KURIKULUM STANDARD SEKOLAH RENDAHEnglish LanguageScheme of WorkPrimary Year 1SK
25Primary Year 1 Scheme of Work 7. Scheme of Work (Lessons 1 – 160)
26Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 1 (Speaking 1)MAIN SKILL(S) FOCUS: SpeakingTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Hi. What’s your name? I’m (name)He’s, She’s (name) Bye
27Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS - CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES /REMARKSMAIN SKILLSpeaking 2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLSpeaking 2.3Communicate appropriately to a small or large groupMAIN SKILLSpeaking 2.1.4Greet, say goodbye, and express thanks using suitable fixed phrasesCOMPLEMENTARY SKILLSpeaking 2.3.1Introduce self to an audience using fixed phrasesPre-lesson1. Introduce target language (Hi, I’m … What’s your name?) using yourself and pupils as examples.2. Pupils report back (I’m… He’s… She’s…) …Lesson delivery3. Pupils practise target language in pairs.4. Pupils report back to the whole class e.g. I’m … he’s/she’s …5. Divide pupils into groups of about 6: they repeat step 3.6. Make larger groups of about 12: pupils report names within the larger group.7. Pupils report back to whole classPost lesson8. Ask pupils to stand in a line in alphabetical order of their first names.9. In pairs, pupils remember as many names as they can (e.g. He’s Ahmed, She’s Regina).10. Finish by eliciting the names of everyone in the line.11. Teach pupils Bye!12. Divide pupils into groups Pupils say Bye! to each other (e.g. Bye Nur!, Bye. Amir!). and Bye! to you.None needed Values (Friendship) Strategies 3 and 4 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard:Writing 4.1Form letters and words in neat legible print using cursive writing.
28Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 2 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Point to something (green) …Colours: blue, green, yellow, red, white
29Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLWriting4.1Form letters and words in neat legible print using cursive writingMAIN SKILLListening1.2.4Understand short basic supported classroom instructionsCOMPLEMENTARY SKILLWriting4.1.2i) Form upper and lower case letters of regular size and shape****preliterate pupils onlyii) write letters and words in a straight line from left to right with regular spaces between words and spaces**all pupilsiii) copy letters and familiar high frequency words and phrases correctly**all pupilsNB Learning standard 4.1.1 also applies to preliterate pupils here, and in all other lessons in the first few school weeks which involve writing. Please use your own judgement on this, as appropriate to the needs of your pupils.Pre-lesson1. Introduce and teach pupils names of colours.Lesson delivery2. Give pupils instructions’ Point to something (red/green etc) - pupils point to things inside or outside the classroom.3. Pupils do step 2 in small groups.4. Play Simon says. If your instruction is Simon says point to something green,pupils do this. If you just say Point to something green, they don’t do it.5. Pupils do step 4 in groups.6. Pupils write the names of the colours.Post lesson7. Extend the colour sequence by adding a colour e.g. Point to something red and something blue.8. Pupils do step 7 in groups.Flashcards for colours Language Strategies 1 and 2 may be suitable.Use other strategies if appropriate.
30Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 3 (Reading 1)MAIN SKILL(S) FOCUS: ReadingTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Colour words
31Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading 3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY SKILLReading 3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersMAIN SKILLReading3.1.1Identify and recognise the shapes of the letters in the alphabetCOMPLEMENTARY SKILLReading3.1.2Recognise and sound out with support beginning, medial and final sounds in a wordPre-lessonReview colour words by playing Simon Says (the same as Lesson 2).Lesson delivery1. Have pupils sit or stand in a circle. Ask the pupils their names and practise any other spoken language they may know at this point (e.g. How are you? How old are you?).2. Show each letter/letter card and ask pupils which letter is it. Elicit the sound of the letter, too, as appropriate. Put the letters in the middle of the circle.3. Show pupils the colour flashcards and ask them to tell you the colour in English. What colour is this?4. Next ask them which sound the colour starts with e.g. green starts with g-. Nominate pupils to take the letter from the circle. Repeat.5. Have pupils sit down at their desks. Show pupils a set of colour word sound cards and elicit the sounds on them.6. On the board, show them how to put together the colour word sounds cards to make the colour word. 7. In pairs or small groups, pupils put together the colour words.8. Next, pupils take their notebooks. They copy the colour words into their book using the appropriate colour pencil/pen.Post lessonSing or play the alphabet song or other appropriate song.Plastic letters if available, or alphabet cards Flashcards of coloursColour word cards, divided into sounds, e.g. Card 1 – grCard 2 – eeCard 3 – nOne set of three or four colours for each pair or group = one set for modellingAlphabet song: e.g. https://www.youtube.com/watch?v=A7InEgfPGxcLanguage Strategy 1 may be suitable.Use other strategies if appropriate If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard:Writing 4.1Form letters and words in neat legible print using cursive writing.
32Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 4 (Writing 1)MAIN SKILL(S) FOCUS: Writing THEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Alphabet, pupils’ names
33Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS - CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.1Form letters and words in neat legible print using cursive writingCOMPLEMENTARY SKILLReading3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersMAIN SKILLWriting4.1.2i) Form upper and lower case letters of regular size and shape****preliterate pupils onlyii) write letters and words in a straight line from left to right with regular spaces between words and spaces**all pupilsiii) copy letters and familiar high frequency words and phrases correctly**all pupilsCOMPLEMENTARY SKILLReading3.1.1Identify and recognise the shapes of the letters in the alphabetPre-lessonTask 7 using a colour wordLesson delivery1. Play or sing the alphabet song as in previous lesson.2. Ask pupils What’s your name?3. Have pupils ask each other what their names are.4. Ask pupils how to spell their name: What’s your name? How do you spell that? (this may be a new question for pupils, but they only need to understand it. Make the meaning clear by miming writing and eliciting the letter names)5. Give each pupil a piece of card. Ask them to write their name on the card to complete the sentence.6. When pupils have completed their task collect the name cards, mix them up and give them back to different pupils.7. Pupils read the name on the cards and try to find the pupil whose card it is. At this point, they can say simply A: Alia?B: Yes / No8. Make sure pupils all have their own name cards. Tell them to keep them in their books so that they can put them on their desks for English classes.Post lessonTask 3 (perhaps using name cards, and give them back to the pupils afterwards)Your choice, as appropriate to your lesson contentCard for name cards for each pupil. If possible, like a worksheet, with the sentence stem: I’m _____.Language Strategy 5 may be suitable.Use other strategies if appropriate.
34Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 5 (Language Arts 1)MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and FriendsTOPIC: Friends LANGUAGE/GRAMMAR FOCUS:Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet
35Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.1Enjoy and appreciate rhymes, poems and songsCOMPLEMENTARY SKILLLanguage Arts5.1Enjoy and appreciate rhymes, poems and songsMAIN SKILLLanguage Arts5.1.1Demonstrate appreciation through nonverbal responses to: i) simple chants and raps ii) simple rhymesiii) simple action songsCOMPLEMENTARY SKILLLanguage Arts5.1.2Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation i) simple chants and rapsii) simple rhymesiii) simple action songsPlan a Language Arts lesson which gives pupils a chance to enjoy responding to and using language in a chant, rap, rhyme or action song.Once pupils can respond with confidence and enjoyment, you can help them to develop entrepreneurial skills by encouraging them to create their own gestures.Use your own, as appropriate to your lesson contentIf your focus is on colours, one possibility is the rainbow song.Seehttp://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/FJ/sing_a_rainbowfor the tune and words.Entrepreneurship Your choice, as appropriate to your lesson.
36Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 6 (Listening 2)MAIN SKILL(S) FOCUS: ListeningTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Hi. What’s your name? I’m (name)
37Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS - CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLSpeaking 2.1Communicate simple information intelligiblyMAIN SKILLListening 1.2.2Understand with support specific information and details of very simple phrases and sentences COMPLEMENTARY SKILLSpeaking 2.1.1Give very basic personal information using fixed phrasesPre-lessonSee Teacher’s BookLesson deliverySee Teacher’s Book Post lesson See Teacher’s Book.Superminds 1 p.4 Language Strategy 2 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towardsContent Standard:Writing 4.1Form letters and words in neat legible print using cursive writing
38Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 7 (Writing 2)MAIN SKILL(S) FOCUS: WritingTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Numbers 1 - 10How old are you?I’m (age)
39Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS - CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting 4.1Form letters and words in neat legible print using cursive writingCOMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLWriting 4.1.2 ii) write letters and words in a straight line from left to right with regular spaces between words and spacesCOMPLEMENTARY SKILLSpeaking2.1.1Give very basic personal information using fixed phrasesPre-LessonSee Teacher’s Book Lesson deliverySee Teacher’s BookPost lesson See Teacher’s Book Superminds 1 p.5 Language Strategies 2 and 7 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard:Writing 4.1Form letters and words in neat legible print using cursive writing
40Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 8 (Reading 2)MAIN SKILL(S) FOCUS: ReadingTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Names of letters of the alphabet
41Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY SKILLWriting 4.1Form letters and words in neat legible print using cursive writingMAIN SKILLReading3.1.1Identify and recognise the shapes of the letters in the alphabetCOMPLEMENTARY SKILLWriting 4.1.2 ii) write letters and words in a straight line from left to right with regular spaces between words and spacesPre-LessonSee Teacher’s BookLesson deliverySee Teacher’s BookPost lesson See Teacher’s BookSuperminds 1 p.6 Language Strategies 2, 6, and 7 may be suitable.Use other strategies if appropriate.
42Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 9 (Speaking 2)MAIN SKILL(S) FOCUS: SpeakingTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:ColoursMy hat is (colour)
43Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLReading3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersMAIN SKILLSpeaking2.1.5Name or describe objects using suitable words from word sets COMPLEMENTARY SKILLReading 3.1.3Blend phonemes (CVC, CCVC)Pre-lessonSee Teacher’s BookLesson deliverySee Teacher’s Book Post lesson See Teacher’s BookSuperminds 1 p.7 Language Strategies 1, 2 and 3 may be suitable. Use other strategies if appropriate.
44Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 10 (Language Arts 2)MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Recycled language: letters of the alphabet
45Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.1Enjoy and appreciate rhymes, poems and songsCOMPLEMENTARY SKILLLanguage Arts5.1Enjoy and appreciate rhymes, poems and songsMAIN SKILLLanguage Arts5.1.1Demonstrate appreciation through nonverbal responses toi) simple chants and rapsii) simple rhymesiii) simple action songsCOMPLEMENTARY SKILLLanguage Arts5.1.2Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonationi) simple chants and rapsii) simple rhymesiii) simple action songsPre-lesson1. Your choice, as appropriate to your lesson. Lesson delivery2. Design a lessonin which pupils develop and share gestures to accompany a numbers song.3. Body numbers: small groups of pupils represent numbers with their bodies: all group members are involved in representing each number.Post lesson 4. Your choice, as appropriate to your lesson. Choose a number song you know and like, or create your own. 10 little numbers https://www.youtube.com/watch?v=dk9Yt1PqQiwis one possibility. Entrepreneurship Strategies 2, 3, 4 and 7 may be suitable.Use other strategies if appropriate.
46Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 11 (Listening 3)MAIN SKILL(S) FOCUS: Listening THEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 6 – 10: What’s your name…?How old are you?I’m (years old) How do you spell? Names of the letters of the alphabet
47Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLWriting4.2Communicate basic information intelligibly for a range of purposes in print and digital mediaMAIN SKILLListening1.2.5Understand short supported questionsCOMPLEMENTARY SKILLWriting4.2.1Give very basic personal information using fixed phrasesPre-lesson1. Pre-lesson task 1: Work out the words.2. Introduce and teach the fixed phrase How do you spell….?Lesson development3. In groups of 6-8, pupils do a survey of names, ages, and ask how to spell their classmates’ names.4. In pairs, they draw their neighbour and write about him/her (E.g.Lukman/Mira. He’s/She’s 7 years old). 5. Pupils put their work on the wall to create a class profile. Post lesson 6. Post-lesson task 4: Correct the error.Paper and something to stick pictures on the wall if appropriate Values (Friendship) Strategies 2 and 7 may be suitable. Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard:Writing 4.1Form letters and words in neat legible print using cursive writing
48Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 12 (Speaking 3) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 6 – 10 What’s your name…?How old are you?I’m (years old)
49Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking2.3Communicate appropriately to a small or large groupCOMPLEMENTARY SKILLWriting 4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLSpeaking2.3.1Introduce self to an audience using fixed phrasesCOMPLEMENTARY SKILLWriting4.3.1Use capital letters appropriately in personal and place names Pre-lesson 1. Pre-lesson task 7: Beat the teacherLesson delivery2. Pupils stand in groups of about 5 or 6.3. They throw a ball of paper to each other to practise target language in a chain activity.4. E.g. Pupil 1 starts: Hi, I’m X …, I’m years old and throws the ball ofpaper to pupil 2 in the circle who repeats this information, and adds their own information to make a chain. i.e. He’s/ she’s X, he’s /she’s … years old. I’m Y… I’m years old. 5. Each pupil repeats previous information and adds their own information to the chain.6. Pupils write about themselves and a classmate.Post lesson 7. Post lesson task 6: Whisper and writePieces of paper to screw up into a ball Language Strategies 2 and 7 may be suitable.Use other strategies if appropriate.
50Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 13 (Reading 3)MAIN SKILL(S) FOCUS: Reading THEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers
51Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS - CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY SKILLWriting4.1Form letters and words in neat legible print using cursive writingMAIN SKILLReading3.1.1Identify and recognise the shapes of the letters in the alphabetCOMPLEMENTARY SKILLWriting4.1.2i) Form upper and lower case letters of regular size and shape****preliterate pupils onlyii) write letters and words in a straight line from left to right with regular spaces between words and spaces**all pupilsiii) copy letters and familiar high frequency words and phrases correctly**all pupilsPre-lessonPlay Find Something- pupils listen to you say Find something red, and go to touch something red in the classroom. Write the colour words on the board as you use them.Lesson delivery1. Pupils sit in small groups. Give each group some letters (cards or plastic ones). Call out a letter; pupils have to try to grab the correct letter. They keep it if they grab it first.2. Next, tell pupils a colour word. They should work together to try to spell it using the letters they have. They can use the words on the board to help. 3. Depending on the level of proficiency, you could repeat this activity with the words on the board erased.4. Hand out worksheet and ask pupils to write their name at the top. Pupils then read and colour the words (Part A).5. Next pupils colour the hat in Part B and write the colour in the gap.Post lesson Task 10 using picture on p.4. This may need adapting to your pupils.Letter cards or plastic letters.Colour pencilsWorksheet – one per pupil (see below)Language Strategies 2 and/or 4 may be suitable. Use other strategies as appropriate to your pupils. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line a of the Phonics Table (see Syllabus).
52Primary Year 1 Scheme of Work Suggested worksheet design for Lesson 13:I’m _________________A: Read and colourB: Write and draw[pupil’s drawing of a hat]My hat is ___________.
53Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 14 (Writing 3)MAIN SKILL(S) FOCUS: Writing THEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers
54Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.1Form letters and words in neat legible print using cursive writingCOMPLEMENTARY SKILLReading3.3Read independently for information and enjoymentMAIN SKILLWriting4.1.2i) Form upper and lower case letters of regular size and shape****preliterate pupils onlyii) write letters and words in a straight line from left to right with regular spaces between words and spaces**all pupilsiii) copy letters and familiar high frequency words and phrases correctly**all pupilsCOMPLEMENTARY SKILLReading3.3.1Read and enjoy simple print and digital games at word levelPre-lessonTask 1 using colour words. Leave the words on the board if necessary.Lesson delivery1. Review the colour words using flashcards. Put the flashcards around the room. Say a colour and the pupils should go to that flashcard (run or walk).2. Play a game of pelmanism with colour flashcards in small groups – lay out all the cards, face-down. Pupils turn over two cards in turns to find a pair of matching colour + word.3. Pupils work in pairs. Give each pair two or maybe three colours. Pupils make a poster by drawing object(s) of a certain colour. They colour them and then write the colour word underneath.4, Display pupils’ work in the classroom. Have pupils talk about the colours and objects using as much vocabulary as they may have. You could introduce new words here if you feel it is appropriate and useful.Post lessonTask 11. Ask about colours of objects they have in their school bag, for example, that they can take out and show the classSets of word + colour cards for each group (i.e. pairs of cards, one with a coloured circle (or object) and the other with the written word of the colour).Coloured pencils, poster paper (or large paper for display).You may need to create a worksheet which shows pupils where to draw and where to write. Include lines to help with letter size and shape as/if you would normally do. Language Strategies 2 and/or 4 may be suitable. Use other strategies as appropriate to your pupils. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lessonto focus on phonemes from Line b of the Phonics Table (see Syllabus).
55Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 15 (Language Arts 3)MAIN SKILL(S) FOCUS: Language ArtsTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Your choice, as appropriate to your pupils’ needs and interests
56Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.1Enjoy and appreciate rhymes, poems and songsCOMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLLanguage Arts5.1.1Demonstrate appreciation through nonverbal responses to: i) simple chants and raps ii) simple rhymesiii) simple action songsCOMPLEMENTARY SKILLSpeaking2.1.5Name or describe objects using suitable words from word setsPlan a Language Arts lesson which gives pupils a chance to enjoy responding to and using language in a chant, rap, rhyme or action song.Once pupils can respond with confidence and enjoyment, you can help them to develop entrepreneurial skills by encouraging them to create their own words to their own extra verse. Use your own, as appropriate to your lesson contentIf your focus is on colours, one possibility is the rainbow song.See:http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/FJ/sing_a_rainbowfor the tune and words.Entrepreneurship Your choice, as appropriate to your lesson content You may want to provide prompts for pupils to help them to create their own verse.
57Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 16 (Reading 4)MAIN SKILL(S) FOCUS: ReadingTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Recycled language: I’m (name/age), What’s your name? How old are you?
58Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesCOMPLEMENTARY SKILLListening 1.2Understand meaning in a variety of familiar contextsMAIN SKILLReading3.2.2Understand specific information and details of very simple phrases and sentencesCOMPLEMENTARY SKILLListening1.2.3Understand with a high degree of support very short simple narratives Pre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book.Superminds 1 p.8 - 9 Entrepreneurship(role play) Strategies 2, 5, and 7 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard:Writing 4.1Form letters and words in neat legible print using cursive writing
59Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 17 (Writing 4)MAIN SKILL(S) FOCUS: WritingTHEME: World of Self, Family and FriendsTOPIC: FriendsLANGUAGE/GRAMMAR FOCUS:Recycled language from topic of Friends
60Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.2Communicate basic information intelligibly for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLWriting4.2.1Give very basic personal information using fixed phrasesCOMPLEMENTARY SKILLSpeaking2.1.5Name or describe objects using suitable words from word setsPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.If you do not have access to the Workbook, 1. Draw on the board or give to pupils the grid on the next page as a handout. 2. Ask pupils to copy the grid if it is on the board.3. Ask pupils to work individually to draw and write examples of what they know.4. Close the task by sharing a few examples with the whole class5. Start a new task, by writing numbers 1-10 on the board or on a poster. 6. In pairs, pupils take turns to point to a number and say the word. 7. Check a few examples with the whole class.Post lesson See Teacher’s Book.Superminds 1 p.9 Language Strategies 2, 4, and 6 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard:Writing 4.1Form letters and words in neat legible print using cursive writing
61Primary Year 1 Scheme of Work Draw and write examples of what you know1.I’m six________________________________________________________________________________________________________2.______________________________________________________________________________________________________________3.___________________________________________________________________________________________________________________________________4.______________________________________________________________________________________________________________
62Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 18 (Listening 4)MAIN SKILL(S) FOCUS: Listening THEME: World of Self, Family and FriendsTOPIC: At SchoolLANGUAGE/GRAMMAR FOCUS:Classroom objects
63Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS - CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLListening1.2.1Understand with support the main idea of very simple phrases and sentencesCOMPLEMENTARY SKILLSpeaking2.1.5Name or describe objects using suitable words from word sets Pre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book.Superminds 1 p.10 Language Strategies 2 and 3 may be suitable.Use other strategies if appropriate.
64Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 19 (Speaking 4)MAIN SKILL(S) FOCUS: SpeakingTHEME: World of Self, Family and FriendsTOPIC: At SchoolLANGUAGE/GRAMMAR FOCUS:What’s this?It’s a (ruler)Is it a (ruler)?Yes, it is/No, it isn’t.
65Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLListening 1.2Understand meaning in a variety of familiar contextsMAIN SKILLSpeaking2.1.5Name or describe objects using suitable words from word setsCOMPLEMENTARY SKILLListening1.2.2Understand with support specific information and details of very simple phrases and sentences Pre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book.Post lesson See Teacher’s Book.Superminds 1 p.11 Language Strategies 2, 4 and 7 may be suitable.Use other strategies if appropriate.
66Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 20 (Language Arts 4) MAIN SKILL(S) FOCUS: Language ArtsTHEME: World of Self, Family and FriendsTOPIC: At School LANGUAGE/GRAMMAR FOCUS:Classroom objects It’s a… (pencil)
67Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts5.2Express personal responses to literary textsCOMPLEMENTARY SKILLLanguage Arts5.3Express an imaginative response to literary textsMAIN SKILLLanguage Arts5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLLanguage Arts5.3.1Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate.Pre-lesson1. Revision: Pupils do the school objects chant from p.10.Lesson delivery2. Show pupils how to make a zigzag book.3. Pupils make the book, following your instructions.4. Pupils draw and label 5 classroom objects.5. Pupils share their books and name the objects in their friends’ books.Post lesson 6. Your choice, as appropriate to your lesson. https://d3ddkgxe55ca6c.cloudfront.net/assets/a/44/f4/109155_100smarty1_sip-45-26007.pdfshows you how to make a zigzag book Creativity and Innovation Strategies 2, 4 and 7 may be suitable Use other strategies if appropriate..
68Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 21 (Listening 5)MAIN SKILL(S) FOCUS: Listening THEME: World of Self, Family and FriendsTOPIC: At School LANGUAGE/GRAMMAR FOCUS:Imperative: draw Recycled language from lessons 16 - 20:colours and classroom objects
69Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening1.3Use appropriate listening strategies in a variety of contextsCOMPLEMENTARY SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLListening1.3.1Predict words they will hear by using knowledge of a topicCOMPLEMENTARY SKILLListening1.2.4Understand short basic supported classroom instructionsPre-lesson1. Pre-lesson task 6: Finger writingLesson Delivery2. Tell pupils that you‘ll ask them to draw some classroom objects. Elicit their predictions of target language.3. Give a picture dictation of 3 or 4 objects, pausing in between each object. Include classroom objects, colours and numbers (e.g. Draw a red pencil case… Now draw 2 blue rulers).4. Pupils compare and name objects.5. In pairs pupils take turns to do a picture dictation of 3 objects with each other.Post lesson6. Post-task 8: Make a word ladderNone needed Language Strategies 1 and 3 may be suitable.Use other strategies if appropriate.
70Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 22 (Speaking 5)MAIN SKILL(S) FOCUS: Speaking THEME: World of Self, Family and FriendsTOPIC: At School LANGUAGE/GRAMMAR FOCUS:How are you?I’m fine, thanks GoodRecycled language from lessons 16 – 20numbers 1 - 10, Bye!How old are you?
71Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLSpeaking2.1.4Greet, say goodbye, and express thanks using suitable fixed phrasesCOMPLEMENTARY SKILLListening1.2.2Understand with support specific information and details of very simple phrases and sentences Pre-lesson1. Introduce and teach How are you? I’m fine thanks, Good.Lesson delivery2. Give 1 card to each pupil in the class and explain that the black number is theirs, and that the red one is the number of a classmate.3. Say the red number on your card. The pupil whose number it is answers. 4. The conversation should be similar to this:Pupil: Hi, X hereTeacher: Hi X, (your name) herePupil: How are you?Teacher: I’m fine, thanks. How are you, X?Pupil: I’m fine thanksTeacher: OK, bye, X!Pupil; Bye!5. Divide pupils into pairs.6. Tell them to ask and answer What’s your number?7. They ask and tell each other their numbers, and phone each other, as in the example in step 4.8. Change pairs and repeat.Post lesson9. Post-lesson task 6: Whisper and write (Use a sequence of about 5 numbers for this).Cards with written numbers. Before the lesson, prepare a set of telephone number cards, one card for each pupil in your class and one for you. Write a number in black and a different number in red on each card. Make sure that every black number occurs asa red number on another card.Toy or pretend phones if you have them: Pupils can use their fingers as phones if not.Language Strategies 2 and 7 may be suitable.Use other strategies if appropriate.WEEK: _______________
72Primary Year 1 Scheme of Work LESSON: 23 (Reading 5)MAIN SKILL(S) FOCUS: Reading THEME: World of Self, Family and FriendsTOPIC: At School LANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 16 – 20 Classroom objects
73Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading3.1Recognise words in linear and non-linear texts by using knowledge of sounds of lettersCOMPLEMENTARY SKILLWriting 4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLReading3.1.3Blend phonemes (CVC, CCVC)COMPLEMENTARY SKILLWriting4.3.2Spell familiar high frequency words accurately Pre-lessonTask 10 using classroom objectsLesson delivery1. Pupils sit or stand in a large circle. Arrange the objects from the pre-lesson task on a table or on the floor in the middle of the circle. Give each pupil a word card. Ask them to try to read it silently.2. Sound out the words (e.g. p-e-n-s-l, b-u-k) on the word cards. As pupils hear their word, they should put the card by the object in the circle.3. Feedback by showing the word card for each item and ask pupils to read and sound out the words together.4. If pupils need more practice in this area, you could play a game where they sound out the word on the card and pass it to their neighbour, who sounds it out and passes it to theirs, and so on around the circle.5. Pupils sit back in their places. Show pupils your completed wordsearch example and elicit what it is (if you think pupils are familiar with wordsearches). If not, work through an example wordsearch with the whole class.6. Pupils now create their own wordsearches on the computer in pairs. They use words from the unit so far. Allow pupils to check the spelling of the words in the textbook.7. Pairs print and exchange wordsearches to complete each other’s.Post lessonPost lesson Task 12Word cards for the classroom objects used in pre-lesson (one for each pupil. There can be multiple cards of the same object).Create a very simple, completed wordsearch to use as a model OR have a wordsearch you can do with the class together.One possibility for an online wordsearch maker ishttps://worksheets.theteacherscorner.net/makeyour-own/word-search/If you have internet access, make sure that you choose a wordsearch maker which produces words only across or down: you can choose this option on the better wordsearch makers. ICT Strategies 2 and/or 4 may be suitable.Use other strategies depending on your pupils. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson, to work towards Content Standard:Writing 4.1Form letters and words in neat legible print using cursive writing and/or to focus on phonemes from Line b of the Phonics Table (see Syllabus)