Year 1 SOW 2020

LESSON: 123 (Reading 25)


MAIN SKILL(S) FOCUS: Reading


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:



Recycled food vocabulary from lessons 117 – 119






























286
Primary Year 1 Scheme of Work

LESSON: 123 (Reading 25)


MAIN SKILL(S) FOCUS: Reading


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:



Recycled food vocabulary from lessons 117 – 119






























286
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Texts of recipes (cut up into stages) Language Strategy 5 may be
Choose a pre-lesson task that and shopping lists suitable.
Reading Reading reviews key vocabulary and is Pictures or toys/models of the items
3.2 3.2.1 suitable for your class Use other strategies if
Understand a variety Understand the main and actions in the recipe. appropriate.

of linear and non- idea of very simple Lesson delivery A possible recipe for a cheese
linear print and digital phrases and 1. Introduce any new vocabulary sandwich is below. If appropriate, select
texts by using sentences using flashcards or toy food and suitable activities for
appropriate reading kitchen equipment. 1. You need a slice of cheese, two your pupils from
strategies slices of bread, some lettuce and LINUS Module 1 or 2
2. Ask pupils what they think you some butter to be added in to this
could make with all these different 2. Put butter on the bread. lesson to focus on
foods. You could teach the words any phonemes from
COMPLEMENTARY COMPLEMENTARY ‘ingredient’ and ‘recipe’. 3. Put the cheese on one piece of the Phonics Table
SKILL SKILL bread. that pupils continue to
3. Either by miming or using toys, 4. Now put some lettuce on the have problems with.
Reading Reading show pupils how to make the cheese.
3.2 3.2.2 sandwich.
Understand a variety Understand specific 5. Put the other slice of bread on
of linear and non- information and 4. Give pupils the stages of the the lettuce.
linear print and digital details of very simple recipe. You can give each group a 6. Cut the sandwich into two pieces.
texts by using phrases and complete set or you can give
appropriate reading sentences individual pupils one stage. Ask 7. Eat it and enjoy it!
strategies pupils to put the stages in order.
(Idea based on text in Halliwell (1992)
5. Give pupils the chance to mime Teaching English in the Primary
or use the toys to check the answer. Classroom)

Shopping lists:
6. Write shopping list on the board.
Elicit from pupils what they need to List 1:
buy from the shop. You could put cheese
pictures or write words on the bread
board. butter
lettuce

7. Give or show pupils two shopping List 2:
lists. Ask them which one they bread
should use to shop for ingredients to tomato
make the sandwich. cheese
lettuce
Post lesson
Task 12



287
Primary Year 1 Scheme of Work

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

MAIN SKILL MAIN SKILL Pre-lesson Texts of recipes (cut up into stages) Language Strategy 5 may be
Choose a pre-lesson task that and shopping lists suitable.
Reading Reading reviews key vocabulary and is Pictures or toys/models of the items
3.2 3.2.1 suitable for your class Use other strategies if
Understand a variety Understand the main and actions in the recipe. appropriate.

of linear and non- idea of very simple Lesson delivery A possible recipe for a cheese
linear print and digital phrases and 1. Introduce any new vocabulary sandwich is below. If appropriate, select
texts by using sentences using flashcards or toy food and suitable activities for
appropriate reading kitchen equipment. 1. You need a slice of cheese, two your pupils from
strategies slices of bread, some lettuce and LINUS Module 1 or 2
2. Ask pupils what they think you some butter to be added in to this
could make with all these different 2. Put butter on the bread. lesson to focus on
foods. You could teach the words any phonemes from
COMPLEMENTARY COMPLEMENTARY ‘ingredient’ and ‘recipe’. 3. Put the cheese on one piece of the Phonics Table
SKILL SKILL bread. that pupils continue to
3. Either by miming or using toys, 4. Now put some lettuce on the have problems with.
Reading Reading show pupils how to make the cheese.
3.2 3.2.2 sandwich.
Understand a variety Understand specific 5. Put the other slice of bread on
of linear and non- information and 4. Give pupils the stages of the the lettuce.
linear print and digital details of very simple recipe. You can give each group a 6. Cut the sandwich into two pieces.
texts by using phrases and complete set or you can give
appropriate reading sentences individual pupils one stage. Ask 7. Eat it and enjoy it!
strategies pupils to put the stages in order.
(Idea based on text in Halliwell (1992)
5. Give pupils the chance to mime Teaching English in the Primary
or use the toys to check the answer. Classroom)

Shopping lists:
6. Write shopping list on the board.
Elicit from pupils what they need to List 1:
buy from the shop. You could put cheese
pictures or write words on the bread
board. butter
lettuce

7. Give or show pupils two shopping List 2:
lists. Ask them which one they bread
should use to shop for ingredients to tomato
make the sandwich. cheese
lettuce
Post lesson
Task 12



287
Primary Year 1 Scheme of Work

LESSON: 124 (Writing 25)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:


Do you like (sausages and peas)? Yes, I do. / No I don’t.

Recycled food vocabulary from lessons 117 – 119


























288
Primary Year 1 Scheme of Work

LESSON: 124 (Writing 25)


MAIN SKILL(S) FOCUS: Writing

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:


Do you like (sausages and peas)? Yes, I do. / No I don’t.

Recycled food vocabulary from lessons 117 – 119


























288
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-task Pictures or toys of food Creativity and Strategies 1, 2 and 3 may
Task 7 using cheese sandwich including pizza Innovation be suitable.
Writing Writing vocabulary
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high Lesson delivery appropriate
appropriate language frequency words 1. Review previous lesson by asking
form and style for a accurately pupils to mime making a sandwich.
range of purposes in
print and digital media 2. Ask pupils what kind of sandwich
they like. Then change to pizza.

3. Find out which pupils like pizza and
COMPLEMENTARY COMPLEMENTARY what toppings they like on their pizza.
SKILL SKILL Use pictures to give ideas and write the
words for the food next to them on the
Writing Writing board.
4.3 4.3.3
Communicate with Plan and write words and 3. Ask pupils to mime steps in making a
appropriate language phrases pizza and try to elicit as much language
form and style for a as possible.
range of purposes in
print and digital media 4. Write the stages on the board as you
elicit them.

5. Highlight the food words in the recipe
and show pupils how to change the
recipe using different toppings.

6. Pupils work in pairs to write a new
recipe for pizza with toppings of their
choice using the recipe on the board as
a model. Depending on the proficiency
of your pupils you could erase some of
the model.

7. Pupils mime and say their recipes to
the class.

Post lesson
Task 11




289
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-task Pictures or toys of food Creativity and Strategies 1, 2 and 3 may
Task 7 using cheese sandwich including pizza Innovation be suitable.
Writing Writing vocabulary
4.3 4.3.2 Use other strategies if
Communicate with Spell familiar high Lesson delivery appropriate
appropriate language frequency words 1. Review previous lesson by asking
form and style for a accurately pupils to mime making a sandwich.
range of purposes in
print and digital media 2. Ask pupils what kind of sandwich
they like. Then change to pizza.

3. Find out which pupils like pizza and
COMPLEMENTARY COMPLEMENTARY what toppings they like on their pizza.
SKILL SKILL Use pictures to give ideas and write the
words for the food next to them on the
Writing Writing board.
4.3 4.3.3
Communicate with Plan and write words and 3. Ask pupils to mime steps in making a
appropriate language phrases pizza and try to elicit as much language
form and style for a as possible.
range of purposes in
print and digital media 4. Write the stages on the board as you
elicit them.

5. Highlight the food words in the recipe
and show pupils how to change the
recipe using different toppings.

6. Pupils work in pairs to write a new
recipe for pizza with toppings of their
choice using the recipe on the board as
a model. Depending on the proficiency
of your pupils you could erase some of
the model.

7. Pupils mime and say their recipes to
the class.

Post lesson
Task 11




289
Primary Year 1 Scheme of Work

LESSON: 125 (Language Arts 25)


MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Knowledge
WEEK: _______________ TOPIC Lunchtime






LANGUAGE/GRAMMAR FOCUS:


I’ve got X on/in/with my Y.

Do you like X? Yes, I do. / No, I don’t.























290
Primary Year 1 Scheme of Work

LESSON: 125 (Language Arts 25)


MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Knowledge
WEEK: _______________ TOPIC Lunchtime






LANGUAGE/GRAMMAR FOCUS:


I’ve got X on/in/with my Y.

Do you like X? Yes, I do. / No, I don’t.























290
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 Poster paper for Crazy Creativity and Your choice depending
Review food vocabulary with a fun Food pictures and Innovation on your pupils.
Language Arts Language Arts activity, for example Task 1, 4, 6 or 9 paints (coloured pens
5.2 5.2.1 and pencils if paint not Possibly strategies 1, 2
Express personal Name people, things or Another option is to use step 1 from the possible) for each pair. or 4.
responses to literary places of interest in lesson delivery stage below as a pre- You could use paper if
texts illustrations task activity. you prefer, but posters You could offer more or
accompanying texts are better for less support for the
Lesson delivery displaying. sentence pupils will write
1. Ask pupils if they like foods (review) by eliciting and writing a
– Do you like pizza/sandwich? And model on the board. This
COMPLEMENTARY COMPLEMENTARY What’s your favourite pizza/sandwich? could be gapped. Or you
SKILL SKILL Pupils could ask each other questions could encourage the
in pairs. pupils to use the textbook
Writing Writing as a model.
4.3 4.3.2 2. Review the song from p.48 of the
Communicate with Spell familiar high textbook. Ask pupils to tell their partner More proficient pupils can
appropriate language frequency words if they like the food Tommy makes (e.g. work with less proficient
form and style for a accurately Do you like an apple in your sandwich?) pupils. They can have
range of purposes in more than one ingredient
print and digital media 3. Tell pupils they will make a Crazy in their Crazy Food.
Food Poster. They should work in pairs.
First, pupils should decide on their If you are concerned
crazy food. about drawing skills
and/or time, you could
4. Give each pair a poster paper. Pupils prepare a template of a
should write the sentence I’ve got xxx pizza (or sandwich) that
on/in/with my xxx. on the poster paper. pupils draw on instead of
giving them a free choice.
5. When pupils have finished writing, This is less creative, but
they can draw a picture of their crazy can be less time
food. Then they can add a title: My consuming and simpler
Crazy Food. for pupils of less artistic
proficiency.
6. Display pupils’ work in the
classroom.
Ask pupils to tell each other which
crazy food they like/don’t like.

Post lesson
Task 3, 4 or 6

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

291
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 Poster paper for Crazy Creativity and Your choice depending
Review food vocabulary with a fun Food pictures and Innovation on your pupils.
Language Arts Language Arts activity, for example Task 1, 4, 6 or 9 paints (coloured pens
5.2 5.2.1 and pencils if paint not Possibly strategies 1, 2
Express personal Name people, things or Another option is to use step 1 from the possible) for each pair. or 4.
responses to literary places of interest in lesson delivery stage below as a pre- You could use paper if
texts illustrations task activity. you prefer, but posters You could offer more or
accompanying texts are better for less support for the
Lesson delivery displaying. sentence pupils will write
1. Ask pupils if they like foods (review) by eliciting and writing a
– Do you like pizza/sandwich? And model on the board. This
COMPLEMENTARY COMPLEMENTARY What’s your favourite pizza/sandwich? could be gapped. Or you
SKILL SKILL Pupils could ask each other questions could encourage the
in pairs. pupils to use the textbook
Writing Writing as a model.
4.3 4.3.2 2. Review the song from p.48 of the
Communicate with Spell familiar high textbook. Ask pupils to tell their partner More proficient pupils can
appropriate language frequency words if they like the food Tommy makes (e.g. work with less proficient
form and style for a accurately Do you like an apple in your sandwich?) pupils. They can have
range of purposes in more than one ingredient
print and digital media 3. Tell pupils they will make a Crazy in their Crazy Food.
Food Poster. They should work in pairs.
First, pupils should decide on their If you are concerned
crazy food. about drawing skills
and/or time, you could
4. Give each pair a poster paper. Pupils prepare a template of a
should write the sentence I’ve got xxx pizza (or sandwich) that
on/in/with my xxx. on the poster paper. pupils draw on instead of
giving them a free choice.
5. When pupils have finished writing, This is less creative, but
they can draw a picture of their crazy can be less time
food. Then they can add a title: My consuming and simpler
Crazy Food. for pupils of less artistic
proficiency.
6. Display pupils’ work in the
classroom.
Ask pupils to tell each other which
crazy food they like/don’t like.

Post lesson
Task 3, 4 or 6

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

291
Primary Year 1 Scheme of Work

LESSON: 126 (Speaking 26)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge


TOPIC: Lunchtime


LANGUAGE/GRAMMAR FOCUS:

Recycled food vocabulary



































292
Primary Year 1 Scheme of Work

LESSON: 126 (Speaking 26)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge


TOPIC: Lunchtime


LANGUAGE/GRAMMAR FOCUS:

Recycled food vocabulary



































292
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.49 Language Strategies 3 and 6 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.2 Use other strategies if
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using fixed phrases 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





























293
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.49 Language Strategies 3 and 6 may
be suitable.
Speaking Speaking See Teacher’s Book.
2.1 2.1.2 Use other strategies if
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using fixed phrases 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





























293
Primary Year 1 Scheme of Work

LESSON: 127 (Listening 26)


MAIN SKILL(S) FOCUS: Listening


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







Where’s (Misty)?
Please

What have you got?

Hot


























294
Primary Year 1 Scheme of Work

LESSON: 127 (Listening 26)


MAIN SKILL(S) FOCUS: Listening


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







Where’s (Misty)?
Please

What have you got?

Hot


























294
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.50-51 Patriotism and Strategies 2 and 6 may
Citizenship (waiting be suitable.
Listening Listening See Teacher’s Book. your turn)
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.

Reading Reading
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies



























295
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.50-51 Patriotism and Strategies 2 and 6 may
Citizenship (waiting be suitable.
Listening Listening See Teacher’s Book. your turn)
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.

Reading Reading
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies



























295
Primary Year 1 Scheme of Work

LESSON: 128 (Writing 26)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I haven’t































296
Primary Year 1 Scheme of Work

LESSON: 128 (Writing 26)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I haven’t































296
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 of food Language Strategies 4 and 7 may
Choose an appropriate pre-lesson task items be suitable.
Writing Writing that reviews vocabulary and spelling.
4.3 4.3.3 plain paper for writing Use other strategies if
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Use the picture on p.49 to review the
form and style for a idea of food in the fridge. Ask pupils
range of purposes in which of the foods like they.
print and digital media
2. In their exercise books, pupils draw a
fridge (or you could have a worksheet
with a fridge already drawn on it).
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Have pupils write and maybe draw 5
foods in their fridge.
Writing Writing
4.3 4.3.2 4. Next, on separate paper, pupils write
Communicate with Spell familiar high some questions for their partner (e.g.
appropriate language frequency words Have you got any steak? Have you got
form and style for a accurately any apples?). They could write 2-5
range of purposes in questions, depending on their
print and digital media proficiency.

5. Pupils exchange their questions with
their partner and write the answers
(according to their pictures).

6. Pupils then check each other’s work
and fridge. They give their partner a
point for each correct sentence and for
each correct guess.

Post lesson
Task 10 using other pupils’ pictures.










297
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 of food Language Strategies 4 and 7 may
Choose an appropriate pre-lesson task items be suitable.
Writing Writing that reviews vocabulary and spelling.
4.3 4.3.3 plain paper for writing Use other strategies if
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Use the picture on p.49 to review the
form and style for a idea of food in the fridge. Ask pupils
range of purposes in which of the foods like they.
print and digital media
2. In their exercise books, pupils draw a
fridge (or you could have a worksheet
with a fridge already drawn on it).
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Have pupils write and maybe draw 5
foods in their fridge.
Writing Writing
4.3 4.3.2 4. Next, on separate paper, pupils write
Communicate with Spell familiar high some questions for their partner (e.g.
appropriate language frequency words Have you got any steak? Have you got
form and style for a accurately any apples?). They could write 2-5
range of purposes in questions, depending on their
print and digital media proficiency.

5. Pupils exchange their questions with
their partner and write the answers
(according to their pictures).

6. Pupils then check each other’s work
and fridge. They give their partner a
point for each correct sentence and for
each correct guess.

Post lesson
Task 10 using other pupils’ pictures.










297
Primary Year 1 Scheme of Work

LESSON: 129 (Reading 26)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Sorry, stop, shop, hot dog






























298
Primary Year 1 Scheme of Work

LESSON: 129 (Reading 26)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Sorry, stop, shop, hot dog






























298
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.51 Patriotism and Strategies 6 and 7 may
Citizenship (waiting be suitable.
Reading Reading See Teacher’s Book. your turn)
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL
See Teacher’s Book.
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes























299
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.51 Patriotism and Strategies 6 and 7 may
Citizenship (waiting be suitable.
Reading Reading See Teacher’s Book. your turn)
3.2 3.2.2 Use other strategies if
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies See Teacher’s Book.



COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL
See Teacher’s Book.
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes























299
Primary Year 1 Scheme of Work

LESSON: 130 (Language Arts 26)


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








LANGUAGE/GRAMMAR FOCUS:




Your choice, depending on story chosen
























300
Primary Year 1 Scheme of Work

LESSON: 130 (Language Arts 26)


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








LANGUAGE/GRAMMAR FOCUS:




Your choice, depending on story chosen
























300
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 Your choice of story. Values Your choice depending
pupils have the chance to listen to, The story could be on your pupils and your
Language Arts Language Arts enjoy and talk about a story with a based around: activities.
5.2 5.2.1 moral or message if possible. - the topic of food
Express personal Name people, things or - the language
responses to literary places of interest in Depending on your choice, you may I’ve/we’ve got’
texts illustrations need to pre-teach some vocabulary for - waiting your turn
accompanying texts the story. - The sound /ɒ/

Encourage the pupils to listen actively Some examples are:
by asking plenty of questions and
COMPLEMENTARY COMPLEMENTARY involving pupils in the story as you read An adaptation of Little
SKILL SKILL it to them. Red Riding Hood
(where the wolf says
Listening Listening Include some activities to follow on from ‘What big eyes you
1.2 1.2.3 the story which develop motor and/or have’ – change to
Understand meaning in Understand with a high artistic skills. ‘You’ve got big eyes’
a variety of familiar degree of support very perhaps). This story
contexts short simple narratives Talk to the pupils about what they have can be reviewed in
learned from the story (language or Lesson 140.
values).
https://learnenglishkids.
britishcouncil.org/en/sh
ort-stories/little-red-
riding-hood

Phonics stories:
https://www.kizphonics.
com/materials/stories/















301
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 Your choice of story. Values Your choice depending
pupils have the chance to listen to, The story could be on your pupils and your
Language Arts Language Arts enjoy and talk about a story with a based around: activities.
5.2 5.2.1 moral or message if possible. - the topic of food
Express personal Name people, things or - the language
responses to literary places of interest in Depending on your choice, you may I’ve/we’ve got’
texts illustrations need to pre-teach some vocabulary for - waiting your turn
accompanying texts the story. - The sound /ɒ/

Encourage the pupils to listen actively Some examples are:
by asking plenty of questions and
COMPLEMENTARY COMPLEMENTARY involving pupils in the story as you read An adaptation of Little
SKILL SKILL it to them. Red Riding Hood
(where the wolf says
Listening Listening Include some activities to follow on from ‘What big eyes you
1.2 1.2.3 the story which develop motor and/or have’ – change to
Understand meaning in Understand with a high artistic skills. ‘You’ve got big eyes’
a variety of familiar degree of support very perhaps). This story
contexts short simple narratives Talk to the pupils about what they have can be reviewed in
learned from the story (language or Lesson 140.
values).
https://learnenglishkids.
britishcouncil.org/en/sh
ort-stories/little-red-
riding-hood

Phonics stories:
https://www.kizphonics.
com/materials/stories/















301
Primary Year 1 Scheme of Work

LESSON: 131 (Listening 27)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:



Recycled food vocabulary































302
Primary Year 1 Scheme of Work

LESSON: 131 (Listening 27)


MAIN SKILL(S) FOCUS: Listening


THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime





LANGUAGE/GRAMMAR FOCUS:



Recycled food vocabulary































302
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 copy of the story The Patriotism and Strategies 1 and 5 may
Teach the pupils mouse and yummy. big mouse and the Citizenship be suitable.
Listening Listening Explain that you’ll tell them a story with small mouse similar to (hospitality and
1.3 1.3.1 these 2 words in it and ask them to the one on the next politeness) Use other strategies if
Use appropriate Predict words they will guess what words they’ll hear in the page. appropriate.
listening strategies in a hear by using knowledge story.
variety of contexts of a topic Elicit their suggestions and put them on Flashcards or drawings
the board. of the animals and food

Lesson delivery
COMPLEMENTARY COMPLEMENTARY 1. Ask pupils to listen to the story to
SKILL SKILL check their guesses.

Listening Listening 2. Tell the story, using pictures and
1.2 1.2.2 gestures to support meaning.
Understand meaning in Understand with support
a variety of familiar specific information and 3. Elicit pupils’ answers (see step 4).
contexts details of very simple
phrases and sentences 4. Tell the story again and elicit any
more details from the story.

5. Build the details of the story up on
the board using key words and/or
pictures.

6. Repeat steps 7 and 8.

7. Ask pupils whether the big mouse
and small mouse are kind to each
other: and how they know. Most of
this discussion will be in L1, as the
focus is on values, not language.

Post lesson

8. Post-lesson task 2: Make
connections: use flashcards or
drawings to help pupils remember
and say the story.





303
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 copy of the story The Patriotism and Strategies 1 and 5 may
Teach the pupils mouse and yummy. big mouse and the Citizenship be suitable.
Listening Listening Explain that you’ll tell them a story with small mouse similar to (hospitality and
1.3 1.3.1 these 2 words in it and ask them to the one on the next politeness) Use other strategies if
Use appropriate Predict words they will guess what words they’ll hear in the page. appropriate.
listening strategies in a hear by using knowledge story.
variety of contexts of a topic Elicit their suggestions and put them on Flashcards or drawings
the board. of the animals and food

Lesson delivery
COMPLEMENTARY COMPLEMENTARY 1. Ask pupils to listen to the story to
SKILL SKILL check their guesses.

Listening Listening 2. Tell the story, using pictures and
1.2 1.2.2 gestures to support meaning.
Understand meaning in Understand with support
a variety of familiar specific information and 3. Elicit pupils’ answers (see step 4).
contexts details of very simple
phrases and sentences 4. Tell the story again and elicit any
more details from the story.

5. Build the details of the story up on
the board using key words and/or
pictures.

6. Repeat steps 7 and 8.

7. Ask pupils whether the big mouse
and small mouse are kind to each
other: and how they know. Most of
this discussion will be in L1, as the
focus is on values, not language.

Post lesson

8. Post-lesson task 2: Make
connections: use flashcards or
drawings to help pupils remember
and say the story.





303
Primary Year 1 Scheme of Work

Lesson 131

The big mouse and the small mouse

A big mouse visits a small mouse. They are friends.

‘Hi!’ says the big mouse.

‘Hi!’ says the small mouse. Please have some cake, apple and banana!’


‘Thank you. Yummy! I like your food’ says the big mouse.



The small mouse visits the big mouse.


‘Hi!’ says the big mouse.

‘Hi!’ says the big mouse. ‘Please have some sausages, cheese and pizza!’

‘Mmm. Yummy! Thank you, I like your food.’ says the small mouse.



























304
Primary Year 1 Scheme of Work

Lesson 131

The big mouse and the small mouse

A big mouse visits a small mouse. They are friends.

‘Hi!’ says the big mouse.

‘Hi!’ says the small mouse. Please have some cake, apple and banana!’


‘Thank you. Yummy! I like your food’ says the big mouse.



The small mouse visits the big mouse.


‘Hi!’ says the big mouse.

‘Hi!’ says the big mouse. ‘Please have some sausages, cheese and pizza!’

‘Mmm. Yummy! Thank you, I like your food.’ says the small mouse.



























304
Primary Year 1 Scheme of Work

LESSON: 132 (Speaking 27)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge


TOPIC: Lunchtime
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary
Recycled greetings
Have you got any…?
How much are…?




Here you are…























305
Primary Year 1 Scheme of Work

LESSON: 132 (Speaking 27)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge


TOPIC: Lunchtime
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary
Recycled greetings
Have you got any…?
How much are…?




Here you are…























305
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 One set of pictures or Financial education Strategies 2 and 3
Pre-lesson task 3: sequence the information: use word cards of the may be suitable.
Speaking Speaking some of the information from the dialogue. food vocabulary in
2.1 2.1.4 lesson 117 for each Use other strategies if
Communicate simple Greet, say goodbye, Lesson delivery group of 4 pupils in appropriate.
information intelligibly and express thanks 1. Divide pupils into groups of about 4. the class (So if you

using suitable fixed 2. Ask each group to choose picture or word cards have 32 pupils in the
phrases of 6 food items, to put them on a desk, and to class, you need 8
write a price under each item. sets of cards). Pupils
can help you to make
3. Elicit target language with one group: e.g. these if need be.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Teacher: Hi Toy money if

Pupil: Hi appropriate. Pupils
Listening Listening can also use
1.2 1.2.5 Teacher: Have you got any apples? counters, stones or
Understand meaning Understand short small items (e.g.
in a variety of familiar supported questions Pupil: Yes, we have. paper clips) as

contexts Teacher: How much are the apples? pretend money if
appropriate.
Pupil: 3 ringgits.

Teacher: OK, yes please.

Pupil: 3 ringgits, please

Teacher: Here you are

Thank you

Teacher: Bye!

Pupil: Bye!

4. Practise the target language with the whole
class.

5. Pupils do their dialogues in their groups. Make
sure that everyone in the group has the chance
to be both customer and shopkeeper.

6. Check by asking some groups to do their role-
play to the whole class.

Post lesson
Pupils copy the dialogue outline into their exercise
books.


306
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 One set of pictures or Financial education Strategies 2 and 3
Pre-lesson task 3: sequence the information: use word cards of the may be suitable.
Speaking Speaking some of the information from the dialogue. food vocabulary in
2.1 2.1.4 lesson 117 for each Use other strategies if
Communicate simple Greet, say goodbye, Lesson delivery group of 4 pupils in appropriate.
information intelligibly and express thanks 1. Divide pupils into groups of about 4. the class (So if you

using suitable fixed 2. Ask each group to choose picture or word cards have 32 pupils in the
phrases of 6 food items, to put them on a desk, and to class, you need 8
write a price under each item. sets of cards). Pupils
can help you to make
3. Elicit target language with one group: e.g. these if need be.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Teacher: Hi Toy money if

Pupil: Hi appropriate. Pupils
Listening Listening can also use
1.2 1.2.5 Teacher: Have you got any apples? counters, stones or
Understand meaning Understand short small items (e.g.
in a variety of familiar supported questions Pupil: Yes, we have. paper clips) as

contexts Teacher: How much are the apples? pretend money if
appropriate.
Pupil: 3 ringgits.

Teacher: OK, yes please.

Pupil: 3 ringgits, please

Teacher: Here you are

Thank you

Teacher: Bye!

Pupil: Bye!

4. Practise the target language with the whole
class.

5. Pupils do their dialogues in their groups. Make
sure that everyone in the group has the chance
to be both customer and shopkeeper.

6. Check by asking some groups to do their role-
play to the whole class.

Post lesson
Pupils copy the dialogue outline into their exercise
books.


306
Primary Year 1 Scheme of Work

LESSON: 133 (Reading 27)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary




























307
Primary Year 1 Scheme of Work

LESSON: 133 (Reading 27)


MAIN SKILL(S) FOCUS: Reading

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary




























307
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 if Language Strategy 4 and 7 may be
Choose an appropriate pre-lesson task available suitable.
Reading Reading to review vocabulary in a fun way.
3.1 3.1.3 A text with 3-5 Use other strategies if
Recognise words in Blend phonemes (CVC, Lesson delivery sentences. appropriate.
linear and non-linear CCVC) 1. Ask pupils to sit or stand in a circle. e.g. Tiffany has got
texts by using Place the plastic letters in the middle. eaps and arotscr If appropriate, select
knowledge of sounds of (=peas and carrots) suitable activities for your
letters 2. You say a word and the pupils have pupils from LINUS
to use the letters to spell it correctly. Shaun has got an plaep Module 1 or 2 to be
You could nominate pupils to do this, or and a nbnaaa (= an added in to this lesson to
ask for volunteers; this could be done apple and a banana) focus on any phonemes
COMPLEMENTARY COMPLEMENTARY letter by letter or as a whole word. Use from the Phonics Table
SKILL SKILL words that will come up in the lesson. that pupils continue to
have problems with.
Writing Writing 3. Give pupils the sentences and ask a grid for pupils to
4.3 4.3.2 them to work out the scrambled words complete on a
Communicate with Spell familiar high in pairs. worksheet or on the
appropriate language frequency words board for pupils to copy
form and style for a accurately 4. Give pupils the grid and show them (see next page for
range of purposes in how to complete it. Pupils work example of grid).
print and digital media individually to complete the grid.

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


Post lesson
Choose a suitable post-lesson task to
review any difficult or new vocabulary in
a fun way.











308
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 if Language Strategy 4 and 7 may be
Choose an appropriate pre-lesson task available suitable.
Reading Reading to review vocabulary in a fun way.
3.1 3.1.3 A text with 3-5 Use other strategies if
Recognise words in Blend phonemes (CVC, Lesson delivery sentences. appropriate.
linear and non-linear CCVC) 1. Ask pupils to sit or stand in a circle. e.g. Tiffany has got
texts by using Place the plastic letters in the middle. eaps and arotscr If appropriate, select
knowledge of sounds of (=peas and carrots) suitable activities for your
letters 2. You say a word and the pupils have pupils from LINUS
to use the letters to spell it correctly. Shaun has got an plaep Module 1 or 2 to be
You could nominate pupils to do this, or and a nbnaaa (= an added in to this lesson to
ask for volunteers; this could be done apple and a banana) focus on any phonemes
COMPLEMENTARY COMPLEMENTARY letter by letter or as a whole word. Use from the Phonics Table
SKILL SKILL words that will come up in the lesson. that pupils continue to
have problems with.
Writing Writing 3. Give pupils the sentences and ask a grid for pupils to
4.3 4.3.2 them to work out the scrambled words complete on a
Communicate with Spell familiar high in pairs. worksheet or on the
appropriate language frequency words board for pupils to copy
form and style for a accurately 4. Give pupils the grid and show them (see next page for
range of purposes in how to complete it. Pupils work example of grid).
print and digital media individually to complete the grid.

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


Post lesson
Choose a suitable post-lesson task to
review any difficult or new vocabulary in
a fun way.











308
Primary Year 1 Scheme of Work

Lesson 133

Example grid


Name Tiffany Shaun Ali Noor


Food












































309
Primary Year 1 Scheme of Work

Lesson 133

Example grid


Name Tiffany Shaun Ali Noor


Food












































309
Primary Year 1 Scheme of Work

LESSON: 134 (Writing 27)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary































310
Primary Year 1 Scheme of Work

LESSON: 134 (Writing 27)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary































310
Primary Year 1 Scheme of Work