Primary Year 1 SK Scheme of Work

WEEK: _______________ LESSON: 123 (Reading 25)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lessons 117 – 119

Primary Year 1 S

286

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERI
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Texts of reci
Choose a pre-lesson task that and shoppin
Reading Reading reviews key vocabulary and is
3.2 3.2.1 suitable for your class Pictures or t
Understand a variety Understand the main and actions
of linear and non- idea of very simple Lesson delivery
linear print and digital phrases and 1. Introduce any new vocabulary A possible re
texts by using sentences using flashcards or toy food and sandwich is
appropriate reading kitchen equipment.
strategies COMPLEMENTARY 1. You nee
SKILL 2. Ask pupils what they think you slices o
COMPLEMENTARY could make with all these different some bu
SKILL Reading foods. You could teach the words
3.2.2 ‘ingredient’ and ‘recipe’. 2. Put butt
Reading Understand specific
3.2 information and 3. Either by miming or using toys, 3. Put the
Understand a variety details of very simple show pupils how to make the bread.
of linear and non- phrases and sandwich.
linear print and digital sentences 4. Now pu
texts by using 4. Give pupils the stages of the cheese.
appropriate reading recipe. You can give each group a
strategies complete set or you can give 5. Put the
individual pupils one stage. Ask the lettu
pupils to put the stages in order.
6. Cut the
5. Give pupils the chance to mime
or use the toys to check the answer. 7. Eat it an

6. Write shopping list on the board. (Idea based
Elicit from pupils what they need to Teaching En
buy from the shop. You could put Classroom)
pictures or write words on the
board. Shopping lis

7. Give or show pupils two shopping List 1:
lists. Ask them which one they cheese
should use to shop for ingredients to bread
make the sandwich. butter
lettuce
Post lesson
Task 12 List 2:
bread
tomato
cheese
lettuce

Primary Year 1 S

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

ipes (cut up into stages) Language Strategy 5 may be
ng lists suitable.

toys/models of the items Use other strategies if
in the recipe. appropriate.

ecipe for a cheese If appropriate, select
below. suitable activities for
your pupils from
ed a slice of cheese, two LINUS Module 1 or 2
of bread, some lettuce and to be added in to this
lesson to focus on
utter any phonemes from
the Phonics Table
ter on the bread. that pupils continue to
have problems with.
cheese on one piece of

ut some lettuce on the
.

other slice of bread on
uce.

sandwich into two pieces.

nd enjoy it!

on text in Halliwell (1992)
nglish in the Primary

sts:

287

Scheme of Work

WEEK: _______________ LESSON: 124 (Writing 25)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary from lessons 117 – 119
Do you like (sausages and peas)? Yes, I do. / No I don’t.

Primary Year 1 S

288

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-task Pic
Task 7 using cheese sandwich incl
Writing Writing vocabulary
4.3 4.3.2
Communicate with Spell familiar high Lesson delivery
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.
COMPLEMENTARY
SKILL COMPLEMENTARY 3. Find out which pupils like pizza and
SKILL what toppings they like on their pizza.
Writing Use pictures to give ideas and write the
4.3 Writing words for the food next to them on the
Communicate with 4.3.3 board.
appropriate language Plan and write words and
form and style for a phrases 3. Ask pupils to mime steps in making a
range of purposes in pizza and try to elicit as much language
print and digital media as possible.

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

Primary Year 1 S

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

ELEMENT

ctures or toys of food Creativity and Strategies 1, 2 and 3 may
be suitable.
luding pizza Innovation
Use other strategies if
appropriate

289

Scheme of Work

WEEK: _______________ LESSON: 125 (Language Arts 25)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Do you like X? Yes, I do. / No, I don’t.
I’ve got X on/in/with my Y.

Primary Year 1 S

290

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pos
Review food vocabulary with a fun Foo
Language Arts Language Arts activity, for example Task 1, 4, 6 or 9 pain
5.2 5.2.1 and
Express personal Name people, things or Another option is to use step 1 from the pos
responses to literary places of interest in lesson delivery stage below as a pre- You
texts illustrations task activity. you
accompanying texts are
Lesson delivery disp
1. Ask pupils if they like foods (review)
COMPLEMENTARY COMPLEMENTARY – Do you like pizza/sandwich? And
SKILL SKILL What’s your favourite pizza/sandwich?
Pupils could ask each other questions
Writing Writing in pairs.
4.3 4.3.2
Communicate with Spell familiar high 2. Review the song from p.48 of the
appropriate language frequency words textbook. Ask pupils to tell their partner
form and style for a accurately if they like the food Tommy makes (e.g.
range of purposes in Do you like an apple in your sandwich?)
print and digital media
3. Tell pupils they will make a Crazy
Food Poster. They should work in pairs.
First, pupils should decide on their
crazy food.

4. Give each pair a poster paper. Pupils
should write the sentence I’ve got xxx

on/in/with my xxx. on the poster paper.

5. When pupils have finished writing,
they can draw a picture of their crazy
food. Then they can add a title: My
Crazy Food.

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
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

Primary Year 1 S

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

ELEMENT

ster paper for Crazy Creativity and Your choice depending
od pictures and Innovation on your pupils.
nts (coloured pens
d pencils if paint not Possibly strategies 1, 2
ssible) for each pair. or 4.
u could use paper if
u prefer, but posters You could offer more or
e better for less support for the
playing. sentence pupils will write
by eliciting and writing a
model on the board. This
could be gapped. Or you
could encourage the
pupils to use the textbook
as a model.

More proficient pupils can
work with less proficient
pupils. They can have
more than one ingredient
in their Crazy Food.

If you are concerned
about drawing skills
and/or time, you could
prepare a template of a
pizza (or sandwich) that
pupils draw on instead of
giving them a free choice.
This is less creative, but
can be less time
consuming and simpler
for pupils of less artistic
proficiency.

291

Scheme of Work

LESSON: 126 (Speaking 26)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

Primary Year 1 S

292

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 Lesson delivery
Communicate simple Find out about very basic
information intelligibly personal information
using fixed phrases

See Teacher’s Book.

COMPLEMENTARY COMPLEMENTARY
SKILL SKILL

Listening Listening Post lesson
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

Primary Year 1 S

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

perminds 1 p.49 ELEMENT Strategies 3 and 6 may
be suitable.
Language
Use other strategies if
appropriate.

293

Scheme of Work

WEEK: _______________ LESSON: 127 (Listening 26)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Where’s (Misty)?
Please
Hot
What have you got?

Primary Year 1 S

294

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.

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

Primary Year 1 S

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

perminds 1 p.50-51 ELEMENT Strategies 2 and 6 may
be suitable.
Patriotism and
Citizenship (waiting Use other strategies if
your turn) appropriate.

295

Scheme of Work

WEEK: _______________ LESSON: 128 (Writing 26)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language from lessons 126 – 127; fruit, Have you got any..?

Primary Year 1 S

? Yes, I have. / No, I haven’t

296

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Fla
Choose an appropriate pre-lesson task item
Writing Writing that reviews vocabulary and spelling.
4.3 4.3.3 plai
Communicate with Plan and write words and Lesson delivery
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
COMPLEMENTARY 2. In their exercise books, pupils draw a
COMPLEMENTARY SKILL fridge (or you could have a worksheet
SKILL with a fridge already drawn on it).
Writing
Writing 4.3.2 3. Have pupils write and maybe draw 5
4.3 Spell familiar high foods in their fridge.
Communicate with frequency words
appropriate language accurately 4. Next, on separate paper, pupils write
form and style for a some questions for their partner (e.g.
range of purposes in Have you got any steak? Have you got
print and digital media any apples?). They could write 2-5
questions, depending on their
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.

Primary Year 1 S

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

ashcards of food ELEMENT Strategies 4 and 7 may
ms be suitable.
Language
in paper for writing Use other strategies if
appropriate.

297

Scheme of Work

WEEK: _______________ LESSON: 129 (Reading 26)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Sorry, stop, shop, hot dog

Primary Year 1 S

298

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 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.51 ELEMENT Strategies 6 and 7 may
be suitable.
Patriotism and
Citizenship (waiting Use other strategies if
your turn) appropriate.

299

Scheme of Work

WEEK: _______________ LESSON: 130 (Language Arts 26)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Your choice, depending on story chosen

Primary Year 1 S

300

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Plan a Language Arts lesson where You
pupils have the chance to listen to, The
Language Arts Language Arts enjoy and talk about a story with a bas
5.2 5.2.1 moral or message if possible. - th
Express personal Name people, things or - th
responses to literary places of interest in Depending on your choice, you may I’ve
texts illustrations need to pre-teach some vocabulary for - wa
accompanying texts the story. - Th

COMPLEMENTARY COMPLEMENTARY Encourage the pupils to listen actively Som
SKILL SKILL by asking plenty of questions and
involving pupils in the story as you read An
Listening Listening it to them. Red
1.2 1.2.3 (wh
Understand meaning in Understand with a high Include some activities to follow on from ‘Wh
a variety of familiar degree of support very the story which develop motor and/or hav
contexts short simple narratives artistic skills. ‘Yo
per
Talk to the pupils about what they have can
learned from the story (language or Les
values).
http
brit
ort-
ridin

Pho
http
com

Primary Year 1 S

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

ELEMENT Your choice depending
on your pupils and your
ur choice of story. Values activities.

e story could be

sed around:

he topic of food

he language
e/we’ve got’

aiting your turn
he sound /ɒ/

me examples are:

adaptation of Little

d Riding Hood

here the wolf says
hat big eyes you
ve’ – change to
ou’ve got big eyes’

rhaps). This story

n be reviewed in

sson 140.

ps://learnenglishkids.
tishcouncil.org/en/sh
-stories/little-red-
ng-hood

onics stories:
ps://www.kizphonics.
m/materials/stories/

301

Scheme of Work

WEEK: _______________ LESSON: 131 (Listening 27)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

Primary Year 1 S

302

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Ac
big
Listening Listening Teach the pupils mouse and yummy. sma
1.3 1.3.1 Explain that you’ll tell them a story with the
Use appropriate Predict words they will pag
listening strategies in a hear by using knowledge these 2 words in it and ask them to
variety of contexts of a topic guess what words they’ll hear in the Fla
of t
story.

Elicit their suggestions and put them on

the board.

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

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.

Primary Year 1 S

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

ELEMENT Strategies 1 and 5 may
be suitable.
copy of the story The Patriotism and
mouse and the Citizenship Use other strategies if
all mouse similar to (hospitality and appropriate.
politeness)
e one on the next
ge.

ashcards or drawings
the animals and food

303

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

Primary Year 1 S

!’ 304
za!’

Scheme of Work

WEEK: _______________ LESSON: 132 (Speaking 27)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary
Recycled greetings
Have you got any…?
How much are…?
Here you are…

Primary Year 1 S

305

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson
Pre-lesson task 3: sequence the information: use
Speaking Speaking some of the information from the dialogue.
2.1 2.1.4
Communicate simple Greet, say goodbye, Lesson delivery
information intelligibly and express thanks 1. Divide pupils into groups of about 4.
using suitable fixed
phrases 2. Ask each group to choose picture or word card
of 6 food items, to put them on a desk, and to
COMPLEMENTARY COMPLEMENTARY write a price under each item.

SKILL SKILL 3. Elicit target language with one group: e.g.

Listening Listening Teacher: Hi
1.2 1.2.5
Understand meaning Understand short Pupil: Hi
in a variety of familiar supported questions
contexts Teacher: Have you got any apples?

Pupil: Yes, we have.

Teacher: How much are the apples?

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 chanc
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.

Primary Year 1 S

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

ELEMENT Strategies 2 and 3 REMARKS
may be suitable.
One set of pictures or Financial education
word cards of the Use other strategies if
food vocabulary in appropriate.
lesson 117 for each
group of 4 pupils in
the class (So if you
ds have 32 pupils in the
class, you need 8
sets of cards). Pupils
can help you to make
these if need be.

Toy money if
appropriate. Pupils
can also use
counters, stones or
small items (e.g.
paper clips) as
pretend money if
appropriate.

e 306
ce
-

Scheme of Work

WEEK: _______________ LESSON: 133 (Reading 27)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

Primary Year 1 S

307

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Pla
Choose an appropriate pre-lesson task ava
Reading Reading to review vocabulary in a fun way.
3.1 3.1.3 A te
Recognise words in Blend phonemes (CVC, Lesson delivery sen
linear and non-linear CCVC) 1. Ask pupils to sit or stand in a circle. e.g
texts by using Place the plastic letters in the middle. eap
knowledge of sounds of (=p
letters 2. You say a word and the pupils have
to use the letters to spell it correctly. Sha
You could nominate pupils to do this, or and
ask for volunteers; this could be done app
letter by letter or as a whole word. Use
COMPLEMENTARY COMPLEMENTARY words that will come up in the lesson.
SKILL SKILL
3. Give pupils the sentences and ask ag
Writing Writing them to work out the scrambled words com
4.3 4.3.2 in pairs. wor
Communicate with Spell familiar high boa
appropriate language frequency words 4. Give pupils the grid and show them (se
form and style for a accurately how to complete it. Pupils work exa
range of purposes in individually to complete the grid.
print and digital media

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.

Primary Year 1 S

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

ELEMENT

astic letters if Language Strategy 4 and 7 may be
ailable suitable.

ext with 3-5 Use other strategies if
ntences. appropriate.
g. Tiffany has got
ps and arotscr If appropriate, select
peas and carrots) suitable activities for your
pupils from LINUS
aun has got an plaep Module 1 or 2 to be
d a nbnaaa (= an added in to this lesson to
ple and a banana) focus on any phonemes
from the Phonics Table
that pupils continue to
have problems with.

grid for pupils to
mplete on a
rksheet or on the
ard for pupils to copy
ee next page for
ample of grid).

308

Scheme of Work

Lesson 133 Ali Noor

Example grid

Name Tiffany Shaun

Food

Primary Year 1 S

309

Scheme of Work

WEEK: _______________ LESSON: 134 (Writing 27)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

Primary Year 1 S

310

Scheme of Work