Primary Year 1 SJK Scheme of Work-1

KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 1
SJK
Primary Year 1
National-Type School
Scheme of Work
Work
Contents
Introduction to Primary Year 1 Scheme of Work Document p.3
1. Overview of the Primary Year 1 Scheme of Work p.4
2. Glossary of terms in the Primary Year 1 curriculum framework p.6
3. Differentiation strategies for Primary Year 1 p.9
Primary Year 1 (SJK) Scheme of

4. Formative Assessment p.13
5. Suggested Pre-Lesson tasks p.14
6. Suggested Post-Lesson tasks p.19
7. Scheme of Work (Lessons 1 – 81) p.25
Work
Introduction to Primary Year 1 National-Type School Scheme of Work Document
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:
Primary Year 1 (SJK) Scheme of

1. Overview of Primary Year 1 National-Type School Scheme of Work
This section will explain to teachers how the Scheme of Work is organised and provides detail on the
two types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons.
2. Glossary of terms in the Primary Year 1 curriculum framework
In order to assist teachers in understanding the Content and Learning Standards which will appear in
each lesson, a number of these Standards have been explained in more detail.
3. Differentiation strategies for Primary Year 1
This section provides teachers with a number of suggested differentiation strategies which teachers may
wish to use within their classes. There are a total of seven strategies and each lesson will have a
recommendation for teachers as to which strategies could be used within that particular lesson.
4. Formative Assessment
This section provides a short overview of formative assessment and suggests 5 possible ways teachers
can assess their pupils.
5. Suggested Pre-Lesson Tasks
Teachers have been provided with a selection of tasks which can be used at the start of each of the
nontextbook-based lessons. There are a total of 12 tasks and details in how each task can be used are
provided.
6. Suggested Post-Lesson Tasks
As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at
the end of each non-textbook-based lesson.
7. Scheme of Work (Lessons 1 – 81)
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
nontextbook-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.
2. How is the Primary Year 1 National-Type School Scheme of Work organised?
The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing
or Language Arts over the whole school year.
It links the lessons to:
• themes and cross-curricular elements in the Primary Year 1 national curriculum

• the four – lesson cycle of skills lessons (Listening, Speaking, Reading, and Writing) and a
Language Arts lesson as outlined in the Primary Year 1 national curriculum
• the Content and Learning Standards contained within the Curriculum Framework document 
suggested learning materials for teachers to use and/or adapt for their classes.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It

also suggests ways of differentiating learning tasks to help pupils at different levels of language
understanding and use.
3. How are content and skills organised in Primary Year 1?
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.
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
classroombased assessment of pupils’ progress.
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4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given Content and Learning Standards for lessons. This is because
Content and Learning Standards are repeated a number of times over 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
Term in Primary Year 1 curriculum Meaning

framework
Listening 1.1.1 a limited range of high frequency target language

Recognise and reproduce with support phonemes
a limited range of high frequency These are the phonemes shown in the phonics table in
target language phonemes the syllabus document.
A range of target language phonemes in Year 1 means a

suitable variety of phonemes from the phonics table,
based on the teacher’s judgment of how well the pupils
they teach can read.
Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of Familiar contexts are ones which pupils know. Examples
familiar contexts include contexts linked to topics covered in the
Superminds 1 textbook, such as friends and family,
school and food.
However, pupils in rural or remote areas and pupils who

live in cities may be familiar with different contexts.
Teachers should use their own judgment here.
Listening 1.2.1 very simple phrases and sentences Very simple

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

Understand with a high degree of Very short narratives are stories which are usually not
support very short simple narratives more than 6 lines long. The simple narratives contain
language and ideas which pupils can understand.
Teachers should use their own judgment on very short

simple narratives, based on the level and interest of the
pupils they teach.
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Speaking 2.1 simple information
Communicate simple information Simple information is frequent, everyday information which
intelligibly 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.
Speaking 2.1.1 fixed phrases

Give very basic personal information Fixed phrases are useful phrases for communication
using fixed phrases which pupils can understand and use to communicate
successfully. Often the language in the fixed phrases is
See also above their general language level. Here are some
• Speaking 2.1.2 examples: It’s my turn, Good idea! No problem! There are
• Speaking 2.1.4 many fixed phrases in Superminds 1.
• Speaking 2.3.1
• Writing 4.2.1
• Writing 4.2.2
Reading 3.1 linear and non-linear texts

Recognise words in linear and non-linear Linear texts contain only words. Pupils usually read their
texts by using knowledge of sounds of content in the sequence in which it appears on the page.
letters Examples of linear texts include: dialogues, stories and
descriptions.
See also Non-linear texts combine words and pictures. They

 Reading 3.2 involve a different kind of reading from linear texts, as
pupils may move between the words and the pictures as
they read, not always in a sequence. Examples of
nonlinear texts include graphs, diagrams, and some
computer games.
Reading 3.3.1 digital games

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

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

Spell familiar high frequency words High frequency words are words which pupils use
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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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3. Differentiation strategies for Primary Year 1
Strategy 1: Differentiate by the task pupils are given

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

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

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

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

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

Some pupils need longer than others to complete tasks, especially when writing is involved. When it
is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who
complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in the picture in the textbook; Talk with your friend in English: You choose what to talk about).
Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture)
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should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.
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.
Strategy 6: Differentiate by the types of question asked

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

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

Some pupils 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
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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:
1 Content Standard Learning Standard

Listening 1.1 Listening 1.1.1
Recognise and reproduce target Recognise and reproduce with
language sounds support a limited range of high
frequency target language
phonemes

Reading 3.1 Reading 3.1.1
Recognise words in linear and Identify and recognise the shapes
nonlinear texts by using knowledge of the letters of the alphabet
of sounds and letters
Reading 3.1.2
Recognise and sound out with
support beginning, medial and final
sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC)
Reading 3.1.4
Segment phonemes (CVC, CCVC)
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:
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Writing 4.1 Writing 4.1.1
Form letters and words in neat i) Demonstrate fine motor control
legible print using cursive writing of hands by using pen or pencil
correctly
ii) Demonstrate correct posture
and pen hold grip
iii) Develop hand-eye
coordination through drawing lines
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
4. Formative Assessment
Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as
language learners, and in communicating this information clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative assessment is
therefore also informative. Formative assessment of listening or reading may involve talking with
pupils about different listening and reading strategies they can use. Some of this discussion may be
in L1, as the focus is on learning, not on language performance. Formative assessment of speaking,
may involve highlighting how well a pupil has communicated a message, as well as some explicit or
implicit correction of pronunciation, vocabulary or grammar. The picture is similar with formative
assessment of writing, with spelling and punctuation replacing pronunciation.
There are five common ways of collecting information in order to find out what pupils have done well,
and what they need to improve:
1. observing pupils in class

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

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

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
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PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: to practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic
words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme
you are focusing on, e.g. for /ɒ/: cat : dog : fish : tiger OR cat : dog : monkey : snake
(the second example is more difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils check
their answers.
5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different
from the others). Pictures could be used instead of words to check vocabulary production rather than
reading recognition.
PRE-LESSON TASK 12: PASS IT ON
AIM: to review vocabulary or language to prepare for a lesson
MATERIALS: Word or picture cards
1. Review with the whole class the word or picture cards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes
it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the
pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
NB: You can use this activity to support vocabulary learning or reading. You could use short sentences
for more proficient groups of pupils.
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
skillsfocused 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.
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POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: to provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which
pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: to review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3-6 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.
POST-LESSON TASK 3: GUESS THE WORD
AIM: to review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting the pupils see what it is.
4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag.
18
A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: to review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task.
These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: to practise the pronunciation of key language from the lesson
MATERIALS: Listening or reading text, board
1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you
want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask
the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of
words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: to review topic language and spelling
MATERIAL: Board
19
1. Draw 4 columns on the board.
2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a
topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the word, or follows the
instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their
answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the front).
POST-LESSON TASK 7: LISTEN AND POINT
AIM: to review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: to review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk
or a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for
each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the
ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a
fixed time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team
has a word which no other team has, they get an extra point. Alternatively, you can avoid giving
points for these kinds of game, but offer praise yourself and from the other students when teams do
well.
20
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: to review topic vocabulary, to practise listening, speaking and reading
MATERIALS: Board
1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is
a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of
the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils can
work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of
each target language item suggested.
8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil 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.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another
source
1. Make sure that each pupil can see the textbook picture or your 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.
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
21
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils
to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and circle
one of the pictures/words. This should be something you can connect to your personal life (e.g. a
cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what
the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: to reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.
Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit
an answer and write it on the board. Then give another example; then elicit another example. You
could include examples of other language structures too, depending on your lesson focus and level
of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can
write in their notebooks or it can be done as a speaking activity. This would also be a little quicker.
Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or
reviewed by asking pupils to remember words with a particular sound. This could be from the
lesson or could be from the whole year so far.
22
7. Scheme of Work (Lessons 1 – 81)
23
WEEK: _______________
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name? I’m

(name)
He’s, She’s (name)
Bye
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
24
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
to this lesson, to work
COMPLEMENTARY COMPLEMENTARY 3. Pupils practise target language in towards Content
SKILL SKILL pairs. Standard:
Speaking Speaking 4. Pupils report back to the whole Writing 4.1

2.3 2.3.1 class e.g. I’m … he’s/she’s … Form letters and words in
Communicate Introduce self to an
neat legible print using
appropriately to a small audience using fixed
5. Divide pupils into groups of about cursive writing.
or large group phrases
6: they repeat step 3.
6. Make larger groups of about 12:

pupils report names within the
larger group.
7. Pupils report back to whole class
Post lesson
8. Ask pupils to stand in a line in
alphabetical order of their first
names.
9. In pairs, pupils remember as many

names as they can (e.g. He’s
Ahmed, She’s Regina).
10. Finish by eliciting the names of

everyone in the line.
11. Teach pupils Bye!
12. Divide pupils into groups Pupils say

Bye! to each other (e.g. Bye Nur!,
Bye. Amir!). and Bye! to you.
25
WEEK: _______________
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
TOPIC: Friends
Point to something (green) …

Colours: blue, green, yellow, red, white
CROSS -
CONTENT LEARNING MATERIALS / CURRICULAR DIFFERENTIATION TEACHER’S
LEARNING OUTLINE
STANDARD STANDARD REFERENCES ELEMENT STRATEGIES NOTES / REMARKS
26
MAIN SKILL MAIN SKILL Pre-lesson Flashcards for colours Language Strategies 1 and 2 may
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 point
COMPLEMENTARY COMPLEMENTARY SKILL to things inside or outside
SKILL the classroom.
Writing
Writing 4.1.2 3. Pupils do step 2 in small
4.1 i) Form upper and lower groups.
Form letters and words case 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 say
ii) write letters and words Point to something green,
in a straight line from left to right they don’t do it.
with regular spaces between
words and spaces* 5. Pupils do step 4 in groups.
*all pupils 6. Pupils write the names of

the colours.
iii) copy letters and familiar
high frequency words and Post lesson
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.
27
WEEK: _______________
LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
TOPIC: Friends
Colour words
CROSS -
ELEMENT
28
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 the Lesson delivery Flashcards of colours appropriate
linear and non-linear shapes of the letters in 1. Have pupils sit or stand in a
texts by using the alphabet circle. Ask the pupils their names and Colour word cards, If appropriate, select
knowledge of sounds of practise any other spoken language divided into sounds, e.g. suitable activities for your
letters they may know at this point (e.g. How Card 1 – gr pupils from LINUS
are you? How old are you?). Card 2 – ee Module 1 to be added in
Card 3 – n to this lesson, to work
towards Content
2. Show each letter/letter card
COMPLEMENTARY One set of three or four Standard:
and ask pupils which letter is it. Elicit the
SKILL colours for each pair or
sound of the letter, too, as appropriate.
Put the letters in the middle of the circle. group = one set for Writing 4.1
Reading modelling Form letters and words in
3.1.2 neat legible print using
Recognise and sound out 3. Show pupils the colour cursive writing.
flashcards and ask them to tell you the Alphabet song: e.g.
with support beginning, https://www.youtube.co
medial and final sounds colour in English. What colour is this?
m/watch?v=A7InEgfPG
in a word xc
4. Next ask them which sound the
colour starts with e.g. green starts with
g-. Nominate pupils to take the letter
from the circle. Repeat.
5. Have pupils sit down at their

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

to put together the colour word sounds
cards to make the colour word.
7. In pairs or small groups, pupils

put together the colour words.
8. Next, pupils take their

notebooks. They copy the colour words
into their book using the appropriate
colour pencil/pen.
Post lesson
29
Sing or play the alphabet song or other
appropriate song.
WEEK: _______________
LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
TOPIC: Friends
Alphabet, pupils’ names
30
CROSS -
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 1. Play or sing the alphabet song Card for name cards for appropriate.
in neat legible print lower case letters of as in previous lesson. each pupil. If possible,
using cursive writing regular like a worksheet, with
size and shape** 2. Ask pupils What’s your name? the sentence stem: I’m
_____.
**preliterate pupils only 3. Have pupils ask each other
what their names are.
ii) write letters and
words in a straight line 4. Ask pupils how to spell their
from left to right with name: What’s your name? How do you
regular spaces between spell that? (this may be a new question
words and spaces* for 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
words and phrases card. Ask them to write their name on
correctly* the card to 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 7. Pupils read the name on the

SKILL cards and try to find the pupil whose
card it is. At this point, they can say
COMPLEMENTARY Reading simply A: Alia?
SKILL 3.1.1 B: Yes / No
Identify and recognise the
shapes of the letters in 8. Make sure pupils all have their
Reading
the alphabet own name cards. Tell them to keep
3.1
Recognise words in them in their books so that they can put
linear and non-linear them on their desks for English classes.
texts by using
knowledge of sounds of Post lesson
letters Task 3 (perhaps using name cards, and
31
give them back to the pupils afterwards)
WEEK: _______________
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet
32
CROSS -
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 colours,
rhymes, poems and appreciation through Once pupils can respond with one possibility is the
songs nonverbal responses to: confidence and enjoyment, you can 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/FJ/sing_a_rainbo
w
COMPLEMENTARY
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
i) simple chants and

raps ii) simple rhymes
iii) simple action songs
33
WEEK: _______________
TOPIC: Friends
Hi. What’s your name?

I’m (name)
34
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teacher’s Book suitable.
Listening Listening
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
If appropriate, select
phrases and sentences See Teacher’s Book
suitable activities for your
pupils from LINUS
Module 1 to be added in
Post lesson towards
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teacher’s Book.
Content Standard:
Writing 4.1
Speaking Speaking
2.1 2.1.1
Give very basic personal Form letters and words in
Communicate simple neat legible print using
information intelligibly information using fixed
phrases cursive writing

35
WEEK: _______________
TOPIC: Friends
Numbers 1 - 10 How
old are you?
I’m (age)
36
CROSS -
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
Form letters and words ii) appropriate.
in neat legible print write letters and words in
using cursive writing a straight line from left to If appropriate, select
right with regular spaces Lesson delivery suitable activities for your
between words and pupils from LINUS
spaces See Teacher’s Book Module 1 to be added in
towards Content
Standard:
COMPLEMENTARY Post lesson
COMPLEMENTARY SKILL Writing 4.1
SKILL Form letters and words in
See Teacher’s Book neat legible print using
Writing cursive writing
Writing 4.2.1
4.2 Give very basic personal
Communicate basic information using fixed
information intelligibly phrases
for a range of purposes
in print and digital
media

37
WEEK: _______________
TOPIC: Friends
Names of letters of the alphabet
38
CROSS - TEACHER’S NOTES /
CONTENT LEARNING MATERIALS / CURRICULAR DIFFERENTIATION REMARKS
LEARNING OUTLINE
STANDARD STANDARD REFERENCES ELEMENT STRATEGIES
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
Recognise words in Identify and recognise the appropriate.
linear and non-linear shapes of the letters in
texts by using the alphabet
knowledge of sounds of Lesson delivery
letters
See Teacher’s Book
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson
Writing See Teacher’s Book

4.1 Writing 4.1.2
Form letters and words ii) write letters and words
in neat legible print in a straight line from left
using cursive writing to right with regular
spaces between words
and spaces

39
WEEK: _______________
TOPIC: Friends
Colours
My hat is (colour)
CROSS -
ELEMENT
40
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
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets
Lesson delivery
SKILL SKILL
Reading Reading Post lesson

3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters
WEEK: _______________
41
TOPIC: Friends
Recycled language: letters of the alphabet
42
CROSS -
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 Lesson delivery https://www.youtube.co
songs nonverbal responses to m/watch?v=dk9Yt1PqQ
iw is one
2. Design a lesson in which pupils possibility.
i) simple chants and raps develop and share gestures to
ii) simple rhymes accompany a numbers song.
iii) simple action songs
3. Body numbers: small groups of
pupils represent numbers with their
bodies: all group members are
COMPLEMENTARY involved in representing each
SKILL number.
Language Arts Post lesson

5.1.2
Say the words in simple 4. Your choice, as appropriate to your
texts, and sing simple lesson.
and intonation

raps ii) simple rhymes iii)
simple action songs
43
WEEK: _______________
TOPIC: Friends
Recycled language from lessons 6 – 10:

What’s your name…? How
old are you?
I’m (years old) How
do you spell?
Names of the letters of the alphabet
CROSS -
ELEMENT
44
MAIN SKILL MAIN SKILL Pre-lesson Paper and something to Values (Friendship) Strategies 2 and 7 may
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 Module 1 to be added in
COMPLEMENTARY 3. In groups of 6-8, pupils do a survey to this lesson, to work
SKILL SKILL of names, ages, and ask how to towards Content
spell their classmates’ names. Standard:
Writing Writing
4.2 4.2.2 4. In pairs, they draw their neighbour Writing 4.1
Communicate basic Greet, say goodbye, and and write about him/her (E.g. Form letters and words in
information intelligibly express thanks using Lukman/Mira. He’s/She’s 7 years neat legible print using
for a range of purposes suitable fixed phrases old). cursive writing
media
5. Pupils put their work on the wall to
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the

error.
45
WEEK: _______________
TOPIC: Friends
Recycled language from lessons 6 – 10

What’s your name…? How
old are you?
I’m (years old)
46
CROSS -
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
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.
3. They throw a ball of paper to each

COMPLEMENTARY COMPLEMENTARY other to practise target language in
SKILL SKILL a chain activity.
Writing Writing 4. E.g. Pupil 1 starts: Hi, I’m X …, I’m

4.3 4.3.1 years old and throws the ball of
Communicate with Use capital letters paper to pupil 2 in the circle who
appropriate language appropriately in personal repeats this information, and adds
form and style for a and place names their own information to make a
range of purposes in chain. i.e. He’s/ she’s X, he’s
print and digital media /she’s … years old. I’m Y… I’m
years old.
5. Each pupil repeats previous

information and adds their own
information to the chain.
6. Pupils write about themselves and

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

write
47
WEEK: _______________
TOPIC: Friends
Recycled language: I’m (name/age), What’s your name? How old are you?
48
CROSS -
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.
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and If appropriate, select
using appropriate sentences Lesson delivery suitable activities for your
reading strategies pupils from LINUS
See Teacher’s Book. Module 1 to be added in
towards Content
Standard:
SKILL SKILL Writing 4.1
Post lesson Form letters and words in
Listening Listening neat legible print using
1.2 1.2.3
See Teacher’s Book. cursive writing
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives

49
WEEK: _______________
TOPIC: Friends
Recycled language from topic of Friends
50
CROSS -
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.
Communicate basic Give very basic personal appropriate.
for a range of purposes phrases If appropriate, select
in print and digital Lesson delivery suitable activities for your
media pupils from LINUS
towards Content
Standard:
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson Writing 4.1
Form letters and words in
Speaking neat legible print using
Speaking See Teacher’s Book.
2.1 cursive writing
Communicate simple 2.1.5
information intelligibly Name or describe objects
using suitable words from
word sets

51
WEEK: _______________
TOPIC: At School
Classroom objects
52
CROSS -
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.
a variety of familiar the main idea of very
contexts simple phrases and
sentences Lesson delivery
See Teacher’s Book.
SKILL SKILL
Speaking Speaking Post lesson
2.1 2.1.5
Communicate simple Name or describe objects
using suitable words from See Teacher’s Book.
information intelligibly
word sets

53
WEEK: _______________
TOPIC: At
School
What’s this?
It’s a (ruler)
Is it a (ruler)?
Yes, it is/No, it isn’t.
CROSS -
ELEMENT
54
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.
word sets
Lesson delivery
COMPLEMENTARY See Teacher’s Book.

COMPLEMENTARY
SKILL SKILL
Listening Listening
1.2 1.2.2
Understand meaning in Understand with support
specific information and Post lesson
a variety of familiar
contexts details of very simple
phrases and sentences See Teacher’s Book.
WEEK: _______________
55
TOPIC: At School
It’s a (colour) (object).
CROSS -
ELEMENT
56
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Your choice of materials Language Use appropriate
allows pupils to listen and respond to and resources. strategies according to
Language Arts Language Arts short texts. These could be your lesson and class.
5.2 5.2.1 descriptions of classroom objects that Realia (real things) are .
Express personal Name people, things or pupils need to identify. recommended.
responses to literary places of interest in
texts illustrations You could, for example, collect various Short texts (e.g. for you
accompanying texts classroom items and other realia (real to say to describe
things) to review vocabulary so far. Put classroom items.)
these on a tray. Describe an item and
pupils should tell you what it is. You
could also write the sentences on the
COMPLEMENTARY COMPLEMENTARY board if you would like to support
SKILL SKILL reading skills development too.
Speaking Speaking You could then play ‘Kim’s Game’,

2.1 2.1.5 where pupils look at the items on the
Communicate simple Name or describe objects tray for 30 seconds. Then close their
information intelligibly using suitable words from eyes as you take something away. The
word sets pupils should tell you what you took
away. Pupils can then play a similar
game in small groups.
WEEK: _______________
TOPIC: At School
57
It isn’t my (pen)
Look at (the desk)
CROSS -
ELEMENT
58
be suitable.
Communicate simple Give very basic personal appropriate.
phrases
Lesson delivery
SKILL SKILL
Listening Listening Post lesson

1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions
contexts
WEEK: _______________
59
TOPIC: At School
Imperatives + please
e.g. Sit at your desk, please, Open your bag, please
60
CROSS -
ELEMENT
be suitable.
Communicate basic Name or describe objects appropriate.
for a range of purposes word sets Lesson delivery
media See Teacher’s Book.
Post lesson
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL See Teacher’s Book.
Listening
1.2 Listening
Understand meaning in 1.2.4
a variety of familiar Understand short basic
contexts supported classroom
instructions

61
WEEK: _______________
TOPIC: At School
Here’s (your pencil case)

I’m sorry
Thank you
62
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
Understand meaning in Understand with a high appropriate.
Lesson delivery

SKILL SKILL
Post lesson
Reading Reading
3.2 3.2.1 See Teacher’s Book.
Understand a variety of Understand the main idea
linear and non-linear of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies

63
WEEK: _______________
TOPIC: At School
The letter sound /æ/
64
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.15 Creativity Strategies 2 and 7 may
be suitable.
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds in
knowledge of sounds of a word Lesson delivery
letters
SKILL SKILL Post lesson

1.1 1.1.1
Recognise and Recognise and reproduce
reproduce target with support a limited
language sounds range of high frequency
target
language phonemes
65
WEEK: _______________
TOPIC: At school
Is it your X? It isn’t my X.
CROSS -
ELEMENT
66
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 Own
5.1 5.1.1 material.
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through the song on p.12 and encourage pupils
songs nonverbal 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
and intonation.

raps ii) simple rhymes iii)
simple action songs
67
WEEK: _______________
TOPIC: At School
This is (my desk)

There’s a bag
68
CROSS -
ELEMENT
be suitable.
phrases and sentences Lesson delivery

SKILL SKILL

2.1 2.1.1
Communicate simple Give very basic personal
information using fixed See Teacher’s Book.
phrases

69
WEEK: _______________
TOPIC: At School
Imperatives: Put away (your book). Look for (the rubber).

Can you see (the ruler)?
What number?
70
CROSS -
ELEMENT
be suitable.
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using
fixed phrases Lesson delivery

COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL
Writing Post lesson
Writing 4.2.5
4.2 Connect words and
Communicate basic proper names using ‘and’ See Teacher’s Book.
media

71
WEEK: _______________
TOPIC: At School
Recycled language: colours

Adjectives: primary (colours), secondary (colours)
72
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.18 Creativity and Strategies 3 and 4 may
Imagination be suitable.
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately
range of purposes in Lesson delivery
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Reading
3.2 Reading
Understand a variety of 3.2.1 Post lesson
linear and non-linear Understand the main idea
print and digital texts by of very simple phrases
and sentences See Teacher’s Book.
using appropriate
reading strategies

73
WEEK: _______________
TOPIC: At School
Recycled language: colours, primary, secondary (colours)
74
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.19 Creativity and Strategies 2, 4 and 7 may
Innovation be suitable.
print and digital texts by very simple phrases and
using appropriate sentences Lesson delivery
reading strategies
SKILL SKILL
Post lesson
Speaking Speaking
2.1 2.1.5
Communicate simple See Teacher’s Book.
Name or describe objects
word sets
75
WEEK: _______________
TOPIC: At school
Review of imperative verb forms and phrases
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S
STANDARD STANDARD REFERENCES STRATEGIES NOTES / REMARKS
ELEMENT
76
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 lesson
Language Arts Language Arts verbs from the textbook. Say the words ideas for simple puppet please) 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 ake-Puppets 3.
Lesson delivery
texts creating simple art and 1. Introduce your puppet. Get
craft products your puppet to ask some pupils their *Pupils will make their own You can model several
names and review Hello, what’s your puppets too. Before the verses to help
Other imaginative name? or How are you? lesson, decide which kind of demonstrate the
responses as appropriate puppet you are going to response to the chant. If
make and use so that you necessary pupils could
2. Tell students to listen and can prepare the resources use L1 to explain the
watch. Say the first verse of the chant, for the pupils too (or ask need for ‘please’.
opening your book on the last line them to bring from home,
(where you say please). e.g. socks)
Ask pupils why you opened your book In small group work, you
then. could nominate some
COMPLEMENTARY Create a suitable chant more proficient pupils to
COMPLEMENTARY SKILL using your puppet’s name be the teacher and ask
SKILL 3. Say more verses in a similar for more volunteers.
and verbs from the
pattern and ask pupils to do the actions
Listening textbook. For example:
when you say please. You could vary
Listening 1.2.4 the speed and/or volume of your voice.
1.2 Understand short basic Hi, I’m X. X. Listen to me!
Understand meaning in supported classroom X says open your book.
a variety of contexts instructions 4. Introduce a new pattern (with
Open your book. Open
Now). You could try to trick the pupils
your book.
into doing the action before eliciting that
X says open your book.
there is no ‘please’. Open your book, please.
5. Continue in this way, mixing up X says close your book,

the verse patterns. close your book, close your
book.
6. Ask pupils to make their own S says close your book,
puppets* (or at least one for each close your book, please.
group).
Now open the door. Open
6. Ask pupils to work in small groups the door, open the door.
and take it in turns to be the teacher Now, open the door. Open
using their puppet. the door, now etc.
Post lesson
Your choice or suggested activity:
Write verbs on the board (e.g. open).
77
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).
WEEK: _______________
TOPIC: At school
Vocabulary review:
Primary and secondary colours
78
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 Is it a banana? Yes. Depending on time available in advance), colour Possibly 5 or 6.
rhymes, poems and chants and raps and the level of your class, you could have the pens/paints/pencils.
songs ii) simple pupils take the role of the teacher or work in pairs. Each student will need
You could
rhymes iii) simple a pen or pencil and a
encourage the
action ruler.
Lesson delivery pupils to sing along
songs 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 answer questions at
primary and secondary stage 8 (e.g Will you
2. Play/sing the song and ask pupils to
colours. A suggestion is: see red? Orange?
COMPLEMENTARY COMPLEMENTARY check their answer to stage 1. https://www.youtube.co What other colours
SKILL SKILL m/watch?v=bmquqAP2 do you know?
3. Give each pupil a colour flashcard OR w_8 Maybe black? Or
Language Arts Language Arts ask each pupil to write the name of their favourite white?) You might
5.3 5.3.1 colour on a paper.
Here is a song based on want to explain in L1
Express an Respond imaginatively
this: why the spinning
imaginative response and intelligibly through
We are the primary wheel produces
to literary texts creating simple art 4. Play/sing the song again and ask pupils
colours. white.
and craft products to hold up their flashcard/paper when they hear
their colour. Red, yellow and blue.
Mix us together, and
Other imaginative we turn a colour that’s
responses as 5. Draw a circle on the board and divide it new.
appropriate into six parts. Elicit the primary colours and write
them (or ask a pupil to write them) in alternate
parts of the circle. I‘m red, I’m a primary
colour.
I’m blue. I’m a primary
6. Elicit the secondary colours that are colour too.
made when the primary colours are mixed and fill We are primary
in the last three segments with these. The order colours. Mix us
should be: red – orange – yellow – green – blue – together, and we make
purple. purple. It’s new!
7. Ask pupils to make their own colour Etc.

wheels. They should colour each part (not write
the colour name); make a small hole in the middle
of the circle and put in their pencil/pen so it will Some information about
79
spin. colour wheels:
http://www.bigshotcam
era.com/fun/buildables/
8. Ask pupils what they think will happen colorwheel#01
when they spin their wheel. Ask them to spin it
and tell you.
Post lesson
Ask pupils to tell each other which colour they like
best and why, e.g. I like red. My pencil case is
red.
WEEK: _______________
LESSON: 29 Listening (7)
MAIN SKILL(S) FOCUS Listening:
TOPIC: At School
Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue
80
CROSS -
ELEMENT
be suitable.
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom
contexts instructions
Lesson delivery

SKILL SKILL (The giving and following instructions
part of the lesson is a good opportunity
for pupils to begin to develop and
Speaking Speaking
practise Speaking Learning Standard
2.2 2.2.2
2.2.2)
Use appropriate Ask for attention or help
communication from a teacher or
strategies classmate using one
word or a fixed phrase
Post lesson

81
WEEK: _______________
TOPIC: At School
Recycled vocabulary and grammar from the At School topic
82
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.21 Creativity and Strategies 2, 4 and 5 may
Communicate basic Name or describe objects appropriate.
for a range of purposes word sets
in print and digital Lesson delivery
media
COMPLEMENTARY
COMPLEMENTARY
SKILL Post lesson
SKILL
Reading
Reading See Teacher’s Book
3.2
Understand a variety of 3.2.4
Use with support a simple
linear and non-linear
print and digital texts by picture dictionary to find,
using appropriate list and categorise words
from Year 1 topics
reading strategies
and themes
THEME: World of Stories

83
WEEK: _______________
TOPIC: Let’s Play!
Let’s go, That’s right
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car
84
CROSS -
ELEMENT
be suitable.
word sets
Lesson delivery
SKILL SKILL

1.2 1.2.1
sentences

85
WEEK: _______________
His, her, he, she, he’s, she’s, favourite
86
CROSS -
ELEMENT
be suitable.
reading strategies

2.1 2.1.2
Communicate simple Find out about very basic
using fixed phrases
87
WEEK: _______________
Your choice, depending on the story.
CROSS - TEACHER’S
CONTENT LEARNING DIFFERENTIATION
LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR NOTES /
STANDARD STANDARD STRATEGIES
ELEMENT REMARKS
88
MAIN SKILL MAIN SKILL Plan a Language Arts lesson Your own choice of short story. Try to find an ICT Your choice depending
based on a short story interactive story for the computer if you have on the focus of your
Language Arts Language Arts related to the content of Unit the facilities. For example: lesson and your class.
5.2 5.2.1 1 of the textbook or the http://www.topmarks.co .uk/Interactive.aspx?
Express personal Name people, things or content of pupils’ learning in cat Remember to vary
responses to literary places of interest in other subject areas. =45 questions during story
texts illustrations telling.
accompanying texts You might need to pre-teach https://www.education.c
some vocabulary, but pupils om/stories/
do not need to understand
every word of the story. http://primaryhomework help.co.uk/interactive/o
nlinestory.htm
SKILL Plan the lesson so pupils can
SKILL enjoy listening to and
interacting with the story on
Listening Listening the computer (where
1.2 1.2.3 possible).
Understand meaning Understand with a high
in a variety of familiar degree of support very
short simple narratives Where computers are not
contexts available, pupils could
respond by acting out the
story or parts of it.
89
WEEK: _______________
Recycled toy vocabulary + favourite

That’s smart, That’s great
90
CROSS -
ELEMENT
be suitable.
phrases
Lesson delivery
SKILL SKILL
Post lesson
4.2 4.2.1
Communicate basic Give very basic personal
for a range of purposes phrases
media

91
WEEK: _______________
a/an
adjectives: long, short, big, small, ugly, beautiful, old, new
92
CROSS -
ELEMENT
be suitable.
phrases and sentences

COMPLEMENTARY
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts

93
WEEK: _______________
Revision of toy vocabulary
94
CROSS -
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 appropriate.
appropriate language frequency words playing
form and style for a accurately ‘Slap’. Pupils sit in a circle. Put all the If appropriate, select
range of purposes in flashcards face up in the middle of the circle. suitable activities for your
print and digital media When you say the word, pupils have to race pupils from LINUS
to grab or slap the correct flashcard. You Module 1 to be added in
could organise this so you nominate two or to this lesson to focus on
three pupils to play each time, making sure phonemes from Line f of
that all pupils get a turn. the Phonics Table (see
COMPLEMENTARY Syllabus).
SKILL COMPLEMENTARY
SKILL 2. Write the numbers of the crossword
on the board, and put the corresponding
Reading pictures next to the numbers. Don’t write the
3.3 Reading
3.3.1 words. For example, using the crossword
Read independently
Read and enjoy given below:
for information and
enjoyment simple print and digital
games at word Across
level 3. Plane
5. Monster
7. Ball
8. Car
10. Kite
Down
1. Computer game
2. Train
4. Go-kart
6. Doll
9. Bike
3. Do one word across (and perhaps

one down, too) as an example with the whole
class.
4. Ask pupils to complete the

crossword in pairs.
95
5. Check the answers all together.
Post lesson
Task 8
96
WEEK: _______________
Recycled colours, numbers, toys
97
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.26 Patriotism and Strategies 2 and 7 may
citizenship (fair play) be suitable.
Understand a variety of Understand the main idea appropriate.
linear and non-linear of very simple
print and digital texts by phrases and sentences If appropriate, select
using appropriate Lesson delivery suitable activities for your
reading strategies pupils from LINUS
to this lesson to focus on
phonemes from Line f of
the Phonics Table (see
Syllabus).
SKILL COMPLEMENTARY
SKILL
Listening
1.2 Listening
Understand meaning in 1.2.3
a variety of familiar Understand with a high
contexts degree of support very
short simple narratives

98
WEEK: _______________
My favourite x is x.
CROSS -
ELEMENT
99
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
picture and gapped You could give different
texts illustrations 1. Ask pupils questions about the levels of support for the
accompanying texts pictures on p.24. text/lines for writing on
underneath. writing depending on
your pupils’ literacy level
2. Ask pupils to tell their partner – for example gaps to
about their favourite number, toy and insert grammar words
colour. and/or content words
COMPLEMENTARY COMPLEMENTARY and/or build a model on
SKILL SKILL the board as a class, or
3. Ask pupils to tell the class
about their partner (e.g. This is X. Her no support at all for
Writing Writing favourite toy is X. Her favourite colour is highly literate classes
4.3 4.3.3 X and her favourite number is X). E.g.
Communicate with Plan and write words and
appropriate language phrases on a narrow I’m ______ . My favourite
range of familiar topics 4. Give out poster paper and ask
form and style for a pupils to write about themselves at the colour is _____ . My
range of purposes in bottom of the paper. Let pupils use their _______ toy is ________
print and digital media textbook to check spellings and to ask . ___ favourite number
each other for help. ___ ____ .
5. When pupils have finished

writing, they can draw a picture above.
This could be of themselves, their
favourite toy etc.
6. Display the pupils’ work in the

classroom.
7. As a class, sing new verses of

the song based on the pupils’ favourite
things.
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.
100
WEEK: _______________
TOPIC: Let’s Play
Teacher’s choice, depending on story
CROSS -
ELEMENT
101
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 books
Note: you will re-use this story in the into the English
next Language Arts lesson (Lesson 70). classroom. If another
book is available but is
SKILL SKILLS
not related to the topic,
then it can be used
Listening Listening instead. Remember the
1.2 1.2.3 pupils don’t need to
Understand meaning in Understand with a high understand every word
a variety of familiar degree of support very of the story, it is for
contexts short simple narratives 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.
WEEK: _______________
102
Recycled vocabulary for toys and adjectives
103
CROSS -
ELEMENT
citizenship (Fair play) be suitable.
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds
knowledge of sounds of in a word Lesson delivery
letters

1.1 1.1.1
language sounds range of high frequency
target
language phonemes

104
WEEK: _______________
Recycled vocabulary for toys and adjectives
105
CROSS -
ELEMENT
be suitable.
SKILL SKILL
Post lesson
Reading Reading
Understand a variety of Understand specific
using appropriate sentences
reading strategies
THEME: World of Stories:

106
WEEK: _______________
What’s your favourite (colour)?

Recycled toy vocabulary and adjectives
107
CROSS -
ELEMENT
be suitable.
media
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson
Speaking
Speaking See Teacher’s Book.
2.1
Communicate simple 2.1.3
information intelligibly Express basic likes and
dislikes

108
WEEK: _______________
Shapes: tangram, triangle, square, circle, parallelogram, rectangle
109
CROSS -
ELEMENT
word sets
Lesson delivery
SKILL SKILL
Reading Reading Post lesson

3.2 3.2.2
Understand a variety of Understand specific
using appropriate sentences
reading strategies
110
WEEK: _______________
TOPIC: Let’s Play
Your choice, depending on your story
CROSS -
ELEMENT
111
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 Other resources such
pupils’ understanding. as pens, paper, glue,
COMPLEMENTARY COMPLEMENTARY scissors, etc.
SKILL SKILL 2. Plan activities which follow on depending on your
from the story and extend it. These planned activities.
Language Arts Language Arts could include:
5.3 5.3.1 - vocabulary activities, e.g.
Express an imaginative Respond imaginatively matching, sorting: colours
response to literary and intelligibly through - activities related to character
texts creating simple art and descriptions, e.g. a guessing game
craft products ‘Who am I?’
- activities related to the
Other imaginative storyline, e.g. ordering pictures.
responses as appropriate
3. Plan a creative activity depending on
your class. This could be related to the
story/characters, storyline, topic or
vocabulary. The activity could be
making something, drawing something,
acting something etc.
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.
112
WEEK: _______________
Recycled vocabulary of shapes from lessons 69, 73 and 74
113
CROSS -
ELEMENT
Communicate simple Give very basic personal Lesson delivery appropriate.
phrases
(Project parts a and b are a good

opportunity for pupils to begin to
COMPLEMENTARY COMPLEMENTARY develop and practise Speaking
SKILL SKILL Learning Standard 2.2.2.)
Speaking Speaking
2.2 2.2.2
Post lesson
Use appropriate Ask for attention or help
communication from a teacher or
classmate using one See Teacher’s Book.
strategies
word or a fixed phrase

114
WEEK: _______________
Recycled language: colours, toys, imperatives
115
CROSS -
ELEMENT
Understand a variety of i) Use visuals on appropriate.
linear and non-linear the page to help
print and digital texts by understand a word or
using appropriate phrase Lesson delivery
reading strategies
ii) Identify and See Teacher’s Book.
remember high frequency
sound
and letter patterns
Post lesson
COMPLEMENTARY
COMPLEMENTARY
SKILL
Listening
1.2
Understand meaning in Listening
a variety of familiar 1.2.5
contexts Understand short
supported questions

116
WEEK: _______________
Recycled vocabulary and grammar from topic 2
117
CROSS -
ELEMENT
be suitable.
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson
Writing
Writing See Teacher’s Book.
4.2
Communicate basic 4.2.1
information intelligibly Give very basic personal
for a range of purposes information using fixed
in print and digital phrases
media
THEME: World of Knowledge

118
WEEK: _______________
TOPIC: Pet Show
Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
119
CROSS -
ELEMENT
be suitable.
sentences Lesson delivery

SKILL SKILL

2.1 2.1.5
using suitable words from See Teacher’s Book.
word sets
LESSON: 49 (Language Arts 11 )

120
WEEK: _______________
TOPIC: Let’s Play
Complete review of Unit 2 Superminds 1
CROSS -
ELEMENT
121
MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your own, depending on Creativity and Your choice depending
pupils review pages of Unit 2 and say the focus of your lesson. Imagination on your class and lesson.
Language Arts Language Arts what they have learned.
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 ask
Other imaginative the pupils to write lines
responses as appropriate Ask pupils to draw a picture and write before writing the words.
about it to show what they have learned
(e.g. My favourite toy is my long, blue If you are concerned
train). about pupils’ drawing
skills (the ability to draw a
recognisable animal), you
COMPLEMENTARY could prepare the picture
COMPLEMENTARY SKILL cards in advance.
SKILL
Writing If you are concerned
Writing 4.2.4 about pupils using
4.2 Name or describe objects scissors, you can prepare
Communicate basic using suitable words from the cards in advance or
information intelligibly word sets can have lines for cutting
for a range of purposes along on the card. It is
in print and digital useful, however, for
media pupils to practise and
continue to develop this
fine motor skill, however.
122
WEEK: _______________
MAIN SKILL(S) FOCUS:
TOPIC: Pet Show
Prepositions of place: in, on, under
CROSS -
ELEMENT
123
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
details of very simple Lesson delivery

2.1 2.1.5
word sets
WEEK: _______________
124
TOPIC: Pet Show
Plural animal nouns (e.g. dogs, spiders, rats)

Recycled animals, colours, prepositions
125
CROSS -
ELEMENT
be suitable.
word sets
Lesson delivery

COMPLEMENTARY
SKILL SKILL
Listening Listening
1.1 1.1.1 Post lesson
range of high frequency See Teacher’s Book.
language sounds
target
language phonemes

126
WEEK: _______________
TOPIC: Pet Show
I like/I don’t like

Happy mouth/sad mouth What
about you?
CROSS -
ELEMENT
127
be suitable.
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes
Lesson delivery
SKILL SKILL

1.2 1.2.2
Understand meaning in Understand with support See Teacher’s Book.
WEEK: _______________
128
TOPIC: Pet Show
Imperatives: Come back, touch

Adjectives: amazing, clever
I’ve got an idea
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.38 Values (bravery) Strategies 2 and 6 may
be suitable.
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge
variety of contexts of a topic
Lesson delivery

SKILL SKILL

1.2 1.2.3
Understand meaning in Understand with a high See Teacher’s Book.
129
WEEK: _______________
TOPIC: Pet Show
Recycled language from the story in lesson 97
CROSS -
ELEMENT
130
be suitable.
Recognise words in Blend phonemes (CVC, appropriate.
linear and non-linear CCVC)
texts by using
knowledge of sounds of Lesson delivery
letters
COMPLEMENTARY
SKILL COMPLEMENTARY
Post lesson
SKILL
Reading
3.1 Reading
Recognise words in 3.1.4
linear and non-linear Segment phonemes
texts by using (CVC, CCVC)
knowledge of sounds of
letters
WEEK: _______________
131
TOPIC: Pet Show
Recycled vocabulary: classroom objects, animals
LEARNING MATERIALS / CROSS - CURRICULAR DIFFERENTIATION TEACHER’S NOTES /

CONTENT STANDARD LEARNING OUTLINE
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
be suitable.
Communicate basic Express basic likes and appropriate.
information intelligibly for dislikes
a range of purposes in
print and digital media Lesson delivery
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Post lesson
Writing
4.2 Writing
4.2.5 See Teacher’s Book.
Communicate basic
information intelligibly for Connect words and
a range of purposes in proper names using ‘and’
132
WEEK: _______________
TOPIC: Pet Show
Recycled language: animals, plurals, numbers, toys
133
CROSS -
ELEMENT
be suitable.
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Post lesson
Listening
1.2 Listening
Understand meaning in 1.2.4 See Teacher’s Book.
a variety of familiar Understand short basic
contexts supported classroom
instructions

134
WEEK: _______________
TOPIC: Pet Show
camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground
CROSS -
ELEMENT
135
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.42 Environmental Strategies 2 and 4 may
sustainability be suitable.
word sets
Lesson delivery
SKILL SKILL

1.2 1.2.5
contexts
WEEK: _______________
136
TOPIC: Pet Show
leaves, tall (grass)
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.43 Environmental Strategies 3 and 5 may
sustainability be suitable.
reading strategies
sound
and letter patterns
Post lesson
COMPLEMENTARY
COMPLEMENTARY
SKILL
Reading
3.1
Recognise words in Reading
linear and non-linear 3.1.3
texts by using Blend phonemes (CVC,
knowledge of sounds of CCVC)
letters
137
WEEK: _______________
TOPIC: Pet Show
Imperatives: Hug, Go to open, Pick him up, Tie, Mark

Parts of the body: face, eyes, nose paper
plate, mask, hole
CROSS -
ELEMENT
138
Innovation be suitable.
Understand meaning in Understand with a high appropriate.
Lesson delivery

SKILL SKILL

139
WEEK: _______________
TOPIC: Pet Show
Camouflage
X hides in …
CROSS -
ELEMENT
140
MAIN SKILL MAIN SKILL Pre-lesson A quiz, e.g. a Environmental Your choice depending on
Review animal and habitat vocabulary from True/False quiz: sustainability your pupils.
Language Arts Language Arts the textbook unit using, for example, Task 5.
5.3 5.3.1 1. Tigers hide Possibly strategies 2 or 3.
Express an Respond Lesson delivery under logs.
imaginative response imaginatively and 1. Quiz – ask questions about where 2. Snakes live in You could provide more
to literary texts intelligibly through different animals hide. This could be a tall trees. or less new vocabulary
creating simple art True/False quiz, similar to the pre-lesson Etc. depending on their
and craft products task. It should be written, but could be done interests and capabilities.
orally if necessary. A collection of realia
Other imaginative You might want/need to teach some new (real things). These can
animal vocabulary if you have particular You could provide a
responses as be gathered and model sentence on the
appropriate animals living in the environment. Have prepared by you, or you
pupils work in teams to answer the quiz board or ask more
could include a trip proficient pupils to work
questions. outside with the pupils with less proficient.
to collect things from
2. Gather or show pupils what you the environment if
COMPLEMENTARY have gathered. Ask them what kind of possible. This would
SKILL animals hide in these. You might want to help add value to the activity.
COMPLEMENTARY
Listening children with new vocabulary.
SKILL
1.2.2 e.g. some brown and
Listening
Understand with 3. Give the animal pictures/toys to the green leaves, some
1.2
support specific pupils and some of the gathered items. sand, some sticks,
Understand meaning
information and some grass, some
in a variety of familiar
details of very simple flowers
contexts 4. Tell pupils some sentences – they
phrases and
sentences should put the animals in the right place (e.g.
the snake hides in the sand/under the Some small toy animals
leaves). or teacher-made
flashcards/small
5. In pairs or small groups, pupils pictures of animals
design and create a collage on poster paper.
They draw an animal on the poster and then Coloured pens/pencils,
cover it up by sticking sand/leaves/sticks etc. glue, poster paper
onto the poster.
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.
141
WEEK: _______________
TOPIC: Pet Show
Recycled language: toys, animals, prepositions, numbers, colours
CROSS -
ELEMENT
142
be suitable.
Writing Writing See Teacher’s Book
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson
Reading
Reading See Teacher’s Book.
3.2
linear and non-linear Use with support a simple
print and digital texts by picture dictionary to find,
using appropriate list and categorise words
reading strategies from Year 1 topics
and themes
WEEK: _______________
143
TOPIC: Lunchtime
What’s for lunch? Lunchtime

Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots
CROSS -
ELEMENT
be suitable.
word sets
Lesson delivery

COMPLEMENTARY
SKILL SKILL
Listening Listening
simple phrases and See Teacher’s Book.
contexts
sentences
144
WEEK: _______________
TOPIC: Lunchtime
I’ve got/I haven’t got

Recycled food vocabulary
CROSS -
ELEMENT
145
be suitable.
reading strategies
sound
and letter patterns
Post lesson
COMPLEMENTARY
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple Speaking
information intelligibly 2.1.1
Give very basic personal
information using fixed
phrases
WEEK: _______________
146
TOPIC: Lunchtime
kitchen, milk, juice,

Imperatives: Help me, Come and take him out
CROSS -
ELEMENT
be suitable.
SKILL SKILL
Post lesson
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
147
WEEK: _______________
TOPIC Lunchtime
Do you like X? Yes, I do. / No, I don’t. I’ve

got X on/in/with my Y.
148
CROSS -
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 or
Express personal Name people, things or Lesson delivery possible) for each pair. 4.
responses to literary places of interest in 1. Ask pupils if they like foods You could use paper if
texts illustrations (review) – Do you like pizza/sandwich? you prefer, but posters
are better for displaying. You could offer more or
accompanying texts And What’s your favourite less support for the
pizza/sandwich? Pupils could ask each sentence pupils will write
other questions in pairs. by eliciting and writing a
model on the board. This
2. Review the song from p.48 of could be gapped. Or you
COMPLEMENTARY COMPLEMENTARY the textbook. Ask pupils to tell their could encourage the
SKILL SKILL partner if they like the food Tommy pupils to use the textbook
makes (e.g. Do you like an apple in your as a model.
Writing Writing sandwich?)
4.3 4.3.2 More proficient pupils can
Communicate with Spell familiar high 3. Tell pupils they will make a work with less proficient
appropriate language frequency words Crazy pupils. They can have
form and style for a accurately Food Poster. They should work in pairs. more than one ingredient
range of purposes in First, pupils should decide on their crazy in their Crazy Food.
print and digital media food.
If you are concerned
4. Give each pair a poster paper. about drawing skills
Pupils should write the sentence I’ve got and/or time, you could
xxx on/in/with my xxx. on the poster prepare a template of a
paper. pizza (or sandwich) that
pupils draw on instead of
5. When pupils have finished giving them a free choice.
writing, they can draw a picture of their This is less creative, but
crazy food. Then they can add a title: can be less time
My Crazy Food. consuming and simpler
for pupils of less artistic
proficiency.
6. Display pupils’ work in the
classroom.
Ask pupils to tell each other which
crazy food they like/don’t like.
Post lesson
Task 3, 4 or 6
149
WEEK: _______________
TOPIC: Lunchtime
150
CROSS -
ELEMENT
be suitable.
Communicate simple Find out about very basic appropriate.
using fixed phrases
Lesson delivery

COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
Listening Post lesson
1.2.2
Listening Understand with support
1.2 See Teacher’s Book.
specific information and
Understand meaning in details of very simple
a variety of familiar phrases and sentences
contexts

151
WEEK: _______________
TOPIC: Lunchtime
Where’s (Misty)?
Please
Hot
What have you got?
CROSS -
ELEMENT
152
Citizenship (waiting be suitable.
Listening Listening See Teacher’s Book. your turn)

COMPLEMENTARY
SKILL SKILL
Reading Reading
3.2 3.2.1
Understand a variety of Understand the main idea
linear and non-linear of very simple phrases
print and digital texts by and sentences
using appropriate
reading strategies
WEEK: _______________
153
TOPIC: Lunchtime
Sorry, stop, shop, hot dog
154
CROSS -
ELEMENT
Citizenship (waiting be suitable.
Reading Reading See Teacher’s Book. your turn)
reading strategies
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL
Listening Listening
1.1 1.1.1
language range of high frequency
sounds target
language phonemes
155
WEEK: _______________
TOPIC: Lunchtime
Numbers 11 – 20
CROSS -
ELEMENT
156
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.52 Values (cooperation) Strategies1 and 3 may be
suitable.
SKILL SKILL
Post lesson
Writing Writing
4.3 4.3.2
Communicate with Spell familiar high
range of purposes in
WEEK: _______________
157
TOPIC: Lunchtime
Recycled language: food vocabulary, numbers 11 – 20
158
CROSS -
ELEMENT
be suitable.
reading strategies
sound
and letter patterns
Post lesson

SKILL
COMPLEMENTARY
SKILL
Speaking
2.1
Communicate simple Speaking
information intelligibly 2.1.1
Give very basic personal
information using fixed
phrases

159
WEEK: _______________
TOPIC: Lunchtime
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)
CROSS -
ELEMENT
160
be suitable.
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes
Lesson delivery

SKILL SKILL
Reading Reading
Read independently for Read and enjoy simple
information and print and digital games at See Teacher’s Book.
enjoyment word level
WEEK: _______________
TOPIC: Lunchtime
161

spends
times… is… (3 times 2 is 6) and
(11 and 7 is 18)
CROSS -
ELEMENT
162
MAIN SKILL MAIN SKILL Pre-lesson A text about food prices. Financial Education Strategy 6 may be
Choose a suitable pre-lesson task that suitable.
Reading Reading reviews key vocabulary. One option is to create a
3.2 3.2.2 short text such as the Use other strategies if
Understand a variety of Understand specific Lesson delivery one shown on the next appropriate.
linear and non-linear information and details of 1. Review fruit and vegetable page. You can adapt
print and digital texts by very simple phrases and vocabulary using pictures or flashcards. content or change If appropriate, select
using appropriate sentences currency to an suitable activities for your
reading strategies 2. Ask pupils to draw pictures of imaginary one if the pupils from LINUS
five fruit and/or vegetables in their prices are not suitable to Module 1 or 2 to be
exercise books. your context. added in to this lesson to
focus on any phonemes
3. Next, elicit some prices for the from the Phonics Table
COMPLEMENTARY COMPLEMENTARY that pupils continue to
SKILL items on the board. Ask pupils to put a Toy money if
SKILL price on their own fruit/vegetables. appropriate and have problems with.
available
Speaking Speaking
2.1 4. Model the activity using the
2.1.4 information on the board. Ask pupils to
Communicate simple Greet, say goodbye, and
information intelligibly tell you what they want by saying Hello.
express thanks using Two bananas and three apples, please.
suitable fixed phrases 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.
5. Pupils work in pairs to do the

activity.
6. Explain the word ‘spend’ using

pupils’ examples.
7. Model a problem on the board.
8. Ask pupils to read the

sentences and solve the problems
individually first if appropriate, and then
check in pairs.
Post lesson
Task 12
163
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 …
164
WEEK: _______________
TOPIC: Lunchtime

spends
times… is.. (3 times 2 is 6) and
(11 and 7 is 18)
CROSS -
ELEMENT
165
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
form and style for a range of familiar topics maths concepts of adding and
range of purposes in multiplying depending on the previous
print and digital media lesson. You could do this using plastic
food and prices, and setting problems to
solve orally.
2. Review the text of the

COMPLEMENTARY problems in Lesson 143.
SKILL COMPLEMENTARY
SKILL
3. Pupils work in pairs to write
Writing their own problems in their exercise
4.2 Writing
4.2.5 books. They could use their drawings
Communicate basic and prices from Lesson 143 for ideas or
information intelligibly Connect words and
proper names using ‘and’ as a base.
media 4. Pairs swap problems and solve
each other’s.
5. Pairs work together in groups

of four to check the answers.
Post lesson
Choose a post-lesson task that lets
pupils move around and review
learning.
166
WEEK: _______________
TOPIC: Lunchtime

On the ground, in trees, on plants
CROSS -
ELEMENT
167
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.55 Science and Strategies 2 and 3 may
Technology be suitable.
phrases
Lesson delivery
COMPLEMENTARY See Teacher’s Book and Workbook.

COMPLEMENTARY
SKILL SKILL
Reading Reading
Understand a variety of i) Use visuals on
understand a word or See Teacher’s Book.
print and digital texts by
using appropriate phrase
reading strategies
ii) Identify and
sound and letter patterns
WEEK: _______________
168
TOPIC: Lunchtime
Recycled language: toys, food, imperatives
CROSS -
ELEMENT
media
See Teacher’s Book and Workbook.
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson
Reading
Reading See Teacher’s Book.
3.2
linear and non-linear Understand specific
print and digital texts by information and details of
using appropriate very simple phrases and
reading strategies sentences
169
WEEK: _______________
TOPIC: Lunchtime
Recycled language from the topic
CROSS -
ELEMENT
170
be suitable.
Understand a variety of Use with support a simple appropriate.
linear and non-linear picture dictionary to find,
print and digital texts by list and categorise words Lesson delivery
using appropriate from Year 1 topics
reading strategies and themes See Teacher’s Book and Workbook.
Post lesson
SKILL SKILL See Teacher’s Book.
Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
phrases
WEEK: _______________
171
TOPIC: Lunchtime
Recycled topic language

Healthy/unhealthy
172
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Global sustainability Strategies 2 and 5
Teach pupils new vocabulary: healthy and unhealthy. Make may be suitable.
2 columns on the board: healthy food and unhealthy food.
Listening Listening Ask pupils to name healthy and unhealthy food. They can Copy of Wendy, Nasir
1.3 1.3.1 use L1 if they don’t know the food in English. Teach and Lisa text and grid Use other strategies if
Use appropriate Predict words they sweets and fizzy drink if pupils don’t suggest these. Pupils on next page appropriate.
listening strategies in will hear by using come to the board and write the items in the correct
a variety of contexts knowledge of a topic columns on the board.
Pre-lesson task 2: Guess the answer: linked to a text you

tell pupils about Wendy, Nasir and Lisa (see next page).
Pupils predict the healthy and unhealthy food they will hear
SKILL SKILL Lesson delivery
1. Tell the story in the Wendy, Nasir and Lisa text, and
Listening Listening check pupils’ guesses with them.
1.2 1.2.2
Understand meaning Understand with 2. Give pupils the grid on the next page and read out the
in a variety of familiar support specific text. Ask pupils to complete the grid. Read the text out
contexts information and details again if necessary.
of very simple
phrases and 3. Check pupils’ answers and tell the story one more time
sentences so that pupils can confirm their answers.
4. Ask pupils why healthy eating is important. This

discussion will be in L1, as the focus here is on human
well-being and development, and not on language.
5. Give pupils a handout of the text, or write a copy on

the board.
6. Put pupils into pairs or small groups and ask them to

change Wendy, Lisa and Nasir’s food so that it is all
healthy.
7. Make larger groups, and ask pupils to read the text out
to their groupmates.
8. Groupmates identify the new food and say whether it

is healthy.
Post lesson
173
Post-lesson task 8: Make a word ladder, using healthy food
items.
Wendy, Nasir and Lisa
Wendy has got a cheese sandwich, an apple, a banana and some sweets for
her lunch.
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.
Wendy Nasir Lisa
Healthy food
Unhealthy food
174
WEEK: _______________
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
Revision of Year 1 language
175
CROSS -
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
the grid with a new name for each
COMPLEMENTARY COMPLEMENTARY question. If mingling is not possible
SKILL SKILL in your classroom, pupils can sit
and work in groups of about 8-10.
Speaking Speaking
2.1 2.1.2 2. When most, but not all, pupils are
Communicate simple Find out about very basic ready, stop the game.
using fixed phrases 3. Elicit a few answers from pupils as
a whole class.
4. Divide pupils into pairs or small

groups and tell them that they’ll
create their own grid, using about 3
entries, depending on time
available.
5. Elicit a few possible entries for a

new grid to help pupils get ideas for
their task.
6. Pupils create their new grid.
7. Pupils repeat steps 3 and 4.
Post lesson Repeat

step 5.
Find a friend who

176
Find a friend who… Name
likes cats
has got 2 brothers
is 7 years old
is brave
likes cheese
has got a red pencil case

WEEK: _______________
177
178
CROSS -
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 friends grid on the next be suitable.
Speaking Speaking grid on the next page, or write it on the page
2.1 2.1.1 board and ask pupils to copy it. Ask Use other strategies if
Communicate simple Give very basic personal 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
information to their classmates
COMPLEMENTARY COMPLEMENTARY (e.g. I’m 7 years old, My favourite
SKILL SKILL food is/I like chicken).
Listening Listening 2. Put pupils in groups of 4 and ask

1.2 1.2.2 them to exchange information.
details of very simple 3. When most, but not all, pupils are
contexts ready, stop the game.
4. Ask pupils to report back one

interesting thing from their group
(e.g. Zil and me like spiders,
Ahmed and Chelvi have got 5
brothers).
Post lesson
Post-lesson task 1: Spot the

differences: pupils do this in groups.
They change information in their
completed grids, and their groupmates
correct them.
Me and my friends
Me My Friend My Friend My Friend

(Name:…………….…….) (Name:…………………….) (Name:…………………….)
179
Age
Brothers
Sisters
Favourite food
Favourite animal
Favourite toy
WEEK: _______________
180
CROSS -
ELEMENT
181
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 pupils Use other strategies if
Communicate with Spell familiar high 1. Tell pupils that they’ll be making an ABC poster appropriate.
appropriate language frequency words of Year 1 words together. 1 set of 18 small
form and style for a accurately pieces of paper for
range of purposes in each group of 3
print and digital media 2. You can show pupils a finished ABC poster you
have made yourself as an example if pupils
appropriate.
3. Divide pupils into groups of 3.
4. Give each group poster paper on which they will

COMPLEMENTARY draw pictures of Year 1 vocabulary items.
SKILL COMPLEMENTARY
SKILL
5. Write letters of the alphabet on the board. Miss
Reading out letters h, I, j q, u, w, x, z, as it is difficult to
3.2 Reading
3.2.3 make words beginning with these letters.
Understand a variety
of linear and nonlinear i) Use visuals
print and digital texts on the page to help 6. Ask pupils to copy these letters onto their
by using appropriate understand a word or poster.
reading phrase
strategies 7. Give each group the set of 18 pieces of paper.
ii) Identify and Tell pupils that they’ll write the words for their
remember high pictures on these pieces of paper.
frequency sound and
letter patterns
8. Tell pupils to agree who is responsible for letters
a, b, c, d, e, f, who for g, k, l, m, n, o and who for
p, r, s, t, v, y.
9. Tell pupils to look though the Superminds

textbook, to draw pictures of items beginning
with their letters on the poster and to write the
words on their pieces of paper.
182
Post lesson
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.
Tell pupils to remember who is in their group, as

they’ll start the next lesson in the same group.
183
WEEK: _______________
CROSS -
ELEMENT
184
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.
2. Tell pupils to swap posters and sets

of pieces of paper.
SKILL SKILL
3. Pupils match pieces of paper to the
pictures and check each other’s
Reading Reading
answers.
3.2 3.2.3
Understand a variety of i) Use visuals on
linear and non-linear the page to help 4. Repeat steps 1, 2, and 3 with new
print and digital texts by understand a word or groups as appropriate.
using appropriate phrase
reading strategies Post lesson
ii) Identify and Post-lesson task 7, Listen and point,
remember high frequency using pupils’ posters as a prompt.
sound
and letter patterns
185
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/

Primary Year 1 SJK Scheme of Work-1

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Primary Year 1 SJK Scheme of Work-1

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KURIKULUM STANDARD SEKOLAH RENDAH

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

2. Glossary of terms in the Primary Year 1 curriculum framework p.6

3. Differentiation strategies for Primary Year 1 p.9

Primary Year 1 (SJK) Scheme of

5. Suggested Pre-Lesson tasks p.14

6. Suggested Post-Lesson tasks p.19

7. Scheme of Work (Lessons 1 – 81) p.25

Primary Year 1 (SJK) Scheme of

2. Glossary of terms in the Primary Year 1 curriculum framework

3. Differentiation strategies for Primary Year 1

5. Suggested Pre-Lesson Tasks

6. Suggested Post-Lesson Tasks

7. Scheme of Work (Lessons 1 – 81)

2. How is the Primary Year 1 National-Type School Scheme of Work organised?

It links the lessons to:

• themes and cross-curricular elements in the Primary Year 1 national curriculum

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

3. How are content and skills organised in Primary Year 1?

Term in Primary Year 1 curriculum Meaning

Listening 1.1.1 a limited range of high frequency target language

A range of target language phonemes in Year 1 means a

Listening 1.2 a variety of familiar contexts

However, pupils in rural or remote areas and pupils who

Listening 1.2.1 very simple phrases and sentences Very simple

Listening 1.2.3 very short simple narratives

Teachers should use their own judgment on very short

Speaking 2.1.1 fixed phrases

Reading 3.1 linear and non-linear texts

See also Non-linear texts combine words and pictures. They

Reading 3.3.1 digital games

Writing 4.2 basic information

Writing 4.3.2 familiar high frequency words

Strategy 1: Differentiate by the task pupils are given

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

Strategy 3: Differentiate by the outcome expected from pupils

i) Compulsory plus optional

ii) Remember and share

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

Strategy 5: Differentiate by supporting individual learning preferences and needs

Strategy 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

Pupils with pre- and low-level literacy skills

1 Content Standard Learning Standard

2 Content Standard Learning Standard

1. observing pupils in class

5. Suggested Pre-Lesson tasks

Each pre-lesson task takes about 5-10 minutes of class time.

PRE-LESSON TASK 1: WORK OUT THE WORDS

MATERIAL: Board, exercise books and pens

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

PRE-LESSON TASK 2: GUESS THE ANSWER

PRE-LESSON TASK 3: SEQUENCE THE INFORMATION

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: to revise topic vocabulary

PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

PRE-LESSON TASK 6: FINGER-WRITING

AIM: to practise spelling of topic vocabulary

PRE-LESSON TASK 7: BEAT THE TEACHER

1. Choose a key topic word from the lesson.

AIM: to help pupils with listening or reading comprehension

MATERIALS: Board and pictures