LESSON PLAN LESSON: 5

Teacher: Subject: English

Grade: Bridge to Unit: 3 Date:
Success G2
SKILLS AND UNDERSTANDING
Learning objectives:
In this lesson, we will…

Weekly outcomes:
(✔ outcomes covered in this lesson)
Listening:
En.1.L.PA.2 Listen and identify initial, median and final phonemes in simple words.
Reading:
En.1.R.PA.1 Decode short and simple unfamiliar words using phonemic awareness and
blending strategies when reading.
Speaking:
En.1.S.P .2 Pronounce learned words using correct stress and intonation.
Writing:
En.1.W.WS.1 Use phonological awareness and blending strategies to write new words.
Weekly lexis:
(✔ lexis covered in this lesson)

Short u:
duck, bug, rug, cup, run, nut, up, truck

Weekly grammar: Weekly functional language:

(✔ grammar covered in this lesson) (✔ functional language covered in this lesson)

Understand

G.11.1 Modals: can/ can’t

Link to prior learning:

• Imperatives
• Lexis for playing games
21st Century Skills:
• Productivity and Accountability: Introduce learning to manage small projects, individually
or in teams, to produce the intended results
Resources/ equipment needed:
Learner Book pages: 52-57
Activity Book pages: 44-47
Audio tracks: 36, 38-39
Potential challenges for my learners:
UNIT 3 LESSON 5 TASKS/ACTIVITIES
Please also refer to the Teaching Strategies section of the Teacher’s Guide (Page 6 to 8).
Resources Starter
1. Say: Let’s play a game of ‘Rock, paper, scissors’. Find a partner! Encourage
learners to use the vocabulary from Lesson 4.
2. Learners play three rounds of the game and swap partners.
Resources Main Activity
Learner’s Book Read, play and compare: Activity 1
page 54 1. Introduce the words bird and water, showing learners the flashcards and the word
Audio Track 36 cards (PCM 19, 21, 22). Say the words for learners to repeat.
PCM 19 2. Point to the new game on page 54 and explain that it is a game played in
PCM 21 Malaysia. If you have access to a map of the world or globe, you may like to show
it to learners and point to Malaysia.
PCM 22
3. Point to the pictures. Say: Look at the pictures. Listen to the audio. Read and follow
the instructions.
4. Play the audio, pausing and repeating as necessary.
5. As you come to the sentences with missing words, ask: What’s missing? Help
learners complete the missing words in the instructions.
6. Learners write the complete sentences in their notebooks.
Feedback
Correct the answers as a class by asking learners to read out the completed
sentences. Write them on the board so learners can compare what they have written.
Answers
Water can cover a rock, so water wins.
A rock can hit a bird, so rock wins.

Activity Book Activity Book: Activity 1

page 44 1. Learners play five rounds of the new game. Remind learners of the ‘good sport’
phrases from the Activity Book page 43.
2. Learners write the winner of each game in the chart.
Differentiation activities (Support):
1. Pair learners with a more confident peer who has empathy to support them in the
task.
Differentiation activities (Stretch):
1. Let confident learners support less confident learners in pair work.
Learner’s Book Similar or different?: Activity 2
page 54 1. Ask the questions aloud. Explain the words similar and different.
PCM 21 2. Give learners some time to think about their answers.
Feedback
Check answers by asking individual learners to put their hands up and share why
they think the games are the same or different.
Answers
1 The games are similar because they are played by two people making hand signs.
2 The games are different because they use different hand signs.

Differentiation activities (Support):

1. Provide learners with flashcards/word cards (PCM 19, 21, 22) for new vocabulary.
 Differentiation activities (Stretch):
1. Ask learners to write the sentences in their notebook.
Activity Book Activity Book: Activity 2
page 44 1. Remind the learners of the rules of Rock, paper, scissors, which they learned in
Lesson 4.
2. Focus on the chart in the Activity Book. Learners fill in the chart.
Feedback
Draw the chart on the board, and ask learners to put their hands up and to give the
answers ideas for each column. Write them on the board.
Answers
Only in Rock, paper, scissors: paper, scissors; Only in Bird, water, rock: bird, water; In
both games: rock

Resources Plenary
1. Ask: Which game do you prefer? Why?
2. Discuss answers as a class.
 LESSON PLAN LESSON: 6

Teacher: Subject: English

Grade: Bridge to Unit: 3 Date:
Success G2
SKILLS AND UNDERSTANDING
Learning objectives:
In this lesson, we will…

Weekly outcomes:
(✔ outcomes covered in this lesson)
Listening:
En.1.L.PA.2 Listen and identify initial, median and final phonemes in simple words.
Reading:
En.1.R.PA.1 Decode short and simple unfamiliar words using phonemic awareness and
blending strategies when reading.
Speaking:
En.1.S.P .2 Pronounce learned words using correct stress and intonation.
Writing:
En.1.W.WS.1 Use phonological awareness and blending strategies to write new words.
Weekly lexis:
(✔ lexis covered in this lesson)

Short u:
duck, bug, rug, cup, run, nut, up, truck

Weekly grammar: Weekly functional language:

(✔ grammar covered in this lesson) (✔ functional language covered in this lesson)

Understand

G.11.1 Modals: can/ can’t

Link to prior learning:

• Imperatives
• Lexis for playing games
21st Century Skills:
• Productivity and Accountability: Introduce learning to manage small projects, individually
or in teams, to produce the intended results
Resources/ equipment needed:
Learner Book pages: 52-57
Activity Book pages: 44-47
Audio tracks: 36, 38-39
Potential challenges for my learners:
UNIT 3 LESSON 6 TASKS/ACTIVITIES
Please also refer to the Teaching Strategies section of the Teacher’s Guide (Page 6 to 8).
Resources Starter
1. Tell learners you have an imaginary ball.
2. Mime throwing the ball to a learner and ask them to do an action with it. The
other learners have to guess what it is.
3. The learner then throws the ball to another learner. Continue in this way until all
learners have had a turn.
Resources Main Activity
Learner’s Book Guess the word: Activity 1
page 55 1. Show students the pictures. Explain that you will play the audio and learners must
Audio Track 37 guess the sound.
2. Play the audio, and pause after each sound. Tell learners to point at the picture
and say the action.
3. Then say the number of a picture and elicit the action from learners. Put learners
in pairs and ask them to take it in turns to say the number and the action.

Answers
1 roll the ball
2 hit the ball
3 bounce the ball
4 kick the ball
5 throw the ball/catch the ball

Differentiation activities (Support):

1. Provide flashcards with pictures of the action words to assist in understanding of
the vocabulary: hit, catch, roll, bounce, kick.
Differentiation activities (Stretch):
1. Let learners mime a Unit 2 action verb for the rest of the class to guess which
word it is.
Activity Book Activity Book: Activity 1
page 45 1. Say the number of the box and show word cards (PCM 19) in the following order:
PCM 19 throw, catch, roll, hit, kick, bounce, ball, box, bat.
2. Learners write the word in the correct box in Activity Book page 45.
3. Repeat for all words.
Feedback
Call out a number and ask an individual learner to say the correct word. Write the
answers on the board so learners can compare with what they have written.
Answers
1 hit; 2 roll; 3 cut; 4 catch; 5 throw; 6 break; 7 kick; 8 bounce

Differentiation activities (Support):

1. Give the learners the word cards to choose from.
Differentiation activities (Stretch):
1. Ask learners to write sentences using the words in the boxes.
Learner’s Book Can you do it?: Activity 2
page 55 1. Display the action flashcards on the board. Ask individual learners: Can you
(throw a ball)? If learners struggle, provide them with flashcards or pictures.
2. Learners answer: Yes, I can. /No, I can’t.
3. Play ‘Talking line’. Model the activity with one learner. Learners line up in two
rows facing each other. They look at the flashcards on the board and ask each
other two questions with Can you + one of action verbs in the flashcards. You
should say Stop at random intervals. Each time you say Stop, learners in one
line move up one spot so they are facing a new partner. Repeat the activity three
times.

Activity Book Activity Book: Activity 2

page 45 1. Learners write one of the questions they asked their partners and the answer they
received.
2. Model with an example and write it on the board, for example, Can you bounce a
ball? Yes, I can.
3. Check and correct what learners have written.
Resources Plenary
Activity Book Activity Book: Learning goals
page 45 1. Direct learners’ attention to the self-evaluation questions.
2. Read the statements.
3. Ask the learners to think and circle the correct answers. Emphasise the
importance of giving honest answers.
 LESSON PLAN LESSON: 7

Teacher: Subject: English

Grade: Bridge to Unit: 3 Date:
Success G2
SKILLS AND UNDERSTANDING
Learning objectives:
In this lesson, we will…

Weekly outcomes:
(✔ outcomes covered in this lesson)
Listening:
En.1.L.PA.2 Listen and identify initial, median and final phonemes in simple words.
Reading:
En.1.R.PA.1 Decode short and simple unfamiliar words using phonemic awareness and
blending strategies when reading.
Speaking:
En.1.S.P .2 Pronounce learned words using correct stress and intonation.
Writing:
En.1.W.WS.1 Use phonological awareness and blending strategies to write new words.
Weekly lexis:
(✔ lexis covered in this lesson)

Short u:
duck, bug, rug, cup, run, nut, up, truck

Weekly grammar: Weekly functional language:

(✔ grammar covered in this lesson) (✔ functional language covered in this lesson)

Understand

G.11.1 Modals: can/ can’t

Link to prior learning:

• Imperatives
• Lexis for playing games
21st Century Skills:
• Productivity and Accountability: Introduce learning to manage small projects, individually
or in teams, to produce the intended results
Resources/ equipment needed:
Learner Book pages: 52-57
Activity Book pages: 44-47
Audio tracks: 36, 38-39
Potential challenges for my learners:
UNIT 3 LESSON 7 TASKS/ACTIVITIES
Please also refer to the Teaching Strategies section of the Teacher’s Guide (Page 6 to 8).
Resources Starter
1. Remind learners of the rhyme they learned in Unit 2 Lesson 7 (Grandma’s
glasses). Say the poem as a class, miming as you recite.
Resources Main Activity
Learner’s Book Listen and look: Activity 1
page 56 1. Use the flashcards (or realia) to introduce vocabulary. Show the flashcard for cup
Audio Track 38 and ask: What’s this? A cup.
2. Show the flashcard for bug and say: Look, a bug. A cup and a bug. Ask learners to
repeat the words after you.
3. Play the audio up to the pause, and point to the letter u and the pictures in turn.
4. Play the audio again. Learners repeat.
Learner’s Book I can run like a puppy: Activity 2
page 56 1. Display the flashcards and word cards (PCM 23) puppy, bug, bee and rug on the
Audio Track 38 board.
PCM 23 2. Remind the class about rhyming, and give them an example of what rhyming
words sound like.
3. Direct learners’ attention to the poem I can run like a puppy and the picture. Point
to the flashcards and word cards on the board. Ask: Which word rhymes with bug?
Elicit the answer: rug.
4. Play the audio (from after the pause). Mime the actions with learners.
5. Play the rhyme again. Pause after each line for learners to repeat and act out.

Activity Book Activity Book: Activity 1

page 46 1. Read the instructions and ask learners to read the words in the Word box.
2. With a partner, they classify the words according to their sound.
Feedback
Write u and a on the board. Then check the answers by asking individual learners to
say a word each for one of the categories. Write the words on the board for them to
check with their answers.
Answers
Words with a short u sound: duck, bug, rug, cup
Words with a short a sound: hat, man, bag, hand

Differentiation activities (Support):

1. Pair learners with a more confident peer who has empathy to support them in the
task.
Differentiation activities (Stretch):
1. Confident learners support less confident learners during pair work.
2. Learners write additional words with short a and short u.
Learner’s Book Rhyming game ‘Tic-tac-toe’: Activity 3
page 56 1. Display a large copy of the tic-tac-toe grid or draw it on the whiteboard.
2. Model how the game of tic-tac-toe is played with one learner (based on ‘Noughts
and crosses’) and give instructions.
3. Let the learners read the instructions at the Learner’s Book.
4. Divide learners into pairs. They draw a tic-tac-toe grid on a piece of paper.
5. Learners make nine counters.
6. Learners play the game in pairs.
7. Divide the learners into new pairs and let them play again.

Differentiation activities (Support):

1. Check that learners understand the instructions. Repeat them if necessary.
2. Pair learners with a more confident peer who has empathy to support them in the
task.
Differentiation activities (Stretch):
1. Let learners support other learners in the game.
Activity Book Activity Book: Activity 2
page 46 1. Copy the words on the whiteboard.
2. Model the activity. Give instructions and point to the whiteboard. Say: Read the
first word. Look at the picture. Change the letter with the space.
3. Learners do this individually in their Activity Books.
Feedback
Check the answers by asking individual learners to say the missing letters and the
completed word in sequence.
Answers
mug, bug, bus, bun, run, sun, fun

Resources Plenary
1. Revise the words learned in this class by holding up a flashcard and asking
individual learners to say the word.
 LESSON PLAN LESSON: 8

Teacher: Subject: English

Grade: Bridge to Unit: 3 Date:
Success G2
SKILLS AND UNDERSTANDING
Learning objectives:
In this lesson, we will…

Weekly outcomes:
(✔ outcomes covered in this lesson)
Listening:
En.1.L.PA.2 Listen and identify initial, median and final phonemes in simple words.
Reading:
En.1.R.PA.1 Decode short and simple unfamiliar words using phonemic awareness and
blending strategies when reading.
Speaking:
En.1.S.P .2 Pronounce learned words using correct stress and intonation.
Writing:
En.1.W.WS.1 Use phonological awareness and blending strategies to write new words.
Weekly lexis:
(✔ lexis covered in this lesson)

Short u:
duck, bug, rug, cup, run, nut, up, truck

Weekly grammar: Weekly functional language:

(✔ grammar covered in this lesson) (✔ functional language covered in this lesson)

Understand

G.11.1 Modals: can/ can’t

Link to prior learning:

• Imperatives
• Lexis for playing games
21st Century Skills:
• Productivity and Accountability: Introduce learning to manage small projects, individually
or in teams, to produce the intended results
Resources/ equipment needed:
Learner Book pages: 52-57
Activity Book pages: 44-47
Audio tracks: 36, 38-39
Potential challenges for my learners:
UNIT 3 LESSON 8 TASKS/ACTIVITIES
Please also refer to the Teaching Strategies section of the Teacher’s Guide (Page 6 to 8).
Resources Starter
Flashcards or 1. Give a flashcard or realia to each learner.
realia 2. Ask each learner to hold up his/her flashcard/realia and say the word.
Resources Main Activity
Learner’s Book Phonics story: Activity 1
page 57 1. Focus on the pictures and ask learners to predict what happens in the story.
Audio Track 39 2. Tell learners to listen and count the words with short u sound that they hear.
3. Play the recording a few times. Ask: How many words are there with the short u
sound?
4. Play the recording again and point to each picture in turn. Mime to make the
meaning of the word up clear to learners.
5. Play the recording again. Invite learners to repeat after each line.

Differentiation activities (Support):

1. If learners are unable to hear or understand the audio clearly, tell them the story
in a clear and slow voice instead (using the audioscript), pointing out the phrases
and pictures in the book.
Differentiation activities (Stretch):
1. Ask learners to think of any other words they know with a short u sound.
Activity Book Activity Book: Activity 1
page 47 1. Explain the activity.
2. Invite learners to say the words aloud before deciding which ones to use and
writing them.

Answers
Learners’ own answers

Differentiation activities (Support):

1. Give several examples of other words that rhyme and explain what rhyme means.
Differentiation activities (Stretch):
1. Learners write other words that they know that rhyme.
Activity Book Activity Book: Challenge
page 47 1. Make sure learners understand the activity. Explain that they need to choose two
words to complete the sentence.
2. Learners fill in the gaps in the sentence with two words from the Word box on
page 47.
3. Monitor and help as necessary.
If you have time, learners work in pairs to say their sentences and show their
pictures.
Answers
Learners’ own answers
Activity Book Activity Book: Activity 2
page 47 1. Explain how the crossword works.
2. Learners work on their own, or in pairs, to complete the crossword.
Feedback
Put learners in pairs so they can compare their answers. Then check as a class by
calling out the number of a row and asking individual learners to say the correct
answer.
Answers
1 sad; 2 truck; 3 cats; 4 sun; 5 bugs; 6 ducks; 7 hand
Differentiation activities (Support):
1. Give learners flashcards and word cards to help them.
Differentiation activities (Stretch):
1. Let learners help their partner during pairwork.
Resources Plenary
Activity Book Activity Book: Learning goal
page 47 1. Direct learners’ attention to the self-evaluation question.
2. Read the statement.
3. Ask the learners to think and circle the correct answer. Emphasise the importance
of giving an honest answer.