Unit 1: Home and School
Objectives:
Identify and name common objects at home and school.
Describe their journey to school.
Understand and use new vocabulary related to home and
school.
Identify nouns, adjectives, and verbs.
Write a simple fictional story with a familiar setting
Weeks 1-3 (Lessons 1-9)
Lesson 1:
Topic: Introducing the unit theme: Home and School
Activity:
1. Warm-up (5 mins): "Show and Tell" - Students share a
simple object from home or their school bag. (Use L1 as
needed)
2. Vocabulary Introduction (15 mins): Use flashcards
with pictures of home and school objects (e.g., "house,"
"table," "chair," "school," "book," "pen"). Repeat words
clearly, and have students point and say the words.
3. Listening (15 mins): Play a simple audio recording (if
available) of someone describing their home. Students
listen and point to pictures of the objects mentioned.
4. Speaking (10 mins): Simple question-and-answer:
"What is this?" (pointing to a flashcard). Encourage one-
word answers or short phrases.
Lesson 2:
Topic: Describing the journey to school
Activity:
1. Review (10 mins): Quick flashcard review of
vocabulary from Lesson 1.
2. Vocabulary (15 mins): Introduce words like "bus,"
"car," "walk," "bicycle," "late", "catch". Use pictures and
gestures.
3. Speaking (15 mins): "How do you go to school?" Use
sentence frames: "I go to school by ______." Students
repeat and personalize.
4. Game (5 mins): "Act it out" - students act out different
modes of transport.
Lesson 3:
Topic: Reading: Abdullah's Morning (pages 10-11)
Activity:
1. Pre-reading (10 mins): Show pictures from the story.
Ask simple questions in English (translated if needed):
"Where is the boy?" "What is he holding?"
2. Reading (15 mins): Read the story aloud, slowly and
clearly. Point to the pictures and words. Focus on key
vocabulary.
3. Comprehension (10 mins): Use simple questions (in
English, with L1 support): "What does Abdullah catch?"
"What does his mother give him?"
4. Vocabulary (10 mins): Focus on 3-4 new words from
the text (e.g., "satchel," "smooths," "whispers"). Use
pictures, gestures, and simple definitions.
Weeks 1-3 (Lessons 4-9): Continue working through the unit,
focusing on the activities and language in the book. Adapt the
activities, and break them down into smaller steps. Here's a sample
breakdown:
Lessons 4-6: Focus on pages 12-17 of the Student Book.
Activities could include:
Role-playing parts of the story.
Drawing pictures of the story.
Simple matching exercises with words and pictures.
Identifying the main characters and setting.
Practicing new vocabulary through games like "Simon Says"
or "Bingo".
Lessons 7-9: Focus on pages 18-23
Identifying nouns, adjectives, and verbs from the text. Use
color-coding.
Writing simple sentences about home and school.
Creating a class book about "Our School."
Acting out scenes from the story.
Writing a short, simple story about their own journey to
school (with heavy scaffolding).
Unit 2: Find Out How!
Objectives:
Understand and follow simple instructions.
Learn vocabulary related to making things.
Use imperative verbs.
Identify question marks and exclamation marks.
Write a set of instructions.
Weeks 4-6 (Lessons 10-18)
Lesson 10:
Topic: Introducing the unit theme: Instructions
Activity:
1. Warm-up (5 mins): Play a simple game like "Teacher
Says" to introduce the idea of following instructions.
2. Vocabulary (15 mins): Introduce vocabulary related to
instructions (e.g., "cut," "fold," "stick," "draw," "first,"
"next," "then," "finally"). Use real objects and
demonstrate the actions.
3. Listening (15 mins): Give simple instructions for the
students to follow (e.g., "Stand up," "Touch your nose,"
"Sit down"). Start with one-step instructions, then move
to two-step instructions.
4. Speaking (10 mins): Have students give simple
instructions to each other.
Lesson 11:
Topic: Reading instructions: From Balloon to Mask (page 26)
Activity:
1. Pre-reading (10 mins): Show a picture of a mask. Ask:
"What is this?" "What do we use it for?".
2. Reading (15 mins): Read the instructions aloud,
demonstrating each step. Use gestures and visual aids.
3. Comprehension (10 mins): Ask simple questions:
"What do you need first?" "What do you do next?".
4. Vocabulary (10 mins): Focus on new verbs (imperative
verbs) like "cut", "make", "tie".
Lesson 12:
Topic: Making a paper mask.
Activity:
1. Review (10 mins): Review the instructions from the
previous lesson.
2. Hands-on activity (30 mins): Students make their own
paper masks, following the instructions. Provide
assistance and support.
3. Speaking (5 mins): Students explain the steps they
followed to make their mask.
Weeks 4-6 (Lessons 13-18): Continue working through the unit,
focusing on the activities and language in the book.
Lessons 13-15: Focus on pages 27-31. Activities could include:
Reading and following other simple instructions (e.g., how to
draw a picture, how to make a paper boat).
Sequencing activities (putting instructions in the correct
order).
Identifying imperative verbs in instructions.
Writing simple instructions for a familiar activity (e.g., how
to brush your teeth).
Lessons 16-18: Focus on pages 32-39.
Learning about question marks and exclamation marks.
Practicing using different tenses (present and past) in the
context of giving instructions (e.g., "First, I cut the paper.
Next, I fold it.").
Spelling practice, focusing on adding -ed and -ing to verbs.
Writing their own set of instructions.
Presenting their instructions to the class.
Unit 3: Our Sensational Senses
Objectives:
Identify and name the five senses.
Learn vocabulary related to the senses.
Understand and appreciate simple poems.
Identify prefixes.
Perform a poem.
Weeks 7-9 (Lessons 19-27)
Lesson 19:
Topic: Introducing the five senses
Activity:
1. Warm-up (5 mins): Play a game like "What's that
sound?" (students listen to different sounds and guess
what they are).
2. Vocabulary (15 mins): Introduce the five senses:
"see," "hear," "smell," "taste," "touch." Use actions,
pictures, and real objects (if possible).
3. Activity (20 mins): "Sense Stations" - Set up stations
with different items for students to explore with their
senses (e.g., a bell to hear, a flower to smell, a piece of
fruit to taste, a soft cloth to touch, pictures to see).
4. Speaking (5 mins): Students describe what they are
sensing: "I see a ______." "I hear a ______."
Lesson 20:
Topic: Reading poetry: The Sound Collector (page 40)
Activity:
1. Pre-reading (10 mins): Ask students about their
favorite sounds.
2. Reading (15 mins): Read the poem aloud, using
different voices and intonation.
3. Comprehension (10 mins): Ask simple questions:
"What sounds does the collector collect?" "Do you like
these sounds?".
4. Vocabulary (10 mins): Focus on 3-4 new words from
the poem.
Lesson 21:
Topic: Exploring the sense of hearing.
Activity:
1. Review (10 mins): Review the five senses.
2. Activity (20 mins): Play different sounds (e.g., musical
instruments, nature sounds, everyday sounds). Students
identify the sounds and describe them.
3. Creative Activity (15 mins): Students draw pictures
inspired by the sounds they heard.
Weeks 7-9 (Lessons 22-27): Continue working through the unit.
Lessons 22-24: Focus on pages 41-45.
Explore the other senses through activities (e.g., tasting
different foods, smelling different scents, describing different
textures).
Read and discuss the poem "The Young Fox".
Practice using vocabulary related to the senses in
sentences.
Play games like "I Spy" (using senses).
Lessons 25-27: Focus on pages 46-51.
Learn about prefixes (un-, dis-, re-, pre-, de-).
Identify senses in the poems.
Practice reading the poems aloud with expression.
Create their own simple poems about the senses.
Prepare for a class poetry performance.
Weeks 10-12: Revise and Check Units 1-3
Objectives:
Review and consolidate learning from Units 1-3.
Assess student understanding.
Provide additional practice and support.
Lessons 28-36:
Dedicate these lessons to reviewing the material covered in the
first three units.
Use a variety of activities, including:
Games (e.g., board games, memory games, quizzes)
Worksheet activities from the textbook.
Small group work.
Oral practice.
Re-reading and re-listening to key texts.
Simple writing tasks.
Focus on the areas where students need the most support.
Consider using a simple, visual assessment to check
understanding.
Provide differentiated activities for students who are struggling
or who need more challenge.
Units 4-9:
Continue with the remaining units, following the same pattern:
Unit 4: Traditional Tales (Weeks 13-15, Lessons 37-45)
Unit 5: Keep in Touch! (Weeks 16-18, Lessons 46-54)
Unit 6: Sharing Cultures (Weeks 19-21, Lessons 55-63)
Weeks 22-24: Revise and Check Units 4-6 (Lessons 64-72)
Unit 7: It's a Mystery! (Weeks 25-27, Lessons 73-81)
Unit 8: Our World (Weeks 28-30, Lessons 82-90)
Unit 9: Why Do We Laugh? (Weeks 31-33, Lessons 91-99)
Weeks 34-36: Revise and Check Units 7-9 (Lessons 100-108)
Weeks 37-43: Reading Fiction: The Squink (Lessons 109-
129)
For each unit, create a detailed lesson plan similar to the one provided for
Unit 1, focusing on:
Vocabulary development
Reading comprehension
Grammar and language structures
Writing activities
Speaking and listening practice
Engaging and age-appropriate activities
Additional Tips:
Visual Aids: Use flashcards, posters, real objects, and videos to
support learning.
Games: Incorporate games into every lesson to make learning fun
and engaging.
Songs and Chants: Use songs and chants to help students
remember new vocabulary and grammar.
Repetition: Regularly review previously learned material.
Differentiation: Provide differentiated activities to meet the
needs of all learners.
Assessment: Use a variety of assessment methods to monitor
student progress.
Collaboration: Encourage students to work together in pairs and
small groups.
Cultural Connections: When teaching, make connections to the
students' culture. For example, when teaching about homes, ask
them about traditional Kayin houses.
Patience and Encouragement: Be patient and encouraging.
Learning a new language takes time and effort.
