Primary Year 1 SK Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Reading Reading See Teacher’s Book.
3.1 3.1.2
Recognise words in Recognise and sound out Lesson delivery
linear and non-linear with support beginning, See Teacher’s Book.
texts by using medial and final sounds
knowledge of sounds of in a word
letters

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

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.15 ELEMENT Strategies 2 and 7 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

86

Scheme of Work

WEEK: _______________ LESSON: 30 (Language Arts 6)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Phonics: /æ/ sound and related vocabulary

Primary Year 1 S

87

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Son
Play a game where the teacher says If yo
Language Arts Language Arts two words (from the textbook), one with hap
5.1 5.1.2 /æ/ sound, one with a different sound. If yo
Enjoy and appreciate Say the words in simple Pupils stand up when they hear the hap
rhymes, poems and texts, and sing simple word with /æ/ and sit down when the If yo
songs songs with intelligible word has no /æ/. hap
pronunciation, rhythm hap
and intonation Lesson delivery If yo
1. Write the letter a on the board and hap
i) simple chants and raps ask pupils what it sounds like.
ii) simple rhymes Vid
iii) simple action songs 2. Sing or play the song (if you’re happy http
and you know it adaptation). Encourage com
pupils to join in with the /æ/ sound. war

COMPLEMENTARY COMPLEMENTARY 3. Ask pupils to tell you some words
SKILL SKILL with the /æ/ sound. Write the words on
the board.
Language Arts Language Arts
5.3 5.3.1 4. Show pupils how to make a new
Express an imaginative Respond imaginatively verse using an /æ/ word If you’re happy
response to literary and intelligibly through and you know it say ‘apple, apple’ for
texts creating simple art and example.
craft products
5. Pupils work in pairs to create new
Other imaginative verses and to practise singing them.
responses as appropriate Depending on your pupils, you may
need to support them in this.

6. Pairs perform their verses to the
class.

Post lesson
3. Using words the pupils have used in
their songs.

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

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

ng: Creativity and Your choice, as
ou’re happy, happy, Innovation appropriate to your
lesson and pupils.
ppy, say a, a.
ou’re happy, happy, Possibly strategies 2 and
3:
ppy, say a, a.
ou’re happy, happy, You may want to provide
prompts for pupils to help
ppy, really happy, them to think of words
with the /æ/ sound (such
ppy, happy, as flashcards).
ou’re happy, happy,
You may want to
ppy, say a, a. put/draw pictures on the
board of the words
deo available at: instead of/as well as
ps://www.kizphonics. writing the words.
m/short-a-phonics-
rmer-song/ Pupils only need to insert
one word, but may have
difficulty repeating the
rest of the verse – if so,
they need only to say the
new word and not repeat
the verse.

88

Scheme of Work

LESSON: 31 (Listening 7)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 - 30: school objects

Primary Year 1 S

89

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson

Listening Listening 1. Pre-lesson task 7: Beat the teacher, to
1.2 1.2.1 introduce the title of the story you’ll tell in
Understand meaning in Understand with support the lesson. The title is Mira goes to schoo
a variety of familiar the main idea of very
contexts simple phrases and 2. Explain or elicit goes if necessary.
sentences
Lesson delivery
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 3. Put pictures of a school bag and 5-8
school objects on the board, or put real
Listening Listening objects on a table.
1.2 1.2.2
Understand meaning in Understand with support 4. Tell pupils to listen to the story and decide
a variety of familiar specific information and if Mira takes all the objects to school.
contexts details of very simple
phrases and sentences 5. Tell the story below, and make sure that
you leave out one of the items:

Mira goes to school. She says bye to her
mum, and says hi to her friend Aisha

Mira gets to school. She opens her schoo
bag. She has a green ruler, a blue rubber
etc (name 5-8 objects). Oh, no…!

6. Ask pupils if Mira took everything to
school, and ask why she said Oh no !
(she’s left something at home), and what’s
missing.

7. Give each picture on the board to a
different group.

8. Tell the story again: the group stand up
when they hear their object.

9. Put the pictures back on the board.

10. Divide pupils into pairs. They create their
own story, using the objects on the board,
and leaving at least one out.

11. Put pairs into groups of 4. Pupils tell each
other their story: the listening pair says
which items or items are missing.

Post lesson

12. Post lesson task 1: Spot the differences

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
REFERENCES CURRICULAR
STRATEGIE / REMARKS
Pictures of school ELEMENT
objects, or the real Strategies 2 and 7
object themselves Creativity and may be suitable.
ol Innovation
Use other strategies if
(Step 10 and 11 in appropriate.
lesson)

e

ol
r

s

, 90
h

Scheme of Work

WEEK: _______________ LESSON: 32 (Speaking 7)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 – 30
Classroom objects. Hi, How are you, Here’s a … Is it yours? Bye. Thanks

Primary Year 1 S

91

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
1. Pre-lesson task 10: Say what’s missing
Speaking Speaking
2.1 2.1.4 Lesson delivery
Communicate simple Greet, say goodbye,
information intelligibly and express thanks 2. Put pupils into pairs.
using suitable fixed 3. Explain that they’ll create a dialogue In which th
COMPLEMENTARY phrases
SKILL ask if a classroom object belongs to another pa
The other pair will answer their questions.
Speaking
2.2 COMPLEMENTARY 4. Before pupils start preparing, make sure that th
Use appropriate SKILL know which pair they’ll be speaking to.
communication
strategies Speaking 5. Put a speaking frame on the board to help the p
2.2.2 of pupils prepare and understand who says wh
Ask for attention or e.g.
help from a teacher or
classmate using one Pupil X: Hi A and B,
word or a fixed Pupil Y: How are you?
phrase Pupil X: Here’s a…
(pupils use the real object or a picture)
Pupil Y: Is it yours?

Pupil A: Hi X and Y,
Pupil B: We’re fine thanks. How are you?
Pupil A: Yes it is/No it isn’t.
Pupil B: Thanks.
Pupil A: Bye!

6. Do an example or two of the dialogue together
proficient pupil to demonstrate the activity.

7. Ask pupils to prepare. Make sure that pupils pr
speaking the dialogue rather than writing it.

8. As they prepare, encourage them to ask you or
classmates for help with vocabulary or pronunc
if necessary (see Learning Standard 2.1.4)

9. Pupils exchange dialogues.

10. If time, ask some pairs to do their dialogues for
whole class.

Post lesson

11. Post-lesson 4: Correct the error

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
REFERENCES CURRICULAR
STRATEGIES / REMARKS
ELEMENT

Pictures of Creativity and Strategies 2 and 3
classroom objects Innovation may be suitable.
or the real objects
themselves Use other strategies if
appropriate.

hey
air.

hey

pairs
hat:

with a 92
ractise
r their
ciation
r the

Scheme of Work

WEEK: _______________ LESSON: 33 (Reading 7)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 – 30:
School objects

Primary Year 1 S

93

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Wo
Task 1 voc
Reading Reading (cla
3.1 3.1.3 Lesson delivery
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a circle. Sou
linear and non-linear CCVC) Play a guessing game with the word wor
texts by using cards, where you reveal words sound- ee
knowledge of sounds of by-sound and ask pupils to read aloud
letters and guess the word. One
pup
2. Repeat step 1, pupils take the role of sug
the teacher.

COMPLEMENTARY COMPLEMENTARY 3. Give out the word cards and ask
SKILL SKILL pupils to find realia to match the card in
their bag or on their desk.
Reading Reading
3.1 3.1.4 4. Have pupils say Here’s my xxx. It’s
Recognise words in Segment phonemes (colour).
linear and non-linear (CVC, CCVC)
texts by using
knowledge of sounds of 5. Using the sound cards, on the board,
letters nominate pupils to come to the board
and make the colour words.

6. Pupils do Activity A on the worksheet
– they match beginning and final

sounds by drawing a line.

7. Review the word cards from step 1
before having pupils do Activity B.

8. Depending on time available, pupils
can draw something of theirs (e.g. My
red pencil) and write under it.

Post lesson
Use pupil’s pictures to play a guessing

game.

Another option for this lesson is to
design a lesson in which pupils create
anagrams of school objects for their
classmates to solve. This is suitable for
more proficient classes.

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

ord cards for Language Your choice, as
cabulary items appropriate to your class,
assroom items) depending on their level
of proficiency in reading.
und cards for colour
rds (i.e. bl / ue, gr / If appropriate, select
/ n) suitable activities for your
pupils from LINUS
e worksheet per Module 1 to be added in
pil. See below for to this lesson, to work
ggested outline. towards Content
Standard:

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

and/or

to focus on phonemes
from Line c of the
Phonics Table (see
Syllabus)

94

Scheme of Work

Suggested Worksheet

I’m __________.

A. Draw a line to make colour words

bl llow

ye d

re ple

pur ue

B. Complete the words

[5 pictures across the page with part of the word
underneath:

[bag] [ruler] [pencil case] [desk] [book]
___g ___ ler ___ncil ___se ___sk ___k

de ba boo pe ru ca
C. Draw and write

My ________________________

Primary Year 1 S

95

Scheme of Work

WEEK: _______________ LESSON: 34 (Writing 7)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 26 – 30, and from lesson 32
Classroom objects. Hi, How are yours, Here’s a … Is it yours? Bye! Th

Primary Year 1 S

hanks 96

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Wo
Writing 1. H
Writing 4.2.2 Lesson delivery / Is
4.2 Greet, say goodbye, and 1. Collect some objects from pupils.
Communicate basic express thanks using Hold up the objects and say Here’s a … One
information intelligibly suitable fixed phrases Is it yours? Keep the objects. sma
for a range of purposes
in print and digital COMPLEMENTARY 2. Have pupils ask and answer the Rem
media SKILL question in pairs or small groups. labe
with
COMPLEMENTARY 4. Put word cards (or write) for: e.g.
SKILL Hello / Adelia on the board and elicit
their correct order to make Hello Adelia.
Repeat for From Nor.

Writing Writing 5. Give each pair or small group a set
4.3 4.3.1 of words. They should arrange them to
Communicate with Use capital letters make sentences: Here’s a xxx. Is it
appropriate language appropriately in personal yours?
form and style for a and place names
range of purposes in 6. Using a sticker/label, show pupils
print and digital media how to write the message:
Hello Adelia. Here’s a rubber. Is it
yours? From Nor. They can use their
picture dictionaries to check spelling.

7. Hand out to pupils the objects you
collected from step 1 and a sticker/label
for each pupil. Have pupils write their
message on it.

8. Collect the objects and have pupils
help you give them to the person
addressed in the message.

9. Depending on time, you could repeat

a similar process for the reply (e.g.
Hello Nor. No, it isn’t.) or you could do

this orally.

Post lesson
Task 12

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

ord cards for: Language Strategies 1, 2 or 5 may
Here’s / a / ruler /. be suitable.

/ it / yours / ? Use other strategies as
appropriate depending on
e set for each pair or your class.
all group

movable stickers or If appropriate, select
els OR small papers suitable activities for your
h sticky tape/tack pupils from LINUS
Module 1 to be added in
to this lesson, to work
towards Content
Standard:

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

and/or

to focus on phonemes
from Line c of the
Phonics Table (see
Syllabus)

97

Scheme of Work

WEEK: _______________ LESSON: 35 (Language Arts 7)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Is it your X? It isn’t my X.

Primary Year 1 S

98

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson that As
allows pupils to listen to again and For
Language Arts Language Arts appreciate a song. Sup
5.1 5.1.1 Ow
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through non- the song on p.12 and encourage pupils
songs verbal responses to: to use classroom items when
responding to the song. For example,
i) simple chants and raps they could set up some desks with
ii) simple rhymes names and items on them in a similar
iii) simple action songs way to the picture on p.12.

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

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

song of your choice. ELEMENT Your choice depending
r example, on your lesson and class.
perminds 1 p.12 Creativity and
wn material. Innovation

99

Scheme of Work

WEEK: _______________ LESSON: 36 (Listening 8)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
This is (my desk)
There’s a bag

Primary Year 1 S

100

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Listening Listening
1.2 1.2.2 Lesson delivery
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences

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

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

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.16 ELEMENT Strategies 3 and 4 may
be suitable.
Language
Use other strategies if
appropriate.

101

Scheme of Work

WEEK: _______________ LESSON: 37 (Speaking 8)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Imperatives: Put away (your book). Look for (the rubber).
Can you see (the ruler)?
What number?

Primary Year 1 S

102

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Speaking Speaking See Teacher’s Book.
2.1 2.1.2
Communicate simple Find out about very basic Lesson delivery
information intelligibly personal information See Teacher’s Book.
using
fixed phrases

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

Writing Writing See Teacher’s Book.
4.2
Communicate basic 4.2.5
information intelligibly
for a range of purposes Connect words and
in print and digital proper names using ‘and’
media

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.17 ELEMENT Strategies 4 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

103

Scheme of Work

WEEK: _______________ LESSON: 38 (Writing 8)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language: colours
Adjectives: primary (colours), secondary (colours)

Primary Year 1 S

104

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD Pre-lesson
See Teacher’s Book.
MAIN SKILL MAIN SKILL Sup
Lesson delivery
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

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Reading Reading Post lesson
3.2 3.2.1 See Teacher’s Book.
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

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.18 ELEMENT Strategies 3 and 4 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

105

Scheme of Work

WEEK: _______________ LESSON: 39 (Reading 8)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: At School
LANGUAGE/GRAMMAR FOCUS:
Recycled language: colours, primary, secondary (colours)

Primary Year 1 S

106

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Reading Reading See Teacher’s Book.
3.2 3.2.2
Understand a variety of Understand specific Lesson delivery
linear and non-linear information and details of See Teacher’s Book.
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies

COMPLEMENTARY COMPLEMENTARY Post lesson
SKILL SKILL

Speaking Speaking See Teacher’s Book.
2.1 2.1.5
Communicate simple Name or describe objects
information intelligibly using suitable words from
word sets

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
REFERENCES CURRICULAR STRATEGIES REMARKS

perminds 1 p.19 ELEMENT Strategies 2, 4 and 7 may
be suitable.
Creativity and
Innovation Use other strategies if
appropriate.

107

Scheme of Work

WEEK: _______________ LESSON: 40 (Language Arts 8)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: At school
LANGUAGE/GRAMMAR FOCUS:
Review of imperative verb forms and phrases
Please

Primary Year 1 S

108

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Bef
Language Arts Play a mime game to review imperative ap
5.3 Language Arts verbs from the textbook. Say the words idea
Express an imaginative 5.3.1 and the pupils mime. ma
response to literary Respond imaginatively http
texts and intelligibly through Lesson delivery ake
creating simple art and 1. Introduce your puppet. Get your
COMPLEMENTARY craft products puppet to ask some pupils their names *Pu
SKILL and review Hello, what’s your name? pup
Other imaginative or How are you? less
Listening responses as appropriate of p
1.2 2. Tell pupils you will say a chant and ma
Understand meaning in COMPLEMENTARY that they should listen and watch. can
a variety of contexts SKILL for
3. Make sure you have a book in your the
Listening hand before you start the chant. Say e.g
1.2.4 the first verse of the chant (see
Understand short basic example in next column). When you Cre
supported classroom reach the last line of the verse, the line usin
instructions which includes the word please, open and
your book text

4. Ask pupils why you opened your Hi,
book after that last line. to m
Far
5. Elicit that this is because please is boo
polite (pupils will probably need to use Ope
L1 here). Far
boo
6. Explain that you’ll continue with other plea
verses, and that pupils should only do
an action after they hear the word Far
please boo
clos
7. Say more verses and make sure that Far
pupils do the actions when you say boo
please. You could vary the speed plea
and/or volume of your voice
Far
8. Ask pupils to make their own Ope
puppets* (or at least one for each doo
group) Far
Ope
Far
plea

Primary Year 1 S

MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
REFERENCES CURRICULAR STRATEGIES / REMARKS

ELEMENT

fore the lesson, prepare Values Your choice as
puppet. Here are some (politeness/saying appropriate to your
please) lesson and pupils.
as for simple puppet
aking: Possibly strategies 2 and
p://www.wikihow.com/M 3.
e-Puppets
You can model several
upils will make their own verses to help
ppets too. Before the demonstrate the
son, decide which kind response to the chant. If
puppet you are going to necessary pupils could
ake and use so that you use L1 to explain the
n prepare the resources need for ‘please’.
the pupils too (or ask
em to bring from home, In small group work, you
g. socks) could nominate some
more proficient pupils to
eate a suitable chant be the teacher and ask
ng your puppet’s name for more volunteers.
d verbs from the
tbook. For example:

I’m Farah. Farah. Listen
me!
rah says open your
ok. Open your book.
en your book.
rah says open your
ok. Open your book,
ase.

rah says close your
ok, close your book,
se your book.
rah says close your
ok, close your book,
ase.

rah says open the door.
en the door, open the
or.
rah says, open the door.
en the door,
rah says open the door,
ase.

109

Scheme of Work

9. Ask pupils to work in small groups You
and take it in turns to be the teacher
who says the chant using their puppet, oth

Post-lesson imp
Write verbs on the board (e.g. open).
Pupils read the verbs and put each verb Sup
into as many spoken imperative Put
statements as possible using please Pas
(e.g. open your book/ the window/the Loo
door please)

2. Tell students to listen and watch. Say
the first verse of the chant, opening
your book on the last line (where you
say please).
Ask pupils why you opened your book
then.

3. Say more verses in a similar pattern
and ask pupils to do the actions when
you say please. You could vary the
speed and/or volume of your voice.

4. Introduce a new pattern (with Now).
You could try to trick the pupils into
doing the action before eliciting that
there is no ‘please’.

5. Continue in this way, mixing up the
verse patterns.

6. Ask pupils to make their own
puppets* (or at least one for each
group).

6. Ask pupils to work in small groups
and take it in turns to be the teacher
using their puppet.

Post lesson
Your choice or suggested activity:
Write verbs on the board (e.g. open).
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).

Primary Year 1 S

u can continue with

her verses which use

peratives from

perminds p.17 such as
t away…, Take out…
ss me… Write… Find…
ok for …

110

Scheme of Work