RI Toolkit For Printing

Remedial Instruction Programme for Year 4 students
Remedial
Instruction
Toolkit
In collaboration with:
Introduction
The Remedial Instruction Toolkit was designed to support students across Malaysia
who have temporarily fallen behind with English.
Using existing Ministry of Education documents as the basis of design, the Toolkit
is a comprehensive resource pack for Year 4 English teachers to support their
Remedial Instruction students.
Each unit is mapped to the following documents to ensure that teachers can easily
use the resources in their classrooms:
• Get Smart Year 4 Textbook and Teacher’s Book

• Scheme of Work
• DSKP
• Year 1, 2, 3, & 4 Syllabus Documents
• CEFR for young learners Can Do descriptors
Each unit consists of the following sections:
• Skill Focus
• Thinking about Phonics
• Thinking about Vocabulary
• Thinking about Grammar
• Thinking about Out of Class
The Toolkit was designed and written by:
Gary Husler
Dr. Jayanthi a/p Sothinathan
Rajveen Kaur a/p Joginder Singh
Michelle Koh Moh Cheng
Abby Mathew John
Reviewed by the English Language Teaching Centre (ELTC)
Dr. Kalminderjit Kaur a/p Gurcharan Singh

Sheila Adelina a/p Ramasamy
Dr. Sharmini Siva
Julyy Rahidayu Abdul Jalil
Vikneswaran a/l Sukumaran
Ang Ching Ting
UNIT 1:
Where are
you from?
Overview
CEFR Level DSKP Main Skill (Speaking) Vocabulary Phonics Grammar

Pre-A1 2.1.1 Give very basic personal information using fixed computer game, kite, /s/ (as in sat) His, her, he, she
phrases doll, plane, train, car, / æ/ (as in hat) What's his / her
bike, ball, triangle, /t/ (as in tap) favourite…?
2.1.2 Find out about very basic personal information square, circle, /p/ (as in pat) Adjective sentences
using fixed phrases rectangle / ɪ/ (as in ship) (a big green ball, a
/n/ (as in new) long blue train etc.)
2.1.3 Express basic likes and dislikes Simple adjectives
(big, old, new, small,
2.1.5 Name or describe objects using suitable words ugly, short etc.).
from word sets
Low A1 2.1.1 Give simple personal information using basic Monday, Tuesday, / ɪə/ (as in hear) I (play football) on
statements Wednesday, Thursday, / eə/ (as in hair) (Saturdays).
Friday, Saturday, Do you (watch TV) at
2.1.2 Find out about personal information by asking Sunday, week, month, the weekend?
basic questions year, hour, minute Yes, I do. / No, I don’t.
Mid A1 2.1.1 Give simple personal information using basic pretty, ugly, straight L blends (as in plane, have got (1st & 3rd
statements hair, curly hair, blonde blonde, clap) person statements)
hair, do karate, paint, have got 3rd person,
2.1.5 Describe people and objects using suitable dive, plane, play has contraction
words and phrases football, fly, play Modal can + verb
games question + Yes/No
2.2.2 Ask for attention or help from a teacher or answer.
classmate by using suitable questions
2.1.2 Find out about and describe basic everyday

routines
Scheme of Work (SoW) and Content Mapping
SoW # Student Remedial Printable Printable Remedial

Book Instruction Resources Resources Instruction
Page # Focus # Strategy
1 5 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #23 RI 3: Embed visual and verbal resources in lessons
#24 to support student learning
#25 RI 4: Encourage peer-assisted learning
opportunities
RI 7: Encourage collaborative small-group learning
opportunities
2 5 Skill: Speaking Pre-A1 My Name is… #1 RI 1: Provide clear instruction of literacy
Low A1 My Name is… #2 components
Mid A1 My Name is… RI 3: Embed visual and verbal resources in lessons
RI 4: Encourage peer-assisted learning
opportunities
3 6-7 Phonics Pre-A1 Roll and Read #11 RI 4: Encourage peer-assisted learning
Low A1 Roll and Read #12 opportunities
Mid A1 Four in a Row #13 RI 7: Encourage collaborative small-group learning
opportunities
4 - Phonics Pre-A1 Word Wheel #14 RI 4: Encourage peer-assisted learning

Low A1 Word Wheel #15 opportunities
Mid A1 Word Wheel #16 RI 7: Encourage collaborative small-group learning
opportunities
opportunities
opportunities
6 7 Grammar Pre-A1 Noughts and Crosses #26 RI 1: Provide clear instruction of literacy
Low A1 What do you do on Monday? #27 components
Mid A1 Create a Monster! #28 RI 3: Embed visual and verbal resources in lessons
to support student learning
opportunities

7 7 Skill: Speaking Pre-A1 What’s her name? #4 RI 1: Provide clear instruction of literacy
Low A1 What’s her name? #5 components
Mid A1 Who is she? #6 RI 3: Embed visual and verbal resources in lessons
opportunities
8 8-9 Grammar Pre-A1 What’s his / her favourite? #29 RI 1: Provide clear instruction of literacy
components
RI 3: Embed visual and verbal resources in lessons
opportunities
9 8-9 Skill: Speaking Pre-A1 A big green ball #7 RI 1: Provide clear instruction of literacy
Low A1 On Monday, I… #8 components
Mid A1 What do you do? to support student learning
opportunities
10 - Phonics Pre-A1 Read and Reveal #17 RI 4: Encourage peer-assisted learning
Mid A1 Phoneme Finder RI 7: Encourage collaborative small-group learning
#19 opportunities
11 12-13 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #23 RI 3: Embed visual and verbal resources in lessons
#25 opportunities
opportunities
12 10 & 14 Skill: Speaking Pre-A1 I like / I don’t like #9 RI 1: Provide clear instruction of literacy
Low A1 What does Ahmad do? #10 components
Mid A1 Have you got…? RI 3: Embed visual and verbal resources in lessons
opportunities

13 11 Phonics Pre-A1 Review #9 RI 4: Encourage peer-assisted learning

Low A1 Roll and Spell #10 opportunities
Mid A1 Roll and Spell RI 7: Encourage collaborative small-group learning
opportunities
#25 opportunities
opportunities
15 - - N/A
16 14 Grammar N/A
Thinking about Speaking
Pre-A1 Low A1 Mid A1

CEFR
I can give personal I can give personal I can describe him/herself,
information (first and last information (first and last what he/she does and where
name, address, telephone name, address, telephone he/she lives.
number, nationality, age, number, nationality, age,
family, and hobbies). family, and hobbies). I can say what I do in my
free time.
I can say what I like or don’t I can say what I do in my
like. free time. I can speak in simple
sentences about people and
I can say what I do in my I can speak in simple places I know.
free time. sentences about people and
places I know.
Remedial Instruction Strategies

Break the information into Break the information into Break the information into
chunks. chunks. chunks.
Model with clear Model with clear Model with clear

explanations. explanations. explanations.
Provide opportunities to Provide opportunities to Provide opportunities to

practice. practice. practice.
Scaffolding with vocabulary. Scaffolding with vocabulary. Scaffolding with vocabulary.
Provide opportunities for Monitor student progress Use graphic organisers.

students to share about their (AfL).
home life. Monitor student progress
(AfL).
Speaking Activities
SOW 2 SOW 2 SOW 2
Student’s book pg. 5 Student’s book pg. 5 Student’s book pg. 5
My name is… My name is… My name is…
DSKP: 2.1.1 Give very basic DSKP: 2.1.1 Give simple DSKP: 2.1.1 Give simple
personal information using personal information using personal information using
fixed phrases basic statements basic statements
Printable Resource #1 Printable Resource #2 Printable Resource #3
SOW 7 SOW 7 SOW 7

What’s her name? What’s her name? Who is he?
DSKP: 2.1.2 Find out about DSKP: 2.1.2 Find out about DSKP: 2.1.5 Describe people
very basic personal personal information by and objects using suitable
information using fixed asking basic questions words and phrases
phrases

SOW 9 SOW 9 SOW 9
Student’s book pgs. 8-9 Student’s book pgs. 8-9 Student’s book pgs. 8-9
A big green ball. On Monday, I…. What do you do?
DSKP: 2.1.5 Name or DSKP: 2.1.2 Find out about DSKP: 2.1.2 Find out about
describe objects using and describe basic everyday and describe basic everyday
suitable words from word routines routines
sets

Thinking about Phonics

Break the information into chunks.
Model with clear explanations.
Provide opportunities to practice.
Explicitly teach young children intonation / pronunciation / word stress / sentence stress /
syllables.
Phonics Activities
SOW 3 SOW 3 SOW 3
Roll and Read Roll and Read Four in a Row
/s/ (as in sat) / ɪə/ (as in hear) L blends (as in like)

/ æ/ (as in hat)
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and DSKP: 3.1.3 Blend phonemes
sound out with support sound out with support (CVC, CCVC, CVCV, CCV)
beginning, medial and final beginning, medial and final
sounds in a word sounds in a word

SOW 4 SOW 4 SOW 4
(no student book pg. for this (no student book pg. for this (no student book pg. for this
SOW) SOW) SOW)
Word Wheel Word Wheel Word Wheel
/t/ (as in tap) /ɪə/ (as in hear) L blends (as in like)
/p/ (as in pat)
DSKP: 3.1.3 Blend phonemes DSKP: 3.1.3 Blend phonemes DSKP: 3.1.3 Blend phonemes
(CVC, CCVC) (CVC, CCVC, CVCV, CCV) (CVC, CCVC, CVCV, CCV)
SOW 10 SOW 10 SOW 10

SOW) SOW) SOW)
Read and Reveal Roll and Read Phoneme Finder
/t/ (as in tap) / eə/ (as in hair) L blends (as in like)
/p/ (as in pat)
Review Roll and Spell Roll and Spell
/ eə/ (as in hair) L blends (as in like)
DSKP: 3.1.3 Blend phonemes DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment
(CVC, CCVC) phonemes (CVC, CCVC, phonemes (CVC, CCVC,
CVCV, CCV) CVCV, CCV)

Thinking about Vocabulary

Recognise and understand the meanings of words.t
Deliver small group instruction effectively and peer-assisted learning activities.
Provide opportunities to practices.
Give feedback.
Scaffolding with vocabulary.
Use verbal interactions that clarify content, e.g., defining words in context.
Pairs are changed frequently to ensure students work on a variety of language skills.
Get the parents involved.
Monitor student progress (AfL).
Set clear goals and expectations.
Differentiate tasks.
Vocabulary Activities
SOW 1 SOW 1 SOW 1
SOW 5 SOW 5 SOW 5




Thinking about Grammar

CEFR
I can give personal informa- I can give personal informa- Can describe him/herself,
tion (first and last name, tion (first and last name, what he/she does and where
address, telephone number, address, telephone number, he/she lives.
nationality, age, family, and nationality, age, family, and
hobbies). hobbies). I can say what I do in my free
time.
I can say what I like or don’t I can say what I do in my free
like. time. I can speak in simple
I can say what I do in my free I can speak in simple places I know.
time. sentences about people and
places I know.

Model with clear explana- Model with clear explana- Model with clear
tions. tions. explanations.
Verbalize the thinking Verbalize the thinking Verbalize the thinking

process. process. process.

Give feedback. Give feedback. Give feedback.
Provide opportunities for Provide opportunities for Provide opportunities for

students to engage in role students to engage in role students to engage in role
play and information gap play and information gap play and information gap
activities. activities. activities.
Scaffolding with vocabulary. Scaffolding with vocabulary.
Set clear goals and

expectations of given tasks.
Grammar
His, her, he, she. I (play football) on Have got (1st & 3rd person
What's his / her favourite…? (Saturdays). statements).
Adjective sentences (a big Do you (watch TV) at the Have got 3rd person, has
green ball, a long blue train weekend? contraction.
etc.). Yes, I do. / No, I don’t. Modal can + verb question +
Simple adjectives (big, old, Yes/No answer
new, small, ugly, short etc.).
Grammar Activities
SOW 6 SOW 6 SOW 6
His, her, or their What do you do on Monday? Create a Monster!

Noughts and Crosses.

Grammar Activities
SOW 8 SOW 8 SOW 8
What's his / her favourite…? Students write yes / no Students write ‘Can you..’
questions in their notebook questions in their notebooks
Printable Resource #29 using the Vocabulary Mat to using the Vocabulary Mat to
find out if people do certain find out whether their
activities on certain days. friends can or can’t do
For example: certain activities. For
example:
‘Do you play football on
Tuesday?’ ‘Can you do karate?;
Yes, I do. Yes, I can.
No, I don’t. No, I can’t.
They then ask their group The then ask their group
members the questions they members the questions they
wrote. wrote.

Re-use Printable Resource Students choose which Students choose which

#7 to practice adjective activity they’d like to activity they’d like to practice
noun word order. practice from the previous from the previous activities
activities done in this unit. done in this unit.
Printable Resource #7
Thinking about Out of Class

CEFR
I can use digital resources to I can use digital resources to I can use digital resources to
find information. find information. find information.

Home-based projects used as topics for sharing and learning.
Show & Tell sessions on different community backgrounds.
Getting parents involved.
Provide opportunities for students to share about their home life.
Practice at Home
Students ask their parents or Student interview their Students interview their
family members what their family members about their family members about what
favourite food, sports, weekly routines. they can and can’t do.
books, and games are.
Create at Home
Students make a video asking Students make a video Students make a video
their parents or family mem- asking their family members asking their family members
bers what their favourite about their weekly routines. what they can and can’t do.
food, sports, books, and
games are.
App Time
LearnEnglish Kids: LearnEnglish Kids: LearnEnglish Kids:
Playtime by British Council Playtime by British Council Playtime by British Council
Free Trial Free Trial Free Trial
https://learnenglishkids.brit https://learnenglishkids.brit https://learnenglishkids.brit

ishcouncil.org/apps/learnen ishcouncil.org/apps/learnen ishcouncil.org/apps/learnen
glish-kids-playtime glish-kids-playtime glish-kids-playtime
Download the app and Download the app and Download the app and
spend 30 minutes looking spend 30 minutes looking spend 30 minutes looking
through the activities. through the activities. through the activities.
Practice speaking. Practice speaking. Practice speaking.
Printable Resource # 1 (Pre-A1 My name is…) Printable Resource # 2 (Low A1 My name is…)
Activity Suggestions Activity Suggestions

Students take turns asking and answering basic questions Students take turns asking and answering basic questions
to introduce themselves. They should swap partners when to introduce themselves. They should swap partners
they have finished to get more practice. when they have finished to get more practice.
!
Printable Resource # 3 (Mid A1 My Name is...)
Activity Suggestion
Students take turns asking and answering basic questions to introduce
themselves. They should swap partners when they have finished to get more
practice.
!
Printable Resource # 4 Pre-A1 What’s her name? Printable Resource # 5 Low A1 What’s her name?
Activity Suggestion Activity Suggestion

Students work in pairs. Students sit with their backs to Students work in pairs. Students sit with their backs to
each other so they cannot see each other’s’ cards. each other so they cannot see each other’s’ cards.
Students take turns asking and answering questions to Students take turns asking and answering questions to
find out the missing information. find out the missing information.
Printable Resource # 6 (Mid A1 Who is he?)
Activity Suggestion
Students work in pairs. They take turns to make up information about the
children in the pictures. They can use key phrases to help them.
His name’s… He’s got… He likes…

Her name’s… She’s got… She likes…
He’s … She’s … He lives in…
She lives in…
Printable Resource # 7 (Pre-A1 A Big Green Ball)
Activity Suggestion
SOW 9: Students work in pairs. Student A says a sentence using the words given.
For example, ‘a big green train.’ Student B draws what Student A says. Students
swap roles.
SOW 16: Students work in pairs. Student A mixes up the words. Student B must
place them in the correct order. Both students write the phrase in their notebooks.
Students swap roles
Printable Resource # 8 (Low A1 & Mid A1 On Monday I,...)
Activity Suggestion
Low A1
Students work in pairs. Student A says a sentence using the pictures given. For
example, ‘On Monday, I play football.’ Student B then says a sentence. They can
complete the activity by adding their own activities in the empty boxes.
Mid A1
Same as Low A1, but students must ask each other questions to elicit the answers.
For example:
Student A: What do you do on Monday?
Student B: On Monday, I play football.
Printable Resource # 9 (Low A1 What Does Ahmad Do?)
Activity Suggestion
Students work in pairs and sit with their backs to each other. They take turns to
ask and answer questions to complete the gaps on their worksheet.
Printable Resource # 10 (Mid A1 Have you Got?)
Activity Suggestion
Students work in groups of 3 or 4. They must hide their cards from each other. They take it in turns to ask each other for the
items that they need. For example: ‘Have you got any rulers?’, ‘No, I haven’t / Yes, I have.’ If the answer is ‘yes’, the student
can cross that item off their ‘You Want’ list. Students can only ask one question each turn and can ask anyone they want.
The first student to cross all items off is the winner.
Printable Resource # 11 (Pre-A1 Roll and Read)
Activity Suggestions
Students roll the dice and read the words that correspond to the number on the dice.
Printable Resource # 12 (Low A1 Roll and Read)
Printable Resource # 13 (Mid A1 Four in a Row)
Four in a row:
Students take turns reading a word. If they read it correctly, they can cover it
with a counter. The next student takes his or her turn. The first person to score
4 in a row is the winner.
black flag slug plan cluck flop plug
glass slab club sled slim flash blip
plant slush flock gloss plot class slap
slack clash slam flick slick block glad
slit fleck blob flat glob plum slot
flesh plump clap slant slid click flip

Printable Resource # 14 (Pre-A1 Phonics Wheel ‘t’ and ‘p’)
As well as using the word wheel to read aloud the word it lands on , students can
create a word wall for the classroom.
Words with
/t/ and /p/
Bottom Wheel
ta
t
pa
p
pam tan
pa
m
ta
n
Printable Resource # 15 (Low A1 Phonics Wheel ‘ea’)
Words with
‘ea’
Bottom Wheel
ge
r
fea
ar
beard rear
he
r
ea
ar
Printable Resource # 16 (Mid A1 Phonics Wheel ‘L’ blends)
Words with
L blends
Bottom Wheel
ck
fla
bla
g
gloss plug
ss
slo
cla
t
Printable Resource # 17 (Pre-A1 Read and Reveal)
Activity Suggestion
Students work in pairs and take turns to blend the words. Student A picks one card and reads the word aloud.
Student B blends the word aloud, for example ‘s – i – t sit’. Student A reveals whether it is correct. Students swap roles.
Printable Resource # 19 (Mid A1 Phoneme Finder)
Activity Suggestion
Students read through the story and circle all ‘bl’ that they can find.
Printable Resource # 20 (Read and Race Review)
Activity Suggestion
Students take turns to roll the dice and move their counter. They must blend the
word they land on.
Printable Resource # 21 (Low A1 Roll and Spell)
Students take turns to roll the dice then spell the row corresponding to the number rolled.
Printable Resource # 22 (Mid A1 Roll and Spell)
Printable Resource # 23 (Pre-A1 My Words)
Activity Suggestion
SOW 1, SOW 5, SOW 11, SOW 14: Vocabulary games: Students can play memory games, cover and remember,
Pictionary, create a word wall, play ‘what’s in the bag?’ Charades, words beginning with, words ending with…
and many more activities.
Printable Resource # 24 (Low A1 My Words)
Activity Suggestion
!
Printable Resource # 25 (Mid A1 My Words)
Activity Suggestion
!
Printable Resource #26 (Pre-A1 Noughts and Crosses)
Students play noughts and crosses by taking turns to complete the sentences with the correct pronoun.
Printable Resource # 27 (Low A1 What did you do on...?) Printable Resource # 28 (Mid A1 Create a Monster!)

Students take turns to ask their partner what they do on Students take turns to roll the dice to create their own
different days of the week. Their partner must answer in monster. They should draw their monster in their
full sentences, for example ‘On Monday, I play football.’ notebooks. When they have finished drawing, students
Students write the answer or draw a picture in the space take turns to describe their monster using ‘has got’. For
provided. example, ‘My monster has got a big nose.’
Printable Resource # 29 (Pre-A1 Sentence Builder)
Activity Suggestion
Students take turns to make sentences using the words and pictures provided.
UNIT 2:
My Week
Overview
CEFR Level DSKP Main Skill (Reading) Vocabulary Phonics Grammar

Pre-A1 3.1.3 Blend phonemes (CVC, CCVC) pen, pencil, rubber, /m/ (m as in man) What's this?
ruler, bag, I’m sorry!, /d/ (d as in duck) It's a…
3.1.2 Recognise and sound out with support take out your books, /g/ (g as in goat) Is it a…? Yes, it is / no
beginning, medial and final sounds in a word tell me, write, pass me /ɒ/ (o as in hot) it isn't
a pen, sit at your desk, /c/ (c as in cat) Imperatives
3.1.4 Segment phonemes (CVC, CCVC) thank you /ck/ (ck as in duck)
3.2.4 Use with support a simple picture dictionary
to find, list and categorise words from Year 1
topics and themes
Low A1 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) bathroom, bedroom, /ʊə/ (as in pure) There’s a (monster).
living room, hall, /ɜ:/ (as in sister) There are (four cats).
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) dining room, kitchen, Is there a (plane)?
stairs, cellar, house, Yes, there is.
3.1.2 Recognise and sound out with some support door, sofa, bed Are there any (rats)?
beginning, medial and final sounds in a word No, there aren’t.
How many (cars) are
3.2.4 Use a picture dictionary to find, list and there?
categorise words from Year 2 topics and There are (four cars)
themes
Mid A1 3.2.4 Recognise and use with support key features brush my teeth, have a /r/ blends (as in grey, Present simple for
of a simple monolingual dictionary shower, get dressed, drive, tree) routines
comb my hair, drive, Present simple,
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) walk, take the bus, Yes/No questions
take the train, Present simple with
3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) firefighter, put out how often
fires, lifeguard, save
someone

17 15 Skill: Pre-A1 Initial Sounds #1 RI 1: Provide clear instruction of literacy components
Reading Low A1 Initial, Medial, and Final Sounds #2 RI 4: Encourage peer-assisted learning opportunities
Mid A1 Blending CVC Words #3 opportunities
RI 4: Encourage peer-assisted learning opportunities
#21 RI 7: Encourage collaborative small-group
learning opportunities
19 16 Skill: Pre-A1 Blending Initial and Medial Sounds #1 RI 1: Provide clear instruction of literacy components
Reading Low A1 Blending CVC Words #2 RI 4: Encourage peer-assisted learning opportunities
Mid A1 Blending CCVC Words #4 RI 7: Encourage collaborative small-group
20 16-17 Grammar Pre-A1 What’s this? #19 RI 1: Provide clear instruction of literacy components
Low A1 There’s a …. #20 RI 3: Embed visual and verbal resources in lessons to
Mid A1 Truth or Lie! #21 support student learning
opportunities
21 - Phonics Pre-A1 Roll and Read #7
Low A1 Roll and Read RI 1: Provide clear instruction of literacy
#8 components
Mid A1 Four in a Row #9 RI 4: Encourage peer-assisted learning opportunities
opportunities
22 16-17 Grammar Pre-A1 Is it a…? #19 RI 1: Provide clear instruction of literacy

Low A1 Is there a….? #20 components
Mid A1 Present Simple #21 RI 3: Embed visual and verbal resources in lessons
opportunities

23 - Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19 RI 3: Embed visual and verbal resources in lessons
#21 opportunities
opportunities
24 18-19 Skill: Pre-A1 Segmenting Initial Sounds #5 RI 1: Provide clear instruction of literacy
Reading Low A1 Segmenting CVC Words #5 components
Mid A1 Segmenting CCVC Words #6 opportunities
opportunities
25 18 Phonics Pre-A1 Word Wheel #10 RI 1: Provide clear instruction of literacy

Low A1 Word Wheel #11 components
Mid A1 Word Wheel #12 opportunities
opportunities
#21 opportunities
opportunities
27 19 Phonics Pre-A1 Flashcards #13 RI 1: Provide clear instruction of literacy

Low A1 Flashcards #14 components
Mid A1 Flashcards #15 opportunities
opportunities

28 21 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19, #20 RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities
29 129 Skill: - - RI 1 : Provide clear instruction of literacy

Reading components
opportunities
opportunities
30 20 Phonics Pre-A1 Roll and Spell #16, #17 RI 1 : Provide clear instruction of literacy
Low A1 Roll and Spell #18 components
Mid A1 Roll and Spell RI 4: Encourage peer-assisted learning
opportunities
opportunities
31 - -
32 26 Grammar Pre-A1 Imperatives #22 RI 1 : Provide clear instruction of literacy

Low A1 How many? #23 components
Mid A1 How often? RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities
Thinking about Reading

CEFR
I can read and understand I can read short songs and I can read and understand
familiar words from a song rhymes when I see pictures simple, short texts about
we have sung together. along with it, e.g. songs and days of the week, months of
rhymes from a children‘s the year and seasons, e.g.
I can read simple book. Today is 5th January. It is
instructions. winter.
I can read and understand
I can read and understand familiar words from a song I can read the day and
my teacher’s simple, short we have sung together. month and the timetable for
instructions, e.g. Bring your [118.2010-SLO/6-10] (A1) school.
homework book tomorrow!
I can understand simple I can read timetables.
I can understand simple written school instructions.
written school instructions.




students to share about their (AfL). Monitor student progress
home life. (AfL).
Reading Activities
Sound out the beginning Sound out the beginning, Blend CVC words.
sound of CVC words. medial, and final sounds of
CVC words. DSKP: 3.1.3 Blend phonemes
(CVC, CCVC, CVCV, CCV)
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and
sound out with support sound out with support
beginning, medial and final beginning, medial and final
sounds in a word sounds in a word
Printable Resource # 1 Printable Resource # 2 Printable Resource # 3


Reading Activities
Using Printable Resource #1, Using Printable Resource #2, Blend CCVC words.
students blend the initial and students blend the CVC
medial sounds of the CVC words.
words.

Segment initial sounds of Segment familiar CVC Segment CCVC words.
familiar CVC words. words.
DSKP: 3.1.4 Segment
DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment phonemes (CVC, CCVC,
phonemes (CVC, CCVC) phonemes (CVC, CCVC, CVCV, CCV)
CVCV, CCV)

Use the dictionary to find Use the dictionary to find Use the dictionary to find
CVC words from flashcards CVC words from flashcards CCVC and CVC words from
flashcards
DSKP: 3.2.4 Use with DSKP: 3.2.4 Use a picture DSKP: 3.2.4 Recognise and
support a simple picture dictionary to find, list and use with support key
dictionary to find, list and categorise words from Year features of a simple
categorise words from Year 1 2 topics and themes monolingual dictionary
topics and themes

syllables.
Phonics Activities
SOW) SOW) SOW)
Roll and Read Roll and Read Four in a Row
/m/ and /d/ /ʊə/ (as in pure) /r/ blends
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and
sound out with support sound out with support sound out with support
beginning, medial and final beginning, medial and final beginning, medial and final
sounds in a word sounds in a word sounds in a word
3.1.3 Blend phonemes (CVC,
CCVC, CVCV, CCV)
Printable Resource #7 Printable Resource # 8 Printable Resource # 9

Student book pg. 18 Student book pg. 18 Student book pg. 18
/g/ and /ɒ/ (o as in hot) /ʊə/ (as in pure) /r/ blends

Flashcards Flashcards Flashcards
/c/ and /ck/ /ɜ:/ (as in sister) /r/ blends

Roll and Spell Roll and Spell Roll and Spell
Review /ɜ:/ (as in sister) /r/ blends
DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment

phonemes (CVC, CCVC) phonemes (CVC, CCVC, phonemes (CVC, CCVC,
CVCV, CCV) CVCV, CCV)


Recognise and understand the meanings of words.
Give feedback.

SOW) SOW) SOW)

SOW) SOW) SOW)



CEFR
I can read short sentences. I can read short sentences. I can read and understand
simple, short texts about
I can understand phrases and I can understand phrases and days of the week, months of
word combinations with the word combinations with the the year and seasons, e.g.
help of common words and help of common words and Today is 5th January. It is
names in very simple short names in very simple short winter.
texts. texts.
I can read the day and month
I can read and understand I can read the names of and the timetable for school.
familiar words and phrases I buildings and rooms in
see at school, in shops, in houses. I can read timetables.
streets and elsewhere.

Model with clear Model with clear explana- Model with clear
explanations. tions. explanations.
Assign pairs of different Use supporting materials that Set clear goals and
levels and get the more able are culturally contextualized expectations of given tasks
student to support the other.
Grammar
What's this? It's a… There’s a (monster). Present simple for routines.
Is it a…? Yes, it is / no it isn't. There are (four cats). Present simple, Yes/No
Imperatives. Is there a (plane)? questions.
Yes, there is. Present simple with how
Are there any (rats)? often.
No, there aren’t.
How many (cars) are there?
There are (four cars).
Grammar Activities
Student book pg. 16-17 Student book pg. 16-17 Student book pg. 16-17
What's this?’ There’s a …. Present simple for routines.

‘It's a…’ There are ….
Truth or lie!
Students use their Students take turns to ask
Vocabulary Mat and take each other to describe their Students take turns to say a
turns asking each other house using the Vocabulary sentence using their
‘What's this?’ Mat for support. Vocabulary Mat. The other
‘It's a…’ students say ‘Truth or Lie’
‘What does your house look
Extension can be other like?’ ‘Every day I (get dressed).’
classroom objects.
‘There’s a ….’ ‘True’
‘There are ….’


Grammar Activities
SOW 22 Student book pgs. 16-17 Student book pgs. 16-17
Student book pgs. 16-17
Is there a ….? Present simple for routines.
Is it a…? Yes, it is / no it isn't Yes, there is / No, there isn’t Present simple, Yes/No
questions.
Students take turns to ask
Students use their each other about their Students ask each other Yes
Vocabulary Mat from Unit 1 houses using their / No questions about their
and Unit 2 and take turns to Vocabulary Mat. daily routines using the
mentally choose an object. Vocabulary Mat and Get
Other students guess what ‘Is there a…..?’ Smart pgs. 16-17.
word they are thinking of. ‘Yes, there is.’
‘Do you brush your teeth
‘Is it a computer game?’ every day?’
‘Yes, it is.’ ‘Yes, I do.’
‘Do you have English every
day?’
‘No, I don’t.’
Printable Resource #19 and Printable Resource #20 Printable Resource #21
from Unit 1

Imperatives How many ….. are there? Present simple with how
There are …… often.


CEFR

Practice at Home
Students practice their Students use sticky notes at Create a weekly calendar of
spelling of Unit 2 vocabulary home and label all the your activities at home
using the vocabulary mat. vocabulary from this unit.
Create at Home
Students make a poster of Students draw a map of their Students make a video
classroom instructions using home or an imaginary home describing their weekly
the imperatives from this unit. labelling all the rooms. activities using the language
from this unit.
App Time
Bob Books Reading Magic Khan Academy Kids Khan Academy Kids
Lite
Free Version
spend 30 minutes over the spend 30 minutes doing spend 30 minutes doing
week doing phonics basic activities and exploring basic activities and exploring
activities. the books. the books.
Printable Resource # 1 (Pre-A1 Blending)
SOW 17: Initial sounds:
Students take turns to pick a card and then sound out the first sound of the word.
SOW 19: Blending initial and medial sounds:
Students take turns to pick a card and then sound out the first two sounds,
for example p - e “pe”
.
pen bag
sit cat
hot bin
tap ant
Printable Resource # 2 (Low A1 Blending)
SOW 17: Initial, medial and final:
Students take turns to pick a card and then a number. If the student picks ‘1’, then
they must sound out the first sound. If they pick ‘2’, they must sound out the middle
sound etc. For example, a student picks ‘bag’ and ‘3’. They must sound out ‘g’.
SOW 19 Blending CVC words:
Students take turns to pick a card. They must blend the phonemes to read the
word. For example p – e – n “pen”
pen bag
1
sit cat
2
hot bin
3
tap ant
Printable Resource # 3 (Mid A1 Blending)
Blending CVC Words:
word. For example, ‘p – e – n, pen’. As an extension activity, ask students to cover
the words and then spell them out loud to their friends.
pen bag
sit cat
hot bin
tap ant
Printable Resource # 4 (Mid A1 Blending)
Blending CCVC words:
word. For example, ‘c – r – a – b’, crab’. As an extension activity, ask students to
cover the words and then spell them out loud to their friends.
crab plug
swim skip
step frog
clap flag
Printable Resource # 5 (Pre-A1 and Low A1 Segmenting)
Pre-A1: Segmenting initial sounds:
Students take turns to pick a card. They must say the word and then segment the
initial sound of the word. For example, ‘Bag. b’
Low A1: Segmenting CVC words:
spelling. For example, ‘bag. b – a – g’.
Printable Resource # 6 (Mid A1 Segmenting)
Segmenting CCVC words:
spelling. For example, ‘crab. c – r – a – b’.
Roll and Read:
Students take turns to roll the dice then read the row corresponding to the number rolled.
Roll and Read: /m/and/d/
d m d
m d m
dad mum dad
mum dad mum
man dan man
dan man dan

Roll and Read:
Roll and Read: ‘ure’
sure cure pure secure mature
surer curer purer secures matures
cured secured matured surer purer
sure cure pure secure mature
surer curer purer secures matures
cured secured matured surer purer

Four in a row:
trip frill drag brat crib frost grill
grab brush crab draft broth frizz brick
press dress fresh gram print crack drift
thrash crash drag brick grant track gram
crop drum brass frog crust grub drop
from brim craft drill drip trust flip

Printable Resource # 10 (Pre-A1 Phonics Wheel)
Word Wheel ‘o’ and ‘g’
As well as using the word wheel to read aloud the word they land on, students
can create a word wall for the classroom.
.
Words beginning with

/qu/
Bottom Wheel
go
t
ho
t
gone pond
ge
l
gir
t
Printable Resource # 11 (Low A1 Phonics Wheel)
Word Wheel ‘ure’
.
Bottom Wheel
su
re
re
pu
r
mature cure
re
sur
cu
e
se
Printable Resource # 12 (Mid A1 Phonics Wheel)
Word Wheel ‘r’ blends
.
Bottom Wheel
dr
b
ink
gra
bring crab
dro
op
pr
p
Printable Resource # 13 (Pre-A1 Flashcards)
Flashcards
Students take turns to pick a card while covering up the word and spelling it.
Other students say the word and then spell the word.
cat cup
car cap
kick sock
duck neck
Printable Resource # 14 (Low A1 Flashcards)
Flashcards
finger father
mother ladder
hammer danger
flower shower
Printable Resource # 15 (Mid A1 Flashcards)
Flashcards
crab dress
brush frog
drink drum
brick thrash
Printable Resource # 16 (Pre-A1 Roll and Spell)
Roll and Spell:
Roll and Spell

Printable Resource # 17 (Low A1 Roll and Spell)
Roll and Spell:
Roll and Spell

Printable Resource # 18 (Mid A1 Roll and Spell)
Roll and Spell:
Roll and Spell

Activity Suggestions: Vocabulary Games

SOW 18, SOW 23, SOW 26 and SOW 28
Students can play memory games, cover and remember, Pictionary, create a word
wall, play ‘What’s in the bag?’ charades and many more activities.
SOW 20:
Students use their Vocabulary Mat in pairs. Student A asks Student B ‘What's this?’
Student B responds: ‘It's a…’ and writes down the word. Student A checks the
spelling. Students swap roles.
SOW 22:
Students use their Vocabulary Mat from Unit 1 and Unit 2 and take turns to mentally
choose an object. Other students guess what word they are thinking of. For
example: ‘Is it a ruler?’
Student responds: ‘Yes, it is.’ Or ‘No, it isn’t’ The game continues until the students
guess correctly. All students write the word.

SOW 18, SOW 23, SOW 26 and SOW 28:
wall, play ‘what’s in the bag?’ charades and many more activities.
SOW 20:
Students take turns to ask each other to describe their house ‘What does your
house look like? ‘There’s a ….’ ‘There are ….’ Students continue until they have asked
a question for each word.
SOW 22:
Students take turns to ask each other about their houses using their Vocabulary
Mat. ‘Is there a…..?’‘Yes, there is.’ Students continue until they have asked a question
for each word.

SOW 18, SOW 23, SOW 26, SOW 28:
wall, play ‘what’s in the bag?’ charades and many more activities.
SOW 20: Students take turns to say a sentence using their Vocabulary Mat. The
other students say: ‘Truth or Lie’ ‘Every day I (get dressed).’ Student responds.
Continue until all phrases have been used.
SOW 22: Students ask each other Yes / No questions about their daily routines
using the Vocabulary Mat and Get Smart pgs. 16-17. ‘Do you brush your teeth every
day?’ Student responds. Or ‘Do you have English every day?’ Student responds.
Fast finishers for all activities can write the questions and responses in their
notebooks.
Printable Resource # 22 (Pre-A1 Imperatives)
Students match the pictures to the imperative phrases.
Printable Resource # 22 (Pre-A1 Imperatives)
take out your pass me a

books pen
write your sit at your

name desk
tell me be quiet
something
stand in wash your

a line hands
Printable Resource # 23 (Low A1 How Many..?)
Students take turns to ask each other how many of each item there are in the picture.
How many........are there?

There are 3...........
Printable Resource # 24 (Mid A1 How Often...?)
Students take turns to ask each other how often Ahmad does something using the target language from Get Smart
of once a week, twice a week, three times a week, and every day.
As an extension, students can ask each other how often they do things.
How often does Ahmad.....?

UNIT 3: In the
Past
Overview
CEFR Level DSKP Main Skill (Writing) Vocabulary Phonics Grammar

Pre-A1 4.3.1 Use capital letters appropriately in personal and elephant(s), rat(s), /e/ (e as in elephant) Prepositions of place
place names lizard(s), frog(s),
spider(s), snake(s), /ʌ/ (u as in duck) like and don't like
4.2.5 Connect words and proper names using 'and' duck(s), dog(s), cat(s),
crocodile(s), /r/ (r as in rat)
4.3.3 Plan and write words and phrases butterfly(ies), tiger(s)
/h/ (h as in horse)
/b/ (b as in bat)
/f/ (f as in frog)
,
Low A1 4.3.1 Use capital letters and full stops appropriately in mum, sister, brother, / eɪ/ (ay as in day) I (play football) on
guided writing at sentence level dad, sleep, badminton, (Saturdays).
tennis, jump, crawl, / aʊ/ (as in house) Do you (watch TV) at
4.2.5 Connect words and phrases using basic run, catch, dance the weekend?
coordinating conjunctions Yes, I do. / No, I don’t.
4.3.3 Plan, draft and write simple sentences
Mid A1 4.3.1 Use capital letters, full stops and question island, sea, sun, forest, /s/ blends (as in Past simple Positive &
marks appropriately in guided writing at sentence open, pick flowers, smile) Negative statements
level catch fish, river, make Past Simple: Yes/No
a fire, look at stars, questions and
4.2.5 Connect sentences using basic coordinating buy postcards, pack answers
conjunctions
4.3.3 Plan, draft and write an increased range of

simple sentences

33 27 Vocabulary My words 1 Pre-A1 #17 RI 3: Embed visual and verbal resources in lessons
My words 2 Low-A1 #18 to support student learning
My words 3 Mid-A1 opportunities
opportunities
34 27 Grammar Picture This 1 Pre-A1 #26 RI 1: Provide clear instruction of literacy
Picture This 2 Low-A1 #27 components
Picture This 3 Mid-A1 RI 3: Embed visual and verbal resources in lessons
opportunities
35 28 Phonics Phonics Wheel ‘e’ and ‘u’ Pre-A1 #10 RI 4: Encourage peer-assisted learning
Phonics Wheel /ay/ Low A1 #11 opportunities
Phonics Wheel /s/ blends Mid A1 #12 RI 7: Encourage collaborative small-group learning
Phonics Wheel Template #13 opportunities
36 28-29 Skill: Writing Replace It 1 Pre-A1 #1 RI 1: Provide clear instruction of literacy

Replace It 2 Low A1 #2 components
#3 RI 3: Embed visual and verbal resources in lessons
Replace It 3 Mid A1 to support student learning
opportunities
37 - - - -
38 29 Grammar Noughts & Crosses 1 Pre-A1 #29 RI 1: Provide clear instruction of literacy
Noughts & Crosses 2 Low-A1 #30 components
Noughts & Crosses 3 Mid-A1 to support student learning
opportunities
opportunities
39 - Vocabulary Unscramble & Plurals Pre-A1 #20 RI 3: Embed visual and verbal resources in lessons
Word Combo Low A1 #21 to support student learning
#22 RI
- 4: Encourage peer-assisted learning
Jeopardy Mid A1 opportunities
opportunities

40 30 Phonics Roll and Read 1 Pre-A1 #14 RI 4: Encourage peer-assisted learning
Roll and Read 2 Low A1 #15 opportunities
Roll and Read 3 Mid A1 #16 RI 7: Encourage collaborative small-group learning
opportunities
41 31 Skill: Writing Word Bingo (Pre-A1, Low A1, & Mid A1) #16 RI 1: Provide clear instruction of literacy
#17 components
opportunities
42 - - - -
43 121 Phonics Treasure Hunt. Students find words in Unit 3 Unit 3 RI 4: Encourage peer-assisted learning
opportunities
opportunities
44 - Grammar Mix and Match 1 Pre-A1 #32 RI 1: Provide clear instruction of literacy
Mix and Match 2 Low-A1 #33 components
Mix and Match 3 Mid-A1 RI 3: Embed visual and verbal resources in lessons
opportunities
45 32 Vocabulary Graffiti 1 Pre-A1 #23 RI 3: Embed visual and verbal resources in lessons
Graffiti 1 Low A1 #24 to support student learning
Graffiti 3 Mid A1 RI 4: Encourage peer-assisted learning
#25 opportunities
opportunities
46 33 Skill: Writing Build a phrase Pre-A1 #7 RI 1: Provide clear instruction of literacy
Build a sentence Low A1 #8 components
Build a paragraph Mid A1 RI 3: Embed visual and verbal resources in lessons
opportunities
Thinking about Writing

CEFR
I can give basic personal I can write about what I like I can write simple isolated
information in writing (e.g. doing in my free time, using phrases and sentences.
name, address, nationality). words given to me.
I can write simple sentences,
I can write about what they I can write simple, short using given words.
like doing in their free time, sentences about free-time
using words given to them. activities, using given I can fill in the missing words
pictures and words, e.g. On in a short text.
I can copy words to label Sundays I read.
pictures of animals.
I can write some information
I can write words and short about my family: my mother,
sentences next to pictures. father, sister, brother, etc.

Use short videos, visuals, Use short videos, visuals, Break the information into
and graphic organizers. and graphic organizers. chunks.
Scaffolding with vocabulary. Scaffolding with vocabulary. Model with clear

explanations.
Differentiate tasks. Differentiate tasks.
Provide opportunities to
Break the information into Break the information into practice.
chunks. chunks.
Model with clear Model with clear
explanations. explanations. Monitor student progress
(AfL).
Writing Activities
Student’s book pg. 28 -29 Student’s book pg. 28 -29 Student’s book pg. 28 -29
Replace It 1 Replace It 2 Replace It 3
DSKP: 4.3.1 Use capital DSKP: 4.3.1 Use capital DSKP: 4.3.1 Use capital
letters appropriately in letters and full stops letters, full stops and
personal and place names appropriately in guided question marks
writing at sentence level appropriately

Link Up 1 Link Up 2 Link Up 3
DSKP: 4.2.5 Connect words DSKP: 4.2.5 Connect words DSKP: 4.2.5 Connect
and proper names using and phrases using basic sentences using basic
'and’ coordinating conjunctions coordinating conjunctions
Printable Resource #4 Printable Resource # 5 Printable Resource #6

Build a phrase Build a sentence Build a paragraph
DSKP: 4.3.3 Plan and write DSKP: 4.3.3 Plan, draft and DSKP: 4.3.3 Plan, draft and
words and phrases write simple sentences write an increased range of
simple sentences


syllables.
Phonics Activities
Phonics Wheel Phonics Wheel Phonics Wheel
/e/ (e as in egg) / eI/ (ay as in day) /s/ blends (as in snack,

/^/ (u as in up) slack etc.)

Phonic Wheel Template #13 Phonic Wheel Template #13 Phonic Wheel Template #13

Roll and Read Roll and Read Roll and Read
/r/ (as in rat) / au/ (as in house) /s/ blends (as in snack,
/h/ (as in hat) slack etc.)

/b/ (as in bat) Review Review

/ eI/ (ay as in day) /s/ blends (as in snack,
/f/ (as in frog slack etc.)
/ au/ (as in house)
Treasure Hunt: Find words Treasure Hunt: Find words Treasure Hunt: Find words
beginning with ‘b’ and ‘f’ in with ‘ay’ and ‘ou’ in Unit 3 with /s/ blends in Unit 3
Unit 3

Recognise and understand the meanings of words
Give feedback.
My words 1 My words 2 My words 3


(no student book pg. for (no student book pg. for (no student book pg. for
this unit) this unit) this unit)



CEFR
I can write simple sentences,
I can write about what they I can write simple, short using given words.
like doing in their free time, sentences about free-time
using words given to them. activities, using given I can fill in the missing words
pictures and words, e.g. On in a short text.
I can copy words to label Sundays I read.
pictures of animals.
I can write some information
I can write words and short about my family: my mother,
sentences next to pictures. father, sister, brother, etc.

Model with clear explana- Model with clear Model with clear explana-
tions. explanations. tions.


Assign pairs of different Use supporting materials that Set clear goals and expecta-
levels and get the more able are culturally contextualized. tions of given tasks
Grammar
Prepositions of place (in, on, I (play football) on Present continuous
at, between) (Saturdays). statements (be + -ing)
…like / don’t like Do you (watch TV) at the Present continuous negative
weekend? statements (be + ing)
Yes, I do. / No, I don’t. Past Simple: Yes/No
like / don’t like - yes/no questions and answers
answers
Grammar Activities
Picture This Picture This Picture This

Prepositions Present Simple for routines Present Continuous
DSKP: 4.3.3 Plan and write DSKP: 4.3.3 Plan, draft and DSKP: 4.3.3 Plan, draft and
words and phrases write simple sentences write an increased range of
simple sentences


Grammar Activities
Noughts and Crosses Noughts and Crosses Noughts and Crosses

Prepositions Present Simple Questions Present Continuous negative
statements.

unit) unit) unit)
Mix & Match 1 Mix & Match 2 Mix & Match 3

Likes and dislikes Present Simple Questions Past simple
and answers with likes and
dislikes


CEFR
I write simple sentences,
I can use digital resources to I can write simple, short using words given.
find information. sentences about free-time
activities, using given I can use digital resources to
pictures and words, e.g. On find information.
Sundays I read.
I can use digital resources to

find information.

Practice at Home
My Zoo Interview Investigate
Recycle words in vocabulary Students ask their families Recycle words in vocabulary
lesson. Write other animals whether they like or don’t lesson and grammar section.
you can find at the zoo. like words that they have Write a list of questions to
learnt from the first 3 units. ask your family members
(use the present or present
continuous tense).
Create at Home
Draw a map of a zoo with the Create a weekly calendar Create a poster of your
animals and where you can from Monday to Sunday and family and what they do
find them in the zoo. Include list the activities from the based on their answers.
activities you like to do at the puzzle to do each day.
zoo.
App Time
Word Aware (YouTube Kids Academy Toca World
Channel)
https://www.kidsacademy. https://www.educationalap
https://www.youtube.com/ mobi/ pstore.com/app/toca-life-w
watch?v=428l9PIED_I orld
This channel has songs and Gamifying learning for 30 Children visit and explore
raps that children can sing minutes a day to develop places (shopping mall, food
along with and add their skills and children can use court) and can write stories
new words to. on their own (self-directed). using different characters at
these places.
Printable Resource # 1 (Pre-A1 Replace It)
Students read the given sentences, cross out the lower-case letters, write the
capital letters on top and add full stops. Students write the complete sentence
in their exercise books.
Printable Resource # 2 (Low A1 Replace It)
Students read the given sentences and cross out the lower-case letters, write the
capital letters on top, and add full stops. Students write the complete sentence
Printable Resource # 3 (Mid A1 Replace It)
Students read the given sentences in a dialogue and cross out the lower-case
letters and write the capital letters on top. Students add either full stops or
question marks in the sentence. Students write the complete sentence/question
Printable Resource # 4 (Pre-A1 Link Up)
Each student gets a word card. Students must find their matching pair based on
the theme (food, animals, classroom instructions, or sports).
• dog and cat (food)

• take out your books and sit at your desk (classroom instructions)
Students then write in phrases in the books using ‘and’ (draw and colour if time
permits).
sit at
dog pen football
your desk
take out
pencil badminton your cat
books
Printable Resource # 5 (Low A1 Link Up)
Each student gets a word card. Students must find their matching pair based
on the theme (room names, days of the week, sports, actions, items in houses)
• bathroom and living room (room names)

• Saturday and Sunday (days of the week)
Students then write in phrases in the books using ‘and’ (draw and colour if
time permits).
dining
bathroom dad tennis
room
mum Saturday badminton Sunday
living
jump brother sofa
room
kitchen dance bed sister

Printable Resource # 6 (Mid A1 Link Up)
Students in 2 groups (A & B). Each student gets an incomplete sentence strip.
Students in Group A have part of a sentence with a conjunction while students
in Group B have the remaining sentence. Students must find their matching
pair.
• Student A: I visited Melaka and…. / Student B: Penang last year

• Student A: I watched Superman but… / Student B: I haven’t watched
Batman
Once they find their pair, students arrange the complete sentences on their
table and write all these sentences in their book.
Printable Resource # 7 (Pre-A1 Build a Phrase)
Students work together to say simple phrases and then write them in their notebook.
All words are recycled from previous Toolkit units. Students can find the spelling from their previous Vocabulary
Mats if they are not sure how to spell words. For example, ‘square and triangle’.
Printable Resource # 8 (Low A1 Build a Sentence)
Provide the group with clues
For example:
Something blue: a pencil.

Something long: a ruler
Students use these clues to write the words. Students then write simple
sentences using the words, capital letters and punctuation (full stop) in their
books
I have a ruler and a pencil.

Printable Resource # 9 (Mid A1 Build a Paragraph)
In pairs or groups of 3, students are given a set of words, phrases, conjunctions,
and punctuation cards. Students arrange the words, phrases, and conjunctions
in the correct order to make complete sentences. Students then combine the
sentences to make a short paragraph using conjunctions (Last week, Soon).
Students write the paragraph in their books using capital letters and punctuation
(full stops, question marks etc.).
and and and and and but
picked
do you
but my family some my sister my dad
know
flowers
how to
mum the food make a . my dad .
fire
went to the sun forgot to

. ? .
an island was hot pack
the sea likes to

liked the my got a
was . look at
forest brother boat
rough the stars
we were the sky do you

catch
. . very was too know
fish
hungry cloudy where
swim in i can buy

? - - -
the sea postcards
Students take turns to spin the Phonics Wheel and say the word where the
wheel stops.
Words with
/e/ and /u/
Bottom Wheel
eg
ck
g
du
luck elephant
ed
ck
tu
it
wheel stops..
Words with
/ay/
Bottom Wheel
da
lay
y
ray may
say
y
ba
wheel stops.
Words with
/s/ blends
Bottom Wheel
sm
e
ak
ile
sn
spider stop
spi
r
sta
ll
Printable Resource # 13 (Phonics Wheel Template)
1. Cut out both wheels and the window on this wheel

2. Fix both wheels together with a paper fastener
Top Wheel
Cut Out
Roll and Read: ‘r’ and ‘h’
rat happy horse hard ruler
hat rail red rash hair
rain hair hand ring radio
half radio raw horse happy
rash hat hard rain rail
hang rat ring half hammer

Roll and Read: ‘ou’
house flour mouse louse sound
ground loud round mouth pounce
cloud sound found pound louse
mouse flour house ground loud
round mouth pounce cloud sound
found pound louse mouse ground

Printable Resource # 16 (Mid A1 Roll and Read)
Roll and Read: ‘s’ blends
skate square school slide sweet
sky scarf sleep skate swing
skin scar slip swan skirt
skate scarf sky slide swan
sleep swing square sweet slip
sky slide school scar skin

Students in pairs. Using My Words, students take turns to look at a word and say it out loud, cover the word and
write the word in their exercise book. Students exchange exercise books to check the spelling.
Printable Resource # 20 (Pre-A1 Unscramble) Printable Resource # 21 (Low A1 Word Combo)

Students unscramble words to form the correct spelling Each student selects any 3 words from My Words and writes
(singular form). Students check spelling of each word from phrases or sentences using ‘and’, capital letters and
My words. Students write plural forms using ‘s’, ‘es’, or ‘ies’ for punctuation.
the singular words in their exercise books.
• elephant – elephants (add ‘s’)

• fox – foxes (add ‘es’ for words
• ending with s, z, x, ss, sh, ch)
• butterfly – butterflies (add ‘ies’ for words ending
with ‘y’)
Printable Resource # 22 (Mid A1 Jeopardy)
Students are given a Jeopardy Table with headings – Plural, Opposites, Same Meaning.
Students complete the table using words from My Words to complete as many rows and columns as
possible. Using the words from the Jeopardy Table, students write simple sentences in their exercise
books (with capital letters and punctuation).
Printable Resource # 23 (Pre-A1 Graffiti) Printable Resource # 24 (Low A1 Graffiti)

Students get a list of words with the right and wrong Students get a list of words with the right and wrong
spellings. Students cross out words that are wrong. Using spellings. Students cross out words that are wrong. Using
the correct words on the list, students find the meaning the correct words on the list, students find the meaning
of each word in the dictionary to write in their exercise of each word in the dictionary to write in their exercise
books. books.
Printable Resource # 25 (Mid A1 Graffiti) Printable Resource # 26 (Pre-A1 Picture This)

Students get a list of words with the right and wrong Students write phases using prepositions of place based
spellings. Students cross out words that are wrong. Using on words and pictures.
the correct words on the list, students find the meaning
of each word in the dictionary to write in their exercise
books.
in under on at
Printable Resource # 27 (Low A1 Picture This)
Students write simple sentences in the present tense based on words and
pictures. For example: I play football on Saturdays
Printable Resource # 28 (Mid A1 Picture This)
Students write simple sentences in the present continuous tense based on words
and pictures. For example: The children are dancing
Printable Resource # 29 (Pre-A1 Noughts and Crosses)
Students in pairs. Each get a Noughts & Crosses sheet. Students take turns to select 2 picture cards and write a phrase
(using prepositions of place).
For example: The rabbit is under the tree
For each correct written phrase, they cross (x) or circle (o) the Noughts & Crosses sheet until they complete a row.
ball apple field box

wardrobe bird chair table
tree cat bag pencils
books rabbit
Printable Resource # 30 (Low A1 Noughts and Crosses)
Students in pairs. Each get a Noughts & Crosses sheet. Students take turns to select a picture card and write a question.
For each correct question they cross (x) or circle (o) the Noughts & Crosses sheet until they complete a row.
For example, ‘Do you sing at the weekend?’
Students write all the questions in their exercise books and ask their friends. Students write the answers for each question.
Printable Resource # 31 (Mid A1 Noughts and Crosses)
Students in pairs. Each get a Noughts & Crosses sheet. Students take turns to select a picture card and write a complete
sentence using the present continuous tense in the negative.
For example: Mum isn’t cooking.
For each correct sentence, they cross (x) or circle (o) the Noughts & Crosses sheet until they complete a row.
Printable Resource # 32 (Pre-A1 Mix and Match) Printable Resource # 33 (Low A1 Mix and Match)

Students arrange word cards to make sentences and write Students arrange words and punctuation cards to make
the sentences in their exercise books. sentences and/or questions and then write them in their
exercise books.
I like... Do you like...?

I don’t like...
like likes don’t like he like likes don’t like do
she I my mum does doesn’t yes

like
my my elephants computer no animals
brother teacher games chess football
cats dogs reading toys ? and
books cars trains butterflies . draw flowers play
she my he
teacher
Printable Resource # 34 (Mid A1 Mix and Match)
Activity Suggestion
Students arrange words and punctuation cards to make sentences and paragraphs. Students write in their exercise books.
beach went last swam
week to
the
in picked sandwiches we
seashells and .
sandcastles ate built sea
UNIT 4:
Celebrations
Overview
CEFR Level DSKP Main Skill (Listening) Vocabulary Phonics Grammar

Pre-A1 1.2.1 Understand with support the main idea of very eleven, twelve, /f/ (‘ff’ as in fluff) “I've got / haven't
simple phrases and sentences thirteen, fourteen, /l/ (l as in love) got a…”
fifteen, sixteen, /l/ (‘ll’ as in ball) “Have we got any…?”
1.2.2 Understand with support specific information seventeen, eighteen, /s/ (s as in sun) “Yes, we have / no
and details of very simple phrases and sentences nineteen, twenty, we haven't”
numbers, counting
1.1.1 Recognise and reproduce with support a limited
range of high frequency target language phonemes
1.2.5 Understand short, supported questions
Low A1 1.2.1 Understand with support the main idea of catch a fish, paint a /aɪ/ (ie as in tie) “Let’s… (play the
simple sentences picture, eat ice cream, /i:/ (ea as in beach) guitar).
take a photo, listen to “Good idea.”
1.3.1 Understand the message the teacher or music, read a book, “Where’s the.. (blue
classmate is communicating by using visual clues watch TV, make a book)?
when they are speaking. sandcastle, play in the “It’s in the… (green
sun, wake up, keep bag).
1.2.2 Understand with support specific information clean, play computer “Where are (the
and details of simple sentences games orange books…)?
“They’re in the…
1.1.1 Recognise and reproduce with support a range (black bag).
of high frequency target language phonemes
1.2.5 Understand an increased range of short
Mid A1 1.1.1 Recognise and reproduce with support a range winter, spring, autumn, /æ/ (a as in cat) Present simple
of high frequency target language phonemes beach, go sailing, go /e/ (e as in pen) Prepositions
windsurfing, go skiing, /ɪ/ (I as in pin) Adjectives and verbs
1.2.1 Understand with support the main idea of short warm, cool, tree, /o/ (as in hot) Adverbs of
simple texts flower, windy /^/ (u as in sun) frequency
Nouns
1.2.2 Understand with support specific information
and details of short simple texts
1.2.5 Understand a wide range of short, supported

questions

49 37 Skill: Listening Pre- A1: Running Dictation 1 #1 RI 1: Provide clear instruction of literacy
Low A1: Running Dictation 2 #2 components
Mid A1: Running Dictation 3 to support student learning
opportunities
50 37 Vocabulary Memorising Game (Vocab Mat 1,2 and 3) #13 & #16 RI 3: Embed visual and verbal resources in lessons
(Pre-A1, Low A1, & Mid A1) #14 & #16 to support student learning
#15 & #17 opportunities
opportunities
51 38 Phonics Phonics Wheel 1,2,3 (Pre-A1, Low A1, & Mid A1) #7 RI 4: Encourage peer-assisted learning
#8 opportunities
#9 RI 7: Encourage collaborative small-group learning
opportunities
52 38 Grammar Mix and Match 1,2,3, (Pre-A1, Low A1, & Mid A1) #17 RI 1: Provide clear instruction of literacy
#18 components
opportunities
opportunities
53 - Vocabulary Odd One Out 1,2,3-Word Lists (Pre-A1, Low A1, #13 RI 3: Embed visual and verbal resources in lessons
& Mid A1) #14 to support student learning
opportunities
opportunities
54 38-39 Skill: Listening Whisper Game1,2,3 (Pre-A1, Low A1, & Mid A1) #1 RI 1: Provide clear instruction of literacy
#2 components
opportunities

55 39 Grammar Ask your friends #20 RI 1: Provide clear instruction of literacy

Get it Right #21 components
Where is it? #22 RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities
56 40 Phonics Roll and Read 1,2,3 (Pre-A1, Low A1, & Mid A1) #10 RI 4: Encourage peer-assisted learning
#11 opportunities
opportunities
opportunities
opportunities
59 40-41 Skill: Listening Domino Story 1,2,3 (Pre-A1, Low A1, & Mid A1) #4 RI 1: Provide clear instruction of literacy
#5 components
opportunities
60 42 Grammar How often do you…? #23 RI 1: Provide clear instruction of literacy

components
opportunities
61 43 Phonics N/A N/A RI 4: Encourage peer-assisted learning
opportunities
opportunities
opportunities
Thinking about Listening

CEFR
free time.
I can say what I do in my I can say what I do in my
free time. free time. I can speak in simple
I can identify familiar words I can speak in simple places I know.
and phrases. sentences about people and
places I know.



Listening Activities
Student’s Book (p.37) Student’s Book (p.37) Student’s Book (p.37)
Running Dictation 1 Running Dictation 2 Running Dictation 3
DSKP: 1.2.1 Understand with DSKP: 1.2.1 Understand with DSKP: 1.2.1 Understand with
support the main idea of support the main idea of support the main idea of
very simple phrases and simple sentences short simple texts
sentences

Student’s Book (p.38-39) Student’s Book (p.38-39) Student’s Book (p.38-39)
Whisper Game 1 Whisper Game 2 Whisper Game 3
support specific information support specific information support specific information
and details of very simple and details of simple and details of short simple
phrases and sentences sentences texts

Student’s Book (p.40-41) Student’s Book (p.40-41) Student’s Book (p.40-41)
Domino Story 1 Domino Story 2 Domino Story 3

(At Home) (My Day) (My Family)
DSKP: 1.2.2 Understand with DSKP: 1.3.1 Understand the DSKP: 1.2.2 Understand with
support specific information message the teacher or support specific information
and details of very simple classmate is communicating and details of short simple
phrases and sentences by using visual clues when texts
they are speaking.


syllables.
Phonics Activities
Student’s Book (p. 38) Student’s Book (p.38) Student’s Book (p. 38)
Phonics Wheel 1 Phonics Wheel 2 Phonics Wheel 3
/f/ (‘ff’ as in fluff) /aɪ/ (ie as in tie) /æ/ (a as in cat)
DSKP: 1.1.1 Recognise and DSKP: 1.1.1 Recognise and DSKP: 1.2.5 Understand a
reproduce with support a reproduce with support a wide range of short,
limited range of high range of high frequency supported questions
frequency target language target language phonemes
phonemes

Student’s Book (p. 40) Student’s Book (p. 40) Student’s Book (p. 40)
Roll and Read 1 Roll and Read 2 Roll and Read 3
/l/ (l as in love) /i:/ (ea as in beach) /e/ (e as in pen)

/l/ (‘ll’ as in ball) /ɪ/ (i as in pin)
DSKP: 1.1.1 Recognise and DSKP: 1.1.1 Recognise and DSKP: 1.1.1 Recognise and
reproduce with support a reproduce with support a reproduce with support a
limited range of high range of high frequency range of high frequency
frequency target language target language phonemes target language phonemes
phonemes

Treasure Hunt Treasure Hunt Treasure Hunt
/s/ (s as in sun) /aɪ/ (ie as in tie) /o/ (as in hot)

/i:/ (ea as in beach) /^/ (u as in sun)
Students look for and Students look for and Students look for and
underline words ending with underline words with ‘ie’ and underline words with ‘o’ and
/s/ in Unit 4. ‘ea’ in Unit 4 ‘u’ in Unit 4
No printable resource No printable resource No printable resource


Give feedback.
Printable Resource #13 & Printable Resource #14 & Printable resource #15 & #16
#16 #16

(Language Arts) (Language Arts) (Language Arts)
Odd One Out Odd One Out Odd One Out

(Language Arts) (Language Arts) (Language Arts)
Spell it Out Spell it Out Spell it Out



CEFR
free time.
I can say what I do in my I can say what I do in my
free time. free time. I can speak in simple
I can identify familiar words I can speak in simple places I know.
and phrases. sentences about people and
places I know.

Model with clear explana- Model with clear explana- Model with clear
tions. tions. explanations.



levels and get the more able are culturally contextualized expectations of given tasks.
Grammar
I've got / haven't got a Let’s (play the guitar). Good Prepositions of place: in/on
Have we got any…? idea. + place
Yes we have / no we haven't Where’s the (blue book)? Preposition + time
It’s in the (green bag). expression: on + days of the
Where are (the orange week; adverbs of frequency
books)? Adjectives, nouns
They’re in the (black bag).
Grammar Activities
Mix & Match: Have you got? Mix & Match: Let’s… Mix & Match 3: Where is it?
support specific information support the main idea of support the main idea of
and details of very simple simple sentences short simple texts
phrases and sentences


Grammar Activities
Ask your friends. Get it Right Where is it?
DSKP: 1.2.4 Understand DSKP: 1.2.2 Understand with DSKP: 1.2.5 Understand a
short basic supported support specific information wide range of short,
classroom instructions and details of simple supported questions
sentences

Review. Students can Review. Students can How often do you…?

choose to do one of the choose to do one of the
units’ activities again. units’ activities again.


CEFR
I can identify familiar words I can understand the words I can understand days of the
and phrases. for the holidays and festivals week and months of the year.
during the school year.
I can use digital resources to I can use digital resources to
find information. I can use digital resources to find information.
find information.

Practice at Home
Vocabulary: All things green Vocabulary: I Spy Vocabulary: Charades
Call out things that are Play ‘I Spy’ with family Play Charades at home with
green in colour members on objects found your family members.
at home.
Create at Home
Watch a short celebration of Identify similarities between Create a monthly calendar of
your choice on YouTube/T- the celebration you listened activities you like to do
V/Internet or ask your family and watched to one that you during the celebrations
to show you an old video or your family
capture of a festival or cele- celebrate/observe
bration and draw a picture
about it
App Time
ESLExpat LearnEnglish Kids: Playtime Randall’s ESL Cyber
by British Council Listening Lab
https://eslexpat.com/esl-lis Free Trial
tening-activities/ https://www.esl-lab.com/ea
https://learnenglishkids.brit sy/happy-new-year/
ishcouncil.org/apps/learnen
glish-kids-playtime
This website has activities Download the app and Quiz on listening skills on
such as drawing dictation to spend 30 minutes looking celebrations
improve listening skills through the activities.
Practice speaking.
Printable Resource # 1 (Pre-A1 Running Dictation and Whisper Game)
SOW 49: Teacher pastes words on the wall at the back of the class. In pairs,
Student A reads and memorises the key words and goes to say the words to
Student B. Student B writes the words down. Students swap roles.
SOW 54: Students sit in a circle. Student A reads a sentence silently and whispers
it to student B. Student B listens and repeats the sentence to student C and so on.
The last student shares the sentence with the group and compares it with the
original sentence.
Take out your Pass me a pen.

books.
Sit at your desk. There’s a rat.
Have you got a The kite is on

ruler? the desk.
The butterfly I like computer

is under the car. games.
Printable Resource # 2 (Low A1 Running Dictation and Whisper Game)
original sentence.
I like listening She watches TV

to music. every night.
My mum has long On Saturdays, I wake

curly hair. up late and then I
brush my teeth.
How many bedrooms

There is a big sofa
does your house in the living room.
have?
She eats ice-cream

They like to dance.
in the dining room.
I like to read books My house has 3

and do karate. bedrooms.
Printable Resource # 3 (Mid A1 Running Dictation and Whisper Game)
original sentence.
We like to pick My dad drives to

flowers and play work but I take the
in the sun. bus to school.
My mum takes the

train to work and Firefighters put out
I walk to school. fires.
I want to go skiing The trees are really

in the winter. pretty in autumn.
Every morning, I I like to go camping

wake up, have a in the forest. We
shower and brush my make a fire and look
teeth. at the stars.
I like lifeguards
My mum has long
because they save curly blonde hair.
people.
Printable Resource # 4 (Pre-A1 Domino Story)
Students in groups of 3. Student A selects the first picture and describes it.
Student B selects the next picture to describe but the picture and description must
continue from the first picture. Student C continues with third picture card that
continues from Student B and so on until all picture cards are described to make
a whole story.
Printable Resource # 5 (Low A1 Domino Story)

Students in groups of 3. Student A begins with what he/she does first thing in the
morning (wake up at 7am). Student B continues (wake up at 7 am, take a bath).
Student C continues by repeating the activities and adds one activity (wake up at
7am, take a bath, have breakfast). Students continue in their groups for 3 minutes
or until they have completed an entire day of activities.
Printable Resource # 6 (Mid A1 Domino Story)
Students in pairs. Student A picks up a question card and asks Student B. Student B listens and answers and
then picks up the next question card to ask Student A. Student A and Student B take turns to ask, listen and
answer questions till all questions are answered.
wheel stops.
Words with
/f/
Bottom Wheel
stu
ff
flu
ff
bluff cliff
sta
iff
sn
ff
wheel stops.
Words with
/aɪ/
Bottom Wheel
sa
jaw
w
paw draw
aw
raw
str
wheel stops.
Words with
/æ/
Bottom Wheel
fla
t
ca
t
chat stand
k
ha
ac
nd
sn
Roll and Read: ‘l’ and ‘ll’
bull lid call
lot mill like
tall lick well
lad well lord
ball lie mill
lug bill late

Roll and Read: ‘ea’
beach neat sea beat clean
pea bead seam eats flea
weak heat dean bean team
each meat beast gleam bleak
freak yeast wheat peat tea
pea seam gleam beach eats

Roll and Read: ‘i’ and ‘e’
hit hen mit when den
pen ten lit send then
bit sip grip went trend
den when mit hen hit
then lit send ten pent
dent beds hens grip sip

Memory
Students view My Words for 20 seconds and flip it over. Students then use Vocab Memorising Game Template to
write and/or draw what they remember from My Words.
Spell it Out
Student in pairs. Student A says a word from My Words. Student B writes the word down. Student B checks
spelling using the My Words. Student A and B take turns to spell words and check the spelling (self-assessment).
Memory
Students view My Words 1 for 20 seconds and flip it over. Students then use Vocab Memorising Game Template to
Spell it Out
Student in pairs. Student A says a word from My Words. Student B writes the word down. Student B checks spelling
using the My Words. Student A and B take turns to spell words and check the spelling (self-assessment).
Memory
Spell it Out
Student in pairs. Student A says a word from My Words. Student B writes the word down. Student B checks spelling
using the My Words. Student A and B take turns to spell words and check the spelling (self-assessment).
Printable Resource # 16 (Memorising Game Template)
Memory
Printable Resource # 17 (Pre-A1 Mix and Match)
Students work in pairs. Each student gets a different Mix and Match worksheet.
Students take turns to ask each other ‘Have you got any / some / a…?’.
Printable Resource # 18 (Low A1 Mix and Match)
In pairs or small groups. Each pair or group gets a set of pictures.
Each student takes turns to select a picture and suggests ‘Let’s play…’, ‘Let’s eat…’, or ‘Let’s..’ (depending on the
picture selected). Students continue until all pictures are used.
Printable Resource # 19 (Mid A1 Mix and Match)
In pairs or small groups. Students take turns to select a picture and use the correct phrase to make a complete
sentence.
Example: Picture of a bag. Correct phrase: It’s on the bag or They’re in the bag.
Incorrect phrase: She’s at the bag.
Printable Resource # 20 (Pre-A1 Have You Got...?)
Students take turns asking 3 of their friends the questions. They must write
‘yes’ or ‘no’ in the space provided.
Printable Resource # 21 (Low A1 Get it Right)
Students in pairs. Student A selects a sentence strip and reads the positive
sentence. Student B listens and changes it to a negative using ‘not’ in the correct
place. Pairs take turns to ask and answer until all sentence strips are used.
Printable Resource # 22 (Mid A1 Spot On!)
Students in groups of 3 or 4.
Each group gets a set of
questions and a set of picture
cards (face down) placed in
the centre of the group.
Student A pick a question
card and reads out the
question (i.e.: “Where is the
old blue book?”). The 3 other
students have to open the
picture cards one at a time
until they find correct picture
that answers the question
(i.e. The picture of an old blue
book on a table). The student
who has the correct picture
answers in complete sentence
“The old blue book is on the
table”. The picture cards are
gathered and placed back in
the centre (face down).
Student B then selects the
next question and the game
goes on till all questions are
asked and answered.
Printable Resource # 23 (Mid A1 How Often..?)
Students cut up and make the adverbs of frequency dice. They take turns to roll
the dice and ask each other ‘How often do you…?’ questions using the
Vocabulary Mat from Unit 2.
How often do you...?

UNIT 5:
Eating Right
Overview
CEFR Level DSKP Main Skill (Reading & Writing) Vocabulary Phonics Grammar
Pre-A1 3.1.2 Recognise and sound out with support sausage, carrot(s), /dʒ/ (j as in juice) I've got/ haven't
beginning, medial and final sounds in a word broccoli, long bean(s), got a …
steak, mushroom(s), /v/ (v as in vet) Have we got any…?
3.1.3 Blend phonemes (CVC, CCVC) corn, orange(s), Yes, we have /
pear(s), pepper(s), /w/ (w as in water) No, we haven't
3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) peach(es),
vegetable(s) /ks/ (x as in box)
3.2.2 Understand specific information and details of
very simple phrases and sentences /j/ (y as in you)
4.3.1 Use capital letters appropriately in personal and /z/ (z as in zip)

place names
Low A1 3.1.2 Recognise and sound out with some support jeans, sweater, jacket, /ɔɪ/ (oi as in soil) Do you like this
beginning, medial and final sounds in a word skirt, shorts, cap, (hat)/these
shoes, socks, t-shirt, /ɜ:/ (ir as in girl) (shoes)?
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) trousers, trainers, Yes, I do./No, I
helmet /u:/ (ue as in glue) don’t.
3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) (Olivia’s) wearing (a
red sweater).
3.2.2 Understand specific information and details of Is he/she wearing
simple sentences (a blue T-shirt)?
Yes he/she is. / No,
4.3.1 Use capital letters and full stops appropriately in he/she isn’t.
guided writing at sentence level
4.3.2 Spell a narrow range of familiar high frequency

words accurately in guided writing
Mid A1 3.2.3 Guess the meaning of unfamiliar words from chocolate, pineapple, /ð/ (th as in this ) Countable &
clues provided by visuals and the topic coconut, onions, uncountable nouns
biscuits, ice-cream, /�/ (th as in three) Some (countable &
3.2.2 Understand specific information and details of pancake, peas, uncountable)
short simple texts cheeseburger, /ʃ/ (sh as in shoes) Any: countable and
omelette, noodles, uncountable nouns
4.2.3 Give simple directions soup, /ʈʃ/ (ch as in cheese) in questions
Imperatives
4.3.2 Spell an increased range of familiar high (cooking directions)
frequency words accurately in guided writing Some & Any:
Questions and
negatives

65 49 Phonics Word Wheel (Pre-A1, Low A1, & Mid A1) #10 & #11 RI 1: Provide clear instruction of literacy components
#12 RI 4: Encourage peer-assisted learning opportunities
opportunities
66 49 Grammar I’ve got / I haven’t got #21 & #24 RI 1: Provide clear instruction of literacy components
Do you like this...? #25 RI 3. Embed visual and verbal resources in lessons to
Countable & Uncountable Nouns support student learning
#23 & #26 RI 4: Encourage peer-assisted learning opportunities
opportunities
67 50-51 Skill: CVC Flashcards #1 RI 1: Provide clear instruction of literacy components

Reading & CCVC Flashcards #2 RI 4: Encourage peer-assisted learning opportunities
Writing Matching Activity #3 RI 7: Encourage collaborative small-group learning
opportunities
68 51 Phonics Roll and Read (Pre-A1, Low A1, & Mid A1) #14 & #15 RI 1: Provide clear instruction of literacy components
opportunities
69 - Grammar Have we got any...? #27 RI 1: Provide clear instruction of literacy components
She’s wearing... #28 RI 3. Embed visual and verbal resources in lessons to
Have you got any...? #23 support student learning
opportunities
70 52-53 Vocabulary Word Mat (Pre-A1, Low A1, & Mid A1) #21 RI 3. Embed visual and verbal resources in lessons to
#22 support student learning
opportunities
71 53 Grammar Have you got any...? #29 RI 1: Provide clear instruction of literacy components
Guess Who? #28 RI 3. Embed visual and verbal resources in lessons to
support student learning
opportunities

72 55 Skill: Reading and Drawing #4 RI 1: Provide clear instruction of literacy components

Reading & Reading and Drawing #5 RI 4: Encourage peer-assisted learning opportunities
Writing Reading and Drawing #6 RI 7: Encourage collaborative small-group learning
opportunities
73 55 Vocabulary Word Mat (Pre-A1, Low A1, & Mid A1) #21 RI 3. Embed visual and verbal resources in lessons to
opportunities
75 57 Vocabulary Word Mat (Pre-A1, Low A1, & Mid A1) #21 RI 3. Embed visual and verbal resources in lessons to
opportunities
76 54 Phonics Four in a Row #18 RI 1: Provide clear instruction of literacy components

Four in a Row #19 RI 4: Encourage peer-assisted learning opportunities
Four in a Row opportunities
78 - Skill: Reading & Roll and Write #7 RI 1: Provide clear instruction of literacy components
Writing Roll and Write #8 RI 3. Embed visual and verbal resources in lessons to
Roll and Write Pancake Bingo support student learning
opportunities
Thinking about Reading and Writing

CEFR
I can identify familiar words I can read and understand I can understand short notes,
and phrases. names of food and drinks messages and simple
with the help of pictures, notices.
I can write words for e.g. apple, milk.
different foods and for the I can write about which food
clothes we wear. I can write about my and drinks I like/dislike in
clothing in simple, short simple, short sentences
I can read short sentences. sentences, using given using given pictures and
pictures and words, words,
I can match words and e.g. I am wearing a green e.g. I like spaghetti/I don’t
sentences with pictures. pullover. like coffee.
I can read short sentences. I can follow short, simple

written directions.
I can match words and
sentences with pictures. I can write simple
instructions.


(AfL).
Reading and Writing Activities

Student’s book pg. 50-51 Student’s book pg. 50-51 Student’s book pg. 50-51
CVC Flashcards CCVC Flashcards Matching Activity

(segmenting) (segmenting)
DSKP 3.2.3 Guess the
DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment meaning of unfamiliar words
phonemes (CVC, CCVC) phonemes (CVC, CCVC, from clues provided by
CVCV, CCV) visuals and the topic
Printable Resources #1 Printable Resources #2 Printable Resource #3


Student’s book pg. 55 Student’s book pg. 55 -56 Student’s book pg. 55
Reading and Drawing Reading and Drawing Reading and Drawing
DSKP: 3.2.2 Understand DSKP: 3.2.2 Understand DSKP: 3.2.2 Understand

specific information and specific information and specific information and
details of very simple details of simple sentences details of short simple texts

No Student’s book page. No Student’s book page. No Student’s book page.
Roll and write Roll and write Roll and Write Pancake
Bingo!
DSKP: 4.3.1 Use capital DSKP: 4.3.1 Students use
letters appropriately in capital letters and full stops DSKP: 4.2.3 Give simple
personal and place names appropriately in guided directions
writing at sentence level.


syllables.
Phonics Activities
Student’s book page 49 Student’s book page 49 Student’s book page 49
/dʒ/ (j as in juice) /ɔɪ/ (oi as in soil) /ð/ (th as in this)

/v/ (v as in view)
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and
DSKP: 3.1.2 Recognise and sound out with support sound out with support
sound out with support beginning, medial and final beginning, medial and final
beginning, medial and final sounds in a word sounds in a word
sounds in a word 3.1.3 Blend phonemes (CVC, 3.1.3 Blend phonemes (CVC,
DSKP 3.1.3 Blend phonemes CCVC, CVCV, CCV) CCVC, CVCV, CCV)
(CVC, CCVC)
Printable Resource #10 & #11 Printable Resource # 12 Printable Resource # 13

/w/ (w as in water) /ɜ:/ (ir as in girl) /θ/ (th as in think)
/ju:/ (y as in young)
Printable Resource #14 & 15 Printable Resource #16 Printable Resource #17

Four in a Row Four in a Row Four in a Row

/ks/ (as in box) /tʃ/ (ch as in chair)
/z/ (as in zip) /u:/ (as in glue) /ʃ / (sh as in sheep)
DSKP: 3.2.3
ii) Identify and remember DSKP: 3.2.3 DSKP: 3.2.3
high frequency sound and ii) Identify and remember ii) Identify and remember
letter patterns high frequency sound and high frequency sound and
letter patterns letter patterns


Give feedback.

Student book pg 55 Student book pg 55 Student book pg 55



CEFR
I can identify familiar words I can read and understand I can understand short notes,
and phrases. (A1) names of food and drinks messages and simple notices.
with the help of pictures, e.g.
I can write words for different apple, milk. (A1) I can write about which food
foods and for the clothes we and drinks I like/dislike in
wear. I can write about my clothing simple, short sentences using
in simple, short sentences, given pictures and words,
I can read short sentences. using given pictures and e.g. I like spaghetti/I don’t like
words, coffee.
I can match words and e.g. I am wearing a green
sentences with pictures. pullover. I can follow short, simple
written directions.
I can read short sentences.
I can write simple instructions.
I can match words and
sentences with pictures.

Model with clear explanations. Model with clear explanations. Model with clear explanations.
Verbalize the thinking process. Verbalize the thinking process. Verbalize the thinking process.


students to engage in role students to engage in role play students to engage in role
play and information gap and information gap activities. play and information gap
activities. activities.
Use supporting materials that
Assign pairs of different levels are culturally contextualized Set clear goals and
and get the more able student expectations of given tasks
to support the other.
Grammar
I've got/ haven't got a … Do you like this (hat)/these Countable & uncountable
Have we got any…? (shoes)? nouns
Yes, we have / Yes, I do./No, I don’t. Some (countable &
No, we haven't (Olivia’s) wearing (a red uncountable)
sweater). Any: countable and
Is he/she wearing (a blue uncountable nouns in
T-shirt)? questions
Yes he/she is. / No, he/she Imperatives (cooking
isn’t. directions)
Some & Any: Questions and
negatives

Grammar Activities

I've got / haven't got a Do you like this (hat)/these Any: countable & uncountable
…sentence using (shoes)? nouns in questions using
Yes, I do./No, I don’t…sentences
My Words My Words
Printable Resource #21 & #24 Printable Resource #25 Printable Resource #23 & 26

No Student book page for No Student book page for No Student book page for
this SOW this SOW this SOW
Have we got any…? She’s wearing… Students use Printable

Resource #23 to ask and
answer questions using
‘Have you got any / some…?’
Printable Resource #27 Printable Resource #28

Have you got any…? Guess who? Review. Students write their
own recipe with instructions
Printable Resource #29 Using Printable Resource on how to cook a meal.
#28, students take turns to
think of a person in the
pictures and then ask
questions to guess who their
partners are thinking of. For
example ‘Is he wearing a
blue shirt?’

CEFR
I can match words and I can read the words for the I can understand simple
sentences with pictures. clothes that I know and the stories and shorter texts with
food that I like and don’t like. the help of pictures and
I can use digital resources to drawings.
find information. I can use digital resources to
find information. I can use digital resources to
find information.

Practice at Home
Vocabulary & Phonics Draw a picture of a room Simple Comprehension &
Practice with lots of clothes from this Guessing words from
unit (e.g. shorts, t-shirt, skirt, context
Students play I Spy with cap, shoes, etc.) Label the
their parents or siblings at words. Read a book from the library
home. with your parents.
Create at Home
Draw a picture of a room with Send a photo with your Write and draw a simple
as many of the food words clothes list or a short video to recipe of your favourite dish.
from this unit in as possible. your teacher of your favourite
Label the words. clothes or clothes found at Make a video of you helping
home. your parents preparing food
Send a photo of your food list in the kitchen or of you
or a short video to your teacher learning how to cook or bake.
of food found at home
App Time
Channel)
This channel has songs and Gamifying learning for 30 Children visit and explore
raps that children can sing minutes a day to develop places (shopping mall, food
along with and add their skills and children can use on court) and can write stories
new words to. their own (self-directed). using different characters at
these places.
Printable Resource # 1 (Pre-A1 Segmenting Flashcards)
In pairs, students work together to match the pictures to the words. When they have finished matching, students take
turns to point to a picture and ask their partner to say and then sound out the word. For example: ‘box; b – o – x’
Printable Resource # 2 (Low-A1 Segmenting Flashcards)
In pairs, students work together to match the pictures to the words. When they have finished matching, students take
turns to point to a picture and ask their partner to say and then sound out the word. For example: ‘skip: s – k – i - p’
Printable Resource # 3 (Mid A1 Matching Worksheet)
In pairs, students work together to read the sentences and then match them to
the pictures. When they have finished, students should use the vocabulary mats
from this unit and previous units to create their own sentences and pictures for
their friends to guess.
Printable Resource # 4 (Pre-A1 Reading and Drawing)
In pairs, students take turns to read the sentences and then draw a picture that
represents the sentence. Fast finishers can write their own simple sentence and
then ask their partners to draw what they have written.
The book is
in the bag.
The cat is
under the desk.
The butterfly is
on the car.
This is a pencil.
It is on the desk.
Printable Resource # 5 (Low A1 Reading and Drawing)
There is a sofa
in the living room.
There are 3 books

on the bed in the
bedroom
My sister likes
playing badminton
and dancing.
My brother likes
to play computer
games in the
living room.
Printable Resource # 6 (Mid A1 Reading and Drawing)
Every morning,
I have a shower,
brush my teeth,
and then get
dressed.
At the weekends,
I do karate and
play football. My
karate teacher has
curly blonde hair.
Printable Resource # 7 (Pre-A1 Roll and Write)
Students roll the dice and read the sentence. Students re-write the sentence in
their notebooks with the correct capitalisation. Fast finishers can draw a picture
that represents the sentence in their notebooks.
.
Printable Resource # 8 (Low A1 Roll and Write)
Students roll the dice and read the sentence. Students re-write the sentence in
their notebooks with the correct capitalisation and full stops. Fast finishers can
draw a picture that represents the sentence in their notebooks.

/aw/
Printable Resource # 9 (Mid A1 Roll and Write Pancake Bingo!)
Students play Pancake Bingo! In pairs or small groups.
They must take turns to roll the dice and then re-write the sentence in the correct order into their answer sheet.
If a student rolls the same number on their next go, they must pass the dice to the next player. The first student
to complete the instructions for making a pancake is the winner.
Printable Resource # 10 (Pre-A1 Phonics Word Wheel )
Students take turns to spin and read. Students create a word wall with new words.
Bottom Wheel
jea
ce
ns
jui
jet jam
jum
jar
p
Printable Resource # 11 (Pre-A1 Phonics Word Wheel )
Bottom Wheel
ve
t
ve
rb
video vest
it
van
vis
Printable Resource # 12 (Low A1 Phonics Word Wheel )
Bottom Wheel
co
il
so
in
coil foil
joi
il
bo
n
Printable Resource # 13 (Mid A1 Phonics Word Wheel )
Students take turns to spin and read. Students write one sentence using the same
word For example: I like this hat
Bottom Wheel
th
s
em
thi
then that
e
the
er
th
Students take turns to roll the dice then read the row corresponding to the number rolled
Students take turns to roll the dice then read the row corresponding to the number rolled..
Printable Resource # 18 (Pre-A1 Four in a Row)
Four in a Row:
box fox wax exam mix six zoo
zoom zero zinc zap zebra zone zip
fix ox zit crux box fox wax
exam mix six zoo zoom zero zinc
zap zebra zone zip fix ox zit
crux box fox wax exam mix six

Printable Resource # 19 (Low A1 Four in a Row)
Four in a Row:
glue rue sue true cue due blue
sued cued value argue issue undue blues
clues venue glue rue sue true cue
due blue sued cued value argue issue
undue blues clues venue glue rue sue
true cue due blue sued cued value

Four in a Row:
church chair cheap share sheep shoot shy
chap chat chart beach chop inch each
pouch porch fetch itch hunch torch chime
chess chalk she ash rash shin wash
push slush smash crash crush fish shine
shade shirt sharp clash brush flesh shape

Students in pairs. Using My Words, students take turns to look at a word and say it out loud, cover the word and write
the word in their exercise book. Students exchange exercise books to check the spelling of the words from My Words.
Printable Resource # 24 (Pre-A1 Grammar Worksheet 1 - to be used with My Words)
Students compare My Words 1 and Grammar Worksheet 1 and write a sentence for each item they have and haven’t got.
If it is on My Words that means they do have it.
Printable Resource # 25 (Low A1 Grammar Worksheet)
Students choose an item and write down whether they like it or not. For example: Do you like these shoes? Yes, I do.
Printable Resource # 26 (Mid A1 Grammar Worksheet)
Mid A1 Students compare My Words and Grammar Worksheet 3 and write a sentence for each item they have and
haven’t got. If it is on My Words then they do have it.
Printable Resource # 27 (Pre-A1 Grammar Matching Worksheet 1)
Students match the questions and answers. Students write down the questions and answers.
Printable Resource # 28 (Low-A1 She’s wearing…)
Students work together to say what each of the people are wearing. They then
write sentences in their notebooks.
Printable Resource # 29 (Low-A1 My Words)
Students write 6 words from their My Words mat for this unit. These are the words they are searching for to get Bingo.
All the pictures are cut out and put into a bag or envelope. Students take turns to take one picture each until all
the pictures are gone. They must keep their cards a secret. Students then ask each other for the pictures they need to
make bingo.
Have you got any...? Have you got any...? Have you got any...? Have you got any...?
Yes, I have. Yes, I have. Yes, I have. Yes, I have.
No, I haven’t No, I haven’t No, I haven’t No, I haven’t
UNIT 6:
Getting
Around
Overview

Pre-A1 2.1.1 Give very basic personal information using diamond, long, short, /kw/ (qu as in queen) His, her, he, she
fixed phrases favourite, new, old, /ʧ/ (ch as in chips) What's his / her
beautiful, ugly, small, /ʃ/ (sh as in ship) name?
2.1.2 Find out about very basic personal information fish, bird, boat /θ/ (th as in thin) His / her name is…
using fixed phrases What's his / her
favourite…?
2.1.3 Express basic likes and dislikes How old is he / she?
Adjective sentences
2.1.4 Greet, say goodbye, and express thanks using (a big green ball, a
suitable fixed phrases long blue train etc.)
2.1.5 Name or describe objects using suitable words • Simple adjectives
from word sets (big, old, new, small,
ugly, short etc.)
Low A1 2.1.2 Find out about personal information by asking hot, sunny, cold, /ɔ:/ (aw as in draw) Let’s (play the guitar).
basic questions snowing, raining, /w/ (wh as in white) Good idea.
cloudy, sea, hill, map, /f/ (ph as in phone) Where’s the (blue
Give simple personal information using basic lake, forest, country book)?
2.1.1 statements It’s in the (green bag).
Where are (the
Keep interaction going in short exchanges by orange books)?
2.2.1 using suitable non-verbal responses They’re in the (black
bag).
2.1.3 Give a short sequence of basic instructions
2.1.5 Describe objects using suitable words and
phrases
Mid A1 2.1.3 Give a short sequence of basic directions duck, horse, sheep, Plural word endings Imperative statements
goat, mouse, cow, /s / (s as in books) (positive & negative)
2.1.5 Describe people and objects using suitable wolf, rubbish bin, /z/ (s as in bags)
words and phrases mobile phone, library, /ɪz/ (es as in boxes) Descriptive language
museum, swimming (present simple);
2.1.2 Find out about and describe everyday routines pool Prepositions
Question forms;
2.1.4 2.1.4 Ask about, make and respond to simple Making invitations:
predictions Would you like to
come?
Gerunds (verb + ing)

used as a noun

81 59 Vocabulary My words 1 Pre-A1 #20 RI 3. Embed visual and verbal resources in lessons to
My words 2 LowA1 #21 support student learning
My words 3 Mid A1 #22 RI 7: Encourage collaborative small-group learning
Memorising Game Template #23 opportunities
82 59 Skill Flash Card (Fixed Phrases 1) Pre-A1 #1 RI 4: Encourage peer-assisted learning
Flash Card (Question Prompts 1) Low A1 #2 opportunities
Flash Card (Question Prompts 2) Mid A1 #3 RI 7: Encourage collaborative small-group learning
opportunities
83 60-61 Phonics Sound Bingo ‘qu’ Pre-A1 #10 RI 1: Provide clear instruction of literacy components
Phonics Wheel ‘qu’ Pre-A1 #11 RI 3. Embed visual and verbal resources in lessons to
Sound Bingo ‘aw’ Low A1 #12 support student learning
Phonics Wheel ‘aw’ Low A1 #13 RI 4: Encourage peer-assisted learning opportunities
Sound Bingo ‘s’ Mid A1 #14 RI 7: Encourage collaborative small-group learning
Phonics Wheel ‘s’ Mid A1 #15 opportunities
Phonics Wheel Template #19
84 131 Grammar Word Bingo 1 Pre-A1 #28 RI 4: Encourage peer-assisted learning

Word Bingo 2 Low A1 #29 opportunities
Word Bingo 3 Mid A1 #3- RI 7: Encourage collaborative small-group learning
opportunities
85 - N/A
86 61 Vocabulary My words 1 Pre-A1 #20 RI 4: Encourage peer-assisted learning
My words 2 LowA1 #21 opportunities
Spell it Out #24 opportunities
87 61 Skill Flash Card (Fixed Phrases 2) Pre-A1 #4 RI 3. Embed visual and verbal resources in lessons to
Flash Card (Question Prompts 3) Low A1 #5 support student learning
Flash Card (Question Prompts 4) Mid A1 #6 RI 4: Encourage peer-assisted learning opportunities
opportunities

88 62 Phonics Roll and Read ‘ch’ Pre-A1 #16 RI 1: Provide clear instruction of literacy
Roll and Read ‘wh’ Low A1 #17 components
Roll and Read ‘z’ Mid A1 #18 RI 4: Encourage peer-assisted learning
opportunities
opportunities
89 131 Grammar Picture Mat 1 Pre-A1 #31 RI 3. Embed visual and verbal resources in lessons
Picture Mat 2 Low A1 #32 to support student learning
Picture Mat 3 Mid A1 #33 RI 4: Encourage peer-assisted learning opportunities
90 - N/A
91 63 Vocabulary My words 1 Pre-A1 #20 RI 3. Embed visual and verbal resources in lessons
My words 2 Low A1 #21 to support student learning
My words 3 Mid A1 #22 RI 4: Encourage peer-assisted learning opportunities
Domino Gap 1 Pre-A1 #25 RI 7: Encourage collaborative small-group learning
Domino Gap 1 Low A1 #26
Domino Gap 1 Mid A1 #27
92 65 Skill Flash Card (Word Set 1) Pre-A1 #7 RI 1: Provide clear instruction of literacy
Flash Card (Word Set 2) Low A1 #8 components
Flash Card (Word Set 3) Mid A1 #9 RI 4: Encourage peer-assisted learning
opportunities
opportunities
93 66-67 Phonics Treasure Hunt (students use Year 4 textbook) Unit 6 RI 4: Encourage peer-assisted learning
opportunities
opportunities
94 64 Grammar Magic Bag 1 Pre-A1 #34 RI 1: Provide clear instruction of literacy components
Magic Bag 2 Low A1 #35 RI 7: Encourage collaborative small-group learning
Magic Bag 3 Mid A1 #36 opportunities
95 - N/A
96 - N/A
Thinking about Speaking

CEFR
I can give such information Can describe him/herself, I can describe places and
as my age, my address, my what he/she does and where objects related to my
telephone number and my he/she lives. everyday life.
nationality..

Turn taking Responding appropriately Asking questions to continue
Deliver small group while listening conversations
instruction effectively Peer-assisted learning in Students practice the
pairs or small cooperative activities in pairs for 15
groups minutes
DSKP: 12.1.1 Give very basic DSKP: 2.1.2 Find out about DSKP: 2.1.2 Find out about
personal information using personal information by and describe everyday
fixed phrases asking basic questions routines
2.1.2 Find out about very 2.1.1 Give simple personal
basic personal information information using basic
using fixed phrases statements
Flash cards Flash cards Flash cards

(question prompt 2) (question prompt 2) (question prompt 2)

DSKP: 2.1.4 Greet, say DSKP: 2.2.1 Keep interaction DSKP: 2.1.3 Give a short
goodbye, and express thanks going in short exchanges by sequence of basic directions
using suitable fixed phrases using suitable non-verbal
responses
Flash cards Flash cards Flash cards

(fixed phrases 2) (question prompts 3) (question prompts 4)

DSKP: 2.1.5 Name or DSKP: 2.1.5 Describe objects DSKP: 2.1.5 Describe people
describe objects using using suitable words and and objects using suitable
suitable words from word phrases words and phrases
sets
Flash cards
Flash cards Flash cards (word set 3)
(word set 1) (word set 2) Printable Resource #9

Teach young children explicitly to hear the individual English sounds or phonemes within words
(phonemic awareness)
Use the letters and spelling patterns within words to decode the words’ pronunciations
(phonics)
Phonics Activities
/kw/ (qu) /ɔ:/ (aw) /s/ (s)

quiet, quarter, queen, quiz, paw, jaw, draw, raw, straw, ducks, goats, cows, books,
quill, question saw hats
*when the singular form
DSKP: 1.1.1 Recognise and ends with an unvoiced
reproduce with support a consonant
limited range of high
frequency target language
phonemes
Sound Bingo ‘qu’ & Phonics Sound Bingo ‘aw’ & Phonics Sound Bingo ‘s’ & Phonics
Wheel ‘qu’ Wheel ‘aw’ Wheel ‘s’
Phonic Wheel Template Printable Resource #12 & Printable Resource
#10 & #11 #13 #14 & #15

/ʧ/ (ch) /w/ (wh) /z/ (z)

chips, child, chain, cheese, white, wheel, whale, whip, words, bags, fans, crabs,
chilli, chop, chess, chest, whisk, wheat bins, beds, chairs,
cheap, chart, chair *when the singular form
ends with a voiced
consonant
Roll and Read ‘ch’ Roll and Read ‘wh’ Roll and Read ‘z’

/ʃ/ (sh) /f/ (ph) /ɪz/ (es)

ship, shoes, shirt, shake, phone, photo, graph, boxes, dishes, brushes,
shop, sheep, shorts elephant, dolphin, trophy matches, churches, watches
/θ/ (th) *when the singular form
thin, three, thing, think, third, ends with a siblant (sh, ch, x)
thirsty
Treasure Hunt: Students Treasure Hunt: Students Treasure Hunt: Students

look for and underline words look for and underline words look for and underline words
with /ʃ/ (sh) and /θ/ (th) in Unit with /f/ (ph) in this Unit 6 with /ɪz/ (es) in this Unit 6
6

Know the meanings of words and affixes (vocabulary)
Deliver small group instruction effectively

Memorising Game Template Memorising Game Template Memorising Game Template
#23 #23 #23


Spell it Out #24 Spell it Out #24 Spell it Out #24

Domino Gap 1 Domino Gap 2 Domino Gap 3


CEFR
nationality.

Ensuring the programmes are implemented for at least 30 minutes in small homogenous groups
Grammar
His, her, he, she Let’s (play the guitar). Present continuous
What's his / her name? Good idea. statements (be + -ing)
His / her name is… Where’s the (blue book)? Present continuous negative
What's his / her favourite…? It’s in the (green bag). statements (be + ing)
How old is he / she? Where are (the orange
Adjective sentences (a big books)?
green ball, a long blue train They’re in the (black bag).
etc.)
Simple adjectives (big, old,
new, small, ugly, short etc.)
Grammar Activities
Let’s (play the guitar). Imperative statements

His, her, he, she Good idea. (positive & negative
What's his / her name? commands/instructions)
His / her name is… DSKP: 2.1.2 Find out about
personal information by DSKP: 2.1.3 Give a short
DSKP: 2.1.1 Give very basic asking basic questions sequence of basic directions
personal information using 2.1.1 Give simple personal
fixed phrases information using basic
2.1.2 Find out about very statements
basic personal information
using fixed phrases
Word Bingo 1 (Ask and Word Bingo 2 (Suggest and Word Bingo 3 (Instruct and
answer) tick) do)

Grammar Activities
DSKP: 2.1.3 Express basic DSKP: 2.2.1 Keep interaction DSKP: 2.1.5 Describe people
likes and dislikes going in short exchanges by and objects using suitable
using suitable non-verbal words and phrases
responses
Picture Mat 1 Picture Mat 2 Picture Mat 3

Simple adjectives (big, old, Where are (the orange Language of directions
new, small, ugly, short etc.) books)?
Adjective sentences (a big They’re in the (black bag).
green ball, a long blue train Students use the questions
etc.) and answers learned in SOW
89
Students use the questions ‘Where is/Where are…’
and answers learned in SOW ‘It is in / There are in…’
89
“What’s your favourite……..?
‘My favourite …….. is ……..’
DSKP: 2.1.5 Name or DSKP: 2.1.5 Describe objects DSKP: 2.1.2 Find out about
describe objects using using suitable words and and describe everyday
suitable words from word phrases routines
sets 2.1.4 Ask about, make and
respond to simple predictions
Magic Bag 1 Magic Bag 2 Magic Bag 3


CEFR
nationality.

Home-based projects used as topics for sharing and learning
Build on students’ home language, culture, and social experiences
Practice at Home
Vocabulary: All things blue Vocabulary: I Spy Vocabulary: Charade
Draw and label things at Play ‘I Spy’ with family Play Charades at home with
home that are blue in colour members on objects found your family members.
at home.
Create at Home
Create a collage / poster or a Draw a map of your local Create a weekly calendar of
collection of pictures and area and label the places activities you like to do.
words related to yourself, (e.g., shops, road name, my
your family, and your hobbies. house, park etc.)
App Time
Word Aware Kids Academy Toca World
(YouTube Channel)
DSKP: 2.1.1 Give very basic DSKP: 2.1.5 Describe objects DSKP: 2.1.2 Find out about
personal information using using suitable words and and describe everyday
fixed phrases phrases routines
This channel has songs and

raps that children can sing Gamifying learning for 30 Children visit and explore
along with and add their minutes a day to develop places (shopping mall, food
new words to. skills and children can use on court) and can record/create
their own (self-directed). stories using different
characters to role play
activities at these places.
Printable Resource # 1 (Pre-A1 Flash Cards using Fixed Phrases 1)
Students to introduce themselves in pairs using fixed phrases
What’s your name? Where do you live?
What do you have What are your

for breakfast? hobbies?
How old are you? What is your

favourite drink?
Printable Resource # 2 (Low A1 Flash Cards using Question Prompts 1)
Students to interact and exchange personal information using question prompts
Routines and Pastimes
Maria Hafiz Santi

What is Maria’s favourite What is Hafiz favourite What is Santi’s favourite
breakfast
book
hobby
palace
Printable Resource # 3 Printable Resource # 4
(Mid A1 Flash Cards using Question Prompts 2) (Pre-A1 Flash Cards using Fixed Phrases #2)

Students to interact and exchange information on Students take turns to greet, say goodbye and thanks
routines using the question prompts using fixed phrases
What do you do in the Hi Maria. My name

Hello! I’m Maria.
library? is Hafiz.
Keep quiet
What is not allowed in the I like the

I like to play here.
museum? playground.
Taking photos
Where do you throw the I am going home

rubbish? Let’s play!
now.
Rubbish bin
What must you do when in Me too. I have Thanks for playing

the cinema homework. with me.
Switch off mobile phone
See you!
See you tomorrow.
Goodbye.
Printable Resource # 5 (Low A1 Flash Cards using Question Prompts 3)
Students interact and exchange information using suitable non-verbal responses
guided by question prompts
Shrug shoulders
Non-verbal Responses
Shake head
Nod head
Maria Hafiz Santi
What is Maria’s favourite What is Hafiz favourite What is Santi’s favourite
breakfast
book
hobby
palace
Printable Resource # 6 (Mid A1 Flash Cards using Question Prompts 4)
Students give information on directions using question prompts
Directions
school - beside - park go straight - on the right
Where is the school? How do I get to the market?
post office - across - bus stop cross the bridge - on the left
Where is the post office? How do I get to the lake?

Printable Resource # 7 (Pre-A1 Flash Cards using Word Set 1)
Students to name and describe objects using word sets
Printable Resource # 8 (Low A1 Flash Cards using Word Set 2)
Students to describe objects using suitable words and phrases
(Mid A1 Flash Cards using Word Set 3) (Pre-A1 Sound Bingo ‘qu’)

Students to describe people and objects using suitable Students in pairs read the words in the Sound Bingo mat
words and phrases (with pictures to help). Students take turns to spin the
Phonics Wheel and say the word where the wheel stops.
small-brown-mouse tall-smiling-man quiet queen
old-smelly cool-blue
-rubbish bin -swimming pool quill quiz
question quarter
beautiful-old-woman small-woolly-sheep
Printable Resource # 11 (Pre-A1 Phonics Wheel ‘qu’)
Students in pairs read the words in the Sound Bingo mat (with pictures to help).
wheel stops.

/qu/
Bottom Wheel
qu
ill
ee
qu
n
quiet quarter
n
tio
qu
es
iz
qu
Printable Resource # 12 (Low A1 Sound Bingo ‘aw’)
wheel stops.
paw saw
jaw draw
straw raw
Printable Resource # 13 (Low A1 Phonics Wheel ‘aw’)
wheel stops.

/aw/
Bottom Wheel
sa
jaw
w
paw draw
aw
raw
str
Printable Resource # 14 (Mid A1 Sound Bingo ‘s’)
wheel stops.
ducks goats
books paws
hats cows
Printable Resource # 15 (Mid A1 Phonics Wheel ‘s’)
wheel stops.

/aw/
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
hat
co
s
Printable Resource # 16 (Pre-A1 Roll and Read ‘ch’)
Words beginning with ‘ch’
chip church child check chain
cheese chin chilli cherry chop
chess chicken chest chalk cheap
chart chilli chair chip chicken
chalk chain chin chop chill
church child cherry cheese check

Printable Resource # 17 (Low A1 Roll and Read ‘wh’)
Words beginning with ‘wh’
white whisk when whack whale
whip whale who white wheat
what where wheel white whizz
whack whizz whey whisker which
whisk whey while whip white
where wheel why wheat whisker

Printable Resource # 18 (Mid A1 Roll and Read ‘z’)
Words ending with /z/ sound
bags fairs words cars fans
crabs stairs bins hairs beds
chairs cords cabs fans cans
cars words hairs bags wins
chins cans stairs cabs chains
fairs beds hens chairs cords


Bottom Wheel
Cut Out
Printable Resource # 20 (Pre-A1 My words 1)
Students view My words 1 for 20 seconds and flip it over.
Students use Vocab Memorising Game Template to write and/or draw what they remember from the My words 1.
Printable Resource # 21 (Low A1 My words 2)
Printable Resource # 22 (Mid A1 My words 3)
Printable Resource # 23 (Memorising Game Template) Printable Resource # 24 (Spell It Out)
Activity
Suggestions a a a a a a
Student A says a
word from e e e e e e
Memorising Game Vocabulary Mat 1,2,
or3.
i i i i i i
Student B used the
letters to spell out
the word (teacher o o o u u u
cuts out the letters
from the Spell it Out
table and puts it
b c d f g h
in a box/bag).
j k l m n p
Student B checks
spelling using
Vocabulary Mat 1, 2,
q r s t v w
or 3.
Student A and B
x y z b c d
take turns to spell
words and check f g h j k l
the spelling
(self-assessment)
m n p q r s
t w m n t s
Printable Resource # 25 (Pre-A1 Domino Gap 1)
Students use Domino Gap 1 to write words that begin with the last letter of the previous word
(the first 2 words are given as examples).
Students use words from the Vocabulary Mat 1 and add their own words to complete the Domino Gap 1.
START HERE
small long
grass
Domino Gap 1
dab hub lash web ten

Printable Resource # 26 (Low A1 Domino Gap 2) Printable Resource # 27 (Mid A1 Domino Gap 3)

Students use Domino Gap 2 to write words that begin with Students use Domino Gap 3 to write words that begin with
the last letter of the previous word (the first 2 words are the last letter of the previous word (the first 2 words are
given as examples). given as examples).
Students use words from the Vocabulary Mat 2 and add Students use words from the Vocabulary Mat 3 and add
their own words to complete the Domino Gap 2. their own words to complete the Domino Gap 3.
START HERE
hill lake START HERE
cow wolf
Domino Gap 2 Domino Gap 3

Printable Resource # 26 (Low A1 Domino Gap 2) Printable Resource # 27 (Mid A1 Domino Gap 3)

Students use Domino Gap 2 to write words that begin with Students use Domino Gap 3 to write words that begin with
the last letter of the previous word (the first 2 words are the last letter of the previous word (the first 2 words are
given as examples). given as examples).
Students use words from the Vocabulary Mat 2 and add Students use words from the Vocabulary Mat 3 and add
their own words to complete the Domino Gap 2. their own words to complete the Domino Gap 3.
START HERE
hill lake START HERE
cow wolf
Domino Gap 2 Domino Gap 3

Printable Resource # 28 (Pre-A1 Word Bingo 1) Printable Resource # 29 (Low A1 Word Bingo 2)

Students complete the Word Bingo by asking the names Students suggest activities from the Word Bingo to each
of their friends / other group members. Student who group member and tick activities that are liked. Student
completes the Bingo in 3 minutes, wins. who has ticked 3 activities first, wins..
What’s your name? What’s his name?
My name is His name is
play - guitar play - football
What’s her name? What’s his name?
Her name is His name is
sing - song read - book
What’s her name? What’s her name?
Her name is Her name is
watch - movie draw - picture

Printable Resource # 30 (Mid A1 Word Bingo 3) Printable Resource # 31 (Pre-A1 Picture Mat 1)
Activity Suggestions Activity Suggestion

Students in pairs. Student A reads instructions from the Students sit in a circle.
Word Bingo for Student B to do. The pair that completes Students use pictures to ask, “What’s your/his/her
all instructions, wins. favourite….”
Student A selects a picture from the Picture Mat and asks
Student B “What’s your favourite….”
Student B answers, “My favourite…..”
Student B then selects another picture to ask Student C
“What’s his/her favourite….” (pointing to another student
in the group) for Student C to answer.
play the guitar close the door
fish bird book drink
sing a song read a book
shirt food toy shoes
sit on the chair draw a picture

Printable Resource # 30 (Mid A1 Word Bingo 3) Printable Resource # 31 (Pre-A1 Picture Mat 1)
Activity Suggestions Activity Suggestion

Students in pairs. Student A reads instructions from the Students sit in a circle.
Word Bingo for Student B to do. The pair that completes Students use pictures to ask, “What’s your/his/her
all instructions, wins. favourite….”
Student A selects a picture from the Picture Mat and asks
Student B “What’s your favourite….”
Student B answers, “My favourite…..”
“What’s his/her favourite….” (pointing to another student
in the group) for Student C to answer.
play the guitar close the door
fish bird book drink
sing a song read a book
shirt food toy shoes
sit on the chair draw a picture

Printable Resource # 32 (Low A1 Picture Mat 2) Printable Resource # 33 (Mid A1 Picture Mat 3)

Students sit in a circle. Plural nouns (regular and irregular)
Student A selects a picture from the Picture Mat and asks Individually, students use pictures to write the plural form
Student B “Where is the ….” Or “Where are the…” of the words (regular / irregular)
Student B answers, “It’s in the…” Or “They are in…” (using Teacher places the answer sheet at the back of the class.
the correct preposition) Students check answers (self-assessment)
to answer.
Game goes on till all pictures are used.
books-shelf children- bird nest-

playground tree wolf - book - knife -
cars-road sweets-bottle toys-box goat - pencil - leaf -

Printable Resource # 34 (Pre-A1 Magic Bag 1 Printable Resource # 35 (Low A1 Magic Bag 2)

Student A asks the question. Student A asks the question.
Student B takes out word cards from the magic bag to Student B takes out word cards from the magic bag to
arrange them to form the answers. If the word card arrange them to form the answers. If the word card
cannot be used, the student puts it back into the magic cannot be used, the student puts it back into the magic
bag and takes out another word card till a complete bag and takes out another word card till a complete
sentence (answer) is created. sentence (answer) is created.
Student B answers the question. Student B answers the question.
Students take turns to ask and construct the answers. Students take turns to ask and construct the answers.
What is your favourite..
My Where is Where It is They are

favourite is fish are
in on under
goldfish food
the orange black bag brown cat
book
noodles drink orange
juice red table blue big bottle
marbels
book Harry green
Potter new toys chair tall tree small ball
Printable Resource # 34 (Pre-A1 Magic Bag 1
Activity Suggestion
Student A picks out an instruction (imperative) from the magic bag and acts it out (charade). Student B guesses.
Students take turns to mimic the following phrases:
turn right, turn left, go straight, stop, throw rubbish in the rubbish bin, be quiet in the library
Don’t open Go
Turn left the door straight
Throw rubbish
Don’t write in the rubbish
bin
Be quiet in Close the Sweep the
the library window floor
Don’t shout Turn right

UNIT 7:
Helping
Out
Overview

Pre-A1 3.1.2 Recognise and sound out with support big, book, car, desk, /ŋ/ (ng as in ring) Subject pronouns
beginning, medial and final sounds in a word hungry, listen, look for, /aɪ/ (igh as in light) (I, you, he, she)
3.1.3 Blend phonemes (CVC, CCVC) notebook, pencil case, /eɪ/ (ai as in rain) Possessive
put away, read, speak pronouns (my, his,
3.1.4 Segment phonemes (CVC, CCVC) her, your)
3.2.3 (i) Use visuals on the page to help understand a
word or phrase
3.2.3 (ii) Identify and remember high frequency sound
and letter patterns
3.2.4 Use with support a simple picture dictionary
to find, list and categorise words from Year 1
topics and themes
3.3.1 Read and enjoy simple print and digital
games at word level
Low A1 3.1.2 Understand the main idea of simple living room, dining /ju:/ (ew as in new) There is, there are,
sentences room, stairs, ocean, /əʊ/ (ow as in show) how many (cars)
jungle, desert, /ɔ:/ (or as in for) are there?
3.2.3 (i) Reread a word, phrase or sentence to mountains, rocks,
understand meaning shark, polar bear, find
3.2.4 Use a picture dictionary to find, list and (v)
categorise words from Year 2 topics and
themes
3.1.2 Recognise and sound out with some support
beginning, medial and final sounds in a word
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV)
3.1.4 Segment phonemes (CVC, CCVC, CVCV,
CCV)
Mid A1 3.2.1 Understand the main idea of short simple armchair, behind, /eɪ/ (ay as in hay) Pronouns:
texts between, bookcase, /aɪ/ (like as in like) demonstrative,
3.2.3 Guess the meaning of unfamiliar words from clothes, cupboard, /ɒ/ (o as in pot) possessive, subject,
dirty, floor, lamp, /i:/ (ee as in sheep) object
clues provided by visuals and the topic mirror, pick up, under /u:/ (oo as in boot)
3.2.4 Recognise and use with support key features /ju:/ (ew as in new)
of a simple monolingual dictionary

97 71 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #10, #11, #12 RI 3. Embed visual and verbal resources in lessons
98 71 Grammar Pre-A1 Subject Pronoun Matching #13, #14, RI 3. Embed visual and verbal resources in lessons
Low A1 There is / there are #16 to support student learning
Mid A1 Demonstrative Pronouns RI 4: Encourage peer-assisted learning opportunities
99 72 Skill: Reading Pre-A1 CVC Flashcards #1, #2 RI 1: Provide clear instruction of literacy components
Low A1 CCVC Flashcards RI 3. Embed visual and verbal resources in lessons to
opportunities
100 73 Grammar Low A1 How many are there? #15, #17 RI 3. Embed visual and verbal resources in lessons
Mid A1 Possessive Object Pronouns to support student learning
101 - Phonics N/A - RI 1: Provide clear instruction of literacy components

opportunities
102 73 Grammar N/A - RI 4: Encourage peer-assisted learning

opportunities
opportunities
103 73 Phonics Roll & Read (Pre-A1, Low A1, & Mid A1) #7, #8, #9 RI 1: Provide clear instruction of literacy components
opportunities

104 74-75 Skill: Reading Pre-A1 CVC Flashcards #1, #2 RI 1: Provide clear instruction of literacy components
Low A1 CCVC Flashcards RI 4: Encourage peer-assisted learning opportunities
opportunities
105 75 Grammar N/A
106 - Phonics N/A - RI 1: Provide clear instruction of literacy components

opportunities
-
107 75 Phonics N/A
108 76-77 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #10, #11, #12 RI 3. Embed visual and verbal resources in lessons to
opportunities
109 - Skill: Reading N/A RI 4: Encourage peer-assisted learning

opportunities
opportunities
110 76 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #10, #11, #12 RI 3. Embed visual and verbal resources in lessons to
opportunities
111 - N/A
112 80 Grammar N/A RI 4: Encourage peer-assisted learning

opportunities
opportunities

CEFR
I can identify familiar words I can read and understand a I can find what I need in
and phrases. simple and short story with simple informative texts.
[2012.R007-TUR/6-12] (A1) illustrations, e.g., an [2012.R007-TUR/6-12]
adventure story.

Teach young children Use the letters and spelling Think about what they are
explicitly to hear the patterns within words to reading (reading
individual English sounds or decode the words’ comprehension)
phonemes within words pronunciations (phonics)
Reading Activities
CVC flashcard Segmenting CCVC and CVC flashcard Cover the vocab at the top
segmenting of the page, read the
DSKP: 3.1.4 Segment cartoon and underline
phonemes (CVC, CCVC) DSKP: 3.1.4 Segment unknown words. Guess the
phonemes (CVC, CCVC, following words from the
Printable Resource # 1 CVCV, CCV) pictures in the cartoon.
Printable Resource # 2 sleeping bag, peanuts,

squirrel, torch
DSKP: 3.2.3 Guess the

meaning of unfamiliar words
from clues provided by
visuals and the topic
SOW 104 SOW 104 SOW 104

CVC flashcard blending CCVC and CVC flashcard Context clues worksheet
blending
DSKP: 3.1.2 Recognise and DSKP: 3.2.3 Guess the
sound out with support DSKP: 3.1.2 Recognise and meaning of unfamiliar words
beginning, medial and final sound out with support from clues provided by
sounds in a word beginning, medial and final visuals and the topic
3.1.3 Blend phonemes (CVC, sounds in a word
CCVC) 3.1.3 Blend phonemes (CVC,
CCVC, CVCV, CCV)
Printable Resource # 2
SOW 109 SOW 109 SOW 109

Using a dictionary / teacher Using a dictionary / teacher Using a dictionary / teacher
produces their own text for produces their own text for produces their own text for
students to read students to read students to read
Use the dictionary to find Use the dictionary to find Use the dictionary to find
CVC words from flashcards CCVC and CVC words from unknow words from Unit 7
flashcards
DSKP: 3.2.4 Use with DSKP: 3.2.4 Recognise and
support a simple picture DSKP: 3.2.4 Use a picture use with support key
dictionary to find, list and dictionary to find, list and features of a simple
categorise words from Year 1 categorise words from Year monolingual dictionary
topics and themes 2 topics and themes

(phonics)
Phonics Activities
SOW 101 SOW 101 SOW 101
/ŋ/ (ng) /ju:/ (ew) /eɪ/ (ay)

ring, sing, king, bang, thing, grew, new, few, blew, chew, day, stay, say, play, always,
wing, boring, sting, long, newt, away, Monday, Tuesday,
song, young, hang, doing, holiday, pay
bring DSKP: 3.1.2 Recognise and
sound out with support DSKP: 3.1.2 Recognise and
DSKP: 3.1.2 Recognise and beginning, medial and final sound out with support
sound out with support sounds in a word beginning, medial and final
beginning, medial and final 3.1.3 Blend phonemes (CVC, sounds in a word
sounds in a word CCVC, CVCV, CCV) 3.1.3 Blend phonemes (CVC,
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV)
CCVC)
SOW 103 SOW 103 SOW 103

/aɪ/ (igh) /əʊ/ (ow) /aɪ/ (like)

right, sight, fight, light, tight, show, grow, throw, row, tow, dike, hike, life, ice, file, buy,
might sown, snow, flow climb
/ɒ/ o
DSKP: 3.1.3 Blend phonemes DSKP: 3.1.3 Blend phonemes hot, pot, shot, shone, spot,
(CVC, CCVC) (CVC, CCVC, CVCV, CCV) not, fox
/i:/ ee
Printable Resource # 7 Printable Resource # 8 sheep, sleep, keep, meet,
keep, deep
DSKP: 3.1.3 Blend phonemes
(CVC, CCVC, CVCV, CCV)
SOW 106/107 SOW 106/107 SOW 106/107
/eɪ/ (ai) /ɔ:/ (or) /u:/ (oo)

wait, rain, drain, brain, afraid, corn, cork, fork, stork, sport, food, mood, soon, shoot,
plain, pain, train short, torch, more, floor choose, moon
/ju:/ (ew)
new, few, grew, chew
DSKP: 3.2.3 DSKP: 3.2.3 DSKP: 3.2.3

ii) Identify and remember ii) Identify and remember ii) Identify and remember
high frequency sound and high frequency sound and high frequency sound and
letter patterns letter patterns letter patterns
Treasure hunt; find (ai) Treasure hunt; find (ai) Treasure hunt; find (oo) &
spelling in Unit 7 spelling in Unit 7 (ew) spelling in Unit 7


Memorising games Memorising games Memorising games
SOW 101 SOW 101 SOW 101
unit) unit) unit)
Test your friend (meaning Test your friend (meaning Test your friend (meaning
and spelling) and spelling) and spelling)
SOW 108 SOW 108 SOW 108
Group words by theme Group words by theme Group words by theme
SOW 110 SOW 110 SOW 110

Test your friend (meaning Test your friend (meaning Test your friend (meaning
and spelling and spelling and spelling


CEFR
I can identify familiar words I can read short sentences. I can understand phrases
and phrases. [116.2010-POR/6-10] and word combinations with
[2012.R007-TUR/6-12] (A1) the help of common words
and names in very simple
short texts.
[86.2007-ARM/6-10]

Think about what they are reading (reading comprehension)
Grammar
Subject pronouns (I, you, he, There is, there are, how Pronouns: demonstrative,
she) many (cars) are there? possessive, subject, object
Possessive pronouns (my,
his, her, your)
Grammar Activities

Subject pronouns I, you, he, There is, there are, Demonstrative pronouns
she, it, they this, that, these, those
SOW 100 SOW 100 SOW 100

Possessive pronouns His, her, how many? There is, there Demonstrative pronouns +
my, your are possessive object pronouns
Printable Resource # 15 Using recycled vocabulary Printable Resource # 17

from Unit 2 (rooms in a
house) and Unit 5 (clothes),
students ask and answer
questions in pairs.
SOW 102 SOW 102 SOW 102

Possessive pronouns with They’re, it’s his, her, my, your Possessive pronouns with
‘whose’ ‘whose’
Possessive pronoun magic
Possessive pronouns magic bag question game ‘Whose Possessive pronoun magic
bag game ‘Whose pencil is …. is this?’ It’s his, they’re bag question game ‘Whose
this?’ mine etc. …. is this?’
SOW 112 SOW 112 SOW 112

Review Review Review
Play review games using Play review games using Play review games using
grammar from this unit. grammar from this unit. grammar from this unit.
Towards A1 Low A1 Mid A1

CEFR
I can match words and I can read the names of I can understand simple
sentences with pictures. buildings and places in my stories and shorter texts with
[86.2007-ARM/6-10] (A1) area. [11.2001-IE/PRI] the help of pictures and
drawings. (YL-M CanDo)

Show & Tell sessions on different community backgrounds
Practice at Home
Vocabulary & Phonics Blending and Segmenting Simple Comprehension &
Practice Guessing words from
Find words in your local context
Play I-spy at home with your community and write them
parents. in your notebook (e.g., shop Read a book from the library
names, road names, park, with your parents.
area names etc.)
Create at Home
Draw a picture of a room Draw a map of your local Make a video of you reading
with as many of the words area and label the places a book with your parents
from this unit in as possible. (e.g., shops, road name, my and tell the teacher if you
Label the words. house, park etc.) like the book or not.
App Time
HOMER Learn and Grow Planet Lettra Speech with Milo:
Sequencing
DSKP: 3.3.1 Read and enjoy DSKP: 3.2.3 i) Reread a
simple print and digital word, phrase or sentence to DSKP: 3.2.1 Understand the
games at word level understand meaning main idea of short simple
texts
Early learners follow an An app for experimenting
individualised path of skills with word building and
and interests to gain literacy hearing what words you Students slide three picture
skills and more. have made. Children cards into the correct order
arrange a set of letter blocks and then watch the story
A top-notch phonics any way they want and the come to life. A
program effectively listen to the words they have speech-language pathologist
balancing and guiding made. chose Milo’s activities to
student. help kids learn to organise
time, sentence and
storytelling concepts.
Printable Resource # 1 (Pre-A1 CVC Flashcards)
Bingo, What’s in the bag?, memory games, speaking snap, matching games
rat red hat wet
log leg cup hot
dig pot tap bin

Printable Resource # 2 (Low A1 CCVC Flashcards)
Bingo, What’s in the bag?, memory games, speaking snap, matching games
pram drip plug frog
crab black cross flag
grass lamp train milk

Printable Resource # 3 (Mid A1 Guessing Words from Context Worksheet)
Students take turns to read the clues and everyone else guesses the word.
For extension, students can write their own questions.
My schoolbooks are too 1. Lunch box

heavy. I need a new 2. Bag
satchel. 3. Purse
We got a new couch for 1. Sofa

our living room yesterday. 2. Table
I love to sit on it and 3. Piano
watch TV.
I thought it was hilarious 1. Funny

when the clown got a pie 2. Sad
thrown in his face. 3. Weird
Sofia did horribly on her 1. Good

spelling yesterday. Her 2. Badly
mum was not very happy. 3. Great
They were absolutely terrified 1. Scared

in the ghost house. 2. Happy
3. Tired
My swimsuit was still damp 1. Cold

even after sitting in the 2. Big
sun. 3. Wet
Printable Resource # 3 (Mid A1 Guessing Words from Context Worksheet)
Students take turns to read the clues and everyone else guesses the word.
For extension, students can write their own questions.
Make sure to tidy up your 1. Mess

room before your mum 2. Clean
gets home. 3. Change
The frog leaped onto the 1. Ran

lily pad. 2. Flew
3. Jumped
Ahmad’s grandfather needs 1. Coffee

spectacles so he can read. 2. Glasses
3. His wife
We had to be silent when 1. Loud

the teacher was reading to 2. Happy
us. 3. Quiet
Can you assist me with this 1. Show

homework, please? I don’t 2. Push
really understand. 3. Help
I saw lots of sparrows 1. Helicopters

flying above my house 2. Birds
yesterday. 3. Cats
Printable Resource # 4 (Pre-A1 Word Wheel)
Words ending with

/S/ sound
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
hat
co
s
Printable Resource # 5 (Low A1 Word Wheel)
Words ending with

/S/ sound
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
hat
co
s
Printable Resource # 6 (Mid A1 Word Wheel
Words ending with

/S/ sound
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
hat
co
s
Students take turns to roll the dice and sound out the words. Students can play Bingo.
high sigh light night might
right sight fight tight thigh
sigh night right fight thigh
tight sight might light high
sigh sight night tight light
fight night right thigh sigh

Printable Resource # 8 (Low A1 Roll and Read) Roll and Read: ‘ow’
show grow throw row tow
sown snow flow show grow
throw row tow sown snow
flow show grow throw row
tow sown snow flow show
grow throw row tow sown

Printable Resource # 9 (Mid A1 Roll and Read) Roll and Read: ‘i’, ‘o’, ‘ee’
dike hike life ice file
climb shot pot spot shone
fox sheep sleep keep deep
meet feet dike hike life
ice file climb shot pot
spot shone sheep sleep keep

Printable Resource # 10 (Pre-A1 Vocabulary Mat)
Memory games, cover and remember, Pictionary, word wall, what’s in the bag?
Printable Resource # 11 (Low A1 Vocabulary Mat)
Printable Resource # 12 (Mid A1 Vocabulary Mat)
Printable Resource # 13 (Pre-A1 Subject Pronoun Matching Worksheet)
Students cut out the cards then fold the pronouns behind the picture and
test each other. Winner is the student with most correct answers.
Printable Resource # 13 (Pre-A1 Subject Pronoun Matching Worksheet)
Students cut out the cards then fold the pronouns behind the picture and
test each other. Winner is the student with most correct answers.
Printable Resource # 14 (Low A1 There is / There are Worksheet)
Students work in pairs, and each have a different picture. They take turns to say what there is and there are in their pictures.
Spot the Difference in the Classroom

Look at the 2 pictures. Can you find 6 things that are different in the 2 pictures?
Printable Resource # 15 (Low A1 How Many are There?)
Students look at the picture and answer the questions. As an extension,
they can create their own picture to share with their friends.
Printable Resource # 16 (Mid A1 Demonstrative Pronouns)
Students test each other on demonstrative pronouns. The winner is the
student with the most correct answers.
Printable Resource # 17 (Mid A1 Possessive Object Pronouns)
UNIT 8:
Amazing
Animals
Overview
CEFR Level DSKP Main Skill (Writing) Vocabulary Phonics Grammar

Pre-A1 4.2.4 Name or describe objects using suitable words beautiful, clever, /i:/ (ee as in green) prepositions of place
from word sets amazing, great, silly, /əʊ/ (oa as in boat) like and don't like
tall, logs, trees, leaves, /u:/ (oo as in hoot)
4.2.3 Express basic likes and dislikes grass, rocks, river
4.3.1 Use capital letters appropriately in personal and

place names
4.2.5 Connect words and proper names using ‘and’
Low A1 4.3.3 Plan, draft and write simple sentences goat, camel, parrot, /eɪ/ (a_e as in make) There’s a (monster).
shark, penguin, polar /i:/ (e_e as in scene) There are (four cats).
4.3.1 Use capital letters and full stops appropriately in bear, jellyfish, cheetah, Is there a (plane)?
guided writing at sentence level kangaroo, human, Yes, there is.
skeleton, bones Are there any (rats)?
4.2.5 Connect words and phrases using basic No, there aren’t.
coordinating conjunctions How many (cars) are
there?
4.2.4 Describe objects using suitable words and There are (four cars).
phrases
Mid A1 4.2.4 Describe people and objects using suitable rat, strong, fast, angry, / k /(ck as in kick) Comparatives: Short
words and phrases whale, science, planet, / nk /(nk as in bank) adjectives;
around, close, far, / /(ng as in ring) Statements
4.3.3 Plan, draft and write an increased range of young, old Comparative
simple sentences adjectives, animal
vocabulary
4.3.1 Use capital letters, full stops and question Superlatives: Short
marks appropriately in guided writing at sentence adjectives;
level Statements &
questions with which
Superlatives: Short
adjectives
Superlative questions

opportunities
opportunities
114 81 Grammar Pre-A1 Prepositions of Place: Where’s Teddy? #22 RI 1: Provide clear instruction of literacy
Low A1 There is / There are #2 components
Mid A1 Short and Long Comparative Adjectives #23 RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities
115 82 Phonics Pre-A1 Roll and Read #13 RI 4: Encourage peer-assisted learning
Mid A1 Roll and Read #15 RI 7: Encourage collaborative small-group learning
opportunities
opportunities
opportunities
117 - Skill: Writing Pre-A1 Flashcards #1 RI 1: Provide clear instruction of literacy

Low A1 There is / There are Pictures #2 components
Mid A1 Flashcards #3 RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities
opportunities

119 83 Grammar Low A1 There is / There are Pictures #2 RI 1: Provide clear instruction of literacy
Mid A1 Short and Long Superlative Adjectives #24 components
opportunities
opportunities
120 84-85 Skill: Pre-A1 Phrases with ‘and’ Flashcards #4 RI 1: Provide clear instruction of literacy
Writing Low A1 Sentences with basic conjunctions #5 components
Mid A1 Sentences with ‘and’ #6 RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities
121 84-85 Grammar Low A1 There is / There are Pictures #2 RI 1: Provide clear instruction of literacy
Mid A1 Comparatives or Superlatives? #25 components
opportunities
opportunities
122 - Phonics Pre-A1 Word Wheel #16 RI 4: Encourage peer-assisted learning

Low A1 Word Wheel #17 opportunities
Mid A1 Word Wheel RI 7: Encourage collaborative small-group learning
#18 opportunities
123 127 Phonics N/A RI 4: Encourage peer-assisted learning

opportunities
opportunities

124 86 Skill: Pre-A1 Likes and Dislikes Worksheet #7 RI 1: Provide clear instruction of literacy
Writing Low A1 Where do Animals Live? #8 components
Mid A1 About Animals #9 RI 4: Encourage peer-assisted learning
opportunities
RI 5: Build on students’ home language, culture, and
social experiences
opportunities
125 88-89 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19 RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities
126 87 Skill: Writing Pre-A1 Capital Letters #10 RI 2: Provide clear instruction of literacy
Low A1 Capital Letters and Full Stops #11 components
Mid A1 Planning to Write #12 RI 4: Encourage peer-assisted learning
opportunities
RI 7: Encourage collaborative small-group
127 - N/A
128 92 Grammar Low A1 There is / There are Pictures #2 RI 3: Embed visual and verbal resources in lessons
opportunities
opportunities

CEFR
I can write words and short I can copy words to label I can write simple, short
sentences next to pictures. pictures of animals. sentences about animals,
using given pictures and
I can write some personal I can write words and short words, e.g. A fish lives in the
details: my first and last sentences next to pictures. water.
name, age, where I live, what
I like etc. I can write simple, short I can write words and short
sentences about animals, sentences next to pictures.
using given pictures and
words, e.g. A fish lives in the
water.




(AfL).
Writing Activities
SOW 117 SOW 117 SOW 117
SOW) SOW) SOW)
Write the words from the Write simple sentences using Write simple sentences using
flashcards into their ‘There’s’ and ‘There are’ by the words provided.
notebooks. looking at the pictures.
DSKP: 4.2.4 Name or DSKP: 4.2.4 Describe objects DSKP: 4.2.4 Describe people
describe objects using using suitable words and and objects using suitable
suitable words from word phrases words and phrases
sets
SOW 120 SOW 120 SOW 120

Student book pgs. 84 & 85 Student book pgs. 84 & 85 Student book pgs. 84 & 85
Write phrases using ‘and’. Write sentences using ‘and’, Write sentences using ‘and’
‘but’ and ‘or’.
DSKP: 4.2.5 Connect words DSKP: 4.2.5 Connect words DSKP: 4.3.3 Plan, draft and
and proper names using and phrases using basic write an increased range of
‘and’ coordinating conjunctions simple sentences


Writing Activities
SOW 124 SOW 124 SOW 124
Write about themselves and Write sentences about Write sentences about
their likes and dislikes. where animals live. where animals live.
DSKP: 4.2.3 Express basic DSKP: 4.3.3 Plan, draft and DSKP: 4.3.3 Plan, draft and
likes and dislikes write simple sentences write simple sentences
SOW 126 SOW 126 SOW 126

Use capital letters by writing Add capital letters and full Plan to write about their
place names and personal stops to guided writing. favourite animal.
names in their notebooks.
DSKP: 4.3.1 Use capital DSKP: 4.3.1 Use capital DSKP: 4.3.3 Plan, draft and
letters appropriately in letters and full stops write an increased range of
personal and place names appropriately in guided simple sentences
writing at sentence level


Explicitly teach young children intonation / pronunciation / word stress / sentence stress / syllables.
Phonics Activities
SOW 115 SOW 115 SOW 115
/i:/ (ee) /i:/ (e_e) / k /(_ck)

green, see, free, tree, bee, these, eve, delete, theme, kick, flick, back, lick, sack,
meet concrete, scene duck
DSKP: 3.1.2 Recognise and

DSKP: 3.1.2 Recognise and sound out with support DSKP: 3.1.2 Recognise and
sound out with support beginning, medial and final sound out with support
beginning, medial and final sounds in a word beginning, medial and final
sounds in a word 3.1.3 Blend phonemes (CVC, sounds in a word
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) 3.1.3 Blend phonemes (CVC,
CCVC) CCVC, CVCV, CCV)
SOW 122 SOW 122 SOW 122

/əʊ/ (oa) /eɪ/ (a_e) / nk /(_nk)

boat, goat, coat, road, toad, make, take, rake, bake, bank, think, drink, sink,
soap cake, fake wink, tank
SOW 123 SOW 123 SOW 123

Treasure hunt; find (oo) Treasure hunt; find (a_e) Treasure hunt; find (_ng)
spelling in Unit 8 spelling in Unit 8 spelling in Unit 8
/u:/ (oo) /eɪ/ (a_e) / ŋ /(_ng)

hoot, root, food, mood, make, take, rake, bake, sing, thing, ring, king, wing,
boot, moon cake, fake sting


Give feedback.
SOW 113 SOW 113 SOW 113
SOW 116 SOW 116 SOW 116

SOW 118 SOW 118 SOW 118

SOW) SOW) SOW)
SOW 125 SOW 125 SOW 125



CEFR
I can write words and short I can write some information I can write simple, short
sentences next to pictures. about my school and my sentences about animals,
I can write some personal class. using given pictures and
details: my first and last I can write simple, short words, e.g. A fish lives in the
name, age, where I live, what sentences about animals, water.
I like etc. using given pictures and
words, e.g. A fish lives in the
water.
I can write simple sentences
about my school, my family
or where I live.

Grammar
Prepositions of place Demonstrative pronouns Comparatives: Short
I like / I don’t like ‘This is..’ and ‘There are…’ adjectives; Statements
There’s a (monster). Comparative adjectives,
There are (four cats). animal vocabulary
Is there a (plane)? Superlatives: Short
Yes, there is. adjectives; Statements &
Are there any (rats)? questions with which
No, there aren’t. Superlatives: Short
How many (cars) are there? adjectives
Here are (four cars). Superlative questions
Grammar Activities
SOW 114 SOW 114 SOW 114
Prepositions of place. There is / there are. Using adjectives from

Where is Teddy? student book pg. 86
Short and long comparative

adjectives


Grammar Activities
SOW 119 SOW 119 SOW 119
Prepositions of place. Is there / are there ? Short and long superlative

Students use their own items adjectives
and ask their friends ‘Where
is my _____?’
SOW 121 SOW 121 SOW 121

I like / I don’t like How many are there? Comparatives or superlatives?
Use the food Vocabulary

Mats from Unit 5. Students
take turns to say sentences
using the target language.
SOW 128 SOW 128 SOW 128

I like / I don’t like There is / there are, how Use Student book pg. 81.
many are there?, is there / Students ask and answer the
Use the food Vocabulary are there questions.
Mats from Unit 5. Students
take turns to write sentences Comparative and superlative
using the target language. questions

CEFR

Practice at Home
Look around your home and Look around your home and Look around your home and
find pictures of animals or find pictures of animals or find pictures of animals or
animal toys. Write them in animal toys. Write some animal toys. Write some
your notebook and draw a sentences to describe them sentences to describe them
picture of them. and draw a picture of them. and draw a picture of them.
Create at Home
Create a word wall at home Create a collage or a poster Create a simple story book
using the following topic using the following topic using the following topic
ideas: ideas: ideas:
Animals Animals Animals

Habitat Home Habitat
Home/house Favourite things Home/house
Family members Family members
App Time
LearnEnglish Kids: Playtime LearnEnglish Kids: Playtime LearnEnglish Kids: Playtime
by British Council by British Council by British Council
Free Trial Free Trial Free Trial
spend 30 minutes looking spend 30 minutes looking spend 30 minutes looking
through the activities. through the activities. through the activities.
Practice writing. Practice writing. Practice writing.
Printable Resource # 1 (Pre-A1 Flash Cards using Fixed Phrases 1)
List the words in their notebooks, play magic bag, ask students to create a
word wall, ask students to record words bilingually in their notebooks.
tall beautiful great

silly clever amazing
rocks river grass
leaves trees logs
Printable Resource # 2 (Low A1: There is, There are)
SOW 117: Simple Sentences: In pairs students write what they can see using ‘there are’ or ‘there’s’ in their notebooks. Students
compare and check sentences.
SOW 114: True or False: In pairs student A looks at the pictures for 10 seconds. Student B tests students A by saying: ”There are
(6) bones” Student A responds “True or False” Student B gives Student A 1 point if correct. Students swap roles.
SOW 119: Memory Game: In pairs student A looks at the animal cards for 10 seconds. Student B asks “Are there any/ Is there a
(penguin, horse, bone, human etc). Student A remembers and responds “Yes, there are…/no, there aren’t any…” Student B gives
Student A 1 point if correct. Students swap roles.
SOW 121: Memory Game: In pairs student A looks at the animal cards for 10 seconds. Student B asks “How many …are there?
Students A remembers and responds “There is/there are……” Student B gives Student A 1 point if correct. Students swap roles.
SOW 128: Questions and answers: In pairs student A asks questions about the pictures using: “How many….are there?/Is there
any…/Are there any…?” Student B responds. Students swap roles.
Students write simple sentences using the words provided. Fast finishers can
draw the sentence they wrote.
rat whale strong fast

planet young ocean old
jungle close elephant beautiful
monkey cold hot cat
Use these words to write some sentences about animals.
Examples:
Whales live in the ocean.
Elephants are stronger than monkeys.

Students take turns to pull two pictures from the magic bag. If they can
complete a grammatically correct phrase using the words, they should write the
phrase in their notebook.
tall
silly
rocks
leaves
great
amazing
beautiful
clever
river
trees
grass
logs
Connect words using ‘and’

Example:
tall and beautiful
rocks and beautiful
Students take turns to say sentences using ‘there are’ or ‘there’s’ + a simple conjunction (and, but, or). The other students decide
whether the sentence is true or not. If it’s true, all students write the sentence in their notebook.
and, but, or
There’s a _____ and 4 _________.
Is there a _____ or a _______?
There are 4 _______ and a _______.
There are 4 _______, but there aren’t any _______.

Students read the example then write similar sentences about the rat and the
monkey. When they have finished, students choose another animal and write
similar sentences in their notebooks.
rat whale strong fast

planet young ocean old
jungle close elephant beautiful
monkey cold hot large
Use these words to write some sentences using ‘and’ about animals.
My Plan
Whales are the largest animals on Earth.
Whales live in the ocean.
My Sentence
Whales are the largest animals on Earth and they live in the ocean.
My Plan
My Sentence
My Plan
My Sentence
Students complete the sentences and then take turns to read their sentences to
a friend.
Write some more sentences in your notebook.
I don’t
I like
like
All About Me!
My name is ______________________________________________.
My Birthday is ____________________________________________.
I am _______________ years old.
I like eating ______________________________________________.
I don’t like eating _________________________________________.
I like ___________________________________________________.
I don’t like ______________________________________________.

Students take turns to take a picture from a magic bag or a pile in the middle of
the table. They then use one of the habitat words to create a sentence for that
animal.
water mountains jungle ocean desert

snow sand
Examples
Goats live in the mountains.
Jellyfish live in the

Students look at the words on page 86 and finish the sentences. Then they write
their own sentences using the animals and words on page 86.
I like kittens because they are cute and funny.
I like lions because they are ______________ and ______________.
I like camels because

______________________________________________________________.
I like monkeys
______________________________________________________________.
I like
______________________________________________________________.
I
______________________________________________________________.
Your Choice
1)
______________________________________________________________
2)
______________________________________________________________
3)
______________________________________________________________
4)
______________________________________________________________
Students take turns to take one picture from the Magic Bag and then decide
whether the picture should have a capital letter or not. When they have finished
all the pictures, they should write the words in their notebook with correct
capitalisation.
kuala lumpur malaysia trees
river ahmad mrs.nurul
rocks siti monkey
praba grass suhaila

Students work in pairs to identify where the capital letters and full stops should
be in the sentences below. When they have finished, students can check their
answers by looking at the sentences on Get Smart pg. 87.
malayan tigers live in forests in Malaysia and parts of

thailand they are orange with black stripes malayan
tigers are smaller than other tigers they are very strong
malayan tigers are very good hunters they hunt and eat
large animals like monkeys, deer or goats they can even
eat small elephants
Students use the scaffolded planning template below to plan their writing on their favourite animal from Get
Smart pg. 87. Fast finishers can draw their animal.
Use the plan to write about your favourite animal.
Where do they live? Why do you like them?

What do they eat?
They live in ____________. I like _______________ because they
They eat ____________.
are ___________ and ___________.
the jungle, the ocean, the desert,
small animals, large animals,
the mountains, the city, people’s cute, clever, beautiful, strong,
plants, grass, trees, fish, meat
homes silly, interesting, small
My Favourite
Animal
What do they look like? Interesting facts
They are ____________ and They are _______________.

__________.
the biggest, the smallest, the
beautiful, strong, colourful, big, fastest, the slowest, the cutest,
small, long, tall, small the strongest
As well as roll and read, students can play bingo with the words. Students can also create ‘ee’ posters to put
around the room.
Phase 3 Roll and Read - ee
see feel weep feet keep
seem meet week deep beep
feel feet seem week beep
deep meet keep weep see
meet weep feet deep feel
keep seem see week feel

As well as roll and read, students can play bingo with the words. Students can also create ‘e_e’ posters to put around the room.
Roll and Read: _e_e
eve scene delete even cheese
compete these theme concrete eve
scene delete even cheese compete
these theme concrete eve scene
delete even cheese compete these
theme concrete eve scene delete

As well as roll and read, students can play bingo with the words. Students can also create ‘ck’ posters to put around the room.
tick neck sick even cheese
pick pack lick sock duck
sack hack dock tick neck
sick pick hack sack dock
tick sack lick pack hack
neck dock pick duck hack

As well as using the word wheel, students can create a word wall for the classroom.

Top Wheel
Cut Out
Bottom Wheel
bo
at
at
go
soap coat
roa
ad
to
d
Bottom Wheel
ma
e
tak
ke
fake rake
bak
ke
ca
e
Bottom Wheel
dr
nk
ink
ba
tank sink
thi
k
win
nk
Students can play memory games, cover and remember, Pictionary, create a word wall, play ‘what’s in the bag?’ and many more
activities.
activities.
activities.
Students take turns to pull out a picture. They must then show the picture to the group. The first person to say where teddy is
correctly wins the card. The student with the most cards at the end of the game is the winner.
Students then write sentences using the prepositions in their notebook.
Where is Teddy?
the table the table of the table the table the box
Teddy is on Teddy is under Teddy is in front Teddy is beneath Teddy is in
table
the table the table the table to the table
the box and
Teddy is beside Teddy is at Teddy is behind Teddy is next
Teddy is between
Students categorise the adjectives into the table at the bottom of the page.
Which of these words should have ‘-er’ or ‘more’?
1
=-er (smaller)
small
1 2
=-ier (prettier)
pret ty
1 2 3
=more (more dangerous)
dan ger ous
pretty cute big small

scary thin fat tall
long short heavy interesting
dangerous intelligent boring strong
-er /-ier more

Students categorise the adjectives into the table at the bottom of the page.
Which of these words should have ‘the -est’ or ‘the most?
1
= the -est (the smallest)
small
1 2
= the -iest (the prettiest)
pret ty
1 2 3
= the most (the most dangerous)
dan ger ous
pretty cute big small

scary thin fat tall
long short heavy interesting
dangerous intelligent boring strong
the -est / the -iest the most

Students complete the table with comparative and superlative adjectives.
UNIT 9:
Get
Active!
Overview

Pre-A1 1.1.1 Recognise and reproduce with support a healthy, unhealthy, /ɑ:/ (ar as in card) Prepositions of
limited range of high frequency target lunch, dinner, /ɔ:/ (or as in thorn) place like and
language phonemes breakfast, snack, full, /ɜ:/ (ur as in turn) don't like
thirsty, mum, sister,
1.2.1 Understand with support the main idea of dad, brother
very simple phrases and sentences
1.2.2 Understand with support specific
information and details of very simple
Low A1 1.3.1 Understand the message the teacher or cotton, leather, wool, /aɪ/ (i_e as in kite) Do you like this
classmate is communicating by using visual woollen, strong, warm, /əʊ/ (o_e as in close) (hat)/these
clues when they are speaking cool, cow, sheep, get, /u:/ (u_e as in flute) (shoes)?
stop, turn around, Yes, I do. /No, I
1.2.2 Understand with support specific catch, put don’t.
information and details of simple sentences Is he/she wearing
(a blue T-shirt)?
1.2.5 Understand an increased range of short, Yes, he/she is. / No,
supported questions he/she isn’t.
Mid A1 1.3.1 Guess the meaning of unfamiliar words by playing the guitar, /nd/ (nd as in bend) Present continuous
using visual clues when a teacher or playing tennis, hitting /nt/ (nt and in tent) statements
classmate is speaking the ball, throwing the (be + -ing)
ball, making a cake, Present continuous
1.2.2 Understand with support specific cleaning, washing the negative
information and details of short simple texts dishes, watering the statements
plants, making the (be + ing)
1.2.5 Understand a wide range of short, supported bed, exercising,
questions skateboarding,
gymnastics

129 - Listening Sound Hunt Pre-A1 #1 RI 1: Provide clear instruction of literacy
Charades 2 Low A1 #2 components
Charades 3 Mid A1 #3 RI 4: Encourage peer-assisted learning
opportunities
opportunities
133 - N/A
130 - Phonics Phonics Wheel ‘or’ Pre-A1 #7 RI 4: Encourage peer-assisted learning
Phonics Wheel ‘i_e’ Low A1 #8 opportunities
Phonics Wheel ‘nd’ Mid A #9 RI 7: Encourage collaborative small-group learning
Phonics Wheel Template #10 opportunities
131 Vocabulary My words 1 Pre-A1 #14 RI 4: Encourage peer-assisted learning

My words 2 Low A1 #15 opportunities
opportunities
132 - Grammar Spot On 1 A & 1 B Pre-A1 #20 RI 1: Provide clear instruction of literacy
Spot On 2A & 2B Low A1 #21 components
Spot On 3A & 3B Mid A1 #22 RI 3. Embed visual and verbal resources in lessons
opportunities
opportunities
133 - N/A
134 93 Listening Running Dictation & Whisper 1 Pre-A1 #4, #5, #6 RI 1: Provide clear instruction of literacy
Running Dictation & Whisper 2 Low A1 components
Running Dictation & Whisper 3 Mid A1 RI 7: Encourage collaborative small-group learning
opportunities
135 - Phonics Roll and Read ‘or’ Pre-A1 #11, #12, RI 4: Encourage peer-assisted learning
Roll and Read ‘o_e’ Low A1 #13 opportunities
Roll and Read ‘nt’ Mid A1 RI 7: Encourage collaborative small-group learning
opportunities

136 - Vocabulary My words 1 Pre-A1 #14 RI 3. Embed visual and verbal resources in lessons
My words 2 Low A1 #15 to support student learning
My words 3 Mid A1 #16 RI 4: Encourage peer-assisted learning
opportunities
opportunities
137 - Grammar Picture Cards 1 Pre-A1 + Noughts & Crosses #23 RI 1: Provide clear instruction of literacy
Sheet #24 components
Picture Cards 2 Low A1 + Noughts & Crosses #25 RI 3. Embed visual and verbal resources in lessons
Sheet to support student learning
Picture Cards 3 Mid A1 + Noughts & Crosses
Sheet RI 4: Encourage peer-assisted learning
opportunities
opportunities
138 - N/A
139 - Listening Running Dictation & Whisper 1 Pre-A1 #4 RI 1: Provide clear instruction of literacy components
Running Dictation & Whisper 2 Low A1 #5 RI 4: Encourage peer-assisted learning opportunities
Running Dictation & Whisper 3 Mid A1 opportunities
140 - Phonics No Printable Resources Unit 9 RI 4: Encourage peer-assisted learning
opportunities
opportunities
141 Vocabulary Word Maze 1 Pre-A1 #17 RI 3. Embed visual and verbal resources in lessons to
Word Maze 2 Low A1 #18 support student learning
Word Maze 3 Mid A1 #19 RI 7: Encourage collaborative small-group learning
opportunities
142 - Grammar Magic Bag 1 Pre-A1 #26 RI 1: Provide clear instruction of literacy components
Magic Bag 2 Low A1 #27 RI 3. Embed visual and verbal resources in lessons to
Magic Bag 3 Mid A1 #28 support student learning
opportunities
143 - N/A
144 N/A
Thinking about Listening

CEFR
I can recognise every day, I can identify familiar words I can understand very short
familiar words, provided they and phrases. conversations when people
are delivered clearly and [2012.R007-TUR/6-12] (A1) speak slowly and clearly.
slowly in a clearly defined, [86.2007-ARM/6-10]
familiar, everyday context.

Teach young children Use the letters and spelling Strategies to have simple
explicitly to hear the patterns within words to and short two-way
individual English sounds or decode the words’ interactions
phonemes within words pronunciations (phonics)
SOW 129 SOW 129 SOW 129
unit) unit) unit)
DSKP: 1.1.1 Recognise and DSKP: 1.3.1 Understand the DSKP: 1.3.1 Guess the
reproduce with support a message the teacher or meaning of unfamiliar words
limited range of high classmate is communicating by using visual clues when a
frequency target language by using visual clues when teacher or classmate is
phonemes they are speaking speaking
Sound Hunt Charades 2 Charades 3

SOW 134 SOW 134 SOW 134

support specific information support specific information support specific information
and details of very simple and details of simple and details of short simple
phrases and sentences sentences texts
Running Dictation & Running Dictation & Running Dictation &

Whisper 1 Whisper 2 Whisper 2
SOW 139 SOW 139 SOW 139

unit) unit) unit)
DSKP: 1.2.1 Understand with DSKP: 1.2.5 Understand an DSKP: 1.2.5 Understand a
support the main idea of increased range of short, wide range of short,
very simple phrases and supported questions supported questions
sentences
Running Dictation & Running Dictation &
Running Dictation & Whisper 2 Whisper 3
Whisper 1 Printable Resource #5 Printable Resource #6

(phonics)
Phonics Activities
SOW 130 SOW 130 SOW 130
unit) unit) unit)
/ɑ:/ (ar) /aɪ/ (i_e) /nd/ (nd)

card, jar, star, bark, scar, kite, ice, mice, rice, life, bend, sand, band, lend,
sharp nice pond, bond

reproduce with support a
phonemes
Phonics Wheel ‘ar’ Phonics Wheel ‘i_e’ Phonics Wheel ‘nd’

Phonic Wheel Template #10 Phonic Wheel Template #10 Phonic Wheel Template #10
SOW 135 SOW 135 SOW 135

unit) unit) unit)
/ɔ:/ (or) /əʊ/ (o_e) /nt/ (nt)

thorn, port, corn, horn, short, close, clove, dove, home, tent, aunt, dent, pent, rent,
torch dome, bone lent

reproduce with support a
phonemes
Roll and Read ‘or’ Roll and Read ‘o_e’ Roll and Read ‘nt’
SOW 140 SOW 140 SOW 140

unit) unit) unit)
/ɜ:/ (ur) /u:/ (u_e) Review

turn, purse, surf, fur, nurse, flute, duke, fume, mute, tube, /nd/ (nd as in bend)
burn mule /nt/ (nt and in tent)
bend, sand, band, lend,
DSKP: 1.1.1 Recognise and pond, bond, send, mind, find,
reproduce with support a hand, tent, aunt, dent, pent,
limited range of high rent, lent, scent, mint, tint,
frequency target language want
phonemes
Treasure Hunt: Find words Treasure Hunt: Find words Treasure Hunt: Find words
with (ur) spelling in Unit 9 with (u_e) spelling in Unit 9 ending with (nd) and (nt) in
Unit 9

SOW 131 SOW 131 OW 131
unit) unit) unit)
Memorising games Memorising games Memorising games
SOW 136 SOW 136 SOW 136

unit) unit) unit)
Against the Clock Against the Clock Against the Clock
SOW 141 SOW 141 SOW 141

unit) unit) unit)
Word Maze: Listen and Word Maze: Listen and Word Maze: Listen and
Search Search SearchMemorising games


CEFR

Grammar
Prepositions of place Do you like this (hat)/these Present continuous
like and don't like (shoes)? statements (be + -ing)
Yes, I do. /No, I don’t. Present continuous negative
Is he/she wearing (a blue statements (be + ing)
T-shirt)?
Yes, he/she is. / No, he/she
isn’t.
Grammar Activities
SOW 132 SOW 132 SOW 132
unit) unit) unit)
Spot On Spot On Spot On

Prepositions of place Is he/she wearing (a blue Present continuous
T-shirt)? statements (be + -ing)
isn’t.
Spot On 1A & 1 B Spot On 2A & 2B Spot On 3A & 3B

SOW 137 SOW 137 SOW 137

unit) unit) unit)
Noughts & Crosses Noughts & Crosses Noughts & Crosses

Prepositions of place Prepositions of place Prepositions of place
SOW 142 SOW 142 SOW 142

unit) unit) unit)
Magic Bag Magic Bag Magic Bag

…like / don’t like Do you like this (hat)/these Present continuous
(shoes)? statements (be + -ing)
T-shirt)?
isn’t.


CEFR

Grammar
Prepositions of place Do you like this (hat)/these Present continuous
like and don't like (shoes)? statements (be + -ing)
T-shirt)?
isn’t.
Grammar Activities
SOW 132 SOW 132 SOW 132
unit) unit) unit)
Spot On Spot On Spot On

Prepositions of place Is he/she wearing (a blue Present continuous
T-shirt)? statements (be + -ing)
isn’t.
Spot On 1A & 1 B Spot On 2A & 2B Spot On 3A & 3B

SOW 137 SOW 137 SOW 137

unit) unit) unit)
Noughts & Crosses Noughts & Crosses Noughts & Crosses

Prepositions of place Prepositions of place Prepositions of place
SOW 142 SOW 142 SOW 142

unit) unit) unit)
Magic Bag Magic Bag Magic Bag

…like / don’t like Do you like this (hat)/these Present continuous
(shoes)? statements (be + -ing)
T-shirt)?
isn’t.

Towards A1 Low A1 Mid A1

CEFR

Show & Tell sessions on different community backgrounds
Practice at Home
Vocabulary Practice: Think Vocabulary Practice: Think Vocabulary Practice:
Before Together Think-ing
Recycle words in vocabulary Recycle words in vocabulary Recycle words in vocabulary

lesson. Find and write words lesson. List the different lesson.
that uses the prefix ‘un’ types of materials. Match List other activities that use
healthy – unhealthy material to source. ‘playing’, and ‘making’ when
fair – unfair Wool – sheep you are at home or with
happy - unhappy Cotton – plant friends.
Leather - cow
Create at Home
Draw emoticons/emojis of Draw your cupboard with all Create a calendar of
words learned in this unit. the different clothes activities for the month
(materials) you have and using activities in Vocabulary
label each item Practice..
(clothe – material)
App Time
Channel)
https://www.youtube.com/ https://www.kidsacademy. https://www.educationalap

watch?v=428l9PIED_I mobi/ pstore.com/app/toca-life-w
orld
DSKP: 1.1.1 Recognise and DSKP: 1.2.2 Understand with DSKP: 1.3.1 Guess the
reproduce with support a support specific information meaning of unfamiliar words
limited range of high and details of simple by using visual clues when a
frequency target language sentences teacher or classmate is
phonemes speaking
Gamifying learning for 30
This channel has songs and minutes a day to develop Children visit and explore
raps that children can sing skills and children can use on places (shopping mall, food
along with and add their their own (self-directed court) and can record/create
new words to. listen to the words they have stories using different
made. characters to role play
activities at these places.
speech-language pathologist
chose Milo’s activities to
help kids learn to organise
time, sentence and
storytelling concepts.
Printable Resource # 1 (Pre-A1 Sound Hunt)
Students in pairs. Picture cards are placed on the table, face up. Student A closes his/her eyes. Student B reads a word.
Student A listens, opens his/her eyes, and points to the word. Students take turns to listen and identify all the words
Printable Resource # 2 (Low A1 Charade 2)
Students 2 groups. Student from Group A picks a phrase card and acts it out for team members to guess. Give a time
limit of 45 seconds. Then student from Group B repeats. Charade continues till all cards are used or till time permits.
This is a shoe This is a cow This is a sheep
Catch the ball This is a hat Get a pencil
Put the book

Turn around Stop talking
in the bag
This is a
cotton dress
Printable Resource # 3 (Mid A1 Charade 3)
Students 2 groups. Student from Group A picks a phrase card and acts it out for team members to guess. Give a time
limit of 45 seconds. Then student from Group B repeats. Charade continues till all cards are used or till time permits.
Playing the
Hitting the ball Making a cake
guitar
Watering the Playing Washing the

plants Badminton cups
Throwing the
Making the bed Exercising
ball
Cleaning the
room
Printable Resource # 4 (Pre-A1 Running Dictation & Whisper 1)
Students in 2 groups. Phrases are placed in various sections of the class (or pasted on the walls). Students in each group
take turns to read a phrase, run back to the team and whisper it to the scribe (another student) to write it down. Student
who has read the phrase becomes the scribe while another student read the next phrase. Game continues till all phrases
are read and written or till time permits.
on the table under the tree over the gate
at the
in the bag behind the door
restaurant
The cat is
Dad is in Mum is sitting
sleeping
the car on the chair
beside my sister
We are having
lunch at the
restaurant
Printable Resource # 5 (Low A1 Running Dictation & Whisper 2)
This is a This is a This is a

leather shoe brown cow big sheep
Do you like Do you like Get a pencil

this ball? this hat? and write
Turn around and Stop talking and Put the book

walk to the door listen to the and pencil
teacher in the bag
Is she wearing
a cotton dress?
Printable Resource # 6 (Mid A1 Running Dictation & Whisper 3)
She is cleaning He is watching They are

the room the cups having lunch
She is making They are playing He is playing

a cake for football in the guitar and
her mother the field singing a song
They are throwing

The children are He is exercising
the ball over
making the beds outside the house
the gate
She is watering
the plants in
the garden
Printable Resource # 7 (Pre-A1 Phonics Wheel ‘ar’)
Students take turns to spin the Phonics Wheel and say the word where the wheel stops.
Words with
/a:/ (ar)
Bottom Wheel
ca
p
ar
rd
sh
jar scar
bar
r
sta
k
Printable Resource # 8 (Low A1 Phonics Wheel ‘i_e’)
Words with
/aɪ/ (i_e)
Bottom Wheel
kit
ice
e
mice rice
nic
life
e
Printable Resource # 9 (Mid A1 Phonics Wheel ‘nd’)
Words with
/nd/ (nd)
Bottom Wheel
be
nd
nd
sa
lend bend
bo
nd
nd
po

Bottom Wheel
Cut Out
Printable Resource # 11 (Pre-A1 Roll and Read ‘or’)
thorn porch port torn corn
horn sport short ford torch
porch born torn horn cord
fort storm lord force storm
born corn cork port sport
force torch ford lord snort

Printable Resource # 12 (Low A1 Roll and Read ‘o_e’)
close stone dove zone drove
clove love home bone dome
bone move lone cone gone
rose some stone close hope
zone home done drove move
cone lone love gone some

Printable Resource # 13 (Mid A1 Roll and Read ‘nt’)
tent want aunt tint pent
dent lint rent font lent
sent rant mint went tint
pant mint pint tent want
went pent lint sent gent
rant pint vent rent font

Printable Resource # 14 (Pre-A1 My words 1)
SoW 131: Memorising Game

Students in pairs. Using My words 1, students take turns to look at a word and say it
out loud, cover the word and write the word in their exercise book. Students
exchange exercise books to check the spelling of the words from My words 1
SoW 131: Against the Clock

Student 1 in both groups is given 2 minutes to memorise the words in My words 2
and whispers it to the next student, who whispers it to the next student until it
reaches the last student. The last student of each group writes the words on a piece
of paper. Groups exchange worksheets to check if all the words are spelt correctly.
Group that completes first with all correct answers wins.
Printable Resource # 15 (Low A1 My words 2)

exchange exercise books to check the spelling of the words from My words 2.
Students sit 2 groups (A & B).

Student 1 in both groups is given 2 minutes to memorise the words in My words 2
and whispers it to the next student, who whispers it to the next student until it
reaches the last student.The last student of each group writes the words on a piece
of paper. Groups exchange worksheets to check if all the words are spelt correctly.
Group that completes first with all correct answers wins.
Printable Resource # 16 (Mid A1 My words 3)

exchange exercise books to check the spelling of the words from My words 3.

Students sit 2 groups (A & B). Student 1 in both groups is given 2 minutes to
memorise the words in My words 3 and whispers it to the next student, who whispers
it to the next student until it reaches the last student. The last student of each group
writes the words on a piece of paper. Groups exchange worksheets to check if all the
words are spelt correctly. Group that completes first with all correct answers wins.
Printable Resource # 17 (Pre-A1 Word Maze 1)
In pairs, Student A reads out a word from My words 1 for Student B to search in the
Word Maze. Student B then reads out another word from the Vocabulary Mat 1 for
Student A to search in the Word Maze. Activity continues until most or all the words
are identified.
Word Maze 1
e q f r k j f d r
s n d c k f h i m
x a a a u f c n k
s n s l d d n n n
s w l m u m u e i
g z e k z h l r r
d p r e t s i s d
a r e h t o r b i
b t h i r s t y c
Student A to search in the Word Maze. Activity continues until most or all words are
identified.
Word Maze 2
w r s c s i m n j p
o u e t o r y m b h
r t o h a w c o o l
h p u w t j r f q g
t t x s a a l d n l
n o t t o c e o s o
j w m r s v r l h o
x n n f n t e e e w
e r v l s d c b e p
h c t a c f e n p b
Student A to search in the Word Maze. Activity continues until most or all words are
identified.
Word Maze 3
x g v o e s k r d p n r o o d
d g y r d z k x f e l j o t h
j j r m s l f q q g q a t u t
v p b r n u j f o n t v n e j
h w x s n a b e d i h l v t s
g u i t a r s u z k l m g t s
a q p f b g g t e a v e n k z
x z r a v n n l i m w a e t f
p d l e k a c i s c l a t l d
r l g l g t w i y p s m e c t
y z k e a h e l c a v b n p g
g n i s i c r e x e l s n b x
y q c s s s y a j y j p i d j
n e u r b u p d u l w d s w j
s k a t e b o a r d i n g q c
Printable Resource # 20 (Pre-A1 Spot On 1A & 1B)
Student in pairs. Each get a ‘Spot On’ Sheet 1A & 1B with missing information
Student A asks Student B (Where is the ball?). Student B looks at his/her sheet and
answers.Students take turns to complete the activity.
Printable Resource # 21 (Low-A1 Spot On 2A & 2B)
Student in pairs. Each get a ‘Spot On’ Sheet 2A & 2B with questions and answers.
Student A asks Student B (Is he wearing a blue shirt?). Student B looks at his/her sheet
and answers. Students take turns to complete the activity.
Printable Resource # 22 (Mid A1 Spot On 3A & 3B)
Student in pairs. Each get a ‘Spot On’ Sheet 3A & 3B with questions and answers.
Student A asks Student B (Is he playing the guitar?). Student B looks at his/her sheet
and answers. Students take turns to complete the activity.
.
Printable Resource # 23 (Pre-A1 Picture Cards 1)
Students in pairs. Each get a Noughts & Crosses sheet.
Students take turns to select a picture card and describe it. For each correct description,
they cross (x) or circle (o) the Noughts & Crosses sheet until they complete a row.
Noughts & Crosses

Printable Resource # 24 (Low A1 Picture Cards 2)
Noughts & Crosses

Printable Resource # 25 (Mid A1 Picture Cards 3)
Noughts & Crosses

Printable Resource # 26 (Pre-A1 Magic Bag 1)
Cut out picture cards and put them in a box/small bag.
Students in groups of 3 select a picture (random) and make a complete sentence using ‘like / don’t like’.
(Picture of a packet of chips with a X. Student says “I don’t like to eat chips”)
Magic Bag 1
Printable Resource # 27 (Low A1 Magic Bag 2)
Students in pairs take turns to select a picture (random) and ask and answer questions.
(Picture of a hat with a X. Student A says “Do you like this hat?” Student B answers, “Yes, I do” or "No, I don’t”)
Repeat activity with students asking questions “Is he/she wearing a hat?” and answer “Yes, she/he is “Or “No, she/he isn’t”)
Magic Bag 2
Printable Resource # 28 (Mid A1 Magic Bag 3)
Students in pairs take turns to select a picture (random) and describe it(Picture of a guitar with a X. Student A
says “I don’t like playing the guitar”)
Magic Bag 3
UNIT 10:
What’s
the Matter?
Overview
CEFR Level DSKP Main Skill (Reading & Writing) Vocabulary Phonics Grammar
Pre-A1 3.2.3 Use visuals on the page to help understand a banana, cake, /əʊ/ (ow as in low) I've got /
word or phrase sandwich, apple, haven't got a
pizza, chicken, /ɔɪ/ (oi as in coin) Have we got
3.1.3 Blend phonemes (CVC, CCVC) orange(s), any…?
pineapple(s), Yes we have /
4.2.4 Name or describe objects using suitable words coconut(s), no we haven't
from word set tomato(es),
strawberry(ies),
4.3.2 Spell familiar high frequency words accurately potato(es)
Low A1 3.2.3 i) Reread a word, phrase or sentence to head, arm, fingers, /aɪ/ I can/can’t (stand on
understand meaning hand, knee, leg, toes, (i_e as in bite) one leg).
foot, jump, run, dance, He/She can/can’t
/əʊ/
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) touch (o_e as in cope) (skip).
Can you (swim)?
4.3.2 Spell a narrow range of familiar high frequency /u:/ Yes, I can. / No, I
words accurately in guided writing (u_e as in cute) can’t.
Mid A1 3.2.1 Understand the main idea of short simple home, shopping /f/ (f as in flower) Past simple
texts centre, movie theatre, statements
in the afternoon, in /w/ (w as in water) (was/were)
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) the evening, scary, /f/ (gh as in laugh) Yes/No questions
funny, delicious, (was/were)
4.3.2 Spell an increased range of familiar high boring, popcorn, Past simple
frequency words accurately in guided writing noisy, interesting (was/were/n’t)
statements
4.2.4 Describe people and objects using suitable
words and phrases

145 103 Skill: Reading Pre-A1 Match words to pictures #1 RI 3. Embed visual and verbal resources in lessons
& Writing Low A1 Complete the spelling of words #2 to support student learning
Mid A1 Match words to pictures #3 RI 4: Encourage peer-assisted learning opportunities
147 103 Skill: Reading Pre-A1 Complete the spelling of words #4 RI 1: Provide clear instruction of literacy components
& Writing Low A1 Match words to pictures #5 RI 3. Embed visual and verbal resources in lessons to
Mid A1 Fill in the blanks with suitable #6 support student learning
words / phrases RI 4: Encourage peer-assisted learning opportunities
to form a complete sentence. RI 7: Encourage collaborative small-group learning
opportunities
148 105 Phonics Pre-A1 Roll and Read #10 RI 3: Provide visual/verbal supports so content is
Low A1 Roll and Read #11 comprehensible
Mid A1 Roll and Read #12 RI 5: Build on students’ home language, culture, and
social experiences
opportunities
150 105 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19 RI 3. Embed visual and verbal resources in lessons
151 - Phonics Pre-A1 Phoneme Spotter #13 RI 1: Provide clear instruction of literacy components
Low A1 Phoneme Spotter #14 RI 3. Embed visual and verbal resources in lessons to
Mid A1 Phoneme Spotter #15 support student learning
opportunities
152 106-107 Grammar Pre-A1 Sort things that I have / haven’t got #25 RI 3. Embed visual and verbal resources in lessons
Low A1 Sort things that I can/can’t do #26 to support student learning
Mid A1 Fill in the blanks #27 RI 4: Encourage peer-assisted learning opportunities

153 - Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19 RI 3. Embed visual and verbal resources in lessons
155 107 Grammar Pre-A1 Fill in the blanks #28 RI 1: Provide clear instruction of literacy
Low A1 Fill in the blanks #29 components
Mid A1 Fill in the blanks #30 RI 4: Encourage peer-assisted learning
opportunities
opportunities
156 108 Phonics Word Bingo (Pre-A1, Low A1, & Mid A1) #16 RI 1: Provide clear instruction of literacy
#17 components
opportunities
opportunities
157 111 Skill: Reading Match words to pictures #7 RI 1: Provide clear instruction of literacy components
& Writing Match sentences to pictures. #8 RI 3. Embed visual and verbal resources in lessons to
Match sentences to pictures. #9 support student learning
opportunities
158 109 Vocabulary Pre-A1 Gap-fill activity. #22 RI 4: Encourage peer-assisted learning
Low A1 Gap-fill activity. #23 opportunities
Mid A1 Gap-fill activity. #24 RI 7: Encourage collaborative small-group learning
opportunities
159 - Grammar Board Game (Pre-A1, Low A1, & Mid A1) #31 RI 4: Encourage peer-assisted learning
#32 opportunities
opportunities

CEFR
I can identify familiar words I can read and understand I can find what I need in
and phrases. simple and short sentences simple informative texts.
underneath pictures.
I can match words and I can write something about
sentences with pictures. I can write some personal myself.
details.
I can write some information I can write simple, short
about my school and my I can understand the main sentences about school
class. point(s) from a short written things, with the help of
passage in clear printed pictures and words, e.g. My
I can write words for script. pencil is yellow.

Use short videos, visuals, Use short videos, visuals, Break the information into
and graphic organizers. and graphic organizers. chunks.
Scaffolding with vocabulary. Scaffolding with vocabulary. Model with clear

explanations.
Differentiate tasks. Differentiate tasks.
Provide opportunities to
Break the information into Break the information into practice.
chunks. chunks.
Model with clear Model with clear
explanations. explanations. Use graphic organisers.
Monitor student progress

(AfL).

SOW 145 SOW 145 SOW 145
Student’s book pg.103 Student’s book pg. 103 Student’s book pg. 103
Match words to picture Complete the spelling of Match words to pictures

(body parts) words (body parts) (-aches)
DSKP: 3.2.3 Use visuals on DSKP: 4.3.2 Spell a narrow DSKP: 4.2.4 Describe people
the page to help understand range of familiar high and objects using suitable
a word or phrase frequency words accurately words and phrases
in guided writing


SOW Lesson 147 SOW Lesson 147 SOW Lesson 147
Complete the spelling of Match words to pictures Fill in the blanks

words (body parts) (-aches)
DSKP: 4.3.2 Spell familiar DSKP: 3.2.3 i) Reread a DSKP: 4.2.4 Describe people
high frequency words word, phrase or sentence to and objects using suitable
accurately understand meaning words and phrases
SOW 157 SOW Lesson 157 SOW Lesson 157

Match words to pictures Match sentences to pictures Match sentences to pictures

(antonym concept cards). (antonyms). (antonyms).
DSKP: 3.2.3 Use visuals on DSKP: 3.2.3 i) Reread a DSKP: 4.2.4 Describe people
the page to help understand word, phrase or sentence to and objects using suitable
a word or phrase understand meaning words and phrases


syllables.
Phonics Activities
SOW 148 SOW 148 SOW 148
Student book pg. 105 student book pg. 105 student book pg. 105
/əʊ/ (ow as in low) /aɪ/ (i_e as in hike) /f/ (f as in flower)
SOW 151 SOW 151 SOW 151

Student book pg.- Student book pg.- Student book pg.-
Phoneme Spotter Phoneme Spotter Phoneme Spotter
/ɔɪ/ (oi as in noise) /əʊ/ (o_e as in note) /w/ (w as in water)
DSKP: 4.2.4 name or DSKP: 4.3.2 Spell a narrow DSKP: 4.3.2 Spell an increased
describe objects using range of familiar high range of familiar high frequency
suitable words from word frequency words accurately words accurately in guided writing
set in guided writing
SOW 156 SOW 156 SOW 156

Word Bingo! Word Bingo! Word Bingo!
/əʊ/ (ow as in low) /u:/ (u_e as in cute) /f/ (gh as in cough)

/ɔɪ/ (oi as in noise) /f/ (f as in flower)
DSKP: 4.3.2 Spell familiar DSKP: 4.3.2 Spell a narrow DSKP: 4.3.2 Spell an
high frequency words range of familiar high increased range of familiar
accurately frequency words accurately high frequency words
in guided writing accurately in guided writing


Give feedback.
SOW 150 SOW 150 SOW 150
SOW 153 SOW 153 SOW 153

SOW) SOW) SOW)
SOW 158 SOW 158 SOW 158

Gap-fill activity (word) Gap-fill activity (phrase) Gap-fill activity (sentence)


CEFR
I can identify familiar words I can read and understand I can find what I need in
and phrases. simple and short sentences simple informative texts.
I can match words and I can write something about
sentences with pictures. I can write some personal myself.
details.
I can write some information I can write simple, short
about my school and my I can understand the main sentences about school
class. point(s) from a short written things, with the help of
passage in clear printed pictures and words, e.g. My
I can write words for script.
different foods and for the
clothes we wear.




Grammar
I've got / haven't got a I can/can’t (stand on one Past simple (was/were/n’t)
Have we got any…? leg). statements
Yes, we have / no we haven't He/She can/can’t (skip). Yes/No questions
Can you (swim)? (was/were)
Yes, I can. / No, I can’t.

Grammar Activities
SOW 152 SOW 152 SOW 152
I've got / haven't got a I can/can’t (stand on one Past simple (was/were/n’t)
leg). statements
Sort out things that I have / he/she can/can’t (skip).
haven’t got (words) Fill in the blanks (sentence)
(Worksheet) Sort out things that I (Worksheet)
can/can’t do (phrase)
(Worksheet)
SOW 155 SOW 155 SOW 155

Have we got any…? Can you (swim)? yes/no questions (was/were)

Yes, we have / no we haven't Yes, I can. / no, I can’t.
Fill in the blanks (sentence)
Fill in the blanks (words) Fill in the blanks (phrase) (Based on a picture)
(Based on a picture) (Based on a picture)
SOW 159 SOW 159 SOW 159

The Jungle Book The Jungle Book The Jungle Book
Review Review Review
Board Game Board Game Board Game


CEFR
I can match words and I can read and understand I can find what I need in
sentences with pictures. simple and short sentences simple informative texts.
I can use digital resources to I can use digital resources to
find information. I can use digital resources to find information.
find information.

Practice at Home
Vocabulary & Phonics Grammar Practice Simple Comprehension &
Practice Guessing words from
List down what you can and context
Play I-spy (food items) at can’t do at home with your
home with your parents. parents. Read a book from the library
with your parents.
Create at Home
Draw a picture of what you Create a 5 minute exercise Write a journal of what you
ate for breakfast, lunch and routine with jump, run, dance did and felt in the morning,
dinner, and label the food. and touch. afternoon and evening, for
one day.
App Time
HOMER Learn and Grow Planet Lettra Speech with Milo:
Free Trial Sequencing
Spend 30 minutes practising Spend 30 minutes platying Spend 30 minutes playing

the reading and writing the word building games. with the word and sound
elements. building games.
Printable Resource # 1 (Pre-A1 Match words to picture - Body parts)
Memory game, Matching game, Cover & Quiz game. Teachers can cut out the words for students to help them label the body parts
Our Body
Label the body parts
Printable Resource # 2 (Low-A1 Complete the spelling of words - Body parts)
Students interact and exchange information using suitable non-verbal responses
guided by question prompts
Our Body
Spell out the body parts
Printable Resource # 3 (Mid-A1 Match words to pictures -aches)
Match the words to the pictures
headache
stomach-ache
toothache
backache
earache
cough
Printable Resource # 4 (Pre-A1 Complete the spelling of words - Body parts)
Memory game, Matching game, Cover & Quiz game. Students can add the missing
letters to form the words. Students write the words in their books
Our Body
Spell out the body parts
Printable Resource # 5 (Low-A1 Match words to pictures -aches)
Match the words to the pictures
headache
stomach-ache
toothache
backache
earache
cough
(Mid A1 Fill in the blanks with suitable words / phrases to form a
complete sentence -aches)
Fill in the blanks with the suitable words.
Ali has a s_________ ______.
Susan has a c_____________.
Chong has ___ b__________.
Ramli ____ ___ h_________.
Mutu _____ ___ t________.
Lina ____ an e__________.

(Pre-A1 Match words to pictures - antonym concept cards)
Match the words with the pictures
big s______________
bright d_____________
inside o_____________
stop _____________
outside dark
small go
Printable Resource # 8 (Low A1 Match sentences to picture -antonyms)
Match the sentences with the pictures
This ball is
big.
This cat is It is dark.

dry.
It is tidy after I cleaned up.
It is bright.
This ball is small.
This bird is This bird is outside.
inside.
This cat is wet.
The sign says
stop! The sign says go!
It is messy
before I
cleaned up.
Printable Resource # 9 (Mid A1 Match sentences to pictures (antonyms). Use the words to describe people
or objects, by filling in the blanks.)
Match the sentences with the pictures
This ball is
big.
This cat is It is dark.

dry.
It is tidy after I cleaned up.
It is bright.
This ball is small.
This bird is This bird is outside.
inside.
This cat is wet.
The sign says
stop! The sign says go!
It is messy
before I
cleaned up.
Printable Resource # 10 (Pre-A1 Roll and Read: ‘ow’)
Students take turns to roll the dice and sound out the words.
Printable Resource # 11 (Low A1 Roll and Read ‘i_e’)
Printable Resource # 12 (Mid A1 Roll and Read ‘f’)
Printable Resource # 13 (Pre-A1 ‘oi’ - Phoneme spotter story)
Printable Resource # 14 (Low A1 ‘o_e’ - Phoneme spotter story)
Printable Resource # 15 (Mid A1 ‘w’ Phoneme spotter story)
Printable Resource # 16 (Pre-A1 Word Bingo)
Teacher cuts out the words and puts them into a bag or envelope. Students fill in
the table with 12 of the words below. Students take it in turns to pull out a word
from the bag/envelope and read it out loud. Students cross out your words when
they hear them Students say BINGO! When they get a full line (vertical, horizontal,
or diagonal) and when they go on to complete a full card
Take turns to read out a word. Cross our your words when you hear them. Say
BINGO! when you get a full line (vertical, horizontal, or diagonal) or a full card.
low row sow tow bow

boil foil coin join point
low row sow tow bow

boil foil coin join point
Printable Resource # 17 (Pre-A1 Word Bingo)
cube cute dune cure dude

tube mule huge rune duke
cube cute dune cure dude

tube mule huge rune duke
Printable Resource # 18 (Mid-A1 Word Bingo)
flower floor face forehead fingers
laugh cough rough tough enough
flower floor face forehead fingers
laugh cough rough tough enough

Printable Resource # 19 (Pre-A1 Matching game)
Memory game, matching game, speaking snap, what’s in the bag
Printable Resource # 20 (Pre-A1 Matching game)
Printable Resource # 21 (Mid-A1 Matching game)
Printable Resource # 22 (Pre-A1 Gap-fill activity) (words)
Printable Resource # 23 (Low A1 Gap-fill activity) (phrase)
Complete the sentences below
I have a I have
_____________________. ____________________.
I can I
___________________. ____________________.
They The monster has

______________________. ________________.
Printable Resource # 24 (Mid A1 Gap-fill activity) (sentences)
What happened yesterday?
Morning A�ernoon Night
you and your you

noisy delicious funny
mother interes�ng
popcorn
movie theatre
shopping
your
centre
father
You and your family
your mother
scary home
Write sentences using the words given above. You can add your
own words too.
Yesterday morning, my mother and I went to the

______________________. We ate ________________.
__________________ stayed at home and watched a
movie on TV. It was _________________.
In the ____________________, I ______________
___________________. It was ____________________.
My mother ___________________________________
and bought a new handbag.
_________________, my family and I had dinner at
_______. It was ___________________________
______________________________________________
______________________________________________
Printable Resource # 25 Pre-A1 Sort out things that I have / haven’t got (words) (Worksheet)
Printable Resource # 26 Low A1 Sort out things that I can/can’t do (phrase) (Worksheet)
Printable Resource # 27 Mid A1 Fill in the blanks (sentence) (Worksheet)

Quick notes:
Was / were Wasn’t / weren’t
I was happy. I wasn’t unhappy.
He was hungry. He wasn’t full.
She was a nurse. She wasn’t a doctor.
It was big. It wasn’t small.
We were early. We weren’t late.
You were at school. You weren’t at home.
They were quiet. They weren’t noisy.
Fill in the blanks with was / were / wasn’t / weren’t.
1. I ____________ reading in the morning yesterday.
2. They ___________ ea�ng popcorn yesterday.
3. The movie ____________ scary yesterday.
4. Si� _____________ happy yesterday.
5. Yesterday, my friends _____________ playing in the field.
6. Yesterday, my sister _____________ shopping.

Printable Resource # 28 Pre-A1 Fill in the blanks (words) (Based on a picture)
What have we got in the fridge?
Answer the ques�ons below with :

Yes, we have OR No, we haven’t
1. Have we got apples in the fridge?

______________________________________
2. Have we got orange juice in the fridge?
______________________________________
3. Have we got a banana in the fridge?
______________________________________
4. Have we got a cake in the fridge?
______________________________________
5. Have we got strawberries in the fridge?
______________________________________
6. Have we got pineapples in the fridge?
______________________________________
Printable Resource # 29 Low A1 Fill in the blanks (phrase) (Based on a picture)
What can I do in the library?

Put a √ or X next to the ac�ons.
run walk jump read
sing write dance eat
Answer the ques�ons below with

Yes, I can OR No, I can’t
1. Can you walk in the library?

________________________________________
2. Can you run in the library?
________________________________________
3. Can you jump in the library?
________________________________________
4. Can you read in the library?
________________________________________
5. Can you write an essay in the library?
________________________________________
6. Can you eat in the library?
________________________________________
Printable Resource # 30 Low A1 Fill in the blanks (phrase) (Based on a picture)

Morning A�ernoon Night
You
Your sister
You and your sister
You and your family

You Your mother
Answer the ques�ons with

Yes, I was OR No, I wasn’t
1. Were you reading yesterday?

_________________________________________
2. Were you watching a scary movie yesterday?
_________________________________________
3. Were you shopping yesterday?
_________________________________________
4. Were you at the beach in the a�ernoon yesterday?
_________________________________________
5. Were you ea�ng with your family in the morning
yesterday?
_________________________________________
6. Were you crying yesterday?
_________________________________________
7. Were you at the beach in the morning yesterday?
_________________________________________
Printable Resource # 31 (Pre-A1 Board Game)
Printable Resource # 32 (Pre-A1 Board Game)
Printable Resource # 33 (Mid A1 Board Game)

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Remedial Instruction Programme for Year 4 students

• Get Smart Year 4 Textbook and Teacher’s Book

Each unit consists of the following sections:

The Toolkit was designed and written by:

Reviewed by the English Language Teaching Centre (ELTC)

Dr. Kalminderjit Kaur a/p Gurcharan Singh

CEFR Level DSKP Main Skill (Speaking) Vocabulary Phonics Grammar

2.1.2 Find out about and describe basic everyday

SoW # Student Remedial Printable Printable Remedial

4 - Phonics Pre-A1 Word Wheel #14 RI 4: Encourage peer-assisted learning

SoW # Student Remedial Printable Printable Remedial

SoW # Student Remedial Printable Printable Remedial

13 11 Phonics Pre-A1 Review #9 RI 4: Encourage peer-assisted learning

Pre-A1 Low A1 Mid A1

Remedial Instruction Strategies

Model with clear Model with clear Model with clear

Provide opportunities to Provide opportunities to Provide opportunities to

Scaffolding with vocabulary. Scaffolding with vocabulary. Scaffolding with vocabulary.

Provide opportunities for Monitor student progress Use graphic organisers.

Printable Resource #1 Printable Resource #2 Printable Resource #3

SOW 7 SOW 7 SOW 7

What’s her name? What’s her name? Who is he?

Printable Resource #4 Printable Resource #5 Printable Resource #6

Printable Resource #7 Printable Resource #8 Printable Resource #8

Pre-A1 Low A1 Mid A1

Model with clear explanations.

Provide opportunities to practice.

Roll and Read Roll and Read Four in a Row

/s/ (as in sat) / ɪə/ (as in hear) L blends (as in like)

Printable Resource #11 Printable Resource #12 Printable Resource #13

SOW 10 SOW 10 SOW 10

Review Roll and Spell Roll and Spell

/ eə/ (as in hair) L blends (as in like)

Printable Resource #20 Printable Resource #21 Printable Resource #22

Pre-A1 Low A1 Mid A1

Printable Resource #23 Printable Resource #24 Printable Resource #25

SOW 5 SOW 5 SOW 5

Printable Resource #23 Printable Resource #24 Printable Resource #25

SOW 11 SOW 11 SOW 11

Printable Resource #23 Printable Resource #24 Printable Resource #25

SOW 14 SOW 14 SOW 14

Printable Resource #23 Printable Resource #24 Printable Resource #25

Pre-A1 Low A1 Mid A1

Remedial Instruction Strategies

Verbalize the thinking Verbalize the thinking Verbalize the thinking

Provide opportunities to Provide opportunities to Provide opportunities to

Give feedback. Give feedback. Give feedback.

Provide opportunities for Provide opportunities for Provide opportunities for

Scaffolding with vocabulary. Scaffolding with vocabulary.

Set clear goals and

His, her, or their What do you do on Monday? Create a Monster!

Pre-A1 Low A1 Mid A1

SOW 16 SOW 16 SOW 16

Re-use Printable Resource Students choose which Students choose which

Pre-A1 Low A1 Mid A1

Remedial Instruction Strategies

https://learnenglishkids.brit https://learnenglishkids.brit https://learnenglishkids.brit

Activity Suggestions Activity Suggestions

Activity Suggestion Activity Suggestion

His name’s… He’s got… He likes…

black flag slug plan cluck flop plug

glass slab club sled slim flash blip

plant slush flock gloss plot class slap