RPT Bi Year 1

KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 1
SJK
Primary Year 1
National-Type School
Scheme of Work
Primary Year 1 (SJK) Scheme of Work

Contents
Introduction to Primary Year 1 Scheme of Work Document p.3
1. Overview of the Primary Year 1 Scheme of Work p.4
2. Glossary of terms in the Primary Year 1 curriculum framework p.6
3. Differentiation strategies for Primary Year 1 p.9
4. Formative Assessment p.13
5. Suggested Pre-Lesson tasks p.14
6. Suggested Post-Lesson tasks p.19
7. Scheme of Work (Lessons 1 – 81) p.25
Primary Year 1 (SJK) Scheme of Work

Introduction to Primary Year 1 National-Type School Scheme of Work Document
The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and
information for planning and delivering their lessons throughout the year. The Scheme of Work contains
the following sections:
1. Overview of Primary Year 1 National-Type School Scheme of Work
This section will explain to teachers how the Scheme of Work is organised and provides detail on the two
types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons.
2. Glossary of terms in the Primary Year 1 curriculum framework
In order to assist teachers in understanding the Content and Learning Standards which will appear in
each lesson, a number of these Standards have been explained in more detail.
3. Differentiation strategies for Primary Year 1
This section provides teachers with a number of suggested differentiation strategies which teachers may
wish to use within their classes. There are a total of seven strategies and each lesson will have a
recommendation for teachers as to which strategies could be used within that particular lesson.
4. Formative Assessment
This section provides a short overview of formative assessment and suggests 5 possible ways teachers
can assess their pupils.
5. Suggested Pre-Lesson Tasks
Teachers have been provided with a selection of tasks which can be used at the start of each of the non-
textbook-based lessons. There are a total of 12 tasks and details in how each task can be used are
provided.
6. Suggested Post-Lesson Tasks
As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at
the end of each non-textbook-based lesson.
7. Scheme of Work (Lessons 1 – 81)
This section provides teachers with detailed information for both the textbook-based lessons and the
non-textbook-based lessons. This will include the Content and Learning Standards for each lesson,
details of the lesson outline, the learning materials and suggested differentiation strategies. For the
textbook-based lessons teachers will need to refer to the accompanying Teacher’s Book. For the non-
textbook-based lessons, detailed lesson outlines have been supplied which teachers can choose to
follow or adapt as necessary.
3
Primary Year 1 (SJK) Scheme of Work k
1. Overview of the Primary Year 1 National-TypeSchool Scheme of Work
1. What is the Primary Year 1 National-Type School Scheme of Work, and how can it help
teachers?
The Primary Year 1 National-Type School Scheme of Work gives teachers an overview of the
Content and Learning Standards, lesson content and materials for their lessons with Primary Year 1
pupils. They can use the Scheme of Work to help with their daily, weekly and longer-term lesson
planning.
2. How is the Primary Year 1 National-Type School Scheme of Work organised?
The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing
or Language Arts over the whole school year.
It links the lessons to:
 themes and cross-curricular elements in the Primary Year 1 national curriculum

 the four – lesson cycle of skills lessons (Listening, Speaking, Reading, and Writing) and a
Language Arts lesson as outlined in the Primary Year 1 national curriculum
 the Content and Learning Standards contained within the Curriculum Framework document
 suggested learning materials for teachers to use and/or adapt for their classes.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It

also suggests ways of differentiating learning tasks to help pupils at different levels of language
understanding and use.
3. How are content and skills organised in Primary Year 1?
Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language
Arts lesson. From Lesson 6 onwards, Primary Year 1 is generally organised into textbook-based
lessons (using the selected textbook - Superminds 1) and non-textbook-based lessons. In the
textbook-based lessons, there are four skills lessons and a Language Arts lesson. The sequence of
the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook.
In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking,
Reading, Writing and Language Arts as suggested in KSSR Bahasa Inggeris Tahun 1 and KSSR
Bahasa Inggeris SJK Tahun 1 of 2011.
Within each lesson, pupils do a range of activities and they often use and practise more than one skill,
as is found in everyday language use. For example, a speaking lesson may also involve listening;
introductory and/or follow-up activities may practise target language through a different skill, for
example, pupils may read words they have practised using in spoken language. Therefore, every
lesson identifies a main and a complementary content and learning standard, and these often focus
on different skills. The first standard stated in the Scheme of Work represents the main focus of the
lesson, and the complementary standards are secondary. Lesson objectives can be derived from both
these main and complementary standards.
4
The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills
practised in the textbook-based lessons, which should be identified through formative classroom-
based assessment of pupils’ progress.
4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given Content and Learning Standards for lessons. This is because
Content and Learning Standards are repeated a number of times over Primary Year 1 in order to
increase pupils’ chances of success in achieving them across all skills and within Language Arts, but
teachers do not have to follow the learning outline and materials suggested. These can, of course, be
adapted according to the teaching and learning context, as long as they work towards the Content
and Learning Standards for that particular lesson.
5
2. Glossary of terms in the Primary Year 1 curriculum framework
Term in Primary Year 1 curriculum Meaning

framework
Listening 1.1.1 a limited range of high frequency target language

Recognise and reproduce with support phonemes
a limited range of high frequency These are the phonemes shown in the phonics table in
target language phonemes the syllabus document.
A range of target language phonemes in Year 1 means a

suitable variety of phonemes from the phonics table,
based on the teacher’s judgment of how well the pupils
they teach can read.
Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of Familiar contexts are ones which pupils know. Examples
familiar contexts include contexts linked to topics covered in the
Superminds 1 textbook, such as friends and family,
school and food.
However, pupils in rural or remote areas and pupils who

live in cities may be familiar with different contexts.
Teachers should use their own judgment here.
Listening 1.2.1 very simple phrases and sentences

Understand with support the main idea Very simple phrases and sentences are simple in
of very simple phrases and structure. They are short and contain just one clause (e.g.
sentences I’m seven; She can swim, He’s got 2 sisters). The ideas
they contain are easy for pupils to understand (e.g. They
See also live in Kuching, I like bananas)
 Listening 1.2.2
 Reading 3.2.1
 Reading 3.2.2
Listening 1.2.3 very short simple narratives

Understand with a high degree of Very short narratives are stories which are usually not
support very short simple narratives more than 6 lines long. The simple narratives contain
language and ideas which pupils can understand.
Teachers should use their own judgment on very short

simple narratives, based on the level and interest of the
pupils they teach.
6
Speaking 2.1 simple information
Communicate simple information Simple information is frequent, everyday information
intelligibly which is simple cognitively. Examples include pupils
saying their name and age, talking about their home, or
saying what they like. Superminds 1 provides frequent
opportunities for pupils to communicate simple
information.
Speaking 2.1.1 fixed phrases

Give very basic personal information Fixed phrases are useful phrases for communication
using fixed phrases which pupils can understand and use to communicate
successfully. Often the language in the fixed phrases is
See also above their general language level. Here are some
 Speaking 2.1.2 examples: It’s my turn, Good idea! No problem! There are
 Speaking 2.1.4 many fixed phrases in Superminds 1.
 Speaking 2.3.1
 Writing 4.2.1
 Writing 4.2.2
Reading 3.1 linear and non-linear texts

Recognise words in linear and non-linear Linear texts contain only words. Pupils usually read their
texts by using knowledge of sounds of content in the sequence in which it appears on the page.
letters Examples of linear texts include: dialogues, stories and
descriptions.
See also Non-linear texts combine words and pictures. They

 Reading 3.2 involve a different kind of reading from linear texts, as
pupils may move between the words and the pictures as
they read, not always in a sequence. Examples of non-
linear texts include graphs, diagrams, and some
computer games.
Reading 3.3.1 digital games

Read and enjoy simple print and digital Digital games are language games children play on
games at word level language learning DVD ROMs, CD ROMS, or websites.
Writing 4.2 basic information

Communicate basic information Basic information means the same as simple information
intelligibly for a range of purposes in (see Speaking 2.1 above).
print and digital media
a range of purposes
The range of purposes is described in the learning
standards for Years 1 - 6. These purposes involve finding
out about and giving personal details and opinions.
7
Writing 4.3.2 familiar high frequency words
Spell familiar high frequency words High frequency words are words which pupils use
accurately often in Year 1 writing, such as colours, numbers, and
classroom objects. Teachers should use their own
judgment on familiar high frequency words, according
to words pupils write often in their lessons.
8
3. Differentiation strategies for Primary Year 1
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the food
words you know, or What will happen next?) allow more proficient pupils to contribute more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give
different tasks to more proficient and less proficient groups of pupils according to their needs and
interests: see strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
 their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
 with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.
Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that
every pupil says or writes something, so that they feel successful. Two useful strategies here are:
 compulsory plus optional
 remember and share.
i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write two sentences or more, or
In your group, say three colours or more. The minimum target (two sentences, three colours) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional,
and gives a chance for more proficient language pupils to challenge themselves. Some pupils
will stop at the minimum target at first, but with more practice, they will soon get the idea of going
beyond the minimum target.
ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they
learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In one
minute, I’ll cover them… Now, share with your group what you remember and then tell me).
Sometimes, less proficient pupils have good memories, and so this task also allows different
pupils to make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved. When it
is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who
complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in the picture in the textbook; Talk with your friend in English: You choose what to talk about).
Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture)
should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.
9
Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what they
do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want
to do (e.g. the gestures they create for an action song or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes
pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet
write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for
example a group manager, writer or artist. Teachers should make sure to vary pairing and grouping
over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide
on a reading target for each child, and provide them with different tasks from those pupils who can
already read. If a few pupils are proficient readers, they could be given extra tasks. It should be
noted that the Schemes of Work for Primary Year 1 and Year 2 give recommendations for less
proficient readers to be given support during some reading lessons.
Strategy 6: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is limited. They often involve
very short responses. Open questions usually have more possible answers and longer responses.
Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or a cat?)
gives them a chance to produce accurate answers as they are usually easier to answer than open
questions. Asking open questions to more proficient pupils (e.g. What can Misty do now?) provides
extra challenge. As less proficient pupils grow in confidence and competence, teachers can ask them
more open questions. Sometimes there are also good reasons for asking more proficient pupils
easier questions, as this involves them in the lesson and helps the pace of the lesson.
Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For
example, if a pupil who is weak at writing has tried hard and produces work with a number of
misspellings, feedback can be given on what they did well, and only two or three misspellings of
common or important words highlighted. The pupil should respond to this feedback because the
suggested improvement is achievable for them. If a stronger pupil writes well and makes two
misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find
and correct them. The pupil should be able to respond to the extra challenge built in to this feedback.
The same principle applies to giving feedback on pupils’ spoken language.
10
Pupils with pre- and low-level literacy skills
Some pupils are already literate when they begin Primary Year 1, whereas others may not yet be
literate or may be just learning to read. Within the Scheme of Work, reading and writing skills are
developed in different ways and pupils’ literacy skills will be developed through the activities and
lessons, both in the textbook-based lessons and the non-textbook-based lessons as the relevant
Content and Learning Standards are given adequate attention for pupils who are developing literacy
skills.
However, pre-literate pupils, or those with low-level literacy skills, will need extra support. It is
recommended that teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI)
Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where
indicated in the Scheme of Work. This information can be found in the Differentiation column within
the Scheme of Work below.
Please note the following Content and Learning Standards which develop these skills:
1 Content Standard Learning Standard

Listening 1.1 Listening 1.1.1
Recognise and reproduce target Recognise and reproduce with
language sounds support a limited range of high
frequency target language
phonemes

Reading 3.1 Reading 3.1.1
Recognise words in linear and non- Identify and recognise the shapes
linear texts by using knowledge of of the letters of the alphabet
sounds and letters
Reading 3.1.2
Recognise and sound out with
support beginning, medial and
final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC)
Reading 3.1.4
Segment phonemes (CVC, CCVC)
11
For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need
to be addressed from the beginning of Primary Year 1. They are not otherwise covered in the
Scheme of Work. Suggestions for this are also indicated in the Differentiation column, where
appropriate.
Note the following Content and Learning Standards which develop these skills:

Writing 4.1 Writing 4.1.1
Form letters and words in neat i) Demonstrate fine motor control
legible print using cursive writing of hands by using pen or pencil
correctly
ii) Demonstrate correct posture
and pen hold grip
iii) Develop hand-eye coordination
through drawing lines
Writing 4.1.2
i) Form upper and lower case
letters of regular size and shape
ii) Write letters and words in a
straight line from left to right with
regular spaces between words
and spaces
iii) Copy letters and familiar high
frequency words and phrases
correctly
12
4. Formative Assessment
Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as

language learners, and in communicating this information clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative assessment is
therefore also informative. Formative assessment of listening or reading may involve talking with
pupils about different listening and reading strategies they can use. Some of this discussion may be
in L1, as the focus is on learning, not on language performance. Formative assessment of speaking,
may involve highlighting how well a pupil has communicated a message, as well as some explicit or
implicit correction of pronunciation, vocabulary or grammar. The picture is similar with formative
assessment of writing, with spelling and punctuation replacing pronunciation.
There are five common ways of collecting information in order to find out what pupils have done well,
and what they need to improve:
1. observing pupils in class

2. reading and marking their written work
3. asking pupils about their learning, e.g. what they find easy and difficult, what task types and
topics they enjoy
4. asking pupils to self- or peer assess their work
5. testing pupils.
Formative assessment also involves teachers reflecting on the learning in a lesson in order to plan
upcoming lessons effectively. This is of particular value when considering the non-textbook-based
lessons, where learning from the textbook can be reviewed and/or enriched.
13
5. Suggested Pre-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills-
focussed lesson and require minimal materials and preparation. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Each pre-lesson task takes about 5-10 minutes of class time.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: to prepare and give pupils confidence for a listening or reading text
MATERIAL: Board, exercise books and pens
Write anagrams of key topic vocabulary words on the board, e.g.
e l o y l w (for yellow)
r e n e g (for green)
Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
If pupils find this difficult provide the first letter of each word or provide a picture to help them with
meaning.
When finished, invite pupils to form larger groups to see if they have the same words.
Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
MATERIALS: Board
1. write questions on the board for a listening or reading text that the pupils will answer during the
lesson.
2. Provide two or three possible answers for each question for example, “What does Sara like doing?”
a. going swimming
b. watching TV
c. reading books (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils then listen to or read the text to check their predictions.
14
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
MATERIALS: Board
1. Write a list of events in the listening or reading text in a random order or use pictures to illustrate
them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He
sees a mouse in the tent at night. His mother screams! The mouse runs away).
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: to revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards
1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card then
slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece of
paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the
board. Continue until the pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: to revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to prepare
them for the content of the lesson.
2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is blue”
etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct any
false sentences. You could change the action to suit the topic of the lesson or to review other
vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or
with the whole class.
15
PRE-LESSON TASK 6: FINGER-WRITING
AIM: to practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words the pupils will need for the lesson. These should be words the pupils already
know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head
down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word
off the board. If you want to review word-spelling, then you could use a picture.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes
the word on their back by using their finger.
6. Each pupil works out what word his/her partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
NB: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the example
below _ _ _ _ _ _ (pencil).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one
part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to
remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the
teacher has won!
NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has
a good number of parts (e.g. 6 or 7).
16
PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: to help pupils with listening or reading comprehension
MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will have
in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time,
e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main listening or reading focus
for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Choose about 7 or 8 topic words which pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
17
PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.
1. Follow steps 1-5 in Pre-task 9, Remember the Words.

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: to practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic
words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme
you are focusing on, e.g. for /ɒ/:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more
difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils
check their answers.
5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different
from the others). Pictures could be used instead of words to check vocabulary production rather than
reading recognition.
PRE-LESSON TASK 12: PASS IT ON
AIM: to review vocabulary or language to prepare for a lesson
MATERIALS: Word or picture cards
1. Review with the whole class the word or picture cards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and
passes it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the
pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
NB: You can use this activity to support vocabulary learning or reading. You could use short
sentences for more proficient groups of pupils.
18
6. Suggested Post-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson
section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-
focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think that
these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: to provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which
pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: to review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3-6 flashcards which represent the content of a text
which pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and
elicit ideas from the pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals the link may be
The story is on a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can
remember from the text, using the flashcards to help them. This could be sentences focusing on
content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise writing as well as speaking, pupils could come up to the board and write
information under the corresponding flashcard.
19
POST-LESSON TASK 3: GUESS THE WORD
AIM: to review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting the pupils see what it is.
4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag.
A possible variation is:

1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: to review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task.
These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.
20
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: to practise the pronunciation of key language from the lesson
MATERIALS: Listening or reading text, board
1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you
want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask
the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of
words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: to review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a
topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the word, or follows the
instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their
answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the front).
21
POST-LESSON TASK 7: LISTEN AND POINT
AIM: to review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: to review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some
chalk or a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for
each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on
the ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a
fixed time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team
has a word which no other team has, they get an extra point. Alternatively, you can avoid giving
points for these kinds of game, but offer praise yourself and from the other students when teams
do well.
22
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: to review topic vocabulary, to practise listening, speaking and reading
MATERIALS: Board
1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is
a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of
the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils can
work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of
each target language item suggested.
8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil score 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous
pupil.
If this scoring system is too complex for younger children or those less proficient in numeracy, you can
tell pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct
word.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another
source
1. Make sure that each pupil can see the textbook picture or your own picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are true or false, and correct false statements.
6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more
time to look at the picture if they need to do this in order to make their statements.
23
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: to review topic content or vocabulary and encourage pupils to make links between English
learning and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils
to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and
circle one of the pictures/words. This should be something you can connect to your personal life
(e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what
the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: to reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.
Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit
an answer and write it on the board. Then give another example; then elicit another example. You
could include examples of other language structures too, depending on your lesson focus and
level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can
write in their notebooks or it can be done as a speaking activity. This would also be a little quicker.
Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or
reviewed by asking pupils to remember words with a particular sound. This could be from the
lesson or could be from the whole year so far.
24
7. Scheme of Work (Lessons 1 – 81)
25
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends

WEEK: _______________
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?

I’m (name)
He’s, She’s (name)
Bye
26
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Values (Friendship) Strategies 3 and 4 may
1. Introduce target language (Hi, I’m be suitable.
Speaking Speaking … What’s your name?) using
2.1 2.1.4 yourself and pupils as examples. Use other strategies if
Communicate simple Greet, say goodbye, and appropriate.
information intelligibly express thanks using 2. Pupils report back (I’m… He’s…
suitable fixed phrases She’s…) … If appropriate, select
suitable activities for your
Lesson delivery pupils from LINUS
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY 3. Pupils practise target language in to this lesson, to work
SKILL SKILL pairs. towards Content
Standard:
Speaking Speaking 4. Pupils report back to the whole
2.3 2.3.1 class e.g. I’m … he’s/she’s … Writing 4.1
Communicate Introduce self to an Form letters and words in
appropriately to a small audience using fixed 5. Divide pupils into groups of about neat legible print using
or large group phrases 6: they repeat step 3. cursive writing.
6. Make larger groups of about 12:

pupils report names within the
larger group.
7. Pupils report back to whole class
Post lesson
8. Ask pupils to stand in a line in
alphabetical order of their first
names.
9. In pairs, pupils remember as many

names as they can (e.g. He’s
Ahmed, She’s Regina).
10. Finish by eliciting the names of

everyone in the line.
11. Teach pupils Bye!
12. Divide pupils into groups Pupils

say Bye! to each other (e.g. Bye
Nur!, Bye. Amir!). and Bye! to you.
27
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening

WEEK: _______________
TOPIC: Friends
Point to something (green) …

Colours: blue, green, yellow, red, white
28
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards for Language Strategies 1 and 2 may
colours be suitable.
Listening Listening 1. Introduce and teach pupils
1.2 1.2.4 names of colours. Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom Lesson delivery
contexts instructions
2. Give pupils instructions’
Point to something
(red/green etc) - pupils
COMPLEMENTARY COMPLEMENTARY SKILL point to things inside or
SKILL outside the classroom.
Writing
Writing 4.1.2 3. Pupils do step 2 in small
4.1 i) Form upper and lower case groups.
Form letters and words letters of regular size and
in neat legible print shape** 4. Play Simon says. If your
using cursive writing instruction is Simon says
**preliterate pupils only point to something green,
pupils do this. If you just
ii) write letters and words in a say Point to something
straight line from left to right with green, they don’t do it.
regular spaces between words
5. Pupils do step 4 in groups.
and spaces*
6. Pupils write the names of
*all pupils
the colours.
iii) copy letters and familiar high Post lesson
frequency words and phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g.
*all pupils Point to something red and
something blue.
NB Learning standard 4.1.1 also
applies to preliterate pupils here, 8. Pupils do step 7 in groups.
and in all other lessons in the
first few school weeks which
involve writing. Please use your
own judgement on this, as
appropriate to the needs of your
pupils.
29
LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading

WEEK: _______________
TOPIC: Friends
Colour words
30
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be
Review colour words by playing Simon available, or alphabet suitable.
Reading Reading Says (the same as Lesson 2). cards
3.1 3.1.1 Use other strategies if
Recognise words in Identify and recognise Lesson delivery Flashcards of colours appropriate
linear and non-linear the shapes of the letters 1. Have pupils sit or stand in a circle.
texts by using in the alphabet Ask the pupils their names and practise Colour word cards, If appropriate, select
knowledge of sounds of any other spoken language they may divided into sounds, suitable activities for your
letters know at this point (e.g. How are you? e.g. pupils from LINUS
How old are you?). Card 1 – gr Module 1 to be added in
2. Show each letter/letter card and ask Card 2 – ee to this lesson, to work
COMPLEMENTARY pupils which letter is it. Elicit the sound Card 3 – n towards Content
SKILL of the letter, too, as appropriate. Put the Standard:
letters in the middle of the circle. One set of three or four
Reading colours for each pair or Writing 4.1
3.1.2 3. Show pupils the colour flashcards group = one set for Form letters and words in
Recognise and sound out and ask them to tell you the colour in modelling neat legible print using
with support beginning, English. What colour is this? cursive writing.
medial and final sounds Alphabet song: e.g.
in a word 4. Next ask them which sound the https://www.youtube.co
colour starts with e.g. green starts with m/watch?v=A7InEgfPG
g-. Nominate pupils to take the letter xc
from the circle. Repeat.
5. Have pupils sit down at their desks.
Show pupils a set of colour word sound
cards and elicit the sounds on them.
6. On the board, show them how to put
together the colour word sounds cards
to make the colour word.
7. In pairs or small groups, pupils put
together the colour words.
8. Next, pupils take their notebooks.

They copy the colour words into their
book using the appropriate colour
pencil/pen.
Post lesson
Sing or play the alphabet song or other
appropriate song.
31
LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing

WEEK: _______________
TOPIC: Friends
Alphabet, pupils’ names
32
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to your suitable.
Writing Writing lesson content
4.1 4.1.2 Lesson delivery Use other strategies if
Form letters and words i) Form upper and lower 1. Play or sing the alphabet song as in Card for name cards for appropriate.
in neat legible print case letters of regular previous lesson. each pupil. If possible,
using cursive writing size and shape** like a worksheet, with
2. Ask pupils What’s your name? the sentence stem: I’m
**preliterate pupils only _____.
3. Have pupils ask each other what
ii) write letters and words their names are.
in a straight line from left
to right with regular 4. Ask pupils how to spell their name:
What’s your name? How do you spell
spaces between words
that? (this may be a new question for
and spaces*
pupils, but they only need to
understand it. Make the meaning clear
*all pupils by miming writing and eliciting the letter
names)
iii) copy letters and
familiar high frequency 5. Give each pupil a piece of card. Ask
words and phrases them to write their name on the card to
correctly* complete the sentence.
*all pupils 6. When pupils are finished. Collect the
name cards, mix them up and give
them back to different pupils.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 7. Pupils read the name on the cards
and try to find the pupil whose card it is.
Reading Reading At this point, they can say simply
3.1 3.1.1 A: Alia?
Recognise words in Identify and recognise B: Yes / No
linear and non-linear the shapes of the letters
texts by using in the alphabet 8. Make sure pupils all have their own
knowledge of sounds of name cards. Tell them to keep them in
letters their books so that they can put them
on their desks for English classes.
Post lesson
Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)
33
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts

WEEK: _______________
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet
34
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson.
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility
songs verbal responses to: confidence and enjoyment, you can is the rainbow song.
help them to develop entrepreneurial
i) simple chants and raps skills by encouraging them to create See
ii) simple rhymes their own gestures.
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
COMPLEMENTARY J/sing_a_rainbow
SKILL
for the tune and words.
Language Arts
5.1.2
Say the words in simple
texts, and sing simple
songs with intelligible
pronunciation, rhythm
and intonation
i) simple chants and raps

ii) simple rhymes
iii) simple action songs
35

WEEK: _______________
TOPIC: Friends
Hi. What’s your name?

I’m (name)
36
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teacher’s Book suitable.
Listening Listening
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple See Teacher’s Book If appropriate, select
phrases and sentences suitable activities for your
pupils from LINUS
Post lesson to this lesson, to work
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book. towards
SKILL SKILL
Content Standard:
Speaking Speaking Writing 4.1
2.1 2.1.1
Communicate simple Give very basic personal Form letters and words in
information intelligibly information using fixed neat legible print using
phrases cursive writing
37

WEEK: _______________
TOPIC: Friends
Numbers 1 - 10
How old are you?
I’m (age)
38
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book
Form letters and words ii) appropriate.
in neat legible print write letters and words in
using cursive writing a straight line from left to Lesson delivery If appropriate, select
right with regular spaces suitable activities for your
between words and See Teacher’s Book pupils from LINUS
spaces Module 1 to be added in
to this lesson, to work
towards Content
Post lesson Standard:
SKILL SKILL See Teacher’s Book Writing 4.1
Form letters and words in
Writing Writing neat legible print using
4.2 4.2.1 cursive writing
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media
39

WEEK: _______________
TOPIC: Friends
Names of letters of the alphabet
40
CROSS - TEACHER’S NOTES /
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR REMARKS
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.6 Language Strategies 2, 6, and 7
may be suitable.
Reading Reading See Teacher’s Book
Recognise words in Identify and recognise appropriate.
linear and non-linear the shapes of the letters
texts by using in the alphabet Lesson delivery
knowledge of sounds of
letters See Teacher’s Book
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL
See Teacher’s Book
Writing Writing
4.1 4.1.2
Form letters and words ii) write letters and words
in neat legible print in a straight line from left
using cursive writing to right with regular
spaces between words
and spaces
41

WEEK: _______________
TOPIC: Friends
Colours
My hat is (colour)
42
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
SKILL SKILL
Post lesson
Reading Reading
3.1 3.1.3 See Teacher’s Book
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
letters
43

WEEK: _______________
TOPIC: Friends
Recycled language: letters of the alphabet
44
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2, 3, 4 and 7
you know and like, or may be suitable.
Language Arts Language Arts 1. Your choice, as appropriate to your create your own.
5.1 5.1.1 lesson. Use other strategies if
Enjoy and appreciate Demonstrate 10 little numbers appropriate.
rhymes, poems and appreciation through non- Lesson delivery https://www.youtube.co
songs verbal responses to m/watch?v=dk9Yt1PqQ
2. Design a lesson iw
i) simple chants and raps in which pupils develop and share is one possibility.
ii) simple rhymes gestures to accompany a numbers
iii) simple action songs song.
3. Body numbers: small groups of

pupils represent numbers with their
COMPLEMENTARY bodies: all group members are
SKILL involved in representing each
number.
Language Arts
5.1.2 Post lesson
texts, and sing simple 4. Your choice, as appropriate to your
songs with intelligible lesson.
and intonation

ii) simple rhymes
45
TOPIC: Friends
WEEK: _______________
Recycled language from lessons 6 – 10:

What’s your name…?
How old are you?
I’m (years old)
How do you spell?
Names of the letters of the alphabet
46
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper and something Values (Friendship) Strategies 2 and 7 may
to stick pictures on the be suitable.
Listening Listening 1. Pre-lesson task 1: Work at the wall if appropriate
1.2 1.2.5 word.
Understand meaning in Understand short Use other strategies if
a variety of familiar supported questions 2. Introduce and teach the fixed appropriate.
contexts phrase How do you spell….?
If appropriate, select
Lesson development suitable activities for your
pupils from LINUS
COMPLEMENTARY COMPLEMENTARY 3. In groups of 6-8, pupils do a survey Module 1 to be added in
SKILL SKILL of names, ages, and ask how to to this lesson, to work
spell their classmates’ names. towards Content
Writing Writing Standard:
4.2 4.2.2 4. In pairs, they draw their neighbour
Communicate basic Greet, say goodbye, and and write about him/her (E.g. Writing 4.1
information intelligibly express thanks using Lukman/Mira. He’s/She’s 7 years Form letters and words in
for a range of purposes suitable fixed phrases old). neat legible print using
in print and digital cursive writing
media 5. Pupils put their work on the wall to
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the

error.
47

WEEK: _______________
TOPIC: Friends
Recycled language from lessons 6 – 10

What’s your name…?
How old are you?
I’m (years old)
48
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to Language Strategies 2 and 7 may
screw up into a ball be suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher
Communicate Introduce self to an Lesson delivery appropriate.
appropriately to a small audience using fixed
or large group phrases 2. Pupils stand in groups of about 5
or 6.
3. They throw a ball of paper to each

COMPLEMENTARY COMPLEMENTARY other to practise target language in
SKILL SKILL a chain activity.
Writing Writing 4. E.g. Pupil 1 starts: Hi, I’m X …, I’m

4.3 4.3.1 years old and throws the ball of
Communicate with Use capital letters paper to pupil 2 in the circle who
appropriate language appropriately in personal repeats this information, and adds
form and style for a and place names their own information to make a
range of purposes in chain. i.e. He’s/ she’s X, he’s
print and digital media /she’s … years old. I’m Y… I’m
years old.
5. Each pupil repeats previous

information and adds their own
information to the chain.
6. Pupils write about themselves and

a classmate.
Post lesson
7. Post lesson task 6: Whisper and

write
49

WEEK: _______________
TOPIC: Friends
Recycled language: I’m (name/age), What’s your name? How old are you?
50
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.8 - 9 Entrepreneurship Strategies 2, 5, and 7
(role play) may be suitable.
Reading Reading See Teacher’s Book.
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery If appropriate, select
using appropriate sentences suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
towards Content
COMPLEMENTARY COMPLEMENTARY Standard:
SKILL SKILL Post lesson
Writing 4.1
Listening Listening See Teacher’s Book. Form letters and words in
1.2 1.2.3 neat legible print using
Understand meaning in Understand with a high cursive writing
a variety of familiar degree of support very
contexts short simple narratives
51

WEEK: _______________
TOPIC: Friends
Recycled language from topic of Friends
52
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.9 Language Strategies 2, 4, and 6
may be suitable.
Writing Writing See Teacher’s Book.
Communicate basic Give very basic personal appropriate.
for a range of purposes phrases Lesson delivery If appropriate, select
in print and digital suitable activities for your
media See Teacher’s Book. pupils from LINUS
towards Content
COMPLEMENTARY COMPLEMENTARY Post lesson Standard:
SKILL SKILL
See Teacher’s Book. Writing 4.1
Speaking Speaking Form letters and words in
2.1 2.1.5 neat legible print using
Communicate simple Name or describe objects cursive writing
word sets
53

WEEK: _______________
TOPIC: At School
Classroom objects
54
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.10 Language Strategies 2 and 3 may
be suitable.
Listening Listening See Teacher’s Book.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
See Teacher’s Book.
Speaking Speaking
2.1 2.1.5 See Teacher’s Book.
Communicate simple Name or describe objects
word sets
55
TOPIC: At School
WEEK: _______________
What’s this?
It’s a (ruler)
Is it a (ruler)?
Yes, it is/No, it isn’t.
56
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.11 Language Strategies 2, 4 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.

SKILL SKILL
Listening Listening
1.2 1.2.2 Post lesson
Understand meaning in Understand with support
a variety of familiar specific information and See Teacher’s Book.
contexts details of very simple
phrases and sentences
57

WEEK: _______________
TOPIC: At School
It’s a (colour) (object).
58
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Your choice of Language Use appropriate
allows pupils to listen and respond to materials and strategies according to
Language Arts Language Arts short texts. These could be resources. your lesson and class.
5.2 5.2.1 descriptions of classroom objects that
Express personal Name people, things or pupils need to identify. Realia (real things) are .
responses to literary places of interest in recommended.
texts illustrations You could, for example, collect various
accompanying texts classroom items and other realia (real Short texts (e.g. for you
things) to review vocabulary so far. Put to say to describe
these on a tray. Describe an item and classroom items.)
pupils should tell you what it is. You
COMPLEMENTARY COMPLEMENTARY could also write the sentences on the
SKILL SKILL board if you would like to support
reading skills development too.
Speaking Speaking
2.1 2.1.5 You could then play ‘Kim’s Game’,
Communicate simple Name or describe objects where pupils look at the items on the
information intelligibly using suitable words from tray for 30 seconds. Then close their
word sets eyes as you take something away. The
pupils should tell you what you took
away. Pupils can then play a similar
game in small groups.
59

WEEK: _______________
TOPIC: At School
It isn’t my (pen)
Look at (the desk)
60
CROSS -
ELEMENT
be suitable.
Communicate simple Give very basic personal appropriate.
phrases Lesson delivery
SKILL SKILL
Post lesson
Listening Listening
Understand meaning in Understand short
a variety of familiar supported questions
contexts
61

WEEK: _______________
TOPIC: At School
Imperatives + please
e.g. Sit at your desk, please, Open your bag, please
62
CROSS -
ELEMENT
be suitable.
Communicate basic Name or describe objects appropriate.
information intelligibly using suitable words from Lesson delivery
for a range of purposes word sets
in print and digital See Teacher’s Book.
media
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.

SKILL SKILL
Listening Listening
1.2 1.2.4
Understand meaning in Understand short basic
a variety of familiar supported classroom
63

WEEK: _______________
TOPIC: At School
Here’s (your pencil case)

I’m sorry
Thank you
64
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
Understand meaning in Understand with a high appropriate.
contexts short simple narratives Lesson delivery

3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies
65

WEEK: _______________
TOPIC: At School
The letter sound /æ/
66
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.15 Creativity Strategies 2 and 7 may
be suitable.
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word
letters See Teacher’s Book.

SKILL SKILL
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes
67

WEEK: _______________
TOPIC: At school
Is it your X? It isn’t my X.
68
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson that A song of your choice. Creativity and Your choice depending
allows pupils to listen to again and For example, Imagination on your lesson and class.
Language Arts Language Arts appreciate a song. Superminds 1 p.12
5.1 5.1.1 Own material.
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through non- the song on p.12 and encourage pupils
songs verbal responses to: to use classroom items when
responding to the song. For example,
i) simple chants and raps they could set up some desks with
ii) simple rhymes names and items on them in a similar
iii) simple action songs way to the picture on p.12.
COMPLEMENTARY
SKILL
Language Arts
5.1.2
texts, and sing simple
songs with intelligible
and intonation.

ii) simple rhymes
69

WEEK: _______________
TOPIC: At School
This is (my desk)

There’s a bag
70
CROSS -
ELEMENT
be suitable.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
SKILL SKILL
Post lesson
Speaking Speaking
Communicate simple Give very basic personal
phrases
71

WEEK: _______________
TOPIC: At School
Imperatives: Put away (your book). Look for (the rubber).

Can you see (the ruler)?
What number?
72
CROSS -
ELEMENT
be suitable.
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using Lesson delivery
fixed phrases
SKILL SKILL
Post lesson
Writing Writing
Communicate basic Connect words and
information intelligibly proper names using ‘and’
for a range of purposes
media
73

WEEK: _______________
TOPIC: At School
Recycled language: colours

Adjectives: primary (colours), secondary (colours)
74
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.18 Creativity and Strategies 3 and 4 may
Imagination be suitable.
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.
SKILL SKILL
Reading Reading Post lesson

3.2 3.2.1
Understand a variety of Understand the main See Teacher’s Book.
using appropriate
reading strategies
75

WEEK: _______________
TOPIC: At School
Recycled language: colours, primary, secondary (colours)
76
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.19 Creativity and Strategies 2, 4 and 7 may
Innovation be suitable.
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies See Teacher’s Book.

2.1 2.1.5
word sets
77

WEEK: _______________
TOPIC: At school
Review of imperative verb forms and phrases
78
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Before the lesson, prepare Values Your choice as
Play a mime game to review imperative a puppet. Here are some (politeness/saying appropriate to your
Language Arts Language Arts verbs from the textbook. Say the words ideas for simple puppet please) lesson and pupils.
5.3 5.3.1 and the pupils mime. making:
Express an imaginative Respond imaginatively http://www.wikihow.com/M Possibly strategies 2 and
response to literary and intelligibly through Lesson delivery ake-Puppets 3.
texts creating simple art and 1. Introduce your puppet. Get your
craft products puppet to ask some pupils their names *Pupils will make their own You can model several
and review Hello, what’s your name? puppets too. Before the verses to help
Other imaginative or How are you? lesson, decide which kind demonstrate the
responses as appropriate of puppet you are going to response to the chant. If
2. Tell students to listen and watch. Say make and use so that you
the first verse of the chant, opening necessary pupils could
can prepare the resources use L1 to explain the
your book on the last line (where you for the pupils too (or ask
say please). need for ‘please’.
them to bring from home,
Ask pupils why you opened your book e.g. socks)
then. In small group work, you
COMPLEMENTARY COMPLEMENTARY Create a suitable chant could nominate some
SKILL SKILL 3. Say more verses in a similar pattern using your puppet’s name more proficient pupils to
and ask pupils to do the actions when and verbs from the be the teacher and ask
Listening Listening you say please. You could vary the textbook. For example: for more volunteers.
1.2 1.2.4 speed and/or volume of your voice.
Understand meaning in Understand short basic Hi, I’m X. X. Listen to me!
a variety of contexts supported classroom 4. Introduce a new pattern (with Now). X says open your book.
instructions You could try to trick the pupils into Open your book. Open
doing the action before eliciting that your book.
there is no ‘please’. X says open your book.
5. Continue in this way, mixing up the Open your book, please.
verse patterns. X says close your book,
6. Ask pupils to make their own close your book, close your
puppets* (or at least one for each book.
group). S says close your book,
close your book, please.
6. Ask pupils to work in small groups
and take it in turns to be the teacher Now open the door. Open
using their puppet. the door, open the door.
Now, open the door. Open
Post lesson the door, now etc.
Your choice or suggested activity:
Write verbs on the board (e.g. open).
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).
79

WEEK: _______________
TOPIC: At school
Vocabulary review:
Primary and secondary colours
80
CROSS - TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice
Guessing game. Think of an item, pupils ask you each student and technology depending on your
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: scissors (or cut into class and pupils.
5.1 5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. circles for each student
Enjoy and appreciate i) simple chants and Is it a banana? Yes. Depending on time available in advance), colour Possibly 5 or 6.
rhymes, poems and raps and the level of your class, you could have the pens/paints/pencils.
songs ii) simple rhymes pupils take the role of the teacher or work in pairs. Each student will need You could
iii) simple action a pen or pencil and a encourage the
Lesson delivery
songs ruler. pupils to sing along
1. Put flashcards with words of the six main
to the song.
colours (primary and secondary) on the board. Song:
Ask pupils to put them into two groups. You can use a suitable
You could ask short
song that focuses on
2. Play/sing the song and ask pupils to check their answer questions at
COMPLEMENTARY COMPLEMENTARY primary and secondary
answer to stage 1. stage 8 (e.g Will you
SKILL SKILL colours. A suggestion see red? Orange?
3. Give each pupil a colour flashcard OR ask each is: What other colours
pupil to write the name of their favourite colour on https://www.youtube.co
Language Arts Language Arts do you know?
a paper. m/watch?v=bmquqAP2
5.3 5.3.1 Maybe black? Or
w_8 white?) You might
Express an Respond 4. Play/sing the song again and ask pupils to hold
imaginative response imaginatively and up their flashcard/paper when they hear their Here is a song based want to explain in L1
to literary texts intelligibly through colour. on this: why the spinning
creating simple art We are the primary wheel produces
and craft products 5. Draw a circle on the board and divide it into six colours. white.
parts. Elicit the primary colours and write them (or Red, yellow and blue.
Other imaginative ask a pupil to write them) in alternate parts of the Mix us together, and
responses as circle. we turn a colour that’s
appropriate 6. Elicit the secondary colours that are made new.
when the primary colours are mixed and fill in the I‘m red, I’m a primary
last three segments with these. The order should colour.
be: red – orange – yellow – green – blue – purple. I’m blue. I’m a primary
7. Ask pupils to make their own colour wheels. colour too.
They should colour each part (not write the colour We are primary
name); make a small hole in the middle of the colours. Mix us
circle and put in their pencil/pen so it will spin. together, and we make
purple. It’s new!
8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and tell Etc.
you. Some information
Post lesson about colour wheels:
Ask pupils to tell each other which colour they like http://www.bigshotcam
best and why, e.g. I like red. My pencil case is era.com/fun/buildables/
red. colorwheel#01
81
LESSON: 29 Listening (7)
MAIN SKILL(S) FOCUS Listening:

WEEK: _______________
TOPIC: At School
Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue
82
CROSS -
ELEMENT
be suitable.
Understand meaning in Understand short basic appropriate.
contexts instructions Lesson delivery
COMPLEMENTARY COMPLEMENTARY (The giving and following instructions

SKILL SKILL part of the lesson is a good opportunity
for pupils to begin to develop and
Speaking Speaking practise Speaking Learning Standard
2.2 2.2.2 2.2.2)
Use appropriate Ask for attention or help
communication from a teacher or
strategies classmate using one
word or a fixed phrase Post lesson
83

WEEK: _______________
TOPIC: At School
Recycled vocabulary and grammar from the At School topic
84
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.21 Creativity and Strategies 2, 4 and 5 may
Communicate basic Name or describe objects appropriate.
for a range of purposes word sets Lesson delivery
media See Teacher’s Book.

SKILL SKILL
Reading Reading
3.2 3.2.4
Understand a variety of Use with support a
linear and non-linear simple picture dictionary
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics
reading strategies and themes
85
THEME: World of Stories

WEEK: _______________
TOPIC: Let’s Play!
Let’s go, That’s right
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car
86
CROSS -
ELEMENT
be suitable.
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.1 See Teacher’s Book
contexts simple phrases and
sentences
87

WEEK: _______________
His, her, he, she, he’s, she’s, favourite
88
CROSS -
ELEMENT
be suitable.

SKILL SKILL
Speaking Speaking
2.1 2.1.2
Communicate simple Find out about very basic
using fixed phrases
89

WEEK: _______________
Your choice, depending on the story.
90
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on Your own choice of ICT Your choice depending
a short story related to the content of short story. Try to find on the focus of your
Language Arts Language Arts Unit 1 of the textbook or the content of an interactive story for lesson and your class.
5.2 5.2.1 pupils’ learning in other subject areas. the computer if you
Express personal Name people, things or have the facilities. For Remember to vary
responses to literary places of interest in You might need to pre-teach some example: questions during story
texts illustrations vocabulary, but pupils do not need to http://www.topmarks.co telling.
accompanying texts understand every word of the story. .uk/Interactive.aspx?cat
=45
Plan the lesson so pupils can enjoy
listening to and interacting with the https://www.education.c
COMPLEMENTARY COMPLEMENTARY story on the computer (where possible). om/stories/
SKILL SKILL
Where computers are not available, http://primaryhomework
Listening Listening pupils could respond by acting out the help.co.uk/interactive/o
1.2 1.2.3 story or parts of it. nlinestory.htm
Understand meaning in Understand with a high
91

WEEK: _______________
Recycled toy vocabulary + favourite

That’s smart, That’s great
92
CROSS -
ELEMENT
be suitable.
Writing Writing
4.2 4.2.1
media
93

WEEK: _______________
a/an
adjectives: long, short, big, small, ugly, beautiful, old, new
94
CROSS -
ELEMENT
be suitable.
phrases and sentences See Teacher’s Book.
Post lesson
SKILL SKILL See Teacher’s Book.
Listening Listening
1.2 1.2.5
contexts
95

WEEK: _______________
Revision of toy vocabulary
96
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Crossword on the Language Strategies 2 and 4 may
Task 9 board or as a handout be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Flashcards of toys Use other strategies if
Communicate with Spell familiar high 1. Review the toys flashcards by playing appropriate.
appropriate language frequency words ‘Slap’. Pupils sit in a circle. Put all the
form and style for a accurately flashcards face up in the middle of the circle. If appropriate, select
range of purposes in When you say the word, pupils have to race suitable activities for your
print and digital media to grab or slap the correct flashcard. You pupils from LINUS
could organise this so you nominate two or Module 1 to be added in
three pupils to play each time, making sure to this lesson
that all pupils get a turn. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line f of the Phonics
SKILL SKILL 2. Write the numbers of the crossword on the
Table (see Syllabus).
board, and put the corresponding pictures
next to the numbers. Don’t write the words.
Reading Reading
For example, using the crossword given
3.3 3.3.1
below:
Read independently Read and enjoy
for information and simple print and Across
enjoyment digital games at word 3. Plane
level 5. Monster
7. Ball
8. Car
10. Kite
Down
1. Computer game
2. Train
4. Go-kart
6. Doll
9. Bike
3. Do one word across (and perhaps one

down, too) as an example with the whole
class.
4. Ask pupils to complete the crossword in

pairs.
5. Check the answers all together.
Post lesson
Task 8
97
98

WEEK: _______________
Recycled colours, numbers, toys
99
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.26 Patriotism and Strategies 2 and 7 may
citizenship (fair play) be suitable.
Understand a variety of Understand the main appropriate.
print and digital texts by phrases and sentences Lesson delivery If appropriate, select
using appropriate suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
to this lesson
to focus on phonemes
Post lesson from Line f of the Phonics
COMPLEMENTARY COMPLEMENTARY Table (see Syllabus).
Listening Listening
1.2 1.2.3
100

WEEK: _______________
My favourite x is x.
101
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plain paper (small Patriotism and Your choice depending
Review p.24: Play the song and poster paper) and citizenship on your pupils.
Language Arts Language Arts encourage the pupils to sing along to it pencils for each
5.2 5.2.1 as much as possible. student. Possibly strategy 2.
Express personal Name people, things or You could prepare the
responses to literary places of interest in Lesson delivery paper with a box for a You could give different
texts illustrations 1. Ask pupils questions about the picture and gapped levels of support for the
accompanying texts pictures on p.24. text/lines for writing on writing depending on
underneath. your pupils’ literacy level
2. Ask pupils to tell their partner about – for example gaps to
their favourite number, toy and colour. insert grammar words
COMPLEMENTARY COMPLEMENTARY and/or content words
SKILL SKILL 3. Ask pupils to tell the class about their and/or build a model on
partner (e.g. This is X. Her favourite toy the board as a class, or
Writing Writing is X. Her favourite colour is X and her no support at all for
4.3 4.3.3 favourite number is X). highly literate classes
Communicate with Plan and write words and E.g.
appropriate language phrases on a narrow 4. Give out poster paper and ask pupils
form and style for a range of familiar topics to write about themselves at the bottom I’m ______ . My favourite
range of purposes in of the paper. Let pupils use their colour is _____ . My
print and digital media textbook to check spellings and to ask _______ toy is ________
each other for help. . ___ favourite number
___ ____ .
5. When pupils have finished writing,
they can draw a picture above. This
could be of themselves, their favourite
toy etc.
6. Display the pupils’ work in the

classroom.
7. As a class, sing new verses of the

song based on the pupils’ favourite
things.
Post lesson
Ask pupils to read each other’s work
and to find favourites they share with
their classmates, e.g. This is
Mohammed. His favourite number is 7.
My favourite number is seven, too.
102

WEEK: _______________
TOPIC: Let’s Play
Teacher’s choice, depending on story
103
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson around A storybook of your Language Teacher’s choice
reading a story about toys. choice, possibly related depending on the story
Language Arts Language Arts to the topic of Toys. and your class.
5.2 5.2.1 The pupils should have the chance to
Express personal Name people, things or prepare for the story so they For example: Strategies 2, 5 and 6 in
responses to literary places of interest in understand the main elements a little https://www.booksfortop particular may be useful.
texts illustrations better, and should have the chance to ics.com/toys
accompanying texts listen to you reading the story and talk
about it as you read it. This lesson is intended
to bring real story
Note: you will re-use this story in the books into the English
COMPLEMENTARY COMPLEMENTARY next Language Arts lesson (Lesson 70). classroom. If another
SKILL SKILLS book is available but is
not related to the topic,
Listening Listening then it can be used
1.2 1.2.3 instead. Remember the
Understand meaning in Understand with a high pupils don’t need to
a variety of familiar degree of support very understand every word
contexts short simple narratives of the story, it is for
global understanding
with the support of
pictures and
enjoyment.
If no books are
available, there are
many recordings of
books being read aloud
online. Look on Google
or YouTube for a book
of your choice if you
have these facilities.
104

WEEK: _______________
Recycled vocabulary for toys and adjectives
105
CROSS -
ELEMENT
citizenship (Fair play) be suitable.
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word

SKILL SKILL
Listening Listening
1.1 1.1.1
frequency target
language phonemes
106

WEEK: _______________
Recycled vocabulary for toys and adjectives
107
CROSS -
ELEMENT
be suitable.

3.2 3.2.2
Understand a variety of Understand specific
print and digital texts by very simple phrases and
reading strategies
108
THEME: World of Stories:

WEEK: _______________
What’s your favourite (colour)?

Recycled toy vocabulary and adjectives
109
CROSS -
ELEMENT
be suitable.
for a range of purposes phrases Lesson delivery
media See Teacher’s Book.

SKILL SKILL
Speaking Speaking
2.1 2.1.3
Communicate simple Express basic likes and
information intelligibly dislikes
110

WEEK: _______________
Shapes: tangram, triangle, square, circle, parallelogram, rectangle
111
CROSS -
ELEMENT
SKILL SKILL
Post lesson
Reading Reading
reading strategies
112

WEEK: _______________
TOPIC: Let’s Play
Your choice, depending on your story
113
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Continue the story book Creativity and Your choice, depending
Review the story from the previous you started in the Imagination on the activities, the story
Language Arts Language Arts Language Arts lesson by showing previous Language Arts and the pupils.
5.2 5.2.1 pupils the book and asking them to tell lesson (Lesson 65).
Express personal Name people, things or you what they remember (e.g. the
responses to literary places of interest in characters, the storyline). Use the front Develop your own
texts illustrations cover to elicit as much information as materials to use as a
accompanying texts possible, including the name of the follow up to the story,
author and where the book comes from. depending on the story
and on your pupils.
Lesson delivery
1. Re-read the story, reviewing pupils’ Other resources such
COMPLEMENTARY COMPLEMENTARY understanding. as pens, paper, glue,
SKILL SKILL scissors, etc.
2. Plan activities which follow on from depending on your
Language Arts Language Arts the story and extend it. These could planned activities.
5.3 5.3.1 include:
Express an imaginative Respond imaginatively - vocabulary activities, e.g. matching,
response to literary and intelligibly through sorting: colours
texts creating simple art and - activities related to character
craft products descriptions, e.g. a guessing game
‘Who am I?’
Other imaginative - activities related to the storyline, e.g.
responses as appropriate ordering pictures.
3. Plan a creative activity depending on

your class. This could be related to the
story/characters, storyline, topic or
vocabulary. The activity could be
making something, drawing something,
acting something etc.
Post lesson
Ask pupils to sit in a circle to present
what they have made.
Talk to the pupils about the story and
ask them what they liked about the
story, which was their favourite
character and so on.
114

WEEK: _______________
Recycled vocabulary of shapes from lessons 69, 73 and 74
115
CROSS -
ELEMENT
Communicate simple Give very basic personal Lesson delivery appropriate.
phrases See Teacher’s Book.
(Project parts a and b are a good

opportunity for pupils to begin to
COMPLEMENTARY COMPLEMENTARY develop and practise Speaking
SKILL SKILL Learning Standard 2.2.2.)
Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help
communication from a teacher or See Teacher’s Book.
strategies classmate using one
word or a fixed phrase
116

WEEK: _______________
Recycled language: colours, toys, imperatives
117
CROSS -
ELEMENT
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns
Post lesson

SKILL SKILL
Listening Listening
1.2 1.2.5
contexts
118

WEEK: _______________
Recycled vocabulary and grammar from topic 2
119
CROSS -
ELEMENT
be suitable.

SKILL SKILL
Writing Writing
4.2 4.2.1
media
120

WEEK: _______________
THEME: World of Knowledge
TOPIC: Pet Show
Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
121
CROSS -
ELEMENT
be suitable.
contexts simple phrases and Lesson delivery
sentences
SKILL SKILL
Post lesson
Speaking Speaking
word sets
122
LESSON: 49 (Language Arts 11 )

WEEK: _______________
TOPIC: Let’s Play
Complete review of Unit 2 Superminds 1
123
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your own, depending Creativity and Your choice depending
pupils review pages of Unit 2 and say on the focus of your Imagination on your class and lesson.
Language Arts Language Arts what they have learned. lesson.
5.3 5.3.1 Possibly strategy 2 or 4
Express an imaginative Respond imaginatively You can select pages from Unit 2 you
response to literary and intelligibly through think pupils would benefit from You might want to
texts creating simple art and reviewing, possibly focusing on the provide lines for the
craft products songs, chants and stories as Language children to write the
Arts texts. words on the cards or
Other imaginative ask the pupils to write
responses as appropriate Ask pupils to draw a picture and write lines before writing the
about it to show what they have learned words.
(e.g. My favourite toy is my long, blue
train). If you are concerned
about pupils’ drawing
COMPLEMENTARY COMPLEMENTARY skills (the ability to draw a
SKILL SKILL recognisable animal), you
could prepare the picture
Writing Writing cards in advance.
4.2 4.2.4
Communicate basic Name or describe objects If you are concerned
information intelligibly using suitable words from about pupils using
for a range of purposes word sets scissors, you can prepare
in print and digital the cards in advance or
media can have lines for cutting
along on the card. It is
useful, however, for
pupils to practise and
continue to develop this
fine motor skill, however.
124
MAIN SKILL(S) FOCUS:

WEEK: _______________
TOPIC: Pet Show
Prepositions of place: in, on, under
125
CROSS -
ELEMENT
be suitable.
Listening See Teacher’s Book.
1.2 Listening Use other strategies if
Understand meaning in 1.2.2 appropriate.
a variety of familiar Understand with support
contexts specific information and Lesson delivery
details of very simple

SKILL SKILL
Speaking Speaking
2.1 2.1.5
word sets
126

WEEK: _______________
TOPIC: Pet Show
Plural animal nouns (e.g. dogs, spiders, rats)

Recycled animals, colours, prepositions
127
CROSS -
ELEMENT
be suitable.

SKILL SKILL
Listening Listening Post lesson

1.1 1.1.1
Recognise and Recognise and See Teacher’s Book.
frequency target
language phonemes
128

WEEK: _______________
TOPIC: Pet Show
I like/I don’t like

Happy mouth/sad mouth
What about you?
129
CROSS -
ELEMENT
be suitable.
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes Lesson delivery
SKILL SKILL
Post lesson
Listening Listening
130

WEEK: _______________
TOPIC: Pet Show
Imperatives: Come back, touch

Adjectives: amazing, clever
I’ve got an idea
131
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.38 Values (bravery) Strategies 2 and 6 may
be suitable.
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge
variety of contexts of a topic Lesson delivery
SKILL SKILL
Post lesson
Listening Listening
132

WEEK: _______________
TOPIC: Pet Show
Recycled language from the story in lesson 97
133
CROSS -
ELEMENT
be suitable.
Recognise words in Blend phonemes (CVC, appropriate.
texts by using Lesson delivery

SKILL SKILL
Reading Reading
3.1 3.1.4
Recognise words in Segment phonemes
linear and non-linear (CVC, CCVC)
texts by using
letters
134

WEEK: _______________
TOPIC: Pet Show
Recycled vocabulary: classroom objects, animals
135
LEARNING MATERIALS / CROSS - CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING OUTLINE
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
be suitable.
Communicate basic Express basic likes and appropriate.
information intelligibly for dislikes
a range of purposes in Lesson delivery

4.2 4.2.5
Communicate basic Connect words and
information intelligibly for proper names using ‘and’
a range of purposes in
136

WEEK: _______________
TOPIC: Pet Show
Recycled language: animals, plurals, numbers, toys
137
CROSS -
ELEMENT
be suitable.

1.2 1.2.4
Understand meaning in Understand short basic
138

WEEK: _______________
TOPIC: Pet Show
camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground
139
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.42 Environmental Strategies 2 and 4 may
sustainability be suitable.
SKILL SKILL
Post lesson
Listening Listening
contexts
140

WEEK: _______________
TOPIC: Pet Show
leaves, tall (grass)
141
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.43 Environmental Strategies 3 and 5 may
sustainability be suitable.
using appropriate
and letter patterns
Post lesson

SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
texts by using
letters
142

WEEK: _______________
TOPIC: Pet Show
Imperatives: Hug, Go to open, Pick him up, Tie, Mark

Parts of the body: face, eyes, nose
paper plate, mask, hole
143
CROSS -
ELEMENT
Innovation be suitable.
Understand meaning in Understand with a high appropriate.
contexts short simple narratives Lesson delivery
SKILL SKILL
Post lesson
1.2 1.2.2
144

WEEK: _______________
TOPIC: Pet Show
Camouflage
X hides in …
145
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A quiz, e.g. a Environmental Your choice depending
Review animal and habitat vocabulary from True/False quiz: sustainability on your pupils.
Language Arts Language Arts the textbook unit using, for example, Task 5.
5.3 5.3.1 1. Tigers hide under Possibly strategies 2 or
Express an Respond Lesson delivery logs. 3.
imaginative response imaginatively and 1. Quiz – ask questions about where 2. Snakes live in tall
to literary texts intelligibly through different animals hide. This could be a trees. You could provide more
creating simple art True/False quiz, similar to the pre-lesson Etc. or less new vocabulary
and craft products task. It should be written, but could be done depending on their
orally if necessary. A collection of realia interests and capabilities.
Other imaginative You might want/need to teach some new (real things). These can
responses as animal vocabulary if you have particular be gathered and You could provide a
appropriate animals living in the environment. prepared by you, or you model sentence on the
Have pupils work in teams to answer the could include a trip board or ask more
quiz questions. outside with the pupils proficient pupils to work
to collect things from with less proficient.
COMPLEMENTARY COMPLEMENTARY 2. Gather or show pupils what you have the environment if
SKILL SKILL gathered. Ask them what kind of animals possible. This would
Listening Listening hide in these. You might want to help add value to the
1.2 1.2.2 children with new vocabulary. activity.
Understand meaning Understand with
in a variety of familiar support specific 3. Give the animal pictures/toys to the pupils e.g. some brown and
contexts information and and some of the gathered items. green leaves, some
details of very simple sand, some sticks,
phrases and 4. Tell pupils some sentences – they should some grass, some
sentences put the animals in the right place (e.g. the flowers
snake hides in the sand/under the leaves).
Some small toy animals
5. In pairs or small groups, pupils design and or teacher-made
create a collage on poster paper. They draw flashcards/small
an animal on the poster and then cover it up pictures of animals
by sticking sand/leaves/sticks etc. onto the
poster. Coloured pens/pencils,
glue, poster paper
6. Ask pupils to write a sentence on their
collage and display them in the classroom.
Post lesson
Discuss with pupils about the natural
environment and why we should look after it.
Get their ideas about why animals should
stay in their natural environment. You might
need to use a little L1 for this.
146

WEEK: _______________
TOPIC: Pet Show
Recycled language: toys, animals, prepositions, numbers, colours
147
CROSS -
ELEMENT
be suitable.
Writing Writing See Teacher’s Book

SKILL SKILL
Reading Reading
3.2 3.2.4
Understand a variety of Use with support a
linear and non-linear simple picture dictionary
using appropriate words from Year 1 topics
148

WEEK: _______________
TOPIC: Lunchtime
What’s for lunch?

Lunchtime
Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots
149
CROSS -
ELEMENT
be suitable.

SKILL SKILL
Listening Listening Post lesson

1.2 1.2.1
Understand meaning in Understand with support See Teacher’s Book.
contexts simple phrases and
sentences
150

WEEK: _______________
TOPIC: Lunchtime
I’ve got/I haven’t got

Recycled food vocabulary
151
CROSS -
ELEMENT
be suitable.
using appropriate
and letter patterns
Post lesson

SKILL SKILL
Speaking Speaking
2.1 2.1.1
phrases
152

WEEK: _______________
TOPIC: Lunchtime
kitchen, milk, juice,

Imperatives: Help me, Come and take him out
153
CROSS -
ELEMENT
be suitable.

1.1 1.1.1
frequency target
language phonemes
154

WEEK: _______________
TOPIC Lunchtime
Do you like X? Yes, I do. / No, I don’t.

I’ve got X on/in/with my Y.
155
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Poster paper for Crazy Creativity and Your choice depending
Review food vocabulary with a fun Food pictures and imagination on your pupils.
Language Arts Language Arts activity, for example Task 1, 4, 6 or 9 paints (coloured pens
5.2 5.2.1 and pencils if paint not Possibly strategies 1, 2
Express personal Name people, things or Lesson delivery possible) for each pair. or 4.
responses to literary places of interest in 1. Ask pupils if they like foods (review) You could use paper if
texts illustrations – Do you like pizza/sandwich? And you prefer, but posters You could offer more or
accompanying texts What’s your favourite pizza/sandwich? are better for less support for the
Pupils could ask each other questions displaying. sentence pupils will write
in pairs. by eliciting and writing a
model on the board. This
COMPLEMENTARY COMPLEMENTARY 2. Review the song from p.48 of the could be gapped. Or you
SKILL SKILL textbook. Ask pupils to tell their partner could encourage the
if they like the food Tommy makes (e.g. pupils to use the textbook
Writing Writing Do you like an apple in your sandwich?) as a model.
4.3 4.3.2
Communicate with Spell familiar high 3. Tell pupils they will make a Crazy More proficient pupils can
appropriate language frequency words Food Poster. They should work in pairs. work with less proficient
form and style for a accurately First, pupils should decide on their pupils. They can have
range of purposes in crazy food. more than one ingredient
print and digital media in their Crazy Food.
4. Give each pair a poster paper. Pupils
should write the sentence I’ve got xxx If you are concerned
on/in/with my xxx. on the poster paper. about drawing skills
and/or time, you could
5. When pupils have finished writing, prepare a template of a
they can draw a picture of their crazy pizza (or sandwich) that
food. Then they can add a title: My pupils draw on instead of
Crazy Food. giving them a free choice.
This is less creative, but
6. Display pupils’ work in the can be less time
classroom. consuming and simpler
Ask pupils to tell each other which for pupils of less artistic
crazy food they like/don’t like. proficiency.
Post lesson
Task 3, 4 or 6
156

WEEK: _______________
TOPIC: Lunchtime
157
CROSS -
ELEMENT
be suitable.
Communicate simple Find out about very basic appropriate.
using fixed phrases Lesson delivery
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL Post lesson
Listening
Listening 1.2.2 See Teacher’s Book.
1.2 Understand with support
Understand meaning in specific information and
a variety of familiar details of very simple
contexts phrases and sentences
158

WEEK: _______________
TOPIC: Lunchtime
Where’s (Misty)?
Please
Hot
What have you got?
159
CROSS -
ELEMENT
Citizenship (waiting be suitable.
Listening Listening See Teacher’s Book. your turn)
Post lesson
Reading Reading
3.2 3.2.1
Understand a variety of Understand the main
using appropriate
reading strategies
160

WEEK: _______________
TOPIC: Lunchtime
Sorry, stop, shop, hot dog
161
CROSS -
ELEMENT
Citizenship (waiting be suitable.
Reading Reading See Teacher’s Book. your turn)
Post lesson
Listening Listening
1.1 1.1.1
frequency target
language phonemes
162

WEEK: _______________
TOPIC: Lunchtime
Numbers 11 – 20
163
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.52 Values (cooperation) Strategies1 and 3 may be
suitable.

4.3 4.3.2
Communicate with Spell familiar high
form and style for a accurately
164

WEEK: _______________
TOPIC: Lunchtime
Recycled language: food vocabulary, numbers 11 – 20
165
CROSS -
ELEMENT
be suitable.
using appropriate
and letter patterns
Post lesson

SKILL SKILL
Speaking Speaking
2.1 2.1.1
phrases
166

WEEK: _______________
TOPIC: Lunchtime
Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s),
coconut(s), tomato(es), strawberry(ies)
167
CROSS -
ELEMENT
be suitable.
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes
Lesson delivery

SKILL SKILL

3.3 3.3.1
Read independently for Read and enjoy simple See Teacher’s Book.
information and print and digital games at
enjoyment word level
168

WEEK: _______________
TOPIC: Lunchtime

spends
times… is… (3 times 2 is 6)
and (11 and 7 is 18)
169
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A text about food Financial Education Strategy 6 may be
Choose a suitable pre-lesson task that prices. suitable.
Reading Reading reviews key vocabulary.
3.2 3.2.2 One option is to create Use other strategies if
Understand a variety of Understand specific Lesson delivery a short text such as the appropriate.
linear and non-linear information and details of 1. Review fruit and vegetable one shown on the next
print and digital texts by very simple phrases and vocabulary using pictures or flashcards. page. You can adapt If appropriate, select
using appropriate sentences content or change suitable activities for your
reading strategies 2. Ask pupils to draw pictures of five currency to an pupils from LINUS
fruit and/or vegetables in their exercise imaginary one if the Module 1 or 2 to be
books. prices are not suitable added in to this lesson to
to your context. focus on any phonemes
COMPLEMENTARY COMPLEMENTARY 3. Next, elicit some prices for the items from the Phonics Table
SKILL SKILL on the board. Ask pupils to put a price that pupils continue to
on their own fruit/vegetables. Toy money if have problems with.
Speaking Speaking appropriate and
2.1 2.1.4 4. Model the activity using the available
Communicate simple Greet, say goodbye, and information on the board. Ask pupils to
information intelligibly express thanks using tell you what they want by saying Hello.
suitable fixed phrases Two bananas and three apples, please.
Show pupils how to add up the prices to
make a total. Say how much it costs:
That’s X ringgits, please.
They finish the dialogue by saying
thank you and goodbye.
5. Pupils work in pairs to do the activity.
6. Explain the word ‘spend’ using

pupils’ examples.
7. Model a problem on the board.
8. Ask pupils to read the sentences and

solve the problems individually first if
appropriate, and then check in pairs.
Post lesson
Task 12
170
Find out what the pupils spend
1. Uma has got two bananas and four peaches. A banana is 1 ringgit, and a peach is 2 ringgits. She spends …
2. Jason has got 3 tomatoes and two coconuts. A tomato is 3 ringgits, and a coconut is 4 ringgits. He spends …
3. Anna has got 5 pears and 2 oranges. A pear is 3 ringgits, and an orange is 2 ringgits. She spends …
4. Danish has got 2 pineapples and 3 onions. A pineapple is 5 ringgits and an onion is 3 ringgits. He spends …
5. Najwa has got 2 cakes and 2 cheese sandwiches. A cake is 6 ringgits and a cheese sandwich is 4 ringgits. She spends …
171

WEEK: _______________
TOPIC: Lunchtime

spends
times… is.. (3 times 2 is 6)
and (11 and 7 is 18)
172
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic food Financial Education Strategy 2 may be
Choose an appropriate pre-lesson task suitable.
Writing Writing to review food vocabulary. An outline of the text in
4.3 4.3.3 lesson 143 for pupils to Use other strategies if
Communicate with Plan and write words and Lesson delivery use as a model. appropriate.
appropriate language phrases on a narrow 1. Review numbers 1-10 and maths
form and style for a range of familiar topics concepts of adding and multiplying
range of purposes in depending on the previous lesson. You
print and digital media could do this using plastic food and
prices, and setting problems to solve
orally.
COMPLEMENTARY COMPLEMENTARY 2. Review the text of the problems in

SKILL SKILL Lesson 143.
Writing Writing 3. Pupils work in pairs to write their own

4.2 4.2.5 problems in their exercise books. They
Communicate basic Connect words and could use their drawings and prices
information intelligibly proper names using ‘and’ from Lesson 143 for ideas or as a base.
for a range of purposes
in print and digital 4. Pairs swap problems and solve each
media other’s.
5. Pairs work together in groups of four

to check the answers.
Post lesson
Choose a post-lesson task that lets
pupils move around and review
learning.
173

WEEK: _______________
TOPIC: Lunchtime

On the ground, in trees, on plants
174
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.55 Science and Strategies 2 and 3 may
Technology be suitable.
See Teacher’s Book and Workbook.

SKILL SKILL

3.2 3.2.3
Understand a variety of i) Use visuals on the See Teacher’s Book.
print and digital texts by a word or phrase
using appropriate
reading strategies ii) Identify and remember
and letter patterns
175

WEEK: _______________
TOPIC: Lunchtime
Recycled language: toys, food, imperatives
176
CROSS -
ELEMENT
for a range of purposes phrases Lesson delivery
media See Teacher’s Book and Workbook.

SKILL SKILL
Reading Reading
3.2 3.2.2
reading strategies
177

WEEK: _______________
TOPIC: Lunchtime
Recycled language from the topic
178
CROSS -
ELEMENT
be suitable.
Understand a variety of Use with support a appropriate.
linear and non-linear simple picture dictionary Lesson delivery
using appropriate words from Year 1 topics See Teacher’s Book and Workbook.
Post lesson

SKILL SKILL
Speaking Speaking
2.1 2.1.1
phrases
179

WEEK: _______________
TOPIC: Lunchtime
Recycled topic language

Healthy/unhealthy
180
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Global sustainability Strategies 2 and 5
Teach pupils new vocabulary: healthy and unhealthy. may be suitable.
Listening Listening Make 2 columns on the board: healthy food and unhealthy Copy of Wendy, Nasir
1.3 1.3.1 food. and Lisa text and grid Use other strategies if
Ask pupils to name healthy and unhealthy food. They can
Use appropriate Predict words they on next page appropriate.
use L1 if they don’t know the food in English. Teach
listening strategies in will hear by using sweets and fizzy drink if pupils don’t suggest these.
a variety of contexts knowledge of a topic Pupils come to the board and write the items in the correct
columns on the board.
Pre-lesson task 2: Guess the answer: linked to a text you

COMPLEMENTARY COMPLEMENTARY tell pupils about Wendy, Nasir and Lisa (see next page).
SKILL SKILL Pupils predict the healthy and unhealthy food they will hear
Lesson delivery
Listening Listening
1. Tell the story in the Wendy, Nasir and Lisa text, and
1.2 1.2.2 check pupils’ guesses with them.
Understand meaning Understand with
in a variety of familiar support specific 2. Give pupils the grid on the next page and read out the
contexts information and text. Ask pupils to complete the grid. Read the text
details of very simple out again if necessary.
phrases and
sentences 3. Check pupils’ answers and tell the story one more
time so that pupils can confirm their answers.
4. Ask pupils why healthy eating is important. This

discussion will be in L1, as the focus here is on
human well-being and development, and not on
language.
5. Give pupils a handout of the text, or write a copy on

the board.
6. Put pupils into pairs or small groups and ask them to

change Wendy, Lisa and Nasir’s food so that it is all
healthy.
7. Make larger groups, and ask pupils to read the text

out to their groupmates.
8. Groupmates identify the new food and say whether it

is healthy.
Post lesson
Post-lesson task 8: Make a word ladder, using healthy
food items.
181
Wendy, Nasir and Lisa
Wendy has got a cheese sandwich, an apple, a banana and some

sweets for her lunch.
Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.
Lisa has got steak, peas, carrots, and 2 cakes for her lunch.
Wendy Nasir Lisa
Healthy food
Unhealthy food
182

WEEK: _______________
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet show and Lunchtime
Revision of Year 1 language
183
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board and grid on next Entrepreneurship Strategies 4 and 5 may
Give pupils the Find a friend who… grid page be suitable.
Listening Listening on the next page, or write it on the
1.2 1.2.5 board and ask pupils to copy it. Use other strategies if
Understand meaning in Understand short Practise the questions pupils will need appropriate.
a variety of familiar supported questions to ask (e.g. Do you like cats? Have you
contexts got 2 brothers?).
Lesson delivery
1. Tell pupils to mingle and complete
COMPLEMENTARY COMPLEMENTARY the grid with a new name for each
SKILL SKILL question. If mingling is not possible
in your classroom, pupils can sit
Speaking Speaking and work in groups of about 8-10.
2.1 2.1.2
Communicate simple Find out about very basic 2. When most, but not all, pupils are
information intelligibly personal information ready, stop the game.
using fixed phrases
3. Elicit a few answers from pupils as
a whole class.
4. Divide pupils into pairs or small

groups and tell them that they’ll
create their own grid, using about 3
entries, depending on time
available.
5. Elicit a few possible entries for a

new grid to help pupils get ideas
for their task.
6. Pupils create their new grid.
7. Pupils repeat steps 3 and 4.
Post lesson
Repeat step 5.
184
Find a friend who
Find a friend who… Name
likes cats
has got 2 brothers
is 7 years old
is brave
likes cheese
has got a red pencil case
185

WEEK: _______________
186
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board and Me and my Values (cooperation) Strategies 3 and 4 may
Give pupils the Me and my friends grid friends grid on the next be suitable.
Speaking Speaking on the next page, or write it on the page
2.1 2.1.1 board and ask pupils to copy it. Use other strategies if
Communicate simple Give very basic personal Ask pupils to complete the grid with appropriate.
information intelligibly information using fixed information which is true for them.
phrases
Lesson delivery
1. Practise the statements pupils will
need to use to communicate
COMPLEMENTARY COMPLEMENTARY information to their classmates
SKILL SKILL (e.g. I’m 7 years old, My favourite
food is/I like chicken).
Listening Listening
1.2 1.2.2 2. Put pupils in groups of 4 and ask
Understand meaning in Understand with support them to exchange information.
contexts details of very simple 3. When most, but not all, pupils are
phrases and sentences ready, stop the game.
4. Ask pupils to report back one

interesting thing from their group
(e.g. Zil and me like spiders,
Ahmed and Chelvi have got 5
brothers).
Post lesson
Post-lesson task 1: Spot the

differences: pupils do this in groups.
They change information in their
completed grids, and their groupmates
correct them.
187
Me and my friends
Me My Friend My Friend My Friend

(Name:…………….…….) (Name:…………………….) (Name:…………………….)
Age
Brothers
Sisters
Favourite food
Favourite animal
Favourite toy
188

WEEK: _______________
189
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your own ABC poster Values (cooperation) Strategies 4 and 5
Pre-lesson task 4: Identify the flashcards (optional) may be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Poster paper for Use other strategies if
Communicate with Spell familiar high 1. Tell pupils that they’ll be making an ABC poster pupils appropriate.
appropriate language frequency words of Year 1 words together.
form and style for a accurately 1 set of 18 small
2. You can show pupils a finished ABC poster you
range of purposes in pieces of paper for
have made yourself as an example if
print and digital media each group of 3
appropriate.
pupils
3. Divide pupils into groups of 3.
4. Give each group poster paper on which they

will draw pictures of Year 1 vocabulary items.
SKILL SKILL 5. Write letters of the alphabet on the board. Miss
out letters h, I, j q, u, w, x, z, as it is difficult to
Reading Reading make words beginning with these letters.
3.2 3.2.3
Understand a variety i) Use visuals on the 6. Ask pupils to copy these letters onto their
of linear and non- page to help poster.
linear print and digital understand a word or
7. Give each group the set of 18 pieces of paper.
texts by using phrase
Tell pupils that they’ll write the words for their
appropriate reading
pictures on these pieces of paper.
strategies ii) Identify and
remember high 8. Tell pupils to agree who is responsible for
frequency sound and letters a, b, c, d, e, f, who for g, k, l, m, n, o and
letter patterns who for p, r, s, t, v, y.
9. Tell pupils to look though the Superminds

textbook, to draw pictures of items beginning
with their letters on the poster and to write the
words on their pieces of paper.
Post lesson
190
Collect the poster and pieces of paper and make
sure you know which poster they belong to, as you
will need these in the next lesson.
Tell pupils to remember who is in their group, as

they’ll start the next lesson in the same group.
191

WEEK: _______________
192
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Posters and sets of Values (cooperation) Strategies 2 and 7 may
Tell pupils to form the same groups of 3 paper from previous be suitable.
Reading Reading as in the previous lesson, and hand out lesson
3.3 3.3.1 ABC posters and words to each group. Use other strategies if
Read independently for Read and enjoy simple appropriate.
information and print and digital games at Lesson delivery
enjoyment word level 1. Join groups of 3 to form groups of
6.
2. Tell pupils to swap posters and

COMPLEMENTARY COMPLEMENTARY sets of pieces of paper.
SKILL SKILL
3. Pupils match pieces of paper to the
Reading Reading pictures and check each other’s
3.2 3.2.3 answers.
Understand a variety of i) Use visuals on the
linear and non-linear page to help understand 4. Repeat steps 1, 2, and 3 with new
print and digital texts by a word or phrase groups as appropriate.
using appropriate
reading strategies ii) Identify and remember Post lesson
high frequency sound Post-lesson task 7, Listen and point,
and letter patterns using pupils’ posters as a prompt.
193
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

RPT Bi Year 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RPT Bi Year 1

Uploaded by

Copyright:

Available Formats

KURIKULUM STANDARD SEKOLAH RENDAH

Primary Year 1 (SJK) Scheme of Work

Introduction to Primary Year 1 Scheme of Work Document p.3

1. Overview of the Primary Year 1 Scheme of Work p.4

2. Glossary of terms in the Primary Year 1 curriculum framework p.6

3. Differentiation strategies for Primary Year 1 p.9

4. Formative Assessment p.13

5. Suggested Pre-Lesson tasks p.14

6. Suggested Post-Lesson tasks p.19

7. Scheme of Work (Lessons 1 – 81) p.25

Primary Year 1 (SJK) Scheme of Work

1. Overview of Primary Year 1 National-Type School Scheme of Work

2. Glossary of terms in the Primary Year 1 curriculum framework

3. Differentiation strategies for Primary Year 1

5. Suggested Pre-Lesson Tasks

6. Suggested Post-Lesson Tasks

7. Scheme of Work (Lessons 1 – 81)

2. How is the Primary Year 1 National-Type School Scheme of Work organised?

It links the lessons to:

 themes and cross-curricular elements in the Primary Year 1 national curriculum

In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It

3. How are content and skills organised in Primary Year 1?

4. Do teachers need to follow the Scheme of Work exactly?

Term in Primary Year 1 curriculum Meaning

Listening 1.1.1 a limited range of high frequency target language

A range of target language phonemes in Year 1 means a

Listening 1.2 a variety of familiar contexts

However, pupils in rural or remote areas and pupils who

Listening 1.2.1 very simple phrases and sentences

Listening 1.2.3 very short simple narratives

Teachers should use their own judgment on very short

Speaking 2.1.1 fixed phrases

Reading 3.1 linear and non-linear texts

See also Non-linear texts combine words and pictures. They

Reading 3.3.1 digital games

Writing 4.2 basic information

Strategy 1: Differentiate by the task pupils are given

Strategy 2: Differentiate by the type and amount of support provided

Strategy 3: Differentiate by the outcome expected from pupils

i) Compulsory plus optional

ii) Remember and share

Strategy 4: Differentiate by the time pupils are given to complete a task

Strategy 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

1 Content Standard Learning Standard

2 Content Standard Learning Standard

1 Content Standard Learning Standard

Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as

1. observing pupils in class

Each pre-lesson task takes about 5-10 minutes of class time.

PRE-LESSON TASK 1: WORK OUT THE WORDS

MATERIAL: Board, exercise books and pens

Write anagrams of key topic vocabulary words on the board, e.g.

PRE-LESSON TASK 2: GUESS THE ANSWER

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: to revise topic vocabulary

PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

AIM: to practise spelling of topic vocabulary

PRE-LESSON TASK 7: BEAT THE TEACHER

1. Choose a key topic word from the lesson.

AIM: to help pupils with listening or reading comprehension