Day 2 - Handouts - Primary PDF

CEFR-aligned curriculum cascade
workshops: Day 2
CEFR-aligned curriculum cascade

workshops: Day 2
Handout D2.S1.1
Extract from Scheme of Work: Primary Year 1
LESSON: 67 (Listening 14)
MAIN SKILL(S) FOCUS: Listening

WEEK: _______________
THEME: World of Stories
TOPIC: Let’s Play!
LANGUAGE/GRAMMAR FOCUS:
Recycled vocabulary for toys and adjectives
CROSS TEACHER’S
CONTENT LEARNING LEARNING MATERIALS / DIFFERENTIATION
CURRICULAR NOTES /
STANDARD STANDARD OUTLINE REFERENCES STRATEGIES
ELEMENT REMARKS
Listening Listening Pre-lesson Superminds 1 p28 Language Strategies 2 and 7

1.2 1.2.2 may be suitable
Understand Understand with See Teacher’s
meaning in a support specific Book Use other
variety of information and strategies if
familiar contexts details of very appropriate.
simple phrases
and sentences Lesson
delivery
COMPLEMENT See Teacher’s

ARY CONTENT COMPLEMENT Book
STANDARD ARY
Reading LEARNING
3.2 STANDARD
Understand a Reading Post lesson
variety of linear 3.2.2
and non-linear Understand See Teacher’s
print and digital specific Book
texts by using information and
appropriate details of very
reading simple phrases
strategies and sentences
3.3_2017_Primary 2
Handout D2.S1.2
Lesson Plan Template
SUBJECT :
YEAR/FORM :
DURATION :
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON DEVELOPMENT :
iii. POST-LESSON :
TEACHER’S REFLECTION
3.3_2017_Primary 3
Handout D2.S1.3
Writing Learning objectives (i)
(Year 1)
______________

TOPIC: Let’s Play
WEEK:
Recycled language from lessons 66-68: What’s your favourite (colour)?, toy vocabulary and
adjectives
CONTENT LEARNING LEARNING MATERIALS / CROSS DIFFERENTIATI TEACHER’S

STANDARD STANDARD OUTLINE REFERENCES CURRICULAR ON STRATEGIES NOTES /
ELEMENT REMARKS
Listening Listening SEE
1.2 1.2.2 BELOW None needed Language Strategies 1 and 7
Understand Understand with may be suitable
meaning in a support specific
variety of information and Use other
familiar details of very strategies if
contexts simple phrases appropriate.
and sentences
COMPLEMEN COMPLEMENT
TARY ARY LEARNING
CONTENT STANDARD
STANDARD Speaking
Speaking 2.1.5
2.1 Name or
Communicate describe objects
simple using suitable
information words from word
intelligibly sets
Learning Outline:
Pre-lesson: Pre-lesson task 9: Remember the words
Lesson delivery
1. Elicit favourite colours, numbers and toys from the class.
2. Ask pupils to stand in a circle. Tell them that they’ll do an activity called Change places if…
3. Say Change places if your favourite colour’s red.
4. Pupils change places if this is true for them: this is not a competition, so they can move calmly.
5. Continue with other phrases (E.g. Change places if your favourite toy’s a…/ your favourite
number’s…
6. If it’s difficult for pupils to move in your classroom, pupils can put up their hands, touch their head
or stand up instead of changing places.
7. Divide pupils into 2 groups and ask pupils to continue with the activity. Make sure that different
pupils have the chance to give instructions.
8. When pupils have had enough practice, change focus to a chain activity.
9. Divide pupils into groups of about 5. One pupil says their favourite toy. The next pupil repeats this
info and adds their own information (e.g. Jannah’s favourite toy is her bike, my favourite toy is my
doll). Pupils continue in this way until everyone has had a turn.
10. Repeat with other language (e.g. numbers or colours) if there is time.
Post lesson: Post lesson task 9: Read your friend’s mind
3.3_2017_Primary 4
Handout D2.S1.4
Writing Learning objectives (ii)
Year 1, Lesson 71
 Main Learning Standard:
Listening 1.2.2
Understand with support specific information and details of very simple phrases and
sentences
 Complementary Learning Standard:

Speaking 2.1.5
Name or describe objects using suitable words from word sets
___________________________________________________________________________
o Main Learning Objective:
o Complementary Learning objective:

By the end of the lesson, pupils will be able to use a sentence to say what
their and others’ favourite toys are.
3.3_2017_Primary 5
Handout D2.S1.5
A Year 2 Lesson Plan
A Language
B S2.1.1 Give simple personal information using basic statements
L1.2.1 Understand with support the main ideas of simple sentences
C 60 mins
D Some pupils might not be able to produce the whole sentence. I can drill (have pupils
repeat) the sentences more and leave models on the board.
If time, I can ask pupils to write one/two sentences in their exercise books.
E Free Time
F Listening
G Clapping game:
- Clap hands twice and say ‘Monday’
- Pupils clap hands twice and say ‘Tuesday’
- Repeat for all days of the week
- Pupils clap and say individually in a chain
H S2.1 Communicate simple information intelligibly
L1.2 Understand meaning in a variety of familiar contexts
I Main: By the end of the lesson, pupils will be able to say what they do regularly on one or
more specific days using the Present Simple.
Complementary: By the end of the lesson, pupils will be able to respond to hearing
classmates talk about what they do on particular days of the week by miming the action.
J Miming game to finish:

- Mime an action.
- Pupils guess what I’m doing.
- Pupils take on role of teacher to mime for others to guess
K Year 2
L 1. Write days of the week on the board and an activity under it + flashcard.
2. Point and say ‘I go swimming on Mondays’.
3. Give out scissors and ask pupils to cut stickers out of book.
4. Ask pupils to hold up ‘swimming’ etc. to check each sticker picture.
5. Pupils open textbooks on p.59. Elicit (ask pupils to say) the names in Exercise 1.
6. Play the CD. Pupils listen and stick the stickers
7. Pupils look at Ex 2. Play the first sentence. Pupils repeat. Check pupils say ‘–s’,
‘Mondays’. Ask if it is one Monday or every Monday using class calendar.
8. Play second sentence. Pupils repeat. Ask pupils to make new sentences and tell
partner.
9. Write the days on the board, ask pupils to tell you what they do on each day – ‘I
play football on Saturdays’. Pupils listen to their classmates and mime the action.
10. Show pupils model dialogue and have more proficient pupils model it.
11. Pupils work in pairs to tell each other what they do on different days, their partner
should mime the action to show they have understood.
12. Get some pupils to tell the class what they do on each day.
M English
N World of Self, Family & Friends
3.3_2017_Primary 6
Handout D2.S2.1
Language Arts in the Curriculum
Match the content standard (5.1–5.3) with the focus (A-D)
5.1 Enjoy and appreciate rhymes, A:

poems and songs Plan, prepare and produce creative
work with a focus on language use
5.1 Enjoy and appreciate rhymes, B:

poems and songs Demonstrate appreciation through
non-verbal responses to different
texts
5.2 Express personal responses to C:

literary texts Say the words in simple texts, and
sing simple songs with intelligible
pronunciation, rhythm and
intonation
5.3 Express an imaginative response D:

to literary texts Identify, analyse and respond to
elements in texts
3.3_2017_Primary 7
Handout D2.S2.2
Activities for Language Arts lesson
Activity types:
 Respond non-verbally
 Say the words
 Sing
 Name interesting things in illustrations/texts
 Respond imaginatively
 Creating arts & craft (Yr 1) /short chants or raps (Yr 2)
 Other imaginative responses
Our ideas:
Year ____
3.3_2017_Primary 8
Handout D2.S2.3
Planning a Language Arts lesson
Answer the questions by yourself first:

A = Agree / N = Neutral (neither agree nor disagree) / D = Disagree
A N D
Choosing texts
1. We can only include language and vocabulary that
pupils already know
2. We need to pre-teach all new vocabulary
3. Texts for native speaker children are too difficult
4. We need to be able to read the texts to the pupils
5. We should use texts about English-speaking cultures
6. We should use texts that relate to cross-curricular

areas
7. We should use texts that relate to the topic or theme

we are working on
8. We should use texts that only contain the language the
pupils are working on
Planning teaching a LA lesson

9. Pupils must use English in the lessons and not their L1
(first language)
10. During the main task, pupils should sit quietly at their
desks and listen to the teacher
11. Pupils need to memorise the text
12. Pupils should try to remember the text so that they

can repeat it afterwards or answer comprehension
questions
3.3_2017_Primary 9
Handout D2.S2.4 (Page 1 of 2)
(Year 1)
LESSON: 45 (Language Arts 9)
_______________
MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends
TOPIC: At school
WEEK:
Vocabulary review:
Primary and secondary colours
CONTENT LEARNING LEARNI MATERIALS / CROSS DIFFERENTI TEACHER’

STANDARD STANDARD NG REFERENCES CURRICU ATION S NOTES /
OUTLINE LAR STRATEGIE REMARKS
ELEMENT S
Language Arts Language Arts See below You will need card for Science and Your choice
5.1 5.1.1 each pupil and technology depending on
Enjoy and i) simple scissors (or cut into your class and
appreciate chants and circles for each pupil pupils.
rhymes, raps in advance), colour
poems and ii) simple pens/paints/ pencils. Possibly 5 or 6.
songs rhymes Each pupil will need a
iii) simple pen or pencil and a You could
action songs ruler. encourage
pupils to sing
Song:
along to the
You can use a
COMPLEME COMPLEME song.
suitable song that
NTARY NTARY
focuses on primary
CONTENT LEARNING You could ask
and secondary
STANDARD STANDARD short-answer
colours. A suggestion
Language Arts Language Arts questions at
is:
5.3 5.3.1 https://www.youtube.c Stage 8 (e.g
Express an Respond om/watch?v=bmquqA Will you see
imaginative imaginatively red? Orange?
P2w_8
response to and intelligibly What other
literary texts through Here is a song based colours do you
creating on this: know? Maybe
simple art and We are the primary black? Or
craft products colours. white?) You
Red, yellow and blue. might want to
Other Mix us together, and explain in L1
imaginative we turn a colour that’s why the
responses as new. spinning wheel
appropriate produces
I‘m red, I’m a primary white.
colour.
I’m blue. I’m a
primary colour too.
We are primary
colours. Mix us
together, and we
make purple. It’s new!
Etc.
Some information
about colour wheels:
http://www.bigshotca
mera.com/fun/buildab
les/colorwheel#01
3.3_2017_Primary 10
Lesson Outline
Pre-lesson
Guessing game. Think of an item, pupils ask you about what colour it is and guess, e.g. Teacher: It’s
a fruit. Pupils: Is it blue? No. Is it yellow? Yes. Is it a banana? Yes. Depending on time available and
the level of your class, you could have the pupils take the role of the teacher or work in pairs.
Lesson delivery
1. Put flashcards with words of the six main colours (primary and secondary) on the board. Ask pupils
to put them into two groups.
2. Play/sing the song and ask pupils to check their answer to Stage 1.
3. Give each pupil a colour flashcard OR ask each pupil to write the name of their favourite colour on
a piece of paper.
4. Play/sing the song again and ask pupils to hold up their flashcard/paper when they hear their
colour.
5. Draw a circle on the board and divide it into six parts. Elicit the primary colours and write them (or
ask a pupil to write them) in alternate parts of the circle.
6. Elicit the secondary colours that are made when the primary colours are mixed and fill in the last
three segments with these. The order should be: red – orange – yellow – green – blue – purple.
7. Ask pupils to make their own colour wheels. They should colour each part (not write the colour
name); make a small hole in the middle of the circle and put in their pencil/pen so it will spin.
8. Ask pupils what they think will happen when they spin their wheel. Ask them to spin them and tell
you.
Post-lesson
Ask pupils to tell each other which colour they like best and why. E.g. I like red. My pencil case is red.
Questions:
1. What is the text for this lesson?
2. How does the topic fit into current learning? (refer to Superminds 1)
3. Look at the 8 main steps of the lesson delivery. What are their aims?
4. Write learning objectives for this lesson.
3.3_2017_Primary 11
Handout D2.S2.1.5a
Planning a Language Arts Lesson – Year 1
WEEK: _______________
THEME: World of Knowledge
TOPIC: Pet Show
Animal vocabulary of your choice (review or extend)
CONTENT LEARNING LEARNING MATERIALS CROSS DIFFERENTI TEACHER’S

STANDARD STANDARD OUTLINE / CURRICULA ATION NOTES /
REFERENCE R ELEMENT STRATEGIE REMARKS
S S
Language Language Plan a A rap or Language Your choice

Arts Arts language arts chant about depending on
5.1 5.1.1 lesson where animals: for the activities
Enjoy and i) simple pupils can some and pupils.
appreciate chants and listen to, examples
rhymes, raps mime with that could be
poems and ii) simple and begin to adapted, see:
songs rhymes join in with a
iii) simple rap or chant http://www.so
action songs about ngsforteachin
animals. g.com/store/a
nimal-hand-
You could clap-rap-
COMPLEME use the without-
NTARY lesson to childrens-
LEARNING review animal voices--pr-
STANDARD vocabulary or 58794.html
Language to introduce https://www.y
Arts new animals, outube.com/
5.1.2 perhaps watch?v=X58
i) simple some they wHGa-9ds
chants and can find in
raps their home Or a song,
ii) simple environment. e.g.:
rhymes https://www.y
iii) simple outube.com/
action songs watch?v=p5q
wOxlvyhk
3.3_2017_Primary 12
Handout D2.S2.5b
Planning a Language Arts Lesson – Year 2

_______________
TOPIC: Free Time

WEEK:
Your choice depending on your lesson
CONTENT LEARNING LEARNIN MATERIALS / CROSS DIFFERENTI TEACHER’S

STANDARD STANDARD G REFERENCE CURRICUL ATION NOTES /
OUTLINE S AR STRATEGIE REMARKS
ELEMENT S
Language Arts Language Arts Design your Your choice, Language Your choice,
5.1 5.1.1 own as as
Enjoy and Demonstrate language appropriate appropriate to
appreciate appreciation arts lesson to your your lesson.
rhymes, poems through non- linked to the lesson.
and songs verbal main and
responses to the You could
i) simple complement choose a text
chants and ary content from:
raps and learning https://learn
ii) simple standards. englishkids.b
rhymes ritishcouncil.
iii)simple In this org/en/listen-
action songs language watch
iv) simple arts lesson,
COMPLEMEN songs pupils listen
TARY to a text for
CONTENT enjoyment.
STANDARD COMPLEMEN Try to use
Listening TARY digital media
1.2 LEARNING where
Understand STANDARD facilities are
meaning in a Listening available
variety of 1.2.1 (such as an
familiar Understand interactive
contexts with support digital story,
the main idea or video
of simple material)
sentences
3.3_2017_Primary 13
Handout D2.S2.6
Lesson Plan Template
SUBJECT :
YEAR/FORM :
DURATION :
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
TEACHER’S REFLECTION
3.3_2017_Primary 14
Handout D2.S3.1
True/False statements [cut up one set per small group]
This should be This is something

part of our teachers do to Teachers can use
This happens
normal measure this information
once a year
classroom individuals’ to plan learning
practice progress
Teachers can’t
Teachers can use
use this Pupils can use
Teachers usually this to pass or
information when this information
do this with an fail a pupil in
they to reflect on their
exam Year 1 or 2
communicate learning
English
with parents
Teachers don’t Teachers can

Teachers can use Teachers only
need to be observe pupils
different need to use test
organised to and look at their
techniques to results to monitor
monitor progress written work to
record progress progress
effectively monitor progress
3.3_2017_Primary 15
Handout D2.S3.2
Types of technique for monitoring progress
You will be assigned a technique type: Diagnostic, On-the-run or Planned.
Look at the techniques A-O. Tick the ones that belong to your type.
TYPE: ________________________ ✓
A The teacher asks questions at the beginning of the unit to see how much
pupils already know.
B The teacher helps pupils when needed or asks pupils to help each other.
C The teacher monitors and observes pupils as they work on classroom

activities.
D The teacher chooses different pupils to observe in each skill at least twice.
E The teacher keeps informal or formal records of pupils’ progress from one
activity to another of the same type.
F The teacher monitors pupils’ progress as part of normal classroom practice of
monitoring, giving feedback and asking questions.
G The teacher makes notes on the performance of a small number of pupils as
they work on a specific activity.
H The teacher keeps records about pupil’s homework and classwork.
I The teacher sets specific classroom activities and observes pupils as they do
them.
J The teacher gives praise where needed.
K The teacher meets pupils individually or in small groups to talk about their
progress and to ask them how they think they are doing.
L The pupils play a game to brainstorm topic vocabulary at the beginning of the
lesson.
M The teacher makes notes during and after the lesson on pupils’ performance
in different activities.
N The teacher gives balanced and constructive feedback.
O The teacher devises specific classroom activities, taking into consideration

CEFR level, the curriculum, syllabus, Learning and Content Standards when
planning an assessed activity.
* Which of these techniques might be suitable for Year 1 and 2 pupils?
3.3_2017_Primary 16
Handout D2.S3.3a (3 pages)
Recording and tracking progress
Example 1:
Class: 2B Week beginning: September 14th
Monday Tuesday Wednesday

Outline: Lesson 39 Outline: LA Lesson 40 Outline Lesson 41
- Check pupils know See Scheme of Work - Introduce topic from
vocabulary (flashcards: (animal rap) textbook p.34
Animals Set 3). - Activity 1 (pre-reading)
- Put adjective pairs on - Activity 2 (reading)
board (big, small, fast, - Activity 3 (grammar focus)
slow). - Extra practise: running
- Give pupils two cards per dictation (pupils read words
pair. on wall, remember and
- Ask pupils to order the dictate to partner)
flashcards according to
size/speed etc
- Elicit sentences from
pupils using –Xs are adj
Thursday Friday
Outline: Lesson 42 Lesson 43
- Review flashcards (Animals set 3) (see Scheme of Work)
- Pupils work in pairs to write sentences
grouping similar animals.
- Write & draw your favourite animal.
Monday 14th Sept.: Class 4L

Pupils seemed to know all (or in some cases) most of the vocab in Animals 3 flashcard set.
Many pupils used –s + are accurately – which I was surprised about. I then paired some
pupils who seemed to know this form with others who didn't, and I elicited more sentences.
I then gave pupils some more adjectives (‘friendly, beautiful, scary’) to see how they
managed. Very few pupils were able to remember all these (only Alya and Noor could
manage all three).
* Revised plan for Wednesday – move fairly fast through textbook activities and add extra
activity to review new adjectives. Have pupils create their own animals so they can use the
adjectives they are ready for.
Thursday – keep activities but add in some new animals?
3.3_2017_Primary 17
Handout D2.S3.3b (3 pages)
Example 2:
Class P1: Unit 3: Pet Show
Language: On / in / under + classroom vocab
Notes:
Asked pupils about place of items in the classroom.
Tried to elicit prepositions. Ahmad seemed to know the

prepositions already, but most pupils had no idea. This language
will be new to most pupils.
Put animal flashcards on the board and asked pupils to point to

particular animals. One or two pupils knew most animals, but
most pupils knew a few. They all knew dog, cat and elephant.
Lizard, spider and duck were problematic.
Next lesson:
Spend time teaching and practising animal words before the

song. Use the pictures to teach prepositions. Make sure to use
problem animals again and again in examples and give plenty
of practice in prepositions. Get more proficient pupils to help
teaching.
3.3_2017_Primary 18
Handout D2.S3.3c (3 pages)
Example 3:
ENGLISH
(speaking) 2/6/17
Pairwork
Spelling check
5/6/17
Writing task
Listening activity
words 6/6/17
Reading animal
4/6/17
5/6/17
WEEK:
13
Zara OK 5/5 VG VG 7/7

Adelia OK 4/5 Abs Abs Abs
Nurul Abs 4/5 VG OK Abs
Damia X 2/5 P OK 1/7
Haziq VG 5/5 OK VG 6/7
Harris X 1/5 OK P X
Anis OK 3/5 OK P 5/7
Siti VG 3/5 OK OK 4/7
Syukri VG 4/5 OK OK 7/7
VG – did very well P - poor

OK – did well x – didn’t/couldn’t participate in English
Abs – absent
3.3_2017_Primary 19
Handout D2.S3.4
Using the information about pupils’ progress
Change teaching style or strategies (e.g. interaction patterns: individual/pair/groups)
Identify problem areas teachers need to work on with individual, or groups of, pupils
before continuing
Change materials to make them more accessible or challenging
Add something to the Scheme of Work
Change the type of feedback to give to pupils (e.g. focus)
Change materials to offer more support or challenge
Give more practice with a skill, language point or vocabulary
Delay progress through the syllabus/Scheme of Work in order to review or re-teach a

class
Change the order of activities or topics in a lesson or unit
Change the way to give feedback (e.g. oral/written/individual, monitoring strategies)
Change the way they differentiate
Change behaviour management strategies
3.3_2017_Primary 20
Handout D2.S4.1
Planning non-textbook lessons
Complete the sentences with an appropriate word from the box

below
monitoring achievable progress review
pattern lessons Scheme of objectives

Work
 When planning a lesson, we need to look at the (1)

_____________ and the textbook Superminds 1.
 The first step is to write the lesson (2) _____________. These
need to be clear, (3) _____________ , observable and
measurable.
 Non-textbook lessons follow a (4) _____________ of Listening-
Speaking-Reading-Writing and are mostly in blocks of four
lessons, between blocks of textbook-based (5) _____________.
 Non-textbook lessons are intended to (6) _____________ and
enrich learning based on pupils’ progress in textbook lessons.
 Therefore, it is important that we use information from our (7)
_____________ of pupils’ (8) _____________ to help us plan
non-textbook lessons.
3.3_2017_Primary 21
Learning objectives for non-textbook lessons

Example 1: Year 1 Lesson 74
LESSON: 74 (Writing 15)
__________
MAIN SKILL(S) FOCUS: Writing

WEEK:
TOPIC: Let’s Play!

Recycled language from lessons 68 and 69
CONTENT LEARNING LEARNING MATERIALS / CROSS DIFFERENTIATI TEACHE

STANDARD STANDARD OUTLINE REFERENCES CURRICUL ON R’S
AR STRATEGIES NOTES
ELEMENT
See below Flashcards of Strategy 2 may
Writing Writing objects of a Creativity be suitable.
4.3 4.3.2 particular shape, and
Communicate Spell familiar e.g. an orange Imagination Use other
with high frequency (round) or a book strategies as
appropriate words (rectangle). Around appropriate.
language form accurately 10-12 cards if
and style for a possible. You If appropriate,
range of could draw these if select suitable
purposes in COMPLEMEN necessary. activities for your
print and TARY pupils from
digital media LEARNING You might want to LINUS Module 1
STANDARD create a to be added in to
Writing worksheet. this lesson
4.3.3 to focus on
Plan and write Paper (or exercise phonemes from
words and books), pencils and Line h of the
phrases rulers Phonics Table
(see Syllabus)
Learning Outline:
Pre-lesson: Task 11
Lesson delivery
1. Show flashcards of objects and check pupils know the vocabulary.
2. Put the flashcards on the board in groups relating to each colour (e.g. all the round objects
together). Elicit what the groups represent from the pupils. Write the shape words under the groups of
pictures.
3. Draw a table on the board and ask pupils to copy it into their exercise book (or have a worksheet
for this). Head each column with a shape word. See example below.
4. Put pupils in groups. The groups decide an order (who will go first, second and so on). Give the first
pupil in each group a board pen/piece of chalk. When you say ‘Go!’, they should go to the board and
write one word for an object in one column. Then it is the next pupil’s turn. They don’t need to worry
too much about spelling at this point.
5. After each pupil has had a turn, review the words on the board so that the class corrects any
spelling mistakes together.
6. Give pupils some paper (or they can use their exercise books). Ask pupils to draw the five shapes
on the paper/page. These should be big.
7. Next ask pupils to write some words for objects inside each shape. They can copy from the board
or you could erase the words from the board.
Post lesson: Task 9 where pupils outline the shape with their hands
3.3_2017_Primary 22

Example 2: Year 2 Lesson 19
_______________

TOPIC: Free Time
WEEK:
Your choice of review or extension of recently introduced language
and vocabulary
CONTENT LEARNING LEARNING MATERIALS CROSS DIFFERENTIA TEACHER’

STANDARD STANDARD OUTLINE / CURRICULAR TION S NOTES /
REFERENC ELEMENT STRATEGIES REMARKS
ES
Design your
Writing Writing own lesson Your choice, ICT Your choice, as
4.3.3 4.3.3 linked to the as appropriate to
Communicate Plan, draft and main and the appropriate your lesson.
with appropriate write simple complementary to your
language form sentences content and lesson. If appropriate,
and style for a learning Review or select suitable
range of standards. extend p.61- activities for
purposes in print One possibility 64. your pupils
and digital media is for pupils to from LINUS
work in pairs at Module 1 to be
a computer and added in to this
COMPLEMENT report the lesson to focus
COMPLEMENT ARY findings of their on phonemes
ARY CONTENT LEARNING survey done in from Lines c
STANDARD STANDARD Lesson 17. and d of the
Writing Writing They could use Year 1 Phonics
4.2 4.2.5 a programme Table (see
Communicate Connect words to do this that is syllabus)
basic information and phrases suitable for
intelligibly for a using basic their level of
range of print coordinating technological
and digital media conjunctions skill (e.g.
Microsoft Excel
or Word).
Which are the Main and Complementary Learning objectives for these two lessons?
1. By the end of the lesson, pupils will have used information from a class survey to
plan, draft (on paper) and write (on the computer) sentences about classmates’
weekly routine.
2. By the end of the lesson, pupils will have classified, planned and accurately written
words for objects of particular shapes.
3. By the end of the lesson, pupils will have practised writing sentences using ‘and’ to
link two routine actions.
4. By the end of the lesson, pupils will have practised the spelling of words of objects of
particular shapes.
3.3_2017_Primary 23

Example 1: Year 1 Lesson 81 (Superminds 1 p.31-34)
____________

THEME: World of Knowledge
TOPIC: Pet Show
WEEK:
___
Recycled language from lesson79: animal vocabulary

Adjectives, a/an
CONTENT LEARNING LEARNING MATERIALS / CROSS DIFFERENTIA TEACHER’S

STANDARD STANDARD OUTLINE REFERENCES CURRICULAR TION NOTES /
ELEMENT STRATEGIES REMARKS
Listening Listening
1.2 1.2.2 See below Board and Language Strategies 2
Understand Understand grid on next and 4 may be
meaning in a with support page suitable
variety of specific
familiar information Animal Use other
contexts and details of pictures or strategies if
very simple drawings appropriate.
phrases and
sentences
COMPLEME
NTARY COMPLEME
CONTENT NTARY
STANDARD LEARNING
Speaking STANDARD
2.1 Speaking
Communicate 2.1.5
simple Name or
information describe
intelligibly objects using
suitable
words from
word sets
Learning Outline:
Pre-lesson: Pre-lesson task 10: Say what’s missing
Lesson delivery
1. Put the grid on the next page on the board. Use your own pictures for the images of animals.
2. Tell pupils to copy the grid.
3. Ask them to tick () 3 boxes secretly (e.g. a small frog, an old elephant, a beautiful cat) and to
cover their picture.
4. Explain that pupils have to guess a classmate‘s 3 descriptions by saying them.
5. Do an example with 2 pupils. Pupil A says, e.g. A big spider, and marks this square in their grid to
signal that they have used this choice. Pupil B says yes or no, depending on whether the guess
matches one of the 3 ticks in their grid.
6. Pupil B now guesses in the same way as Pupil A.
7. Divide pupils into pairs or small groups and ask them to play the game.
8. Fast finishers can add extra ticks and continue.
9. Stop when most, but not all pupils have finished.
Post lesson : Post-lesson task 4: Correct the error
3.3_2017_Primary 24

Example 1: Year 2 Lesson 16 (Superminds 1 p.61-64)
WEEK: _______________
TOPIC: Free Time
Your choice of review or extension of recently introduced language and
vocabulary
CONTENT LEARNING LEARNING MATERIAL CROSS DIFFERE TEACHER’

STANDARD STANDARD OUTLINE S/ CURRICULA NTIATION S NOTES /
REFEREN R ELEMENT STRATEG REMARKS
CES IES
Listening Listening Design your Your Language Your

1.2 1.2.2 own lesson choice, as choice, as
Understand Understand linked to the appropriate appropriat
meaning in a with support main and the to your e to your
variety of specific complement lesson. lesson.
familiar information ary content Review or
contexts and details of and learning extend
simple standards. p.61-64.
sentences.
One
possibility is
COMPLEMEN to extend the
TARY COMPLEMEN listening
CONTENT TARY activity on p.
STANDARD LEARNING 64 of the
Reading STANDARD textbook.
3.1 Reading Pupils work
Recognise 3.1.1 in pairs to
words in linear Identify, dictate
and non-linear recognise and spelling and
texts by using name the other
knowledge of letters of the information
sounds and alphabet to each
letters other in a
similar way.
3.3_2017_Primary 25
Handout D2.S4.4
Working with pupils’ needs
Read the teachers’ comments. What advice would you give them for
non-textbook lessons?
1. Lots of my pupils had problems with the new
vocabulary in the textbook. I think I will repeat the
lessons in the textbook. What do you think?
2. I am teaching a very low proficiency class

and they have problems reading still. What
can I plan for the reading lesson?
3. The pupils did well in the textbook speaking lesson

but they still need to practise the language structure.
What can I do?
4. My pupils are interested in different topics.

Can I change the theme and topic for the
5. I want to teach my pupils a different

Learning Standard. Can I do that in the
6. My pupils work well in pairs, but not in groups.

They are often shy speaking in front of the whole
class. Is it ok to include lots of pair work?
3.3_2017_Primary 26
Handout D2.S4.5
Planning the Learning Outline
Put the steps of the lesson in order.
Learning Outline Example 1 (Year 2, Lesson 46)
a) Post-lesson Task 12 (remembering about each other’s houses).

b) Pupils read their text to partner, who listens and draws rooms in the house on
worksheet.
c) Give pupils back their writing from p77 (Paragraph about ‘My House’). Pupils
make their own corrections.
d) Show flashcards of rooms. Pupils say the room. Put the flashcards around the
classroom.
e) Say a word and pupils run to the right room flashcard (I eat in the… / I watch TV in
the…).
f) Pre-lesson Task 7 (rooms).
g) Pupils check answers together.
h) Give worksheet (picture of house without rooms). Put description of your house on
board. Read aloud (or ask pupil to read). Pupils draw rooms on worksheet.
3.3_2017_Primary 27

Sample lesson 1: Year 2, Lesson 61

WEEK: _______________
THEME: World of Self, Family, and Friends
TOPIC: Get dressed!
Your choice of review or extension of recently introduced language and vocabulary
CONTENT LEARNING LEARNING MATERIALS CROSS DIFFERE TEACHER’

STANDARD STANDARD OUTLINE / CURRICULA NTIATION S NOTES /
REFERENCE R ELEMENT STRATEG REMARKS
S IES
Listening Listening Design your Your choice, Language Your

1.2 1.2.5 own lesson as choice, as
Understand Understand linked to the appropriate to appropriat
meaning in a an increased main and the your lesson. e to your
variety of range of short complementa Review or lesson.
familiar supported ry content extend recent
contexts questions and learning lessons up to
standards. p.83
One
COMPLEME COMPLEME possibility is
NTARY NTARY to use
CONTENT LEARNING several
STANDARD STANDARD different
Listening Listening styles and
1.3.1 1.3.1 designs of T-
Use Understand shirts or other
appropriate the message clothes and
listening the teacher or eliciting
strategies in classmate is pupils’
a variety of communicatin opinions of
contexts g by using them.
visual clues
when they
are speaking
3.3_2017_Primary 28

Sample lesson 1: Year 2, Lesson 69

WEEK: _______________
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family, and Friends
TOPIC: Get dressed!
Your choice of review or extension of recently introduced language and vocabulary
CONTENT LEARNING LEARNING MATERIALS CROSS DIFFERENTIA TEACHE

STANDARD STANDARD OUTLINE / CURRICU TION R’S
REFERENCE LAR STRATEGIES NOTES /
S ELEMENT REMARK
S
Writing Writing Design your Your choice, Language Your choice,

4.3 4.3.1 own lesson as as appropriate
Communicate Use capital linked to the appropriate to to your lesson.
with letters and main and the your lesson.
appropriate full stops complementa Review or If appropriate,
language appropriately ry content extend p.84- select suitable
form and in guided and learning 86 activities for
style for a writing at standards. your pupils
range of sentence from LINUS
purposes in level In this lesson, Module 2 to be
print and pupils should added in to
digital media work on their this lesson to
writing skills focus on
COMPLEME at sentence phonemes
COMPLEME NTARY level, from Line m of
NTARY LEARNING reviewing the Year 2
CONTENT STANDARD some of the Phonics Table
STANDARD Writing key language (see syllabus)
Writing 4.2.5 from p84-86.
4.2 Connect
Communicate words and
basic phrases
information using basic
intelligibly for coordinating
a range of conjunctions
purposes in
print and
digital media
3.3_2017_Primary 29

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CEFR-aligned curriculum cascade

CEFR-aligned curriculum cascade

LESSON: 67 (Listening 14)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories

TOPIC: Let’s Play!

Listening Listening Pre-lesson Superminds 1 p28 Language Strategies 2 and 7

COMPLEMENT See Teacher’s

FOCUS SKILLS : L/S/R/W/LA :

CROSS CURRICULAR ELEMENTS :

ii. LESSON DEVELOPMENT :

THEME: World of Stories

CONTENT LEARNING LEARNING MATERIALS / CROSS DIFFERENTIATI TEACHER’S

Post lesson: Post lesson task 9: Read your friend’s mind

 Complementary Learning Standard:

o Main Learning Objective:

o Complementary Learning objective:

J Miming game to finish:

Language Arts in the Curriculum

Match the content standard (5.1–5.3) with the focus (A-D)

5.1 Enjoy and appreciate rhymes, A:

5.1 Enjoy and appreciate rhymes, B:

5.2 Express personal responses to C:

5.3 Express an imaginative response D:

Activities for Language Arts lesson

Planning a Language Arts lesson

Answer the questions by yourself first:

3. Texts for native speaker children are too difficult

4. We need to be able to read the texts to the pupils

5. We should use texts about English-speaking cultures

6. We should use texts that relate to cross-curricular

7. We should use texts that relate to the topic or theme

Planning teaching a LA lesson

12. Pupils should try to remember the text so that they

MAIN SKILL(S) FOCUS: Language Arts

CONTENT LEARNING LEARNI MATERIALS / CROSS DIFFERENTI TEACHER’

LESSON: 90 (Language Arts 18)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Knowledge

TOPIC: Pet Show

CONTENT LEARNING LEARNING MATERIALS CROSS DIFFERENTI TEACHER’S

Language Language Plan a A rap or Language Your choice

LESSON: 25 (Language Arts 5)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: Free Time

CONTENT LEARNING LEARNIN MATERIALS / CROSS DIFFERENTI TEACHER’S

FOCUS SKILLS : L/S/R/W/LA :

CROSS CURRICULAR ELEMENTS :

This should be This is something

Teachers don’t Teachers can

C The teacher monitors and observes pupils as they work on classroom

J The teacher gives praise where needed.

O The teacher devises specific classroom activities, taking into consideration

* Which of these techniques might be suitable for Year 1 and 2 pupils?

Monday Tuesday Wednesday

Monday 14th Sept.: Class 4L

Class P1: Unit 3: Pet Show

Language: On / in / under + classroom vocab

Asked pupils about place of items in the classroom.

Tried to elicit prepositions. Ahmad seemed to know the

Put animal flashcards on the board and asked pupils to point to

Spend time teaching and practising animal words before the