Primary Year 2 Scheme of Work Phonics.pdf

KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work for Phonics
Primary Year 2

Year 2 English Scheme of Work For Phonics
Scheme of Work for Phonics
Year 2 English

Page
Glossary of key terms in Year 2 Curriculum Framework 3
Differentiation strategies 6
Formative assessment 10
Scheme of Work 11

3
Glossary of terms in Year 2 curriculum framework
Page in
curriculum
framework
Term in Year 1 curriculum framework Meaning
Listening
2 Listening 1.1.1
Recognise and reproduce with support a range of
high frequency target language phonemes
a range of high frequency target language phonemes
These are the phonemes in the phonics table shown in the phonics table on p2 of the
syllabus.
A range of target language phonemes in Year 2 means a suitable variety of phonemes from
the phonics table, based on your judgment of how well the pupils you teach can read. These
are in addition to the phonemes already covered in Year 1.
3 Listening 1.2
Understand meaning in a variety of familiar
contexts
a variety of familiar contexts
Familiar contexts are ones which pupils know. Examples include contexts linked to topics
covered in the Superminds 1 textbook, such as friends and family, school, food (from Year 1),
as well as free time, the home and clothes (from Year 2).
However, pupils in rural or remote areas and pupils who live in cities may be familiar with
different contexts. Please use your own judgment here.
3 Listening 1.2.1
Understand with support the main idea of simple
sentences
See also:
 Listening 1.2.2 (p.2)
 Reading 3.2.1 (p.14)
 Reading 3.2.2 (p.15)
simple sentences
Simple sentences are short, and contain just one clause, (e.g. I’m seven; She can swim, He’s
got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in
Kuching, I like bananas).
3 Listening 1.2.3
Understand with support very short simple
narratives
very short simple narratives
Very short narratives are stories which are usually not more than 6 lines long. The simple
narratives contain language and ideas which pupils can understand.
Please use your own judgment on very short simple narratives, based on the level and
interest of the pupils you teach.

4
Speaking
10 Speaking 2.1
Communicate simple information intelligibly
simple information
Simple information is frequent, everyday information which is simple cognitively. Examples
include pupils saying their name and age, or saying what they like. Superminds 1 provides
frequent opportunities for pupils to communicate simple information.
9 Speaking 2.1.1
Give simple personal information using basic
phrases
See also:
 Speaking 2.1.2 Basic questions (p. 10)
 Writing 4.2.1 Basic questions and
statements (p.28)

basic phrases
Basic phrases are short, simple phrases for communication which pupils can understand and
adapt to communicate successfully. These include phrases such as “How are you?” “I’m tired
today”. There are many basic phrases presented in Superminds 1.
11 Speaking 2.1.3
Give a short sequence of basic instructions
short sequence of basic instructions
Basic instructions are short, are often two or three words long and use imperative verb forms,
for example “Stand up” or ‘Pass me the book, please”. Two or three of these together make a
short sequence of basic instructions.
16 Speaking 2.3.1
Introduce self and others to an audience using
fixed phrases
fixed phrases
Fixed phrases are useful phrases for communication which pupils can understand and use to
communicate successfully. Often the language in the fixed phrases is above their general
language level. Here are some examples: It’s my turn, Good idea! No problem! There are
many fixed phrases in Superminds 1.
Reading
17 Reading 3.1
Recognise words in linear and non-linear texts
by using knowledge of sounds of letters
See also
 Reading 3.2 (p.21-24)
linear and non-linear texts
Linear texts contain only words. Pupils usually read their content in the sequence in which it
appears on the page. Examples of linear texts include: dialogues, stories and descriptions.
Non-linear texts combine words and pictures. They 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.
25 Reading 3.3.1
Read and enjoy simple print and digital games at
word level
digital games
Digital games are language games which pupils play on language learning DVD ROMs, CD
ROMS, or websites.

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Writing
28 Writing 4.2
Communicate basic information intelligibly for a
range of purposes in print and digital media
basic information
Basic information means the same as simple information (see Speaking 2.1 above).
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.
34 Writing 4.3.2
Spell a narrow range of familiar high frequency
words accurately in guided writing
familiar high frequency words
High frequency words are words which pupils use often in Year 2 writing, such as colours,
numbers, days of the week, and classroom objects. Please use your own judgment on familiar
high frequency words, according to words pupils write often in your lessons.
34 Writing 4.3.2
Spell a narrow range of familiar high frequency
words accurately in guided writing
guided writing
A guided writing activity is one where pupils are given support. This support is often in the
form of models to follow, substitutions, gapped sentences and so on, or it may be guided in
the content that pupils are writing about. This guidance supports pupils development of writing
skills in order to begin to develop freer writing skills, where less content or language support is
given.

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Differentiation strategies for Year 2 pupils
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 with 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 these can provide extra challenge 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 to 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 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance
for stronger 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.

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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’s 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 this 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.
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 your 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 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 very 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

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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 one 2 or 3 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 2 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’ Speaking.
Pupils with pre-and low-level literacy skills
Some pupils are already literate when they begin Year 1, and they will continue to develop these skills in Year 1. Others may begin Year 1 with few or
no literacy skills, and continue to need to develop these skills into Year 2. 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 outlined in the Scheme of Work, both in the textbook and
non-textbook lessons as the relevant content and learning standards are given adequate attention for pupils who are developing literacy skills.
However, pupils with lower literacy proficiency 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 in the Differentiation column.
Note the following Content and Learning Standards which develop these skills:
1. Content Standard
Listening 1.1
Recognise and reproduce target language sounds
Learning Standard
Listening 1.1.1
Recognise and reproduce with support a range of high frequency target language phonemes
2. Content Standard
Reading 3.1:
Recognise words in linear and non-linear texts by using knowledge of sounds and letters

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Learning Standard
Reading 3.1.1
Identify, recognise and name the letters of the alphabet
Reading 3.1.2
Recognise and sound out with some support beginning, medial and final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC, CVCV, CCV)
Reading 3.1.4
Segment phonemes (CVC, CCVC, CVCV, CCV)

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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 and learning to understand 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 in reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular
value when considering the non-textbook lessons, where learning from the textbook can be reviewed and/or enriched.

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Note: Some learning standards are taken from Year 1.
Primary Year 2 English Scheme of Work
WEEK:
_______________
LESSON: 1 (Listening and Reading )
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Unit 11 Let’s Hear ! , Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The mermaid’s Tail
LANGUAGE/GRAMMAR FOCUS:
Sounds
Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)

12
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Listening
1.1
Recognise and
reproduce target
language sounds
COMPLEMENTARY
CONTENT STANDARD
Reading
3.1 Recognise words in
linear and non-linear
texts by using knowledge
of sounds of letters
Listening
1.1.1 Recognise and
reproduce with support a
limited range of high
frequency target
language phonemes
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.2 Recognise and
sound out with support
beginning, medial and
final sounds in a word
3.1.3 Blend phonemes
(CVC, CCVC)
3.1.4 Segment
phonemes
Pre-lesson
1.Listen to the rhyme
Lesson delivery
1.Do the action
Post lesson
1.Circle / Match the
words with the relevant
sounds
Language Skills:
L1.1.1
R3.1.1
R3.1.2
R3.1.3
R3.1.4
*Choose any suitable
activities in the
learning outline for
your lesson.
LINUS Module Book 2
Relevant pages
Page 80-97
More materials here:
https://goo.gl/W1AeW9
https://goo.gl/2tKBDP
https://goo.gl/DRDw4
w
https://goo.gl/zU51AF
https://goo.gl/mqbqdE
https://goo.gl/Se6dLR
Language Use any appropriate
strategies in the KSSR
Teacher’s Guidebook
English Language Year 1
by BPK
Page 85-90 ( for the
actions )
Use any appropriate
by BPK
Teachers may choose
any suitable materials
for their pupils from the
suggested pages.

13
WEEK:
_______________
LESSON: 2 ( Reading and Writing )
MAIN SKILL(S) FOCUS: Reading
TOPIC: Unit 11 Let’s Hear ! ,, Unit 12 My Best Friend Claire, Unit 13 Zure is Sick , Unit 14 The Mermaid’s Tail
Sounds
Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)

14
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Reading
3.1
COMPLEMENTARY
CONTENT STANDARD
Writing
4.1 Form letters and
words in neat legible
print using cursive writing
3.1.3
Recognise and sound
out with some support
COMPLEMENTARY
LEARNING STANDARD
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
Pre-lesson
1..Sing a song
Lesson delivery
1.Blend and segment the
words
Post lesson
1.List out words with ea
sound
Language Skills:
R3.1.1
R3.1.2
R3.1.3
R3.1.4
W4.1.2
activities in the
your lesson.
LINUS Module Book 2
Relevant pages
Page 80-97
w
by BPK
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

15
WEEK:
_______________
THEME: World of Stories
TOPIC: Unit 15 A Hot Day , Unit 16 Louise and the Mouse , Unit 17 Don’t Lie , Unit 18 At the Beach
Review Row k : ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Focus
Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/

16
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Listening
1.1
Recognise and
reproduce target
language sounds
COMPLEMENTARY
CONTENT STANDARD
Reading
Listening
1.1.1 Recognise and
frequency target
language phonemes
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
recognise the shapes of
the letters in the alphabet
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
Pre-lesson
1.Recite the poem
Lesson delivery
1.Do the action for the
sounds
2. Blending of sounds
Post lesson
1.Read the story
2.Complete the journal
Language Skills:
L1.1.1
R3.1.1
R3.1.2
R3.1.3
R3.1.4
activities in the
your lesson.
LINUS Module Book 2
Relevant pages
Page 98 - 113
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

17
WEEK:
_______________
LESSON: 4 (Reading and Writing )
TOPIC :Unit 15 A Hot Day , Unit 16 Louise and the Mouse , Unit 17 Don’t Lie , Unit 18 At the Beach
Focus
Sounds Row l : /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/

18
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Reading
COMPLEMENTARY
CONTENT STANDARD
Writing
Reading
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
Writing
4.1.2
size and shape
and spaces
words and phrases
correctly
Pre-lesson
1.Blending the sounds
Lesson delivery
1.Complete the story
Post lesson
1.Role play and write the
correct responds
Language Skills:
R3.1.1
R3.1.2
R3.1.3
R3.1.4
W4.1.2
activities in the learning
outline for your lesson.
LINUS Module Book 1
Relevant pages
Page 98 - 113
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

19
WEEK:
_______________
LESSON: 5 (Listening )
MAIN SKILL(S) FOCUS: Listening and Reading
TOPIC: Units 19 We are the Big Boys , Unit 20 It’s shopping time , Unit 21 Sue’s True Friend, Unit 22 Shawn
Review Row l: /eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
Focus Row m : /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)

20
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Listening
1.1
Recognise and
reproduce target
language sounds
COMPLEMENTARY
CONTENT STANDARD
Reading
Listening
1.1.1 Recognise and
frequency target
language phonemes
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
Pre-lesson
1.Colouring the correct
initial sounds.
2. Listening to the
dialogue
Lesson delivery
1.Circle True or False
Post lesson
1.Draw a line on the floor
plan.
2.Match the sentence
parts.
Language Skills:
L1.1.1
R3.1.1
R3.1.2
R3.1.3
R3.1.4
activities in the
your lesson.
LINUS Module Book 2
Relevant Pages
Page 98 - 113
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

21
WEEK:
_______________
LESSON: 6 (Reading and Writing)
TOPIC: Units 19 We are the Big Boys , Unit 20 It’s shopping time , Unit 21 Sue’s True Friend, Unit 22 Shawn
Focus Row m: Sounds /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/
(aw)

22
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Reading
COMPLEMENTARY
CONTENT STANDARD
Writing
Reading
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
4.1.2
size and shape
and spaces
words and phrases
correctly
Pre-lesson
parts
Lesson delivery
1.Read the story based
on the pictures given
Post lesson
1.Rearrange the letters
to form words
parts to form correct
sentences.
Language Skills:
R3.1.1
R3.1.2
R3.1.3
R3.1.4
W4.1.2
activities in the
your lesson.
LINUS Module Book 2
Relevant pages
Page 98 - 113
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

23
WEEK:
_______________
TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book
Review Row m: Sounds /ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Focus Row n : Sounds :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)

24
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Listening
1.1
Recognise and
reproduce target
language sounds
COMPLEMENTARY
CONTENT STANDARD
Reading
Listening
1.1.1 Recognise and
frequency target
language phonemes
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
Pre-lesson
1.Recite the poem with
actions
2.Listen and chant
Lesson delivery
1.Blending and
segmenting
2. Chant
Post lesson
1. Do the action for the
sound
Language Skills:
L1.1.1
R3.1.1
R3.1.2
R3.1.3
R3.1.4
activities in the
your lesson.
LINUS Module Book 2
Relevant pages
Page 98 - 113
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

25
WEEK:
_______________
TOPIC: Unit 23 Who’s Mr.White , Unit 24 Philip and Phoebe , Unit 25 My nephew, Mathew, Unit 26 Moe and his Doe , Unit 27 Laura’s New Book
Focus Sounds Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)

26
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Reading
COMPLEMENTARY
CONTENT STANDARD
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
4.1.2
size and shape
and spaces
words and phrases
correctly
Pre-lesson
1.Complete the
crossword puzzle
2.Complete the poem
Lesson delivery
1.Match the pictures with
the correct words
2.Match the pictures with
the correct sentences
Post lesson
parts
2.Write the sentences
Language Skills:
R3.1.1
R3.1.2
R3.1.3
R3.1.4
W4.1.2
activities in the
your lesson.
LINUS Module Book 2
Relevant pages
Page 98 - 113
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

27
WEEK:
_______________
TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude
Review Row n : /w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Focus Sound Row o :eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

28
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Listening
1.1
Recognise and
reproduce target
language sounds
COMPLEMENTARY
CONTENT STANDARD
Reading
Listening
1.1.1 Recognise and
frequency target
language phonemes
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
Pre-lesson
1.Listen to the story
Lesson delivery
1Circle the correct
pictures
2.. Number the
sentences in the correct
order
3.Recite a poem
Post lesson
1.Fill in the blanks
2. Rearrange the
sentences
3. Recite the jazz chant
4. Complete the jigsaw
puzzle
Language Skills:
L1.1.1
R3.1.1
R3.1.2
R3.1.3
R3.1.4
activities in the
your lesson.
LINUS Module Book 2
Relevant Pages
159 – 175 , 190 - 195
w
by BPK
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

29
WEEK:
_______________
TOPIC: Unit 28 Jane and the Crane , Unit 29 Steve and Pete , Unit 30 Fried rice and lime Juice , Unit 31 North Pole Dream , Unit 34 Don’t be Rude
LANGUAGE/GRAMMAR FOCUS: Row o :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

30
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Writing
COMPLEMENTARY
CONTENT STANDARD
Reading
Writing
4.1.2
size and shape
and spaces
words and phrases
correctly
COMPLEMENTARY
LEARNING STANDARD
Reading
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
Pre-lesson
1.Read the story
Lesson delivery
1.Complete the story
with the correct words
3. Match the pictures to
the correct words
Post lesson
1.Rearrange and rewrite
the phrases to form
correct sentences
Language Skills:
R3.1.1
R3.1.2
R3.1.3
R3.1.4
W4.1.2
activities in the
your lesson.
LINUS Module Book 2
Relevant Pages
159 – 175 , 190 - 195
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

31
WEEK:
_______________
LESSON: 11 (Reading and Writing)
TOPIC: Any relevant topics
Review
Row k :/ɪә/ (ear), /eә/ (air), /ʊә/ (ure), /ɜ:/ (er)
Row l :eɪ/ (ay), /aʊ/ (ou), /aɪ/ (ie), /i:/
Row m :/ɔɪ/ (oy), /ɜ:/ (ir), /u:/ (ue), /ɔ:/(aw)
Row n :/w/ (wh), /f/ (ph), /ju:/ (ew), /әʊ/ (oe ), /ɔ:/ (au)
Row 0 :/eɪ/ (a-e), /i:/ (e-e), /aɪ/ (i-e), /әʊ/ (o-e), /u:/ (u-e)

32
CONTENT STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
Reading
COMPLEMENTARY
CONTENT STANDARD
Writing
3.1.1 Identify and
3.1.2 Recognise and
(CVC, CCVC)
3.1.4 Segment
phonemes
COMPLEMENTARY
LEARNING STANDARD
Writing
4.1.2
size and shape
and spaces
words and phrases
correctly
Pre-lesson
1.Reading a story
Lesson delivery
2.Number the sentences
in the correct order
Post lesson
1.Rearrange and
rewrite the phrases to
form correct
sentences.
Language Skills:
R3.1.1
R3.1.2
R3.1.3
R3.1.4
W4.1.2
activities in the
your lesson.
LINUS Module Book 2
Relevant Pages
81- 175 & 190 - 195
w
by BPK
Page 85-90( for the
actions )
Use any appropriate
by BPK
Teachers may choose
suggested pages.

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/

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