Professional Documents
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Primary Year 1 SJK Scheme of Work
Primary Year 1 SJK Scheme of Work
English Language
Scheme of Work
Primary Year 1
SJK
Primary Year 1
National-Type School
Scheme of Work
The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and
information for planning and delivering their lessons throughout the year. The Scheme of Work contains
the following sections:
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.
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.
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.
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.
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.
This section provides teachers with detailed information for both the textbook-based lessons and the
non-textbook-based lessons. This will include the Content and Learning Standards for each lesson,
details of the lesson outline, the learning materials and suggested differentiation strategies. For the
textbook-based lessons teachers will need to refer to the accompanying Teacher’s Book. For the non-
textbook-based lessons, detailed lesson outlines have been supplied which teachers can choose to
follow or adapt as necessary.
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Primary Year 1 (SJK) Scheme of Work k
1. Overview of the Primary Year 1 National-TypeSchool Scheme of Work
1. What is the Primary Year 1 National-Type School Scheme of Work, and how can it help
teachers?
The Primary Year 1 National-Type School Scheme of Work gives teachers an overview of the
Content and Learning Standards, lesson content and materials for their lessons with Primary Year 1
pupils. They can use the Scheme of Work to help with their daily, weekly and longer-term lesson
planning.
The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing
or Language Arts over the whole school year.
Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language
Arts lesson. From Lesson 6 onwards, Primary Year 1 is generally 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 lesson, the skills lessons are mostly in a fixed order of Listening, Speaking,
Reading, Writing and Language Arts as suggested in KSSR Bahasa Inggeris Tahun 1 and KSSR
Bahasa Inggeris SJK Tahun 1 of 2011.
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;
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.
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Primary Year 1 (SJK) Scheme of Work k
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.
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 Primary Year 1 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, of course, 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 the Primary Year 1 curriculum framework
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Primary Year 1 (SJK) Scheme of Work k
Speaking 2.1 simple information
Communicate simple information Simple information is frequent, everyday information
intelligibly which is simple cognitively. Examples include pupils
saying their name and age, talking about their home, or
saying what they like. Superminds 1 provides frequent
opportunities for pupils to communicate simple
information.
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Primary Year 1 (SJK) Scheme of Work k
Writing 4.3.2 familiar high frequency words
Spell familiar high frequency words High frequency words are words which pupils use
accurately often in Year 1 writing, such as colours, numbers, and
classroom objects. Teachers should use their own
judgment on familiar high frequency words, according
to words pupils write often in their lessons.
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Primary Year 1 (SJK) Scheme of Work k
3. Differentiation strategies for Primary Year 1
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.
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Primary Year 1 (SJK) Scheme of Work k
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 Year 2 give recommendations for less
proficient readers to be given support during some reading lessons.
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Primary Year 1 (SJK) Scheme of Work k
Pupils with pre- and low-level literacy skills
Some pupils are already literate when they begin Primary Year 1, whereas others may not yet be
literate or may be just learning to read. 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, both in the textbook-based lessons and the non-textbook-based lessons as the relevant
Content and Learning Standards are given adequate attention for pupils who are developing literacy
skills.
However, pre-literate pupils, or those with low-level literacy skills, 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. This information can be found in the Differentiation column within
the Scheme of Work below.
Please note the following Content and Learning Standards which develop these skills:
Reading 3.1.3
Blend phonemes (CVC, CCVC)
Reading 3.1.4
Segment phonemes (CVC, CCVC)
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Primary Year 1 (SJK) Scheme of Work k
For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need
to be addressed from the beginning of Primary Year 1. They are not otherwise covered in the
Scheme of Work. Suggestions for this are also indicated in the Differentiation column, where
appropriate.
Note the following Content and Learning Standards which develop these skills:
Writing 4.1.2
i) Form upper and lower case
letters of regular size and shape
ii) Write letters and words in a
straight line from left to right with
regular spaces between words
and spaces
iii) Copy letters and familiar high
frequency words and phrases
correctly
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Primary Year 1 (SJK) Scheme of Work k
4. Formative Assessment
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:
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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Primary Year 1 (SJK) Scheme of Work k
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 Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills-
focussed 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.
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.
AIM: to prepare and give pupils confidence for a listening or reading text
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.
AIM: to prepare and give pupils confidence for a listening or reading text
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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Primary Year 1 (SJK) Scheme of Work k
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
AIM: to prepare and give pupils confidence for a listening or reading text
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).
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.
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.
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
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.
AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
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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Primary Year 1 (SJK) Scheme of Work k
PRE-LESSON TASK 8: PREDICT THE CONTENT
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.
AIM: to review topic vocabulary and prepare pupils for the lesson
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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Primary Year 1 (SJK) Scheme of Work k
PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: to review topic vocabulary and prepare pupils for the lesson
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.
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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Primary Year 1 (SJK) Scheme of Work k
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.
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.
1. Before the lesson, choose or prepare between 3-6 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.
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Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 3: GUESS THE WORD
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.
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Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 5: REMEMBER IT, SAY IT
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.
MATERIAL: Board
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Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 7: LISTEN AND POINT
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.
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Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
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 score 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.
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 own 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.
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Primary Year 1 (SJK) Scheme of Work k
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
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.
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.
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Primary Year 1 (SJK) Scheme of Work k
7. Scheme of Work (Lessons 1 – 81)
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Primary Year 1 (SJK) Scheme of Work k
LESSON: 1 (Speaking 1)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
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Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Values (Friendship) Strategies 3 and 4 may
1. Introduce target language (Hi, I’m be suitable.
Speaking Speaking … What’s your name?) using
2.1 2.1.4 yourself and pupils as examples. Use other strategies if
Communicate simple Greet, say goodbye, and appropriate.
information intelligibly express thanks using 2. Pupils report back (I’m… He’s…
suitable fixed phrases She’s…) … If appropriate, select
suitable activities for your
Lesson delivery pupils from LINUS
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY 3. Pupils practise target language in to this lesson, to work
SKILL SKILL pairs. towards Content
Standard:
Speaking Speaking 4. Pupils report back to the whole
2.3 2.3.1 class e.g. I’m … he’s/she’s … Writing 4.1
Communicate Introduce self to an Form letters and words in
appropriately to a small audience using fixed 5. Divide pupils into groups of about neat legible print using
or large group phrases 6: they repeat step 3. cursive writing.
Post lesson
8. Ask pupils to stand in a line in
alphabetical order of their first
names.
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Primary Year 1 (SJK) Scheme of Work k
LESSON: 2 (Listening 1)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
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Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards for Language Strategies 1 and 2 may
colours be suitable.
Listening Listening 1. Introduce and teach pupils
1.2 1.2.4 names of colours. Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom Lesson delivery
contexts instructions
2. Give pupils instructions’
Point to something
(red/green etc) - pupils
COMPLEMENTARY COMPLEMENTARY SKILL point to things inside or
SKILL outside the classroom.
Writing
Writing 4.1.2 3. Pupils do step 2 in small
4.1 i) Form upper and lower case groups.
Form letters and words letters of regular size and
in neat legible print shape** 4. Play Simon says. If your
using cursive writing instruction is Simon says
**preliterate pupils only point to something green,
pupils do this. If you just
ii) write letters and words in a say Point to something
straight line from left to right with green, they don’t do it.
regular spaces between words
5. Pupils do step 4 in groups.
and spaces*
6. Pupils write the names of
*all pupils
the colours.
iii) copy letters and familiar high Post lesson
frequency words and phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g.
*all pupils Point to something red and
something blue.
NB Learning standard 4.1.1 also
applies to preliterate pupils here, 8. Pupils do step 7 in groups.
and in all other lessons in the
first few school weeks which
involve writing. Please use your
own judgement on this, as
appropriate to the needs of your
pupils.
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Primary Year 1 (SJK) Scheme of Work k
LESSON: 3 (Reading 1)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Colour words
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Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be
Review colour words by playing Simon available, or alphabet suitable.
Reading Reading Says (the same as Lesson 2). cards
3.1 3.1.1 Use other strategies if
Recognise words in Identify and recognise Lesson delivery Flashcards of colours appropriate
linear and non-linear the shapes of the letters 1. Have pupils sit or stand in a circle.
texts by using in the alphabet Ask the pupils their names and practise Colour word cards, If appropriate, select
knowledge of sounds of any other spoken language they may divided into sounds, suitable activities for your
letters know at this point (e.g. How are you? e.g. pupils from LINUS
How old are you?). Card 1 – gr Module 1 to be added in
2. Show each letter/letter card and ask Card 2 – ee to this lesson, to work
COMPLEMENTARY pupils which letter is it. Elicit the sound Card 3 – n towards Content
SKILL of the letter, too, as appropriate. Put the Standard:
letters in the middle of the circle. One set of three or four
Reading colours for each pair or Writing 4.1
3.1.2 3. Show pupils the colour flashcards group = one set for Form letters and words in
Recognise and sound out and ask them to tell you the colour in modelling neat legible print using
with support beginning, English. What colour is this? cursive writing.
medial and final sounds Alphabet song: e.g.
in a word 4. Next ask them which sound the https://www.youtube.co
colour starts with e.g. green starts with m/watch?v=A7InEgfPG
g-. Nominate pupils to take the letter xc
from the circle. Repeat.
5. Have pupils sit down at their desks.
Show pupils a set of colour word sound
cards and elicit the sounds on them.
6. On the board, show them how to put
together the colour word sounds cards
to make the colour word.
7. In pairs or small groups, pupils put
together the colour words.
Post lesson
Sing or play the alphabet song or other
appropriate song.
31
Primary Year 1 (SJK) Scheme of Work k
LESSON: 4 (Writing 1)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
32
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to your suitable.
Writing Writing lesson content
4.1 4.1.2 Lesson delivery Use other strategies if
Form letters and words i) Form upper and lower 1. Play or sing the alphabet song as in Card for name cards for appropriate.
in neat legible print case letters of regular previous lesson. each pupil. If possible,
using cursive writing size and shape** like a worksheet, with
2. Ask pupils What’s your name? the sentence stem: I’m
**preliterate pupils only _____.
3. Have pupils ask each other what
ii) write letters and words their names are.
in a straight line from left
to right with regular 4. Ask pupils how to spell their name:
What’s your name? How do you spell
spaces between words
that? (this may be a new question for
and spaces*
pupils, but they only need to
understand it. Make the meaning clear
*all pupils by miming writing and eliciting the letter
names)
iii) copy letters and
familiar high frequency 5. Give each pupil a piece of card. Ask
words and phrases them to write their name on the card to
correctly* complete the sentence.
*all pupils 6. When pupils are finished. Collect the
name cards, mix them up and give
them back to different pupils.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 7. Pupils read the name on the cards
and try to find the pupil whose card it is.
Reading Reading At this point, they can say simply
3.1 3.1.1 A: Alia?
Recognise words in Identify and recognise B: Yes / No
linear and non-linear the shapes of the letters
texts by using in the alphabet 8. Make sure pupils all have their own
knowledge of sounds of name cards. Tell them to keep them in
letters their books so that they can put them
on their desks for English classes.
Post lesson
Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)
33
Primary Year 1 (SJK) Scheme of Work k
LESSON: 5 (Language Arts 1)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet
34
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson.
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility
songs verbal responses to: confidence and enjoyment, you can is the rainbow song.
help them to develop entrepreneurial
i) simple chants and raps skills by encouraging them to create See
ii) simple rhymes their own gestures.
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
COMPLEMENTARY J/sing_a_rainbow
SKILL
for the tune and words.
Language Arts
5.1.2
Say the words in simple
texts, and sing simple
songs with intelligible
pronunciation, rhythm
and intonation
35
Primary Year 1 (SJK) Scheme of Work k
LESSON: 6 (Listening 2)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
36
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teacher’s Book suitable.
Listening Listening
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple See Teacher’s Book If appropriate, select
phrases and sentences suitable activities for your
pupils from LINUS
Module 1 to be added in
Post lesson to this lesson, to work
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book. towards
SKILL SKILL
Content Standard:
Speaking Speaking Writing 4.1
2.1 2.1.1
Communicate simple Give very basic personal Form letters and words in
information intelligibly information using fixed neat legible print using
phrases cursive writing
37
Primary Year 1 (SJK) Scheme of Work k
LESSON: 7 (Writing 2)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Numbers 1 - 10
How old are you?
I’m (age)
38
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book
4.1 4.1.2 Use other strategies if
Form letters and words ii) appropriate.
in neat legible print write letters and words in
using cursive writing a straight line from left to Lesson delivery If appropriate, select
right with regular spaces suitable activities for your
between words and See Teacher’s Book pupils from LINUS
spaces Module 1 to be added in
to this lesson, to work
towards Content
Post lesson Standard:
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teacher’s Book Writing 4.1
Form letters and words in
Writing Writing neat legible print using
4.2 4.2.1 cursive writing
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media
39
Primary Year 1 (SJK) Scheme of Work k
LESSON: 8 (Reading 2)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
40
Primary Year 1 (SJK) Scheme of Work k
CROSS - TEACHER’S NOTES /
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR REMARKS
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.6 Language Strategies 2, 6, and 7
may be suitable.
Reading Reading See Teacher’s Book
3.1 3.1.1 Use other strategies if
Recognise words in Identify and recognise appropriate.
linear and non-linear the shapes of the letters
texts by using in the alphabet Lesson delivery
knowledge of sounds of
letters See Teacher’s Book
41
Primary Year 1 (SJK) Scheme of Work k
LESSON: 9 (Speaking 2)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Colours
My hat is (colour)
42
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Reading Reading
3.1 3.1.3 See Teacher’s Book
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters
43
Primary Year 1 (SJK) Scheme of Work k
LESSON: 10 (Language Arts 2)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
44
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2, 3, 4 and 7
you know and like, or may be suitable.
Language Arts Language Arts 1. Your choice, as appropriate to your create your own.
5.1 5.1.1 lesson. Use other strategies if
Enjoy and appreciate Demonstrate 10 little numbers appropriate.
rhymes, poems and appreciation through non- Lesson delivery https://www.youtube.co
songs verbal responses to m/watch?v=dk9Yt1PqQ
2. Design a lesson iw
i) simple chants and raps in which pupils develop and share is one possibility.
ii) simple rhymes gestures to accompany a numbers
iii) simple action songs song.
45
Primary Year 1 (SJK) Scheme of Work k
LESSON: 11 (Listening 3)
TOPIC: Friends
WEEK: _______________
LANGUAGE/GRAMMAR FOCUS:
46
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper and something Values (Friendship) Strategies 2 and 7 may
to stick pictures on the be suitable.
Listening Listening 1. Pre-lesson task 1: Work at the wall if appropriate
1.2 1.2.5 word.
Understand meaning in Understand short Use other strategies if
a variety of familiar supported questions 2. Introduce and teach the fixed appropriate.
contexts phrase How do you spell….?
If appropriate, select
Lesson development suitable activities for your
pupils from LINUS
COMPLEMENTARY COMPLEMENTARY 3. In groups of 6-8, pupils do a survey Module 1 to be added in
SKILL SKILL of names, ages, and ask how to to this lesson, to work
spell their classmates’ names. towards Content
Writing Writing Standard:
4.2 4.2.2 4. In pairs, they draw their neighbour
Communicate basic Greet, say goodbye, and and write about him/her (E.g. Writing 4.1
information intelligibly express thanks using Lukman/Mira. He’s/She’s 7 years Form letters and words in
for a range of purposes suitable fixed phrases old). neat legible print using
in print and digital cursive writing
media 5. Pupils put their work on the wall to
create a class profile.
Post lesson
47
Primary Year 1 (SJK) Scheme of Work k
LESSON: 12 (Speaking 3)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
48
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to Language Strategies 2 and 7 may
screw up into a ball be suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher
2.3 2.3.1 Use other strategies if
Communicate Introduce self to an Lesson delivery appropriate.
appropriately to a small audience using fixed
or large group phrases 2. Pupils stand in groups of about 5
or 6.
Post lesson
49
Primary Year 1 (SJK) Scheme of Work k
LESSON: 13 (Reading 3)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Recycled language: I’m (name/age), What’s your name? How old are you?
50
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.8 - 9 Entrepreneurship Strategies 2, 5, and 7
(role play) may be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery If appropriate, select
using appropriate sentences suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
Module 1 to be added in
to this lesson, to work
towards Content
COMPLEMENTARY COMPLEMENTARY Standard:
SKILL SKILL Post lesson
Writing 4.1
Listening Listening See Teacher’s Book. Form letters and words in
1.2 1.2.3 neat legible print using
Understand meaning in Understand with a high cursive writing
a variety of familiar degree of support very
contexts short simple narratives
51
Primary Year 1 (SJK) Scheme of Work k
LESSON: 14 (Writing 3)
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
52
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.9 Language Strategies 2, 4, and 6
may be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.1 Use other strategies if
Communicate basic Give very basic personal appropriate.
information intelligibly information using fixed
for a range of purposes phrases Lesson delivery If appropriate, select
in print and digital suitable activities for your
media See Teacher’s Book. pupils from LINUS
Module 1 to be added in
to this lesson, to work
towards Content
COMPLEMENTARY COMPLEMENTARY Post lesson Standard:
SKILL SKILL
See Teacher’s Book. Writing 4.1
Speaking Speaking Form letters and words in
2.1 2.1.5 neat legible print using
Communicate simple Name or describe objects cursive writing
information intelligibly using suitable words from
word sets
53
Primary Year 1 (SJK) Scheme of Work k
LESSON: 15 (Listening 4)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Classroom objects
54
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.10 Language Strategies 2 and 3 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.1 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
Speaking Speaking
2.1 2.1.5 See Teacher’s Book.
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets
55
Primary Year 1 (SJK) Scheme of Work k
LESSON: 16 (Speaking 4)
TOPIC: At School
WEEK: _______________
LANGUAGE/GRAMMAR FOCUS:
What’s this?
It’s a (ruler)
Is it a (ruler)?
Yes, it is/No, it isn’t.
56
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.11 Language Strategies 2, 4 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
Listening Listening
1.2 1.2.2 Post lesson
Understand meaning in Understand with support
a variety of familiar specific information and See Teacher’s Book.
contexts details of very simple
phrases and sentences
57
Primary Year 1 (SJK) Scheme of Work k
LESSON: 17 (Language Arts 3)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
58
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Your choice of Language Use appropriate
allows pupils to listen and respond to materials and strategies according to
Language Arts Language Arts short texts. These could be resources. your lesson and class.
5.2 5.2.1 descriptions of classroom objects that
Express personal Name people, things or pupils need to identify. Realia (real things) are .
responses to literary places of interest in recommended.
texts illustrations You could, for example, collect various
accompanying texts classroom items and other realia (real Short texts (e.g. for you
things) to review vocabulary so far. Put to say to describe
these on a tray. Describe an item and classroom items.)
pupils should tell you what it is. You
COMPLEMENTARY COMPLEMENTARY could also write the sentences on the
SKILL SKILL board if you would like to support
reading skills development too.
Speaking Speaking
2.1 2.1.5 You could then play ‘Kim’s Game’,
Communicate simple Name or describe objects where pupils look at the items on the
information intelligibly using suitable words from tray for 30 seconds. Then close their
word sets eyes as you take something away. The
pupils should tell you what you took
away. Pupils can then play a similar
game in small groups.
59
Primary Year 1 (SJK) Scheme of Work k
LESSON: 18 (Speaking 5)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
It isn’t my (pen)
Look at (the desk)
60
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.12 Language Strategies 2 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts
61
Primary Year 1 (SJK) Scheme of Work k
LESSON: 19 (Writing 4)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Imperatives + please
e.g. Sit at your desk, please, Open your bag, please
62
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.13 Language Strategies 2 and 6 may
be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.4 Use other strategies if
Communicate basic Name or describe objects appropriate.
information intelligibly using suitable words from Lesson delivery
for a range of purposes word sets
in print and digital See Teacher’s Book.
media
Post lesson
Listening Listening
1.2 1.2.4
Understand meaning in Understand short basic
a variety of familiar supported classroom
contexts instructions
63
Primary Year 1 (SJK) Scheme of Work k
LESSON: 20 (Listening 5)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
64
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.3 Use other strategies if
Understand meaning in Understand with a high appropriate.
a variety of familiar degree of support very
contexts short simple narratives Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
65
Primary Year 1 (SJK) Scheme of Work k
LESSON: 21 (Reading 4)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
66
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.15 Creativity Strategies 2 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.1 3.1.2 Use other strategies if
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word
letters See Teacher’s Book.
67
Primary Year 1 (SJK) Scheme of Work k
LESSON: 22 (Language Arts 4)
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Is it your X? It isn’t my X.
68
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson that A song of your choice. Creativity and Your choice depending
allows pupils to listen to again and For example, Imagination on your lesson and class.
Language Arts Language Arts appreciate a song. Superminds 1 p.12
5.1 5.1.1 Own material.
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through non- the song on p.12 and encourage pupils
songs verbal responses to: to use classroom items when
responding to the song. For example,
i) simple chants and raps they could set up some desks with
ii) simple rhymes names and items on them in a similar
iii) simple action songs way to the picture on p.12.
COMPLEMENTARY
SKILL
Language Arts
5.1.2
Say the words in simple
texts, and sing simple
songs with intelligible
pronunciation, rhythm
and intonation.
69
Primary Year 1 (SJK) Scheme of Work k
LESSON: 23 (Listening 6)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
70
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.16 Language Strategies 3 and 4 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Speaking Speaking
2.1 2.1.1 See Teacher’s Book.
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases
71
Primary Year 1 (SJK) Scheme of Work k
LESSON: 24 (Speaking 6)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
72
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.17 Language Strategies 4 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.2 Use other strategies if
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using Lesson delivery
fixed phrases
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Writing Writing
4.2 4.2.5 See Teacher’s Book.
Communicate basic Connect words and
information intelligibly proper names using ‘and’
for a range of purposes
in print and digital
media
73
Primary Year 1 (SJK) Scheme of Work k
LESSON: 25 (Writing 5)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
74
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.18 Creativity and Strategies 3 and 4 may
Imagination be suitable.
Writing Writing See Teacher’s Book.
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
75
Primary Year 1 (SJK) Scheme of Work k
LESSON: 26 (Reading 5)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
76
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.19 Creativity and Strategies 2, 4 and 7 may
Innovation be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
77
Primary Year 1 (SJK) Scheme of Work k
LESSON: 27 (Language Arts 5)
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
78
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Before the lesson, prepare Values Your choice as
Play a mime game to review imperative a puppet. Here are some (politeness/saying appropriate to your
Language Arts Language Arts verbs from the textbook. Say the words ideas for simple puppet please) lesson and pupils.
5.3 5.3.1 and the pupils mime. making:
Express an imaginative Respond imaginatively http://www.wikihow.com/M Possibly strategies 2 and
response to literary and intelligibly through Lesson delivery ake-Puppets 3.
texts creating simple art and 1. Introduce your puppet. Get your
craft products puppet to ask some pupils their names *Pupils will make their own You can model several
and review Hello, what’s your name? puppets too. Before the verses to help
Other imaginative or How are you? lesson, decide which kind demonstrate the
responses as appropriate of puppet you are going to response to the chant. If
2. Tell students to listen and watch. Say make and use so that you
the first verse of the chant, opening necessary pupils could
can prepare the resources use L1 to explain the
your book on the last line (where you for the pupils too (or ask
say please). need for ‘please’.
them to bring from home,
Ask pupils why you opened your book e.g. socks)
then. In small group work, you
COMPLEMENTARY COMPLEMENTARY Create a suitable chant could nominate some
SKILL SKILL 3. Say more verses in a similar pattern using your puppet’s name more proficient pupils to
and ask pupils to do the actions when and verbs from the be the teacher and ask
Listening Listening you say please. You could vary the textbook. For example: for more volunteers.
1.2 1.2.4 speed and/or volume of your voice.
Understand meaning in Understand short basic Hi, I’m X. X. Listen to me!
a variety of contexts supported classroom 4. Introduce a new pattern (with Now). X says open your book.
instructions You could try to trick the pupils into Open your book. Open
doing the action before eliciting that your book.
there is no ‘please’. X says open your book.
5. Continue in this way, mixing up the Open your book, please.
verse patterns. X says close your book,
6. Ask pupils to make their own close your book, close your
puppets* (or at least one for each book.
group). S says close your book,
close your book, please.
6. Ask pupils to work in small groups
and take it in turns to be the teacher Now open the door. Open
using their puppet. the door, open the door.
Now, open the door. Open
Post lesson the door, now etc.
Your choice or suggested activity:
Write verbs on the board (e.g. open).
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).
79
Primary Year 1 (SJK) Scheme of Work k
LESSON: 28 (Language Arts 6)
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Vocabulary review:
80
Primary Year 1 (SJK) Scheme of Work k
CROSS - TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR NOTES /
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice
Guessing game. Think of an item, pupils ask you each student and technology depending on your
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: scissors (or cut into class and pupils.
5.1 5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. circles for each student
Enjoy and appreciate i) simple chants and Is it a banana? Yes. Depending on time available in advance), colour Possibly 5 or 6.
rhymes, poems and raps and the level of your class, you could have the pens/paints/pencils.
songs ii) simple rhymes pupils take the role of the teacher or work in pairs. Each student will need You could
iii) simple action a pen or pencil and a encourage the
Lesson delivery
songs ruler. pupils to sing along
1. Put flashcards with words of the six main
to the song.
colours (primary and secondary) on the board. Song:
Ask pupils to put them into two groups. You can use a suitable
You could ask short
song that focuses on
2. Play/sing the song and ask pupils to check their answer questions at
COMPLEMENTARY COMPLEMENTARY primary and secondary
answer to stage 1. stage 8 (e.g Will you
SKILL SKILL colours. A suggestion see red? Orange?
3. Give each pupil a colour flashcard OR ask each is: What other colours
pupil to write the name of their favourite colour on https://www.youtube.co
Language Arts Language Arts do you know?
a paper. m/watch?v=bmquqAP2
5.3 5.3.1 Maybe black? Or
w_8 white?) You might
Express an Respond 4. Play/sing the song again and ask pupils to hold
imaginative response imaginatively and up their flashcard/paper when they hear their Here is a song based want to explain in L1
to literary texts intelligibly through colour. on this: why the spinning
creating simple art We are the primary wheel produces
and craft products 5. Draw a circle on the board and divide it into six colours. white.
parts. Elicit the primary colours and write them (or Red, yellow and blue.
Other imaginative ask a pupil to write them) in alternate parts of the Mix us together, and
responses as circle. we turn a colour that’s
appropriate 6. Elicit the secondary colours that are made new.
when the primary colours are mixed and fill in the I‘m red, I’m a primary
last three segments with these. The order should colour.
be: red – orange – yellow – green – blue – purple. I’m blue. I’m a primary
7. Ask pupils to make their own colour wheels. colour too.
They should colour each part (not write the colour We are primary
name); make a small hole in the middle of the colours. Mix us
circle and put in their pencil/pen so it will spin. together, and we make
purple. It’s new!
8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and tell Etc.
you. Some information
Post lesson about colour wheels:
Ask pupils to tell each other which colour they like http://www.bigshotcam
best and why, e.g. I like red. My pencil case is era.com/fun/buildables/
red. colorwheel#01
81
Primary Year 1 (SJK) Scheme of Work k
LESSON: 29 Listening (7)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue
82
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.20 Language Strategies 3 and 5 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.4 Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom
contexts instructions Lesson delivery
83
Primary Year 1 (SJK) Scheme of Work k
LESSON: 30 (Writing 6)
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
84
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.21 Creativity and Strategies 2, 4 and 5 may
Imagination be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.4 Use other strategies if
Communicate basic Name or describe objects appropriate.
information intelligibly using suitable words from
for a range of purposes word sets Lesson delivery
in print and digital
media See Teacher’s Book.
85
Primary Year 1 (SJK) Scheme of Work k
LESSON: 31 (Speaking 7)
LANGUAGE/GRAMMAR FOCUS:
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car
86
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.22 Language Strategies 2 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.1 See Teacher’s Book
Understand meaning in Understand with support
a variety of familiar the main idea of very
contexts simple phrases and
sentences
87
Primary Year 1 (SJK) Scheme of Work k
LESSON: 32 (Reading 6)
LANGUAGE/GRAMMAR FOCUS:
88
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.23 Language Strategies 2 and 6 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies See Teacher’s Book.
89
Primary Year 1 (SJK) Scheme of Work k
LESSON: 33 (Language Arts 7)
LANGUAGE/GRAMMAR FOCUS:
90
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on Your own choice of ICT Your choice depending
a short story related to the content of short story. Try to find on the focus of your
Language Arts Language Arts Unit 1 of the textbook or the content of an interactive story for lesson and your class.
5.2 5.2.1 pupils’ learning in other subject areas. the computer if you
Express personal Name people, things or have the facilities. For Remember to vary
responses to literary places of interest in You might need to pre-teach some example: questions during story
texts illustrations vocabulary, but pupils do not need to http://www.topmarks.co telling.
accompanying texts understand every word of the story. .uk/Interactive.aspx?cat
=45
Plan the lesson so pupils can enjoy
listening to and interacting with the https://www.education.c
COMPLEMENTARY COMPLEMENTARY story on the computer (where possible). om/stories/
SKILL SKILL
Where computers are not available, http://primaryhomework
Listening Listening pupils could respond by acting out the help.co.uk/interactive/o
1.2 1.2.3 story or parts of it. nlinestory.htm
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives
91
Primary Year 1 (SJK) Scheme of Work k
LESSON: 34 (Speaking 8)
LANGUAGE/GRAMMAR FOCUS:
92
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.24 Language Strategies 6 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
See Teacher’s Book.
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
93
Primary Year 1 (SJK) Scheme of Work k
LESSON: 35 (Listening 8)
LANGUAGE/GRAMMAR FOCUS:
a/an
adjectives: long, short, big, small, ugly, beautiful, old, new
94
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.25 Language Strategies 2 and 5 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple
phrases and sentences See Teacher’s Book.
Post lesson
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teacher’s Book.
Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions
contexts
95
Primary Year 1 (SJK) Scheme of Work k
LESSON: 36 (Writing 7)
LANGUAGE/GRAMMAR FOCUS:
96
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Crossword on the Language Strategies 2 and 4 may
Task 9 board or as a handout be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Flashcards of toys Use other strategies if
Communicate with Spell familiar high 1. Review the toys flashcards by playing appropriate.
appropriate language frequency words ‘Slap’. Pupils sit in a circle. Put all the
form and style for a accurately flashcards face up in the middle of the circle. If appropriate, select
range of purposes in When you say the word, pupils have to race suitable activities for your
print and digital media to grab or slap the correct flashcard. You pupils from LINUS
could organise this so you nominate two or Module 1 to be added in
three pupils to play each time, making sure to this lesson
that all pupils get a turn. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line f of the Phonics
SKILL SKILL 2. Write the numbers of the crossword on the
Table (see Syllabus).
board, and put the corresponding pictures
next to the numbers. Don’t write the words.
Reading Reading
For example, using the crossword given
3.3 3.3.1
below:
Read independently Read and enjoy
for information and simple print and Across
enjoyment digital games at word 3. Plane
level 5. Monster
7. Ball
8. Car
10. Kite
Down
1. Computer game
2. Train
4. Go-kart
6. Doll
9. Bike
Post lesson
Task 8
97
Primary Year 1 (SJK) Scheme of Work k
98
Primary Year 1 (SJK) Scheme of Work k
LESSON: 37 (Reading 7)
LANGUAGE/GRAMMAR FOCUS:
99
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.26 Patriotism and Strategies 2 and 7 may
citizenship (fair play) be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.1 Use other strategies if
Understand a variety of Understand the main appropriate.
linear and non-linear idea of very simple
print and digital texts by phrases and sentences Lesson delivery If appropriate, select
using appropriate suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
Post lesson from Line f of the Phonics
COMPLEMENTARY COMPLEMENTARY Table (see Syllabus).
SKILL SKILL See Teacher’s Book.
Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives
100
Primary Year 1 (SJK) Scheme of Work k
LESSON: 38 (Language Arts 8)
LANGUAGE/GRAMMAR FOCUS:
My favourite x is x.
101
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plain paper (small Patriotism and Your choice depending
Review p.24: Play the song and poster paper) and citizenship on your pupils.
Language Arts Language Arts encourage the pupils to sing along to it pencils for each
5.2 5.2.1 as much as possible. student. Possibly strategy 2.
Express personal Name people, things or You could prepare the
responses to literary places of interest in Lesson delivery paper with a box for a You could give different
texts illustrations 1. Ask pupils questions about the picture and gapped levels of support for the
accompanying texts pictures on p.24. text/lines for writing on writing depending on
underneath. your pupils’ literacy level
2. Ask pupils to tell their partner about – for example gaps to
their favourite number, toy and colour. insert grammar words
COMPLEMENTARY COMPLEMENTARY and/or content words
SKILL SKILL 3. Ask pupils to tell the class about their and/or build a model on
partner (e.g. This is X. Her favourite toy the board as a class, or
Writing Writing is X. Her favourite colour is X and her no support at all for
4.3 4.3.3 favourite number is X). highly literate classes
Communicate with Plan and write words and E.g.
appropriate language phrases on a narrow 4. Give out poster paper and ask pupils
form and style for a range of familiar topics to write about themselves at the bottom I’m ______ . My favourite
range of purposes in of the paper. Let pupils use their colour is _____ . My
print and digital media textbook to check spellings and to ask _______ toy is ________
each other for help. . ___ favourite number
___ ____ .
5. When pupils have finished writing,
they can draw a picture above. This
could be of themselves, their favourite
toy etc.
Post lesson
Ask pupils to read each other’s work
and to find favourites they share with
their classmates, e.g. This is
Mohammed. His favourite number is 7.
My favourite number is seven, too.
102
Primary Year 1 (SJK) Scheme of Work k
LESSON: 39 (Language Arts 9)
LANGUAGE/GRAMMAR FOCUS:
103
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson around A storybook of your Language Teacher’s choice
reading a story about toys. choice, possibly related depending on the story
Language Arts Language Arts to the topic of Toys. and your class.
5.2 5.2.1 The pupils should have the chance to
Express personal Name people, things or prepare for the story so they For example: Strategies 2, 5 and 6 in
responses to literary places of interest in understand the main elements a little https://www.booksfortop particular may be useful.
texts illustrations better, and should have the chance to ics.com/toys
accompanying texts listen to you reading the story and talk
about it as you read it. This lesson is intended
to bring real story
Note: you will re-use this story in the books into the English
COMPLEMENTARY COMPLEMENTARY next Language Arts lesson (Lesson 70). classroom. If another
SKILL SKILLS book is available but is
not related to the topic,
Listening Listening then it can be used
1.2 1.2.3 instead. Remember the
Understand meaning in Understand with a high pupils don’t need to
a variety of familiar degree of support very understand every word
contexts short simple narratives of the story, it is for
global understanding
with the support of
pictures and
enjoyment.
If no books are
available, there are
many recordings of
books being read aloud
online. Look on Google
or YouTube for a book
of your choice if you
have these facilities.
104
Primary Year 1 (SJK) Scheme of Work k
LESSON: 40 (Reading 8)
LANGUAGE/GRAMMAR FOCUS:
105
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.27 Patriotism and Strategies 6 and 7 may
citizenship (Fair play) be suitable.
Reading Reading See Teacher’s Book.
3.1 3.1.2 Use other strategies if
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word
letters See Teacher’s Book.
106
Primary Year 1 (SJK) Scheme of Work k
LESSON: 41 (Listening 9)
LANGUAGE/GRAMMAR FOCUS:
107
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.28 Language Strategies 2 and 7 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
108
Primary Year 1 (SJK) Scheme of Work k
LESSON: 42 (Writing 8)
LANGUAGE/GRAMMAR FOCUS:
109
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.29 Language Strategies 6 and 7 may
be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.1 Use other strategies if
Communicate basic Give very basic personal appropriate.
information intelligibly information using fixed
for a range of purposes phrases Lesson delivery
in print and digital
media See Teacher’s Book.
110
Primary Year 1 (SJK) Scheme of Work k
LESSON: 43 (Speaking 9)
LANGUAGE/GRAMMAR FOCUS:
111
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.30 Creativity and Strategies 3 and 6 may
Imagination be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Reading Reading
3.2 3.2.2 See Teacher’s Book.
Understand a variety of Understand specific
linear and non-linear information and details of
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies
112
Primary Year 1 (SJK) Scheme of Work k
LESSON: 44 (Language Arts 10)
LANGUAGE/GRAMMAR FOCUS:
113
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Continue the story book Creativity and Your choice, depending
Review the story from the previous you started in the Imagination on the activities, the story
Language Arts Language Arts Language Arts lesson by showing previous Language Arts and the pupils.
5.2 5.2.1 pupils the book and asking them to tell lesson (Lesson 65).
Express personal Name people, things or you what they remember (e.g. the
responses to literary places of interest in characters, the storyline). Use the front Develop your own
texts illustrations cover to elicit as much information as materials to use as a
accompanying texts possible, including the name of the follow up to the story,
author and where the book comes from. depending on the story
and on your pupils.
Lesson delivery
1. Re-read the story, reviewing pupils’ Other resources such
COMPLEMENTARY COMPLEMENTARY understanding. as pens, paper, glue,
SKILL SKILL scissors, etc.
2. Plan activities which follow on from depending on your
Language Arts Language Arts the story and extend it. These could planned activities.
5.3 5.3.1 include:
Express an imaginative Respond imaginatively - vocabulary activities, e.g. matching,
response to literary and intelligibly through sorting: colours
texts creating simple art and - activities related to character
craft products descriptions, e.g. a guessing game
‘Who am I?’
Other imaginative - activities related to the storyline, e.g.
responses as appropriate ordering pictures.
Post lesson
Ask pupils to sit in a circle to present
what they have made.
Talk to the pupils about the story and
ask them what they liked about the
story, which was their favourite
character and so on.
114
Primary Year 1 (SJK) Scheme of Work k
LESSON: 45 (Speaking 10)
LANGUAGE/GRAMMAR FOCUS:
115
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.31 Creativity and Strategies 2 and 5 may
Imagination be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal Lesson delivery appropriate.
information intelligibly information using fixed
phrases See Teacher’s Book.
Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help
communication from a teacher or See Teacher’s Book.
strategies classmate using one
word or a fixed phrase
116
Primary Year 1 (SJK) Scheme of Work k
LESSON: 46 (Reading 9)
LANGUAGE/GRAMMAR FOCUS:
117
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.32 Creativity and Strategies 3 and 6 may
Imagination be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns
Post lesson
Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions
contexts
118
Primary Year 1 (SJK) Scheme of Work k
LESSON: 47 (Writing 9)
LANGUAGE/GRAMMAR FOCUS:
119
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.33 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book.
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.
120
Primary Year 1 (SJK) Scheme of Work k
LESSON: 48 (Listening 10)
LANGUAGE/GRAMMAR FOCUS:
Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
121
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.34 Language Strategies 3 and 6 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.1 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Speaking Speaking
2.1 2.1.5 See Teacher’s Book.
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets
122
Primary Year 1 (SJK) Scheme of Work k
LESSON: 49 (Language Arts 11 )
LANGUAGE/GRAMMAR FOCUS:
123
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your own, depending Creativity and Your choice depending
pupils review pages of Unit 2 and say on the focus of your Imagination on your class and lesson.
Language Arts Language Arts what they have learned. lesson.
5.3 5.3.1 Possibly strategy 2 or 4
Express an imaginative Respond imaginatively You can select pages from Unit 2 you
response to literary and intelligibly through think pupils would benefit from You might want to
texts creating simple art and reviewing, possibly focusing on the provide lines for the
craft products songs, chants and stories as Language children to write the
Arts texts. words on the cards or
Other imaginative ask the pupils to write
responses as appropriate Ask pupils to draw a picture and write lines before writing the
about it to show what they have learned words.
(e.g. My favourite toy is my long, blue
train). If you are concerned
about pupils’ drawing
COMPLEMENTARY COMPLEMENTARY skills (the ability to draw a
SKILL SKILL recognisable animal), you
could prepare the picture
Writing Writing cards in advance.
4.2 4.2.4
Communicate basic Name or describe objects If you are concerned
information intelligibly using suitable words from about pupils using
for a range of purposes word sets scissors, you can prepare
in print and digital the cards in advance or
media can have lines for cutting
along on the card. It is
useful, however, for
pupils to practise and
continue to develop this
fine motor skill, however.
124
Primary Year 1 (SJK) Scheme of Work k
LESSON: 50 (Listening 11)
LANGUAGE/GRAMMAR FOCUS:
125
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.35 Language Strategies 6 and 7 may
be suitable.
Listening See Teacher’s Book.
1.2 Listening Use other strategies if
Understand meaning in 1.2.2 appropriate.
a variety of familiar Understand with support
contexts specific information and Lesson delivery
details of very simple
phrases and sentences See Teacher’s Book.
126
Primary Year 1 (SJK) Scheme of Work k
LESSON: 51 (Speaking 11)
LANGUAGE/GRAMMAR FOCUS:
127
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.36 Language Strategies 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
128
Primary Year 1 (SJK) Scheme of Work k
LESSON: 52 (Speaking 12)
LANGUAGE/GRAMMAR FOCUS:
129
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.37 Language Strategies 2 and 6 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.3 Use other strategies if
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.2 See Teacher’s Book.
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of very simple
phrases and sentences
130
Primary Year 1 (SJK) Scheme of Work k
LESSON: 53 (Listening 12)
LANGUAGE/GRAMMAR FOCUS:
131
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.38 Values (bravery) Strategies 2 and 6 may
be suitable.
Listening Listening See Teacher’s Book.
1.3 1.3.1 Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge
variety of contexts of a topic Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.3 See Teacher’s Book.
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives
132
Primary Year 1 (SJK) Scheme of Work k
LESSON: 54 (Reading 10)
LANGUAGE/GRAMMAR FOCUS:
133
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.39 Language Strategies 6 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.1 3.1.3 Use other strategies if
Recognise words in Blend phonemes (CVC, appropriate.
linear and non-linear CCVC)
texts by using Lesson delivery
knowledge of sounds of
letters See Teacher’s Book.
134
Primary Year 1 (SJK) Scheme of Work k
LESSON: 55 (Writing 10)
LANGUAGE/GRAMMAR FOCUS:
135
Primary Year 1 (SJK) Scheme of Work k
LEARNING MATERIALS / CROSS - CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING OUTLINE
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.40 Language Strategies 1 and 3 may
be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.3 Use other strategies if
Communicate basic Express basic likes and appropriate.
information intelligibly for dislikes
a range of purposes in Lesson delivery
print and digital media
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
136
Primary Year 1 (SJK) Scheme of Work k
LESSON: 56 (Writing 11)
LANGUAGE/GRAMMAR FOCUS:
137
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.41 Language Strategies 3 and 6 may
be suitable.
Writing Writing See Teacher’s Book.
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
138
Primary Year 1 (SJK) Scheme of Work k
LESSON: 57 (Speaking 13)
LANGUAGE/GRAMMAR FOCUS:
139
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.42 Environmental Strategies 2 and 4 may
sustainability be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts
140
Primary Year 1 (SJK) Scheme of Work k
LESSON: 58 (Reading 11)
LANGUAGE/GRAMMAR FOCUS:
141
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.43 Environmental Strategies 3 and 5 may
sustainability be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns
Post lesson
Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters
142
Primary Year 1 (SJK) Scheme of Work k
LESSON: 59 (Listening 13)
LANGUAGE/GRAMMAR FOCUS:
143
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.44 Creativity and Strategies 2 and 7 may
Innovation be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.3 Use other strategies if
Understand meaning in Understand with a high appropriate.
a variety of familiar degree of support very
contexts short simple narratives Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening See Teacher’s Book.
1.2 1.2.2
Understand meaning in Understand with support
a variety of familiar specific information and
contexts details of very simple
phrases and sentences
144
Primary Year 1 (SJK) Scheme of Work k
LESSON: 60 (Language Arts 12)
LANGUAGE/GRAMMAR FOCUS:
Camouflage
X hides in …
145
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A quiz, e.g. a Environmental Your choice depending
Review animal and habitat vocabulary from True/False quiz: sustainability on your pupils.
Language Arts Language Arts the textbook unit using, for example, Task 5.
5.3 5.3.1 1. Tigers hide under Possibly strategies 2 or
Express an Respond Lesson delivery logs. 3.
imaginative response imaginatively and 1. Quiz – ask questions about where 2. Snakes live in tall
to literary texts intelligibly through different animals hide. This could be a trees. You could provide more
creating simple art True/False quiz, similar to the pre-lesson Etc. or less new vocabulary
and craft products task. It should be written, but could be done depending on their
orally if necessary. A collection of realia interests and capabilities.
Other imaginative You might want/need to teach some new (real things). These can
responses as animal vocabulary if you have particular be gathered and You could provide a
appropriate animals living in the environment. prepared by you, or you model sentence on the
Have pupils work in teams to answer the could include a trip board or ask more
quiz questions. outside with the pupils proficient pupils to work
to collect things from with less proficient.
COMPLEMENTARY COMPLEMENTARY 2. Gather or show pupils what you have the environment if
SKILL SKILL gathered. Ask them what kind of animals possible. This would
Listening Listening hide in these. You might want to help add value to the
1.2 1.2.2 children with new vocabulary. activity.
Understand meaning Understand with
in a variety of familiar support specific 3. Give the animal pictures/toys to the pupils e.g. some brown and
contexts information and and some of the gathered items. green leaves, some
details of very simple sand, some sticks,
phrases and 4. Tell pupils some sentences – they should some grass, some
sentences put the animals in the right place (e.g. the flowers
snake hides in the sand/under the leaves).
Some small toy animals
5. In pairs or small groups, pupils design and or teacher-made
create a collage on poster paper. They draw flashcards/small
an animal on the poster and then cover it up pictures of animals
by sticking sand/leaves/sticks etc. onto the
poster. Coloured pens/pencils,
glue, poster paper
6. Ask pupils to write a sentence on their
collage and display them in the classroom.
Post lesson
Discuss with pupils about the natural
environment and why we should look after it.
Get their ideas about why animals should
stay in their natural environment. You might
need to use a little L1 for this.
146
Primary Year 1 (SJK) Scheme of Work k
LESSON: 61 (Writing 12)
LANGUAGE/GRAMMAR FOCUS:
147
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.45 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.
148
Primary Year 1 (SJK) Scheme of Work k
LESSON: 62 (Speaking 14)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
149
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.46 Language Strategies 3 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.5 Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
150
Primary Year 1 (SJK) Scheme of Work k
LESSON: 63 (Reading 12)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
151
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.47 Language Strategies 2 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns
Post lesson
Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases
152
Primary Year 1 (SJK) Scheme of Work k
LESSON: 64 (Listening 14)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
153
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.48 Language Strategies 2 and 3 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
154
Primary Year 1 (SJK) Scheme of Work k
LESSON: 65 (Language Arts 13)
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
155
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Poster paper for Crazy Creativity and Your choice depending
Review food vocabulary with a fun Food pictures and imagination on your pupils.
Language Arts Language Arts activity, for example Task 1, 4, 6 or 9 paints (coloured pens
5.2 5.2.1 and pencils if paint not Possibly strategies 1, 2
Express personal Name people, things or Lesson delivery possible) for each pair. or 4.
responses to literary places of interest in 1. Ask pupils if they like foods (review) You could use paper if
texts illustrations – Do you like pizza/sandwich? And you prefer, but posters You could offer more or
accompanying texts What’s your favourite pizza/sandwich? are better for less support for the
Pupils could ask each other questions displaying. sentence pupils will write
in pairs. by eliciting and writing a
model on the board. This
COMPLEMENTARY COMPLEMENTARY 2. Review the song from p.48 of the could be gapped. Or you
SKILL SKILL textbook. Ask pupils to tell their partner could encourage the
if they like the food Tommy makes (e.g. pupils to use the textbook
Writing Writing Do you like an apple in your sandwich?) as a model.
4.3 4.3.2
Communicate with Spell familiar high 3. Tell pupils they will make a Crazy More proficient pupils can
appropriate language frequency words Food Poster. They should work in pairs. work with less proficient
form and style for a accurately First, pupils should decide on their pupils. They can have
range of purposes in crazy food. more than one ingredient
print and digital media in their Crazy Food.
4. Give each pair a poster paper. Pupils
should write the sentence I’ve got xxx If you are concerned
on/in/with my xxx. on the poster paper. about drawing skills
and/or time, you could
5. When pupils have finished writing, prepare a template of a
they can draw a picture of their crazy pizza (or sandwich) that
food. Then they can add a title: My pupils draw on instead of
Crazy Food. giving them a free choice.
This is less creative, but
6. Display pupils’ work in the can be less time
classroom. consuming and simpler
Ask pupils to tell each other which for pupils of less artistic
crazy food they like/don’t like. proficiency.
Post lesson
Task 3, 4 or 6
156
Primary Year 1 (SJK) Scheme of Work k
LESSON: 66 (Speaking 15)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
157
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.49 Language Strategies 3 and 6 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.2 Use other strategies if
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using fixed phrases Lesson delivery
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL Post lesson
Listening
Listening 1.2.2 See Teacher’s Book.
1.2 Understand with support
Understand meaning in specific information and
a variety of familiar details of very simple
contexts phrases and sentences
158
Primary Year 1 (SJK) Scheme of Work k
LESSON: 67 (Listening 15)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Where’s (Misty)?
Please
Hot
What have you got?
159
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.50 Patriotism and Strategies 2 and 6 may
Citizenship (waiting be suitable.
Listening Listening See Teacher’s Book. your turn)
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple
phrases and sentences See Teacher’s Book.
Post lesson
COMPLEMENTARY COMPLEMENTARY
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 very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies
160
Primary Year 1 (SJK) Scheme of Work k
LESSON: 68 (Reading 13)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
161
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.51 Patriotism and Strategies 6 and 7 may
Citizenship (waiting be suitable.
Reading Reading See Teacher’s Book. your turn)
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies See Teacher’s Book.
Post lesson
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teacher’s Book.
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes
162
Primary Year 1 (SJK) Scheme of Work k
LESSON: 69 (Listening 16)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Numbers 11 – 20
163
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.52 Values (cooperation) Strategies1 and 3 may be
suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
164
Primary Year 1 (SJK) Scheme of Work k
LESSON: 70 (Reading 14)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
165
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.53 Language Strategies 2 and 5 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns
Post lesson
Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases
166
Primary Year 1 (SJK) Scheme of Work k
LESSON: 71 (Speaking 16)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s),
coconut(s), tomato(es), strawberry(ies)
167
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.54 Language Strategies 2 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.3 Use other strategies if
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes
Lesson delivery
168
Primary Year 1 (SJK) Scheme of Work k
LESSON: 172 (Reading 15)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
169
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A text about food Financial Education Strategy 6 may be
Choose a suitable pre-lesson task that prices. suitable.
Reading Reading reviews key vocabulary.
3.2 3.2.2 One option is to create Use other strategies if
Understand a variety of Understand specific Lesson delivery a short text such as the appropriate.
linear and non-linear information and details of 1. Review fruit and vegetable one shown on the next
print and digital texts by very simple phrases and vocabulary using pictures or flashcards. page. You can adapt If appropriate, select
using appropriate sentences content or change suitable activities for your
reading strategies 2. Ask pupils to draw pictures of five currency to an pupils from LINUS
fruit and/or vegetables in their exercise imaginary one if the Module 1 or 2 to be
books. prices are not suitable added in to this lesson to
to your context. focus on any phonemes
COMPLEMENTARY COMPLEMENTARY 3. Next, elicit some prices for the items from the Phonics Table
SKILL SKILL on the board. Ask pupils to put a price that pupils continue to
on their own fruit/vegetables. Toy money if have problems with.
Speaking Speaking appropriate and
2.1 2.1.4 4. Model the activity using the available
Communicate simple Greet, say goodbye, and information on the board. Ask pupils to
information intelligibly express thanks using tell you what they want by saying Hello.
suitable fixed phrases Two bananas and three apples, please.
Show pupils how to add up the prices to
make a total. Say how much it costs:
That’s X ringgits, please.
They finish the dialogue by saying
thank you and goodbye.
Post lesson
Task 12
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Primary Year 1 (SJK) Scheme of Work k
Find out what the pupils spend
1. Uma has got two bananas and four peaches. A banana is 1 ringgit, and a peach is 2 ringgits. She spends …
2. Jason has got 3 tomatoes and two coconuts. A tomato is 3 ringgits, and a coconut is 4 ringgits. He spends …
3. Anna has got 5 pears and 2 oranges. A pear is 3 ringgits, and an orange is 2 ringgits. She spends …
4. Danish has got 2 pineapples and 3 onions. A pineapple is 5 ringgits and an onion is 3 ringgits. He spends …
5. Najwa has got 2 cakes and 2 cheese sandwiches. A cake is 6 ringgits and a cheese sandwich is 4 ringgits. She spends …
171
Primary Year 1 (SJK) Scheme of Work k
LESSON: 73 (Writing 13)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
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Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic food Financial Education Strategy 2 may be
Choose an appropriate pre-lesson task suitable.
Writing Writing to review food vocabulary. An outline of the text in
4.3 4.3.3 lesson 143 for pupils to Use other strategies if
Communicate with Plan and write words and Lesson delivery use as a model. appropriate.
appropriate language phrases on a narrow 1. Review numbers 1-10 and maths
form and style for a range of familiar topics concepts of adding and multiplying
range of purposes in depending on the previous lesson. You
print and digital media could do this using plastic food and
prices, and setting problems to solve
orally.
Post lesson
Choose a post-lesson task that lets
pupils move around and review
learning.
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Primary Year 1 (SJK) Scheme of Work k
LESSON: 74 (Speaking 17)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
174
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.55 Science and Strategies 2 and 3 may
Technology be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery
175
Primary Year 1 (SJK) Scheme of Work k
LESSON: 75 (Writing 14)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
176
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.56 Creativity and Strategies 4 and 5 may
Imagination be suitable.
Writing Writing See Teacher’s Book.
4.2 4.2.1 Use other strategies if
Communicate basic Give very basic personal appropriate.
information intelligibly information using fixed
for a range of purposes phrases Lesson delivery
in print and digital
media See Teacher’s Book and Workbook.
177
Primary Year 1 (SJK) Scheme of Work k
LESSON: 76 (Reading 16)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
178
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.57 Language Strategies 2 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.4 Use other strategies if
Understand a variety of Use with support a appropriate.
linear and non-linear simple picture dictionary Lesson delivery
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics See Teacher’s Book and Workbook.
reading strategies and themes
Post lesson
Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases
179
Primary Year 1 (SJK) Scheme of Work k
LESSON: 77 (Listening 17)
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
180
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Global sustainability Strategies 2 and 5
Teach pupils new vocabulary: healthy and unhealthy. may be suitable.
Listening Listening Make 2 columns on the board: healthy food and unhealthy Copy of Wendy, Nasir
1.3 1.3.1 food. and Lisa text and grid Use other strategies if
Ask pupils to name healthy and unhealthy food. They can
Use appropriate Predict words they on next page appropriate.
use L1 if they don’t know the food in English. Teach
listening strategies in will hear by using sweets and fizzy drink if pupils don’t suggest these.
a variety of contexts knowledge of a topic Pupils come to the board and write the items in the correct
columns on the board.
Lesson delivery
Listening Listening
1. Tell the story in the Wendy, Nasir and Lisa text, and
1.2 1.2.2 check pupils’ guesses with them.
Understand meaning Understand with
in a variety of familiar support specific 2. Give pupils the grid on the next page and read out the
contexts information and text. Ask pupils to complete the grid. Read the text
details of very simple out again if necessary.
phrases and
sentences 3. Check pupils’ answers and tell the story one more
time so that pupils can confirm their answers.
Post lesson
Post-lesson task 8: Make a word ladder, using healthy
food items.
181
Primary Year 1 (SJK) Scheme of Work k
Wendy, Nasir and Lisa
Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.
Lisa has got steak, peas, carrots, and 2 cakes for her lunch.
Healthy food
Unhealthy food
182
Primary Year 1 (SJK) Scheme of Work k
LESSON: 78 (Listening 18)
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
183
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board and grid on next Entrepreneurship Strategies 4 and 5 may
Give pupils the Find a friend who… grid page be suitable.
Listening Listening on the next page, or write it on the
1.2 1.2.5 board and ask pupils to copy it. Use other strategies if
Understand meaning in Understand short Practise the questions pupils will need appropriate.
a variety of familiar supported questions to ask (e.g. Do you like cats? Have you
contexts got 2 brothers?).
Lesson delivery
1. Tell pupils to mingle and complete
COMPLEMENTARY COMPLEMENTARY the grid with a new name for each
SKILL SKILL question. If mingling is not possible
in your classroom, pupils can sit
Speaking Speaking and work in groups of about 8-10.
2.1 2.1.2
Communicate simple Find out about very basic 2. When most, but not all, pupils are
information intelligibly personal information ready, stop the game.
using fixed phrases
3. Elicit a few answers from pupils as
a whole class.
Post lesson
Repeat step 5.
184
Primary Year 1 (SJK) Scheme of Work k
Find a friend who
likes cats
is 7 years old
is brave
likes cheese
185
Primary Year 1 (SJK) Scheme of Work k
LESSON: 79 (Speaking 18)
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
186
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board and Me and my Values (cooperation) Strategies 3 and 4 may
Give pupils the Me and my friends grid friends grid on the next be suitable.
Speaking Speaking on the next page, or write it on the page
2.1 2.1.1 board and ask pupils to copy it. Use other strategies if
Communicate simple Give very basic personal Ask pupils to complete the grid with appropriate.
information intelligibly information using fixed information which is true for them.
phrases
Lesson delivery
1. Practise the statements pupils will
need to use to communicate
COMPLEMENTARY COMPLEMENTARY information to their classmates
SKILL SKILL (e.g. I’m 7 years old, My favourite
food is/I like chicken).
Listening Listening
1.2 1.2.2 2. Put pupils in groups of 4 and ask
Understand meaning in Understand with support them to exchange information.
a variety of familiar specific information and
contexts details of very simple 3. When most, but not all, pupils are
phrases and sentences ready, stop the game.
Post lesson
187
Primary Year 1 (SJK) Scheme of Work k
Me and my friends
Age
Brothers
Sisters
Favourite food
Favourite animal
Favourite toy
188
Primary Year 1 (SJK) Scheme of Work k
LESSON: 80 (Writing 15)
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
189
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your own ABC poster Values (cooperation) Strategies 4 and 5
Pre-lesson task 4: Identify the flashcards (optional) may be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Poster paper for Use other strategies if
Communicate with Spell familiar high 1. Tell pupils that they’ll be making an ABC poster pupils appropriate.
appropriate language frequency words of Year 1 words together.
form and style for a accurately 1 set of 18 small
2. You can show pupils a finished ABC poster you
range of purposes in pieces of paper for
have made yourself as an example if
print and digital media each group of 3
appropriate.
pupils
3. Divide pupils into groups of 3.
Post lesson
190
Primary Year 1 (SJK) Scheme of Work k
Collect the poster and pieces of paper and make
sure you know which poster they belong to, as you
will need these in the next lesson.
191
Primary Year 1 (SJK) Scheme of Work k
LESSON: 81 (Reading 17)
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet show and Lunchtime
LANGUAGE/GRAMMAR FOCUS:
192
Primary Year 1 (SJK) Scheme of Work k
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Posters and sets of Values (cooperation) Strategies 2 and 7 may
Tell pupils to form the same groups of 3 paper from previous be suitable.
Reading Reading as in the previous lesson, and hand out lesson
3.3 3.3.1 ABC posters and words to each group. Use other strategies if
Read independently for Read and enjoy simple appropriate.
information and print and digital games at Lesson delivery
enjoyment word level 1. Join groups of 3 to form groups of
6.
193
Primary Year 1 (SJK) Scheme of Work k
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/