Primary Year 2 SJK Scheme of Work

KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 2
SJK
Primary Year 2
National - Type School
Scheme of Work
Primary Year 2 (SJK) Scheme of Work

Contents
Introduction to Primary National-Type Year 2 Scheme of Work Document p.3
1. Overview of the Primary Year 2 Scheme of Work p.4
2. Glossary of terms in Primary Year 2 curriculum framework p.6
3. Differentiation strategies for Primary Year 2 pupils p.8
4. Formative Assessment p.11
5. Suggested Pre-Lesson Tasks p.12
6. Suggested Post-Lesson Tasks p.17
7. Primary Year 2 Schemes of Work (Lessons 1 – 80) p.23

Introduction to Primary Year 2 National-Type School Scheme of Work Document
The purpose of the Primary Year 2 Scheme of Work document is to provide teachers with support
and information for planning, creating and delivering their lessons throughout the year. The
Scheme of Work contains the following sections:
1. Overview of Primary Year 2 National-Type School Scheme of Work
This section will explain to teachers how the Scheme of Work is organised and provides detail on
the two types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based
lessons.
2. Glossary of terms in the Primary Year 2 curriculum framework
In order to assist teachers in understanding the Content and Learning Standards which will appear
in each lesson, a number of these Standards have been explained in more detail.
3. Differentiation strategies for Primary Year 2
This section provides teachers with a number of suggested differentiation strategies which
teachers may wish to use within their classes. There are a total of seven strategies and each
lesson will have a recommendation for teachers as to which strategies could be used within that
particular lesson.
4. Formative Assessment
This section provides a short overview of formative assessment and suggests 5 possible ways
teachers can assess their pupils.
5. Suggested Pre-Lesson Tasks
Teachers have been provided with a selection of tasks which can be used at the start of each of
the non-textbook-based lessons. There are a total of 12 tasks and details in how each task can be
used are provided.
6. Suggested Post-Lesson Tasks
As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be
used at the end of each non-textbook-based lesson.
7. Scheme of Work (Lessons 1 – 80)
This section provides teachers with information for both the textbook-based lessons and the non-
textbook-based lessons. For the textbook-based lessons, teachers will need to refer to the
accompanying Teacher’s Book. For the non-textbook-based lessons, teachers will be required to
develop their own lesson plans and materials. However, possible activities have been suggested
for some of these non-textbook-based lessons which teachers may choose to develop.
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1. Overview of the Primary Year 2 National-Type School Scheme of Work
1. What is the Primary Year 2 National-Type School Scheme of Work, and how can it help
teachers?
The Primary Year 2 National-Type School Scheme of Work gives teachers an overview of
Content and Learning Standards, lesson content and materials for their lessons with Primary
Year 2 pupils. They can use the Scheme of Work to help with their daily, weekly and longer-
term lesson planning.
2. How is the Primary Year 2 National-Type School Scheme of Work organised?
The Scheme of Work provides outlines and suggestions for lessons which focus on listening,
speaking, reading, writing or Language Arts over the whole school year.
It links the lessons to:
 themes and cross-curricular elements in the Primary Year 2 national curriculum

 the four – lesson cycle of skills lessons (listening, speaking, reading and writing) and a
Language Arts lesson outlined in the Year 2 national curriculum
 achievement targets from the curriculum framework
 suggested materials.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content.

It also suggests ways of differentiating learning tasks to help pupils at different levels of
language understanding and use.
3. How are content and skills organised in Primary Year 2?
Primary Year 2 starts with a getting-to-know you lesson, which reviews learning from Year 1.
From Lesson 2 onwards, Primary Year 2 is organised into textbook-based lessons (using the
selected textbook - Superminds 1) and non-textbook-based lessons. In the textbook-based
lessons there are four skills lessons and a Language Arts lesson. The sequence of the skills
lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook. In
the non-textbook-based lessons, the skills lessons are mostly in the fixed order of listening,
speaking, reading, writing and Language Arts as suggested in KSSR Bahasa Inggeris Tahun 2
(National schools) and KSSR Bahasa Inggeris SJK Tahun 2 (National-type schools) of 2012.
Within each lesson, pupils do a range of activities and they often use and practise more than
one skill, as is found in everyday language use. For example, a speaking lesson may also
involve listening; or introductory and/or follow-up activities may practise target language through
a different skill, for example, pupils may read words they have practised using in spoken
language. Therefore, every lesson identifies a main and a complementary Content and Learning
Standard, and these often focus on different skills. The first Standard stated in the Scheme of
Work represents the main focus of the lesson, and the complementary Standards are
secondary. Lesson objectives can be derived from both these main and complementary
standards.
The purpose of the non-textbook-based lessons is to recycle and consolidate language and
skills practised in the textbook-based lessons, which should be identified through formative
classroom-based assessment of pupils’ progress.
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4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given content and learning standards for lessons. This is because
content and learning standards are repeated a number of times over Year 2 in order to increase
pupils’ chances of success in achieving them across all skills and within Language Arts, but
teachers do not have to follow the learning outline and materials suggested. These can be
adapted according to the teaching and learning context, as long as they work towards the
Content and Learning Standards for that particular lesson.
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2. Glossary of terms in Primary Year 2 curriculum framework
Term in Year 2 curriculum Meaning

framework
Listening 1.1.1 a range of high frequency target language phonemes

Recognise and reproduce These are the phonemes shown in the phonics table in the syllabus
with support a range of high document.
frequency target language
phonemes A range of target language phonemes in Year 2 means a suitable
variety of phonemes from the phonics table, based on your judgment
of how well the pupils you teach can read. These are in addition to
the phonemes already covered in Year 1.
Listening 1.2 a variety of familiar contexts

Understand meaning in a Familiar contexts are ones which pupils know. Examples include
variety of familiar contexts contexts linked to topics covered in the Superminds 1 textbook, such
as friends and family, school and food (from Year 1), as well as free
time, the home and clothes (from Year 2).
However, pupils in rural or remote areas and pupils who live in cities
may be familiar with different contexts. Please use your own
judgment here.
Listening 1.2.1 simple sentences

Understand with support the Simple sentences are short and contain just one clause (e.g. I’m
main idea of simple seven; She can swim, He’s got 2 sisters). The ideas they contain are
sentences easy for pupils to understand (e.g. They live in Kuching, I like
See also: bananas).
 Listening 1.2.2
 Reading 3.2.1
 Reading 3.2.2
Listening 1.2.3 very short simple narratives

Understand with support Very short narratives are stories which are usually not more than 6
very short simple lines long. The simple narratives contain language and ideas which
narratives pupils can understand.
Please use your own judgment on very short simple narratives,

based on the level and interest of the pupils you teach.
Speaking 2.1 simple information

Communicate simple Simple information is frequent, everyday information which is simple
information intelligibly cognitively. Examples include pupils saying their name and age, or
saying what they like. Superminds 1 provides frequent opportunities
for pupils to communicate simple information.
Speaking 2.1.1 basic phrases

Give simple personal Basic phrases are short, simple phrases for communication which
information using basic pupils can understand and adapt to communicate successfully.
phrases These include phrases such as “How are you?” “I’m tired today”.
See also: There are many basic phrases presented in Superminds 1.
 Speaking 2.1.2 Basic
questions
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 Writing 4.2.1 Basic
questions and
statements

Speaking 2.1.3 short sequence of basic instructions

Give a short sequence of Basic instructions are short, often two or three words long and use
basic instructions imperative verb forms, for example “Stand up” or ‘Pass me the book,
please”. Two or three of these together make a short sequence of
basic instructions.
Speaking 2.3.1 fixed phrases

Introduce self and others to Fixed phrases are useful phrases for communication which pupils
an audience using fixed can understand and use to communicate successfully. Often the
phrases language in the fixed phrases is above their general language level.
Here are some examples: It’s my turn, Good idea! No problem!
There are many fixed phrases in Superminds 1.
Reading 3.1 linear and non-linear texts

Recognise words in linear Linear texts contain only words. Pupils usually read their content in
and non-linear texts by the sequence in which it appears on the page. Examples of linear
using knowledge of sounds texts include: dialogues, stories and descriptions.
of letters
Non-linear texts combine words and pictures. They involve a
different kind of reading from linear texts, as pupils may move
See also between the words and the pictures as they read, not always in a
 Reading 3.2 sequence. Examples of non-linear texts include graphs, diagrams
and some computer games.
Reading 3.3.1 digital games

Read and enjoy simple print Digital games are language games which pupils play on language
and digital games at learning DVD ROMs, CD ROMS or websites.
sentence level
Writing 4.2 basic information

Communicate basic Basic information means the same as simple information (see
information intelligibly for a Speaking 2.1 above).
range of purposes in print
and digital media a range of purposes
The range of purposes is described in the Learning Standards for
Years 1 - 6. These purposes involve finding out about and giving
personal details and opinions.
Writing 4.3.2 high frequency words

Spell a narrow range of High frequency words are words which pupils use often in Primary
familiar high frequency Year 2 writing, such as colours, numbers, days of the week, and
words accurately in guided classroom objects. Please use your own judgment on familiar high
writing frequency words, according to words pupils write often in your
lessons.
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3. Differentiation strategies for Primary Year 2 pupils
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the
food words you know, or What will happen next?) allow more proficient pupils to contribute
more unusual words, more complex language, or more original ideas. Sometimes, the teacher
can also give different tasks to more proficient and less proficient groups of pupils according to
their needs and interests: see Strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
 their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary
 with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.
Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim
is that every pupil says or writes something, so that they feel successful. Two useful strategies
here are:
 compulsory plus optional
 remember and share.
i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more,
or In your group, say 3 colours or more. The minimum target (2 sentences, 3 colours) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is
optional, and gives a chance for more proficient language pupils to challenge themselves.
Some pupils will stop at the minimum target at first, but with more practice, they will soon
get the idea of going beyond the minimum target.
ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas
they learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In
one minute, I’ll cover them… Now, share with your group what you remember and then tell
me). Sometimes, less proficient pupils have good memories, and so this task also allows
different pupils to make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved.
When it is appropriate, these pupils should be given a little more time to finish, and extra tasks
for pupils who complete the task early should be provided (e.g. Write as many animal words
as you can; Name the things in this picture in the textbook; Talk with your friend in English: You
choose what to talk about). Rewarding fast finishers with something ‘fun’ to do (such as playing
with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly,
rather than to work carefully at their own speed. Extra tasks should extend and enrich learning.
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Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what
they do and how they do it. Sometimes, for example, pupils decide for themselves which tasks
they want to do (e.g. the gestures they create for an action song, or a revision game),
depending on the ways they prefer to learn (for example visually, through speaking or listening,
or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can
sometimes pair up pupils who can help and support each other (e.g. one who can write and
one who cannot yet write well) or who enjoy working together. Sometimes teachers might want
to mix girls and boys, or have single-sex pairs/groups. In some tasks, pupils can be assigned
different roles to do, for example a group manager, writer or artist. Teachers should make sure
to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might
decide on a reading target for each child, and provide them with different tasks from those
pupils who can already read. If a few pupils are proficient readers, they could be given extra
tasks. It should be noted that the Schemes of Work for Primary Year 1 and 2 give
recommendations for less proficient readers to be given support during some reading lessons.
Strategy 6: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is limited. They often
involve very short responses. Open questions usually have more possible answers, and longer
responses. Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a
dog or a cat?) gives them a chance to produce accurate answers, as they are usually easier to
answer than open questions. Asking open questions to more proficient pupils (e.g. What can
Misty do now?) provides extra challenge. As less proficient pupils grow in confidence and
competence, teachers can ask them more open questions. Sometimes there are also good
reasons for asking more proficient pupils easier questions, as this involves them in the lesson
and helps the pace of the lesson.
Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For
example, if a pupil who is less proficient at writing has tried hard and produces work with a
number of misspellings, feedback can be given on what they did well, and only 2 or 3
misspellings of common or important words highlighted. The pupil should respond to this
feedback because the suggested improvement is achievable for them. If a stronger pupil writes
well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings
are, and ask them to find and correct them. The pupil should be able to respond to the extra
challenge built in to this feedback. The same principle applies to giving feedback on pupils’
spoken language.
Pupils with pre-and low-level literacy skills

Some pupils may begin Year 1 with few or no literacy skills, and continue to need to develop
these skills into Year 2. Within the Scheme of Work, reading and writing skills are developed in
different ways and pupils’ literacy skills will be developed through the activities and lessons
outlined in the Scheme of Work, both in the textbook and non-textbook lessons as the relevant
Content and Learning Standards are given adequate attention for pupils who are developing
literacy skills.
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However, pupils with lower literacy proficiency will need extra support. It is recommended that
teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI) Pupil’s Modules 1
and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the
Scheme of Work in the Differentiation column.
Please note the following Content and Learning Standards which develop these skills:
1 Content Standard Learning Standard

Listening 1.1 Listening 1.1.1
Recognise and reproduce target Recognise and reproduce with
language sounds support a range of high frequency
target language phonemes
2 Content Standard Learning Standard

Reading 3.1 Reading 3.1.1
Recognise words in linear and non- Identify, recognise and name the
linear texts by using knowledge of letters of the alphabet
sounds and letters
Reading 3.1.2
Recognise and sound out with
some support beginning, medial
and final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC,
CVCV, CCV)
Reading 3.1.4
Segment phonemes (CVC, CCVC,
CVCV, CCV)
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4. Formative Assessment
Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as

language learners, and in communicating this information clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative

assessment is therefore also informative. Formative assessment of listening or reading may
involve talking with pupils about different listening and reading strategies they can use. Some
of this discussion may be in L1, as the focus is on learning, not on language performance.
Formative assessment of speaking, may involve highlighting how well a pupil has
communicated a message, as well as some explicit or implicit correction of pronunciation,
vocabulary or grammar. The picture is similar with formative assessment of writing, with
spelling and punctuation replacing pronunciation.
There are five common ways of collecting information in order to find out what pupils have
done well, and what they need to improve:
1. observing pupils in class

2. reading and marking their written work
3. asking pupils about their learning, e.g. what they find easy and difficult, what task types
and topics they enjoy
4. asking pupils to self- or peer assess their work
5. testing pupils.
Formative assessment also involves teachers reflecting on the learning in a lesson in order to
plan upcoming lessons effectively. This is of particular value when considering the non-
textbook-based lessons, where learning from the textbook can be reviewed and/or enriched.
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5. Suggested Pre-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Scheme of Work. These pre-lesson tasks are suitable to begin almost any skills-
focused lesson and require minimal materials and preparation. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils they
teach. Each pre-lesson task takes about 5-10 minutes of class time.
Note: These tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or
more proficient pupils, as is noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: to prepare and give pupils confidence for a listening or reading text
MATERIAL: Board, exercise books and pens
Write anagrams of key topic vocabulary words on the board, e.g.
e l o y l w (for yellow)
r e n e g (for green)
Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
If pupils find this difficult provide the first letter of each word or provide a picture to help them with
meaning.
When finished, invite pupils to form larger groups to see if they have the same words.
Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
MATERIALS: Board
1. Write questions on the board for a listening or reading text that the pupils will answer during the
lesson.
2. Provide two or three possible answers for each question for example, “What does Sara like
doing?”
a. going swimming
b. watching TV
c. reading books (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils then listen to or read the text to check their predictions.
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PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
MATERIALS: Board
1. Write a list of events in the listening or reading text in a random order or use pictures to
illustrate them. For example, if the text is a story, list the events in any order (Mohamed goes
camping. He sees a mouse in the tent at night. His mother screams! The mouse runs away)
order.
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: to revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards
1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card
then slowly begin revealing the flashcard to the class. You could use an overhead projector
and a piece of paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard
on the board. Continue until the pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: to revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to
prepare them for the content of the lesson.
2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is
blue” etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct
any false sentences. You could change the action to suit the topic of the lesson or to review
other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs
or with the whole class.
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PRE-LESSON TASK 6: FINGER-WRITING
AIM: to practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words the pupils will need for the lesson. These should be words the pupils
already know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their
head down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the
word off the board. If you want to review word-spelling, then you could use a picture.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner
writes the word on their back by using their finger.
6. Each pupil works out what word his/her partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
NB: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the example
below _ _ _ _ _ _ (pencil).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly,
draw one part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of
the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the
teacher has won!
NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as
it has a good number of parts (e.g. 6 or 7).
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PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: to help pupils with listening or reading comprehension
MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will
have in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed
time, e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main listening or reading
focus for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.
1. Choose about 7 or 8 topic words which pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
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PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Follow steps 1-5 in Pre-task 9, Remember the Words.

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: to practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some
other topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the
phoneme you are focusing on, e.g. for /ɒ/:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is
more difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let
pupils check their answers.
5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is
different from the others). Pictures could be used instead of words to check vocabulary production
rather than reading recognition.
PRE-LESSON TASK 12: PASS IT ON
AIM: to review vocabulary or language to prepare for a lesson
MATERIALS: Word or picture cards
1. Review with the whole class the word or picture cards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and
passes it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling
the pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
NB: You can use this activity to support vocabulary learning or reading. You could use short
sentences for more proficient groups of pupils.
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6. Suggested Post-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-
lesson section within the Scheme of Work. These post-lesson tasks are suitable for ending
almost any skills-focused lesson. Teachers can, of course, use their own post-lesson tasks
whenever they think that these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The
language and vocabulary focus will be different, however, and some tasks can be modified for
slightly older or more proficient pupils, as is noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: to provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text
which pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to
animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell
them they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the
original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: to review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3 and 6 flashcards which represent the content
of a text which pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board
and elicit ideas from the pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link
may be The story is on a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything
they can remember from the text, using the flashcards to help them. This could be sentences
focusing on content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise writing as well as speaking, pupils could come up to the board
and write information under the corresponding flashcard.
17
POST-LESSON TASK 3: GUESS THE WORD
AIM: to review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting the pupils see what it is.
4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag.
A possible variation is:

1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: to review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing
task. These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected
versions.
18
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: to practise the pronunciation of key language from the lesson
MATERIALS: Listening or reading text, board
1. After pupils have worked on a listening or reading text, choose a key sentence or sentences
you want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a
line. Ask the pupils to say the complete sentence: they have to remember the missing word
too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the
full sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a
list of words that pupils remember (the number of words depending on their familiarity, the age and
the proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: to review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper
a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line.
This continues until it reaches the pupil at the front of the line, who writes down the word, or
follows the instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point
if their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at
the front goes to the back, so that there is a new pupil at the front).
19
POST-LESSON TASK 7: LISTEN AND POINT
AIM: to review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: to review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some
chalk or a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for
each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the
ladder. They then pass on the chalk or pen to the second pupil, who writes a word in the next
space on the ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for
a fixed time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a
team has a word which no other team has, they get an extra point. Alternatively, you can avoid
giving points for these kinds of game, but offer praise yourself and from the other students
when teams do well.
20
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: to review topic vocabulary, to practise listening, speaking and reading
MATERIALS: Board
1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target
items is a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the
number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to
their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils
can work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the
number of each target language item suggested.
8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza,
and 4 pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the
previous pupil.
If this scoring system is too complex for younger children or those less proficient in numeracy, you
can tell pupils to put their hands up. The pupil at the front chooses others until someone guesses
the correct word.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from
another source
1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are true or false, and correct false statements.
6. Divide the class into groups, and ask pupils to continue the game in their groups: give them
more time to look at the picture if they need to do this in order to make their statements.
21
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: to review topic content or vocabulary and encourage pupils to make links between English
learning and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask
pupils to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and
circle one of the pictures/words. This should be something you can connect to your personal
life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess
what the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: to reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.
Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them “What about you? What can you remember?”
Elicit an answer and write it on the board. Then give another example; then elicit another
example. You could include examples of other language structures too, depending on your
lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils
can write in their notebooks or it can be done as a speaking activity. This would also be a little
quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or
reviewed by asking pupils to remember words with a particular sound. This could be from the
lesson or could be from the whole year so far.
22
7. Scheme of Work (Lessons 1 – 80)
23
Primary Year 2 Scheme of Work (Lessons 1 – 80)
LESSON: 1 (Writing 1)
MAIN SKILL(S) FOCUS: Writing

WEEK: _______________
THEME: World of Self, Family & Friends
TOPIC: Introduction
LANGUAGE/GRAMMAR FOCUS:
Review of present simple to describe self
24
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
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
COMPLEMENTARY COMPLEMENTARY review.
SKILL SKILL Have pupils introduce their partner to
the class.
Speaking Speaking
2.3 2.3.1 These pictures can be left on the
Communicate Introduce self and others classroom wall to help you and the
appropriately to a small to an audience using pupils get to know each other.
or large group fixed phrases
25
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends

WEEK: _______________
TOPIC: Free Time
Days of the week

It’s (days)
On + day
26
CROSS
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.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Speaking Speaking
2.1 2.1.1
Communicate simple Give simple personal
information intelligibly information using basic
statements
27
LESSON: 3 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking

WEEK: _______________
TOPIC: Free Time
Days of the week

Present simple for regular activities ( I +verb + on + day)
28
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
contexts sentences
29
LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading

WEEK: _______________
TOPIC: Free Time
Present simple On (day) we (verb).
30
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 pf
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
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
31
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts

WEEK: _______________
TOPIC: Free Time
Days of the week

Food vocabulary (review)
32
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A story about days of Language Strategy 6 may be
Task 10 (with flashcards or realia of the week, for example suitable.
Language Arts Language Arts known words from the list) The Very Hungry
5.2 5.2.1 Caterpillar (Book Use other strategies if
Lesson delivery
Express personal Name people, things, available or see appropriate.
1. Ask pupils to sit or stand in a circle.
responses to literary actions or places of https://www.youtube.co
Place the flashcards/realia in the middle
texts interest in texts m/watch?v=vkYmvxP0
of the circle. Ask pupils to point to the
AJI
food they like.
Also, movie at:
2. Review the words by helping pupils https://www.youtube.co
to say I like x. or My favourite is x. m/watch?v=75NQK-
COMPLEMENTARY COMPLEMENTARY 3. Ask pupils if they ate any of these Sm1YY )
SKILL SKILL foods this week. Ask them which day
they ate it on. NB This asks about the Flashcards/realia/toys
Listening Listening past. Do not focus on this, just elicit the of food:
1.2 1.2.1 days of the week in association with the
Understand meaning in Understand with support foods. apple
a variety of familiar the main idea of simple pear
contexts sentences 4. Introduce the caterpillar. Ask pupils strawberry
what it likes to eat. orange
5. Read/tell/show the story (Very cake
Hungry Caterpillar), asking questions to ice cream
check understanding and using the cheese
images to support understanding. NB sausage
pupils do not need to understand every lolly pop
word, just the general idea of the story. watermelon
leaf
6. Ask pupils if their prediction about
what the caterpillar eats were correct. caterpillar
7. Write the days of the week on the
board.
8. Repeat the story and 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
33

WEEK: _______________
TOPIC: Free Time
I / we + verb + on + day+s
34
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
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)
Lesson delivery
2.1 2.1.1 Use other strategies if
1. Write numbers 1 to 6 (or one to six)* on the
Communicate simple Give simple personal One or two dice appropriate.
board. If you have a numbers song, you could sing
information intelligibly information using basic per pair or group
the song.
questions (or whole class if
2. Review the action flashcards and put them on the not available) *You could extend this to
board next to a number as the pupils say them 12 and use two dice for
COMPLEMENTARY COMPLEMENTARY correctly. this activity.
SKILL SKILL A worksheet for
3. Ask pupils to close their eyes or turn around.
each pupil with a
Remove an action card from the board. Ask pupils to
Listening Listening table for pairwork
tell you which card you removed. They can tell you
1.2 1.2.2 interview (see
the number and/or the action. Repeat.
Understand meaning in Understand with support below)
a variety of familiar specific information and 4. Put the pictures back on the board and write the
contexts details of simple phrase next to them (you can elicit spelling, ask
sentences 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.
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
35
Example table for pairwork interview worksheet for Lesson 7
Day Activity
Mondays
Tuesdays I play football

Wednesdays
Thursdays
Fridays
Saturdays
Sundays
36

WEEK: _______________
TOPIC: Free Time
I / we + verb + on + day+s
/ei/ sound in words from unit
37
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards of Language Strategies 1 or 3 may be
Task 4 actions suitable.
Reading Reading Lesson delivery
3.1 3.1.2 One worksheet for Use other strategies if
1. Write the words on the board:
Recognise words in Recognise and sound out each pupil, in two parts. appropriate.
play
linear and non-linear with some support Part 1 – see below.
watch
texts by using beginning, medial and Part 2 – sentences
day
knowledge of sounds final sounds in a word based on pupils’ When writing the
game
and letters responses in Lesson 7) worksheet part 2, you
ball
could choose pupils who
what
participate less often,
hurray
COMPLEMENTARY who have lower
match
SKILL proficiency or who have
Elicit the common letter (a).
low motivation. This will
Ask pupils to read the words to their
Reading help involve them more in
partner.
3.1.1 their learning.
Identify, recognise and 2. Model the /ei/ sound. Ask pupils to
name the letters of the tell their partner which words have this
alphabet sound. If appropriate, select
Feedback on 1 and 2 whole class and suitable activities for your
check pronunciation. pupils from LINUS
3. Elicit spellings for /ei/ sound: ay and Module 1 to be added in
a+C+e (ask pupils to say the letter to this lesson to focus on
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.
Post lesson
Task 12
38
Example sentences for worksheet part 1 (Lesson 7):
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)
39
Suggested design of worksheet for Lesson 7:
Day: _____________________________________
_________________________________
_________________________________
_________________________________
40

WEEK: _______________
TOPIC: Free Time
Days of the week and food vocabulary review
41
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 re- Suggested material:
responses to literary actions or places of reading 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 LEARNING STANDARD
Speaking Speaking
2.1 2.1.3
Communicate simple Give a short sequence of
information intelligibly basic instructions
42

WEEK: _______________
TOPIC: Free Time
Do you…?
Yes, I do…/ No, I don’t
43
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
COMPLEMENTARY
SKILL
Speaking
2.1.2
Give simple personal
information using basic
statements
44
TOPIC: Free Time

WEEK: _______________
We’re lost
Lake
Wait and see
Come with me
Thank you very much
45
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.62 - 63 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 Post lesson

SKILL See Teacher’s Book.
Listening
1.2.2
Understand with support
specific information and
details of simple phrases
and sentences
46

WEEK: _______________
TOPIC: Free Time
Recycled story language from lesson 17
47
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)
Recognise words in Blend phonemes (CVC, Lesson Delivery appropriate.
linear and non-linear CCVC, CVCV, CCV) See Teacher’s Book.
texts by using
knowledge of sounds of
letters Post lesson
SKILL SKILL
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds range of high frequency
target language
phonemes
48

WEEK: _______________
TOPIC: Free Time
How many days do….?

Possessive ’s
49
CROSS
ELEMENT
Writing Writing
Communicate with Use capital letters and Lesson Delivery appropriate.
appropriate language full stops appropriately in See Teacher’s Book.
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
contexts details of basic phrases
and sentences
50

WEEK: _______________
TOPIC: Free Time
On day+s I + verb phrase
51
CROSS
ELEMENT
MAIN SKILL MAIN SKILL In this Language Arts lesson, pupils Superminds 1 p.65 Language Your choice, as
work with the poem on p.65 of their appropriate to your
Language Arts Language Arts textbook. lesson.
5.1 5.1.2
Enjoy and appreciate Say the words in simple Pre-lesson
rhymes, poems and texts, and sing simple See Teacher’s Book.
songs songs with intelligible
pronunciation, rhythm
and intonation Lesson Delivery
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL
Writing Writing
4.2 4.2.1
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media
52

WEEK: _______________
TOPIC: Free Time
Recycled language : food, free-time activities

Healthy, unhealthy, eat healthy food, keep fit, have fun
53
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.66 Values Strategies 1, 2 or 6 may
See Teacher’s Book. (eating healthily) be suitable.
Reading Reading
Understand a variety of Understand specific Lesson Delivery appropriate.
linear and non-linear information and details of See Teacher’s Book.
print and digital texts by basic phrases and
using appropriate sentences
reading strategies Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions
54

WEEK: _______________
TOPIC: Free Time
Recycled language: free-time activities, days of the week

Hour
55
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.67 Entrepreneurship Strategy 3 may be
Speaking Speaking
Communicate simple Find out about personal Lesson Delivery appropriate.
information intelligibly information by asking See Teacher’s Book.
basic questions
Post lesson
COMPLEMENTARY See Teacher’s Book.
SKILL
Speaking
2.1.1
statements
56

WEEK: _______________
TOPIC: Free Time
Recycled language: imperatives
57
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.68 Creativity and Strategies 2 or 5 may be
See Teacher’s Book. Imagination suitable.
Listening Listening
Understand meaning in Understand with support Lesson Delivery appropriate.
a variety of familiar very short simple See Teacher’s Book.
contexts narratives
Post lesson
COMPLEMENTARY See Teacher’s Book.
SKILL
Listening
1.2.4
Understand an increased
range of short basic
supported classroom
instructions
58

WEEK: _______________
TOPIC: Free Time
Recycled language from the topic
59
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.69 ICT All strategies may be
Writing Writing
4.3 4.3.1
Communicate with Use capital letters and Lesson Delivery
appropriate language full stops appropriately in See Teacher’s Book.
print and digital media Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.4
Understand a variety of Use a picture dictionary
linear and non-linear to find, list and categorise
print and digital texts by words from Year 2 topics
using appropriate and themes
reading strategies
60

WEEK: _______________
TOPIC: Free Time
Your choice of review or extension of recently introduced language and vocabulary
61
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Language Your choice, as
main and the complementary content appropriate to your appropriate to your
Reading Reading and learning standards. lesson. lesson.
3.2 3.2.2 Review or extend p.65-
Understand a variety of Understand specific One possibility is for pupils to read a 70. If appropriate, select
linear and non-linear information and details of series of instructions and put them in suitable activities for your
print and digital texts by simple sentences order. They can then write instructions pupils from LINUS
using appropriate on small cards and play a reading mime Module 1 to be added in
reading strategies game in small groups. to this lesson to focus on
phonemes from Lines e
and f of the Year 1
Phonics Table (see
COMPLEMENTARY COMPLEMENTARY syllabus).
SKILL SKILL
Writing Writing
4.2 4.2.3
Communicate basic Write short familiar
information intelligibly instructions
for a range of purposes
62

WEEK: _______________
TOPIC: Free Time
Your choice as appropriate to your lesson
63
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Patriotism & Your choice, as
linked to the main and the appropriate to your Citizenship (co- appropriate to your
Language Arts Language arts complementary content and learning lesson. operation), Values lesson.
5.3 5.3.1 standards. Review or extend p.65- (Healthy living)
Express an imaginative Respond imaginatively 70.
response to literary and intelligibly through One possibility is to base the lesson on
texts creating simple short pupils’ report on the survey results from
chants of raps p.67. From these, they could co-
Other imaginative operate as a class or in large groups to
responses as appropriate create a big poster for the classroom or
a class chant/rap about their healthy
and/or unhealthy habits.
Pupils should try to use English to
COMPLEMENTARY COMPLEMENTARY communicate in a group, although this
SKILL SKILL may not always be possible. Encourage
them to ask for help in English by pre-
Speaking Speaking teaching phrases such as:
2.2 2.2.2 ‘We don’t understand/know what to
Use appropriate Ask for attention of help do/write here.’
communication from a teacher of a ‘How do you spell…?’
strategies classmate by using
suitable statements and
questions
64
THEME: World of Stories

WEEK: _______________
TOPIC: The Old House
House vocabulary: house, bathroom, bedroom, living room, hall, dining room, kitchen, stairs, cellar
Down, up
Now
Find out
65
CROSS
ELEMENT
Listening Listening
a variety of familiar specific information and See Teacher’s Book.
contexts details of simple
sentences
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.2
Communicate with Spell a narrow range of
appropriate language familiar high frequency
form and style for a words accurately in
range of purposes in guided writing
print and digital media
66

WEEK: _______________
There’s a …
There are …
67
CROSS
ELEMENT
Speaking Speaking
Communicate simple Describe objects using Lesson Delivery appropriate.
information intelligibly suitable words and See Teacher’s Book.
phrases
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
68

WEEK: _______________
Is there a?
Are there any…?
Yes, there is / No, there isn’t
Yes, there are / No, there aren’t
69
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.73 Language Strategies 2, 6 or 7 may
Listening Listening NB: p.72 will be the
1.2 1.2.2 focus of Lesson 35 Use other strategies if
sentences NB: Introduce pupils to some non-
verbal and verbal strategies that give
thinking time, for example Mmm …,
Er…, Let me see…
COMPLEMENTARY COMPLEMENTARY These can be used in Activity 3 while
SKILL SKILL pupils look for the items in the pictures.
Speaking Speaking
2.2 2.2.1 Post lesson
Use appropriate Keep interaction going in See Teacher’s Book.
communication short exchanges by using
strategies suitable non-verbal
responses
70

WEEK: _______________
Recycled home and animal vocabulary
71
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.74 - 75 Patriotism and Strategies 2 or 5 may be
See Teacher’s Book. Citizenship suitable.
Reading Reading (looking after your
3.2 3.2.3 friends) Use other strategies if
Understand a variety of i) Reread a word, phrase Lesson Delivery appropriate.
linear and non-linear or sentence to See Teacher’s Book.
print and digital texts by understand meaning
using appropriate NB: The main focus of this lesson is the
reading strategies ii)Ignore unknown words story in Activity 1. This continues onto
in order to understand a p.75.
phrase or sentence Encourage children to use reading
strategies as shown in the learning
standard for this lesson.
SKILL SKILL Post lesson
Listening Listening
1.2 1.2.1
a variety of familiar the main idea of very
contexts simple phrases and
sentences
72

WEEK: _______________
Your choice depending on your lesson
73
CROSS
ELEMENT
MAIN SKILL MAIN SKILL This Language Arts lesson is based on Superminds 1 p.72 Language Strategies 2 or 5 may be
the song on p.72. suitable.
Language Arts Language Arts
5.1 5.1.2 Pre-lesson Use other strategies if
Enjoy and appreciate Say the words in simple See Teacher’s Book. appropriate.
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm Lesson Delivery
and intonation See Teacher’s Book.
i) simple chants and raps
ii) simple rhymes
iii) simple action songs Post lesson
iv) simple songs See Teacher’s Book.
SKILL SKILL
Listening Listening
1.3 1.3.1
Use appropriate Understand the message
listening strategies in a the teacher or classmate
variety of contexts is communicating by
using visual clues when
they are speaking
74

WEEK: _______________
Recycled home, animals and food vocabulary from the story in Lesson 33
75
CROSS
ELEMENT
Listening Listening
Recognise and Recognise and Lesson Delivery appropriate.
reproduce target reproduce with support a See Teacher’s Book.
target language NB: You will need to review the story on
phonemes p.74-75 at the beginning of this lesson.
Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC, CVCV, CCV)
texts by using
letters
76

WEEK: _______________
Recycled animal, toy, classroom objects, home vocabulary, there is, there are
77
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.76 Language Strategies 5 or 7 may be
Reading Reading
Understand a variety of Understand the main Lesson Delivery appropriate.
linear and non-linear idea of simple sentences See Teacher’s Book.
print and digital texts by
using appropriate
SKILL SKILL
Reading Reading
3.1 3.1.2
Recognise words in Recognise and sound out
linear and non-linear with some support
texts by using beginning, medial and
knowledge of sounds of final sounds in a word
letters
78

WEEK: _______________
I live in..
79
CROSS
ELEMENT
Writing Writing
Communicate basic Ask for and give basic Lesson Delivery appropriate.
information intelligibly personal information See Teacher’s Book.
for a range of purposes using basic questions
in print and digital and statements
media Post lesson
COMPLEMENTARY
SKILL
Writing
4.2.5
Connect words and
phrases using basic
conjunctions
80

WEEK: _______________
Vocabulary of habitats: habitat, polar region, ocean, jungle, desert, mountains, rocks, sand, coral, snow
81
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.78 Environmental Strategies 1, 2 or 7 may
See Teacher’s Book. sustainability be suitable.
Speaking Speaking It would be helpful to
2.1 2.1.5 make a poster of useful Use other strategies if
Communicate simple Describe objects using Lesson Delivery classroom language to appropriate.
information intelligibly suitable words and See Teacher’s Book. put on the classroom
phrases wall if possible,
NB: Note the COMPLEMENTARY
SKILL for this lesson. Pupils may need
help with Activity 2. For this, you should
COMPLEMENTARY COMPLEMENTARY review or pre-teach useful expressions
SKILL SKILL and have pupils practise them during
this activity. E.g.
Speaking Speaking Please can you help me?
2.2 2.2.2 I’m not sure about this.
Use appropriate Ask for attention or help
communication from a teacher or Post lesson
strategies classmate using suitable See Teacher’s Book.
statements of questions
82

WEEK: _______________
Animal vocabulary: goat, camel, parrot, shark, penguin, polar bear, jellyfish
83
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.79 Entrepreneurship Strategies 3, 4, 5 or 7

See Teacher’s Book. may be suitable.
Speaking Speaking
Communicate simple Describe objects using Lesson Delivery appropriate.
phrases
Please note the COMPLEMENTARY
SKILL for this lesson. Pupils may need
COMPLEMENTARY COMPLEMENTARY help with Activity 2. For this, you should
SKILL SKILL review and encourage pupils to use the
expressions you introduced in Lesson
Speaking Speaking 44.
2.2 2.2.2
Use appropriate Ask for attention or help Post lesson
communication from a teacher or See Teacher’s Book
strategies classmate using suitable
statements and questions
84
MAIN SKILL(S) FOCUS: Language Arts;

WEEK: _______________
Your choice depending on your lesson focus
85
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Environmental Your choice, as
linked to the main and the appropriate to your sustainability appropriate to your
Language Arts Language Arts complementary content and learning lesson. lesson.
5.1 5.1.1 standards.
Enjoy and appreciate Demonstrate You could choose a
rhymes, poems and appreciation though non- song, chant, rap or
songs verbal responses to: In this lesson, pupils listen to and enjoy story or story about
i) simple chants and raps a song, chant, rap or story about animals and their
ii) simple rhymes animals and their habitats. homes or habitat, such
iii) simple action songs as:
iv) simple songs https://learnenglishkids.
britishcouncil.org/en/so
ngs/the-ballad-lisa-the-
COMPLEMENTARY COMPLEMENTARY lemur
SKILL SKILL
or
Listening Listening https://learnenglishkids.
1.2 1.2.3 britishcouncil.org/en/so
Understand meaning in Understand with support ngs/animal-house
a variety of contexts very simple short
narratives There should be a
focus on ecology and
environmental
sustainability.
86

WEEK: _______________
Recycled home vocabulary, adjectives and imperatives
87
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.80 Creativity and Strategies 2, 5 or 6 may
See Teacher’s Book. Imagination be suitable.
Listening Listening
sentences
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
88

WEEK: _______________
89
CROSS
ELEMENT
Reading Reading
print and digital texts by simple sentences
using appropriate
COMPLEMENTARY
SKILL
Reading
3.2.4
Use a picture dictionary
to find, list and categorise
words from Year 2 topics
and themes
90

WEEK: _______________
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
91
CROSS
ELEMENT
Speaking Speaking and learning standards. lesson. lesson.
Use appropriate Ask for attention or help You could, for example, extend the quiz 81.
communication from the teacher or on p.81 and ask the questions orally.
strategies classmate by using Pupils work in pairs to discuss the
suitable statements and answers before saying them.
questions Introduce and have pupils practise
expressions for asking for attention
when they know the answer, e.g.
COMPLEMENTARY COMPLEMENTARY I know the answer!
SKILL SKILL Can I try, please?
Can I guess, please?
Listening Listening
1.2 1.2.5
Understand meaning in Understand an increased
a variety of contexts range of short supported
questions
92
MAIN SKILL(S) FOCUS:

WEEK: _______________
TOPIC: Get Dressed!
93
CROSS
ELEMENT
Writing Writing and learning standards. lesson. lesson.
Communicate basic Write short familiar You could, for example, extend the quiz 81 If appropriate, select
information intelligibly instructions on p.81 by asking pupils to write suitable activities for your
for a range of purposes one/some quiz questions in pairs or pupils from LINUS
in print and digital small groups. Module 2 to be added in
media This might be suitable if you did not to this lesson to focus on
already review the quiz in Lesson 53. phonemes from Line k of
COMPLEMENTARY the Year 2 Phonics Table
SKILL (see syllabus).
Writing
4.2.4
Describe objects using
suitable words and
phrases
94

WEEK: _______________
TOPIC: Get Dressed!
Clothes vocabulary: clothes, jeans, sweater, jacket, skirt, shorts, cap, shoes, socks, T-shirt, trousers
Imperative: Put on
95
CROSS
ELEMENT
Listening Listening
sentences
Post lesson
SKILL SKILL
Reading Reading
3.3 3.3.1
Read independently for Read and enjoy simple
information and print and digital games at
enjoyment sentence level
96

WEEK: _______________
TOPIC: Get Dressed!
Do you like…?
Yes, I do / No, I don’t
This, These
97
CROSS
ELEMENT
Speaking Speaking
information intelligibly information asking See Teacher’s Book.
questions
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.5
a variety of familiar range of short supported
contexts questions
98

WEEK: _______________
TOPIC: Get Dressed!
99
CROSS
ELEMENT
Reading Reading and learning standards. lesson. lesson.
Recognise words in Blend phonemes (CVC, One possibility is to prepare activities 83 If appropriate, select
linear and non-linear CCVC, CVCV, CCV) for pupils to practise blending and suitable activities for your
texts by using segmenting phonemes using the pupils from LINUS
knowledge of sounds vocabulary on p.82 Module 2 to be added in
and letters to this lesson to focus on
phonemes from Line k of
COMPLEMENTARY the Year 2 Phonics Table
SKILL (see syllabus).
3.1.4
Segment phonemes
(CVC, CCVC, CVCV,
CCV)
100

WEEK: _______________
TOPIC: Get Dressed!
101
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Financial education Your choice, as
2.1 2.1.2 Review or extend
Communicate simple Find out about personal One possibility is for pupils to do a role recent lessons up to
information intelligibly information about asking play in pairs or small groups, where p.83.
questions they buy some clothes that they like in
a shop. They will need to use verbal as
well as non-verbal strategies to keep
interaction going.
SKILL SKILL
Speaking Speaking
2.2 2.2.1
Use appropriate Keep interaction going in
responses
102

WEEK: _______________
TOPIC: Get Dressed!
Your choice depending on the focus of your lesson
103
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice of poem or Language Your choice, as
linked to the main and the rhyme, as appropriate appropriate to your
Language Arts Language Arts complementary content and learning to your lesson. lesson.
Enjoy and appreciate Say the words in simple
rhymes, poems and texts with intelligible
songs pronunciation, rhythm In this lesson, pupils will read a chant,
and intonation rap or a rhyme in English. Try to use
i) simple chants and raps plenty of visuals to support
ii) simple rhymes understanding.
iii) simple action songs
iv) simple songs
SKILL SKILL
Reading Reading
3.2 3.2.3
Understand a variety of ii) ignore unknown words
linear and non-linear in order to understand a
print and digital texts by phrase or sentence
using appropriate
reading strategies
104

WEEK: _______________
TOPIC: Get Dressed!
Recycled clothes and colours vocabulary

Adjectives: Cool, super
105
CROSS
ELEMENT
Listening Listening
Use appropriate Understand the message Lesson Delivery appropriate.
listening strategies in a the teacher or classmate See Teacher’s Book.
they are speaking Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.5
Communicate simple Describe objects using
information intelligibly suitable words and
phrases
106

WEEK: _______________
TOPIC: Get Dressed!
Present continuous 3rd person singular statement and question :

He/she is wearing…, Is he/she wearing….?,
Yes he/she is/ No, he/she isn’t
107
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
Communicate with Use capital letters and
appropriate language full stops appropriately in
108

WEEK: _______________
TOPIC: Get Dressed!
Recycled clothes vocabulary
109
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.86-87 Patriotism and Strategies 1 or 6 may be
Reading Reading (saying sorry)
using appropriate NB: The main focus of this lesson is on
reading strategies the picture story in Activity 1. It
continues on to the top of p.87.
COMPLEMENTARY
SKILL Post lesson
Reading
3.2.2
Understand specific
information and details of
simple sentences
110

WEEK: _______________
TOPIC: Get Dressed!
Further practice of present continuous 3rd person singular statements and questions
111
CROSS
ELEMENT
Listening Listening
target language
phonemes Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.4
Recognise words in Segment phonemes
linear and non-linear (CVC, CCVC, CVCV,
texts by using CCV)
letters
112

WEEK: _______________
TOPIC: Get Dressed!
X is wearing (a) (colour) (clothes)
113
CROSS
ELEMENT
Reading Reading
using appropriate NB: Encourage pupils to reread a
reading strategies sentence when they do not fully
understand it.

Reading
3.2.3
i) Reread a word, phrase
or sentence to
understand meaning
114

WEEK: _______________
TOPIC: Get Dressed!
Further practice of present continuous 3rd person singular statements and questions
115
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.89 Patriotism & Strategies 1 or 3 may be
See Teacher’s Book. Citizenship (saying no suitable.
Speaking Speaking politely)
Communicate simple Find out basic personal Lesson Delivery appropriate.
basic questions
Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.4
Communicate basic Describe objects using
media
116

WEEK: _______________
TOPIC: Get Dressed!
Recycled clothes vocabulary

Materials vocabulary: cotton, wool, woollen, leather
117
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.90 Science and Strategy 2 may be
See Teacher’s Book. technology suitable.
Listening Listening
using visual clues when NB: This is a Listening lesson. Use the
they are speaking CD or read the short text aloud (Activity
1).
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
118

WEEK: _______________
TOPIC: Get Dressed!
Adjectives to describe materials
119
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.91 Science and Strategies 3 or 4
See Teacher’s Book. technology, may be suitable.
Writing Writing
4.3 4.3.2 Creativity and Use other strategies
Communicate with Spell a narrow range of Lesson Delivery Imagination if appropriate.
appropriate language familiar high frequency See Teacher’s Book.
range of purposes in guided writing NB: Monitor and talk to pupils about
print and digital what they have put on their posters
media as they work on them. Encourage
pupils to talk to each other in
COMPLEMENTARY English about the content of their
COMPLEMENTARY SKILL posters.
SKILL
2.1.5 Post lesson
Speaking Describe objects using See Teacher’s Book.
2.1 suitable words and
Communicate simple phrases
information intelligibly
120

WEEK: _______________
TOPIC: Get Dressed!
121
CROSS
ELEMENT
main and the complementary content appropriate, to your appropriate to your
Communicate simple Describe objects using One possibility is to have pupils present 91.
information intelligibly simple words and the posters they made in Activity 2,
phrases p.91 in a group or as a class.
You may need to pre-teach or review
fixed phrases for introducing
COMPLEMENTARY COMPLEMENTARY themselves to the group/class before
SKILL SKILL talking about their posters.
Speaking Speaking
2.3 2.3.1
Communicate Introduce self and others
appropriately to a small to an audience using
122

WEEK: _______________
TOPIC: Get Dressed!
Recycled imperatives
New imperatives: Turn around, Catch
123
CROSS
ELEMENT
Listening Listening
a variety of familiar very short simple See Teacher’s Book.
contexts narratives
Post lesson
COMPLEMENTARY
SKILL
Listening
1.2.4
Understand an increased
range of short basic
classroom instructions
124

WEEK: _______________
TOPIC: Get Dressed!
125
CROSS
ELEMENT
Reading Reading
Understand a variety of Use with support a Lesson Delivery appropriate.
linear and non-linear simple picture dictionary See Teacher’s Book.
print and digital texts by to find, list and categorise
using appropriate words from Year 2 topics
reading strategies and themes Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
126

WEEK: _______________
TOPIC: The robot
Vocabulary of parts of the body: head, arm, fingers, hand, knee, leg, toes, foot
127
CROSS
ELEMENT
Speaking Speaking
Communicate simple Give a short sequence of Lesson Delivery appropriate.
information intelligibly basic instructions See Teacher’s Book.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
128

WEEK: _______________
TOPIC: The robot
Can and can’t for ability
129
CROSS
ELEMENT
Writing Writing
Communicate basic Express simple ability Lesson Delivery appropriate.
information intelligibly See Teacher’s Book.
for a range of purposes
in print and digital NB: After saying sentences in Activity 4,
media pupils should write a sentence in their
exercise books.
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL See Teacher’s Book.
Reading Reading
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of simple sentences
using appropriate
reading strategies
130

WEEK: _______________
TOPIC: The Robot
Your choice depending on your lesson
131
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Entrepreneurship Your choice, as
linked to the main and the appropriate to your appropriate to your
Express an imaginative Respond imaginatively
response to literary and intelligibly through One possibility is to review the Robot
texts creating simple short chant from p.94. You could bring some
chants or raps. materials (or ask pupils to bring from
Other imaginative home) to create robots in groups.
responses Pupils then describe their robots to the
class.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
132
MAIN SKILL(S) FOCUS Listening

WEEK: _______________
TOPIC: The Robot
Action verbs: jump up high, run, dance, crawl, fly

Recycled animal and parts of the body vocabulary
133
CROSS
ELEMENT
Listening Listening
sentences
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.4
Communicate simple Ask about and express
information intelligibly ability
134
TOPIC: The Robot

WEEK: _______________
Question forms and answers using can for ability
Can you/he/she swim?

Yes, I/he/she can
No, I/he/she can’t
135
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
COMPLEMENTARY
SKILL
Speaking
2.1.1
sentences
136

WEEK: _______________
TOPIC: The Robot
Recycled vocabulary for parts of the body
137
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.98 - 99 Patriotism and Strategies 2 or 6 may be
Reading Reading (importance of
3.2 3.2.1 teamwork) Use other strategies if
using appropriate NB Activity 1, the main activity in this
reading strategies lesson, is a picture story which
continues onto p.99.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
138

WEEK: _______________
TOPIC: The Robot
139
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Entrepreneurship Your choice, as
2.3 2.3.1 Review or extend p.96 -
Communicate Introduce self and others One possibility is for pupils to make 98
appropriately to a small to an audience using simple animal masks using, for
or large group fixed expressions example, paper plates or something
they bring from home. Then, in pairs,
they present their masks to the class.
They first introduce themselves to the

COMPLEMENTARY COMPLEMENTARY class, then put on the mask. They
SKILL SKILL become the animal. Pairs have a short
dialogue asking each other about
Speaking Speaking themselves and what they can do.
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions
140

WEEK: _______________
TOPIC: The Robot
Letter sound /g/ at the beginning and end of words
141
CROSS
ELEMENT
Listening Listening
target language NB: You will need to review the picture
phonemes story on p.98-99 at the beginning of this
lesson.
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL See Teacher’s Book.
Reading Reading
3.1 3.1.2
knowledge of sounds of final sounds in a word
letters
142

WEEK: _______________
TOPIC: The Robot
Can you…? / Yes, I can / No, I can’t.
143
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
ELEMENT
Speaking Speaking
basic questions
NB: This is a writing lesson. The survey
in Activity 2 should be extended so that
pupils write one or more new questions
COMPLEMENTARY COMPLEMENTARY for their survey.
SKILL SKILL
Post lesson
Writing Writing See Teacher’s Book.
4.2 4.2.1
Communicate basic Ask for and give basic
information intelligibly personal information
for a range of purposes using basic questions
in print and digital and statements
media
144

WEEK: _______________
TOPIC: The Robot
Recycled vocabulary for actions, parts of the body, and numbers
145
CROSS
ELEMENT
Writing Writing
Communicate basic Connect words and Lesson Delivery appropriate.
information intelligibly phrases using basic See Teacher’s Book.
for a range of purposes coordinating conjunctions
media Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
Communicate with Use capital letters and
appropriate language full stops appropriately in
146

WEEK: _______________
TOPIC: The Robot
147
CROSS
ELEMENT
Reading Reading
linear and non-linear or sentence to See Teacher’s Book.
print and digital texts by understand meaning
using appropriate NB: Encourage pupils to use the
reading strategies reading strategy identified in the
relevant learning standard.
Encourage pupils to justify their
answers to Activity 2 by describing the
COMPLEMENTARY COMPLEMENTARY animals and their matching skeleton
SKILL SKILL (e.g. It has four legs and a tail).
Writing Writing Post lesson

4.3 4.3.2 See Teacher’s Book.
148

WEEK: _______________
TOPIC: The Robot
149
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Language Your choice, as
Enjoy and appreciate Demonstrate You will find many
rhymes, poems and appreciation through non- One possibility is to use the song Head, sources for the song.
songs verbal responses to: Shoulders, Knees and Toes and Here are some:
i) simple chants and raps accompanying actions.
ii) simple rhymes Pupils could then create a model of a http://www.bbc.co.uk/le
iii) simple action songs person and describe it to the class arning/schoolradio/subj
iv) simple songs using the language as in p.101 plus the ects/earlylearning/nurs
new vocabulary. erysongs/F-
J/heads_shoulders_kne
es_toes
COMPLEMENTARY COMPLEMENTARY http://supersimplelearni

SKILL SKILL ng.com/songs/original-
series/one/head-
Speaking Speaking shoulders-knees-and-
2.1 2.1.2 toes-learn-it/
statements
150

WEEK: _______________
TOPIC: Get Dressed!
151
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as ICT Your choice, as
Express imaginative Respond imaginatively
response to literary and intelligibly through One possibility is for pupils to do a mini
texts creating short simple project in small groups. They choose an
chants or raps. animal and research it online (or in an
Other imaginative encyclopaedia if you don’t have access
responses as appropriate to the internet).
They should find out about the animal,
if possible print out some pictures,
COMPLEMENTARY including one skeleton, then make an
COMPLEMENTARY SKILL annotated poster about the animal.
SKILL Pupils will likely need your help during
Speaking this process, so it is a good opportunity
Speaking 2.2.2 to review this language and ensure
2.2 Ask for attention or help pupils practise it.
Use appropriate from a teacher of
communication classmate by using You could base the lesson around a
strategies suitable statements and story of an animal/animals, which pupils
questions then research.
152

WEEK: _______________
TOPIC: The Robot
153
CROSS
ELEMENT
Reading Reading
using appropriate NB: Extend Activity 1 by writing more
reading strategies quiz questions for pupils to read and
answer.
Introduce strategies for non-verbal

COMPLEMENTARY COMPLEMENTARY communication, such as using eye
SKILL SKILL contact, nodding and so on. Pupils
should use only English as they work
Speaking Speaking on the skeletons in Activity 3. They can
2.2 2.2.1 practise these communication skills at
Use appropriate Keep interaction going in that point.
responses Post lesson
154

WEEK: _______________
TOPIC: The Robot
155
CROSS
ELEMENT
Writing Writing
Communicate basic describe objects using Lesson Delivery appropriate.
media Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
156

WEEK: _______________
TOPIC: The Robot
157
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.105, Creativity & Strategies 3 or 4 may be
See Teacher’s Book. Activity 1 Imagination suitable.
Speaking Speaking
Use appropriate Keep interaction going in Lesson Delivery appropriate.
communication short exchanges by using See Teacher’s Book.
responses NB: This lesson focuses on Activity 1,
making a poster. Review and extend
non-verbal communication strategies
from Lesson 116 and encourage pupils
COMPLEMENTARY to practise them as they work on their
SKILL posters together.
Pupils are likely to need help to find
Speaking pictures. They should ask for this help
2.2.2 in English from you or another pupil.
Ask for attention or help Activity 2 will be the focus on Lesson
from a teacher or 119.
classmate by using
suitable statements or Post lesson
questions See Teacher’s Book.
158

WEEK: _______________
TOPIC: The Robot
159
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.105, Language Strategy 1 may be
See Teacher’s Book. Activity 2 suitable.
Listening Listening
sentences The focus of this lesson is Activity 2.
Play this game as a True/False activity.
Pupils look at each other’s posters.
They make sentences which can be
COMPLEMENTARY COMPLEMENTARY true or false. Their partner should listen,
SKILL SKILL look at the poster and decide if it is true
or false.
Reading Reading
3.2 3.2.4 Post lesson
Understand a variety of Use a picture dictionary See Teacher’s Book.
linear and non-linear to find, list and categorise
print and digital texts by words from Year 2 topics
using appropriate and themes
reading strategies
160

WEEK: _______________
THEME: World of Knowledge
TOPIC: At the Beach
Verb + noun phrases
161
CROSS
ELEMENT
Listening Listening
a variety of familiar the main idea of simple See Teacher’s Book.
contexts sentences
Post lesson
SKILL SKILL
Listening Listening
1.3 1.3.1
listening strategies in a the teacher or classmate
they are speaking.
162

WEEK: _______________
TOPIC: At the Beach
Let’s + verb + noun
163
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Listening Listening
1.3 1.3.1
listening strategies in a a teacher or classmate is
variety of contexts communicating by using
visual clues when they
are speaking
164

WEEK: _______________
TOPIC: At the Beach
Review of Let’s + verb + noun
165
CROSS
ELEMENT
Writing Writing
Communicate with Spell a narrow range of Lesson Delivery appropriate.
appropriate language familiar high frequency See Teacher’s Book.
form and style for a words accurately in NB: This is a writing lesson. See
range of purposes in guided writing extension activity in Teacher’s Book.
print and digital media Choose an appropriate activity from the
pre- or post-lesson activities to further
focus on spelling.
SKILL SKILL Post lesson
Listening Listening
1.2 1.2.2
sentences
166

WEEK: _______________
TOPIC: At the Beach
Where is? / Where are? / It’s / They are in
167
CROSS
ELEMENT
Reading Reading
using appropriate
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
168

WEEK: _______________
TOPIC: At the Beach
Review of can / can’t
169
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.110 - Values (modesty) Strategies 2 or 6 may be
See Teacher’s Book. 111 suitable.
Reading Reading
linear and non-linear of sentence to See Teacher’s Book.
print and digital texts by understand meaning.
using appropriate ii) Ignore unknown words NB: The picture story in Activity 1
reading strategies in order to understand a continues on to p.111.
phrase or sentence Encourage pupils to use the relevant
reading strategies.

Reading
3.2.1
Understand the main
idea of simple sentences
170

WEEK: _______________
TOPIC: At the Beach
The letter combinations ee and ea for /iː/ sound
171
CROSS
ELEMENT
Listening Listening
target language
phonemes Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.2
knowledge of sounds final sounds in a word.
and letters
172

WEEK: _______________
TOPIC: At the Beach
Imperative form + noun phrases
173
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Global Sustainability Strategies 3 or 4 may be

See Teacher’s Book. Superminds 1 p.112 (global citizenship) suitable.
Writing Writing
Communicate with Plan, draft and write Lesson Delivery appropriate.
appropriate language simple sentences See Teacher’s Book.
form and style for a
range of purposes in NB: In Activity 3, pupils should plan,
print and digital media draft and review their writing in pairs
before writing a final draft.
Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.5
Communicate basic Use capital letters and
information intelligibly full stops appropriately in
for a range of purposes guided writing at
in print and digital sentence level.
media
174

WEEK: _______________
TOPIC: At the Beach
Put + noun + preposition + noun
175
CROSS
ELEMENT
Speaking Speaking
Communicate simple Give a short sequence of Lesson Delivery appropriate.
information intelligibly basic instructions See Teacher’s Book.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
a variety of familiar range of short supported
contexts classroom instructions
176

WEEK: _______________
TOPIC: At the beach
Weather and countries vocabulary: It’s + adjective + in + country
177
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.114 Global Sustainability Strategies 6 or 7 may be
See Teacher’s Book. (Global citizenship) suitable.
Reading Reading
using appropriate
SKILL SKILL
Writing Writing
4.3 4.3.2
178

WEEK: _______________
TOPIC: At the beach
Review of weather vocabulary
179
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.115 Global Sustainability Strategies 1, 2 or 3 may
See Teacher’s Book. (Global Citizenship) be suitable.
Writing Writing
Communicate with Plan, draft and write Lesson Delivery appropriate.
appropriate language simple sentences. See Teacher’s Book.
form and style for a
range of purposes in NB: Pupils should plan, draft and
print and digital media review before making their weather
diaries. They should write in full
sentences.
COMPLEMENTARY
SKILL Post lesson
Writing
4.3.1
Use capital letters and
full stops appropriately in
guided writing at
sentence level
180

WEEK: _______________
TOPIC: At the beach
Recycled vocabulary of holiday activities and imperatives
181
CROSS
ELEMENT
Listening Listening
they are speaking Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
a variety of familiar range of short basic
contexts supported classroom
instructions.
182

WEEK: _______________
TOPIC: At the beach
Review of unit topics: vocabulary and language
183
CROSS
ELEMENT
Reading Reading
using appropriate
COMPLEMENTARY
SKILL
Reading
3.2.4
Use a picture dictionary
to find, list and categorise
words from Year 2 topics
and themes
184

WEEK: _______________
TOPIC: At the beach
185
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Language Your choice, as
Enjoy and appreciate Say the words to simple
rhymes, poems and texts and sing simple In this lesson, practise/rehearse for the
songs songs with intelligible performance.
pronunciation, rhythm
and intonation
SKILL SKILL
Speaking Speaking
2.3 2.3.1
Communicate Introduce self and others
appropriately to a small to an audience using
186
Bahagian Pembangunan Kurikulum
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Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

Primary Year 2 SJK Scheme of Work

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Primary Year 2 SJK Scheme of Work

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KURIKULUM STANDARD SEKOLAH RENDAH

Primary Year 2 (SJK) Scheme of Work

Introduction to Primary National-Type Year 2 Scheme of Work Document p.3

1. Overview of the Primary Year 2 Scheme of Work p.4

2. Glossary of terms in Primary Year 2 curriculum framework p.6

3. Differentiation strategies for Primary Year 2 pupils p.8

4. Formative Assessment p.11

5. Suggested Pre-Lesson Tasks p.12

6. Suggested Post-Lesson Tasks p.17

7. Primary Year 2 Schemes of Work (Lessons 1 – 80) p.23

Primary Year 2 (SJK) Scheme of Work

1. Overview of Primary Year 2 National-Type School Scheme of Work

2. Glossary of terms in the Primary Year 2 curriculum framework

3. Differentiation strategies for Primary Year 2

5. Suggested Pre-Lesson Tasks

6. Suggested Post-Lesson Tasks

7. Scheme of Work (Lessons 1 – 80)

2. How is the Primary Year 2 National-Type School Scheme of Work organised?

It links the lessons to:

 themes and cross-curricular elements in the Primary Year 2 national curriculum

In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content.

3. How are content and skills organised in Primary Year 2?

Term in Year 2 curriculum Meaning

Listening 1.1.1 a range of high frequency target language phonemes

Listening 1.2 a variety of familiar contexts

Listening 1.2.1 simple sentences

Listening 1.2.3 very short simple narratives

Please use your own judgment on very short simple narratives,

Speaking 2.1 simple information

Speaking 2.1.1 basic phrases

Speaking 2.1.3 short sequence of basic instructions

Speaking 2.3.1 fixed phrases

Reading 3.1 linear and non-linear texts

Reading 3.3.1 digital games

Writing 4.2 basic information

Writing 4.3.2 high frequency words

Strategy 1: Differentiate by the task pupils are given

Strategy 2: Differentiate by the type and amount of support provided

Strategy 3: Differentiate by the outcome expected from pupils

i) Compulsory plus optional

ii) Remember and share

Strategy 4: Differentiate by the time pupils are given to complete a task

Strategy 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

Pupils with pre-and low-level literacy skills

1 Content Standard Learning Standard

2 Content Standard Learning Standard

Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as

As formative assessment involves clear communication with pupils, effective formative

1. observing pupils in class

PRE-LESSON TASK 1: WORK OUT THE WORDS

MATERIAL: Board, exercise books and pens

Write anagrams of key topic vocabulary words on the board, e.g.

PRE-LESSON TASK 2: GUESS THE ANSWER

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: to revise topic vocabulary

PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

AIM: to practise spelling of topic vocabulary

PRE-LESSON TASK 7: BEAT THE TEACHER

1. Choose a key topic word from the lesson.

AIM: to help pupils with listening or reading comprehension

MATERIALS: Board and pictures