Primary Year 1 SK Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Fla
Play the anagrams pre-lesson task key
Writing Writing (pre-lesson task 1) for key words from
4.3 4.3.2 this lesson. Leave the anagrams on
Communicate with Spell familiar high the board when you give the answer
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 2. In their exercise books, ask pupils to
SKILL SKILL draw 4-6 pictures. These should be for
words from the unit or lesson.
Reading Reading
3.1 3.1.3 3. Next ask pupils to write anagrams for
Recognise words in Blend phonemes (CVC, the words, also randomly arranged on
linear and non-linear CCVC) the page to create a puzzle. They may
texts by using need to plan these separately.
knowledge of sounds of
letters

4. Pupils exchange their puzzles with a
partner.

Post lesson
Task 11

Primary Year 1 S

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

ELEMENT Strategy 2 may be
suitable.
ashcards/pictures for Creativity and
Use other strategies if
y words Innovation appropriate.

311

Scheme of Work

WEEK: _______________ LESSON: 135 (Language Arts 27)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Have you got…? Yes, we have. / No, we haven’t.
X, please.
Sorry, we haven’t got X. / OK, here you are.

Primary Year 1 S

312

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson An
Review or teach the word school con
Language Arts Language Arts canteen (from p.50) using Task 1 or 6. the
5.2 5.2.1 belo
Express personal Name people, things or Lesson delivery
responses to literary places of interest in 1. Introduce the word menu to the Aw
texts illustrations pupils using your example menu. Ask pup
accompanying texts pupils where they can find menus (elicit pict
COMPLEMENTARY canteen, perhaps extend to restaurant cor
SKILL COMPLEMENTARY and café depending on your class). exa
SKILL
Speaking 2. Hand out the worksheet and ask Bla
2.1 Speaking pupils to write the words next to the to w
Communicate simple 2.1.4 pictures.
information intelligibly Greet, say goodbye and Exa
express thanks using 3. Elicit a dialogue based on the menu.
suitable fixed phrases You could write this on the board, or A: H
you could write prompts. The dialogue B: H
can be the same/similar to those used A: N
in recent lessons, in particular p.50 – hav
51. Emphasise the need to be polite by B: O
saying please and thank you, and sorry. san
A: Y
4. Ask pupils to work in pairs (Pupil A + chic
Pupil B). They should write their own B: O
menu. san
A: H
5. Change pairs, so they are AA and B: T
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

Primary Year 1 S

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

ELEMENT Your choice depending
on your pupils.
example menu Values (being polite)
ntaining words from Possibly strategies 1 or
e textbook (see 2.
ow)
You could elicit the
worksheet for each spellings of the words for
pil containing a the menu and write them
ture menu that on the board before
rresponds to your stage 2. You could partly
ample menu. erase them, fully erase
them or leave them as a
ank card for each pair model.
write their menus
You can design your
ample dialogue: menu to include different
kinds of food (as shown
Hello. on the next page), with
more/fewer items on the
Hello. Pizza, please. menu.
No, I’m sorry. We
ven’t got pizza. You can limit/extend the
number of items pupils
OK. Have you got a put on their menus.

ndwich?
Yes. We’ve got a

cken sandwich.

OK. A chicken

ndwich please.

Here you are.

Thank you.

313

Scheme of Work

Lesson 135

Menu

Main course Vegetables Drinks

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

Primary Year 1 S

314

Scheme of Work

WEEK: _______________ LESSON: 136 (Listening 28)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Numbers 11 – 20

Primary Year 1 S

315

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.

Writing Writing
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

Primary Year 1 S

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

perminds 1 p.52 ELEMENT

Values (cooperation) Strategies1 and 3 may be
suitable.

Use other strategies if
appropriate.

316

Scheme of Work

WEEK: _______________ LESSON: 137 (Reading 28)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language: food vocabulary, numbers 11 – 20

Primary Year 1 S

317

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup
See Teacher’s Book.
Reading Reading
3.2 3.2.3 Lesson delivery
Understand a variety of i) Use visuals on the See Teacher’s Book.
linear and non-linear page to help understand
print and digital texts by a word or phrase
using appropriate
reading strategies ii) Identify and remember
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

Primary Year 1 S

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

perminds 1 p.53 ELEMENT Strategies 2 and 5 may
be suitable.
Language
Use other strategies if
appropriate.

318

Scheme of Work

WEEK: _______________ LESSON: 138 (Speaking 28)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s)
coconut(s), tomato(es), strawberry(ies)

Primary Year 1 S

), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s),

319

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sup

Speaking Speaking See Teacher’s Book.
2.1 2.1.3 Lesson delivery
Communicate simple Express basic likes and
information intelligibly dislikes

COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL
If pupils do not have stickers for the
Reading Reading listen and stick task (task 2):
3.3 3.3.1
Read independently for Read and enjoy simple 1. Tell them to write the words
information and print and digital games at broccoli, mushrooms,
enjoyment word level pineapples and coconuts on 4
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.

Primary Year 1 S

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

perminds 1 p.54 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
appropriate.

320

Scheme of Work

WEEK: _______________ LESSON: 139 (Writing 28)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: food vocabulary

Primary Year 1 S

321

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Boa
Choose a suitable pre-lesson task to
Writing Writing review key vocabulary and spelling.
4.3 4.3.2
Communicate with Spell familiar high Lesson delivery
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 COMPLEMENTARY vocabulary (food), as in lesson 83. If
SKILL you prefer, you can have pupils make a
COMPLEMENTARY different kind of word puzzle, such as a
SKILL Reading crossword or wordsearch.
3.3.1
Reading Read and enjoy simple 1. Review spelling of food vocabulary
3.3 print and digital games at by writing gapped words on the board.
Read independently for word level Focus on sounds rather than individual
information and letters here, e.g. s t _ _ k.
enjoyment
2. Draw a word snake or word sausage
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.

Primary Year 1 S

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

ard ELEMENT Strategy 1 may be
suitable.
Language
Use other strategies as
appropriate.

322

Scheme of Work

WEEK: _______________ LESSON: 140 (Language Arts 28)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
She’s got … (in her basket).

Primary Year 1 S

323

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Sto
Put up a picture of Little Red Riding Littl
Language Arts Language Arts Hood on the board. Ask questions (LR
5.2 5.2.1 about her, e.g. Task 8. for
Express personal Name people, things or http
responses to literary places of interest in Lesson delivery brit
texts illustrations 1. Pre-teach ‘wolf’, ‘grandmother’ and ort-
accompanying texts ‘house’ using pictures/flashcards or ridin
COMPLEMENTARY puppets/toys if possible.
SKILL COMPLEMENTARY NB
SKILL 2. Put up the pictures showing the this
Listening stages of the story on the board. 130
1.3 Listening the
Use appropriate 1.3.1 3. Ask pupils to try to arrange them to rev
listening strategies in a Predict words they will form a story. This could be whole class
variety of contexts hear by using knowledge or in small groups or pairs. Pic
of a topic to r
4. Tell the story, taking care to show gra
meaning as you do it by using mime hou
and gesture.
Pre
5. Ask pupils to check the order of the rep
stages of the story on the board. stag
The
6. Ask pupils what they think happened dra
to the basket in the story. LRR
Ask pupils what they think Little Red fore
Riding Hood had in her basket. bas
LRR
7. Hand out worksheet. Ask pupils to gra
decide what she has in her basket. LRR
They should write words around the wol
picture and draw lines using a ruler to gra
connect the words to the basket. Ap
the
8. Ask pupils to tell a partner/group
what she has got in her basket. Aw
pup
Post lesson Littl
Talk to pupils about the story. Ask them car
which character they like and why. Ask
them if the wolf is good or not.

Primary Year 1 S

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

ELEMENT

ory – Adaptation of Language Your choice depending
le Red Riding Hood on your pupils.
RRH). See below or
example: Possibly strategies 1, 2,
ps://learnenglishkids. or 5.
tishcouncil.org/en/sh
-stories/little-red- You can adapt the story
ng-hood to suit the proficiency of
your pupils as well as
B you may have used their level of sensitivity
s story in Lesson (the original story tells
0, so you can use that the wolf has eaten
e same story and just the grandmother, for
view it in this lesson. example).

ctures/puppets/toys You can limit or extend
represent the number of items in
andmother, wolf and her basket, provide
use models or have pupils
use their textbook to
epare flashcards that check spellings.
present the main
ges of the story.
ese can be hand-
awn, e.g.
RH walking in the
est carrying her
sket;
RH at her
andmother’s house.
RH talking to the
lf disguised as the
andmother;
picture to represent
e end of the story.

worksheet for each
pil with a picture of
le Red Riding Hood
rrying a basket.

324

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 grand
When she gets to her grandmother’s house, her grandmother is in bed. Sara is
‘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 bas
‘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.

Primary Year 1 S

dmother’s house in the woods. 325
s surprised.

.
sket of food for you now.’ she says.

Scheme of Work

WEEK: _______________ LESSON: 141 Listening (29)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: food vocabulary, numbers
Hungry

Primary Year 1 S

326

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson Cop
Explain that you’ll tell pupils a story Dan
Listening Listening on
1.2 1.2.1 about Daniel, who goes shopping for
Understand meaning in Understand with support Sim
a variety of familiar the main idea of very his mum. nee
contexts simple phrases and nam
sentences Show them a drawing or picture of
Fla
COMPLEMENTARY COMPLEMENTARY Daniel and his mum: the mum should and
SKILL SKILL or p
look a bit puzzled or a bit angry. and

Ask pupils to guess why this is.
Explain that you’ll tell pupils the story,

and ask them to tell you whether Daniel

comes home with everything on his
mum’s shopping list.

Listening Listening Lesson delivery
1.2 1.2.2 1. Tell the story, using flashcards and
Understand meaning in Understand with support
a variety of familiar specific information and gestures to support the story.
contexts details of very simple
phrases and sentences 2. Elicit pupils’ response to step 4.

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.

Primary Year 1 S

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

pies of the story ELEMENT
niel goes shopping
the next page. Values (kindness and Strategies 3 and 6 may

mplify the story if obedience) be suitable.
ed be (e.g. omit the
mes of the shops) Use other strategies if
appropriate.
ashcards of the food
d animals, drawings
pictures of Daniel
d his mum.

327

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
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…

Primary Year 1 S

p me.’ 328
’

Scheme of Work

WEEK: _______________ LESSON: 142 (Speaking 29)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary
Have you got any?
Yes, I have.
Here you are.
Sorry, no I haven’t.

Primary Year 1 S

329

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson One
Pre-lesson task 9: Remember the like
Speaking Speaking words pup
2.1 2.1.2 pag
Communicate simple Find out about very basic Lesson delivery you
information intelligibly personal information 1. Divide pupils into groups of 4. you
using nee
COMPLEMENTARY fixed phrases 2. Give each pupil in each group one
SKILL of the 4 You like lists, and 4 of the One
COMPLEMENTARY 16 picture or word cards. or w
Listening SKILL gro
1.2 3. Explain that the aim of the game is foo
Understand meaning in Listening to collect the 4 cards on the You list
a variety of familiar 1.2.5 like list, and that pupils take turns
contexts Understand short to ask a pupil in their group ‘Have Pup
supported questions you got any (chicken)?.. If the ma
answer is no, the reply is Sorry, no sets
I haven’t. and it is the next pupil’s
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

Primary Year 1 S

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

ELEMENT

e set of the 4 You Values (cooperation) Strategies 2 and 7 may
e: list per group of 4 be suitable.
pils from the next
ge but one. (So if Use other strategies if
u have 36 pupils in appropriate.
ur class, you will
ed 9 sets of lists).

e set of 16 pictures
word cards per
oup of 4 pupils of the
od on the You Like

pils can help you to
ake both lists and

s of cards if need be

330

Scheme of Work

You like cards

A: You like
bananas
peas
coconuts
steak
B: You like
cheese sandwiches
sausages
peaches
pizza

Primary Year 1 S

C: You like 331
green beans
chicken
cake
milk
D: You like
carrots
apples
tomatoes
juice

Scheme of Work

WEEK: _______________ LESSON: 143 (Reading 29)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary
spends
times… is… (3 times 2 is 6)
and (11 and 7 is 18)

Primary Year 1 S

332

Scheme of Work

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

MAIN SKILL MAIN SKILL Pre-lesson A te
Choose a suitable pre-lesson task that pric
Reading Reading reviews key vocabulary.
3.2 3.2.2 One
Understand a variety of Understand specific Lesson delivery a sh
linear and non-linear information and details of 1. Review fruit and vegetable one
print and digital texts by very simple phrases and vocabulary using pictures or flashcards. pag
using appropriate sentences con
reading strategies 2. Ask pupils to draw pictures of five cur
COMPLEMENTARY fruit and/or vegetables in their exercise ima
COMPLEMENTARY SKILL books. pric
SKILL to y
Speaking 3. Next, elicit some prices for the items
Speaking 2.1.4 on the board. Ask pupils to put a price Toy
2.1 Greet, say goodbye, and on their own fruit/vegetables. app
Communicate simple express thanks using ava
information intelligibly suitable fixed phrases 4. Model the activity using the
information on the board. Ask pupils to
tell you what they want by saying Hello.
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

Primary Year 1 S

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

ELEMENT

ext about food Financial Education Strategy 6 may be
ces. suitable.

e option is to create Use other strategies if
hort text such as the appropriate.
e shown on the next
ge. You can adapt If appropriate, select
ntent or change suitable activities for your
rrency to an pupils from LINUS
aginary one if the Module 1 or 2 to be
ces are not suitable added in to this lesson to
your context. focus on any phonemes
from the Phonics Table
y money if that pupils continue to
propriate and have problems with.
ailable

333

Scheme of Work

Find out what the pupils spend
1. Uma has got two bananas and four peaches. A banana is 1 ringg
2. Jason has got 3 tomatoes and two coconuts. A tomato is 3 ringgi
3. Anna has got 5 pears and 2 oranges. A pear is 3 ringgits, and an
4. Danish has got 2 pineapples and 3 onions. A pineapple is 5 ringg
5. Najwa has got 2 cakes and 2 cheese sandwiches. A cake is 6 rin

Primary Year 1 S

git, and a peach is 2 ringgits. She spends …
its, and a coconut is 4 ringgits. He spends …
n orange is 2 ringgits. She spends …
gits and an onion is 3 ringgits. He spends …
nggits and a cheese sandwich is 4 ringgits. She spends …

334

Scheme of Work

WEEK: _______________ LESSON: 144 (Writing 29)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary
spends
times… is.. (3 times 2 is 6)
and (11 and 7 is 18)

Primary Year 1 S

335

Scheme of Work