Primary Year 1 SJK Scheme of Work.pdf

KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 1
SJK

Primary Year 1 (SJK) Scheme of Work
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

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Primary Year 1 (SJK) Scheme of Work k
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.

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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.

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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.

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2. Glossary of terms in the Primary Year 1 curriculum framework
Term in Primary Year 1 curriculum
framework
Meaning
Listening 1.1.1
Recognise and reproduce with support
a limited range of high frequency
target language phonemes
a limited range of high frequency target language
phonemes
These are the phonemes shown in the phonics table in
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
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 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
Understand with support the main idea
of very simple phrases and
sentences
See also
 Listening 1.2.2
 Reading 3.2.1
 Reading 3.2.2
very simple phrases and sentences
Very simple phrases and sentences are simple in
structure. They 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)
Listening 1.2.3
Understand with a high degree of
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.
Teachers should use their own judgment on very short
simple narratives, based on the level and interest of the
pupils they teach.

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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, talking about their home, or
saying what they like. Superminds 1 provides frequent
opportunities for pupils to communicate simple
information.
Speaking 2.1.1
Give very basic personal information
using fixed phrases
See also
 Speaking 2.1.2
 Speaking 2.1.4
 Speaking 2.3.1
 Writing 4.2.1
 Writing 4.2.2
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 3.1
Recognise words in linear and non-linear
texts by using knowledge of sounds of
letters
See also
 Reading 3.2
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.
Reading 3.3.1
Read and enjoy simple print and digital
games at word level
digital games
Digital games are language games children play on
language learning DVD ROMs, CD ROMS, or websites.
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.

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Writing 4.3.2
Spell familiar high frequency words
accurately
familiar high frequency words
High frequency words are words which pupils use
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.

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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.

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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.

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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
Listening 1.1
Recognise and reproduce target
language sounds
Learning Standard
Listening 1.1.1
Recognise and reproduce with
support a limited 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
Learning Standard
Reading 3.1.1
Identify and recognise the shapes
of the letters of the alphabet
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)

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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:
1 Content Standard
Writing 4.1
Form letters and words in neat
legible print using cursive writing
Learning Standard
Writing 4.1.1
i) Demonstrate fine motor control
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

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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.

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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.

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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.

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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).

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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.

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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.

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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.

20
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.

21
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).

22
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.

23
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.

24
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.

25
7. Scheme of Work (Lessons 1 – 81)

26
WEEK:
_______________
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?
I’m (name)
He’s, She’s (name)
Bye

27
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.1
Communicate simple
information intelligibly
COMPLEMENTARY
SKILL
Speaking
2.3
Communicate
appropriately to a small
or large group
MAIN SKILL
Speaking
2.1.4
Greet, say goodbye, and
express thanks using
suitable fixed phrases
COMPLEMENTARY
SKILL
Speaking
2.3.1
Introduce self to an
audience using fixed
phrases
Pre-lesson
1. Introduce target language (Hi, I’m
… What’s your name?) using
yourself and pupils as examples.
2. Pupils report back (I’m… He’s…
She’s…) …
Lesson delivery
3. Pupils practise target language in
pairs.
4. Pupils report back to the whole
class e.g. I’m … he’s/she’s …
5. Divide pupils into groups of about
6: they repeat step 3.
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.
None needed Values (Friendship) Strategies 3 and 4 may
be suitable.
Use other strategies if
appropriate.
If appropriate, select
suitable activities for your
pupils from LINUS
Module 1 to be added in
to this lesson, to work
towards Content
Standard:
Writing 4.1
Form letters and words in
neat legible print using
cursive writing.

28
WEEK:
_______________ LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
TOPIC: Friends
Point to something (green) …
Colours: blue, green, yellow, red, white

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

30
WEEK:
_______________
LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
TOPIC: Friends
Colour words

31
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading
3.1
Recognise words in
linear and non-linear
texts by using
knowledge of sounds of
letters
MAIN SKILL
Reading
3.1.1
Identify and recognise
the shapes of the letters
in the alphabet
COMPLEMENTARY
SKILL
Reading
3.1.2
Recognise and sound out
with support beginning,
medial and final sounds
in a word
Pre-lesson
Review colour words by playing Simon
Says (the same as Lesson 2).
Lesson delivery
1. Have pupils sit or stand in a circle.
Ask the pupils their names and practise
any other spoken language they may
know at this point (e.g. How are you?
How old are you?).
2. Show each letter/letter card and ask
pupils which letter is it. Elicit the sound
of the letter, too, as appropriate. Put the
letters in the middle of the circle.
3. Show pupils the colour flashcards
and ask them to tell you the colour in
English. What colour is this?
4. Next ask them which sound the
colour starts with e.g. green starts with
g-. Nominate pupils to take the letter
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.
Plastic letters if
available, or alphabet
cards
Flashcards of colours
Colour word cards,
divided into sounds,
e.g.
Card 1 – gr
Card 2 – ee
Card 3 – n
One set of three or four
colours for each pair or
group = one set for
modelling
Alphabet song: e.g.
https://www.youtube.co
m/watch?v=A7InEgfPG
xc
Language Strategy 1 may be
suitable.
appropriate
pupils from LINUS
towards Content
Standard:
Writing 4.1
cursive writing.

32
WEEK:
_______________
LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
TOPIC: Friends
Alphabet, pupils’ names

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

34
WEEK:
_______________
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet

35
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Language Arts
5.1
Enjoy and appreciate
rhymes, poems and
songs
MAIN SKILL
Language Arts
5.1.1
Demonstrate
appreciation through non-
verbal responses to:
i) simple chants and raps
ii) simple rhymes
iii) simple action songs
COMPLEMENTARY
SKILL
Language Arts
5.1.2
Say the words in simple
texts, and sing simple
songs with intelligible
pronunciation, rhythm
and intonation
ii) simple rhymes
Plan a Language Arts lesson which
gives pupils a chance to enjoy
responding to and using language in a
chant, rap, rhyme or action song.
Once pupils can respond with
confidence and enjoyment, you can
help them to develop entrepreneurial
skills by encouraging them to create
their own gestures.
Use your own, as
appropriate to your
lesson content
If your focus is on
colours, one possibility
is the rainbow song.
See
http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
J/sing_a_rainbow
for the tune and words.
Entrepreneurship Your choice, as
appropriate to your
lesson.

36
WEEK:
_______________
LESSON: 6 (Listening 2)
TOPIC: Friends
Hi. What’s your name?
I’m (name)

37
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Listening
1.2
contexts
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple
MAIN SKILL
Listening
1.2.2
Understand with support
specific information and
details of very simple
phrases and sentences
COMPLEMENTARY
SKILL
Speaking
2.1.1
Give very basic personal
information using fixed
phrases
Pre-lesson
See Teacher’s Book
Lesson delivery
Post lesson
See Teacher’s Book.
Superminds 1 p.4 Language Strategy 2 may be
suitable.
appropriate.
pupils from LINUS
towards
Content Standard:
Writing 4.1
cursive writing

38
WEEK:
_______________
TOPIC: Friends
Numbers 1 - 10
How old are you?
I’m (age)

39
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.1
COMPLEMENTARY
SKILL
Writing
4.2
Communicate basic
for a range of purposes
in print and digital
media
MAIN SKILL
Writing
4.1.2
ii)
write letters and words in
a straight line from left to
right with regular spaces
between words and
spaces
COMPLEMENTARY
SKILL
Writing
4.2.1
phrases
Pre-Lesson
Lesson delivery
Post lesson
Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
appropriate.
pupils from LINUS
towards Content
Standard:
Writing 4.1
cursive writing

40
WEEK:
_______________
TOPIC: Friends
Names of letters of the alphabet

41
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading
3.1
Recognise words in
texts by using
letters
COMPLEMENTARY
SKILL
Writing
4.1
MAIN SKILL
Reading
3.1.1
in the alphabet
COMPLEMENTARY
SKILL
Writing
4.1.2
ii) write letters and words
in a straight line from left
to right with regular
spaces between words
and spaces
Pre-Lesson
Lesson delivery
Post lesson
Superminds 1 p.6 Language Strategies 2, 6, and 7
may be suitable.
appropriate.

42
WEEK:
_______________
TOPIC: Friends
Colours
My hat is (colour)

43
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.1
Communicate simple
COMPLEMENTARY
SKILL
Reading
3.1
Recognise words in
texts by using
letters
MAIN SKILL
Speaking
2.1.5
Name or describe objects
using suitable words from
word sets
COMPLEMENTARY
SKILL
Reading
3.1.3
Blend phonemes (CVC,
CCVC)
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
appropriate.

44
WEEK:
_______________
TOPIC: Friends
Recycled language: letters of the alphabet

45
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Language Arts
5.1
rhymes, poems and
songs
MAIN SKILL
Language Arts
5.1.1
Demonstrate
verbal responses to
ii) simple rhymes
COMPLEMENTARY
SKILL
Language Arts
5.1.2
and intonation
ii) simple rhymes
Pre-lesson
1. Your choice, as appropriate to your
lesson.
Lesson delivery
2. Design a lesson
in which pupils develop and share
gestures to accompany a numbers
song.
3. Body numbers: small groups of
pupils represent numbers with their
bodies: all group members are
involved in representing each
number.
Post lesson
4. Your choice, as appropriate to your
lesson.
Choose a number song
you know and like, or
create your own.
10 little numbers
m/watch?v=dk9Yt1PqQ
iw
is one possibility.
Entrepreneurship Strategies 2, 3, 4 and 7
may be suitable.
appropriate.

46
WEEK:
_______________
TOPIC: Friends
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

47
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Listening
1.2
contexts
COMPLEMENTARY
SKILL
Writing
4.2
Communicate basic
media
MAIN SKILL
Listening
1.2.5
Understand short
supported questions
COMPLEMENTARY
SKILL
Writing
4.2.2
Greet, say goodbye, and
express thanks using
suitable fixed phrases
Pre-lesson
1. Pre-lesson task 1: Work at the
word.
2. Introduce and teach the fixed
phrase How do you spell….?
Lesson development
3. In groups of 6-8, pupils do a survey
of names, ages, and ask how to
spell their classmates’ names.
4. In pairs, they draw their neighbour
and write about him/her (E.g.
Lukman/Mira. He’s/She’s 7 years
old).
5. Pupils put their work on the wall to
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the
error.
Paper and something
to stick pictures on the
wall if appropriate
Values (Friendship) Strategies 2 and 7 may
be suitable.
appropriate.
pupils from LINUS
towards Content
Standard:
Writing 4.1
cursive writing

48
WEEK:
_______________
TOPIC: Friends
Recycled language from lessons 6 – 10
What’s your name…?
How old are you?
I’m (years old)

49
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.3
Communicate
appropriately to a small
or large group
COMPLEMENTARY
SKILL
Writing
4.3
Communicate with
appropriate language
form and style for a
range of purposes in
MAIN SKILL
Speaking
2.3.1
Introduce self to an
audience using fixed
phrases
COMPLEMENTARY
SKILL
Writing
4.3.1
Use capital letters
appropriately in personal
and place names
Pre-lesson
1. Pre-lesson task 7: Beat the teacher
Lesson delivery
2. Pupils stand in groups of about 5
or 6.
3. They throw a ball of paper to each
other to practise target language in
a chain activity.
4. E.g. Pupil 1 starts: Hi, I’m X …, I’m
years old and throws the ball of
paper to pupil 2 in the circle who
repeats this information, and adds
their own information to make a
chain. i.e. He’s/ she’s X, he’s
/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
Pieces of paper to
screw up into a ball
be suitable.
appropriate.

50
WEEK:
_______________
TOPIC: Friends
Recycled language: I’m (name/age), What’s your name? How old are you?

51
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading
3.2
Understand a variety of
print and digital texts by
using appropriate
reading strategies
COMPLEMENTARY
SKILL
Listening
1.2
contexts
MAIN SKILL
Reading
3.2.2
Understand specific
information and details of
very simple phrases and
sentences
COMPLEMENTARY
SKILL
Listening
1.2.3
Understand with a high
degree of support very
short simple narratives
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.8 - 9 Entrepreneurship
(role play)
Strategies 2, 5, and 7
may be suitable.
appropriate.
pupils from LINUS
towards Content
Standard:
Writing 4.1
cursive writing

52
WEEK:
_______________
TOPIC: Friends
Recycled language from topic of Friends

53
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.2
Communicate basic
media
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple
MAIN SKILL
Writing
4.2.1
phrases
COMPLEMENTARY
SKILL
Speaking
2.1.5
word sets
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.9 Language Strategies 2, 4, and 6
may be suitable.
appropriate.
pupils from LINUS
towards Content
Standard:
Writing 4.1
cursive writing

54
WEEK:
_______________
TOPIC: At School
Classroom objects

55
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Listening
1.2
contexts
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple
MAIN SKILL
Listening
1.2.1
the main idea of very
simple phrases and
sentences
COMPLEMENTARY
SKILL
Speaking
2.1.5
word sets
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

56
WEEK:
_______________
TOPIC: At School
What’s this?
It’s a (ruler)
Is it a (ruler)?
Yes, it is/No, it isn’t.

57
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.1
Communicate simple
COMPLEMENTARY
SKILL
Listening
1.2
contexts
MAIN SKILL
Speaking
2.1.5
word sets
COMPLEMENTARY
SKILL
Listening
1.2.2
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.11 Language Strategies 2, 4 and 7 may
be suitable.
appropriate.

58
WEEK:
_______________
TOPIC: At School
It’s a (colour) (object).

59
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Language Arts
5.2
Express personal
responses to literary
texts
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple
MAIN SKILL
Language Arts
5.2.1
Name people, things or
places of interest in
illustrations
accompanying texts
COMPLEMENTARY
SKILL
Speaking
2.1.5
word sets
Plan a Language Arts lesson which
allows pupils to listen and respond to
short texts. These could be
descriptions of classroom objects that
pupils need to identify.
You could, for example, collect various
classroom items and other realia (real
things) to review vocabulary so far. Put
these on a tray. Describe an item and
pupils should tell you what it is. You
could also write the sentences on the
board if you would like to support
reading skills development too.
You could then play ‘Kim’s Game’,
where pupils look at the items on the
tray for 30 seconds. Then close their
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.
Your choice of
materials and
resources.
Realia (real things) are
recommended.
Short texts (e.g. for you
to say to describe
classroom items.)
Language Use appropriate
strategies according to
your lesson and class.
.

60
WEEK:
_______________
TOPIC: At School
It isn’t my (pen)
Look at (the desk)

61
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.1
Communicate simple
COMPLEMENTARY
SKILL
Listening
1.2
contexts
MAIN SKILL
Speaking
2.1.1
phrases
COMPLEMENTARY
SKILL
Listening
1.2.5
Understand short
supported questions
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

62
WEEK:
_______________
TOPIC: At School
Imperatives + please
e.g. Sit at your desk, please, Open your bag, please

63
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.2
Communicate basic
media
COMPLEMENTARY
SKILL
Listening
1.2
contexts
MAIN SKILL
Writing
4.2.4
word sets
COMPLEMENTARY
SKILL
Listening
1.2.4
supported classroom
instructions
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

64
WEEK:
_______________
TOPIC: At School
Here’s (your pencil case)
I’m sorry
Thank you

65
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Listening
1.2
contexts
COMPLEMENTARY
SKILL
Reading
3.2
using appropriate
reading strategies
MAIN SKILL
Listening
1.2.3
COMPLEMENTARY
SKILL
Reading
3.2.1
Understand the main
idea of very simple
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
appropriate.

66
WEEK:
_______________
TOPIC: At School
The letter sound /æ/

67
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading
3.1
Recognise words in
texts by using
letters
COMPLEMENTARY
SKILL
Listening
1.1
Recognise and
reproduce target
language sounds
MAIN SKILL
Reading
3.1.2
Recognise and sound out
with support beginning,
medial and final sounds
in a word
COMPLEMENTARY
SKILL
Listening
1.1.1
Recognise and
reproduce with support a
limited range of high
frequency target
language phonemes
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.15 Creativity Strategies 2 and 7 may
be suitable.
appropriate.

68
WEEK:
_______________
TOPIC: At school
Is it your X? It isn’t my X.

69
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Language Arts
5.1
rhymes, poems and
songs
MAIN SKILL
Language Arts
5.1.1
Demonstrate
verbal responses to:
ii) simple rhymes
COMPLEMENTARY
SKILL
Language Arts
5.1.2
and intonation.
ii) simple rhymes
Plan a Language Arts lesson that
allows pupils to listen to again and
appreciate a song.
For example, you could use and review
the song on p.12 and encourage pupils
to use classroom items when
responding to the song. For example,
they could set up some desks with
names and items on them in a similar
way to the picture on p.12.
A song of your choice.
For example,
Superminds 1 p.12
Own material.
Creativity and
Imagination
Your choice depending
on your lesson and class.

70
WEEK:
_______________
TOPIC: At School
This is (my desk)
There’s a bag

71
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Listening
1.2
contexts
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple
MAIN SKILL
Listening
1.2.2
COMPLEMENTARY
SKILL
Speaking
2.1.1
phrases
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

72
WEEK:
_______________
TOPIC: At School
Imperatives: Put away (your book). Look for (the rubber).
Can you see (the ruler)?
What number?

73
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.1
Communicate simple
COMPLEMENTARY
SKILL
Writing
4.2
Communicate basic
media
MAIN SKILL
Speaking
2.1.2
Find out about very basic
personal information
using
fixed phrases
COMPLEMENTARY
SKILL
Writing
4.2.5
Connect words and
proper names using ‘and’
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

74
WEEK:
_______________
TOPIC: At School
Recycled language: colours
Adjectives: primary (colours), secondary (colours)

75
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.3
Communicate with
COMPLEMENTARY
SKILL
Reading
3.2
using appropriate
reading strategies
MAIN SKILL
Writing
4.3.2
Spell familiar high
frequency words
accurately
COMPLEMENTARY
SKILL
Reading
3.2.1
Understand the main
idea of very simple
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.18 Creativity and
Imagination
Strategies 3 and 4 may
be suitable.
appropriate.

76
WEEK:
_______________
TOPIC: At School
Recycled language: colours, primary, secondary (colours)

77
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading
3.2
using appropriate
reading strategies
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple
MAIN SKILL
Reading
3.2.2
Understand specific
sentences
COMPLEMENTARY
SKILL
Speaking
2.1.5
word sets
Pre-lesson
Lesson delivery
Post lesson
Innovation
Strategies 2, 4 and 7 may
be suitable.
appropriate.

78
WEEK:
_______________
TOPIC: At school
Review of imperative verb forms and phrases

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

80
WEEK:
_______________
TOPIC: At school
Vocabulary review:
Primary and secondary colours

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

82
WEEK:
_______________
LESSON: 29 Listening (7)
MAIN SKILL(S) FOCUS Listening:
TOPIC: At School
Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue

83
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Listening
1.2
contexts
COMPLEMENTARY
SKILL
Speaking
2.2
Use appropriate
communication
strategies
MAIN SKILL
Listening
1.2.4
supported classroom
instructions
COMPLEMENTARY
SKILL
Speaking
2.2.2
Ask for attention or help
from a teacher or
classmate using one
word or a fixed phrase
Pre-lesson
Lesson delivery
(The giving and following instructions
part of the lesson is a good opportunity
for pupils to begin to develop and
practise Speaking Learning Standard
2.2.2)
Post lesson
be suitable.
appropriate.

84
WEEK:
_______________
TOPIC: At School
Recycled vocabulary and grammar from the At School topic

85
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.2
Communicate basic
media
COMPLEMENTARY
SKILL
Reading
3.2
using appropriate
reading strategies
MAIN SKILL
Writing
4.2.4
word sets
COMPLEMENTARY
SKILL
Reading
3.2.4
Use with support a
simple picture dictionary
to find, list and categorise
words from Year 1 topics
and themes
Pre-lesson
Lesson delivery
Post lesson
Imagination
Strategies 2, 4 and 5 may
be suitable.
appropriate.

86
WEEK:
_______________
THEME: World of Stories
TOPIC: Let’s Play!
Let’s go, That’s right
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car

87
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.1
Communicate simple
COMPLEMENTARY
SKILL
Listening
1.2
contexts
MAIN SKILL
Speaking
2.1.5
word sets
COMPLEMENTARY
SKILL
Listening
1.2.1
the main idea of very
simple phrases and
sentences
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

88
WEEK:
_______________
His, her, he, she, he’s, she’s, favourite

89
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading
3.2
using appropriate
reading strategies
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple
MAIN SKILL
Reading
3.2.2
Understand specific
sentences
COMPLEMENTARY
SKILL
Speaking
2.1.2
Find out about very basic
personal information
using fixed phrases
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

90
WEEK:
_______________
Your choice, depending on the story.

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

92
WEEK:
_______________
Recycled toy vocabulary + favourite
That’s smart, That’s great

93
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Speaking
2.1
Communicate simple
COMPLEMENTARY
SKILL
Writing
4.2
Communicate basic
media
MAIN SKILL
Speaking
2.1.1
phrases
COMPLEMENTARY
SKILL
Writing
4.2.1
phrases
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

94
WEEK:
_______________
a/an
adjectives: long, short, big, small, ugly, beautiful, old, new

95
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Listening
1.2
contexts
COMPLEMENTARY
SKILL
Listening
1.2
contexts
MAIN SKILL
Listening
1.2.2
COMPLEMENTARY
SKILL
Listening
1.2.5
Understand short
supported questions
Pre-lesson
Lesson delivery
Post lesson
be suitable.
appropriate.

96
WEEK:
_______________
Revision of toy vocabulary

97
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.3
Communicate with
COMPLEMENTARY
SKILL
Reading
3.3
Read independently
for information and
enjoyment
MAIN SKILL
Writing
4.3.2
Spell familiar high
frequency words
accurately
COMPLEMENTARY
SKILL
Reading
3.3.1
Read and enjoy
simple print and
digital games at word
level
Pre-lesson
Task 9
Lesson delivery
1. Review the toys flashcards by playing
‘Slap’. Pupils sit in a circle. Put all the
flashcards face up in the middle of the circle.
When you say the word, pupils have to race
to grab or slap the correct flashcard. You
could organise this so you nominate two or
three pupils to play each time, making sure
that all pupils get a turn.
2. Write the numbers of the crossword on the
board, and put the corresponding pictures
next to the numbers. Don’t write the words.
For example, using the crossword given
below:
Across
3. Plane
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
Crossword on the
board or as a handout
Flashcards of toys
be suitable.
appropriate.
pupils from LINUS
to this lesson
to focus on phonemes
from Line f of the Phonics
Table (see Syllabus).

98

99
WEEK:
_______________
Recycled colours, numbers, toys

100
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS -
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Reading
3.2
using appropriate
reading strategies
COMPLEMENTARY
SKILL
Listening
1.2
contexts
MAIN SKILL
Reading
3.2.1
Understand the main
idea of very simple
COMPLEMENTARY
SKILL
Listening
1.2.3
Pre-lesson
Lesson delivery
Post lesson
Superminds 1 p.26 Patriotism and
citizenship (fair play)
Strategies 2 and 7 may
be suitable.
appropriate.
pupils from LINUS
to this lesson
to focus on phonemes
from Line f of the Phonics
Table (see Syllabus).

101
WEEK:
_______________
My favourite x is x.

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