274Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 117 (Speaking 24) MAIN SKILL(S) FOCUS: SpeakingTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:What’s for lunch?LunchtimeFood vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots
275Primary 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 SKILLSpeaking 2.1.5Name or describe objects using suitable words from word sets COMPLEMENTARY SKILLListening1.2.1Understand with support the main idea 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.46 Language Strategies 3 and 7 may be suitable. Use other strategies if appropriate.
276Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 118 (Reading 24) MAIN SKILL(S) FOCUS: ReadingTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:I’ve got/I haven’t got Recycled food vocabulary
277Primary 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 SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLReading3.2.3i) Use visuals on the page to help understand a word or phraseii) Identify and remember high frequency sound and letter patternsCOMPLEMENTARY SKILLSpeaking2.1.1Give very basic personal information using fixed phrasesPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book. Post lessonSee Teacher’s Book. Superminds 1 p.47 Language Strategies 2 and 7 may be suitable. Use other strategies if appropriate.
278Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 119 (Listening 24) MAIN SKILL(S) FOCUS: ListeningTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:kitchen, milk, juice,Imperatives: Help me, Come and take him out
279Primary 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 SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLListening1.2.2Understand with support specific information and details of very simple phrases and sentences COMPLEMENTARY SKILLListening 1.2.2Understand with support specific information and details of very simple phrases and sentencesPre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.48 Language Strategies 2 and 3 may be suitable.Use other strategies if appropriate.
280Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 120 (Language Arts 24)MAIN SKILL(S) FOCUS: Language Arts THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Review I like/don’t like
281Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts 5.1Enjoy and appreciate rhymes, poems and songsCOMPLEMENTARY SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLLanguage Arts5.1.1Demonstrate appreciation through nonverbal responses toi) simple chants and raps ii) simple rhymesiii) simple action songsCOMPLEMENTARY SKILLListening1.2.1Understand with support the main idea of very simple phrases and sentencesPlan a Language Arts lesson using a chant or a song (to contrast with previous Language Arts lesson) which lets pupils listen to, respond verbally and physically to the song/chant, and enjoy it.Some activities could include:- Listen and mime or dance.- Listen and distinguish likes and dislikes.- Listen and personalise.A chant or song about likes and dislikes. The topic can be animals or food (or both).Example: https://www.youtube.com/watch?v=IQcXg98Ao8http://www.dreamenglish.com/fruitLanguage Your choice depending on your pupils and your lesson.
282Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 121 (Listening 25)MAIN SKILL(S) FOCUS: Listening THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary from lessons 117 – 119 Prepositions: on, in, underImperative: Put
283Primary 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 familiarcontextsCOMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLListening1.2.4Understand short basic supported classroom instructionsCOMPLEMENTARY SKILLSpeaking2.1.5Name or describe objects using suitable words from word setsPre-lessonPre-lesson task 10: Say what’s missing Lesson delivery1. Clear a space in the classroom and divide pupils into 4 groups. 2. Put the 4 sets of pictures on 4 chairs, one chair near each group. 3. Give instructions, e.g. Put the banana on a table.4. One pupil in each group follows your instructions. This is not a race: the idea is simply to follow the instruction accurately.5. Continue for a few rounds, with a new pupil in each group following your instructions each time. 6. You can make instructions more complex when necessary, e.g. Put the apple and the cheese sandwich under a bag, OR Put the sausages under the chair and the cake on a notebook.7. After a few rounds, ask pupils to give the instructions in each group. Make sure that different pupils have a chance to do this.Post lesson Post-lesson task: Make a word ladder4 sets of pictures of the 10 items of food vocabulary from lessons 116 – 119. Pupils can help you to draw these if necessary. Values (cooperation) Strategies 4 and 5 may be suitable. Use other strategies if appropriate.
284Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 122 (Speaking 25) MAIN SKILL(S) FOCUS: Speaking THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary from lesson 117 – 119 I’ve gotPrepositionsHelp me, please
285Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLReading3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesMAIN SKILLSpeaking2.1.5Name or describe objects using suitable words from word setsCOMPLEMENTARY SKILLReading3.2.2Understand specific information and details of very simple phrases and sentencesPre-lessonBrainstorm with pupils possible ways of adapting the song in Superminds p.48 (Lesson 119).Possibilities include: a different character name, different food, different prepositions.Do an example together with the whole class for the first 2 lines of verse 2 of the song. Help pupils with new vocabulary as appropriate. Lesson delivery1. Divide pupils into pairs or small groups and ask them to create a new song.2. Provide pupils with a language frame to help them structure the song. Put the first verse (which is also verse 3 and 5) on the board or a handout, with a blank in place of Tommy’s, and for verses 2 and 4, write:I’ve got…myI’ve got…myI’ve got…myHelp! Oh help me, please!8. Pupils create their song. They can write the song down, but must also be able to sing it 9. Pupils sing their song to other groups.Post lesson Ask 1 or 2 groups of pupils to take turns to sing their song to the rest of the class. Write prompts for verses 2 and 4 on the board to help the class join in with the song.Board Language Strategies 2 and 3 may be suitable. Use other strategies if appropriate.
286Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 123 (Reading 25)MAIN SKILL(S) FOCUS: Reading THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary from lessons 117 – 119
287Primary 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 nonlinear print and digital texts by using appropriate reading strategiesCOMPLEMENTARY SKILLReading3.2Understand a variety of linear and nonlinear print and digital texts by using appropriate reading strategiesMAIN SKILLReading 3.2.1Understand the main idea of very simple phrases and sentencesCOMPLEMENTARY SKILLReading 3.2.2Understand specific information and details of very simple phrases and sentencesPre-lessonChoose a pre-lesson task that reviews key vocabulary and is suitable for your classLesson delivery 1. Introduce any new vocabulary using flashcards or toy food and kitchen equipment.2. Ask pupils what they think you could make with all these different foods. You could teach the words ‘ingredient’ and ‘recipe’.3. Either by miming or using toys, show pupils how to make the sandwich.4. Give pupils the stages of the recipe. You can give each group a complete set or you can give individual pupils one stage. Ask pupils to put the stages in order.5. Give pupils the chance to mime or use the toys to check the answer.6. Write shopping list on the board. Elicit from pupils what they need to buy from the shop. You could put pictures or write words on the board.7. Give or show pupils two shopping lists. Ask them which one they should use to shop for ingredients to make the sandwich. Post lessonTask 12Texts of recipes (cut up into stages) and shopping lists Pictures or toys/models of the items and actions in the recipe.A possible recipe for a cheese sandwich is below.1. You need a slice of cheese, two slices of bread, some lettuce andsome butter2. Put butter on the bread.3. Put the cheese on one piece of bread.4. Now put some lettuce on the cheese.5. Put the other slice of bread on the lettuce.6. Cut the sandwich into two pieces.7. Eat it and enjoy it! (Idea based on text in Halliwell (1992) Teaching English in the Primary Classroom) Shopping lists:List 1:cheesebreadbutterlettuceList 2:breadtomatocheeselettuceLanguage Strategy 5 may be suitable.Use other strategies if appropriate.If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.
288Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 124 (Writing 25)MAIN SKILL(S) FOCUS: Writing THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary from lessons 117 – 119 Do you like (sausages and peas)? Yes, I do. / No I don’t.
289Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLWriting4.3.2Spell familiar high frequency words accuratelyCOMPLEMENTARY SKILLWriting4.3.3Plan and write words and phrases Pre-taskTask 7 using cheese sandwich vocabularyLesson delivery1. Review previous lesson by asking pupils to mime making a sandwich.2. Ask pupils what kind of sandwich they like. Then change to pizza. 3. Find out which pupils like pizza and what toppings they like on their pizza. Use pictures to give ideas and write the words for the food next to them on the board.3. Ask pupils to mime steps in making a pizza and try to elicit as much language 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 lessonTask 11Pictures or toys of food including pizzaCreativity and Innovation Strategies 1, 2 and 3 may be suitable.Use other strategies if appropriate
290Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 125 (Language Arts 25)MAIN SKILL(S) FOCUS: Language Arts THEME: World of KnowledgeTOPIC LunchtimeLANGUAGE/GRAMMAR FOCUS:Do you like X? Yes, I do. / No, I don’t.I’ve got X on/in/with my Y.
291Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts 5.2Express personal responses to literary texts COMPLEMENTARY SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLLanguage Arts5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLWriting 4.3.2 Spell familiar high frequency words accuratelyPre-lesson Review food vocabulary with a fun activity, for example Task 1, 4, 6 or 9Another option is to use step 1 from the lesson delivery stage below as a pretask activity.Lesson delivery1. Ask pupils if they like foods (review) – Do you like pizza/sandwich? And What’s your favourite pizza/sandwich? Pupils could ask each other questions in pairs.2. Review the song from p.48 of the textbook. Ask pupils to tell their partner if they like the food Tommy makes (e.g. Do you like an apple in your sandwich?)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 lessonTask 3, 4 or 6Poster paper for Crazy Food pictures and paints (coloured pens and pencils if paint not possible) for each pair. You could use paper if you prefer, but posters are better for displaying.Creativity and Innovation Your choice depending on your pupils.Possibly strategies 1, 2 or 4.You could offer more or less support for the sentence pupils will write by eliciting and writing a model on the board. This could be gapped. Or youcould 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.WEEK: _______________
292Primary Year 1 Scheme of Work LESSON: 126 (Speaking 26) MAIN SKILL(S) FOCUS: Speaking THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary
293Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLSpeaking 2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLListening 1.2Understand meaning in a variety of familiar contextsMAIN SKILLSpeaking2.1.2Find out about very basic personal information using fixed phrasesCOMPLEMENTARY 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 lessonSee Teacher’s Book. Superminds 1 p.49 Language Strategies 3 and 6 may be suitable. Use other strategies if appropriate.
294Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 127 (Listening 26)MAIN SKILL(S) FOCUS: Listening THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Where’s (Misty)?PleaseHot What have you got?
295Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLListening 1.2Understand meaning in a variety of familiar contextsCOMPLEMENTARY SKILLReading3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesMAIN SKILLListening 1.2.2Understand with support specific information and details of very simple phrases and sentences COMPLEMENTARY SKILLReading3.2.1Understand the main idea of very simple phrases and sentencesPre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.50-51 Patriotism and Citizenship (waiting your turn) Strategies 2 and 6 may be suitable. Use other strategies if appropriate.
296Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 128 (Writing 26)MAIN SKILL(S) FOCUS: WritingTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I haven’t
297Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.3Communicate with appropriate languageform and style for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLWriting4.3.3Plan and write words and phrasesCOMPLEMENTARY SKILLWriting4.3.2Spell familiar high frequency words accurately Pre-lessonChoose an appropriate pre-lesson task that reviews vocabulary and spelling.Lesson delivery1. Use the picture on p.49 to review the idea of food in the fridge. Ask pupils which of the foods like they.2. In their exercise books, pupils draw a fridge (or you could have a worksheet with a fridge already drawn on it).3. Have pupils write and maybe draw 5 foods in their fridge.4. Next, on separate paper, pupils write some questions for their partner (e.g. Have you got any steak? Have you got 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 lessonTask 10 using other pupils’ pictures.Flashcards of food itemsplain paper for writing Language Strategies 4 and 7 may be suitable. Use other strategies if appropriate.
298Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 129 (Reading 26) MAIN SKILL(S) FOCUS: ReadingTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Sorry, stop, shop, hot dog
299Primary 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 SKILLListening1.1Recognise and reproduce target language soundsMAIN SKILLReading 3.2.2Understand specific information and details of very simple phrases and sentencesCOMPLEMENTARY SKILLListening1.1.1Recognise and reproduce with support a limited range of high frequency target language phonemesPre-lessonSee Teacher’s Book.Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.51 Patriotism and Citizenship (waiting your turn) Strategies 6 and 7 may be suitable.Use other strategies if appropriate.
300Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 130 (Language Arts 26)MAIN SKILL(S) FOCUS: Language Arts THEME: World of KnowledgeTOPIC LunchtimeLANGUAGE/GRAMMAR FOCUS:Your choice, depending on story chosen
301Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS /REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts 5.2Express personal responses to literary textsCOMPLEMENTARY SKILLListening1.2Understand meaning in a variety of familiar contextsMAIN SKILLLanguage Arts5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLListening1.2.3Understand with a high degree of support very short simple narrativesPlan a Language Arts lesson where pupils have the chance to listen to, enjoy and talk about a story with a moral or message if possible.Depending on your choice, you may need to pre-teach some vocabulary for the story.Encourage the pupils to listen actively by asking plenty of questions and involving pupils in the story as you read it to them.Include some activities to follow on from the story which develop motor and/or artistic skills.Talk to the pupils about what they have learned from the story (language or values).Your choice of story. The story could be based around: - the topic of food- the language I’ve/we’ve got’ - waiting your turn- The sound /ɒ/Some examples are:An adaptation of Little Red Riding Hood (where the wolf says ‘What big eyes you have’ – change to ‘You’ve got big eyes’ perhaps). This story can be reviewed in Lesson 140.https://learnenglishkids.britishcouncil.org/en/short-stories/little-redriding-hoodPhonics stories:https://www.kizphonics.com/materials/stories/Values Your choice depending on your pupils and your activities.
302Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 131 (Listening 27) MAIN SKILL(S) FOCUS: Listening THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary
303Primary 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 SKILLListening 1.3.1Predict words they will hear by using knowledge of a topicCOMPLEMENTARY SKILLListening 1.2.2Understand with support specific information and details of very simple phrases and sentences Pre-lessonTeach the pupils mouse and yummy.Explain that you’ll tell them a story with these 2 words in it and ask them to guess what words they’ll hear in the story. Elicit their suggestions and put them on the board.Lesson delivery1. Ask pupils to listen to the story to check their guesses.2. Tell the story, using pictures and gestures to support meaning.3. Elicit pupils’ answers (see step 4).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. A copy of the story The big mouse and the small mouse similar to the one on the next page.Flashcards or drawings of the animals and foodPatriotism and Citizenship (hospitality and politeness) Strategies 1 and 5 may be suitable. Use other strategies if appropriate.
304Primary Year 1 Scheme of Work Lesson 131The big mouse and the small mouseA 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 pizza!’‘Mmm. Yummy! Thank you, I like your food.’ says the small mouse.
305Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 132 (Speaking 27)MAIN SKILL(S) FOCUS: Speaking THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabularyRecycled greetingsHave you got any…?How much are…?Here you are…
306Primary 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 SKILLListening1.2.5Understand short supported questionsPre-lessonPre-lesson task 3: sequence the information: use some of the information from the dialogue. Lesson delivery1. Divide pupils into groups of about 4.2. Ask each group to choose picture or word cards of 6 food items, to put them on a desk, and to write a price under each item. 3. Elicit target language with one group: e.g.Teacher: HiPupil: HiTeacher: 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, pleaseTeacher: Here you areThank youTeacher: 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 chance to be both customer and shopkeeper. 6. Check by asking some groups to do their roleplay to the whole class. Post lesson Pupils copy the dialogue outline into their exercise books. One set of pictures or word cards of the food vocabulary in lesson 117 for each group of 4 pupils in the class (So if you 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. Financial education Strategies 2 and 3 may be suitable. Use other strategies if appropriate.
307Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 133 (Reading 27)MAIN SKILL(S) FOCUS: Reading THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary
308Primary 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 SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLReading 3.1.3Blend phonemes (CVC, CCVC)COMPLEMENTARY SKILLWriting4.3.2Spell familiar high frequency words accurately Pre-lessonChoose an appropriate pre-lesson task to review vocabulary in a fun way.Lesson delivery1. Ask pupils to sit or stand in a circle. Place the plastic letters in the middle.2. You say a word and the pupils have to use the letters to spell it correctly. You could nominate pupils to do this, or ask for volunteers; this could be done letter by letter or as a whole word. Use words that will come up in the lesson.3. Give pupils the sentences and ask them to work out the scrambled words in pairs.4. Give pupils the grid and show them how to complete it. Pupils work individually to complete the grid.5. Have pupils check their answers with their partner before checking as a class.Post lessonChoose a suitable post-lesson task to review any difficult or new vocabulary in a fun way.Plastic letters if available A text with 3-5 sentences.e.g. Tiffany has got eaps and arotscr(=peas and carrots) Shaun has got an plaep and a nbnaaa (= an apple and a banana) a grid for pupils to complete on a worksheet or on the board for pupils to copy (see next page for example of grid). Language Strategy 4 and 7 may be suitable.Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 or 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.
309Primary Year 1 Scheme of Work Lesson 133Example gridName Tiffany Shaun Ali NoorFood
310Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 134 (Writing 27) MAIN SKILL(S) FOCUS: Writing THEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled food vocabulary
311Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLReading3.1Recognise words inlinear and non-linear texts by using knowledge of sounds of lettersMAIN SKILLWriting4.3.2Spell familiar high frequency words accurately COMPLEMENTARY SKILLReading 3.1.3Blend phonemes (CVC, CCVC)Pre-lessonPlay the anagrams pre-lesson task (pre-lesson task 1) for key words from this lesson. Leave the anagrams on the board when you give the answer Lesson delivery1. Put the flashcards/pictures on the board in a random way. Nominate pupils to come out and draw a line to match the pictures with the words (anagrams).2. In their exercise books, ask pupils to draw 4-6 pictures. These should be for words from the unit or lesson. 3. Next ask pupils to write anagrams for the words, also randomly arranged on the page to create a puzzle. They may need to plan these separately.4. Pupils exchange their puzzles with a partner.Post lessonTask 11Flashcards/pictures for key wordsCreativity and Innovation Strategy 2 may be suitable.Use other strategies if appropriate.
312Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 135 (Language Arts 27)MAIN SKILL(S) FOCUS: Language Arts THEME: World of KnowledgeTOPIC LunchtimeLANGUAGE/GRAMMAR FOCUS:Have you got…? Yes, we have. / No, we haven’t.X, please.Sorry, we haven’t got X. / OK, here you are.
313Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLLanguage Arts 5.2Express personal responses to literary texts COMPLEMENTARY SKILLSpeaking2.1Communicate simple information intelligiblyMAIN SKILLLanguage Arts5.2.1Name people, things or places of interest in illustrations accompanying texts COMPLEMENTARY SKILLSpeaking2.1.4Greet, say goodbye and express thanks using suitable fixed phrasesPre-lessonReview or teach the word school canteen (from p.50) using Task 1 or 6.Lesson delivery1. Introduce the word menu to the pupils using your example menu. Ask pupils where they can find menus (elicit canteen, perhaps extend to restaurantand café depending on your class).2. Hand out the worksheet and ask pupils to write the words next to the pictures. 3. Elicit a dialogue based on the menu. You could write this on the board, or you could write prompts. The dialogue can be the same/similar to those used in recent lessons, in particular p.50 –51. Emphasise the need to be polite by saying please and thank you, and sorry.4. Ask pupils to work in pairs (Pupil A + Pupil B). They should write their own menu.5. Change pairs, so they are AA and 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 lessonYour choice, e.g. Task 9An example menu containing words from the textbook (see below)A worksheet for each pupil containing a picture menu thatcorresponds to your example menu.Blank card for each pair to write their menusExample dialogue:A: Hello.B: Hello. Pizza, please.A: No, I’m sorry. We haven’t got pizza.B: OK. Have you got a sandwich?A: Yes. We’ve got a chicken sandwich. B: OK. A chicken sandwich please.A: Here you are.B: Thank you.Values (being polite) Your choice depending on your pupils.Possibly strategies 1 or 2.You could elicit the spellings of the words for the menu and write them on the board before stage 2. You could partly erase them, fully erase them or leave them as a model.You can design your menu to include different kinds of food (as shown on the next page), with more/fewer items on the menu.You can limit/extend the number of items pupils put on their menus.
314Primary Year 1 Scheme of Work Lesson 135MenuMain course Sausages Pizza SandwichVegetables Peas CarrotsDrinks Juice Milk
315Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 136 (Listening 28) MAIN SKILL(S) FOCUS: ListeningTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Numbers 11 – 20
316Primary 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 SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaMAIN SKILLListening1.2.2Understand with support specific information and details of very simple phrases and sentences COMPLEMENTARY SKILLWriting4.3.2Spell familiar high frequency words accurately Pre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.52 Values (cooperation) Strategies1 and 3 may be suitable. Use other strategies if appropriate.
317Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 137 (Reading 28) MAIN SKILL(S) FOCUS: ReadingTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled language: food vocabulary, numbers 11 – 20
318Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLReading 3.2Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategiesCOMPLEMENTARY SKILLSpeaking 2.1Communicate simple information intelligiblyMAIN SKILLReading 3.2.3i) Use visuals on the page to help understand a word or phraseii) Identify and remember high frequency sound and letter patternsCOMPLEMENTARY SKILLSpeaking 2.1.1Give very basic personal information using fixed phrasesPre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book. Post lesson See Teacher’s Book. Superminds 1 p.53 Language Strategies 2 and 5 may be suitable.Use other strategies if appropriate.
319Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 138 (Speaking 28) MAIN SKILL(S) FOCUS: SpeakingTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s), coconut(s), tomato(es), strawberry(ies)
320Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES /REMARKSMAIN SKILLSpeaking 2.1Communicate simple information intelligiblyCOMPLEMENTARY SKILLReading3.3Read independently for information and enjoymentMAIN SKILLSpeaking 2.1.3Express basic likes and dislikesCOMPLEMENTARY SKILLReading 3.3.1Read and enjoy simple print and digital games at word level Pre-lessonSee Teacher’s Book. Lesson deliverySee Teacher’s Book. If pupils do not have stickers for the listen and stick task (task 2):1. Tell them to write the words broccoli, mushrooms, 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. Superminds 1 p.54 Language Strategies 2 and 7 may be suitable. Use other strategies if appropriate.
321Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 139 (Writing 28)MAIN SKILL(S) FOCUS: WritingTHEME: World of KnowledgeTOPIC: LunchtimeLANGUAGE/GRAMMAR FOCUS:Recycled topic language: food vocabulary
322Primary Year 1 Scheme of Work CONTENT STANDARDLEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCESCROSS -CURRICULAR ELEMENTDIFFERENTIATION STRATEGIESTEACHER’S NOTES / REMARKSMAIN SKILLWriting4.3Communicate with appropriate language form and style for a range of purposes in print and digital mediaCOMPLEMENTARY SKILLReading3.3Read independently for information and enjoymentMAIN SKILLWriting4.3.2Spell familiar high frequency words accurately COMPLEMENTARY SKILLReading3.3.1Read and enjoy simple print and digital games at word level Pre-lessonChoose a suitable pre-lesson task to review key vocabulary and spelling.Lesson deliveryThis lesson suggestion is for pupils to make a word snake or word sausage for other pupils to identify topic vocabulary (food), as in lesson 83. If you prefer, you can have pupils make a different kind of word puzzle, such as a crossword or wordsearch.1. Review spelling of food vocabulary by writing gapped words on the board. Focus on sounds rather than individual letters here, e.g. s t _ _ k.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 lessonTask 11 about favourite food or what pupils have eaten recently.Board Language Strategy 1 may be suitable.Use other strategies as appropriate.
323Primary Year 1 Scheme of Work WEEK: _______________ LESSON: 140 (Language Arts 28)MAIN SKILL(S) FOCUS: Language Arts THEME: World of KnowledgeTOPIC Lunchtime LANGUAGE/GRAMMAR FOCUS:She’s got … (in her basket).