book.
Reading Comprehension (Hamidʼs Favourite Animal)
AB 1 Ex. 3G, pg 48
Objectives
Pupils will be able to:
• read and understand a simple story;
• empathise with the main character's feelings; and
• answer simple questions based on the text.
Steps
1. Read the story in the activity book to the class.
2. Get pupils to read together as a class.
3. Discuss a few questions to check pupilsʼ understanding, such as:
• What can elephants do with their noses?
• What do elephants eat?
• Why does Hamid like to go to the zoo?
4. Get pupils to complete the exercise in the activity book.
22
Writing (My Favourite Animals/Make A List)
TB 1 pg 53, AB 1 Ex. 3H, pg 50
Objectives
Pupils will be able to:
• talk about their favourite animals; and
• make a simple list about the animals they like.
Steps
1. Get pupils to read Amirʼs list as a class.
2. Explain the meanings of some words if necessary.
3. Get pupils to talk about the animals that Amir likes.
4. Get pupils to discuss which animals they like. Encourage them to talk about animals
they would want in their own zoo.
5. Get pupils to complete the exercise in the activity book.
Optional Activity
Enrichment (Make An Animal Mask)
TB 1 pg 54
Objectives
Pupils will be able to:
• have fun taking part in an art activity; and
• use their imagination to act out a story from the textbook.
Steps
1. Show the class a sample. Get pupils to make different kinds of masks.
2. Distribute paper plates, crayons and rubber bands to the class.
3. Read the instructions to the pupils.
4. Take the pupils through the different stages of making the mask.
5. Get pupils to watch carefully as you demonstrate the steps.
6. Get the pupils to act out the story ʻA Tiger Huntʼ or any other suitable story with
animals in it.
7. Put up some of the masks on the board or decorate the classroom with them.
23
Learning Language Skills
Class 1 Lesson Plans
Unit 4: Nature Around Us
Getting Started (Our Beautiful Beach)
TB 1 pg 56
Objectives
Pupils will be able to:
• identify places with natural surroundings;
• describe features of natural surroundings; and
• talk about the things they like about the beach.
Steps
1. Get pupils to look at the picture and name the animals found on the beach.
2. Write the names of the animals on the board as the pupils identify them.
3. Get pupils to pair up and talk about the animals that have homes in the sea/on the
beach.
4. Encourage pupils to talk about why the beach is a good place for the animals to live.
5. Encourage pupils to talk about other animals that can be found on the beach.
6. Get pupils to name familiar places in nature, e.g. forests and hills, lakes, rivers.
7. Get pupils to talk about why they like the beach.
Answers (TB 1)
1. Crabs, starfish, turtles, fish and seagulls
2. Crabs
3. Starfish, turtles and fish
4. Free response
24
Pre-listening (Seashells On The Seashore)
TB 1 pg 58
Objectives
Pupils will be able to:
• read and appreciate a simple poem about seashells;
• look at the picture and interpret the scene; and
• talk about the things they like to do at the beach.
Steps
1. Read the poem to the pupils.
2. Read the poem again and get pupils to recite it after you.
3. Get pupils to talk about what the children in the picture are doing.
4. Get pupils to pair up and talk about what they like to do on the beach.
5. Encourage a few pupils to share their responses with the class.
Answers (TB 1)
1. One of the twins is picking seashells on the beach. The other twin is looking at the
different kinds of seashells she has found.
2. Free response
25
Listening (Where Do They Come From?)
AB 1 Ex. 4A, pg 51
Objectives
Pupils will be able to:
• listen to and understand a short text; and
• extract the correct information to answer simple questions about the text.
Steps
1. Read the listening script aloud to the class.
2. Get pupils to complete the exercise in the activity book.
Listening Script
Listen to the text and find out where seashells come from.
Do you know where seashells come from? Seashells come from sea animals called
molluscs. When the animal inside the shell dies, it leaves its shell behind.
The twins, Flora and Seema, like to collect seashells on the beach. They have seashells
of all shapes and sizes. Some are big and some are small. Some are white and some
are colourful. The twins keep their favourite ones on a shelf in their room.
Flora likes big seashells best. Whenever she listens to a big shell, she can hear the
sound of waves on the ocean.
Listen to the questions and circle the correct pictures.
1.
2.
3.
4.
Where do the twins go to collect seashells?
What kind of seashells does Flora like best?
Where do the twins keep their favourite seashells?
What do the twins hear when they listen to a big seashell?
26
Phonics (Ending Sounds ʻSʼ And ʻTʼ)
TB 1 pg 59, AB 1 Ex. 4B, pg 53
Objectives
Pupils will be able to:
• read and enjoy a simple rhyme;
• recognise words with the ending sounds ʻsʼ and ʻtʼ; and
• pronounce words with the ending sounds ʻsʼ and ʻtʼ correctly.
Steps
1. Write the letter ʻsʼ on the board.
2. Teach pupils to make the ʻsʼ sound.
3. Write the words with the ending sound ʻsʼ from the poem on the board.
4. Get pupils to pronounce the words correctly.
5. Read the poem once through to the class.
6. Read the poem again and get pupils to recite it after you.
7. Get pupils to think of one or two other words with the ending sound ʻsʼ.
8. Repeat steps 1–7 for the ending sound ʻtʼ.
9. Get pupils to complete the exercises in the activity book.
Phonics And Penmanship (Ending Sounds ʻSʼ And ʻTʼ)
AB 1 pg 55
Objective
Pupils will be able to write simple sentences in legible and neat handwriting.
Steps
1. Get pupils to read the sentences aloud.
2. Get pupils to identify the words with the ending sounds ʻsʼ and ʻtʼ.
3. Get pupils to complete the exercises in the activity book.
27
Pre-reading (Our Green Garden)
TB 1 pg 61
Objectives
Pupils will be able to:
• identify and name the animals and insects in the picture;
• talk about the various habitats of the animals and insects; and
• name other animals and insects found in a garden.
Steps
1. Get pupils to name the animals in the picture.
2. Write the answers on the board.
3. Get pupils to name the insects in the picture.
4. Get pupils to talk about the homes of animals and insects depicted in the picture.
5. Optional: Take the pupils to the school garden and get them to observe the animals
they see.
6. Get pupils to pair up and talk about the other animals and insects they can find in a
garden.
Answers (TB 1)
1. Animals: squirrel, snail, kiskidee, birds, tree lizard
Insects: butterflies, ants and a ladybird
2. Tree lizard — Tree
Birds — Nest
Ants — Ant hill
3. Free response
28
Reading (Sammyʼs Home)
TB 1 pg 62, AB 1 Ex. 4C, pg 57
Objectives
Pupils will be able to:
• read and enjoy the story;
• understand the sequence of events described in the story;
• empathise with the main character; and
• extract the correct information to answer simple questions about the text.
Steps
1. Read the story to the pupils once through.
2. Get pupils to read the story as a class.
3. Get pupils to identify the sequence of events that take place.
4. Get pupils to pair up and talk about how they feel about what happens to the main
character.
5. Get pupils to complete the exercise in the activity book.
Answers (TB 1)
1. It is a beautiful place with bright, colourful flowers and soft, green grass.
2. He is happy in his home.
3. The children threw rocks at Sammy.
4. Sammy feels sad. He does not eat and he does not sing anymore.
5. Free response
Connected Activity
Literature — Get pupils to be creative and make up a poem about the main character in
the story, based on their understanding of the text and their feelings about the character.
29
Speaking (Rescue Sammy)
TB 1 pg 64
Objectives
Pupils will be able to:
• recall the story from the reading passage and understand that the pictures depict a
continuation of events;
• make the correct inferences about what is depicted in the pictures;
• interpret the sequence of events depicted in the pictures; and
• answer simple questions about the story presented in the pictures.
Steps
1. Get pupils
2. Get pupils
3. Get pupils
4. Get pupils
5. Get pupils
to recall the story from the reading passage.
to look at the pictures.
to talk about the events depicted in each picture.
to get into groups to discuss the questions.
to imagine what life would be like for a bird in the cage/in the garden.
Answers (TB 1)
1. It is using a stick to open the window.
2. The two friends help Sammy out of the cage.
3. He is weak because he did not eat food or drink water.
4. Sammy goes back to his garden home. He is happy and can sing again.
Vocabulary (Underwater World)
TB 1 pg 66, AB 1 Ex. 4D, pg 58
Objectives
Pupils will be able to:
• recognise and identify the marine life (plants and animals) depicted in
the picture; and
• learn words about marine life.
Steps
1. Get pupils to draw an underwater scene on the blackboard.
2. Get pupils to label the drawings.
3. Get pupils to complete the exercise in the activity book.
30
Grammar (Simple Present Tense)
TB 1 pg 68, AB 1 Ex. 4E, pg 60
Objectives
Pupils will be able to:
• recognise forms of verbs in the simple present tense; and
• understand how to use the simple present tense to:
1. describe things that are true all the time;
2. describe things that are happening in the present; and
3. make sentences in the simple present tense.
Steps
1. Get pupils to look at the pictures and read the examples.
2. Get pupils to come up with their own examples for:
• things that are true all the time; and
• things that are happening in the present in their groups.
3. Get pupils to complete the exercise in the activity book.
Reading Comprehension (The Butterfly)
AB 1 Ex. 4F, pg 61
Objectives
Pupils will be able to:
• read the description;
• understand the sequence of events described in the text; and
• extract the correct information to answer the questions about the text.
Steps
1. Draw pictures of the egg, caterpillar, pupa and butterfly on the board.
2. Read the description in the activity book to the class.
3. Explain what happens to the insect at different stages of its growth.
4. Get pupils to draw arrows to show the different stages of the butterflyʼs development.
5. Get pupils to complete the exercise in the activity book.
Connected Activity
1. Organise a field trip to a garden/nature park/beach etc.
2. Get pupils to take note of the things they find there.
3. Get pupils to discuss what they see on their field trip and do a drawing about
their trip.
31
Writing (Nature Park/At The Park)
TB 1 pg 70, AB 1 Ex. 4G, pg 64
Objectives
Pupils will be able to:
• recall what they saw on a class field trip;
• take notes of their observations; and
• write a simple report about it.
Steps
1. Get pupils to read the description in the textbook.
2. Get pupils to go on a field trip.
3. Get pupils to take notes, draw or photograph the things they see during their field
trip.
4. Get pupils to write a simple description of something they saw using the simple
present tense.
5. Put up pupilsʼ work in the classroom.
32
Learning Language Skills
Class 1 Lesson Plans
Unit 5: Foods We Like
Getting Started (At The Market)
TB 1 pg 72
Objectives
Pupils will be able to:
• identify the different kinds of food in the picture;
• answer questions by extracting the correct information from the text and visuals;
and
• describe their personal experiences of going to the market.
Steps
1. Ask pupils if they have been to a market and get them to describe their experiences.
2. Refer the pupils to the textbook and read the names of the different kinds of food.
3. Go through the questions in the textbook.
4. Get pupils to discuss the questions in their groups.
Answers (TB 1)
1. They are buying food/groceries at the market.
2. 14
Optional: Name all the foods you see.
Chicken, duck, fish, crab, shrimp, tomatoes, potatoes, carrots, lettuce, watermelon,
pineapple, bananas and orange
3. Free response
33
Pre-listening (A Picnic Basket)
TB 1 pg 74
Objectives
Pupils will be able to:
• recognise and name the items in the picture; and
• use the pictorial cues to answer the questions.
Steps
1. Ask pupils if they have ever been on a picnic. Invite a few pupils to talk about their
experiences.
2. Ask pupils to name the things they see in the picture. Write the words on the board.
3. Go through the questions in the textbook.
4. Get pupils to share their answers with the class.
Answers (TB 1)
1. Sandwiches, biscuits/cookies, pies, pineapple and orange juice
2. Free response
3. Free response
34
Listening (A Picnic Basket)
AB 1 Ex. 5A, pg 66
Objectives
Pupils will be able to:
• listen to and understand a short text; and
• extract the correct information to answer simple questions about the text.
Steps
1. Get pupils to divide themselves into groups.
2. Read the script aloud to the class.
3. Get pupils to listen carefully to the script.
4. Get pupils to complete the exercise in the activity book.
Listening Script
Anisa and her family are going to the beach for a picnic. Letʼs listen to Anisa tell
us what she wants to put in the picnic basket. Circle the foods that she wants to
bring.
My family is going on a picnic on Sunday.
Grandpa, Grandma, Daddy and Mummy are going.
My baby sister is going too.
But Mummy says, “I donʼt know what to bring.”
I say, “I know what to bring!”
“Grandpa likes peanut butter sandwiches.
Grandma likes chocolate cake.
Daddy likes fried chicken.
Mummy likes fruit.
I like carrots.
Letʼs bring peanut butter sandwiches, chocolate cake, fried chicken, fruit and carrots.
Letʼs bring some apple juice for Baby Sister too. She likes it!”
35
Phonics (Ending Sounds ʻVʼ, ʻXʼ And ʻZʼ)
TB 1 pg 75, AB 1 Ex. 5B, pg 67
Objectives
Pupils will be able to:
• read, understand and enjoy a simple rhyme;
• recognise words with the ending sounds ʻvʼ, ʻxʼ and ʻzʼ;
• pronounce words with the ending sounds ʻvʼ, ʻxʼ and ʻzʼ correctly; and
• identify the rhyming words in the poem.
Steps
1. Write the letter ʻvʼ on the board.
2. Teach pupils to make the ʻvʼ sound. Explain that some words end with the ʻvʼ sound,
but may not end with the letter ʻvʼ.
3. Write other words on the board and teach pupils to pronounce the words,
emphasising on the ending sound ʻvʼ.
4. Pair up pupils and ask them to repeat the words to their partners.
5. Read the poem in the textbook to the class and ask pupils to repeat after you.
6. Repeat Steps 1–5 for the ending sounds ʻxʼ and ʻzʼ.
7. Get pupils to complete the exercises in the activity book.
Phonics And Penmanship (Ending Sounds ʻVʼ, ʻXʼ and ʻZʼ)
AB 1 pg 70
Objective
Pupils will be able to write simple sentences in neat and legible handwriting.
Steps
1. Get pupils to read the sentences aloud.
2. Get pupils to identify the words with the ending sounds ʻvʼ, ʻxʼ and ʻzʼ.
3. Get pupils to complete the exercise in the activity book.
Pre-reading (To Market, To Market)
TB 1 pg 76
Objectives
Pupils will be able to:
• read and enjoy reading the text and looking at the pictures;
• expand their knowledge about foods; and
• discuss a question about their own personal experiences with their classmates.
Steps
1. Read the text aloud to pupils.
2. Get pupils to read the text as a class.
3. Get pupils to suggest other foods that one can buy at the market.
4. Write these words on the board.
5. Get pupils to make up a poem using some of the words from the board.
36
Reading (Hot Soup For Mummy)
TB 1 pg 78, AB 1 Ex. 5C, pg 73
Objectives
Pupils will be able to:
• read, understand and enjoy the story;
• empathise with the characters;
• recall and recount a similar personal experience; and
• infer and draw conclusions about the characters and sequence of events.
Steps
1. Read the text to the class.
2. Get pupils to read the story aloud as a class.
3. Get pupils to pay attention to new vocabulary. Get pupils to find out the meanings of
the words using their dictionary.
4. Get pupils to talk about what they have done or would do to help a family member
who has fallen ill.
5. Get pupils to complete the exercise in the activity book.
Speaking (Whatʼs In A Cake?)
TB 1 pg 80
Objectives
Pupils will be able to:
• enjoy the creative use of language in a poem;
• use the correct intonation when reading a poem; and
• learn how to describe some of the ingredients that go into baking a cake.
Steps
1. Read the poem to the class.
2. Get pupils to read the poem aloud as a class.
3. Encourage pupils to talk about what they like about the cake.
Connected Activity
Art — Get pupils to draw their favourite cakes and put up the pictures in class.
Vocabulary (How Do They Taste?)
TB 1 pg 81, AB 1 Ex. 5D, pg 75
Objectives
Pupils will be able to:
• read the text and learn the words that describe how food tastes; and
• identify the tastes of different kinds of food.
Steps
1. Bring foods with different kinds of tastes to class.
2. Get pupils to talk about what the foods would taste like.
3. Read the text in the textbook, paying special attention to the new vocabulary.
4. Get pupils to name other food items with the same tastes.
5. Get pupils to complete the exercise in the activity book.
37
Grammar (Verbs ʻDoʼ And ʻDoesʼ)
TB 1 pg 82, AB 1 Ex. 5E, pg 76
Objectives
Pupils will be able to:
• learn how to use ʻdoʼ, ʻdoesʼ, ʻdonʼtʼ and ʻdoesnʼtʼ to ask questions;
• use ʻdoʼ, ʻdoesʼ, ʻdonʼtʼ and ʻdoesnʼtʼ in positive and negative statements; and
• read the questions and answers using the correct intonation.
Steps
1. Get pupils to read the conversation in the textbook.
2. Explain to pupils that the verb ʻdoʼ can be used to ask questions about wants,
abilities and, likes and dislikes.
3. Pair pupils up to read the dialogue with their partners.
4. Get pupils to practise using the verb ʻdoʼ in questions and answers with their
partners.
5. Get pupils to complete the exercise in the activity book.
Connected Activity
Drama — Get pupils to reinforce their learning of the grammar taught in this unit by
taking part in a role-play.
Reading Comprehension (A Shopping List)
AB 1 Ex. 5F, pg 78
Objectives
Pupils will be able to:
• read and understand the text; and
• extract the correct information from pictorial and textual cues to complete the
exercises in the activity book.
Steps
1. Read the text in the activity book to the class.
2. Get pupils to read the text as a class.
3. Ask pupils to study the picture.
4. Get pupils to discuss the following questions to check pupilsʼ understanding:
• Why does Alan need to go to the grocery store?
• What does Alan have to do before going to the store?
5. Get pupils to complete the exercises in the activity book.
38
Writing (Jimmyʼs Favourite Food/My Favourite Food)
TB 1 Pg 85, AB 1 Ex. 5G, pg 80
Objectives
Pupils will be able to:
• read and enjoy the poem; and
• talk about their favourite foods.
Steps
1. Read the poem once through.
2. Get pupils to read it together as a class.
3. Get a few pupils to talk about their favourite foods.
4. Get pupils to complete the exercise in the activity book.
5. Get a few pupils to share their answers with the class.
Optional Activity
Enrichment (Design A Menu)
TB 1 pg 86
Objectives
Pupils will be able to:
• take part in a fun and creative activity; and
• employ their artistic and writing skills.
Steps
1. Ask pupils if they have been to a restaurant and get pupils to talk about how menus
are used in restaurants.
2. Bring copies of restaurant menus to class, if possible. Some restaurants put up their
menus on the Internet.
3. Get pupils to prepare pencils, crayons and coloured paper for this activity.
4. Ask a few pupils to name their favourite foods.
5. Show the class a sample menu.
6. Read the instructions in the textbook aloud.
7. Get pupils to think about the kinds of dishes they would want to serve in their
restaurants.
8. Get pupils to create their own menus.
39
Learning Language Skills
Class 1 Lesson Plans
Unit 6: Fables
Getting Started (Stories That I Like)
TB 1 pg 88
Objectives
Pupils will be able to:
• understand what fables are;
• identify popular fables using pictorial cues;
• recall the storyline of familiar fables and identify the moral of the stories; and
• talk about what they like about their favourite fables and give reasons to support
their responses.
Steps
1. Get pupils to look at the pictures in the textbook. Ask pupils if they have heard or
read these fables.
2. Encourage pupils to share these fables with the class if they know them.
3. Go through the questions in the textbook.
4. Get pupils to discuss the fables that they like, using the questions as prompts.
5. Encourage pupils to share their answers.
6. Invite a few pupils to share other favourite stories with the class.
Answers (TB 1)
1. ʻThe Tortoise And The Hareʼ, ʻOne Good Turn Deserves Anotherʼ, ʻThe Goose That
Lays Golden Eggsʼ, ʻThe Shepherd Boy Who Cried Wolfʼ
2. Free response
3. Free response
4. Free response
40
Pre-listening (The Greedy Farmer)
TB 1 pg 90
Objectives
Pupils will be able to:
• construct meaning from the picture;
• use the questions as prompts; and
• participate in a discussion about the story depicted in the picture.
Steps
1. Get pupils to talk about what is depicted in the picture.
2. Go through the questions in the textbook.
3. Get pupils to discuss the questions in pairs.
4. Invite pupils to share their answers with the class.
Answers (TB 1)
1. A goose
2. A golden egg
3. Free response
41
Listening (The Greedy Farmer)
AB 1 Ex. 6A, pg 82
Objectives
Pupils will be able to:
•
listen carefully to and understand a short story;
•
recall the main points in the story;
•
extract the correct information to answer questions; and
•
express their opinions about the characters in the story.
Steps
1. Divide pupils into groups.
2. Read the listening script aloud to the class.
3. Ask pupils to listen carefully to the script.
4. Read the questions to the pupils.
5. Get pupils to complete the written exercise in the activity book.
Listening Script
Listen to the story.
A poor farmer finds a golden egg in his gooseʼs nest.
He is very happy to find the golden egg.
He sells the egg and earns a bag of money.
The next morning, he finds another golden egg in the nest.
He sells the egg and earns another bag of money.
Every morning, the farmer finds a golden egg in the nest.
He sells the eggs and earns a lot of money.
Life becomes better for the farmer.
He can buy food and build a house for his family.
But he grows greedy too.
He says, “If I can get all the golden eggs all at once, I could be the richest man in
the village.”
So he takes a knife and kills the goose.
Do you think he can find golden eggs in the goose?
Listen to the questions and choose the correct answers.
1.
2.
3.
4.
What did the farmer find in the gooseʼs nest?
What does the farmer do with it?
Which answer is not true?
What kind of man is the farmer?
42
Phonics (The ʻAiʼ, ʻEaʼ And ʻOaʼ Sounds)
TB 1 pg 91, AB 1 Ex. 6B, pg 83
Objectives
Pupils will be able to:
• read, understand and enjoy simple poems;
• recognise words with medial vowel sounds ʻaiʼ, ʻeaʼ and ʻoaʼ;
• pronounce words with medial vowel sounds ʻaiʼ, ʻeaʼ and ʻoaʼ correctly; and
• identify the rhyming words in the poem.
Steps
1. Write the vowel ʻaiʼ on the board.
2. Teach pupils to make the ʻaiʼ sound.
3. Show the class pictures of a snail, train and rain.
4. Write the words on the board and teach pupils to pronounce the words,
emphasising the vowel ʻaiʼ.
5. Read the rhyme in the textbook to the class and ask pupils to repeat after you.
6. Write the vowel ʻeaʼ on the board.
7. Teach pupils to make the ʻeaʼ sound.
8. Show the class pictures of a cup of tea and some peas.
9. Write the words tea, please and peas on the board and teach pupils to pronounce
the words, emphasising the vowel ʻeaʼ.
10. Write the vowel ʻoaʼ on the board.
11. Teach pupils to make the ʻoaʼ sound.
12. Show the class pictures of a road, goat and boat. Write the words road, goat and
boat on the board and teach pupils to pronounce the words, emphasising on the
vowel ʻoaʼ.
13. Get pupils to complete the exercise in the activity book.
Phonics And Penmanship (The ʻAiʼ, ʻEaʼ And ʻOaʼ Sounds)
AB 1 pg 86
Objective
Pupils will be able to write simple sentences in legible and neat handwriting.
Steps
1. Get pupils to read the sentences aloud.
2. Get pupils to identify the words with the vowel sounds ʻaiʼ, ʻeaʼ and ʻoaʼ.
3. Get pupils to complete the exercise in the activity book.
43
Pre-reading (The Shepherd Boy)
TB 1 pg 92
Objectives
Pupils will be able to:
• look at the picture and talk about what is happening; and
• answer the questions about the picture and story.
Steps
1. Ask pupils to describe what they see in the picture.
2. Introduce the word shepherd and explain what a shepherd does.
3. Go through the questions in the textbook.
4. Pair pupils to discuss the picture, using the questions as prompts.
5. Invite pupils to share their answers.
Answers (TB 1)
1. A wolf may attack his sheep.
2. No, he is not worried.
3. He is daydreaming/thinking about going fishing.
4. Free response
44
Reading (The Shepherd Boy Who Cried Wolf)
TB 1 pg 94, AB 1 Ex. 6C, pg 89
Objectives
Pupils will be able to:
• read and enjoy a familiar fable;
• identify the gist or main idea of the story;
• infer and draw conclusions about the characters and sequence of events;
• identify and understand the moral of the story; and
• extract the correct information to answer questions about the story.
Steps
1. Read the story to the class.
2. Get the pupils to read the story as a class.
3. Explain any words that pupils may find difficult.
4. Ask pupils questions about the story to evaluate their understanding.
5. Ask pupils to respond to the questions in the textbook.
6. Get pupils to discuss the moral of the story.
7. Get pupils to complete the exercise in the activity book.
Answers (TB 1)
1. He is bored and wants to have some fun by playing a trick on the villagers.
2. Free response
3. Free response — Allow the pupils to talk about the implications/consequences of
the boyʼs behaviour.
4. Free response
45
Speaking (Tell A Story)
TB 1 pg 98
Objectives
Pupils will be able to:
• look at the pictures and interpret the sequence of events depicted in them;
• verbalise what is happening at each stage of the story;
• be creative without deviating from the cues; and
• present ideas verbally.
Steps
1. Choose either story to do as a class.
2. Get pupils into their groups to discuss the other story and following that, share their
responses with the class.
3. Get pupils to describe what is happening in each picture for either story.
4. Bring a jar and some pebbles to class to illustrate the first story.
5. Get individual pupils to tell the story in front of the class.
6. Encourage pupils to share what they could learn from each story.
Vocabulary (The Farmer And The Shepherd Boy)
TB 1 pg 101, AB 1 Ex 6D, pg 91
Objectives
Pupils will be able to:
• read the text and learn the words; and
• use contextual clues, word association and background knowledge to derive
meaning.
Steps
1. Write the words highlighted in the textbook on the board.
2. Read each word aloud and ask pupils to repeat after you.
3. Explain the meanings of the words.
4. Get pupils to read the text.
5. Encourage pupils to make a few sentences using the new vocabulary if they feel
comfortable doing so.
6. Get pupils to complete the exercise in the activity book.
46
Grammar (Present Continuous Tense)
TB 1 pg 102, AB 1 Ex. 6E, pg 92
Objectives
Pupils will be able to:
• form verbs in the present continuous tense; and
• learn how and when to use the present continuous tense to describe the things that
are happening now.
Steps
1. Get pupils to read the sentences in the textbook.
2. Write verbs in the simple present tense in a table on the board (see example below)
and show pupils how to change them to the present continuous tense.
Simple Present Tense
Present Continuous Tense
Adding ʻ-ingʼ
sew
sewing
talk
talking
beat
beating
cook
cooking
Adding ʻ-ingʼ to words ending with ʻeʼ
cycle
cycling
bake
baking
love
loving
type
typing
Special cases of adding ʻ-ingʼ to words ending with ʻtʼ
bet
betting
pet
petting
get
getting
3. Explain to pupils that verbs in the present continuous tense show actions that are
happening now.
4. Emphasise that ʻingʼ is added to a verb in the simple present tense to form a verb in
the present continuous tense.
5. Get pupils to write a few more examples of verbs in the present continuous tense on
the board.
6. Pair pupils up. Get them to look around the classroom and make sentences using
the present continuous tense to show what is happening at the moment.
7. Get pupils to complete the exercise in the activity book.
47
Reading Comprehension (The Silly Milkmaid)
AB 1 Ex. 6F, pg 93
Objectives
Pupils will be able to:
• read and enjoy a fable;
• infer and draw conclusions about the characters and sequence of events;
• identify the gist/main idea(s) as well as the moral of the story; and
• demonstrate their understanding of the story by extracting the relevant information
to answer questions about the story.
Steps
1. Read the story in the activity book to the class.
2. Get pupils to read the story together as a class.
3. Check the pupilsʼ understanding by asking a few relevant questions.
• Why does the milkmaid go to the market?
• What happens to her?
• What is the moral of the story?
4. Get pupils to complete the exercise on their own.
Writing (Story Ending/Anansi And Turtle)
TB 1 pg 103, AB 1 Ex. 6G, pg 95
Objectives
Pupils will be able to:
• read and understand the story;
• use their critical thinking skills and imagination to come up with a suitable ending for
the story;
• write legibly, coherently and cohesively;
• use grammar, punctuation and vocabulary appropriately; and
• organise information about characters, sequence of events or setting to complete
the story.
Steps
1. Ask pupils to read the story in the textbook.
2. Discuss a few questions to check pupilsʼ understanding, such as:
• Why does Turtle come to visit Anansi?
• How does Anansi trick Turtle?
• What do you think Turtle will do next?
• What do you think will happen to Anansi in the end?
• What would be the moral of the story?
3. Get pupils to complete the story in the activity book.
Answer (TB 1)
Free response
48
Learning Language Skills
Class 1 Lesson Plans
Unit 7: Fairytale Stories
Getting Started (Fairytales)
TB 1 pg 106
Objectives
Pupils will be able to:
• understand and recognise what fairytales are; and
• name and talk about familiar fairytales with imaginary creatures.
Steps
1. Invite pupils to talk about the pictures in the textbook.
2. Go through the questions in the textbook.
3. Get pupils to talk about fairytales, using the questions as prompts.
4. Encourage pupils to talk to the class about their favourite fairytale.
Answers (TB 1)
1. Free response
2. Free response
Pre-listening (Cinderella And Her Stepsisters)
TB 1 pg 108
Objectives
Pupils will be able to:
• talk about the picture;
• understand that the concept of magic is a common element in fairytales; and
• develop an interest in finding out more about fairytales.
Steps
1. Ask pupils to describe what is happening in the pictures.
2. Get pupils to answer such questions as:
• Who are the characters?
• What do you think Cinderella will do next?
• What do you think of the well-dressed ladies?
• What do you think of Cinderellaʼs behaviour?
3. Get pupils to discuss the pictures with their partners.
4. Encourage pupils to share their opinions with the class.
Connected Activity
Literature — Encourage pupils to get into the habit of reading by doing their own
research at the library to find out more about the story of Cinderella.
49
Listening (Cinderella)
AB 1 Ex. 7A, pg 96
Objectives
Pupils will be able to:
• listen to a familiar story; and
• extract the relevant information to answer the questions in the activity book.
Steps
1. Divide pupils into groups.
2. Read the listening script to the class.
3. Get pupils to discuss the questions.
4. Get pupils to complete the exercise in the activity book.
Listening Script
Cinderella wants to go to the ball. Listen to the passage, then choose the correct
answers.
“I want to go to the ball at the castle, Fairy Godmother,” Cinderella said.
“I want to meet the prince. Can you help me?” she continued.
“Yes, I can help you,” Fairy Godmother said with a smile.
Fairy Godmother waved her magic wand. Cinderella changed into a beautiful
girl in a beautiful gown. Her dirty clothes were gone. Fairy Godmother waved her magic
wand again. The pumpkin changed into a beautiful carriage and the mice into big and
strong horses.
Fairy Godmother said, “You must leave the ball before the clock strikes 12
midnight.”
Cinderella forgot the Fairy Godmotherʼs advice. When the clock struck 12,
Cinderella had to run as fast as she could from the ballroom. In the end, she lost her
glass slippers.
Phonics (The ʻFlʼ, ʻFrʼ, ʻChʼ And ʻShʼ Sounds)
TB 1 pg 109, AB 1 Ex. 7B, pg 98
Objective
Pupils will be able to recognise the sounds of the consonant blends ʻflʼ and ʻfrʼ and the
consonant digraphs ʻchʼ and ʻshʼ.
Steps
1. Write the consonant blend ʻflʼ on the board.
2. Teach pupils to make the ʻflʼ sound.
3. Show the class pictures of a flag, flea and flower.
4. Write the words on the board and teach pupils to pronounce the words,
emphasising on the consonant blend ʻflʼ.
5. Pair pupils up and ask them to repeat the words to their partners.
6. Read the rhyme in the textbook to the class and ask pupils to repeat after you.
7. Repeat Steps 1–6 for the consonant blend ʻfrʼ and the consonant digraphs ʻchʼ
and ʻshʼ.
8. Ask pupils to complete the exercises in the activity book.
50
Phonics And Penmanship (The ʻFlʼ, ʻFrʼ, ʻChʼ And ʻShʼ Sounds)
AB 1 pg 102
Objective
Pupils will be able to write legibly and neatly in script.
Steps
1. Get pupils to read the sentences in the exercises aloud.
2. Ask pupils to complete the exercises in the activity book.
Pre-reading (The Hero And The Monster)
TB 1 pg 111
Objectives
Pupils will be able to:
• talk about two common characters in fairytales: the knight and the monster;
• make up a story based on the pictorial cues; and
• dramatise the events in their own story.
Steps
1. Ask pupils to describe the characters in the picture.
2. Ask pupils to describe what is happening in the picture.
3. Bring a few props e.g. a ring, picture of a princess, a crown and get pupils to make
up a story in their groups. Pupils could use the picture and the various items as
stimulus for their imagination.
Connected Activity
Drama — Get pupils to come up with a story. Then get the pupils to dramatise it, using
props made during their art class if possible.
Reading (The Peach Boy)
TB 1 pg 112, AB 1 Ex. 7C, pg 105
Objectives
Pupils will be able to:
• read and enjoy a popular story from another culture;
• identify the gist/main idea(s) of the story;
• infer and draw conclusions about the characters and sequence of events; and
• extract the correct information to answer questions about the story.
Steps
1. Read the passage to the class.
2. Ask pupils questions about the story to evaluate their understanding.
3. Ask pupils to read the story aloud as a class.
4. Get pupils to respond to the questions in the textbook.
5. Ask pupils to complete the exercise in the activity book.
Answers (TB 1)
1. Free response
2. Free response
51
Speaking (Tell A Story)
TB 1 pg 114
Objectives
Pupils will be able to:
• look at the pictures and interpret the sequence of events depicted in them;
• verbalise what is happening at each stage of the story;
• be creative without deviating from the cues; and
• formulate sentences to tell a story, with the help of pictures.
Steps
1. Go through the pictures in the textbook.
2. Get pupils to tell each other the story in pairs.
3. Invite pupils to tell the story to the class.
4. Divide the class into groups.
5. Ask groups to come up with their own dialogue and role-play the characters in the
story.
6. Encourage pupils to talk about what they could learn from the story.
Vocabulary (The Frog Prince)
TB 1 pg 116, AB 1 Ex. 7D, pg 106
Objectives
Pupils will be able to:
• read the text and learn the adjectives; and
• use contextual clues, word association and background knowledge to derive the
meaning of the words.
Steps
1. Read the story aloud to the class.
2. Get pupils to read after you.
3. Read the new vocabulary aloud and ask pupils to repeat them after you.
4. Explain the meaning of the words.
5. Get pupils to complete the exercise in the activity book.
52
Grammar (Simple Past Tense)
TB 1 pg 118, AB 1 Ex. 7E, pg 107
Objectives
Pupils will be able to:
• form regular and irregular verbs in the simple past tense; and
• learn how and when to use the simple past tense to describe the things that
happened in the past.
Steps
1. Get pupils to read the sentences in the textbook.
2. Write the sentences with verbs in the simple past tense on the board and highlight
these verbs.
3. Explain that verbs in the simple past tense show actions that happened in the past.
4. Explain that for some verbs in the simple present tense, ʻ-dʼ or ʻ-edʼ is added to
change the verbs to the simple past tense (regular verbs).
5. Get pupils to write a few more examples of regular verbs in the simple past tense on
the board.
6. Explain that for irregular verbs, the spellings must be changed when the simple
present tense is changed to the simple past tense.
7. Get pupils to make a list of regular and irregular verbs in the simple past tense on
the board.
8. Get pupils to complete the exercise in the activity book.
Reading Comprehension (The Greedy Ant)
AB 1 Ex. 7F, pg 108
Objectives
Pupils will be able to:
• read and enjoy a fable;
• infer and draw conclusions about the characters and sequence of events;
• identify the gist/main idea(s) as well as the moral of the story; and
• demonstrate their understanding of the story by extracting relevant information to
answer questions about the story.
Steps
1. Read the story in the activity book to the class.
2. Explain any words that the pupils may find difficult.
3. Ask pupils to read the story together as a class.
4. Get pupils to talk about what they think of the characters.
5. Get pupils to complete the exercise in the activity book.
53
Writing (Story Review)
TB 1 pg 120, AB 1 Ex. 7G, pg 110
Objectives
Pupils will be able to:
• express their opinions about a good story that has been read; and
• write a simple review of a story.
Steps
1. Ask a few pupils to talk about stories they like and/or dislike with the class.
2. Explain what a story review is.
3. Talk about information to include in the review, namely:
• The title of the book
• Who the author is
• What the story is about
• Why the reviewer likes it
• Why the reviewer would recommend it to other
4. Ask pupils to complete the exercise in the activity book.
5. Invite a few pupils to read out their book reviews to the class.
6. Optional Activity: Get pupils to do a poster with a drawing of the cover of their
favourite book, together with a review of the story.
54
Developed to address the requirements of the English curriculum,
Learning Language Skills adopts a learner-centred and lively
approach to the teaching and learning of Standard English.
Learning Language Skills teaches the four skills in English language
learning – listening, speaking, reading and writing – in an integrated
and communicative manner. It encourages active learning through
pair work and group work during listening, speaking, reading and
writing activities.
Key Features
• Units centre around themes pupils can relate to
• Wide range of texts, including fiction, personal recounts,
instructions, reports and letters
• Variety of activities to cater to different learning abilities and
types of intelligence
• Activities and questions to encourage critical and creative thinking
• Lively illustrations to stimulate thinking and sustain interest
Components of Package
• Pupil’s Textbooks
• Pupil’s Activity Books
• Teacher’s Guides
Cover Design by
Computer Research & Resource Department, APSACS Secretariat
ISBN 978-981-285-900-6