RPT English Year 1 SK Sijangkang: LESSON: 1 (Speaking 1)

RPT ENGLISH YEAR 1 SK SIJANGKANG
Week 4 - 5 LESSON: 1 (Speaking 1)
22.1.2019 - 15.2.2019
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
Cuti Hari Thaipusam

21.1.2019 TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Cuti Tahun Baru Cina
2.2.2019 - 10.2.2019 Hi. What’s your name?
I’m (name)
He’s, She’s (name)
Bye
CONTENT LEARNING LEARNING OUTLINE MATERIALS CROSS - DIFFERENTIATION TEACHER’S

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

about 12:
pupils report names
within the larger group.
7. Pupils report back to

whole class
Post lesson
8. Ask pupils to stand in a
line in alphabetical
order of their first
names.
9. In pairs, pupils
remember as many
names as they can
(e.g. He’s Ahmed,
She’s Regina).
10. Finish by eliciting the

names of everyone in
the line.
11. Teach pupils Bye!
12. Divide pupils into

groups Pupils say Bye!
to each other (e.g. Bye
Nur!Bye. Amir!). and
Bye! to you.
Week 8 - 10 LESSON: 2 (Listening 1)
18.2.2019 -
8.3.2019 MAIN SKILL(S) FOCUS: Listening
TOPIC: Friends
Point to something (green) …

Colours: blue, green, yellow, red, white
CROSS - TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Flashcards for Language Strategies 1 and 2
colours may be suitable.
Listening Listening 1. Introduce and teach
1.2 1.2.4 pupils names of Use other strategies
Understand Understand short basic colours. if appropriate.
meaning in a supported classroom
variety of familiar instructions Lesson delivery
contexts
2. Give pupils
instructions’ Point to
COMPLEMENTARY something (red/green
COMPLEMENTA SKILL etc) - pupils point to
RY things inside or
SKILL Writing outside the
4.1.2 classroom.
Writing i) Form upper and
4.1 lower case letters of 3. Pupils do step 2 in
Form letters and regular size and small groups.
words in neat shape**
legible print using 4. Play Simon says. If
cursive writing **preliterate pupils only your instruction is
Simon says point to
ii) write letters and something green,
words in a straight line pupils do this. If you
from left to right with just say Point to
regular spaces between something green,
words and spaces* they don’t do it.
*all pupils 5. Pupils do step 4 in

groups.
iii) copy letters and
familiar high frequency 6. Pupils write the
words and phrases names of the colours.
correctly*
Post lesson
*all pupils
7. Extend the colour
NB Learning standard sequence by adding a
4.1.1 also applies to colour e.g. Point to
preliterate pupils here, something red and
and in all other lessons in something blue.
the first few school weeks
which involve writing. 8. Pupils do step 7 in
Please use your own groups.
judgement on this, as
appropriate to the needs
of your pupils.
Week 11 - 13 LESSON: 3 (Reading 1)
11.3.2019 - 5.4.2019
MAIN SKILL(S) FOCUS: Reading

CUTI PERTENGAHAN
PENGGAL 1
TOPIC: Friends
23.3.2019 - 30/3.2019
Colour words
CROSS - TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATIO
STANDARD STANDARD REFERENCES N STRATEGIES
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be
Review colour words by available, or suitable.
Reading Reading playing Simon Says (the same alphabet cards
3.1 3.1.1 as Lesson 2). Use other strategies
Recognise words Identify and Flashcards of if appropriate
in linear and non- recognise the Lesson delivery colours
linear texts by shapes of the 1. Have pupils sit or stand in If appropriate,
using knowledge of letters in the a circle. Ask the pupils their Colour word select suitable
sounds of letters alphabet names and practise any other cards, divided into activities for your
spoken language they may sounds, e.g. pupils from LINUS
know at this point (e.g. How Card 1 – gr Module 1 to be
are you? How old are you?). Card 2 – ee added in to this
COMPLEMENTAR Card 3 – n lesson, to work
Y towards Content
2. Show each letter/letter
SKILL One set of three or Standard:
COMPLEMENTAR card and ask pupils which
letter is it. Elicit the sound of four colours for
Y
Reading the letter, too, as appropriate. each pair or group Writing 4.1
SKILL
3.1 Put the letters in the middle of = one set for Form letters and
Recognise words the circle. modelling words in neat
Reading legible print using
in linear and non- 3.1.2
linear texts by Alphabet song: cursive writing.
Recognise and 3. Show pupils the colour e.g.
using knowledge of sound out with flashcards and ask them to tell
sounds of letters https://www.youtu
support beginning, you the colour in English. be.co m/watch?
medial and final What colour is this? v=A7InEgfPG
sounds in a word xc
4. Next ask them which
sound the colour starts with
e.g. green starts with g-.
Nominate pupils to take the
letter from the circle. Repeat.
5. Have pupils sit down at

their desks. Show pupils a set
of colour word sound cards
and elicit the sounds on them.
6. On the board, show them

how to put together the colour
word sounds cards to make
the colour word.
7. In pairs or small groups,
pupils put together the colour
words.
8. Next, pupils take their

notebooks. They copy the
colour words into their book
using the appropriate colour
pencil/pen.
Post lesson
Sing or play the alphabet song
or other appropriate song.
Week 14 - 15 LESSON: 4 (Writing 1)
8.4.2019 - 19.4.2019
MAIN SKILL(S) FOCUS: Writing
AKTIVITI SUKAN TAHUNAN
15/4/2019 – 19/4/2019
SUKAN TAHUNAN
20/4/2019
TOPIC: Friends
Alphabet, pupils’ names

CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to suitable.
Writing Writing your
4.1 4.1.2 Lesson delivery lesson content Use other strategies
Form letters and i) Form upper 1. Play or sing the alphabet if appropriate.
words in neat and lower case song as in previous lesson. Card for name
legible print letters of regular cards for each
using cursive size and shape** 2. Ask pupils What’s your pupil. If possible,
writing name? like a worksheet,
**preliterate pupils with the sentence
only stem: I’m _____.
3. Have pupils ask each
other what their names are.
ii) write letters
and words in a 4. Ask pupils how to spell
straight line from their name: What’s your
left to right with name? How do you spell that?
regular spaces (this may be a new question
between words and for pupils, but they only need
spaces* to understand it. Make the
meaning clear
*all pupils by miming writing and eliciting
the letter names)
iii) copy letters
and familiar high 5. Give each pupil a piece of
frequency card. Ask them to write their
words and phrases name on the card to complete
correctly* the sentence.
*all pupils 6. When pupils are finished.

Collect the name cards, mix
them up and give them back
to different pupils.
COMPLEMENTAR COMPLEMENTAR
Y 7. Pupils read the name on
Y the cards and try to find the
SKILL SKILL pupil whose card it is. At this
Reading point, they can say simply A:
Reading Alia?
3.1 3.1.1
Recognise words B: Yes / No
Identify and
in linear and non- recognise the
linear texts by shapes of the 8. Make sure pupils all have
using knowledge of letters in the their own name cards. Tell
sounds of letters alphabet them to keep them in their
books so that they can put
them on their desks for
English classes.
Post lesson
Task 3 (perhaps using name
cards, and give them back to
the pupils afterwards)
Week 16 - 17 LESSON: 5 (Language Arts 1)
22.4.2019 - 4.5.2019
MAIN SKILL(S) FOCUS: Language Arts
CUTI HARI PEKERJA

1/5/2019 TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the
alphabet
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Plan a Language Arts lesson Use your own, as Entrepreneurshi Your choice, as
which gives pupils a chance appropriate to your p appropriate to your
Language Arts Language Arts to enjoy responding to and lesson content lesson.
5.1 5.1.1 using language in a chant,
Enjoy and Demonstrate rap, rhyme or action song. If your focus is on
appreciate appreciation colours, one
rhymes, poems through nonverbal Once pupils can respond with possibility is the
and songs responses to: confidence and enjoyment, rainbow song.
you can help them to develop
i) simple chants and entrepreneurial skills by See
raps ii) simple encouraging them to create
rhymes their own gestures. http://www.bbc.co.uk/l
iii) simple action e
songs arning/schoolradio/su
bj
ects/earlylearning/nur
COMPLEMENTA s
RY erysongs/FJ/sing_a_r
COMPLEMENTAR
SKILL ainbow
Y
SKILL
Language Arts for the tune and
5.1 Language Arts words.
Enjoy and 5.1.2
appreciate Say the words in
rhymes, poems simple texts, and
and songs sing simple songs
with intelligible
pronunciation,
rhythm and
intonation
i) simple chants
and raps ii) simple
rhymes iii) simple
action songs
6.5.2019 - 17.5.2019
MAIN SKILL(S) FOCUS: Listening
TOPIC: Friends
Hi. What’s your name?

I’m (name)
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teacher’s Book suitable.
Listening Listening
1.2 1.2.2 Use other
Understand Understand with strategies if
meaning in a support specific appropriate.
Lesson delivery
variety of familiar information and
See Teacher’s Book
contexts details of very If appropriate,
simple select suitable
phrases and activities for your
sentences pupils from LINUS
Post lesson Module 1 to be
See Teacher’s Book. added in to this
COMPLEMENTA
lesson, to work
RY
COMPLEMENTAR towards
SKILL
Y
SKILL Content Standard:
Speaking
Writing 4.1
2.1
Communicate Speaking
simple 2.1.1 Form letters and
information Give very basic words in neat
intelligibly personal legible print using
information using cursive writing
fixed phrases
20.5.2019 - 21.6.2019
CUTI PERTENGAHAN TAHUN 2019
(25.5.2019 - 9.6.2019)
Hari Raya Aidilfitri
(5.6.2019 - 6.6.2019)
TOPIC: Friends
Numbers 1-10
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 Language Strategies 2 and 7
may be suitable.
Writing Writing See Teacher’s Book
4.1 4.1.2 Use other
Form letters and ii) strategies if
words in neat write letters and appropriate.
legible print words in a straight
using cursive line from left to right Lesson delivery
If appropriate,
writing with regular spaces select suitable
between words and See Teacher’s Book activities for your
spaces pupils from LINUS
Module 1 to be
added in to this
Post lesson lesson, to work
COMPLEMENTAR towards Content
Y See Teacher’s Book Standard:
COMPLEMENTA
SKILL
RY Writing 4.1
SKILL Form letters and
Writing
4.2.1 words in neat
Writing legible print using
Give very basic
4.2 cursive writing
personal
Communicate
information using
basic
fixed
information
phrases
intelligibly for a
range of purposes
in print and digital
media
Week 24 LESSON: 8 (Reading 2)
1.7.2019 - 5.7.2019
TOPIC: Friends
Names of letters of the alphabet

CROSS - TEACHER’S
CONTENT LEARNING MATERIALS / CURRICULAR DIFFERENTIATIO NOTES /
LEARNING OUTLINE ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.6 Language Strategies 2, 6, and
7 may be suitable.
Reading Reading See Teacher’s Book
3.1 3.1.1 Use other
Recognise words Identify and strategies if
in linear and non- recognise the appropriate.
linear texts by shapes of the
using knowledge letters in the Lesson delivery
of sounds of alphabet
letters See Teacher’s Book
COMPLEMENTA Post lesson

RY COMPLEMENTAR
SKILL Y See Teacher’s Book
SKILL
Writing
4.1 Writing
Form letters and 4.1.2
words in neat ii) write letters and
legible print using words in a straight
cursive writing line from left to right
with regular spaces
between words and
spaces
8.7.2019 - 19.7.2019
TOPIC: Friends
Colours
My hat is (colour)
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 Language Strategies 1, 2 and
3 may be suitable.
Speaking Speaking See Teacher’s Book
2.1 2.1.5 Use other strategies
Communicate Name or describe if appropriate.
simple objects using
information suitable words from
intelligibly word sets Lesson delivery
See Teacher’s Book
COMPLEMENTAR
COMPLEMENTA Y
RY SKILL Post lesson
SKILL
Reading See Teacher’s Book
Reading 3.1.3
3.1 Blend phonemes
Recognise words (CVC,
in linear and non- CCVC)
linear texts by
using knowledge
of sounds of
letters
22.7.2019 - 2.8.2019
TOPIC: Friends
Recycled language: letters of the alphabet
CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATIO TEACHER’S

CURRICULAR NOTES /
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Choose a number Entrepreneurshi Strategies 2, 3, 4

song you know p and 7 may be
Language Arts Language Arts 1. Your choice, as and like, or create suitable.
5.1 5.1.1 appropriate to your lesson. your own.
Enjoy and Demonstrate Use other
appreciate appreciation Lesson delivery 10 little numbers strategies if
rhymes, poems through nonverbal https://www.youtu appropriate.
and songs responses to be.co
2. Design a lesson in which
m/watch?
pupils develop and share
i) simple chants v=dk9Yt1PqQ
gestures to accompany a iw is one
and raps ii) simple numbers song.
rhymes possibility.
iii) simple action
songs 3. Body numbers: small
groups of pupils represent
numbers with their bodies:
COMPLEMENTA all group members are
RY involved in representing
COMPLEMENTAR each number.
SKILL
Y
SKILL Post lesson
Language Arts
5.1
Language Arts 4. Your choice, as
Enjoy and
5.1.2 appropriate to your lesson.
appreciate
Say the words in
rhymes, poems
simple texts, and
and songs
sing simple songs
with intelligible
pronunciation,
rhythm and
intonation
i) simple chants
and raps ii) simple
rhymes iii) simple
action songs
5.8.2019 - 23.8.2018
MAIN SKILL(S) FOCUS: Listening
CUTI PERTENGAHAN SEMESTER 2 THEME: World of Self, Family and Friends

(10.8.2019 - 18.8.2019 )
TOPIC: Friends
Recycled language from lessons 6 – 10:

I’m (years old)
How do you spell?
Names of the letters of the alphabet
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Paper and Values Strategies 2 and 7
something to stick (Friendship) may be suitable.
Listening Listening 1. Pre-lesson task 1: Work at pictures on the
1.2 1.2.5 the word. wall if appropriate
Understand Understand short Use other
meaning in a supported 2. Introduce and teach the strategies if
variety of familiar questions appropriate.
fixed phrase How do you
contexts
spell….?
If appropriate,
select suitable
Lesson development activities for your
COMPLEMENTA COMPLEMENTAR pupils from LINUS
RY 3. In groups of 6-8, pupils do Module 1 to be
Y
SKILL a survey of names, ages, added in to this
SKILL
and ask how to spell their lesson, to work
Writing classmates’ names. towards Content
Writing Standard:
4.2 4.2.2
Communicate Greet, say 4. In pairs, they draw their
basic goodbye, and neighbour and write about Writing 4.1
information express thanks him/her (E.g. Form letters and
intelligibly for a using suitable fixed Lukman/Mira. He’s/She’s 7 words in neat
range of purposes phrases years old). legible print using
in print and digital cursive writing
media 5. Pupils put their work on the
wall to create a class
profile.
Post lesson
6. Post-lesson task 4:
Correct the error.
26.8.2019 - 6.9.2019
CUTI SEMPENA
AWAL MUHARRAM THEME: World of Self, Family and Friends
2/9/2019
TOPIC: Friends
Recycled language from lessons 6 – 10

I’m (years old)
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper Language Strategies 2 and 7
to screw up into may be suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the a ball
2.3 2.3.1 teacher Use other strategies
Communicate Introduce self to an if appropriate.
appropriately to a audience using Lesson delivery
small or large fixed
group phrases
2. Pupils stand in groups of
about 5 or 6.
3. They throw a ball of paper to

COMPLEMENTA COMPLEMENTAR each other to practise target
RY Y language in a chain activity.
SKILL SKILL
4. E.g. Pupil 1 starts: Hi, I’m X
Writing Writing …, I’m years old and throws
4.3 4.3.1 the ball of paper to pupil 2 in
Communicate with Use capital letters the circle who repeats this
appropriate appropriately in information, and adds their
language form and personal own information to make a
style for a range of and place names chain. i.e. He’s/ she’s X,
purposes in he’s /she’s … years old. I’m
print and digital Y… I’m years old.
media
5. Each pupil repeats previous
information and adds their
own information to the chain.
6. Pupils write about

themselves and a classmate.
Post lesson
7. Post lesson task 6: Whisper

and write
Week 33 - 34 LESSON: 13 (Reading 3)
9.9.2019 - 20.9.2019
CUTI HARI KEPUTERAAN YANG
DIPERTUAN AGONG
9/9/2019 THEME: World of Self, Family and Friends
CUTI HARI MALAYSIA

16/9/2019
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Letter cards or Language Strategies 2 and/or
Play Find Something- pupils plastic letters. 4 may be suitable.
Reading Reading listen to you say Find
3.1 3.1.1 something red, and go to touch Colour pencils Use other
Recognise words Identify and something red in the strategies as
in linear and non- recognise the classroom. Write the colour Worksheet – one appropriate to your
linear texts by shapes of the words on the board as you use per pupil (see pupils.
using knowledge letters in the them. below)
of sounds of alphabet If appropriate,
letters Lesson delivery select suitable
1. Pupils sit in small groups. activities for your
Give each group some letters pupils from LINUS
(cards or plastic ones). Call out Module 1 to be
COMPLEMENTA a letter; pupils have to try to added in
RY grab the correct letter. They to this lesson to
COMPLEMENTAR keep it if they grab it first. focus on
SKILL Y phonemes from
SKILL Line a of the
Writing 2. Next, tell pupils a colour
word. They should work Phonics Table
4.1 Writing together to try to spell it using (see Syllabus).
Form letters and 4.1.2
words in neat the letters they have. They can
i) Form upper use the words on the board to
legible print using
and lower case help.
cursive writing
letters of regular
size and shape** 3. Depending on the level of
proficiency, you could repeat
**preliterate pupils this activity with the words on
only the board erased.
ii) write letters 4. Hand out worksheet and

and words in a ask pupils to write their name
straight line from at the top. Pupils then read
left to right with and colour the words (Part A).
regular spaces
between words and 5. Next pupils colour the hat
spaces* in Part B and write the colour
in the gap.
*all pupils
Post lesson
iii) copy letters Task 10 using picture on p.4.
and familiar high This may need adapting to
frequency your pupils.
words and phrases
correctly*
*all pupils
23.9.2019 - 4.10.2019
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers
MATERIALS CROSS -
TEACHER’S
CONTENT LEARNING / CURRICULAR DIFFERENTIATIO
LEARNING OUTLINE NOTES /
STANDARD STANDARD REFERENC ELEMENT N STRATEGIES
REMARKS
ES
Strategies 2 and/or
MAIN SKILL MAIN SKILL Pre-lesson Sets of word Language 4 may be suitable.
Task 1 using colour words. Leave + colour
Writing Writing the words on the board if necessary. cards for Use other
4.1 4.1.2 each group strategies as
Form letters and i) Form upper (i.e. pairs of appropriate to your
words in neat and lower case Lesson delivery cards, one pupils.
legible print letters of regular 1. Review the colour words using with a
using cursive size and shape** flashcards. Put the flashcards coloured If appropriate,
writing around the room. Say a colour and circle (or select suitable
the pupils should go to that object) and activities for your
**preliterate pupils
flashcard (run or walk). the other pupils from LINUS
only
with the Module 1 to be
written word added in to this
ii) write letters 2. Play a game of pelmanism with of the lesson to focus on
and words in a colour flashcards in small groups – colour). phonemes from
straight line from lay out all the cards, face-down.
Line b of the
left to right with Pupils turn over two cards in turns to
Coloured Phonics Table (see
regular spaces find a pair of matching colour +
pencils, Syllabus).
between words and word.
poster
spaces* paper (or
3. Pupils work in pairs. Give each large paper
*all pupils pair two or maybe three colours. for display).
Pupils make a poster by drawing You may
object(s) of a certain colour. They need to
iii) copy letters colour them and then write the
and familiar high create a
colour word underneath. worksheet
frequency
words and phrases which
correctly* 4, Display pupils’ work in the shows
classroom. Have pupils talk about pupils
the colours and objects using as where to
*all pupils much vocabulary as they may have. draw and
You could introduce new words where to
here if you feel it is appropriate and write.
useful. Include
COMPLEMENTA COMPLEMENTAR lines to help
RY Y Post lesson with letter
SKILL SKILL Task 11. Ask about colours of size and
objects they have in their school shape as/if
Reading Reading bag, for example, that they can take you would
3.3 3.3.1 out and show the class normally
Read Read and enjoy do.
independently for simple print and
information and digital games at
enjoyment word level
7.10.2019 - 25.10.2019
CUTI DEPAVALI
24/10/2019 – 29/10/2019
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests

CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Plan a Language Arts lesson Use your own, as Entrepreneurshi Your choice, as
which gives pupils a chance appropriate to your p appropriate to your
Language Arts Language Arts to enjoy responding to and lesson content lesson content
5.1 5.1.1 using language in a chant,
Enjoy and Demonstrate rap, rhyme or action song. If your focus is on You may want to
appreciate appreciation colours, one provide prompts for
rhymes, poems through nonverbal Once pupils can respond with possibility is the pupils to help them
and songs responses to: confidence and enjoyment, rainbow song. to create their own
you can help them to develop verse.
i) simple chants entrepreneurial skills by See:
and raps ii) simple encouraging them to create http://www.bbc.co.uk/l
rhymes their own words to their own e
iii) simple action extra verse. arning/schoolradio/su
songs bj
ects/earlylearning/nur
s
COMPLEMENTA erysongs/FJ/sing_a_r
RY ainbow
COMPLEMENTAR
SKILL
Y
SKILL for the tune and
Speaking words.
2.1
Speaking
Communicate
2.1.5
simple
Name or describe
information
intelligibly objects using
suitable words from
word sets
28.10.2019 - 15.11.2019
TOPIC: At school
Vocabulary review:
Primary and secondary colours

CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice
Guessing game. Think of an item, each student and technology depending on your
Language Arts Language Arts pupils ask you about what colour it is scissors (or cut into class and pupils.
5.1.1 and guess, e.g. Teacher: It’s a fruit. circles for each student
5.1 Enjoy and i) simple Pupils: Is it blue? No. Is it yellow? Yes. in Possibly 5 or 6.
appreciate chants and Is it a banana? Yes. Depending on time advance), colour
rhymes, raps ii) available and the level of your class, pens/paints/pencils. You could encourage
poems and simple you could have the pupils take the role Each student will need a the pupils to sing
songs rhymes of the teacher or work in pairs. pen or pencil and a along to the song.
iii) simple ruler.
action songs Lesson delivery You could ask short
1. Put flashcards with words of the Song: answer questions at
six main colours (primary and You can use a suitable stage 8 (e.g Will you
secondary) on the board. song that focuses on see red? Orange?
Ask pupils to put them into two groups. primary and secondary What other colours
2. Play/sing the song and ask pupils colours. A suggestion is: do you know?
COMPLEMEN https://www.youtube.co
COMPLEMENT to check their answer to stage 1. Maybe black? Or
TA m/watch?v=bmquqAP2
AR 3. Give each pupil a colour flashcard white?)
RY SKILL w_8
Y SKILL OR ask each pupil to write the name of
their favourite colour on a paper. You might want to
Language Arts 4. Play/sing the song again and ask Here is a song based on
Language Arts explain in L1 why the
5.3.1 Respond pupils to hold up their flashcard/paper this:
imaginatively spinning wheel
5.3 when they hear their colour. produces white.
and intelligibly 5. Draw a circle on the board and
Express an We are the primary
through
imaginative divide it into six parts. Elicit the primary colours. Red, yellow
creating simple
response to colours and write them (or ask a pupil and blue. Mix us
art
literary texts to write them) in alternate parts of the together, and we turn a
and craft circle. colour that’s new.
products
6. Elicit the secondary colours that
are made when the primary colours are I‘m red, I’m a primary
Other mixed and fill in the last three segments
imaginative colour. I’m blue. I’m a
with these. The order should be: red – primary colour too.
responses as orange – yellow – green – blue –
appropriate We are primary colours.
purple. Mix us together, and we
7. Ask pupils to make their own make purple.
colour wheels. They should colour each
It’s new!
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. Etc.
8. Ask pupils what they think will
happen when they spin their wheel. Ask Some information
them to spin it and tell you. about colour wheels:
Post lesson
Ask pupils to tell each other which http://www.bigshotcam
colour they like best and why, e.g. I like era.com/fun/buildables/
red. My pencil case is red. colorwheel#01
Week 43 SUMMING UP THE LESSON
18.11.2019 - 22.11.2019
- Preparation for Year 2 syllabus
- End of Year Assessment (PBD)
Vocabulary review:
Primary and secondary colours

CUTI AKHIR TAHUN
23.11.2019 - 31.11.2019

RPT English Year 1 SK Sijangkang: LESSON: 1 (Speaking 1)

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RPT English Year 1 SK Sijangkang: LESSON: 1 (Speaking 1)

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RPT ENGLISH YEAR 1 SK SIJANGKANG

Week 4 - 5 LESSON: 1 (Speaking 1)

THEME: World of Self, Family and Friends

Cuti Hari Thaipusam

CONTENT LEARNING LEARNING OUTLINE MATERIALS CROSS - DIFFERENTIATION TEACHER’S

6. Make larger groups of

7. Pupils report back to

10. Finish by eliciting the

11. Teach pupils Bye!

12. Divide pupils into

THEME: World of Self, Family and Friends

Point to something (green) …

*all pupils 5. Pupils do step 4 in

Week 11 - 13 LESSON: 3 (Reading 1)

THEME: World of Self, Family and Friends

5. Have pupils sit down at

6. On the board, show them

8. Next, pupils take their

Week 14 - 15 LESSON: 4 (Writing 1)

Alphabet, pupils’ names

*all pupils 6. When pupils are finished.

Week 16 - 17 LESSON: 5 (Language Arts 1)

THEME: World of Self, Family and Friends

CUTI HARI PEKERJA

Week 18 - 19 LESSON: 6 (Listening 2)

THEME: World of Self, Family and Friends

Hi. What’s your name?

THEME: World of Self, Family and Friends

Names of letters of the alphabet

COMPLEMENTA Post lesson

THEME: World of Self, Family and Friends

See Teacher’s Book

THEME: World of Self, Family and Friends

Recycled language: letters of the alphabet

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATIO TEACHER’S

MAIN SKILL MAIN SKILL Pre-lesson Choose a number Entrepreneurshi Strategies 2, 3, 4

CUTI PERTENGAHAN SEMESTER 2 THEME: World of Self, Family and Friends

Recycled language from lessons 6 – 10:

Recycled language from lessons 6 – 10

3. They throw a ball of paper to

6. Pupils write about

7. Post lesson task 6: Whisper

CUTI HARI MALAYSIA

ii) write letters 4. Hand out worksheet and

Week 35 - 36 LESSON: 14 (Writing 3)

THEME: World of Self, Family and Friends

Week 37 - 39 LESSON: 15 (Language Arts 3)

Your choice, as appropriate to your pupils’ needs and interests

Week 40 - 42 LESSON: 45 (Language Arts 9)

THEME: World of Self, Family and Friends

Primary and secondary colours

Week 43 SUMMING UP THE LESSON

Primary and secondary colours

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