Year 1 SOW 2020

LESSON: 53 (Reading 11)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled toy vocabulary from lesson 48

































136
Primary Year 1 Scheme of Work

LESSON: 53 (Reading 11)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled toy vocabulary from lesson 48

































136
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plastic letters Language Strategy 2 may be
Task 4 (magnetic if possible) suitable.
Reading Reading
3.1 3.1.3 Lesson delivery You might want to Use other strategies if
Recognise words in Blend phonemes (CVC, 1. Review letters of the alphabet using make a worksheet for appropriate.
linear and non-linear CCVC) plastic letters by playing a game where this lesson, or pupils
texts by using you point to a letter, pupils tell you what could use their exercise If appropriate, select
knowledge of sounds of letter it is. Then ask them to tell you a books. suitable activities for your
letters word beginning with that letter (prepare pupils from LINUS
this in advance so you use letters for Module 1 to be added in
words the pupils know well and can to this lesson
guess easily). Do this three times. Put the to focus on phonemes
COMPLEMENTARY COMPLEMENTARY letters on the board if you can. from Line e of the
SKILL SKILL Phonics Table (see
2. Play ‘I spy’ – Teacher thinks of a word Syllabus).
Reading Reading for something in the classroom they can
3.1 3.1.4 see and says ‘I spy with my little eye,
Recognise words in Segment phonemes something beginning with A’ (for
linear and non-linear (CVC, CCVC) example). Pupils guess the word the
texts by using teacher is thinking of. The pupil who
knowledge of sounds of guesses correctly becomes teacher.
letters Pupils may need support with this so they
match phonemes and letter names.

3. Using the magnetic letters on the
board, present an anagram (a word with
letters mixed up). The word should
review toy vocabulary (e.g. o – y – t).
Pupils guess the word and spelling.

4. Give pupils more anagrams to solve in
pairs. You could use the board or give
them a worksheet.

5. Ask pupils to create their own
anagrams. They may need extra support
in this as the letters need to be right.

6. Pairs swap anagrams and solve each
other’s’ anagrams.

Post lesson
Task 11 (toys that they have at home)


137
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plastic letters Language Strategy 2 may be
Task 4 (magnetic if possible) suitable.
Reading Reading
3.1 3.1.3 Lesson delivery You might want to Use other strategies if
Recognise words in Blend phonemes (CVC, 1. Review letters of the alphabet using make a worksheet for appropriate.
linear and non-linear CCVC) plastic letters by playing a game where this lesson, or pupils
texts by using you point to a letter, pupils tell you what could use their exercise If appropriate, select
knowledge of sounds of letter it is. Then ask them to tell you a books. suitable activities for your
letters word beginning with that letter (prepare pupils from LINUS
this in advance so you use letters for Module 1 to be added in
words the pupils know well and can to this lesson
guess easily). Do this three times. Put the to focus on phonemes
COMPLEMENTARY COMPLEMENTARY letters on the board if you can. from Line e of the
SKILL SKILL Phonics Table (see
2. Play ‘I spy’ – Teacher thinks of a word Syllabus).
Reading Reading for something in the classroom they can
3.1 3.1.4 see and says ‘I spy with my little eye,
Recognise words in Segment phonemes something beginning with A’ (for
linear and non-linear (CVC, CCVC) example). Pupils guess the word the
texts by using teacher is thinking of. The pupil who
knowledge of sounds of guesses correctly becomes teacher.
letters Pupils may need support with this so they
match phonemes and letter names.

3. Using the magnetic letters on the
board, present an anagram (a word with
letters mixed up). The word should
review toy vocabulary (e.g. o – y – t).
Pupils guess the word and spelling.

4. Give pupils more anagrams to solve in
pairs. You could use the board or give
them a worksheet.

5. Ask pupils to create their own
anagrams. They may need extra support
in this as the letters need to be right.

6. Pairs swap anagrams and solve each
other’s’ anagrams.

Post lesson
Task 11 (toys that they have at home)


137
Primary Year 1 Scheme of Work

LESSON: 54 (Writing 11)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 49

































138
Primary Year 1 Scheme of Work

LESSON: 54 (Writing 11)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 49

































138
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES / REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A picture of a child ICT Strategies 2, 3 or 4
Task 1 (review any problematic spellings from may be suitable.
Writing Writing Lesson 53)
4.2 4.2.3 Use other strategies if
Communicate basic Express basic likes appropriate.
information intelligibly and dislikes Lesson delivery
for a range of 1. Show the picture of the child. Elicit some If appropriate, select
purposes in print and information about the child by asking questions: suitable activities for
digital media What’s his/her name? your pupils from
How old is he/she? LINUS Module 1 to
What’s his/her favourite …? be added in to this
Pupils can use their own ideas in their answers. lesson
COMPLEMENTARY COMPLEMENTARY Write their suggested answers to these questions to focus on
SKILL SKILL on the board. phonemes from Line
e of the Phonics
Speaking Speaking 2. Ask some pupils about the person sitting next to Table (see Syllabus).
2.2 2.2.2 them using the questions from stage 1. If the pupil
Use appropriate Ask for attention or doesn’t know the answer, they should ask the pupil
communication help from a teacher or for help.
strategies classmate using one
word or a fixed 3. Pupils work in groups of 4 (i.e. 2 pairs). In their
phrase group, they should ask the other pair about their
partner (in the pair) using the questions above. They
should note the answer in their exercise book, so
that they have information about their partner.
Remind pupils that they don’t need to focus on
spelling right now.


4. Pupils check their notes with their partner. At this
point, focus on spelling as well, to correct or edit
their notes.

5. Pupils write about their partner on the computer.
It could be a blog post for a class website, or simply
on a document using Word, for example. Depending
on facilities and context, it might be possible for
them to take and add a photograph.
You can do this activity on paper if the digital option
is not suitable for your context.
Encourage pupils to ask for your help in English.

Post lesson
Task 9

139
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES / REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A picture of a child ICT Strategies 2, 3 or 4
Task 1 (review any problematic spellings from may be suitable.
Writing Writing Lesson 53)
4.2 4.2.3 Use other strategies if
Communicate basic Express basic likes appropriate.
information intelligibly and dislikes Lesson delivery
for a range of 1. Show the picture of the child. Elicit some If appropriate, select
purposes in print and information about the child by asking questions: suitable activities for
digital media What’s his/her name? your pupils from
How old is he/she? LINUS Module 1 to
What’s his/her favourite …? be added in to this
Pupils can use their own ideas in their answers. lesson
COMPLEMENTARY COMPLEMENTARY Write their suggested answers to these questions to focus on
SKILL SKILL on the board. phonemes from Line
e of the Phonics
Speaking Speaking 2. Ask some pupils about the person sitting next to Table (see Syllabus).
2.2 2.2.2 them using the questions from stage 1. If the pupil
Use appropriate Ask for attention or doesn’t know the answer, they should ask the pupil
communication help from a teacher or for help.
strategies classmate using one
word or a fixed 3. Pupils work in groups of 4 (i.e. 2 pairs). In their
phrase group, they should ask the other pair about their
partner (in the pair) using the questions above. They
should note the answer in their exercise book, so
that they have information about their partner.
Remind pupils that they don’t need to focus on
spelling right now.


4. Pupils check their notes with their partner. At this
point, focus on spelling as well, to correct or edit
their notes.

5. Pupils write about their partner on the computer.
It could be a blog post for a class website, or simply
on a document using Word, for example. Depending
on facilities and context, it might be possible for
them to take and add a photograph.
You can do this activity on paper if the digital option
is not suitable for your context.
Encourage pupils to ask for your help in English.

Post lesson
Task 9

139
Primary Year 1 Scheme of Work

LESSON: 55 (Language Arts 11)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Stories
TOPIC: Let’s Play!
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







This is…
His/her name’s …


His/her favourite toy is a (colour) monster.

He’s … (years old).


















140
Primary Year 1 Scheme of Work

LESSON: 55 (Language Arts 11)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Stories
TOPIC: Let’s Play!
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







This is…
His/her name’s …


His/her favourite toy is a (colour) monster.

He’s … (years old).


















140
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A short text about a Language Your choice depending
A game to review toy vocabulary (e.g. Task brother and a sister (or on your class.
Language Arts Language Arts 1). friends) with a picture
5.2 5.2.1 to go with it. It can be Possibly strategies 1, 2, 3
Express personal Name people, things Lesson delivery hand-drawn, a photo or and 5.
responses to literary or places of interest in 1. Put up/draw the toy flashcards/pictures on something from a
texts illustrations the board. Ask the pupils what they are and magazine) For a class that is more
accompanying texts review the colours, e.g. It’s a red monster. literate, you could give
For example: them the written text.
2. Show the pupils the flashcards of the two Either they can read it for
characters in the text. You could ask the This is Nor. She’s six. themselves, or they can
COMPLEMENTARY COMPLEMENTARY pupils to invent their names if you are telling This is her brother. His follow along as you read
SKILL SKILL the story orally. Write the names on the name’s Ahmad and it aloud by touching their
board. he’s seven. fingers on the words as
Listening Listening Ahmad likes toys. His you say them.
1.2 1.2.2 3. Ask the pupils how old they think the favourite toy’s his green
Understand meaning Understand with characters are. Write various suggestions monster. His favourite At stage 6, you could
in a variety of support specific (including the correct answer) on the board colour’s green, too. prepare a worksheet for
contexts information and under the characters’ names. Nor likes toys, too. Her pupils to do in pairs
details of very simple favourite toy’s her before checking the
phrases and 4. Ask the pupils to listen (or read) about the monster. Her monster answers as a class.
sentences boy and girl and to tell you how old they are isn’t green. It’s red. Her
and what their favourite toys are. favourite colour’s red. At stage 7, you could
provide a sentence with
5. Pupils listen to/read the text. gaps in it to fill in to
Pictures or flashcards support pupils in their
6. Ask the pupils to tell their to show the characters writing, and/or you could
partner/neighbour what they think the and various toys, ask them a more direct
answers are. Then ask some pupils to come including monsters of question (e.g. Is Nor a
to the board and circle the correct answer. different colours (you boy or a girl?).
could draw and colour
7. Ask pupils what other information they these yourself if
remember about the characters. Ask them to necessary).
write a sentence in pairs.

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




141
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A short text about a Language Your choice depending
A game to review toy vocabulary (e.g. Task brother and a sister (or on your class.
Language Arts Language Arts 1). friends) with a picture
5.2 5.2.1 to go with it. It can be Possibly strategies 1, 2, 3
Express personal Name people, things Lesson delivery hand-drawn, a photo or and 5.
responses to literary or places of interest in 1. Put up/draw the toy flashcards/pictures on something from a
texts illustrations the board. Ask the pupils what they are and magazine) For a class that is more
accompanying texts review the colours, e.g. It’s a red monster. literate, you could give
For example: them the written text.
2. Show the pupils the flashcards of the two Either they can read it for
characters in the text. You could ask the This is Nor. She’s six. themselves, or they can
COMPLEMENTARY COMPLEMENTARY pupils to invent their names if you are telling This is her brother. His follow along as you read
SKILL SKILL the story orally. Write the names on the name’s Ahmad and it aloud by touching their
board. he’s seven. fingers on the words as
Listening Listening Ahmad likes toys. His you say them.
1.2 1.2.2 3. Ask the pupils how old they think the favourite toy’s his green
Understand meaning Understand with characters are. Write various suggestions monster. His favourite At stage 6, you could
in a variety of support specific (including the correct answer) on the board colour’s green, too. prepare a worksheet for
contexts information and under the characters’ names. Nor likes toys, too. Her pupils to do in pairs
details of very simple favourite toy’s her before checking the
phrases and 4. Ask the pupils to listen (or read) about the monster. Her monster answers as a class.
sentences boy and girl and to tell you how old they are isn’t green. It’s red. Her
and what their favourite toys are. favourite colour’s red. At stage 7, you could
provide a sentence with
5. Pupils listen to/read the text. gaps in it to fill in to
Pictures or flashcards support pupils in their
6. Ask the pupils to tell their to show the characters writing, and/or you could
partner/neighbour what they think the and various toys, ask them a more direct
answers are. Then ask some pupils to come including monsters of question (e.g. Is Nor a
to the board and circle the correct answer. different colours (you boy or a girl?).
could draw and colour
7. Ask pupils what other information they these yourself if
remember about the characters. Ask them to necessary).
write a sentence in pairs.

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




141
Primary Year 1 Scheme of Work

LESSON: 56 (Speaking 12)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:


That’s smart, That’s great

Recycled toy vocabulary + favourite































142
Primary Year 1 Scheme of Work

LESSON: 56 (Speaking 12)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:


That’s smart, That’s great

Recycled toy vocabulary + favourite































142
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.24 Language Strategies 6 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
See Teacher’s Book.
Writing Writing
4.2 4.2.1
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media




























143
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.24 Language Strategies 6 and 7 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.1 Use other strategies if
Communicate simple Give very basic personal appropriate.
information intelligibly information using fixed
phrases Lesson delivery
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson
See Teacher’s Book.
Writing Writing
4.2 4.2.1
Communicate basic Give very basic personal
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media




























143
Primary Year 1 Scheme of Work

LESSON: 57 (Listening 12)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:


adjectives: long, short, big, small, ugly, beautiful, old, new

a/an































144
Primary Year 1 Scheme of Work

LESSON: 57 (Listening 12)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:


adjectives: long, short, big, small, ugly, beautiful, old, new

a/an































144
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.25 Language Strategies 2 and 5 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple
phrases and sentences See Teacher’s Book.


Post lesson
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions
contexts





























145
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.25 Language Strategies 2 and 5 may
be suitable.
Listening Listening See Teacher’s Book.
1.2 1.2.2 Use other strategies if
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple
phrases and sentences See Teacher’s Book.


Post lesson
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teacher’s Book.

Listening Listening
1.2 1.2.5
Understand meaning in Understand short
a variety of familiar supported questions
contexts





























145
Primary Year 1 Scheme of Work

LESSON: 58 (Writing 12)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:




Revision of toy vocabulary































146
Primary Year 1 Scheme of Work

LESSON: 58 (Writing 12)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:




Revision of toy vocabulary































146
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Crossword on the Language Strategies 2 and 4 may
Task 9 board or as a handout be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Flashcards of toys Use other strategies if
Communicate with Spell familiar high 1. Review the toys flashcards by playing appropriate.
appropriate language frequency words ‘Slap’. Pupils sit in a circle. Put all the
form and style for a accurately flashcards face up in the middle of the circle. If appropriate, select
range of purposes in When you say the word, pupils have to race suitable activities for your
print and digital media to grab or slap the correct flashcard. You pupils from LINUS
could organise this so you nominate two or Module 1 to be added in
three pupils to play each time, making sure to this lesson
that all pupils get a turn. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line f of the Phonics
SKILL SKILL 2. Write the numbers of the crossword on the Table (see Syllabus).
board, and put the corresponding pictures
Reading Reading next to the numbers. Don’t write the words.
3.3 3.3.1 For example, using the crossword given
below:
Read independently Read and enjoy
for information and simple print and Across
enjoyment digital games at word 3. Plane
level 5. Monster
7. Ball
8. Car
10. Kite

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

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



147
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Crossword on the Language Strategies 2 and 4 may
Task 9 board or as a handout be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Flashcards of toys Use other strategies if
Communicate with Spell familiar high 1. Review the toys flashcards by playing appropriate.
appropriate language frequency words ‘Slap’. Pupils sit in a circle. Put all the
form and style for a accurately flashcards face up in the middle of the circle. If appropriate, select
range of purposes in When you say the word, pupils have to race suitable activities for your
print and digital media to grab or slap the correct flashcard. You pupils from LINUS
could organise this so you nominate two or Module 1 to be added in
three pupils to play each time, making sure to this lesson
that all pupils get a turn. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line f of the Phonics
SKILL SKILL 2. Write the numbers of the crossword on the Table (see Syllabus).
board, and put the corresponding pictures
Reading Reading next to the numbers. Don’t write the words.
3.3 3.3.1 For example, using the crossword given
below:
Read independently Read and enjoy
for information and simple print and Across
enjoyment digital games at word 3. Plane
level 5. Monster
7. Ball
8. Car
10. Kite

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

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



147
Primary Year 1 Scheme of Work

148
Primary Year 1 Scheme of Work

148
Primary Year 1 Scheme of Work

LESSON: 59 (Reading 12)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled colours, numbers, toys

































149
Primary Year 1 Scheme of Work

LESSON: 59 (Reading 12)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled colours, numbers, toys

































149
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.26 Patriotism and Strategies 2 and 7 may
citizenship (fair play) be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.1 Use other strategies if
Understand a variety of Understand the main appropriate.
linear and non-linear idea of very simple
print and digital texts by phrases and sentences Lesson delivery If appropriate, select
using appropriate suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY Post lesson from Line f of the Phonics
SKILL SKILL Table (see Syllabus).
See Teacher’s Book.
Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives




























150
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.26 Patriotism and Strategies 2 and 7 may
citizenship (fair play) be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.1 Use other strategies if
Understand a variety of Understand the main appropriate.
linear and non-linear idea of very simple
print and digital texts by phrases and sentences Lesson delivery If appropriate, select
using appropriate suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
Module 1 to be added in
to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY Post lesson from Line f of the Phonics
SKILL SKILL Table (see Syllabus).
See Teacher’s Book.
Listening Listening
1.2 1.2.3
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives




























150
Primary Year 1 Scheme of Work

LESSON: 60 (Language Arts 12)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!





LANGUAGE/GRAMMAR FOCUS:

My favourite colour’s…

My favourite number’s…

My favourite toy’s a(n)…






















151
Primary Year 1 Scheme of Work

LESSON: 60 (Language Arts 12)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!





LANGUAGE/GRAMMAR FOCUS:

My favourite colour’s…

My favourite number’s…

My favourite toy’s a(n)…






















151
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plain paper (small Patriotism and Your choice depending
Review p.24: Play the song and poster paper) and citizenship on your pupils.
Language Arts Language Arts encourage the pupils to sing along to it pencils for each
5.2 5.2.1 as much as possible. student. Possibly strategy 2.
Express personal Name people, things or You could prepare the
responses to literary places of interest in Lesson delivery paper with a box for a You could give different
texts illustrations 1. Ask pupils questions about the picture and gapped levels of support for the
accompanying texts pictures on p.24. text/lines for writing on writing depending on
underneath. your pupils’ literacy level
2. Ask pupils to tell their partner about – for example gaps to
their favourite number, toy and colour. insert grammar words
COMPLEMENTARY COMPLEMENTARY and/or content words
SKILL SKILL 3. Ask pupils to tell the class about their and/or build a model on
partner (e.g. This is Mastura. Her the board as a class, or
Writing Writing favourite toy’s a ball. Her favourite no support at all for
4.3 4.3.3 colour’s green .and her favourite highly literate classes
Communicate with Plan and write words and number ‘s 9). E.g.
appropriate language phrases
form and style for a 4. Give out poster paper and ask pupils I’m ______ . My favourite
range of purposes in to write about themselves at the bottom colour is _____ . My
print and digital media of the paper. Let pupils use their _______ toy is ________
textbook to check spellings and to ask . ___ favourite number
each other for help. ___ ____ .

5. When pupils have finished writing,
they can draw a picture above. This
could be of themselves, their favourite
toy etc.

6. Display the pupils’ work in the
classroom.

7. As a class, sing new verses of the
song based on the pupils’ favourite
things.

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


152
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plain paper (small Patriotism and Your choice depending
Review p.24: Play the song and poster paper) and citizenship on your pupils.
Language Arts Language Arts encourage the pupils to sing along to it pencils for each
5.2 5.2.1 as much as possible. student. Possibly strategy 2.
Express personal Name people, things or You could prepare the
responses to literary places of interest in Lesson delivery paper with a box for a You could give different
texts illustrations 1. Ask pupils questions about the picture and gapped levels of support for the
accompanying texts pictures on p.24. text/lines for writing on writing depending on
underneath. your pupils’ literacy level
2. Ask pupils to tell their partner about – for example gaps to
their favourite number, toy and colour. insert grammar words
COMPLEMENTARY COMPLEMENTARY and/or content words
SKILL SKILL 3. Ask pupils to tell the class about their and/or build a model on
partner (e.g. This is Mastura. Her the board as a class, or
Writing Writing favourite toy’s a ball. Her favourite no support at all for
4.3 4.3.3 colour’s green .and her favourite highly literate classes
Communicate with Plan and write words and number ‘s 9). E.g.
appropriate language phrases
form and style for a 4. Give out poster paper and ask pupils I’m ______ . My favourite
range of purposes in to write about themselves at the bottom colour is _____ . My
print and digital media of the paper. Let pupils use their _______ toy is ________
textbook to check spellings and to ask . ___ favourite number
each other for help. ___ ____ .

5. When pupils have finished writing,
they can draw a picture above. This
could be of themselves, their favourite
toy etc.

6. Display the pupils’ work in the
classroom.

7. As a class, sing new verses of the
song based on the pupils’ favourite
things.

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


152
Primary Year 1 Scheme of Work

LESSON: 61 (Listening 13)


MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 56 - 60: adjectives and toys

































153
Primary Year 1 Scheme of Work

LESSON: 61 (Listening 13)


MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 56 - 60: adjectives and toys

































153
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Flashcards similar to Language Strategies 2 and 7 may
the pictures in be suitable.
Listening Listening 1. Pre-lesson task Superminds p.25
1.3 1.3.1 10: Say what’s missing Use other strategies if
Use appropriate Predict words they appropriate.
listening strategies in will hear by using Lesson delivery
a variety of contexts knowledge of a topic
2. Put about 8 flashcards of
drawings similar to those on p.25 of
Superminds 1.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Number the flashcards from 1-8.

Listening Listening 4. Tell pupils that you’ll describe the
1.2 1.2.2 flashcards. Ask them to predict the words
Understand meaning Understand with they’ll hear (e.g. beautiful green ball).
in a variety of familiar support specific
contexts information and 5. Tell pupils to choose 3 pictures and write
details of very simple down the 3 numbers. Each pupil makes
phrases and their own choice.
sentences
6. Describe the pictures (e.g. a new blue
bike).

7. Pupils tick () their number when they
hear it.

8. When a pupil has heard all 3 of their
numbers, they say Finished.

9. Check that you have said all 3 of the
pupil’s numbers.

10. Repeat steps 5-8.

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

Post lesson

12. Post-lesson task 1: Spot the differences



154
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Flashcards similar to Language Strategies 2 and 7 may
the pictures in be suitable.
Listening Listening 1. Pre-lesson task Superminds p.25
1.3 1.3.1 10: Say what’s missing Use other strategies if
Use appropriate Predict words they appropriate.
listening strategies in will hear by using Lesson delivery
a variety of contexts knowledge of a topic
2. Put about 8 flashcards of
drawings similar to those on p.25 of
Superminds 1.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Number the flashcards from 1-8.

Listening Listening 4. Tell pupils that you’ll describe the
1.2 1.2.2 flashcards. Ask them to predict the words
Understand meaning Understand with they’ll hear (e.g. beautiful green ball).
in a variety of familiar support specific
contexts information and 5. Tell pupils to choose 3 pictures and write
details of very simple down the 3 numbers. Each pupil makes
phrases and their own choice.
sentences
6. Describe the pictures (e.g. a new blue
bike).

7. Pupils tick () their number when they
hear it.

8. When a pupil has heard all 3 of their
numbers, they say Finished.

9. Check that you have said all 3 of the
pupil’s numbers.

10. Repeat steps 5-8.

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

Post lesson

12. Post-lesson task 1: Spot the differences



154
Primary Year 1 Scheme of Work

LESSON: 62 (Speaking 13)


MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 56 - 60: toy vocabulary

































155
Primary Year 1 Scheme of Work

LESSON: 62 (Speaking 13)


MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 56 - 60: toy vocabulary

































155
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A chant which recycles Creativity and Strategies 2, 3 and 4 may
Pre-lesson task 4: identify the toy vocabulary from Innovation be suitable.
Speaking Speaking flashcards Superminds p22, for
2.1 2.1.5 example: Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from Lesson delivery Doll and monster
word sets 1. Use flashcards to practise the Doll and monster
language of a toy chant for these Go-kart and car
words: doll, monster, go-kart, car, Go-kart and car
ball, kite, bike. Ball and kite
COMPLEMENTARY COMPLEMENTARY Ball and kite
SKILL SKILL 2. Tell pupils that they’ll say a toy Bi-i-i-i-ke! Bi-i-i-i-ke!
chant together.
Speaking Speaking
2.2 2.2.2 3. Move your arms backwards and Flashcards for toy
Use appropriate Ask for attention or help forwards and say ch-ch-ch to vocabulary
communication from a teacher or imitate the rhythm of a train. Ask
strategies classmate using one pupils to copy you.
word or a fixed phrase
4. Say the chant below starting
slowly, and increasing your rhythm
like a train as the chant continues.
Move your arms in time with the
rhythm of the chant.

5. Ask pupils to join in with the chant,
and to speak and move like you.

6. Help pupils to see the vocabulary
pattern in the chant (i.e each toy is
repeated, joined with and, and
changes every 2 lines).

7. Put pupils in to pairs or small
groups and ask them to create
their own chant using topic
vocabulary.

Post lesson

8. Ask volunteer pairs to perform their
chant for others.



156
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A chant which recycles Creativity and Strategies 2, 3 and 4 may
Pre-lesson task 4: identify the toy vocabulary from Innovation be suitable.
Speaking Speaking flashcards Superminds p22, for
2.1 2.1.5 example: Use other strategies if
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from Lesson delivery Doll and monster
word sets 1. Use flashcards to practise the Doll and monster
language of a toy chant for these Go-kart and car
words: doll, monster, go-kart, car, Go-kart and car
ball, kite, bike. Ball and kite
COMPLEMENTARY COMPLEMENTARY Ball and kite
SKILL SKILL 2. Tell pupils that they’ll say a toy Bi-i-i-i-ke! Bi-i-i-i-ke!
chant together.
Speaking Speaking
2.2 2.2.2 3. Move your arms backwards and Flashcards for toy
Use appropriate Ask for attention or help forwards and say ch-ch-ch to vocabulary
communication from a teacher or imitate the rhythm of a train. Ask
strategies classmate using one pupils to copy you.
word or a fixed phrase
4. Say the chant below starting
slowly, and increasing your rhythm
like a train as the chant continues.
Move your arms in time with the
rhythm of the chant.

5. Ask pupils to join in with the chant,
and to speak and move like you.

6. Help pupils to see the vocabulary
pattern in the chant (i.e each toy is
repeated, joined with and, and
changes every 2 lines).

7. Put pupils in to pairs or small
groups and ask them to create
their own chant using topic
vocabulary.

Post lesson

8. Ask volunteer pairs to perform their
chant for others.



156
Primary Year 1 Scheme of Work

LESSON: 63 (Reading 13)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 52: Favourite and toy vocabulary

































157
Primary Year 1 Scheme of Work

LESSON: 63 (Reading 13)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lesson 52: Favourite and toy vocabulary

































157
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Pictures of toys (you Language Strategies 2, 4 and 7 may
Task 9 (using the toy words, not could use the pictures be suitable.
Reading Reading adjectives). from p.25)
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the Lesson delivery Sentences that appropriate.
linear and non-linear page to help understand 1. Play run and touch (or insist pupils describe the toys on
print and digital texts by a word of phrase walk). Say, for example ‘Touch strips of paper. At least If appropriate, select
using appropriate something long’ or ‘Touch something two or three strips suitable activities for your
reading strategies blue’. Pupils move around the (sentences) for each pupils from LINUS
classroom or use items they have at pupil or a set for each Module 1 to be added in
their desks. group. to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY 2. Nominate some pupils to be the from Line g of the
SKILL SKILL teacher. Phonics Table (see
Syllabus).
Writing Writing 3. Now put up the toy pictures around
4.2 4.2.4 the room.
Communicate basic Name or describe objects
information intelligibly using suitable words from 4. Give each pupil some sentences (or
for a range of purposes word sets give groups a complete set). Ask pupils
in print and digital to read the sentences. They can ask for
media your help of for another pupil’s help in
English if necessary.

5. Tell pupils to get up and put the
sentence next to the correct picture.

6. Have all pupils stand up and move
together to check whether all the
sentences have been put in the right
place.

7. Ask pupils to look at the toy they
drew in Lesson 57. They should write a
short sentence about it to label it (e.g. a
red ball).

Post lesson
Task 12





158
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Pictures of toys (you Language Strategies 2, 4 and 7 may
Task 9 (using the toy words, not could use the pictures be suitable.
Reading Reading adjectives). from p.25)
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the Lesson delivery Sentences that appropriate.
linear and non-linear page to help understand 1. Play run and touch (or insist pupils describe the toys on
print and digital texts by a word of phrase walk). Say, for example ‘Touch strips of paper. At least If appropriate, select
using appropriate something long’ or ‘Touch something two or three strips suitable activities for your
reading strategies blue’. Pupils move around the (sentences) for each pupils from LINUS
classroom or use items they have at pupil or a set for each Module 1 to be added in
their desks. group. to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY 2. Nominate some pupils to be the from Line g of the
SKILL SKILL teacher. Phonics Table (see
Syllabus).
Writing Writing 3. Now put up the toy pictures around
4.2 4.2.4 the room.
Communicate basic Name or describe objects
information intelligibly using suitable words from 4. Give each pupil some sentences (or
for a range of purposes word sets give groups a complete set). Ask pupils
in print and digital to read the sentences. They can ask for
media your help of for another pupil’s help in
English if necessary.

5. Tell pupils to get up and put the
sentence next to the correct picture.

6. Have all pupils stand up and move
together to check whether all the
sentences have been put in the right
place.

7. Ask pupils to look at the toy they
drew in Lesson 57. They should write a
short sentence about it to label it (e.g. a
red ball).

Post lesson
Task 12





158
Primary Year 1 Scheme of Work

LESSON: 64 (Writing 13)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:


His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,

Recycled language from lesson 54































159
Primary Year 1 Scheme of Work

LESSON: 64 (Writing 13)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Stories
WEEK: _______________ TOPIC: Let’s Play!






LANGUAGE/GRAMMAR FOCUS:


His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,

Recycled language from lesson 54































159
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Paper for writing on Language Strategy 3 may be
Task 12 and sharing suitable.
Writing Writing
4.3 4.3.1 Lesson delivery Use other strategies if
Communicate with Use capital letters 1. Write Name? How old? Favourite appropriate.
appropriate language appropriately in personal toy? Favourite colour? and other
form and style for a and place names favourites you’ve practised recently on If appropriate, select
range of purposes in the board. Elicit full questions from suitable activities for your
rd
print and digital media pupils using 3 person (he / she). pupils from LINUS
Module 1 to be added in
2. Nominate pupils to ask and answer to this lesson
the questions about other pupils in the to focus on phonemes
COMPLEMENTARY COMPLEMENTARY class. Pupils can ask for help if they from Line g of the
SKILL SKILL don’t know the answer (e.g. Ali’s Phonics Table (see
favourite colour). Syllabus).
Reading Reading
3.2 3.2.2 3. Ask the pupils ‘What about you?’
Understand a variety of Understand specific Elicit the questions and some answers.
linear and non-linear information and details of
print and digital texts by very simple phrases and 4. Give pupils a piece of paper. On the
using appropriate sentences paper, they write their age and
reading strategies favourites, but not their name. Develop
a model on the board first if necessary.

5. When they have finished, they fold
their paper in half. Collect the papers
and redistribute them.

6. Pupils read the paper they have
been given and try to guess who wrote
it. I think it’s Ali.

7. They can ask other pupils to check if
they were right – How old are you?
What’s your favourite X?

8. When they have found the writer of
the paper, pupils should tell the class
about the person. His name is Ali. He’s
seven. His favourite toy’s his train.

Post lesson
Task 12


160
Primary Year 1 Scheme of Work

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Paper for writing on Language Strategy 3 may be
Task 12 and sharing suitable.
Writing Writing
4.3 4.3.1 Lesson delivery Use other strategies if
Communicate with Use capital letters 1. Write Name? How old? Favourite appropriate.
appropriate language appropriately in personal toy? Favourite colour? and other
form and style for a and place names favourites you’ve practised recently on If appropriate, select
range of purposes in the board. Elicit full questions from suitable activities for your
rd
print and digital media pupils using 3 person (he / she). pupils from LINUS
Module 1 to be added in
2. Nominate pupils to ask and answer to this lesson
the questions about other pupils in the to focus on phonemes
COMPLEMENTARY COMPLEMENTARY class. Pupils can ask for help if they from Line g of the
SKILL SKILL don’t know the answer (e.g. Ali’s Phonics Table (see
favourite colour). Syllabus).
Reading Reading
3.2 3.2.2 3. Ask the pupils ‘What about you?’
Understand a variety of Understand specific Elicit the questions and some answers.
linear and non-linear information and details of
print and digital texts by very simple phrases and 4. Give pupils a piece of paper. On the
using appropriate sentences paper, they write their age and
reading strategies favourites, but not their name. Develop
a model on the board first if necessary.

5. When they have finished, they fold
their paper in half. Collect the papers
and redistribute them.

6. Pupils read the paper they have
been given and try to guess who wrote
it. I think it’s Ali.

7. They can ask other pupils to check if
they were right – How old are you?
What’s your favourite X?

8. When they have found the writer of
the paper, pupils should tell the class
about the person. His name is Ali. He’s
seven. His favourite toy’s his train.

Post lesson
Task 12


160
Primary Year 1 Scheme of Work