English As A Second Language Stage 1 Scheme of Work 2018 - tcm142-353933

Cambridge Primary
Scheme of Work – English as a Second Language Stage 1
Overview
This scheme of work is based on three 12 week terms, with each module being covered in 4 weeks. Each unit should, therefore, be covered in 2 weeks based on
the provision of 5–6 hours of classroom English per week.
TERM 1 TERM 2 TERM 3

Module 1A: English Time Module 2A: People and Animals Module 3A: Useful Things
 Unit 1 Welcome  Unit 7 Look!  Unit 13 Our Classroom
 Unit 2 Colours and Numbers  Unit 8 On the Farm  Unit 14 Things and Stuff
Module 1B: Hear, See, Touch Module 2B: Me and My Friends Module 3B: Getting it Right
 Unit 3 Hands and Head  Unit 9 This is the Way  Unit 15 Questions and Answers
 Unit 4 Sounds English  Unit 10 Friends  Unit 16 Clothes
Module 1C: Likes and Letters Module 2C: Nice Times Module 3C: Having Fun
 Unit 5 Things I Like  Unit 11 Let’s Play  Unit 17 Move It
 Unit 6 My ABC  Unit 12 At the Seaside  Unit 18 Party Time
V2 8Y02 English as a Second Language Stage 1 1

Module 1A: English Time
Unit 1: Welcome
Framework Learning Objective Activities Resources Comments Time

Code
1S1 Make and respond to basic statements Introducing themselves and Prompt cards: 100–120
related to personal information other learners hello; I’m; minutes
this is; that’s
1Ut4 Use demonstrative pronouns this, that, Focusing on demonstratives
these to indicate things this and that
1Ld5 Understand a limited range of short Listening to the question

supported questions on general and ‘what’s your/ his/ her name ..?
curricular topics and answering
Prompt cards:
1Ug4 Use possessive adjectives to describe Focusing on possessive
your; his; her
objects adjectives
Images of superheroes to
1Rg1 Recognise, identify, sound and name Selecting and colouring a colour and ascribe a letter Show ‘felt’ letters
the letters of the alphabet superhero image to represent to learners use to write
themselves and writing the first names [capitals and
1Ug9 Use for to indicate recipient letter of their name on the lower case]
superhero’s shirt e.g. .‘H’ for
1Wa6 Write familiar words to identify people, Hugo
places and objects Cards to write names on
Writing and copying learner [after practice/copying] Possibly prepare cards
1Rg2 Recognise, identify, sound, segment names in English with learner names
and blend phonemes in individual written on them
words Matching jumbled names of
classmates to Superhero Possible display
pictures opportunity

1S1 Make and respond to basic statements Focusing on greeting language Prompt cards: Demonstrate gestures 100–120
related to personal information OK; fine; for song minutes
Listening to and performing hello; how are you?
1Lg1 Understand very short supported with gestures a simple ‘Hello’ see you soon; bye Possibly project
narratives on a limited range of general Song animated song
and curricular topics accompaniment
Focusing on possessive
1Ug4 Use possessive adjectives to describe adjectives in my/his/her
objects name
1S1 Make and respond to basic statements Performing simple greeting

related to personal information exchanges e.g. Hello my
name’s Tim. His name’s Rico.
1Ld4 Understand a limited range of short, Bring scissors, glue,
basic, supported classroom coloured paper etc.
instructions Making finger puppets and
1Wa2 thinking of an English name for
Form higher and lower case letters of the puppet. Writing the first Show ‘felt’ letters
regular size and shape letter of the name on the learners use to write
1Ug9 puppet names [capitals and
Use for to indicate recipient lower case]
Introducing puppet to the
1S5 class, e.g. This is T for Tim./
Use words and phrases to describe My name’s Tim.
people and objects Whole class respond How are
you
1Lg2 Recognise the sounds of phonemes Listening and recognising Flashcards: classroom Show ‘shape’ letters 110–130
and phoneme blends names of classroom objects object/characters, e.g. you use when minutes
Daisy Door, Billy Board, sounding names
1Ld5 Understand a limited range of short Listening and responding to Wendy Window, Peter Pen [capitals and lower
supported questions on general and the question: What’s his/her case]
curricular topics name?
1Lm5 Understand a limited range of short Responding to the question: Recordings of classroom
supported questions on general and What’s that noise? noises, e.g. door shutting
curricular topics Learners respond That’s Daisy
Door
1S4 Use a limited range of basic words,

phrases and sentences related to
classroom objects, activities and
routines
1Uf1 Use imperative forms of common Focusing on action verbs, e.g. List of instructions: Stand
verbs for basic commands, instructions open, shut, look, go, sit, stand, … Find…‘ D ’ for Daisy .. Teach learners
find, write Sit… Write ‘B’ for Billy … gestures to go with
1Ld4 Understand a limited range of short, Find Peter Pen etc. words
basic, supported classroom
instructions
1Ld4 Listening and responding to
Understand a limited range of short, instructions with actions e.g.
basic, supported classroom open your book, close your Prepare instructions
instructions book stand relating to doing things
and finding things in
Listening to instructions team the room
challenge.
Put a team of three or four

learners together with a piece
of paper and a pencil
1Lg2 Recognise the sounds of phonemes Touching [shapes] of all the Letter shapes previously 100–120
and phoneme blends letters seen previously in a used minutes
circle and ‘saying the sound’,
1S5 Use words and phrases to describe e.g. that’s P – P for Peter Pen
people and objects
1S2 Ask questions in order to find out about Asking and answering Drawings, puppets and
a limited range of personal information questions in a circle with all flashcards from above
and classroom routines previous characters
[ Superheroes/Puppets/Classr
1S6 Contribute suitable words and phrases oom Characters]
to pair, group and whole class What’s her name?
exchanges
1Wa2 Form higher and lower case letters of Answering questions in name Photos [some more
regular size and shape quiz. Learners in teams are obscure than others e.g.
shown photos of famous number on a football
people and asked their names shirt/one blanked member

of a pop band of famous
1S7 Take turns when speaking with others Writing first letter of people’s people.
in a limited range of short, basic names in a continuation of the
exchanges name quiz As above
Acting out short greeting

exchanges, pretending to be
famous people from the quiz

Module 1A: English Time
Unit 2: Colours and Numbers

Code
1S3 Use a limited range of basic words, Colouring objects the correct Worksheet: banana zebra 100–120
phrases and sentences related to colour and saying the colours orange, traffic light etc. minutes
routines
Writing the first letter of each Flashcards, e.g. frog [no
1Wa2 Form higher and lower case letters of colour colour]
regular size and shape
Listening to the question: What
1Ld5 Understand a limited range of short colour is this?
supported questions on general and and answering: It’s _______
curricular topics
Learning and singing along Project animation
1Ut1 Use the question: What colour is it? with an animation to a simple
colour song Project a simple colour
1Ld1 Understand some specific information palette
and detail of short, supported talk on a
limited range of general and curricular
topics Focusing on demonstratives:
This is/These are
1Ut4 Use demonstrative pronouns this, that,
these to indicate things Saying colours pointing to
eyes, shirt/jumper,
1S3 Use a limited range of basic words, trousers/skirt, shoes and socks
phrases and sentences related to etc. and saying the colour:
classroom objects, activities and These are green, This is blue
routines etc.

1Ld5 Understand a limited range of short Listening to and answering Visuals to support Put learners into colour
supported questions on general and questions in a team colour quiz questions, e.g. traffic light teams [e.g. blue/ green
curricular topics [top light] What colour is team]
this?
1S3 Use a limited range of basic words, What’s this? [red door] Keep scores: one point
phrases and sentences related to for the blue team
routines
1Ug2 Use numbers 1–10 to count Practising counting up and Worksheet: collage of 120–140
down from 1–10, using coloured numbers [1-10] minutes
1S3 Use a limited range of basic words, different finger gestures
phrases and sentences related to Worksheet: a number ladder
classroom objects, activities and Learning a numbers song [1- with jumbled numbers Play animation
routines 10] e.g. Ten Little Numbers
1Ld1 Understand some specific information Listening and circling the Number cards to arrange as
and detail of short, supported talk on a colour numbers they hear e.g. simple 1–10 bonds [e.g. 4
and 6] and more than two
limited range of general and curricular red 2…brown 8
numbers [e.g. 3, 5 and 2]
topics
Learners write the numbers
1Ld1 Understand some specific information [jumbled] in sequence on a
and detail of short, supported talk on a ladder and say the numbers
topics Learners arrange number
cards [number and dots] to
1S3 Use a limited range of basic words, make as many rows of ten as
phrases and sentences related to they can
routines Learners have to use all the
cards and read out answers
phrases and sentences related to Listening to simple + and – Pre-teach: plus minus
classroom objects, activities and sums and writing down the
routines answers. 5 plus 3…8 minus 2
1Ld1 Understand some specific information


topics
1Wa1 Hold a pen/pencil in a comfortable and

efficient grip
1S1 Make and respond to basic statements Making and colouring a Badge pro-forma with Bring sticky 100–120
related to personal information birthday badge and saying how candles to colour and space tape/scissors etc. minutes
old you are to write [I’m 6 etc.]
1S2 Ask questions in order to find out about
a limited range of personal information Asking other learners: How old
and classroom routines are you?
e.g. I’m 7. How old are you?
1Ug2 Use numbers 1–10 to count
Animation of song
1Ut7 Use me too to give short answers Learning and singing the song Project song animation
Happy birthday to you
Bring a birthday hat to
Give each learner one
1S3 Use a limited range of basic words, Saying and listening to phone phone number to ring [read put on different
phrases and sentences related to numbers and having short out] and one to answer learners
classroom objects, activities and conversations [listen for]
routines Possibly bring in a few
One learner reads out number, toy phones
1Ld1 Understand some specific information learner with that number
and detail of short, supported talk on a answers and short
limited range of general and curricular conversation ensues
topics Recorded questions, e.g.
Listening to questions on a How old are you? What’s
1S7 Take turns when speaking with others recording and writing down your name? What’s 2 plus
in a limited range of short, basic simple answers 3? etc.
exchanges

topics
1S5 Use words and phrases to describe Learners say what colours an Worksheet: insects/ animals 90–110
people and objects animal is and colour it, e.g. to colour e.g. ladybird, minutes
What colour is it? It’s black penguin, bee, zebra, lion,

1Ut6 Use conjunction and to link words and and white giraffe etc.
phrases
Images of objects to colour,
1Ld4 Understand a limited range of short, Listening to instructions to e.g. colour number six black
basic, supported classroom instructions colour things
1Ld4 Understand a limited range of short, Listening to instructions to Numbers 1–10 on cards,
basic, supported classroom instructions move numbers around an image of different coloured
image, e.g. Put 6 and 3 in the boxes
1Ld5 Understand a limited range of short blue box
supported questions on general and
curricular topics
1S5 Use words and phrases to describe Listening and answering Pre-teach: shirt,
people and objects questions [blindfolded] shoes, trousers etc.
Blindfold two learners each
one from a different team
Ask: What colour are Rico’s
shoes? etc. Score a point for
first correct answer
Module Review
Learning Objective Activities Assessment Time
Listening, Reading, Use of English, Speaking and Use a range of multiple- Use tasks to assess core module learning objectives 90–120
Writing tasks on a range and blend of topics and matching, multiple-choice, and monitor progress minutes
themes relating to greeting, saying who you and other true/false, sentence and text
people are, different colours and numbers 1- 10 and a completion and guided
range of module learning objectives speaking and writing tasks

Module 1B: Hear, See, Touch
Unit 3: Hands and Head

Code
1Lg2 Recognise the sounds of phonemes Listening to the names of parts Moveable parts of a clown 100–120
and phoneme blends of the body and face and to display on board minutes
assembling a collage clown
these to indicate things Focusing on plural ‘s’ for eyes
hands, arms etc. [irregular feet]
1Ug1 Use common singular nouns, plural
nouns [plural ‘s’] and proper names to Listening to and answering
say what things are questions: Where’s/Where are
your …?
1Ld3 Understand a limited range short Learners respond by
supported questions which ask for pointing/showing and saying
personal information These are my eyes
1S1 Make and respond to basic statements Listening and responding to

related to personal information basic commands Worksheet: initial consonant
completion task
1Ld4 Understand a limited range of short, Listening to and performing
basic, supported classroom instructions actions to the song: Head,
hands, knees and toes
and detail of short, supported talk on a Learners complete labelling of
limited range of general and curricular face/body diagram by
topics matching initial consonant
letters, e.g. lip, leg etc.
1Rg2 Recognise, identify, sound, segment
and blend phonemes in individual
words

1Uf5 Use can/can’t to describe ability Focusing on can/can’t. Learners need a pencil and 100–120
T shows/performs a range of paper minutes
1S1 Make and respond to basic statements dexterity tasks, e.g. cross third
related to personal information and fourth finger/raise an
eyebrow/ whistle etc. Learners
1Ld4 Understand a limited range of short, do and say Yes I can/No, I
basic, supported classroom instructions can’t
1Wa1
Hold a pen/pencil in a comfortable and Teacher (T) gives a series of Worksheet: Can you swim/
can you write instructions, e.g. ride a bike/ skate/
efficient grip
Can you write your name? Can sing/dance? etc.
1Wa2
Form higher and lower case letters of you write how old you are?
regular size and shape Can you write the letter ‘b’?
1S2 Can you write the number
Ask questions in order to find out about nine? etc.
a limited range of personal information
and classroom routines Learners trace dotted words on
a worksheet and then ask each
1Ld4
other questions
Understand a limited range of short, Divide class into two
basic, supported classroom instructions teams and select a
Listening and following basic
member from each
instructions in a series of
challenges, e.g. Can you sing team for each
Happy Birthday on one leg? challenge
Can you dance sitting on your
hand? Pre-teach activity
words: ride, swim etc.
1Ld5 Understand a limited range of short Show images of different parts Images of parts of animals Pre-teach the names 110–130
supported questions on general and of the animals and ask: What’s e.g. eyes, feet, arm, nose of about eight well- minutes
curricular topics this? [it’s a leg]. What are etc. known animals, e.g.
these? [feet] etc. Then ask monkey, chicken, cat,
1S3 Use a limited range of basic words, ‘Which animal?’ Images of animals with frog etc.
phrases and sentences related to something added/missing
routines Worksheet: incomplete
animals to draw and colour
1Uf6 Use have got to describe possession Focusing on the have got
structure to talk about body
1Ld4 Understand a limited range of short, parts
basic, supported classroom instructions Show animal pictures with

something missing/added, e.g.
1Ld4 Understand a limited range of short, chicken with four legs
basic, supported classroom instructions Listening to instructions to
complete and colour drawings
1S5 Use words and phrases to describe of animals
people and objects
Following instructions for Bring scissors, glue,
making a monster. split pins, sequins etc.
Learners name their monster
and introduce to class, e.g.
He’s got six legs and two faces Possible display
etc. opportunity
1Uf1 Use imperative forms of common verbs Focusing on basic classroom Pre-teach: stand up, 100–120
for basic commands, instructions instructional phrases sit down, stop, start, minutes
put your hand
1Ld4 Understand a limited range of short, Listening and following Instructional image cards up/down, look at the
basic, supported classroom instructions instructions for simple [distributed among different board
classroom actions. Learners learners]
1S3 Use a limited range of basic words, perform sets of instructions T
phrases and sentences related to dictates
classroom objects, activities and Giving instructions to their Diagrammatical preposition
flashcards
routines peers
Images of objects/animals
1Ug6 Use basic prepositions of location and T indicates a learner who gives
position at, in, near, next to, on to the instruction that
describe where people and things are corresponds to their visual
1S4 Respond to basic questions on Focusing on prepositions of

classroom and daily routines location and position
1S4 Respond to basic questions on Saying where things are. In

classroom and daily routines response to T questions
Music and song [stop and
1Ld4 Understand a limited range of short, Movement activity in which start] head, shoulders knees
basic, supported classroom instructions learners move and sing to and toes
head, shoulders, knees and
toes until music stops, then
freeze and are asked question,

e.g. Tina, where’s Tom?
Image and 8–10 moveable
Listening to instructions and object cards
placing/ moving objects on a
picture, e.g. Put Billy Board
next to the monkey
Scheme o

Module 1B: Hear, See, Touch
Unit 4: Sounds English

Code
1Rg2 Recognise, identify, sound, segment Reading and sounding most Worksheet: vowel lower Use learner name 100–120
and blend phonemes in individual common vowel sounds for case letters for learners to cards to isolate these Minutes
words letters a e i o u overwrite sounds
1Rg2 Recognise, identify, sound, segment Reading and sounding Worksheet. consonant lower
and blend phonemes in individual common initial sound case letters for learners to
words consonants: overwrite
PBTDHSLGCR
1Wa2 Form higher and lower case letters of Worksheet:
picture [red] r _ _;
regular size and shape Writing and completing CVC
picture [leg] l _ _;
words already heard using
picture [sit] s _ _;
1Wa6 Write familiar words to identify people, these sounds
picture [cat] c _ _;
places and objects picture [10] t __; etc.
Matching jumbled letters to
1Rg2 Recognise, identify, sound, segment complete CVC words Worksheet:
and blend phonemes in individual picture [pen] e _;
words Reading CVC words including picture [dog] o _;
proper names] in a flashed picture [cat] a _; Keep scores
word quiz t g n p c d etc.…
CVC word cards
T flashes words for learners in
teams to sound and/or read
1Ug15 Sight read high-frequency words Sight reading ‘grammar’ words Flashcards: 120–140
already heard I’m It He She is You minutes
1Ug15 Sight read high-frequency words T flashes the word and says it These are This That
– subsequently learners say can has got his her my
1Ug15 Sight read high-frequency words word when shown your
Mingling activity in which
1Ug15 Sight read high-frequency words learners find the same word Two or three sets of above First learner to cross
partner [done several times – words. off all words, shout
Four or five different bingo

1Rg4 Recognise, identify and sound with with different words each cards around the room bingo and read the
support familiar words and sentences round] words back wins
1Ug13 Spell some familiar high-frequency Learners have six sight words Worksheet: images to match
words accurately during guided writing in bingo boxes. Learners cross to sentences, e.g.
activities off word when it is flashed I’m ten
[done several times – with It’s a red cat
1Ug13 Spell some familiar high-frequency different Bingo cards] He has got ten pens
words accurately during guided writing Playing above Bingo game but This is my dog
activities T reads out sight words rather
Worksheet: sentences
than shows them
above with images matched
1Ug15 Sight read high-frequency words
to complete, e.g.
Reading and matching short This is my ___.
sentences combining CVC and He has got ___ pens
sight words already seen
Images of
Writing common words to bed/hat/cup/pup/mum/dad/c
complete illustrated sentences an/bin/ bus etc.
Listening and spelling new Flashcards with words on

CVC words: This is a ‘bed’.
Write bed: b – e – d
Teaching learners to sight read
the sentence:
I can read English
1Ut2 Use determiners a, the, this, these to Focusing on determiners a, Image of different boys and Pre-teach: boy, girl, 100–120
indicate what/where something is the girls in a playground shorts, trousers, dress, minutes
[projected] skirt
1Ug5 Use basic adverbs of place here, there
to say where things are T asks ‘Can you see a boy in
red trousers?
1Ld5 Understand a limited range of short Learners [yes].
supported questions on general and T: Where? Here?
curricular topics Learners [no, there]
Visual above:
Learners answer, e.g. He’s
1Ld5 Understand a limited range of short Listening to and answering
got a bike
supported questions on general and questions about the picture.
curricular topics T: The boy in blue trousers.
What’s he got? Learner answers. e.g.

1Uf6 Use have got to describe possession The boy in [the] blue
Listening to and answering trousers
1S5 Use words and phrases to describe questions. T asks: Who has
people and objects got a bike?
1Ld4 Understand a limited range of short,

basic, supported classroom instructions Saying who has what. Eight 10 object cards to place on
learners line up in front of class copy of image above:
1Ug1 Use common singular nouns, plural and are given objects [Can you see the girl in a
green dress? Put the cat
nouns [plural ‘s’] and proper names to
next to her]
say what things are T asks: Who has got a pen?
Can you see the girl with a
Learners answer: He has. The
bike? Colour her shorts
1Ld4 Understand a limited range short, basic, boy in green shorts blue]
supported classroom instructions
Listening to instructions to put
objects on the image
Listening to instructions to
colour things in an image
1Lg2 Recognise the sounds of phonemes Saying the sounds in CVC Pictures of word to sound, Pre-teach: change 90–110
and phoneme blends words e.g. bus, hat dog, ten, red minutes
etc.
1Rg2 Recognise, identify, sound, segment Reading CVC words and
and blend phonemes in individual matching them to a picture Pictures above plus others
words to match
1Lg2 Recognise the sounds of phonemes Listening to instructions to Worksheet:

and phoneme blends change letters in words to 1 ten to pen;
2 red to bed;
make new ones
3 cup to pup;
1Ug13 Spell some familiar high-frequency
4 cat to hat
words accurately during guided writing Listening to CVC words and
activities writing them down. Can you
spell… ?

Module Review
themes relating to parts of body, simple actions, most true/false, sentence and text
common consonant and vowel sounds, CVC words and completion and guided
a range of module learning objectives speaking and writing tasks

Module 1C: Likes and Letters
Unit 5: Things I Like

Code
1Uf2 Use common present simple forms Focusing on the structure Worksheet: pictures of 100–120
[positive, negative, question] to give basic I like/I don’t like pizza, chips, ice-cream, minutes
personal information carrots, fish, burgers,
Ask learners to draw eggs, chocolate, bananas
1S8 Express basic likes and dislikes happy/sad face by foods etc.
according to preferences
Set of food pictures for
1Ug8 Use with to indicate accompaniment Learners say I don’t like pizza. each learner.
I like this/these Some cards with
Express basic likes and dislikes happy/sad faces on.
1S8
Some cards with + sign
Learners arrange pictures and
on
1Ld1 Understand some specific information and say what they like/don’t like
detail of short, supported talk on a limited with what to another learner
range of general and curricular topics
Listening to other learners say T indicates which
1Ut7 Use me too to give short answers what they like and responding learner responds
me too/ I don’t Projected: colour chart
1Ld5 Understand a limited range of short
supported questions on general and Listening to What colour food Worksheet: food words
curricular topics questions and copying with pictures to overwrite
answers from a colour chart,
1Wa2 Form higher and lower case letters of e.g. What colour are bananas?
1Wa2 Form higher and lower case letters of Writing new food words using
regular size and shape an overwrite letter worksheet
1Ug12 Use like + verb +ing to express likes and Focusing on like + verb + ing Worksheet: images of 100–120
dislikes structure activities: swim, read, ride minutes
bike, sing, dance, play
1S8 Express basic likes and dislikes Learners tick/cross activities football, write, skate, fish,

they like doing and tell another draw
1Ut7 Use me too to give short answers learner
1Uf2 Use common present simple forms Focusing on me too/I don’t

[positive, negative, question] to give basic short answers
personal information
Focusing on 3rd person form: Images of Ben and Pippa
1S6 Contribute suitable words and phrases to he /she likes/doesn’t like enjoying/not enjoying
pair, group and whole class exchanges activities
T asks question: Does... like
1S5 Use words and phrases to describe fishing? etc.
people and objects
Cards with image of
1Ug15 Sight read high-frequency words Mingling activity in which all activities: swim, read, ride
learners walk around the class bike, sing, dance, play
miming the action on a card football, write, skate, fish,
draw [one per learner]
Learners sit down and T asks:
What does Tom like doing? Flashcards: does, likes,
reading, like, do you,
First learner to answer singing, doesn’t, me too,
correctly [He likes [mimed don’t
action] wins the card
Sight reading words related to

new grammar
1Ug3 Use basic adjectives and colours to say Focusing on adjectives that Worksheet: images of Pre-teach: nice, nasty 100–120
what someone/something is or has. express likes/dislikes animals: cats, bears, minutes
Use possessive adjectives to describe spiders, dolphins, dogs,
objects Learners copy/write nice or bees, penguins, sharks,
nasty next to each animal and mice, flies
1S7 Take turns when speaking with others in a tell another learner.
limited range of short, basic exchanges Other learner agrees yes they
are/ no they’re not – they are
Contribute suitable words and phrases to nasty etc.
1S6 pair, group and whole class exchanges
Worksheet: images of
Responding to T: Is it nice or
Use a limited range of basic words, activities: skating, playing
nasty? What is it? as T slowly

phrases and sentences related to reveals picture of an animal football, flying kites, riding
1S3 classroom objects, activities and routines bikes, playing computer
Talking about activities games, reading etc.
Copy letters and familiar high frequency learners like/dislike
words and phrases correctly
Learners write fun/boring next Pre-teach: fun boring
1Wa4 Copy letters and familiar high frequency to each activity and tell another
words and phrases correctly learner
1Wa4 Understand a limited range of short Image of child holding
Learners write/copy their
supported questions which ask for balloons [one for
favourite things onto an image
personal information boys/one for girls].
for display
1Ld3 Learners write their initials
Ask questions in order to find out about a on T-shirt
limited range of personal information and T asks: What’s your favourite Pre-teach: favourite
classroom routines food/animal/team/colour/game
1S2 /ice-cream etc. Learners write their
Learners write answer in one initials on T-shirt to
of the balloons represent themselves
Learners ask and answer: Display opportunity

What’s your favourite …? to
each other
1Ld1 Understand some specific information and Listening to short Worksheet: images of 100–120
detail of short, supported talk on a limited conversations between Ben Ben and Pippa and melee minutes
range of general and curricular topics and Pippa and drawing lines to of things
what they like
Use words and phrases to describe Worksheet: matching
1S5 people and objects images: monkeys, _ebras,
cats, _ones, lions, like
Recognise the sounds of phonemes and Responding to T questions _ish, penguins, _ice,
1Lg2 phoneme blends about who likes what, e.g. dogs, _ananas. b z m f b
Does Pippa like cats?
Understand some specific information and Worksheet: What are
Yes she does, no she doesn’t
1Ld1 detail of short, supported talk on a limited these? [images].
range of general and curricular topics _ _ ogs _ _ ies _ _iders
Can you …. [images].
Recognise, identify, sound, segment and _ _ im _ _ ate _ _ ay.
blend phonemes in individual words Listening to what animals like sp fr pl sw fl sk etc.
1Rg2 [like to eat] and writing initial
consonant letter [sound] Worksheet with images:

That’s a nice _ _ ess.
I like your _ _ irt.
Recognise the sounds of phonemes and r s k d etc.
phoneme blends Focusing on initial consonant
blends Cards: - ed [image of red]
1Lg2 r - - im [image of swim]
Recognise, identify, sound, segment and sw- etc.
blend phonemes in individual words Listening and completing with
word beginning with a blend
1Rg2
Making words/ matching initial
sounds [single and blends] to
word endings

Module 1C: Likes and Letters
Unit 6: My ABC

Code
1S1 Make and respond to basic statements Talking about the different Learner names written on a 100–120
related to personal information letters in learner names written card [each learner gets their minutes
in English own]
1Lg2 Recognise the sounds of phonemes
and phoneme blends Learners sound their names. Worksheet: learner names
and count the number of written with some
1Rg2 Recognise, identify, sound, segment different letters in their names consonants and familiar
and blend phonemes in individual Recognising missing letters in vowel sound letters missing
words names of classmates e.g. Fati_, Oz_ l
Strip of paper that can be

1Lg3 Recognise, identify, sound and name Learning the first seven letter
folded to make a booklet of
the letters of the alphabet names of the alphabet [a-g] Alphabet zig-zag book
13 pages on each side.
and making a zig-zag alphabet is something learners
On first page learners
1Rg2 Recognise, identify, sound, segment book overwrite an A for alphabet should develop over a
and blend phonemes in individual Saying letter names and series of lessons and
words saying sound [most common] take home to share
of each letter Worksheet: images of words with their family
1Rg2 Recognise, identify, sound, segment that learners have seen, e.g.
and blend phonemes in individual colours, parts of body, Bring glue and scissors
words Selecting and sticking in actions , animals etc.
learner alphabet book a word Tell learners to put
1Wa2 Form higher and lower case letters of that begins with each letter their names on the
regular size and shape page of the book which
Writing b B is for bed etc. begins with the letter,
e.g. F for Fatima
1Lg3 Recognise, identify, sound and name Learning the next nine letter Booklet above 100–120
the letters of the alphabet names of the alphabet [h] and minutes
making the zig-zag alphabet
book

and blend phonemes in individual Saying letter names and Worksheet above
words saying sound [most common]
of each letter
and blend phonemes in individual Selecting and sticking in Worksheet: You may want to make
words learner alphabet book a word _ en [image pen] a class set of alphabet
that begins with each letter _ oy [image boy] etc. cards for classroom
1Wa2 Form higher and lower case letters of wall
regular size and shape Writing h H is for hat etc.
Questions, e.g.
1Wa2 Form higher and lower case letters of Writing/completing words that
‘d’ is for?
regular size and shape begin with 16 initial sounds In all activities and
Write a word that begins
looked at so far with ‘h’ questions maintain
1Ld5 Understand a limited range of short What colour begins with ‘b’? distinction between
supported questions on general and Taking part in a class alphabet letter names and
curricular topic and sound quiz for 16 letter sounds
names/sounds learnt so far
1Lg3 Recognise, identify, sound and name Learning the next six letter Booklet above 110–130
1Rg2 Recognise, identify, sound, segment book
words Saying letter names and Worksheet above
saying sound [most common]
1Rg2 Recognise, identify, sound, segment of each letter
words Selecting and sticking in
learner alphabet book a word
1Wa2 Form higher and lower case letters of that begins with each letter
Writing ‘t’ is for tiger etc.
1Lg3 Recognise the names of letters of the Projected lyrics
alphabet Learning and singing along to
the alphabet song Worksheet of short familiar
1Wa5 Copy upper and lower case letters dialogues/ capital or not?
accurately when writing names and Focusing on the use of capital Where are the capitals?
places letters in names, names of
places, abbreviations [OK,

1Wa3 Write letters and words in a straight line USA etc.] and sentence
from left to right with regular spaces beginnings [i.e. in writing
between letters and words short dialogues]
Postcard with English
1Wo1 Include a full stop when copying very Writing/copying a postcard alphabet on front Post postcards home
high-frequency short sentences home announcing: I know my
ABC/ I can read/ I can write
English. Include parents’
names and address
1Lg3 Recognise, identify, sound and name Learning the last four letter Booklet above 120–140
1Rg2 Recognise, identify, sound, segment book
words Saying letter names and
saying sound [most common] Worksheet above
1Rg2 Recognise, identify, sound, segment of each letter
words Selecting and sticking in
learner alphabet book a word
1Wa2 Form higher and lower case letters of that begins with each letter
regular size and shape Project alphabet sequences,
Writing ‘z’ is for zebra etc. e.g. rst_ vw
1Lg3 Recognise the names of letters of the
alphabet Singing the alphabet song
[without visual prompts] Worksheet: How do you
1Rg1 Recognise, identify, sound and name spell? e.g. [picture of
the letters of the alphabet Completing incomplete penguin]
alphabet sequences.
1Ug14 Use, with support, a simple picture Learners writing down missing
dictionary letter in sequence Two sets of cards:
pictures/spellings
1Rg1 Recognise, identify, sound and name Using a picture dictionary in a
the letters of the alphabet spelling race
In small groups learners race
1Lg3 Recognise the names of letters of the to complete 12 spellings
alphabet Spelling out words for other
learners to write down
Learners with pictures ask:

1Rg1 Recognise, identify, sound and name How do you spell? Learners
the letters of the alphabet with spelling cards spell words
for them to write down, e.g.
c-h-o-c-o-l-a-t-e.
Module Review

themes relating to greeting, saying who you and other true/false, sentence and text
people are, different colours and numbers 1- 10 and a completion and guided

Module 2A: People and Animals
Unit 7: Look!

Code
1Ut5 Use personal subject and object Focusing on subject pronouns Worksheet: images and 100–120
pronouns to give basic personal and matching them to images pronouns, e.g. I, you, he minutes
information she, it, we, they
Focusing on describing what
1Uf3 Use common present continuous forms someone/something is doing
[positive, negative, question] to talk
about what is happening now Asking questions about what Image of children doing
someone is doing and writing different things.
1S2 Ask questions in order to find out about down answers T asks What’s she/ what are
a limited range of personal information Learner A asks: What’s Tina they doing?
and classroom routines doing?
Learner B answers: She’s
1Ld3 Understand a limited range of short fishing Information gap activity
supported questions which ask for Learner A asks: How do you [picture A/picture B].
personal information spell that?’ Picturing and words of
Learner B answers: activities, e.g. fishing
1Lg3 Recognise the names of letters of the f-i-s-h-i-n-g
alphabet Image of kids with names
written doing different
1Rg1 Recognise, identify, sound and name Listening to direct questions things, e.g. Ben is eating an
the letters of the alphabet about a picture and writing ice-cream. [Learners hear Is
down answers. [yes she is/ no Ben eating a banana?]
1Ld1 Understand some specific information they’re not etc.]
and detail of short, supported talk on a Worksheet with sentences
limited range of general and curricular Reading sentences and saying and images
topics yes/no in relation to a picture,
e.g. A boy in a blue hat is
1Rd1 Understand the meaning of very simple sleeping
familiar phrases or sentences on
familiar general and curricular topics by
rereading them

1S2 Ask questions in order to find out about Asking what actions other Cards with actions on [one Pre-teach simple 100–120
a limited range of personal information learners are miming for each learner], e.g. wash, verbs: run, shout, Minutes
and classroom routines Each learner in turn mimes an read, eat etc. jump, hold, cry, eat,
action on a card they are drink, wash, laugh,
1S1 Make and respond to basic statements given. Are you crying? brush
related to personal information Learners mingle performing
action on a different card and
1Ld5 Understand a limited range of short freeze when told to. Learners
supported questions on general and are then asked: What’s Tom
curricular topics doing? etc.
1S5 Use words and phrases to describe Posing for a class photo Project photo
people and objects performing a mime. Say ‘go’
and have learners mime on the
1S6 Contribute suitable words and phrases spot their action
to pair, group and whole class
exchanges In pairs learners say what
other learners are doing.
1Ug8 Use with to indicate accompaniment Following instructions to do
things and answering
1Ld4 Understand a limited range of short, questions about what others
basic, supported classroom instructions are doing
T says: Do something with
1S5 Use words and phrases to describe your hands/face/arms /feet etc.
people and objects Then T says: Look! What’s
Ben doing?’
1Ug3 Use basic adjectives and colours to say Matching and combining Word cards and weather Pre-teach weather 100–120
what something is or has adjectives to pictures, e.g. it’s image cards adjectives: hot, cold, minutes
wet and cold rainy, wet, cloudy,
1Ut6 Use conjunction and to link words and Worksheet: matching the sunny, windy, snowy
phrases Describing what is happening sentence halves/ to pictures,
in different weather situations e.g.
1Rd1 Understand the meaning of very simple It’s getting wet
familiar phrases or sentences on I’m shining
familiar general and curricular topics by The sun is raining etc.
rereading them
Worksheet:

1Ld5 Understand a limited range of short Looking outside and listening Is it rainy or sunny?
supported questions on general and to and answering simple What colour is the sky?
curricular topics weather questions Grey or blue?
Is it hot or cold?
1Wa4 Copy letters and familiar high frequency Learners listen and copy words Is it day or night?
words and phrases correctly Is it windy?
1Lg2 Recognise the sounds of phonemes Listening to words they need to Jumbled cards with letters
and phoneme blends make and combing letters to on:
make weather adjectives. h-o-t w-e-t s-u-n c-o-l-d
s – k –y d-r-y r-a-i-n
b-l-u-e w-i-n-d etc.
1S5 Use words and phrases to describe Listening to sounds and saying Worksheet: completing Pre-teach: someone/ 100–120
people and objects what is happening, e.g. [hear questions in short dialogues, something minutes
snoring] someone is sleeping e.g. _______raining?
1Wa6 Write familiar words to identify people, No it’s sunny.
places and objects Listening to ‘sounds’ and ________eating?
writing short sentences about A banana etc.
1Uf3 Use common present continuous forms what is happening, e.g. It’s
[positive, negative, question] to talk raining/ Someone is crying
about what is happening now
Focusing on present question
Understand the main points of short,
1Lm1 forms
supported talk on a limited range of
Multiple matching:
general and curricular topics
Listening and working out in bed/ on a bus/ in a pool/
Use basic prepositions of location and where someone is sitting from on a bike/ in the snow/ in a
1Ug6 position at, in, near, next to, on to what is said, e.g. Ssh! The film cinema
describe where people and things are is beginning
Ask questions in order to find out about Prompt cards: running

1S2 a limited range of personal information Asking other learners what eating drinking crying
and classroom routines they’re doing dancing sleeping
Blindfold a learner and ask brushing teeth etc.
Make and respond to basic statements other learners to make noises
1S1 related to personal information related to a prompt
Blindfolded learners ask: Are
you eating? [Yes we are/ no
we’re not]

Module 2A: People and Animals
Unit 8: On the Farm

Code
1S5 Use words and phrases to describe Saying which animals live on Worksheet: circle the Pre–teach: live, milk, 100–120
people and objects farms animals which live on farms: egg, cow, sheep, duck minutes
Listening to animal noises and sheep, cows, dogs, horses,
1S6 Contribute suitable words and phrases saying which animal it is, e.g. camel chickens, bees etc.
to pair, group and whole class That’s a sheep [image and word]
exchanges
Listening to and singing the Project lyrics Pre-teach: get, from
1Lg1 Understand very short supported song ‘Old Macdonald’
narratives on a limited range of general Talking about connections Worksheet: match animal to
and curricular topics between animals and farm product: chicken…egg/
products, e.g. We get eggs honey…bee etc.
1S5 Use words and phrases to describe from chickens
people and objects
Focusing on prepositions of Worksheet: where’s the
1Ug6 Use basic prepositions of location and location and position farm cat? matching
position at, in, near, next to, on to description to image
describe where people and things are Listening and following
instructions to object/animal Farmyard scene
1Ld4 Understand a limited range of short, cards around a farmyard scene image/animal and object
basic, supported classroom instructions cards, e.g. put the chicken
next to the bus.
1Uf5 Use can/can’t to describe ability Focusing on what different Worksheet: farm animals 100–120
animals can do table completion: minutes
1S7 Take turns when speaking with others chickens/ducks/cows etc.
in a limited range of short, basic Focusing on what other fly/ lay eggs/sing/ swim
exchanges animals can/can’t do
Worksheet table completion:
1Ld1 Understand some specific information Listening to quiz questions: frogs/penguins etc.
and detail of short, supported talk on a How many legs has a…got? swim/fly/jump/walk

topics Making and cutting out animal
mobiles to hang by matching Worksheet: animal
1Uf6 Use have got to describe possession legs to bodies and colouring bodies/legs to match, cut
out, stick
1S5 Use words and phrases to describe Completing short descriptions Pre-teach: long or
people and objects of animals with familiar words Worksheet: short 3 or four short
line descriptions of animals
1Ut1 Use the question: What colour is it? with words to complete
1Ug13 Spell some familiar high-frequency Display opportunity

words accurately during guided writing
activities
1Rg2 Recognise, identify, sound, segment Focusing on initial blends in Worksheet: match to make 100–120
and blend phonemes in individual words [animal /object names] a word: sp - sn - fr - fl- minutes
words sk- cl- tr- cr- [plus image]
Focusing on the contrast e.g. -own - eam
1Lg2 Recognise the sounds of phonemes between ch/sh sound and
and phoneme blends spelling [animal/object names] Worksheet: sh - or ch –:
-ark -icken - eep -imp
1Rg3 Identify and remember high-frequency Focusing on split vowel fi- -ocolate -ip -ip -orts
sound and letter patterns diagraphs and contrasting with bru- [plus image]
simple vowel sound
Listening and identifying which Worksheet: e- a or a – e

1Rg3 Identify and remember high-frequency animal, e.g. It’s black and
sound and letter patterns white and like a small horse Divide into 2 groups: fish
like ride sit swim write
1Ld1 Understand some specific information kite mice drink bin bike
and detail of short, supported talk on a sing
limited range of general and curricular Finding animals in a picture cat snake skate bag
topics dictionary face hand hat make

activities Worksheet: Find an animal,
e.g. It begins with ‘c’. It lives
1Ug14 Use with support a simple picture on a farm. It’s got four legs
dictionary

1Rd1 Understand the meaning of very simple
rereading them
1Lg1 Understand very short supported Listening and following a Picture flap book 100–120
narratives on a limited range of general picture story, e.g. Farmyard minutes
and curricular topics Hullabaloo
1Ld2 Use contextual clues to predict content Saying what is coming next
in short, supported talk on a limited and what noises the animals
range of general and curricular topics make
1Lg1 Understand very short supported Listening to a picture story e.g. Worksheet: matching animal
narratives on a limited range of general Emeline at the Circus image to image of object
and curricular topics [e.g. chicken to skates]
1Ld1 Understand some specific information Listening to a circus announcer

and detail of short, supported talk on a introducing animal acts e.g.
limited range of general and curricular Chicky the skating chicken
topics
Combining images [of one or Possible display
1Wa5 Copy upper and lower case letters two of the animals], colouring opportunity
accurately when writing names and and writing down their names
places from dictation.
Module Review
themes relating to common actions, the weather, what true/false, sentence and text
is happening and farm and other animals and a range of completion and guided
module learning objectives speaking and writing tasks

Module 2B: Me and My Friends
Unit 9: This is the Way

Code
1Ug4 Use possessive adjectives to describe Focusing on subject pronouns Worksheet: matching task: Pre-teach action verbs: 100–120
objects and possessive adjectives she we they he you put on [clothes etc.], minutes
my your our her his brush, eat, watch [TV],
1Ut5 Use personal subject and object Focusing on basic personal their sleep, drink, have
pronouns to give basic personal activities performed each day breakfast
information
Listening to and learning the Flashcards for basic actions,
1Uf2 Use common present simple forms song This is the way and e.g. brush teeth, drink milk
[positive, negative, question] to give performing it with actions etc.
basic personal information
Asking and answering Worksheet: pictures of
1Lg1 Understand very short supported questions about how learners breakfast in bed/ at table/
narratives on a limited range of general do things [this way or that way] watching TV on floor/ on
and curricular topics sofa putting on trousers
Learners ask Do you watch TV one leg/ two legs at a time/
1Uf2 Use common present simple forms this way or that way [and tick brushing teeth side to side/
[positive, negative, question] to give answer] up and down etc.
basic personal information T asks: who puts their trousers Project images
on this way
1Ut3 Use interrogative pronouns which, Learners say: Ben does
what, where to ask basic questions
1Ld3 Understand a limited range of short Asking question: Can you Worksheet table [tick/cross]: Pre-teach: tie, knot, 100–120
supported questions which ask for tie…? a tie/ a knot/ a ponytail/ a ponytail etc. minutes
personal information T asks: Who can tie a bow/ your shoelaces/ a
ponytail? balloon etc. Bring in ties/ string/
1S3 Use a limited range of basic words, Learner says: I can/Jane can ribbon/ elastic bands/
phrases and sentences related to balloons etc.
classroom objects, activities and Listening to instructions for Paper for making planes
routines how to make a paper plane

Paper for writing messages
1Ld4 Understand a limited range of short, T asks learners in turn: Can it
basic, supported classroom instructions fly
S demonstrates and says: Yes [T asks 2 or 3 learners
1S3 Use a limited range of basic words, it can/ no it can’t to demonstrate]
classroom objects, activities and Ask learners to write a short A box, paper, tape and
routines message, which they will then ribbon used earlier
put in a box and give as a Bring small boxes
1Ug13 Spell some familiar high-frequency present
words accurately during guided writing Pre-teach: present,
activities Listening to and following wrap, tape
instructions for how to wrap a
1Ld4 Understand a limited range of short, present
basic, supported classroom instructions
1Ut2 Use determiners a, the, this, these to Pass presents round. Learners
indicate what/where something is open them and read out the
messages to class
rereading them
1Uf2 Use common present simple forms Focusing on describing daily Worksheet of short Pre-teach: have a 100–120
[positive, negative, question] to give [school] routines sentences to match, e.g. I snack minutes
basic personal information watch/ I sit/ I brush/ I
have…next to ___
1Wa3 Write letters and words in a straight line Writing [overwriting] sentences /TV/breakfast/ my teeth
from left to right with regular spaces above and completing, e.g. Bring scissors
between letters and words I go home. Worksheet: matched
I sit next to _____ sentences above as an
1Rd1 Understand the meaning of very simple I have ____ for breakfast. overwriting task
familiar phrases or sentences on Learners cut out and order the
familiar general and curricular topics by sentences so they are true and Sentences above cut out
rereading them about their own routine
1S7 Take turns when speaking with others Telling another learner about
in a limited range of short, basic their routine [Learners Pre-teach: first
exchanges respond: I have a snack first/ I

sit next to Kim]
Sight-reading and responding Project statements/
1S4 Respond to basic questions on to statements about daily alternatives to board, e.g. I
classroom and daily routines activities: walk to school/ get the bus/
T asks: Ben do you walk to come in my car
school?
Learner answers: Yes I do/
No, I get the bus
1Ld1 Understand some specific information Listening and completing a Completing a diagram with Pre-teach; rooms of 100–120
and detail of short, supported talk on a diagram about the different different parts of the house: the house minutes
limited range of general and curricular parts of the house, e.g. The [-ining room,-itchen,
topics place you sit outside the house -arden etc.]
– with flowers and trees.
1Lg3 Recognise the names of letters of the That’s a garden – g-a-r-d-e-n
alphabet
Focusing on preposition in to Worksheet of overwriting
1Ug6 Use basic prepositions of location and talk about rooms and completing:
position In my house…
Writing down where you do I eat breakfast …
1Wa3 Write letters and words in a straight line things at home I watch TV…
from left to right with regular spaces Telling another learner where I brush my teeth … etc.
between letters and words you do things
Learner replies: me too/ I
1S1 Make and respond to basic statements don’t…]
related to personal information
1Ut7 Use me too to give short answers Scene picture of rooms of a

Listening and following house. [object cards]
1Ld4 Understand a limited range of short, instructions about where to
basic, supported classroom instructions move object cards, e.g. Can
you see the TV in the sitting
1Ug6 Use basic prepositions of location and room. Put the book next to the
position at, in, near, next to, on to TV
describe where people and things are

Module 2B: Me and My Friends
Unit 10: Friends

Code
1S2 Ask questions in order to find out about Asking how to spell friends’ 100–120
a limited range of personal information names in making a short list of minutes
and classroom routines friends’ names
1Lg3 Recognise the names of letters of the Listening and writing down Paper for making a list of
alphabet spellings of names of friends names
1Wa5 Copy upper and lower case letters Introducing friends through Worksheet: images of two
accurately when writing names and pop-up cut-outs. Colouring girls and two boys to Pre-teach: long, short,
places pictures according to complete and colour curly [hair]; fair, brown,
description of friends black [hair]; green,
Learners cut out/ pop up and brown, blue [eyes]
these to indicate things
introduce, e.g. This is Sasha.
1Uf6 Use have got to describe possession She’s got long brown hair and
green eyes
1Ug3 Use basic adjectives and colours to say
what someone/ something is or has Listening and completing Worksheet: tables to
tables about the details of a complete with categories:
1Ld1 Understand some specific information young people name, country, age, hair
and detail of short, supported talk on a colour, likes, pets
limited range of general and curricular Completing a table with details
topics about one of their friends
1Wa6 Write familiar words to identify people,

places and objects
1Ld3 Understand a limited range of short Asking and answering Worksheet: 100–120
supported questions which ask for questions about the info about I have got… minutes
personal information each other’s friends. I like …
Completing sentences with I’m wearing…

1Ut3 Use interrogative pronouns which, simple personal information I can….
what, where to ask basic questions My name begins with …
Guessing who is speaking
1Ug13 Spell some familiar high-frequency from what they say. Place a
words accurately during guided writing blindfold on one learner and
activities get others to stand around in Worksheet with images, e.g.
circle. In funny voices they say ice-cream van/ potatoes and
1Ld1 Understand some specific information things about themselves. a frying pan/ etc.
and detail of short, supported talk on a After five learners have said
limited range of general and curricular something, learner points and Worksheet: what would you
topics says e.g. You are Marco say?
Your friend is thirsty.
1Ug10 Use would you like + noun, to enquire Focusing on Would you like + You have a birthday. cake.
noun structure It’s raining etc.
familiar phrases or sentences on Reading and speculating about Worksheet: multiple-choice
familiar general and curricular topics by what to say with 3 images, e.g. burger/
rereading them burger and chips/ coke
Listening to short would you
1Lm1 Understand the main points of short, like conversations and ticking
supported talk on a limited range of which of three options child
general and curricular topics has
1S8 Express basic likes and dislikes Talking about what learners Worksheet with images and 100–120
like doing with friends at home words: computer games, minutes
1Wa4 Copy letters and familiar high frequency parties, music, TV/
words and phrases correctly Writing on a diagram where barbeque, drawing, eating
learners like doing things and snacks etc.
1S4 Respond to basic questions on asking each other questions
classroom and daily routines Worksheet: image of
house /garden layout
1Ug6 Use basic prepositions of location and Listening to where a young
position at, in, near, next to, on person does things with friends
in her house
and detail of short, supported talk on a Telling another whether things Multiple-matching task Pre-teach: fun, boring,
limited range of general and curricular are fun, boring or a bit scary, a bit scary
topics e.g. That’s fun Diagram above with lettered
activities a –h

1S1 Make and respond to basic statements Asking another learner if they
related to personal information can do the activity, e.g. Yes I Worksheet: images of
can. It’s fun different activities and
1S2 Ask questions in order to find out about smiley faces that learners
a limited range of personal information Finding the activities talked draw next to them, e.g.
and classroom routines about in a wordsearch skiing, skateboarding,
computer games etc.
1Rg4 Recognise, identify and sound with
support familiar words and sentences
1Lg3 Recognise the names of letters of the Listening to and completing the Worksheet: 100–120
alphabet spelling of the days of the _ _ _ day minutes
week _ _ _ _day etc.
1Wa2 Form higher and lower case letters of
regular size and shape Recognising the days of the Cards with days of the week
week and putting them in order on
1Rg3 Identify and remember high-frequency Putting jumbled letters in days Worksheet: scrambled days
sound and letter patterns of the week anagrams in of the week
correct order
1Wa3 Write letters and words in a straight line
from left to right with regular spaces Writing and then asking what Worksheet: Pre-teach in the
between letters and words learners do on different days of On Mondays ______ morning/
the week On Tuesdays ______ etc. afternoon/evening
1Ug7 Use prepositions of time: on, in to talk
about days and time
1S4 Respond to basic questions on Writing and making a party Guided writing template/
classroom and daily routines invitation design template Possible ICT task
1Ug13 Spell some familiar high-frequency Possible display

words accurately during guided writing opportunity
activities
Module Review

themes relating to daily routines and everyday actions, true/false, sentence and text
describing people, days of the week and simple completion and guided
reactions to things and a range of module learning speaking and writing tasks
objectives

Module 2C: Nice Times
Unit 11: Let’s Play

Code
1Ld1 Understand some specific information Listening and ticking the Worksheet: image of Pre-teach activity 100–120
and detail of short, supported talk on a children described differently dressed children words: tennis, sail, kite minutes
limited range of general and curricular doing different activities/ etc.
topics games
Listening to T’s questions
1Ld5 Understand a limited range of short about the picture, e.g. What’s
supported questions on general and the girl in the red T-shirt
curricular topics doing?
Image above
1Uf3 Use common present continuous forms Looking at images of possible
[positive, negative, question] to talk kite decorations and matching
about what is happening now words to the image
Worksheet: different image
1Rg4 Recognise, identify and sound with Listening to and following patterns that learners match Bring scissors, thread,
support familiar words instructions for making and to words, e.g. 2 bees/ the string, tape, pipe
decorating a simple Chinese red hen etc. cleaners etc.
1Ld4 Understand a limited range of short, [bumble bee or diamond] kite
1Uf1 Use imperative forms of common verbs Giving and following

for basic commands, instructions instructions for flying a kite Pre-teach: pull, run, let
outside go
Possible display
opportunity
1Ug11 Use let’s + verb Listening to and following One or two sheets of paper 100–120
instructions [let’s make a paper per learner minutes
1Ld4 Understand a limited range of short, plane] on how to fold and
basic, supported classroom instructions crease paper

1Ug3 Use basic adjectives and colours to say Listening to instructions to fly
what someone/something is or has planes in small groups [let’s fly]
Making an improved plane and Sheets of paper for plane Pre-teach: circle,
1S6 Contribute suitable words and phrases colouring shapes on wings e.g. square, triangle, star
to pair, group and whole class three red stars on one wing/
exchanges two blue circles on other.
[Learners note separately the
1S5 Use words and phrases to describe patterns they put on the wings]
people and objects
Learners stand in a circle and Pre-teach: ready
1Ld1 Understand some specific information all fly planes [let’s fly] at same steady go
and detail of short, supported talk on a time [learners randomly
limited range of general and curricular retrieve another learner’s plane
topics and sit down]
Learners take turns to describe
the shapes and colours on the
planes they have.
Learners listen and say: that’s
my plane when they hear it
described
1Ut4 Use demonstrative pronouns this, that, Playing a game of colour Pack of cards: 12 red 12 Pre-teach: snap 100–120
these to indicate things ‘snap’ and saying what things yellow 12 green object cards minutes
are. Snap: Learners each
1S5 Use words and phrases to describe Pack of cards above turn over a card and
people and objects Play the game above again but say snap when the
this time learners have to colour of objects is the
spell/write down the words for same. The learner
1Ug13 Spell some familiar high-frequency the objects won, e.g. pen/ bag. saying ‘snap’ then gets
words accurately during guided writing T checks spellings at the end first chance to say
activities of the game what objects are, e.g.
Pack of cards with common That’s a red pen and a
Making sentences in a words on them red bag [and keep the
sentence card game. Learners [demonstratives, cards if correct
1Ug15 Sight read high-frequency words each have seven cards and determiners, adjectives,
there is a pack of other word colours verbs etc.]
cards face down. If learners

1Lg2 Recognise the sounds of phonemes can begin or continue a Sentence board with spaces
and phoneme blends sentence on the board, they for four word and five word
put down a card [word]. If not, sentences [on or two board
1Ug13 Spell some familiar high-frequency they put a card to the bottom of squares complete]
word. accurately during guided writing the pack, pick up a new one
activities [and miss the turn]. First
learner to use all cards wins.
1Wo1 Include a full stop when copying very Listening in a scrambled
high-frequency short sentences sentence dictation. T dictates
five words in a sentence in the
wrong order [three or four Pre-teach: pick up, put
times]. Learners think and down a card
write down sentences in
correct order
1Rg2 Recognise, identify, sound, segment Playing a game of initial blend Right side dominoes initial 100–120
and blend phonemes in individual and digraph dominoes blend/ digraph, e.g. fr/sh. minutes
words Left side domino: end letters
Finding digraph/ initial blend of word, e.g. –og and picture
1Rg2 Recognise, identify, sound, segment partners in a mingling activity. of a frog
and blend phonemes in individual When learners find a partner,
words e.g. dr- -ess, they sit down. Sets of cards with letters on
Played in different rounds that learners stick to their
1Lm1 Understand the main points of short, fronts
supported talk on a limited range of Listening to clues to writing
general and curricular topics
missing initial blend letters of Worksheet:
incomplete words 1 _ ack.
T says: No.1 - It’s a colour. 2 _ _ irt etc.
activities No.2 - Girls and boys wear it
Different objects that begin
1Ug13 Spell some familiar high-frequency Writing down the correct with an initial blend /digraph
words accurately during guided writing spellings of words in a feely placed in bag one at a time
activities bag quiz and passed round, e.g. toy
plane/ brush/ shoe/ toy
snake etc.
Worksheet: words [jumbled]

missing initial blend/
digraph, e.g. _ _ane,
_ _ush, _ _oe, _ _ ake

Module 2C: Nice Times
Unit 12: At the Seaside

Code
1Rg2 Recognise, identify, sound, segment Reading and completing Worksheet: you can Pre-teach: beach, sea, 100–120
and blend phonemes in individual activities that you can do at the _ _ im in the sea; sand, wave, castle, minutes
words seaside with initial or final _ _ mp in the waves; shell, stone
blend digraph find _ _ells;
1Rd1 Understand the meaning of very simple sit on the bea _ _;
familiar phrases or sentences on dive for_ _ ones
rereading them
Reading questions relating to Worksheet: questions to
1Uf3 Use common present continuous forms different children in a beach match to incomplete
scene, e.g. What’s the girl in answers below.
the blue hat doing? She’s m _ _ _ _ _
sandcastles.
1Rg3 Identify and remember high-frequency
sound and letter patterns Writing answers to questions They’re f _ _ _ ing
about what different children
1Ug13 Spell some familiar high-frequency are doing in a beach scene
words accurately during guided writing Cards with actions on to
activities Miming seaside actions for mime
other learners to guess. The first learner to ask
1S2 Ask questions in order to find out about Learners ask: Are you making correct question wins the
a limited range of personal information sandcastles? Yes I am/ No card
and classroom routines I’m not
1S2 Ask questions in order to find out about Asking and answering Worksheet: animals with 100–120
a limited range of personal information questions: Which animals live images, e.g. shark, turtle, minutes
and classroom routines in the sea and which do not. frog, duck, octopus, penguin
Do sharks live in the sea? etc.
1S7 Take turns when speaking with others
in a limited range of short, basic Listening to sea creatures’
exchanges names [blends] being spelt out Worksheet of images and
and writing down letters: No 1 incomplete words:

1Lg3 Recognise the names of letters of the is a crab. That’s c – r – a – b _ _ ab;
alphabet _ _ arfish;
seaho _ _ e
from left to right with regular spaces
between letters and words
Listening and answering Paper for writing answers
1Ld5 Understand a limited range of short questions: What colour is .. ?
supported questions on general and e.g. What colour is a crab?
curricular topics

activities
Reading to find seaside words
1Rg4 Recognise, identify and sound with and sea animal names in a Sea word search with 20
support familiar words and sentences word search hidden items
1Ld5 Understand a limited range of short Listening to questions about

supported questions on general and answers in the wordsearch,
curricular topics e.g. Which ‘o’ has eight legs?
1Wa5 Copy upper and lower case letters

accurately when writing names and
places
1Lg1 Understand very short supported Listening and following Picture book Possibly project image 100–120
narratives on a limited range of general pictures of first half of a simple minutes
and curricular topics [sea] story, e.g. Joey Starfish
needs help
1Rg2 Recognise, identify, sound, segment Reading and matching Worksheet matching task:
and blend phonemes in individual character names to images names to images
words
1Ld2 Use contextual clues to predict content Listening to the second half of Possibly project lines
in short, supported talk on a limited the story and having to predict with missing end word
range of general and curricular topics
what the next word will be at
certain points
Listening and moving

1Ug6 Use basic prepositions of location and character cards from the story
position at, in, near, next to, on to around a story scene, e.g.
describe where people and things are Sandy Bay. [Put Joey Starfish
on the beach] Postcard text with
1Rd1 Understand the meaning of very simple prepositions missing, e.g.
familiar phrases or sentences on Here I am _ Sandy Bay;
familiar general and curricular topics by Reading [completing] a I’m sitting _ the beach etc.
rereading them postcard from Sandy Bay with
missing prepositions
1Rd1 Understand the meaning of very simple Reading instructions for Bag of short simple Prepare one large 100–120
familiar phrases or sentences on making a large class seaside instructions. Learners draw piece of cardboard minutes
familiar general and curricular topics by wall display, e.g. Make some one or two from a bag and divided roughly in half
rereading them waves for the sea. Use start their tasks between beach and
something white sea
1Ug14 Use with support a simple picture Give each learner a picture
dictionary dictionary task of finding an Bring silver paper,
object and drawing and cotton wool, tissue
1Ut4 Use demonstrative pronouns this, that, colouring it to cut out for the paper, glitter, glue
these to indicate things display, e.g. bucket/ spade/ scissors etc.
seal/ umbrella/ rock etc.
1Uf3 Use common present continuous forms
Cards with words on
Introducing picture dictionary
object and going to display and
1Ld4 Understand a limited range of short, declaring where you will put it,
basic, supported classroom instructions e.g. This is a bucket. I’m Display opportunity
putting it with the spade on the
1Ug6 Use basic prepositions of location and beach Possibly take photo
position at, in, near, next to, on to and turn into postcard
describe where people and things are Listening to instructions for first for learners to write on
objects made to go onto back all the things they
collage, e.g. Who has got the can see and take
wave? Put the waves in the home to parents
sea next to the rocks

Module Review
themes relating to playing games, CVC words, activities true/false, sentence and text
by the sea, sea creatures, initial letter blends and a completion and guided

Module 3A: Useful Things
Unit 13: Our Classroom

Code
1Ld4 Understand a limited range of short, Listening to classroom Worksheet: Pre-teach: line up, put 100–120
basic, supported classroom instructions instructions and matching them images/diagrams of simple away, take out, look at, minutes
to images class instructions face
1Uf1 Use imperative forms of common verbs Learners listen and match no.
for basic commands, instructions of instruction to image.
Listening and following
1Ld4 Understand a limited range of short, instructions
basic, supported classroom instructions Divide class into two or three
groups. Give chains of Keep team scores -
1Ug15 Sight read high-frequency words instructions that everyone in one point for the first
each group has to follow, e.g. team to complete each
line up/ hold hands/ face the sequence
widow
and blend phonemes in individual Sight-reading words for Large cards with words:
words different parts of the classroom front/ back door/ window
T moves to relevant part of corner/ board/ floor/ desk/
1Rd1 Understand the meaning of very simple class and holds up word. chair/ wall/ mat/ computer Do as team race
familiar phrases or sentences on In groups learners given words
familiar general and curricular topics by to read and stick on relevant Different coloured sets of Provide blue tack
rereading them part of class words above
Reading projected incomplete
instructions and guessing Project instructions, e.g. go
where learners have to go to the b [ack]
T reveals subsequent letters stand in the c [orner]
one at a time and learners face the w [all]
make a decision about where
to go, what to do
1S3 Use a limited range of basic words, Talking about activities Worksheet matching 100–120
phrases and sentences related to learners do in class exercise: sometimes we: Sit minutes
classroom objects, activities and line out at the board
routines Reading game of activity down up go take our

‘snap’. Learners turn over books out to play etc.
1Ug15 Sight read high-frequency words cards and shout ‘snap’ when
they recognise a class activity, Two sets of cards:
1S6 Contribute suitable words and phrases e.g. we colour pictures verbs: play, colour, draw, Learners keep cards
to pair, group and whole class write, read, spell, listen to they win
exchanges Listening to activities going on etc.
in a classroom and writing nouns: games, songs,
1Lm1 Understand the main points of short, down what they activity is. pictures, books, words,
supported talk on a limited range of Learners hear e.g. OK, let’s stories etc.
general and curricular topics say that again: s-c-h-o-o-l
-school Worksheet:
Learners write: spelling 1 __________ -
from left to right with regular spaces
10 __________
between letters and words
Drawing and colouring a
1S3 Use a limited range of basic words, flashcard for a particular Card for flash cards Possibly bring cut-outs
phrases and sentences related to school activity for learners to draw
classroom objects, activities and Learners hold up their card around
routines and other learners say what
the activity is Possible display
opportunity
1Ug16 Recognise that some sounds have Reading and identifying that Worksheet matching 100 -120
more than one spelling same sounds can be spelt with underlined letters in words minutes
different letters that represent same sound:
I do me too go
1Lg2 Recognise the sounds of phonemes Listening to words for things window door four me
and phoneme blends Ss use in class/school and un- three etc.
jumbling anagrams, e.g. You
1Wa4 Copy letters and familiar high frequency play football with this Worksheet of jumbled
words and phrases correctly words: lurer brbure
clinpe orabd
Saying where things are labl pocmtrue mbreun
[school objects] in a memory etc.
game
routines
One learner shuffles two sets Two sets of cards
1Ug5 Use basic adverbs of place, here, there of cards and spreads them out Pre-teach: pronoun
to say where things are face up One set images of school one
When all cards are out, same objects/ other set images
1S2 Ask questions in order to find out about learner turns them over. and words Get learners to sing
a limited range of personal information Other learner has to remember Happy Birthday to

and classroom routines where they are. other learner before
Where are the pens? One is they start having to
1S4 Respond to basic questions on here and one is there remember where cards
classroom and daily routines are
Asking and answering about
the spelling of words. Get learners to check
Learners show picture card answers and keep
and say: How do you spell score without revealing
that? answer
Learners win
corresponding card if
they are right
1Lg1 Understand very short supported Listening to the first half of a Pre-teach: key 100–120
narratives on a limited range of general story, e.g. Sport’s Day vocabulary from the minutes
and curricular topics text
1Rd1 Understand the meaning of very simple Reading short summary Worksheet: short, incorrect
familiar phrases or sentences on sentences which have one summary sentences
familiar general and curricular topics by detail difference from the story
rereading them and correcting them Worksheet matching
adjectives from the text to
1Ug3 Use basic adjectives and colours to say Focusing on adjectives used nouns they were used with
what someone/something is or has
before nouns
1Lg1 Understand very short supported
Listening to the second half of
narratives on a limited range of general
and curricular topics the story Worksheet of summary
sentences with one word
1Wa6 Write familiar words to identify people, missing
places and objects Completing with one word
[writing] short summary
sentences of whole story

Module 3A: Useful Things
Unit 14: Things and Stuff

Code
1S5 Use words and phrases to describe Talking about which things are Worksheet: 24 clothing and Pre-teach unknown 100–120
people and objects for what/ for whom accessory items: bags, items, e.g. goggles, minutes
hats, helmets, sunglasses, sunglasses, hair band,
1Ug8 Use with to indicate accompaniment. Learners decide which things shoes etc. boots, track suit,
1Ug9 Use for to indicate recipient they would put with other boots, trainers,
things in a shop, e.g. clothes Worksheet: shop floor plan earrings
1Ld1 Understand some specific information for boys/ for girls/ for sports divided into eight sections.
and detail of short, supported talk on a shoes, boots etc.[8 sections x Image of scene for learners
limited range of general and curricular 3 things] to complete by drawing/ Bring scissors and glue
topics Focusing on prepositions with colouring
and for Two similar images to above
Listening and following but with arrows indicating
instructions to complete details differences between images
routines in an image by drawing, e.g. that need to be
Can you see the boy on the communicated to another
1Ut4 Use demonstrative pronouns this, that, bike. He’s got a green hat. learner
these to indicate things. Draw a green hat
Giving instructions to other
learners to complete pictures.
Can you see the girl in the red
dress? She’s wearing sun
glasses
Focusing on demonstratives to Worksheet: learners tick
indicate the right thing. [images]
T asks: It’s cold. Which hat? cold > top hat/ woolly hat;
Learners point and say This football > trainers/ long
hat or That hat? boots etc.
1S2 Ask questions in order to find out about Remembering and saying who Object cards on which 100–120
a limited range of personal information has someone else’s object learners write the name of a minutes
and classroom routines Each learner is given two class member
object cards and writes the

1Wa5 Copy upper and lower case letters name of a different learner in
accurately when writing names and the class on each one
places Learners mingle and show the Worksheet: three objects
cards to as many learners as the same, e.g. colours/ three
1Ug4 Use possessive adjectives to describe possible foods/ one drink etc.
objects When every one sits down
again learners take turns to
1Uf4 Use have got to describe possession ask and point: Have you got
his ball?/Have you got her
1S5 Use words and phrases to describe shoes?
people and objects
Saying which object is the odd- Pre-teach: the same/
1Wa3 Write letters and words in a straight line one out different
from left to right with regular spaces Pairing up with another learner
between letters and words and writing down five things
they have the same, e.g. we
1Ug13 Spell some familiar high-frequency have got the same shoes
activities
1Wa6 Write familiar words to identify people, Spotting and remembering Sets of images with roughly Pre-teach: In picture 1/
places and objects differences between pictures ten differences between In picture 2
Learners write down words/ them
1S6 Contribute suitable words and phrases phrases that will remind them Project images
to pair, group and whole class of differences, e.g. red/ green
exchanges boots Picture 1 [10 seconds].
Learners then say what Picture 2 [10 seconds].
differences are Picture 1 [10 seconds
again]
1Rg3 Identify and remember high-frequency Focusing on words that end in Worksheet with words in two 100–120
sound and letter patterns –er. Ask learners to look at the groups with images: minutes
two sets of words and say ruler rubber computer
1Ug9 Use for to indicate recipient what is similar about them paper poster sticker/
mother father teacher
1Lm1 Understand the main points of short, Focusing on the use of ‘for’ to brother sister partner
supported talk on a limited range of indicate recipient
general and curricular topics Worksheet: 11 objects
[including 6 above] in one

1Ut5 Use personal subject and object Listening to short column; 10 objects
pronouns to give basic personal conversations and matching. [including 6 above] in
information an object to recipient, e.g. another
Who is the rubber for?/ The Worksheet: jumbled subject
1Ld4 Understand a limited range of short, rubber?/ Yes./ That’s for my pronouns and jumbled
basic, supported classroom instructions sister object pronouns to match in
a table
1Ug13 Spell some familiar high-frequency Focusing on subject and object
words accurately during guided writing pronouns. Matching subject Worksheet: images of
activities pronouns to object pronouns in different recipients. Ten
a table object cards
Listening to instructions and Images where people need

moving object cards to the something to help: someone
correct recipient, e.g. Give her made a maths mistake/
the computer./ Who?/ My someone clearly thirsty/
sister. /Give her the computer someone can’t draw straight
lines etc.
Writing short captions to match
pictures, e.g. Give him a
rubber./ Give her a drink
1S5 Use words and phrases to describe Saying which object is wrong Image: a boy playing Pre-teach: right and 100–120
people and objects in an image football in high-heeled wrong minutes
boots/ a girl wearing one red
1Rd1 Understand the meaning of very simple Reading short sentences about and one white sock etc.
familiar phrases or sentences on a picture and putting an x by
familiar general and curricular topics by the incorrect ones
rereading them Image and set of statements
Correcting incorrect
1Wa6 Write familiar words to identify people, statements above by crossing
places and objects out one word and replacing it
1Ld1 Understand some specific information Listening to descriptions of an Image of people doing/
and detail of short, supported talk on a image and saying: that’s right/ wearing different things
limited range of general and curricular that’s wrong
topics
1Ug13 Spell some familiar high-frequency Writing down the names of as Different objects one sheet Bring in lots of props

words accurately during guided writing many objects as learners can of paper per team for team [red nose, sunglasses,
activities when paraded by learners scribe to write down names ball kite, things to hold
of objects etc. [choose different
learners to model].
Keep team scores 1
point for every correct
spelling
Module Review
themes relating to instructions, activities and objects in true/false, sentence and text
the classroom, adjectives describing things and places, completion and guided
objects people have and a range of module learning speaking and writing tasks
objectives

Module 3B: Getting it Right
Unit 15: Questions and Answers

Code
1Rd1 Understand the meaning of very simple Reading and matching a range Worksheet: 100–120
familiar phrases or sentences on of common questions to How old are you? Minutes
familiar general and curricular topics by answers Yes please.
rereading them What colour is it?
Sorry I haven’t.
1Ld3 Understand a limited range of short Listening and writing down How are you?
supported questions which ask for answers to questions, e.g. No, I don’t.
personal information What colour are your shoes? Would you like a drink?
How old are you? etc. I’m fine.
1Ug2 Use numbers 1–10 to count Do you like chocolate?
I’m seven.
1Ut3 Use interrogative pronouns which,
Focusing on question words Have you got a pen?
what, where to ask basic questions
which, what, where, who, how D-o-l-p-h-i-n. How do you
1Wa4 Copy letters and familiar high frequency spell it?
words and phrases correctly It’s blue. etc.
1S2 Ask questions in order to find out about Saying what the question is Worksheet: complete with Divide class into 3 or 4
a limited range of personal information that gives the answer in a team the right question word teams
and classroom routines game (which what where who
how)
Card is won by team who form ____ is your name?
the correct question i.e. on the ____ is your bag?
back of the card ____ do you live?
____ old is your cat?
Cards with answers on: I’m

nine./ It’s John./ Green and
yellow./ h-a-t/I’m fine./ It’s
OK./ No, it’s sunny etc.
Questions on the back

1Uf3 Use common present continuous forms Focusing on present Image with children in a 100–120
[positive, negative, question] to talk continuous questions playground. Arrows point to minutes
about what is happening now Learners write down the different children and in
questions, e.g. Where is the brackets [going?]; [doing?];
1Wa3 Write letters and words in a straight line girl sitting? [looking at]; [sitting];
from left to right with regular spaces Learners then ask other [shouting to?]; [wearing?]
between letters and words learners questions etc.
1S3 Use a limited range of basic words, Watching a short animated film Short animated film and
phrases and sentences related to and answering questions on pause control
frozen frames, e.g. Where’s
routines
the cat going? etc.
1S6 Contribute suitable words and phrases
to pair, group and whole class Asking questions about mimed Cards with actions to mime
exchanges actions.
Learners mime an action they
1S2 Ask questions in order to find out about are given on a card, e.g. eat
a limited range of personal information lunch Projected letter sequences
and classroom routines After each question T reveals a to reveal
letter, e.g. l then u to help
1Rg2 Recognise, identify, sound, segment learner focus in on exact
and blend phonemes in individual answer
words
1Rd1 Understand the meaning of very simple Matching short answers to Worksheet: 110–130
familiar phrases or sentences on questions Do you like it? minutes
familiar general and curricular topics by Yes he can.
rereading them Have you got a pen?
No it isn’t.
1Ug13 Spell some familiar high-frequency Completing short answers to Can he swim?
words accurately during guided writing questions by writing in missing Sorry, I haven’t
activities words Is it raining?
No we don’t etc.
1S2 Ask questions in order to find out about Thinking of asking questions
a limited range of personal information
that match short answers Worksheet:
and classroom routines
Learners are each given a Is it cold? Yes.______.
short answer. When they hold Can you swim?
1Lm1 Understand the main points of short,
supported talk on a limited range of it up, another learner is No, ______
general and curricular topics indicated to produce a Are you going home?

question that fits it Yes, we_ etc.
1Ug13 Spell some familiar high-frequency Listening to questions and Cards with short answers
words accurately during guided writing matching appropriate short on, e.g. Yes I am.
activities answers. Learners hear e.g. Sorry I can’t.
What colour is it? Yes please
Who is going to the party? etc. No thanks.
No I don’t etc. Bring material, ribbon
Writing questions and answers and card for making
in matching balloons and kites Worksheet: display balloons and
for whole class display a Yes please kites
b Yes it is
Get learners to choose a c This colour
question/answer they had a d To school
problem with in previous e You and me etc.
sections for the display
Materials for making display Display opportunity
1Ug4 Use possessive adjectives to describe Focusing on possessive Worksheet : 100–120

objects adjectives Are they your shoes? minutes
Learners write corrective No. [image pointing to a girl]
1Wa6 Write familiar words to identify people, answers according to images, etc.
places and objects e.g. Are they your shoes?
No, they’re her shoes
words
1Wa5 Copy upper and lower case letters

accurately when writing names and
places
Worksheet: anagrams of Prepare anagram
1S2 Ask questions in order to find out about English spelling of all worksheet
a limited range of personal information Solving anagrams of all the learner names
and classroom routines learner names in the class
1Ld5 Understand a limited range of short When learners find a name

supported questions on general and they ask: Is no 2 your name?
curricular topics etc. Sets of questions, e.g.
What animal is this? Keep team scores and

1Wa6 Write familiar words to identify people, Whole class quiz in different [picture] allow teams to play a
places and objects rounds, e.g. animals, spelling, How do you spell [balloon]? joker to double their
colours, names, school, What number is he points in one round
numbers etc. wearing? [football player]
etc.

Module 3B: Getting it Right
Unit 16: Clothes

Code
1Ld1 Understand some specific information Listening and writing down Worksheet: images of 100–120
and detail of short, supported talk on a spellings of new ‘clothes’ people wearing different minutes
limited range of general and curricular words, e.g. clothes. Arrows pointing to
topics Can you see Jane? She’s items
wearing a jacket. How do you
1Lg3 Recognise the names of letters of the spell that? j-a-c-k-e-t
alphabet
1Rg2 Recognise, identify, sound, segment Matching clothing words to Image cards/ word cards
and blend phonemes in individual pictures
words
Worksheet:
1Rd1 Understand the meaning of very simple,
Using a picture dictionary to They go on your feet. They
familiar general and curricular topics by find clothing words begin with ‘s’. They’re not
rereading them shoes
Saying what other learners are
1Ug14 Use with support a simple picture wearing to the rest of the class
dictionary Bring in dressing up
props
1S5 Use words and phrases to describe Learners take turns to walk on
people and objects in fashion parade and another
learner describes what they
1Ug8 Use with to indicate accompaniment are wearing
1Ut2 Use determiners a, the, this, these to

indicate what/where something is
1Ug1 Use common singular nouns, plural Focusing on singular and Worksheet: sentence 100–120
nouns [plural ‘s’] and proper names to plural items of clothing completion. Completing minutes
say what things are noun [picture] prompt and
To distinguish jeans trousers verb.

1Ld1 Understand some specific information shorts pyjamas as plural His ____ _____ blue
and detail of short, supported talk on a [picture of trousers].
limited range of general and curricular Her ____ ___ black [picture
topics Listening and colouring/ of hat] Pre-teach: star,
drawing shapes on clown square, circle, sleeve
1Ug6 Use basic prepositions of location and clothing according to Worksheet: three outline
position at, in, near, next to, on to descriptions, e.g. Todo the images of clowns to colour
describe where people and things are clown is wearing a blue etc.
pyjama jacket and red pyjama
1Ld1 Understand some specific information trousers etc.
Listening to descriptions of Worksheet of questions
topics
what Clifton the Clown always pointing to different items of
1Uf2 Use common present simple forms wears Clinton’s clothing:
[positive, negative, question] to give Does Clifton wear shoes
basic personal information like this?
Reading and correcting a Are these Clifton’s gloves?
1Rd1 Understand the meaning of very simple written description of Clifton Does Clifton have a hat like
familiar phrases or sentences on from a colourful image this? etc.
rereading them Image of Clifton and
worksheet with short text to
1Wa6 Write familiar words to identify people, correct
places and objects
1Rg4 Recognise, identify and sound with Sorting words for clothes into Worksheet: Venn diagram 100–120
support familiar words and sentences hot/ cold sections of a Venn [circles labelled hot/ cold]. minutes
diagram Clothing words, e.g. gloves,
1Ug14 Use with support a simple picture Using a picture dictionary scarf, shorts, T-shirt, coat,
dictionary where clothes items are not boots etc.
known
1S5 Use words and phrases to describe Worksheet of matching
people and objects items: fireman - fireman’s
hat Possibly project
1Ut4 Use demonstrative pronouns this, that, Saying whose item of clothing nurse - nurse’s hat. images
these to indicate things
something is doctor - doctor’s coat.
Learners say: That’s her coat. builder - builder’s belt
1Uf3 Use common present continuous forms
That’s his hat football fan - football scarf
about what is happening now etc.

1Ut2 Use determiners a, the, this, these to Pre-teach: right/wrong
indicate what/where something is Saying what is wrong with the Worksheet: learners circle
way people are dressed which item of clothing is
1S8 Express likes and dislikes Learners say: She isn’t wrong in images:
wearing the right hat Skater wearing football
1Ug15 Sight read high-frequency words boots
Bride with a woolly hat
support familiar words and sentences I wear/ I don’t like/ wearing/
I’ve got/I like wearing/ I am
wearing
pink pyjamas/ black shoes/
Reading and matching parts of white socks
sentences so that they are true to school/ in bed/ on
about themselves holiday/ for football
Learners read out some of
their sentences to the class
1Ld4 Understand a limited range of short, Give each learner a stencil for Different hat stencils, e.g. 100–120
basic, supported classroom instruction a different type of hat to cut out king, cowboy, birthday minutes
and colour boy/girl, wizard, nurse,
1Uf1 Use imperative forms of common verbs clown, pirate, sailor etc.
for basic commands, instructions Listening to instructions how to
make a band for the hat so
1Rg2 Recognise, identify, sound, segment they can put it on their head
words Ask learners to put on hats and
identify who someone is.
1S4 Respond to basic questions on
T says: Who is Pete?
classroom and daily routines
Learner says: He’s a pirate
1S5 Use words and phrases to describe
people and objects Saying who someone is Worksheet: image and word
of characters minus hat
1Ld4 Understand a limited range of short, Take away worksheet and put
basic, supported classroom instructions all hats on a table. Ask half the
class to put on a hat and line All hats from previous
up. Other learners take it in activity
turn to walk the line and say

who everyone is, e.g. you’re a
sailor, you’re a nurse, you’re a
cowboy etc.
Repeat process with other hats
Listening to instructions in play
dressing challenges
Module Review
themes relating to question words, question forms and true/false, sentence and text
short answers, describing clothes and accessories and completion and guided
what people are wearing and a range of module speaking and writing tasks
learning objectives

Module 3C: Having Fun
Unit 17: Move It

Code
1Lg2 Recognise the sounds of phonemes Listening to movement words Worksheet: 80 -100
and phoneme blends and writing down final sound jum_ wal_ ru_ ben_ minutes
tou__ etc.
1Rd1 Understand the meaning of very simple Reading instructions on a card
familiar phrases or sentences on for a mime to be performed Pre-teach some new
familiar general and curricular topics by Cards with instructions/ verbs of movement:
rereading them images on as to how to jump, walk, run, touch,
perform an action, e.g. bend
1Uf3 Use common present continuous forms Answering the question: What swim like a fish;
[positive, negative, question] to talk is he, she/ are they doing? in jump like a frog; Pre-teach preposition
response to mime walk like a chicken; like
laugh like a chimp;
Use a limited range of basic words,
1S3 Listening to and following fly like a plane etc.
classroom objects, activities and instructions in an exercise
routines routine, e.g. Bend and touch
your feet …and up …
1Ld4 Understand a limited range of short, Worksheet: short exercise
basic, supported classroom instructions instructions and images to
match, e.g. Stand on one
1Rd1 Understand the meaning of very simple Reading and matching foot and hold one hand up
familiar phrases or sentences on exercise instructions to images
rereading them
1Lg2 Recognise the sounds of phonemes Listening and talking about Worksheet: 90–110
and phoneme blends possible ending spellings for fing_ kn__ should __ minutes
parts of the body mou__ ne__ no__ tee__
1S4 Respond to basic questions on t __
1S3 Use a limited range of basic words, Reprise of song Head,

phrases and sentences related to shoulders, knees and toes to

classroom objects, activities and which learners perform
routines gestures progressively more
quickly
1Ut6 Use conjunction and to link words and
phrases
Learning the Tweenies Copy Project lyrics Pre-teach: copy
1Ut7 Use me too to give short answers me song and following the
video
1S7 Take turns when speaking with others Learners then sing song and
in a limited range of short, basic take turns to perform an action
exchanges
that everyone copies
At the end of song ask learners
1S4 Respond to basic questions on
to close their eyes and say:
OK think, what’s Magda Give clues to help
1Uf3 Use common present continuous forms doing? learners remember,
[positive, negative, question] to talk e.g. She’s holding
about what is happening now something.
1Lm1 Understand the main points of short, Watching the movements of Learners hear e.g. It’s Bring two or three 120 -140
supported talk on a limited range of other learners and saying what raining/ It’s very wet/ The portable players with minutes
general and curricular topics they are reacting to sun is shining/ It’s very hot. headphones
[music]
1S5 Use words and phrases to describe Learners watch other learners Can you start dancing
people and objects with headphones, react to what please?/ Move like a
they hear and say what is monkey
1Ut5 Use personal subject and object happening
pronouns to give basic personal Worksheet:
information Focusing on object pronouns Can you see the boy? Give
___ the ball.
Reading short sentences and Look at the children. Let’s
completing with correct object ask ___ to play.
1Ug5 Use basic adverbs of place here, there pronoun Etc
to say where things are
Reading short sentences and Worksheet:
1Ug6 Use basic prepositions of location and completing with here, there or Come and sit ___.
position at, in, near, next to, on to correct preposition of location Come and sit ___ to me.
describe where people and things are Can you go over ___ and Objects and object
Writing down and saying get my ball. pictures placed/ stuck
1Wa6 Write familiar words to identify people, where things are Put that book ___ the table in different places

places and objects etc. around the room
Learners move around the
1Wo1 Include a full stop when copying very class in pairs writing down Worksheet:
high-frequency short sentences where things are Where’s the ball?
T asks where things are when Where’s the spider?
1S3 Use a limited range of basic words, mingling ends
phrases and sentences related to Scene card and object cards
classroom objects, activities and Listening and moving object
routines cards around a scene, e.g.
Can you see the monkey
dancing? Put the banana next
to him
1Ld4 Understand a limited range of short, Lining up and performing TPR Cards with orders on: 120–140
basic, supported classroom instructions routines like army drills: Touch your knees minutes
Put your finger on your nose. Stand on your toes. etc.
1Rg4 Recognise, identify and sound with Show me your teeth
support familiar words and sentences Put your finger on the nose Project words, e.g.
next to you etc. cat red feet knee toe
1Wa2 Form higher and lower case letters of Get different learners to act as hand bend walk
regular size and shape drill sergeant and give orders
by reading them out
1Rg3 Identify and remember high-frequency
sound and letter patterns
Writing down words that rhyme
with other words
1Ug16 Recognise that some sounds have
List of simple marching
more than one spelling
chants:
1Ld2 Use contextual clues to predict content Introducing learners to army I’ve got pyjamas, they are
in short, supported talk on a limited marching chants. Learners red. I like wearing them to
range of general and curricular topics listen and predict final rhyming ___
word I’ve got a hat. It is red. I like
1Ug12 Use like + verb +ing to express likes putting it on my ____
and dislikes Learners with support write I’ve got knees, they can Display opportunity
their own rhyming chants bend. I like jumping with my
1Uf4 Use have got + noun to describe and following this pattern ____ etc. Prepare as part of final
ask about possessions day performance
Learners read and teach their
1Ug13 Spell some familiar high-frequency chants to the class in marching
words accurately during guided writing drills
activities

1Wo1 Include a full stop when copying very
high-frequency short sentences

1S8 Express basic likes and dislikes

Module 3C: Having Fun
Unit 18: Party Time

Code
1Ug15 Sight read high-frequency words Unjumbling the three questions Cards: 80–100
in the ‘Beatles song’: All friend can have I bed minutes
1Rd1 Understand the meaning of very simple Together Now tea can friend to a little
familiar phrases or sentences on I can my take more I
to
rereading them
1Rd1 Understand the meaning of very simple Worksheet:

familiar phrases or sentences on Reading puzzle to work out ________________?
familiar general and curricular topics by rhymes in the song ________________?
rereading them _______________ ?
1Ug16 Recognise that some sounds have Worksheet:

more than one spelling Focusing on digraphs and Which number 1–10 has
blends in chorus including split same sound as ‘more’?
1Lg2 Recognise the sounds of phonemes digraph o-e [compare with o] Which number has same
and phoneme blends
sound as ‘bed’?
1Rg2 Recognise, identify, sound, segment Saying what actions could Which letter name has the
and blend phonemes in individual accompany the lines of the same sound as ‘tea’ - ‘f h d
words chorus y.’
1S6 Contribute suitable words and phrases Listening to and singing along Worksheet: listen and
to pair, group and whole class with the song and performing complete:
exchanges actions sail the __ip.
__op the __ee.
1Rg1 Recognise, identify, sound and name __ ip the r_ p _
the letters of the alphabet
1Ug2 Use numbers 1–10 to count
1Lg1 Understand very short supported Listen and think about these Tell the learners they
narratives on a limited range of general sounds: ch sh sk will sing the song as
and curricular topics sail the __ip party of their last day

__op the __ee party performance
__ ip the r_ p _
Project chorus lyrics
Project lyrics of whole song

1Ld4 Understand a limited range of short, Making an ‘end of year‘ Project images of displays Bring paper, glue, 100–120
basic, supported classroom instructions English’ scrapbook. A series of and bring in things learners scissors and craft Minutes
different pages/templates for have made throughout the materials
1Wa2 Form higher and lower case letters of learners to complete with year
regular size and shape words/ pictures/colouring, e.g.
I can make … Books are
1Wa3 Write letters and words in a straight line I can ask … personalised to share
from left to right with regular spaces I can sing … with parents at last day
between letters and words English words I like etc. party

activities
1Rd1 Understand the meaning of very simple Completing an end of year 80–100
familiar phrases or sentences on crossword puzzle with clues minutes
familiar general and curricular topics by relating to grammar and
rereading them vocabulary looked at
throughout the year
activities
Class team Spelling Bee in Prepare different
1Wa6 Write familiar words to identify people, rounds: rounds, set time limits
places and objects Your word is … and keep team scores
Participating in an end of year How do you spell…?
1Ug13 Spell some familiar high-frequency ‘spelling bee’ involving spelling Picture round: What’s this?
words accurately during guided writing of words from throughout the Complete the word: ‘tiget’
activities year t-I
1Lg3 Recognise the names of letters of the

alphabet

1Uf1 Use imperative forms of common verbs Give each learner a simple Worksheet of complete the Pre-teach any 60–80
for basic commands, instructions English recipe and ask them to final sound: unknown instructional minutes
take it home to make with pu_ cho_ mi_ ma_ cu_ recipe verbs
1Lg2 Recognise the sounds of phonemes parents for last day party e.g. bak_ etc.
and phoneme blends fairy cakes
Listening and writing down
1Ld4 Understand a limited range of short, final sound of instructional
basic, supported classroom instructions verbs
Practising short TPR routines
1S6 Contribute suitable words and phrases where learners line up and
to pair, group and whole class perform individual actions, then
exchanges come back to the line:
Write your name on the board,
Suzie Bring in theatrical
Open the door, cowboy. Project lyrics props and hats
Final Practice of song All learners have made
Together Now
1S5 Use words and phrases to describe Attending a last day English Recycle displays, 80–100
people and objects. party [with a parent if possible]. puppets hats etc. minutes
Children share displays and made throughout the
1S6 Contribute suitable words and phrases scrap books year
to pair, group and whole class
exchanges Try English food.
Perform All Together Now
basic, supported classroom instructions Perform TPR line up actions,
drill sergeant routines, army
chants etc.
Module Review
themes relating to instructions movement and body true/false, sentence and text
parts, rhymes, songs, spellings and things you can do completion and guided
in English and a range of module learning objectives speaking and writing tasks

Notes:
 The current model of nine units per stage is recommended – three per term. Fewer would give too large a group of objectives to address in one unit.
More would be too fragmented to give coherence to the overall scheme.
 Terminology can vary although consistency is recommended within a school.
 An audit of the learning objectives for the whole stage is recommended to ensure coverage. 1
 Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts.
 Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended. 2
 Detail of the ongoing objectives may be given in an outline plan. 3
1
See audit tool.
2
See table of ongoing objectives.
3
See table of ongoing work.

English As A Second Language Stage 1 Scheme of Work 2018 - tcm142-353933

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Cambridge Primary

Scheme of Work – English as a Second Language Stage 1

TERM 1 TERM 2 TERM 3

V2 8Y02 English as a Second Language Stage 1 1

Framework Learning Objective Activities Resources Comments Time

1Ld5 Understand a limited range of short Listening to the question

V2 8Y02 English as a Second Language Stage 1 2

1S1 Make and respond to basic statements Performing simple greeting

V2 8Y02 English as a Second Language Stage 1 3

Put a team of three or four

V2 8Y02 English as a Second Language Stage 1 4

Acting out short greeting

V2 8Y02 English as a Second Language Stage 1 5

Framework Learning Objective Activities Resources Comments Time

V2 8Y02 English as a Second Language Stage 1 6

1Ld1 Understand some specific information

V2 8Y02 English as a Second Language Stage 1 7

1Wa1 Hold a pen/pencil in a comfortable and

1Ld1 Understand some specific information

V2 8Y02 English as a Second Language Stage 1 8

V2 8Y02 English as a Second Language Stage 1 9

Framework Learning Objective Activities Resources Comments Time

1S1 Make and respond to basic statements Listening and responding to

V2 8Y02 English as a Second Language Stage 1 10

V2 8Y02 English as a Second Language Stage 1 11

1S4 Respond to basic questions on Focusing on prepositions of

1S4 Respond to basic questions on Saying where things are. In

V2 8Y02 English as a Second Language Stage 1 12

V2 8Y02 English as a Second Language Stage 1 13

Framework Learning Objective Activities Resources Comments Time

V2 8Y02 English as a Second Language Stage 1 14

Listening and spelling new Flashcards with words on

V2 8Y02 English as a Second Language Stage 1 15

1Ld4 Understand a limited range of short,

1Lg2 Recognise the sounds of phonemes Listening to instructions to Worksheet:

V2 8Y02 English as a Second Language Stage 1 16

Learning Objective Activities Assessment Time

V2 8Y02 English as a Second Language Stage 1 17

Framework Learning Objective Activities Resources Comments Time

V2 8Y02 English as a Second Language Stage 1 18

1Uf2 Use common present simple forms Focusing on me too/I don’t

Sight reading words related to

V2 8Y02 English as a Second Language Stage 1 19

Learners ask and answer: Display opportunity

V2 8Y02 English as a Second Language Stage 1 20

V2 8Y02 English as a Second Language Stage 1 21

Framework Learning Objective Activities Resources Comments Time

Strip of paper that can be

V2 8Y02 English as a Second Language Stage 1 22

V2 8Y02 English as a Second Language Stage 1 23

V2 8Y02 English as a Second Language Stage 1 24

Learning Objective Activities Assessment Time

V2 8Y02 English as a Second Language Stage 1 25

Framework Learning Objective Activities Resources Comments Time

V2 8Y02 English as a Second Language Stage 1 26

V2 8Y02 English as a Second Language Stage 1 27

Ask questions in order to find out about Prompt cards: running

V2 8Y02 English as a Second Language Stage 1 28

Framework Learning Objective Activities Resources Comments Time

V2 8Y02 English as a Second Language Stage 1 29

1Ug13 Spell some familiar high-frequency Display opportunity

Listening and identifying which Worksheet: e- a or a – e