Year 1 SJK Scheme of...3 Primary Year 1 (SJK) Scheme of Work k Introduction to Primary Year 1...

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Scheme of Work

Primary Year 1

SJK

Primary Year 1 (SJK) Scheme of Work

Primary Year 1

National-Type School

Scheme of Work

Primary Year 1 (SJK) 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 – 81) p.25

3 Primary Year 1 (SJK) Scheme of Work k

Introduction to Primary Year 1 National-Type School Scheme of Work Document

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

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

the following sections:

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

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

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

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

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

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

3. Differentiation strategies for Primary Year 1

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

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

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

4. Formative Assessment

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

can assess their pupils.

5. Suggested Pre-Lesson Tasks

Teachers have been provided with a selection of tasks which can be used at the start of each of the 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 – 81)

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

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

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

textbook-based lessons teachers will need to refer to the accompanying Teacher’s Book. For the 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 National-TypeSchool Scheme of Work

1. What is the Primary Year 1 National-Type School Scheme of Work, and how can it help

teachers?

The Primary Year 1 National-Type School Scheme of Work gives teachers an overview of the

Content and Learning Standards, lesson content and materials for their lessons with Primary Year 1

pupils. They can use the Scheme of Work to help with their daily, weekly and longer-term lesson

planning.

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

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

or Language Arts over the whole school year.

It links the lessons to:

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

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

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

the Content and Learning Standards contained within the Curriculum Framework document

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

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

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

understanding and use.

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

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

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

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

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

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

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

Reading, Writing and Language Arts as suggested in KSSR Bahasa Inggeris Tahun 1 and KSSR

Bahasa Inggeris SJK Tahun 1 of 2011.

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

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

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

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

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

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

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

these main and complementary standards.


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

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

based assessment of pupils’ progress.

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 – 81)


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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.


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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.


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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

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




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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**

**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 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 are finished. 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.


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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

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






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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


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TOPIC: Friends

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


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

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

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

Writing

4.2.1


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


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TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS: Names of letters of the alphabet


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

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

MAIN SKILL

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


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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.


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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

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

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

4. Your choice, as appropriate to your

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




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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



MAIN SKILL

Listening 1.2.5 Understand short supported questions COMPLEMENTARY SKILL

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

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

word.

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


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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



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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


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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

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

Pre-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


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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



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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



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TOPIC: At School

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


CONTENT STANDARD

LEARNING STANDARD


CROSS -CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.2 Express personal responses to literary texts COMPLEMENTARY SKILL


MAIN SKILL

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


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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



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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

Listening 1.2.4 Understand short basic supported classroom instructions

Pre-lesson




Superminds 1 p.13

Language



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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



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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

Creativity



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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 5.1.1 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 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.

Creativity and Imagination

Your choice depending on your lesson and class.


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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



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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



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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




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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

Creativity and Innovation



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TOPIC: At school

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


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 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).

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 X. X. Listen to me! X says open your book. Open your book. Open your book. X says open your book. Open your book, please.

X says close your book, close your book, close your book. S says close your book, close your book, please.

Now open the door. Open the door, open the door. Now, open the door. Open the door, now etc.

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


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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

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

Language Arts 5.3 Express an imaginative response to literary texts

MAIN SKILL

Language Arts 5.1.1 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

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




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LESSON: 29 Listening (7)

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


Speaking 2.2 Use appropriate communication strategies

MAIN SKILL

Listening 1.2.4 Understand short basic supported classroom instructions COMPLEMENTARY SKILL

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

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



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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




Superminds 1 p.21




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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



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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




Superminds 1 p.23

Language



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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




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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



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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



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LANGUAGE/GRAMMAR FOCUS: Revision of toy vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Reading 3.3 Read independently for information and enjoyment

MAIN SKILL


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

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).


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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).


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LANGUAGE/GRAMMAR FOCUS: My favourite x is x.


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 on a narrow range of familiar topics

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 X. Her favourite toy is X. Her favourite colour is X and her favourite number is X). 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 ___ ____ .


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TOPIC: Let’s Play

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


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

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


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


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LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for toys and adjectives


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

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


Pre-lesson




Superminds 1 p.27

Patriotism and citizenship (Fair play)



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LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for toys and adjectives


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




Superminds 1 p.28

Language



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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

Writing 4.2.1 Give very basic personal information using fixed phrases COMPLEMENTARY SKILL

Speaking 2.1.3 Express basic likes and dislikes

Pre-lesson




Superminds 1 p.29

Language



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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




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TOPIC: Let’s Play

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


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



MAIN SKILL


Language Arts 5.3 Express an imaginative response to literary texts

MAIN SKILL


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

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.


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


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


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




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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




Superminds 1 p.32




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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




Superminds 1 p.33

Language



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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

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


Pre-lesson




Superminds 1 p.34

Language



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LESSON: 49 (Language Arts 11 )



TOPIC: Let’s Play

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


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



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MAIN SKILL


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

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).

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.


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MAIN SKILL(S) FOCUS:


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



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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



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Pre-lesson




Superminds 1 p.36

Language



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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

Speaking 2.1.3 Express basic likes and dislikes COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.37

Language



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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

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


Pre-lesson




Superminds 1 p.38

Values (bravery)



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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

Reading 3.1.3 Blend phonemes (CVC, CCVC) COMPLEMENTARY SKILL

Reading 3.1.4 Segment phonemes (CVC, CCVC)

Pre-lesson




Superminds 1 p.39

Language



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TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary: classroom objects, animals


CONTENT STANDARD LEARNING STANDARD


CROSS - CURRICULAR ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.3 Express basic likes and dislikes COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.40

Language



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TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Recycled language: animals, plurals, numbers, toys


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

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MAIN SKILL



Pre-lesson




Superminds 1 p.41

Language



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TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground


CONTENT STANDARD

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Pre-lesson




Superminds 1 p.42

Environmental sustainability



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TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: leaves, tall (grass)


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



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MAIN SKILL


Reading 3.1.3 Blend phonemes (CVC, CCVC)

Pre-lesson




Superminds 1 p.43




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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

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


Pre-lesson




Superminds 1 p.44

Creativity and Innovation



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TOPIC: Pet Show

LANGUAGE/GRAMMAR FOCUS: Camouflage X hides in …


CONTENT STANDARD

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Pre-lesson

Review animal and habitat vocabulary from the textbook unit using, for example, Task 5. Lesson delivery

1. Quiz – ask questions about where different animals hide. This could be a True/False quiz, similar to the pre-lesson task. 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. 2. Gather or show pupils what you have gathered. Ask them what kind of animals hide in these. You might want to help children with new vocabulary. 3. Give the animal pictures/toys to the pupils and some of the gathered items. 4. Tell pupils some sentences – they should put the animals in the right place (e.g. the snake hides in the sand/under the leaves). 5. 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. 6. Ask pupils to write a sentence on their collage and display them in the classroom. Post lesson

Discuss with pupils about the natural environment and why we should look after it. Get their ideas about why animals should stay in their natural environment. You might need to use a little L1 for this.

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.


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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




Superminds 1 p.45

Language



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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


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

Pre-lesson




Superminds 1 p.46

Language



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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: I’ve got/I haven’t got Recycled food vocabulary


CONTENT STANDARD

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Pre-lesson




Superminds 1 p.47

Language



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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: kitchen, milk, juice, Imperatives: Help me, Come and take him out


CONTENT STANDARD

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Pre-lesson




Superminds 1 p.48

Language



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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

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Writing 4.3.2 Spell familiar high frequency words accurately

Pre-lesson

Review food vocabulary with a fun activity, for example Task 1, 4, 6 or 9 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.

Creativity and imagination

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.


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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled food vocabulary


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


Pre-lesson




Superminds 1 p.49

Language



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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Where’s (Misty)? Please Hot What have you got?


CONTENT STANDARD

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Pre-lesson




Superminds 1 p.50

Patriotism and Citizenship (waiting your turn)



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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Sorry, stop, shop, hot dog


CONTENT STANDARD

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Pre-lesson




Superminds 1 p.51

Patriotism and Citizenship (waiting your turn)



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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Numbers 11 – 20


CONTENT STANDARD

LEARNING STANDARD


CROSS - CURRICULAR

ELEMENT



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Writing 4.3.2 Spell familiar high frequency words accurately

Pre-lesson




Superminds 1 p.52

Values (cooperation)

Strategies1 and 3 may be suitable. Use other strategies if appropriate.


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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled language: food vocabulary, numbers 11 – 20


CONTENT STANDARD

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Pre-lesson




Superminds 1 p.53

Language



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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


Reading 3.3 Read independently for information and enjoyment

MAIN SKILL

Speaking 2.1.3 Express basic likes and dislikes COMPLEMENTARY SKILL

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

Pre-lesson




Superminds 1 p.54

Language



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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 …


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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

Writing 4.3.3 Plan and write words and phrases on a narrow range of familiar topics COMPLEMENTARY 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

Strategy 2 may be suitable. Use other strategies if appropriate.


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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 and Workbook. Post lesson


Superminds 1 p.55

Science and Technology



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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




Superminds 1 p.56




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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




Superminds 1 p.57

Language



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TOPIC: Lunchtime

LANGUAGE/GRAMMAR FOCUS: Recycled topic language Healthy/unhealthy


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


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


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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

Listening 1.2.5 Understand short supported questions COMPLEMENTARY 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


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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


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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

Your own ABC poster (optional) Poster paper for pupils 1 set of 18 small pieces of paper for each group of 3 pupils




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.


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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



Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9 Kompleks Kerajaan Parcel E

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