Kelas Darjah 1 Bahasa Inggeris Cikgu Carrie
FUN LEARNING ENGLISH FOR YEAR 1 STUDENTS
Instructor: Miss Carrie
"My daughter has got low marks on her English exam recently."
"Please help! My son failed his English test."
"My children are weak in grammar and writing."
"I have done lots of activities with my children, but they are not interested in English subjects."
~Parents
WAIT!
Do you share the same problems with all of these parents?
Worries no more for the parents out there. 😃
Teacher Carrie will guide your children through learning fun classes.
In this program, your children will:
- be guided using the CEFR standard (Common European Framework of Reference for Languages)
- learn through the following:
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- Learn to sing songs in English and watch fun stories and videos.
- Read and write about interesting topics.
- Learn how to say and spell English words with songs and stories.
- Play games and practice your speaking with our fun tongue twisters.
- Learn about grammar rules, play word games and watch entertaining videos.
- Print flashcards, worksheets, and colouring pages or make some crafts.
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Let's subscribe
English Year 1 class with Teacher Carrie
today!
- Learn to sing songs in English and watch fun stories and videos!
- Read and write about interesting topics!
- Learn how to say and spell English words with songs and stories.
- Play games and practise your speaking with our fun tongue twisters.
- Learn about grammar rules, play word games and watch fun videos.
- Print flashcards, worksheets and colouring pages or make some crafts.
1. Communicate simple information intelligibly
2. Greet, say goodbye, and express thanks using suitable fixed phrases
3. Introduce self to an greet their friends using the phrases taught to them.
4. introduce their name and their friends’ name using the sentence statement taught
5. introduce their name and their friends’ name
6. Form upper and lower case letters of regular size and shape
7. Recognize the number
2. Greet, say goodbye, and express thanks using suitable fixed phrases
3. Introduce self to an greet their friends using the phrases taught to them.
4. introduce their name and their friends’ name using the sentence statement taught
5. introduce their name and their friends’ name
6. Form upper and lower case letters of regular size and shape
7. Recognize the number
1. say 26 alphabets in correct order.
2. write 6 missing letters correctly
3. say 26 alphabets
4. Pupils write the missing letters.
5. Pupils sing the song
6. learn to write number also
2. write 6 missing letters correctly
3. say 26 alphabets
4. Pupils write the missing letters.
5. Pupils sing the song
6. learn to write number also
1. Teacher recaps the colours and numbers with the pupils.
2. Teacher teach how to write and spell colour and numbers
3. Teacher sing a song with students.
4. Teacher will play activities with student about color and numbers
5. Pupils listen to the song I See Colours Everywhere.
6. Ask pupils to state the colours that they hear from the song
2. Teacher teach how to write and spell colour and numbers
3. Teacher sing a song with students.
4. Teacher will play activities with student about color and numbers
5. Pupils listen to the song I See Colours Everywhere.
6. Ask pupils to state the colours that they hear from the song
1. Teacher recaps the colours and numbers with the pupils.
2. Teacher teach how to write and spell colour and numbers
3. Teacher sing a song with students.
4. Teacher will play activities with student about color and numbers
5. Pupils listen to the song I See Colours Everywhere.
6. Ask pupils to state the colours that they hear from the song
2. Teacher teach how to write and spell colour and numbers
3. Teacher sing a song with students.
4. Teacher will play activities with student about color and numbers
5. Pupils listen to the song I See Colours Everywhere.
6. Ask pupils to state the colours that they hear from the song
1. Warm up activity by playing a true/false game to review colours. 2. Point to a green object in the classroom. 3. Repeat for other colours in the classroom
2. Name or describe objects using suitable words from word sets
3. Pupils complete the worksheet given.
4. Pupils are introduced to the sentence pattern “What’s this?” “It’s a (ruler). “Is it a ruler?” Yes, it is. No, it isn’t.
5. Next, play the guessing game with the pupils
6. Teacher call up a pupils and ask the question
7. The other pupils respond using the sentence patterns taught.
2. Name or describe objects using suitable words from word sets
3. Pupils complete the worksheet given.
4. Pupils are introduced to the sentence pattern “What’s this?” “It’s a (ruler). “Is it a ruler?” Yes, it is. No, it isn’t.
5. Next, play the guessing game with the pupils
6. Teacher call up a pupils and ask the question
7. The other pupils respond using the sentence patterns taught.
1. Name or describe objects using suitable words from word sets
2. Pupils complete the worksheet given.
3. Pupils are introduced to the sentence pattern “What’s this?” “It’s a (ruler). “Is it a ruler?” Yes, it is. No, it isn’t.
4. Next, play the guessing game with the pupils
5. Teacher call up a pupils and ask the question
6. The other pupils respond using the sentence patterns taught.
2. Pupils complete the worksheet given.
3. Pupils are introduced to the sentence pattern “What’s this?” “It’s a (ruler). “Is it a ruler?” Yes, it is. No, it isn’t.
4. Next, play the guessing game with the pupils
5. Teacher call up a pupils and ask the question
6. The other pupils respond using the sentence patterns taught.
1. produce a zigzag book of 5classroom objects.
2. draw 5 objects and label them in their zigzag book
3. Pupils are drilled on the sentence pattern to be written in their zigzag book. “What’s this?” It’s a pen.
* Revision. Pupils recaps on the objects learnt on the previous lesson.
2. draw 5 objects and label them in their zigzag book
3. Pupils are drilled on the sentence pattern to be written in their zigzag book. “What’s this?” It’s a pen.
* Revision. Pupils recaps on the objects learnt on the previous lesson.
1. Ask and answer questions about classroom objects
2. Listen and describe the objects
3. Teacher introduces the target language It is my ___ It isn’t my ____
4. Pupils complete the worksheet given using ; It is my______ It isn’t my______
5. coloring the object based on the color
6. Classroom instruction
Sit at your desk, please. Open your bag please. Close your book, please. Pass me a pen, please. Here you are.
2. Listen and describe the objects
3. Teacher introduces the target language It is my ___ It isn’t my ____
4. Pupils complete the worksheet given using ; It is my______ It isn’t my______
5. coloring the object based on the color
6. Classroom instruction
Sit at your desk, please. Open your bag please. Close your book, please. Pass me a pen, please. Here you are.
1. Teacher will do the revision with the pupils
2. Must send the task after class.
3. Game activities
2. Must send the task after class.
3. Game activities
1. Teacher will ask the students to complete their work
2. Teacher will discuss the work with the student
3. The task must be send after class to the teacher.
4. Spelling game
2. Teacher will discuss the work with the student
3. The task must be send after class to the teacher.
4. Spelling game
1. Name or describe objects using suitable words from word sets
2. Understand with support the main idea of very simple phrases and sentences
3. list out the toys
4. number the toys
5. Tell pupils to point to different-coloured objects in the room.
6. Say, eg Find something blue
7. Worksheet given and must be completed.
2. Understand with support the main idea of very simple phrases and sentences
3. list out the toys
4. number the toys
5. Tell pupils to point to different-coloured objects in the room.
6. Say, eg Find something blue
7. Worksheet given and must be completed.
1. Name or describe objects using suitable words from word sets
2. Understand with support the main idea of very simple phrases and sentences
3. list out the toys
4. number the toys
5. Tell pupils to point to different-coloured objects in the room.
6. Say, eg Find something blue
7. Worksheet given and must be completed.
2. Understand with support the main idea of very simple phrases and sentences
3. list out the toys
4. number the toys
5. Tell pupils to point to different-coloured objects in the room.
6. Say, eg Find something blue
7. Worksheet given and must be completed.
1. language focus : His, her, he, she, he’s, she’s, favourite
2. Flash each flashcard of his and her.
3. Elicit what the word is and give the flashcard to the pupils who say it correctly.
4. Textbook page 23
5. Pupils look at the pictures. Point to each child and say his/her name. 6. Pupils prepare themselves to write the toys based on the pictures - Eg: bike, train, ball, kite
7. Play the first question and answer. Pupils repeat. Focus on his for a boy/man.
8. Repeat for each question and answer. Focus on her, he/he’s, she/she’s
9. Pupils practice the questions and answer in open pairs.
10. Demonstrate the activity by drawing two pictures (boy and girl) responding to pupils’ questions.
11. Pupils draw the pictures of female/male friends.
2. Flash each flashcard of his and her.
3. Elicit what the word is and give the flashcard to the pupils who say it correctly.
4. Textbook page 23
5. Pupils look at the pictures. Point to each child and say his/her name. 6. Pupils prepare themselves to write the toys based on the pictures - Eg: bike, train, ball, kite
7. Play the first question and answer. Pupils repeat. Focus on his for a boy/man.
8. Repeat for each question and answer. Focus on her, he/he’s, she/she’s
9. Pupils practice the questions and answer in open pairs.
10. Demonstrate the activity by drawing two pictures (boy and girl) responding to pupils’ questions.
11. Pupils draw the pictures of female/male friends.
1. Review: toy vocabularies, his, her, favourite toy
2. A game to review toy vocabulary
3. show the flashcard and Ask the pupils what they are and review the colours e.g. It’s a red monster.
4. Ask the pupils to listen about the boy and girl and to tell you how old they are and what their favourite toys are.
5. worksheet given
2. A game to review toy vocabulary
3. show the flashcard and Ask the pupils what they are and review the colours e.g. It’s a red monster.
4. Ask the pupils to listen about the boy and girl and to tell you how old they are and what their favourite toys are.
5. worksheet given
1. Language focus - Toy vocabulary What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is … This is …
2. .Draw this grid on the board ( Name Age Favourite toy)
3.Ask a pupil: What’s your name,? How old are you? What’s your favourite toy?
4. Complete the grid with the pupil’s answers.
5. Explain that pupils will find out information about their classmates and complete the grid.
6. Pupils report to the whole class: This is (Haziq/ Najwa). He’s/She’s (seven) years old. His /Her favourite toy is a (doll).
7. They then give this information for themselves (My name is … etc.)
2. .Draw this grid on the board ( Name Age Favourite toy)
3.Ask a pupil: What’s your name,? How old are you? What’s your favourite toy?
4. Complete the grid with the pupil’s answers.
5. Explain that pupils will find out information about their classmates and complete the grid.
6. Pupils report to the whole class: This is (Haziq/ Najwa). He’s/She’s (seven) years old. His /Her favourite toy is a (doll).
7. They then give this information for themselves (My name is … etc.)
1. Writing - toy vocabulary
2. worksheet give to the students
3. Review letters of the alphabet by playing a game where pupils tell you what letter it is. 3. Ask them to tell you a word beginning with that letter.
4. Play ‘I spy’ –thinks of a word and says ‘I spy with my little eye, something beginning with A’
5. Pupils guess the word. The pupil who guesses correctly becomes teacher.
6. Present an anagram (a word with letters mixed up). The word should review toy vocabulary (e.g. o – y – t). Pupils guess the word and spelling
2. worksheet give to the students
3. Review letters of the alphabet by playing a game where pupils tell you what letter it is. 3. Ask them to tell you a word beginning with that letter.
4. Play ‘I spy’ –thinks of a word and says ‘I spy with my little eye, something beginning with A’
5. Pupils guess the word. The pupil who guesses correctly becomes teacher.
6. Present an anagram (a word with letters mixed up). The word should review toy vocabulary (e.g. o – y – t). Pupils guess the word and spelling
1. language focus - toy vocabulary, this is my….. my favourite toy is ….
2. Show the picture of the child. Elicit some information about the child by asking questions: - What’s his/her name? - How old is he/she? - What’s his/her favourite …?
3. Present “This is my….. My favourite toy is ….”
4. write sentences based on character
2. Show the picture of the child. Elicit some information about the child by asking questions: - What’s his/her name? - How old is he/she? - What’s his/her favourite …?
3. Present “This is my….. My favourite toy is ….”
4. write sentences based on character
1. LANGUAGE FOCUS This is… His /her names … He’s … (years old). His/her favourite toy is a (colour) monster.
2. A game to review toy vocabulary
3. . Put up/draw the toy flashcards/pictures on the board. Ask the pupils what they are and review the colours, e.g. It’s a red monster.
2. A game to review toy vocabulary
3. . Put up/draw the toy flashcards/pictures on the board. Ask the pupils what they are and review the colours, e.g. It’s a red monster.
1. Play anagram with the students
2. Draw toys
3. Write simple sentence
4. Game activities for student
2. Draw toys
3. Write simple sentence
4. Game activities for student
1. LANGUAGE FOCUS a/an adjectives: long, short, big, small, ugly, beautiful, old, new
2. differentiate 8 adjectives .
3. guess 8 adjectives learnt.
4. Give pupils time to look at the pictures and to say what they can see.
5. Play the recording. Pupils listen and number.
6. Pupils check in pairs. Play the recording again. Check with the class.
7. Pupils try to remember the adjective order.
8. Pupils play the charade game and try to guess the using the phrases learnt.
2. differentiate 8 adjectives .
3. guess 8 adjectives learnt.
4. Give pupils time to look at the pictures and to say what they can see.
5. Play the recording. Pupils listen and number.
6. Pupils check in pairs. Play the recording again. Check with the class.
7. Pupils try to remember the adjective order.
8. Pupils play the charade game and try to guess the using the phrases learnt.
1. LANGUAGE FOCUS a/an adjectives: long, short, big, small, ugly, beautiful, old, new
2. differentiate 8 adjectives .
3. guess 8 adjectives learnt.
4. Give pupils time to look at the pictures and to say what they can see.
5. Play the recording. Pupils listen and number.
6. Pupils check in pairs. Play the recording again. Check with the class.
7. Pupils try to remember the adjective order.
8. Pupils play the charade game and try to guess the using the phrases learnt.
2. differentiate 8 adjectives .
3. guess 8 adjectives learnt.
4. Give pupils time to look at the pictures and to say what they can see.
5. Play the recording. Pupils listen and number.
6. Pupils check in pairs. Play the recording again. Check with the class.
7. Pupils try to remember the adjective order.
8. Pupils play the charade game and try to guess the using the phrases learnt.
1. name the toys correctly
2. answer using true or false statement
3. identify the flashcards
4. worksheet given
2. answer using true or false statement
3. identify the flashcards
4. worksheet given
1. Name or describe objects using suitable words from word sets
2. Shapes: tangram, triangle, square, circle, parallelogram, rectangle
3. read and colour the shapes
4. Draw a circle and a square on the board.
5. Elicit / teach the word shape .
6. Ask the pupils what other shapes they know.
7. Write the words under the shapes.
2. Shapes: tangram, triangle, square, circle, parallelogram, rectangle
3. read and colour the shapes
4. Draw a circle and a square on the board.
5. Elicit / teach the word shape .
6. Ask the pupils what other shapes they know.
7. Write the words under the shapes.
1. Writing for vocabulary (topic 1 and topic 2)
2. Spelling game
3. Coloring
4. Game activities
5. Question and Answering game
2. Spelling game
3. Coloring
4. Game activities
5. Question and Answering game
1. Writing for vocabulary (topic 1 and topic 2)
2. Spelling game
3. Coloring
4. Game activities
5. Question and Answering game
2. Spelling game
3. Coloring
4. Game activities
5. Question and Answering game
1. exam will be conducted at this time
2. no discussion with the students
3. after exam, parents will keep the paper and snap the answer for teacher
4. Game will be conducted after exam * If have more time left*
2. no discussion with the students
3. after exam, parents will keep the paper and snap the answer for teacher
4. Game will be conducted after exam * If have more time left*
1. Exam discussion
2. extra worksheet
3. game activities
2. extra worksheet
3. game activities
1. Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
2. listen and say the words
3. worksheet
4. game
2. listen and say the words
3. worksheet
4. game
1. spell the words
2. guess the hidden words
3. Tell the story (e.g. Lenny the lizard goes under the green table. Then he goes in the small
4. Review spelling of animal vocabulary by writing gapped words on the board. E.g. s_ider
5.
2. guess the hidden words
3. Tell the story (e.g. Lenny the lizard goes under the green table. Then he goes in the small
4. Review spelling of animal vocabulary by writing gapped words on the board. E.g. s_ider
5.
1. Express basic likes and dislikes
2. write the favourite animals
3. write 10 simple sentences about favourite animals
2. write the favourite animals
3. write 10 simple sentences about favourite animals
1. Express basic likes and dislikes
2. write the favourite animals
3. write 10 simple sentences about favourite animals
2. write the favourite animals
3. write 10 simple sentences about favourite animals
Play the spelling game. Pupils spell the animals’ words.
1. Present and teach prepositions using a classroom object.
2. Put the pencil on, in and under a bagand say the relevant sentences each time. It’s on the bag.It’s in the bag. It’s under the bag.
3. Pupils then are introduced to the words in, on and under.
4. They talk about the picture cards shown by teacher.
5. Pupils are guided to read the simple sentence/ write a simple sentence based on the picture.
6. Pupils place the objects based on teacher’s instruction.
7. Then, pupils are given worksheet on preposition.
1. Present and teach prepositions using a classroom object.
2. Put the pencil on, in and under a bagand say the relevant sentences each time. It’s on the bag.It’s in the bag. It’s under the bag.
3. Pupils then are introduced to the words in, on and under.
4. They talk about the picture cards shown by teacher.
5. Pupils are guided to read the simple sentence/ write a simple sentence based on the picture.
6. Pupils place the objects based on teacher’s instruction.
7. Then, pupils are given worksheet on preposition.
Play the spelling game. Pupils spell the animals’ words.
1. Present and teach prepositions using a classroom object.
2. Put the pencil on, in and under a bagand say the relevant sentences each time. It’s on the bag.It’s in the bag. It’s under the bag.
3. Pupils then are introduced to the words in, on and under.
4. They talk about the picture cards shown by teacher.
5. Pupils are guided to read the simple sentence/ write a simple sentence based on the picture.
6. Pupils place the objects based on teacher’s instruction.
7. Then, pupils are given worksheet on preposition.
1. Present and teach prepositions using a classroom object.
2. Put the pencil on, in and under a bagand say the relevant sentences each time. It’s on the bag.It’s in the bag. It’s under the bag.
3. Pupils then are introduced to the words in, on and under.
4. They talk about the picture cards shown by teacher.
5. Pupils are guided to read the simple sentence/ write a simple sentence based on the picture.
6. Pupils place the objects based on teacher’s instruction.
7. Then, pupils are given worksheet on preposition.
1. Teacher show the picture to the students
2. Pupils look at the picture in the student’s book.
3. Elicit what animals they can see and where some of them are.
4. Play the recording. Pupils follow the song un their student’s books.
5. Play the recording again, pausing after every four lines for pupi ls to repeat.
6. When pupils have learnt the song, practice it with with the whole class and then in groups.
7. Focus pupils on the plural nouns. Write e.g. one elephant, two elephants in school.
8. Write the s for the plural using a different colour.
9. Pupils draw the animals and write the phrases based on the animals
2. Pupils look at the picture in the student’s book.
3. Elicit what animals they can see and where some of them are.
4. Play the recording. Pupils follow the song un their student’s books.
5. Play the recording again, pausing after every four lines for pupi ls to repeat.
6. When pupils have learnt the song, practice it with with the whole class and then in groups.
7. Focus pupils on the plural nouns. Write e.g. one elephant, two elephants in school.
8. Write the s for the plural using a different colour.
9. Pupils draw the animals and write the phrases based on the animals
Pupils recaps on the animals vocabulary. Do the spelling activity.
1. Review animal vocabulary if necessary.
2. Show the pictures of the children and tell the pupils their names (as on worksheet)
3. Hold the flashcard of e.g a lizard, close to you and say I like lizard.
4. Put the flashcard of e.g. the cat on the other side of the room and say I don’t like cats. Look unhappy.
5. Repeat for two two other animals.
6. Pupils look at the pictures in the book. Elicit who and what they can see.
7. Pupils practice reading the dialogue.
8. Provide pupils with worksheet. Pupils write simple sentences based on the pictures given.
1. Review animal vocabulary if necessary.
2. Show the pictures of the children and tell the pupils their names (as on worksheet)
3. Hold the flashcard of e.g a lizard, close to you and say I like lizard.
4. Put the flashcard of e.g. the cat on the other side of the room and say I don’t like cats. Look unhappy.
5. Repeat for two two other animals.
6. Pupils look at the pictures in the book. Elicit who and what they can see.
7. Pupils practice reading the dialogue.
8. Provide pupils with worksheet. Pupils write simple sentences based on the pictures given.
1. Review some classroom objects by playing a game where you tell pupils to, for example, ‘show me your book/pencil’ etc. Pupils find and hold up the object.
2. Next, extend the game to: ‘Put your book on your desk. Put your pencil in your book’. And so on.
3. Draw a picture of 4 animals, on and under classroom objects on the board. Write 2 false sentences about them using and (e.g. The frog is on the desk and the lizard is in the pencil case, The rat is under the bag and the spider is on the book)
4. Ask pupils to read the sentences and orally correct the false information.
5. Pupils draw a similar (or more basic) picture in their exercise books and write a similar false sentence.
6. Pupils write a correct sentence under their picture
2. Next, extend the game to: ‘Put your book on your desk. Put your pencil in your book’. And so on.
3. Draw a picture of 4 animals, on and under classroom objects on the board. Write 2 false sentences about them using and (e.g. The frog is on the desk and the lizard is in the pencil case, The rat is under the bag and the spider is on the book)
4. Ask pupils to read the sentences and orally correct the false information.
5. Pupils draw a similar (or more basic) picture in their exercise books and write a similar false sentence.
6. Pupils write a correct sentence under their picture
1. Do the revision on the animals that they had learnt previously
2. Next, introduce the chant to the pupils. “What do you see?”
3. Then, pupils are guided to read the chant with correct pronunciation.
4. Pupils recite the chants with actions
5. Pupils rewrite the chants in their books.
2. Next, introduce the chant to the pupils. “What do you see?”
3. Then, pupils are guided to read the chant with correct pronunciation.
4. Pupils recite the chants with actions
5. Pupils rewrite the chants in their books.
1. Identify the name of food
2. write simple sentences based on foods learnt
Pre-lesson
1. Draw a happy face and sad face on the board.
2. Say e.g I like....
3. Ask the pupils.
4. Draw a picture of a cake on the board/ show a flashcard. Rub the tummy and say I like cake. Elicit pupils as above. Lesson delivery
5. Hold up each flashcard in turn. Say the word for pupils to say in chorus.
6. Write the word FOOD in the middle of the board and stick the flashcards around it to make a word map.
7. Pupils look at the picture in their SB page 46.
8. Elicit who they can see.
9. Pre-teach LUNCHTIME.
10. Play the recording and pupils point to the food and the words when they hear them. Post lesson
11. Post-lesson task 7 : LISTEN AND POINT
2. write simple sentences based on foods learnt
Pre-lesson
1. Draw a happy face and sad face on the board.
2. Say e.g I like....
3. Ask the pupils.
4. Draw a picture of a cake on the board/ show a flashcard. Rub the tummy and say I like cake. Elicit pupils as above. Lesson delivery
5. Hold up each flashcard in turn. Say the word for pupils to say in chorus.
6. Write the word FOOD in the middle of the board and stick the flashcards around it to make a word map.
7. Pupils look at the picture in their SB page 46.
8. Elicit who they can see.
9. Pre-teach LUNCHTIME.
10. Play the recording and pupils point to the food and the words when they hear them. Post lesson
11. Post-lesson task 7 : LISTEN AND POINT
1. LANGUAGE FOCUS I’ve got/I haven’t got Recycled food vocabulary
2. match the correct pictures
3. answer using true/false
4. IDENTIFY THE FLASHCARDS
2. match the correct pictures
3. answer using true/false
4. IDENTIFY THE FLASHCARDS
Pre-lesson
1. Task 4 : IDENTIFY THE FLASHCARDS Lesson delivery
2. Present and teach have got and haven’t got using the flashcards.
3. Take some in teacher’s hand and say what teacher got and teacher haven’t got.
4. Hand flashcard to pupils to repeat the structure, substituting the food word for the flashcard they have / haven’t got.
5. Read the speech bubbles aloud with the pupils.
6. Give them time to look at the pictures and match.
1. Task 4 : IDENTIFY THE FLASHCARDS Lesson delivery
2. Present and teach have got and haven’t got using the flashcards.
3. Take some in teacher’s hand and say what teacher got and teacher haven’t got.
4. Hand flashcard to pupils to repeat the structure, substituting the food word for the flashcard they have / haven’t got.
5. Read the speech bubbles aloud with the pupils.
6. Give them time to look at the pictures and match.
1. Grammar focus - i have got and i haven't got
2. vocabulary
3. Pre-teach kitchen, milk and juice.
4. worksheet
5. game activities
6. Review the food vocabulary. Ask pupils to state the food orally
2. vocabulary
3. Pre-teach kitchen, milk and juice.
4. worksheet
5. game activities
6. Review the food vocabulary. Ask pupils to state the food orally
1. writing for the vocabulary - kitchen, milk, juice
2. game activities
2. game activities
1. Teacher will ask the students to complete their work
2. Teacher will discuss the work with the student
3. The task must be send after class to the teacher.
4. Spelling game
2. Teacher will discuss the work with the student
3. The task must be send after class to the teacher.
4. Spelling game
1. Teacher will ask the students to complete their work
2. Teacher will discuss the work with the student
3. The task must be send after class to the teacher.
4. Spelling game
2. Teacher will discuss the work with the student
3. The task must be send after class to the teacher.
4. Spelling game
1. exam will be conducted at this time
2. no discussion
3. after exam, parents will keep the paper and snap the answer for teacher
4. Game will be conducted after exam * If have more time left*
2. no discussion
3. after exam, parents will keep the paper and snap the answer for teacher
4. Game will be conducted after exam * If have more time left*
No schedules yet.
Course Information:
Course method: live
Course mode: subscription
Price: RM65.00/4
credits
Session(s): 45 session
Class Frequency: 1/week
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