Year 1 SOW 2020

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

MAIN SKILL MAIN SKILL Pre-lesson Flashcards/pictures for Creativity and Strategy 2 may be
Play the anagrams pre-lesson task key words Innovation suitable.
Writing Writing (pre-lesson task 1) for key words from
4.3 4.3.2 this lesson. Leave the anagrams on Use other strategies if
Communicate with Spell familiar high the board when you give the answer appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in 1. Put the flashcards/pictures on the
print and digital media board in a random way. Nominate
pupils to come out and draw a line to
match the pictures with the words
(anagrams).
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 2. In their exercise books, ask pupils to
draw 4-6 pictures. These should be for
Reading Reading words from the unit or lesson.
3.1 3.1.3
Recognise words in Blend phonemes (CVC, 3. Next ask pupils to write anagrams for
linear and non-linear CCVC) the words, also randomly arranged on
texts by using the page to create a puzzle. They may
knowledge of sounds of need to plan these separately.
letters
4. Pupils exchange their puzzles with a
partner.

Post lesson
Task 11


















311
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/pictures for Creativity and Strategy 2 may be
Play the anagrams pre-lesson task key words Innovation suitable.
Writing Writing (pre-lesson task 1) for key words from
4.3 4.3.2 this lesson. Leave the anagrams on Use other strategies if
Communicate with Spell familiar high the board when you give the answer appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in 1. Put the flashcards/pictures on the
print and digital media board in a random way. Nominate
pupils to come out and draw a line to
match the pictures with the words
(anagrams).
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 2. In their exercise books, ask pupils to
draw 4-6 pictures. These should be for
Reading Reading words from the unit or lesson.
3.1 3.1.3
Recognise words in Blend phonemes (CVC, 3. Next ask pupils to write anagrams for
linear and non-linear CCVC) the words, also randomly arranged on
texts by using the page to create a puzzle. They may
knowledge of sounds of need to plan these separately.
letters
4. Pupils exchange their puzzles with a
partner.

Post lesson
Task 11


















311
Primary Year 1 Scheme of Work

LESSON: 135 (Language Arts 27)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Knowledge
WEEK: _______________ TOPIC Lunchtime





LANGUAGE/GRAMMAR FOCUS:

Have you got…? Yes, we have. / No, we haven’t.

Sorry, we haven’t got X. / OK, here you are.

X, please.
























312
Primary Year 1 Scheme of Work

LESSON: 135 (Language Arts 27)


MAIN SKILL(S) FOCUS: Language Arts


THEME: World of Knowledge
WEEK: _______________ TOPIC Lunchtime





LANGUAGE/GRAMMAR FOCUS:

Have you got…? Yes, we have. / No, we haven’t.

Sorry, we haven’t got X. / OK, here you are.

X, please.
























312
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 An example menu Values (being polite) Your choice depending
Review or teach the word school containing words from on your pupils.
Language Arts Language Arts canteen (from p.50) using Task 1 or 6. the textbook (see
5.2 5.2.1 below) Possibly strategies 1 or
Express personal Name people, things or Lesson delivery 2.
responses to literary places of interest in 1. Introduce the word menu to the A worksheet for each
texts illustrations pupils using your example menu. Ask pupil containing a You could elicit the
accompanying texts pupils where they can find menus (elicit picture menu that spellings of the words for
canteen, perhaps extend to restaurant corresponds to your the menu and write them
and café depending on your class). example menu. on the board before
stage 2. You could partly
COMPLEMENTARY COMPLEMENTARY 2. Hand out the worksheet and ask Blank card for each pair erase them, fully erase
SKILL SKILL pupils to write the words next to the to write their menus them or leave them as a
pictures. model.
Speaking Speaking Example dialogue:
2.1 2.1.4 3. Elicit a dialogue based on the menu. You can design your
Communicate simple Greet, say goodbye and You could write this on the board, or A: Hello. menu to include different
information intelligibly express thanks using you could write prompts. The dialogue B: Hello. Pizza, please. kinds of food (as shown
suitable fixed phrases can be the same/similar to those used A: No, I’m sorry. We on the next page), with
in recent lessons, in particular p.50 – haven’t got pizza. more/fewer items on the
51. Emphasise the need to be polite by B: OK. Have you got a menu.
saying please and thank you, and sorry. sandwich?
A: Yes. We’ve got a You can limit/extend the
4. Ask pupils to work in pairs (Pupil A + chicken sandwich. number of items pupils
Pupil B). They should write their own B: OK. A chicken put on their menus.
menu. sandwich please.
A: Here you are.
5. Change pairs, so they are AA and B: Thank you.
BB. Pupils shouldn’t show their menus.

6. Pupils carry out a role-play using
each other’s menu in turn.

7. Some pairs could perform to the
class.

Post lesson
Your choice, e.g. Task 9






313
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 An example menu Values (being polite) Your choice depending
Review or teach the word school containing words from on your pupils.
Language Arts Language Arts canteen (from p.50) using Task 1 or 6. the textbook (see
5.2 5.2.1 below) Possibly strategies 1 or
Express personal Name people, things or Lesson delivery 2.
responses to literary places of interest in 1. Introduce the word menu to the A worksheet for each
texts illustrations pupils using your example menu. Ask pupil containing a You could elicit the
accompanying texts pupils where they can find menus (elicit picture menu that spellings of the words for
canteen, perhaps extend to restaurant corresponds to your the menu and write them
and café depending on your class). example menu. on the board before
stage 2. You could partly
COMPLEMENTARY COMPLEMENTARY 2. Hand out the worksheet and ask Blank card for each pair erase them, fully erase
SKILL SKILL pupils to write the words next to the to write their menus them or leave them as a
pictures. model.
Speaking Speaking Example dialogue:
2.1 2.1.4 3. Elicit a dialogue based on the menu. You can design your
Communicate simple Greet, say goodbye and You could write this on the board, or A: Hello. menu to include different
information intelligibly express thanks using you could write prompts. The dialogue B: Hello. Pizza, please. kinds of food (as shown
suitable fixed phrases can be the same/similar to those used A: No, I’m sorry. We on the next page), with
in recent lessons, in particular p.50 – haven’t got pizza. more/fewer items on the
51. Emphasise the need to be polite by B: OK. Have you got a menu.
saying please and thank you, and sorry. sandwich?
A: Yes. We’ve got a You can limit/extend the
4. Ask pupils to work in pairs (Pupil A + chicken sandwich. number of items pupils
Pupil B). They should write their own B: OK. A chicken put on their menus.
menu. sandwich please.
A: Here you are.
5. Change pairs, so they are AA and B: Thank you.
BB. Pupils shouldn’t show their menus.

6. Pupils carry out a role-play using
each other’s menu in turn.

7. Some pairs could perform to the
class.

Post lesson
Your choice, e.g. Task 9






313
Primary Year 1 Scheme of Work

Lesson 135




Menu


Main course Vegetables Drinks


 Sausages  Peas  Juice
 Pizza  Carrots  Milk
 Sandwich


































314
Primary Year 1 Scheme of Work

Lesson 135




Menu


Main course Vegetables Drinks


 Sausages  Peas  Juice
 Pizza  Carrots  Milk
 Sandwich


































314
Primary Year 1 Scheme of Work

LESSON: 136 (Listening 28)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Numbers 11 – 20






























315
Primary Year 1 Scheme of Work

LESSON: 136 (Listening 28)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:




Numbers 11 – 20






























315
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.52 Values (cooperation) Strategies1 and 3 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
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Writing Writing See Teacher’s Book.
4.3 4.3.2
Communicate with Spell familiar high
appropriate language frequency words
form and style for a accurately
range of purposes in
print and digital media



























316
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.52 Values (cooperation) Strategies1 and 3 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
contexts details of very simple Lesson delivery
phrases and sentences
See Teacher’s Book.


COMPLEMENTARY COMPLEMENTARY
SKILL SKILL Post lesson

Writing Writing See Teacher’s Book.
4.3 4.3.2
Communicate with Spell familiar high
appropriate language frequency words
form and style for a accurately
range of purposes in
print and digital media



























316
Primary Year 1 Scheme of Work

LESSON: 137 (Reading 28)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: food vocabulary, numbers 11 – 20































317
Primary Year 1 Scheme of Work

LESSON: 137 (Reading 28)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled language: food vocabulary, numbers 11 – 20































317
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.53 Language Strategies 2 and 5 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns

Post lesson

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL

Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases


























318
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.53 Language Strategies 2 and 5 may
be suitable.
Reading Reading See Teacher’s Book.
3.2 3.2.3 Use other strategies if
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns

Post lesson

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL

Speaking Speaking
2.1 2.1.1
Communicate simple Give very basic personal
information intelligibly information using fixed
phrases


























318
Primary Year 1 Scheme of Work

LESSON: 138 (Speaking 28)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


coconut(s), tomato(es), strawberry(ies)

Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s),






























319
Primary Year 1 Scheme of Work

LESSON: 138 (Speaking 28)


MAIN SKILL(S) FOCUS: Speaking

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


coconut(s), tomato(es), strawberry(ies)

Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s),






























319
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.54 Language Strategies 2 and 7 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 If pupils do not have stickers for the
listen and stick task (task 2):
Reading Reading
3.3 3.3.1 1. Tell them to write the words
Read independently for Read and enjoy simple broccoli, mushrooms,
information and print and digital games at pineapples and coconuts on 4
enjoyment word level small pieces of paper before
they listen.
2. Ask them to listen to the
recording and place the
correct piece of paper on each
crate.

Post lesson

See Teacher’s Book.





















320
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.54 Language Strategies 2 and 7 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 If pupils do not have stickers for the
listen and stick task (task 2):
Reading Reading
3.3 3.3.1 1. Tell them to write the words
Read independently for Read and enjoy simple broccoli, mushrooms,
information and print and digital games at pineapples and coconuts on 4
enjoyment word level small pieces of paper before
they listen.
2. Ask them to listen to the
recording and place the
correct piece of paper on each
crate.

Post lesson

See Teacher’s Book.





















320
Primary Year 1 Scheme of Work

LESSON: 139 (Writing 28)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled topic language: food vocabulary































321
Primary Year 1 Scheme of Work

LESSON: 139 (Writing 28)


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








LANGUAGE/GRAMMAR FOCUS:




Recycled topic language: food vocabulary































321
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 Board Language Strategy 1 may be
Choose a suitable pre-lesson task to suitable.
Writing Writing review key vocabulary and spelling.
4.3 4.3.2 Use other strategies as
Communicate with Spell familiar high Lesson delivery appropriate.
appropriate language frequency words This lesson suggestion is for pupils to
form and style for a accurately make a word snake or word sausage
range of purposes in for other pupils to identify topic
print and digital media vocabulary (food), as in lesson 83. If
you prefer, you can have pupils make a
different kind of word puzzle, such as a
crossword or wordsearch.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Review spelling of food vocabulary
by writing gapped words on the board.
Reading Reading Focus on sounds rather than individual
3.3 3.3.1 letters here, e.g. s t _ _ k.
Read independently for Read and enjoy simple
information and print and digital games at 2. Draw a word snake or word sausage
enjoyment word level on the board with the names of food
hidden inside it, e.g.

shapplejmchesekcheesehq (apple, cheese)

An alternative is to use words that lead
into one another, e.g.

pizzapplegg(pizza, apple, egg)

3. Pupils read it, and tell each other the
food words in it, and then tell you.

4. Pupils work in pairs to create their
own word snake/sausage puzzles.

5. Pupils swap puzzles with another
pair, who solve the puzzle.

Post lesson
Task 11 about favourite food or what
pupils have eaten recently.



322
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 Board Language Strategy 1 may be
Choose a suitable pre-lesson task to suitable.
Writing Writing review key vocabulary and spelling.
4.3 4.3.2 Use other strategies as
Communicate with Spell familiar high Lesson delivery appropriate.
appropriate language frequency words This lesson suggestion is for pupils to
form and style for a accurately make a word snake or word sausage
range of purposes in for other pupils to identify topic
print and digital media vocabulary (food), as in lesson 83. If
you prefer, you can have pupils make a
different kind of word puzzle, such as a
crossword or wordsearch.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 1. Review spelling of food vocabulary
by writing gapped words on the board.
Reading Reading Focus on sounds rather than individual
3.3 3.3.1 letters here, e.g. s t _ _ k.
Read independently for Read and enjoy simple
information and print and digital games at 2. Draw a word snake or word sausage
enjoyment word level on the board with the names of food
hidden inside it, e.g.

shapplejmchesekcheesehq (apple, cheese)

An alternative is to use words that lead
into one another, e.g.

pizzapplegg(pizza, apple, egg)

3. Pupils read it, and tell each other the
food words in it, and then tell you.

4. Pupils work in pairs to create their
own word snake/sausage puzzles.

5. Pupils swap puzzles with another
pair, who solve the puzzle.

Post lesson
Task 11 about favourite food or what
pupils have eaten recently.



322
Primary Year 1 Scheme of Work

LESSON: 140 (Language Arts 28)


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








LANGUAGE/GRAMMAR FOCUS:




She’s got … (in her basket).
























323
Primary Year 1 Scheme of Work

LESSON: 140 (Language Arts 28)


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








LANGUAGE/GRAMMAR FOCUS:




She’s got … (in her basket).
























323
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 Story – Adaptation of Language Your choice depending
Put up a picture of Little Red Riding Little Red Riding Hood on your pupils.
Language Arts Language Arts Hood on the board. Ask questions (LRRH). See below or
5.2 5.2.1 about her, e.g. Task 8. for example: Possibly strategies 1, 2,
Express personal Name people, things or https://learnenglishkids. or 5.
responses to literary places of interest in Lesson delivery britishcouncil.org/en/sh
texts illustrations 1. Pre-teach ‘wolf’, ‘grandmother’ and ort-stories/little-red- You can adapt the story
accompanying texts ‘house’ using pictures/flashcards or riding-hood to suit the proficiency of
puppets/toys if possible. your pupils as well as
NB you may have used their level of sensitivity
2. Put up the pictures showing the this story in Lesson (the original story tells
COMPLEMENTARY COMPLEMENTARY stages of the story on the board. 130, so you can use that the wolf has eaten
SKILL SKILL the same story and just the grandmother, for
3. Ask pupils to try to arrange them to review it in this lesson. example).
Listening Listening form a story. This could be whole class
1.3 1.3.1 or in small groups or pairs. Pictures/puppets/toys You can limit or extend
Use appropriate Predict words they will to represent the number of items in
listening strategies in a hear by using knowledge 4. Tell the story, taking care to show grandmother, wolf and her basket, provide
variety of contexts of a topic meaning as you do it by using mime house models or have pupils
and gesture. use their textbook to
Prepare flashcards that check spellings.
5. Ask pupils to check the order of the represent the main
stages of the story on the board. stages of the story.
These can be hand-
6. Ask pupils what they think happened drawn, e.g.
to the basket in the story. LRRH walking in the
Ask pupils what they think Little Red forest carrying her
Riding Hood had in her basket. basket;
LRRH at her
7. Hand out worksheet. Ask pupils to grandmother’s house.
decide what she has in her basket. LRRH talking to the
They should write words around the wolf disguised as the
picture and draw lines using a ruler to grandmother;
connect the words to the basket. A picture to represent
the end of the story.
8. Ask pupils to tell a partner/group
what she has got in her basket. A worksheet for each
pupil with a picture of
Post lesson Little Red Riding Hood
Talk to pupils about the story. Ask them carrying a basket.
which character they like and why. Ask
them if the wolf is good or not.


324
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 Story – Adaptation of Language Your choice depending
Put up a picture of Little Red Riding Little Red Riding Hood on your pupils.
Language Arts Language Arts Hood on the board. Ask questions (LRRH). See below or
5.2 5.2.1 about her, e.g. Task 8. for example: Possibly strategies 1, 2,
Express personal Name people, things or https://learnenglishkids. or 5.
responses to literary places of interest in Lesson delivery britishcouncil.org/en/sh
texts illustrations 1. Pre-teach ‘wolf’, ‘grandmother’ and ort-stories/little-red- You can adapt the story
accompanying texts ‘house’ using pictures/flashcards or riding-hood to suit the proficiency of
puppets/toys if possible. your pupils as well as
NB you may have used their level of sensitivity
2. Put up the pictures showing the this story in Lesson (the original story tells
COMPLEMENTARY COMPLEMENTARY stages of the story on the board. 130, so you can use that the wolf has eaten
SKILL SKILL the same story and just the grandmother, for
3. Ask pupils to try to arrange them to review it in this lesson. example).
Listening Listening form a story. This could be whole class
1.3 1.3.1 or in small groups or pairs. Pictures/puppets/toys You can limit or extend
Use appropriate Predict words they will to represent the number of items in
listening strategies in a hear by using knowledge 4. Tell the story, taking care to show grandmother, wolf and her basket, provide
variety of contexts of a topic meaning as you do it by using mime house models or have pupils
and gesture. use their textbook to
Prepare flashcards that check spellings.
5. Ask pupils to check the order of the represent the main
stages of the story on the board. stages of the story.
These can be hand-
6. Ask pupils what they think happened drawn, e.g.
to the basket in the story. LRRH walking in the
Ask pupils what they think Little Red forest carrying her
Riding Hood had in her basket. basket;
LRRH at her
7. Hand out worksheet. Ask pupils to grandmother’s house.
decide what she has in her basket. LRRH talking to the
They should write words around the wolf disguised as the
picture and draw lines using a ruler to grandmother;
connect the words to the basket. A picture to represent
the end of the story.
8. Ask pupils to tell a partner/group
what she has got in her basket. A worksheet for each
pupil with a picture of
Post lesson Little Red Riding Hood
Talk to pupils about the story. Ask them carrying a basket.
which character they like and why. Ask
them if the wolf is good or not.


324
Primary Year 1 Scheme of Work

Story suggestion for Lesson 140


Little Red Riding Hood.

Once upon a time there was a girl in red. Her name was Sara.
Let’s hear what happens to Sara one day.

Sara is walking in the woods. She has got a basket. She is going to her grandmother’s house in the woods.

When she gets to her grandmother’s house, her grandmother is in bed. Sara is surprised.
‘You’ve got big eyes, grandmother!’

‘No, I haven’t!’ says grandmother.

‘You’ve got big teeth, grandmother!’
‘No, I haven’t’.

Then the grandmother jumps out of bed. It’s the wolf!

‘Go away!’ says Sara.

‘No’ says the wolf. ‘I’m hungry!’
‘Oh! I’ve got a basket of food. Here you are!’ Sara gives the basket to the wolf.

‘Where’s my grandmother?’ asks Sara.

‘Oh. She’s hiding in the kitchen.’ says the wolf and it runs away.
Sara looks in the kitchen. ‘Here you are grandmother! Sorry, I don’t have a basket of food for you now.’ she says.

‘That’s OK, Sara.’ says the grandmother. ‘I’ve got pizza and sausages!’

‘Great! I’m hungry!’ says Sara.

So, they have the sausages for lunch.






325
Primary Year 1 Scheme of Work

Story suggestion for Lesson 140


Little Red Riding Hood.

Once upon a time there was a girl in red. Her name was Sara.
Let’s hear what happens to Sara one day.

Sara is walking in the woods. She has got a basket. She is going to her grandmother’s house in the woods.

When she gets to her grandmother’s house, her grandmother is in bed. Sara is surprised.
‘You’ve got big eyes, grandmother!’

‘No, I haven’t!’ says grandmother.

‘You’ve got big teeth, grandmother!’
‘No, I haven’t’.

Then the grandmother jumps out of bed. It’s the wolf!

‘Go away!’ says Sara.

‘No’ says the wolf. ‘I’m hungry!’
‘Oh! I’ve got a basket of food. Here you are!’ Sara gives the basket to the wolf.

‘Where’s my grandmother?’ asks Sara.

‘Oh. She’s hiding in the kitchen.’ says the wolf and it runs away.
Sara looks in the kitchen. ‘Here you are grandmother! Sorry, I don’t have a basket of food for you now.’ she says.

‘That’s OK, Sara.’ says the grandmother. ‘I’ve got pizza and sausages!’

‘Great! I’m hungry!’ says Sara.

So, they have the sausages for lunch.






325
Primary Year 1 Scheme of Work

LESSON: 141 Listening (29)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


Hungry

Recycled topic language: food vocabulary, numbers






























326
Primary Year 1 Scheme of Work

LESSON: 141 Listening (29)


MAIN SKILL(S) FOCUS: Listening

THEME: World of Knowledge
WEEK: _______________ TOPIC: Lunchtime






LANGUAGE/GRAMMAR FOCUS:


Hungry

Recycled topic language: food vocabulary, numbers






























326
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 Copies of the story Values (kindness and Strategies 3 and 6 may
Explain that you’ll tell pupils a story Daniel goes shopping obedience) be suitable.
Listening Listening about Daniel, who goes shopping for on the next page.
1.2 1.2.1 his mum. Use other strategies if
Understand meaning in Understand with support Show them a drawing or picture of Simplify the story if appropriate.
a variety of familiar the main idea of very Daniel and his mum: the mum should need be (e.g. omit the
contexts simple phrases and look a bit puzzled or a bit angry. names of the shops)
sentences Ask pupils to guess why this is.
Explain that you’ll tell pupils the story, Flashcards of the food
and ask them to tell you whether Daniel and animals, drawings
comes home with everything on his or pictures of Daniel
COMPLEMENTARY COMPLEMENTARY mum’s shopping list. and his mum.
SKILL SKILL
Lesson delivery
Listening Listening 1. Tell the story, using flashcards and
1.2 1.2.2 gestures to support the story.
Understand meaning in Understand with support
a variety of familiar specific information and 2. Elicit pupils’ response to step 4.
contexts details of very simple
phrases and sentences 3. Explain that you will tell the story
again and will ask pupils to tell you
which animal Daniel met and what
he gave the animal.

4. Tell the story again and elicit
pupils’ responses to step 7.

5. If there is time, ask pupils to
continue the story, and to share
with other groups/you.


Post lesson
Ask pupils whether they think Daniel
was right to give the food to the
animals. This discussion will be in L1,
as the focus here is on values, not
language.







327
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 Copies of the story Values (kindness and Strategies 3 and 6 may
Explain that you’ll tell pupils a story Daniel goes shopping obedience) be suitable.
Listening Listening about Daniel, who goes shopping for on the next page.
1.2 1.2.1 his mum. Use other strategies if
Understand meaning in Understand with support Show them a drawing or picture of Simplify the story if appropriate.
a variety of familiar the main idea of very Daniel and his mum: the mum should need be (e.g. omit the
contexts simple phrases and look a bit puzzled or a bit angry. names of the shops)
sentences Ask pupils to guess why this is.
Explain that you’ll tell pupils the story, Flashcards of the food
and ask them to tell you whether Daniel and animals, drawings
comes home with everything on his or pictures of Daniel
COMPLEMENTARY COMPLEMENTARY mum’s shopping list. and his mum.
SKILL SKILL
Lesson delivery
Listening Listening 1. Tell the story, using flashcards and
1.2 1.2.2 gestures to support the story.
Understand meaning in Understand with support
a variety of familiar specific information and 2. Elicit pupils’ response to step 4.
contexts details of very simple
phrases and sentences 3. Explain that you will tell the story
again and will ask pupils to tell you
which animal Daniel met and what
he gave the animal.

4. Tell the story again and elicit
pupils’ responses to step 7.

5. If there is time, ask pupils to
continue the story, and to share
with other groups/you.


Post lesson
Ask pupils whether they think Daniel
was right to give the food to the
animals. This discussion will be in L1,
as the focus here is on values, not
language.







327
Primary Year 1 Scheme of Work

Daniel goes shopping

One day, Daniel’s mum tells him to go to the shops.

Daniel: please get
 2 cakes
 14 sausages
 10 bananas
 and 12 big peaches

So, Daniel goes to the baker’s and gets 2 cakes.
He goes to the butcher’s and gets 14 sausages.
He goes to the fruit shop and gets 10 bananas and 12 big peaches.

One the way home, he meets a duck. ‘I’m hungry,’ says the duck. ‘Please help me.’
Daniel gives him a cake.

Next, he meets a dog. ‘I’m hungry,’ says the dog. ‘Please help me.’
Daniel gives her 2 sausages.

Next, he meets an elephant. ‘I’m hungry,’ says the elephant. ‘Please help me.’
Daniel gives him 3 bananas.

Next, Daniel meets…























328
Primary Year 1 Scheme of Work

Daniel goes shopping

One day, Daniel’s mum tells him to go to the shops.

Daniel: please get
 2 cakes
 14 sausages
 10 bananas
 and 12 big peaches

So, Daniel goes to the baker’s and gets 2 cakes.
He goes to the butcher’s and gets 14 sausages.
He goes to the fruit shop and gets 10 bananas and 12 big peaches.

One the way home, he meets a duck. ‘I’m hungry,’ says the duck. ‘Please help me.’
Daniel gives him a cake.

Next, he meets a dog. ‘I’m hungry,’ says the dog. ‘Please help me.’
Daniel gives her 2 sausages.

Next, he meets an elephant. ‘I’m hungry,’ says the elephant. ‘Please help me.’
Daniel gives him 3 bananas.

Next, Daniel meets…























328
Primary Year 1 Scheme of Work

LESSON: 142 (Speaking 29)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge


TOPIC: Lunchtime
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary
Have you got any?
Yes, I have.
Here you are.




Sorry, no I haven’t.























329
Primary Year 1 Scheme of Work

LESSON: 142 (Speaking 29)


MAIN SKILL(S) FOCUS: Speaking


THEME: World of Knowledge


TOPIC: Lunchtime
WEEK: _______________ LANGUAGE/GRAMMAR FOCUS:




Recycled food vocabulary
Have you got any?
Yes, I have.
Here you are.




Sorry, no I haven’t.























329
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 One set of the 4 You Values (cooperation) Strategies 2 and 7 may
Pre-lesson task 9: Remember the like: list per group of 4 be suitable.
Speaking Speaking words pupils from the next
2.1 2.1.2 page but one. (So if Use other strategies if
Communicate simple Find out about very basic Lesson delivery you have 36 pupils in appropriate.
information intelligibly personal information 1. Divide pupils into groups of 4. your class, you will
using need 9 sets of lists).
fixed phrases 2. Give each pupil in each group one
of the 4 You like lists, and 4 of the One set of 16 pictures
16 picture or word cards. or word cards per
group of 4 pupils of the
COMPLEMENTARY COMPLEMENTARY 3. Explain that the aim of the game is food on the You Like
SKILL SKILL to collect the 4 cards on the You list
like list, and that pupils take turns
Listening Listening to ask a pupil in their group ‘Have Pupils can help you to
1.2 1.2.5 you got any (chicken)?.. If the make both lists and
Understand meaning in Understand short answer is no, the reply is Sorry, no sets of cards if need be
a variety of familiar supported questions I haven’t. and it is the next pupil’s
contexts turn to ask. If the answer is yes,
the answer is: Yes, I have. Here
you are and again, it is the next
pupil’s turn to ask.

4. Demonstrate the game and
practise the questions and replies if
necessary.

5. Pupils play the game in their
groups.

Post lesson
Post-lesson task 4: Correct the error












330
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 One set of the 4 You Values (cooperation) Strategies 2 and 7 may
Pre-lesson task 9: Remember the like: list per group of 4 be suitable.
Speaking Speaking words pupils from the next
2.1 2.1.2 page but one. (So if Use other strategies if
Communicate simple Find out about very basic Lesson delivery you have 36 pupils in appropriate.
information intelligibly personal information 1. Divide pupils into groups of 4. your class, you will
using need 9 sets of lists).
fixed phrases 2. Give each pupil in each group one
of the 4 You like lists, and 4 of the One set of 16 pictures
16 picture or word cards. or word cards per
group of 4 pupils of the
COMPLEMENTARY COMPLEMENTARY 3. Explain that the aim of the game is food on the You Like
SKILL SKILL to collect the 4 cards on the You list
like list, and that pupils take turns
Listening Listening to ask a pupil in their group ‘Have Pupils can help you to
1.2 1.2.5 you got any (chicken)?.. If the make both lists and
Understand meaning in Understand short answer is no, the reply is Sorry, no sets of cards if need be
a variety of familiar supported questions I haven’t. and it is the next pupil’s
contexts turn to ask. If the answer is yes,
the answer is: Yes, I have. Here
you are and again, it is the next
pupil’s turn to ask.

4. Demonstrate the game and
practise the questions and replies if
necessary.

5. Pupils play the game in their
groups.

Post lesson
Post-lesson task 4: Correct the error












330
Primary Year 1 Scheme of Work

You like cards C: You like

A: You like green beans

bananas chicken
peas cake

coconuts milk

steak

D: You like

B: You like carrots
cheese sandwiches apples

sausages tomatoes

peaches juice

pizza


























331
Primary Year 1 Scheme of Work

You like cards C: You like

A: You like green beans

bananas chicken
peas cake

coconuts milk

steak

D: You like

B: You like carrots
cheese sandwiches apples

sausages tomatoes

peaches juice

pizza


























331
Primary Year 1 Scheme of Work

LESSON: 143 (Reading 29)


MAIN SKILL(S) FOCUS: Reading


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







Recycled food vocabulary
spends

and (11 and 7 is 18)

times… is… (3 times 2 is 6)


























332
Primary Year 1 Scheme of Work

LESSON: 143 (Reading 29)


MAIN SKILL(S) FOCUS: Reading


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







Recycled food vocabulary
spends

and (11 and 7 is 18)

times… is… (3 times 2 is 6)


























332
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 text about food Financial Education Strategy 6 may be
Choose a suitable pre-lesson task that prices. suitable.
Reading Reading reviews key vocabulary.
3.2 3.2.2 One option is to create Use other strategies if
Understand a variety of Understand specific Lesson delivery a short text such as the appropriate.
linear and non-linear information and details of 1. Review fruit and vegetable one shown on the next
print and digital texts by very simple phrases and vocabulary using pictures or flashcards. page. You can adapt If appropriate, select
using appropriate sentences content or change suitable activities for your
reading strategies 2. Ask pupils to draw pictures of five currency to an pupils from LINUS
fruit and/or vegetables in their exercise imaginary one if the Module 1 or 2 to be
books. prices are not suitable added in to this lesson to
to your context. focus on any phonemes
COMPLEMENTARY COMPLEMENTARY 3. Next, elicit some prices for the items from the Phonics Table
SKILL SKILL on the board. Ask pupils to put a price that pupils continue to
on their own fruit/vegetables. Toy money if have problems with.
Speaking Speaking appropriate and
2.1 2.1.4 4. Model the activity using the available
Communicate simple Greet, say goodbye, and information on the board. Ask pupils to
information intelligibly express thanks using tell you what they want by saying Hello.
suitable fixed phrases Two bananas and three apples, please.
Show pupils how to add up the prices to
make a total. Say how much it costs:
That’s X ringgits, please.
They finish the dialogue by saying
thank you and goodbye.

5. Pupils work in pairs to do the activity.

6. Explain the word ‘spend’ using
pupils’ examples.

7. Model a problem on the board.

8. Ask pupils to read the sentences and
solve the problems individually first if
appropriate, and then check in pairs.

Post lesson
Task 12





333
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 text about food Financial Education Strategy 6 may be
Choose a suitable pre-lesson task that prices. suitable.
Reading Reading reviews key vocabulary.
3.2 3.2.2 One option is to create Use other strategies if
Understand a variety of Understand specific Lesson delivery a short text such as the appropriate.
linear and non-linear information and details of 1. Review fruit and vegetable one shown on the next
print and digital texts by very simple phrases and vocabulary using pictures or flashcards. page. You can adapt If appropriate, select
using appropriate sentences content or change suitable activities for your
reading strategies 2. Ask pupils to draw pictures of five currency to an pupils from LINUS
fruit and/or vegetables in their exercise imaginary one if the Module 1 or 2 to be
books. prices are not suitable added in to this lesson to
to your context. focus on any phonemes
COMPLEMENTARY COMPLEMENTARY 3. Next, elicit some prices for the items from the Phonics Table
SKILL SKILL on the board. Ask pupils to put a price that pupils continue to
on their own fruit/vegetables. Toy money if have problems with.
Speaking Speaking appropriate and
2.1 2.1.4 4. Model the activity using the available
Communicate simple Greet, say goodbye, and information on the board. Ask pupils to
information intelligibly express thanks using tell you what they want by saying Hello.
suitable fixed phrases Two bananas and three apples, please.
Show pupils how to add up the prices to
make a total. Say how much it costs:
That’s X ringgits, please.
They finish the dialogue by saying
thank you and goodbye.

5. Pupils work in pairs to do the activity.

6. Explain the word ‘spend’ using
pupils’ examples.

7. Model a problem on the board.

8. Ask pupils to read the sentences and
solve the problems individually first if
appropriate, and then check in pairs.

Post lesson
Task 12





333
Primary Year 1 Scheme of Work

Find out what the pupils spend

1. Uma has got two bananas and four peaches. A banana is 1 ringgit, and a peach is 2 ringgits. She spends …
2. Jason has got 3 tomatoes and two coconuts. A tomato is 3 ringgits, and a coconut is 4 ringgits. He spends …
3. Anna has got 5 pears and 2 oranges. A pear is 3 ringgits, and an orange is 2 ringgits. She spends …
4. Danish has got 2 pineapples and 3 onions. A pineapple is 5 ringgits and an onion is 3 ringgits. He spends …
5. Najwa has got 2 cakes and 2 cheese sandwiches. A cake is 6 ringgits and a cheese sandwich is 4 ringgits. She spends …














































334
Primary Year 1 Scheme of Work

Find out what the pupils spend

1. Uma has got two bananas and four peaches. A banana is 1 ringgit, and a peach is 2 ringgits. She spends …
2. Jason has got 3 tomatoes and two coconuts. A tomato is 3 ringgits, and a coconut is 4 ringgits. He spends …
3. Anna has got 5 pears and 2 oranges. A pear is 3 ringgits, and an orange is 2 ringgits. She spends …
4. Danish has got 2 pineapples and 3 onions. A pineapple is 5 ringgits and an onion is 3 ringgits. He spends …
5. Najwa has got 2 cakes and 2 cheese sandwiches. A cake is 6 ringgits and a cheese sandwich is 4 ringgits. She spends …














































334
Primary Year 1 Scheme of Work

LESSON: 144 (Writing 29)


MAIN SKILL(S) FOCUS: Writing


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







Recycled food vocabulary
spends

and (11 and 7 is 18)

times… is.. (3 times 2 is 6)


























335
Primary Year 1 Scheme of Work

LESSON: 144 (Writing 29)


MAIN SKILL(S) FOCUS: Writing


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







Recycled food vocabulary
spends

and (11 and 7 is 18)

times… is.. (3 times 2 is 6)


























335
Primary Year 1 Scheme of Work