CLASS 2A1

VENUE Classroom
DATE 4th September 2023
TIME 5:00 p.m. - 6:00 p.m.
(1 hour)
TOPIC Be Smart with Your Money!
THEME Consumerism & Financial Awareness
FOCUS SKILL(S) Main skill:Writing
Complementary skill: Reading
CONTENT STANDARDS

LISTENING SPEAKING READING WRITING

SKILLS SKILLS SKILLS SKILLS
□ 1.1 Understand □ 2.1 Communicate □ 3.1 Understand a □ 4.1 Communicate
meaning in a variety of information, ideas, variety of texts by intelligibly through print
familiar contexts opinion and feelings using a range of and digital media on
intelligibly on familiar appropriate reading familiar topics
topics. strategies to construct
meaning

□ 1.2 Use appropriate □ 2.2 Use register □ 3.2 Explore and □ 4.2 Communicate with
listening strategies in a appropriately expand ideas for appropriate language,
variety of contexts personal development form and style
by reading
□ 1.3 Recognise features □ 2.3 Use appropriate independently and
of spoken genres on communication widely
familiar topics strategies
□ 2.4 Communicate
appropriately to a small
or large group on
familiar topics
LEARNING STANDARDS

□ 1.1.1 Understand with □ 2.1.1 Ask about and □ 3.1.1 Understand the □ 4.1.1 Give detailed
little or no support the give detailed main points in simple information about
main ideas in simple information about longer texts themselves and others
longer texts on a range themselves and others
of familiar topics
□ 1.1.2 Understand with □ 2.1.2 Ask about and □ 3.1.2 Understand □ 4.1.2 Describe future
little or no support express rules and specific details and plans or events
specific information obligations information in simple
and details in simple longer texts
longer texts on a range
of familiar topics
□ 1.1.3 No learning □ 2.1.3 Ask about and □ 3.1.3 Guess the □ 4.1.3 Narrate factual and
standard (will be taught describe future plans or meaning of unfamiliar imagined events and
in subsequent years) events words from clues experiences
provided by other
known words and by
context

□ 1.1.4 Understand longer □ 2.1.4 Explain and give □ 3.1.4 Use with some □ 4.1.4 Describe
sequences of supported reasons for simple support familiar print personality
classroom instructions advice and digital resources to
check meaning

□ 1.1.5 Understand more □ 2.1.5 Ask about and □ 3.1.5 No learning □ 4.1.5 Connect sentences
complex supported describe personality standard (will be into two coherent
questions taught in subsequent paragraphs or more
years) using basic coordinating
conjunctions and
reference pronouns

□ 1.1.6 Understand with □ 2.2.1 No learning □ 3.1.6 No learning □ 4.2.1 Use capitals, full
support longer simple standard (will be taught standard (will be stops, commas in lists,
narratives on a wide in subsequent years) taught in subsequent question marks, and
range of familiar topics years) speech marks
appropriately at
discourse level

□ 1.2.1 Guess the □ 2.3.1 Keep interaction □ 3.2.1 Read and enjoy □ 4.2.2 Spell most high
meaning of unfamiliar going in short fiction / non-fiction frequency words
words from clues exchanges by checking and other suitable print accurately in
provided by other understanding of what a and digital texts of independent writing
known words and by speaker is saying interest
context on a range of
familiar topics

□ 1.3.1 No learning □ 2.3.2 Agree on a set of □ 4.2.3 Produce a plan or

standard (will be taught basic steps needed to draft of two paragraphs
in subsequent years) complete extended or more and modify this
classroom tasks appropriately in
response to feedback

□ 4.2.4 No learning
standard (will be taught
in subsequent years)

LEARNING GOALS

⮚ Identify the correct answer based on the email worksheet given. (C2)

⮚
By the end of the lesson,
students are able to: Develop an informal letter advising about saving money using the correct
format based on the points given. (C3)
SUCCESS CRITERIA

Students can: ⮚ Individually, identify 6 out of 12 correct answer based on the email worksheet
 given. (C2)

⮚ In groups, develop a paragraph of main point in between 40-60 words of an

informal letter advising about saving money using the correct format based on
the points given. (C3)
□ Language
□ Environmental sustainability
□ Values
□ Science and Technology
□ Patriotism and Citizenship
CROSS CURRICULAR
ELEMENTS □ Creativity and Innovation
□ Entrepreneurship
□ Information and Communications Technology
□ Global Sustainability
□ Financial Education

LANGUAGE/ Format of writing an informal letter

GRAMMAR FOCUS

MORAL VALUES Open-minded and appreciative

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

1. Teacher greets the students.

2. Teacher divides the students into 2 big groups.

3. Teacher will show 10 flashcards of different

country flags for the students to identify the currency  Flashcards (country

of each country shown. flags)

SET INDUCTION
(5 minutes) 4. The group with the highest score will receive (Appendix 1)

rewards.

5. The teacher asks the students to guess what

today’stopic is about based on the game played.

6. Teacher introduces the topic.

 7. Teacher teaches the students on the types of

letters.

8. Teacher focuses on informal letter.

9. Teacher distributes an example of an informal ⮚ Example of Informal

letter for students reference. Letter

PRE-LESSON 10. Teacher calls out students randomly to read the ⮚ Whiteboard
(15 minutes)
example of an informal letter. ⮚ Whiteboard markers
11. Teacher teaches the format of an informal (Appendix 2)
letter in a more detailed way using whiteboard.

12. Teacher distributes an email (worksheet) on

spending money.

13. Teacher briefs to the students about the email

worksheet.

14. Teacher gives the students some time to go

through the worksheet. ⮚ Email worksheet

LESSON DEVELOPMENT
(15 minutes) 15. Teacher calls out the name of students (Appendix 3)

randomly to read aloud the paragraphs.

16. Teacher explains to the students the meaning

of unfamiliar words.

17. Teacher goes through the task together with

the students.
 18. Teacher discusses the correct answer and

finalizes each students’ mark.

19. Teacher writes the title of the activity on the

board, e.g develop an informal letter on giving advice

to your sister on how to save money.

20. Teacher divides the students into 3 groups.

21. Each group will receive a paper which contains

main point and details for them to refer. ⮚ Points reference

22. Each groups’ answers must include main idea, ⮚ Whiteboard

POST-LESSON
(20 minutes) supporting detail, example and concluding sentence. ⮚ Whiteboard markers

23. Each group will be given 15 minutes to (Appendix 4)

brainstorm their ideas.

24. Representative of each group will have to write

their answers on the board.

25. Teacher checks the answer together with the

students.

26. Teacher recaps the lesson by integrating moral

values.
 Exit Ticket
CLOSURE 27. Teacher distributes an exit ticket for the
(5 minutes) (Appendix 5)
students to fill in.

28. The students pass their feedback back to the

 teacher.

------no extended activity needed

EXTENDED ACTIVITY

RESOURCES/ ASSESSMENT FOR

T&L STRATEGIES
TEACHING MATERIALS LEARNING

Main Strategy: e.g. Collaborative Learning

21st Century Skills:

Think-Pair-Share
Mix-Pair-Share 
Gallery Walk 
Numbered Heads Together
All Write Round-Robin
Exit Cards 
Pairs Compare
Others: Circle-the-Sage

i-Think Map:

Circle map Tree map

Bubble map Flow map

Double bubble map Multi flow map

Brace map Bridge map

HOTS:
Apply ✔
Analyse
Evaluate
Create

TEACHER’S REFLECTION:
Appendix 1

⮚ Flashcards
Appendix 2

⮚ Example of informal letter

Appendix 3

⮚ Email (Worksheet)
Appendix 4

 Point 1
 Point 2
 Point 3
Appendix 5

 Exit Ticket