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KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work
Primary Year 1
SK

Primary Year 1
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 – 160) p.25

Primary Year 1 Scheme of Work

Introduction to Primary Year 1 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 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 – 160)

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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Primary Year 1 Scheme of Work

1. Overview of the Primary Year 1 Scheme of Work

1. What is the Primary Year 1 Scheme of Work, and how can it help teachers?

The Primary Year 1 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 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 and Writing, as suggested in KSSR Bahasa Inggeris Tahun 1 (National schools) and KSSR
Bahasa Inggeris SJK Tahun 1 (National-type schools) 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.

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.

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Primary Year 1 Scheme of Work

The last few lessons (149 – 160) review language and skills practised over the whole of Primary Year
1. The final three Language Arts lessons suggest a class performance of some kind which reviews a
chosen area of language learned during the year.

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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Primary Year 1 Scheme of Work

1  Reading 3. The ideas they contain are easy for pupils to understand (e.3 very short simple narratives Understand with a high degree of Very short narratives are stories which are usually not support very short simple narratives more than 6 lines long.1. I like bananas)  Listening 1. Listening 1. school and food. The simple narratives contain language and ideas which pupils can understand. Glossary of terms in the Primary Year 1 curriculum framework Term in Primary Year 1 curriculum Meaning framework Listening 1. Teachers should use their own judgment here.2.2 Listening 1. She can swim.g. He’s got 2 sisters). They See also live in Kuching.1 a limited range of high frequency target language Recognise and reproduce with support phonemes a limited range of high frequency These are the phonemes shown in the phonics table in target language phonemes the syllabus document.g. sentences I’m seven. 6 Primary Year 1 Scheme of Work . pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. 2.2 a variety of familiar contexts Understand meaning in a variety of Familiar contexts are ones which pupils know.2.2.1 very simple phrases and sentences Understand with support the main idea Very simple phrases and sentences are simple in of very simple phrases and structure. Teachers should use their own judgment on very short simple narratives.2. However. based on the level and interest of the pupils they teach. They are short and contain just one clause (e.2. such as friends and family. A range of target language phonemes in Year 1 means a suitable variety of phonemes from the phonics table. Examples familiar contexts include contexts linked to topics covered in the Superminds 1 textbook.2  Reading 3. Listening 1. based on the teacher’s judgment of how well the pupils they teach can read.

talking about their home. everyday information intelligibly which is simple cognitively. Often the language in the fixed phrases is See also above their general language level.6. Here are some  Speaking 2.3.2 involve a different kind of reading from linear texts.Speaking 2.1 digital games Read and enjoy simple print and digital Digital games are language games children play on games at word level language learning DVD ROMs.1 linear and non-linear texts Recognise words in linear and non-linear Linear texts contain only words. Superminds 1 provides frequent opportunities for pupils to communicate simple information.2 basic information Communicate basic information Basic information means the same as simple information intelligibly for a range of purposes in (see Speaking 2. Examples of non- linear texts include graphs. Examples include pupils saying their name and age.1. Reading 3. as pupils may move between the words and the pictures as they read.2.4 many fixed phrases in Superminds 1. or websites.2 examples: It’s my turn. Writing 4. not always in a sequence.1. print and digital media a range of purposes The range of purposes is described in the learning standards for Years 1 . These purposes involve finding out about and giving personal details and opinions.1 simple information Communicate simple information Simple information is frequent. 7 Primary Year 1 Scheme of Work .1 fixed phrases Give very basic personal information Fixed phrases are useful phrases for communication using fixed phrases which pupils can understand and use to communicate successfully. Pupils usually read their texts by using knowledge of sounds of content in the sequence in which it appears on the page.2.1  Writing 4. CD ROMS.3. or saying what they like. and some computer games. They  Reading 3. letters Examples of linear texts include: dialogues.1. diagrams. Speaking 2. See also Non-linear texts combine words and pictures.1 above).2 Reading 3.  Speaking 2.1  Writing 4. Good idea! No problem! There are  Speaking 2. stories and descriptions.

according to words pupils write often in their lessons. and classroom objects. Teachers should use their own judgment on familiar high frequency words. numbers. such as colours.2 familiar high frequency words Spell familiar high frequency words High frequency words are words which pupils use accurately often in Year 1 writing. 8 Primary Year 1 Scheme of Work .3.Writing 4.

Write as many animal words as you can.g. Some pupils will stop at the minimum target at first. Look at the classroom objects on my table. three colours) is compulsory. especially when writing is involved. Different types and amount of support can be given to less proficient pupils. depending on their needs. Open-ended tasks (e. and gives a chance for more proficient language pupils to challenge themselves. and extra challenge can be provided for more proficient pupils. more complex language. write two sentences or more. say three colours or more. 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. Talk with your friend in English: You choose what to talk about). Extra tasks should extend and enrich learning. or What will happen next?) allow more proficient pupils to contribute more unusual words. or more original ideas. and everyone needs to achieve this to be successful. Sometimes. but with more practice. Two useful strategies here are:  compulsory plus optional  remember and share. You read it. Strategy 4: Differentiate by the time pupils are given to complete a task Some pupils need longer than others to complete tasks. written words on a worksheet to help pupils with spelling). I’ll cover them… Now. Strategy 3: Differentiate by the outcome expected from pupils The teacher may expect more language from some pupils.g. 3. In one minute. share with your group what you remember and then tell me). The minimum target (two sentences. 9 Primary Year 1 Scheme of Work . using open-ended tasks such as brainstorming allows a large number of correct responses.g. When it is appropriate. i) Compulsory plus optional Here. the teacher sets pupils targets such as With your partner. The main aim is that every pupil says or writes something. and less from others. It’s on the desk. Sometimes.’)  with gestures  with visuals (e. so that they feel successful.g.g. or In your group. they will soon get the idea of going beyond the minimum target. Tell me the food words you know. they have to tell the teacher words or ideas they learned in a previous lesson or task (e. rather than to work carefully at their own speed. 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. ii) Remember and share If pupils are asked to remember and share. and extra tasks for pupils who complete the task early should be provided (e. as this will encourage pupils to work quickly. Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture) should be avoided. ‘It begins with B. flashcards on the board to help pupils understand or use vocabulary)  with written words (e.g. 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. and so this task also allows different pupils to make successful contributions. Name the things in the picture in the textbook. less proficient pupils have good memories. these pupils should be given a little more time to finish. But the ‘or more’ is optional.

The same principle applies to giving feedback on pupils’ spoken language. Asking closed questions to less proficient pupils (e. the teacher can tell them the lines in which the misspellings are. if a pupil who is weak at writing has tried hard and produces work with a number of misspellings. pupils decide for themselves which tasks they want to do (e. They often involve very short responses. 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. one who can write and one who cannot yet write well) or who enjoy working together. If a few pupils are proficient readers. feedback can be given on what they did well. Teachers can support needs by setting individual tasks and targets for pupils based on teacher assessment. depending on the ways they prefer to learn (for example visually. a teacher might decide on a reading target for each child. and provide them with different tasks from those pupils who can already read.g. they could be given extra tasks. and ask them to find and correct them. Asking open questions to more proficient pupils (e. 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. pupils can be assigned different roles to do. As less proficient pupils grow in confidence and competence. 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. If a stronger pupil writes well and makes two misspellings. In some tasks. teachers can support preferences by letting pupils make choices about what they do and how they do it. and only two or three misspellings of common or important words highlighted.Strategy 5: Differentiate by supporting individual learning preferences and needs When appropriate. Strategy 7: Differentiate by the feedback given Feedback given to pupils should be varied according to their ability to act on the feedback. 10 Primary Year 1 Scheme of Work . For example. as this involves them in the lesson and helps the pace of the lesson. teachers can ask them more open questions. through speaking or listening. Sometimes teachers might want to mix girls and boys or have single-sex pairs/groups. if a number of pupils are not able to read well yet. Teachers should make sure to vary pairing and grouping over time.g. for example a group manager. writer or artist. For example. Sometimes.g. The pupil should respond to this feedback because the suggested improvement is achievable for them. Sometimes there are also good reasons for asking more proficient pupils easier questions. Strategy 6: Differentiate by the types of question asked Closed questions are questions in which the choice of possible answers is limited. What can Misty do now?) provides extra challenge.g. The pupil should be able to respond to the extra challenge built in to this feedback. the gestures they create for an action song or a revision game). or through movement). Open questions usually have more possible answers and longer responses. for example.

Please note the following Content and Learning Standards which develop these skills: 1 Content Standard Learning Standard Listening 1.3 Blend phonemes (CVC.1.Pupils with pre. whereas others may not yet be literate or may be just learning to read.1 Recognise words in linear and non. will need extra support.1.2 Recognise and sound out with support beginning. reading and writing skills are developed in different ways and pupils’ literacy skills will be developed through the activities and lessons. Identify and recognise the shapes linear texts by using knowledge of of the letters of the alphabet sounds and letters Reading 3. This information can be found in the Differentiation column within the Scheme of Work below.4 Segment phonemes (CVC.1. 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.1 Recognise and reproduce target Recognise and reproduce with language sounds support a limited range of high frequency target language phonemes 2 Content Standard Learning Standard Reading 3.1 Reading 3. medial and final sounds in a word Reading 3.1. Within the Scheme of Work.1 Listening 1.1. CCVC) Reading 3. or those with low-level literacy skills.and low-level literacy skills Some pupils are already literate when they begin Primary Year 1. 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. CCVC) 11 Primary Year 1 Scheme of Work . However. It is recommended that teachers select relevant material from LINUS. pre-literate pupils.

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 Learning Standard
Writing 4.1 Writing 4.1.1
Form letters and words in neat i) Demonstrate fine motor control
legible print using cursive writing of hands by using pen or pencil
correctly
ii) Demonstrate correct posture
and pen hold grip
iii) Develop hand-eye coordination
through drawing lines

Writing 4.1.2
i) Form upper and lower case
letters of regular size and shape
ii) Write letters and words in a
straight line from left to right with
regular spaces between words
and spaces
iii) Copy letters and familiar high
frequency words and phrases
correctly

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Primary Year 1 Scheme of Work

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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Primary Year 1 Scheme of Work

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

AIM: to prepare and give pupils confidence for a listening or reading text

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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Primary Year 1 Scheme of Work

PRE-LESSON TASK 3: SEQUENCE THE INFORMATION

AIM: to prepare and give pupils confidence for a listening or reading text

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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Primary Year 1 Scheme of Work

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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Primary Year 1 Scheme of Work

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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Primary Year 1 Scheme of Work

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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Primary Year 1 Scheme of Work

as is noted in the task description. 6. and to be ready to correct the difference. Before the lesson. Ask pupils to tell you the connections they have made between the pictures and the text. POST-LESSON TASK 1: SPOT THE DIFFERENCES AIM: to provide practice in listening for detail MATERIALS: Text 1. if time: 4. Read out your text with changes. POST-LESSON TASK 2: MAKE CONNECTIONS AIM: to review topic vocabulary and grammar MATERIALS: Flashcards. pens and board 1. 19 Primary Year 1 Scheme of Work . identify 3 or 4 factual changes you could make to a listening or reading text which pupils will work on in the lesson (e. and some tasks can be modified for slightly older or more proficient pupils. Teachers can. using the flashcards to help them. however. During the lesson and after pupils have worked on the text.g. Please note that these tasks are the same for Primary Year 1 and Primary Year 2. These post-lesson tasks are suitable for ending almost any skills- focused lesson. To extend. tell them they are going to listen to the text again but this time there are some differences. if a flashcard shows some animals the link may be The story is on a farm). place the flashcards on the board and elicit ideas from the pupils about items in the pictures. Pupils listen and correct the differences to make it the same as the original. Ask pupils to listen and put their hands up each time they hear something different from the original text. The language and vocabulary focus will be different. This could be sentences focusing on content or simply words. 6. 5. choose or prepare between 3-6 flashcards which represent the content of a text which pupils will work on in the lesson. Whisper talks to fruit instead of Whisper talks to animals). 4. of course. 2. If you want pupils to practise writing as well as speaking. 3. 5. Before the lesson. pupils could come up to the board and write information under the corresponding flashcard. after pupils have worked on a listening or reading text and understood it. During the lesson. 2. Ask pupils how the pictures link to the text (e.g. 3. use their own post-lesson tasks whenever they think that these would be more suitable for the pupils they teach. 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. 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.

Explain or mime 1 or 2 words yourself (step 4 above). POST-LESSON TASK 4: CORRECT THE ERROR AIM: to review topic language. Prepare small cards with the names or pictures of the items. These should be common errors made by more than 1 pupil. Choose about 7 words related to the lesson. a different pupil for each mistake. 3. Continue with all the words until there is none left in the bag. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups. 3. 2. Explain the word without saying the name or mime it. 2. identify 4 or 5 words or sentences with errors the pupils made in a writing task. Invite pupils to guess the word. and to review spelling and punctuation MATERIALS: Board. 4. Make 3 or 4 sets of the cards. Elicit answers with the whole class. to come up to the board to write the corrected versions. 2. Ask pupils to form groups to identify the errors and to correct them.POST-LESSON TASK 3: GUESS THE WORD AIM: to review topic vocabulary MATERIALS: Cards with words or pictures. bag 1. During the lesson. Ask pupils. 5. 6. 20 Primary Year 1 Scheme of Work . Write the sentences on the board. Put the words in a bag then take out a card without letting the pupils see what it is. 4. words or sentences with errors from pupils’ written work 1. 4. 5. 3. Divide pupils into groups. A possible variation is: 1.

coconut) or instruction (e. 3. 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. Repeat step 3 if you have chosen more than 1 sentence. The team who finishes first gets an extra point if their answer is correct. choose a key sentence or sentences you want the pupils to focus on. Draw 4 columns on the board. 2. Start with a small number (2 or 3) and work upwards. 21 Primary Year 1 Scheme of Work . Go to the back of the line and ask the 4 pupils at the back of each line to come to you. board 1. Divide the class into 4 teams. The pupils go back to their lines and whisper the topic language to the next pupil in the line. Ask the pupils to say the complete sentence: they have to remember the missing word too.g.POST-LESSON TASK 5: REMEMBER IT. SAY IT AIM: to practise the pronunciation of key language from the lesson MATERIALS: Listening or reading text. Say the sentence twice and ask the pupils to repeat it. Continue rubbing out words until there are only lines on the board and invite pupils to say the full sentence. Rub out a word and replace it with a line. 6. the age and the proficiency of the pupils). 7. 2. Each team gets one point for a correct answer. Whisper a topic word (e. 4. or follows the instruction. After pupils have worked on a listening or reading text. 6. POST-LESSON TASK 6: WHISPER AND WRITE AIM: to review topic language and spelling MATERIAL: Board 1.g. Give each pupil at the front of the line some chalk or a board pen. who writes down the word. Draw a triangle and a square). Extend the activity by writing a sentence on the board. pupil at the front goes to the back. Make sure that pupils understand the meaning of the sentence(s). Change the order in the line each time (e.g. This continues until it reaches the pupil at the front of the line. Ask each team to stand in a line facing the board. 5. 3. so that there is a new pupil at the front). Continue with new words or instructions. 5. 4.

Ask each team to stand in a line facing the board. 3. 22 Primary Year 1 Scheme of Work . The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. 6. Pupils point to the corresponding flashcard.g. Place the flashcards on the walls around the room. to practise spelling MATERIALS: Board 1. Divide pupils into groups. 4. you can avoid giving points for these kinds of game. Alternatively. Pupils can help each other with spellings if need be. 3. but offer praise yourself and from the other students when teams do well. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time. 3 minutes. 4. If a team has a word which no other team has. Give each pupil at the front of the line some chalk or a board pen. 2. and draw a ladder of at least 4 to 5 spaces for each team (at least one for each pupil in a team). Write the lesson topic on the board (e. 2. Pupils continue this activity in their groups. e.POST-LESSON TASK 7: LISTEN AND POINT AIM: to review topic vocabulary MATERIALS: Flashcards of topic vocabulary 1. Each team gets one point for a word which is related to the topic and correctly spelled. depending on your class size. Divide the class into 4 or 5 teams. They then pass on the chalk or pen to the second pupil. school). Say a word. they get an extra point. if you have more time available. 5. Briefly review the vocabulary on the flashcards. who writes a word in the next space on the ladder. POST-LESSON TASK 8: MAKE A WORD LADDER AIM: to review topic vocabulary. There should be about 4 or 5 pupils in each team.g.

days of the week. have/has got) MATERIALS: Picture in the textbook with some details in it. The pupil at the front chooses others until someone guesses the correct word. Quickly check around the class. 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. Divide the class into groups. 9. Hide the picture if you are not using the textbook. Ask them to close their books.POST-LESSON TASK 9: READ YOUR FRIEND’S MIND AIM: to review topic vocabulary. POST-LESSON TASK 10: TEST YOUR MEMORY AIM: to review topic vocabulary and grammar (e. 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. 2. there is/are. Write target language on the board (e. 6. and correct false statements. Calculate the pupil’s score. If your class is large. Pupils tell you if your statements are true or false. Quickly review the target language with pupils. 2. 5. I like/don’t like): about 5-7 target items is a good number. 8. 7. to practise listening.g. Write a number in front of each target language item. 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. to see if they can beat the score of the previous pupil. asking each pupil to say the phrase they guessed. Make sure that each pupil can see the textbook picture or your own picture. or a picture you have chosen from another source 1. 4. For example. speaking and reading MATERIALS: Board 1. The other pupils write down the number they think she has chosen. 23 Primary Year 1 Scheme of Work . Repeat this with a new pupil coming to the front. the pupil score 4 points. The car is red).g. if he or she were thinking of the phrase I like pizza. There are 2 pupils in the picture. Make true/false statements (e. and 4 pupils guessed this correctly. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates. 4. 3. who pretend to be mind readers. 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. 5. 3. 6. Give them 1 minute to look at the picture and remember what’s in it. pupils can work in pairs to agree a number together and write it down.g.

POST-LESSON TASK 12: WHAT ABOUT YOU? AIM: to reflect on and share learning MATERIALS: Exercise book for more literate pupils. 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. More literate pupils can write in their notebooks or it can be done as a speaking activity. Set either a time limit or a number of words limit. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit an answer and write it on the board. depending on your lesson focus and level of pupils. This would also be a little quicker. This could be from the lesson or could be from the whole year so far. 2. Write it on the board (for more literate pupils). exercise books 1. Elicit from pupils why you have circled the cat. Say: “What about me?’ Choose and circle one of the pictures/words. 3. Look at the board and act as if you are thinking carefully. 2. This should be something you can connect to your personal life (e. Then give another example. 3. who should try to guess what the connection is.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. a cat – you like cats or you have a cat). Ask pupils to do the same in pairs by telling the word to their partner. Choose some key words or language from the lesson. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson. You could include examples of other language structures too. Ask pupils to work in pairs to share what they remember from the lesson. 24 Primary Year 1 Scheme of Work . then elicit another example. 4. 4.g. 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. or none 1.

7. Scheme of Work (Lessons 1 – 160) 25 Primary Year 1 Scheme of Work .

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

7. Speaking Speaking … What’s your name?) using 2. She’s Regina). Divide pupils into groups of about neat legible print using or large group phrases 6: they repeat step 3. 9.g. Pupils report back to the whole 2. Pupils report back (I’m… He’s… suitable fixed phrases She’s…) … If appropriate. 27 Primary Year 1 Scheme of Work . Finish by eliciting the names of everyone in the line. to work SKILL SKILL pairs. In pairs. information intelligibly express thanks using 2. 10. Make larger groups of about 12: pupils report names within the larger group.3 2. Pupils report back to whole class Post lesson 8.g.4 yourself and pupils as examples. Use other strategies if Communicate simple Greet. say goodbye.3. Bye. Divide pupils into groups Pupils say Bye! to each other (e.1 2. I’m be suitable. pupils remember as many names as they can (e.1 class e. 11. I’m … he’s/she’s … Writing 4. He’s Ahmed. Amir!). Ask pupils to stand in a line in alphabetical order of their first names. Teach pupils Bye! 12.g. 6. select suitable activities for your Lesson delivery pupils from LINUS Module 1 to be added in COMPLEMENTARY COMPLEMENTARY 3. and appropriate. and Bye! to you.1. Bye Nur!. Pupils practise target language in to this lesson. Introduce target language (Hi. cursive writing. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson None needed Values (Friendship) Strategies 3 and 4 may 1.1 Communicate Introduce self to an Form letters and words in appropriately to a small audience using fixed 5. towards Content Standard: Speaking Speaking 4.

green. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: Point to something (green) … WEEK: Colours: blue. red. yellow. white 28 Primary Year 1 Scheme of Work . LESSON: 2 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: World of Self.

*all pupils Point to something red and something blue. pupils do this. 6. Pupils do step 2 in small 4.1 i) Form upper and lower case groups.2 1.4 names of colours. Pupils do step 4 in groups. Give pupils instructions’ Point to something (red/green etc) . Pupils do step 7 in groups. they don’t do it.1 also applies to preliterate pupils here. Please use your own judgement on this. Use other strategies if Understand meaning in Understand short basic appropriate. Form letters and words letters of regular size and in neat legible print shape** 4. as appropriate to the needs of your pupils. NB Learning standard 4.2. regular spaces between words and spaces* 5. Play Simon says. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards for Language Strategies 1 and 2 may colours be suitable. If your using cursive writing instruction is Simon says **preliterate pupils only point to something green. Writing Writing 4. 8.pupils COMPLEMENTARY COMPLEMENTARY SKILL point to things inside or SKILL outside the classroom. Extend the colour sequence by adding a colour e. 29 Primary Year 1 Scheme of Work . a variety of familiar supported classroom Lesson delivery contexts instructions 2.1. and in all other lessons in the first few school weeks which involve writing. Pupils write the names of *all pupils the colours.1.2 3. iii) copy letters and familiar high Post lesson frequency words and phrases correctly* 7. Listening Listening 1. If you just ii) write letters and words in a say Point to something straight line from left to right with green.g. Introduce and teach pupils 1.

LESSON: 3 (Reading 1) MAIN SKILL(S) FOCUS: Reading THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Colour words 30 Primary Year 1 Scheme of Work .

Have pupils sit or stand in a circle. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be Review colour words by playing Simon available. pupils take their notebooks.1 Reading Reading 3. One set of three or four colours for each pair or Writing 4. 5. suitable activities for your letters know at this point (e.youtube. Put the Standard: SKILL SKILL letters in the middle of the circle. What colour is this? cursive writing.co knowledge of sounds of in a word colour starts with e. to work pupils which letter is it. select knowledge of sounds of any other spoken language they may divided into sounds. texts by using medial and final sounds 4.1 3. Show pupils the colour flashcards group = one set for Form letters and words in 3. Elicit the sound Card 3 – n towards Content COMPLEMENTARY COMPLEMENTARY of the letter. pupils put together the colour words. Show each letter/letter card and ask Card 2 – ee to this lesson. Next ask them which sound the https://www. In pairs or small groups. or alphabet suitable.g. Nominate pupils to take the letter xc from the circle. pupils from LINUS How old are you?).1.1. Show pupils a set of colour word sound cards and elicit the sounds on them. texts by using in the alphabet Ask the pupils their names and practise Colour word cards. green starts with m/watch?v=A7InEgfPG letters g-. 7. 31 Primary Year 1 Scheme of Work . show them how to put together the colour word sounds cards to make the colour word. Post lesson Sing or play the alphabet song or other appropriate song. How are you? e. too. as appropriate.1 3. Reading Reading Says (the same as Lesson 2). If appropriate. Card 1 – gr Module 1 to be added in 2.g.g. Alphabet song: e.g. On the board. 6. Have pupils sit down at their desks.1 Use other strategies if Recognise words in Identify and recognise Lesson delivery Flashcards of colours appropriate linear and non-linear the shapes of the letters 1. Repeat. linear and non-linear with support beginning. They copy the colour words into their book using the appropriate colour pencil/pen. Next. cards 3.2 and ask them to tell you the colour in modelling neat legible print using Recognise words in Recognise and sound out English. 8.

pupils’ names 32 Primary Year 1 Scheme of Work . LESSON: 4 (Writing 1) MAIN SKILL(S) FOCUS: Writing THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Alphabet.

1. Writing Writing lesson content 4. they can say simply 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Your choice. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 7. ii) write letters and words in a straight line from left 4. using cursive writing size and shape** like a worksheet. Pupils read the name on the cards and try to find the pupil whose card it is. but they only need to understand it. and give them back to the pupils afterwards) 33 Primary Year 1 Scheme of Work . Have pupils ask each other what their names are. Tell them to keep them in letters their books so that they can put them on their desks for English classes. Ask pupils What’s your name? the sentence stem: I’m **preliterate pupils only .1 Identify and recognise B: Yes / No Recognise words in linear and non-linear the shapes of the letters in the alphabet 8. Make sure pupils all have their own texts by using knowledge of sounds of name cards. each pupil. Make the meaning clear *all pupils by miming writing and eliciting the letter names) iii) copy letters and familiar high frequency 5.1 4. When pupils have completed their task collect the name cards. Reading Reading At this point. Ask words and phrases them to write their name on the card to correctly* complete the sentence. with 2.1 A: Alia? 3. mix them up and give them back to different pupils. Play or sing the alphabet song as in Card for name cards for appropriate. Ask pupils how to spell their name: to right with regular What’s your name? How do you spell spaces between words that? (this may be a new question for and spaces* pupils.1. If possible. Post lesson Task 3 (perhaps using name cards. in neat legible print case letters of regular previous lesson. as Language Strategy 5 may be Task 7 using a colour word appropriate to your suitable. Give each pupil a piece of card. 3. *all pupils 6.2 Lesson delivery Use other strategies if Form letters and words i) Form upper and lower 1.

LESSON: 5 (Language Arts 1) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice. Possible language focuses include colours or letters of the alphabet 34 Primary Year 1 Scheme of Work . as appropriate to your pupils’ needs and interests.

1.uk/le arning/schoolradio/subj ects/earlylearning/nurs erysongs/F- COMPLEMENTARY COMPLEMENTARY J/sing_a_rainbow SKILL SKILL for the tune and words.1 5. rap.1 5. Once pupils can respond with colours. 5.2 Enjoy and appreciate Say the words in simple rhymes.co. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own. iii) simple action songs http://www. help them to develop entrepreneurial i) simple chants and raps skills by encouraging them to create See ii) simple rhymes their own gestures. one possibility songs verbal responses to: confidence and enjoyment.bbc. and sing simple songs songs with intelligible pronunciation. as gives pupils a chance to enjoy appropriate to your appropriate to your Language Arts Language Arts responding to and using language in a lesson content lesson. as Entrepreneurship Your choice. Enjoy and appreciate Demonstrate If your focus is on rhymes. rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs 35 Primary Year 1 Scheme of Work .1 chant. Language Arts Language Arts 5. poems and appreciation through non. poems and texts. rhyme or action song.1. you can is the rainbow song.

LESSON: 6 (Listening 2) MAIN SKILL(S) FOCUS: Listening THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Hi. What’s your name? I’m (name) 36 Primary Year 1 Scheme of Work .

4 Language Strategy 2 may be See Teacher’s Book suitable.1 Communicate simple Give very basic personal Form letters and words in information intelligibly information using fixed neat legible print using phrases cursive writing 37 Primary Year 1 Scheme of Work .2. towards SKILL SKILL Content Standard: Speaking Speaking Writing 4. to work COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.2 Use other strategies if Understand meaning in Understand with support appropriate. Listening Listening 1.1 2. select phrases and sentences suitable activities for your pupils from LINUS Module 1 to be added in Post lesson to this lesson.1.1 2.2 1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. a variety of familiar specific information and Lesson delivery contexts details of very simple See Teacher’s Book If appropriate.

10 WEEK: How old are you? I’m (age) 38 Primary Year 1 Scheme of Work . Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: Numbers 1 . LESSON: 7 (Writing 2) MAIN SKILL(S) FOCUS: Writing THEME: World of Self.

1 4.1. in neat legible print write letters and words in using cursive writing a straight line from left to Lesson delivery If appropriate. select right with regular spaces suitable activities for your between words and See Teacher’s Book pupils from LINUS spaces Module 1 to be added in to this lesson.1 Form letters and words in Speaking Speaking neat legible print using 2.5 Language Strategies 2 and 7 may be suitable. Writing Writing See Teacher’s Book 4.1 2.2 Use other strategies if Form letters and words ii) appropriate.1 cursive writing Communicate simple Give very basic information personal information intelligibly using fixed phrases 39 Primary Year 1 Scheme of Work .1. to work towards Content Post lesson Standard: COMPLEMENTARY COMPLEMENTARY SKILL SKILL See Teacher’s Book Writing 4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.

Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Names of letters of the alphabet 40 Primary Year 1 Scheme of Work . LESSON: 8 (Reading 2) MAIN SKILL(S) FOCUS: Reading THEME: World of Self.

Reading Reading See Teacher’s Book 3.1 Use other strategies if Recognise words in Identify and recognise appropriate. linear and non-linear the shapes of the letters texts by using in the alphabet Lesson delivery knowledge of sounds of letters See Teacher’s Book COMPLEMENTARY COMPLEMENTARY Post lesson SKILL SKILL See Teacher’s Book Writing Writing 4. 6. and 7 may be suitable.1 3.1. CROSS .2 Form letters and words ii) write letters and words in neat legible print in a straight line from left using cursive writing to right with regular spaces between words and spaces 41 Primary Year 1 Scheme of Work .6 Language Strategies 2. TEACHER’S NOTES / CONTENT LEARNING MATERIALS / DIFFERENTIATION LEARNING OUTLINE CURRICULAR REMARKS STANDARD STANDARD REFERENCES STRATEGIES ELEMENT MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.1 4.1.

LESSON: 9 (Speaking 2) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Colours My hat is (colour) 42 Primary Year 1 Scheme of Work .

7 Language Strategies 1.5 Use other strategies if Communicate simple Name or describe objects appropriate.1. information intelligibly using suitable words from word sets Lesson delivery See Teacher’s Book COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Reading Reading 3.1.3 See Teacher’s Book Recognise words in Blend phonemes (CVC.1 2. Speaking Speaking See Teacher’s Book 2. 2 and 3 may be suitable. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1 3. linear and non-linear CCVC) texts by using knowledge of sounds of letters 43 Primary Year 1 Scheme of Work .

LESSON: 10 (Language Arts 2) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: letters of the alphabet 44 Primary Year 1 Scheme of Work .

and sing simple 4. Language Arts Language Arts 1. 4 and 7 you know and like. poems and appreciation through non.youtube. pronunciation. 3. as appropriate to your create your own. Lesson delivery https://www. or may be suitable. 5. Use other strategies if Enjoy and appreciate Demonstrate 10 little numbers appropriate.1.2 Post lesson Enjoy and appreciate Say the words in simple rhymes. rhymes.1 5.1 lesson. Language Arts Language Arts 5. 3. ii) simple rhymes gestures to accompany a numbers iii) simple action songs song.1. Body numbers: small groups of pupils represent numbers with their COMPLEMENTARY COMPLEMENTARY bodies: all group members are SKILL SKILL involved in representing each number.co songs verbal responses to m/watch?v=dk9Yt1PqQ 2. as appropriate to your songs songs with intelligible lesson. rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs 45 Primary Year 1 Scheme of Work . Design a lesson iw i) simple chants and raps in which pupils develop and share is one possibility. Your choice. poems and texts.1 5. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2. Your choice.

LESSON: 11 (Listening 3) MAIN SKILL(S) FOCUS: Listening THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10: What’s your name…? How old are you? I’m (years old) WEEK: How do you spell? Names of the letters of the alphabet 46 Primary Year 1 Scheme of Work .

g.? If appropriate. 47 Primary Year 1 Scheme of Work . they draw their neighbour Communicate basic Give very basic personal and write about him/her (E. Understand meaning in Understand short Use other strategies if a variety of familiar supported questions 2.2 4. Pre-lesson task 1: Work out the wall if appropriate 1. In pairs. towards Content Writing Writing Standard: 4. ages.2 1. Post lesson 6. Writing 4. pupils do a survey Module 1 to be added in SKILL SKILL of names. select Lesson development suitable activities for your pupils from LINUS COMPLEMENTARY COMPLEMENTARY 3. Listening Listening 1. Post-lesson task 4: Correct the error. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Paper and something Values (Friendship) Strategies 2 and 7 may to stick pictures on the be suitable. contexts phrase How do you spell…. neat legible print using in print and digital cursive writing media 5.2. Introduce and teach the fixed appropriate.1 information intelligibly information using fixed Lukman/Mira.5 words. Pupils put their work on the wall to create a class profile. He’s/She’s 7 years Form letters and words in for a range of purposes phrases old). to work spell their classmates’ names.2. and ask how to to this lesson.1 4. In groups of 6-8.

Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10 What’s your name…? WEEK: How old are you? I’m (years old) 48 Primary Year 1 Scheme of Work . LESSON: 12 (Speaking 3) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self.

Pupils write about themselves and a classmate. Pupils stand in groups of about 5 or 6. i.3 4.1 Use other strategies if Communicate Introduce self to an Lesson delivery appropriate. Post lesson 7. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to Language Strategies 2 and 7 may screw up into a ball be suitable.1 years old and throws the ball of Communicate with Use capital letters paper to pupil 2 in the circle who appropriate language appropriately in personal repeats this information. 6. He’s/ she’s X.3. Pupil 1 starts: Hi. They throw a ball of paper to each COMPLEMENTARY COMPLEMENTARY other to practise target language in SKILL SKILL a chain activity. Speaking Speaking 1. 5. 3. he’s print and digital media /she’s … years old. Post lesson task 6: Whisper and write 49 Primary Year 1 Scheme of Work . Each pupil repeats previous information and adds their own information to the chain. appropriately to a small audience using fixed or large group phrases 2. E. Pre-lesson task 7: Beat the teacher 2.e. and adds form and style for a and place names their own information to make a range of purposes in chain.3.3 2. I’m X ….g. I’m 4. Writing Writing 4. I’m Y… I’m years old.

I’m (years old). I’m (name). LESSON: 13 (Reading 3) MAIN SKILL(S) FOCUS: Reading THEME: World of Self. colours. numbers 50 Primary Year 1 Scheme of Work . Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 6 – 10: Hi.

Next pupils colour the hat in Part B *all pupils and write the colour in the gap.2 using the letters they have. Depending on the level of proficiency. and go to 3. Hand out worksheet and ask pupils to right with regular to write their name at the top.1 touch something red in the classroom. texts by using in the alphabet pupil (see below) knowledge of sounds of Lesson delivery If appropriate.1 4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Letter cards or plastic Language Strategies 2 and/or 4 Play Find Something. iii) copy letters and Post lesson familiar high frequency Task 10 using picture on p. Reading Reading you say Find something red.1. tell pupils a colour word.1 3. in neat legible print case letters of regular using cursive writing size and shape** 3. They Phonics Table (see Writing Writing should work together to try to spell it Syllabus). They can Form letters and words i) Form upper and lower use the words on the board to help. Call out a letter.1. select letters 1. They keep to this lesson COMPLEMENTARY COMPLEMENTARY it if they grab it first. Colour pencils Use other strategies as Recognise words in Identify and recognise Write the colour words on the board as appropriate to your linear and non-linear the shapes of the letters you use them. Worksheet – one per pupils. ii) write letters and words in a straight line from left 4. to focus on phonemes SKILL SKILL from Line a of the 2. This may words and phrases need adapting to your pupils. may be suitable.4. correctly* *all pupils 51 Primary Year 1 Scheme of Work . Pupils sit in small groups. Next. Give each suitable activities for your group some letters (cards or plastic pupils from LINUS ones). 4.pupils listen to letters. pupils have to Module 1 to be added in try to grab the correct letter. Pupils then read and colour the words (Part spaces between words A). and spaces* 5. you could repeat this **preliterate pupils only activity with the words on the board erased.

52 Primary Year 1 Scheme of Work .Suggested worksheet design for Lesson 13: I’m A: Read and colour B: Write and draw [pupil’s drawing of a hat] My hat is .

I’m (name). I’m (years old). numbers 53 Primary Year 1 Scheme of Work . colours. LESSON: 14 (Writing 3) MAIN SKILL(S) FOCUS: Writing THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 6 – 10: Hi.

Give each pair you would normally do. paper for display). If appropriate.2 with a coloured circle appropriate to your Form letters and words i) Form upper and lower (or object) and the pupils. Pupils turn where to draw and Syllabus).1 4. select flashcards. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT Strategies 2 and/or 4 MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language may be suitable. Display pupils’ work in the classroom. lines to help with letter *all pupils size and shape as/if 3. that they can take out and enjoyment word level show the class 54 Primary Year 1 Scheme of Work . to this lesson in a straight line from left You may need to to focus on phonemes to right with regular 2.e. Put the flashcards around suitable activities for your **preliterate pupils only the room. pairs of cards. *all pupils 4.1. Reading Reading Post lesson 3. Ask about colours of objects Read independently for Read and enjoy simple they have in their school bag.1 Task 11. Review the colour words using word of the colour). and spaces* over two cards in turns to find a pair of where to write. Task 1 using colour words. They colour them and correctly* then write the colour word underneath. (i. Pupils familiar high frequency make a poster by drawing object(s) of a words and phrases certain colour. Say a colour and the pupils Coloured pencils. in neat legible print case letters of regular Lesson delivery other with the written using cursive writing size and shape** 1. iii) copy letters and two or maybe three colours. Have pupils talk about the colours and objects using as much vocabulary as they may have. for information and print and digital games at example. face-down. Leave the cards for each group Writing Writing words on the board if necessary. Play a game of pelmanism with create a worksheet from Line b of the colour flashcards in small groups – lay which shows pupils Phonics Table (see spaces between words out all the cards. Pupils work in pairs.3 3. You COMPLEMENTARY COMPLEMENTARY could introduce new words here if you SKILL SKILL feel it is appropriate and useful. Include matching colour + word.3. one Use other strategies as 4. pupils from LINUS should go to that flashcard (run or poster paper (or large Module 1 to be added in ii) write letters and words walk).

as appropriate to your pupils’ needs and interests 55 Primary Year 1 Scheme of Work . LESSON: 15 (Language Arts 3) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self. Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice.

1.5 Communicate simple Name or describe objects information intelligibly using suitable words from word sets 56 Primary Year 1 Scheme of Work .bbc. as Entrepreneurship Your choice.uk/le iii) simple action songs verse. i) simple chants and raps skills by encouraging them to create See: ii) simple rhymes their own words to their own extra http://www.1 2. you can is the rainbow song. one possibility prompts for pupils to help songs verbal responses to: confidence and enjoyment. poems and appreciation through non. as gives pupils a chance to enjoy appropriate to your appropriate to your Language Arts Language Arts responding to and using language in a lesson content lesson content 5. them to create their own help them to develop entrepreneurial verse.1 5.1 chant. rhyme or action song.1. rap. arning/schoolradio/subj ects/earlylearning/nurs erysongs/F- J/sing_a_rainbow COMPLEMENTARY COMPLEMENTARY SKILL SKILL for the tune and words. Speaking Speaking 2. Enjoy and appreciate Demonstrate If your focus is on You may want to provide rhymes. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own.co. Once pupils can respond with colours.

What’s your name? How old are you? 57 Primary Year 1 Scheme of Work . Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: I’m (name/age). LESSON: 16 (Reading 4) MAIN SKILL(S) FOCUS: Reading THEME: World of Self.

CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. linear and non-linear information and details of print and digital texts by very simple phrases and Lesson delivery If appropriate. to work towards Content COMPLEMENTARY COMPLEMENTARY Standard: SKILL SKILL Post lesson Writing 4.3 neat legible print using Understand meaning in Understand with a high cursive writing a variety of familiar degree of support very contexts short simple narratives 58 Primary Year 1 Scheme of Work .8 . Reading Reading See Teacher’s Book. 5.2 3. select using appropriate sentences suitable activities for your reading strategies See Teacher’s Book.2. and 7 (role play) may be suitable.2.2 1.2 Use other strategies if Understand a variety of Understand specific appropriate.9 Entrepreneurship Strategies 2. Form letters and words in 1. pupils from LINUS Module 1 to be added in to this lesson. 3.1 Listening Listening See Teacher’s Book.

Family and Friends TOPIC: Friends LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from topic of Friends 59 Primary Year 1 Scheme of Work . LESSON: 17 (Writing 4) MAIN SKILL(S) FOCUS: Writing THEME: World of Self.

4. Close the task by sharing a few examples with the whole class 5.1 2. Ask pupils to work individually word sets to draw and write examples of what they know. and 6 may be suitable. pupils take turns to point to a number and say the word.2 4. Start a new task. information intelligibly information using fixed for a range of purposes phrases Lesson delivery If appropriate. Ask pupils to copy the grid if it neat legible print using Communicate simple Name or describe objects is on the board. select in print and digital suitable activities for your media See Teacher’s Book. towards Content COMPLEMENTARY COMPLEMENTARY Standard: SKILL SKILL 1.1. Check a few examples with the whole class. 6. Writing Writing See Teacher’s Book. 7.2. to work Workbook. pupils from LINUS Module 1 to be added in If you do not have access to the to this lesson. Draw on the board or give to pupils the grid on the next Writing 4.9 Language Strategies 2.1 Speaking Speaking page as a handout. cursive writing information intelligibly using suitable words from 3. In pairs. 60 Primary Year 1 Scheme of Work . 4. 4.5 2. Post lesson See Teacher’s Book.1 Use other strategies if Communicate basic Give very basic personal appropriate. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. Form letters and words in 2. by writing numbers 1-10 on the board or on a poster.

I’m six 3. 61 Primary Year 1 Scheme of Work . 2.Draw and write examples of what you know 1. 4.

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: Classroom objects 62 Primary Year 1 Scheme of Work . LESSON: 18 (Listening 4) MAIN SKILL(S) FOCUS: Listening THEME: World of Self.

1. 2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2.5 Communicate simple Name or describe objects information intelligibly using suitable words from word sets 63 Primary Year 1 Scheme of Work .1 Use other strategies if Understand meaning in Understand with support appropriate. Listening Listening See Teacher’s Book. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Speaking Speaking See Teacher’s Book. 1.2 1.10 Language Strategies 2 and 3 may be suitable.1 2. a variety of familiar the main idea of very contexts simple phrases and Lesson delivery sentences See Teacher’s Book.

it isn’t. 64 Primary Year 1 Scheme of Work . Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: What’s this? It’s a (ruler) Is it a (ruler)? WEEK: Yes. it is/No. LESSON: 19 (Speaking 4) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self.

1 2. a variety of familiar specific information and contexts details of very simple phrases and sentences 65 Primary Year 1 Scheme of Work .5 Use other strategies if Communicate simple Name or describe objects appropriate.2 1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. Speaking Speaking See Teacher’s Book.1.2 Understand meaning in Understand with support See Teacher’s Book. information intelligibly using suitable words from word sets Lesson delivery See Teacher’s Book. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Listening Listening Post lesson 1. 2. 4 and 7 may be suitable.2.11 Language Strategies 2.

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Classroom objects WEEK: It’s a… (pencil) 66 Primary Year 1 Scheme of Work . LESSON: 20 (Language Arts 4) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self.

appropriate.cloudfront. Pupils draw and label 5 classroom Language Arts Language Arts objects. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson https://d3ddkgxe55ca6c Creativity and Strategies 2.pdf Use other strategies if Express personal Name people.1 objects chant from p.net/assets/a Innovation be suitable Language Arts Language Arts 1.3. 4 and 7 may . Show pupils how to make a zigzag book.1 Express an imaginative Respond imaginatively 5. Pupils share their books and name response to literary and intelligibly through the objects in their friends’ books.2. 67 Primary Year 1 Scheme of Work . 3. ty1_sip-45-26007. SKILL SKILL 4. accompanying texts 2. responses to literary places of interest in Lesson delivery shows you how to texts illustrations make a zigzag book . things or appropriate. Revision: Pupils do the school /44/f4/109155_100smar 5.10. Your choice.2 5. 5. as appropriate to your responses as lesson.3 5. following COMPLEMENTARY COMPLEMENTARY your instructions. Pupils make the book. texts creating simple art and craft products Post lesson Other imaginative 6.

LESSON: 21 (Listening 5)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Imperative: draw
WEEK:

Recycled language from lessons 16 - 20:
colours and classroom objects

68
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson None needed Language Strategies 1 and 3 may
1. Pre-lesson task 6: Finger writing be suitable.
Listening Listening
1.3 1.3.1 Lesson Delivery Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge 2. Tell pupils that you‘ll ask them to
variety of contexts of a topic draw some classroom objects.
Elicit their predictions of target
language.

COMPLEMENTARY COMPLEMENTARY 3. Give a picture dictation of 3 or 4
SKILL SKILL objects, pausing in between each
object. Include classroom objects,
Listening Listening colours and numbers (e.g. Draw a
1.2 1.2.4 red pencil case… Now draw 2 blue
Understand meaning in Understand short basic rulers).
a variety of familiar supported classroom
contexts instructions 4. Pupils compare and name objects.

5. In pairs pupils take turns to do a
picture dictation of 3 objects with
each other.

Post lesson

6. Post-task 8: Make a word ladder

69
Primary Year 1 Scheme of Work

LESSON: 22 (Speaking 5)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

How are you?
I’m fine, thanks
Good

Recycled language from lessons 16 – 20
numbers 1 - 10, Bye!
WEEK:

How old are you?

70
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Cards with written Language Strategies 2 and 7 may
1. Introduce and teach How are you? numbers. Before the be suitable.
Speaking Speaking I’m fine thanks, Good. lesson, prepare a set of
2.1 2.1.4 telephone number Use other strategies if
Communicate simple Greet, say goodbye, and Lesson delivery cards, one card for appropriate.
information intelligibly express thanks using each pupil in your class
suitable fixed phrases 2. Give 1 card to each pupil in the and one for you. Write
class and explain that the black a number in black and
number is theirs, and that the red a different number in
one is the number of a classmate. red on each card.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Say the red number on your card. Make sure that every
The pupil whose number it is black number occurs as
Listening Listening answers. a red number on
1.2 1.2.2 another card.
4. The conversation should be similar
Understand meaning in Understand with support
to this:
a variety of familiar specific information and
contexts details of very simple Pupil: Hi, X here Toy or pretend phones
phrases and sentences Teacher: Hi X, (your name) here if you have them:
Pupil: How are you? Pupils can use their
Teacher: I’m fine, thanks. How are fingers as phones if
you, X? not.
Pupil: I’m fine thanks
Teacher: OK, bye, X!
Pupil; Bye!

5. Divide pupils into pairs.

6. Tell them to ask and answer
What’s your number?

7. They ask and tell each other their
numbers, and phone each other,
as in the example in step 4.

8. Change pairs and repeat.

Post lesson

9. Post-lesson task 6: Whisper and
write (Use a sequence of about 5
numbers for this).
W
E

71
Primary Year 1 Scheme of Work

LESSON: 23 (Reading 5)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 16 – 20
Classroom objects

72
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Word cards for the ICT Strategies 2 and/or 4
Task 10 using classroom objects classroom objects used may be suitable.
Reading Reading in pre-lesson (one for
3.1 3.1.3 Lesson delivery each pupil. There can Use other strategies
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a large circle. be multiple cards of the depending on your
linear and non-linear CCVC) Arrange the objects from the pre-lesson same object). pupils.
texts by using task on a table or on the floor in the
knowledge of sounds of middle of the circle. Give each pupil a Create a very simple, If appropriate, select
letters word card. Ask them to try to read it completed wordsearch suitable activities for your
silently. to use as a model OR pupils from LINUS
2. Sound out the words (e.g. p-e-n-s-l, have a wordsearch you Module 1 to be added in
b-u-k) on the word cards. As pupils can do with the class to this lesson, to work
COMPLEMENTARY COMPLEMENTARY hear their word, they should put the together. towards Content
SKILL SKILL card by the object in the circle. Standard:
One possibility for an
Writing Writing 3. Feedback by showing the word card online wordsearch Writing 4.1
4.3 4.3.2 for each item and ask pupils to read maker is Form letters and words in
Communicate with Spell familiar high and sound out the words together. https://worksheets.thete neat legible print using
appropriate language frequency words acherscorner.net/make- cursive writing
form and style for a accurately 4. If pupils need more practice in this your-own/word-search/
range of purposes in area, you could play a game where and/or
print and digital media they sound out the word on the card If you have internet
and pass it to their neighbour, who access, make sure that to focus on phonemes
sounds it out and passes it to theirs, you choose a from Line b of the
and so on around the circle. wordsearch maker Phonics Table (see
5. Pupils sit back in their places. Show which produces words Syllabus)
pupils your completed wordsearch only across or down:
example and elicit what it is (if you think you can choose this
pupils are familiar with wordsearches). option on the better
If not, work through an example wordsearch makers.
wordsearch with the whole class.
6. Pupils now create their own
wordsearches on the computer in pairs.
They use words from the unit so far.
Allow pupils to check the spelling of the
words in the textbook.
7. Pairs print and exchange
wordsearches to complete each other’s.

Post lesson
Post lesson Task 12

73
Primary Year 1 Scheme of Work

LESSON: 24 (Writing 5)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 16 - 20
WEEK:

It’s a …, colours, classroom objects

74
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plastic letters or letter Values (saying thank Your choice, as
Task 4 (try to use the dialogue pattern cards. you) appropriate to your
Writing Writing here) lesson.
4.2 4.2.2 One worksheet per
Communicate basic Greet, say goodbye, and Lesson delivery pupil (see below for If appropriate, select
information intelligibly express thanks using 1. In small groups or pairs, pupils play a suggested design) suitable activities for your
for a range of purposes suitable fixed phrases jumbled letters game, where they have pupils from LINUS
in print and digital to spell words correctly using the letters Module 1 to be added in
media given. Use plastic letters or letter cards to this lesson, to work
to spell words from the unit. towards Content
Standard:
2. Have pupils copy the words into their
COMPLEMENTARY COMPLEMENTARY exercise books if you feel they need Writing 4.1
SKILL SKILL further support in this area. Form letters and words in
neat legible print using
Writing Writing 3. Model the dialogue (as on the cursive writing
4.2 4.2.4 worksheet) using flashcards or realia
Communicate basic Name or describe objects held behind your back. Note that when and/or
information intelligibly using suitable words from guessed, you give the object to the
for a range of purposes word sets pupil, saying Here you are and the pupil to focus on phonemes
in print and digital should respond with Thank you. from Line b of the
media Phonics Table (see
4. Have pupils play the guessing game Syllabus)
in pairs using real objects.

5. Write a model dialogue on the board
that follows the same pattern as the
worksheet. Nominate a boy and a girl to
read the dialogue, eliciting the missing
words and writing them in the gaps.

6. Give pupils a worksheet and ask
them to write in the missing words.
They could work in pairs to do this,
perhaps a boy + a girl.

7. When they have finished, pupils
practise the dialogue.

Post lesson
Task 5

75
Primary Year 1 Scheme of Work

Suggested worksheet design for Lesson 24

I’m .

[picture of a ruler]

[picture of a girl] [picture of a boy]

What’s this?

Is it a book?

, it isn’t.

Is it a ?

Yes, it is. Here you are!

you.

76
Primary Year 1 Scheme of Work

LESSON: 25 (Language Arts 5)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:
WEEK:

It’s a (colour) (object).

77
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

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

78
Primary Year 1 Scheme of Work

LESSON: 26 (Speaking 6)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

It isn’t my (pen)
WEEK:

Look at (the desk)

79
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.12 Language Strategies 2 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts

80
Primary Year 1 Scheme of Work

LESSON: 27 (Writing 6)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:
WEEK:

Imperatives + please
e.g. Sit at your desk, please, Open your bag, please

81
Primary Year 1 Scheme of Work

4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Understand meaning in Understand short basic a variety of familiar supported classroom contexts instructions 82 Primary Year 1 Scheme of Work .2. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening See Teacher’s Book.2 1.2. pupils can write the words on pieces of paper If they do not have stickers. media In the listening task (task 1).4 Use other strategies if Communicate basic Name or describe objects appropriate.13 Language Strategies 2 and 6 may be suitable. Writing Writing See Teacher’s Book. 1. information intelligibly using suitable words from Lesson delivery for a range of purposes word sets in print and digital See Teacher’s Book.2 4.

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Here’s (your pencil case) WEEK: I’m sorry Thank you 83 Primary Year 1 Scheme of Work . LESSON: 28 (Listening 6) MAIN SKILL(S) FOCUS: Listening THEME: World of Self.

14 Values Strategies 1 and 2 may be suitable.2.3 Use other strategies if Understand meaning in Understand with a high appropriate. a variety of familiar degree of support very contexts short simple narratives Lesson delivery See Teacher’s Book. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Reading Reading See Teacher’s Book. 1.2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2 3.1 Understand a variety of Understand the main linear and non-linear idea of very simple print and digital texts by phrases and sentences using appropriate reading strategies 84 Primary Year 1 Scheme of Work . 3.2 1. Listening Listening See Teacher’s Book.

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: The letter sound /æ/ 85 Primary Year 1 Scheme of Work . LESSON: 29 (Reading 6) MAIN SKILL(S) FOCUS: Reading THEME: World of Self.

2 Use other strategies if Recognise words in Recognise and sound out appropriate. Listening Listening 1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1 Recognise and Recognise and reproduce target reproduce with support a language sounds limited range of high frequency target language phonemes 86 Primary Year 1 Scheme of Work . 3.1.1 1.1 3. Reading Reading See Teacher’s Book. linear and non-linear with support beginning.1. COMPLEMENTARY COMPLEMENTARY Post lesson SKILL SKILL See Teacher’s Book.15 Creativity and Strategies 2 and 7 may Innovation be suitable. texts by using medial and final sounds Lesson delivery knowledge of sounds of in a word letters See Teacher’s Book.

Family and Friends TOPIC: At school LANGUAGE/GRAMMAR FOCUS: WEEK: Phonics: /æ/ sound and related vocabulary 87 Primary Year 1 Scheme of Work . LESSON: 30 (Language Arts 6) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self.

pronunciation. really happy. say a. Enjoy and appreciate Say the words in simple Pupils stand up when they hear the happy. Ask pupils to tell you some words instead of/as well as SKILL SKILL with the /æ/ sound. 5. 6. happy. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Song: Creativity and Your choice. rhythm happy. Encourage com/short-a-phonics. Pairs perform their verses to the class. and sing simple word with /æ/ and sit down when the If you’re happy. a.2 /æ/ sound. you may need to support them in this. one with a different sound. happy. a. but may have Express an imaginative Respond imaginatively verse using an /æ/ word If you’re happy difficulty repeating the response to literary and intelligibly through and you know it say ‘apple. If you’re happy. warmer-song/ put/draw pictures on the board of the words COMPLEMENTARY COMPLEMENTARY 3. a.1 4. Write the letter a on the board and happy. Using words the pupils have used in their songs. they need only to say the craft products new word and not repeat 5. them to think of words i) simple chants and raps ask pupils what it sounds like. texts creating simple art and example. as Play a game where the teacher says If you’re happy. the board. iii) simple action songs 2. You may want to pupils to join in with the /æ/ sound.1 5.3 5. Innovation appropriate to your Language Arts Language Arts two words (from the textbook). Other imaginative verses and to practise singing them. happy. 3: songs songs with intelligible word has no /æ/. happy. lesson and pupils. Show pupils how to make a new one word.kizphonics. one with happy. prompts for pupils to help 1. responses as appropriate Depending on your pupils. Sing or play the song (if you’re happy https://www. Language Arts Language Arts Pupils only need to insert 5.3. with the /æ/ sound (such ii) simple rhymes Video available at: as flashcards). Pupils work in pairs to create new the verse. Write the words on writing the words. apple’ for rest of the verse – if so. say a. You may want to provide and intonation Lesson delivery If you’re happy. and you know it adaptation). happy. Possibly strategies 2 and rhymes. W E 88 Primary Year 1 Scheme of Work . poems and texts. happy.1. say a. Post lesson 3.

LESSON: 31 (Listening 7) MAIN SKILL(S) FOCUS: Listening THEME: World of Self.30: school objects 89 Primary Year 1 Scheme of Work . Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 26 .

or put real objects on a table. Post lesson 12. Give each picture on the board to a different group. The title is Mira goes to school Understand meaning in Understand with support lesson) appropriate. to Listening Listening object themselves introduce the title of the story you’ll tell in 1. and leaving at least one out.1 (Step 10 and 11 in Use other strategies if the lesson. COMPLEMENTARY COMPLEMENTARY 4. Divide pupils into pairs. Pupils tell each other their story: the listening pair says which items or items are missing. Tell the story below. no…! 6. 7. and says hi to her friend Aisha contexts details of very simple phrases and sentences Mira gets to school.2. 9. Tell pupils to listen to the story and decide SKILL SKILL if Mira takes all the objects to school.2 1.2 you leave out one of the items: Understand meaning in Understand with support Mira goes to school. Post lesson task 1: Spot the differences 90 Primary Year 1 Scheme of Work .2 1. and ask why she said Oh no ! (she’s left something at home). a blue rubber etc (name 5-8 objects). Put pairs into groups of 4. and what’s missing. Listening Listening 5. 8. using the objects on the board.2. Pre-lesson task 7: Beat the teacher. She opens her school bag. or the real Innovation may be suitable. and make sure that 1. Put the pictures back on the board. Explain or elicit goes if necessary. Oh. Put pictures of a school bag and 5-8 school objects on the board. Tell the story again: the group stand up when they hear their object. She has a green ruler. 10. Ask pupils if Mira took everything to school. contexts simple phrases and Lesson delivery sentences 3. She says bye to her a variety of familiar specific information and mum. They create their own story. 11. a variety of familiar the main idea of very 2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIE / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Pictures of school Creativity and Strategies 2 and 7 objects. 1.

Here’s a … Is it yours? Bye. Thanks 91 Primary Year 1 Scheme of Work . Hi. How are you. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 26 – 30 WEEK: Classroom objects. LESSON: 32 (Speaking 7) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self.

7. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Pictures of Creativity and Strategies 2 and 3 classroom objects Innovation may be suitable. Make sure that pupils practise speaking the dialogue rather than writing it. using suitable fixed 3. information intelligibly and express thanks 2.4 Lesson delivery themselves Use other strategies if Communicate simple Greet. Pupil B: Thanks.4) 9.1. As they prepare. encourage them to ask you or their classmates for help with vocabulary or pronunciation if necessary (see Learning Standard 2. SKILL SKILL 5. How are you? Pupil A: Yes it is/No it isn’t. Put pupils into pairs. Pre-lesson task 10: Say what’s missing Speaking Speaking or the real objects 2. 4. Post-lesson 4: Correct the error 92 Primary Year 1 Scheme of Work . 2. The other pair will answer their questions. 8.1. communication help from a teacher or Pupil Y: How are you? strategies classmate using one Pupil X: Here’s a… word or a fixed (pupils use the real object or a picture) phrase Pupil Y: Is it yours? Pupil A: Hi X and Y. Explain that they’ll create a dialogue In which they phrases ask if a classroom object belongs to another pair. Do an example or two of the dialogue together with a proficient pupil to demonstrate the activity.1 2. Ask pupils to prepare. make sure that they COMPLEMENTARY COMPLEMENTARY know which pair they’ll be speaking to. 10. Post lesson 11. ask some pairs to do their dialogues for the whole class. appropriate. Pupils exchange dialogues.2. If time. Pupil B: We’re fine thanks. say goodbye. Pupil A: Bye! 6. Before pupils start preparing.2 2. 1.g.2 Use appropriate Ask for attention or Pupil X: Hi A and B. Put a speaking frame on the board to help the pairs of pupils prepare and understand who says what: Speaking Speaking e.

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 26 – 30: School objects 93 Primary Year 1 Scheme of Work . LESSON: 33 (Reading 7) MAIN SKILL(S) FOCUS: Reading THEME: World of Self.

as Task 1 vocabulary items appropriate to your class. bl / ue. Phonics Table (see Syllabus) 6. CCVC) (colour). Standard: COMPLEMENTARY COMPLEMENTARY SKILL SKILL 3. pupils can draw something of theirs (e. 1. Pupils sit or stand in a circle. This is suitable for more proficient classes. One worksheet per Module 1 to be added in pupil. 8. Reading Reading (classroom items) depending on their level 3.3 Lesson delivery of proficiency in reading.g. Post lesson Use pupil’s pictures to play a guessing game. and/or texts by using knowledge of sounds of 5. Another option for this lesson is to design a lesson in which pupils create anagrams of school objects for their classmates to solve. Recognise words in Blend phonemes (CVC. My red pencil) and write under it. It’s linear and non-linear (CVC. Sound cards for colour linear and non-linear CCVC) Play a guessing game with the word words (i. Review the word cards from step 1 before having pupils do Activity B. Depending on time available.1 pupils to find realia to match the card in Form letters and words in Reading Reading their bag or on their desk.1. ee / n) suitable activities for your knowledge of sounds of by-sound and ask pupils to read aloud pupils from LINUS letters and guess the word. select texts by using cards. Have pupils say Here’s my xxx.1 3.4 cursive writing Recognise words in Segment phonemes 4.1 3. Repeat step 1. to work 2.e. Give out the word cards and ask Writing 4. on the board. Pupils do Activity A on the worksheet – they match beginning and final sounds by drawing a line. Using the sound cards. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Word cards for Language Your choice. to focus on phonemes letters nominate pupils to come to the board from Line c of the and make the colour words. neat legible print using 3. gr / If appropriate. towards Content the teacher. 7. See below for to this lesson. pupils take the role of suggested outline.1. where you reveal words sound. 94 Primary Year 1 Scheme of Work .

A. Draw a line to make colour words bl llow ye re ple pur ue B.Suggested Worksheet I’m . Complete the words [5 pictures across the page with part of the word underneath: [bag] [ruler] [pencil case] [desk] [book] g ler ncil se sk k de ba boo pe ru ca C. Draw and write My 95 Primary Year 1 Scheme of Work .

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 26 – 30. How are yours. LESSON: 34 (Writing 7) MAIN SKILL(S) FOCUS: Writing THEME: World of Self. Hi. Here’s a … Is it yours? Bye! Thanks 96 Primary Year 1 Scheme of Work . and from lesson 32 WEEK: Classroom objects.

small group your class.2 1. from Line c of the Phonics Table (see 7.g.1 of words. Have pupils ask and answer the Removable stickers or media question in pairs or small groups. say goodbye. to this lesson. Collect the objects and have pupils help you give them to the person addressed in the message. for a range of purposes suitable fixed phrases in print and digital 2.) or you could do this orally.g. Depending on time.3. it isn’t. to work SKILL SKILL Repeat for From Nor. Have pupils write their message on it. Use other strategies as Communicate basic Greet. and Hold up the objects and say Here’s a … One set for each pair or appropriate depending on information intelligibly express thanks using Is it yours? Keep the objects. No. 8. Is it yours? From Nor. Hello Nor. Using a sticker/label. Put word cards (or write) for: e. Post lesson Task 12 97 Primary Year 1 Scheme of Work . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Word cards for: Language Strategies 1.2. select with sticky tape/tack suitable activities for your 4. show pupils print and digital media how to write the message: and/or Hello Adelia. Give each pair or small group a set 4. They should arrange them to Writing 4. Collect some objects from pupils. 2 or 5 may 1. Hand out to pupils the objects you Syllabus) collected from step 1 and a sticker/label for each pupil.2 4. be suitable. Here’s a rubber. 9. Is it Form letters and words in appropriate language appropriately in personal yours? neat legible print using form and style for a and place names cursive writing range of purposes in 6. They can use their to focus on phonemes picture dictionaries to check spelling.3 4. labels OR small papers If appropriate. Writing Writing Lesson delivery / Is / it / yours / ? 4. you could repeat a similar process for the reply (e. pupils from LINUS Hello / Adelia on the board and elicit Module 1 to be added in COMPLEMENTARY COMPLEMENTARY their correct order to make Hello Adelia.1 Communicate with Use capital letters make sentences: Here’s a xxx. towards Content Standard: Writing Writing 5. Here’s / a / ruler /.

Family and Friends TOPIC: At school LANGUAGE/GRAMMAR FOCUS: WEEK: Is it your X? It isn’t my X. LESSON: 35 (Language Arts 7) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self. 98 Primary Year 1 Scheme of Work .

1 5.1.12 and encourage pupils songs verbal responses to: to use classroom items when responding to the song. i) simple chants and raps they could set up some desks with ii) simple rhymes names and items on them in a similar iii) simple action songs way to the picture on p.1.12. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson that A song of your choice. Superminds 1 p.1 5. Language Arts Language Arts appreciate a song.2 Enjoy and appreciate Say the words in simple rhymes. poems and texts. Innovation on your lesson and class. rhythm and intonation.1 Own material. For example. the song on p. and sing simple songs songs with intelligible pronunciation.12 5. Enjoy and appreciate Demonstrate For example. i) simple chants and raps ii) simple rhymes iii) simple action songs 99 Primary Year 1 Scheme of Work . you could use and review rhymes. Creativity and Your choice depending allows pupils to listen to again and For example. poems and appreciation through non. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Language Arts Language Arts 5.

LESSON: 36 (Listening 8) MAIN SKILL(S) FOCUS: Listening THEME: World of Self. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: This is (my desk) There’s a bag 100 Primary Year 1 Scheme of Work .

1 Communicate simple Give very basic personal information intelligibly information using fixed phrases 101 Primary Year 1 Scheme of Work .2 1.2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Speaking Speaking See Teacher’s Book. a variety of familiar specific information and contexts details of very simple Lesson delivery phrases and sentences See Teacher’s Book. 1. Listening Listening See Teacher’s Book.1 2. 2.2 Use other strategies if Understand meaning in Understand with support appropriate.16 Language Strategies 3 and 4 may be suitable.1.

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Imperatives: Put away (your book). Look for (the rubber). LESSON: 37 (Speaking 8) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self. WEEK: Can you see (the ruler)? What number? 102 Primary Year 1 Scheme of Work .

17 Language Strategies 4 and 7 may be suitable. 4.2 4.1. Speaking Speaking See Teacher’s Book. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Writing Writing See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1 2. information intelligibly personal information using Lesson delivery fixed phrases See Teacher’s Book. 2.2.5 Communicate basic Connect words and information intelligibly proper names using ‘and’ for a range of purposes in print and digital media 103 Primary Year 1 Scheme of Work .2 Use other strategies if Communicate simple Find out about very basic appropriate.

secondary (colours) 104 Primary Year 1 Scheme of Work . LESSON: 38 (Writing 8) MAIN SKILL(S) FOCUS: Writing THEME: World of Self. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: colours Adjectives: primary (colours).

2.3 4.18 Creativity and Strategies 3 and 4 may Innovation be suitable. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Reading Reading 3. Understand a variety of Understand the main linear and non-linear idea of very simple print and digital texts by phrases and sentences using appropriate reading strategies 105 Primary Year 1 Scheme of Work .3.2 Use other strategies if Communicate with Spell familiar high appropriate. appropriate language frequency words form and style for a accurately Lesson delivery range of purposes in print and digital media See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. Writing Writing See Teacher’s Book.2 3. 4.1 See Teacher’s Book.

primary. secondary (colours) 106 Primary Year 1 Scheme of Work . LESSON: 39 (Reading 8) MAIN SKILL(S) FOCUS: Reading THEME: World of Self. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: colours.

3.5 Communicate simple Name or describe objects information intelligibly using suitable words from word sets 107 Primary Year 1 Scheme of Work .1.19 Creativity and Strategies 2.1 2. 2.2. 4 and 7 may Innovation be suitable. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Speaking Speaking See Teacher’s Book. linear and non-linear information and details of print and digital texts by very simple phrases and Lesson delivery using appropriate sentences reading strategies See Teacher’s Book.2 Use other strategies if Understand a variety of Understand specific appropriate. Reading Reading See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2 3.

LESSON: 40 (Language Arts 8) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self. Family and Friends TOPIC: At school LANGUAGE/GRAMMAR FOCUS: WEEK: Review of imperative verb forms and phrases Please 108 Primary Year 1 Scheme of Work .

3 5. polite (pupils will probably need to use Open your book. 5.2. Open your book. please. open the door. close your book. Elicit that this is because please is book. For example: for more volunteers. making: Express an imaginative Respond imaginatively http://www. 109 Primary Year 1 Scheme of Work . Open your book. L1 here).com/M Possibly strategies 2 and response to literary and intelligibly through Lesson delivery ake-Puppets 3. Say more verses and make sure that Farah says close your pupils do the actions when you say book.4 which includes the word please. to me! Farah says open your 5. and/or volume of your voice Farah says open the door. close your book. necessary pupils could can prepare the resources use L1 to explain the for the pupils too (or ask need for ‘please’. socks) In small group work.1 and the pupils mime. Get your craft products puppet to ask some pupils their names *Pupils will make their own You can model several and review Hello. Say the words ideas for simple puppet please) lesson and pupils. open the puppets* (or at least one for each door. 6. texts creating simple art and 1. decide which kind demonstrate the responses as appropriate of puppet you are going to response to the chant. Ask pupils why you opened your Hi. what’s your name? puppets too. If 2. Listen book after that last line. the line using your puppet’s name more proficient pupils to 1. a variety of contexts supported classroom instructions 4. open and verbs from the be the teacher and ask Understand meaning in Understand short basic your book textbook. Farah says open your book. I’m Farah. verses. Here are some (politeness/saying appropriate to your Language Arts Language Arts verbs from the textbook. you the first verse of the chant (see example in next column). Say SKILL SKILL e.wikihow. Farah. Open the door. prepare Values Your choice as Play a mime game to review imperative a puppet. Before the verses to help Other imaginative or How are you? lesson. Ask pupils to make their own Open the door. please.2 1. 8. COMPLEMENTARY COMPLEMENTARY hand before you start the chant. close your book. group) Farah says. 7. Introduce your puppet. and that pupils should only do an action after they hear the word Farah says close your please book.3. 3. Make sure you have a book in your them to bring from home. Tell pupils you will say a chant and make and use so that you that they should listen and watch. Farah says open the door. You could vary the speed please. Explain that you’ll continue with other please. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Before the lesson. When you Create a suitable chant could nominate some Listening Listening reach the last line of the verse.g.

open). mixing up the verse patterns. Ask pupils to work in small groups and take it in turns to be the teacher You can continue with who says the chant using their puppet. 110 Primary Year 1 Scheme of Work . open your book/ the window/the door please) 2. open). 4. 6. Take out… Pupils read the verbs and put each verb Pass me… Write… Find… into as many spoken imperative Look for … statements as possible using please (e. Say more verses in a similar pattern and ask pupils to do the actions when you say please. 6. Put away…. opening your book on the last line (where you say please). Pupils read the words and put them into as many imperative statements as possible (e. Continue in this way. Tell students to listen and watch.g.g. Ask pupils to make their own puppets* (or at least one for each group). Ask pupils why you opened your book then. Say the first verse of the chant. 5.g.17 such as Write verbs on the board (e. You could try to trick the pupils into doing the action before eliciting that there is no ‘please’. Ask pupils to work in small groups and take it in turns to be the teacher using their puppet. open your book/ the window/the door). other verses which use imperatives from Post-lesson Superminds p. Post lesson Your choice or suggested activity: Write verbs on the board (e. You could vary the speed and/or volume of your voice.g. 3.9. Introduce a new pattern (with Now).

LESSON: 41 (Listening 9) MAIN SKILL(S) FOCUS: Listening THEME: World of Self. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 36 .40: colours What colour’s the…? 111 Primary Year 1 Scheme of Work .

COMPLEMENTARY COMPLEMENTARY SKILL SKILL 6. Change the order in the line each time (e. Ask each team to stand in a real ones or pictures of very simple phrases line facing the board.2 Lesson Delivery teams of pupils Use other strategies if Understand meaning Understand with appropriate. Divide the class into 4 teams. Divide pupils into small groups: They play the same game with their own classroom objects. Pre-Lesson task 10: Say what’s missing Listening Listening and 4 sets for 4 1. so that there is a new pupil at the front). You can add challenge by showing 2 or 3 colours. Continue with new colours. Give pupils time to remember the objects and remember their colours.2. Post lesson 17. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. This continues until the pupil at the 1.g. The pupils go back to their lines and whisper the colour to Listening Listening the next pupil in the line. or pictures of these on a screen. 9. Cover the objects and ask What colour’s the (pencil case)? 15. Give each pupil at the front of the line a set of colour cards. pupil at the front goes to the back. Post lesson task 9 Read your friend’s mind. 11. 16. Change focus by putting classroom objects on a table. 1. who shows a card matching the colour Understand meaning Understand short they hear. Repeat step 14 a few times. 10. objects with 5. in a variety of familiar support specific 2.5 front of the line. may be suitable. in a variety of familiar supported questions contexts 8. Draw 4 columns on the board. The team who finished first get an extra point if their answer is correct. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES NOTES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-Lesson 5 sets of colours Language Strategies 2 and 7 cards: one for you. 7. so that pupils have to whisper more than one colour at the same time.2 1. and sentences A cloth to cover the 4.2.2 1. Classroom objects: contexts information and details 3. Show them a colour card. 13. 112 Primary Year 1 Scheme of Work . Each team gets one point for a correct answer. 12. 14.

Take out your… please. WEEK: Classroom objects 113 Primary Year 1 Scheme of Work . Pass me a… please. Thank you.40 Imperatives: Put away your…please. Open your… please. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 36 . LESSON: 42 (Speaking 9) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self.

and (Do this with a set of instructions appropriate.17 of Superminds 1 (e.4 the instructions carefully. Open your bag and take out your notebook. Divide pupils into small groups. Pre-Lesson Task 2: Sequence the 2. Post lesson 7. and say thank you when others in the group do this correctly. Understand meaning in Understand short basic a variety of familiar supported classroom 3. contexts instructions 4.1.g. say it 114 Primary Year 1 Scheme of Work . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-Lesson Classroom objects Language Strategies 4 and 7 may be suitable. Post lesson task 5: Remember it. Open your notebooks please). Pass me a pencil and a rubber please.g. 5. Ask them to take turns to give instructions. Ask some pupils to give instructions to the whole class. please). information intelligibly express thanks using similar to those on p.2. Extend step 2 by combining instructions (e.17 of the suitable fixed phrases textbook).1 2. Lesson Delivery COMPLEMENTARY COMPLEMENTARY 2.4 information Use other strategies if Communicate simple Greet. Listening Listening Say Thank you when pupils follow 1. say goodbye. Speaking Speaking 1.2 1. Give instructions to pupils similar to SKILL SKILL those on p. 6.

LESSON: 43 (Reading 9) MAIN SKILL(S) FOCUS: Reading THEME: World of Self. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 36 .40 WEEK: Colours 115 Primary Year 1 Scheme of Work .

select texts by using medial and final sounds 1.1 3. Pupils then colour the picture according to the key and check each other’s work. from Line d of the COMPLEMENTARY COMPLEMENTARY Phonics Table (see SKILL SKILL 2. Review colour words using the cards park) on the board or suitable activities for your knowledge of sounds of in a word – either as a whole class matching as a handout pupils from LINUS letters activity on the board.1. Post lesson Task 1 116 Primary Year 1 Scheme of Work .3 4. Recognise words in Recognise and sound out numbered picture (for linear and non-linear with support beginning. 2 = green). e. especially if Reading Reading lesson (depending on your picture) by you have strong readers 3. print and digital media 4. and exchange with a partner. numbered (in Writing Writing preparation for the next step). and add a range of purposes in number key (e. Task 1.2 Communicate with Spell familiar high 3.2 playing a word game. the colours on the board. pens.g. Lesson delivery example of a house or If appropriate. Feedback on this activity and write Syllabus). according to the number key. 4. 6. create their own key. Write numbers inside some form and style for a accurately of the things in your picture. 5. or by giving each Module 1 to be added in pupil a card and asking them to find to this lesson their partner (a pair is the colour and its to focus on phonemes matching word). CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Colour / word cards (1 Language Strategies 1 or 3 may be Review the words you will need for this set) appropriate. Pupils (copy and) colour the picture appropriately. Draw a picture on the board. 1 = blue. Pupils then draw their own picture. or give appropriate language frequency words a handout.3.g. Paper. and a in your class.

LESSON: 44 (Writing 9) MAIN SKILL(S) FOCUS: Writing THEME: World of Self. Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 36 – 40 117 Primary Year 1 Scheme of Work .

On the board (or worksheet). 6. Open your book. open using appropriate sentences your book. Syllabus). pupils from LINUS their new wheel. Other strategies may be Communicate with Spell familiar high 1. Stand up. your head. What was it? 118 Primary Year 1 Scheme of Work . 3. e.g.2 4. 3. numbered. range of purposes in Instructions on board: If appropriate. Draw a red circle. Phonics Table (see Reading Reading 6.2. Groups write new instructions 1-6 and exchange with another group. Put your ruler on from Line d of the read them together. form and style for a accurately with the correct colour words. Have pupils 5. Pupils create their own colour wheel. Module 1 to be added in 4. select print and digital media 2. to focus on phonemes SKILL SKILL six instructions. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A colour wheel on the Language Strategy 3 may be Task 6 using colour words board or on a handout suitable. Give each group a dice. In turns. Understand a variety of Understand specific pupils roll the dice.3 4. suitable activities for your and swap it with another pupil and label 2. Post lesson Ask pupils if they had to do something funny in this lesson. Take out your to this lesson COMPLEMENTARY COMPLEMENTARY 3. appropriate depending on appropriate language frequency words and ask pupils to copy and then label it Dice (one per group) your class.3. write textbook. according print and digital texts by very simple phrases and to the number they roll. Stretch. reading strategies 5. 1. Sam. Groups play the dice again. Writing Writing 4. The other pupils linear and non-linear information and details of should tell them what to do.2 Lesson delivery Colour pencils. Draw a colour wheel on the board.2 3.

Family and Friends TOPIC: At school LANGUAGE/GRAMMAR FOCUS: Vocabulary review: WEEK: Primary and secondary colours 119 Primary Year 1 Scheme of Work . LESSON: 45 (Language Arts 9) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self.

They should colour each part (not write the colour We are primary name). you could have the pens/paints/pencils.g.com/fun/buildables/ red. TEACHER’S CONTENT LEARNING MATERIALS / DIFFERENTIATION LEARNING OUTLINE CURRICULAR NOTES / STANDARD STANDARD REFERENCES STRATEGIES ELEMENT REMARKS MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice Guessing game. Mix us circle and put in their pencil/pen so it will spin. raps colours (primary and secondary) on the board. CROSS . e. Draw a circle on the board and divide it into six colours. The order should responses as colour. colour too. imaginative response imaginatively and parts.1 We are the primary wheel produces Express an Respond 5. Song: Ask pupils to put them into two groups.1 5. you.1 It’s a fruit. e. circles for each student Enjoy and appreciate Demonstrate Is it a banana? Yes.3 5. Elicit the primary colours and write them (or Red. Is it yellow? Yes. I like red. Teacher: scissors (or cut into class and pupils. Play/sing the song again and ask pupils to hold white?) You might up their flashcard/paper when they hear their Here is a song based want to explain in L1 Language Arts Language Arts colour. pupils ask you each student and technology depending on your Language Arts Language Arts about what colour it is and guess. yellow and blue. My pencil case is era. pupils to sing along 1. we turn a colour that’s and craft products 6. Each student will need You could to a pen or pencil and a encourage the Lesson delivery ruler. to literary texts intelligibly through ask a pupil to write them) in alternate parts of the Mix us together. colour Possibly 5 or 6. You can use a suitable ii) simple rhymes You could ask short song that focuses on iii) simple action 2. Ask them to spin it and tell Etc. Some information Post lesson about colour wheels: Ask pupils to tell each other which colour they like http://www.3. I’m blue.youtube. Ask pupils what they think will happen when they spin their wheel. on this: why the spinning 5. be: red – orange – yellow – green – blue – purple. Play/sing the song and ask pupils to check their answer questions at primary and secondary songs answer to stage 1. songs non-verbal responses pupils take the role of the teacher or work in pairs.g Will you colours. white.bigshotcam best and why. when the primary colours are mixed and fill in the I‘m red. and creating simple art circle. poems and appreciation through and the level of your class. Put flashcards with words of the six main i) simple chants and to the song. Ask pupils to make their own colour wheels. m/watch?v=bmquqAP2 Maybe black? Or SKILL SKILL w_8 4. Elicit the secondary colours that are made new.1. Give each pupil a colour flashcard OR ask each is: What other colours pupil to write the name of their favourite colour on https://www. A suggestion see red? Orange? 3. stage 8 (e.g. and we make purple. I’m a primary appropriate 7.co do you know? COMPLEMENTARY COMPLEMENTARY a paper. Think of an item. It’s new! 8. I’m a primary Other imaginative last three segments with these. rhymes. colorwheel#01 120 Primary Year 1 Scheme of Work . 5. together. make a small hole in the middle of the colours. Pupils: Is it blue? No. Depending on time available in advance).

Cut out. Glue 121 Primary Year 1 Scheme of Work . Turn around. Stretch. LESSON: 46 Listening (10) MAIN SKILL(S) FOCUS Listening: THEME: World of Self. Family and Friends TOPIC: At School WEEK: LANGUAGE/GRAMMAR FOCUS: Imperatives: Look down and catch it. Fold.

1.2 2.2) Use appropriate Ask for attention or help communication from a teacher or strategies classmate using one word or a fixed phrase Post lesson See Teacher’s Book.2 2.2.20 Language Strategies 3 and 5 may be suitable.4 Use other strategies if Understand meaning in Understand short basic appropriate. 122 Primary Year 1 Scheme of Work . a variety of familiar supported classroom contexts instructions Lesson delivery See Teacher’s Book. COMPLEMENTARY COMPLEMENTARY (The giving and following instructions SKILL SKILL part of the lesson is a good opportunity for pupils to begin to develop and Speaking Speaking practise Speaking Learning Standard 2.2. Listening Listening See Teacher’s Book.2 1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2.

Family and Friends TOPIC: At School LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled vocabulary and grammar from the At School topic 123 Primary Year 1 Scheme of Work . LESSON: 47 (Writing 10) MAIN SKILL(S) FOCUS: Writing THEME: World of Self.

Writing Writing See Teacher’s Book. If you and pupils do not have access to the Workbook. using appropriate words from Year 1 topics pencil case. so that pupils have to think about which word goes with which flashcard. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. pen reading strategies and themes 2. Follow the picture dictionary section in the Teacher’s Book to help pupils achieve the Reading learning standard for this lesson.2. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 1.2 3. pencil. Post lesson See Teacher’s Book 124 Primary Year 1 Scheme of Work .4 The flashcards should show Understand a variety of Use with support a pictures for this vocabulary linear and non-linear simple picture dictionary print and digital texts by to find. information intelligibly using suitable words from for a range of purposes word sets Lesson delivery in print and digital media See Teacher’s Book.4 Use other strategies if Communicate basic Name or describe objects appropriate. ruler. book. Put Classroom objects flashcards on the board Reading Reading 3. 3. list and categorise bag. 4 and 5 may Innovation be suitable. Write the words for the flashcards at the top of the board. 4. desk.21 Creativity and Strategies 2. notebook.2 4.2. rubber.

plane. LESSON: 48 (Speaking 10) MAIN SKILL(S) FOCUS: Speaking THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: Let’s go. bike. car 125 Primary Year 1 Scheme of Work . That’s right WEEK: Topic vocabulary: kite. monster. go-kart. ball. computer game. doll. train.

2 1.22 Language Strategies 2 and 7 may be suitable. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1 See Teacher’s Book Understand meaning in Understand with support a variety of familiar the main idea of very contexts simple phrases and sentences 126 Primary Year 1 Scheme of Work . 2.2. information intelligibly using suitable words from word sets Lesson delivery See Teacher’s Book.1.1 2. Speaking Speaking See Teacher’s Book.5 Use other strategies if Communicate simple Name or describe objects appropriate. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening 1.

she’s. she. he’s. LESSON: 49 (Reading 10) MAIN SKILL(S) FOCUS: Reading THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: His. favourite 127 Primary Year 1 Scheme of Work . he. her.

2. Reading Reading See Teacher’s Book. linear and non-linear information and details of print and digital texts by very simple phrases and Lesson delivery using appropriate sentences reading strategies See Teacher’s Book.2 3.1 2. Ask them to listen to the using fixed phrases recording and place the correct piece of paper on each name. information intelligibly personal information 2. Post lesson See Teacher’s Book. Tell them to write the names of Speaking Speaking the 4 children on 4 small 2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. If pupils do not have stickers for the COMPLEMENTARY COMPLEMENTARY listen and stick task (task 1): SKILL SKILL 1.23 Language Strategies 2 and 6 may be suitable.2 Use other strategies if Understand a variety of Understand specific appropriate. 128 Primary Year 1 Scheme of Work . 3.2 pieces of paper before they Communicate simple Find out about very basic listen.1.

129 Primary Year 1 Scheme of Work . LESSON: 50 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice. depending on the story.

Try to find on the focus of your Language Arts Language Arts Unit 1 of the textbook or the content of an interactive story for lesson and your class. the computer if you Express personal Name people. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on Your own choice of ICT Your choice depending a short story related to the content of short story. nlinestory.3 story or parts of it. accompanying texts understand every word of the story. things or have the facilities.aspx?cat =45 Plan the lesson so pupils can enjoy listening to and interacting with the https://www.1 pupils’ learning in other subject areas.education. .2.topmarks. For Remember to vary responses to literary places of interest in You might need to pre-teach some example: questions during story texts illustrations vocabulary.2 5.uk/Interactive.2. om/stories/ SKILL SKILL Where computers are not available.co.uk/interactive/o 1.co telling. http://primaryhomework Listening Listening pupils could respond by acting out the help.2 1. but pupils do not need to http://www.htm Understand meaning in Understand with a high a variety of familiar degree of support very contexts short simple narratives 130 Primary Year 1 Scheme of Work .c COMPLEMENTARY COMPLEMENTARY story on the computer (where possible). 5.

put. turn around. stretch. stand up WEEK: robot 131 Primary Year 1 Scheme of Work . catch. LESSON: 51 (Listening 11) MAIN SKILL(S) FOCUS: Listening THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 46 Imperatives: look down.

2 1.4 on your head. 6.5 4. Tell them that they are COMPLEMENTARY COMPLEMENTARY robots. the pre-lesson task contexts instructions Lesson delivery 3.g. 1.g. with stiff arms and legs and uneven movements).2. Look down and take out your pencil case. a variety of familiar supported classroom pronunciation of robot. ask pupils to write one or two instructions for a partner to read and act out. tell pupils to give a sequence of instructions to the robots in their group. Put your notebook flashcards 1.1. Turn around and stretch). at first with single instructions. Give robots instructions (e. 9. Pre-lesson task 4: Identify the Listening Listening (e. Ask some pupils to demonstrate their robot instructions to the whole class 10. and must move like robots SKILL SKILL (e.g. Teach pupils the meaning and around) and robot for appropriate. Ask 3 pupils to come to the front of the class. Post lesson 11. Bring 3 new pupils to the front of the words from word sets class and give a sequence of instructions (e. 7.g. Turn Use other strategies if Understand meaning in Understand short basic 2. If there is time. 8.1 2. Make sure that everyone in the group gets the chance to give instructions. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards with target Language Strategies 1 and 3 may language imperatives be suitable. Communicate simple Name or describe Put a book on your head). Stretch. Later. information intelligibly objects using suitable 5. Divide pupils into groups of 4 and ask them to continue the activity. Speaking Speaking 2. Post lesson Task 9: Read your friend’s mind 132 Primary Year 1 Scheme of Work .

LESSON: 52 (Speaking 11) MAIN SKILL(S) FOCUS: Speaking THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 49 Toy vocabulary WEEK: What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is … This is … 133 Primary Year 1 Scheme of Work .

Use 2. 10. They then give this information for themselves (My name is … etc. Pupils copy the grid. Post lesson 11. Pupils mingle or work in groups of 6 to ask and answer and complete the grid. Explain that pupils will find out information about their classmates and complete the grid. Speaking Speaking 1. Pre-lesson Task 7: Beat the teacher.  He’s/She’s (seven) years old.1. Ask a pupil:  What’s your name. 6.3 2. Lesson delivery information intelligibly and dislikes 2. appropriately to a audience using fixed small or large group phrases 4. 7. Draw this grid on the board Name Age Favourite Toy COMPLEMENTARY COMPLEMENTARY SKILL SKILL Speaking Speaking 2. Complete the grid with the pupil’s answers. 9. Pupils report to the whole class:  This is (Haziq/ Najwa). 8.  His /Her favourite toy is a (doll).3.). Post lesson task 4: Correct the error 134 Primary Year 1 Scheme of Work .3 the question: What’s your favourite toy? Use other strategies if Communicate simple Express basic likes appropriate. Check target language questions with pupils. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board Language Strategies 3 and 7 may be suitable.?  How old are you?  What’s your favourite toy? 5.1 2.1 Communicate Introduce self to an 3.

135 Primary Year 1 Scheme of Work .

LESSON: 53 (Reading 11) MAIN SKILL(S) FOCUS: Reading THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled toy vocabulary from lesson 48 136 Primary Year 1 Scheme of Work .

You could use the board or give them a worksheet. Give pupils more anagrams to solve in pairs.4 see and says ‘I spy with my little eye. Pupils guess the word the texts by using teacher is thinking of. letters Pupils may need support with this so they match phonemes and letter names.1. The word should review toy vocabulary (e. Review letters of the alphabet using make a worksheet for appropriate. 4. 5. present an anagram (a word with letters mixed up). CCVC) example). 3. Play ‘I spy’ – Teacher thinks of a word Syllabus).1. suitable activities for your letters word beginning with that letter (prepare pupils from LINUS this in advance so you use letters for Module 1 to be added in words the pupils know well and can to this lesson guess easily). or pupils texts by using you point to a letter. pupils tell you what could use their exercise If appropriate. select knowledge of sounds of letter it is.3 Lesson delivery You might want to Use other strategies if Recognise words in Blend phonemes (CVC. They may need extra support in this as the letters need to be right. Reading Reading for something in the classroom they can 3.1 3. Recognise words in Segment phonemes something beginning with A’ (for linear and non-linear (CVC. Then ask them to tell you a books. Using the magnetic letters on the board. Reading Reading 3. Do this three times. Put the to focus on phonemes COMPLEMENTARY COMPLEMENTARY letters on the board if you can. 6. Pupils guess the word and spelling. from Line e of the SKILL SKILL Phonics Table (see 2. The pupil who knowledge of sounds of guesses correctly becomes teacher. 1.g. linear and non-linear CCVC) plastic letters by playing a game where this lesson. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Plastic letters Language Strategy 2 may be Task 4 (magnetic if possible) suitable. Pairs swap anagrams and solve each other’s’ anagrams.1 3. Post lesson Task 11 (toys that they have at home) 137 Primary Year 1 Scheme of Work . Ask pupils to create their own anagrams. o – y – t).

LESSON: 54 (Writing 11) MAIN SKILL(S) FOCUS: Writing THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lesson 49 138 Primary Year 1 Scheme of Work .

Ask some pupils about the person sitting next to Table (see Syllabus). Show the picture of the child.2 them using the questions from stage 1. You can do this activity on paper if the digital option is not suitable for your context. 3 or 4 Task 1 (review any problematic spellings from may be suitable. it might be possible for them to take and add a photograph. 4. to correct or edit their notes.3 Use other strategies if Communicate basic Express basic likes appropriate.2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A picture of a child ICT Strategies 2. Writing Writing Lesson 53) 4. 2. they should ask the pupil communication help from a teacher or for help. lesson COMPLEMENTARY COMPLEMENTARY Write their suggested answers to these questions to focus on SKILL SKILL on the board. In their phrase group. It could be a blog post for a class website. select purposes in print and information about the child by asking questions: suitable activities for digital media What’s his/her name? your pupils from How old is he/she? LINUS Module 1 to What’s his/her favourite …? be added in to this Pupils can use their own ideas in their answers.e. They should note the answer in their exercise book.2 2. Pupils check their notes with their partner. If the pupil Use appropriate Ask for attention or doesn’t know the answer. Pupils write about their partner on the computer. focus on spelling as well.2 4. so that they have information about their partner. Elicit some If appropriate. or simply on a document using Word. 2 pairs). for example. Pupils work in groups of 4 (i. Remind pupils that they don’t need to focus on spelling right now. they should ask the other pair about their partner (in the pair) using the questions above. information intelligibly and dislikes Lesson delivery for a range of 1. phonemes from Line e of the Phonics Speaking Speaking 2. strategies classmate using one word or a fixed 3. Depending on facilities and context. Post lesson Task 9 139 Primary Year 1 Scheme of Work . At this point. Encourage pupils to ask for your help in English. 5.2.

His/her favourite toy is a (colour) monster. LESSON: 55 (Language Arts 11) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: This is… His/her name’s … WEEK: He’s … (years old). 140 Primary Year 1 Scheme of Work .

prepare a worksheet for contexts information and under the characters’ names. sentences boy and girl and to tell you how old they are isn’t green.1 to go with it. At stage 7. friends) with a picture 5. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A short text about a Language Your choice depending A game to review toy vocabulary (e. 1. you could give For example: them the written text. Ask the pupils to tell their to show the characters writing. 141 Primary Year 1 Scheme of Work . Post lesson Ask pupils to tell their partner which toy is their favourite from the pictures on the board. or they can COMPLEMENTARY COMPLEMENTARY pupils to invent their names if you are telling This is her brother.g.2. Language Arts Language Arts 1). 2. Nor likes toys. Her pupils to do in pairs details of very simple favourite toy’s her before checking the phrases and 4. His you say them. Pupils listen to/read the text. you could provide a sentence with 5. You could ask the This is Nor.g. things Lesson delivery hand-drawn. Ask the pupils to listen (or read) about the monster.2 5. fingers on the words as Listening Listening Ahmad likes toys. too. write a sentence in pairs. and/or you could partner/neighbour what they think the and various toys. a photo or and 5. Her and what their favourite toys are.g. She’s six. themselves. It’s red. Write the names on the name’s Ahmad and it aloud by touching their board. literate. His follow along as you read SKILL SKILL the story orally. His favourite At stage 6. Write various suggestions monster. Task brother and a sister (or on your class. he’s seven.2. gaps in it to fill in to Pictures or flashcards support pupils in their 6. Is Nor a to the board and circle the correct answer. Ask pupils what other information they these yourself if remember about the characters.2 1. favourite colour’s red. Ask the pupils how old they think the favourite toy’s his green Understand meaning Understand with characters are. It’s a red monster. Ask some students to tell the class about their favourite toy at home. 3 Express personal Name people. too. Put up/draw the toy flashcards/pictures on something from a texts illustrations the board. Ask the pupils what they are and magazine) For a class that is more accompanying texts review the colours. Ask them to necessary). 2. e. Show the pupils the flashcards of the two Either they can read it for characters in the text.2 3. It can be Possibly strategies 1. you could in a variety of support specific (including the correct answer) on the board colour’s green. Then ask some pupils to come including monsters of question (e. ask them a more direct answers are. Her monster answers as a class. different colours (you boy or a girl?). responses to literary or places of interest in 1. could draw and colour 7.

LESSON: 56 (Speaking 12) MAIN SKILL(S) FOCUS: Speaking THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled toy vocabulary + favourite That’s smart. That’s great 142 Primary Year 1 Scheme of Work .

information intelligibly information using fixed phrases Lesson delivery See Teacher’s Book.24 Language Strategies 6 and 7 may be suitable.1 Communicate basic Give very basic personal information intelligibly information using fixed for a range of purposes phrases in print and digital media 143 Primary Year 1 Scheme of Work . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1. 2. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson See Teacher’s Book. Writing Writing 4. Speaking Speaking See Teacher’s Book.1 2.2.1 Use other strategies if Communicate simple Give very basic personal appropriate.2 4.

short. beautiful. ugly. LESSON: 57 (Listening 12) MAIN SKILL(S) FOCUS: Listening THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: a/an adjectives: long. old. new 144 Primary Year 1 Scheme of Work . small. big.

2. Listening Listening See Teacher’s Book.5 Understand meaning in Understand short a variety of familiar supported questions contexts 145 Primary Year 1 Scheme of Work .2 1. Post lesson COMPLEMENTARY COMPLEMENTARY SKILL SKILL See Teacher’s Book.25 Language Strategies 2 and 5 may be suitable.2 1.2 Use other strategies if Understand meaning in Understand with support appropriate. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. Listening Listening 1. 1. a variety of familiar specific information and Lesson delivery contexts details of very simple phrases and sentences See Teacher’s Book.2.

LESSON: 58 (Writing 12) MAIN SKILL(S) FOCUS: Writing THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of toy vocabulary 146 Primary Year 1 Scheme of Work .

Plane level 5. Put all the form and style for a accurately flashcards face up in the middle of the circle. Do one word across (and perhaps one down. Monster 7. Post lesson Task 8 147 Primary Year 1 Scheme of Work . to focus on phonemes COMPLEMENTARY COMPLEMENTARY from Line f of the Phonics SKILL SKILL 2. Review the toys flashcards by playing appropriate. Kite Down 1. If appropriate. Bike 3. making sure to this lesson that all pupils get a turn. You pupils from LINUS could organise this so you nominate two or Module 1 to be added in three pupils to play each time.3. Write the numbers of the crossword on the Table (see Syllabus). Pupils sit in a circle. Ask pupils to complete the crossword in pairs.1 below: Read independently Read and enjoy for information and simple print and Across enjoyment digital games at word 3. using the crossword given 3.3.2 Lesson delivery Flashcards of toys Use other strategies if Communicate with Spell familiar high 1. too) as an example with the whole class. Train 4. Computer game 2. Check the answers all together.3 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Crossword on the Language Strategies 2 and 4 may Task 9 board or as a handout be suitable. Go-kart 6. Ball 8. Writing Writing 4. appropriate language frequency words ‘Slap’. Car 10. 5. Reading Reading For example. select range of purposes in When you say the word. 4. pupils have to race suitable activities for your print and digital media to grab or slap the correct flashcard. board.3 4. Doll 9. Don’t write the words. and put the corresponding pictures next to the numbers.

148 Primary Year 1 Scheme of Work .

LESSON: 59 (Reading 12) MAIN SKILL(S) FOCUS: Reading THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled colours. numbers. toys 149 Primary Year 1 Scheme of Work .

Listening Listening 1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. See Teacher’s Book.2 1.1 Use other strategies if Understand a variety of Understand the main appropriate.26 Patriotism and Strategies 2 and 7 may citizenship (fair play) be suitable. select using appropriate suitable activities for your reading strategies See Teacher’s Book. 3.2. pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes COMPLEMENTARY COMPLEMENTARY Post lesson from Line f of the Phonics SKILL SKILL Table (see Syllabus). linear and non-linear idea of very simple print and digital texts by phrases and sentences Lesson delivery If appropriate.2 3. Reading Reading See Teacher’s Book.3 Understand meaning in Understand with a high a variety of familiar degree of support very contexts short simple narratives 150 Primary Year 1 Scheme of Work .2.

LESSON: 60 (Language Arts 12) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: My favourite colour’s… WEEK: My favourite toy’s a(n)… My favourite number’s… 151 Primary Year 1 Scheme of Work .

toy and colour. My favourite number is seven. 6.24. student. their favourite toy etc. they can draw a picture above. Ask pupils to tell the class about their and/or build a model on partner (e. As a class.3.2 5.3 colour’s green . My favourite range of purposes in to write about themselves at the bottom colour is . My print and digital media of the paper. When pupils have finished writing. sing new verses of the song based on the pupils’ favourite things. or Writing Writing favourite toy’s a ball.24: Play the song and poster paper) and citizenship on your pupils. Possibly strategy 2. Let pupils use their toy is textbook to check spellings and to ask . your pupils’ literacy level 2.g.3 4. text/lines for writing on writing depending on underneath. Give out poster paper and ask pupils I’m . . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Plain paper (small Patriotism and Your choice depending Review p. This could be of themselves. Ask pupils to tell their partner about – for example gaps to their favourite number. appropriate language phrases form and style for a 4. insert grammar words COMPLEMENTARY COMPLEMENTARY and/or content words SKILL SKILL 3. things or You could prepare the responses to literary places of interest in Lesson delivery paper with a box for a You could give different texts illustrations 1.1 as much as possible.g. Her the board as a class.and her favourite highly literate classes Communicate with Plan and write words and number ‘s 9). too. This is Mohammed. Ask pupils questions about the picture and gapped levels of support for the accompanying texts pictures on p. e. 7. 152 Primary Year 1 Scheme of Work . Language Arts Language Arts encourage the pupils to sing along to it pencils for each 5. E. Her favourite no support at all for 4. Post lesson Ask pupils to read each other’s work and to find favourites they share with their classmates. 5.2. Display the pupils’ work in the classroom. His favourite number is 7.g. This is Mastura. favourite number each other for help. Express personal Name people.

LESSON: 61 (Listening 13) MAIN SKILL(S) FOCUS: Listening THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 56 .60: adjectives and toys 153 Primary Year 1 Scheme of Work .

9. they say Finished. Pre-lesson task Superminds p. Ask them to predict the words Understand meaning Understand with they’ll hear (e. 10. pupils do this activity in groups of about 8. After 2 or 3 repeats. Put about 8 flashcards of drawings similar to those on p. Describe the pictures (e. 11. 8. Each pupil makes phrases and their own choice. Listening Listening 1.25 1. in a variety of familiar support specific contexts information and 5. Post-lesson task 1: Spot the differences 154 Primary Year 1 Scheme of Work .g. Tell pupils to choose 3 pictures and write details of very simple down the 3 numbers. Listening Listening 4.2 flashcards. with different pupils taking turns to describe the pictures.25 of Superminds 1.g.3. listening strategies in will hear by using Lesson delivery a variety of contexts knowledge of a topic 2. Pupils tick () their number when they hear it. beautiful green ball). CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards similar to Language Strategies 2 and 7 may the pictures in be suitable.3 1.1 10: Say what’s missing Use other strategies if Use appropriate Predict words they appropriate. a new blue bike). Tell pupils that you’ll describe the 1. Check that you have said all 3 of the pupil’s numbers. sentences 6. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 3. Number the flashcards from 1-8.2. Repeat steps 5-8. Post lesson 12. When a pupil has heard all 3 of their numbers.2 1. 7.

LESSON: 62 (Speaking 13) MAIN SKILL(S) FOCUS: Speaking THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 56 .60: toy vocabulary 155 Primary Year 1 Scheme of Work .

car. Use flashcards to practise the Doll and monster language of a toy chant for these Go-kart and car words: doll. Ask strategies classmate using one pupils to copy you. 6. Post lesson 8. Help pupils to see the vocabulary pattern in the chant (i. Speaking Speaking 2. 5. Speaking Speaking flashcards Superminds p22. kite. Move your arms backwards and Flashcards for toy Use appropriate Ask for attention or help forwards and say ch-ch-ch to vocabulary communication from a teacher or imitate the rhythm of a train. Put pupils in to pairs or small groups and ask them to create their own chant using topic vocabulary. Ask pupils to join in with the chant. Ball and kite COMPLEMENTARY COMPLEMENTARY Ball and kite SKILL SKILL 2. Go-kart and car ball. go-kart. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A chant which recycles Creativity and Strategies 2. monster. Move your arms in time with the rhythm of the chant. 3 and 4 may Pre-lesson task 4: identify the toy vocabulary from Innovation be suitable. and increasing your rhythm like a train as the chant continues.e each toy is repeated. bike.2. Ask volunteer pairs to perform their chant for others.2 2.1. and changes every 2 lines). for 2. Say the chant below starting slowly.1 2. Tell pupils that they’ll say a toy Bi-i-i-i-ke! Bi-i-i-i-ke! chant together. joined with and.2 3. word or a fixed phrase 4.5 example: Use other strategies if Communicate simple Name or describe objects appropriate. 7. information intelligibly using suitable words from Lesson delivery Doll and monster word sets 1. and to speak and move like you. 156 Primary Year 1 Scheme of Work .

LESSON: 63 (Reading 13) MAIN SKILL(S) FOCUS: Reading THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lesson 52: Favourite and toy vocabulary 157 Primary Year 1 Scheme of Work .

to this lesson to focus on phonemes COMPLEMENTARY COMPLEMENTARY 2.2. Communicate basic Name or describe objects information intelligibly using suitable words from 4. 5. Nominate some pupils to be the from Line g of the SKILL SKILL teacher. a red ball). Writing Writing 3. 4 and 7 may Task 9 (using the toy words.2 4. 7.g.25) 3. Say. group. from p. They can ask for media your help of for another pupil’s help in English if necessary. not could use the pictures be suitable. Now put up the toy pictures around 4. Pupils move around the (sentences) for each pupils from LINUS classroom or use items they have at pupil or a set for each Module 1 to be added in their desks. Reading Reading adjectives). Give each pupil some sentences (or for a range of purposes word sets give groups a complete set). Ask pupils to look at the toy they drew in Lesson 57. select using appropriate something long’ or ‘Touch something two or three strips suitable activities for your reading strategies blue’. linear and non-linear page to help understand 1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Pictures of toys (you Language Strategies 2. They should write a short sentence about it to label it (e. Tell pupils to get up and put the sentence next to the correct picture. Play run and touch (or insist pupils describe the toys on print and digital texts by a word of phrase walk). Phonics Table (see Syllabus). 6. for example ‘Touch strips of paper.4 the room.3 Use other strategies if Understand a variety of i) Use visuals on the Lesson delivery Sentences that appropriate.2 3.2. Have all pupils stand up and move together to check whether all the sentences have been put in the right place. Ask pupils in print and digital to read the sentences. At least If appropriate. Post lesson Task 12 158 Primary Year 1 Scheme of Work .

His/Her favourite toy’s … . 159 Primary Year 1 Scheme of Work .... LESSON: 64 (Writing 13) MAIN SKILL(S) FOCUS: Writing THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lesson 54 His/Her name’s . He’s/She’s (seven).

6. pupils from LINUS Module 1 to be added in 2. I think it’s Ali.2 3. Ali’s Phonics Table (see favourite colour). pupils should tell the class about the person.g.1 Lesson delivery Use other strategies if Communicate with Use capital letters 1. Collect the papers and redistribute them. His favourite toy’s his train. 7. Pupils can ask for help if they from Line g of the SKILL SKILL don’t know the answer (e. Writing Writing 4. Post lesson Task 12 160 Primary Year 1 Scheme of Work .3. Ask the pupils ‘What about you?’ Understand a variety of Understand specific Elicit the questions and some answers. His name is Ali. He’s seven. When they have found the writer of the paper. select range of purposes in the board. Elicit full questions from suitable activities for your print and digital media pupils using 3rd person (he / she). Nominate pupils to ask and answer to this lesson the questions about other pupils in the to focus on phonemes COMPLEMENTARY COMPLEMENTARY class. Syllabus). On the using appropriate sentences paper.2 3. They can ask other pupils to check if they were right – How old are you? What’s your favourite X? 8. Reading Reading 3. Give pupils a piece of paper. linear and non-linear information and details of print and digital texts by very simple phrases and 4. Write Name? How old? Favourite appropriate. When they have finished.3 4. Develop a model on the board first if necessary. appropriate language appropriately in personal toy? Favourite colour? and other form and style for a and place names favourites you’ve practised recently on If appropriate. they write their age and reading strategies favourites. 5.2. Pupils read the paper they have been given and try to guess who wrote it. they fold their paper in half. but not their name. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Paper for writing on Language Strategy 3 may be Task 12 and sharing suitable.

LESSON: 65 (Language Arts 13) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories TOPIC: Let’s Play LANGUAGE/GRAMMAR FOCUS: WEEK: Teacher’s choice. depending on story 161 Primary Year 1 Scheme of Work .

Look on Google or YouTube for a book of your choice if you have these facilities.booksfortop particular may be useful. classroom. This lesson is intended to bring real story Note: you will re-use this story in the books into the English COMPLEMENTARY COMPLEMENTARY next Language Arts lesson (Lesson 70). Remember the Understand meaning in Understand with a high pupils don’t need to a variety of familiar degree of support very understand every word contexts short simple narratives of the story. texts illustrations better.2. there are many recordings of books being read aloud online. If no books are available.2 1. 162 Primary Year 1 Scheme of Work . possibly related depending on the story Language Arts Language Arts to the topic of Toys. things or prepare for the story so they For example: Strategies 2.3 instead.com/toys accompanying texts listen to you reading the story and talk about it as you read it. and your class.2. 5. it is for global understanding with the support of pictures and enjoyment. choice. 5 and 6 in responses to literary places of interest in understand the main elements a little https://www. Listening Listening then it can be used 1.1 The pupils should have the chance to Express personal Name people. and should have the chance to ics.2 5. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson around A storybook of your Language Teacher’s choice reading a story about toys. If another SKILL SKILL book is available but is not related to the topic.

LESSON: 66 (Reading 14) MAIN SKILL(S) FOCUS: Reading THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled vocabulary for toys and adjectives 163 Primary Year 1 Scheme of Work .

27 Patriotism and Strategies 6 and 7 may citizenship (Fair play) be suitable.1 Recognise and Recognise and reproduce target reproduce with support a language sounds limited range of high frequency target language phonemes 164 Primary Year 1 Scheme of Work . COMPLEMENTARY COMPLEMENTARY Post lesson SKILL SKILL See Teacher’s Book.1 3.1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. texts by using medial and final sounds Lesson delivery knowledge of sounds of in a word letters See Teacher’s Book. Reading Reading See Teacher’s Book. 3. linear and non-linear with support beginning. Listening Listening 1.1 1.1.2 Use other strategies if Recognise words in Recognise and sound out appropriate.

LESSON: 67 (Listening 14) MAIN SKILL(S) FOCUS: Listening THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled vocabulary for toys and adjectives 165 Primary Year 1 Scheme of Work .

2 1.28 Language Strategies 2 and 7 may be suitable.2.2 Understand a variety of Understand specific linear and non-linear information and details of print and digital texts by very simple phrases and using appropriate sentences reading strategies 166 Primary Year 1 Scheme of Work .2 3. 3.2. 1.2 Use other strategies if Understand meaning in Understand with support appropriate. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Reading Reading See Teacher’s Book. a variety of familiar specific information and contexts details of very simple Lesson delivery phrases and sentences See Teacher’s Book. Listening Listening See Teacher’s Book.

LESSON: 68 (Writing 14) MAIN SKILL(S) FOCUS: Writing THEME: World of Stories: TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: What’s your favourite (colour)? Recycled toy vocabulary and adjectives 167 Primary Year 1 Scheme of Work .

2 4.2.1 dislikes Communicate simple information intelligibly 168 Primary Year 1 Scheme of Work .29 Language Strategies 1 and 2 and 6 and 7 may be suitable.3 See Teacher’s Book.3 Use other strategies if Communicate basic Express basic likes and appropriate. Speaking Express basic likes and 2. Writing Writing See Teacher’s Book. 4.1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. COMPLEMENTARY SKILL COMPLEMENTARY Post lesson SKILL Speaking 2. information intelligibly dislikes for a range of purposes Lesson delivery in print and digital media See Teacher’s Book.

LESSON: 69 (Speaking 14) MAIN SKILL(S) FOCUS: Speaking THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Shapes: tangram. circle. square. parallelogram. rectangle 169 Primary Year 1 Scheme of Work . triangle.

Understand a variety of Understand specific linear and non-linear information and details of print and digital texts by very simple phrases and using appropriate sentences reading strategies 170 Primary Year 1 Scheme of Work . 2.5 Use other strategies if Communicate simple Name or describe objects appropriate.2 See Teacher’s Book. information intelligibly using suitable words from word sets Lesson delivery See Teacher’s Book.2 3. Speaking Speaking See Teacher’s Book.1.1 2.30 Creativity and Strategies 3 and 6 may Innovation be suitable. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Reading Reading 3.

depending on your story 171 Primary Year 1 Scheme of Work . LESSON: 70 (Language Arts 14) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories TOPIC: Let’s Play LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice.

Plan a creative activity depending on your class. Use the front Develop your own texts illustrations cover to elicit as much information as materials to use as a accompanying texts possible. a guessing game Other imaginative ‘Who am I?’ responses as appropriate .3 5. the responses to literary places of interest in characters. Post lesson Ask pupils to sit in a circle to present what they have made.1 pupils the book and asking them to tell lesson (Lesson 65).3. scissors. matching. depending on the story and on your pupils. 172 Primary Year 1 Scheme of Work . drawing something. Plan activities which follow on from depending on your 5. These could planned activities. 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Continue the story book Creativity and Your choice. Lesson delivery COMPLEMENTARY COMPLEMENTARY 1. author and where the book comes from. Express personal Name people. etc.g. e. reviewing pupils’ Other resources such SKILL SKILL understanding. 5. e.g.activities related to the storyline. glue.2. Language Arts Language Arts 2. storyline.g. topic or vocabulary.1 the story and extend it.vocabulary activities. as pens. the story Language Arts Language Arts Language Arts lesson by showing previous Language Arts and the pupils. ordering pictures. acting something etc. Talk to the pupils about the story and ask them what they liked about the story.2 5. Re-read the story. This could be related to the story/characters. Express an imaginative Respond imaginatively include: response to literary and intelligibly through .activities related to character descriptions. e. The activity could be making something. paper. including the name of the follow up to the story.g. texts creating simple art and sorting: colours craft products . things or you what they remember (e. which was their favourite character and so on. the storyline). depending Review the story from the previous you started in the Innovation on the activities.

68: What’s your favourite (colour)?. LESSON: 71 (Listening 15) MAIN SKILL(S) FOCUS: Listening THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 66 . toy vocabulary and adjectives 173 Primary Year 1 Scheme of Work .

2. One pupil says their favourite toy.5 Communicate simple Name or describe 6.1. Post lesson 11. Pupils continue in this way until everyone has had a turn. Tell them that phrases and they’ll do an activity called Change places if… sentences 3. Repeat with other language (e. numbers and toys from appropriate. 9. If it’s difficult for pupils to move in your information intelligibly objects using suitable classroom. numbers or colours) if there is time.2 1. Change places if your favourite toy’s a…/ your favourite Speaking Speaking number’s…) 2.g.1 2. pupils can put up their hands.2 Lesson delivery Use other strategies if Understand meaning Understand with 1. change focus to a chain activity. touch words from word sets their head or stand up instead of changing places. When pupils have had enough practice. Make sure that different pupils have the chance to give instructions. contexts information and details of very simple 2. in a variety of familiar support specific the class.g. 4. Ask pupils to stand in a circle. 8. Pupils change places if this is true for them: this COMPLEMENTARY COMPLEMENTARY is not a competition. Continue with other phrases (e. 7. Elicit favourite colours. my favourite toy is my doll). Post-lesson task 9: Read your friend’s mind 174 Primary Year 1 Scheme of Work . 10. so they can move calmly. Divide pupils into groups of about 5.g. Say Change places if your favourite colour’s red. Divide pupils into 2 groups and ask pupils to continue with the activity. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson None needed Language Strategies 1 and 7 may be suitable. Pre-lesson task 9: Remember the words Listening Listening 1. The next pupil repeats this info and adds their own information (e. Jannah’s favourite toy is her bike. SKILL SKILL 5.

LESSON: 72 (Speaking 15) MAIN SKILL(S) FOCUS: Speaking THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 66 .68 175 Primary Year 1 Scheme of Work .

13.g. 10. Post-lesson task 1: Spot the differences 176 Primary Year 1 Scheme of Work . 12. Draw this grid on the board: Toy Name Speaking Speaking 2. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 5. or ask pupils to sit in groups. or ask pupils to write them on the board. Ayesha’s favourite toy is her ball). If there is extra time. Make sure that the answer you give is not one of the toys in Pupil A’s grid. Tell pupils they have to find a classmate for toys in their table by asking What’s your favourite toy? 8. Pupils mingle and complete their tables. you can go outside. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES NOTES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board Values Strategies 3 and 6 1. Tell pupils that they have to find names for 5 or more of the toys in the table. Pupil A then writes down the name of Pupil B in the grid next to the appropriate toy.2 Use appropriate Ask for attention or communication help from a teacher strategies or classmate using 6. intelligibly 3. 11. 15.2 2. If mingling isn’t possible in your class.2) when telling you the toys.2. Post lesson 16. until an answer matches one of the toys in their table. Stop when most but not all pupils are finished. 14. information and dislikes a list on the board. Demonstrate by asking a pupil (Pupil A) to ask you What’s your favourite toy? 9. and to write the one word or a fixed names of any 7 toys from the list on the board in their table. Elicit the names of about 10 toys which pupils like. Tell Pupil A to ask another pupil. Ask them to report back to you (e.3 Lesson delivery Use other strategies Communicate simple Express basic likes 2. The toys do not have to be from the textbook: they can also be other toys which pupils know and like. ask pupils to write a true sentence and a false sentence from their grid for their partner.1.1 2. and write these in if appropriate. Pupils may need to ask you for help with vocabulary (Speaking Learning Standard 2.2. Ask pupils to copy the grid in their exercise books. 4. Speaking Speaking 2. who reads their grid and then corrects the false sentence. phrase 7. Pre-lesson task 1: Work at the words (cooperation) may be suitable.

LESSON: 73 (Reading 15) MAIN SKILL(S) FOCUS: Reading THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lesson 69 and Year 1. as appropriate 177 Primary Year 1 Scheme of Work .

Each pupil should sound out the word they have created. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson You might want to Language Strategy 1 might be Task 10 using the shape words make a worksheet for suitable. longer knowledge of sounds of in a word word on the board and encourage letters pupils to guess what the word is. enough texts by using the alphabet 2. pupils from LINUS when written. Pupils arrange the letters on the paper to make words. Use the words from the pre- lesson task for this. Draw more word shapes on the board or provide them on a worksheet. used in the pre-lesson task. Pupils write the words in their exercise books. Draw the outline of another. Review the vocabulary you have Recognise words in identify and recognise the Cut up letters (roughly appropriate. Lesson delivery 3.1. 5. 8. Ask pupils to draw one or two word shapes for their partner to guess the word. 6. Then draw an outline each make one or two suitable activities for your letters around the word that shows its shape words. glue and plain to this lesson paper for each pupil. Give pupils some letters. You could give pupils a word list. For example: Module 1 to be added in Scissors. select knowledge of sounds of pupils to read it. On the board.1 Use other strategies as 1. then stick them. 4.1 3. Ask for pupils to use to If appropriate. pupils cut the paper to show word outline. too. glue and paper. 178 Primary Year 1 Scheme of Work . Reading Reading this lesson.1 3. Reading Reading 3. write the word red. Next.2 Recognise words in Recognise and sound out linear and non-linear with support beginning. on paper).1. texts by using medial and final sounds 3. linear and non-linear shapes of the letters in cut. to focus on phonemes COMPLEMENTARY COMPLEMENTARY from Line h of the SKILL SKILL Phonics Table (see Syllabus). 7.

LESSON: 74 (Writing 15) MAIN SKILL(S) FOCUS: Writing THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 68 and 69 179 Primary Year 1 Scheme of Work .

Show flashcards of objects and check pupils Around 10-12 cards if appropriate. form and style for a Give the first pupil in each group a board range of purposes in pen/piece of chalk. 5. Give pupils some paper (or they can use their exercise books). e. Head each column with a rulers Syllabus). Put pupils in groups. appropriate language frequency words know the vocabulary. Put the flashcards on the board in groups range of purposes in necessary. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards of objects of Creativity and Strategy 2 may be Task 11 a particular shape. Post lesson Task 9 where pupils outline the shape with their hands 180 Primary Year 1 Scheme of Work . When you say ‘Go!’ they print and digital media should go to the board and write one word for an object in one column.g. pencils and Phonics Table (see worksheet for this). all the round print and digital media pupils from LINUS objects together). Writing Writing shape word. You could form and style for a accurately draw these if If appropriate. second and so on). possible. The groups decide an appropriate language and phrases order (who will go first. suitable activities for your relating to each colour (e. Write the shape create a worksheet. See example on the next page. select 2. Ask pupils to draw the five shapes on the paper/page.3. Then it is the next pupil’s turn. to this lesson words under the groups of pictures. Next ask pupils to write some words for objects inside each shape.2 Lesson delivery book (rectangle).3 Communicate with Plan and write words 4. They can copy from the board or you could erase the words from the board. 4. Draw a table on the board and ask pupils to Paper (or exercise from Line h of the SKILL SKILL copy it into their exercise book (or have a books).3. to focus on phonemes COMPLEMENTARY COMPLEMENTARY 3. Innovation suitable. These should be big. They don’t need to worry too much about spelling at this point.3 4. Elicit what the groups You might want to Module 1 to be added in represent from the pupils. 6. review the words on the board so that the class corrects any spelling mistakes together. 7.3 4.g. After each pupil has had a turn. Writing Writing an orange (round) or a 4. Use other strategies as Communicate with Spell familiar high 1.

Lesson 74 Example table on the board: triangle square circle parallelogram rectangle 181 Primary Year 1 Scheme of Work .

LESSON: 75 (Language Arts 15)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Stories

TOPIC: Let’s Play

LANGUAGE/GRAMMAR FOCUS:
WEEK:

Shape vocabulary

182
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Paper for pupils to Language Your choice depending
Body shapes. Tell pupils a shape name make flashcards. on your lesson and class.
Language Arts Language Arts and they have to try to make that shape Coloured pencils, rulers
5.1 5.1.1 with their body/arms/with a partner. Possibly strategy 2 or 3.
Enjoy and appreciate Demonstrate Teach ‘diamond’ during this stage. Shape song, to the
rhymes, poems and appreciation through non- tune of ‘Brother You could take out Stage
songs verbal responses to John/Frere Jacques: 2 (writing); you could give
Lesson delivery https://www.youtube.co letter prompts; you could
i) simple chants and raps 1. Give the pupils two or three papers. m/watch?v=ZD2BLeD6 allow pupils to copy the
ii) simple rhymes Ask them to draw a shape on each nDI ) – spellings from their books
iii) simple action songs paper. Square and circle, (p.30).
Square and circle,
2. Ask them to write the name of the Rectangle, You could change
shape under the picture. Rectangle. ‘diamond’ for
COMPLEMENTARY COMPLEMENTARY Triangle and tangram, ‘parallelogram’ (but it
SKILL SKILL 3. Tell them they are going to listen to a Triangle and tangram, doesn’t fit well into the
song. Sing the song. Diamond, song).
Language Arts Language Arts Diamond.
5.2 5.2.1 4. Ask them to listen to the song again
Express personal Name people, things or and to hold up their shapes when they
responses to literary places of interest in hear them.
texts illustrations
accompanying texts 5. Ask them to listen to the song again
and tell you how many shapes they
hear.

6. Encourage the pupils to sing the
song with you.

Post lesson
Ask pupils to tell each other what their
favourite shape is, then report to the
class
and/or
to tell you what they have in their home
of different shapes.

183
Primary Year 1 Scheme of Work

LESSON: 76 (Speaking 16)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Stories

TOPIC: Let’s Play!

LANGUAGE/GRAMMAR FOCUS:
WEEK:

Recycled vocabulary of shapes from lessons 69, 73 and 74

184
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.31 Creativity and Strategies 2 and 5 may
Innovation be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal Lesson delivery appropriate.
information intelligibly information using fixed
phrases See Teacher’s Book.

(Project parts a and b are a good
opportunity for pupils to begin to
COMPLEMENTARY COMPLEMENTARY develop and practise Speaking
SKILL SKILL Learning Standard 2.2.2.)

Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help
communication from a teacher or See Teacher’s Book.
strategies classmate using one
word or a fixed phrase

185
Primary Year 1 Scheme of Work

LESSON: 77 (Reading 16)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Stories

TOPIC: Let’s Play!

LANGUAGE/GRAMMAR FOCUS:
WEEK:

Recycled language: colours, toys, imperatives

186
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.32 Creativity and Strategies 3 and 6 may
Innovation be suitable.
Reading Reading See Teacher’s Book. Paper, scissors
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns If you do not have access to the
Workbook, replace the Make a paper
kite task with a Make a paper doll chain
task.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
1. Photocopy the handout on the next
Listening Listening page, or prepare a poster before
1.2 1.2.5 the lesson.
Understand meaning in Understand short
a variety of familiar supported questions 2. You may need to pre-teach or
contexts check the word chain, as this is a
new word for pupils.

3. Pupils can do the task individually
or in pairs, as appropriate

Post lesson

See Teacher’s Book.

187
Primary Year 1 Scheme of Work

Make a paper doll chain

1. Cut paper. 4. Cut the doll out.

2. Fold it into 4 5. You have a doll chain!

3. Draw a doll.

188
Primary Year 1 Scheme of Work

LESSON: 78 (Writing 16) MAIN SKILL(S) FOCUS: Writing THEME: World of Stories TOPIC: Let’s Play! LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled vocabulary and grammar from topic 2 189 Primary Year 1 Scheme of Work .

Write the words for the flashcards at the top of the board so that pupils have to think about which word goes with which flashcard. Follow the picture dictionary section in the Teacher’s Book to help pupils achieve the Reading learning standard for this lesson. Writing Writing See Teacher’s Book. doll.2. If you and pupils do not have access to the Workbook.33 Language Strategies 2 and 7 may be suitable. bike. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 1. ball. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. computer in print and digital game. appropriate language frequency words form and style for a accurately Lesson delivery range of purposes in print and digital media See Teacher’s Book.3.2 Use other strategies if Communicate with Spell familiar high appropriate.2 4. 4. 3. plane.1 The flashcards should show Communicate basic Give very basic personal pictures for this vocabulary information intelligibly information using fixed for a range of purposes phrases car. media monster and train 2. Put Toy flashcards on the board Writing Writing 4. Post lesson See Teacher’s Book. go-kart.3 4. 190 Primary Year 1 Scheme of Work . kite.

lizard. spider. LESSON: 79 (Listening 16) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Animal vocabulary: elephant. duck. rat. cat. dog. frog. pet show 191 Primary Year 1 Scheme of Work .

1 Use other strategies if Understand meaning in Understand with support appropriate.1 2. 2. Listening Listening See Teacher’s Book. 1.2.2 1. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Speaking Speaking See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1.34 Language Strategies 3 and 6 may be suitable. a variety of familiar the main idea of very contexts simple phrases and Lesson delivery sentences See Teacher’s Book.5 Communicate simple Name or describe objects information intelligibly using suitable words from word sets 192 Primary Year 1 Scheme of Work .

LESSON: 80 (Language Arts 16) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Complete review of Unit 2 Superminds 1 193 Primary Year 1 Scheme of Work .

chants and stories as Language children to write the Arts texts.2.2 4. Communicate basic Name or describe objects Pre-lesson task 10 with the song on information intelligibly using suitable words from p24 If you are concerned for a range of purposes word sets about pupils using in print and digital Lesson delivery scissors. (e. 3. If you are concerned COMPLEMENTARY COMPLEMENTARY about pupils’ drawing SKILL SKILL Here is a possible lesson. blue train).g. Post lesson Ask pupils to share their texts with their classmates and to read what they have written. My favourite number’s…. however. Language Arts Language Arts what they have learned. Ask pupils to draw a picture related continue to develop this to their favourite thing. 5. 194 Primary Year 1 Scheme of Work . Tell them to write about it using the language support on the board to show what they have learned (e. My favourite toy is my long. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your own.. Elicit key language e. fine motor skill. using the skills (the ability to draw a song on p24 as a focus recognisable animal). for pupils to practise and 2. you can prepare media 1. depending Creativity and Your choice depending pupils review pages of Unit 2 and say on the focus of your Innovation on your class and lesson. My favourite the cards in advance or toy’s my.3 5. possibly focusing on the provide lines for the craft products songs. blue train).4 Pre-lesson cards in advance. however.g. It is My favourite colour’s useful. words on the cards or Other imaginative ask the pupils to write responses as appropriate Ask pupils to draw a picture and write lines before writing the about it to show what they have learned words. you Writing Writing could prepare the picture 4.. lesson.3.1 Possibly strategy 2 or 4 Express an imaginative Respond imaginatively You can select pages from Unit 2 you response to literary and intelligibly through think pupils would benefit from You might want to texts creating simple art and reviewing..g. can have lines for cutting and write this on the board. Add also along on the card. My favourite toy’s my long.

a/an 195 Primary Year 1 Scheme of Work . LESSON: 81 (Listening 17) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lesson 79: animal vocabulary Adjectives.

and marks this square in their grid to signal that they have used this choice. Tell pupils to copy the grid. Listening Listening Pre-lesson task 10: Say what’s missing 1. Put the grid on the next page on contexts details of very simple the board. 2. 2. Use your own pictures phrases and sentences for the images of animals. Ask them to tick () 3 boxes SKILL SKILL secretly (e. Divide pupils into pairs or small groups and ask them to play the game. a variety of familiar specific information and 1.2 Animal pictures or Use other strategies if Understand meaning in Understand with support Lesson delivery drawings appropriate.g. Fast finishers can add extra ticks and continue.g.5 4. 6. 7.1 2. 8. an old elephant. Pupil B now guesses in the same way as Pupil A. Post-lesson task 4: Correct the error 196 Primary Year 1 Scheme of Work .1. Post lesson 10. 9. but not all pupils have finished. Stop when most. depending on whether the guess matches one of the 3 ticks in their grid. Pupil B says yes or no. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board and grid (see Language Strategies 2 and 4 may next page) be suitable. COMPLEMENTARY COMPLEMENTARY 3. a small frog. A big spider.2. Explain that pupils have to guess a Communicate simple Name or describe objects classmate‘s 3 descriptions by information intelligibly using suitable words from saying them. e. Demonstrate with 2 pupils how to play the game Pupil A says.2 1. a beautiful cat) and to Speaking Speaking cover their picture. word sets 5.

Grid for lesson 81 Picture of Picture of Picture of Picture of Picture of frog cat lizard spider elephant big small old beautiful 197 Primary Year 1 Scheme of Work .

LESSON: 82 (Speaking 17) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 79: animal vocabulary WEEK: What’s your favourite …? 198 Primary Year 1 Scheme of Work .

shtml 2. and paper. numbers and questions on it 6. Open the snapdragon and ask the pupil Communicate simple Express basic likes to say a number.1 2.2 Use other strategies if inside 8 numbers 1 . The pupil chooses one of the here: colours on the snapdragon and says it. Count the number together with the find making a pupil and open and shut the snapdragon snapdragon difficult. If you are sure that making the Post lesson snapdragon will be 10. Ask the pupil to choose another number. pupils. It’s the snapdragon important that they follow you step by usually justifies the step.1. Show pupils a finished snapdragon: the Speaking Speaking pencils outside should have 4 colours on it. support and 7. as 8. and 7 snapdragon and may be suitable. ask the y.8 and the very inside 4 Communicate simple Find out about very If you are not sure appropriate. pupil the question on the inside (e. Tell pupils to draw colours on the pupils gain from it. the 2. outside. 5.com/how-to-make- pupil to say something green in the a-paper-fortune- Speaking Speaking classroom. teller. Give every pupil a piece of square encouragement. information intelligibly and dislikes NB: Some pupils will 4. Now open the snapdragon and ask the challenging. If they say green.3 3. the same number of times as the Some will also find number the pupil tells you. encourage pupils to help each other.1. for example. make enough snapdragons yourself before the lesson for 199 Primary Year 1 Scheme of Work . Choose a pupil and tell him/her to say a teller). tell pupils to play too difficult for your the game with their classmates. When they are ready. an example is colour. Give instructions how to make a the effort of making snapdragon: they make it with you. numbers on the inside and 4 questions on the inside. language benefits the 9. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Paper for the Values (cooperation) Strategies 2.g. What’s your favourite animal?): the pupil Provide plenty of answers. 4. putting colours.origamiwa SKILL SKILL 2. questions What’s your favourite animal / information intelligibly basic personal number / toy / colour? how to make a information using snapdragon (also fixed phrases Lesson delivery called a fortune 1.1 2. COMPLEMENTARY COMPLEMENTARY http://www.

1 snapdragon between 4 pupils). miss steps 7 and 8 from the learning outline column. 200 Primary Year 1 Scheme of Work . pupils to work with in groups (e. If you make your own snapdragons.g.

LESSON: 83 (Reading 17) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lesson 79: animal vocabulary 201 Primary Year 1 Scheme of Work .

and then tell you.1 3.3 3. to this lesson to focus on phonemes COMPLEMENTARY COMPLEMENTARY bdogseeratxtelephantthedflizrdnmc from Line i of the Phonics SKILL SKILL atuh Table (see Syllabus). Pupils swap puzzles with another pair. Reading Reading 3. Review spelling of animal vocabulary appropriate. texts by using E. 5. 1.1. linear and non-linear CCVC) by writing gapped words on the board. lizard. cat) information and print and digital games at enjoyment word level 4. select knowledge of sounds of suitable activities for your letters 2. Draw a word snake or word sausage pupils from LINUS on the board with the names of animals Module 2 to be added in hidden inside it. Pupils read it. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Animal flashcards for Language Strategy 1 may be Task 4 for animal vocabulary pre-lesson task suitable. Post lesson Task 11 perhaps about pets or a trip to the zoo 202 Primary Year 1 Scheme of Work . and tell each other the 3. s_ider If appropriate.g. elephant. Pupils work in pairs to create and their own word snake/sausage puzzles.(dog. Reading Reading 3. e.3.1 5 animals in it.g. Read independently for Read and enjoy simple rat.3 Lesson delivery Other strategies as Recognise words in Blend phonemes (CVC. who solve the puzzle.

LESSON: 84 (Writing 17) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lesson 34: animal vocabulary. …’s favourite animal is a … 203 Primary Year 1 Scheme of Work .

Review animal vocabulary by playing If appropriate. Post lesson Task 11 204 Primary Year 1 Scheme of Work .1 should say ‘(your name)’s favourite Communicate with Use capital letters animal is a xxx. as Task 1 appropriate to your Writing Writing lesson. Tell the pupils that that was just an range of purposes in example. perhaps next to a Table (see Syllabus). After miming. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards of animals Language Your choice. Tell Writing Writing pupils that it is your favourite one. 8. Ask some pupils to read their sentences to the class. select information intelligibly dislikes a mime game. Hold up a flashcard of an animal.3 Lesson delivery Communicate basic Express basic likes and 1. SKILL SKILL 3. Check by asking a pupil to write the sentence on the board. Pupils continue the game in groups. They 4. Now hold up another print and digital media flashcard and ask pupils to write the sentence: ‘(Your names)’s favourite animal is a…’ 5. Repeat 2 or 3 times.2. COMPLEMENTARY COMPLEMENTARY flashcard. You say a word and suitable activities for your for a range of purposes pupils mime the animal. with a different pupil choosing the flashcard each time. pupils from LINUS in print and digital Module 2 to be added in media 2. 6.’ appropriate language appropriately in personal form and style for a and place names 4.2 4.3 4. Elicit the spellings and write them from Line i of the Phonics on the board.3. 4. ask pupils to tell you to this lesson the animals they mimed in the correct to focus on phonemes order. 7.

LESSON: 85 (Language Arts 17) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Animal vocabulary from Superminds p.34 205 Primary Year 1 Scheme of Work .

for pupils move them out of position. saying ‘it’s a …’ as they do so.1 2. advised write lines before 3. scissors. so is not or ask the pupils to appropriate pictures on the flashcards.g. pupils pretend to be the animal. Then it is the next player’s turn. 9. (You could write a short sentence.5 big and neat writing. It’s a xxx. to practise and and so on. Assign a group leader to each group. Similar to lesson and class.g. change groups. The winner is the player with the most pairs). Now ask pupils to draw a picture of their animal. two of the eight animals. For example. provide lines for the Leave the words written on the board. One sheet You might want to p. one on later lessons prepare the picture information intelligibly objects using suitable each of the remaining cards. 5. cards in advance. Post lesson Your choice. to literary texts intelligibly through 1. one on each card in cards so you can draw a recognisable 2. Leave these on the board.1 Lesson 84. pre-lesson tasks 1 or 6. If card. continue to develop this fine motor skill. Each pupil should choose writing the words. you could Communicate simple Name or describe 5. they turn the cards back over. TEACHER’S CONTENT LEARNING MATERIALS / DIFFERENTIATION LEARNING OUTLINE CURRICULAR NOTES / STANDARD STANDARD REFERENCES STRATEGIES ELEMENT REMARKS MAIN SKILL MAIN SKILL Pre-lesson Flashcards of Creativity and Your choice Play a mime game to review animal vocabulary – teacher animals Innovation depending on your Language Arts Language Arts says a word. It is useful. Use a group to model the activity for the whole class – prepare the cards in this is a pelmanism or matching game (where all cards are advance or can placed face-down on the table. there should be 16 pupils using cards (8 words. children to write the Other imaginative but can be seen words on the cards responses as 2. Ask each pupil to take two of their smaller cards and tell Keep the pupils’ skills (the ability to Speaking Speaking them to write the name of the animal. taking care not to however. concerned about The group can count them together. 7 corresponding pictures). not a pair. pupils turn over have lines for cards. 3 and 5. use them again in animal). ask pupils to match the words to the through. Give out a sheet of card to each Coloured pupil and ask them to cut it into four equal parts (cards). 206 Primary Year 1 Scheme of Work . the pens/pencils and If you are COMPLEMENTARY COMPLEMENTARY size of a credit card.34 of the textbook. e. Play a game to review spelling of the eight words from card or slightly creating simple art bigger). Using flashcards.) Paper is possible. CROSS .1. They should try to cutting along on the find a pair (word + picture). Pupils work in groups of four. They keep a pair they find. size of a credit 2. perhaps another word game or post-lesson task 7 or 8. The pupils could play the game a few times and/or however. small rectangles Possibly strategies imaginative response imaginatively and Lesson delivery: (e. In turns. words from word sets 6. This pupil should If you are check then collect together all the cards from their group.3 5. you can 8. scissors. but this time ask a pupil to write the name of the Card to be cut into Express an Respond animal on the board. and craft products for each pupil.3. concerned about SKILL SKILL pupils’ drawing 4.

under 207 Primary Year 1 Scheme of Work . on. LESSON: 86 (Listening 18) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Prepositions of place: in.

2 1. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Speaking Speaking See Teacher’s Book.35 Language Strategies 6 and 7 may be suitable. Listening Listening See Teacher’s Book. 2. 1.1 2.1.2.5 Communicate simple Name or describe objects information intelligibly using suitable words from word sets 208 Primary Year 1 Scheme of Work . a variety of familiar specific information and contexts details of very simple Lesson delivery phrases and sentences See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2 Use other strategies if Understand meaning in Understand with support appropriate.

prepositions 209 Primary Year 1 Scheme of Work . spiders. dogs. rats) Recycled animals. colours.g. LESSON: 87 (Speaking 18) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Plural animal nouns (e.

2. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening 1.36 Language Strategies 2 and 3 may be suitable.1. information intelligibly using suitable words from word sets Lesson delivery See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1 See Teacher’s Book.5 Use other strategies if Communicate simple Name or describe objects appropriate. Speaking Speaking See Teacher’s Book.1 1.1.1 2. Recognise and Recognise and reproduce target reproduce with support a language sounds limited range of high frequency target language phonemes 210 Primary Year 1 Scheme of Work .

LESSON: 88 (Reading 18) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled topic vocabulary and other Year 1 vocabulary as appropriate 211 Primary Year 1 Scheme of Work .

5. Ask pupils to write their own name under the names in the table and put ticks or crosses in the table for their own likes and dislikes. on the board. Post lesson Task 12 212 Primary Year 1 Scheme of Work . to focus on phonemes COMPLEMENTARY COMPLEMENTARY from Line j of the Phonics SKILL SKILL 3. Have pupils check their answers with a partner before checking with the whole class.3 Communicate simple Express basic likes and 4. select using appropriate sentences Animal flashcards suitable activities for your reading strategies 2. 2. Reading Reading 3. Pupils tell their partner what they like and dislike before some pupils tell the class. Ask pupils to read the sentences information intelligibly dislikes about the children in the pictures. Play pelmanism using the on the worksheet) print and digital texts by very simple phrases and cards pupils made in Lesson 85. They should read and put a tick or cross (or write yes or no) in the table depending if the child likes or dislikes the animal. Give out worksheet (or write the table Table (see Syllabus).1. Review animal vocabulary if (one for each person appropriate.1 2.2. 6.2 Lesson delivery Pictures of children Use other strategies if Understand a variety of Understand specific 1.2 3. asking pupils to copy it Speaking Speaking into their exercise books). 7. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A worksheet for each Language Strategy 7 may be Task 6 using animal vocabulary pupil (see next page) suitable. linear and non-linear information and details of necessary. Put the pictures on the to this lesson board and write their name under them. If appropriate. Show the pictures of the children and pupils from LINUS tell the pupils their names (as on Module 2 to be added in worksheet).

213 Primary Year 1 Scheme of Work . I like rats. cats and rats. Tom I like spiders. Kate I don’t like cats and I don’t like spiders.Lesson 88 Possible worksheet Cat (picture) Spider (picture) Rat (picture) Sarah Tom Kate Sarah I like cats and rats. I don’t like spiders.

LESSON: 89 (Writing 18) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled animal vocabulary and prepositions from topic 3 (Pet Show) and 214 Primary Year 1 Scheme of Work .

Post lesson Task 3 215 Primary Year 1 Scheme of Work .3 Communicate with Plan and write words and 4.5 Lesson delivery Communicate basic Connect words and 1. to this lesson 2. Ask a few pupils to be the teacher. 4. Put your from Line j of the Phonics pencil in your book’.2 4. Pupils draw a similar (or more basic) picture in their exercise books and write a similar false sentence. 9.3 4. Pupils swap their exercise books with a partner and correct each other’s false sentences in writing. lesson. select information intelligibly proper names using ‘and’ playing a game where you tell pupils to. Table (see Syllabus). 8. 4. Review some classroom objects by If appropriate. Pupils write a correct sentence under their picture. Pupils find and hold up Module 2 to be added in media the object. 6. The rat is under the bag and the spider is on the book) 5. 7. The frog is on the desk print and digital media and the lizard is in the pencil case. and to give instructions like these to Writing Writing their classmates.3.g. Draw a picture of 4 animals. suitable activities for your for a range of purposes for example. And so on. ‘show me your pupils from LINUS in print and digital book/pencil’ etc. on and appropriate language phrases under classroom objects on the board. extend the game to: to focus on phonemes ‘Put your book on your desk. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 3.2. Pupils talk together about the mistakes to check the answers. Next. form and style for a Write 2 false sentences about them range of purposes in using and (e. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Teacher to select as Creativity and Teacher to select as Task 5 appropriate for their Innovation appropriate for their Writing Writing lesson. Ask pupils to read the sentences and orally correct the false information.

LESSON: 90 (Language Arts 18) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Animal vocabulary of your choice (review or extend) 216 Primary Year 1 Scheme of Work .

mime with and animals: for some on the activities and Language Arts Language Arts begin to join in with a rap or chant examples that could be pupils. songs-c-395. see: Enjoy and appreciate Demonstrate rhymes. See Lesson 62 for one way of helping http://www. poems and texts. 5.1 about animals.1 5. e. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson where A rap or chant about Language Your choice depending pupils can listen to. iii) simple action songs animal vocabulary or to introduce new https://www.html i) simple chants and raps ii) simple rhymes You could use the lesson to review Or a song.g.1.songsforteac songs verbal responses to pupils to join in with a chant.1 5.youtube.com/store/animal- ways are of course possible. poems and appreciation through non. hk COMPLEMENTARY COMPLEMENTARY SKILL SKILL Language Arts Language Arts 5. and sing simple songs songs with intelligible pronunciation. Other hing. adapted.co animals. perhaps some they can find in m/watch?v=p5qwOxlvy their home environment.1. rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs 217 Primary Year 1 Scheme of Work .2 Enjoy and appreciate Say the words in simple rhymes.

LESSON: 91 (Listening 19) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled topic language: animals and prepositions 218 Primary Year 1 Scheme of Work .

Is it under the desk?) until details of very simple someone guesses correctly. A new pupil then comes phrases and to the front. as in step 5.2 1. Tell pupils that a spider (The class can give the spider COMPLEMENTARY COMPLEMENTARY a name if they like) is hiding somewhere among the SKILL SKILL objects/in the picture.2 1. and that pupils have to find it. Divide pupils into pairs or small groups. 6. 8. Ask him/her to write down or Understand meaning Understand with whisper to you where the spider is. They can check their final correct guess against what the first pupil has written if necessary. in a variety of familiar supported questions 1. in a variety of familiar support specific contexts information and 4. The class guess (e. pupils can play the game using the pictures or flashcards on the wall. TEACHER’S CONTENT LEARNING MATERIALS / DIFFERENTIATION LEARNING OUTLINE CURRICULAR NOTES / STANDARD STANDARD REFERENCES STRATEGIES ELEMENT REMARKS MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Language Strategies 2 and 7 Pre-lesson task 6: Finger writing (with preposition phrases or pictures of may be suitable. CROSS . and the game continues. A new pupil hides the spider after a correct guess. Post lesson Post-lesson task 4: Correct the error 219 Primary Year 1 Scheme of Work . and the game continues as in step 8. Tell one pupil in each pair to write down where the spider is hiding and to cover this information. 9. contexts drawings or a poster of classroom objects on the board. The other pupil in the pair or pupils in the group guess. If not. in the bag) classroom objects 1. Listening Listening such as on the desk.5 Use other strategies Understand meaning Understand short Lesson delivery if appropriate.2.g. think of 1. 7. Listening Listening 3. Ask one pupil to come to the front of the class. sentences 5. Put real classroom objects on a table or pictures.2. Give them a copy of the picture of the classroom objects if you can. 2.2 a place to hide the spider. Continue the game for one or two rounds.

LESSON: 92 (Speaking 19) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Recycled topic language: prepositions. plural nouns Imperative: Put… WEEK: Classroom vocabulary Colours 220 Primary Year 1 Scheme of Work .

and ask pupils to copy it.5 Give pupils time to look and remember the items. 5. Ask a pupil to come to the front of the class and carry out an instruction involving classroom objects and COMPLEMENTARY COMPLEMENTARY prepositions (e. TEACHER’S CONTENT LEARNING MATERIALS / DIFFERENTIATION LEARNING OUTLINE CURRICULAR NOTES / STANDARD STANDARD REFERENCES STRATEGIES ELEMENT REMARKS MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Values Strategies 2 and 5 Prepare a desk or table with a number of classroom objects. They guess by asking questions such as Is the pen under the book/in the bag? 9. words from word sets Lesson delivery 1. and that their friend must find the 3 places. Hand out or draw the grid from the next page of this scheme of work on the board. Divide pupils into large groups of about 6-8. Ask them to in a variety of familiar basic supported use their own classroom objects to continue the game. Pupils tick () 3 boxes in the grid. Tell pupils that they will pretend to hide a pencil in 3 places. contexts classroom Make sure that pupils take turns to give instructions. Put 3 blue pencils under the desk. Draw the grid on the next page on the board. 1. Board and grid from 2. 6. 8. information intelligibly objects using suitable the difference is.g. CROSS . Put SKILL SKILL 2 pencil cases in the red bag). (cooperation) may be suitable. 7. instructions 4.2 1.1. Pupils tell you what if appropriate.1 2.2. Tell pupils that the focus will now change to a new activity. and then work in pairs or small groups to guess where their partner’s classroom objects are. Post lesson Post-lesson task 4: Correct the error 221 Primary Year 1 Scheme of Work .4 Understand meaning Understand short 3. Listening Listening 2. and ask pupils to copy it. The game continues in the same way as in lesson 81. Speaking Speaking if possible 2 or 3 at least of each item. Pupils the next page Use other strategies Communicate simple Name or describe close their eyes and you move an item. Continue for 4 or 5 rounds with a new pupil each time.

Grid for lesson 92 Picture of Picture of Picture of Picture of Picture of bag book pencil case notebook desk in on under 222 Primary Year 1 Scheme of Work .

LESSON: 93 (Reading 19) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled animal vocabulary 223 Primary Year 1 Scheme of Work .

and make sure pupils from LINUS that each pupil has 12 small pieces of Module 1 or 2 to be paper. and take turns to turn 2 papers up. linear and non-linear CCVC) names on the board (8 from the texts by using textbook on p. Invite volunteers to write 12 animal appropriate. they turn the papers back over. 4. 6. they take them and keep them.34. if they have it.3 Lesson delivery Use other strategies if Recognise words in Blend phonemes (CVC. one on each piece of to focus on any COMPLEMENTARY COMPLEMENTARY paper. Reading Reading the class 3. where pupils play the game in small groups.1 3. pupils can play again. Say a word and pupils take the appropriate language frequency words correct card. Play another round. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson 12 small pieces of Language Strategies 2 or 4 might Task 6 paper for each pupil in be suitable.1. Each pupil writes the name of all added in to this lesson 12 animals.3. When the game is finished. If not. The first form and style for a accurately pupils to have taken all their cards are range of purposes in the ‘winners’ and can become teacher print and digital media in the next round. Post lesson Task 9 224 Primary Year 1 Scheme of Work . If appropriate. If they get a matching pair. phonemes from the SKILL SKILL Phonics Table that pupils 3. Ask pupils to put their cards face-up continue to have Writing Writing on the desk. Put pupils in pairs. 5.3 4. or make another smaller set of other words of their own choice. plus 4 new ones).2 Communicate with Spell familiar high 4. select knowledge of sounds of suitable activities for your letters 2. The game continues until all animal pairs have gone 7. pupils put the papers face down on their desk. problems with. Next. 1. mix them.

LESSON: 94 (Writing 19) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled prepositions and topic vocabulary 225 Primary Year 1 Scheme of Work .

The Writing Writing lizard is on the pencil case.2 the bag). Pupils make their own. Pupils swap puzzles with a partner and solve each other’s puzzles.3 Lesson delivery demonstrate/model the Use other strategies if Communicate with Plan and write words and 1.3 4. ask them to use fewer examples 5. Draw the puzzle on the board (see below for example).3 4. Review animal vocabulary and task and target appropriate. Use different COMPLEMENTARY COMPLEMENTARY colours for each line. Pupils write the sentences in their form and style for a accurately exercise books. You might want to range of purposes in model the first one on the board. 2. Communicate with Spell familiar high appropriate language frequency words 3. They write sentences accordingly. Post lesson Task 10 226 Primary Year 1 Scheme of Work . range of purposes in Choose a game that your pupils have print and digital media enjoyed in previous lessons. Ask pupils to SKILL SKILL follow a line from an animal to an object to make sentences orally (e. similar puzzle in their exercise books or on paper. If 4 animals and 4 classroom objects are too many for pupils to work with.g. The cat is in 4. appropriate language phrases prepositions by playing a game such as language for pupils form and style for a miming or listening to instructions.3. print and digital media 4.3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson None needed Creativity and Strategy 2 might be Task 4 Innovation suitable. Writing Writing Use the board to 4.

 The rat is under the desk The lizard is on the pencil case. 227 Primary Year 1 Scheme of Work .Picture for Lesson 94 Picture of pencil case (on) picture of bag (in) lizard rat cat spider Picture of ruler (on) picture of desk (under) Key: The spider is on the ruler. The cat is in the bag.

LESSON: 95 (Language Arts 19) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Prepositions of place 228 Primary Year 1 Scheme of Work .

pupil 1 goes to pupil two and You could ask pairs to 1. 5. 6. sentences under the a variety of contexts supported classroom pictures.3 5. pupils colour their picture. Ask pupil 1 from each group to come The cat is on the desk. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Prepare a picture of a Values (negotiation / Your choice depending Do a vocabulary review activity to classroom to use as a compromise) on your class and lesson. 229 Primary Year 1 Scheme of Work . will need a copy. (e. clearly.2. 4 or 6). Possibly strategy 1. to the front of the room. Ask pupils to look at each other’s pictures and say which their favourite one is. two. The Superminds book is on the chair).3. three or SKILL SKILL to help them memorise the sentences. Display pupils’ work in the classroom. you might craft products 1. Dictate one or The monster is in the more sentences about animals and the bag. Each pupil 5. In ‘secret’. Pre. Listening Listening 3. even four sentences. choice. 3.1 recycle from Units 1 or 2 (e. response to literary and intelligibly through Coloured pens/pencils texts creating simple art and Lesson delivery For stage 2.2 1.4 dictates the picture as you did. 2 or Express an imaginative Respond imaginatively lesson task 1.g.g. Pupils compare pictures and decide which colours are best for each item. Depending on the level of classroom (examples given). Suggestions: who you know will draw Other imaginative quickly and reasonably responses as appropriate 2. Language Arts Language Arts remind pupils of any words you will template. Pairs of pupils draw a final picture and colour it according to what they have decided. Divide the class into pairs. Next. Pupil 2 write one or more Understand meaning in Understand short basic quickly draws the picture. you could COMPLEMENTARY COMPLEMENTARY listen and quickly draw a rough picture notebook. 7. The pupils The mouse is under the your class. where pupils direct each other to put items around the classroom. instructions They can choose their own colours. dictate one. Assign Sentences – your want to choose pupils pupils a number 1 or 2. Post lesson Play a game in small groups. 4.

LESSON: 96 (Speaking 20) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: I like/I don’t like Happy mouth/sad mouth WEEK: What about you? 230 Primary Year 1 Scheme of Work .

1 2.1.3 Use other strategies if Communicate simple Express basic likes and appropriate.2 1. information intelligibly dislikes Lesson delivery See Teacher’s Book.2 See Teacher’s Book.2. Speaking Speaking See Teacher’s Book. Understand meaning in Understand with support a variety of familiar specific information and contexts details of very simple phrases and sentences 231 Primary Year 1 Scheme of Work . 2.37 Language Strategies 2 and 6 may be suitable. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening 1.

LESSON: 97 (Listening 20) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Imperatives: Come back. clever I’ve got an idea 232 Primary Year 1 Scheme of Work . touch WEEK: Adjectives: amazing.

3 1. listening strategies in a hear by using knowledge variety of contexts of a topic Lesson delivery See Teacher’s Book.3 See Teacher’s Book.3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. 1.2.2 1. Understand meaning in Understand with a high a variety of familiar degree of support very contexts short simple narratives 233 Primary Year 1 Scheme of Work . COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening 1.38-39 Values (bravery) Strategies 2 and 6 may be suitable.1 Use other strategies if Use appropriate Predict words they will appropriate. Listening Listening See Teacher’s Book.

LESSON: 98 (Reading 20) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from the story in lesson 97 234 Primary Year 1 Scheme of Work .

CCVC) texts by using knowledge of sounds of letters 235 Primary Year 1 Scheme of Work . appropriate. 3. linear and non-linear CCVC) texts by using Lesson delivery knowledge of sounds of letters See Teacher’s Book.1 3.3 Use other strategies if Recognise words in Blend phonemes (CVC. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Recognise words in Segment phonemes linear and non-linear (CVC. COMPLEMENTARY COMPLEMENTARY Post lesson SKILL SKILL See Teacher’s Book. Reading Reading 3.1 3. Reading Reading See Teacher’s Book.39 Language Strategies 6 and 7 may be suitable.1.1.

animals 236 Primary Year 1 Scheme of Work . LESSON: 99 (Writing 20) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled vocabulary: classroom objects.

5 Communicate basic Connect words and information intelligibly for proper names using ‘and’ a range of purposes in print and digital media 237 Primary Year 1 Scheme of Work . information intelligibly for dislikes a range of purposes in Lesson delivery print and digital media See Teacher’s Book.3 Use other strategies if Communicate basic Express basic likes and appropriate.CURRICULAR DIFFERENTIATION TEACHER’S NOTES / CONTENT STANDARD LEARNING OUTLINE STANDARD REFERENCES ELEMENT STRATEGIES REMARKS MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2. 4. 4.2 4. LEARNING MATERIALS / CROSS . Writing Writing See Teacher’s Book.40 Language Strategies 1 and 3 may be suitable. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Writing Writing See Teacher’s Book.2 4.2.

LESSON: 100 (Language Arts 20) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice 238 Primary Year 1 Scheme of Work .

i) simple chants and raps Lesson delivery uk/there_was_an_old_l ii) simple rhymes As a follow up. rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs 239 Primary Year 1 Scheme of Work .org. if they 5.htm iii) simple action songs small groups to create a picture that represents the song. Enjoy and appreciate Say the words in simple which was their favourite animal and so rhymes.2 liked the tune (music) and the words. some actions and join in when they lyrics.1 Pre-lesson An Old Lady Who the song. pupils could work in ady. http://www.1. ask the swallowed-fly Language Arts Language Arts children if they liked the song. or they could write Also available is an words they remember or a sentence animated version: from the song.org/en/son SKILL SKILL Post lesson gs/old-lady-who- As a follow up to the song. songs songs with intelligible pronunciation.b COMPLEMENTARY COMPLEMENTARY ritishcouncil.1 5. Enjoy and appreciate Demonstrate Aim to have pupils listen to the song. http://learnenglishkids. and sing simple on. poems and appreciation through non. A fun song to use in on the activities you Language Arts Language Arts this topic is ‘There Was choose to follow up on 5. Language Your choice depending a song about animals. For rhymes.rhymes.1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on A song about animals.1 5. poems and texts. do Swallowed A Fly’. see: songs verbal responses to can/want to.

LESSON: 101 (Listening 21) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Recycled topic language: animals. prepositions WEEK: Colours. adjectives It goes 240 Primary Year 1 Scheme of Work .

) 6. Lenny the lizard goes under the green table. contexts short simple narratives A flashcard of an 2. and pupils number the places 1-5.2. 2. a variety of familiar degree of support very pronunciation of It goes. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A picture of a park or Creativity and Strategies 2 and 7 may Pre-lesson task 2: Guess the answer garden with a small Innovation be suitable. Divide pupils into small groups. Tell the story (e. 241 Primary Year 1 Scheme of Work . Post lesson Mark the answers to your story at the start of the lesson on the picture and do post-lesson task 10: Test your memory. Pupils can change the animal if need be.1 2. Pupils number the places he goes to 1-5. Then he goes in the small tree etc. They take turns to tell a new story with 3 -5 places. Explain that you’ll tell them a story information intelligibly using suitable words from about the animal. Repeat the story if need be. and elicit from the class the answers to where Lenny goes.5 Communicate simple Name or describe objects 4.1. Give pupils a copy of the picture animal (see Materials/References column) or ask them to copy it. 7. Teach pupils the meaning and colours appropriate.g. Listening Listening tree. Make sure that each pupil has the chance to tell a story. 8. Show pupils a flashcard of an animal and ask them to give it a Speaking Speaking name. The animal goes word sets to 5 places in the picture.2 1. a big tree and 3 1.3 Lesson delivery tables of different Use other strategies if Understand meaning in Understand with a high 1. 5. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 3.

What about you? 242 Primary Year 1 Scheme of Work . LESSON: 102 (Speaking 21) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: animal vocabulary. I like/don’t like….

Post lesson Pupils share the bar chart information with the rest of the class or with other groups. and then tell and ask each other I like/don’t like … What about you. according to the answers they get. 4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards of animals Values (cooperation) Strategies 3 and 7 may be suitable. Pupils complete their grids with happy and sad faces. Pupils copy it and choose 4 animals at contexts the top.5 Understand meaning in Understand short a variety of familiar supported questions 3. ? 5. Pupils write their name and the names of the 4 classmates in their group down the left-hand side. Pupils stay in their groups to make a bar chart of the information they have collected.2 1.2.1. fixed phrases 2. 243 Primary Year 1 Scheme of Work . 6.2 of paper for pupils to Use other strategies if Communicate simple Find out about very Lesson delivery make a bar chart appropriate. Pupils complete the grid with a happy or sad face for their own preference. large pieces 2. information intelligibly basic personal information using 1. Divide pupils into groups of about 5. Draw a grid 5 squares by 5 on the board like the one below: COMPLEMENTARY COMPLEMENTARY SKILL SKILL Listening Listening 1.1 2. Speaking Speaking Pre-lesson task 4: Identify the flashcards If possible.

like. LESSON: 103 (Reading 21) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled animal vocabulary. numbers Lives in/doesn’t like 244 Primary Year 1 Scheme of Work .

added in to this lesson to COMPLEMENTARY COMPLEMENTARY focus on any phonemes SKILL SKILL 3. Put Grid 1 from the next page on the board. select reading strategies 2. 5. pupils then draw the empty grid again in their exercise books. After solving the problem.2 1. Review meaning and form of doesn’t from the Phonics Table like and lives in if necessary with your that pupils continue to Listening Listening class. Take one of the 4 short texts from a variety of familiar specific information and Text set 1 on the next page yourself. Post lesson Task 10 using pictures to represent the children in the activity 245 Primary Year 1 Scheme of Work . have problems with. Divide pupils into groups of 4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper with Values (cooperation) Strategy 5 might be Task 5 sentences as in the suitable.2 Understand meaning in Understand with support 4. 1. Reading Reading examples. for each group of pupils using appropriate sentences in the main lesson If appropriate. 7. give each pupil one of the 4 texts from Text set 2 on the next page and ask them to solve the problem in the same way as in the whole-class example by reading the texts themselves. Nominate 5 or 6 pupils to come to One set for the appropriate.2 3. Pupils read these out and the whole class helps you to complete the grid. Play a guessing game where you activity suitable activities for your describe one of the pupils (using the pupils from LINUS target language) and the class has to Module 1 or 2 to be guess who you are talking about. contexts details of very simple and give the other 3 texts to 3 proficient phrases and sentences pupils. 6. and one set print and digital texts by very simple phrases and information (see table) quietly. linear and non-linear information and details of the front and tell you their personal example.2 Lesson Delivery Use other strategies if Understand a variety of Understand specific 1. 3.2.2.

Andrew lives at number 5. He is 6 years old. She is 6 years old. He is 5 years old. She doesn’t like spiders. She likes cats. She likes elephants. frogs Priya lives at number 4.Grid 1 Name House Age Likes Doesn’t like Text set 1 Text set 2 Jessie lives at number 2. She likes frogs. He doesn’t like Rahman lives at number 5. He doesn’t like dogs. He likes spiders. cats. dogs. He doesn’t like Harry lives at number 4. He likes lizards. She is 8 years old. He is 5 years old. He is 7 years old. She doesn’t like Amira lives at number 3. She likes lizards. He likes cats. She is 10 years old. Firdaus lives at number 3. She doesn’t like Melissa lives at number 6. 246 Primary Year 1 Scheme of Work . He doesn’t like spiders. She is 9 years old. He likes ducks. She doesn’t like rats. ducks.

I like/don’t like… WEEK: 247 Primary Year 1 Scheme of Work . LESSON: 104 (Writing 21) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Recycled: animals vocabulary.

this can easily be done on paper. Elicit some sentences about the suitable in a paper- groups of children.g. Have pupils put their bar charts on the computer. could draw these if 4.2 4.3 necessary Use other strategies if Communicate basic Express basic likes and Lesson delivery appropriate. Ask pupils to review the bar chart information intelligibly information using fixed they made in Lesson 102. 6. Ask pupils Computer and internet for a range of purposes how many children they can see in the access if possible in print and digital pictures. if appropriate. Show pictures of children.2 4. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 3.2. 5 children like based lesson dogs. You could display it if you can print it out.2. information intelligibly dislikes 1. You suitable. e. Give pupils some time to look at each other’s’ work. Writing Writing reviews vocabulary and spelling. If computers are not available. You could write the sentences on the board as model and then ask pupils to Writing Writing write them in their exercise books. media 5. Show pupils for a range of purposes phrases how to interpret the data in the bar in print and digital chart. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Some pictures of ICT Strategy 5 may be Choose a suitable pre-lesson task that groups of children. media The tasks are also 2. 4.1 Communicate basic Give very basic personal 4. Post lesson Task 12 248 Primary Year 1 Scheme of Work . and to then write about them.

LESSON: 105 (Language Arts 21) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: I like/don’t like Animals review Colours review WEEK: Initial sounds and rhyming Introduction to linking words but / and 249 Primary Year 1 Scheme of Work .

different pairings. 5. Listening Listening Depending on time available.g. have 1.3. Encourage pupils to create their own rhyming sentences with like/don’t like in COMPLEMENTARY COMPLEMENTARY pairs. You could do this with a rhythm. e. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson based Example rhyming Creativity and Your choice depending around short. Encourage the use of but or and SKILL SKILL if suitable. for example. like long lizards. You I don’t like red rats but I Express an imaginative Respond imaginatively could ask pupils to alphabetise them.3 5. or try Other imaginative given).1 pupils draw a picture of the animal they Recognise and Recognise and like (or don’t like).1. sentence: Innovation on the activities you Language Arts Language Arts choose. I like brown language sounds limited range of high birds. rhyming sentences. Possibly strategy 2. responses as appropriate so it is a chant. texts creating simple art and You could provide more craft products Provide pupils with a model sentences or fewer new vocabulary that rhyme about animals (example items. frequency target language phonemes 250 Primary Year 1 Scheme of Work . They could perhaps reproduce target reproduce with support a write a sentence too. response to literary and intelligibly through which would help with the main activity.1 Review adjectives and animals.1 1.

plurals. numbers. LESSON: 106 (Writing 22) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: animals. toys 251 Primary Year 1 Scheme of Work .

ducks. lizards and spider on the board. Give an example of the task by asking a pupil to come to the board and write the number of elephants on the board against the correct word 5. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.3 4. Writing Writing See Teacher’s Book. 4. Do not write the numbers of each animal. OR Use a photocopied worksheet instead of the board. Ask pupils to tell you how many elephants there are. appropriate language frequency words form and style for a accurately Lesson delivery range of purposes in print and digital media See Teacher’s Book. Check answers with the whole class. Use the board to draw a picture of Listening Listening two elephants. eight 1.2. If you do not have access to the Workbook COMPLEMENTARY COMPLEMENTARY SKILL SKILL EITHER 1. 4.3.4 5 and 6 above 252 Primary Year 1 Scheme of Work . and so on. Now ask pupils to write the numbers and animals in their exercise books. 6. Understand meaning in Understand short basic a variety of familiar supported classroom 2. nine ducks. contexts instructions frogs.4 frogs.2 Use other strategies if Communicate with Spell familiar high appropriate.41 Language Strategies 3 and 6 may be suitable. Write the words elephants.2 1. 3. and follow steps 3. how many ducks. six lizards and one spider.

Post lesson See Teacher’s Book. 253 Primary Year 1 Scheme of Work .

leaf. giraffe. crocodile. LESSON: 107 (Speaking 22) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: camouflage. ground 254 Primary Year 1 Scheme of Work . snake. grass. tiger. butterfly.

COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening 1.42 Environmental Strategies 2 and 4 may sustainability be suitable.1.1 2. Speaking Speaking See Teacher’s Book.2 1.2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.5 Use other strategies if Communicate simple Name or describe objects appropriate. Understand meaning in Understand short a variety of familiar supported questions contexts 255 Primary Year 1 Scheme of Work .5 See Teacher’s Book. 2. information intelligibly using suitable words from word sets Lesson delivery See Teacher’s Book.

LESSON: 108 (Reading 22) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: leaves. tall (grass) 256 Primary Year 1 Scheme of Work .

Reading Reading See Teacher’s Book. 3.2.3 Recognise words in Blend phonemes (CVC. high frequency sound and letter patterns NB words for blending are the content words in the 4 target sentences from the Thinking Skills task Where do the animals hide? COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Reading Reading See Teacher’s Book.1. linear and non-linear CCVC) texts by using knowledge of sounds of letters 257 Primary Year 1 Scheme of Work . 3.2 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.3 Use other strategies if Understand a variety of i) Use visuals on the appropriate. linear and non-linear page to help understand print and digital texts by a word or phrase Lesson delivery using appropriate reading strategies ii) Identify and remember See Teacher’s Book.43 Environmental Strategies 3 and 5 may sustainability be suitable.1 3.

LESSON: 109 (Listening 22) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Imperatives: Hug. hole 258 Primary Year 1 Scheme of Work . eyes. Go to open. nose paper plate. Pick him up. Mark WEEK: Parts of the body: face. Tie. mask.

1. 1.2.2 1. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening See Teacher’s Book.2 Understand meaning in Understand with support a variety of familiar specific information and contexts details of very simple phrases and sentences W E 259 Primary Year 1 Scheme of Work .2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. a variety of familiar degree of support very contexts short simple narratives Lesson delivery See Teacher’s Book.2 1.3 Use other strategies if Understand meaning in Understand with a high appropriate. Listening Listening See Teacher’s Book.44 Creativity and Strategies 2 and 7 may Innovation be suitable.

LESSON: 110 (Language Arts 22) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Camouflage X hides in … 260 Primary Year 1 Scheme of Work .

3. e.g. Understand meaning Understand with e. some sticks.2 and some of the gathered items. collage and display them in the classroom glue.2. COMPLEMENTARY COMPLEMENTARY hide in these items. Etc. Ask pupils to write a sentence on their Coloured pens/pencils. pupils design and create a collage on poster paper. pictures of animals 5. or less new vocabulary and craft products Have pupils work in teams to answer the depending on their quiz questions A collection of realia interests and capabilities. or you model sentence on the 1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A quiz.1 quiz. Snakes live in tall to literary texts intelligibly through animal vocabulary if you have particular trees. Language Arts Language Arts animals hide. In pairs or small groups. You might need to use a little L1 for this. 1. logs. Give the animal pictures/toys to the pupils activity. These can responses as Lesson delivery be gathered and You could provide a appropriate prepared by you. Ask them what kinds of animal to collect things from with less proficient. Tell pupils some sentences – they should green leaves. They draw Some small toy animals an animal on the poster and then cover it up or teacher-made by sticking sand/leaves/sticks etc onto the flashcards/small poster. You could provide more creating simple art animals living in the environment. The sand. possible. some phrases and flowers sentences 4.2 1. details of very simple snake hides in the sand/under the leaves). Gather realia (see Materials/References could include a trip board or ask more column) or show pupils what you have outside with the pupils proficient pupils to work gathered. but could be done 1.g.3 5. Tigers hide under Possibly strategies 2 or Express an Respond orally if necessary. Other imaginative (real things). It should be written. some grass. Get their ideas about why animals should stay in their natural environment.g. 261 Primary Year 1 Scheme of Work . This would add value to the Listening Listening 2. poster paper Post lesson Discuss with pupils about the natural environment and why we should look after it. imaginative response imaginatively and You might want/need to teach some new 2. some brown and in a variety of familiar support specific 3. You might want to help the environment if SKILL SKILL children with new vocabulary. a Environmental Your choice depending Quiz – ask questions about where different True/False quiz: sustainability on your pupils. This could be a True/False 5. 3. some contexts information and put the animals in the right place (e.

plurals and numbers from lesson 106 WEEK: There are … 262 Primary Year 1 Scheme of Work . LESSON: 111 (Listening 23) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: Recycled animal vocabulary.

according to the number of animals they want in their zoo.2. B: tiger). Tell pupils to make 2 more copies of the empty grid. in a variety of familiar support specific Write a letter of the alphabet before each animal contexts information and (e. 6. Post lesson Post-lesson task 4: Correct the error 263 Primary Year 1 Scheme of Work . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board Language Strategies 3 and 4 Brainstorm the names of animals with pupils. Pupils can help you to 1. Check target language with pupils (There are + number + plural animal in…) if necessary. and write numbers and letters in the 6 boxes. There are 5 Communicate simple Name or describe crocodiles in number 1. Divide pupils into pairs or small groups and tell them to exchange information. and there are 4 tigers in number 2 (pupils words from word sets write 4B in box 2). in the same way as step 5. e.5 about your perfect zoo.1. Use other strategies if Understand meaning Understand with appropriate.2 1. to think about their zoo. 4.g. Explain to pupils that you’re going to tell them 2. A: crocodile. and may be suitable. 3. Draw this grid on the board and ask pupils to copy it: 1 2 COMPLEMENTARY COMPLEMENTARY 3 4 SKILL SKILL 5 6 Speaking Speaking 2.g.1 2. details of very simple phrases and Lesson delivery sentences 1. 5. Listening Listening make a list on the board. Check answers with the whole class. (Pupils write 5A in box information intelligibly objects using suitable 1).2 write these if need be.

LESSON: 112 (Speaking 23) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled imperatives and animal vocabulary from lesson 109 264 Primary Year 1 Scheme of Work .

strategies classmate using one word or a fixed 2.44. … 4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson None needed Creativity and Strategies 2 and 5 may Innovation be suitable. appropriate. 6. if they like. …Pick him up.g.5 adapting the action story on Superminds Use other strategies if Communicate simple Name or describe p. … 7. e. who mime the story.2 2. Divide pupils into small groups and ask communication help from a teacher or them to create a new action story.1 2. different weather. because the focus here is more on thinking than on language production. They can write the story down. … 5. animal is hungry/thirsty.1. … 6.2 Use appropriate Ask for attention or 1. hot etc. Speaking Speaking Lesson delivery 2. information intelligibly objects using suitable words from word sets Possibilities include: another animal. Pupils tell their story to other groups. such as a park or classroom. Listen! 2. COMPLEMENTARY COMPLEMENTARY Help pupils with new vocabulary as SKILL SKILL appropriate. another setting. Post lesson Pupils identify differences between their stories and the original in Superminds p. 265 Primary Year 1 Scheme of Work .44. Provide pupils with a language frame to phrase help them structure the story. … 3. Some of this part of the lesson may need to be in L1. but must also be able to say the story.2. 1. Speaking Speaking Brainstorm with pupils possible ways of 2. 7. Pupils create their story.

as appropriate 266 Primary Year 1 Scheme of Work . and other vocabulary from Year 1. LESSON: 113 (Reading 23) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled vocabulary from lessons 107 – 109.

SKILL SKILL 3.3 Lesson delivery some false). Review some of the The crocodile is green suitable activities for your print and digital texts by a word or phrase vocabulary.g. Ask pupils to look at p. some true. pupils from LINUS using appropriate Module 1 or 2 to be reading strategies 2. as Task 1 describe the pictures appropriate to your Reading Reading on p. focus on any phonemes Pupils read the sentences and tell you if from the Phonics Table they are true or false.2 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Prepare sentences to Language Your choice.42 of If appropriate. Ask pupils to look at their camouflage Communicate basic Connect words and collages from Lesson 110. 3. that pupils continue to COMPLEMENTARY COMPLEMENTARY Superminds 1 p. Understand a variety of i) Use visuals on the 1. some false. Write your sentences on the board or The snake is yellow added in to this lesson to give them to pupils on a worksheet.2. and the water is green.5 4.42 have problems with. Have pupils re-write the false sentences in their exercise books. They should information intelligibly proper names using ‘and’ write 2 or 3 sentences about their for a range of purpose posters. Writing Writing 4.2 4.) Post lesson Task 11 267 Primary Year 1 Scheme of Work . select linear and non-linear page to help understand Superminds.2. in print and digital media (NB this lesson continues into Lesson 114. and white. e.42 (some true and lesson.

LESSON:114 (Writing 23) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 107 and 108 268 Primary Year 1 Scheme of Work .

3. 6. appropriate language frequency words form and style for a accurately Pupils can pretend to be a teacher in range of purposes in stages 2 and 3. Writing Writing 4. appropriate language phrases 1. Pupils swap back the collages and sentences.3 4.3. Post lesson Choose a suitable post-lesson task that enriches or consolidates vocabulary or learning.3 4. print and digital media 4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A substitution table of Environmental Strategy 4 may be Choose a suitable pre-lesson task to animals.3 Use other strategies if Communicate with Plan and write words and Lesson delivery appropriate. 269 Primary Year 1 Scheme of Work . Writing Writing review vocabulary. Pupils swap their collages and COMPLEMENTARY COMPLEMENTARY sentences with another pair. prepositions sustainability suitable. Ask pupils to look again at the form and style for a True/False sentences they wrote about range of purposes in their own collages. Ask pupils to check spelling and Communicate with Spell familiar high language in the sentences.2 3. 5. and hiding places 4. Display the collages. Pupils now re-write correct and true sentences about their collages. 2. Let them read print and digital media carefully and try to find and correct any language or spelling mistakes. The pair SKILL SKILL reads the sentences and corrects the information of any false sentences.

LESSON: 115 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Review animal vocabulary and prepositions through a song (or chant) 270 Primary Year 1 Scheme of Work .

Play the song again 2-3 times to to literary texts intelligibly through help them practise. songs correct number of fingers. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson One or five Environmental Your choice Review some animal vocabulary as necessary using a flashcards/pictures of sustainability depending on your Language Arts Language Arts game. songs simple songs with 1. and sing Lesson delivery Song: Five Little 3. Post lesson Other imaginative Ask pupils some questions about monkeys.3 5. Encourage the children to mime monkeys as they say also be a chant).2 on your class level) task that is suitable to your class. Put pupils in groups of five. poems and simple texts. ti-ger.Where do they live? . from the unit you could ask them to COMPLEMENTARY COMPLEMENTARY tell you animal names SKILL SKILL 7. Or choose a pre-lesson 5. Using animal flashcards if necessary. pupils. either just say/sing http://www. imaginative response imaginatively and 9. rhythm 2. where children mime a monkey (depending pupils.g. which they will act out song well (e. 6.co. For example: . all) of the song iii) simple action 4. Express an Respond (each pupil being one of the animals).1 5. As pupils listen. the different animals from the unit. ubjects/earlylearning/ could sing more (or ii) simple rhymes nurserysongs/F. elicit different that have two animals from the pupils. Groups should practice. Play the song.uk/l the new animal word 3. review numbers 1-5. but not el-e-phant). If necessary. They should choose an animal that they fit in with the 5. Enjoy and appreciate Say the words in Possibly strategy 1 or rhymes. they could and intonation (I’m) a monkey. 271 Primary Year 1 Scheme of Work . creating simple art and craft products 10. showing pupils how to i) simple chants and earning/schoolradio/s in the song or they count them on their fingers. Show a flashcard/picture of a monkey and elicit/teach the Monkeys Jumping on intelligible word monkey. Play the song again and encourage the pupils to sing along as much as possible. Groups perform their song to the class.Do you think they are well camouflaged there? .Do you like monkeys? . they should hold up the J/five_little_monkeys themselves.1. Check pupils’ understanding of ‘jump’ and ‘bed’ Various animal If you would like to pictures/flashcards challenge your pupils.1 and create a new version of the song. 5. These don’t responses as need to be answered accurately or fully. This could be a miming game.bbc. syllables (sounds) so Language Arts Language Arts 8.Can you have a monkey as a pet? You could talk to pupils about conservation of monkeys’ natural habitat or perhaps about the problems of keeping monkeys as pets. You can use the five monkey raps flashcards on the board to show this if necessary. The aim is to appropriate encourage communication and fluency.3. the Bed (this could Depending on your pronunciation.What do they eat? .

prepositions. LESSON: 116 (Writing 24) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Pet Show LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: toys. numbers. animals. colours 272 Primary Year 1 Scheme of Work .

so that pupils have to think about which word goes with which flashcard. Post lesson See Teacher’s Book.4 Understand a variety of Use with support a rat. lizard.2. Put Toy flashcards on the COMPLEMENTARY COMPLEMENTARY board SKILL SKILL The flashcards should show Reading Reading pictures for this vocabulary 3. cat.2 Use other strategies if Communicate with Spell familiar high appropriate. dog print and digital texts by to find.3 4.45 Language Strategies 2 and 7 may be suitable.3. 273 Primary Year 1 Scheme of Work . Writing Writing See Teacher’s Book 4. elephant. list and categorise using appropriate words from Year 1 topics 2. Follow the picture dictionary section in the Teacher’s Book to help pupils achieve the Reading learning standard for this lesson. 3. print and digital media If you and pupils do not have access to the Workbook. frog. duck. Write the words for the reading strategies and themes flashcards at the top of the board. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. 1. appropriate language frequency words Lesson delivery form and style for a accurately range of purposes in See Teacher’s Book. linear and non-linear simple picture dictionary spider.2 3.

peas. sandwich. chicken. carrots 274 Primary Year 1 Scheme of Work . sausage. cheese. LESSON: 117 (Speaking 24) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: What’s for lunch? WEEK: Lunchtime Food vocabulary: banana. pizza. steak. cake. apple.

Understand meaning in Understand with support a variety of familiar the main idea of very contexts simple phrases and sentences 275 Primary Year 1 Scheme of Work .1 See Teacher’s Book.5 Use other strategies if Communicate simple Name or describe objects appropriate. 2. Speaking Speaking See Teacher’s Book.2. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening 1.46 Language Strategies 3 and 7 may be suitable.1 2.2 1. information intelligibly using suitable words from word sets Lesson delivery See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1.

LESSON: 118 (Reading 24) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: I’ve got/I haven’t got Recycled food vocabulary 276 Primary Year 1 Scheme of Work .

1 2.3 Use other strategies if Understand a variety of i) Use visuals on the appropriate.47 Language Strategies 2 and 7 may be suitable. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. SKILL SKILL Speaking Speaking 2.2.2 3. 3.1 Communicate simple Give very basic personal information intelligibly information using fixed phrases 277 Primary Year 1 Scheme of Work . Reading Reading See Teacher’s Book. linear and non-linear page to help understand print and digital texts by a word or phrase Lesson delivery using appropriate reading strategies ii) Identify and remember See Teacher’s Book. high frequency sound and letter patterns Post lesson COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.1.

milk. WEEK: Imperatives: Help me. Come and take him out 278 Primary Year 1 Scheme of Work . LESSON: 119 (Listening 24) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: kitchen. juice.

1. a variety of familiar specific information and contexts details of very simple Lesson delivery phrases and sentences See Teacher’s Book. Listening Listening See Teacher’s Book. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening See Teacher’s Book.2 1.2.2 Use other strategies if Understand meaning in Understand with support appropriate.48 Language Strategies 2 and 3 may be suitable. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. 1.2.2 Understand meaning in Understand with support a variety of familiar specific information and contexts details of very simple phrases and sentences 279 Primary Year 1 Scheme of Work .2 1.

LESSON: 120 (Language Arts 24) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Review I like/don’t like 280 Primary Year 1 Scheme of Work .

Listen and mime or dance.co Some activities could include: m/watch?v=IQcX- i) simple chants and raps g98Ao8 ii) simple rhymes . 5. respond verbally food (or both).youtube. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson using a A chant or song about Language Your choice depending chant or a song (to contrast with likes and dislikes. h. and rhymes.1 lets pupils listen to.com/fruit . iii) simple action songs . The on your pupils and your Language Arts Language Arts previous Language Arts lesson) which topic can be animals or lesson.2.Listen and personalise. poems and appreciation through non.Listen and distinguish likes and http://www. Example: songs verbal responses to https://www. enjoy it. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Listening Listening 1.1 5.dreamenglis dislikes.1.2 1. Enjoy and appreciate Demonstrate and physically to the song/chant.1 Understand meaning in Understand with support a variety of familiar the main idea of very contexts simple phrases and sentences 281 Primary Year 1 Scheme of Work .

in. under Imperative: Put 282 Primary Year 1 Scheme of Work . LESSON: 121 (Listening 25) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary from lessons 117 – 119 WEEK: Prepositions: on.

OR Put the sausages under the chair and the cake on a notebook. one chair near each group. This is not a information intelligibly using suitable words from race: the idea is simply to follow word sets the instruction accurately. 6. 2.2 1. 7. Speaking Speaking 2. After a few rounds. Listening Listening Pre-lesson task 10: Say what’s missing vocabulary from 1. Use other strategies if Understand meaning in Understand short basic Lesson delivery appropriate. Make sure that different pupils have a chance to do this. Give instructions. ask pupils to give the instructions in each group. You can make instructions more complex when necessary. Put the apple and the cheese sandwich under a bag. One pupil in each group follows Communicate simple Name or describe objects your instructions. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 3.2.1 2. Continue for a few rounds.4 lessons 116 – 119. 5. Put the banana on a table. Post lesson Post-lesson task: Make a word ladder 283 Primary Year 1 Scheme of Work .1.g. draw these if necessary. with a new pupil in each group following your instructions each time. e. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson 4 sets of pictures of the Values (cooperation) Strategies 4 and 5 may 10 items of food be suitable.g. a variety of familiar supported classroom 1. e.5 4. Put the 4 sets of pictures on 4 chairs. Clear a space in the classroom and Pupils can help you to contexts instructions divide pupils into 4 groups.

please 284 Primary Year 1 Scheme of Work . LESSON: 122 (Speaking 25) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary from lesson 117 – 119 I’ve got WEEK: Prepositions Help me.

1 2. Provide pupils with a language frame to print and digital texts by of very simple phrases help them structure the song. Put the first using appropriate and sentences verse (which is also verse 3 and 5) on the reading strategies board or a handout. Pupils sing their song to other groups. Use other strategies if Communicate simple Name or describe appropriate.2 ask them to create a new song. SKILL SKILL Lesson delivery Reading Reading 1. but must also be able to sing it 9.1. Divide pupils into pairs or small groups and 3. Write prompts for verses 2 and 4 on the board to help the class join in with the song.48 (Lesson 119). Pupils create their song. They can write the song down. 285 Primary Year 1 Scheme of Work . Understand a variety of Understand specific linear and non-linear information and details 2. Do an example together with the whole class for the first 2 lines of verse 2 of the song.2 3. write: I’ve got…my I’ve got…my I’ve got…my Help! Oh help me. different prepositions. with a blank in place of Tommy’s. information intelligibly objects using suitable Possibilities include: a different character name. Post lesson Ask 1 or 2 groups of pupils to take turns to sing their song to the rest of the class. please! 8. Speaking Speaking Brainstorm with pupils possible ways of adapting 2. Help COMPLEMENTARY COMPLEMENTARY pupils with new vocabulary as appropriate. words from word sets different food.5 the song in Superminds p. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board Language Strategies 2 and 3 may be suitable. and for verses 2 and 4.2.

LESSON: 123 (Reading 25) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled food vocabulary from lessons 117 – 119 286 Primary Year 1 Scheme of Work .

Give pupils the chance to mime Classroom) or use the toys to check the answer. Ask them which one they bread should use to shop for ingredients to tomato make the sandwich. that pupils continue to 3. Put butter on the bread. 3. 1. Now put some lettuce on the have problems with. Write shopping list on the board. Understand a variety Understand specific 5. You could put cheese pictures or write words on the bread board. Cut the sandwich into two pieces.2 3. (Idea based on text in Halliwell (1992) Teaching English in the Primary 5. You can give each group a 6. idea of very simple Lesson delivery A possible recipe for a cheese linear print and digital phrases and 1. Put the cheese on one piece of the Phonics Table SKILL SKILL bread. You need a slice of cheese. You could teach the words any phonemes from COMPLEMENTARY COMPLEMENTARY ‘ingredient’ and ‘recipe’. If appropriate. 4. Put the other slice of bread on of linear and non. texts by using phrases and complete set or you can give appropriate reading sentences individual pupils one stage. Introduce any new vocabulary sandwich is below. Elicit from pupils what they need to List 1: buy from the shop. Shopping lists: 6. cheese lettuce Post lesson Task 12 287 Primary Year 1 Scheme of Work . select texts by using sentences using flashcards or toy food and suitable activities for appropriate reading kitchen equipment. lesson to focus on foods. Ask pupils what they think you some butter to be added in to this could make with all these different 2.2 sandwich. Understand a variety Understand the main appropriate. information and 4.2 3. 3. butter lettuce 7. some lettuce and LINUS Module 1 or 2 2. Ask 7. Reading Reading reviews key vocabulary and is Pictures or toys/models of the items 3. Eat it and enjoy it! strategies pupils to put the stages in order. linear print and digital details of very simple recipe. Reading Reading show pupils how to make the cheese.1 suitable for your class Use other strategies if and actions in the recipe. Either by miming or using toys. Give or show pupils two shopping List 2: lists.2. Give pupils the stages of the the lettuce. two your pupils from strategies slices of bread.2. of linear and non. CROSS - CONTENT LEARNING DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR STANDARD STANDARD STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Texts of recipes (cut up into stages) Language Strategy 5 may be Choose a pre-lesson task that and shopping lists suitable.

/ No I don’t. 288 Primary Year 1 Scheme of Work . LESSON: 124 (Writing 25) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled food vocabulary from lessons 117 – 119 Do you like (sausages and peas)? Yes. I do.

3 4. Write the stages on the board as you elicit them. 7. 3. Depending on the proficiency of your pupils you could erase some of the model. Writing Writing vocabulary 4.2 Use other strategies if Communicate with Spell familiar high Lesson delivery appropriate appropriate language frequency words 1. Post lesson Task 11 289 Primary Year 1 Scheme of Work . Find out which pupils like pizza and COMPLEMENTARY COMPLEMENTARY what toppings they like on their pizza. Then change to pizza.3.3 Communicate with Plan and write words and 3.3 4. 2 and 3 may Task 7 using cheese sandwich including pizza Innovation be suitable. 5. Pupils work in pairs to write a new recipe for pizza with toppings of their choice using the recipe on the board as a model. Pupils mime and say their recipes to the class. 6. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-task Pictures or toys of food Creativity and Strategies 1.3. Ask pupils to mime steps in making a appropriate language phrases pizza and try to elicit as much language form and style for a as possible. Ask pupils what kind of sandwich they like. SKILL SKILL Use pictures to give ideas and write the words for the food next to them on the Writing Writing board. range of purposes in print and digital media 4. 4. Highlight the food words in the recipe and show pupils how to change the recipe using different toppings. Review previous lesson by asking form and style for a accurately pupils to mime making a sandwich. range of purposes in print and digital media 2.

I’ve got X on/in/with my Y. LESSON: 125 (Language Arts 25) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Do you like X? Yes. I don’t. 290 Primary Year 1 Scheme of Work . I do. / No.

2 2. pupils draw on instead of giving them a free choice. for example Task 1.2 5. on the poster paper. This is less creative. pupils to use the textbook Writing Writing as a model.2. They can have range of purposes in more than one ingredient print and digital media 3. pupils should decide on their If you are concerned crazy food. Tell pupils they will make a Crazy in their Crazy Food.48 of the Communicate with Spell familiar high textbook. You could use paper if texts illustrations task activity. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Poster paper for Crazy Creativity and Your choice depending Review food vocabulary with a fun Food pictures and Innovation on your pupils. When pupils have finished writing. This COMPLEMENTARY COMPLEMENTARY What’s your favourite pizza/sandwich? could be gapped.3 4. Review the song from p. Post lesson Task 3. responses to literary places of interest in lesson delivery stage below as a pre. Display pupils’ work in the classroom. things or Another option is to use step 1 from the possible) for each pair. Ask pupils to tell each other which crazy food they like/don’t like. 6.g. but posters You could offer more or accompanying texts are better for less support for the Lesson delivery displaying. Ask pupils if they like foods (review) by eliciting and writing a – Do you like pizza/sandwich? And model on the board. or 4. They should work in pairs. 2 Express personal Name people.1 and pencils if paint not Possibly strategies 1. Or you SKILL SKILL Pupils could ask each other questions could encourage the in pairs. Then they can add a title: My consuming and simpler Crazy Food. Ask pupils to tell their partner More proficient pupils can appropriate language frequency words if they like the food Tommy makes (e. 4 or 6 W E 291 Primary Year 1 Scheme of Work . sentence pupils will write 1.3. 4. First. you prefer. 6 or 9 paints (coloured pens 5. you could 4. for pupils of less artistic proficiency. but they can draw a picture of their crazy can be less time food. Pupils prepare a template of a should write the sentence I’ve got xxx pizza (or sandwich) that on/in/with my xxx. Food Poster. 4. work with less proficient form and style for a accurately Do you like an apple in your sandwich?) pupils. about drawing skills and/or time. Language Arts Language Arts activity. Give each pair a poster paper. 5.

LESSON: 126 (Speaking 26) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary 292 Primary Year 1 Scheme of Work .

2.49 Language Strategies 3 and 6 may be suitable.2 1. Understand meaning in Understand with support a variety of familiar specific information and contexts details of very simple phrases and sentences 293 Primary Year 1 Scheme of Work . COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Listening Listening 1. 2. Speaking Speaking See Teacher’s Book.2 See Teacher’s Book.1 2. information intelligibly personal information using fixed phrases Lesson delivery See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2 Use other strategies if Communicate simple Find out about very basic appropriate.1.

LESSON: 127 (Listening 26) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Where’s (Misty)? Please WEEK: Hot What have you got? 294 Primary Year 1 Scheme of Work .

Listening Listening See Teacher’s Book. your turn) 1.2. a variety of familiar specific information and Lesson delivery contexts details of very simple phrases and sentences See Teacher’s Book.2 1. Post lesson COMPLEMENTARY COMPLEMENTARY SKILL SKILL See Teacher’s Book.50-51 Patriotism and Strategies 2 and 6 may Citizenship (waiting be suitable.2.2 3.2 Use other strategies if Understand meaning in Understand with support appropriate.1 Understand a variety of Understand the main linear and non-linear idea of very simple print and digital texts by phrases and sentences using appropriate reading strategies 295 Primary Year 1 Scheme of Work . Reading Reading 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.

I haven’t 296 Primary Year 1 Scheme of Work . LESSON: 128 (Writing 26) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from lessons 126 – 127. I have..? Yes. Have you got any. fruit. / No.

5. 6. on separate paper. Ask pupils range of purposes in which of the foods like they. They give their partner a point for each correct sentence and for each correct guess. In their exercise books. Next. 297 Primary Year 1 Scheme of Work . pupils draw a fridge (or you could have a worksheet with a fridge already drawn on it). Use the picture on p. They could write 2-5 range of purposes in questions.3 4. Writing Writing 4.3. appropriate language phrases 1. Have pupils write and maybe draw 5 foods in their fridge. Writing Writing that reviews vocabulary and spelling. Pupils exchange their questions with their partner and write the answers (according to their pictures). depending on their print and digital media proficiency.3.49 to review the form and style for a idea of food in the fridge.g. print and digital media 2.2 4. pupils write Communicate with Spell familiar high some questions for their partner (e. Pupils then check each other’s work and fridge. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards of food Language Strategies 4 and 7 may Choose an appropriate pre-lesson task items be suitable.3 plain paper for writing Use other strategies if Communicate with Plan and write words and Lesson delivery appropriate. Post lesson Task 10 using other pupils’ pictures. appropriate language frequency words Have you got any steak? Have you got form and style for a accurately any apples?). COMPLEMENTARY COMPLEMENTARY SKILL SKILL 3. 4.3 4.

hot dog 298 Primary Year 1 Scheme of Work . LESSON: 129 (Reading 26) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Sorry. stop. shop.

51 Patriotism and Strategies 6 and 7 may Citizenship (waiting be suitable. your turn) 3. Listening Listening 1.2. linear and non-linear information and details of print and digital texts by very simple phrases and Lesson delivery using appropriate sentences reading strategies See Teacher’s Book.2 Use other strategies if Understand a variety of Understand specific appropriate. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1. Reading Reading See Teacher’s Book.1 Recognise and Recognise and reproduce target reproduce with support a language sounds limited range of high frequency target language phonemes 299 Primary Year 1 Scheme of Work .2 3.1 1. COMPLEMENTARY COMPLEMENTARY Post lesson SKILL SKILL See Teacher’s Book.

LESSON: 130 (Language Arts 26) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice. depending on story chosen 300 Primary Year 1 Scheme of Work .

com/materials/stories/ 301 Primary Year 1 Scheme of Work . Red Riding Hood (where the wolf says Listening Listening Include some activities to follow on from ‘What big eyes you 1. . The story could be on your pupils and your Language Arts Language Arts enjoy and talk about a story with a based around: activities. britishcouncil. values).the language responses to literary places of interest in Depending on your choice. ‘You’ve got big eyes’ a variety of familiar degree of support very perhaps). . things or .1 moral or message if possible. you may I’ve/we’ve got’ texts illustrations need to pre-teach some vocabulary for . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your choice of story. 5.org/en/sh ort-stories/little-red- riding-hood Phonics stories: https://www. This story contexts short simple narratives Talk to the pupils about what they have can be reviewed in learned from the story (language or Lesson 140. https://learnenglishkids.3 the story which develop motor and/or have’ – change to Understand meaning in Understand with a high artistic skills. Values Your choice depending pupils have the chance to listen to.2 5.2.kizphonics.the topic of food Express personal Name people.waiting your turn accompanying texts the story.The sound /ɒ/ Encourage the pupils to listen actively Some examples are: by asking plenty of questions and COMPLEMENTARY COMPLEMENTARY involving pupils in the story as you read An adaptation of Little SKILL SKILL it to them.2 1.2.

LESSON: 131 (Listening 27) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled food vocabulary 302 Primary Year 1 Scheme of Work .

Repeat steps 7 and 8. of the animals and food Lesson delivery COMPLEMENTARY COMPLEMENTARY 1. Post lesson 8. as the focus is on values.2 gestures to support meaning. Elicit pupils’ answers (see step 4).2 1.2. contexts details of very simple phrases and sentences 4. not language. Tell the story again and elicit any more details from the story. 5. Most of this discussion will be in L1. 303 Primary Year 1 Scheme of Work . Tell the story. listening strategies in a hear by using knowledge story.3 1. variety of contexts of a topic Elicit their suggestions and put them on Flashcards or drawings the board. Listening Listening 2. big mouse and the Citizenship be suitable. Ask pupils whether the big mouse and small mouse are kind to each other: and how they know.1 these 2 words in it and ask them to the one on the next politeness) Use other strategies if Use appropriate Predict words they will guess what words they’ll hear in the page. 7.3. Ask pupils to listen to the story to SKILL SKILL check their guesses. Build the details of the story up on the board using key words and/or pictures. using pictures and 1. 6. Understand meaning in Understand with support a variety of familiar specific information and 3. Listening Listening Explain that you’ll tell them a story with small mouse similar to (hospitality and 1. Post-lesson task 2: Make connections: use flashcards or drawings to help pupils remember and say the story. appropriate. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A copy of the story The Patriotism and Strategies 1 and 5 may Teach the pupils mouse and yummy.

‘Hi!’ says the big mouse. Please have some cake. ‘Hi!’ says the big mouse.Lesson 131 The big mouse and the small mouse A big mouse visits a small mouse. apple and banana!’ ‘Thank you.’ says the small mouse. ‘Hi!’ says the small mouse. cheese and pizza!’ ‘Mmm. The small mouse visits the big mouse. Yummy! I like your food’ says the big mouse. 304 Primary Year 1 Scheme of Work . Yummy! Thank you. ‘Please have some sausages. I like your food. ‘Hi!’ says the big mouse. They are friends.

LESSON: 132 (Speaking 27) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary Recycled greetings Have you got any…? How much are…? WEEK: Here you are… 305 Primary Year 1 Scheme of Work .

Check by asking some groups to do their role- play to the whole class. Teacher: OK. Practise the target language with the whole class. Divide pupils into groups of about 4. Pupils Listening Listening can also use 1. TEACHER’S CONTENT LEARNING MATERIALS / DIFFERENTIATION LEARNING OUTLINE CURRICULAR NOTES / STANDARD STANDARD REFERENCES STRATEGIES ELEMENT REMARKS MAIN SKILL MAIN SKILL Pre-lesson One set of pictures or Financial education Strategies 2 and 3 Pre-lesson task 3: sequence the information: use word cards of the may be suitable.5 Teacher: Have you got any apples? counters. sets of cards). Pupils can help you to make 3. Post lesson Pupils copy the dialogue outline into their exercise books. to put them on a desk. Speaking Speaking some of the information from the dialogue. COMPLEMENTARY COMPLEMENTARY SKILL SKILL Teacher: Hi Toy money if Pupil: Hi appropriate. Make sure that everyone in the group has the chance to be both customer and shopkeeper. food vocabulary in 2. 306 Primary Year 1 Scheme of Work . and to class. Pupil: 3 ringgits. say goodbye.g. Pupils do their dialogues in their groups. the class (So if you using suitable fixed 2. Lesson delivery group of 4 pupils in appropriate. 6. please Teacher: Here you are Thank you Teacher: Bye! Pupil: Bye! 4.g. paper clips) as contexts Teacher: How much are the apples? pretend money if appropriate. Ask each group to choose picture or word cards have 32 pupils in the phrases of 6 food items. information intelligibly and express thanks 1. you need 8 write a price under each item. 5. yes please. these if need be. stones or Understand meaning Understand short small items (e.1. in a variety of familiar supported questions Pupil: Yes. Pupil: 3 ringgits. we have.4 lesson 117 for each Use other strategies if Communicate simple Greet.2 1.1 2. CROSS . Elicit target language with one group: e.2.

LESSON: 133 (Reading 27) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled food vocabulary 307 Primary Year 1 Scheme of Work .

1. Ask pupils to sit or stand in a circle. Pupils work example of grid). Lesson delivery sentences. Post lesson Choose a suitable post-lesson task to review any difficult or new vocabulary in a fun way.2 them to work out the scrambled words complete on a Communicate with Spell familiar high in pairs. Give pupils the grid and show them (see next page for range of purposes in how to complete it. You say a word and the pupils have pupils from LINUS to use the letters to spell it correctly. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 4 and 7 may be Choose an appropriate pre-lesson task available suitable. Shaun has got an plaep Module 1 or 2 to be You could nominate pupils to do this. Use from the Phonics Table SKILL SKILL words that will come up in the lesson. Give pupils the sentences and ask a grid for pupils to 4. print and digital media individually to complete the grid. worksheet or on the appropriate language frequency words board for pupils to copy form and style for a accurately 4. Have pupils check their answers with their partner before checking as a class. Tiffany has got texts by using Place the plastic letters in the middle. appropriate. e.g. Writing Writing 3. or and a nbnaaa (= an added in to this lesson to ask for volunteers. 3. select knowledge of sounds of (=peas and carrots) suitable activities for your letters 2. 308 Primary Year 1 Scheme of Work . linear and non-linear CCVC) 1. Reading Reading to review vocabulary in a fun way.3 A text with 3-5 Use other strategies if Recognise words in Blend phonemes (CVC. 5. eaps and arotscr If appropriate.1 3. that pupils continue to have problems with.3.3 4. this could be done apple and a banana) focus on any phonemes COMPLEMENTARY COMPLEMENTARY letter by letter or as a whole word.

Lesson 133 Example grid Name Tiffany Shaun Ali Noor Food 309 Primary Year 1 Scheme of Work .

LESSON: 134 (Writing 27) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled food vocabulary 310 Primary Year 1 Scheme of Work .

They may knowledge of sounds of need to plan these separately.2 this lesson. Next ask pupils to write anagrams for linear and non-linear CCVC) the words. ask pupils to draw 4-6 pictures. 3.3 Recognise words in Blend phonemes (CVC. Nominate pupils to come out and draw a line to match the pictures with the words (anagrams).1 3. 3.1. Writing Writing (pre-lesson task 1) for key words from 4. letters 4. Post lesson Task 11 311 Primary Year 1 Scheme of Work .3 4. also randomly arranged on texts by using the page to create a puzzle. appropriate language frequency words form and style for a accurately Lesson delivery range of purposes in 1. Leave the anagrams on Use other strategies if Communicate with Spell familiar high the board when you give the answer appropriate. Put the flashcards/pictures on the print and digital media board in a random way. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Flashcards/pictures for Creativity and Strategy 2 may be Play the anagrams pre-lesson task key words Innovation suitable. In their exercise books.3. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 2. These should be for Reading Reading words from the unit or lesson. Pupils exchange their puzzles with a partner.

WEEK: X. / No. / OK. Sorry. LESSON: 135 (Language Arts 27) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC Lunchtime LANGUAGE/GRAMMAR FOCUS: Have you got…? Yes. we have. 312 Primary Year 1 Scheme of Work . here you are. we haven’t got X. we haven’t. please.

please. They should write their own B: OK. We on the next page).2. perhaps extend to restaurant corresponds to your the menu and write them and café depending on your class). Speaking Speaking Example dialogue: 2. Hand out the worksheet and ask Blank card for each pair erase them. kinds of food (as shown suitable fixed phrases can be the same/similar to those used A: No. Post lesson Your choice. number of items pupils Pupil B). Ask pupils to work in pairs (Pupil A + chicken sandwich.1 below) Possibly strategies 1 or Express personal Name people. menu. responses to literary places of interest in 1. Introduce the word menu to the A worksheet for each texts illustrations pupils using your example menu.4 3. You could partly COMPLEMENTARY COMPLEMENTARY 2. Some pairs could perform to the class. I’m sorry. in particular p. 7. things or Lesson delivery 2. on the board before stage 2. saying please and thank you. Pupils shouldn’t show their menus. or A: Hello. menu to include different information intelligibly express thanks using you could write prompts. 5.50) using Task 1 or 6. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson An example menu Values (being polite) Your choice depending Review or teach the word school containing words from on your pupils.1 2. We’ve got a You can limit/extend the 4. fully erase SKILL SKILL pupils to write the words next to the to write their menus them or leave them as a pictures. model. the textbook (see 5. more/fewer items on the 51. Have you got a menu. A: Here you are. say goodbye and You could write this on the board. The dialogue B: Hello.50 – haven’t got pizza. so they are AA and B: Thank you. BB.1. Ask pupil containing a You could elicit the accompanying texts pupils where they can find menus (elicit picture menu that spellings of the words for canteen. You can design your Communicate simple Greet. A chicken put on their menus. Task 9 313 Primary Year 1 Scheme of Work .g. and sorry.2 5. Change pairs. 6. Pizza. sandwich please. e. sandwich? A: Yes. Pupils carry out a role-play using each other’s menu in turn. Emphasise the need to be polite by B: OK. with in recent lessons. Language Arts Language Arts canteen (from p. example menu. Elicit a dialogue based on the menu.

Lesson 135 Menu Main course Vegetables Drinks  Sausages  Peas  Juice  Pizza  Carrots  Milk  Sandwich 314 Primary Year 1 Scheme of Work .

LESSON: 136 (Listening 28) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Numbers 11 – 20 315 Primary Year 1 Scheme of Work .

COMPLEMENTARY COMPLEMENTARY SKILL SKILL Post lesson Writing Writing See Teacher’s Book. Listening Listening See Teacher’s Book. 1.3.52 Values (cooperation) Strategies1 and 3 may be suitable.2.2 Communicate with Spell familiar high appropriate language frequency words form and style for a accurately range of purposes in print and digital media 316 Primary Year 1 Scheme of Work . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.2 Use other strategies if Understand meaning in Understand with support appropriate.3 4. 4.2 1. a variety of familiar specific information and contexts details of very simple Lesson delivery phrases and sentences See Teacher’s Book.

LESSON: 137 (Reading 28) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: food vocabulary. numbers 11 – 20 317 Primary Year 1 Scheme of Work .

1. 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.1 Communicate simple Give very basic personal information intelligibly information using fixed phrases 318 Primary Year 1 Scheme of Work .53 Language Strategies 2 and 5 may be suitable.3 Use other strategies if Understand a variety of i) Use visuals on the appropriate.1 2.2 3. linear and non-linear page to help understand print and digital texts by a word or phrase Lesson delivery using appropriate reading strategies ii) Identify and remember See Teacher’s Book. high frequency sound and letter patterns Post lesson COMPLEMENTARY COMPLEMENTARY See Teacher’s Book. Reading Reading See Teacher’s Book. SKILL SKILL Speaking Speaking 2.2.

pineapple(s). strawberry(ies) 319 Primary Year 1 Scheme of Work . LESSON: 138 (Speaking 28) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Fruit and vegetable vocabulary: fruit. corn. coconut(s). potato(es). onion(s). green bean(s). peach(es). broccoli. pear(s). tomato(es). orange(s). mushroom(s).

3 Use other strategies if Communicate simple Express basic likes and appropriate.1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. information and print and digital games at pineapples and coconuts on 4 enjoyment word level small pieces of paper before they listen.1 1.54 Language Strategies 2 and 7 may be suitable. 2. Post lesson See Teacher’s Book. 320 Primary Year 1 Scheme of Work . 2. Speaking Speaking See Teacher’s Book. COMPLEMENTARY COMPLEMENTARY SKILL SKILL If pupils do not have stickers for the listen and stick task (task 2): Reading Reading 3. Tell them to write the words Read independently for Read and enjoy simple broccoli. Ask them to listen to the recording and place the correct piece of paper on each crate.3 3. mushrooms.3. information intelligibly dislikes Lesson delivery See Teacher’s Book.1 2.

LESSON: 139 (Writing 28) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled topic language: food vocabulary 321 Primary Year 1 Scheme of Work .

and tell each other the food words in it. e. s t _ _ k. Pupils work in pairs to create their own word snake/sausage puzzles. Post lesson Task 11 about favourite food or what pupils have eaten recently.2 Use other strategies as Communicate with Spell familiar high Lesson delivery appropriate.3 3.g. Draw a word snake or word sausage enjoyment word level on the board with the names of food hidden inside it. Reading Reading Focus on sounds rather than individual 3. 4.3 4. who solve the puzzle. as in lesson 83. and then tell you. 5.g. egg) 3. If you prefer. cheese) An alternative is to use words that lead into one another.3. Read independently for Read and enjoy simple information and print and digital games at 2. Review spelling of food vocabulary by writing gapped words on the board.3. Pupils swap puzzles with another pair. pizzapplegg(pizza. shapplejmchesekcheesehq (apple. e. Pupils read it. apple. e.g. 4. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board Language Strategy 1 may be Choose a suitable pre-lesson task to suitable. you can have pupils make a different kind of word puzzle. COMPLEMENTARY COMPLEMENTARY SKILL SKILL 1.1 letters here. such as a crossword or wordsearch. 322 Primary Year 1 Scheme of Work . Writing Writing review key vocabulary and spelling. appropriate language frequency words This lesson suggestion is for pupils to form and style for a accurately make a word snake or word sausage range of purposes in for other pupils to identify topic print and digital media vocabulary (food).

LESSON: 140 (Language Arts 28) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: She’s got … (in her basket). 323 Primary Year 1 Scheme of Work .

so you can use that the wolf has eaten SKILL SKILL the same story and just the grandmother. Language Arts Language Arts Hood on the board.3 1. taking care to show grandmother. Ask pupils to try to arrange them to review it in this lesson. Ask pupils to check the order of the represent the main stages of the story on the board.1 or in small groups or pairs. Ask pupils to tell a partner/group what she has got in her basket. your pupils as well as NB you may have used their level of sensitivity 2.2 5. responses to literary places of interest in Lesson delivery britishcouncil. or 5. Ask questions (LRRH). use their textbook to Prepare flashcards that check spellings.1 about her. provide variety of contexts of a topic meaning as you do it by using mime house models or have pupils and gesture. Listening Listening form a story.3. for example: Possibly strategies 1. Put up the pictures showing the this story in Lesson (the original story tells COMPLEMENTARY COMPLEMENTARY stages of the story on the board. A worksheet for each pupil with a picture of Post lesson Little Red Riding Hood Talk to pupils about the story. e. connect the words to the basket. Ask pupils what they think happened drawn.g. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Story – Adaptation of Language Your choice depending Put up a picture of Little Red Riding Little Red Riding Hood on your pupils. 5. Task 8. 8. example). Hand out worksheet. LRRH talking to the They should write words around the wolf disguised as the picture and draw lines using a ruler to grandmother. A picture to represent the end of the story. Express personal Name people. for 3. Ask them carrying a basket. to the basket in the story. 2.org/en/sh texts illustrations 1. basket. This could be whole class 1. things or https://learnenglishkids. decide what she has in her basket. Tell the story. Pre-teach ‘wolf’. You can adapt the story accompanying texts ‘house’ using pictures/flashcards or riding-hood to suit the proficiency of puppets/toys if possible. Ask pupils to grandmother’s house. Ask them if the wolf is good or not.2. LRRH at her 7. 130. LRRH walking in the Ask pupils what they think Little Red forest carrying her Riding Hood had in her basket. ‘grandmother’ and ort-stories/little-red. wolf and her basket. These can be hand- 6. 324 Primary Year 1 Scheme of Work . e. Pictures/puppets/toys You can limit or extend Use appropriate Predict words they will to represent the number of items in listening strategies in a hear by using knowledge 4. stages of the story.g. which character they like and why. See below or 5.

Her name was Sara.Story suggestion for Lesson 140 Little Red Riding Hood. So.’ she says.’ says the wolf and it runs away. ‘You’ve got big teeth. ‘Here you are grandmother! Sorry. I haven’t’. Sara is walking in the woods. I don’t have a basket of food for you now. Sara is surprised. ‘Where’s my grandmother?’ asks Sara. It’s the wolf! ‘Go away!’ says Sara. When she gets to her grandmother’s house. Sara looks in the kitchen. She’s hiding in the kitchen. I haven’t!’ says grandmother. ‘I’ve got pizza and sausages!’ ‘Great! I’m hungry!’ says Sara. She is going to her grandmother’s house in the woods.’ says the grandmother. Then the grandmother jumps out of bed. ‘Oh. grandmother!’ ‘No. Let’s hear what happens to Sara one day. 325 Primary Year 1 Scheme of Work . Once upon a time there was a girl in red. ‘You’ve got big eyes. ‘I’m hungry!’ ‘Oh! I’ve got a basket of food. Sara. grandmother!’ ‘No. ‘That’s OK. Here you are!’ Sara gives the basket to the wolf. ‘No’ says the wolf. her grandmother is in bed. they have the sausages for lunch. She has got a basket.

LESSON: 141 Listening (29) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled topic language: food vocabulary. numbers Hungry 326 Primary Year 1 Scheme of Work .

Elicit pupils’ response to step 4. Explain that you will tell the story again and will ask pupils to tell you which animal Daniel met and what he gave the animal. Explain that you’ll tell pupils the story. and his mum.2 gestures to support the story. using flashcards and 1. 1. as the focus here is on values.2 1.g. This discussion will be in L1.1 his mum. drawings comes home with everything on his or pictures of Daniel COMPLEMENTARY COMPLEMENTARY mum’s shopping list.2. not language. and to share with other groups/you. Tell the story again and elicit pupils’ responses to step 7. Post lesson Ask pupils whether they think Daniel was right to give the food to the animals. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Copies of the story Values (kindness and Strategies 3 and 6 may Explain that you’ll tell pupils a story Daniel goes shopping obedience) be suitable. ask pupils to continue the story. Flashcards of the food and ask them to tell you whether Daniel and animals.2. Use other strategies if Understand meaning in Understand with support Show them a drawing or picture of Simplify the story if appropriate. 5. contexts details of very simple phrases and sentences 3. 4.2 1. Understand meaning in Understand with support a variety of familiar specific information and 2. who goes shopping for on the next page. If there is time. Listening Listening about Daniel. omit the contexts simple phrases and look a bit puzzled or a bit angry. a variety of familiar the main idea of very Daniel and his mum: the mum should need be (e. Tell the story. SKILL SKILL Lesson delivery Listening Listening 1. 327 Primary Year 1 Scheme of Work . names of the shops) sentences Ask pupils to guess why this is.

’ Daniel gives him 3 bananas. ‘I’m hungry. He goes to the butcher’s and gets 14 sausages. Next.’ Daniel gives her 2 sausages. Next.’ Daniel gives him a cake.’ says the duck. ‘Please help me. ‘I’m hungry. he meets a duck. Daniel meets… 328 Primary Year 1 Scheme of Work . ‘Please help me. One the way home. he meets a dog. he meets an elephant. Daniel goes to the baker’s and gets 2 cakes.’ says the elephant. ‘I’m hungry. ‘Please help me. Daniel: please get 2 cakes 14 sausages 10 bananas and 12 big peaches So. Next. He goes to the fruit shop and gets 10 bananas and 12 big peaches.’ says the dog.Daniel goes shopping One day. Daniel’s mum tells him to go to the shops.

Here you are. LESSON: 142 (Speaking 29) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary Have you got any? Yes. no I haven’t. I have. 329 Primary Year 1 Scheme of Work . WEEK: Sorry.

Divide pupils into groups of 4. 4. and it is the next pupil’s contexts turn to ask. (So if Use other strategies if Communicate simple Find out about very basic Lesson delivery you have 36 pupils in appropriate. Pupils play the game in their groups.2 page but one. the answer is: Yes. and 4 of the One set of 16 pictures 16 picture or word cards.5 you got any (chicken)?.1. the reply is Sorry. Speaking Speaking words pupils from the next 2. Here you are and again. or word cards per group of 4 pupils of the COMPLEMENTARY COMPLEMENTARY 3. it is the next pupil’s turn to ask.1 2. Post lesson Post-lesson task 4: Correct the error 330 Primary Year 1 Scheme of Work . CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson One set of the 4 You Values (cooperation) Strategies 2 and 7 may Pre-lesson task 9: Remember the like: list per group of 4 be suitable.. and that pupils take turns Listening Listening to ask a pupil in their group ‘Have Pupils can help you to 1. Give each pupil in each group one of the 4 You like lists.2 1. no sets of cards if need be a variety of familiar supported questions I haven’t. I have.2. information intelligibly personal information 1. your class. If the make both lists and Understand meaning in Understand short answer is no. If the answer is yes. 5. fixed phrases 2. Explain that the aim of the game is food on the You Like SKILL SKILL to collect the 4 cards on the You list like list. you will using need 9 sets of lists). Demonstrate the game and practise the questions and replies if necessary.

You like cards C: You like A: You like green beans bananas chicken peas cake coconuts milk steak D: You like B: You like carrots cheese sandwiches apples sausages tomatoes peaches juice pizza 331 Primary Year 1 Scheme of Work .

LESSON: 143 (Reading 29) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary spends WEEK: times… is… (3 times 2 is 6) and (11 and 7 is 18) 332 Primary Year 1 Scheme of Work .

say goodbye. Next. Toy money if have problems with. focus on any phonemes COMPLEMENTARY COMPLEMENTARY 3. elicit some prices for the items from the Phonics Table SKILL SKILL on the board.2 3. Show pupils how to add up the prices to make a total. Ask pupils to draw pictures of five currency to an pupils from LINUS fruit and/or vegetables in their exercise imaginary one if the Module 1 or 2 to be books. page. Model the activity using the available Communicate simple Greet. suitable. Ask pupils to information intelligibly express thanks using tell you what they want by saying Hello. please.2 One option is to create Use other strategies if Understand a variety of Understand specific Lesson delivery a short text such as the appropriate. They finish the dialogue by saying thank you and goodbye. You can adapt If appropriate. and information on the board.4 4. prices are not suitable added in to this lesson to to your context. Speaking Speaking appropriate and 2. and then check in pairs. 8. Model a problem on the board. 6. Ask pupils to read the sentences and solve the problems individually first if appropriate. please. linear and non-linear information and details of 1.1. 7. Reading Reading reviews key vocabulary.2. Post lesson Task 12 333 Primary Year 1 Scheme of Work . Say how much it costs: That’s X ringgits. Pupils work in pairs to do the activity. Explain the word ‘spend’ using pupils’ examples. 5. Ask pupils to put a price that pupils continue to on their own fruit/vegetables. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson A text about food Financial Education Strategy 6 may be Choose a suitable pre-lesson task that prices. Review fruit and vegetable one shown on the next print and digital texts by very simple phrases and vocabulary using pictures or flashcards. select using appropriate sentences content or change suitable activities for your reading strategies 2. 3. suitable fixed phrases Two bananas and three apples.1 2.

Anna has got 5 pears and 2 oranges. and a coconut is 4 ringgits. He spends … 5. Jason has got 3 tomatoes and two coconuts. Najwa has got 2 cakes and 2 cheese sandwiches.Find out what the pupils spend 1. She spends … 334 Primary Year 1 Scheme of Work . He spends … 3. and a peach is 2 ringgits. She spends … 4. A pineapple is 5 ringgits and an onion is 3 ringgits. A cake is 6 ringgits and a cheese sandwich is 4 ringgits. A pear is 3 ringgits. She spends … 2. Danish has got 2 pineapples and 3 onions. and an orange is 2 ringgits. A tomato is 3 ringgits. A banana is 1 ringgit. Uma has got two bananas and four peaches.

. (3 times 2 is 6) and (11 and 7 is 18) 335 Primary Year 1 Scheme of Work . LESSON: 144 (Writing 29) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary spends WEEK: times… is.

Pupils work in pairs to write their own 4. Writing Writing 3. 5. You print and digital media could do this using plastic food and prices.3 4. for a range of purposes in print and digital 4. Pairs swap problems and solve each media other’s. appropriate language phrases 1.5 problems in their exercise books.3.2 4. and setting problems to solve orally. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Plastic food Financial Education Strategy 2 may be Choose an appropriate pre-lesson task suitable.3 lesson 143 for pupils to Use other strategies if Communicate with Plan and write words and Lesson delivery use as a model. Writing Writing to review food vocabulary. An outline of the text in 4. appropriate. COMPLEMENTARY COMPLEMENTARY 2. They Communicate basic Connect words and could use their drawings and prices information intelligibly proper names using ‘and’ from Lesson 143 for ideas or as a base. Pairs work together in groups of four to check the answers. Review the text of the problems in SKILL SKILL Lesson 143. Review numbers 1-10 and maths form and style for a concepts of adding and multiplying range of purposes in depending on the previous lesson. Post lesson Choose a post-lesson task that lets pupils move around and review learning. 336 Primary Year 1 Scheme of Work .2.

LESSON: 145 (Language Arts 29) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: I’ve got… / I haven’t got… 337 Primary Year 1 Scheme of Work .

Say the words. Tell the pupils you are going shopping.1 3. blank shopping list (one small food on the list or in 3. responses to literary places of interest in A shopping list You may need to guide texts illustrations Lesson delivery containing some of the some/all of the pupils to accompanying texts 1. Nominate pupils to remove pictures from the board so that it shows what is in the fridge. You have a shopping list (put on the of empty fridge and you can include lots of Reading Reading board/give to pupils). Their partner guesses – Have you got xxx? 338 Primary Year 1 Scheme of Work . the board. linear and non-linear CCVC) texts by using 4. Using their worksheet. Now tell them to write three (different) items on their shopping list. things or Draw a big picture of a fridge on the board. Ask pupils to read the shopping list.3 for each student or the fridge. with on your pupils.1. Post lesson Play a game to review food and numbers vocabulary using the small food pictures. 6. pupils have a picture. e.2 5. 7. pair) strawberries.2. They hide it behind their back. When pupils hear either one copy per in the fridge (deductive their word. Possibly strategy 2. Language Arts Language Arts board. Worksheet with picture review numbers 11-20. they come out and stick the pupil or a large copy on reasoning task). Ask pupils to unscramble the word sticky tape or a magnet 5. 3.g. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Small pictures of food Language Your choice. Give them the worksheet and ask them to draw three items in the fridge. Express personal Name people. Ask pupils to tell you what is in the fridge knowledge of sounds (this is a deductive reasoning task – if food and letters is on the shopping list.1 (fridge). 12 Recognise words in Blend phonemes (CVC. For example. on the back. Give some/all pupils a small picture of food picture items – the answer about what is food. cut up. 5. Tell pupils they are going to put food in their fridges. then it is not in the fridge). depending Put the letters g – f – I – d – r – e on the items. pupils tell their partner what they’ve got and haven’t got. food onto the picture of the fridge. COMPLEMENTARY COMPLEMENTARY If you wish to further SKILL SKILL 2.

LESSON: 146 (Speaking 30) MAIN SKILL(S) FOCUS: Speaking THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled food vocabulary On the ground. on plants 339 Primary Year 1 Scheme of Work . in trees.

3 or a photocopiable handout similar Understand a variety of i) Use visuals on the to the one on the next page. Speaking Speaking See Teacher’s Book.1 2. 340 Primary Year 1 Scheme of Work .1.2 3. prepare a poster 3.55 Science and Strategies 2 and 3 may Technology be suitable. linear and non-linear page to help understand print and digital texts by a word or phrase 2. information intelligibly information using fixed phrases Lesson delivery See Teacher’s Book. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. Use this poster or handout for the using appropriate Think tasks in the Teacher’s Book. Before the lesson.2.1 Use other strategies if Communicate simple Give very basic personal appropriate. COMPLEMENTARY COMPLEMENTARY If you do not have access to the SKILL SKILL Workbook Reading Reading 1. 2. reading strategies ii) Identify and remember high frequency sound and letter patterns Post lesson See Teacher’s Book.

in the ground. peppers strawberries bananas onions potatoes carrots. or on the plants carrot pepper onion pear apple potato tomato 341 Primary Year 1 Scheme of Work . Draw the fruit and vegetables on the trees.1. Think! Colour the fruit words red. Colour the vegetable words green. tomatoes oranges peas apples peaches pears 2.

food. imperatives 342 Primary Year 1 Scheme of Work . LESSON: 147 (Writing 30) MAIN SKILL(S) FOCUS: Writing THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language: toys.

1 Use other strategies if Communicate basic Give very basic personal appropriate. Give 3. Elicit key details about the print and digital texts by very simple phrases and monster (i. reading strategies 4. Copy this grid onto the board and ask pupils to complete it. .2 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. prepare a poster of a monster with a Reading Reading sandwich in its stomach.2. 343 Primary Year 1 Scheme of Work . Writing Writing See Teacher’s Book. colour using appropriate sentences what’s in the sandwich). linear and non-linear information and details of 3.e. If you do not have access to the Workbook COMPLEMENTARY COMPLEMENTARY SKILL SKILL 1. Before the lesson. Put the poster on the board. Check answers with the whole class. information intelligibly information using fixed for a range of purposes phrases Lesson delivery in print and digital media See Teacher’s Book. 4.name. Post lesson See Teacher’s Book.2 the monster a name Understand a variety of Understand specific 2.2 4. Name Colour What’s in the sandwich 5.56 Creativity and Strategies 4 and 5 may Innovation be suitable.2.

LESSON: 148 (Reading 30) MAIN SKILL(S) FOCUS: Reading THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled language from the topic 344 Primary Year 1 Scheme of Work .

1 pictures of this lunchtime Communicate simple Give very basic personal vocabulary: information intelligibly information using fixed phrases apples. sausages.1 2. steak 2.57 Language Strategies 2 and 7 may be suitable. Write the words for the flashcards at the top of the board so that pupils have to think about which word goes with which flashcard.4 Use other strategies if Understand a variety of Use with support a appropriate. peas. 345 Primary Year 1 Scheme of Work . COMPLEMENTARY COMPLEMENTARY 1. 3.2 3. carrots. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p. bananas. Reading Reading See Teacher’s Book. chicken. cake. sandwich.1.2. list and categorise using appropriate words from Year 1 topics See Teacher’s Book. Put Lunchtime flashcards on SKILL SKILL the board Speaking Speaking The flashcards should show 2. Follow the picture dictionary section in the Teacher’s Book to help pupils achieve the Reading learning standard for this lesson. reading strategies and themes If you and pupils do not have access to the Workbook. linear and non-linear simple picture dictionary Lesson delivery print and digital texts by to find. 3. pizza. Post lesson See Teacher’s Book.

LESSON: 149 (Listening 30) MAIN SKILL(S) FOCUS: Listening THEME: World of Knowledge TOPIC: Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Recycled topic language Healthy/unhealthy 346 Primary Year 1 Scheme of Work .

and ask pupils to read the text out to their groupmates. Make larger groups.3 1. Groupmates identify the new food and say whether it is healthy.2 check pupils’ guesses with them. phrases and sentences 3. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board Global sustainability Strategies 2 and 5 Teach pupils new vocabulary: healthy and unhealthy. They can Use appropriate Predict words they on next page appropriate. SKILL SKILL Pupils predict the healthy and unhealthy food they will hear Lesson delivery Listening Listening 1.1 food. Understand meaning Understand with in a variety of familiar support specific 2. Give pupils the grid on the next page and read out the contexts information and text. as the focus here is on human well-being and development. Nasir 1. and not on language. use L1 if they don’t know the food in English. Read the text details of very simple out again if necessary. may be suitable. Give pupils a handout of the text.2. Put pupils into pairs or small groups and ask them to change Wendy. Post lesson Post-lesson task 8: Make a word ladder. 7. Ask pupils why healthy eating is important. a variety of contexts knowledge of a topic Pupils come to the board and write the items in the correct columns on the board. This discussion will be in L1. 5. Pre-lesson task 2: Guess the answer: linked to a text you COMPLEMENTARY COMPLEMENTARY tell pupils about Wendy. Check pupils’ answers and tell the story one more time so that pupils can confirm their answers. and Lisa text and grid Use other strategies if Ask pupils to name healthy and unhealthy food. 347 Primary Year 1 Scheme of Work . Nasir and Lisa (see next page).2 1. Nasir and Lisa text. Teach listening strategies in will hear by using sweets and fizzy drink if pupils don’t suggest these. Listening Listening Make 2 columns on the board: healthy food and unhealthy Copy of Wendy. 8. using healthy food items. 4. Ask pupils to complete the grid. Tell the story in the Wendy.3. 6. or write a copy on the board. Lisa and Nasir’s food so that it is all healthy. and 1.

Wendy Nasir Lisa Healthy food Unhealthy food 348 Primary Year 1 Scheme of Work . broccoli. Nasir and Lisa Wendy has got a cheese sandwich. a banana and some sweets for her lunch. Lisa has got steak. peas and a fizzy drink for his lunch.Wendy. peas. an apple. and 2 cakes for her lunch. Nasir has got chicken. carrots.

fruit and vegetables. Should include review of food vocabulary. 349 Primary Year 1 Scheme of Work . LESSON: 150 (Language Arts 30) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge TOPIC Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice.

CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Plan a Language Arts lesson around A text/story about Values (cooperation) Your choice depending the theme of healthy eating.2 1.55. SKILL SKILL Listening Listening 1. responses to literary places of interest in be based on the pupils’ responses to texts illustrations the food diary on p. 5. healthy eating and/or on the focus of your Language Arts Language Arts This could be based on a pupils’ responses on lesson and your pupils.2.2. things or healthily and is very happy or it could textbook.1 story/text/poem about a child who eats p.55 of the textbook.2 5. exercise 2 of the Express personal Name people. accompanying texts The lesson should encourage happiness through eating a balanced diet with lots of fruit and vegetables and should let pupils talk or write about their COMPLEMENTARY COMPLEMENTARY own eating habits.3 Understand meaning in Understand with a high a variety of familiar degree of support very contexts short simple narratives 350 Primary Year 1 Scheme of Work .

At school. Let’s play!. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 Language 351 Primary Year 1 Scheme of Work . LESSON: 151 (Listening 31) MAIN SKILL(S) FOCUS: Listening THEME: Revision of Year 1 themes: World of Self. Family and Friends. World of Stories. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends.

1 2. Listening Listening questions on each of the topics in the questions for each 1. Finish the lesson with a brief reminder to pupils of any key language learning points which emerged. Lesson delivery 1. Name 5 (animals. For Listen and do. Post lesson 2. Use other strategies if Understand meaning in Understand short grid on the next page. make 6 revision Crosses grid and 5 be suitable.g.g. Question mark These can be a mix of simple and difficult questions related to anything studied over the year.2 1. vocabulary.5 green pencil case on the chair). a variety of familiar supported questions flashcards. 352 Primary Year 1 Scheme of Work . See next page. toys SKILL SKILL etc).1. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Copy of Noughts and Values (cooperation) Strategies 2 and 7 may Before the lesson. contexts For topics covered in the textbook. Spell…( e. Correct it! These word sets should be typical grammar. yellow). Prepare appropriate. There Communicate simple Name or describe objects are 2 squares not directly linked to information intelligibly using suitable words from textbook topics. or pronunciation mistakes your pupils make. of topic vocabulary. Put a red pencil and a 2. too.2. spelling.5 squares of the noughts and crosses square. COMPLEMENTARY COMPLEMENTARY food item etc). you can ask questions such as What’s this? (show flashcard of a classroom object. you can make instructions for Speaking Speaking pupils to do (e.

Noughts and crosses grid for Year 1 Example of a completed line on a noughts and crosses grid Food Correct it! Friends O X O Animals ? Colours X O X Classroom objects Listen and do Toys X O 353 Primary Year 1 Scheme of Work .

Mark noughts and crosses in the appropriate square when teams answer correctly. Tell pupils that their team gets a nought or cross on a topic square if they answer a question about that topic correctly. 6.Lesson delivery 1. Write the team names on the board. but the chosen team member must say the answer to the opposing team. they score a point. 5. Explain that  you will read each question only once  you will accept only the first answer you hear  there will be a time limit of 40 seconds to answer after the question has been read. Tell pupils that they must take it in turns to ask and answer questions. 3. so that everyone can hear it. the noughts team have made a diagonal line by answering three questions correctly. If a team makes this line. The aim of the game is to make a line of their team’s symbol (nought or cross) across. and play the game. so that everyone gets a chance to practise language. In the example on the previous page. Toss a coin to choose a starting team. team mates can help. 4. Draw the noughts [O] and crosses [X] grid on the board. Explain that teams will take turns to answer your questions. down or diagonally in order to score a point. Make sure that pupils are quiet when a team reads out their question. 354 Primary Year 1 Scheme of Work . The board is then cleaned and the game continues. 2. Divide pupils into 2 teams of equal size and ask them to give their team a name. 9. 7. 8. If a team member is not sure of the answer to a question.

World of Stories. Let’s play!. Family and Friends. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 Language 355 Primary Year 1 Scheme of Work . At school. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. LESSON: 152 (Speaking 31) MAIN SKILL(S) FOCUS: Speaking THEME: Revision of Year 1 themes: World of Self.

g. SKILL SKILL Practise useful questions with pupils Listening Listening and write them on the board.5 Each time. Ask pupils to read out their questions for the whole class to answer. 1. 2. 3.2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Copies of Superminds Language Strategies 4 and 5 may Ask pupils questions about pictures in 1 be suitable. Repeat step 5 by changing the groups. and ask a appropriate.1. Put groups together and ask them to ask and answer each other’s questions. 4.1 2. show pupils a page of the Use other strategies if Communicate simple Name or describe objects Superminds textbook. Divide pupils into small groups and contexts ask them to prepare 7 questions or more. if there is time. and COMPLEMENTARY COMPLEMENTARY something red. Speaking Speaking the textbook (see step 2 for examples). information intelligibly using suitable words from question or give an instruction. e.5 Understand meaning in Understand short Lesson delivery a variety of familiar supported questions 1.2 1. Post lesson Post-lesson task 4: Correct the error 356 Primary Year 1 Scheme of Work . word sets  What colour’s the apple?  What’s this?  How many pineapples?  Find something yellow. 2.

At school. LESSON: 153 (Reading 31) MAIN SKILL(S) FOCUS: Reading THEME: Revision of Year 1 themes: World of Self. Family and Friends. World of Stories. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 Language 357 Primary Year 1 Scheme of Work . Let’s play!.

If a pupil lands on a Free question square. 7. of linear and non.2 3. counters. 358 Primary Year 1 Scheme of Work . Divide pupils into groups of 3 or 4 and handout words from word sets out a dice and counters for each group. Pupils throw the dice and move their counter forward. and Entrepreneurship Strategies 2 and 7 Explain that pupils will revise the term’s work by one copy of the Year may be suitable. either a personal one or one connected to the term’s work. lesson to focus on any phonemes from COMPLEMENTARY COMPLEMENTARY 3. Explain that when pupils land on a square on have problems with. the Phonics Table SKILL SKILL that pupils continue to 4. they must speak about the topic for 2. Reading Reading reading and responding to instructions on topics 1 Revision board 3. LINUS Module 1 or 2 2.1. Elicit pupils’ suggestions. Elicit feedback from the groups. They tell others in their group about the topic they land on. and how they can deal with your pupils from strategies any challenges in content or language. 6.2 they have covered over the term in a board game. this feedback will be in L1. not on language. information intelligibly objects using suitable 5. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Dice. game on the next Use other strategies if Understand a variety Understand specific page for each group appropriate. Speaking Speaking the board. Pupils talk about this in L1.2. and make any additional comments of your own.5 half a minute to a minute so that they get Communicate simple Name or describe sufficient language practice from the game. Ask them If appropriate. summarising this. Post lesson Stop the game and ask them to reflect on and give examples of  how well they worked as a group  how they dealt with any challenges in content or language . Explain that pupils will play a game. Give or elicit examples to help if necessary. explain that others can each ask them a question. select texts by using phrases and to talk about how they can cooperate as a suitable activities for appropriate reading sentences group in the game. as the focus here is to be added in to this on learning skills. information and Lesson delivery linear print and digital details of very simple 1.1 2. As in steps 2 and 3.

Year 1 Revision Board Game Free question Say 2 things you like Spell an animal name Name 2 healthy foods Make a false sentence with under (Your friends ask you) Free question Names 2 places where Say the colours of 5 things How old are you? Say the letters of the animals hide in the classroom (Your friends ask you) alphabet Free question Say something you’ve got Make a false sentence with Count from 1 to 10 Tell your friends to do in (Your friends ask you) something Count from 11 to 20 Free question Name 3 vegetables Name 2 unhealthy foods Make a true sentence with on (Your friends ask you) Free question Name 3 shapes in this What’s your favourite toy? Say something you Name 5 classroom objects classroom haven’t got (Your friends ask you) 359 Primary Year 1 Scheme of Work .

Let’s play!. At school. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 language 360 Primary Year 1 Scheme of Work . LESSON: 154 (Writing 31) MAIN SKILL(S) FOCUS: Writing THEME: Revision of Year 1 themes: World of Self. World of Stories. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. Family and Friends.

After you have given pupils these examples. Repeat steps 8 and 9 if there is time. ask them to speak in groups and make as many connections as they can in a given time limit. e. pupils digital media can prepare pictures on paper before the lesson.g. information intelligibly proper names using pupil draws 8-10 items. for a range of ‘and’ purposes in print and If step 1 is too time-consuming in your class.2. Writing Writing to draw vocabulary items from Superminds 1 4. and you can stick these on the board.5 according to the suggestions of their classmates. They should not show which sentence is a false connection.2 2. Check answers with the whole class. 7. appropriate reading sentences strategies 3. Ask groups to swap sentences and to identify and correct the false sentence. Use other strategies Communicate basic Connect words and You need about 24-30 items on the board. Ask them to write 4 true connections sentences and one false one. 5. information and pictures on the board. or A table and a cat have got texts by using phrases and four legs. Divide pupils into pairs or small groups. 8.2.2 3. Lesson delivery COMPLEMENTARY COMPLEMENTARY 1. A banana and a linear print and digital details of very simple pear are fruit. Now write these 2 sentence outlines on the SKILL SKILL board:  A and a are … Reading Reading  A and a have got … 3. Post lesson Post-lesson task 6: Whisper and Write 361 Primary Year 1 Scheme of Work . Give pupils an example which completes each Understand a variety Understand specific outline by making connections between the of linear and non. so each if appropriate.2 4. 6. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board Creativity and Strategies1 and 5 Ask 3 pupils to come to the front of the class and Innovation may be suitable. 4.

Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice. Let’s play!. To review language taught over the year 362 Primary Year 1 Scheme of Work . World of Stories. Family and Friends. At school. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. LESSON: 155 (Language Arts 31) MAIN SKILL(S) FOCUS: Language Arts THEME: Revision of Year 1 themes: World of Self.

You examples on the next depending on your Language Arts Language Arts could use Task 1. 8. 5. imaginative response imaginatively and 1. Ask groups to check in their textbooks.3 2. do a matching activity: Textbook overall. Give each group a new unit to look at and ask them to write a dialogue. Check they have the language for this and practise as appropriate. or allow responses as them to write freely. page) that represent class and lesson. 3. If COMPLEMENTARY COMPLEMENTARY necessary they can add or change their answers. Tell groups they will be making similar dialogues to perform in the next LA lesson.3. 2.1 learning from each Express an Respond Lesson delivery unit and the year Possibly strategies 2. Encourage self- SKILL SKILL correction by showing 4. On the board. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Dialogues (see Language Your choice Review four key words. Collect their written dialogues at the end of the class to review. Monitor and help where needed. Make four or eight groups. 7. 9. or asking questions. 2. Give them a time limit. 6. Read the dialogues – you can ask more proficient correction.3. Groups can practise their dialogues a little. Ask each group to appropriate Remember to monitor brainstorm vocabulary and language they remember closely and support from a different unit each. 4 or 6. one from each unit.3 5. appropriately to a audience using fixed pupils to take different parts or you could use small or large group phrases puppets or similar to take on different roles. Remind pupils they will need to introduce themselves to the audience. Pupils should tell you which unit it relates to.1 rather than giving a Communicate Introduce self to an 5. to literary texts intelligibly through unit to theme: creating simple art Unit 1: At School You can give different and craft products Unit 2: Let’s Play! amounts of support to Unit 3: Pet Show help pupils write their Other imaginative Unit 4: Lunchtime dialogues. groups as they write. 10. 6 and 7. Ask each group to present their answers to the where mistakes are Speaking Speaking class. Post lesson Word ladders 363 Primary Year 1 Scheme of Work .

364 Primary Year 1 Scheme of Work .

Owner: Yes. A kite. A: Thank you. Teacher. please. please. I haven’t got a pencil. Pupils 1 and 2: OK. A: Hello. Pupil 1: Thank you. please. B: OK. A: Yes. Pupil 1 and 2: I’m fine. B: I like kites too. Have you got a pencil? [At the toyshop] Pupil 2: Sorry.Suggested dialogues for Lesson 155 Dialogue 1: Dialogue 2: Teacher: Hello. [They sit down]. Do you like toys? Teacher: Sit at your desks. I haven’t got a pencil. I do. here you are. thank you. My favourite toy’s a kite. pass me a pencil. red kite. Pupil 1: Abdul. Teacher: Here you are [passes pencil]. A: I’m very happy. 365 Primary Year 1 Scheme of Work . I have a new. Toyshop owner: Hello. Pupil 1: OK. How are you? A: Let’s go to the toyshop.

B: OK. We haven’t got any fruit! B: Do you like rabbits? A: Oh no! Let’s make a shopping list. I haven’t. pet. We haven’t got any bananas. and we haven’t got any apples. B: No. I’m hungry. Have you got a B: OK. B: Yes. Have we got any bananas? I like bananas. B: OK. Afiq? A: I don’t like cheese. A: OK. I do. I’ve got a cat at my house. 366 Primary Year 1 Scheme of Work . Please write down bananas and apples. A: No. I like cats and rabbits. we haven’t. Let’s play at your house. Let’s go. Now let’s go shopping. I don’t like dogs and I don’t like cats.Dialogue 3: Dialogue 4: A: Do you like animals. Hana? A: Mum. A: Yes. We’ve got cheese.

At school. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. Family and Friends. Let’s play!. World of Stories. LESSON: 156 (Listening 32) MAIN SKILL(S) FOCUS: Listening THEME: Revision of Year 1 themes: World of Self. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 language 367 Primary Year 1 Scheme of Work .

If mingling is not possible in your classroom. 7. 368 Primary Year 1 Scheme of Work . 5.5 board and ask pupils to copy it. Elicit a few possible entries for a new grid to help pupils get ideas for their task. Pupils repeat steps 3 and 4. pupils are information intelligibly personal information ready. Pupils create their new grid. Divide pupils into pairs or small groups and tell them that they’ll create their own grid. Post lesson Repeat step 5. Tell pupils to mingle and complete COMPLEMENTARY COMPLEMENTARY the grid with a new name for each SKILL SKILL question.2 1. but not all. 6. a variety of familiar supported questions to ask (e. Listening Listening on the next page. or write it on the 1.1. depending on time available. pupils can sit Speaking Speaking and work in groups of about 8-10.1 2. 4. Use other strategies if Understand meaning in Understand short Practise the questions pupils will need appropriate.g. Do you like cats? Have you contexts got 2 brothers?).2. stop the game. Lesson delivery 1. Elicit a few answers from pupils as a whole class. using fixed phrases 3. When most. 2. using about 3 entries.2 Communicate simple Find out about very basic 2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board and grid on next Entrepreneurship Strategies 4 and 5 may Give pupils the Find a friend who… grid page be suitable.

Find a friend who Find a friend who… Name likes cats has got 2 brothers is 7 years old is brave likes cheese has got a red pencil case 369 Primary Year 1 Scheme of Work .

World of Stories. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 language 370 Primary Year 1 Scheme of Work . Family and Friends. At school. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. Let’s play!. LESSON: 157 (Speaking 32) MAIN SKILL(S) FOCUS: Speaking THEME: Revision of Year 1 themes: World of Self.

stop the game.1.2 1. Ahmed and Chelvi have got 5 brothers). but not all. a variety of familiar specific information and contexts details of very simple 3. Speaking Speaking on the next page.2. pupils are phrases and sentences ready. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Board and Me and my Values (cooperation) Strategies 3 and 4 may Give pupils the Me and my friends grid friends grid on the next be suitable.1 board and ask pupils to copy it. When most. Use other strategies if Communicate simple Give very basic personal Ask pupils to complete the grid with appropriate. 371 Primary Year 1 Scheme of Work . My favourite food is/I like chicken).2 2.g.g. information intelligibly information using fixed information which is true for them.1 2. phrases Lesson delivery 1. Listening Listening 1. or write it on the page 2. Ask pupils to report back one interesting thing from their group (e. I’m 7 years old. They change information in their completed grids. Practise the statements pupils will need to use to communicate COMPLEMENTARY COMPLEMENTARY information to their classmates SKILL SKILL (e. 4. Zil and me like spiders. Post lesson Post-lesson task 1: Spot the differences: pupils do this in groups. Put pupils in groups of 4 and ask Understand meaning in Understand with support them to exchange information. and their groupmates correct them.

…….) (Name:…………………….Me and my friends Me My Friend My Friend My Friend (Name:…………….) (Name:…………………….) Age Brothers Sisters Favourite food Favourite animal Favourite toy 372 Primary Year 1 Scheme of Work .

Let’s Play!. Family and Friends. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. World of Stories. LESSON: 158 (Writing 32) MAIN SKILL(S) FOCUS: Writing THEME: Revision of Year 1 themes: World of Self. At school. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 language 373 Primary Year 1 Scheme of Work .

of linear and non. Give each group the set of 18 pieces of paper. 374 Primary Year 1 Scheme of Work . s. frequency sound and letter patterns 8. who for g. o and who for p. You can show pupils a finished ABC poster you range of purposes in pieces of paper for have made yourself as an example if print and digital media each group of 3 appropriate. Writing Writing 4. t. as it is difficult to Understand a variety i) Use visuals on the make words beginning with these letters. as they’ll start the next lesson in the same group. Reading Reading 5. c. z. COMPLEMENTARY COMPLEMENTARY 4. d. as you will need these in the next lesson. appropriate reading 7. to draw pictures of items beginning with their letters on the poster and to write the words on their pieces of paper. m.3. Give each group poster paper on which they SKILL SKILL will draw pictures of Year 1 vocabulary items. Ask pupils to copy these letters onto their texts by using phrase poster. l. e. Divide pupils into groups of 3. Tell pupils to agree who is responsible for letters a. 9.2 3. form and style for a accurately 1 set of 18 small 2. Miss 3. Write letters of the alphabet on the board. appropriate language frequency words of Year 1 words together.3 out letters h. j q. Tell pupils to look though the Superminds textbook. I.2 Lesson delivery Poster paper for Use other strategies if Communicate with Spell familiar high 1.2. u. strategies ii) Identify and Tell pupils that they’ll write the words for their remember high pictures on these pieces of paper. y. v. k. w. x.3 4. b. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES / REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Your own ABC poster Values (cooperation) Strategies 4 and 5 Pre-lesson task 4: Identify the flashcards (optional) may be suitable. n. r. f. pupils 3. Post lesson Collect the poster and pieces of paper and make sure you know which poster they belong to. page to help linear print and digital understand a word or 6. Tell pupils that they’ll be making an ABC poster pupils appropriate. Tell pupils to remember who is in their group.

World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Revision of Year 1 language 375 Primary Year 1 Scheme of Work . Let’s play!. World of Stories. LESSON: 159 (Reading 32) MAIN SKILL(S) FOCUS: Reading THEME: Revision of Year 1 themes: World of Self. At school. Family and Friends.

3 3.3. Understand a variety of i) Use visuals on the linear and non-linear page to help understand 4. 376 Primary Year 1 Scheme of Work . Repeat steps 1.1 ABC posters and words to each group.2 3. and hand out lesson 3. and 3 with new print and digital texts by a word or phrase groups as appropriate. Listen and point. SKILL SKILL 3. Pupils match pieces of paper to the Reading Reading pictures and check each other’s 3. and letter patterns using pupils’ posters as a prompt. Reading Reading as in the previous lesson. using appropriate reading strategies ii) Identify and remember Post lesson high frequency sound Post-lesson task 7. Use other strategies if Read independently for Read and enjoy simple appropriate. 2. information and print and digital games at Lesson delivery enjoyment word level 1.2. Join groups of 3 to form groups of 6. 2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Posters and sets of Values (cooperation) Strategies 2 and 7 may Tell pupils to form the same groups of 3 paper from previous be suitable. Tell pupils to swap posters and COMPLEMENTARY COMPLEMENTARY sets of pieces of paper.3 answers.

At school. To review language taught over the year 377 Primary Year 1 Scheme of Work . Family and Friends. World of Knowledge TOPIC: Revision of all Year 1 topics: Friends. LESSON: 160 (Language Arts 32) MAIN SKILL(S) FOCUS: Language Arts THEME: Revision of Year 1 themes: World of Self. World of Stories. Pet Show and Lunchtime LANGUAGE/GRAMMAR FOCUS: WEEK: Your choice. Let’s play!.

watch the performance responses as appropriate or you could video record them with appropriate permission from the school and COMPLEMENTARY COMPLEMENTARY parents.3 2. CROSS - CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES / LEARNING OUTLINE CURRICULAR STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL In this final lesson. they perform their dialogues You may want to invite craft products to the class/parents/other parents.1 Communicate Introduce self to an appropriately to a small audience using fixed or large group phrases 378 Primary Year 1 Scheme of Work .3.3. SKILL SKILL Speaking Speaking 2. or as necessary. classes/teachers. having introduced staff or classes to Other imaginative themselves. use in their acting. texts creating simple art and Last of all. other teachers. especially 5. props for the pupils to Citizenship groups in different ways Language Arts Language Arts based on your feedback.1 They then learn and practise their you can ask pupils to if they feel nervous about Express an imaginative Respond imaginatively dialogues so they can act them out bring them from home. performing.3 5. response to literary and intelligibly through freely. pupils review their You may want to bring Patriotism and You can support different dialogues in groups (from Lesson 155).

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my/ . Blok E9 Kompleks Kerajaan Parcel E 62604 W.Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia Aras 4-8. Putrajaya Tel: 03-8884 2000 Fax: 03-8888 9917 http://bpk.moe.gov.P.