5. Primary Year 2 SK Scheme of Work.pdf

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

Primary Year 2 Scheme of Work
Primary Year 2
Scheme of Work

Contents
Introduction to Primary Year 2 Scheme of Work Document p.3
1. Overview of the Primary Year 2 Scheme of Work p.4
2. Glossary of terms in Primary Year 2 curriculum framework p.6
3. Differentiation strategies for Primary Year 2 pupils p.8
4. Formative Assessment p.11
5. Suggested Pre-Lesson Tasks p.12
6. Suggested Post-Lesson Tasks p.17
7. Primary Year 2 Scheme of Work (Lessons 1 – 160) p.23

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Introduction to Primary Year 2 Scheme of Work Document
The purpose of the Primary Year 2 Scheme of Work document is to provide teachers with support
and information for planning, creating and delivering their lessons throughout the year. The
Scheme of Work contains the following sections:
1. Overview of Primary Year 2 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 2 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 2
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 – 160)
This section provides teachers with information for both the textbook-based lessons and the non-
textbook-based lessons. For the textbook-based lessons, teachers will need to refer to the
accompanying Teacher’s Book. For the non-textbook-based lessons, teachers will be required to
develop their own lesson plans and materials. However, possible activities have been suggested
for some of these non-textbook-based lessons which teachers may choose to develop.

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1. Overview of the Primary Year 2 Scheme of Work
1. What is the Primary Year 2 Scheme of Work, and how can it help teachers?
The Primary Year 2 Scheme of Work gives teachers an overview of Content and Learning
Standards, lesson content and materials for their lessons with Primary Year 2 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 2 Scheme of Work organised?
The Scheme of Work provides outlines and suggestions 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 2 national curriculum
 the four – lesson cycle of skills lessons (listening, speaking, reading and writing) and a
Language Arts lesson outlined in the Year 2 national curriculum
 achievement targets from the curriculum framework
 suggested materials.
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 2?
Primary Year 2 starts with a getting-to-know you lesson, which reviews learning from Year 1.
From Lesson 2 onwards, Primary Year 2 is 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 lessons, the skills lessons are mostly in the fixed order of listening,
speaking, reading and writing, as suggested in KSSR Bahasa Inggeris Tahun 2 (National
schools) and KSSR Bahasa Inggeris SJK Tahun 2 (National-type schools) of 2012.
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; or 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.
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.
The last few lessons (156 – 160) review language and skills practised over the whole of Primary
Year 2. The final three Language Arts lessons suggest a class performance of some kind which
reviews a chosen area of language learned during the year.

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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 Year 2 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 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 Primary Year 2 curriculum framework
Term in Year 2 curriculum
framework
Meaning
Listening 1.1.1
Recognise and reproduce
with support a range of high
frequency target language
phonemes
a range of high frequency target language phonemes
These are the phonemes shown in the phonics table in the syllabus
document.
A range of target language phonemes in Year 2 means a suitable
variety of phonemes from the phonics table, based on your judgment
of how well the pupils you teach can read. These are in addition to
the phonemes already covered in Year 1.
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 (from Year 1), as well as free
time, the home and clothes (from Year 2).
However, pupils in rural or remote areas and pupils who live in cities
may be familiar with different contexts. Please use your own
judgment here.
Listening 1.2.1
Understand with support the
main idea of simple
sentences
See also:
 Listening 1.2.2
 Reading 3.2.1
 Reading 3.2.2
simple sentences
Simple sentences are short and contain just one clause (e.g. I’m
seven; She can swim, He’s got 2 sisters). The ideas they contain are
easy for pupils to understand (e.g. They live in Kuching, I like
bananas).
Listening 1.2.3
Understand with support
very short simple
narratives
very short simple narratives
Very short narratives are stories which are usually not more than 6
lines long. The simple narratives contain language and ideas which
pupils can understand.
Please use your own judgment on very short simple narratives,
based on the level and interest of the pupils you teach.
Speaking 2.1
Communicate simple
information intelligibly
simple information
Simple information is frequent, everyday information which is simple
cognitively. Examples include pupils saying their name and age, or
saying what they like. Superminds 1 provides frequent opportunities
for pupils to communicate simple information.

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Speaking 2.1.1
Give simple personal
information using basic
phrases
See also:
 Speaking 2.1.2 Basic
questions
 Writing 4.2.1 Basic
questions and
statements

basic phrases
Basic phrases are short, simple phrases for communication which
pupils can understand and adapt to communicate successfully.
These include phrases such as “How are you?” “I’m tired today”.
There are many basic phrases presented in Superminds 1.
Speaking 2.1.3
Give a short sequence of
basic instructions
short sequence of basic instructions
Basic instructions are short, often two or three words long and use
imperative verb forms, for example “Stand up” or ‘Pass me the book,
please”. Two or three of these together make a short sequence of
basic instructions.
Speaking 2.3.1
Introduce self and others to
an audience using fixed
phrases
fixed phrases
Fixed phrases are useful phrases for communication which pupils
can understand and use to communicate successfully. Often the
language in the fixed phrases is above their general language level.
Here are some examples: It’s my turn, Good idea! No problem!
There are many fixed phrases in Superminds 1.
Reading 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
sentence level
digital games
Digital games are language games which pupils 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.
Writing 4.3.2
Spell a narrow range of
familiar high frequency
words accurately in guided
writing
high frequency words
High frequency words are words which pupils use often in Primary
Year 2 writing, such as colours, numbers, days of the week, and
classroom objects. Please use your own judgment on familiar high
frequency words, according to words pupils write often in your
lessons.

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3. Differentiation strategies for Primary Year 2 pupils
Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the
food words you know, or What will happen next?) allow more proficient pupils to contribute
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 2 sentences or more,
or In your group, say 3 colours or more. The minimum target (2 sentences, 3 colours) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is
optional, and gives a chance for 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 this picture in the textbook; Talk with your friend in English: You
choose what to talk about). Rewarding fast finishers with something ‘fun’ to do (such as playing

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with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly,
rather than to work carefully at their own speed. Extra tasks should extend and enrich learning.
Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what
they do and how they do it. Sometimes, for example, pupils decide for themselves which tasks
they want to do (e.g. the gestures they create for an action song, or a revision game),
depending on the ways they prefer to learn (for example visually, through speaking or listening,
or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can
sometimes pair up pupils who can help and support each other (e.g. one who can write and
one who cannot yet write well) or who enjoy working together. Sometimes teachers might want
to mix girls and boys, or have single-sex pairs/groups. In some tasks, pupils can be assigned
different roles to do, for example a group manager, writer or artist. Teachers should make sure
to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on 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 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 less proficient at writing has tried hard and produces work with a
number of misspellings, feedback can be given on what they did well, and only 2 or 3
misspellings of common or important words highlighted. The pupil should respond to this
feedback because the suggested improvement is achievable for them. If a stronger pupil writes
well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings
are, and ask them to find and correct them. The pupil should be able to respond to the extra
challenge built in to this feedback. The same principle applies to giving feedback on pupils’
spoken language.
Pupils with pre-and low-level literacy skills
Some pupils may begin Year 1 with few or no literacy skills, and continue to need to develop
these skills into Year 2. Within the Scheme of Work, reading and writing skills are developed in
different ways and pupils’ literacy skills will be developed through the activities and lessons
outlined in the Scheme of Work, both in the textbook and non-textbook lessons as the relevant

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Content and Learning Standards are given adequate attention for pupils who are developing
literacy skills.
However, pupils with lower literacy proficiency will need extra support. It is recommended that
teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI) Pupil’s Modules 1
and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the
Scheme of Work in the Differentiation column.
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 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, recognise and name the
letters of the alphabet
Reading 3.1.2
Recognise and sound out with
some support beginning, medial
and final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC,
CVCV, CCV)
Reading 3.1.4
Segment phonemes (CVC, CCVC,
CVCV, CCV)

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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 Scheme of Work. These pre-lesson tasks are suitable to begin almost any skills-
focused 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.
Note: 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)
order.
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 and 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.

18
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.

19
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).

20
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.

21
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 scores 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 chosen 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.

22
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.

23
7. Scheme of Work (Lessons 1 – 160)

24
Primary Year 2 Scheme of Work (Lessons 1 – 160)
WEEK:
_______________
LESSON: 1 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family & Friends
TOPIC: Introduction
LANGUAGE/GRAMMAR FOCUS:
Review of present simple to describe self

25
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.2
Communicate basic
for a range of purposes
in print and digital
media
COMPLEMENTARY
SKILL
Speaking
2.3
Communicate
appropriately to a small
or large group
MAIN SKILL
Writing
4.2.1
Ask for and give basic
personal information
using basic questions
and statements
COMPLEMENTARY
SKILL
Speaking
2.3.1
Introduce self and others
to an audience using
fixed phrases
Plan a lesson to review learning from
Year 1.
In this lesson, pupils work in pairs or
small groups to ask and answer
questions about themselves on topics
such as their name, age, favourites.
Then they will write about their partner
(My new friend) and draw a picture (for
example, of them, their family, pet, a
favourite something).
Have pupils introduce their partner to
the class.
These pictures can be left on the
classroom wall to help you and the
pupils get to know each other.
Large paper, coloured
pencils.
Values (Friendship) Your choice, depending
on the needs of
individuals in your class.
You can offer more or
less support for the
speaking and writing, and
encourage pupils to write
more or less detail
depending on the level of
literacy of your pupils and
what you would like to
review.

26
WEEK:
_______________
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
Days of the week
It’s (days)
On + day

27
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
Speaking
2.1
Communicate simple
MAIN SKILL
Listening
1.2.1
the main idea of simple
sentences
COMPLEMENTARY
SKILL
Speaking
2.1.1
statements
Pre-lesson
See Teacher’s Book.
Lesson Delivery
Post lesson
Superminds 1 p.58 Language Strategies 2 and 5 may
be suitable.
Use other strategies if
appropriate.

28
WEEK:
_______________
LESSON: 3 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
TOPIC: Free Time
Days of the week
Present simple for regular activities ( I +verb + on + day)

29
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
statements
COMPLEMENTARY
SKILL
Listening
1.2.1
sentences
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.59 Language Strategies 1, 2, 3 or 6
may be suitable.
appropriate.

30
WEEK:
_______________
LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
TOPIC: Free Time
Present simple On (day) we (verb).

31
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
linear and non-linear
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
simple sentences
COMPLEMENTARY
SKILL
Listening
1.2.1
sentences
Pre-lesson
Lesson Delivery
NB – this is a reading lesson. Have
pupils read and match, draw a line
before/while listening.
Post lesson
Superminds 1 p.60 Language Strategy 5 may be
suitable.
appropriate.

32
WEEK:
_______________
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Free Time
Days of the week
Food vocabulary (review)

33
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,
actions, or places of
interest in texts
COMPLEMENTARY
SKILL
Listening
1.2.1
sentences
Pre-lesson
Task 10 (with flashcards or realia of
known words from the list)
Lesson delivery
1. Ask pupils to sit or stand in a circle.
Place the flashcards/realia in the middle
of the circle. Ask pupils to point to the
food they like.
2. Review the words by helping pupils
to say I like x. or My favourite is x.
3. Ask pupils if they ate any of these
foods this week. Ask them which day
they ate it on. NB This asks about the
past. Do not focus on this, just elicit the
days of the week in association with the
foods.
4. Introduce the caterpillar. Ask pupils
what it likes to eat.
5. Read/tell/show the story (Very
Hungry Caterpillar), asking questions to
check understanding and using the
images to support understanding. NB
pupils do not need to understand every
word, just the general idea of the story.
6. Ask pupils if their prediction about
what the caterpillar eats were correct.
7. Write the days of the week on the
board.
8. Repeat the story and encourage
pupils to remember what the caterpillar
eats on each day.
9. Pupils work in pairs or small groups
to note in their exercise book what the
caterpillar eats each day. They could
write the words or draw pictures,
depending on the proficiency level of
your class.
Post lesson
Task 11
A story about days of
the week, for example
The Very Hungry
Caterpillar (Book
available or see
https://www.youtube.co
m/watch?v=vkYmvxP0
AJI
Also, movie at:
https://www.youtube.co
m/watch?v=75NQK-
Sm1YY )
Flashcards/realia/toys
of food:
apple
pear
strawberry
orange
cake
ice cream
cheese
sausage
lolly pop
watermelon
leaf
caterpillar
Language Strategy 6 may be
suitable.
appropriate.

34
WEEK:
_______________
TOPIC: Free Time
I + verb (+phrase) + on + day+s

35
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
specific information and
details of simple
sentences
COMPLEMENTARY
SKILL
Speaking
2.1.1
statements
Pre-lesson
Task 4: Identify the flashcard
Lesson Delivery
1. Review the flashcards on the board
from the pre-lesson task by checking
pupils know these expressions. Then
mime each one and ask pupils to guess
what you are doing.
2. Ask pupils to stand in a circle. Say
the action words and pupils mime. Ask
pupils to turn to their neighbour to do
this in pairs.
3. Put the days of the week word cards
around the classroom. Give each pupil
an action flashcard.
4. Say the sentence I (verb) on (day).
The pupil with the action flashcard
should take it and stand by the correct
day. Repeat for all cards.
5. Ask pupils to tell you a sentence for
their action and day (where they are
standing).
6. Pupils return to their places. Tell
pupils a sentence about your week (e.g.
I ride my pony on Mondays). They
should tell you if it is right or wrong.
Repeat a few times.
7. Pupils do the Right or Wrong activity
in pairs.
8. Feedback as a whole class by asking
pupils to tell you what their partner does
in the week. Depending on your class,
you could ask them to say:
X said, “I xxx on xxxs’
She xxxxs on xxxxs.
She doesn’t xxx on xxxs.
Post lesson
Task 1 (you will need to make notes as
pupils talk about their weekly activities
for this)
Picture flashcards for
actions from p.56-60
(these can be hand-
drawn if 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
Language Strategy 3 may be
suitable at stage 8 (see
Learning Outline).
appropriate.

36

37
WEEK:
_______________
TOPIC: Free Time
I / we + verb + on + day+s

38
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
statements
COMPLEMENTARY
SKILL
Listening
1.2.2
details of simple
sentences
Pre-lesson
Task 4: Identify the flashcard
Lesson delivery
1. Write numbers 1 to 6 (or one to six)* on the
board. If you have a numbers song, you could sing
the song.
2. Review the action flashcards and put them on the
board next to a number as the pupils say them
correctly.
3. Ask pupils to close their eyes or turn around.
Remove an action card from the board. Ask pupils to
tell you which card you removed. They can tell you
the number and/or the action. Repeat.
4. Put the pictures back on the board and write the
phrase next to them (you can elicit spelling, ask
pupils to write in their notebooks or ask a pupil to
come and write on the board).
5. Give out papers. Pupils work in pairs to tell each
other what they do in the week. They should choose
(if possible) from the actions on the board 1 - 6.
The partner listens and writes in the table (they can
write the words or the number from the board).
6. Ask pupils to compare their worksheets to find
any activity that they do at the same time. If they do,
they should say Let’s do it together! You will need to
model this and explain together using gesture and
mime.
7. Tell pupils to stand up and walk around the room
to talk to new partners. They should try to find
something in common:
A: I play football on Saturdays.
B: I play football on Saturdays, too.
A&B: Let’s do it together!
Model and practice the dialogue before beginning
the activity.
8. Feed back by asking pupils to tell you what they
have in common, e.g. We play football on
Saturdays.
Make notes on what pupils say here, you will need
this to prepare the next lesson.
Post lesson
Task 3
Picture flashcards
of actions (from
Lesson 6)
One or two dice
per pair or group
(or whole class if
not available)
A worksheet for
each pupil with a
table for pairwork
interview (see
below)
Language Strategies 2 or 5 may be
suitable.
appropriate.
*You could extend this to
12 and use two dice for
this activity.

39
Example table for pairwork interview worksheet for Lesson 7
Day Activity
Mondays
Tuesdays I play football
Wednesdays
Thursdays
Fridays
Saturdays
Sundays

40
WEEK:
_______________
TOPIC: Free Time
I / we + verb + on + day+s
/ei/ sound in words from unit

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
knowledge of sounds of
letters
COMPLEMENTARY
SKILL
Reading
3.1
Recognise words in
texts by using
letters
MAIN SKILL
Reading
3.1.2
Recognise and sound out
with some support
beginning, medial and
final sounds in a word
COMPLEMENTARY
SKILL
Reading
3.1.1
Identify, recognise and
name the letters of the
alphabet
Pre-lesson
Task 4
Lesson delivery
1. Write the words on the board:
play
watch
day
game
ball
what
hurray
match
Elicit the common letter (a).
Ask pupils to read the words to their
partner.
2. Model the /ei/ sound. Ask pupils to
tell their partner which words have this
sound.
Feedback on 1 and 2 whole class and
check pronunciation.
3. Elicit spellings for /ei/ sound: ay and
a+C+e (ask pupils to say the letter
names).
Ask pupils to write (or tell you) more
words which follow this rule.
4. Give pupils the worksheet. Ask them
to read the sentences in part 1 and
circle the /ei/ sounds. Then they should
read them with their partner before
checking whole class.
5. Ask pupils to read the sentences in
Part 2 of the worksheet (these should
be a mix of sentences about pupils,
some true (or right), some false (or
wrong), based on their responses in
Lesson 7. See below). They should
circle True or False.
6. Check answers whole class by
asking the relevant pupils to say if it is
true or false.
Post lesson
Task 12
Picture flashcards of
actions
One worksheet for
each pupil, in two parts.
Part 1 – see below.
Part 2 – sentences
based on pupils’
responses in Lesson 7)
suitable.
appropriate.
When writing the
worksheet part 2, you
could choose pupils who
participate less often,
who have lower
proficiency or who have
low motivation. This will
help involve them more in
their learning.
If appropriate, select
suitable activities for your
pupils from LINUS
Module 1 to be added in
to this lesson to focus on
phonemes from Lines a
and b of the Year 1
Phonics Table (see
syllabus)

42
Example sentences for worksheet part 1 (Lesson 8):
1. I play football on Mondays.
2. I go swimming on Saturdays.
3. I ride my bike on Sundays.
[Add more activities that your pupils do regularly]
Example sentences for worksheet part 2:
(Pupil’s name) I xxx on xxxs.
1. (Aishah) I play computer games on Mondays and Sundays. True / False
2. (Ryan) I ride my bike on Saturdays and Sundays. True / False
(8 - 10 sentences, depending on your class)

43
WEEK:
_______________
TOPIC: Free Time
My favourite day is X.
I + verb + on + day+s.

44
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
CROSS
CURRICULAR
ELEMENT
DIFFERENTIATION
STRATEGIES
TEACHER’S NOTES /
REMARKS
MAIN SKILL
Writing
4.3
Communicate with
appropriate language
form and style for a
range of purposes in
print and digital media
COMPLEMENTARY
SKILL
Writing
4.2
Communicate basic
media
MAIN SKILL
Writing
4.3.3
Plan, draft and write
simple sentences
COMPLEMENTARY
SKILL
Writing
4.2.1
and statements
Pre-lesson
Task 1 (days of the week)
Lesson delivery
1. Have pupils sit or stand in a circle.
Give each pupil a word card. Ask pupils
to find friends to make sentences. They
should stand in a line to make a
sentence with their words.
If you have a very large class or would
like to control this more, children can
work in groups so that each group
makes one sentence.
Ask pupils to say their sentences. Put
the sentences on the board. Elicit the
need for full stops.
2. Play a game to elicit the spelling of
favourite (e.g. see pre-lesson task 7),
leave the word on the board.
3. Tell pupils that your favourite day is
X. Tell them what you do on that day.
Ask pupils to write their favourite day in
their exercise books. They can also
write what they do on that day,
depending on the proficiency level of
your class or pupils. Monitor and help
pupils as necessary.
4. Ask pupils to check their partner’s
writing.
5. Hand out worksheet to pupils. They
should write their favourite day at the
top of the page. On the lines at the
bottom, they write My favourite day is
X. They can also write I xxx on xxxs if
they drafted this in stage 3. They draw
a picture in the box.
6. Display pupils’ work in the
classroom. Ask pupils to tell the class
about their work.
Post lesson
Task 5
Word cards to make up
sentences. One per
student. e.g.
I / go / swimming / on /
Saturdays / I / play /
football / on / Fridays
Worksheet for each
pupil (see below)
suitable (see learning
outline).
appropriate.
pupils from LINUS
phonemes from Lines a
and b of the Year 1
Phonics Table (see
syllabus).

45
Suggested design of worksheet for Lesson 9:
Day: _____________________________________
_________________________________
_________________________________
_________________________________

46
WEEK:
_______________
TOPIC: Free Time
Days of the week and food vocabulary review

47
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,
actions, or places of
interest in texts.
COMPLEMENTARY
SKILL
Speaking
2.1.3
basic instructions
Plan a Language Arts lesson linked to
the main and the complementary
content and learning standards.
You could extend Lesson 5 by re-
reading The Very Hungry Caterpillar
and providing some activities to
develop understanding of life cycles in
nature, specifically the butterfly.
Your choice depending
on the focus of your
lesson.
Suggested material:
The Very Hungry
Caterpillar
Science and
Technology
Your choice depending
on your lesson

48
WEEK:
_______________
TOPIC: Free Time
Do you…?
Yes, I do…/ No, I don’t

49
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
Speaking
2.1
Communicate simple
MAIN SKILL
Speaking
2.1.1
statements
COMPLEMENTARY
SKILL
Speaking
2.1.2
Find out about personal
information by asking
basic questions
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.61 Language Strategy 2, 3 or 7 may be
suitable.
appropriate.

50
WEEK:
_______________
TOPIC: Free Time
We’re lost
Lake
Wait and see
Come with me
Thank you very much

51
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
1.2.3
very short simple
narratives
COMPLEMENTARY
SKILL
Listening
1.2.2
details of simple
sentences
Pre-lesson
Lesson Delivery
NB – this lesson focuses on Activity 1
(picture story), which continues onto
page 63.
Post lesson
Superminds 1 p.62-
p.63
Values
(asking for help when
you need it)
Strategy 6 may be
suitable.
appropriate.

52
WEEK:
_______________
TOPIC: Free Time
Recycled story language from lesson 17

53
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
3.1.3
Blend phonemes (CVC,
CCVC, CVCV, CCV)
COMPLEMENTARY
SKILL
Listening
1.1.1
Recognise and
reproduce with support a
range of high frequency
target language
phonemes
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.63 Values
(asking for help when
you need it)
Strategy 2 may be
suitable.
appropriate.

54
WEEK:
_______________
TOPIC: Free Time
How many days do….?
Possessive ’s

55
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
Listening
1.2
contexts
MAIN SKILL
Writing
4.3.1
Use capital letters and
full stops appropriately in
guided writing at
sentence level
COMPLEMENTARY
SKILL
Listening
1.2.2
details of simple
sentences
Pre-lesson
Lesson Delivery
Post lesson
suitable.
appropriate.

56
WEEK:
_______________
TOPIC: Free Time
Your choice of phoneme blends CVC, CCVC, CVCV, CCV

57
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
COMPLEMENTARY
SKILL
Reading
3.1
Recognise words in
texts by using
letters
MAIN SKILL
Language Arts
5.1.2
Say the words in simple
texts, and sing simple
songs with intelligible
pronunciation, rhythm
and intonation
i) simple chants and raps
ii) simple rhymes
iii) simple action songs
iv) simple songs
COMPLEMENTARY
SKILL
Reading
3.1.3
Blend phonemes (CVC,
CCVC, CVCV, CCV)
Design your own Language Arts lesson
linked to the main and the
complementary content and learning
standards.
In this lesson, pupils listen to and join in
a song which focuses on blending
phonemes. They should see and work
with the words of the song in written
form as well.
Your choice, as
appropriate to your
lesson.
Some example songs
can be found here:
https://www.kizphonics.
com/phonics-phoneme-
songs/
http://www.earlychildho
odeducationzone.com/
best-phonics-songs/
Language Your choice, as
appropriate to your
lesson.

58
WEEK:
_______________
TOPIC: Free Time
Your choice of review or extension of recently introduced language and vocabulary

59
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
3.1
Recognise words in
texts by using
letters
MAIN SKILL
Listening
1.2.2
details of simple
sentences
COMPLEMENTARY
SKILL
Reading
3.1.1
Identify, recognise and
name the letters of the
alphabet
Design your own lesson linked to the
main and the complementary content
and learning standards.
One possibility is to extend the listening
activity on p.64 of the textbook. Pupils
work in pairs to dictate spelling and
other information to each other in a
similar way.
Your choice, as
appropriate to your
lesson
Review or extend
p.61-64.
appropriate to your
lesson.

60
WEEK:
_______________
TOPIC: Free Time

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
Writing
4.2
Communicate basic
media
MAIN SKILL
Speaking
2.1.2
basic questions
COMPLEMENTARY
SKILL
Writing
4.2.1
and statements
One possibility is to have pupils write
and then work in pairs and then mingle
to do a survey, where they find out
about each other’s’ weekend activities.
They can report on their findings in
Lesson 19.
Your choice, as
appropriate to your
lesson
Review or extend
p.61-64.
appropriate to your
lesson.

62
WEEK:
_______________
TOPIC: Free Time

63
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
Reading
3.2
using appropriate
reading strategies
MAIN SKILL
Reading
3.2.2
Understand specific
simple sentences
COMPLEMENTARY
SKILL
Reading
3.2.3
i) Reread a word, phrase
or sentence to
understand meaning
One possibility is to review the story on
p.62-63 by cutting it up into stages and
asking pupils to read and order the
sentences or pictures, encouraging
pupils to use particular reading
strategies.
Your choice, as
appropriate to your
lesson.
Review or extend
p.61-64.
appropriate to your
lesson.
pupils from LINUS
phonemes from Lines c
and d of the Year 1
Phonics Table (see
syllabus)

64
WEEK:
_______________
TOPIC: Free Time

65
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
Writing
4.2
Communicate basic
media
MAIN SKILL
Writing
4.3.3
Plan, draft and write
simple sentences
COMPLEMENTARY
SKILL
Writing
4.2.5
Connect words and
phrases using basic
coordinating conjunctions
One possibility is for pupils to work in
pairs at a computer and report the
findings of their survey done in Lesson
17. They could use a programme to do
this that is suitable for their level of
technological skill (e.g. Microsoft Excel
or Word).
Your choice, as
appropriate to your
lesson.
Review or extend
p.61-64.
ICT Your choice, as
appropriate to your
lesson.
pupils from LINUS
phonemes from Lines c
and d of the Year 1
Phonics Table (see
syllabus)

66
WEEK:
_______________
TOPIC: Free Time
On day+s I + verb phrase

67
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
Writing
4.2
Communicate basic
media
MAIN SKILL
Language Arts
5.1.2
and intonation.
ii) simple rhymes
iv) simple songs
COMPLEMENTARY
SKILL
Writing
4.2.1
and statements
In this Language Arts lesson, pupils
work with the poem on p.65 of their
textbook.
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.65 Language Your choice, as
appropriate to your
lesson.

68
WEEK:
_______________
TOPIC: Free Time
Recycled language : food, free-time activities
Healthy, unhealthy, eat healthy food, keep fit, have fun

69
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
simple sentences
COMPLEMENTARY
SKILL
Speaking
2.1.2
basic questions
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.66 Values
(eating healthily)
Strategies 1, 2 or 6 may
be suitable.
appropriate.

70
WEEK:
_______________
TOPIC: Free Time
Recycled language: free-time activities, days of the week
Hour

71
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
Speaking
2.1
Communicate simple
MAIN SKILL
Speaking
2.1.2
basic questions
COMPLEMENTARY
SKILL
Speaking
2.1.1
statements
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.67 Entrepreneurship Strategy 3 may be
suitable.
appropriate.

72
WEEK:
_______________
TOPIC: Free Time
Recycled language: imperatives

73
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
1.2.3
very short simple
narratives
COMPLEMENTARY
SKILL
Listening
1.2.4
Understand an increased
range of short basic
supported classroom
instructions
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.68 Creativity and
Innovation
Strategies 2 or 5 may be
suitable.
appropriate.

74
WEEK:
_______________
TOPIC: Free Time
Recycled language from the topic

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
4.3.1
guided writing at
sentence level
COMPLEMENTARY
SKILL
Reading
3.2.4
Use a picture dictionary
to find, list and categorise
words from Year 2 topics
and themes
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.69 ICT All strategies may be
suitable.

76
WEEK:
_______________
TOPIC: Free Time
Your choice depending on your lesson

77
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
Listening
1.2
contexts
MAIN SKILL
Language Arts
5.1.1
Demonstrate
appreciation through non-
verbal responses to
ii) simple rhymes
iv) simple songs
COMPLEMENTARY
SKILL
Listening
1.2.1
sentences
standards.
In this Language Arts lesson, pupils
listen to a text for enjoyment. Try to use
digital media where facilities are
available (such as an interactive digital
story, or video material)
Your choice, as
appropriate to your
lesson.
You could choose a
text from:
https://learnenglishkids.
britishcouncil.org/en/list
en-watch
appropriate to your
lesson.

78
WEEK:
_______________
THEME: World of Stories
TOPIC: The old house
House vocabulary: house, bathroom, bedroom, living room, hall, dining room, kitchen, stairs, cellar
Down, up
Now
Find out

79
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
4.3
Communicate with
MAIN SKILL
Listening
1.2.2
details of simple
sentences
COMPLEMENTARY
SKILL
Writing
4.3.2
words accurately in
guided writing
Pre-lesson
Lesson Delivery
Post lesson
suitable.
appropriate.

80
WEEK:
_______________
TOPIC: Free Time

81
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
2.1.3
basic instructions
COMPLEMENTARY
SKILL
Listening
1.2.5
Understand an increased
range of short supported
questions
One possibility is for pupils to ask each
other about their habits and to then give
each other advice on how to make their
lives healthier.
Your choice, as
appropriate to your
lesson.
Review or extend p.65-
69.
Values (living
healthily)
Your choice, as
appropriate to your
lesson.

82
WEEK:
_______________
TOPIC: Free Time

83
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
Writing
4.2
Communicate basic
media
MAIN SKILL
Reading
3.2.2
Understand specific
simple sentences
COMPLEMENTARY
SKILL
Writing
4.2.3
Write short familiar
instructions
One possibility is for pupils to read a
series of instructions and put them in
order. They can then write instructions
on small cards and play a reading mime
game in small groups.
Your choice, as
appropriate to your
lesson.
69.
appropriate to your
lesson.
pupils from LINUS
phonemes from Lines e
and f of the Year 1
Phonics Table (see
syllabus).

84
WEEK:
_______________
TOPIC: Free Time

85
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
Writing
4.3
Communicate with
MAIN SKILL
Writing
4.3.2
words accurately in
guided writing
COMPLEMENTARY
SKILL
Writing
4.3.1
guided writing at
sentence level.
One possibility is to play some spelling
revision games for topic vocabulary.
Then pupils write sentences based on
their posters (p.69). The focus of this
writing activity is on accuracy of
spelling, punctuation and use of capital
letters.
Your choice, as
appropriate to your
lesson.
69.
appropriate to your
lesson.
pupils from LINUS
phonemes from Lines e
and f of the Year 1
Phonics Table (see
syllabus).

86
WEEK:
_______________
TOPIC: Free Time
Your choice as appropriate to your lesson

87
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
Speaking
2.2
Use appropriate
communication
strategies
MAIN SKILL
Language Arts
5.3.1
Respond imaginatively
and intelligibly through
creating simple short
chants or raps
Other imaginative
responses as appropriate
COMPLEMENTARY
SKILL
Speaking
2.2.2
Ask for attention of help
from a teacher of a
classmate by using
suitable statements and
questions
standards.
One possibility is to base the lesson on
pupils’ report on the survey results from
p.67. From these, they could co-
operate as a class or in large groups to
create a big poster for the classroom or
a class chant/rap about their healthy
and/or unhealthy habits.
Pupils should try to use English to
communicate in a group, although this
may not always be possible. Encourage
them to ask for help in English by pre-
teaching phrases such as:
‘We don’t understand/know what to
do/write here.’
‘How do you spell…?’
Your choice, as
appropriate to your
lesson.
69.
Patriotism &
Citizenship (co-
operation), Values
(Healthy living)
Your choice, as
appropriate to your
lesson.

88
WEEK:
_______________
There’s a …
There are …

89
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
Describe objects using
suitable words and
phrases
COMPLEMENTARY
SKILL
Listening
1.2.2
details of simple
sentences
Pre-lesson
Lesson Delivery
Post lesson
suitable.
appropriate.

90
WEEK:
_______________
Is there a?
Are there any…?
Yes, there is / No, there isn’t
Yes, there are / No, there aren’t

91
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
1.2.2
details of simple
sentences
COMPLEMENTARY
SKILL
Speaking
2.2.1
Keep interaction going in
short exchanges by using
suitable non-verbal
responses
Pre-lesson
Lesson Delivery
NB: Introduce pupils to some non-
verbal and verbal strategies that give
thinking time, for example Mmm …,
Er…, Let me see…
These can be used in Activity 3 while
pupils look for the items in the pictures.
Post lesson
Superminds 1 p.73
NB: p.72 will be the
focus of Lesson 35
Language Strategies 2, 6 or 7 may
be suitable.
appropriate.

92
WEEK:
_______________
Recycled home and animal vocabulary

93
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
3.2.3
i) Reread a word, phrase
or sentence to
understand meaning
ii)Ignore unknown words
in order to understand a
phrase or sentence
COMPLEMENTARY
SKILL
Listening
1.2.1
sentences
Pre-lesson
Lesson Delivery
NB: The main focus of this lesson is the
story in Activity 1. This continues onto
p.75.
Encourage children to use reading
strategies as shown in the learning
standard for this lesson.
Post lesson
Superminds 1 p.74 - 75 Patriotism and
Citizenship
(looking after your
friends)
Strategies 2 or 5 may be
suitable.
appropriate.

94
WEEK:
_______________

95
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
Speaking
2.1
Communicate simple
MAIN SKILL
Writing
4.3.2
words accurately in
guided writing
COMPLEMENTARY
SKILL
Speaking
2.1.2
basic questions
One possibility is to have pupils draw
their own home and label the rooms in
it.
They then talk about their homes with
their partner, who asks questions (e.g.
What’s in the living room?)
Your choice, as
appropriate to your
lesson.
74 (Note that p.72 will
be the focus of Lesson
35).
appropriate to your
lesson.

96
WEEK:
_______________
Your choice depending on your lesson

97
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
Listening
1.3
Use appropriate
listening strategies in a
variety of contexts
MAIN SKILL
Language Arts
5.1.2
and intonation
ii) simple rhymes
iv) simple songs
COMPLEMENTARY
SKILL
Listening
1.3.1
Understand the message
the teacher or classmate
is communicating by
using visual clues when
they are speaking
This Language Arts lesson is based on
the song on p.72.
Pre-lesson
Lesson Delivery
Post lesson
Superminds 1 p.72 Language Strategies 2 or 5 may be
suitable.
appropriate.

98
WEEK:
_______________

99
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
1.2.3
very short simple
narratives
COMPLEMENTARY
SKILL
Listening
1.2.2
details of simple
sentences
One possibility is to review the story on
p.74-75. Have pupils listen and act the
story in small groups as they listen.
In pairs, they then dictate pictures to
each other from the story, e.g.
The cellar stairs: How many stairs are
there? How many rats are there?
Your choice, as
appropriate to your
lesson.
Review or extend p.71 -
74
appropriate to your
lesson.

100
WEEK:
_______________

101
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
Speaking
2.1
Communicate simple
MAIN SKILL
Speaking
2.1.2
basic questions
COMPLEMENTARY
SKILL
Speaking
2.1.5
Describe objects using
suitable words and
phrases
One possibility is to do an
Information – gap activity. Pupils have
information about an old house, but
their information is incomplete. Their
partner has the complementary
information. Pairs should ask questions
to each other to find out the missing
information.
Your choice, as
appropriate to your
lesson.
74
appropriate to your
lesson.

102
WEEK:
_______________

103
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
3.1.4
Segment phonemes
(CVC, CCVC, CVCV,
CCV)
COMPLEMENTARY
SKILL
Listening
1.1.1
Recognise and
reproduce with support a
range of high frequency
target language
phonemes
You can use vocabulary from this unit
of the textbook to work on recognising,
producing and segmenting phonemes.
Your choice, as
appropriate to your
lesson.
74
appropriate to your
lesson.
pupils from LINUS
phonemes from Lines g
and h of the Year 1
Phonics Table (see
syllabus).

104
WEEK:
_______________

5. Primary Year 2 SK Scheme of Work.pdf

5. Primary Year 2 SK Scheme of Work.pdf

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