Primary Year 1 SK Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.51 ELEMENT Strategies 6 and 7 may
be suitable.
Reading Reading See Teacher’s Book. Patriotism and
3.2 3.2.2 Citizenship (waiting Use other strategies if
Understand a variety of Understand specific Lesson delivery your turn) appropriate.
linear and non-linear information and details of See Teacher’s Book.
print and digital texts by very simple phrases and
using appropriate sentences
reading strategies

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

Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds limited range of high
frequency target
language phonemes

299

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 130 (Language Arts 26)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 300
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Your choice, depending on story chosen

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL ELEMENT Your choice depending
on your pupils and your
Language Arts Language Arts Plan a Language Arts lesson where Your choice of story. Values activities.
5.2 5.2.1 pupils have the chance to listen to,
Express personal Name people, things or enjoy and talk about a story with a The story could be
responses to literary places of interest in moral or message if possible.
texts illustrations based around:
accompanying texts Depending on your choice, you may
need to pre-teach some vocabulary for - the topic of food
the story.
- the language
I’ve/we’ve got’

- waiting your turn
- The sound /ɒ/

COMPLEMENTARY COMPLEMENTARY Encourage the pupils to listen actively Some examples are:
SKILL SKILL by asking plenty of questions and
involving pupils in the story as you read An adaptation of Little
Listening Listening it to them. Red Riding Hood
1.2 1.2.3 (where the wolf says
Understand meaning in Understand with a high Include some activities to follow on from ‘What big eyes you
a variety of familiar degree of support very the story which develop motor and/or have’ – change to
contexts short simple narratives artistic skills. ‘You’ve got big eyes’
perhaps). This story
Talk to the pupils about what they have can be reviewed in
learned from the story (language or Lesson 140.
values).
https://learnenglishkids.
britishcouncil.org/en/sh
ort-stories/little-red-
riding-hood

Phonics stories:
https://www.kizphonics.
com/materials/stories/

301

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 131 (Listening 27)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 302
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Strategies 1 and 5 may
be suitable.
MAIN SKILL MAIN SKILL Pre-lesson A copy of the story The Patriotism and
big mouse and the Citizenship Use other strategies if
Listening Listening Teach the pupils mouse and yummy. small mouse similar to (hospitality and appropriate.
1.3 1.3.1 Explain that you’ll tell them a story with the one on the next politeness)
Use appropriate Predict words they will page.
listening strategies in a hear by using knowledge these 2 words in it and ask them to
variety of contexts of a topic guess what words they’ll hear in the Flashcards or drawings
of the animals and food
story.

Elicit their suggestions and put them on

the board.

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

check their guesses.

Listening Listening 2. Tell the story, using pictures and
1.2 1.2.2 gestures to support meaning.
Understand meaning in Understand with support
a variety of familiar specific information and 3. Elicit pupils’ answers (see step 4).
contexts details of very simple
phrases and sentences 4. Tell the story again and elicit any
more details from the story.

5. Build the details of the story up on
the board using key words and/or
pictures.

6. Repeat steps 7 and 8.

7. Ask pupils whether the big mouse
and small mouse are kind to each
other: and how they know. Most of
this discussion will be in L1, as the
focus is on values, not language.

Post lesson

8. Post-lesson task 2: Make
connections: use flashcards or
drawings to help pupils remember
and say the story.

303

Primary Year 1 Scheme of Work

Lesson 131 304
The big mouse and the small mouse
A big mouse visits a small mouse. They are friends.
‘Hi!’ says the big mouse.
‘Hi!’ says the small mouse. Please have some cake, apple and banana!’
‘Thank you. Yummy! I like your food’ says the big mouse.
The small mouse visits the big mouse.
‘Hi!’ says the big mouse.
‘Hi!’ says the big mouse. ‘Please have some sausages, cheese and pizza!’
‘Mmm. Yummy! Thank you, I like your food.’ says the small mouse.

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 132 (Speaking 27)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 305
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary
Recycled greetings
Have you got any…?
How much are…?
Here you are…

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES NOTES /

ELEMENT Strategies 2 and 3 REMARKS
may be suitable.
MAIN SKILL MAIN SKILL Pre-lesson One set of pictures or Financial education 306
Pre-lesson task 3: sequence the information: use word cards of the Use other strategies if
Speaking Speaking some of the information from the dialogue. food vocabulary in appropriate.
2.1 2.1.4 lesson 117 for each
Communicate simple Greet, say goodbye, Lesson delivery group of 4 pupils in
information intelligibly and express thanks 1. Divide pupils into groups of about 4. the class (So if you
using suitable fixed have 32 pupils in the
phrases 2. Ask each group to choose picture or word cards class, you need 8
of 6 food items, to put them on a desk, and to sets of cards). Pupils
write a price under each item. can help you to make
these if need be.
3. Elicit target language with one group: e.g.

COMPLEMENTARY COMPLEMENTARY Teacher: Hi
Pupil: Hi
SKILL SKILL Teacher: Have you got any apples? Toy money if
Pupil: Yes, we have. appropriate. Pupils
Listening Listening Teacher: How much are the apples? can also use
1.2 1.2.5 Pupil: 3 ringgits. counters, stones or
Understand meaning Understand short small items (e.g.
in a variety of familiar supported questions paper clips) as
contexts pretend money if
appropriate.

Teacher: OK, yes please.

Pupil: 3 ringgits, please

Teacher: Here you are

Thank you

Teacher: Bye!

Pupil: Bye!

4. Practise the target language with the whole
class.

5. Pupils do their dialogues in their groups. Make
sure that everyone in the group has the chance
to be both customer and shopkeeper.

6. Check by asking some groups to do their role-
play to the whole class.

Post lesson
Pupils copy the dialogue outline into their exercise
books.

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 133 (Reading 27)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 307
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 4 and 7 may be
Choose an appropriate pre-lesson task available suitable.
Reading Reading to review vocabulary in a fun way.
3.1 3.1.3 A text with 3-5 Use other strategies if
Recognise words in Blend phonemes (CVC, Lesson delivery sentences. appropriate.
linear and non-linear CCVC) 1. Ask pupils to sit or stand in a circle. e.g. Tiffany has got
texts by using Place the plastic letters in the middle. eaps and arotscr If appropriate, select
knowledge of sounds of (=peas and carrots) suitable activities for your
letters 2. You say a word and the pupils have pupils from LINUS
to use the letters to spell it correctly. Shaun has got an plaep Module 1 or 2 to be
You could nominate pupils to do this, or and a nbnaaa (= an added in to this lesson to
ask for volunteers; this could be done apple and a banana) focus on any phonemes
letter by letter or as a whole word. Use from the Phonics Table
COMPLEMENTARY COMPLEMENTARY words that will come up in the lesson. that pupils continue to
SKILL SKILL have problems with.

Writing Writing 3. Give pupils the sentences and ask a grid for pupils to
4.3 4.3.2 them to work out the scrambled words complete on a
Communicate with Spell familiar high in pairs. worksheet or on the
appropriate language frequency words board for pupils to copy
form and style for a accurately 4. Give pupils the grid and show them (see next page for
range of purposes in how to complete it. Pupils work example of grid).
print and digital media individually to complete the grid.

5. Have pupils check their answers with
their partner before checking as a
class.

Post lesson
Choose a suitable post-lesson task to
review any difficult or new vocabulary in
a fun way.

308

Primary Year 1 Scheme of Work

Lesson 133 Ali Noor

Example grid

Name Tiffany Shaun

Food

309

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 134 (Writing 27)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 310
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Strategy 2 may be
suitable.
MAIN SKILL MAIN SKILL Pre-lesson Flashcards/pictures for Creativity and
Play the anagrams pre-lesson task Use other strategies if
Writing Writing (pre-lesson task 1) for key words from key words Innovation appropriate.
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

311

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 135 (Language Arts 27)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 312
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 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL ELEMENT Your choice depending
on your pupils.
Language Arts Language Arts Pre-lesson An example menu Values (being polite)
5.2 5.2.1 Review or teach the word school containing words from Possibly strategies 1 or
Express personal Name people, things or canteen (from p.50) using Task 1 or 6. the textbook (see 2.
responses to literary places of interest in below)
texts illustrations Lesson delivery You could elicit the
accompanying texts 1. Introduce the word menu to the A worksheet for each spellings of the words for
COMPLEMENTARY pupils using your example menu. Ask pupil containing a the menu and write them
SKILL COMPLEMENTARY pupils where they can find menus (elicit picture menu that on the board before
SKILL canteen, perhaps extend to restaurant corresponds to your stage 2. You could partly
Speaking and café depending on your class). example menu. erase them, fully erase
2.1 Speaking them or leave them as a
Communicate simple 2.1.4 2. Hand out the worksheet and ask Blank card for each pair model.
information intelligibly Greet, say goodbye and pupils to write the words next to the to write their menus
express thanks using pictures. You can design your
suitable fixed phrases Example dialogue: menu to include different
3. Elicit a dialogue based on the menu. kinds of food (as shown
You could write this on the board, or A: Hello. on the next page), with
you could write prompts. The dialogue B: Hello. Pizza, please. more/fewer items on the
can be the same/similar to those used A: No, I’m sorry. We menu.
in recent lessons, in particular p.50 – haven’t got pizza.
51. Emphasise the need to be polite by B: OK. Have you got a You can limit/extend the
saying please and thank you, and sorry. sandwich? number of items pupils
A: Yes. We’ve got a put on their menus.
4. Ask pupils to work in pairs (Pupil A + chicken sandwich.
Pupil B). They should write their own B: OK. A chicken
menu. sandwich please.
A: Here you are.
5. Change pairs, so they are AA and B: Thank you.
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

313

Primary Year 1 Scheme of Work

Lesson 135

Menu

Main course Vegetables Drinks

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

314

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 136 (Listening 28)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 315
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Numbers 11 – 20

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

Superminds 1 p.52 ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Values (cooperation) Strategies1 and 3 may be
See Teacher’s Book. suitable.

Listening Listening Lesson delivery Use other strategies if
1.2 1.2.2 See Teacher’s Book. appropriate.
Understand meaning in Understand with support
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

316

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 137 (Reading 28)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 317
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language: food vocabulary, numbers 11 – 20

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.53 ELEMENT Strategies 2 and 5 may
See Teacher’s Book. be suitable.
Language
Lesson delivery Use other strategies if
Reading Reading See Teacher’s Book. appropriate.
3.2 3.2.3
Understand a variety of i) Use visuals on the
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

318

Primary Year 1 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), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s),
coconut(s), tomato(es), strawberry(ies)

319

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.54 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
Speaking Speaking See Teacher’s Book. appropriate.
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.

320

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 139 (Writing 28)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 321
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: food vocabulary

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Board ELEMENT Strategy 1 may be
Choose a suitable pre-lesson task to suitable.
Writing Writing review key vocabulary and spelling. Language
4.3 4.3.2 Use other strategies as
Communicate with Spell familiar high Lesson delivery appropriate.
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.

322

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 140 (Language Arts 28)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 323
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
She’s got … (in her basket).

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL ELEMENT

Language Arts Language Arts Pre-lesson Story – Adaptation of Language Your choice depending
5.2 5.2.1 Put up a picture of Little Red Riding Little Red Riding Hood on your pupils.
Express personal Name people, things or Hood on the board. Ask questions (LRRH). See below or
responses to literary places of interest in about her, e.g. Task 8. for example: Possibly strategies 1, 2,
texts illustrations https://learnenglishkids. or 5.
accompanying texts Lesson delivery britishcouncil.org/en/sh
COMPLEMENTARY 1. Pre-teach ‘wolf’, ‘grandmother’ and ort-stories/little-red- You can adapt the story
SKILL COMPLEMENTARY ‘house’ using pictures/flashcards or riding-hood to suit the proficiency of
SKILL puppets/toys if possible. your pupils as well as
Listening NB you may have used their level of sensitivity
1.3 Listening 2. Put up the pictures showing the this story in Lesson (the original story tells
Use appropriate 1.3.1 stages of the story on the board. 130, so you can use that the wolf has eaten
listening strategies in a Predict words they will the same story and just the grandmother, for
variety of contexts hear by using knowledge 3. Ask pupils to try to arrange them to review it in this lesson. example).
of a topic form a story. This could be whole class
or in small groups or pairs. Pictures/puppets/toys You can limit or extend
to represent the number of items in
4. Tell the story, taking care to show grandmother, wolf and her basket, provide
meaning as you do it by using mime house models or have pupils
and gesture. use their textbook to
Prepare flashcards that check spellings.
5. Ask pupils to check the order of the represent the main
stages of the story on the board. stages of the story.
These can be hand-
6. Ask pupils what they think happened drawn, e.g.
to the basket in the story. LRRH walking in the
Ask pupils what they think Little Red forest carrying her
Riding Hood had in her basket. basket;
LRRH at her
7. Hand out worksheet. Ask pupils to grandmother’s house.
decide what she has in her basket. LRRH talking to the
They should write words around the wolf disguised as the
picture and draw lines using a ruler to grandmother;
connect the words to the basket. A picture to represent
the end of the story.
8. Ask pupils to tell a partner/group
what she has got in her basket. A worksheet for each
pupil with a picture of
Post lesson Little Red Riding Hood
Talk to pupils about the story. Ask them carrying a basket.
which character they like and why. Ask
them if the wolf is good or not.

324

Primary Year 1 Scheme of Work

Story suggestion for Lesson 140 325

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 grandmother’s house in the woods.
When she gets to her grandmother’s house, her grandmother is in bed. Sara is surprised.
‘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 basket of food for you now.’ she says.
‘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 Scheme of Work

WEEK: _______________ LESSON: 141 Listening (29)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 326
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language: food vocabulary, numbers
Hungry

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Copies of the story Values (kindness and Strategies 3 and 6 may
Explain that you’ll tell pupils a story Daniel goes shopping
on the next page. obedience) be suitable.
about Daniel, who goes shopping for
Listening Listening Simplify the story if Use other strategies if
1.2 1.2.1 his mum. need be (e.g. omit the appropriate.
Understand meaning in Understand with support names of the shops)
a variety of familiar the main idea of very Show them a drawing or picture of
contexts simple phrases and Flashcards of the food
sentences Daniel and his mum: the mum should and animals, drawings
or pictures of Daniel
COMPLEMENTARY COMPLEMENTARY look a bit puzzled or a bit angry. and his mum.
SKILL SKILL
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.

327

Primary Year 1 Scheme of Work

Daniel goes shopping 328
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 me.’
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 Scheme of Work

WEEK: _______________ LESSON: 142 (Speaking 29)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 329
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 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson One set of the 4 You Values (cooperation) Strategies 2 and 7 may
Pre-lesson task 9: Remember the like: list per group of 4 be suitable.
Speaking Speaking words pupils from the next
2.1 2.1.2 page but one. (So if Use other strategies if
Communicate simple Find out about very basic Lesson delivery you have 36 pupils in appropriate.
information intelligibly personal information 1. Divide pupils into groups of 4. your class, you will
using need 9 sets of lists).
COMPLEMENTARY fixed phrases 2. Give each pupil in each group one
SKILL of the 4 You like lists, and 4 of the One set of 16 pictures
COMPLEMENTARY 16 picture or word cards. or word cards per
Listening SKILL group of 4 pupils of the
1.2 3. Explain that the aim of the game is food on the You Like
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 Pupils can help you to
supported questions you got any (chicken)?.. If the make both lists and
answer is no, the reply is Sorry, no sets of cards if need be
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

330

Primary Year 1 Scheme of Work

You like cards C: You like
green beans
A: You like chicken
bananas cake
peas milk
coconuts
steak D: You like
carrots
B: You like apples
cheese sandwiches tomatoes
sausages juice
peaches
pizza

331

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 143 (Reading 29)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 332
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 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson A text about food Financial Education Strategy 6 may be
Choose a suitable pre-lesson task that prices. suitable.
Reading Reading reviews key vocabulary.
3.2 3.2.2 One option is to create Use other strategies if
Understand a variety of Understand specific Lesson delivery a short text such as the appropriate.
linear and non-linear information and details of 1. Review fruit and vegetable one shown on the next
print and digital texts by very simple phrases and vocabulary using pictures or flashcards. page. You can adapt If appropriate, select
using appropriate sentences content or change suitable activities for your
reading strategies 2. Ask pupils to draw pictures of five currency to an pupils from LINUS
COMPLEMENTARY fruit and/or vegetables in their exercise imaginary one if the Module 1 or 2 to be
COMPLEMENTARY SKILL books. prices are not suitable added in to this lesson to
SKILL to your context. focus on any phonemes
Speaking 3. Next, elicit some prices for the items from the Phonics Table
Speaking 2.1.4 on the board. Ask pupils to put a price Toy money if that pupils continue to
2.1 Greet, say goodbye, and on their own fruit/vegetables. appropriate and have problems with.
Communicate simple express thanks using available
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

333

Primary Year 1 Scheme of Work

Find out what the pupils spend

1. Uma has got two bananas and four peaches. A banana is 1 ringgit, and a peach is 2 ringgits. She spends …
2. Jason has got 3 tomatoes and two coconuts. A tomato is 3 ringgits, and a coconut is 4 ringgits. He spends …
3. Anna has got 5 pears and 2 oranges. A pear is 3 ringgits, and an orange is 2 ringgits. She spends …
4. Danish has got 2 pineapples and 3 onions. A pineapple is 5 ringgits and an onion is 3 ringgits. He spends …
5. Najwa has got 2 cakes and 2 cheese sandwiches. A cake is 6 ringgits and a cheese sandwich is 4 ringgits. She spends …

334

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 144 (Writing 29)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 335
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 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

ELEMENT Strategy 2 may be
suitable.
MAIN SKILL MAIN SKILL Pre-lesson Plastic food Financial Education
Choose an appropriate pre-lesson task Use other strategies if
Writing Writing to review food vocabulary. An outline of the text in appropriate.
4.3 4.3.3 lesson 143 for pupils to
Communicate with Plan and write words and Lesson delivery use as a model.
appropriate language phrases 1. Review numbers 1-10 and maths
form and style for a concepts of adding and multiplying
range of purposes in depending on the previous lesson. You
print and digital media could do this using plastic food and
prices, and setting problems to solve
orally.

COMPLEMENTARY COMPLEMENTARY 2. Review the text of the problems in
SKILL SKILL Lesson 143.

Writing Writing 3. Pupils work in pairs to write their own
4.2 problems in their exercise books. They
Communicate basic 4.2.5 could use their drawings and prices
information intelligibly from Lesson 143 for ideas or as a base.
for a range of purposes Connect words and
in print and digital proper names using ‘and’ 4. Pairs swap problems and solve each
media other’s.

5. Pairs work together in groups of four
to check the answers.

Post lesson
Choose a post-lesson task that lets
pupils move around and review
learning.

336

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 145 (Language Arts 29)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge 337
TOPIC Lunchtime
LANGUAGE/GRAMMAR FOCUS:
I’ve got… / I haven’t got…

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES / REMARKS

MAIN SKILL ELEMENT

Language Arts MAIN SKILL Pre-lesson Small pictures of food Language Your choice, depending
5.2 Put the letters g – f – I – d – r – e on the items, cut up, with on your pupils.
Express personal Language Arts board. Ask pupils to unscramble the word sticky tape or a magnet
responses to literary 5.2.1 (fridge). on the back. Possibly strategy 2.
texts Name people, things or Draw a big picture of a fridge on the board.
places of interest in A shopping list You may need to guide
COMPLEMENTARY illustrations Lesson delivery containing some of the some/all of the pupils to
SKILL accompanying texts 1. Give some/all pupils a small picture of food picture items – the answer about what is
food. Say the words. When pupils hear either one copy per in the fridge (deductive
Reading COMPLEMENTARY their word, they come out and stick the pupil or a large copy on reasoning task).
3.1 SKILL food onto the picture of the fridge. the board.
Recognise words in If you wish to further
linear and non-linear Reading 2. Tell the pupils you are going shopping. Worksheet with picture review numbers 11-20,
texts by using 3.1.3 You have a shopping list (put on the of empty fridge and you can include lots of
knowledge of sounds Blend phonemes (CVC, board/give to pupils). blank shopping list (one small food on the list or in
and letters CCVC) for each student or the fridge, e.g. 12
3. Ask pupils to read the shopping list. pair) strawberries.

4. Ask pupils to tell you what is in the fridge
(this is a deductive reasoning task – if food
is on the shopping list, then it is not in the
fridge). Nominate pupils to remove pictures
from the board so that it shows what is in
the fridge.

5. Tell pupils they are going to put food in
their fridges. Give them the worksheet and
ask them to draw three items in the fridge.

6. Now tell them to write three (different)
items on their shopping list.

7. Using their worksheet, pupils tell their
partner what they’ve got and haven’t got.

Post lesson

Play a game to review food and numbers

vocabulary using the small food pictures.
For example, pupils have a picture. They
hide it behind their back. Their partner
guesses – Have you got xxx?

338

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 146 (Speaking 30)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge 339
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled food vocabulary
On the ground, in trees, on plants

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.55 ELEMENT Strategies 2 and 3 may
See Teacher’s Book. be suitable.
Speaking Speaking Science and
2.1 2.1.1 Lesson delivery Technology Use other strategies if
Communicate simple Give very basic personal See Teacher’s Book. appropriate.
information intelligibly information using fixed
phrases

COMPLEMENTARY COMPLEMENTARY If you do not have access to the
SKILL SKILL Workbook

Reading Reading 1. Before the lesson, prepare a poster
3.2 3.2.3 or a photocopiable handout similar
Understand a variety of i) Use visuals on the to the one on the next page.
linear and non-linear page to help understand
print and digital texts by a word or phrase 2. Use this poster or handout for the
using appropriate Think tasks in the Teacher’s Book.
reading strategies ii) Identify and remember
high frequency sound Post lesson
and letter patterns See Teacher’s Book.

340

Primary Year 1 Scheme of Work

1. Think! Colour the fruit words red. Colour the vegetable words green.

 peppers  strawberries  bananas
 carrots,
 onions  potatoes  peas
 pears
 tomatoes  oranges

 apples  peaches

2. Draw the fruit and vegetables on the trees, in the ground, or on the plants

carrot pepper onion pear apple potato tomato

341

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 147 (Writing 30)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge 342
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language: toys, food, imperatives

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.56 ELEMENT Strategies 4 and 5 may
See Teacher’s Book. be suitable.
Writing Writing Creativity and
4.2 4.2.1 Lesson delivery Innovation Use other strategies if
Communicate basic Give very basic personal See Teacher’s Book. appropriate.
information intelligibly information using fixed
for a range of purposes phrases
in print and digital
media

COMPLEMENTARY COMPLEMENTARY If you do not have access to the
SKILL SKILL Workbook

Reading Reading 1. Before the lesson, prepare a
3.2 3.2.2 poster of a monster with a
Understand a variety of Understand specific sandwich in its stomach, Give
linear and non-linear information and details of the monster a name
print and digital texts by very simple phrases and
using appropriate sentences 2. Put the poster on the board.
reading strategies 3. Elicit key details about the

monster (i.e. .name, colour
what’s in the sandwich).
4. Copy this grid onto the board
and ask pupils to complete it.

Name

Colour
What’s in the
sandwich

5. Check answers with the whole
class.

Post lesson
See Teacher’s Book.

343

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 148 (Reading 30)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge 344
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled language from the topic

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES /
STANDARD STANDARD REFERENCES CURRICULAR STRATEGIES REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.57 ELEMENT Strategies 2 and 7 may
be suitable.
Language
Use other strategies if
Reading Reading See Teacher’s Book. appropriate.
3.2 3.2.4
Understand a variety of Use with support a Lesson delivery
linear and non-linear simple picture dictionary See Teacher’s Book.
print and digital texts by to find, list and categorise If you and pupils do not have access to
using appropriate words from Year 1 topics the Workbook.
reading strategies and themes

COMPLEMENTARY COMPLEMENTARY 1. Put Lunchtime flashcards on
SKILL SKILL the board

Speaking Speaking The flashcards should show
2.1 2.1.1 pictures of this lunchtime
Communicate simple Give very basic personal vocabulary:
information intelligibly information using fixed
phrases apples, bananas, cake,
carrots, sandwich, chicken, peas,
pizza, sausages, steak

2. Write the words for the
flashcards at the top of the
board so that pupils have to
think about which word goes
with which flashcard.

3. Follow the picture dictionary
section in the Teacher’s Book

to help pupils achieve the

Reading learning standard for

this lesson.

Post lesson
See Teacher’s Book.

345

Primary Year 1 Scheme of Work

WEEK: _______________ LESSON: 149 (Listening 30)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge 346
TOPIC: Lunchtime
LANGUAGE/GRAMMAR FOCUS:
Recycled topic language
Healthy/unhealthy

Primary Year 1 Scheme of Work

CONTENT LEARNING LEARNING OUTLINE MATERIALS / CROSS - DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES CURRICULAR
STRATEGIES / REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Board Global sustainability Strategies 2 and 5
may be suitable.
Listening Listening Teach pupils new vocabulary: healthy and unhealthy. Copy of Wendy, Nasir
1.3 1.3.1 and Lisa text and grid Use other strategies if
Use appropriate Predict words they Make 2 columns on the board: healthy food and unhealthy on next page appropriate.
listening strategies in will hear by using
a variety of contexts knowledge of a topic food.

COMPLEMENTARY COMPLEMENTARY Ask pupils to name healthy and unhealthy food. They can
SKILL SKILL use L1 if they don’t know the food in English. Teach
sweets and fizzy drink if pupils don’t suggest these.
Listening Listening
1.2 1.2.2 Pupils come to the board and write the items in the correct
Understand meaning Understand with
in a variety of familiar support specific columns on the board.
contexts information and
details of very simple Pre-lesson task 2: Guess the answer: linked to a text you
phrases and tell pupils about Wendy, Nasir and Lisa (see next page).
sentences Pupils predict the healthy and unhealthy food they will hear

Lesson delivery

1. Tell the story in the Wendy, Nasir and Lisa text, and
check pupils’ guesses with them.

2. Give pupils the grid on the next page and read out the
text. Ask pupils to complete the grid. Read the text
out again if necessary.

3. Check pupils’ answers and tell the story one more
time so that pupils can confirm their answers.

4. Ask pupils why healthy eating is important. This
discussion will be in L1, as the focus here is on
human well-being and development, and not on
language.

5. Give pupils a handout of the text, or write a copy on
the board.

6. Put pupils into pairs or small groups and ask them to
change Wendy, Lisa and Nasir’s food so that it is all

healthy.

7. Make larger groups, and ask pupils to read the text
out to their groupmates.

8. Groupmates identify the new food and say whether it
is healthy.

Post lesson
Post-lesson task 8: Make a word ladder, using healthy
food items.

347

Primary Year 1 Scheme of Work

Wendy, Nasir and Lisa
Wendy has got a cheese sandwich, an apple, a banana and some sweets for her lunch.
Nasir has got chicken, broccoli, peas and a fizzy drink for his lunch.
Lisa has got steak, peas, carrots, and 2 cakes for her lunch.

Wendy Nasir Lisa

Healthy food

Unhealthy food

348

Primary Year 1 Scheme of Work