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- 1. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 1 ENGLISH YEARLY SCHEME OF WORK YEAR TWO 2018 Week/ Date Theme/ topic LISTENING SPEAKING READING WRITING LANGUAGE ARTS WEEK: 1 2 - 5 JAN 2018 Free Time World of Self, Family and Friends CROSS CURRICULAR ELEMENT (L/S/R/LA) Language CROSS CURRICULAR ELEMENT (W) Values(Friendship) LEARNING OUTLINE: (L/S/R/LA) Pre-lesson See Teacher’s Book. Lesson Delivery See Teacher’s Book. CONTENT STANDARD: MAIN SKILL Listening1.2 Understandmeaningin a varietyof familiar contexts COMPLEMENTARY SKILL Speaking2.1 Communicate simple informationintelligibly LEARNING STANDARD: MAIN SKILL Listening1.2.1 Understandwith supportthe mainidea of simple sentences COMPLEMENTARY SKILL Speaking2.1.1 Give simple personal informationusingbasic statements CONTENT STANDARD MAIN SKILL Speaking2.1 Communicate simple informationintelligibly COMPLEMENTARY SKILL Listening1.2 Understandmeaningina varietyof familiar contexts LEARNING STANDARD: MAIN SKILL Speaking2.1.1 Give simple personal informationusingbasic statements COMPLEMENTARY SKILL Listening1.2.1 Understandwithsupport the mainideaof simple sentences CONTENT STANDARD: MAIN SKILL Reading3.2 Understanda varietyof linearandnon-linear printand digital textsby usingappropriate readingstrategies COMPLEMENTARY SKILL Listening1.2 Understandmeaningin a varietyof familiar contexts LEARNING STANDARD: MAIN SKILL Reading3.2.2 Understandspecific informationanddetails of simple sentences COMPLEMENTARY SKILL Listening1.2.1 Understandwith supportthe mainidea of simple sentences CONTENT STANDARD: MAIN SKILL Writing4.2 Communicate basic informationintelligibly for a range of purposes inprint anddigital media COMPLEMENTARY SKILL Speaking2.3 Communicate appropriatelytoasmall or large group LEARNING STANDARD: MAIN SKILL Writing4.2.1 Askfor and give basic personal information usingbasicquestions and statements COMPLEMENTARY SKILL Speaking2.3.1 Introduce self and othersto an audience usingfixedphrases CONTENT STANDARD: MAIN SKILL Language Arts 5.2 Expresspersonal responsestoliterarytexts COMPLEMENTARY SKILL Listening1.2 Understandmeaningina varietyof familiar contexts LEARNING STANDARD: MAIN SKILL Language Arts 5.2.1 Name people,things, actions,or placesof interestintexts COMPLEMENTARY SKILL Listening1.2.1 Understandwithsupport the mainideaof simple sentences LANGUAGE/GRAMMAR FOCUS: Days of the week Foodvocabulary(review)
- 2. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 2 WEEK: 1 2 - 5 JAN 2018 Post lesson See Teacher’s Book LANGUAGE/GRAMMAR FOCUS: Days of the week It’s (days) On + day PHONICS FOCUS: ea/air/ure/er MATERIALS/ REFERENCES Superminds 1 p.58 DIFFERENTIATION STRATEGIES Strategies 2 and 5 may be suitable. Use other strategies if appropriate. LANGUAGE/GRAMMAR FOCUS: Days of the week Present simple for regular activities ( I +verb + on + day) PHONICS FOCUS: ear/air/er MATERIALS/ REFERENCES Superminds 1 p.59 DIFFERENTIATION STRATEGIES Strategies 1, 2, 3 or 6 may be suitable. Use other strategies if appropriate. LANGUAGE/GRAMMAR FOCUS: Presentsimple On (day) we (verb) PHONICS FOCUS: ay/ou/ie/ea MATERIALS/ REFERENCES Superminds 1 p.60 DIFFERENTIATION STRATEGIES Strategy 5 may be suitable. Use other strategies if appropriate. LANGUAGE/GRAMMAR FOCUS: Reviewof present simple todescribe self PHONICS FOCUS: ay/ou/ie/ea LEARNING OUTLINE: Plana lessontoreview learningfromYear1. In thislesson,pupils workin pairsor small groupsto ask and answerquestionsabout themselvesontopics such as theirname,age, favourites. Thentheywill write abouttheirpartner(My newfriend) anddrawa picture (forexample,of them,theirfamily,pet, a favourite something). Have pupilsintroduce theirpartnerto the class.These picturescan be leftonthe classroom wall to helpyouandthe pupilsgettoknoweach other. MATERIALS/ REFERENCES Large paper, coloured LEARNING OUTLINE: Pre-lesson Task 10 (withflashcards or realiaof knownwords fromthe list) Lessondelivery 1. Ask pupilstositor standin a circle.Place the flashcards/realiainthe middle of the circle.Ask pupilstopointto the foodtheylike. 2. Reviewthe wordsby helpingpupilstosayI like x.or My favourite isx. 3. Ask pupilsif theyate any of these foodsthis week.Askthemwhich day theyate it on.NB Thisasks aboutthe past. Do not focuson this,just elicitthe daysof the weekinassociationwith the foods. 4. Introduce the caterpillar.Askpupils whatit likestoeat. 5. Read/tell/showthe story(VeryHungry Caterpillar),asking questionstocheck understandingandusing the imagesto support
- 3. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 3 WEEK: 1 2 - 5 JAN 2018 pencils. DIFFERENTIATION STRATEGIES Your choice,depending on the needsof individualsinyourclass. You can offermore or lesssupportforthe speakingandwriting, and encourage pupilsto write more or lessdetail dependingonthe level of literacyof yourpupils and whatyou wouldlike to review. understanding.NBpupils do notneedto understandeveryword, justthe general ideaof the story. 6. Ask pupilsif their predictionaboutwhat the caterpillareatswere correct. 7. Write the daysof the weekonthe board.8. Repeatthe storyand encourage pupilsto rememberwhatthe caterpillareatsoneach day. 9. Pupilsworkinpairsor small groupsto note in theirexercise bookwhat the caterpillareatseach day.They couldwrite the wordsor draw pictures, dependingonthe proficiencylevelof your class. Post lesson Task 11 MATERIALS/ REFERENCES A storyabout daysof the week,forexampleThe VeryHungryCaterpillar (Bookavailable orsee
- 4. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 4 WEEK: 1 2 - 5 JAN 2018 https://www.youtube.co m/watch?v=vkYmvxP0AJI Also,movie at: https://www.youtube.co m/watch?v=75NQKSm1Y Y ) Flashcards/realia/toysof food:apple,pear, strawberry,orange,cake, ice cream,cheese,sausage, lollypop,watermelon, leaf & caterpillar DIFFERENTIATION STRATEGIES Strategy 6 may be suitable. Use other strategies if appropriate.
- 5. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 5 ENGLISH YEARLY SCHEME OF WORK YEAR TWO 2018 Week/ Date Theme/ topic LISTENING SPEAKING READING WRITING LANGUAGE ARTS WEEK: 2 8 -12 JAN 2018 Free Time World of Self, Family and Friends CROSS CURRICULAR ELEMENT (L/S/R/W) Language CONTENT STANDARD: MAIN SKILL Listening1.2 Understandmeaningin a varietyof familiar contexts COMPLEMENTARY SKILL Speaking2.1 Communicate simple informationintelligibly LEARNING STANDARD: MAIN SKILL Listening1.2.2 Understandwith supportspecific informationanddetails of simple sentences COMPLEMENTARY SKILL Speaking2.1.1 Give simple personal informationusingbasic statements CONTENT STANDARD MAIN SKILL Speaking2.1 Communicate simple informationintelligibly COMPLEMENTARY SKILL Listening1.2 Understandmeaningina varietyof familiar contexts LEARNING STANDARD: MAIN SKILL Speaking2.1.1 Give simple personal informationusingbasic statements COMPLEMENTARY SKILL Listening1.2.2 Understandwithsupport specificinformationand detailsof simple sentences CONTENT STANDARD: MAIN SKILL Reading3.1 Recognise wordsin linearandnon-linear textsbyusing knowledge of sounds and letters COMPLEMENTARY SKILL Reading3.1 Recognise wordsin linearandnon-linear textsbyusing knowledge of sounds and letters LEARNING STANDARD: MAIN SKILL Reading3.1.2 Recognise andsound out withsome support beginning,medialand final soundsina word COMPLEMENTARY SKILL Reading3.1.1 Identify,recognise and name the lettersof the alphabe CONTENT STANDARD: MAIN SKILL Writing4.3 Communicate with appropriate language formand style fora range of purposesin printand digital media COMPLEMENTARY SKILL Writing4.2 Communicate basic informationintelligibly for a range of purposes inprint anddigital media LEARNING STANDARD: MAIN SKILL Writing4.3.3 Plan,draftand write simple sentences COMPLEMENTARY SKILL Writing4.2.1 Askfor and give basic personal information usingbasicquestions and statements CONTENT STANDARD: MAIN SKILL Language Arts 5.2 Expresspersonal responsestoliterarytexts COMPLEMENTARY SKILL Speaking2.1 Communicate simple informationintelligibly LEARNING STANDARD: MAIN SKILL Language Arts 5.2.1 Name people, things,actions,orplaces of interestintexts COMPLEMENTARY SKILL Speaking2.1.3 Give a short sequence of basic instructions LANGUAGE/GRAMMAR FOCUS: Days of the weekand foodvocabularyreview LEARNING OUTLINE: Plana Language Arts lessonlinkedtothe main and the complementary contentand learning
- 6. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 6 WEEK: 2 8 -12 JAN 2018 CROSS CURRICULAR ELEMENT (LA) Science and Technology LANGUAGE/GRAMMAR FOCUS: I + verb(+phrase) +on + day+s PHONICS FOCUS: oy/ir/ue/aw LEARNING OUTLINE: Pre-lesson Task 4: Identifythe flashcard Lesson Delivery 1. Reviewthe flashcards on the board fromthe pre-lessontaskby checkingpupilsknow these expressions.Then mime eachone and ask pupilstoguesswhat youare doing. 2. Ask pupilstostandin a circle.Say the action wordsand pupilsmime. Askpupilstoturn to theirneighbourtodo thisinpairs. 3. Put the days of the weekwordcards LANGUAGE/GRAMMAR FOCUS: I / we + verb + on + day+s PHONICS FOCUS: wh/ph/ew/oe/au LEARNING OUTLINE: Pre-lesson Task 4: Identifythe flashcard Lessondelivery 1. Write numbers1 to 6 (or one to six)*onthe board.If youhave a numberssong,youcould singthe song. 2. Reviewthe action flashcardsandput them on the board nexttoa numberas the pupilssay themcorrectly. 3. Ask pupilstoclose their eyesorturn around. Remove anactioncard fromthe board.Ask pupilstotell youwhich card you removed.They can tell youthe number and/orthe action. LANGUAGE/GRAMMAR FOCUS: I / we + verb+ on + day+s /ei/soundin wordsfromunit PHONICS FOCUS: wh/ph/ew/oe/au MATERIALS/ REFERENCES Picture flashcardsof actions One worksheetforeach pupil,intwoparts. Part 1 – see below. Part 2 – sentences basedon pupils’ responsesin Lesson7) DIFFERENTIATION STRATEGIES Strategies 1 or 3 may be suitable. Use other strategies if appropriate. When writing the worksheet part 2, you could choose pupils who participate less often, who have lower proficiencyorwho have lowmotivation. Thiswill helpinvolvethem more in their learning. LANGUAGE/GRAMMAR FOCUS: My favourite dayisX. I + verb+ on+ day+s. PHONICS FOCUS: a-e/e-e/i-e/o-e/u-e LEARNING OUTLINE: Pre-lesson Task 1 (daysof the week) Lessondelivery 1. Have pupilssitor standin a circle.Give each pupil awordcard. Askpupilstofind friendstomake sentences.Theyshould standin a line tomake a sentence withtheir words.If you have a verylarge classor wouldlike tocontrol thismore,childrencan workin groupsso that each groupmakesone sentence.Askpupilsto say theirsentences.Put the sentencesonthe board.Elicitthe need for full stops. 2. Playa game to elicit the spellingof favourite (e.g.see pre-lessontask standards. You couldextendLesson 5 byrereadingThe Very Hungry Caterpillarand providingsome activities to developunderstanding of life cyclesinnature, specificallythe butterfly. MATERIALS/ REFERENCES Your choice dependingon the focusof yourlesson. Suggestedmaterial:The VeryHungry Caterpillar DIFFERENTIATION STRATEGIES Your choice dependingon your lesson
- 7. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 7 WEEK: 2 8 -12 JAN 2018 aroundthe classroom. Give eachpupil an actionflashcard. 4. Say the sentence I (verb) on(day).The pupil withthe action flashcardshouldtake it and standby the correct day.Repeatfor all cards. 5. Ask pupilstotell you a sentence fortheir actionand day (where theyare standing). 6. Pupilsreturntotheir places.Tell pupilsa sentence aboutyour week(e.g.Iride my ponyon Mondays). Theyshouldtell youif it isright or wrong. Repeata fewtimes. 7. Pupilsdothe Rightor Wrong activityinpairs. 8. Feedbackas a whole classby askingpupilsto tell youwhattheir partnerdoesinthe Repeat. 4. Put the picturesback on the board andwrite the phrase nextto them (youcan elicitspelling, ask pupilstowrite intheir notebooksorask a pupil to come and write onthe board). 5. Give out papers.Pupils workin pairsto tell each otherwhat theydoin the week.Theyshould choose (if possible) from the actionson the board 1 - 6. The partnerlistens and writesinthe table (theycan write the words or the numberfromthe board). 6. Ask pupilstocompare theirworksheetstofind any activitythattheydo at the same time.If they do,theyshouldsayLet’s do ittogether!Youwill needtomodel thisand explaintogetherusing gesture andmime. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added into thislessonto focus on phonemes from Linesa and b of the Year 1 Phonics Table (see syllabus) 7), leave the wordon the board. 3. Tell pupilsthatyour favourite dayisX.Tell themwhatyou do on that day.Ask pupilsto write theirfavourite day intheirexercise books. Theycan also write whattheydo on that day,dependingonthe proficiencylevelof your classor pupils.Monitor and helppupilsas necessary. 4. Ask pupilstocheck theirpartner’swriting. 5. Hand out worksheet to pupils.Theyshould write theirfavourite day at the topof the page. On the linesatthe bottom,theywrite My favourite dayisX.They can alsowrite I xxx on xxxsif theydraftedthis instage 3. Theydraw a picture inthe box. 6. Displaypupils’work inthe classroom.Ask pupilstotell the class abouttheirwork.
- 8. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 8 WEEK: 2 8 -12 JAN 2018 week.Dependingon your class,youcould ask themto say:X said, “I xxx onxxxs’She xxxxs on xxxxs.She doesn’t xxx onxxxs.Postlesson Task 1 (youwill needto make notesas pupils talkabout theirweekly activitiesforthis) MATERIALS/ REFERENCES Picture flashcards for actions from p.56-60 (these can be handdrawnif necessary) : play football, go swimming, play the piano etc. Enough for one per pupil (they can be repeated) Word cards for days of the week DIFFERENTIATION STRATEGIES Strategy 3 may be suitable at stage 8 (see Learning Outline). Use other strategies if appropriate. 7. Tell pupilstostandup and walkaroundthe room to talkto new partners.Theyshouldtry to findsomethingin common: A: I playfootball on Saturdays. B: I playfootball on Saturdays,too. A&B: Let’sdo it together! Model and practice the dialogue before beginningthe activity. 8. Feedback byasking pupilstotell youwhat theyhave incommon, e.g.We playfootball on Saturdays.Make noteson whatpupilssayhere,you will needthistoprepare the nextlesson. Post lesson Task 3 MATERIALS/ REFERENCES Picture flashcardsof actions(fromLesson6) One or two dice perpair or group (orwhole classif Post lesson Task 5 MATERIALS/ REFERENCES Word cards to make up sentences. One perstudent.e.g.I/ go / swimming/on/ Saturdays/ I / play/ football /on/ Fridays Worksheetforeach pupil (see below) DIFFERENTIATION STRATEGIES Strategies3or 4 may be suitable (see learning outline). Use otherstrategiesif appropriate. If appropriate,select suitable activitiesfor your pupilsfromLINUS Module 1 to be added into thislessontofocus on phonemesfrom Linesa and b of the Year 1 PhonicsTable (see syllabus).
- 9. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 9 WEEK: 2 8 -12 JAN 2018 not available) A worksheetforeach pupil withatable for pairworkinterview(see below) DIFFERENTIATION STRATEGIES Strategies2or 5 may be suitable.Use other strategiesif appropriate. couldextendthisto12 and use twodice for this activity
- 10. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 10 ENGLISH YEARLY SCHEME OF WORK YEAR TWO 2018 Week/ Date Theme/ topic LISTENING SPEAKING READING WRITING LANGUAGE ARTS WEEK: 3 15 -19 JAN 2018 Free Time World of Self, Family and Friends CROSS CURRICULAR ELEMENT (L/R) Values (asking for help when you need it) CONTENT STANDARD: MAIN SKILL Listening1.2 Understandmeaningin a varietyof familiar contexts COMPLEMENTARY SKILL Listening1.2 Understandmeaningin a varietyof familiar contexts LEARNING STANDARD: MAIN SKILL Listening1.2.3 Understandwith supportveryshort simple narratives COMPLEMENTARY SKILL Listening1.2.2 Understandwith supportspecific CONTENT STANDARD MAIN SKILL Speaking2.1 Communicate simple informationintelligibly COMPLEMENTARY SKILL Speaking2.1 Communicate simple informationintelligibly LEARNING STANDARD: MAIN SKILL Speaking2.1.1 Give simple personal informationusingbasic statements COMPLEMENTARY SKILL Speaking2.1.2 Findout aboutpersonal information byasking basicquestions LANGUAGE/GRAMMAR FOCUS: CONTENT STANDARD: MAIN SKILL Reading3.1 Recognise wordsin linearandnon-linear textsbyusing knowledge of soundsof letters COMPLEMENTARY SKILL Listening1.1 Recognise and reproduce target language sounds LEARNING STANDARD: MAIN SKILL Reading3.1.3 Blend phonemes(CVC,CCVC, CVCV,CCV) COMPLEMENTARY SKILL Listening1.1.1 Recognise and reproduce withsupport a range of high frequencytarget CONTENT STANDARD: MAIN SKILL Writing4.3 Communicate with appropriate language formand style fora range of purposesin printand digital media COMPLEMENTARY SKILL Listening1.2 Understandmeaningin a varietyof familiar contexts LEARNING STANDARD: MAIN SKILL Writing4.3.1 Use capital lettersand full stopsappropriately inguidedwritingat sentence level COMPLEMENTARY SKILL Listening1.2.2 Understandwith supportspecific CONTENT STANDARD: MAIN SKILL Language Arts 5.1 Enjoyand appreciate rhymes,poemsandsongs COMPLEMENTARY SKILL Reading3.1 Recognise wordsinlinear and non-lineartextsby usingknowledgeof soundsandletters LEARNING STANDARD: MAIN SKILL Language Arts 5.1.2 Say the wordsinsimple texts,andsingsimple songswithintelligible pronunciation,rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL Reading3.1.3
- 11. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 11 WEEK: 3 15 -19 JAN 2018 CROSS CURRICULAR ELEMENT (S/W) Language informationanddetails of simple sentences LANGUAGE/GRAMMAR FOCUS: We’re lost Lake Wait andsee Come withme Thank youverymuch LEARNING OUTLINE: Pre-lesson See Teacher’sBook. LessonDelivery See Teacher’sBook.NB – thislessonfocuseson Activity1 (picture story),whichcontinues ontopage 63. Post lesson See Teacher’sBook. MATERIALS/ REFERENCES Superminds 1 p.62 DIFFERENTIATION STRATEGIES Strategy 6 may be suitable. Do you…?Yes, I do…/No, I don’t LEARNING OUTLINE: Pre-lesson See Teacher’sBook. LessonDelivery See Teacher’sBook. Post lesson See Teacher’sBook. MATERIALS/ REFERENCES Superminds 1 p.61 DIFFERENTIATION STRATEGIES Strategy 2, 3 or 7 may be suitable. Use other strategies if appropriate language phonemes LANGUAGE/GRAMMAR FOCUS: Recycledstorylanguage fromlesson17 MATERIALS/ REFERENCES Superminds 1 p.63 DIFFERENTIATION STRATEGIES Strategy 2 may be suitable. Use other strategies if appropriate. informationanddetails of simple sentences LANGUAGE/GRAMMAR FOCUS: How manydays do….? Possessivepronoun LEARNING OUTLINE: Pre-lesson See Teacher’sBook. LessonDelivery See Teacher’sBook. Post lesson See Teacher’sBook. MATERIALS/ REFERENCES Superminds1p.64 DIFFERENTIATION STRATEGIES Strategy 2 may be suitable. Use other strategies if appropriate. Blendphonemes(CVC, CCVC,CVCV,CCV) LANGUAGE/GRAMMAR FOCUS: Your choice of phoneme blendsCVC,CCVC,CVCV, CCV LEARNING OUTLINE: Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In thislesson,pupilslisten to and join in a song which focuses on blending phonemes. Theyshouldsee andwork with the words of the song in written form as well. MATERIALS/ REFERENCES Your choice, as appropriate to your lesson. Some example songs can be found here: https://www.kizphonics. com/phonics- phonemesongs/ http://www.earlychildho odeducationzone.com/
- 12. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 12 WEEK: 3 15 -19 JAN 2018 Use other strategies if appropriate. best-phonics-songs/ DIFFERENTIATION STRATEGIES Your choice, as appropriate to your lesson.
- 13. ENGLISH LANGUAGE YEARLY SCHEME OFWORK YEAR 2/ 2018 Page 13