Year 1 SOW 2020

LESSON: 88 (Reading 18)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled topic vocabulary and other Year 1 vocabulary as appropriate































211
Primary Year 1 Scheme of Work

LESSON: 88 (Reading 18)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled topic vocabulary and other Year 1 vocabulary as appropriate































211
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 worksheet for each Language Strategy 7 may be
Task 6 using animal vocabulary pupil (see next page) suitable.
Reading Reading
3.2 3.2.2 Lesson delivery Pictures of children Use other strategies if
Understand a variety of Understand specific 1. Review animal vocabulary if (one for each person appropriate.
linear and non-linear information and details of necessary. Play pelmanism using the on the worksheet)
print and digital texts by very simple phrases and cards pupils made in Lesson 85. If appropriate, select
using appropriate sentences Animal flashcards suitable activities for your
reading strategies 2. Show the pictures of the children and pupils from LINUS
tell the pupils their names (as on Module 2 to be added in
worksheet). Put the pictures on the to this lesson
board and write their name under them. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line j of the Phonics
SKILL SKILL 3. Give out worksheet (or write the table Table (see Syllabus).
on the board, asking pupils to copy it
Speaking Speaking into their exercise books).
2.1 2.1.3
Communicate simple Express basic likes and 4. Ask pupils to read the sentences
information intelligibly dislikes about the children in the pictures. They
should read and put a tick or cross (or
write yes or no) in the table depending
if the child likes or dislikes the animal.

5. Have pupils check their answers with
a partner before checking with the
whole class.

6. Ask pupils to write their own name
under the names in the table and put
ticks or crosses in the table for their
own likes and dislikes.

7. Pupils tell their partner what they like
and dislike before some pupils tell the
class.

Post lesson
Task 12







212
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 worksheet for each Language Strategy 7 may be
Task 6 using animal vocabulary pupil (see next page) suitable.
Reading Reading
3.2 3.2.2 Lesson delivery Pictures of children Use other strategies if
Understand a variety of Understand specific 1. Review animal vocabulary if (one for each person appropriate.
linear and non-linear information and details of necessary. Play pelmanism using the on the worksheet)
print and digital texts by very simple phrases and cards pupils made in Lesson 85. If appropriate, select
using appropriate sentences Animal flashcards suitable activities for your
reading strategies 2. Show the pictures of the children and pupils from LINUS
tell the pupils their names (as on Module 2 to be added in
worksheet). Put the pictures on the to this lesson
board and write their name under them. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line j of the Phonics
SKILL SKILL 3. Give out worksheet (or write the table Table (see Syllabus).
on the board, asking pupils to copy it
Speaking Speaking into their exercise books).
2.1 2.1.3
Communicate simple Express basic likes and 4. Ask pupils to read the sentences
information intelligibly dislikes about the children in the pictures. They
should read and put a tick or cross (or
write yes or no) in the table depending
if the child likes or dislikes the animal.

5. Have pupils check their answers with
a partner before checking with the
whole class.

6. Ask pupils to write their own name
under the names in the table and put
ticks or crosses in the table for their
own likes and dislikes.

7. Pupils tell their partner what they like
and dislike before some pupils tell the
class.

Post lesson
Task 12







212
Primary Year 1 Scheme of Work

Lesson 88

Possible worksheet



Cat (picture) Spider (picture) Rat (picture)


Sarah



Tom


Kate



Sarah


I like cats and rats. I don’t like spiders.

Kate

I don’t like cats and I don’t like spiders. I like rats.

Tom

I like spiders, cats and rats.











213
Primary Year 1 Scheme of Work

Lesson 88

Possible worksheet



Cat (picture) Spider (picture) Rat (picture)


Sarah



Tom


Kate



Sarah


I like cats and rats. I don’t like spiders.

Kate

I don’t like cats and I don’t like spiders. I like rats.

Tom

I like spiders, cats and rats.











213
Primary Year 1 Scheme of Work

LESSON: 89 (Writing 18)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:


and

Recycled animal vocabulary and prepositions from topic 3 (Pet Show)


























214
Primary Year 1 Scheme of Work

LESSON: 89 (Writing 18)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:


and

Recycled animal vocabulary and prepositions from topic 3 (Pet Show)


























214
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 Teacher to select as Creativity and Teacher to select as
Task 5 appropriate for their Innovation appropriate for their
Writing Writing lesson. lesson.
4.2 4.2.5 Lesson delivery
Communicate basic Connect words and 1. Review some classroom objects by If appropriate, select
information intelligibly proper names using ‘and’ playing a game where you tell pupils to, suitable activities for your
for a range of purposes for example, ‘show me your pupils from LINUS
in print and digital book/pencil’ etc. Pupils find and hold up Module 2 to be added in
media the object. to this lesson
2. Next, extend the game to: to focus on phonemes
‘Put your book on your desk. Put your from Line j of the Phonics
pencil in your book’. And so on. Table (see Syllabus).
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Ask a few pupils to be the teacher.
and to give instructions like these to
Writing Writing their classmates.
4.3 4.3.3
Communicate with Plan and write words and 4. Draw a picture of 4 animals, on and
appropriate language phrases under classroom objects on the board.
form and style for a Write 2 false sentences about them
range of purposes in using and (e.g. The frog is on the desk
print and digital media and the lizard is in the pencil case, The
rat is under the bag and the spider is on
the book)

5. Ask pupils to read the sentences
and orally correct the false information.

6. Pupils draw a similar (or more basic)
picture in their exercise books and write
a similar false sentence.

7. Pupils swap their exercise books with
a partner and correct each other’s false
sentences in writing.

8. Pupils talk together about the
mistakes to check the answers.

9. Pupils write a correct sentence under
their picture.

Post lesson
Task 3

215
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 Teacher to select as Creativity and Teacher to select as
Task 5 appropriate for their Innovation appropriate for their
Writing Writing lesson. lesson.
4.2 4.2.5 Lesson delivery
Communicate basic Connect words and 1. Review some classroom objects by If appropriate, select
information intelligibly proper names using ‘and’ playing a game where you tell pupils to, suitable activities for your
for a range of purposes for example, ‘show me your pupils from LINUS
in print and digital book/pencil’ etc. Pupils find and hold up Module 2 to be added in
media the object. to this lesson
2. Next, extend the game to: to focus on phonemes
‘Put your book on your desk. Put your from Line j of the Phonics
pencil in your book’. And so on. Table (see Syllabus).
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Ask a few pupils to be the teacher.
and to give instructions like these to
Writing Writing their classmates.
4.3 4.3.3
Communicate with Plan and write words and 4. Draw a picture of 4 animals, on and
appropriate language phrases under classroom objects on the board.
form and style for a Write 2 false sentences about them
range of purposes in using and (e.g. The frog is on the desk
print and digital media and the lizard is in the pencil case, The
rat is under the bag and the spider is on
the book)

5. Ask pupils to read the sentences
and orally correct the false information.

6. Pupils draw a similar (or more basic)
picture in their exercise books and write
a similar false sentence.

7. Pupils swap their exercise books with
a partner and correct each other’s false
sentences in writing.

8. Pupils talk together about the
mistakes to check the answers.

9. Pupils write a correct sentence under
their picture.

Post lesson
Task 3

215
Primary Year 1 Scheme of Work

LESSON: 90 (Language Arts 18)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Animal vocabulary of your choice (review or extend)
























216
Primary Year 1 Scheme of Work

LESSON: 90 (Language Arts 18)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Animal vocabulary of your choice (review or extend)
























216
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 Plan a Language Arts lesson where A rap or chant about Language Your choice depending
pupils can listen to, mime with and animals: for some on the activities and
Language Arts Language Arts begin to join in with a rap or chant examples that could be pupils.
5.1 5.1.1 about animals. adapted, see:
Enjoy and appreciate Demonstrate
rhymes, poems and appreciation through non- See Lesson 62 for one way of helping http://www.songsforteac
songs verbal responses to pupils to join in with a chant. Other hing.com/store/animal-
ways are of course possible. songs-c-395.html
i) simple chants and raps
ii) simple rhymes You could use the lesson to review Or a song, e.g.
iii) simple action songs animal vocabulary or to introduce new https://www.youtube.co
animals, perhaps some they can find in m/watch?v=p5qwOxlvy
their home environment. hk

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Language Arts Language Arts
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm
and intonation

i) simple chants and raps
ii) simple rhymes
iii) simple action songs




















217
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 Plan a Language Arts lesson where A rap or chant about Language Your choice depending
pupils can listen to, mime with and animals: for some on the activities and
Language Arts Language Arts begin to join in with a rap or chant examples that could be pupils.
5.1 5.1.1 about animals. adapted, see:
Enjoy and appreciate Demonstrate
rhymes, poems and appreciation through non- See Lesson 62 for one way of helping http://www.songsforteac
songs verbal responses to pupils to join in with a chant. Other hing.com/store/animal-
ways are of course possible. songs-c-395.html
i) simple chants and raps
ii) simple rhymes You could use the lesson to review Or a song, e.g.
iii) simple action songs animal vocabulary or to introduce new https://www.youtube.co
animals, perhaps some they can find in m/watch?v=p5qwOxlvy
their home environment. hk

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Language Arts Language Arts
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm
and intonation

i) simple chants and raps
ii) simple rhymes
iii) simple action songs




















217
Primary Year 1 Scheme of Work

LESSON: 91 (Listening 19)


MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled topic language: animals and prepositions































218
Primary Year 1 Scheme of Work

LESSON: 91 (Listening 19)


MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled topic language: animals and prepositions































218
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Language Strategies 2 and 7
Pre-lesson task 6: Finger writing (with preposition phrases or pictures of may be suitable.
Listening Listening such as on the desk, in the bag) classroom objects
1.2 1.2.5 Use other strategies
Understand meaning Understand short Lesson delivery if appropriate.
in a variety of familiar supported questions 1. Put real classroom objects on a table or pictures,
contexts drawings or a poster of classroom objects on the
board.

2. Tell pupils that a spider (The class can give the spider
COMPLEMENTARY COMPLEMENTARY a name if they like) is hiding somewhere among the
SKILL SKILL objects/in the picture, and that pupils have to find it.

Listening Listening 3. Ask one pupil to come to the front of the class, think of
1.2 1.2.2 a place to hide the spider. Ask him/her to write down or
Understand meaning Understand with whisper to you where the spider is.
in a variety of familiar support specific
contexts information and 4. The class guess (e.g. Is it under the desk?) until
details of very simple someone guesses correctly. A new pupil then comes
phrases and to the front, and the game continues.
sentences
5. Continue the game for one or two rounds.

6. Divide pupils into pairs or small groups.

7. Give them a copy of the picture of the classroom
objects if you can. If not, pupils can play the game
using the pictures or flashcards on the wall.

8. Tell one pupil in each pair to write down where the
spider is hiding and to cover this information. The other
pupil in the pair or pupils in the group guess, as in step
5. They can check their final correct guess against
what the first pupil has written if necessary.

9. A new pupil hides the spider after a correct guess, and
the game continues as in step 8.

Post lesson
Post-lesson task 4: Correct the error




219
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Language Strategies 2 and 7
Pre-lesson task 6: Finger writing (with preposition phrases or pictures of may be suitable.
Listening Listening such as on the desk, in the bag) classroom objects
1.2 1.2.5 Use other strategies
Understand meaning Understand short Lesson delivery if appropriate.
in a variety of familiar supported questions 1. Put real classroom objects on a table or pictures,
contexts drawings or a poster of classroom objects on the
board.

2. Tell pupils that a spider (The class can give the spider
COMPLEMENTARY COMPLEMENTARY a name if they like) is hiding somewhere among the
SKILL SKILL objects/in the picture, and that pupils have to find it.

Listening Listening 3. Ask one pupil to come to the front of the class, think of
1.2 1.2.2 a place to hide the spider. Ask him/her to write down or
Understand meaning Understand with whisper to you where the spider is.
in a variety of familiar support specific
contexts information and 4. The class guess (e.g. Is it under the desk?) until
details of very simple someone guesses correctly. A new pupil then comes
phrases and to the front, and the game continues.
sentences
5. Continue the game for one or two rounds.

6. Divide pupils into pairs or small groups.

7. Give them a copy of the picture of the classroom
objects if you can. If not, pupils can play the game
using the pictures or flashcards on the wall.

8. Tell one pupil in each pair to write down where the
spider is hiding and to cover this information. The other
pupil in the pair or pupils in the group guess, as in step
5. They can check their final correct guess against
what the first pupil has written if necessary.

9. A new pupil hides the spider after a correct guess, and
the game continues as in step 8.

Post lesson
Post-lesson task 4: Correct the error




219
Primary Year 1 Scheme of Work

LESSON: 92 (Speaking 19)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Recycled topic language: prepositions, plural nouns
Imperative: Put…

Colours

Classroom vocabulary


























220
Primary Year 1 Scheme of Work

LESSON: 92 (Speaking 19)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







Recycled topic language: prepositions, plural nouns
Imperative: Put…

Colours

Classroom vocabulary


























220
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Values Strategies 2 and 5
Prepare a desk or table with a number of classroom objects, (cooperation) may be suitable.
Speaking Speaking if possible 2 or 3 at least of each item. Board and grid from
2.1 2.1.5 Give pupils time to look and remember the items. Pupils the next page Use other strategies
Communicate simple Name or describe close their eyes and you move an item. Pupils tell you what if appropriate.
information intelligibly objects using suitable the difference is.
words from word sets
Lesson delivery
1. Ask a pupil to come to the front of the class and carry
out an instruction involving classroom objects and
COMPLEMENTARY COMPLEMENTARY prepositions (e.g. Put 3 blue pencils under the desk, Put
SKILL SKILL 2 pencil cases in the red bag).

Listening Listening 2. Continue for 4 or 5 rounds with a new pupil each time.
1.2 1.2.4
Understand meaning Understand short 3. Divide pupils into large groups of about 6-8. Ask them to
in a variety of familiar basic supported use their own classroom objects to continue the game.
contexts classroom Make sure that pupils take turns to give instructions.
instructions
4. Tell pupils that the focus will now change to a new
activity.

5. Hand out or draw the grid from the next page of this
scheme of work on the board, and ask pupils to copy it.
Draw the grid on the next page on the board, and ask
pupils to copy it.

6. Tell pupils that they will pretend to hide a pencil in 3
places, and that their friend must find the 3 places.

7. Pupils tick () 3 boxes in the grid, and then work in pairs
or small groups to guess where their partner’s classroom
objects are.

8. They guess by asking questions such as Is the pen
under the book/in the bag?

9. The game continues in the same way as in lesson 81.

Post lesson

Post-lesson task 4: Correct the error


221
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Values Strategies 2 and 5
Prepare a desk or table with a number of classroom objects, (cooperation) may be suitable.
Speaking Speaking if possible 2 or 3 at least of each item. Board and grid from
2.1 2.1.5 Give pupils time to look and remember the items. Pupils the next page Use other strategies
Communicate simple Name or describe close their eyes and you move an item. Pupils tell you what if appropriate.
information intelligibly objects using suitable the difference is.
words from word sets
Lesson delivery
1. Ask a pupil to come to the front of the class and carry
out an instruction involving classroom objects and
COMPLEMENTARY COMPLEMENTARY prepositions (e.g. Put 3 blue pencils under the desk, Put
SKILL SKILL 2 pencil cases in the red bag).

Listening Listening 2. Continue for 4 or 5 rounds with a new pupil each time.
1.2 1.2.4
Understand meaning Understand short 3. Divide pupils into large groups of about 6-8. Ask them to
in a variety of familiar basic supported use their own classroom objects to continue the game.
contexts classroom Make sure that pupils take turns to give instructions.
instructions
4. Tell pupils that the focus will now change to a new
activity.

5. Hand out or draw the grid from the next page of this
scheme of work on the board, and ask pupils to copy it.
Draw the grid on the next page on the board, and ask
pupils to copy it.

6. Tell pupils that they will pretend to hide a pencil in 3
places, and that their friend must find the 3 places.

7. Pupils tick () 3 boxes in the grid, and then work in pairs
or small groups to guess where their partner’s classroom
objects are.

8. They guess by asking questions such as Is the pen
under the book/in the bag?

9. The game continues in the same way as in lesson 81.

Post lesson

Post-lesson task 4: Correct the error


221
Primary Year 1 Scheme of Work

Grid for lesson 92

Picture of Picture of Picture of Picture of Picture of
bag book pencil case notebook desk

in


on


under










































222
Primary Year 1 Scheme of Work

Grid for lesson 92

Picture of Picture of Picture of Picture of Picture of
bag book pencil case notebook desk

in


on


under










































222
Primary Year 1 Scheme of Work

LESSON: 93 (Reading 19)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled animal vocabulary































223
Primary Year 1 Scheme of Work

LESSON: 93 (Reading 19)


MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled animal vocabulary































223
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 12 small pieces of Language Strategies 2 or 4 might
Task 6 paper for each pupil in be suitable.
Reading Reading the class
3.1 3.1.3 Lesson delivery Use other strategies if
Recognise words in Blend phonemes (CVC, 1. Invite volunteers to write 12 animal appropriate.
linear and non-linear CCVC) names on the board (8 from the
texts by using textbook on p.34, plus 4 new ones). If appropriate, select
knowledge of sounds of suitable activities for your
letters 2. Put pupils in pairs, and make sure pupils from LINUS
that each pupil has 12 small pieces of Module 1 or 2 to be
paper. Each pupil writes the name of all added in to this lesson
12 animals, one on each piece of to focus on any
COMPLEMENTARY COMPLEMENTARY paper. phonemes from the
SKILL SKILL Phonics Table that pupils
3. Ask pupils to put their cards face-up continue to have
Writing Writing on the desk. problems with.
4.3 4.3.2
Communicate with Spell familiar high 4. Say a word and pupils take the
appropriate language frequency words correct card, if they have it. The first
form and style for a accurately pupils to have taken all their cards are
range of purposes in the ‘winners’ and can become teacher
print and digital media in the next round.

5. Play another round, where pupils
play the game in small groups.

6. Next, pupils put the papers face
down on their desk, mix them, and take
turns to turn 2 papers up. If they get a
matching pair, they take them and keep
them. If not, they turn the papers back
over. The game continues until all
animal pairs have gone

7. When the game is finished, pupils
can play again, or make another
smaller set of other words of their own
choice.

Post lesson
Task 9


224
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 12 small pieces of Language Strategies 2 or 4 might
Task 6 paper for each pupil in be suitable.
Reading Reading the class
3.1 3.1.3 Lesson delivery Use other strategies if
Recognise words in Blend phonemes (CVC, 1. Invite volunteers to write 12 animal appropriate.
linear and non-linear CCVC) names on the board (8 from the
texts by using textbook on p.34, plus 4 new ones). If appropriate, select
knowledge of sounds of suitable activities for your
letters 2. Put pupils in pairs, and make sure pupils from LINUS
that each pupil has 12 small pieces of Module 1 or 2 to be
paper. Each pupil writes the name of all added in to this lesson
12 animals, one on each piece of to focus on any
COMPLEMENTARY COMPLEMENTARY paper. phonemes from the
SKILL SKILL Phonics Table that pupils
3. Ask pupils to put their cards face-up continue to have
Writing Writing on the desk. problems with.
4.3 4.3.2
Communicate with Spell familiar high 4. Say a word and pupils take the
appropriate language frequency words correct card, if they have it. The first
form and style for a accurately pupils to have taken all their cards are
range of purposes in the ‘winners’ and can become teacher
print and digital media in the next round.

5. Play another round, where pupils
play the game in small groups.

6. Next, pupils put the papers face
down on their desk, mix them, and take
turns to turn 2 papers up. If they get a
matching pair, they take them and keep
them. If not, they turn the papers back
over. The game continues until all
animal pairs have gone

7. When the game is finished, pupils
can play again, or make another
smaller set of other words of their own
choice.

Post lesson
Task 9


224
Primary Year 1 Scheme of Work

LESSON: 94 (Writing 19)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled prepositions and topic vocabulary































225
Primary Year 1 Scheme of Work

LESSON: 94 (Writing 19)


MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Recycled prepositions and topic vocabulary































225
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 None needed Creativity and Strategy 2 might be
Task 4 Innovation suitable.
Writing Writing Use the board to
4.3 4.3.3 Lesson delivery demonstrate/model the Use other strategies if
Communicate with Plan and write words and 1. Review animal vocabulary and task and target appropriate.
appropriate language phrases prepositions by playing a game such as language for pupils
form and style for a miming or listening to instructions.
range of purposes in Choose a game that your pupils have
print and digital media enjoyed in previous lessons.

2. Draw the puzzle on the board (see
below for example). Use different
COMPLEMENTARY COMPLEMENTARY colours for each line. Ask pupils to
SKILL SKILL follow a line from an animal to an object
to make sentences orally (e.g. The
Writing Writing lizard is on the pencil case. The cat is in
4.3 4.3.2 the bag).
Communicate with Spell familiar high
appropriate language frequency words 3. Pupils write the sentences in their
form and style for a accurately exercise books. You might want to
range of purposes in model the first one on the board.
print and digital media
4. Pupils make their own, similar puzzle
in their exercise books or on paper. If 4
animals and 4 classroom objects are
too many for pupils to work with, ask
them to use fewer examples

5. Pupils swap puzzles with a partner
and solve each other’s puzzles. They
write sentences accordingly.

Post lesson
Task 10









226
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 None needed Creativity and Strategy 2 might be
Task 4 Innovation suitable.
Writing Writing Use the board to
4.3 4.3.3 Lesson delivery demonstrate/model the Use other strategies if
Communicate with Plan and write words and 1. Review animal vocabulary and task and target appropriate.
appropriate language phrases prepositions by playing a game such as language for pupils
form and style for a miming or listening to instructions.
range of purposes in Choose a game that your pupils have
print and digital media enjoyed in previous lessons.

2. Draw the puzzle on the board (see
below for example). Use different
COMPLEMENTARY COMPLEMENTARY colours for each line. Ask pupils to
SKILL SKILL follow a line from an animal to an object
to make sentences orally (e.g. The
Writing Writing lizard is on the pencil case. The cat is in
4.3 4.3.2 the bag).
Communicate with Spell familiar high
appropriate language frequency words 3. Pupils write the sentences in their
form and style for a accurately exercise books. You might want to
range of purposes in model the first one on the board.
print and digital media
4. Pupils make their own, similar puzzle
in their exercise books or on paper. If 4
animals and 4 classroom objects are
too many for pupils to work with, ask
them to use fewer examples

5. Pupils swap puzzles with a partner
and solve each other’s puzzles. They
write sentences accordingly.

Post lesson
Task 10









226
Primary Year 1 Scheme of Work

Picture for Lesson 94





Picture of pencil case (on) picture of bag (in)









lizard
rat





cat spider



Picture of ruler (on) picture of desk (under)



Key:
 The spider is on the ruler.
 The cat is in the bag.
 The rat is under the desk
 The lizard is on the pencil case.







227
Primary Year 1 Scheme of Work

Picture for Lesson 94





Picture of pencil case (on) picture of bag (in)









lizard
rat





cat spider



Picture of ruler (on) picture of desk (under)



Key:
 The spider is on the ruler.
 The cat is in the bag.
 The rat is under the desk
 The lizard is on the pencil case.







227
Primary Year 1 Scheme of Work

LESSON: 95 (Language Arts 19)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Prepositions of place

























228
Primary Year 1 Scheme of Work

LESSON: 95 (Language Arts 19)


MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show








LANGUAGE/GRAMMAR FOCUS:




Prepositions of place

























228
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 Prepare a picture of a Values (negotiation / Your choice depending
Do a vocabulary review activity to classroom to use as a compromise) on your class and lesson.
Language Arts Language Arts remind pupils of any words you will template. Each pupil
5.3 5.3.1 recycle from Units 1 or 2 (e.g. Pre- will need a copy. Possibly strategy 1, 2 or
Express an imaginative Respond imaginatively lesson task 1, 4 or 6). 3.
response to literary and intelligibly through Coloured pens/pencils
texts creating simple art and Lesson delivery For stage 2, you might
craft products 1. Divide the class into pairs. Assign Sentences – your want to choose pupils
pupils a number 1 or 2. choice. Suggestions: who you know will draw
Other imaginative quickly and reasonably
responses as appropriate 2. Ask pupil 1 from each group to come The cat is on the desk. clearly.
to the front of the room. Dictate one or The monster is in the
more sentences about animals and the bag. Depending on the level of
classroom (examples given). The pupils The mouse is under the your class, you could
COMPLEMENTARY COMPLEMENTARY listen and quickly draw a rough picture notebook. dictate one, two, three or
SKILL SKILL to help them memorise the sentences. even four sentences.

Listening Listening 3. Next, pupil 1 goes to pupil two and You could ask pairs to
1.2 1.2.4 dictates the picture as you did. Pupil 2 write one or more
Understand meaning in Understand short basic quickly draws the picture. sentences under the
a variety of contexts supported classroom pictures.
instructions 4. In ‘secret’, pupils colour their picture.
They can choose their own colours.

5. Pupils compare pictures and decide
which colours are best for each item.

6. Pairs of pupils draw a final picture
and colour it according to what they
have decided.

7. Display pupils’ work in the
classroom. Ask pupils to look at each
other’s pictures and say which their
favourite one is.

Post lesson
Play a game in small groups, where
pupils direct each other to put items
around the classroom, (e.g. The
Superminds book is on the chair).




229
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 Prepare a picture of a Values (negotiation / Your choice depending
Do a vocabulary review activity to classroom to use as a compromise) on your class and lesson.
Language Arts Language Arts remind pupils of any words you will template. Each pupil
5.3 5.3.1 recycle from Units 1 or 2 (e.g. Pre- will need a copy. Possibly strategy 1, 2 or
Express an imaginative Respond imaginatively lesson task 1, 4 or 6). 3.
response to literary and intelligibly through Coloured pens/pencils
texts creating simple art and Lesson delivery For stage 2, you might
craft products 1. Divide the class into pairs. Assign Sentences – your want to choose pupils
pupils a number 1 or 2. choice. Suggestions: who you know will draw
Other imaginative quickly and reasonably
responses as appropriate 2. Ask pupil 1 from each group to come The cat is on the desk. clearly.
to the front of the room. Dictate one or The monster is in the
more sentences about animals and the bag. Depending on the level of
classroom (examples given). The pupils The mouse is under the your class, you could
COMPLEMENTARY COMPLEMENTARY listen and quickly draw a rough picture notebook. dictate one, two, three or
SKILL SKILL to help them memorise the sentences. even four sentences.

Listening Listening 3. Next, pupil 1 goes to pupil two and You could ask pairs to
1.2 1.2.4 dictates the picture as you did. Pupil 2 write one or more
Understand meaning in Understand short basic quickly draws the picture. sentences under the
a variety of contexts supported classroom pictures.
instructions 4. In ‘secret’, pupils colour their picture.
They can choose their own colours.

5. Pupils compare pictures and decide
which colours are best for each item.

6. Pairs of pupils draw a final picture
and colour it according to what they
have decided.

7. Display pupils’ work in the
classroom. Ask pupils to look at each
other’s pictures and say which their
favourite one is.

Post lesson
Play a game in small groups, where
pupils direct each other to put items
around the classroom, (e.g. The
Superminds book is on the chair).




229
Primary Year 1 Scheme of Work

LESSON: 96 (Speaking 20)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







I like/I don’t like
Happy mouth/sad mouth



What about you?


























230
Primary Year 1 Scheme of Work

LESSON: 96 (Speaking 20)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge
TOPIC: Pet Show
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:







I like/I don’t like
Happy mouth/sad mouth



What about you?


























230
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.37 Language Strategies 2 and 6 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.3 Use other strategies if
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes Lesson delivery

See Teacher’s Book.

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































231
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.37 Language Strategies 2 and 6 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.3 Use other strategies if
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes Lesson delivery

See Teacher’s Book.

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































231
Primary Year 1 Scheme of Work

LESSON: 97 (Listening 20)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Imperatives: Come back, touch

I’ve got an idea

Adjectives: amazing, clever




























232
Primary Year 1 Scheme of Work

LESSON: 97 (Listening 20)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show





LANGUAGE/GRAMMAR FOCUS:

Imperatives: Come back, touch

I’ve got an idea

Adjectives: amazing, clever




























232
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.38-39 Values (bravery) Strategies 2 and 6 may
be suitable.
Listening Listening See Teacher’s Book.
1.3 1.3.1 Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge
variety of contexts of a topic Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.3 See Teacher’s Book.
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives






























233
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.38-39 Values (bravery) Strategies 2 and 6 may
be suitable.
Listening Listening See Teacher’s Book.
1.3 1.3.1 Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge
variety of contexts of a topic Lesson delivery

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.3 See Teacher’s Book.
Understand meaning in Understand with a high
a variety of familiar degree of support very
contexts short simple narratives






























233
Primary Year 1 Scheme of Work

LESSON: 98 (Reading 20)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Recycled language from the story in lesson 97






























234
Primary Year 1 Scheme of Work

LESSON: 98 (Reading 20)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Pet Show






LANGUAGE/GRAMMAR FOCUS:




Recycled language from the story in lesson 97






























234
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.39 Language Strategies 6 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.1 3.1.3 Use other strategies if
Recognise words in Blend phonemes (CVC, appropriate.
linear and non-linear CCVC)
texts by using Lesson delivery
knowledge of sounds of
letters See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL
See Teacher’s Book.
Reading Reading
3.1 3.1.4
Recognise words in Segment phonemes
linear and non-linear (CVC, CCVC)
texts by using
knowledge of sounds of
letters


























235
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.39 Language Strategies 6 and 7 may
be suitable.
Reading Reading See Teacher’s Book.
3.1 3.1.3 Use other strategies if
Recognise words in Blend phonemes (CVC, appropriate.
linear and non-linear CCVC)
texts by using Lesson delivery
knowledge of sounds of
letters See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL
See Teacher’s Book.
Reading Reading
3.1 3.1.4
Recognise words in Segment phonemes
linear and non-linear (CVC, CCVC)
texts by using
knowledge of sounds of
letters


























235
Primary Year 1 Scheme of Work