RPT Cefr Year 2 2018

SK JALAN SUNGAI BESI 2
KSSR
English Language
Year 2
2018
1
Primary Year 2 Scheme of Work
Primary Year 2 Scheme of Work (Lessons 1 – 15)
Scheme of Work
LESSON: 1 (Writing 1)
WEEK: _________3 - 5______
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family & Friends
TOPIC: Introduction
LANGUAGE/GRAMMAR FOCUS:
Review of present simple to describe self
2
CROSS
CONTENT LEARNING MATERIALS / CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE
STANDARD STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
MAIN SKILL MAIN SKILL Plan a lesson to review learning from Large paper, coloured Values (Friendship) Your choice, depending
Year 1. pencils. on the needs of
Writing Writing individuals in your class.
4.2 4.2.1 In this lesson, pupils work in pairs or
Communicate basic Ask for and give basic small groups to ask and answer You can offer more or
information intelligibly personal information questions about themselves on topics less support for the
for a range of purposes using basic questions such as their name, age, favourites. speaking and writing, and
in print and digital and statements encourage pupils to write
media Then they will write about their partner more or less detail
(My new friend) and draw a picture (for depending on the level of
example, of them, their family, pet, a literacy of your pupils and
favourite something). what you would like to
review.
COMPLEMENTARY COMPLEMENTARY
SKILL Have pupils introduce their partner to
SKILL the class.
Speaking Speaking
2.3 These pictures can be left on the
2.3.1 classroom wall to help you and the
Communicate Introduce self and others
appropriately to a small pupils get to know each other.
to an audience using
or large group fixed phrases
3
LESSON: 2 (Listening 1)
WEEK: ________6 - 8_______
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
Days of the week

It’s (days)
On + day
4
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.58 Language Strategies 2 and 5 may
See Teacher’s Book. be suitable.
Listening Listening
1.2 1.2.1 Lesson Delivery Use other strategies if
Understand meaning in Understand with support See Teacher’s Book. appropriate.
a variety of familiar the main idea of simple
contexts sentences
Post lesson
See Teacher’s Book.
SKILL SKILL
Speaking Speaking
2.1 2.1.1
Communicate simple Give simple personal
information intelligibly information using basic
statements
5
LESSON: 3 (Speaking 1)
WEEK: ________9 - 11_______
MAIN SKILL(S) FOCUS: Speaking
TOPIC: Free Time
Days of the week

Present simple for regular activities ( I +verb + on + day)
6
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.59 Language Strategies 1, 2, 3 or 6

See Teacher’s Book. may be suitable.
Speaking Speaking
Communicate simple Give simple personal See Teacher’s Book. appropriate.
statements
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
Understand meaning in Understand with support
a variety of familiar the main idea of simple
contexts sentences
7
LESSON: 4 (Reading 1)
WEEK: ________12 - 13_______
MAIN SKILL(S) FOCUS: Reading
TOPIC: Free Time
Present simple On (day) we (verb).
8
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.60 Language Strategy 5 may be
See Teacher’s Book. suitable.
Reading Reading
Understand a variety of Understand specific See Teacher’s Book. appropriate.
linear and non-linear information and details of
print and digital texts by simple sentences
NB – this is a reading lesson. Have
using appropriate
pupils read and match, draw a line
reading strategies
before/while listening.
Post lesson
COMPLEMENTARY
COMPLEMENTARY
SKILL
SKILL
Listening
Listening
1.2
Understand meaning in 1.2.1
Understand with support
a variety of familiar
the main idea of simple
contexts
sentences
9
LESSON: 5 (Language Arts 1)
WEEK: ________14 - 15______
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Free Time
Days of the week

Food vocabulary (review)
10
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A story about days of the Language Strategy 6 may be
Task 10 (with flashcards or realia of week, for example suitable.
Language Arts Language Arts known words from the list) The Very Hungry
5.2 5.2.1 Caterpillar (Book available Use other strategies if
Express personal Name people, things, or see appropriate.
Lesson delivery https://www.youtube.co
responses to literary actions, or places of 1. Ask pupils to sit or stand in a m/watch?v=vkYmvxP0
texts interest in texts
circle. Place the flashcards/realia in the AJI
middle of the circle. Ask pupils to point Also, movie at:
to the food they like. https://www.youtube.co
m/watch?
COMPLEMENTARY COMPLEMENTARY v=75NQKSm1YY )
2. Review the words by helping
SKILL SKILL pupils to say I like x. or My favourite is
x. Flashcards/realia/toys of
Listening Listening food:
1.2 1.2.1
Understand meaning in Understand with support 3. Ask pupils if they ate any of apple pear
a variety of familiar the main idea of simple these foods this week. Ask them which strawberry
contexts sentences day they ate it on. NB This asks about orange cake
the past. Do not focus on this, just elicit ice cream
the days of the week in association cheese
with the foods. sausage
lolly pop
4. Introduce the caterpillar. Ask watermelon
pupils what it likes to eat. leaf
caterpillar
5. Read/tell/show the story (Very
Hungry Caterpillar), asking questions to
check understanding and using the
images to support understanding. NB
pupils do not need to understand every
word, just the general idea of the story.
6. Ask pupils if their prediction

about what the caterpillar eats were
correct.
7. Write the days of the week on

the board.
8. Repeat the story and
11
encourage pupils to remember what
the caterpillar eats on each day.
9. Pupils work in pairs or small

groups to note in their exercise book
what the caterpillar eats each day.
They could write the words or draw
pictures, depending on the proficiency
level of your class.
Post lesson
Task 11
TOPIC: Free Time
12
I + verb (+phrase) + on + day+s

WEEK: ________16 - 18_______
CROSS
ELEMENT
13
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards for Language Strategy 3 may be
Task 4: Identify the flashcard actions from p.56-60 suitable at stage 8 (see
Listening Listening (these can be Learning Outline).
1.2 1.2.2 handdrawn if
Lesson Delivery necessary) : play
Understand meaning in Understand with support Use other strategies if
1. Review the flashcards on the football, go swimming,
a variety of familiar specific information and appropriate.
board from the pre-lesson task by play the piano etc.
contexts details of simple
checking pupils know these Enough for one per
sentences
expressions. Then mime each one and pupil (they can be
ask pupils to guess what you are doing. repeated)
COMPLEMENTARY COMPLEMENTARY Word cards for days of

SKILL 2. Ask pupils to stand in a circle.
SKILL Say the action words and pupils mime. the week
Ask pupils to turn to their neighbour to
Speaking Speaking do this in pairs.
2.1 2.1.1
Communicate simple Give simple personal
information intelligibly information using basic 3. Put the days of the week word
statements cards around the classroom. Give each
pupil an action flashcard.
4. Say the sentence I (verb) on

(day). The pupil with the action
flashcard should take it and stand by the
correct day. Repeat for all cards.
5. Ask pupils to tell you a

sentence for their action and day (where
they are standing).
6. Pupils return to their places.

Tell pupils a sentence about your week
(e.g. I ride my pony on Mondays). They
should tell you if it is right or wrong.
Repeat a few times.
7. Pupils do the Right or Wrong

activity in pairs.
8. Feedback as a whole class by

asking pupils to tell you what their
partner does in the week. Depending on
your class, you could ask them to say:
X said, “I xxx on xxxs’
14
She xxxxs on xxxxs.
She doesn’t xxx on xxxs.
Post lesson
Task 1 (you will need to make notes as
pupils talk about their weekly activities
for this)
WEEK: ________19 - 21_______
TOPIC: Free Time
I / we + verb + on + day+s
15
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S
STANDARD STANDARD REFERENCES STRATEGIES NOTES / REMARKS
ELEMENT
16
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards Language Strategies 2 or 5 may be
Task 4: Identify the flashcard of actions (from suitable.
Speaking Speaking Lesson 6)
2.1 2.1.1 Lesson delivery Use other strategies if
Communicate simple Give simple personal 1. Write numbers 1 to 6 (or one to six)* on the One or two dice appropriate.
information intelligibly information using basic board. If you have a numbers song, you could sing per pair or group
statements (or whole class if
the song.
not available)
*You could extend this to
12 and use two dice for
2. Review the action flashcards and put them
COMPLEMENTARY COMPLEMENTARY this activity.
on the board next to a number as the pupils say A worksheet for
SKILL SKILL
them correctly. each pupil with a
Listening table for pairwork
Listening interview (see
1.2 1.2.2 3. Ask pupils to close their eyes or turn
Understand with support around. Remove an action card from the board. Ask below)
Understand meaning in
a variety of familiar specific information and pupils to tell you which card you removed. They can
contexts details of simple tell you the number and/or the action. Repeat.
sentences
4. Put the pictures back on the board and

write the phrase next to them (you can elicit spelling,
ask pupils to write in their notebooks or ask a pupil
to come and write on the board).
5. Give out papers. Pupils work in pairs to tell

each other what they do in the week. They should
choose (if possible) from the actions on the board 1 -
6. The partner listens and writes in the table (they
can write the words or the number from the board).
6. Ask pupils to compare their worksheets to

find any activity that they do at the same time. If they
do, they should say Let’s do it together! You will
need to model this and explain together using
gesture and mime.
7. Tell pupils to stand up and walk around the

room to talk to new partners. They should try to find
something in common:
A: I play football on Saturdays.
B: I play football on Saturdays, too.
A&B: Let’s do it together!
Model and practice the dialogue before beginning
the activity.
17
8. Feed back by asking pupils to tell you what
they have in common, e.g. We play football on
Saturdays.
Make notes on what pupils say here, you will need
this to prepare the next lesson.
Post lesson
Task 3
Example table for pairwork interview worksheet for Lesson 7
Day Activity
Mondays
Tuesdays I play football
Wednesdays
Thursdays
Fridays
Saturdays
Sundays
18
WEEK: ________22 - 24_______
TOPIC: Free Time
I / we + verb + on + day+s
19
/ei/ sound in words from unit
CROSS
ELEMENT
20
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards of Language Strategies 1 or 3 may be
Task 4 actions suitable.
Reading Reading
3.1 3.1.2 One worksheet for each Use other strategies if
Lesson delivery
Recognise words in Recognise and sound out pupil, in two parts. Part appropriate.
1. Write the words on the board:
linear and non-linear with some support 1 – see below. Part 2 –
play watch day game
texts by using beginning, medial and sentences based on
ball
knowledge of sounds final sounds in a word pupils’ responses in
what When writing the
and letters Lesson 7)
hurray worksheet part 2, you
match could choose pupils who
Elicit the common letter (a). participate less often,
Ask pupils to read the words to their who have lower
COMPLEMENTARY partner. proficiency or who have
COMPLEMENTARY low motivation. This will
SKILL SKILL help involve them more in
2. Model the /ei/ sound. Ask their learning.
Reading Reading pupils to tell their partner which words
3.1 3.1.1 have this sound.
Recognise words in Identify, recognise and Feedback on 1 and 2 whole class and
linear and non-linear name the letters of the check pronunciation. If appropriate, select
texts by using alphabet suitable activities for your
knowledge of sounds pupils from LINUS
and letters 3. Elicit spellings for /ei/ sound: Module 1 to be added in
ay and a+C+e (ask pupils to say the to this lesson to focus on
letter names). phonemes from Lines a
Ask pupils to write (or tell you) more and b of the Year 1
words which follow this rule. Phonics Table (see
syllabus)
4. Give pupils the worksheet. Ask
them to read the sentences in part 1
and circle the /ei/ sounds. Then they
should read them with their partner
before checking whole class.
5. Ask pupils to read the

sentences in Part 2 of the worksheet
(these should be a mix of sentences
about pupils, some true (or right), some
false (or wrong), based on their
responses in Lesson 7. See below).
They should circle True or False.
6. Check answers whole class by

asking the relevant pupils to say if it is
true or false.
21
Post lesson
Task 12
Example sentences for worksheet part 1 (Lesson 8):
1. I play football on Mondays.
2. I go swimming on Saturdays.
3. I ride my bike on Sundays.
[Add more activities that your pupils do regularly]
Example sentences for worksheet part 2:
(Pupil’s name) I xxx on xxxs.
1. (Aishah) I play computer games on Mondays and Sundays. True / False
2. (Ryan) I ride my bike on Saturdays and Sundays. True / False
(8 - 10 sentences, depending on your class)
TOPIC: Free Time
22
WEEK: ________25 - 26_______
My favourite day is X.
I + verb + on + day+s.
CROSS
ELEMENT
23
MAIN SKILL MAIN SKILL Pre-lesson Word cards to make up Language Strategies 3 or 4 may be
Task 1 (days of the week) sentences. One per suitable (see learning
Writing Writing student. e.g. outline).
4.3 4.3.3 Lesson delivery
Communicate with Plan, draft and write 1. Have pupils sit or stand in a I / go / swimming / on / Use other strategies if
appropriate language simple sentences Saturdays / I / play / appropriate.
circle. Give each pupil a word card. Ask
form and style for a football / on / Fridays
pupils to find friends to make
range of purposes in sentences. They should stand in a line If appropriate, select
print and digital media to make a sentence with their words. Worksheet for each suitable activities for your
If you have a very large class or would pupil (see below) pupils from LINUS
like to control this more, children can Module 1 to be added in
work in groups so that each group to this lesson to focus on
makes one sentence. phonemes from Lines a
COMPLEMENTARY and b of the Year 1
Ask pupils to say their sentences. Put
SKILL COMPLEMENTARY Phonics Table (see
the sentences on the board. Elicit the
SKILL
need for full stops. syllabus).
Writing
4.2 Writing
Communicate basic 4.2.1 2. Play a game to elicit the
information intelligibly Ask for and give basic spelling of favourite (e.g. see pre-lesson
for a range of purposes personal information task 7), leave the word on the board.
in print and digital using basic questions
media and statements
3. Tell pupils that your favourite
day is X. Tell them what you do on that
day. Ask pupils to write their favourite
day in their exercise books. They can
also write what they do on that day,
depending on the proficiency level of
your class or pupils. Monitor and help
pupils as necessary.
4. Ask pupils to check their

partner’s writing.
5. Hand out worksheet to pupils.

They should write their favourite day at
the top of the page. On the lines at the
bottom, they write My favourite day is
X. They can also write I xxx on xxxs if
they drafted this in stage 3. They draw a
picture in the box.
6. Display pupils’ work in the

classroom. Ask pupils to tell the class
about their work.
24
Post lesson
Task 5
Suggested design of worksheet for Lesson 9:
Day: _____________________________________
_________________________________
_________________________________
_________________________________
25
WEEK: _________27 - 29______
TOPIC: Free Time
Days of the week and food vocabulary review
26
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson linked to Your choice depending Science and Your choice depending
the main and the complementary on the focus of your Technology on your lesson
Language Arts Language Arts content and learning standards. lesson.
5.2 5.2.1
Express personal Name people, things, You could extend Lesson 5 by Suggested material:
responses to literary actions, or places of rereading The Very Hungry Caterpillar The Very Hungry
texts interest in texts. and providing some activities to Caterpillar
develop understanding of life cycles in
nature, specifically the butterfly.
SKILL SKILL
Speaking Speaking
2.1 2.1.3
Communicate simple Give a short sequence of
information intelligibly basic instructions
27
WEEK: _______30 - 31________
TOPIC: Free Time
Do you…?
Yes, I do…/ No, I don’t
28
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.61 Language Strategy 2, 3 or 7 may be
Speaking Speaking
Communicate simple Give simple personal See Teacher’s Book. appropriate.
statements
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions
29

WEEK: _______32 - 33________
TOPIC: Free Time
We’re lost
Lake
Wait and see
Come with me
Thank you very much
30
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.62 Values Strategy 6 may be
See Teacher’s Book. (asking for help when suitable.
Listening Listening you need it)
Understand meaning in Understand with support See Teacher’s Book. appropriate.
a variety of familiar very short simple
contexts narratives
NB – this lesson focuses on Activity 1
(picture story), which continues onto
page 63.
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL See Teacher’s Book.
Listening Listening
1.2 1.2.2
a variety of familiar specific information and
sentences
31
WEEK: ________34 - 36_______
TOPIC: Free Time
Recycled story language from lesson 17
32
33
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.63 Values Strategy 2 may be
See Teacher’s Book. (asking for help when suitable.
Reading Reading you need it)
3.1 3.1.3 Use other strategies if
Recognise words in Blend phonemes (CVC, appropriate.
Lesson Delivery
linear and non-linear CCVC, CVCV, CCV)
texts by using
knowledge of sounds of
letters
Post lesson
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Listening
1.1 Listening
Recognise and 1.1.1
reproduce target Recognise and reproduce
language sounds with support a range of
high frequency target
language
phonemes
34
WEEK: ________37 - 38_______
TOPIC: Free Time
How many days do….?

Possessive ’s
35
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.64 Language Strategy 2 may be
Writing Writing
4.3 4.3.1 Use other strategies if
Communicate with Use capital letters and appropriate.
Lesson Delivery
appropriate language full stops appropriately in
form and style for a guided writing at
range of purposes in sentence level
print and digital media
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
a variety of familiar specific information and
sentences
36
WEEK: _______39 - 40________
TOPIC: Free Time
Your choice of phoneme blends CVC, CCVC, CVCV, CCV
37
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Language Your choice, as
linked to the main and the appropriate to your appropriate to your
Language Arts Language Arts complementary content and learning lesson. lesson.
5.1 5.1.2 standards.
Enjoy and appreciate Say the words in simple Some example songs
rhymes, poems and texts, and sing simple In this lesson, pupils listen to and join in can be found here:
songs songs with intelligible a song which focuses on blending
pronunciation, rhythm phonemes. They should see and work https://www.kizphonics.
and intonation with the words of the song in written com/phonics-
i) simple chants and form as well. phonemesongs/
raps ii) simple rhymes iii)
simple action songs iv)
http://www.earlychildho
simple songs
odeducationzone.com/
best-phonics-songs/
COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
Reading
3.1.3
Reading Blend phonemes (CVC,
3.1 CCVC, CVCV, CCV)
Recognise words in
linear and non-linear
texts by using
knowledge of sounds
and letters
38

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SK JALAN SUNGAI BESI 2

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family & Friends

Review of present simple to describe self

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Free Time

Days of the week

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Free Time

Days of the week

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.59 Language Strategies 1, 2, 3 or 6

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Free Time

Present simple On (day) we (verb).

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: Free Time

Days of the week

6. Ask pupils if their prediction

7. Write the days of the week on

8. Repeat the story and

9. Pupils work in pairs or small

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Free Time

I + verb (+phrase) + on + day+s

COMPLEMENTARY COMPLEMENTARY Word cards for days of

4. Say the sentence I (verb) on

5. Ask pupils to tell you a

6. Pupils return to their places.

7. Pupils do the Right or Wrong

8. Feedback as a whole class by

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Free Time

4. Put the pictures back on the board and

5. Give out papers. Pupils work in pairs to tell

6. Ask pupils to compare their worksheets to

7. Tell pupils to stand up and walk around the

Tuesdays I play football

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Free Time

5. Ask pupils to read the

6. Check answers whole class by

Example sentences for worksheet part 1 (Lesson 8):

1. I play football on Mondays.

3. I ride my bike on Sundays.

[Add more activities that your pupils do regularly]

Example sentences for worksheet part 2:

(Pupil’s name) I xxx on xxxs.

1. (Aishah) I play computer games on Mondays and Sundays. True / False

2. (Ryan) I ride my bike on Saturdays and Sundays. True / False

(8 - 10 sentences, depending on your class)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: Free Time

4. Ask pupils to check their

5. Hand out worksheet to pupils.

6. Display pupils’ work in the