KURIKULUM STANDARD SEKOLAH RENDAH - sksab1.com Year 1 SK Scheme of Work.pdf · 3 Primary Year 1...

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Scheme of Work

Primary Year 1

SK

Primary Year 1

Scheme of Work

Primary Year 1 Scheme of Work

Contents

Introduction to Primary Year 1 Scheme of Work Document p.3 1. Overview of the Primary Year 1 Scheme of Work p.4 2. Glossary of terms in the Primary Year 1 curriculum framework p.6 3. Differentiation strategies for Primary Year 1 p.9 4. Formative Assessment p.13 5. Suggested Pre-Lesson tasks p.14 6. Suggested Post-Lesson tasks p.19 7. Scheme of Work (Lessons 1 – 160) p.25

3 Primary Year 1 Scheme of Work

Introduction to Primary Year 1 Scheme of Work Document

The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and

information for planning and delivering their lessons throughout the year. The Scheme of Work contains

the following sections:

1. Overview of Primary Year 1 Scheme of Work

This section will explain to teachers how the Scheme of Work is organised and provides detail on the two

types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons.

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

In order to assist teachers in understanding the Content and Learning Standards which will appear in

each lesson, a number of these Standards have been explained in more detail.

3. Differentiation strategies for Primary Year 1

This section provides teachers with a number of suggested differentiation strategies which teachers may

wish to use within their classes. There are a total of seven strategies and each lesson will have a

recommendation for teachers as to which strategies could be used within that particular lesson.

4. Formative Assessment

This section provides a short overview of formative assessment and suggests 5 possible ways teachers

can assess their pupils.

5. Suggested Pre-Lesson Tasks

Teachers have been provided with a selection of tasks which can be used at the start of each of the non-

textbook-based lessons. There are a total of 12 tasks and details in how each task can be used are

provided.

6. Suggested Post-Lesson Tasks

As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at

the end of each non-textbook-based lesson.

7. Scheme of Work (Lessons 1 – 160)

This section provides teachers with detailed information for both the textbook-based lessons and the

non-textbook-based lessons. This will include the Content and Learning Standards for each lesson,

details of the lesson outline, the learning materials and suggested differentiation strategies. For the

textbook-based lessons teachers will need to refer to the accompanying Teacher’s Book. For the non-

textbook-based lessons, detailed lesson outlines have been supplied which teachers can choose to

follow or adapt as necessary.


1. Overview of the Primary Year 1 Scheme of Work

1. What is the Primary Year 1 Scheme of Work, and how can it help teachers?

The Primary Year 1 Scheme of Work gives teachers an overview of the Content and Learning

Standards, lesson content and materials for their lessons with Primary Year 1 pupils. They can use

the Scheme of Work to help with their daily, weekly and longer-term lesson planning.

2. How is the Primary Year 1 Scheme of Work organised?

The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing

or Language Arts over the whole school year.

It links the lessons to:

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

the four – lesson cycle of skills lessons (Listening, Speaking, Reading, and Writing) and a

Language Arts lesson as outlined in the Primary Year 1 national curriculum

the Content and Learning Standards contained within the Curriculum Framework document

suggested learning materials for teachers to use and/or adapt for their classes.

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

also suggests ways of differentiating learning tasks to help pupils at different levels of language

understanding and use.

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

Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language

Arts lesson. From Lesson 6 onwards, Primary Year 1 is generally organised into textbook-based

lessons (using the selected textbook - Superminds 1) and non-textbook-based lessons. In the

textbook-based lessons, there are four skills lessons and a Language Arts lesson. The sequence of

the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook.

In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking,

Reading and Writing, as suggested in KSSR Bahasa Inggeris Tahun 1 (National schools) and KSSR

Bahasa Inggeris SJK Tahun 1 (National-type schools) of 2011.

Within each lesson, pupils do a range of activities and they often use and practise more than one skill,

as is found in everyday language use. For example, a speaking lesson may also involve listening;

introductory and/or follow-up activities may practise target language through a different skill, for

example, pupils may read words they have practised using in spoken language. Therefore, every

lesson identifies a main and a complementary content and learning standard, and these often focus

on different skills. The first standard stated in the Scheme of Work represents the main focus of the

lesson, and the complementary standards are secondary. Lesson objectives can be derived from both

these main and complementary standards.

The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills

practised in the textbook-based lessons, which should be identified through formative classroom-

based assessment of pupils’ progress.


The last few lessons (149 – 160) review language and skills practised over the whole of Primary Year

1. The final three Language Arts lessons suggest a class performance of some kind which reviews a

chosen area of language learned during the year.

4. Do teachers need to follow the Scheme of Work exactly?

Teachers need to keep to the given Content and Learning Standards for lessons. This is because

Content and Learning Standards are repeated a number of times over Primary Year 1 in order to

increase pupils’ chances of success in achieving them across all skills and within Language Arts, but

teachers do not have to follow the learning outline and materials suggested. These can, of course, be

adapted according to the teaching and learning context, as long as they work towards the Content

and Learning Standards for that particular lesson.


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

Term in Primary Year 1 curriculum framework

Meaning

Listening 1.1.1

Recognise and reproduce with support a limited range of high frequency target language phonemes

a limited range of high frequency target language phonemes

These are the phonemes shown in the phonics table in the syllabus document. A range of target language phonemes in Year 1 means a suitable variety of phonemes from the phonics table, based on the teacher’s judgment of how well the pupils they teach can read.

Listening 1.2

Understand meaning in a variety of familiar contexts

a variety of familiar contexts

Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the Superminds 1 textbook, such as friends and family, school and food. However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Teachers should use their own judgment here.

Listening 1.2.1

Understand with support the main idea of very simple phrases and sentences See also

Listening 1.2.2

Reading 3.2.1

Reading 3.2.2

very simple phrases and sentences

Very simple phrases and sentences are simple in structure. They are short and contain just one clause (e.g. I’m seven; She can swim, He’s got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in Kuching, I like bananas)

Listening 1.2.3

Understand with a high degree of support very short simple narratives

very short simple narratives

Very short narratives are stories which are usually not more than 6 lines long. The simple narratives contain language and ideas which pupils can understand. Teachers should use their own judgment on very short simple narratives, based on the level and interest of the pupils they teach.


Speaking 2.1

Communicate simple information intelligibly

simple information

Simple information is frequent, everyday information which is simple cognitively. Examples include pupils saying their name and age, talking about their home, or saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple information.

Speaking 2.1.1

Give very basic personal information using fixed phrases

See also

Speaking 2.1.2

Speaking 2.1.4

Speaking 2.3.1

Writing 4.2.1

Writing 4.2.2

fixed phrases

Fixed phrases are useful phrases for communication which pupils can understand and use to communicate successfully. Often the language in the fixed phrases is above their general language level. Here are some examples: It’s my turn, Good idea! No problem! There are many fixed phrases in Superminds 1.

Reading 3.1

Recognise words in linear and non-linear texts by using knowledge of sounds of letters

See also

Reading 3.2

linear and non-linear texts

Linear texts contain only words. Pupils usually read their content in the sequence in which it appears on the page. Examples of linear texts include: dialogues, stories and descriptions.

Non-linear texts combine words and pictures. They involve a different kind of reading from linear texts, as pupils may move between the words and the pictures as they read, not always in a sequence. Examples of non-linear texts include graphs, diagrams, and some computer games.

Reading 3.3.1

Read and enjoy simple print and digital games at word level

digital games

Digital games are language games children play on language learning DVD ROMs, CD ROMS, or websites.

Writing 4.2

Communicate basic information intelligibly for a range of purposes in print and digital media

basic information

Basic information means the same as simple information (see Speaking 2.1 above).

a range of purposes

The range of purposes is described in the learning standards for Years 1 - 6. These purposes involve finding out about and giving personal details and opinions.


Writing 4.3.2

Spell familiar high frequency words accurately

familiar high frequency words High frequency words are words which pupils use often in Year 1 writing, such as colours, numbers, and classroom objects. Teachers should use their own judgment on familiar high frequency words, according to words pupils write often in their lessons.


3. Differentiation strategies for Primary Year 1

Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as

brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the food

words you know, or What will happen next?) allow more proficient pupils to contribute more unusual

words, more complex language, or more original ideas. Sometimes, the teacher can also give

different tasks to more proficient and less proficient groups of pupils according to their needs and

interests: see strategy 5 for more on this.

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

The teacher can support pupils to understand and use language with:

their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)

with gestures

with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)

with written words (e.g. written words on a worksheet to help pupils with spelling).

Different types and amount of support can be given to less proficient pupils, depending on their

needs, and extra challenge can be provided for more proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that

every pupil says or writes something, so that they feel successful. Two useful strategies here are:

compulsory plus optional

remember and share.

i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write two sentences or more, or

In your group, say three colours or more. The minimum target (two sentences, three colours) is

compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional,

and gives a chance for more proficient language pupils to challenge themselves. Some pupils

will stop at the minimum target at first, but with more practice, they will soon get the idea of going

beyond the minimum target.

ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they

learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In one

minute, I’ll cover them… Now, share with your group what you remember and then tell me).

Sometimes, less proficient pupils have good memories, and so this task also allows different

pupils to make successful contributions.

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

Some pupils need longer than others to complete tasks, especially when writing is involved. When it

is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who

complete the task early should be provided (e.g. Write as many animal words as you can; Name the

things in the picture in the textbook; Talk with your friend in English: You choose what to talk about).

Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture)

should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their

own speed. Extra tasks should extend and enrich learning.


Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they

do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want

to do (e.g. the gestures they create for an action song or a revision game), depending on the ways

they prefer to learn (for example visually, through speaking or listening, or through movement).

Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes

pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet

write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys or

have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for

example a group manager, writer or artist. Teachers should make sure to vary pairing and grouping

over time.

Teachers can support needs by setting individual tasks and targets for pupils based on teacher

assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide

on a reading target for each child, and provide them with different tasks from those pupils who can

already read. If a few pupils are proficient readers, they could be given extra tasks. It should be

noted that the Schemes of Work for Primary Year 1 and Year 2 give recommendations for less

proficient readers to be given support during some reading lessons.

Strategy 6: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is limited. They often involve

very short responses. Open questions usually have more possible answers and longer responses.

Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or a cat?)

gives them a chance to produce accurate answers as they are usually easier to answer than open

questions. Asking open questions to more proficient pupils (e.g. What can Misty do now?) provides

extra challenge. As less proficient pupils grow in confidence and competence, teachers can ask them

more open questions. Sometimes there are also good reasons for asking more proficient pupils

easier questions, as this involves them in the lesson and helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For

example, if a pupil who is weak at writing has tried hard and produces work with a number of

misspellings, feedback can be given on what they did well, and only two or three misspellings of

common or important words highlighted. The pupil should respond to this feedback because the

suggested improvement is achievable for them. If a stronger pupil writes well and makes two

misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find

and correct them. The pupil should be able to respond to the extra challenge built in to this feedback.

The same principle applies to giving feedback on pupils’ spoken language.


Pupils with pre- and low-level literacy skills

Some pupils are already literate when they begin Primary Year 1, whereas others may not yet be

literate or may be just learning to read. Within the Scheme of Work, reading and writing skills are

developed in different ways and pupils’ literacy skills will be developed through the activities and

lessons, both in the textbook-based lessons and the non-textbook-based lessons as the relevant

Content and Learning Standards are given adequate attention for pupils who are developing literacy

skills.

However, pre-literate pupils, or those with low-level literacy skills, will need extra support. It is

recommended that teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI)

Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where

indicated in the Scheme of Work. This information can be found in the Differentiation column within

the Scheme of Work below.

Please note the following Content and Learning Standards which develop these skills:

1

Content Standard Listening 1.1 Recognise and reproduce target language sounds

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

2

Content Standard Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters

Learning Standard Reading 3.1.1 Identify and recognise the shapes of the letters of the alphabet Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word Reading 3.1.3 Blend phonemes (CVC, CCVC) Reading 3.1.4 Segment phonemes (CVC, CCVC)


For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need

to be addressed from the beginning of Primary Year 1. They are not otherwise covered in the

Scheme of Work. Suggestions for this are also indicated in the Differentiation column, where

appropriate.

Note the following Content and Learning Standards which develop these skills:

1

Content Standard Writing 4.1 Form letters and words in neat legible print using cursive writing

Learning Standard Writing 4.1.1 i) Demonstrate fine motor control of hands by using pen or pencil correctly ii) Demonstrate correct posture and pen hold grip iii) Develop hand-eye coordination through drawing lines Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) Write letters and words in a straight line from left to right with regular spaces between words and spaces iii) Copy letters and familiar high frequency words and phrases correctly


4. Formative Assessment

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

language learners, and in communicating this information clearly to pupils through feedback.

As formative assessment involves clear communication with pupils, effective formative assessment is

therefore also informative. Formative assessment of listening or reading may involve talking with

pupils about different listening and reading strategies they can use. Some of this discussion may be

in L1, as the focus is on learning, not on language performance. Formative assessment of speaking,

may involve highlighting how well a pupil has communicated a message, as well as some explicit or

implicit correction of pronunciation, vocabulary or grammar. The picture is similar with formative

assessment of writing, with spelling and punctuation replacing pronunciation.

There are five common ways of collecting information in order to find out what pupils have done well,

and what they need to improve:

1. observing pupils in class

2. reading and marking their written work

3. asking pupils about their learning, e.g. what they find easy and difficult, what task types and

topics they enjoy

4. asking pupils to self- or peer assess their work

5. testing pupils.

Formative assessment also involves teachers reflecting on the learning in a lesson in order to plan

upcoming lessons effectively. This is of particular value when considering the non-textbook-based

lessons, where learning from the textbook can be reviewed and/or enriched.


5. Suggested Pre-Lesson tasks

Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson

section within the Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills-

focussed lesson and require minimal materials and preparation. Teachers can, of course, use their

own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach.

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

Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and

vocabulary focus will be different, however, and some tasks can be modified for slightly older or more

proficient pupils, as is noted in the task description.

PRE-LESSON TASK 1: WORK OUT THE WORDS AIM: to prepare and give pupils confidence for a listening or reading text MATERIAL: Board, exercise books and pens Write anagrams of key topic vocabulary words on the board, e.g. e l o y l w (for yellow) r e n e g (for green) Put pupils into pairs or groups and ask them to work out the words by completing the anagrams. If pupils find this difficult provide the first letter of each word or provide a picture to help them with meaning. When finished, invite pupils to form larger groups to see if they have the same words. Ask volunteers to say a word then spell it or come up to the board to write it.

PRE-LESSON TASK 2: GUESS THE ANSWER AIM: to prepare and give pupils confidence for a listening or reading text MATERIALS: Board 1. write questions on the board for a listening or reading text that the pupils will answer during the

lesson. 2. Provide two or three possible answers for each question for example, “What does Sara like doing?”

a. going swimming b. watching TV c. reading books (make sure one is the correct answer!)

3. Ask pupils to guess which one they think is the correct answer. 4. Pupils then listen to or read the text to check their predictions.


PRE-LESSON TASK 3: SEQUENCE THE INFORMATION AIM: to prepare and give pupils confidence for a listening or reading text MATERIALS: Board 1. Write a list of events in the listening or reading text in a random order or use pictures to illustrate

them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He sees a mouse in the tent at night. His mother screams! The mouse runs away).

2. Put pupils in pairs to decide on the order. 3. Invite pupils to compare their ideas in groups. 4. Pupils then listen to or read the text to check their predictions.

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS AIM: to revise topic vocabulary MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards 1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson. 2. Place the flashcards face down on a table in front of the class. 3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card then

slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece of paper or an interactive whiteboard, if either is available.

4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until the pupils have guessed all the words.

PRE-LESSON TASK 5: SIT DOWN, STAND UP AIM: to revise topic vocabulary MATERIALS: True and false sentences about the topic 1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to prepare

them for the content of the lesson. 2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is blue”

etc). 3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct any

false sentences. You could change the action to suit the topic of the lesson or to review other vocabulary, especially verbs.

4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or with the whole class.


PRE-LESSON TASK 6: FINGER-WRITING AIM: to practise spelling of topic vocabulary MATERIALS: Board 1. Choose some words the pupils will need for the lesson. These should be words the pupils already

know, so are reviewing. 2. Divide pupils into pairs. 3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head

down on the desk so that they can’t see the board. 4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word

off the board. If you want to review word-spelling, then you could use a picture. 5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes

the word on their back by using their finger. 6. Each pupil works out what word his/her partner is writing. 7. Reverse the roles so that each pupil gets the chance to write. 8. Repeat for other topic words. NB: When pupils know this activity, they can choose their own words.

PRE-LESSON TASK 7: BEAT THE TEACHER AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary MATERIALS: Board 1. Choose a key topic word from the lesson. 2. Write lines to correspond to each letter on the board with a space in between as in the example

below _ _ _ _ _ _ (pencil). 3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair). 4. Explain that the aim of the game is to guess the word before the face is completed. 5. Tell pupils to put up their hands if they want to guess a letter. 6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one

part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to remind pupils it has already been used.

7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!

NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).


PRE-LESSON TASK 8: PREDICT THE CONTENT AIM: to help pupils with listening or reading comprehension MATERIALS: Board and pictures 1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will have

in the lesson, or tell them the title of the story, song etc. 2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time,

e.g. 3 minutes. 3. Review their answers and provide correct spelling by writing the words on the board. 4. Ask pupils to read or listen to the text and see if any of their predictions are correct. 5. Check the predictions with the whole class before moving on to the main listening or reading focus

for the lesson.

PRE-LESSON TASK 9: REMEMBER THE WORDS AIM: to review topic vocabulary and prepare pupils for the lesson MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet 1. Choose about 7 or 8 topic words which pupils will need for the lesson. 2. Put flashcards or real objects of these vocabulary items on a table. 3. Ask pupils to work in pairs or small groups and to say the words. 4. Check briefly with the whole class. 5. Place a cloth over all the items on the table. 6. Ask pairs to remember 5 words or more. 7. Elicit answers from the whole class. 8. Uncover the items so that pupils can check their answers. NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.


PRE-LESSON TASK 10: SAY WHAT’S MISSING AIM: to review topic vocabulary and prepare pupils for the lesson MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet. 1. Follow steps 1-5 in Pre-task 9, Remember the Words. 2. Take one or two vocabulary items away. 3. Remove the cloth, keeping the removed items in it. 4. Pupils say which items are missing. NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.

PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS) AIM: to practise distinguishing different sounds MATERIALS: Board (or flashcards)

1. Choose some words that contain the sound(s) you are/have been working on and some other topic words you would like to review.

2. Write the words in chains of three or four on the board, containing one example of the phoneme you are focusing on, e.g. for /ɒ/: cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more difficult because of the o in monkey, which is not /ɒ/)

3. Ask pupils to guess which word has an /ɒ/ sound. 4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils

check their answers. 5. Ask pupils to read all the words aloud.

NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of words to check vocabulary production rather than reading recognition.

PRE-LESSON TASK 12: PASS IT ON AIM: to review vocabulary or language to prepare for a lesson MATERIALS: Word or picture cards 1. Review with the whole class the word or picture cards you are using in this task. 2. Have pupils sit in a circle (or two, if you have a very large class). 3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes it on, and so on. 4. Meanwhile, repeat for the next word, and the next, so that several words are circulating. 5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the pupils to be much faster. 6. After the words have all been passed around, you might want to review them again. NB: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.


6. Suggested Post-Lesson tasks

Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson

section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-

focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think that

these would be more suitable for the pupils they teach.

Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and

vocabulary focus will be different, however, and some tasks can be modified for slightly older or more

proficient pupils, as is noted in the task description.

POST-LESSON TASK 1: SPOT THE DIFFERENCES AIM: to provide practice in listening for detail MATERIALS: Text 1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which

pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals). 2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them

they are going to listen to the text again but this time there are some differences. 3. Ask pupils to listen and put their hands up each time they hear something different from the original

text, and to be ready to correct the difference. 4. Read out your text with changes. 5. Pupils listen and correct the differences to make it the same as the original.

POST-LESSON TASK 2: MAKE CONNECTIONS AIM: to review topic vocabulary and grammar MATERIALS: Flashcards, pens and board 1. Before the lesson, choose or prepare between 3-6 flashcards which represent the content of a text

which pupils will work on in the lesson. 2. During the lesson and after pupils have worked on the text, place the flashcards on the board and

elicit ideas from the pupils about items in the pictures. 3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals the link may be

The story is on a farm). To extend, if time: 4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can

remember from the text, using the flashcards to help them. This could be sentences focusing on content or simply words.

5. Ask pupils to tell you the connections they have made between the pictures and the text. 6. If you want pupils to practise writing as well as speaking, pupils could come up to the board and write

information under the corresponding flashcard.


POST-LESSON TASK 3: GUESS THE WORD AIM: to review topic vocabulary MATERIALS: Cards with words or pictures, bag 1. Choose about 7 words related to the lesson. 2. Prepare small cards with the names or pictures of the items. 3. Put the words in a bag then take out a card without letting the pupils see what it is. 4. Explain the word without saying the name or mime it. 5. Invite pupils to guess the word. 6. Continue with all the words until there is none left in the bag. A possible variation is: 1. Make 3 or 4 sets of the cards. 2. Explain or mime 1 or 2 words yourself (step 4 above). 3. Divide pupils into groups. 4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.

POST-LESSON TASK 4: CORRECT THE ERROR AIM: to review topic language, and to review spelling and punctuation MATERIALS: Board, words or sentences with errors from pupils’ written work 1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task.

These should be common errors made by more than 1 pupil. 2. Write the sentences on the board. 3. Ask pupils to form groups to identify the errors and to correct them. 4. Elicit answers with the whole class. 5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.


POST-LESSON TASK 5: REMEMBER IT, SAY IT AIM: to practise the pronunciation of key language from the lesson MATERIALS: Listening or reading text, board 1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you

want the pupils to focus on. 2. Make sure that pupils understand the meaning of the sentence(s). 3. Say the sentence twice and ask the pupils to repeat it. 4. Repeat step 3 if you have chosen more than 1 sentence. 5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask

the pupils to say the complete sentence: they have to remember the missing word too. 6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full

sentence. NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that pupils remember (the number of words depending on their familiarity, the age and the proficiency of the pupils). Start with a small number (2 or 3) and work upwards.

POST-LESSON TASK 6: WHISPER AND WRITE AIM: to review topic language and spelling MATERIAL: Board 1. Draw 4 columns on the board. 2. Divide the class into 4 teams. Ask each team to stand in a line facing the board. 3. Give each pupil at the front of the line some chalk or a board pen. 4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a

topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square). 5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This

continues until it reaches the pupil at the front of the line, who writes down the word, or follows the instruction.

6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their answer is correct.

7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).


POST-LESSON TASK 7: LISTEN AND POINT AIM: to review topic vocabulary MATERIALS: Flashcards of topic vocabulary 1. Briefly review the vocabulary on the flashcards. 2. Place the flashcards on the walls around the room. 3. Say a word. Pupils point to the corresponding flashcard. 4. Divide pupils into groups. Pupils continue this activity in their groups.

POST-LESSON TASK 8: MAKE A WORD LADDER AIM: to review topic vocabulary, to practise spelling MATERIALS: Board 1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5

pupils in each team. 2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some

chalk or a board pen. 3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for

each team (at least one for each pupil in a team). 4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.

They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the ladder. Pupils can help each other with spellings if need be.

5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g. 3 minutes, if you have more time available.

6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point. Alternatively, you can avoid giving points for these kinds of game, but offer praise yourself and from the other students when teams do well.


POST-LESSON TASK 9: READ YOUR FRIEND’S MIND AIM: to review topic vocabulary, to practise listening, speaking and reading MATERIALS: Board 1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is

a good number. Write a number in front of each target language item. 2. Quickly review the target language with pupils. 3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of

the target language item she is thinking of. 4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their

classmates, who pretend to be mind readers. 5. The other pupils write down the number they think she has chosen. If your class is large, pupils can

work in pairs to agree a number together and write it down. 6. Quickly check around the class, asking each pupil to say the phrase they guessed. 7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of

each target language item suggested. 8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4

pupils guessed this correctly, the pupil score 4 points. 9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous

pupil. If this scoring system is too complex for younger children or those less proficient in numeracy, you can tell pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct word.

POST-LESSON TASK 10: TEST YOUR MEMORY AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got) MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source 1. Make sure that each pupil can see the textbook picture or your own picture. 2. Give them 1 minute to look at the picture and remember what’s in it. 3. Ask them to close their books. Hide the picture if you are not using the textbook. 4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red). 5. Pupils tell you if your statements are true or false, and correct false statements. 6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more

time to look at the picture if they need to do this in order to make their statements.


POST-LESSON TASK 11: WHAT ABOUT ME? AIM: to review topic content or vocabulary and encourage pupils to make links between English learning and their own lives MATERIALS: Board and/or pictures, exercise books 1. Choose some key words or language from the lesson. Write the words on the board and ask pupils

to read them or use pictures to elicit them and put the pictures on the board. 2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and

circle one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat – you like cats or you have a cat).

3. Elicit from pupils why you have circled the cat. 4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what

the connection is.

POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: to reflect on and share learning MATERIALS: Exercise book for more literate pupils, or none 1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.

Write it on the board (for more literate pupils). 2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit

an answer and write it on the board. Then give another example; then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.

3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a speaking activity. This would also be a little quicker. Set either a time limit or a number of words limit.

4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound. This could be from the lesson or could be from the whole year so far.


7. Scheme of Work (Lessons 1 – 160)


WE

EK

: _

__

__

__

__

__

___

_

LESSON: 1 (Speaking 1)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Hi. What’s your name? I’m (name) He’s, She’s (name) Bye


CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES

CROSS - CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES / REMARKS

MAIN SKILL

Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL

Speaking 2.3 Communicate appropriately to a small or large group

MAIN SKILL

Speaking 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases COMPLEMENTARY SKILL

Speaking 2.3.1 Introduce self to an audience using fixed phrases

Pre-lesson 1. Introduce target language (Hi, I’m

… What’s your name?) using yourself and pupils as examples.

2. Pupils report back (I’m… He’s… She’s…) …

Lesson delivery

3. Pupils practise target language in

pairs. 4. Pupils report back to the whole

class e.g. I’m … he’s/she’s … 5. Divide pupils into groups of about

6: they repeat step 3. 6. Make larger groups of about 12:

pupils report names within the larger group.

7. Pupils report back to whole class Post lesson

8. Ask pupils to stand in a line in alphabetical order of their first names.

9. In pairs, pupils remember as many

names as they can (e.g. He’s Ahmed, She’s Regina).

10. Finish by eliciting the names of

everyone in the line.

11. Teach pupils Bye!

12. Divide pupils into groups Pupils say Bye! to each other (e.g. Bye Nur!, Bye. Amir!). and Bye! to you.

None needed

Values (Friendship)

Strategies 3 and 4 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing.


WE

EK

: _

__

__

__

__

__

___

_

LESSON: 2 (Listening 1)

MAIN SKILL(S) FOCUS: Listening


TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Point to something (green) … Colours: blue, green, yellow, red, white


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL

Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL

Writing 4.1 Form letters and words in neat legible print using cursive writing

MAIN SKILL

Listening 1.2.4 Understand short basic supported classroom instructions COMPLEMENTARY SKILL

Writing 4.1.2

i) Form upper and lower case

letters of regular size and

shape**

**preliterate pupils only

ii) write letters and words in a

straight line from left to right with

regular spaces between words

and spaces*

*all pupils

iii) copy letters and familiar high frequency words and phrases correctly* *all pupils NB Learning standard 4.1.1 also applies to preliterate pupils here, and in all other lessons in the first few school weeks which involve writing. Please use your own judgement on this, as appropriate to the needs of your pupils.

Pre-lesson

1. Introduce and teach pupils

names of colours. Lesson delivery

2. Give pupils instructions’

Point to something (red/green etc) - pupils point to things inside or outside the classroom.

3. Pupils do step 2 in small

groups. 4. Play Simon says. If your

instruction is Simon says point to something green, pupils do this. If you just say Point to something green, they don’t do it.

5. Pupils do step 4 in groups. 6. Pupils write the names of

the colours. Post lesson

7. Extend the colour sequence by adding a colour e.g. Point to something red and something blue.

8. Pupils do step 7 in groups.

Flashcards for colours

Language

Strategies 1 and 2 may be suitable. Use other strategies if appropriate.


WE

EK

: _

__

__

__

__

___

__

_

LESSON: 3 (Reading 1)

MAIN SKILL(S) FOCUS: Reading


TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Colour words


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL

Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY SKILL

Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters

MAIN SKILL

Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet COMPLEMENTARY SKILL

Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word

Pre-lesson Review colour words by playing Simon Says (the same as Lesson 2).

Lesson delivery

1. Have pupils sit or stand in a circle. Ask the pupils their names and practise any other spoken language they may know at this point (e.g. How are you? How old are you?).

2. Show each letter/letter card and ask pupils which letter is it. Elicit the sound of the letter, too, as appropriate. Put the letters in the middle of the circle.

3. Show pupils the colour flashcards and ask them to tell you the colour in English. What colour is this?

4. Next ask them which sound the colour starts with e.g. green starts with g-. Nominate pupils to take the letter from the circle. Repeat.

5. Have pupils sit down at their desks. Show pupils a set of colour word sound cards and elicit the sounds on them.

6. On the board, show them how to put together the colour word sounds cards to make the colour word.

7. In pairs or small groups, pupils put together the colour words. 8. Next, pupils take their notebooks. They copy the colour words into their book using the appropriate colour pencil/pen. Post lesson

Sing or play the alphabet song or other appropriate song.

Plastic letters if available, or alphabet cards Flashcards of colours Colour word cards, divided into sounds, e.g. Card 1 – gr Card 2 – ee Card 3 – n One set of three or four colours for each pair or group = one set for modelling Alphabet song: e.g. https://www.youtube.com/watch?v=A7InEgfPGxc

Language

Strategy 1 may be suitable. Use other strategies if appropriate If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing.

https://www.youtube.com/watch?v=A7InEgfPGxc




WE

EK

: _

__

__

__

__

__

___

_

LESSON: 4 (Writing 1)

MAIN SKILL(S) FOCUS: Writing


TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Alphabet, pupils’ names


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL

Writing 4.1 Form letters and words in neat legible print using cursive writing COMPLEMENTARY SKILL


MAIN SKILL

Writing 4.1.2

i) Form upper and lower

case letters of regular

size and shape**


ii) write letters and words

in a straight line from left

to right with regular

spaces between words

and spaces*

*all pupils

iii) copy letters and familiar high frequency words and phrases correctly* *all pupils COMPLEMENTARY SKILL

Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet

Pre-lesson

Task 7 using a colour word Lesson delivery

1. Play or sing the alphabet song as in previous lesson.

2. Ask pupils What’s your name?

3. Have pupils ask each other what their names are. 4. Ask pupils how to spell their name: What’s your name? How do you spell that? (this may be a new question for pupils, but they only need to understand it. Make the meaning clear by miming writing and eliciting the letter names) 5. Give each pupil a piece of card. Ask them to write their name on the card to complete the sentence. 6. When pupils have completed their task collect the name cards, mix them up and give them back to different pupils. 7. Pupils read the name on the cards and try to find the pupil whose card it is. At this point, they can say simply A: Alia? B: Yes / No

8. Make sure pupils all have their own name cards. Tell them to keep them in their books so that they can put them on their desks for English classes. Post lesson

Task 3 (perhaps using name cards, and give them back to the pupils afterwards)

Your choice, as appropriate to your lesson content Card for name cards for each pupil. If possible, like a worksheet, with the sentence stem: I’m _____.

Language

Strategy 5 may be suitable. Use other strategies if appropriate.


WE

EK

: _

__

__

__

__

__

___

_

LESSON: 5 (Language Arts 1)

MAIN SKILL(S) FOCUS: Language Arts


TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL

Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs

MAIN SKILL

Language Arts 5.1.1 Demonstrate appreciation through non-verbal responses to: i) simple chants and raps ii) simple rhymes iii) simple action songs COMPLEMENTARY SKILL

Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs

Plan a Language Arts lesson which gives pupils a chance to enjoy responding to and using language in a chant, rap, rhyme or action song. Once pupils can respond with confidence and enjoyment, you can help them to develop entrepreneurial skills by encouraging them to create their own gestures.

Use your own, as appropriate to your lesson content If your focus is on colours, one possibility is the rainbow song. See http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/sing_a_rainbow for the tune and words.

Entrepreneurship

Your choice, as appropriate to your lesson.

http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/sing_a_rainbow






WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Hi. What’s your name? I’m (name)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Speaking 2.1 Communicate simple information intelligibly

MAIN SKILL

Listening 1.2.2 Understand with support specific information and details of very simple phrases and sentences COMPLEMENTARY SKILL

Speaking 2.1.1 Give very basic personal information using fixed phrases

Pre-lesson

See Teacher’s Book Lesson delivery

See Teacher’s Book Post lesson

See Teacher’s Book.

Superminds 1 p.4

Language

Strategy 2 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Numbers 1 - 10 How old are you? I’m (age)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Speaking

2.1 Communicate simple information intelligibly

MAIN SKILL

Writing 4.1.2 ii) write letters and words in a straight line from left to right with regular spaces between words and spaces COMPLEMENTARY SKILL

Speaking

2.1.1 Give very basic personal information using fixed phrases

Pre-Lesson



See Teacher’s Book

Superminds 1 p.5

Language

Strategies 2 and 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Names of letters of the alphabet


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.1.2 ii) write letters and words in a straight line from left to right with regular spaces between words and spaces

Pre-Lesson




Superminds 1 p.6

Language

Strategies 2, 6, and 7 may be suitable. Use other strategies if appropriate.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Colours My hat is (colour)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.5 Name or describe objects using suitable words from word sets COMPLEMENTARY SKILL

Reading 3.1.3 Blend phonemes (CVC, CCVC)

Pre-lesson




Superminds 1 p.7

Language

Strategies 1, 2 and 3 may be suitable. Use other strategies if appropriate.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Recycled language: letters of the alphabet


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.1.1 Demonstrate appreciation through non-verbal responses to i) simple chants and raps ii) simple rhymes iii) simple action songs COMPLEMENTARY SKILL


Pre-lesson

1. Your choice, as appropriate to your

lesson. Lesson delivery

2. Design a lesson

in which pupils develop and share gestures to accompany a numbers song.

3. Body numbers: small groups of

pupils represent numbers with their bodies: all group members are involved in representing each number.

Post lesson


lesson.

Choose a number song you know and like, or create your own. 10 little numbers https://www.youtube.com/watch?v=dk9Yt1PqQiw is one possibility.

Entrepreneurship

Strategies 2, 3, 4 and 7 may be suitable. Use other strategies if appropriate.

https://www.youtube.com/watch?v=dk9Yt1PqQiw




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10: What’s your name…? How old are you? I’m (years old) How do you spell? Names of the letters of the alphabet


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

MAIN SKILL

Listening 1.2.5 Understand short supported questions COMPLEMENTARY SKILL

Writing 4.2.1


Pre-lesson 1. Pre-lesson task 1: Work out the

words.

2. Introduce and teach the fixed

phrase How do you spell….? Lesson development

3. In groups of 6-8, pupils do a survey

of names, ages, and ask how to spell their classmates’ names.

4. In pairs, they draw their neighbour

and write about him/her (E.g. Lukman/Mira. He’s/She’s 7 years old).

5. Pupils put their work on the wall to

create a class profile. Post lesson 6. Post-lesson task 4: Correct the

error.

Paper and something to stick pictures on the wall if appropriate

Values (Friendship)

Strategies 2 and 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10 What’s your name…? How old are you? I’m (years old)


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL

Speaking 2.3 Communicate appropriately to a small or large group COMPLEMENTARY SKILL

Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

MAIN SKILL

Speaking 2.3.1 Introduce self to an audience using fixed phrases COMPLEMENTARY SKILL

Writing 4.3.1 Use capital letters appropriately in personal and place names

Pre-lesson

1. Pre-lesson task 7: Beat the teacher Lesson delivery

2. Pupils stand in groups of about 5

or 6. 3. They throw a ball of paper to each

other to practise target language in a chain activity.

4. E.g. Pupil 1 starts: Hi, I’m X …, I’m

years old and throws the ball of paper to pupil 2 in the circle who repeats this information, and adds their own information to make a chain. i.e. He’s/ she’s X, he’s /she’s … years old. I’m Y… I’m years old.

5. Each pupil repeats previous

information and adds their own information to the chain.

6. Pupils write about themselves and a classmate.

Post lesson

7. Post lesson task 6: Whisper and

write

Pieces of paper to screw up into a ball

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.1.2



size and shape**






and spaces*

*all pupils

iii) copy letters and familiar high frequency words and phrases correctly* *all pupils

Pre-lesson Play Find Something- pupils listen to you say Find something red, and go to touch something red in the classroom. Write the colour words on the board as you use them. Lesson delivery

1. Pupils sit in small groups. Give each group some letters (cards or plastic ones). Call out a letter; pupils have to try to grab the correct letter. They keep it if they grab it first. 2. Next, tell pupils a colour word. They should work together to try to spell it using the letters they have. They can use the words on the board to help. 3. Depending on the level of proficiency, you could repeat this activity with the words on the board erased. 4. Hand out worksheet and ask pupils to write their name at the top. Pupils then read and colour the words (Part A).

5. Next pupils colour the hat in Part B and write the colour in the gap. Post lesson

Task 10 using picture on p.4. This may need adapting to your pupils.

Letter cards or plastic letters. Colour pencils Worksheet – one per pupil (see below)

Language

Strategies 2 and/or 4 may be suitable. Use other strategies as appropriate to your pupils. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line a of the Phonics Table (see Syllabus).


Suggested worksheet design for Lesson 13:

I’m _________________

A: Read and colour

B: Write and draw

[pupil’s drawing of a hat]

My hat is ___________.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL


Reading 3.3 Read independently for information and enjoyment

MAIN SKILL

Writing 4.1.2



size and shape**






and spaces*

*all pupils

iii) copy letters and familiar high frequency words and phrases correctly* *all pupils COMPLEMENTARY SKILL

Reading 3.3.1 Read and enjoy simple print and digital games at word level

Pre-lesson

Task 1 using colour words. Leave the words on the board if necessary. Lesson delivery

1. Review the colour words using flashcards. Put the flashcards around the room. Say a colour and the pupils should go to that flashcard (run or walk). 2. Play a game of pelmanism with colour flashcards in small groups – lay out all the cards, face-down. Pupils turn over two cards in turns to find a pair of matching colour + word.

3. Pupils work in pairs. Give each pair two or maybe three colours. Pupils make a poster by drawing object(s) of a certain colour. They colour them and then write the colour word underneath. 4, Display pupils’ work in the classroom. Have pupils talk about the colours and objects using as much vocabulary as they may have. You could introduce new words here if you feel it is appropriate and useful. Post lesson

Task 11. Ask about colours of objects they have in their school bag, for example, that they can take out and show the class

Sets of word + colour cards for each group (i.e. pairs of cards, one with a coloured circle (or object) and the other with the written word of the colour). Coloured pencils, poster paper (or large paper for display). You may need to create a worksheet which shows pupils where to draw and where to write. Include lines to help with letter size and shape as/if you would normally do.

Language

Strategies 2 and/or 4 may be suitable. Use other strategies as appropriate to your pupils. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line b of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Your choice, as appropriate to your pupils’ needs and interests


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.5 Name or describe objects using suitable words from word sets

Plan a Language Arts lesson which gives pupils a chance to enjoy responding to and using language in a chant, rap, rhyme or action song. Once pupils can respond with confidence and enjoyment, you can help them to develop entrepreneurial skills by encouraging them to create their own words to their own extra verse.

Use your own, as appropriate to your lesson content If your focus is on colours, one possibility is the rainbow song. See: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/sing_a_rainbow for the tune and words.

Entrepreneurship

Your choice, as appropriate to your lesson content You may want to provide prompts for pupils to help them to create their own verse.







WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Recycled language: I’m (name/age), What’s your name? How old are you?


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL

Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL

Listening 1.2 Understand meaning in a variety of familiar contexts

MAIN SKILL

Reading 3.2.2 Understand specific information and details of very simple phrases and sentences COMPLEMENTARY SKILL

Listening 1.2.3 Understand with a high degree of support very short simple narratives

Pre-lesson

See Teacher’s Book. Lesson delivery

See Teacher’s Book. Post lesson


Superminds 1 p.8 - 9

Entrepreneurship (role play)

Strategies 2, 5, and 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Recycled language from topic of Friends


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL

Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL


MAIN SKILL

Writing 4.2.1

Give very basic personal information using fixed phrases COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. If you do not have access to the Workbook,

1. Draw on the board or give to pupils the grid on the next page as a handout.

2. Ask pupils to copy the grid if it is on the board.

3. Ask pupils to work individually to draw and write examples of what they know.

4. Close the task by sharing a few examples with the whole class

5. Start a new task, by writing numbers 1-10 on the board or on a poster.

6. In pairs, pupils take turns to point to a number and say the word.

7. Check a few examples with the whole class.

Post lesson


Superminds 1 p.9

Language

Strategies 2, 4, and 6 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing


Draw and write examples of what you know

1.

I’m six_________________________________________________ _______________________________________________________

2. _______________________________________________________ _______________________________________________________

3. _______________________________________________________ _______________________________________________________ _____________________

4. _______________________________________________________ _______________________________________________________


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Classroom objects


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Listening 1.2.1 Understand with support the main idea of very simple phrases and sentences COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.10

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: What’s this? It’s a (ruler) Is it a (ruler)? Yes, it is/No, it isn’t.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.2.2 Understand with support specific information and details of very simple phrases and sentences

Pre-lesson




Superminds 1 p.11

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Classroom objects It’s a… (pencil)


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.2 Express personal responses to literary texts COMPLEMENTARY SKILL

Language Arts 5.3 Express an imaginative response to literary texts

MAIN SKILL

Language Arts 5.2.1 Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate.

Pre-lesson

1. Revision: Pupils do the school objects chant from p.10.

Lesson delivery

2. Show pupils how to make a zigzag

book. 3. Pupils make the book, following

your instructions.

4. Pupils draw and label 5 classroom objects.

5. Pupils share their books and name the objects in their friends’ books.

Post lesson


lesson.

https://d3ddkgxe55ca6c.cloudfront.net/assets/a/44/f4/109155_100smarty1_sip-45-26007.pdf shows you how to make a zigzag book

Creativity and Innovation

Strategies 2, 4 and 7 may be suitable Use other strategies if appropriate. .

https://d3ddkgxe55ca6c.cloudfront.net/assets/a/44/f4/109155_100smarty1_sip-45-26007.pdf





WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Imperative: draw Recycled language from lessons 16 - 20: colours and classroom objects


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL

Listening 1.3 Use appropriate listening strategies in a variety of contexts COMPLEMENTARY SKILL


MAIN SKILL

Listening 1.3.1 Predict words they will hear by using knowledge of a topic COMPLEMENTARY SKILL

Listening 1.2.4 Understand short basic supported classroom instructions

Pre-lesson 1. Pre-lesson task 6: Finger writing Lesson Delivery

2. Tell pupils that you‘ll ask them to

draw some classroom objects. Elicit their predictions of target language.

3. Give a picture dictation of 3 or 4

objects, pausing in between each object. Include classroom objects, colours and numbers (e.g. Draw a red pencil case… Now draw 2 blue rulers).

4. Pupils compare and name objects. 5. In pairs pupils take turns to do a

picture dictation of 3 objects with each other.

Post lesson

6. Post-task 8: Make a word ladder

None needed

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: How are you? I’m fine, thanks Good Recycled language from lessons 16 – 20 numbers 1 - 10, Bye! How old are you?


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson 1. Introduce and teach How are you?

I’m fine thanks, Good.

Lesson delivery

2. Give 1 card to each pupil in the class and explain that the black number is theirs, and that the red one is the number of a classmate.

3. Say the red number on your card. The pupil whose number it is answers.

4. The conversation should be similar to this:

Pupil: Hi, X here Teacher: Hi X, (your name) here Pupil: How are you? Teacher: I’m fine, thanks. How are you, X? Pupil: I’m fine thanks Teacher: OK, bye, X! Pupil; Bye!

5. Divide pupils into pairs.

6. Tell them to ask and answer What’s your number?

7. They ask and tell each other their numbers, and phone each other, as in the example in step 4.

8. Change pairs and repeat.

Post lesson

9. Post-lesson task 6: Whisper and write (Use a sequence of about 5 numbers for this).

Cards with written numbers. Before the lesson, prepare a set of telephone number cards, one card for each pupil in your class and one for you. Write a number in black and a different number in red on each card. Make sure that every black number occurs as a red number on another card. Toy or pretend phones if you have them: Pupils can use their fingers as phones if not.

Language


W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _





TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 16 – 20 Classroom objects


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.1.3 Blend phonemes (CVC, CCVC) COMPLEMENTARY SKILL

Writing 4.3.2 Spell familiar high frequency words accurately

Pre-lesson

Task 10 using classroom objects

Lesson delivery

1. Pupils sit or stand in a large circle. Arrange the objects from the pre-lesson task on a table or on the floor in the middle of the circle. Give each pupil a word card. Ask them to try to read it silently.

2. Sound out the words (e.g. p-e-n-s-l, b-u-k) on the word cards. As pupils hear their word, they should put the card by the object in the circle.

3. Feedback by showing the word card for each item and ask pupils to read and sound out the words together.

4. If pupils need more practice in this area, you could play a game where they sound out the word on the card and pass it to their neighbour, who sounds it out and passes it to theirs, and so on around the circle.

5. Pupils sit back in their places. Show pupils your completed wordsearch example and elicit what it is (if you think pupils are familiar with wordsearches). If not, work through an example wordsearch with the whole class.

6. Pupils now create their own wordsearches on the computer in pairs. They use words from the unit so far. Allow pupils to check the spelling of the words in the textbook.

7. Pairs print and exchange wordsearches to complete each other’s.

Post lesson

Post lesson Task 12

Word cards for the classroom objects used in pre-lesson (one for each pupil. There can be multiple cards of the same object). Create a very simple, completed wordsearch to use as a model OR have a wordsearch you can do with the class together. One possibility for an online wordsearch maker is https://worksheets.theteacherscorner.net/make-your-own/word-search/ If you have internet access, make sure that you choose a wordsearch maker which produces words only across or down: you can choose this option on the better wordsearch makers.

ICT

Strategies 2 and/or 4 may be suitable. Use other strategies depending on your pupils. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing and/or to focus on phonemes from Line b of the Phonics Table (see Syllabus)

https://worksheets.theteacherscorner.net/make-your-own/word-search/




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 16 - 20 It’s a …, colours, classroom objects


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.2 Greet, say goodbye, and express thanks using suitable fixed phrases COMPLEMENTARY SKILL

Writing 4.2.4 Name or describe objects using suitable words from word sets

Pre-lesson

Task 4 (try to use the dialogue pattern here) Lesson delivery

1. In small groups or pairs, pupils play a jumbled letters game, where they have to spell words correctly using the letters given. Use plastic letters or letter cards to spell words from the unit. 2. Have pupils copy the words into their exercise books if you feel they need further support in this area. 3. Model the dialogue (as on the worksheet) using flashcards or realia held behind your back. Note that when guessed, you give the object to the pupil, saying Here you are and the pupil should respond with Thank you.

4. Have pupils play the guessing game in pairs using real objects. 5. Write a model dialogue on the board that follows the same pattern as the worksheet. Nominate a boy and a girl to read the dialogue, eliciting the missing words and writing them in the gaps. 6. Give pupils a worksheet and ask them to write in the missing words. They could work in pairs to do this, perhaps a boy + a girl. 7. When they have finished, pupils practise the dialogue. Post lesson

Task 5

Plastic letters or letter cards. One worksheet per pupil (see below for suggested design)

Values (saying thank you)

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing and/or to focus on phonemes from Line b of the Phonics Table (see Syllabus)


Suggested worksheet design for Lesson 24

I’m ________________________.

[picture of a ruler]

[picture of a girl] [picture of a boy]

What’s this?

Is it a book?

___, it isn’t.

Is it a _____?

Yes, it is. Here you are!

_______ you.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: It’s a (colour) (object).


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson which allows pupils to listen and respond to short texts. These could be descriptions of classroom objects that pupils need to identify. You could, for example, collect various classroom items and other realia (real things) to review vocabulary so far. Put these on a tray. Describe an item and pupils should tell you what it is. You could also write the sentences on the board if you would like to support reading skills development too. You could then play ‘Kim’s Game’, where pupils look at the items on the tray for 30 seconds. Then close their eyes as you take something away. The pupils should tell you what you took away. Pupils can then play a similar game in small groups.

Your choice of materials and resources. Realia (real things) are recommended. Short texts (e.g. for you to say to describe classroom items.)

Language

Use appropriate strategies according to your lesson and class. .


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: It isn’t my (pen) Look at (the desk)


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.1 Give very basic personal information using fixed phrases COMPLEMENTARY SKILL

Listening 1.2.5 Understand short supported questions

Pre-lesson




Superminds 1 p.12

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Imperatives + please e.g. Sit at your desk, please, Open your bag, please


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.4 Name or describe objects using suitable words from word sets COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. In the listening task (task 1), pupils can write the words on pieces of paper If they do not have stickers. Post lesson


Superminds 1 p.13

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Here’s (your pencil case) I’m sorry Thank you


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies

MAIN SKILL

Listening 1.2.3 Understand with a high degree of support very short simple narratives COMPLEMENTARY SKILL

Reading 3.2.1 Understand the main idea of very simple phrases and sentences

Pre-lesson




Superminds 1 p.14

Values



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: The letter sound /æ/


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Listening 1.1 Recognise and reproduce target language sounds

MAIN SKILL

Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word COMPLEMENTARY SKILL

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

Pre-lesson




Superminds 1 p.15




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At school

LANGUAGE/GRAMMAR FOCUS: Phonics: /æ/ sound and related vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs COMPLEMENTARY SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate

Pre-lesson

Play a game where the teacher says two words (from the textbook), one with /æ/ sound, one with a different sound. Pupils stand up when they hear the word with /æ/ and sit down when the word has no /æ/. Lesson delivery

1. Write the letter a on the board and ask pupils what it sounds like. 2. Sing or play the song (if you’re happy and you know it adaptation). Encourage pupils to join in with the /æ/ sound. 3. Ask pupils to tell you some words with the /æ/ sound. Write the words on the board. 4. Show pupils how to make a new verse using an /æ/ word If you’re happy and you know it say ‘apple, apple’ for example. 5. Pupils work in pairs to create new verses and to practise singing them. Depending on your pupils, you may need to support them in this. 6. Pairs perform their verses to the class. Post lesson

3. Using words the pupils have used in their songs.

Song: If you’re happy, happy, happy, say a, a. If you’re happy, happy, happy, say a, a. If you’re happy, happy, happy, really happy, happy, happy, If you’re happy, happy, happy, say a, a. Video available at: https://www.kizphonics.com/short-a-phonics-warmer-song/


Your choice, as appropriate to your lesson and pupils. Possibly strategies 2 and 3: You may want to provide prompts for pupils to help them to think of words with the /æ/ sound (such as flashcards). You may want to put/draw pictures on the board of the words instead of/as well as writing the words. Pupils only need to insert one word, but may have difficulty repeating the rest of the verse – if so, they need only to say the new word and not repeat the verse.

W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

https://www.kizphonics.com/short-a-phonics-warmer-song/







TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 26 - 30: school objects


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIE


MAIN SKILL



MAIN SKILL



Pre-lesson

1. Pre-lesson task 7: Beat the teacher, to introduce the title of the story you’ll tell in the lesson. The title is Mira goes to school

2. Explain or elicit goes if necessary.

Lesson delivery

3. Put pictures of a school bag and 5-8 school objects on the board, or put real objects on a table.

4. Tell pupils to listen to the story and decide if Mira takes all the objects to school.

5. Tell the story below, and make sure that you leave out one of the items:

Mira goes to school. She says bye to her mum, and says hi to her friend Aisha

Mira gets to school. She opens her school bag. She has a green ruler, a blue rubber etc (name 5-8 objects). Oh, no…!

6. Ask pupils if Mira took everything to school, and ask why she said Oh no ! (she’s left something at home), and what’s missing.

7. Give each picture on the board to a different group.

8. Tell the story again: the group stand up when they hear their object.

9. Put the pictures back on the board.

10. Divide pupils into pairs. They create their own story, using the objects on the board, and leaving at least one out.

11. Put pairs into groups of 4. Pupils tell each other their story: the listening pair says which items or items are missing.

Post lesson

12. Post lesson task 1: Spot the differences

Pictures of school objects, or the real object themselves

Creativity and Innovation (Step 10 and 11 in lesson)



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 26 – 30 Classroom objects. Hi, How are you, Here’s a … Is it yours? Bye. Thanks


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Speaking 2.2 Use appropriate communication strategies

MAIN SKILL


Speaking 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase

Pre-lesson

1. Pre-lesson task 10: Say what’s missing

Lesson delivery

2. Put pupils into pairs.

3. Explain that they’ll create a dialogue In which they ask if a classroom object belongs to another pair. The other pair will answer their questions.

4. Before pupils start preparing, make sure that they know which pair they’ll be speaking to.

5. Put a speaking frame on the board to help the pairs of pupils prepare and understand who says what: e.g.

Pupil X: Hi A and B, Pupil Y: How are you? Pupil X: Here’s a… (pupils use the real object or a picture) Pupil Y: Is it yours?

Pupil A: Hi X and Y, Pupil B: We’re fine thanks. How are you? Pupil A: Yes it is/No it isn’t. Pupil B: Thanks. Pupil A: Bye!

6. Do an example or two of the dialogue together with a proficient pupil to demonstrate the activity.

7. Ask pupils to prepare. Make sure that pupils practise speaking the dialogue rather than writing it.

8. As they prepare, encourage them to ask you or their classmates for help with vocabulary or pronunciation if necessary (see Learning Standard 2.1.4)

9. Pupils exchange dialogues.

10. If time, ask some pairs to do their dialogues for the whole class.

Post lesson

11. Post-lesson 4: Correct the error

Pictures of classroom objects or the real objects themselves




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 26 – 30: School objects


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.1.4 Segment phonemes (CVC, CCVC)

Pre-lesson

Task 1 Lesson delivery

1. Pupils sit or stand in a circle. Play a guessing game with the word cards, where you reveal words sound-by-sound and ask pupils to read aloud and guess the word. 2. Repeat step 1, pupils take the role of the teacher. 3. Give out the word cards and ask pupils to find realia to match the card in their bag or on their desk. 4. Have pupils say Here’s my xxx. It’s (colour). 5. Using the sound cards, on the board, nominate pupils to come to the board and make the colour words. 6. Pupils do Activity A on the worksheet – they match beginning and final sounds by drawing a line. 7. Review the word cards from step 1 before having pupils do Activity B. 8. Depending on time available, pupils can draw something of theirs (e.g. My red pencil) and write under it. Post lesson

Use pupil’s pictures to play a guessing game. Another option for this lesson is to design a lesson in which pupils create anagrams of school objects for their classmates to solve. This is suitable for more proficient classes.

Word cards for vocabulary items (classroom items) Sound cards for colour words (i.e. bl / ue, gr / ee / n) One worksheet per pupil. See below for suggested outline.

Language

Your choice, as appropriate to your class, depending on their level of proficiency in reading. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing and/or to focus on phonemes from Line c of the Phonics Table (see Syllabus)


Suggested Worksheet

I’m __________.

A. Draw a line to make colour words bl llow ye d re ple pur ue B. Complete the words [5 pictures across the page with part of the word underneath: [bag] [ruler] [pencil case] [desk] [book] ___g ___ ler ___ncil ___se ___sk ___k

de ba boo pe ru ca

C. Draw and write

My ________________________


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 26 – 30, and from lesson 32 Classroom objects. Hi, How are yours, Here’s a … Is it yours? Bye! Thanks


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.2 Greet, say goodbye, and express thanks using suitable fixed phrases COMPLEMENTARY SKILL


Pre-lesson Lesson delivery

1. Collect some objects from pupils. Hold up the objects and say Here’s a … Is it yours? Keep the objects. 2. Have pupils ask and answer the question in pairs or small groups. 4. Put word cards (or write) for: e.g. Hello / Adelia on the board and elicit their correct order to make Hello Adelia. Repeat for From Nor. 5. Give each pair or small group a set of words. They should arrange them to make sentences: Here’s a xxx. Is it yours? 6. Using a sticker/label, show pupils how to write the message: Hello Adelia. Here’s a rubber. Is it yours? From Nor. They can use their picture dictionaries to check spelling. 7. Hand out to pupils the objects you collected from step 1 and a sticker/label for each pupil. Have pupils write their message on it. 8. Collect the objects and have pupils help you give them to the person addressed in the message. 9. Depending on time, you could repeat a similar process for the reply (e.g. Hello Nor. No, it isn’t.) or you could do this orally. Post lesson

Task 12

Word cards for: 1. Here’s / a / ruler /. / Is / it / yours / ? One set for each pair or small group Removable stickers or labels OR small papers with sticky tape/tack

Language

Strategies 1, 2 or 5 may be suitable. Use other strategies as appropriate depending on your class. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in

to this lesson, to work towards Content Standard: Writing 4.1 Form letters and words in neat legible print using cursive writing and/or to focus on phonemes from Line c of the Phonics Table (see Syllabus)


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At school

LANGUAGE/GRAMMAR FOCUS: Is it your X? It isn’t my X.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation. i) simple chants and raps ii) simple rhymes iii) simple action songs

Plan a Language Arts lesson that allows pupils to listen to again and appreciate a song. For example, you could use and review the song on p.12 and encourage pupils to use classroom items when responding to the song. For example, they could set up some desks with names and items on them in a similar way to the picture on p.12.

A song of your choice. For example, Superminds 1 p.12 Own material.


Your choice depending on your lesson and class.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: This is (my desk) There’s a bag


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.16

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Imperatives: Put away (your book). Look for (the rubber). Can you see (the ruler)? What number?


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.2 Find out about very basic personal information using fixed phrases COMPLEMENTARY SKILL

Writing 4.2.5 Connect words and proper names using ‘and’

Pre-lesson




Superminds 1 p.17

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language: colours Adjectives: primary (colours), secondary (colours)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL

Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL


MAIN SKILL

Writing 4.3.2 Spell familiar high frequency words accurately COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.18




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language: colours, primary, secondary (colours)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.19




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At school

LANGUAGE/GRAMMAR FOCUS: Review of imperative verb forms and phrases Please


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.3 Express an imaginative response to literary texts COMPLEMENTARY SKILL

Listening 1.2 Understand meaning in a variety of contexts

MAIN SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate COMPLEMENTARY SKILL


Pre-lesson

Play a mime game to review imperative verbs from the textbook. Say the words and the pupils mime.

Lesson delivery

1. Introduce your puppet. Get your puppet to ask some pupils their names and review Hello, what’s your name? or How are you?

2. Tell pupils you will say a chant and that they should listen and watch. 3. Make sure you have a book in your hand before you start the chant. Say the first verse of the chant (see example in next column). When you reach the last line of the verse, the line which includes the word please, open your book 4. Ask pupils why you opened your book after that last line. 5. Elicit that this is because please is polite (pupils will probably need to use L1 here). 6. Explain that you’ll continue with other verses, and that pupils should only do an action after they hear the word please 7. Say more verses and make sure that pupils do the actions when you say please. You could vary the speed and/or volume of your voice 8. Ask pupils to make their own puppets* (or at least one for each group)

Before the lesson, prepare a puppet. Here are some ideas for simple puppet making: http://www.wikihow.com/Make-Puppets

*Pupils will make their own puppets too. Before the lesson, decide which kind of puppet you are going to make and use so that you can prepare the resources for the pupils too (or ask them to bring from home, e.g. socks)

Create a suitable chant using your puppet’s name and verbs from the textbook. For example:

Hi, I’m Farah. Farah. Listen to me! Farah says open your book. Open your book. Open your book. Farah says open your book. Open your book, please. Farah says close your book, close your book, close your book. Farah says close your book, close your book, please. Farah says open the door. Open the door, open the door. Farah says, open the door. Open the door, Farah says open the door, please.

Values (politeness/saying please)

Your choice as appropriate to your lesson and pupils. Possibly strategies 2 and 3. You can model several verses to help demonstrate the response to the chant. If necessary pupils could use L1 to explain the need for ‘please’. In small group work, you could nominate some more proficient pupils to be the teacher and ask for more volunteers.

http://www.wikihow.com/Make-Puppets

http://www.wikihow.com/Make-Puppets


9. Ask pupils to work in small groups and take it in turns to be the teacher who says the chant using their puppet, Post-lesson

Write verbs on the board (e.g. open). Pupils read the verbs and put each verb into as many spoken imperative statements as possible using please (e.g. open your book/ the window/the door please) 2. Tell students to listen and watch. Say the first verse of the chant, opening your book on the last line (where you say please). Ask pupils why you opened your book then.

3. Say more verses in a similar pattern and ask pupils to do the actions when you say please. You could vary the speed and/or volume of your voice.

4. Introduce a new pattern (with Now). You could try to trick the pupils into doing the action before eliciting that there is no ‘please’.

5. Continue in this way, mixing up the verse patterns.

6. Ask pupils to make their own puppets* (or at least one for each group).

6. Ask pupils to work in small groups and take it in turns to be the teacher using their puppet.

Post lesson

Your choice or suggested activity: Write verbs on the board (e.g. open).

Pupils read the words and put them into as many imperative statements as possible (e.g. open your book/ the window/the door).

You can continue with other verses which use imperatives from Superminds p.17 such as Put away…, Take out… Pass me… Write… Find… Look for …


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 36 - 40: colours What colour’s the…?


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-Lesson

1. Pre-Lesson task 10: Say what’s missing

Lesson Delivery

2. Draw 4 columns on the board.

3. Divide the class into 4 teams. Ask each team to stand in a line facing the board.

4. Give each pupil at the front of the line a set of colour cards.

5. Go to the back of the line and ask the 4 pupils at the back of each line to come to you.

6. Show them a colour card.

7. The pupils go back to their lines and whisper the colour to the next pupil in the line. This continues until the pupil at the front of the line, who shows a card matching the colour they hear.

8. Each team gets one point for a correct answer. The team who finished first get an extra point if their answer is correct.

9. Continue with new colours.

10. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).

11. You can add challenge by showing 2 or 3 colours, so that pupils have to whisper more than one colour at the same time.

12. Change focus by putting classroom objects on a table, or pictures of these on a screen.

13. Give pupils time to remember the objects and remember their colours.

14. Cover the objects and ask What colour’s the (pencil case)?

15. Repeat step 14 a few times.

16. Divide pupils into small groups: They play the same game with their own classroom objects.

Post lesson

17. Post lesson task 9 Read your friend’s mind.

5 sets of colours cards: one for you, and 4 sets for 4 teams of pupils Classroom objects: real ones or pictures A cloth to cover the objects with

Language



WE

EK

: _

__

__

__

__

___

__

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 36 - 40 Imperatives: Put away your…please, Take out your… please, Pass me a… please, Open your… please, Thank you. Classroom objects


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-Lesson

1. Pre-Lesson Task 2: Sequence the

information

(Do this with a set of instructions similar to those on p.17 of the textbook).

Lesson Delivery

2. Give instructions to pupils similar to

those on p.17 of Superminds 1 (e.g. Open your notebooks please). Say Thank you when pupils follow the instructions carefully.

3. Divide pupils into small groups. 4. Ask them to take turns to give

instructions, and say thank you when others in the group do this correctly.

5. Ask some pupils to give

instructions to the whole class. 6. Extend step 2 by combining

instructions (e.g. Pass me a pencil and a rubber please, Open your bag and take out your notebook, please).

Post lesson 7. Post lesson task 5: Remember it,

say it

Classroom objects

Language



WE

EK

: _

__

__

__

__

___

__

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 36 - 40 Colours


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Review the words you will need for this lesson (depending on your picture) by playing a word game, e.g. Task 1. Lesson delivery

1. Review colour words using the cards – either as a whole class matching activity on the board, or by giving each pupil a card and asking them to find their partner (a pair is the colour and its matching word). 2. Feedback on this activity and write the colours on the board, numbered (in preparation for the next step). 3. Draw a picture on the board, or give a handout. Write numbers inside some of the things in your picture, and add a number key (e.g. 1 = blue, 2 = green). 4. Pupils (copy and) colour the picture appropriately, according to the number key. 5. Pupils then draw their own picture, create their own key, and exchange with a partner. 6. Pupils then colour the picture according to the key and check each other’s work. Post lesson

Task 1

Colour / word cards (1 set) Paper, pens, and a numbered picture (for example of a house or park) on the board or as a handout

Language

Strategies 1 or 3 may be appropriate, especially if you have strong readers in your class. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in

to this lesson to focus on phonemes from Line d of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 36 – 40


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.2 Understand specific information and details of very simple phrases and sentences

Pre-lesson

Task 6 using colour words Lesson delivery

1. Draw a colour wheel on the board, and ask pupils to copy and then label it with the correct colour words. 2. Pupils create their own colour wheel, and swap it with another pupil and label their new wheel. 3. On the board (or worksheet), write six instructions, numbered. Have pupils read them together. 4. Give each group a dice. In turns, pupils roll the dice. The other pupils should tell them what to do. according to the number they roll, e.g. Sam, open your book.

5. Groups write new instructions 1-6 and exchange with another group. 6. Groups play the dice again. Post lesson

Ask pupils if they had to do something funny in this lesson. What was it?

A colour wheel on the board or on a handout Colour pencils. Dice (one per group) Instructions on board: 1. Draw a red circle. 2. Open your book. 3. Stand up. 4. Take out your textbook. 5. Put your ruler on your head. 6. Stretch.

Language

Strategy 3 may be suitable. Other strategies may be appropriate depending on your class. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line d of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At school

LANGUAGE/GRAMMAR FOCUS: Vocabulary review: Primary and secondary colours


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT


TEACHER’S NOTES /

REMARKS

MAIN SKILL



MAIN SKILL



Pre-lesson

Guessing game. Think of an item, pupils ask you about what colour it is and guess, e.g. Teacher: It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. Is it a banana? Yes. Depending on time available and the level of your class, you could have the pupils take the role of the teacher or work in pairs.

Lesson delivery

1. Put flashcards with words of the six main colours (primary and secondary) on the board. Ask pupils to put them into two groups.

2. Play/sing the song and ask pupils to check their answer to stage 1.

3. Give each pupil a colour flashcard OR ask each pupil to write the name of their favourite colour on a paper.

4. Play/sing the song again and ask pupils to hold up their flashcard/paper when they hear their colour.

5. Draw a circle on the board and divide it into six parts. Elicit the primary colours and write them (or ask a pupil to write them) in alternate parts of the circle.

6. Elicit the secondary colours that are made when the primary colours are mixed and fill in the last three segments with these. The order should be: red – orange – yellow – green – blue – purple.

7. Ask pupils to make their own colour wheels. They should colour each part (not write the colour name); make a small hole in the middle of the circle and put in their pencil/pen so it will spin.

8. Ask pupils what they think will happen when they spin their wheel. Ask them to spin it and tell you.

Post lesson

Ask pupils to tell each other which colour they like best and why, e.g. I like red. My pencil case is red.

You will need card for each student and scissors (or cut into circles for each student in advance), colour pens/paints/pencils. Each student will need a pen or pencil and a ruler.

Song: You can use a suitable song that focuses on primary and secondary colours. A suggestion is: https://www.youtube.com/watch?v=bmquqAP2w_8

Here is a song based on this: We are the primary colours. Red, yellow and blue. Mix us together, and we turn a colour that’s new.

I‘m red, I’m a primary colour. I’m blue. I’m a primary colour too. We are primary colours. Mix us together, and we make purple. It’s new!

Etc.

Some information about colour wheels: http://www.bigshotcamera.com/fun/buildables/colorwheel#01

Science and technology

Your choice depending on your class and pupils. Possibly 5 or 6. You could encourage the pupils to sing along to the song. You could ask short answer questions at stage 8 (e.g Will you see red? Orange? What other colours do you know? Maybe black? Or white?) You might want to explain in L1 why the spinning wheel produces white.

https://www.youtube.com/watch?v=bmquqAP2w_8



http://www.bigshotcamera.com/fun/buildables/colorwheel#01




WE

EK

: _

__

__

__

__

__

___

_

LESSON: 46 Listening (10)

MAIN SKILL(S) FOCUS Listening:


TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. (The giving and following instructions part of the lesson is a good opportunity for pupils to begin to develop and practise Speaking Learning Standard 2.2.2) Post lesson


Superminds 1 p.20

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: At School

LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary and grammar from the At School topic


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.4 Name or describe objects using suitable words from word sets COMPLEMENTARY SKILL

Reading 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes

Pre-lesson


See Teacher’s Book. If you and pupils do not have access to the Workbook.

1. Put Classroom objects flashcards on the board

The flashcards should show pictures for this vocabulary

bag, notebook, ruler, desk, book, pencil case, pencil, rubber, pen

2. Write the words for the

flashcards at the top of the board, so that pupils have to think about which word goes with which flashcard.

3. Follow the picture dictionary

section in the Teacher’s Book to help pupils achieve the Reading learning standard for this lesson.

Post lesson


Superminds 1 p.21




WE

EK

: _

__

__

__

__

__

___

_



THEME: World of Stories

TOPIC: Let’s Play!

LANGUAGE/GRAMMAR FOCUS: Let’s go, That’s right Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.2.1 Understand with support the main idea of very simple phrases and sentences

Pre-lesson




Superminds 1 p.22

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: His, her, he, she, he’s, she’s, favourite


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.2 Find out about very basic personal information using fixed phrases

Pre-lesson


See Teacher’s Book. If pupils do not have stickers for the listen and stick task (task 1):

1. Tell them to write the names of the 4 children on 4 small pieces of paper before they listen.

2. Ask them to listen to the recording and place the correct piece of paper on each name.

Post lesson


Superminds 1 p.23

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Your choice, depending on the story.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson based on a short story related to the content of Unit 1 of the textbook or the content of pupils’ learning in other subject areas. You might need to pre-teach some vocabulary, but pupils do not need to understand every word of the story. Plan the lesson so pupils can enjoy listening to and interacting with the story on the computer (where possible). Where computers are not available, pupils could respond by acting out the story or parts of it.

Your own choice of short story. Try to find an interactive story for the computer if you have the facilities. For example: http://www.topmarks.co.uk/Interactive.aspx?cat=45 https://www.education.com/stories/ http://primaryhomeworkhelp.co.uk/interactive/onlinestory.htm

ICT

Your choice depending on the focus of your lesson and your class. Remember to vary questions during story telling.

http://www.topmarks.co.uk/Interactive.aspx?cat=45



https://www.education.com/stories/

https://www.education.com/stories/

http://primaryhomeworkhelp.co.uk/interactive/onlinestory.htm




WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 46 Imperatives: look down, catch, put, turn around, stretch, stand up robot


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

1. Pre-lesson task 4: Identify the flashcards

2. Teach pupils the meaning and pronunciation of robot.

Lesson delivery

3. Ask 3 pupils to come to the front of the class. Tell them that they are robots, and must move like robots (e.g. with stiff arms and legs and uneven movements).

4. Give robots instructions (e.g. Stretch, Put a book on your head).

5. Bring 3 new pupils to the front of the class and give a sequence of instructions (e.g. Look down and take out your pencil case, Turn around and stretch).

6. Divide pupils into groups of 4 and ask them to continue the activity, at first with single instructions.

7. Later, tell pupils to give a sequence of instructions to the robots in their group.

8. Make sure that everyone in the group gets the chance to give instructions.

9. Ask some pupils to demonstrate their robot instructions to the whole class

10. If there is time, ask pupils to write one or two instructions for a partner to read and act out.

Post lesson

11. Post lesson Task 9: Read your friend’s mind

Flashcards with target language imperatives (e.g. Put your notebook on your head, Turn around) and robot for the pre-lesson task

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 49 Toy vocabulary What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is … This is …


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.3 Express basic likes and dislikes COMPLEMENTARY SKILL


Pre-lesson 1. Pre-lesson Task 7: Beat the teacher. Use

the question: What’s your favourite toy?

Lesson delivery

2. Draw this grid on the board

Name Age Favourite Toy

3. Pupils copy the grid.

4. Ask a pupil:

What’s your name,?

How old are you?

What’s your favourite toy?

5. Complete the grid with the pupil’s answers.

6. Explain that pupils will find out information about their classmates and complete the grid.

7. Check target language questions with pupils.

8. Pupils mingle or work in groups of 6 to ask and answer and complete the grid.

9. Pupils report to the whole class:

This is (Haziq/ Najwa).

He’s/She’s (seven) years old.

His /Her favourite toy is a (doll).

10. They then give this information for themselves (My name is … etc.).

Post lesson

11. Post lesson task 4: Correct the error

Board

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled toy vocabulary from lesson 48


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


1. Review letters of the alphabet using plastic letters by playing a game where you point to a letter, pupils tell you what letter it is. Then ask them to tell you a word beginning with that letter (prepare this in advance so you use letters for words the pupils know well and can guess easily). Do this three times. Put the letters on the board if you can. 2. Play ‘I spy’ – Teacher thinks of a word for something in the classroom they can see and says ‘I spy with my little eye, something beginning with A’ (for example). Pupils guess the word the teacher is thinking of. The pupil who guesses correctly becomes teacher. Pupils may need support with this so they match phonemes and letter names. 3. Using the magnetic letters on the board, present an anagram (a word with letters mixed up). The word should review toy vocabulary (e.g. o – y – t). Pupils guess the word and spelling. 4. Give pupils more anagrams to solve in pairs. You could use the board or give them a worksheet. 5. Ask pupils to create their own anagrams. They may need extra support in this as the letters need to be right. 6. Pairs swap anagrams and solve each other’s’ anagrams. Post lesson

Task 11 (toys that they have at home)

Plastic letters (magnetic if possible) You might want to make a worksheet for this lesson, or pupils could use their exercise books.

Language

Strategy 2 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line e of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 49


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.3 Express basic likes and dislikes COMPLEMENTARY SKILL


Pre-lesson

Task 1 (review any problematic spellings from Lesson 53) Lesson delivery

1. Show the picture of the child. Elicit some information about the child by asking questions: What’s his/her name? How old is he/she? What’s his/her favourite …? Pupils can use their own ideas in their answers. Write their suggested answers to these questions on the board. 2. Ask some pupils about the person sitting next to them using the questions from stage 1. If the pupil doesn’t know the answer, they should ask the pupil for help. 3. Pupils work in groups of 4 (i.e. 2 pairs). In their group, they should ask the other pair about their partner (in the pair) using the questions above. They should note the answer in their exercise book, so that they have information about their partner. Remind pupils that they don’t need to focus on spelling right now. 4. Pupils check their notes with their partner. At this point, focus on spelling as well, to correct or edit their notes. 5. Pupils write about their partner on the computer. It could be a blog post for a class website, or simply on a document using Word, for example. Depending on facilities and context, it might be possible for them to take and add a photograph. You can do this activity on paper if the digital option is not suitable for your context. Encourage pupils to ask for your help in English. Post lesson

Task 9

A picture of a child

ICT

Strategies 2, 3 or 4 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line e of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: This is… His/her name’s … He’s … (years old). His/her favourite toy is a (colour) monster.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

A game to review toy vocabulary (e.g. Task 1). Lesson delivery

1. Put up/draw the toy flashcards/pictures on the board. Ask the pupils what they are and review the colours, e.g. It’s a red monster. 2. Show the pupils the flashcards of the two characters in the text. You could ask the pupils to invent their names if you are telling the story orally. Write the names on the board. 3. Ask the pupils how old they think the characters are. Write various suggestions (including the correct answer) on the board under the characters’ names. 4. Ask the pupils to listen (or read) about the boy and girl and to tell you how old they are and what their favourite toys are. 5. Pupils listen to/read the text. 6. Ask the pupils to tell their partner/neighbour what they think the answers are. Then ask some pupils to come to the board and circle the correct answer. 7. Ask pupils what other information they remember about the characters. Ask them to write a sentence in pairs. Post lesson

Ask pupils to tell their partner which toy is their favourite from the pictures on the board. Ask some students to tell the class about their favourite toy at home.

A short text about a brother and a sister (or friends) with a picture to go with it. It can be hand-drawn, a photo or something from a magazine) For example: This is Nor. She’s six. This is her brother. His name’s Ahmad and he’s seven. Ahmad likes toys. His favourite toy’s his green monster. His favourite colour’s green, too. Nor likes toys, too. Her favourite toy’s her monster. Her monster isn’t green. It’s red. Her favourite colour’s red. Pictures or flashcards to show the characters and various toys, including monsters of different colours (you could draw and colour these yourself if necessary).

Language

Your choice depending on your class. Possibly strategies 1, 2, 3 and 5. For a class that is more literate, you could give them the written text. Either they can read it for themselves, or they can follow along as you read it aloud by touching their fingers on the words as you say them. At stage 6, you could prepare a worksheet for pupils to do in pairs before checking the answers as a class. At stage 7, you could provide a sentence with gaps in it to fill in to support pupils in their writing, and/or you could ask them a more direct question (e.g. Is Nor a boy or a girl?).


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled toy vocabulary + favourite That’s smart, That’s great


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.2.1


Pre-lesson




Superminds 1 p.24

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: a/an adjectives: long, short, big, small, ugly, beautiful, old, new


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.25

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Revision of toy vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Task 9

Lesson delivery

1. Review the toys flashcards by playing ‘Slap’. Pupils sit in a circle. Put all the flashcards face up in the middle of the circle. When you say the word, pupils have to race to grab or slap the correct flashcard. You could organise this so you nominate two or three pupils to play each time, making sure that all pupils get a turn.

2. Write the numbers of the crossword on the board, and put the corresponding pictures next to the numbers. Don’t write the words. For example, using the crossword given below:

Across 3. Plane 5. Monster 7. Ball 8. Car 10. Kite

Down 1. Computer game 2. Train 4. Go-kart 6. Doll 9. Bike

3. Do one word across (and perhaps one down, too) as an example with the whole class.

4. Ask pupils to complete the crossword in pairs.

5. Check the answers all together.

Post lesson

Task 8

Crossword on the board or as a handout Flashcards of toys

Language

Strategies 2 and 4 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line f of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled colours, numbers, toys


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.1 Understand the main idea of very simple phrases and sentences COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.26

Patriotism and citizenship (fair play)

Strategies 2 and 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line f of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: My favourite colour’s… My favourite toy’s a(n)… My favourite number’s…


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL Language Arts 5.2 Express personal responses to literary texts COMPLEMENTARY SKILL


MAIN SKILL


Writing 4.3.3 Plan and write words and phrases

Pre-lesson

Review p.24: Play the song and encourage the pupils to sing along to it as much as possible. Lesson delivery

1. Ask pupils questions about the pictures on p.24. 2. Ask pupils to tell their partner about their favourite number, toy and colour. 3. Ask pupils to tell the class about their partner (e.g. This is Mastura. Her favourite toy’s a ball. Her favourite colour’s green .and her favourite number ‘s 9).

4. Give out poster paper and ask pupils to write about themselves at the bottom of the paper. Let pupils use their textbook to check spellings and to ask each other for help. 5. When pupils have finished writing, they can draw a picture above. This could be of themselves, their favourite toy etc. 6. Display the pupils’ work in the classroom. 7. As a class, sing new verses of the song based on the pupils’ favourite things. Post lesson

Ask pupils to read each other’s work and to find favourites they share with their classmates, e.g. This is Mohammed. His favourite number is 7. My favourite number is seven, too.

Plain paper (small poster paper) and pencils for each student. You could prepare the paper with a box for a picture and gapped text/lines for writing on underneath.

Patriotism and citizenship

Your choice depending on your pupils. Possibly strategy 2. You could give different levels of support for the writing depending on your pupils’ literacy level – for example gaps to insert grammar words and/or content words and/or build a model on the board as a class, or no support at all for highly literate classes E.g. I’m ______ . My favourite colour is _____ . My _______ toy is ________ . ___ favourite number ___ ____ .


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 56 - 60: adjectives and toys


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Listening 1.3.1 Predict words they will hear by using knowledge of a topic COMPLEMENTARYSKILL


Pre-lesson

1. Pre-lesson task 10: Say what’s missing

Lesson delivery

2. Put about 8 flashcards of

drawings similar to those on p.25 of Superminds 1.

3. Number the flashcards from 1-8. 4. Tell pupils that you’ll describe the

flashcards. Ask them to predict the words they’ll hear (e.g. beautiful green ball).

5. Tell pupils to choose 3 pictures and write

down the 3 numbers. Each pupil makes their own choice.

6. Describe the pictures (e.g. a new blue

bike). 7. Pupils tick () their number when they

hear it. 8. When a pupil has heard all 3 of their

numbers, they say Finished.

9. Check that you have said all 3 of the

pupil’s numbers.

10. Repeat steps 5-8.

11. After 2 or 3 repeats, pupils do this activity in groups of about 8, with different pupils taking turns to describe the pictures.

Post lesson

12. Post-lesson task 1: Spot the differences

Flashcards similar to the pictures in Superminds p.25

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 56 - 60: toy vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Pre-lesson task 4: identify the flashcards Lesson delivery

1. Use flashcards to practise the language of a toy chant for these words: doll, monster, go-kart, car, ball, kite, bike.

2. Tell pupils that they’ll say a toy

chant together. 3. Move your arms backwards and

forwards and say ch-ch-ch to

imitate the rhythm of a train. Ask pupils to copy you.

4. Say the chant below starting

slowly, and increasing your rhythm like a train as the chant continues. Move your arms in time with the rhythm of the chant.

5. Ask pupils to join in with the chant,

and to speak and move like you. 6. Help pupils to see the vocabulary

pattern in the chant (i.e each toy is repeated, joined with and, and changes every 2 lines).

7. Put pupils in to pairs or small

groups and ask them to create their own chant using topic vocabulary.

Post lesson

8. Ask volunteer pairs to perform their

chant for others.

A chant which recycles toy vocabulary from Superminds p22, for example: Doll and monster Doll and monster Go-kart and car Go-kart and car Ball and kite Ball and kite Bi-i-i-i-ke! Bi-i-i-i-ke!

Flashcards for toy vocabulary




WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 52: Favourite and toy vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.3 i) Use visuals on the page to help understand a word of phrase COMPLEMENTARY SKILL


Pre-lesson

Task 9 (using the toy words, not adjectives). Lesson delivery

1. Play run and touch (or insist pupils walk). Say, for example ‘Touch something long’ or ‘Touch something blue’. Pupils move around the

classroom or use items they have at their desks. 2. Nominate some pupils to be the teacher. 3. Now put up the toy pictures around the room. 4. Give each pupil some sentences (or give groups a complete set). Ask pupils to read the sentences. They can ask for your help of for another pupil’s help in English if necessary. 5. Tell pupils to get up and put the sentence next to the correct picture. 6. Have all pupils stand up and move together to check whether all the sentences have been put in the right place. 7. Ask pupils to look at the toy they drew in Lesson 57. They should write a short sentence about it to label it (e.g. a red ball). Post lesson

Task 12

Pictures of toys (you could use the pictures from p.25) Sentences that describe the toys on strips of paper. At least two or three strips (sentences) for each pupil or a set for each group.

Language

Strategies 2, 4 and 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line g of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 54 His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.3.1 Use capital letters appropriately in personal and place names COMPLEMENTARY SKILL


Pre-lesson


1. Write Name? How old? Favourite toy? Favourite colour? and other favourites you’ve practised recently on the board. Elicit full questions from pupils using 3rd person (he / she). 2. Nominate pupils to ask and answer the questions about other pupils in the class. Pupils can ask for help if they don’t know the answer (e.g. Ali’s favourite colour). 3. Ask the pupils ‘What about you?’ Elicit the questions and some answers. 4. Give pupils a piece of paper. On the paper, they write their age and favourites, but not their name. Develop a model on the board first if necessary. 5. When they have finished, they fold their paper in half. Collect the papers and redistribute them. 6. Pupils read the paper they have been given and try to guess who wrote it. I think it’s Ali. 7. They can ask other pupils to check if they were right – How old are you? What’s your favourite X? 8. When they have found the writer of the paper, pupils should tell the class about the person. His name is Ali. He’s seven. His favourite toy’s his train. Post lesson

Task 12

Paper for writing on and sharing

Language

Strategy 3 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line g of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Let’s Play

LANGUAGE/GRAMMAR FOCUS: Teacher’s choice, depending on story


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson around reading a story about toys. The pupils should have the chance to prepare for the story so they understand the main elements a little better, and should have the chance to listen to you reading the story and talk about it as you read it. Note: you will re-use this story in the next Language Arts lesson (Lesson 70).

A storybook of your choice, possibly related to the topic of Toys. For example: https://www.booksfortopics.com/toys This lesson is intended to bring real story books into the English classroom. If another book is available but is not related to the topic, then it can be used instead. Remember the pupils don’t need to understand every word of the story, it is for global understanding with the support of pictures and enjoyment. If no books are available, there are many recordings of books being read aloud online. Look on Google or YouTube for a book of your choice if you have these facilities.

Language

Teacher’s choice depending on the story and your class. Strategies 2, 5 and 6 in particular may be useful.

https://www.booksfortopics.com/toys

https://www.booksfortopics.com/toys


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for toys and adjectives


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.27

Patriotism and citizenship (Fair play)



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for toys and adjectives


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.28

Language



WE

EK

: _

__

__

__

__

__

___

_



THEME: World of Stories:


LANGUAGE/GRAMMAR FOCUS: What’s your favourite (colour)? Recycled toy vocabulary and adjectives


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.3 Express basic likes and dislikes

Pre-lesson




Superminds 1 p.29

Language

Strategies 1 and 2 and 6 and 7 may be suitable. Use other strategies if appropriate.


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Shapes: tangram, triangle, square, circle, parallelogram, rectangle


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.30




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Let’s Play

LANGUAGE/GRAMMAR FOCUS: Your choice, depending on your story


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Review the story from the previous Language Arts lesson by showing pupils the book and asking them to tell you what they remember (e.g. the characters, the storyline). Use the front cover to elicit as much information as possible, including the name of the author and where the book comes from. Lesson delivery

1. Re-read the story, reviewing pupils’ understanding. 2. Plan activities which follow on from the story and extend it. These could include: - vocabulary activities, e.g. matching, sorting: colours - activities related to character descriptions, e.g. a guessing game ‘Who am I?’ - activities related to the storyline, e.g. ordering pictures. 3. Plan a creative activity depending on your class. This could be related to the story/characters, storyline, topic or vocabulary. The activity could be making something, drawing something, acting something etc. Post lesson

Ask pupils to sit in a circle to present what they have made. Talk to the pupils about the story and ask them what they liked about the story, which was their favourite character and so on.

Continue the story book you started in the previous Language Arts lesson (Lesson 65). Develop your own materials to use as a follow up to the story, depending on the story and on your pupils. Other resources such as pens, paper, glue, scissors, etc. depending on your planned activities.


Your choice, depending on the activities, the story and the pupils.


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy vocabulary and adjectives


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Pre-lesson task 9: Remember the words

Lesson delivery

1. Elicit favourite colours, numbers and toys from the class.

2. Ask pupils to stand in a circle. Tell them that they’ll do an activity called Change places if…

3. Say Change places if your favourite colour’s red.

4. Pupils change places if this is true for them: this is not a competition, so they can move calmly.

5. Continue with other phrases (e.g. Change places if your favourite toy’s a…/ your favourite number’s…)

6. If it’s difficult for pupils to move in your classroom, pupils can put up their hands, touch their head or stand up instead of changing places.

7. Divide pupils into 2 groups and ask pupils to continue with the activity. Make sure that different pupils have the chance to give instructions.

8. When pupils have had enough practice, change focus to a chain activity.

9. Divide pupils into groups of about 5. One pupil says their favourite toy. The next pupil repeats this info and adds their own information (e.g. Jannah’s favourite toy is her bike, my favourite toy is my doll). Pupils continue in this way until everyone has had a turn.

10. Repeat with other language (e.g. numbers or colours) if there is time.

Post lesson

11. Post-lesson task 9: Read your friend’s mind

None needed

Language



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 66 - 68


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

1. Pre-lesson task 1: Work at the words

Lesson delivery

2. Elicit the names of about 10 toys which pupils like, and write these in a list on the board, or ask pupils to write them on the board.

3. The toys do not have to be from the textbook: they can also be other toys which pupils know and like.

4. Pupils may need to ask you for help with vocabulary (Speaking Learning Standard 2.2.2) when telling you the toys.

5. Draw this grid on the board:

Toy Name

6. Ask pupils to copy the grid in their exercise books, and to write the names of any 7 toys from the list on the board in their table.

7. Tell pupils they have to find a classmate for toys in their table by asking What’s your favourite toy?

8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your favourite toy?

9. Make sure that the answer you give is not one of the toys in Pupil A’s grid.

10. Tell Pupil A to ask another pupil, until an answer matches one of the toys in their table. Pupil A then writes down the name of Pupil B in the grid next to the appropriate toy.

11. Tell pupils that they have to find names for 5 or more of the toys in the table.

12. Pupils mingle and complete their tables. If mingling isn’t possible in your class, you can go outside, or ask pupils to sit in groups.

13. Stop when most but not all pupils are finished.

14. Ask them to report back to you (e.g. Ayesha’s favourite toy is her ball).

15. If there is extra time, ask pupils to write a true sentence and a false sentence from their grid for their partner, who reads their grid and then corrects the false sentence.

Post lesson

16. Post-lesson task 1: Spot the differences

Board

Values (cooperation)



WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 69 and Year 1, as appropriate


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.1.1 identify and recognise the shapes of the letters in the alphabet COMPLEMENTARY SKILL

Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word

Pre-lesson

Task 10 using the shape words

Lesson delivery

1. Review the vocabulary you have used in the pre-lesson task.

2. On the board, write the word red. Ask pupils to read it. Then draw an outline around the word that shows its shape when written. For example:

3. Draw the outline of another, longer word on the board and encourage pupils to guess what the word is.

4. Draw more word shapes on the board or provide them on a worksheet. You could give pupils a word list, too. Pupils write the words in their exercise books. Use the words from the pre-lesson task for this.

5. Ask pupils to draw one or two word shapes for their partner to guess the word.

6. Give pupils some letters, glue and paper. Pupils arrange the letters on the paper to make words, then stick them.

7. Next, pupils cut the paper to show word outline.

8. Each pupil should sound out the word they have created.

You might want to make a worksheet for this lesson. Cut up letters (roughly cut, on paper), enough for pupils to use to each make one or two words. Scissors, glue and plain paper for each pupil.

Language

Strategy 1 might be suitable. Use other strategies as appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line h of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 68 and 69


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Task 11

Lesson delivery

1. Show flashcards of objects and check pupils know the vocabulary.

2. Put the flashcards on the board in groups relating to each colour (e.g. all the round objects together). Elicit what the groups represent from the pupils. Write the shape words under the groups of pictures.

3. Draw a table on the board and ask pupils to copy it into their exercise book (or have a worksheet for this). Head each column with a shape word. See example on the next page.

4. Put pupils in groups. The groups decide an order (who will go first, second and so on). Give the first pupil in each group a board pen/piece of chalk. When you say ‘Go!’ they should go to the board and write one word for an object in one column. Then it is the next pupil’s turn. They don’t need to worry too much about spelling at this point.

5. After each pupil has had a turn, review the words on the board so that the class corrects any spelling mistakes together.

6. Give pupils some paper (or they can use their exercise books). Ask pupils to draw the five shapes on the paper/page. These should be big.

7. Next ask pupils to write some words for objects inside each shape. They can copy from the board or you could erase the words from the board. Post lesson

Task 9 where pupils outline the shape with their hands

Flashcards of objects of a particular shape, e.g. an orange (round) or a book (rectangle). Around 10-12 cards if possible. You could draw these if necessary. You might want to create a worksheet. Paper (or exercise books), pencils and rulers


Strategy 2 may be suitable. Use other strategies as appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Line h of the Phonics Table (see Syllabus).


Lesson 74

Example table on the board:

triangle square circle parallelogram rectangle


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Let’s Play

LANGUAGE/GRAMMAR FOCUS: Shape vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Language Arts 5.2 Express personal responses to literary texts

MAIN SKILL


Language Arts 5.2.1 Name people, things or places of interest in illustrations accompanying texts

Pre-lesson

Body shapes. Tell pupils a shape name and they have to try to make that shape with their body/arms/with a partner. Teach ‘diamond’ during this stage. Lesson delivery

1. Give the pupils two or three papers. Ask them to draw a shape on each paper. 2. Ask them to write the name of the shape under the picture. 3. Tell them they are going to listen to a song. Sing the song. 4. Ask them to listen to the song again and to hold up their shapes when they hear them. 5. Ask them to listen to the song again and tell you how many shapes they hear. 6. Encourage the pupils to sing the song with you. Post lesson

Ask pupils to tell each other what their favourite shape is, then report to the class and/or to tell you what they have in their home of different shapes.

Paper for pupils to make flashcards. Coloured pencils, rulers Shape song, to the tune of ‘Brother John/Frere Jacques: https://www.youtube.com/watch?v=ZD2BLeD6nDI ) – Square and circle, Square and circle, Rectangle, Rectangle. Triangle and tangram, Triangle and tangram, Diamond, Diamond.

Language

Your choice depending on your lesson and class. Possibly strategy 2 or 3. You could take out Stage 2 (writing); you could give letter prompts; you could allow pupils to copy the spellings from their books (p.30). You could change ‘diamond’ for ‘parallelogram’ (but it doesn’t fit well into the song).

https://www.youtube.com/watch?v=ZD2BLeD6nDI




WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary of shapes from lessons 69, 73 and 74


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. (Project parts a and b are a good opportunity for pupils to begin to develop and practise Speaking Learning Standard 2.2.2.) Post lesson


Superminds 1 p.31




WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled language: colours, toys, imperatives


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.3 i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. If you do not have access to the Workbook, replace the Make a paper kite task with a Make a paper doll chain

task. 1. Photocopy the handout on the next

page, or prepare a poster before the lesson.

2. You may need to pre-teach or

check the word chain, as this is a new word for pupils.

3. Pupils can do the task individually

or in pairs, as appropriate Post lesson


Superminds 1 p.32 Paper, scissors




Make a paper doll chain

1. Cut paper.

2. Fold it into 4

3. Draw a doll.

4. Cut the doll out.

5. You have a doll chain!


W

EE

K:

___

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary and grammar from topic 2


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.2.1


Pre-lesson



1. Put Toy flashcards on the board


car, doll, kite, ball, computer game, plane, go-kart, bike, monster and train


flashcards at the top of the board so that pupils have to think about which word goes with which flashcard.



Post lesson


Superminds 1 p.33

Language



WE

EK

: _

__

__

__

__

__

___

_



THEME: World of Knowledge

TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.34

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Complete review of Unit 2 Superminds 1


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson where pupils review pages of Unit 2 and say what they have learned. You can select pages from Unit 2 you think pupils would benefit from reviewing, possibly focusing on the songs, chants and stories as Language Arts texts. Ask pupils to draw a picture and write about it to show what they have learned (e.g. My favourite toy is my long, blue train). Here is a possible lesson, using the song on p24 as a focus Pre-lesson

Pre-lesson task 10 with the song on p24 Lesson delivery

1. Elicit key language e.g. My favourite toy’s my.... My favourite number’s…. and write this on the board. Add also My favourite colour’s 2. Ask pupils to draw a picture related to their favourite thing. 3. Tell them to write about it using the language support on the board to show what they have learned (e.g. My favourite toy’s my long, blue train). Post lesson

Ask pupils to share their texts with their classmates and to read what they have written.

Your own, depending on the focus of your lesson.


Your choice depending on your class and lesson. Possibly strategy 2 or 4 You might want to provide lines for the children to write the words on the cards or ask the pupils to write lines before writing the words. If you are concerned about pupils’ drawing skills (the ability to draw a recognisable animal), you could prepare the picture cards in advance. If you are concerned about pupils using scissors, you can prepare the cards in advance or can have lines for cutting along on the card. It is useful, however, for pupils to practise and continue to develop this fine motor skill, however.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 79: animal vocabulary Adjectives, a/an


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Pre-lesson task 10: Say what’s missing

Lesson delivery

1. Put the grid on the next page on the board. Use your own pictures for the images of animals.

2. Tell pupils to copy the grid.

3. Ask them to tick () 3 boxes secretly (e.g. a small frog, an old elephant, a beautiful cat) and to cover their picture.

4. Explain that pupils have to guess a classmate‘s 3 descriptions by saying them.

5. Demonstrate with 2 pupils how to play the game Pupil A says, e.g. A big spider, and marks this square in their grid to signal that they have used this choice. Pupil B says yes or no, depending on whether the

guess matches one of the 3 ticks in their grid.

6. Pupil B now guesses in the same way as Pupil A.

7. Divide pupils into pairs or small groups and ask them to play the game.

8. Fast finishers can add extra ticks and continue.

9. Stop when most, but not all pupils have finished.

Post lesson

10. Post-lesson task 4: Correct the error

Board and grid (see next page) Animal pictures or drawings

Language



Grid for lesson 81

Picture of frog

Picture of cat

Picture of lizard

Picture of spider

Picture of elephant

big

small

old

beautiful


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 79: animal vocabulary What’s your favourite …?


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Show pupils a finished snapdragon: the outside should have 4 colours on it, the inside 8 numbers 1 - 8 and the very inside 4 questions What’s your favourite animal / number / toy / colour?

Lesson delivery

1. Choose a pupil and tell him/her to say a colour. The pupil chooses one of the colours on the snapdragon and says it.

2. If they say green, for example, ask the

pupil to say something green in the classroom.

3. Open the snapdragon and ask the pupil to say a number.

4. Count the number together with the pupil and open and shut the snapdragon the same number of times as the number the pupil tells you.

5. Ask the pupil to choose another number.

6. Now open the snapdragon and ask the pupil the question on the inside (e.g. What’s your favourite animal?): the pupil answers.

7. Give every pupil a piece of square paper.

8. Give instructions how to make a snapdragon: they make it with you. It’s important that they follow you step by step.

9. Tell pupils to draw colours on the outside, numbers on the inside and 4 questions on the inside.

Post lesson

10. When they are ready, tell pupils to play the game with their classmates.

Paper for the snapdragon and pencils If you are not sure how to make a snapdragon (also called a fortune teller), an example is here: http://www.origamiway.com/how-to-make-a-paper-fortune-teller.shtml NB: Some pupils will find making a snapdragon difficult. Some will also find putting colours, numbers and questions on it challenging. Provide plenty of support and encouragement, and encourage pupils to help each other, as the effort of making the snapdragon usually justifies the language benefits the pupils gain from it. If you are sure that making the snapdragon will be too difficult for your pupils, make enough snapdragons yourself before the lesson for


Strategies 2, 4, and 7 may be suitable. Use other strategies if appropriate.

http://www.origamiway.com/how-to-make-a-paper-fortune-teller.shtml





pupils to work with in groups (e.g. 1 snapdragon between 4 pupils). If you make your own snapdragons, miss steps 7 and 8 from the learning outline column.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 79: animal vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Task 4 for animal vocabulary Lesson delivery

1. Review spelling of animal vocabulary by writing gapped words on the board. E.g. s_ider 2. Draw a word snake or word sausage on the board with the names of animals hidden inside it, e.g.

bdogseeratxtelephantthedflizrdnmcatuh

3. Pupils read it, and tell each other the 5 animals in it, and then tell you.(dog, rat, elephant, lizard, cat) 4. Pupils work in pairs to create and their own word snake/sausage puzzles. 5. Pupils swap puzzles with another pair, who solve the puzzle. Post lesson

Task 11 perhaps about pets or a trip to the zoo

Animal flashcards for pre-lesson task

Language

Strategy 1 may be suitable. Other strategies as appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line i of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


1. Review animal vocabulary by playing a mime game. You say a word and pupils mime the animal.

2. After miming, ask pupils to tell you the animals they mimed in the correct order. Elicit the spellings and write them on the board, perhaps next to a flashcard. 3. Hold up a flashcard of an animal. Tell pupils that it is your favourite one. They should say ‘(your name)’s favourite animal is a xxx.’ 4. Tell the pupils that that was just an example. Now hold up another flashcard and ask pupils to write the sentence: ‘(Your names)’s favourite animal is a…’ 5. Check by asking a pupil to write the sentence on the board. 6. Repeat 2 or 3 times. 7. Pupils continue the game in groups, with a different pupil choosing the flashcard each time. 8. Ask some pupils to read their sentences to the class. Post lesson

Task 11

Flashcards of animals

Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line i of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Animal vocabulary from Superminds p.34


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT


TEACHER’S NOTES /

REMARKS

MAIN SKILL



MAIN SKILL



Pre-lesson

Play a mime game to review animal vocabulary – teacher says a word, pupils pretend to be the animal. Similar to Lesson 84, but this time ask a pupil to write the name of the animal on the board.

Lesson delivery:

1. Play a game to review spelling of the eight words from p.34 of the textbook. For example, pre-lesson tasks 1 or 6. Leave the words written on the board. (You could write a short sentence, e.g. It’s a xxx.)

2. Using flashcards, ask pupils to match the words to the pictures on the flashcards. Leave these on the board.

3. Pupils work in groups of four. Each pupil should choose two of the eight animals. Give out a sheet of card to each pupil and ask them to cut it into four equal parts (cards), the size of a credit card.

4. Ask each pupil to take two of their smaller cards and tell them to write the name of the animal, one on each card in big and neat writing.

5. Now ask pupils to draw a picture of their animal, one on each of the remaining cards.

6. Assign a group leader to each group. This pupil should check then collect together all the cards from their group. The group can count them together, there should be 16 cards (8 words, 7 corresponding pictures).

8. Use a group to model the activity for the whole class – this is a pelmanism or matching game (where all cards are placed face-down on the table. In turns, pupils turn over cards, saying ‘it’s a …’ as they do so. They should try to find a pair (word + picture). They keep a pair they find. If not a pair, they turn the cards back over, taking care not to move them out of position. Then it is the next player’s turn, and so on. The winner is the player with the most pairs).

9. The pupils could play the game a few times and/or change groups.

Post lesson

Your choice, perhaps another word game or post-lesson task 7 or 8.

Flashcards of animals Card to be cut into small rectangles (e.g. size of a credit card or slightly bigger). One sheet for each pupil. Paper is possible, but can be seen through, so is not advised Coloured pens/pencils and scissors. Keep the pupils’ cards so you can use them again in later lessons


Your choice depending on your lesson and class. Possibly strategies 2, 3 and 5. You might want to provide lines for the children to write the words on the cards or ask the pupils to write lines before writing the words. If you are concerned about pupils’ drawing skills (the ability to draw a recognisable animal), you could prepare the picture cards in advance. If you are concerned about pupils using scissors, you can prepare the cards in advance or can have lines for cutting along on the card. It is useful, however, for pupils to practise and continue to develop this fine motor skill, however.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in, on, under


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.35

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Plural animal nouns (e.g. dogs, spiders, rats) Recycled animals, colours, prepositions


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.36

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled topic vocabulary and other Year 1 vocabulary as appropriate


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Task 6 using animal vocabulary Lesson delivery

1. Review animal vocabulary if necessary. Play pelmanism using the cards pupils made in Lesson 85. 2. Show the pictures of the children and tell the pupils their names (as on worksheet). Put the pictures on the board and write their name under them. 3. Give out worksheet (or write the table on the board, asking pupils to copy it into their exercise books). 4. Ask pupils to read the sentences about the children in the pictures. They should read and put a tick or cross (or write yes or no) in the table depending

if the child likes or dislikes the animal. 5. Have pupils check their answers with a partner before checking with the whole class. 6. Ask pupils to write their own name under the names in the table and put ticks or crosses in the table for their own likes and dislikes. 7. Pupils tell their partner what they like and dislike before some pupils tell the class. Post lesson

Task 12

A worksheet for each pupil (see next page) Pictures of children (one for each person on the worksheet) Animal flashcards

Language

Strategy 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line j of the Phonics Table (see Syllabus).


Lesson 88

Possible worksheet

Cat (picture)

Spider (picture)

Rat (picture)

Sarah

Tom

Kate

Sarah

I like cats and rats. I don’t like spiders.

Kate

I don’t like cats and I don’t like spiders. I like rats.

Tom

I like spiders, cats and rats.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled animal vocabulary and prepositions from topic 3 (Pet Show) and


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.5 Connect words and proper names using ‘and’ COMPLEMENTARY SKILL


Pre-lesson

Task 5

Lesson delivery

1. Review some classroom objects by playing a game where you tell pupils to, for example, ‘show me your book/pencil’ etc. Pupils find and hold up the object.

2. Next, extend the game to: ‘Put your book on your desk. Put your pencil in your book’. And so on.

3. Ask a few pupils to be the teacher. and to give instructions like these to their classmates.

4. Draw a picture of 4 animals, on and under classroom objects on the board. Write 2 false sentences about them using and (e.g. The frog is on the desk and the lizard is in the pencil case, The rat is under the bag and the spider is on the book)

5. Ask pupils to read the sentences and orally correct the false information.

6. Pupils draw a similar (or more basic) picture in their exercise books and write a similar false sentence.

7. Pupils swap their exercise books with a partner and correct each other’s false sentences in writing.

8. Pupils talk together about the mistakes to check the answers.

9. Pupils write a correct sentence under their picture.

Post lesson

Task 3

Teacher to select as appropriate for their lesson.


Teacher to select as appropriate for their lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line j of the Phonics Table (see Syllabus).


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Animal vocabulary of your choice (review or extend)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson where pupils can listen to, mime with and begin to join in with a rap or chant about animals. See Lesson 62 for one way of helping pupils to join in with a chant. Other ways are of course possible. You could use the lesson to review animal vocabulary or to introduce new animals, perhaps some they can find in their home environment.

A rap or chant about animals: for some examples that could be adapted, see: http://www.songsforteaching.com/store/animal-songs-c-395.html Or a song, e.g. https://www.youtube.com/watch?v=p5qwOxlvyhk

Language

Your choice depending on the activities and pupils.

http://www.songsforteaching.com/store/animal-songs-c-395.html



https://www.youtube.com/watch?v=p5qwOxlvyhk




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled topic language: animals and prepositions


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT


TEACHER’S NOTES /

REMARKS

MAIN SKILL



MAIN SKILL



Pre-lesson Pre-lesson task 6: Finger writing (with preposition phrases such as on the desk, in the bag) Lesson delivery

1. Put real classroom objects on a table or pictures, drawings or a poster of classroom objects on the board.

2. Tell pupils that a spider (The class can give the spider a name if they like) is hiding somewhere among the objects/in the picture, and that pupils have to find it.

3. Ask one pupil to come to the front of the class, think of

a place to hide the spider. Ask him/her to write down or whisper to you where the spider is.

4. The class guess (e.g. Is it under the desk?) until

someone guesses correctly. A new pupil then comes to the front, and the game continues.

5. Continue the game for one or two rounds. 6. Divide pupils into pairs or small groups. 7. Give them a copy of the picture of the classroom

objects if you can. If not, pupils can play the game using the pictures or flashcards on the wall.

8. Tell one pupil in each pair to write down where the

spider is hiding and to cover this information. The other pupil in the pair or pupils in the group guess, as in step 5. They can check their final correct guess against what the first pupil has written if necessary.

9. A new pupil hides the spider after a correct guess, and

the game continues as in step 8.

Post lesson Post-lesson task 4: Correct the error

Classroom objects or pictures of classroom objects

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled topic language: prepositions, plural nouns Imperative: Put… Classroom vocabulary Colours


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT


TEACHER’S NOTES /

REMARKS

MAIN SKILL



MAIN SKILL



Pre-lesson

Prepare a desk or table with a number of classroom objects, if possible 2 or 3 at least of each item. Give pupils time to look and remember the items. Pupils close their eyes and you move an item. Pupils tell you what the difference is. Lesson delivery

1. Ask a pupil to come to the front of the class and carry out an instruction involving classroom objects and prepositions (e.g. Put 3 blue pencils under the desk, Put 2 pencil cases in the red bag).

2. Continue for 4 or 5 rounds with a new pupil each time. 3. Divide pupils into large groups of about 6-8. Ask them to

use their own classroom objects to continue the game. Make sure that pupils take turns to give instructions.

4. Tell pupils that the focus will now change to a new

activity.

5. Hand out or draw the grid from the next page of this scheme of work on the board, and ask pupils to copy it. Draw the grid on the next page on the board, and ask pupils to copy it.

6. Tell pupils that they will pretend to hide a pencil in 3

places, and that their friend must find the 3 places. 7. Pupils tick () 3 boxes in the grid, and then work in pairs

or small groups to guess where their partner’s classroom objects are.

8. They guess by asking questions such as Is the pen

under the book/in the bag? 9. The game continues in the same way as in lesson 81. Post lesson

Post-lesson task 4: Correct the error

Classroom objects Board and grid from the next page




Grid for lesson 92

Picture of bag

Picture of book

Picture of pencil case

Picture of notebook

Picture of desk

in

on

under


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled animal vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


1. Invite volunteers to write 12 animal names on the board (8 from the textbook on p.34, plus 4 new ones). 2. Put pupils in pairs, and make sure that each pupil has 12 small pieces of paper. Each pupil writes the name of all 12 animals, one on each piece of paper. 3. Ask pupils to put their cards face-up on the desk. 4. Say a word and pupils take the correct card, if they have it. The first pupils to have taken all their cards are the ‘winners’ and can become teacher in the next round. 5. Play another round, where pupils play the game in small groups. 6. Next, pupils put the papers face down on their desk, mix them, and take turns to turn 2 papers up. If they get a matching pair, they take them and keep them. If not, they turn the papers back over. The game continues until all animal pairs have gone 7. When the game is finished, pupils can play again, or make another smaller set of other words of their own choice. Post lesson

Task 9

12 small pieces of paper for each pupil in the class

Language

Strategies 2 or 4 might be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled prepositions and topic vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.3.3 Plan and write words and phrases COMPLEMENTARY SKILL


Pre-lesson


1. Review animal vocabulary and prepositions by playing a game such as miming or listening to instructions. Choose a game that your pupils have enjoyed in previous lessons. 2. Draw the puzzle on the board (see below for example). Use different colours for each line. Ask pupils to follow a line from an animal to an object to make sentences orally (e.g. The lizard is on the pencil case. The cat is in the bag). 3. Pupils write the sentences in their exercise books. You might want to model the first one on the board. 4. Pupils make their own, similar puzzle in their exercise books or on paper. If 4 animals and 4 classroom objects are too many for pupils to work with, ask them to use fewer examples 5. Pupils swap puzzles with a partner and solve each other’s puzzles. They write sentences accordingly. Post lesson

Task 10

None needed Use the board to demonstrate/model the task and target language for pupils


Strategy 2 might be suitable. Use other strategies if appropriate.


lizard

Picture for Lesson 94

Picture of pencil case (on) picture of bag (in)

rat

cat spider

Picture of ruler (on) picture of desk (under)

Key:

The spider is on the ruler.

The cat is in the bag.

The rat is under the desk

The lizard is on the pencil case.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Prepositions of place


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Do a vocabulary review activity to remind pupils of any words you will recycle from Units 1 or 2 (e.g. Pre-lesson task 1, 4 or 6).

Lesson delivery

1. Divide the class into pairs. Assign pupils a number 1 or 2.

2. Ask pupil 1 from each group to come to the front of the room. Dictate one or more sentences about animals and the classroom (examples given). The pupils listen and quickly draw a rough picture to help them memorise the sentences.

3. Next, pupil 1 goes to pupil two and dictates the picture as you did. Pupil 2 quickly draws the picture.

4. In ‘secret’, pupils colour their picture. They can choose their own colours.

5. Pupils compare pictures and decide which colours are best for each item.

6. Pairs of pupils draw a final picture and colour it according to what they have decided.

7. Display pupils’ work in the classroom. Ask pupils to look at each other’s pictures and say which their favourite one is.

Post lesson

Play a game in small groups, where pupils direct each other to put items around the classroom, (e.g. The Superminds book is on the chair).

Prepare a picture of a classroom to use as a template. Each pupil will need a copy. Coloured pens/pencils Sentences – your choice. Suggestions: The cat is on the desk. The monster is in the bag. The mouse is under the notebook.

Values (negotiation / compromise)

Your choice depending on your class and lesson. Possibly strategy 1, 2 or 3. For stage 2, you might want to choose pupils who you know will draw quickly and reasonably clearly. Depending on the level of your class, you could dictate one, two, three or even four sentences. You could ask pairs to write one or more sentences under the pictures.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: I like/I don’t like Happy mouth/sad mouth What about you?


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.37

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Imperatives: Come back, touch Adjectives: amazing, clever I’ve got an idea


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.38-39

Values (bravery)



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language from the story in lesson 97


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.39

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary: classroom objects, animals


CONTENT STANDARD LEARNING STANDARD


CROSS - CURRICULAR ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.40

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Your choice


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson based on a song about animals. Pre-lesson

Aim to have pupils listen to the song, do some actions and join in when they can/want to. Lesson delivery

As a follow up, pupils could work in small groups to create a picture that represents the song, or they could write words they remember or a sentence from the song. Post lesson

As a follow up to the song, ask the children if they liked the song, if they liked the tune (music) and the words, which was their favourite animal and so on.

A song about animals. A fun song to use in this topic is ‘There Was An Old Lady Who Swallowed A Fly’. For lyrics, see: http://www.rhymes.org.uk/there_was_an_old_lady.htm Also available is an animated version: http://learnenglishkids.britishcouncil.org/en/songs/old-lady-who-swallowed-fly

Language

Your choice depending on the activities you choose to follow up on the song.

http://www.rhymes.org.uk/there_was_an_old_lady.htm



http://learnenglishkids.britishcouncil.org/en/songs/old-lady-who-swallowed-fly





WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled topic language: animals, prepositions Colours, adjectives It goes


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Pre-lesson task 2: Guess the answer Lesson delivery

1. Teach pupils the meaning and pronunciation of It goes.

2. Give pupils a copy of the picture (see Materials/References column) or ask them to copy it.

3. Show pupils a flashcard of an

animal and ask them to give it a name.

4. Explain that you’ll tell them a story

about the animal. The animal goes to 5 places in the picture, and pupils number the places 1-5.

5. Tell the story (e.g. Lenny the lizard

goes under the green table. Then he goes in the small tree etc.)

6. Pupils number the places he goes

to 1-5. 7. Repeat the story if need be, and

elicit from the class the answers to where Lenny goes.

8. Divide pupils into small groups.

They take turns to tell a new story with 3 -5 places. Make sure that each pupil has the chance to tell a story. Pupils can change the animal if need be.

Post lesson

Mark the answers to your story at the start of the lesson on the picture and do post-lesson task 10: Test your memory.

A picture of a park or garden with a small tree, a big tree and 3 tables of different colours A flashcard of an animal




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language: animal vocabulary, I like/don’t like…, What about you?


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Pre-lesson task 4: Identify the flashcards Lesson delivery

1. Divide pupils into groups of about 5. 2. Draw a grid 5 squares by 5 on the board

like the one below:

3. Pupils copy it and choose 4 animals at

the top. Pupils write their name and the names of the 4 classmates in their group down the left-hand side.

4. Pupils complete the grid with a happy or

sad face for their own preference, and then tell and ask each other I like/don’t like … What about you. ?

5. Pupils complete their grids with happy

and sad faces, according to the answers they get.

6. Pupils stay in their groups to make a bar

chart of the information they have collected.

Post lesson

Pupils share the bar chart information with the rest of the class or with other groups.

Flashcards of animals If possible, large pieces of paper for pupils to make a bar chart




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled animal vocabulary, like, numbers Lives in/doesn’t like


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Task 5 Lesson Delivery

1. Nominate 5 or 6 pupils to come to the front and tell you their personal information (see table) quietly. 2. Play a guessing game where you describe one of the pupils (using the target language) and the class has to guess who you are talking about. 3. Review meaning and form of doesn’t like and lives in if necessary with your class.

4. Take one of the 4 short texts from Text set 1 on the next page yourself, and give the other 3 texts to 3 proficient pupils. 5. Put Grid 1 from the next page on the board. Pupils read these out and the whole class helps you to complete the grid. 6. After solving the problem, pupils then draw the empty grid again in their exercise books. 7. Divide pupils into groups of 4, give each pupil one of the 4 texts from Text set 2 on the next page and ask them to solve the problem in the same way as in the whole-class example by reading the texts themselves. Post lesson

Task 10 using pictures to represent the children in the activity

Pieces of paper with sentences as in the examples. One set for the example, and one set for each group of pupils in the main lesson activity


Strategy 5 might be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


Grid 1

Name

House

Age

Likes

Doesn’t like

Text set 1

Jessie lives at number 2. She is 8 years old. She likes lizards. She doesn’t like

rats.

Firdaus lives at number 3. He is 7 years old. He likes cats. He doesn’t like

dogs.

Priya lives at number 4. She is 6 years old. She likes elephants. She doesn’t like

spiders.

Andrew lives at number 5. He is 5 years old. He likes ducks. He doesn’t like

spiders.

Text set 2

Amira lives at number 3. She is 9 years old. She likes frogs. She doesn’t like

cats.

Harry lives at number 4. He is 6 years old. He likes spiders. He doesn’t like

frogs

Melissa lives at number 6. She is 10 years old. She likes cats. She doesn’t like

dogs.

Rahman lives at number 5. He is 5 years old. He likes lizards. He doesn’t like

ducks.


WE

EK

: _

__

__

__

__

___

__

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled: animals vocabulary, I like/don’t like…


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.2.1 Give very basic personal information using fixed phrases

Pre-lesson

Choose a suitable pre-lesson task that reviews vocabulary and spelling. Lesson delivery

1. Show pictures of children. Ask pupils how many children they can see in the pictures. 2. Elicit some sentences about the groups of children, e.g. 5 children like dogs. 3. You could write the sentences on the board as model and then ask pupils to write them in their exercise books. 4. Ask pupils to review the bar chart they made in Lesson 102. Show pupils how to interpret the data in the bar chart. 5. Have pupils put their bar charts on the computer, if appropriate, and to then write about them. If computers are not available, this can easily be done on paper. 6. Give pupils some time to look at each other’s’ work. You could display it if you can print it out. Post lesson

Task 12

Some pictures of groups of children. You could draw these if necessary Computer and internet access if possible The tasks are also suitable in a paper-based lesson

ICT



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: I like/don’t like Animals review Colours review Initial sounds and rhyming Introduction to linking words but / and


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson based around short, rhyming sentences. Review adjectives and animals. You could ask pupils to alphabetise them, which would help with the main activity. Provide pupils with a model sentences that rhyme about animals (example given). You could do this with a rhythm, so it is a chant. Encourage pupils to create their own rhyming sentences with like/don’t like in pairs. Encourage the use of but or and if suitable. Depending on time available, have pupils draw a picture of the animal they like (or don’t like). They could perhaps write a sentence too, e.g. I like brown birds.

Example rhyming sentence: I don’t like red rats but I like long lizards.


Your choice depending on the activities you choose. Possibly strategy 2. You could provide more or fewer new vocabulary items, for example, or try different pairings.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language: animals, plurals, numbers, toys


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson See Teacher’s Book. Lesson delivery See Teacher’s Book. If you do not have access to the Workbook EITHER 1. Use the board to draw a picture of

two elephants, nine ducks, eight frogs, six lizards and one spider.

2. Write the words elephants, ducks,

frogs, lizards and spider on the board. Do not write the numbers of each animal.

3. Ask pupils to tell you how many

elephants there are, how many ducks, and so on.

4. Give an example of the task by

asking a pupil to come to the board and write the number of elephants on the board against the correct word

5. Now ask pupils to write the

numbers and animals in their exercise books.

6. Check answers with the whole

class. OR Use a photocopied worksheet instead of the board, and follow steps 3,4 5 and 6 above

Superminds 1 p.41

Language



Post lesson See Teacher’s Book.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.42

Environmental sustainability



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: leaves, tall (grass)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB words for blending are the content words in the 4 target sentences from the Thinking Skills task Where do the animals hide? Post lesson


Superminds 1 p.43




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Imperatives: Hug, Go to open, Pick him up, Tie, Mark Parts of the body: face, eyes, nose paper plate, mask, hole


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.44



W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _





TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Camouflage X hides in …


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Quiz – ask questions about where different animals hide. This could be a True/False quiz. It should be written, but could be done orally if necessary. You might want/need to teach some new animal vocabulary if you have particular animals living in the environment. Have pupils work in teams to answer the quiz questions Lesson delivery

1. Gather realia (see Materials/References column) or show pupils what you have gathered. Ask them what kinds of animal hide in these items. You might want to help children with new vocabulary. 2. Give the animal pictures/toys to the pupils and some of the gathered items. 3. Tell pupils some sentences – they should put the animals in the right place (e.g. The snake hides in the sand/under the leaves). 4. In pairs or small groups, pupils design and create a collage on poster paper. They draw an animal on the poster and then cover it up by sticking sand/leaves/sticks etc onto the poster. 5. Ask pupils to write a sentence on their collage and display them in the classroom Post lesson

Discuss with pupils about the natural environment and why we should look after it. Get their ideas about why animals should stay in their natural environment. You might need to use a little L1 for this.

A quiz, e.g. a True/False quiz: 1. Tigers hide under logs. 2. Snakes live in tall trees. Etc. A collection of realia (real things). These can be gathered and prepared by you, or you could include a trip outside with the pupils to collect things from the environment if possible. This would add value to the activity. e.g. some brown and green leaves, some sand, some sticks, some grass, some flowers Some small toy animals or teacher-made flashcards/small pictures of animals Coloured pens/pencils, glue, poster paper


Your choice depending on your pupils. Possibly strategies 2 or 3. You could provide more or less new vocabulary depending on their interests and capabilities. You could provide a model sentence on the board or ask more proficient pupils to work with less proficient.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled animal vocabulary, plurals and numbers from lesson 106 There are …


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Brainstorm the names of animals with pupils, and make a list on the board. Pupils can help you to write these if need be. Write a letter of the alphabet before each animal (e.g. A: crocodile, B: tiger). Lesson delivery

1. Draw this grid on the board and ask pupils to copy it:

1 2

3 4

5 6

2. Explain to pupils that you’re going to tell them

about your perfect zoo, e.g. There are 5 crocodiles in number 1, (Pupils write 5A in box 1), and there are 4 tigers in number 2 (pupils write 4B in box 2).

3. Check answers with the whole class. 4. Tell pupils to make 2 more copies of the empty

grid, to think about their zoo, and write numbers and letters in the 6 boxes, according to the number of animals they want in their zoo.

5. Check target language with pupils (There are +

number + plural animal in…) if necessary.

6. Divide pupils into pairs or small groups and tell them to exchange information, in the same way as step 5.

Post lesson


Board

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled imperatives and animal vocabulary from lesson 109


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Brainstorm with pupils possible ways of adapting the action story on Superminds p.44.

Possibilities include: another animal, different weather, another setting, such as a park or classroom, animal is hungry/thirsty, hot etc.

Help pupils with new vocabulary as appropriate. Lesson delivery

1. Divide pupils into small groups and ask

them to create a new action story. 2. Provide pupils with a language frame to

help them structure the story, e.g. 1. Listen! 2. … 3. … 4. … 5. … 6. … 7. …Pick him up.

6. Pupils create their story. They can write

the story down, if they like, but must also be able to say the story.

7. Pupils tell their story to other groups,

who mime the story. Post lesson

Pupils identify differences between their stories and the original in Superminds p.44. Some of this part of the lesson may need to be in L1, because the focus here is more on thinking than on language production.

None needed




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1, as appropriate


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Writing 4.2 Communicate basic information intelligibly for a range of purpose in print and digital media

MAIN SKILL

Reading 3.2.3 i) Use visuals on the page to help understand a word or phrase COMPLEMENTARY SKILL


Pre-lesson


1. Ask pupils to look at p.42 of Superminds. Review some of the vocabulary. 2. Write your sentences on the board or give them to pupils on a worksheet. Pupils read the sentences and tell you if they are true or false. 3. Have pupils re-write the false sentences in their exercise books. 4. Ask pupils to look at their camouflage collages from Lesson 110. They should write 2 or 3 sentences about their posters, some true, some false. (NB this lesson continues into Lesson 114.) Post lesson

Task 11

Prepare sentences to describe the pictures on p.42 (some true and some false), e.g. The crocodile is green and the water is green. The snake is yellow and white. Superminds 1 p.42

Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


WE

EK

: _

__

__

__

__

__

___

_

LESSON:114 (Writing 23)



TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 107 and 108


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Choose a suitable pre-lesson task to review vocabulary. Lesson delivery

1. Ask pupils to look again at the True/False sentences they wrote about their own collages. Let them read carefully and try to find and correct any language or spelling mistakes. 2. Pupils swap their collages and sentences with another pair. The pair reads the sentences and corrects the information of any false sentences. 3. Ask pupils to check spelling and language in the sentences. Pupils can pretend to be a teacher in stages 2 and 3. 4. Pupils swap back the collages and sentences. 5. Pupils now re-write correct and true sentences about their collages. 6. Display the collages. Post lesson

Choose a suitable post-lesson task that enriches or consolidates vocabulary or learning.

A substitution table of animals, prepositions and hiding places




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Review animal vocabulary and prepositions through a song (or chant)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs COMPLEMENTARY SKILL


Pre-lesson Review some animal vocabulary as necessary using a game. This could be a miming game, where children mime the different animals from the unit. Or choose a pre-lesson task that is suitable to your class.

Lesson delivery 1. Show a flashcard/picture of a monkey and elicit/teach the word monkey.

2. Encourage the children to mime monkeys as they say (I’m) a monkey.

3. If necessary, review numbers 1-5, showing pupils how to count them on their fingers. You can use the five monkey flashcards on the board to show this if necessary.

4. Play the song. As pupils listen, they should hold up the correct number of fingers.

5. Check pupils’ understanding of ‘jump’ and ‘bed’

6. Play the song again and encourage the pupils to sing along as much as possible.

7. Using animal flashcards if necessary, elicit different animals from the pupils.

8. Put pupils in groups of five. They should choose an animal and create a new version of the song, which they will act out (each pupil being one of the animals).

9. Groups should practice. Play the song again 2-3 times to help them practise.

10. Groups perform their song to the class.

Post lesson Ask pupils some questions about monkeys. These don’t need to be answered accurately or fully. The aim is to encourage communication and fluency.

For example: - Do you like monkeys? - What do they eat? - Where do they live? - Do you think they are well camouflaged there? - Can you have a monkey as a pet?

You could talk to pupils about conservation of monkeys’ natural habitat or perhaps about the problems of keeping monkeys as pets.

One or five flashcards/pictures of a monkey (depending on your class level) Song: Five Little Monkeys Jumping on the Bed (this could also be a chant). http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/five_little_monkeys Various animal pictures/flashcards from the unit


Your choice depending on your pupils. Possibly strategy 1 or 3. Depending on your pupils, they could either just say/sing the new animal word in the song or they could sing more (or all) of the song themselves. If you would like to challenge your pupils, you could ask them to tell you animal names that have two syllables (sounds) so that they fit in with the song well (e.g. ti-ger, but not el-e-phant).

http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/five_little_monkeys






WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language: toys, animals, prepositions, numbers, colours


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes

Pre-lesson



1. Put Toy flashcards on the board


rat, duck, frog, lizard, cat, elephant, spider, dog


flashcards at the top of the board, so that pupils have to think about which word goes with which flashcard.



Post lesson


Superminds 1 p.45

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: What’s for lunch? Lunchtime Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.46

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: I’ve got/I haven’t got Recycled food vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.47

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: kitchen, milk, juice, Imperatives: Help me, Come and take him out


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.48

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Review I like/don’t like


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson using a chant or a song (to contrast with previous Language Arts lesson) which lets pupils listen to, respond verbally and physically to the song/chant, and enjoy it. Some activities could include: - Listen and mime or dance. - Listen and distinguish likes and dislikes. - Listen and personalise.

A chant or song about likes and dislikes. The topic can be animals or food (or both). Example: https://www.youtube.com/watch?v=IQcX-g98Ao8 http://www.dreamenglish.com/fruit

Language

Your choice depending on your pupils and your lesson.

https://www.youtube.com/watch?v=IQcX-g98Ao8



http://www.dreamenglish.com/fruit

http://www.dreamenglish.com/fruit


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary from lessons 117 – 119 Prepositions: on, in, under Imperative: Put


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Pre-lesson task 10: Say what’s missing Lesson delivery

1. Clear a space in the classroom and divide pupils into 4 groups.

2. Put the 4 sets of pictures on 4

chairs, one chair near each group. 3. Give instructions, e.g. Put the

banana on a table.

4. One pupil in each group follows

your instructions. This is not a race: the idea is simply to follow the instruction accurately.

5. Continue for a few rounds, with a

new pupil in each group following your instructions each time.

6. You can make instructions more

complex when necessary, e.g. Put the apple and the cheese sandwich under a bag, OR Put the sausages under the chair and the cake on a notebook.

7. After a few rounds, ask pupils to

give the instructions in each group. Make sure that different pupils have a chance to do this.

Post lesson

Post-lesson task: Make a word ladder

4 sets of pictures of the 10 items of food vocabulary from lessons 116 – 119. Pupils can help you to draw these if necessary.




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary from lesson 117 – 119 I’ve got Prepositions Help me, please


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Brainstorm with pupils possible ways of adapting the song in Superminds p.48 (Lesson 119).

Possibilities include: a different character name, different food, different prepositions.

Do an example together with the whole class for the first 2 lines of verse 2 of the song. Help pupils with new vocabulary as appropriate. Lesson delivery

1. Divide pupils into pairs or small groups and ask them to create a new song.

2. Provide pupils with a language frame to

help them structure the song. Put the first verse (which is also verse 3 and 5) on the board or a handout, with a blank in place of Tommy’s, and for verses 2 and 4, write:

I’ve got…my

I’ve got…my

I’ve got…my Help! Oh help me, please!

8. Pupils create their song. They can write the

song down, but must also be able to sing it

9. Pupils sing their song to other groups.

Post lesson

Ask 1 or 2 groups of pupils to take turns to sing their song to the rest of the class.

Write prompts for verses 2 and 4 on the board to help the class join in with the song.

Board

Language



WE

EK

: _

__

__

__

__

___

__

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary from lessons 117 – 119


CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES CROSS -

CURRICULAR ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.1 Understand the main idea of very simple phrases and sentences COMPLEMENTARY SKILL


Pre-lesson

Choose a pre-lesson task that reviews key vocabulary and is suitable for your class Lesson delivery

1. Introduce any new vocabulary using flashcards or toy food and kitchen equipment. 2. Ask pupils what they think you could make with all these different foods. You could teach the words ‘ingredient’ and ‘recipe’. 3. Either by miming or using toys, show pupils how to make the sandwich. 4. Give pupils the stages of the recipe. You can give each group a complete set or you can give individual pupils one stage. Ask pupils to put the stages in order. 5. Give pupils the chance to mime or use the toys to check the answer. 6. Write shopping list on the board.

Elicit from pupils what they need to buy from the shop. You could put pictures or write words on the board. 7. Give or show pupils two shopping lists. Ask them which one they should use to shop for ingredients to make the sandwich. Post lesson

Task 12

Texts of recipes (cut up into stages) and shopping lists

Pictures or toys/models of the items and actions in the recipe.

A possible recipe for a cheese sandwich is below.

1. You need a slice of cheese, two slices of bread, some lettuce and some butter

2. Put butter on the bread.

3. Put the cheese on one piece of bread.

4. Now put some lettuce on the cheese.

5. Put the other slice of bread on the lettuce.

6. Cut the sandwich into two pieces.

7. Eat it and enjoy it!

(Idea based on text in Halliwell (1992) Teaching English in the Primary Classroom)

Shopping lists:

List 1: cheese bread butter lettuce

List 2: bread tomato cheese lettuce

Language

Strategy 5 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary from lessons 117 – 119 Do you like (sausages and peas)? Yes, I do. / No I don’t.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-task

Task 7 using cheese sandwich vocabulary Lesson delivery

1. Review previous lesson by asking pupils to mime making a sandwich.

2. Ask pupils what kind of sandwich they like. Then change to pizza. 3. Find out which pupils like pizza and what toppings they like on their pizza. Use pictures to give ideas and write the words for the food next to them on the board. 3. Ask pupils to mime steps in making a pizza and try to elicit as much language as possible. 4. Write the stages on the board as you elicit them. 5. Highlight the food words in the recipe and show pupils how to change the recipe using different toppings. 6. Pupils work in pairs to write a new recipe for pizza with toppings of their choice using the recipe on the board as a model. Depending on the proficiency of your pupils you could erase some of the model. 7. Pupils mime and say their recipes to the class. Post lesson

Task 11

Pictures or toys of food including pizza


Strategies 1, 2 and 3 may be suitable. Use other strategies if appropriate


WE

EK

: _

__

__

__

__

__

___

_




TOPIC Lunchtime

LANGUAGE/GRAMMAR FOCUS: Do you like X? Yes, I do. / No, I don’t. I’ve got X on/in/with my Y.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Review food vocabulary with a fun activity, for example Task 1, 4, 6 or 9 Another option is to use step 1 from the lesson delivery stage below as a pre-task activity. Lesson delivery

1. Ask pupils if they like foods (review) – Do you like pizza/sandwich? And What’s your favourite pizza/sandwich? Pupils could ask each other questions in pairs. 2. Review the song from p.48 of the textbook. Ask pupils to tell their partner if they like the food Tommy makes (e.g. Do you like an apple in your sandwich?) 3. Tell pupils they will make a Crazy Food Poster. They should work in pairs. First, pupils should decide on their crazy food. 4. Give each pair a poster paper. Pupils should write the sentence I’ve got xxx on/in/with my xxx. on the poster paper. 5. When pupils have finished writing, they can draw a picture of their crazy food. Then they can add a title: My Crazy Food.

6. Display pupils’ work in the classroom. Ask pupils to tell each other which crazy food they like/don’t like. Post lesson

Task 3, 4 or 6

Poster paper for Crazy Food pictures and paints (coloured pens and pencils if paint not possible) for each pair. You could use paper if you prefer, but posters are better for displaying.


Your choice depending on your pupils. Possibly strategies 1, 2 or 4. You could offer more or less support for the sentence pupils will write by eliciting and writing a model on the board. This could be gapped. Or you could encourage the pupils to use the textbook as a model. More proficient pupils can work with less proficient pupils. They can have more than one ingredient in their Crazy Food. If you are concerned about drawing skills and/or time, you could prepare a template of a pizza (or sandwich) that pupils draw on instead of giving them a free choice. This is less creative, but can be less time consuming and simpler for pupils of less artistic proficiency.

W E E K : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _





TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.49

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Where’s (Misty)? Please Hot What have you got?


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.50-51

Patriotism and Citizenship (waiting your turn)



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I haven’t


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Choose an appropriate pre-lesson task that reviews vocabulary and spelling. Lesson delivery

1. Use the picture on p.49 to review the idea of food in the fridge. Ask pupils which of the foods like they. 2. In their exercise books, pupils draw a fridge (or you could have a worksheet with a fridge already drawn on it). 3. Have pupils write and maybe draw 5 foods in their fridge. 4. Next, on separate paper, pupils write some questions for their partner (e.g. Have you got any steak? Have you got any apples?). They could write 2-5 questions, depending on their proficiency. 5. Pupils exchange their questions with their partner and write the answers (according to their pictures). 6. Pupils then check each other’s work and fridge. They give their partner a point for each correct sentence and for each correct guess.

Post lesson

Task 10 using other pupils’ pictures.

Flashcards of food items plain paper for writing

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Sorry, stop, shop, hot dog


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.51

Patriotism and Citizenship (waiting your turn)



WE

EK

: _

__

__

__

__

__

___

_




TOPIC Lunchtime

LANGUAGE/GRAMMAR FOCUS: Your choice, depending on story chosen


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson where pupils have the chance to listen to, enjoy and talk about a story with a moral or message if possible. Depending on your choice, you may need to pre-teach some vocabulary for the story. Encourage the pupils to listen actively by asking plenty of questions and involving pupils in the story as you read it to them. Include some activities to follow on from the story which develop motor and/or artistic skills. Talk to the pupils about what they have learned from the story (language or values).

Your choice of story. The story could be based around: - the topic of food - the language I’ve/we’ve got’ - waiting your turn - The sound /ɒ/ Some examples are: An adaptation of Little Red Riding Hood (where the wolf says ‘What big eyes you have’ – change to ‘You’ve got big eyes’ perhaps). This story can be reviewed in Lesson 140. https://learnenglishkids.britishcouncil.org/en/short-stories/little-red-riding-hood Phonics stories: https://www.kizphonics.com/materials/stories/

Values

Your choice depending on your pupils and your activities.

https://learnenglishkids.britishcouncil.org/en/short-stories/little-red-riding-hood




https://www.kizphonics.com/materials/stories/

https://www.kizphonics.com/materials/stories/


WE

EK

: _

__

__

__

__

___

__

_




TOPIC: Lunchtime



CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Teach the pupils mouse and yummy. Explain that you’ll tell them a story with these 2 words in it and ask them to guess what words they’ll hear in the story. Elicit their suggestions and put them on the board. Lesson delivery

1. Ask pupils to listen to the story to check their guesses.

2. Tell the story, using pictures and

gestures to support meaning. 3. Elicit pupils’ answers (see step 4). 4. Tell the story again and elicit any

more details from the story.

5. Build the details of the story up on the board using key words and/or pictures.

6. Repeat steps 7 and 8.

7. Ask pupils whether the big mouse

and small mouse are kind to each other: and how they know. Most of this discussion will be in L1, as the focus is on values, not language.

Post lesson

8. Post-lesson task 2: Make

connections: use flashcards or

drawings to help pupils remember and say the story.

A copy of the story The big mouse and the small mouse similar to the one on the next page. Flashcards or drawings of the animals and food

Patriotism and Citizenship (hospitality and politeness)



Lesson 131

The big mouse and the small mouse

A big mouse visits a small mouse. They are friends.

‘Hi!’ says the big mouse.

‘Hi!’ says the small mouse. Please have some cake, apple and banana!’

‘Thank you. Yummy! I like your food’ says the big mouse.

The small mouse visits the big mouse.

‘Hi!’ says the big mouse.

‘Hi!’ says the big mouse. ‘Please have some sausages, cheese and pizza!’

‘Mmm. Yummy! Thank you, I like your food.’ says the small mouse.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary Recycled greetings Have you got any…? How much are…? Here you are…


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT


TEACHER’S NOTES /

REMARKS

MAIN SKILL



MAIN SKILL



Pre-lesson

Pre-lesson task 3: sequence the information: use some of the information from the dialogue.

Lesson delivery

1. Divide pupils into groups of about 4.

2. Ask each group to choose picture or word cards of 6 food items, to put them on a desk, and to write a price under each item.

3. Elicit target language with one group: e.g.

Teacher: Hi

Pupil: Hi

Teacher: Have you got any apples?

Pupil: Yes, we have.

Teacher: How much are the apples?

Pupil: 3 ringgits.

Teacher: OK, yes please.

Pupil: 3 ringgits, please

Teacher: Here you are

Thank you

Teacher: Bye!

Pupil: Bye!

4. Practise the target language with the whole class.

5. Pupils do their dialogues in their groups. Make sure that everyone in the group has the chance to be both customer and shopkeeper.

6. Check by asking some groups to do their role-play to the whole class.

Post lesson

Pupils copy the dialogue outline into their exercise books.

One set of pictures or word cards of the food vocabulary in lesson 117 for each group of 4 pupils in the class (So if you have 32 pupils in the class, you need 8 sets of cards). Pupils can help you to make these if need be. Toy money if appropriate. Pupils can also use counters, stones or small items (e.g. paper clips) as pretend money if appropriate.

Financial education



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime



CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Choose an appropriate pre-lesson task to review vocabulary in a fun way. Lesson delivery

1. Ask pupils to sit or stand in a circle. Place the plastic letters in the middle. 2. You say a word and the pupils have to use the letters to spell it correctly. You could nominate pupils to do this, or ask for volunteers; this could be done letter by letter or as a whole word. Use words that will come up in the lesson. 3. Give pupils the sentences and ask them to work out the scrambled words in pairs. 4. Give pupils the grid and show them how to complete it. Pupils work individually to complete the grid. 5. Have pupils check their answers with their partner before checking as a class. Post lesson

Choose a suitable post-lesson task to review any difficult or new vocabulary in a fun way.

Plastic letters if available A text with 3-5 sentences. e.g. Tiffany has got eaps and arotscr (=peas and carrots) Shaun has got an plaep and a nbnaaa (= an apple and a banana) a grid for pupils to complete on a worksheet or on the board for pupils to copy (see next page for example of grid).

Language

Strategy 4 and 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


Lesson 133

Example grid

Name

Tiffany

Shaun

Ali

Noor

Food


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime



CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Play the anagrams pre-lesson task (pre-lesson task 1) for key words from this lesson. Leave the anagrams on the board when you give the answer Lesson delivery

1. Put the flashcards/pictures on the board in a random way. Nominate pupils to come out and draw a line to match the pictures with the words (anagrams). 2. In their exercise books, ask pupils to draw 4-6 pictures. These should be for words from the unit or lesson. 3. Next ask pupils to write anagrams for the words, also randomly arranged on the page to create a puzzle. They may need to plan these separately. 4. Pupils exchange their puzzles with a partner. Post lesson

Task 11

Flashcards/pictures for key words




WE

EK

: _

__

__

__

__

__

___

_




TOPIC Lunchtime

LANGUAGE/GRAMMAR FOCUS: Have you got…? Yes, we have. / No, we haven’t. X, please. Sorry, we haven’t got X. / OK, here you are.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.4 Greet, say goodbye and express thanks using suitable fixed phrases

Pre-lesson Review or teach the word school canteen (from p.50) using Task 1 or 6. Lesson delivery 1. Introduce the word menu to the pupils using your example menu. Ask pupils where they can find menus (elicit canteen, perhaps extend to restaurant and café depending on your class). 2. Hand out the worksheet and ask pupils to write the words next to the pictures. 3. Elicit a dialogue based on the menu. You could write this on the board, or you could write prompts. The dialogue can be the same/similar to those used in recent lessons, in particular p.50 – 51. Emphasise the need to be polite by saying please and thank you, and sorry. 4. Ask pupils to work in pairs (Pupil A + Pupil B). They should write their own menu. 5. Change pairs, so they are AA and BB. Pupils shouldn’t show their menus. 6. Pupils carry out a role-play using each other’s menu in turn. 7. Some pairs could perform to the class. Post lesson

Your choice, e.g. Task 9

An example menu containing words from the textbook (see below) A worksheet for each pupil containing a picture menu that corresponds to your example menu. Blank card for each pair to write their menus Example dialogue: A: Hello. B: Hello. Pizza, please. A: No, I’m sorry. We haven’t got pizza. B: OK. Have you got a sandwich? A: Yes. We’ve got a chicken sandwich. B: OK. A chicken sandwich please. A: Here you are. B: Thank you.

Values (being polite)

Your choice depending on your pupils. Possibly strategies 1 or 2. You could elicit the spellings of the words for the menu and write them on the board before stage 2. You could partly erase them, fully erase them or leave them as a model. You can design your menu to include different kinds of food (as shown on the next page), with more/fewer items on the menu. You can limit/extend the number of items pupils put on their menus.


Lesson 135

Menu

Main course

Sausages

Pizza

Sandwich

Vegetables

Peas

Carrots

Drinks

Juice

Milk


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Numbers 11 – 20


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.52


Strategies1 and 3 may be suitable. Use other strategies if appropriate.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled language: food vocabulary, numbers 11 – 20


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.53

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s), coconut(s), tomato(es), strawberry(ies)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. If pupils do not have stickers for the listen and stick task (task 2):

1. Tell them to write the words broccoli, mushrooms, pineapples and coconuts on 4 small pieces of paper before they listen.

2. Ask them to listen to the recording and place the correct piece of paper on each crate.

Post lesson


Superminds 1 p.54

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled topic language: food vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Choose a suitable pre-lesson task to review key vocabulary and spelling. Lesson delivery

This lesson suggestion is for pupils to make a word snake or word sausage for other pupils to identify topic vocabulary (food), as in lesson 83. If you prefer, you can have pupils make a different kind of word puzzle, such as a crossword or wordsearch. 1. Review spelling of food vocabulary by writing gapped words on the board. Focus on sounds rather than individual letters here, e.g. s t _ _ k. 2. Draw a word snake or word sausage on the board with the names of food hidden inside it, e.g. shapplejmchesekcheesehq (apple, cheese)

An alternative is to use words that lead into one another, e.g. pizzapplegg(pizza, apple, egg)

3. Pupils read it, and tell each other the food words in it, and then tell you. 4. Pupils work in pairs to create their own word snake/sausage puzzles. 5. Pupils swap puzzles with another pair, who solve the puzzle. Post lesson

Task 11 about favourite food or what pupils have eaten recently.

Board

Language

Strategy 1 may be suitable. Use other strategies as appropriate.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC Lunchtime

LANGUAGE/GRAMMAR FOCUS: She’s got … (in her basket).


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Listening 1.3 Use appropriate listening strategies in a variety of contexts

MAIN SKILL


Listening 1.3.1 Predict words they will hear by using knowledge of a topic

Pre-lesson

Put up a picture of Little Red Riding Hood on the board. Ask questions about her, e.g. Task 8. Lesson delivery

1. Pre-teach ‘wolf’, ‘grandmother’ and ‘house’ using pictures/flashcards or puppets/toys if possible. 2. Put up the pictures showing the stages of the story on the board. 3. Ask pupils to try to arrange them to form a story. This could be whole class or in small groups or pairs. 4. Tell the story, taking care to show meaning as you do it by using mime and gesture. 5. Ask pupils to check the order of the stages of the story on the board. 6. Ask pupils what they think happened to the basket in the story. Ask pupils what they think Little Red Riding Hood had in her basket. 7. Hand out worksheet. Ask pupils to decide what she has in her basket. They should write words around the picture and draw lines using a ruler to connect the words to the basket. 8. Ask pupils to tell a partner/group what she has got in her basket. Post lesson

Talk to pupils about the story. Ask them which character they like and why. Ask them if the wolf is good or not.

Story – Adaptation of Little Red Riding Hood (LRRH). See below or for example: https://learnenglishkids.britishcouncil.org/en/short-stories/little-red-riding-hood NB you may have used this story in Lesson 130, so you can use the same story and just review it in this lesson. Pictures/puppets/toys to represent grandmother, wolf and house Prepare flashcards that represent the main stages of the story. These can be hand-drawn, e.g. LRRH walking in the forest carrying her basket; LRRH at her grandmother’s house. LRRH talking to the wolf disguised as the grandmother; A picture to represent the end of the story. A worksheet for each pupil with a picture of Little Red Riding Hood carrying a basket.

Language

Your choice depending on your pupils. Possibly strategies 1, 2, or 5. You can adapt the story to suit the proficiency of your pupils as well as their level of sensitivity (the original story tells that the wolf has eaten the grandmother, for example). You can limit or extend the number of items in her basket, provide models or have pupils use their textbook to check spellings.






Story suggestion for Lesson 140

Little Red Riding Hood.

Once upon a time there was a girl in red. Her name was Sara.

Let’s hear what happens to Sara one day.

Sara is walking in the woods. She has got a basket. She is going to her grandmother’s house in the woods.

When she gets to her grandmother’s house, her grandmother is in bed. Sara is surprised.

‘You’ve got big eyes, grandmother!’

‘No, I haven’t!’ says grandmother.

‘You’ve got big teeth, grandmother!’

‘No, I haven’t’.

Then the grandmother jumps out of bed. It’s the wolf!

‘Go away!’ says Sara.

‘No’ says the wolf. ‘I’m hungry!’

‘Oh! I’ve got a basket of food. Here you are!’ Sara gives the basket to the wolf.

‘Where’s my grandmother?’ asks Sara.

‘Oh. She’s hiding in the kitchen.’ says the wolf and it runs away.

Sara looks in the kitchen. ‘Here you are grandmother! Sorry, I don’t have a basket of food for you now.’ she says.

‘That’s OK, Sara.’ says the grandmother. ‘I’ve got pizza and sausages!’

‘Great! I’m hungry!’ says Sara.

So, they have the sausages for lunch.


WE

EK

: _

__

__

__

__

__

___

_

LESSON: 141 Listening (29)



TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled topic language: food vocabulary, numbers Hungry


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Explain that you’ll tell pupils a story about Daniel, who goes shopping for his mum. Show them a drawing or picture of Daniel and his mum: the mum should look a bit puzzled or a bit angry. Ask pupils to guess why this is. Explain that you’ll tell pupils the story, and ask them to tell you whether Daniel comes home with everything on his mum’s shopping list. Lesson delivery

1. Tell the story, using flashcards and gestures to support the story.

2. Elicit pupils’ response to step 4. 3. Explain that you will tell the story

again and will ask pupils to tell you which animal Daniel met and what he gave the animal.

4. Tell the story again and elicit

pupils’ responses to step 7. 5. If there is time, ask pupils to

continue the story, and to share with other groups/you.

Post lesson

Ask pupils whether they think Daniel was right to give the food to the animals. This discussion will be in L1, as the focus here is on values, not language.

Copies of the story Daniel goes shopping on the next page. Simplify the story if need be (e.g. omit the names of the shops) Flashcards of the food and animals, drawings or pictures of Daniel and his mum.

Values (kindness and obedience)



Daniel goes shopping

One day, Daniel’s mum tells him to go to the shops. Daniel: please get

2 cakes

14 sausages

10 bananas

and 12 big peaches So, Daniel goes to the baker’s and gets 2 cakes. He goes to the butcher’s and gets 14 sausages. He goes to the fruit shop and gets 10 bananas and 12 big peaches. One the way home, he meets a duck. ‘I’m hungry,’ says the duck. ‘Please help me.’ Daniel gives him a cake. Next, he meets a dog. ‘I’m hungry,’ says the dog. ‘Please help me.’ Daniel gives her 2 sausages. Next, he meets an elephant. ‘I’m hungry,’ says the elephant. ‘Please help me.’ Daniel gives him 3 bananas. Next, Daniel meets…


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary Have you got any? Yes, I have. Here you are. Sorry, no I haven’t.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Pre-lesson task 9: Remember the words Lesson delivery

1. Divide pupils into groups of 4. 2. Give each pupil in each group one

of the 4 You like lists, and 4 of the

16 picture or word cards. 3. Explain that the aim of the game is

to collect the 4 cards on the You like list, and that pupils take turns to ask a pupil in their group ‘Have you got any (chicken)?.. If the answer is no, the reply is Sorry, no I haven’t. and it is the next pupil’s turn to ask. If the answer is yes, the answer is: Yes, I have. Here you are and again, it is the next

pupil’s turn to ask. 4. Demonstrate the game and

practise the questions and replies if necessary.

5. Pupils play the game in their

groups. Post lesson Post-lesson task 4: Correct the error

One set of the 4 You like: list per group of 4 pupils from the next page but one. (So if you have 36 pupils in your class, you will need 9 sets of lists). One set of 16 pictures or word cards per group of 4 pupils of the food on the You Like list Pupils can help you to make both lists and sets of cards if need be




You like cards

A: You like

bananas

peas

coconuts

steak

B: You like

cheese sandwiches

sausages

peaches

pizza

C: You like

green beans

chicken

cake

milk

D: You like

carrots

apples

tomatoes

juice


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary spends times… is… (3 times 2 is 6) and (11 and 7 is 18)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases

Pre-lesson

Choose a suitable pre-lesson task that reviews key vocabulary. Lesson delivery

1. Review fruit and vegetable vocabulary using pictures or flashcards. 2. Ask pupils to draw pictures of five fruit and/or vegetables in their exercise books. 3. Next, elicit some prices for the items on the board. Ask pupils to put a price on their own fruit/vegetables. 4. Model the activity using the information on the board. Ask pupils to tell you what they want by saying Hello. Two bananas and three apples, please. Show pupils how to add up the prices to make a total. Say how much it costs: That’s X ringgits, please. They finish the dialogue by saying thank you and goodbye. 5. Pupils work in pairs to do the activity. 6. Explain the word ‘spend’ using

pupils’ examples. 7. Model a problem on the board. 8. Ask pupils to read the sentences and solve the problems individually first if appropriate, and then check in pairs. Post lesson

Task 12

A text about food prices. One option is to create a short text such as the one shown on the next page. You can adapt content or change currency to an imaginary one if the prices are not suitable to your context. Toy money if appropriate and available

Financial Education

Strategy 6 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


Find out what the pupils spend

1. Uma has got two bananas and four peaches. A banana is 1 ringgit, and a peach is 2 ringgits. She spends …

2. Jason has got 3 tomatoes and two coconuts. A tomato is 3 ringgits, and a coconut is 4 ringgits. He spends …

3. Anna has got 5 pears and 2 oranges. A pear is 3 ringgits, and an orange is 2 ringgits. She spends …

4. Danish has got 2 pineapples and 3 onions. A pineapple is 5 ringgits and an onion is 3 ringgits. He spends …

5. Najwa has got 2 cakes and 2 cheese sandwiches. A cake is 6 ringgits and a cheese sandwich is 4 ringgits. She spends …


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary spends times… is.. (3 times 2 is 6) and (11 and 7 is 18)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Choose an appropriate pre-lesson task to review food vocabulary. Lesson delivery

1. Review numbers 1-10 and maths concepts of adding and multiplying depending on the previous lesson. You could do this using plastic food and prices, and setting problems to solve orally. 2. Review the text of the problems in Lesson 143. 3. Pupils work in pairs to write their own problems in their exercise books. They could use their drawings and prices from Lesson 143 for ideas or as a base. 4. Pairs swap problems and solve each other’s. 5. Pairs work together in groups of four to check the answers. Post lesson

Choose a post-lesson task that lets pupils move around and review learning.

Plastic food An outline of the text in lesson 143 for pupils to use as a model.

Financial Education



WE

EK

: _

__

__

__

__

__

___

_




TOPIC Lunchtime

LANGUAGE/GRAMMAR FOCUS: I’ve got… / I haven’t got…


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters

MAIN SKILL



Pre-lesson

Put the letters g – f – I – d – r – e on the board. Ask pupils to unscramble the word (fridge). Draw a big picture of a fridge on the board. Lesson delivery

1. Give some/all pupils a small picture of food. Say the words. When pupils hear their word, they come out and stick the food onto the picture of the fridge. 2. Tell the pupils you are going shopping. You have a shopping list (put on the board/give to pupils). 3. Ask pupils to read the shopping list. 4. Ask pupils to tell you what is in the fridge (this is a deductive reasoning task – if food is on the shopping list, then it is not in the fridge). Nominate pupils to remove pictures from the board so that it shows what is in the fridge. 5. Tell pupils they are going to put food in their fridges. Give them the worksheet and ask them to draw three items in the fridge. 6. Now tell them to write three (different) items on their shopping list. 7. Using their worksheet, pupils tell their partner what they’ve got and haven’t got. Post lesson

Play a game to review food and numbers vocabulary using the small food pictures. For example, pupils have a picture. They hide it behind their back. Their partner guesses – Have you got xxx?

Small pictures of food items, cut up, with sticky tape or a magnet on the back. A shopping list containing some of the food picture items – either one copy per pupil or a large copy on the board. Worksheet with picture of empty fridge and blank shopping list (one for each student or pair)

Language

Your choice, depending on your pupils. Possibly strategy 2. You may need to guide some/all of the pupils to the answer about what is in the fridge (deductive reasoning task). If you wish to further review numbers 11-20, you can include lots of small food on the list or in the fridge, e.g. 12 strawberries.


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary On the ground, in trees, on plants


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.3 i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns

Pre-lesson


See Teacher’s Book. If you do not have access to the Workbook 1. Before the lesson, prepare a poster

or a photocopiable handout similar to the one on the next page.

2. Use this poster or handout for the

Think tasks in the Teacher’s Book. Post lesson


Superminds 1 p.55

Science and Technology



1. Think! Colour the fruit words red. Colour the vegetable words green.

peppers

onions

tomatoes

apples

strawberries

potatoes

oranges

peaches

bananas

carrots,

peas

pears

2. Draw the fruit and vegetables on the trees, in the ground, or on the plants

carrot pepper onion pear apple potato tomato


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled language: toys, food, imperatives


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.1

Give very basic personal information using fixed phrases COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. If you do not have access to the Workbook

1. Before the lesson, prepare a poster of a monster with a sandwich in its stomach, Give the monster a name

2. Put the poster on the board. 3. Elicit key details about the

monster (i.e. .name, colour what’s in the sandwich).

4. Copy this grid onto the board and ask pupils to complete it.

Name

Colour

What’s in the sandwich

5. Check answers with the whole

class. Post lesson


Superminds 1 p.56




WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled language from the topic


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes COMPLEMENTARY SKILL


Pre-lesson



1. Put Lunchtime flashcards on the board

The flashcards should show pictures of this lunchtime vocabulary:

apples, bananas, cake, carrots, sandwich, chicken, peas, pizza, sausages, steak


flashcards at the top of the board so that pupils have to think about which word goes with which flashcard.



Post lesson


Superminds 1 p.57

Language



WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled topic language Healthy/unhealthy


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Teach pupils new vocabulary: healthy and unhealthy. Make 2 columns on the board: healthy food and unhealthy food. Ask pupils to name healthy and unhealthy food. They can use L1 if they don’t know the food in English. Teach sweets and fizzy drink if pupils don’t suggest these. Pupils come to the board and write the items in the correct columns on the board. Pre-lesson task 2: Guess the answer: linked to a text you tell pupils about Wendy, Nasir and Lisa (see next page). Pupils predict the healthy and unhealthy food they will hear

Lesson delivery 1. Tell the story in the Wendy, Nasir and Lisa text, and

check pupils’ guesses with them. 2. Give pupils the grid on the next page and read out the

text. Ask pupils to complete the grid. Read the text out again if necessary.

3. Check pupils’ answers and tell the story one more

time so that pupils can confirm their answers. 4. Ask pupils why healthy eating is important. This

discussion will be in L1, as the focus here is on human well-being and development, and not on language.

5. Give pupils a handout of the text, or write a copy on

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

change Wendy, Lisa and Nasir’s food so that it is all healthy.

7. Make larger groups, and ask pupils to read the text

out to their groupmates. 8. Groupmates identify the new food and say whether it

is healthy.

Post lesson Post-lesson task 8: Make a word ladder, using healthy food items.

Board Copy of Wendy, Nasir and Lisa text and grid

on next page

Global sustainability



Wendy, Nasir and Lisa

Wendy has got a cheese sandwich, an apple, a banana and some sweets for her lunch.

Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.

Lisa has got steak, peas, carrots, and 2 cakes for her lunch.

Wendy

Nasir

Lisa

Healthy food

Unhealthy food


WE

EK

: _

__

__

__

__

__

___

_




TOPIC Lunchtime

LANGUAGE/GRAMMAR FOCUS: Your choice. Should include review of food vocabulary, fruit and vegetables.


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Plan a Language Arts lesson around the theme of healthy eating. This could be based on a story/text/poem about a child who eats healthily and is very happy or it could be based on the pupils’ responses to the food diary on p.55 of the textbook. The lesson should encourage happiness through eating a balanced diet with lots of fruit and vegetables and should let pupils talk or write about their own eating habits.

A text/story about healthy eating and/or pupils’ responses on p.55, exercise 2 of the textbook.

Values (cooperation) Your choice depending on the focus of your lesson and your pupils.


WE

EK

: _

__

__

__

__

__

___

_



THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge

TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime

LANGUAGE/GRAMMAR FOCUS: Revision of Year 1 Language


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Before the lesson, make 6 revision questions on each of the topics in the squares of the noughts and crosses grid on the next page. Prepare flashcards, too, of topic vocabulary.

For topics covered in the textbook, you can ask questions such as What’s this?

(show flashcard of a classroom object, food item etc), Name 5 (animals, toys etc), Spell…( e.g. yellow). For Listen and do, you can make instructions for pupils to do (e.g. Put a red pencil and a green pencil case on the chair). There are 2 squares not directly linked to textbook topics. Correct it! These

should be typical grammar, vocabulary, spelling, or pronunciation mistakes your pupils make. Question mark These can be a mix of simple and difficult questions related to anything studied over the year. Lesson delivery

1. See next page. Post lesson

2. Finish the lesson with a brief

reminder to pupils of any key language learning points which emerged.

Copy of Noughts and Crosses grid and 5 questions for each square.




Noughts and crosses grid for Year 1

Food

Correct it!

Friends

Animals

?

Colours

Classroom objects

Listen and do

Toys

Example of a completed line on a noughts and crosses grid

O

X

O

X

O

X

X

O


Lesson delivery

1. Divide pupils into 2 teams of equal size and ask them to give their team a name.

2. Write the team names on the board.

3. Draw the noughts [O] and crosses [X] grid on the board.

4. Tell pupils that their team gets a nought or cross on a topic square if they answer a question about that topic correctly. The aim of the game is to make a line of their

team’s symbol (nought or cross) across, down or diagonally in order to score a point. If a team makes this line, they score a point. In the example on the previous

page, the noughts team have made a diagonal line by answering three questions correctly. The board is then cleaned and the game continues.

5. Explain that teams will take turns to answer your questions.

6. Tell pupils that they must take it in turns to ask and answer questions, so that everyone gets a chance to practise language. If a team member is not sure of the answer

to a question, team mates can help, but the chosen team member must say the answer to the opposing team.

7. Explain that

you will read each question only once

you will accept only the first answer you hear

there will be a time limit of 40 seconds to answer after the question has been read.

8. Toss a coin to choose a starting team, and play the game.

9. Mark noughts and crosses in the appropriate square when teams answer correctly. Make sure that pupils are quiet when a team reads out their question, so that

everyone can hear it.


WE

EK

: _

__

__

__

__

__

___

_







CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Ask pupils questions about pictures in the textbook (see step 2 for examples). Each time, show pupils a page of the Superminds textbook, and ask a question or give an instruction, e.g.

What colour’s the apple?

What’s this?

How many pineapples?

Find something yellow, and something red.

Practise useful questions with pupils and write them on the board. Lesson delivery

1. Divide pupils into small groups and ask them to prepare 7 questions or more.

2. Put groups together and ask them

to ask and answer each other’s questions.

3. Repeat step 5 by changing the

groups, if there is time. 4. Ask pupils to read out their

questions for the whole class to answer.

Post lesson


Copies of Superminds 1

Language



WE

EK

: _

__

__

__

__

__

___

_







CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Explain that pupils will revise the term’s work by reading and responding to instructions on topics they have covered over the term in a board game.

Lesson delivery

1. Explain that pupils will play a game. Ask them to talk about how they can cooperate as a group in the game, and how they can deal with any challenges in content or language.

2. Pupils talk about this in L1, as the focus here is on learning skills, not on language.

3. Elicit pupils’ suggestions.

4. Explain that when pupils land on a square on the board, they must speak about the topic for half a minute to a minute so that they get sufficient language practice from the game.

5. Divide pupils into groups of 3 or 4 and handout out a dice and counters for each group.

6. If a pupil lands on a Free question square, explain that others can each ask them a question, either a personal one or one connected to the term’s work. Give or elicit examples to help if necessary.

7. Pupils throw the dice and move their counter forward. They tell others in their group about the topic they land on.

Post lesson

Stop the game and ask them to reflect on and give examples of

how well they worked as a group

how they dealt with any challenges in content or language .

As in steps 2 and 3, this feedback will be in L1.

Elicit feedback from the groups, summarising this, and make any additional comments of your own.

Dice, counters, and one copy of the Year 1 Revision board game on the next page for each group

Entrepreneurship

Strategies 2 and 7 may be suitable. Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


Year 1 Revision Board Game

Say 2 things you like

Spell an animal name

Name 2 healthy foods

Make a false sentence with

under

Free question

(Your friends ask you)

Names 2 places where

animals hide

Say the colours of 5 things

in the classroom

How old are you?

Free question


Say the letters of the

alphabet

Say something you’ve got

Make a false sentence with

in

Free question


Count from 1 to 10

Tell your friends to do

something

Count from 11 to 20

Free question


Name 3 vegetables

Name 2 unhealthy foods

Make a true sentence with

on

Free question


Name 3 shapes in this

classroom

What’s your favourite toy?

Say something you

haven’t got

Name 5 classroom objects


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Revision of Year 1 language


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.5 Connect words and proper names using ‘and’ COMPLEMENTARY SKILL


Pre-lesson

Ask 3 pupils to come to the front of the class and to draw vocabulary items from Superminds 1 according to the suggestions of their classmates. You need about 24-30 items on the board, so each pupil draws 8-10 items.

If step 1 is too time-consuming in your class, pupils can prepare pictures on paper before the lesson, and you can stick these on the board. Lesson delivery

1. Now write these 2 sentence outlines on the board:

A ___ and a ___ are …

A ___ and a ___ have got …

2. Give pupils an example which completes each outline by making connections between the pictures on the board, e.g. A banana and a pear are fruit; or A table and a cat have got four legs.

3. After you have given pupils these examples, ask them to speak in groups and make as many connections as they can in a given time limit.

4. Check answers with the whole class.

5. Divide pupils into pairs or small groups.

6. Ask them to write 4 true connections sentences and one false one. They should not show which sentence is a false connection.

7. Ask groups to swap sentences and to identify and correct the false sentence.

8. Repeat steps 8 and 9 if there is time.

Post lesson Post-lesson task 6: Whisper and Write

Board


Strategies1 and 5 may be suitable. Use other strategies if appropriate.


WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Your choice. To review language taught over the year


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Review four key words, one from each unit. You could use Task 1, 4 or 6.

Lesson delivery

1. On the board, do a matching activity: Textbook unit to theme: Unit 1: At School Unit 2: Let’s Play! Unit 3: Pet Show Unit 4: Lunchtime

2. Make four or eight groups. Ask each group to brainstorm vocabulary and language they remember from a different unit each. Give them a time limit.

3. Ask groups to check in their textbooks. If necessary they can add or change their answers.

4. Ask each group to present their answers to the class.

5. Read the dialogues – you can ask more proficient pupils to take different parts or you could use puppets or similar to take on different roles. Pupils should tell you which unit it relates to.

6. Tell groups they will be making similar dialogues to perform in the next LA lesson. Give each group a new unit to look at and ask them to write a dialogue.

7. Monitor and help where needed.

8. Groups can practise their dialogues a little.

9. Remind pupils they will need to introduce themselves to the audience. Check they have the language for this and practise as appropriate.

10. Collect their written dialogues at the end of the class to review.

Post lesson

Word ladders

Dialogues (see examples on the next page) that represent learning from each unit and the year overall.

Language

Your choice depending on your class and lesson. Possibly strategies 2, 6 and 7. You can give different amounts of support to help pupils write their dialogues, or allow them to write freely. Remember to monitor closely and support groups as they write. Encourage self-correction by showing where mistakes are or asking questions, rather than giving a correction.


Suggested dialogues for Lesson 155

Dialogue 1:

Teacher: Hello. How are you?

Pupil 1 and 2: I’m fine, thank you.

Teacher: Sit at your desks, please.

Pupils 1 and 2: OK. [They sit down].

Pupil 1: Abdul, I haven’t got a pencil. Have you got a pencil?

Pupil 2: Sorry, I haven’t got a pencil.

Pupil 1: OK. Teacher, pass me a pencil, please.

Teacher: Here you are [passes pencil].

Pupil 1: Thank you.

Dialogue 2:

A: Let’s go to the toyshop.

B: OK. Do you like toys?

A: Yes, I do. My favourite toy’s a kite.

B: I like kites too.

[At the toyshop]

Toyshop owner: Hello.

A: Hello. A kite, please.

Owner: Yes, here you are.

A: Thank you.

A: I’m very happy; I have a new, red kite.


Dialogue 3:

A: Do you like animals, Hana?

B: Yes, I like cats and rabbits. I’ve got a cat at my house. Have you got a

pet, Afiq?

A: No, I haven’t. I don’t like dogs and I don’t like cats.

B: Do you like rabbits?

A: Yes, I do. Let’s play at your house.

B: OK. Let’s go.

Dialogue 4:

A: Mum, I’m hungry.

B: OK. We’ve got cheese.

A: I don’t like cheese. Have we got any bananas? I like bananas.

B: No, we haven’t. We haven’t got any fruit!

A: Oh no! Let’s make a shopping list.

B: OK. We haven’t got any bananas, and we haven’t got any apples.

Please write down bananas and apples.

A: OK. Now let’s go shopping.


WE

EK

: _

__

__

__

__

__

___

_







CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.2 Find out about very basic personal information using fixed phrases

Pre-lesson Give pupils the Find a friend who… grid on the next page, or write it on the board and ask pupils to copy it. Practise the questions pupils will need to ask (e.g. Do you like cats? Have you got 2 brothers?). Lesson delivery

1. Tell pupils to mingle and complete the grid with a new name for each question. If mingling is not possible in your classroom, pupils can sit and work in groups of about 8-10.

2. When most, but not all, pupils are

ready, stop the game. 3. Elicit a few answers from pupils as

a whole class. 4. Divide pupils into pairs or small

groups and tell them that they’ll create their own grid, using about 3 entries, depending on time available.

5. Elicit a few possible entries for a

new grid to help pupils get ideas for their task.

6. Pupils create their new grid. 7. Pupils repeat steps 3 and 4. Post lesson

Repeat step 5.

Board and grid on next page

Entrepreneurship



Find a friend who

Find a friend who…

Name

likes cats

has got 2 brothers

is 7 years old

is brave

likes cheese

has got a red pencil case


WE

EK

: _

__

__

__

__

__

___

_







CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Give pupils the Me and my friends grid on the next page, or write it on the board and ask pupils to copy it. Ask pupils to complete the grid with information which is true for them. Lesson delivery

1. Practise the statements pupils will need to use to communicate information to their classmates (e.g. I’m 7 years old, My favourite food is/I like chicken).

2. Put pupils in groups of 4 and ask

them to exchange information. 3. When most, but not all, pupils are

ready, stop the game. 4. Ask pupils to report back one

interesting thing from their group (e.g. Zil and me like spiders, Ahmed and Chelvi have got 5 brothers).

Post lesson

Post-lesson task 1: Spot the differences: pupils do this in groups. They change information in their completed grids, and their groupmates correct them.

Board and Me and my friends grid on the next page




Me and my friends

Me

My Friend

(Name:…………….…….)

My Friend

(Name:…………………….)

My Friend

(Name:…………………….)

Age

Brothers

Sisters

Favourite food

Favourite animal

Favourite toy


WE

EK

: _

__

__

__

__

__

___

_




TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s Play!, Pet Show and Lunchtime



CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson Pre-lesson task 4: Identify the flashcards

Lesson delivery

1. Tell pupils that they’ll be making an ABC poster of Year 1 words together.

2. You can show pupils a finished ABC poster you have made yourself as an example if appropriate.

3. Divide pupils into groups of 3.

4. Give each group poster paper on which they will draw pictures of Year 1 vocabulary items.

5. Write letters of the alphabet on the board. Miss out letters h, I, j q, u, w, x, z, as it is difficult to make words beginning with these letters.

6. Ask pupils to copy these letters onto their poster.

7. Give each group the set of 18 pieces of paper. Tell pupils that they’ll write the words for their pictures on these pieces of paper.

8. Tell pupils to agree who is responsible for letters a, b, c, d, e, f, who for g, k, l, m, n, o and who for p, r, s, t, v, y.

9. Tell pupils to look though the Superminds textbook, to draw pictures of items beginning with their letters on the poster and to write the words on their pieces of paper.

Post lesson

Collect the poster and pieces of paper and make sure you know which poster they belong to, as you will need these in the next lesson.

Tell pupils to remember who is in their group, as they’ll start the next lesson in the same group.

Your own ABC poster (optional) Poster paper for pupils 1 set of 18 small pieces of paper for each group of 3 pupils




WE

EK

: _

__

__

__

__

__

___

_







CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL

Reading 3.3 Read independently for information and enjoyment COMPLEMENTARY SKILL


MAIN SKILL

Reading 3.3.1 Read and enjoy simple print and digital games at word level COMPLEMENTARY SKILL


Pre-lesson

Tell pupils to form the same groups of 3 as in the previous lesson, and hand out ABC posters and words to each group. Lesson delivery

1. Join groups of 3 to form groups of 6.

2. Tell pupils to swap posters and

sets of pieces of paper. 3. Pupils match pieces of paper to the

pictures and check each other’s answers.

4. Repeat steps 1, 2, and 3 with new

groups as appropriate. Post lesson Post-lesson task 7, Listen and point,

using pupils’ posters as a prompt.

Posters and sets of paper from previous lesson




WE

EK

: _

__

__

__

__

__

___

_





LANGUAGE/GRAMMAR FOCUS: Your choice. To review language taught over the year


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



In this final lesson, pupils review their dialogues in groups (from Lesson 155), based on your feedback. They then learn and practise their dialogues so they can act them out freely. Last of all, they perform their dialogues to the class/parents/other classes/teachers, having introduced themselves.

You may want to bring props for the pupils to use in their acting, or you can ask pupils to bring them from home. You may want to invite parents, other teachers, staff or classes to watch the performance or you could video record them with appropriate permission from the school and parents.

Patriotism and Citizenship

You can support different groups in different ways as necessary, especially if they feel nervous about performing.

Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9 Kompleks Kerajaan Parcel E

62604 W.P. Putrajaya Tel: 03-8884 2000 Fax: 03-8888 9917

http://bpk.moe.gov.my/

KURIKULUM STANDARD SEKOLAH RENDAH - sksab1.com Year 1 SK Scheme of Work.pdf · 3 Primary Year 1...

Documents

Transcript of KURIKULUM STANDARD SEKOLAH RENDAH - sksab1.com Year 1 SK Scheme of Work.pdf · 3 Primary Year 1...