1 lesson plan for exercises 1– - sap education · 2019-09-11 · 4. you may want the students to...

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Lesson Objectives

Students are able to 1. match pictures to words,2. select the correct words to describe

given pictures.

Theme : Naming the Things Around UsFocus: Word Recognition through Pictures

Resources (Preparation to be done before the lesson)

1. Learning Vocabulary Workbook 12. Picture cards of a rod, a rope, a

snake, a marble, a nail, a hammer, a saw, a drum, a piano, a shirt, a blouse, shapes, parts of the body, harbour, theatre

3. A large picture card that contains stationery, tools, musical instruments, shapes, body parts and food in a given scenario

4. A smaller picture card similar to the one used above

Introduction / Warm-up Activity (5 min)

1. Before showing the students the picture cards, one at a time, make sure that part of each picture is covered. Let the students guess the picture. If they answer correctly, turn the picture card over to show them the spelling of the word.

2. Repeat this activity as many times as possible. Example: • What do you think this picture shows?

It is a marble.3. You may also want to place the picture card on the board. Spell the words next to

pictures.

Lesson (15 min)Word Recognition through Pictures

1. Divide the class of students into groups. Give each group a set of picture cards. Write the name of an item that can be found in the picture cards on the board. Call

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Lesson Plan For Exercises 1 – 21

1Lesson Plan For Exercises 1 – 2

|Learning+| English Vocabulary 1

Lesson Plans for Learning Vocabulary 1.indd 1 2019/3/19 8:36:06


on a student to read the word on the board. If no one knows what the word is, read the word to them. If the students do not know what the item is, give them clues about it.

Example: • This is used to knock nails into the wall. What is it? Alternatively, you may want to show the students the picture of a hammer that was

shown during the Warm-up Activity. 2. Next, show the large picture card to the class by pasting it on the board. Tell the class

that you want to find something that is in the picture. Show the class a picture card of a pen for example. The group that finds the item that is requested by you in the picture must raises their hands. A representative from the group has to come to the front of the class to show everyone where the item is in the large picture card.

3. You may want to write the words of the things you want the students to find on the board.

Classroom Activities / Assessment (10 min)

1. Let the students complete Exercise 1 and 2 of Learning Vocabulary Workbook 1, pages 1 – 4 on their own.

2. Facilitate the students’ learning by walking around to check their answers.

Additional Activities / Closure (10 min)

1. Divide the students into pairs. Give each pair a picture card with the same scenario as the one used in the ‘Lesson’. Give them strips of paper with the names of items on them. Get the students to paste the names of the items near the items found on the picture card.

2. Let them share their work with the class.3. You may want to create a ‘Writer’s Wall’ and let them pin their pictures on it.

Optional Activities 1. Divide the students into groups. Assign each group one to two letters of the alphabet.

Get the students to search for at least two items in their homes that start with the given letters. They can either bring the items to school for the next lesson if the items are small. Alternatively, they can bring pictures or draw pictures of the items. They must also write the name of the items on pieces of paper.

2. Let the students tell the class about their items. 3. You may want to pin the words on the ‘Writer’s Wall’.4. Alternatively, you may want to give the students clues to search for given items

at home and bring them to school. You can suggest to the students to look for something that is curved and round and is used for drinking soup etc.

5. Get them to write the names of the items on pieces of paper as well.





Lesson Objectives

Students are able to 1. identify different actions, prepositions

and everyday items,2. complete sentences using the correct

words.

Theme : ActionsFocus: Word Recognition through Pictures and Sentences


1. Learning Vocabulary Workbook 12. Word cards of action words printed

on them3. Enlarged pictures on pages 5 – 17

of Learning Vocabulary Workbook 14. Writing paper or an English exercise

book5. A handout with sentences that

students can complete about their favourite toy


1. Call on a student. Get the student to select a word card from a given stack. Get the student to act out the word shown on the card. The rest of the class has to guess the word the student is trying to act out. When someone makes a correct guess, the student has to reveal the word card to the rest of the class.

2. Allow the students to make a sentence using the word shown on the card. 3. Repeat this activity as many times as possible. 4. Write the sentences on the board and underline the word that was acted out.

Lesson (10 min)Word Recognition through Pictures and Sentences

1. Show the students the pictures taken from the workbook pages 5 – 17. Ask the students questions about the pictures.

2. Write the sentences about the pictures on the board and underline the new vocabulary learnt.

3. You may want to categorise the pictures: occupations, pictures that show prepositions, pictures that show animals etc.

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4. Ensure that the students learn more about the items in the pictures by describing them. Do not simply name the pictures. For example, if a picture of a nurse is shown, ask the students where they can find nurses and what nurses do.





1. Divide the students into pairs. Hand out the pictures that were used earlier. Get the students to label the items in the pictures. Then they need to write two sentences about each picture on writing paper or in their English exercise book.

2. Let them share their work with the class.3. You may choose to do a Spelling Quiz. Divide the students into groups so they can

challenge each other. Choose from the following spelling lists: pages 7, 13, or 17.

Optional Activities

1. Ask the students to complete Exercise 5 and 6, pages 11 – 18 as homework. 2. Ask them to learn the words in the Spelling List for a quick quiz in the next lesson.

Choose from the following spelling lists: pages 7, 13 or 17.3. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.4. Give each student the handout. Get them to identify their favourite toy, draw it and

complete the given sentences about it. 5. Let them share their work with the class.6. You may want to pin their work on the ‘Writer’s Wall’.





Lesson Objectives

Students are able to 1. identify actions and words related to

the things around them, 2. complete sentences using the correct

words.

Theme : Common ItemsFocus: Word Recognition through Pictures and Sentences


1. Learning Vocabulary Workbook 12. Word cards with printed words

found in the options and sentences from pages 19 – 29 of Learning Vocabulary Workbook 1

3. Picture cards of the words in (2) above

4. Picture cards of clothing and accessories

5. A word search containing words in (4)

6. Copies of pictures from pages 19 – 29 (for Optional Activity)

7. A set of coloured pencils


1. Ask the students questions related to the words to be covered in this lesson. Examples: • I need to drink a lot of water. How am I feeling? • I can fly in the air. I have wings. I can sing sweetly. What am I?2. Repeat this activity as many times as possible. 3. Form a sentence using each word. Write the sentences on the board and underline

the words. 4. You may want the students to form the sentences on their own.


1. Show the students several word cards and picture cards. Get them to match the pictures to the words.

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2. Repeat this activity as many times as possible. 3. Get the students to form sentences using the words. 4. You may want to do this activity in groups or as a whole class activity.





1. Show the students picture cards of clothing and accessories. 2. Get them to identify the pictures shown on the cards. Call on them to write the

words on the board. If they are unable to, write the words for them. 3. Then give each student a word search puzzle. Let them search for the words in the

puzzle. 4. You may choose to do a Spelling Quiz. Divide the students into groups so they can

challenge each other. Choose from the following spelling lists: pages 23 and 29.

Optional Activities


Choose from the following spelling lists: pages 23 and 29.3. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.4. Give each student a picture taken from pages 16 – 25. Instruct the students to write

one sentence about the picture. (They may copy the sentence given in the workbook if they want to.) Then get them to write another sentence about what will happen next.

5. Let them share their work with the class.





Lesson Objectives

Students are able to 1. identify items related to camping,2. form sentences about a camping trip,3. complete sentences using the correct

words.

Theme : CampingFocus: Word Recognition through Pictures and Sentences


1. Learning Vocabulary Workbook 12. A sleeping bag3. A composite picture card of students

camping (Include tents, mugs, pots, fire, river, matches, sleeping bag etc.)

4. Picture cards that describe the words found on pages 31, 37 and 39 and options from pages 33 – 35 (Have enough so that each pair of students has four pictures.)

5. Cut-up sentences about the pictures in (4)

Introduction / Warm-up Activity (5 min)1. Show the students the sleeping bag. Ask them questions about it. Examples: • What is it? • Have you used it before? Obtain as much information from the students as possible. Fill in the gaps in their

knowledge about a sleeping bag after finding out what they know about it. 2. Write the sentences about what the students have discussed based on the

item (sleeping bag) on the board. 3. You may want the students to come up with the sentences.


1. Show the students the composite picture card of the campsite. Discuss the picture with the students. Identify the items found at the campsite. Extend the discussion by talking about the suitable weather for a camp, how they will feel if they go for a camp, the possible dangers when camping etc.

2. Write the sentences on the board.

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7Lesson Plan For Exercises 11 – 14|Learning+| English Vocabulary 1







1. Divide the students into pairs. Give each pair cut-up sentences and pictures. Get them to search for the cut-up sentences that match each picture.

2. Let them stick their answers on writing paper or in the English exercise book. You may want to give each pair four sentences and pictures. The students in each pair help each other to match the sentences to the pictures. After that, each student takes two of the sentences and pictures and sticks them in his book.

3. You may choose to do a Spelling Quiz. Divide the students into groups so they can challenge each other. Use the following spelling list: page 35.

Optional Activities


Use the following spelling list: page 35.3. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.4. Direct the students to the furniture on page 38. Get them to come up with other

types of furniture that can be found in their homes and discuss the uses of such furniture.




Lesson Objectives

Students are able to 1. describe the people and items found

in different places, 2. complete sentences using the correct

words.

Theme : Places We VisitFocus: Word Recognition through Pictures and Sentences


1. Learning Vocabulary Workbook 12. Picture cards of people doing things

at places such as the park, farm, food court, school, at home

3. Picture cards of items found at the places listed in (2) (Some pictures can be taken from the workbook.)


1. Ask the students if they have been to the park. Ask them what they do at the park. 2. Write the words that describe what they do on the board. 3. You may want to form sentences using those words.


1. Draw five columns on the board. For each column, write the following headers: at the park, on the farm, at a food court, in school, at home. Show the students the picture cards of the five places and items that are commonly found in such places. Ask them which columns these pictures belong to. Ensure that the picture cards are identified by the students themselves before placing them in the correct columns. You may want to write the names of the pictures on the board.

2. Ask the students to form sentences based on the pictures. 3. Elicit from the students about people or items that you have not shown them but

which could also be found at the places.




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1. Direct the students back to pages 45 – 46. Divide the class into two groups. Get one group to focus on the pictures in Exercise 16, questions 1 – 5 and the other group focus on the pictures from questions 6 – 10. Get them to come up with their own sentences about the pictures.

2. Let them share their sentences with the class. 3. You may choose to do a Spelling Quiz. Divide the students into groups so they can

challenge each other. Use the following spelling list: page 43.

Optional Activities

1. Direct the students back to page 42. Get the students to read question 4 again. Ask them to make a list of things they can hear, see and smell. Remind them to write in complete sentences. You may want to form a possible sentence first.

Example: • I can smell something burning.2. You may also want them to divide their findings into what is pleasant and what is

unpleasant. 3. Get them to share their findings with the class. 4. You may want to pin their work on the ‘Writer’s Wall’.5. Ask them to learn the words in the Spelling List for a quick quiz in the next lesson.

Use the following spelling list: page 43.




Lesson Objectives

Students are able to 1. identify letters and sounds, 2. spell words based on given pictures, 3. spell words to complete sentences.

Theme : Writing Words (1)Focus: Spelling Skills


1. Learning Vocabulary Workbook 12. Picture cards of items taken

from pages 47 – 50 of Learning Vocabulary Workbook 1

3. White paper 4. Simple pictures drawn with thick

black lines

Introduction / Warm-up Activity (5 min)1. Tell the class that you have a picture and that they would need to guess what it is by

listening to the clues that you give them. Example: • Something that can fly and sing When a student guesses it right, ask him if he knows how to spell the word. If he is

unable to, ask any other student who can spell the word. 2. If someone spells the word wrongly, you may want to write it on the board to show

the class. Then explain why it is wrong. 3. Repeat this activity as many times as possible.

Lesson (15 min)Spelling Skills

1. Show the students the picture cards, one at a time, and ask them if they can spell the words.

2. Break up the words into their separate sounds to show the students how the words are formed.

3. You may want to prepare more words for some of the sounds taught. This is to reinforce the sound being taught. For example, when teaching the students how to spell ‘pen’, you may want to introduce other words such as ‘ten’, ‘men’, ‘lend’ etc.

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4. You may want the students to air spell the words using their fingers as the activity progresses.

Classroom Activities / Assessment (10 min)1. Let the students complete Exercise 17 and 18 of Learning Vocabulary

Workbook 1, pages 47 – 50 on their own. 2. Facilitate the students’ learning by walking around to check their answers.

Additional Activities / Closure (10 min)1. Give each student a piece of white paper and a picture. Assign different words to the

students and get them to write the words assigned repeatedly on the white paper following the black lines.

2. Let them tell the class what picture they have and the words they have written.3. Since the students would have written the words numerous times, get them to spell

the words from memory to the rest of the class.

Optional Activities 1. Divide the students into groups and assign each group a set of words from pages 47

– 50. Get the students in each group to search for words that have the same sound. You may want to focus on the beginning, middle or ending sound.

2. Let the students tell the class the words they have found. Let them identify the similar sounds for each set of words.

3. You may want to pin the words on the ‘Writer’s Wall’.4. Alternatively, you may want the students to come up with another word that sounds

the same for each of the questions on pages 47 – 50. Then in pairs, get them to share the words they have thought of. If both students have the same word in mind, they must think of a new word together.




Lesson Objectives

Students are able to 1. identify letters and sounds, 2. spell words to complete sentences.



1. Learning Vocabulary Workbook 12. Picture cards with pictures


3. A list of simple sentences with words that have been wrongly spelt (The wrongly spelt words should come from pages 51 – 54.)


1. Act out the actions of certain animals (Refer to the animals shown from pages 51 – 52.). Alternatively, you may want to call on the students to act out the actions of the animals. Get the rest of the class to guess the animals that you or the students have acted out.

2. Write the names of the animals on the board but with certain letters missing from them. Ask the students if they know what the missing letters are.

3. Repeat this activity as many times as possible.


1. Show the students the picture cards, one at a time. Form a sentence about the picture, leaving out the word to be spelt. Ask the students if they know what word should fit in the blank. Get them to spell the word if they are able to. If they are unable to, give them one letter at a time until someone is able to come up with the answer.

2. You may want to bring to their attention the base form of certain words such as play, kick etc. You may also want to introduce other words that are related to the words needed to complete the exercise such as coat, rain, small etc.

3. Ensure that the students are able to identify the sounds associated with the words.

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1. Divide the students into pairs. Give each pair the list of sentences with wrongly spelt words. Get them to work together to identify the wrong words, circle them and write the correct answers above the wrong words.

2. After the activity, call on the students and give them clues about the words that they have learnt in the lesson. After they have guessed the words, they can spell them. Let them score points and give small prizes to the pair with the highest points.

3. You may want to erase all earlier words spelt on the board and collect the workbooks and the list of sentences so that the students will not be able to refer to what was done earlier.

Optional Activities

1. Let the students identify three of the words from the list of words learnt that they find the most difficult to spell. Get them to use cardboard to make a bookmark. Get them to write three sentences using the words and then, allow them decorate their bookmarks.

2. Let them share what they have done with the class. Encourage them to use their bookmarks and to take note of the words they have difficulty spelling whenever they use the bookmark.

3. You may want your students to practise writing the words they have learnt. Specify the number of times you want them to write each word. Get the students to use a different colour for each time they spell the word.




Lesson Objectives


the things around them, 2. spell words based on given pictures,3. spell words to complete sentences.



1. Learning Vocabulary Workbook 12. A list showing pairs of words

with one word correctly spelt and the other wrongly spelt (Refer to pages 55 – 57 of Learning Vocabulary Workbook 1.)

3. Picture cards with pictures from pages 55 – 57

4. Jumbled up words (taken from pages 55 – 57)


1. Show the students a pair of words. Get them to decide which of the two words is correct. Write the correct word on the board.

Example: • ‘guitar’ and ‘geetar’2. Repeat this activity as many times as possible with other pairs of words.3. Ask the students to form sentences using the words. 4. Write the sentences on the board.


1. Give the students the same number of words but the letters that form each word are jumbled up. Then show the students a few of the picture cards, one at a time. Let the students identify the pictures. If there is more than one word that can be used to describe the picture, ask them questions about the picture to elicit the correct word. For example, if the picture shows a girl holding a broom and sweeping the floor, and the word to be elicited from the students is ‘floor’, then ask the question,

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“What is the girl sweeping?”. After they have identified the word for each picture, get the students to unscramble the letters in each word and match the words to the pictures.

2. Repeat this activity as many times as possible. 3. Encourage them to form sentences using the words.





1. Divide the students into pairs. One student refers to Exercise 21 and the other student to Exercise 22. Get each student to pick five difficult words. Instruct the students to jumble up the letters before giving them to their partner. Each partner then tries to solve what the other person has given him.

2. After the activity, get the students to close their books. Write out the words that they have learnt during the lesson, omitting several letters on the board. Get the students to complete the words.

Optional Activities

1. Let the students search for letters in newspapers and magazines to make up the spelling words learnt in the lesson. Get them to paste the words on paper and write a sentence for each word.

2. Let them share their work with the class.3. You may want the students to write out the spelling words in this lesson on paper

and have them cut out the letters that make up the word. They can then put the letters in an envelope and give them to their friends to solve.

4. You may want to let them use the words from earlier spelling lessons. Specify the number of words to be spelt.




Lesson Objectives


the things around them, 2. spell words based on given pictures.



1. Learning Vocabulary Workbook 12. Picture cards with pictures


3. Letters of the alphabet on cards4. A bag or box to put the cards in


1. Show the students the picture cards. Let them look at them for thirty seconds. Then turn the picture cards over and ask them to describe what they have seen earlier. As they identify the pictures, write the names on the board. Then turn all the pictures back and get them to match the pictures to the words.

2. You may want to write sentences using the words on the board. Underline the words.

3. Alternatively, you may want the students to come up with the sentences themselves.


1. Go through the words to be learnt in this lesson by separating them according to their sounds. Teach the same sounds together.

2. You may want the students to air spell the words with their fingers. 3. Teach the words in blocks of about five words so that the students will not be

confused with too many words. 4. After each block, get them to air spell the words. You may also call on students to

write the words on the board and get them to search for letters in a bag or box to spell out each word.

40 min






1. Let the students complete Exercise 23 – 25 of Learning Vocabulary Workbook 1, pages 58 – 61 on their own.



1. Form a crossword puzzle with the class. Let them use all the words learnt from pages 47 – 61. Start by writing one word on the board. Then get the students to search for a word that contains one of the letters of the word you have written. Slowly, a crossword puzzle will be formed. For example, write the word ‘aeroplane’ on the board. Someone else could come up with ‘reading’ by using the ‘r’ in ‘aeroplane’ and writing the word vertically.

2. You may want to transfer this crossword onto a cardboard and pin it on the ‘Writer’s Wall’.

Optional Activities

1. Let the students refer to the list of words learnt from pages 47 – 61. Get them to make and decorate their own vocabulary book by listing the words they have learnt and using them in a sentence. You may want to let them include other similar sounding words that they learnt in the course of the Spelling Skills lessons.

2. You may also want them to decorate an invitation card. They are to look for words from pages 47 – 61 that they would like to do with their friends. They can then invite their friends to their homes to do these things. Encourage them to use the words from the workbook to construct sentences of their own. For example, they would like to invite their friends to their house to play with their toys or kick a ball etc.

3. You may want to identify the words from pages 47 – 61 that the students could possibly use and let them select from the list.




Lesson Objectives

Students are able to 1. identify the items that belong to various

categories, 2. categorise given lists of words.

Theme : Let’s CategoriseFocus: Specific Word Groups – Classification


1. Learning Vocabulary Workbook 12. Picture cards of items belonging

to each category listed on pages 62 – 63

3. A list of categories (with some that are not included on pages 62 – 63)

4. Name of a category on a card (Have enough for each group in the class.)

5. Names of items on pieces of paper that belong to the categories in (4)

6. Envelopes to put the cards in


1. Show the students the picture cards and get them to decide how the pictures can be sorted into separate categories. Ensure that the picture cards allow for the sorting of items based on the categories to be taught in the lesson.

2. When the students have done that, ask them what they would name the various categories. Write the names of the categories on the board.

3. You may want to write the names of the pictures shown on the cards as well.

Lesson (10 min)Specific Word Groups – Classification

1. Tell the students that words can be placed in different groups. Give them a list of categories and ask them to name some items that belong to that category. Let them list as many items as they can.

2. Ask them if some items can be placed in more than one category. 3. Write the list of categories and items on the board.

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1. Divide the students into groups. Give each group an envelope which contains the name of a category and pieces of paper with the names of items. Get the group to take out the card, select three words that could belong in that category and stick it on the card. Then get them to pass the envelope with the rest of the words to another group. The second group then takes the envelope from the other group to search for three more words in the envelope that belong to their category before passing on the envelope. If they cannot find any word for their category, they have to pass on the envelope to the next group. Once the envelope comes back to the same group, the game ends. The group that manages to stick the most number of correct words on their category card is the winner.

2. Let them share their answers with the class.3. You may want to give a small prize to the winner.

Optional Activities

1. Give the students different categories. Get them to write one of the names of the category on a drawing paper. Encourage them to come up with creative ways to show the different items that belong in the category. They could draw pictures, write the words, search for the pictures in magazines or newspapers etc.

2. Let them present their work to the class. 3. You may want to pin their work on the ‘Writer’s Wall’.4. You may want them to observe the items in their houses and ask them to come up

with categories for the items that can be found.




Lesson Objectives

Students are able to 1. identify the opposite gender of given

nouns, 2. match male names to the corresponding

female names.

Theme : Boys and GirlsFocus: Specific Word Groups – Opposite Gender


1. Learning Vocabulary Workbook 12. Picture cards of gender nouns

(Refer to pages 64 – 65 of Learning Vocabulary Workbook 1.)

3. A handout containing a list of gender nouns of both people and animals

4. A list of gender nouns (Have enough for each pair in the class.)

5. A sample of a family tree (for Optional Activity)


1. Show the students the picture cards of common gender nouns. Show them simple ones first so that they can identify what they see such as a boy and a girl. Ask them to name the nouns.

2. Show picture cards of animals in which gender can be easily identified from the pictures such as a bull and a cow, or a rooster and a chicken (but not dogs or cats).

3. Repeat this activity as many times as possible. 4. Write the words on the board under the headings ‘male’ and ‘female’.

Lesson (10 min)Specific Word Groups – Opposite Gender

1. Explain what ‘male’ and ‘female’ are. Tell the students that they are learning about gender.

2. Call out certain gender nouns and ask them if they know what the opposite gender is.

3. You may want to provide them with a handout that contains a list of gender nouns.

40 min





4. Go through the handout with them and explain words they do not understand. Using the list, play a game with the students. Call out any register/index number of a student and give him a gender noun. The student has to come up with the opposite gender. Let him refer to the handout if necessary.





1. Divide the students into pairs. Give each pair a list of gender nouns. Get them to cut out the words and match the opposite gender nouns. Get them to stick the words on paper before drawing the pictures of the gender nouns.

2. Encourage each pair to come up with two more gender nouns and their opposite gender that are not on the list given.


Optional Activities

1. Explain what a family tree is to the students. Show them an example by giving each student a copy of a family tree as a reference. Get the students to draw their own family tree or a make-believe family. Ensure that there is a header such as ‘Tom’s family tree’. Students need to write the relationships between the people in the tree. For example, if they put ‘Mary’, they need to write ‘mother’ or ‘aunt’ below the name.

2. Let them share their family tree with the class.3. You may want to pin the students’ family trees on the ‘Writer’s Wall’.4. Alternatively, you may want the students to create their own ‘Opposite Gender’

book. Let them decorate the book and write opposite genders for both people and animals. Let them use pictures from newspapers or magazines or pictures printed from the computer as well as photographs or drawings to illustrate the different words.




Lesson Objectives

Students are able to 1. identify the young given the name of

the parent, 2. match the parents to the young for both

people and animals.

Theme : My Parents and IFocus: Specific Word Groups – Parent and Young


1. Learning Vocabulary Workbook 12. A short video clip of animals and

their young3. A handout containing a list of

parent and young for both people and animals (for the ‘Lesson’ and Additional Activities)

4. Picture of an empty farm (for Optional Activity)


1. Before showing the video clip, let the students know the objective of watching the video. The students need to name the animals they see in the video clip after watching it. Arrange their answers on the board so that the parent of the animal corresponds to the young.

2. Ask the students which column refers to the parents and which refers to the young. Write the names ‘parent’ and ‘young’ above the correct columns.

3. You may want to ask the students if they know the names of any other parent and their young that were not shown in the video clip.

Lesson (10 min)Specific Word Groups – Parent and Young

1. Tell the students that sometimes, the name of the young of one animal is also called by the same name of another animal. For example, the word ‘cub’ is used for several animals such as the bear, tiger, lion etc. You may want to review certain gender opposite nouns from the previous lesson that are related to this lesson to allow the students to form an idea of a complete family such as the deer family, the duck family etc.

40 min

Lesson Plan For Exercise 3012

23Lesson Plan For Exercise 30




2. Using the names of people such as father or mother, ask what the young is called. Elicit answers such as ‘son’ and ‘daughter’.

3. You may want to give the students a handout on parents and their young nouns. 4. Call out the name of a parent and get the students to tell you the name of the young,

and vice versa.


1. Let the students complete Exercise 30 of Learning Vocabulary Workbook 1, page 66 on their own.



1. Divide the class of students into groups. Give them one minute to review the handout that you have given them earlier. Get the students in each group to number themselves. Then call out either the name of a parent or the name of a young. Then call on a number and ask the students with the numbers to give you the name of the parent or the name of the young. The students have to go to the front of the class to write the words on the board. The group that gets it correct first scores the most points. If there is a spelling mistake, another person in the group can correct the mistake but the group will get fewer points.

2. You may want to make the game more challenging by having the students spell both the word you have read out and either the parent or the young.

Optional Activities

1. Give the students a picture of a farm without the animals. Let them draw in the animals in the farm and label the parent, the young and also the opposite gender nouns if they apply.

2. Let them draw, colour and label their pictures. 3. Let them share their pictures with the rest of the class.4. Pin their pictures on the ‘Writer’s Wall’. 5. Get the students to search for a picture of a parent and its young and get them to

write a few sentences about it.6. Alternatively, you may want the students to write a few sentences about themselves

and their parents. The words ‘mother’, ‘father’, ‘son’, ‘daughter’, ‘grandfather’, ‘grandmother’, ‘grandson’ or ‘granddaughter’ can be used. They may want to put pictures of themselves with their family.





Lesson Objectives

Students are able to 1. identify different occupations, 2. complete sentences using the correct

occupations.

Theme : Jobs People Do Focus: Specific Word Groups – Occupations and Workplace


1. Learning Vocabulary Workbook 12. Picture cards of people in different

occupations3. Items that people in different

occupations use 4. Cards with the name of an

occupation on them (Have enough for each pair in the class. The names of the workplace could also be used.)

5. A set of coloured pencils


1. Show the students the picture cards of various occupations. Ask them to name the occupations. You may also want to elicit from them more about the occupations such as what the people do, the things they use to do their work etc.

2. Repeat this activity as many times as possible. 3. Ask the students to form sentences using the words. 4. Write the sentences on the board and underline the occupations.

Lesson (15 min)Specific Word Groups – Occupations and Workplace

1. Show the students items used by people in different occupations. Get them to guess what the occupation is. For example, show a stethoscope, a syringe and a doctor’s coat and ask them what these items are. Then let them guess who uses these things. Encourage them to spell the words if they can.

2. Repeat this activity as many times as possible. 3. Ask the students what their parents work as and where their parents work. Highlight

that the place where a person works at is called the ‘workplace’.

40 min





4. You may want to include other occupations like cleaners and road sweepers. Instil in the students the importance of all occupations.

5. You may want to go through occupations and workplace that the students might not be so familiar with (eg a judge in a court) by showing them pictures or video clips of those people at work.


1. Let the students complete Exercise 31 of Learning Vocabulary Workbook 1, pages 67 – 68 on their own.



1. Divide the students into pairs. Give each pair a card with the name of an occupation. On the board, draw a table with male and female names in each square. Tell the students that you are going to tell them more about the jobs that these people do.

Example: • We feel safe when Tom is around. He helps to keep law and order. He patrols my

neighbourhood every day. What is Tom? The pair that has the word ‘policeman’ must go up to the board to stick the card on

the square with Tom’s name. To make the game more challenging, you could use ‘police officer’ or ‘policewoman’ as well. There could also be more than one pair with the card ‘policeman’.

2. You may want to include not just occupations but the names of the workplace on the cards.

3. Review the occupations and names of the workplace after the activity.

Optional Activities 1. Ask the students to complete Exercise 32, pages 69 – 71 as homework. 2. Ask them to learn the words in the Spelling List for a quick quiz in the next lesson.

Use the following spelling list: page 71.3. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.4. Get the students to draw a picture of what they want to be and write a few sentences

about the occupation such as what a person in that occupation does, where the person works and the things the person uses. Then ask them to colour their pictures.




Lesson Objectives

Students are able to 1. identify different places around them, 2. complete sentences using the correct

places.

Theme : Places Around UsFocus: Specific Word Groups – Places


1. Learning Vocabulary Workbook 12. Picture cards of different places

(Refer to pages 73 – 75 of Learning Vocabulary Workbook 1.)

3. Word cards with names of places listed in (2)

4. A map with the names of places (Have enough for each group in the class.)

5. Cards with clues about the places a family travelled to


1. Show the students picture cards of different places. Get the students to pick word cards from a bag and read the words aloud. If they are unable to read the word, read it for them. Then get the students to place the word at the correct picture.

2. You may want to write sentences using the names of places on the board. Underline the names of the places.

Lesson (10 min)Specific Word Groups – Places

1. Show the students the picture cards used in the Warm-up Activity to allow them to make comparisons between places such as a mosque and a temple that the students might be confused about.

2. You may want to discuss with the students who visit these places. 3. You may want to cover all the places that are used in the options from pages 73 – 75.4. You may want to give clues about a place and allow the students to guess what place

you are referring to.

40 min










1. Divide the class into groups. Give each group a map with clearly-marked roads and the names of places. Next, issue a card to each group. The card states where a family travelled to. Get the students to read the card carefully and then draw along the road to show the route.

2. To make the activity more challenging, do not give the names of the places that the family travelled to but just clues about what the family wanted to do. For example, the family wanted to buy some groceries. Then the students have to figure out that the family went to the supermarket and try to locate it on the map themselves.

3. Get them to write the names of the places that the family visited in order as shown on the card.

4. Let them share their maps with the class.5. You may choose to do a Spelling Quiz. Divide the students into groups so they can

challenge each other. Use the following spelling list: page 75.

Optional Activities

1. Get the students to select a place that they love to visit, a place they visit very often or a place they hate visiting. Get them to write a few sentences about the places. You may want them to look for pictures of the places to go with their writing.

2. Let them share their writing with the class. 3. You may want to pin their writing on the ‘Writer’s Wall’.4. Tell the students to design a poster to invite people to a new place that has opened.

Give them a list of possible places and let them select one place that they would like to work on. Check on which places the students have selected to avoid having too many of them working on the same place. Some of the suggested places are ‘restaurant’, ‘food centre’, ‘fast food restaurant’, ‘museum’, ‘hotel’, ‘bookshop’, ‘toy shop’, ‘bakery’ etc. Provide them with as many places as possible to choose from.

5. Ask them to learn the words in the Spelling List for a quick quiz in the next lesson. Use the following spelling list: page 75.





Lesson Objectives

Students are able to 1. identify different parts of their body

and their uses, 2. complete sentences using the correct

parts of the body.

Theme : The Different Parts of My BodyFocus: Specific Word Groups – Body Parts


1. Learning Vocabulary Workbook 12. Items that are worn on the body

(Use pictures for convenience.)3. Cut-out of a person with empty

boxes pointing to parts of the person’s body

4. Strips of paper with names of items worn on parts of the body

5. Strips of paper with action words which can be done by parts of the body


1. Pretend to sniff the air. Ask the students what you are doing. Elicit the word ‘smell’ or its equivalent, ‘nose’.

2. Perform an action with your hands, such as rubbing. Elicit the action that you are doing as well as the word ‘hands’ from the students. Ask the students what else they can do with their hands. Go on to do the same activity for the other five senses.

3. You may want to write simple sentences about the five senses on the board and underline the part of the body and the senses.

Lesson (15 min)Specific Word Groups – Body Parts

1. Tell the students that different parts of the body can be used for different things. Tell them that you are going to show them an item and they are going to tell you where it is worn. For example, show the students a watch. Elicit the word ‘wrist’ from the students. Then let them form simple sentences using the item and the part of the body.

40 min






Optional Activities

1. Get the students to write three things they can do with their hands and another three things they can do with their legs. Get them to write the sentences and draw pictures to illustrate their writing.

2. Let them present their work to the class. 3. You may want to pin their work on the ‘Writer’s Wall’.4. Have the students observe what they see, hear, taste, smell and touch over a period

of two days. Let them write sentences about each of the senses. They can then draw pictures to illustrate their sentences.

Example: • I wear a watch on my wrist.2. Repeat this activity as many times as possible. For each part of the body that is

mentioned, you may want to extend the discussion by asking the students more questions about it. For example, show a ring to the students. The students can say, “Mrs Tan wears a ring on her finger.” You may want to ask the students how many fingers they have and get them to identify the fingernails, the knuckles and the palm.

3. Write the parts of the body on the board.





1. Divide the students into pairs. Give each pair a cut-out of a person with empty boxes pointing to parts of the person’s body. Get them to label the parts of the body.

2. Give them strips of paper with words on them. These words could either be actions done by some parts of the body or things worn on some parts of the body. Get the students to stick the correct word next to the part they have labelled.

3. Allow each pair to come up with another action that the body can perform which is not given to them. Encourage them to write it on the paper.






Lesson Objectives

Students are able to 1. list words that are similar in meaning to

given words, 2. match words with similar meanings.

Theme : We are the SameFocus: Specific Word Groups – Synonyms (Same Meanings)


1. Learning Vocabulary Workbook 12. Sets of cards with synonyms written

on the cards to play the memory game

3. Picture cards that can be described using the adjectives on page 79 of Learning Vocabulary Workbook 1

4. Cards with synonyms that describe the pictures in (3)

5. A list of adjectives (for Optional Activity)

6. Word search puzzles (for Optional Activity)


1. Show the students a picture card and several adjectives. Get them to identify the most suitable word to describe the picture. Then show them another set of cards and get them to select the word(s) that can be used in place of the first word selected. Write all the words in a row with the picture above them. Reinforce to the students that the meaning of the words is the same.


Lesson (10 min)Specific Word Groups – Synonyms (Same Meanings)

1. Hand out cards with adjectives to the students. Get them to read the words on the cards. If they are unable to, read the words for them. Write a word on the board. Those students who have the synonyms of that word have to raise their cards. They then have to read the word out to the class and place the cards on the board.

2. You may want to write sentences using some of the words.

40 min






Optional Activities

1. Show the students the list of adjectives. Allocate one adjective to each student according to their register number. Get them to think of as many synonyms as they can for that adjective. You may want to let them decorate a poster and write the words on the poster.

2. Let them share their words with the class.3. You may want to pin their work on the ‘Writer’s Wall’.4. Alternatively, you may want to create a word search puzzle for the students related

to the synonyms they have learnt during the lesson.


1. Let the students complete Exercise 35 of Learning Vocabulary Workbook 1, page 79 on their own.



1. Divide the class of students into groups. Give each group a stack of cards. Get them to place the cards face down. A student turns over one card first before looking for another card that is a synonym of the card he has first picked. If the student finds the correct card to match his first card, he can keep both cards. If he does not, he turns both cards face down and another person gets a chance. The person with the most number of cards wins.

2. Walk around to ensure that the students understand the game and are following the rules.





Lesson Objectives

Students are able to 1. list words that are opposite in meaning

to given words, 2. match words with opposite meanings.

Theme : We Are Opposites (1)Focus: Specific Word Groups – Antonyms (Opposite Meanings)


1. Learning Vocabulary Workbook 12. Picture cards that can be used to

describe the words on pages 80 – 81

3. A short paragraph from a well-known fairy tale with adjectives

4. Cards with two adjectives on it (Have enough for each group in the class.)

5. A list of synonyms and antonyms of the adjectives used in (4)


1. Show the picture cards that depict people or things that have opposite characteristics to the students. For example, a plump lady and a thin lady. Tell the students that one lady is plump. Ask them how the other lady is different from the first one. Elicit the answer ‘thin’ from them. Write the two adjectives on the board.

2. Repeat this activity as many times as possible. 3. Write the antonyms on the board.

Lesson (15 min)Specific Word Groups – Antonyms (Opposite Meanings)

1. Explain to the students what ‘opposite’ means. Provide the students with many examples to ensure their understanding of the word ‘opposite’.

Example: • What is the opposite of ‘hot’? Ask them questions using commonly used adjectives. 2. Write all the antonyms on the board.

40 min





Optional Activities

1. Get the students to search for their favourite story and look for descriptive words in a portion or a paragraph of the story. Let them identify the adjectives and come up with antonyms to replace the words.

2. Give the students time to rewrite the section of the story using the new words and let them read it to the rest of the class.

3. You may want to pin their stories on the ‘Writer’s Wall’.4. Alternatively, you may want to give them a list of adjectives and get them to write

a paragraph using the adjectives. Then get them to write the same story using the antonyms of the given adjectives.

5. Let them share their stories with the class.

3. Show them a short paragraph from a well-known fairy tale. Underline the adjectives and let them come up with opposites. Then get them to read the paragraph with the new adjectives.





1. Divide the class of students into groups. Give each group a card with two adjectives on it. Give them a list of words and get them to select the words that can be either the antonyms or synonyms of the given adjectives. Give them a time limit.

2. The group that completes the card the fastest is the winner.3. Give a small prize to the winning group.4. Get them to share their answers with the class.




Lesson Objectives

Students are able to 1. list words that are opposite in meaning

to the given words, 2. match words with opposite meanings.

Theme : We are Opposites (2)Focus: Specific Word Groups – Antonyms (Opposite Meanings)


1. Learning Vocabulary Workbook 12. A map consisting of different places

with connecting roads 3. Instructions to show the route to a

place based on the map given in (2)4. A counter5. Word cards with words and their

antonyms (Refer to pages 82 – 83 of Learning Vocabulary Workbook 1.)

6. Numbered riddles with clues that contain adjectives (Have enough for each pair in the class.)

7. Small prizes for the winner of the game (for Additional Activities)


1. Show the students a map that consists of different places and roads. Tell them that a child wants to get from his house to the library. Use a counter to represent the child. Show them the list of instructions with some words underlined. Tell them that the instructions are wrong and they have to do the opposite.

Examples: • ‘Turn right.’ should be ‘Turn left’. instead. • ‘Walk along the straight road.’ should be ‘Walk along the crooked road.’ instead.2. Let the students give the correct instructions and select another student to help to

move the counter to represent the child to the destination on the map.

40 min





Optional Activities

1. Get the students to write a ridiculous or humorous story about a student’s day in school by using the antonyms of adjectives that they would usually use.

Example: • James was a neat boy who had short hair and an ironed uniform. James was an

untidy boy who had long hair and a crumpled uniform.2. Have the students share their stories with the class.3. Assign each student two words and get them to come up with an antonym for each

word. Let them write the words on cards.4. Collect all the cards and use them to play an antonym memory game whenever the

students have free time.

Lesson (15 min)Specific Word Groups – Antonyms (Opposite Meanings)

1. Show the students the word cards, one at a time. Place them on the board. Get them to search for the antonyms of those words from a stack of cards and place them side by side on the board as well.

2. Repeat this activity as many times as possible. 3. After the activity, take away some of the words on the board and ask the students

if they remember what the antonyms of those words are. Invite them to write the words on the board.





1. Divide the students into pairs. Give each pair a number. Assign a riddle to each pair. Tell them that the underlined words in the riddle are actually the opposite of what they should be.

Example: • ‘I am blunt.’ should be ‘I am sharp.’ Let them work out the riddle and write out the answer. Once they have found the

answer, they can come to you to let you know. If they get the answer correct, give them a small prize.

2. Once you have told them that they have the correct answer, let them draw a picture of their answer and colour it.

3. Let them pin the riddle on the ‘Writer’s Wall’.




Lesson Objectives

Students are able to 1. identify and describe the animals and

things around them, 2. complete sentences using the correct

words.

Theme : Animals and Things Around UsFocus: Correct Word Use


1. Learning Vocabulary Workbook 12. A list of vocabulary words3. Riddles based on the words in (2)4. Make a die that is about the size of

a football and write the numbers 1 – 6 on each side

5. Six lists of words


1. Write at least twenty vocabulary words randomly all over the board (Refer to pages 84 – 86 of Learning Vocabulary Workbook 1.). Give the students thirty seconds to look at all the words. Read any words that they do not understand to them.

2. Give them clues and they have to use the clues to decide on the correct word. 3. You may want to make this game more challenging by dividing the class into two

teams. Let two students come up at a time. Once the clues are given, the student who manages to get the correct word first wins.

Example: • I use this when I eat spaghetti. I twirl the spaghetti around and around it. What

am I?

Lesson (15 min)Correct Word Use

1. Draw six columns on the board with a list of words in each column. Let the students take turns throwing the die. You may want to have them throw the die in pairs to speed up the activity. If the die stops at ‘3’, they have to select a word from column 3. Then they have to come up with a sentence using the word. Once the word has been used, cross it out. Ensure that there are enough words in each column so that students who throw the die at the end will not be left with just one or two columns of words.

2. You may want to write the sentences on the board.

40 min





Optional Activities

1. Ask the students to complete Exercise 42, page 86 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. You may want to divide the students into groups. Get each group to think of a

category of words. For example, one group can think of actions that they do every day while another group can think of things they see in their house etc. Then get the groups to come up with a list of words and divide the words equally among themselves. Each student then writes a sentence for each word that he has been assigned.

4. You may want them to draw pictures of what they have written.5. Let them share their work with the class.





1. Direct the students back to pages 84 and 85. Let them use the words in the options that were not selected as their answers to form sentences.

2. They can exchange their sentences and show them to their friends or share their sentences with the class.




Lesson Objectives

Students are able to 1. identify different thoughts that people

have,2. identify the different parts that make

up an everyday item, 3. complete sentences using the correct

parts of the body.

Theme : How are You Feeling?Focus: Correct Word Use


1. Learning Vocabulary Workbook 12. Picture cards of common cutlery

and crockery found in a kitchen3. Word cards with a word on each

of them (based on the vocabulary learnt from Exercise 40 – 45 of Learning Vocabulary Workbook 1)


1. Tell the students that they have to guess how you are feeling by watching your actions. Pretend to rub your arms together as though you are cold. Elicit the answer that you are feeling cold from the students. Encourage the students to answer in complete sentences. Show the answer to the students.

Example: • I rub my arms when I am cold. Discuss with the students what else happens when people are cold. Elicit reasonable

answers from them. Examples: • They will shiver/tremble. • Their teeth will chatter.2. Do another action and get the students to guess how you are feeling. 3. Write the sentences on the board. Underline the vocabulary words.

Lesson (15 min)Correct Word Use

1. Ask the students to name the different cutlery and crockery found in their kitchen. Write the names on the board. Show them some picture cards of common cutlery and crockery and get them to match the words to the picture cards. Then ask them

40 min





Optional Activities

1. Ask the students to complete Exercise 45, pages 89-90 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Show the students a list of action words and explain how a mind map works by

getting them to write one action word in the centre of a paper and then, getting them to draw lines radiating out from the word. For each line, encourage them to write a sentence using the action word. Encourage them to use different subjects.

Examples: • Tom runs to his father. • The leopard runs after its prey. Get them to draw pictures to illustrate each sentence. 4. Let them share their work with the class. 5. You may want to pin their mind maps on the ‘Writer’s Wall’.

about the different parts of the cutlery and crockery. For example, discuss with them about the differences between a plate and a bowl, which part of the knife is used for cutting food, the difference between a glass and a mug etc.

2. Write all the new words on the board and let the students take turns forming sentences using those words.

3. When the students have free time after completing their written work later, you may want them to label the parts of the pictures shown on the cards and write sentences about them. Then pin them on the ‘Writer’s Wall’.





1. Give each student a card with a vocabulary word on it. Divide the students into pairs. Each student gives his partner clues about the word. Once a pair guesses each other’s words, they can form a group of four with another pair to guess their words.

2. You may want to have a time limit for each student so that the activity will be more challenging.




Lesson Objectives

Students are able to 1. form logical and grammatically correct

sentences, 2. rearrange words to form sentences.

Theme : Jumbled Up (1)Focus: Sentence Formation


1. Learning Vocabulary Workbook 12. Cut-up sentences following the

sentence structures in Exercise 46 – 48 in Learning Vocabulary Workbook 1

3. Cut-up sentences written on cards


1. Provide the students a sentence with the words placed in the wrong manner. Example: • Tim school goes to. Ask the students what is wrong with the sentence. Get them to correct the sentence

and write the correct sentence on the board. 2. Repeat this activity as many times as possible.

Lesson (10 min)Sentence Formation

1. Go through the sentences on the board used in the Warm-up Activity. Highlight to the students where the subjects, verbs and objects are.

2. Call on the students, one at a time, and give him a cut-up sentence. Let each student rearrange the words to form a correct sentence and place them on the board. The other students have to decide if the sentence is correct.





40 min





Optional Activities

1. Ask the students to complete Exercise 48, pages 95 – 96 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Let each student write his cut-up sentence and place them in an envelope. Then get

them to exchange the sentence with their friends. Their friends have to rearrange the words to form the sentence.

4. You may want to make the activity more challenging by specifying the number of words for each sentence.

5. You may also want to tell the students not to write the first letter of the first word with a capital letter so that the student rearranging the words will not know which word comes first.


1. Call on a group of students to the front of the class at a time. Give each of them a card but tell them not to look at what is written on it. These cards, when placed in the correct order, will form a complete sentence. Get them to hold the card facing the rest of the class. The other students have to give them directions on where to stand so that the proper sentence is formed.

2. Once completed, get the whole class to read the correctly constructed sentence.3. Repeat this activity as many times as possible to enable all students to have a chance

to form the sentence and to hold the cards.




Lesson Objectives

Students are able to 1. form logical and grammatically correct

sentences, 2. rearrange words to form sentences.

Theme : Jumbled Up (2) Focus: Sentence Formation


1. Learning Vocabulary Workbook 12. Instructions for a magic trick with

cut-out sentences for each step3. Cut-up sentences written on cards4. Cut-up sentences that form a short

paragraph5. A simple dialogue between two

people (for Optional Activity)


1. Tell the students that you have with you the steps for doing a magic trick. However, the words have been mixed up. Show them the words for each step, one at a time, and get them to rearrange the words to form the correct sentence.

2. You may want to perform the magic trick after the steps have been written down. 3. You may also want to give the students a copy of the magic trick for them to try at

home.

Lesson (10 min)Sentence Formation

1. Tell the students that there are different ways to write a sentence. Review the structures taught in the previous lesson. Highlight to the students sentence structures that begin with ‘There is/are’ and ‘It is’. Ask the students questions that require them to give answers using these words.

Example: • How many students are there in this class? They should answer, “There are thirty students in this class.” 2. Write all the sentences on the board. 3. Show the students the cut-up sentences, one at a time, and let them take turns

rearranging the words to form sentences.

40 min





Optional Activities

1. Ask the students to complete Exercise 50, pages 99 – 100 as homework. 2. They should either write their homework details in their student handbooks or fold

the pages of their workbooks.3. Give the students a simple dialogue between two people. Get them to read the

dialogue and write another sentence to say what will happen next.4. Get them to jumble up their sentences and let their friends rearrange the words to

find out what their sentence is.





1. Give each group several cut-up sentences. You may want to use different coloured paper to differentiate among the sentences. Get each group to rearrange the words to form sentences and then rearrange the sentences to form a short paragraph.

2. If time permits, let the groups draw pictures to illustrate their paragraph. 3. Let the students share their work with the class.



1 lesson plan for exercises 1– - sap education · 2019-09-11 · 4. you may want the students to...

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