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KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 1
SK
Primary Year 1
Scheme of Work
Contents
Introduction to Primary Year 1 Scheme of Work Document p.3
1. Overview of the Primary Year 1 Scheme of Work p.4
2. Glossary of terms in the Primary Year 1 curriculum framework p.6
3. Differentiation strategies for Primary Year 1 p.9
4. Formative Assessment p.13
5. Suggested Pre-Lesson tasks p.14
6. Suggested Post-Lesson tasks p.19
7. Scheme of Work (Lessons 1 – 160) p.25
Primary Year 1 Scheme of Work

Introduction to Primary Year 1 Scheme of Work Document
The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and
information for planning and delivering their lessons throughout the year. The Scheme of Work contains
the following sections:
1. Overview of Primary Year 1 Scheme of Work
This section will explain to teachers how the Scheme of Work is organised and provides detail on the two
types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons.
2. Glossary of terms in the Primary Year 1 curriculum framework
In order to assist teachers in understanding the Content and Learning Standards which will appear in
each lesson, a number of these Standards have been explained in more detail.
3. Differentiation strategies for Primary Year 1
This section provides teachers with a number of suggested differentiation strategies which teachers may
wish to use within their classes. There are a total of seven strategies and each lesson will have a
recommendation for teachers as to which strategies could be used within that particular lesson.
4. Formative Assessment
This section provides a short overview of formative assessment and suggests 5 possible ways teachers
can assess their pupils.
5. Suggested Pre-Lesson Tasks
Teachers have been provided with a selection of tasks which can be used at the start of each of the non-
textbook-based lessons. There are a total of 12 tasks and details in how each task can be used are
provided.
6. Suggested Post-Lesson Tasks
As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at
the end of each non-textbook-based lesson.
7. Scheme of Work (Lessons 1 – 160)
This section provides teachers with detailed information for both the textbook-based lessons and the
non-textbook-based lessons. This will include the Content and Learning Standards for each lesson,
details of the lesson outline, the learning materials and suggested differentiation strategies. For the
textbook-based lessons teachers will need to refer to the accompanying Teacher’s Book. For the non-
textbook-based lessons, detailed lesson outlines have been supplied which teachers can choose to
follow or adapt as necessary.
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1. Overview of the Primary Year 1 Scheme of Work
1. What is the Primary Year 1 Scheme of Work, and how can it help teachers?
The Primary Year 1 Scheme of Work gives teachers an overview of the Content and Learning
Standards, lesson content and materials for their lessons with Primary Year 1 pupils. They can use
the Scheme of Work to help with their daily, weekly and longer-term lesson planning.
2. How is the Primary Year 1 Scheme of Work organised?
The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing
or Language Arts over the whole school year.
It links the lessons to:
 themes and cross-curricular elements in the Primary Year 1 national curriculum

 the four – lesson cycle of skills lessons (Listening, Speaking, Reading, and Writing) and a
Language Arts lesson as outlined in the Primary Year 1 national curriculum
 the Content and Learning Standards contained within the Curriculum Framework document
 suggested learning materials for teachers to use and/or adapt for their classes.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It

also suggests ways of differentiating learning tasks to help pupils at different levels of language
understanding and use.
3. How are content and skills organised in Primary Year 1?
Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language
Arts lesson. From Lesson 6 onwards, Primary Year 1 is generally organised into textbook-based
lessons (using the selected textbook - Superminds 1) and non-textbook-based lessons. In the
textbook-based lessons, there are four skills lessons and a Language Arts lesson. The sequence of
the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook.
In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking,
Reading and Writing, as suggested in KSSR Bahasa Inggeris Tahun 1 (National schools) and KSSR
Bahasa Inggeris SJK Tahun 1 (National-type schools) of 2011.
Within each lesson, pupils do a range of activities and they often use and practise more than one skill,
as is found in everyday language use. For example, a speaking lesson may also involve listening;
introductory and/or follow-up activities may practise target language through a different skill, for
example, pupils may read words they have practised using in spoken language. Therefore, every
lesson identifies a main and a complementary content and learning standard, and these often focus
on different skills. The first standard stated in the Scheme of Work represents the main focus of the
lesson, and the complementary standards are secondary. Lesson objectives can be derived from both
these main and complementary standards.
The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills
practised in the textbook-based lessons, which should be identified through formative classroom-
based assessment of pupils’ progress.
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The last few lessons (149 – 160) review language and skills practised over the whole of Primary Year
1. The final three Language Arts lessons suggest a class performance of some kind which reviews a
chosen area of language learned during the year.
4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given Content and Learning Standards for lessons. This is because
Content and Learning Standards are repeated a number of times over Primary Year 1 in order to
increase pupils’ chances of success in achieving them across all skills and within Language Arts, but
teachers do not have to follow the learning outline and materials suggested. These can, of course, be
adapted according to the teaching and learning context, as long as they work towards the Content
and Learning Standards for that particular lesson.
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2. Glossary of terms in the Primary Year 1 curriculum framework
Term in Primary Year 1 curriculum Meaning

framework
Listening 1.1.1 a limited range of high frequency target language

Recognise and reproduce with support phonemes
a limited range of high frequency These are the phonemes shown in the phonics table in
target language phonemes the syllabus document.
A range of target language phonemes in Year 1 means a

suitable variety of phonemes from the phonics table,
based on the teacher’s judgment of how well the pupils
they teach can read.
Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of Familiar contexts are ones which pupils know. Examples
familiar contexts include contexts linked to topics covered in the
Superminds 1 textbook, such as friends and family,
school and food.
However, pupils in rural or remote areas and pupils who

live in cities may be familiar with different contexts.
Teachers should use their own judgment here.
Listening 1.2.1 very simple phrases and sentences

Understand with support the main idea Very simple phrases and sentences are simple in
of very simple phrases and structure. They are short and contain just one clause (e.g.
sentences I’m seven; She can swim, He’s got 2 sisters). The ideas
they contain are easy for pupils to understand (e.g. They
See also live in Kuching, I like bananas)
 Listening 1.2.2
 Reading 3.2.1
 Reading 3.2.2
Listening 1.2.3 very short simple narratives

Understand with a high degree of Very short narratives are stories which are usually not
support very short simple narratives more than 6 lines long. The simple narratives contain
language and ideas which pupils can understand.
Teachers should use their own judgment on very short

simple narratives, based on the level and interest of the
pupils they teach.
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Speaking 2.1 simple information
Communicate simple information Simple information is frequent, everyday information
intelligibly which is simple cognitively. Examples include pupils
saying their name and age, talking about their home, or
saying what they like. Superminds 1 provides frequent
opportunities for pupils to communicate simple
information.
Speaking 2.1.1 fixed phrases

Give very basic personal information Fixed phrases are useful phrases for communication
using fixed phrases which pupils can understand and use to communicate
successfully. Often the language in the fixed phrases is
See also above their general language level. Here are some
 Speaking 2.1.2 examples: It’s my turn, Good idea! No problem! There are
 Speaking 2.1.4 many fixed phrases in Superminds 1.
 Speaking 2.3.1
 Writing 4.2.1
 Writing 4.2.2
Reading 3.1 linear and non-linear texts

Recognise words in linear and non-linear Linear texts contain only words. Pupils usually read their
texts by using knowledge of sounds of content in the sequence in which it appears on the page.
letters Examples of linear texts include: dialogues, stories and
descriptions.
See also Non-linear texts combine words and pictures. They

 Reading 3.2 involve a different kind of reading from linear texts, as
pupils may move between the words and the pictures as
they read, not always in a sequence. Examples of non-
linear texts include graphs, diagrams, and some
computer games.
Reading 3.3.1 digital games

Read and enjoy simple print and digital Digital games are language games children play on
games at word level language learning DVD ROMs, CD ROMS, or websites.
Writing 4.2 basic information

Communicate basic information Basic information means the same as simple information
intelligibly for a range of purposes in (see Speaking 2.1 above).
print and digital media
a range of purposes
The range of purposes is described in the learning
standards for Years 1 - 6. These purposes involve finding
out about and giving personal details and opinions.
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Writing 4.3.2 familiar high frequency words
Spell familiar high frequency words High frequency words are words which pupils use
accurately often in Year 1 writing, such as colours, numbers, and
classroom objects. Teachers should use their own
judgment on familiar high frequency words, according
to words pupils write often in their lessons.
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3. Differentiation strategies for Primary Year 1
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the food
words you know, or What will happen next?) allow more proficient pupils to contribute more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give
different tasks to more proficient and less proficient groups of pupils according to their needs and
interests: see strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
 their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
 with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.
Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that
every pupil says or writes something, so that they feel successful. Two useful strategies here are:
 compulsory plus optional
 remember and share.
i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write two sentences or more, or
In your group, say three colours or more. The minimum target (two sentences, three colours) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional,
and gives a chance for more proficient language pupils to challenge themselves. Some pupils
will stop at the minimum target at first, but with more practice, they will soon get the idea of going
beyond the minimum target.
ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they
learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In one
minute, I’ll cover them… Now, share with your group what you remember and then tell me).
Sometimes, less proficient pupils have good memories, and so this task also allows different
pupils to make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved. When it
is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who
complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in the picture in the textbook; Talk with your friend in English: You choose what to talk about).
Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture)
should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.
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Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what they
do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want
to do (e.g. the gestures they create for an action song or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes
pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet
write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for
example a group manager, writer or artist. Teachers should make sure to vary pairing and grouping
over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide
on a reading target for each child, and provide them with different tasks from those pupils who can
already read. If a few pupils are proficient readers, they could be given extra tasks. It should be
noted that the Schemes of Work for Primary Year 1 and Year 2 give recommendations for less
proficient readers to be given support during some reading lessons.
Strategy 6: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is limited. They often involve
very short responses. Open questions usually have more possible answers and longer responses.
Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a dog or a cat?)
gives them a chance to produce accurate answers as they are usually easier to answer than open
questions. Asking open questions to more proficient pupils (e.g. What can Misty do now?) provides
extra challenge. As less proficient pupils grow in confidence and competence, teachers can ask them
more open questions. Sometimes there are also good reasons for asking more proficient pupils
easier questions, as this involves them in the lesson and helps the pace of the lesson.
Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For
example, if a pupil who is weak at writing has tried hard and produces work with a number of
misspellings, feedback can be given on what they did well, and only two or three misspellings of
common or important words highlighted. The pupil should respond to this feedback because the
suggested improvement is achievable for them. If a stronger pupil writes well and makes two
misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find
and correct them. The pupil should be able to respond to the extra challenge built in to this feedback.
The same principle applies to giving feedback on pupils’ spoken language.
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Pupils with pre- and low-level literacy skills
Some pupils are already literate when they begin Primary Year 1, whereas others may not yet be
literate or may be just learning to read. Within the Scheme of Work, reading and writing skills are
developed in different ways and pupils’ literacy skills will be developed through the activities and
lessons, both in the textbook-based lessons and the non-textbook-based lessons as the relevant
Content and Learning Standards are given adequate attention for pupils who are developing literacy
skills.
However, pre-literate pupils, or those with low-level literacy skills, will need extra support. It is
recommended that teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI)
Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where
indicated in the Scheme of Work. This information can be found in the Differentiation column within
the Scheme of Work below.
Please note the following Content and Learning Standards which develop these skills:
1 Content Standard Learning Standard

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

Reading 3.1 Reading 3.1.1
Recognise words in linear and non- Identify and recognise the shapes
linear texts by using knowledge of of the letters of the alphabet
sounds and letters
Reading 3.1.2
Recognise and sound out with
support beginning, medial and
final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC)
Reading 3.1.4
Segment phonemes (CVC, CCVC)
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For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need
to be addressed from the beginning of Primary Year 1. They are not otherwise covered in the
Scheme of Work. Suggestions for this are also indicated in the Differentiation column, where
appropriate.
Note the following Content and Learning Standards which develop these skills:

Writing 4.1 Writing 4.1.1
Form letters and words in neat i) Demonstrate fine motor control
legible print using cursive writing of hands by using pen or pencil
correctly
ii) Demonstrate correct posture
and pen hold grip
iii) Develop hand-eye coordination
through drawing lines
Writing 4.1.2
i) Form upper and lower case
letters of regular size and shape
ii) Write letters and words in a
straight line from left to right with
regular spaces between words
and spaces
iii) Copy letters and familiar high
frequency words and phrases
correctly
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4. Formative Assessment
Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as

language learners, and in communicating this information clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative assessment is
therefore also informative. Formative assessment of listening or reading may involve talking with
pupils about different listening and reading strategies they can use. Some of this discussion may be
in L1, as the focus is on learning, not on language performance. Formative assessment of speaking,
may involve highlighting how well a pupil has communicated a message, as well as some explicit or
implicit correction of pronunciation, vocabulary or grammar. The picture is similar with formative
assessment of writing, with spelling and punctuation replacing pronunciation.
There are five common ways of collecting information in order to find out what pupils have done well,
and what they need to improve:
1. observing pupils in class

2. reading and marking their written work
3. asking pupils about their learning, e.g. what they find easy and difficult, what task types and
topics they enjoy
4. asking pupils to self- or peer assess their work
5. testing pupils.
Formative assessment also involves teachers reflecting on the learning in a lesson in order to plan
upcoming lessons effectively. This is of particular value when considering the non-textbook-based
lessons, where learning from the textbook can be reviewed and/or enriched.
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5. Suggested Pre-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills-
focussed lesson and require minimal materials and preparation. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Each pre-lesson task takes about 5-10 minutes of class time.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: to prepare and give pupils confidence for a listening or reading text
MATERIAL: Board, exercise books and pens
Write anagrams of key topic vocabulary words on the board, e.g.
e l o y l w (for yellow)
r e n e g (for green)
Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
If pupils find this difficult provide the first letter of each word or provide a picture to help them with
meaning.
When finished, invite pupils to form larger groups to see if they have the same words.
Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
MATERIALS: Board
1. write questions on the board for a listening or reading text that the pupils will answer during the
lesson.
2. Provide two or three possible answers for each question for example, “What does Sara like doing?”
a. going swimming
b. watching TV
c. reading books (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils then listen to or read the text to check their predictions.
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PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
MATERIALS: Board
1. Write a list of events in the listening or reading text in a random order or use pictures to illustrate
them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He
sees a mouse in the tent at night. His mother screams! The mouse runs away).
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: to revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards
1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card then
slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece
of paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the
board. Continue until the pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: to revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to prepare
them for the content of the lesson.
2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is blue”
etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct any
false sentences. You could change the action to suit the topic of the lesson or to review other
vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or
with the whole class.
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PRE-LESSON TASK 6: FINGER-WRITING
AIM: to practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words the pupils will need for the lesson. These should be words the pupils already
know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head
down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word
off the board. If you want to review word-spelling, then you could use a picture.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes
the word on their back by using their finger.
6. Each pupil works out what word his/her partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
NB: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the
example below _ _ _ _ _ _ (pencil).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one
part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to
remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the
teacher has won!
NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has
a good number of parts (e.g. 6 or 7).
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PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: to help pupils with listening or reading comprehension
MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will have
in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time,
e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main listening or reading focus
for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Choose about 7 or 8 topic words which pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
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PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: to review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.
1. Follow steps 1-5 in Pre-task 9, Remember the Words.

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: to practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic
words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the
phoneme you are focusing on, e.g. for /ɒ/:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more
difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let
pupils check their answers.
5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different
from the others). Pictures could be used instead of words to check vocabulary production rather than
reading recognition.
PRE-LESSON TASK 12: PASS IT ON
AIM: to review vocabulary or language to prepare for a lesson
MATERIALS: Word or picture cards
1. Review with the whole class the word or picture cards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word
and passes it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling
the pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
NB: You can use this activity to support vocabulary learning or reading. You could use short
sentences for more proficient groups of pupils.
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6. Suggested Post-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson
section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-
focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think that
these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: to provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which
pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: to review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3-6 flashcards which represent the content of a text
which pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and
elicit ideas from the pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals the link may be
The story is on a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can
remember from the text, using the flashcards to help them. This could be sentences focusing on
content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise writing as well as speaking, pupils could come up to the board and write
information under the corresponding flashcard.
19
POST-LESSON TASK 3: GUESS THE WORD
AIM: to review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting the pupils see what it is.
4. Explain the word without saying the name or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there is none left in the bag.
A possible variation is:

1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: to review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing
task. These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.
20
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: to practise the pronunciation of key language from the lesson
MATERIALS: Listening or reading text, board
1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you
want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask
the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of
words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: to review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a
topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the word, or follows the
instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if
their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the front).
21
POST-LESSON TASK 7: LISTEN AND POINT
AIM: to review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: to review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some
chalk or a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for
each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on
the ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a
fixed time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team
has a word which no other team has, they get an extra point. Alternatively, you can avoid giving
points for these kinds of game, but offer praise yourself and from the other students when teams
do well.
22
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: to review topic vocabulary, to practise listening, speaking and reading
MATERIALS: Board
1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is
a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of
the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils can
work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of
each target language item suggested.
8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil score 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous
pupil.
If this scoring system is too complex for younger children or those less proficient in numeracy, you can
tell pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct
word.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another
source
1. Make sure that each pupil can see the textbook picture or your own picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are true or false, and correct false statements.
6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more
time to look at the picture if they need to do this in order to make their statements.
23
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: to review topic content or vocabulary and encourage pupils to make links between English
learning and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils
to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and
circle one of the pictures/words. This should be something you can connect to your personal life
(e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what
the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: to reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.
Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit
an answer and write it on the board. Then give another example; then elicit another example. You
could include examples of other language structures too, depending on your lesson focus and
level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can
write in their notebooks or it can be done as a speaking activity. This would also be a little
quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or
reviewed by asking pupils to remember words with a particular sound. This could be from the
lesson or could be from the whole year so far.
24
7. Scheme of Work (Lessons 1 – 160)
25
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?

I’m (name)
WEEK:
He’s, She’s (name)

Bye
26
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Values (Friendship) Strategies 3 and 4 may
1. Introduce target language (Hi, I’m be suitable.
Speaking Speaking … What’s your name?) using
2.1 2.1.4 yourself and pupils as examples. Use other strategies if
Communicate simple Greet, say goodbye, and appropriate.
information intelligibly express thanks using 2. Pupils report back (I’m… He’s…
suitable fixed phrases She’s…) … If appropriate, select
suitable activities for your
Lesson delivery pupils from LINUS
Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY 3. Pupils practise target language in to this lesson, to work
SKILL SKILL pairs. towards Content
Standard:
Speaking Speaking 4. Pupils report back to the whole
2.3 2.3.1 class e.g. I’m … he’s/she’s … Writing 4.1
Communicate Introduce self to an Form letters and words in
appropriately to a small audience using fixed 5. Divide pupils into groups of about neat legible print using
or large group phrases 6: they repeat step 3. cursive writing.
6. Make larger groups of about 12:

pupils report names within the
larger group.
7. Pupils report back to whole class
Post lesson
8. 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.
27
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
TOPIC: Friends
Point to something (green) …

WEEK:
Colours: blue, green, yellow, red, white
28
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards for Language Strategies 1 and 2 may
colours be suitable.
Listening Listening 1. Introduce and teach pupils
1.2 1.2.4 names of colours. Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom Lesson delivery
contexts instructions
2. Give pupils instructions’
Point to something
(red/green etc) - pupils
COMPLEMENTARY COMPLEMENTARY SKILL point to things inside or
SKILL outside the classroom.
Writing
Writing 4.1.2 3. Pupils do step 2 in small
4.1 i) Form upper and lower case groups.
Form letters and words letters of regular size and
in neat legible print shape** 4. Play Simon says. If your
using cursive writing instruction is Simon says
**preliterate pupils only point to something green,
pupils do this. If you just
ii) write letters and words in a say Point to something
straight line from left to right with green, they don’t do it.
regular spaces between words
and spaces* 5. Pupils do step 4 in groups.
6. Pupils write the names of

*all pupils
the colours.
iii) copy letters and familiar high Post lesson
frequency words and phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g.
*all pupils Point to something red and
something blue.
NB Learning standard 4.1.1 also
applies to preliterate pupils here, 8. Pupils do step 7 in groups.
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.
29
LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
TOPIC: Friends
WEEK:
Colour words
30
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be
Review colour words by playing Simon available, or alphabet suitable.
Reading Reading Says (the same as Lesson 2). cards
3.1 3.1.1 Use other strategies if
Recognise words in Identify and recognise Lesson delivery Flashcards of colours appropriate
linear and non-linear the shapes of the letters 1. Have pupils sit or stand in a circle.
texts by using in the alphabet Ask the pupils their names and practise Colour word cards, If appropriate, select
knowledge of sounds of any other spoken language they may divided into sounds, suitable activities for your
letters know at this point (e.g. How are you? e.g. pupils from LINUS
How old are you?). Card 1 – gr Module 1 to be added in
2. Show each letter/letter card and ask Card 2 – ee to this lesson, to work
pupils which letter is it. Elicit the sound Card 3 – n towards Content
COMPLEMENTARY COMPLEMENTARY of the letter, too, as appropriate. Put the Standard:
SKILL SKILL letters in the middle of the circle. One set of three or four
colours for each pair or Writing 4.1
Reading Reading 3. Show pupils the colour flashcards group = one set for Form letters and words in
3.1 3.1.2 and ask them to tell you the colour in modelling neat legible print using
Recognise words in Recognise and sound out English. What colour is this? cursive writing.
linear and non-linear with support beginning, Alphabet song: e.g.
texts by using medial and final sounds 4. Next ask them which sound the https://www.youtube.co
knowledge of sounds of in a word colour starts with e.g. green starts with m/watch?v=A7InEgfPG
letters g-. Nominate pupils to take the letter xc
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 lesson
Sing or play the alphabet song or other
appropriate song.
31
LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
TOPIC: Friends
WEEK:
Alphabet, pupils’ names
32
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to your suitable.
Writing Writing lesson content
4.1 4.1.2 Lesson delivery Use other strategies if
Form letters and words i) Form upper and lower 1. Play or sing the alphabet song as in Card for name cards for appropriate.
in neat legible print case letters of regular previous lesson. each pupil. If possible,
using cursive writing size and shape** like a worksheet, with
2. Ask pupils What’s your name? the sentence stem: I’m
**preliterate pupils only .
3. Have pupils ask each other what
their names are.
ii) write letters and words
in a straight line from left 4. Ask pupils how to spell their name:
to right with regular What’s your name? How do you spell
spaces between words that? (this may be a new question for
and spaces* pupils, but they only need to
understand it. Make the meaning clear
*all pupils by miming writing and eliciting the letter
names)
iii) copy letters and
familiar high frequency 5. Give each pupil a piece of card. Ask
words and phrases them to write their name on the card to
correctly* complete the sentence.
*all pupils 6. When pupils have completed their

task collect the name cards, mix them
up and give them back to different
pupils.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 7. Pupils read the name on the cards
and try to find the pupil whose card it is.
Reading Reading At this point, they can say simply
3.1.1 A: Alia?
3.1
Identify and recognise B: Yes / No
Recognise words in
linear and non-linear the shapes of the letters
in the alphabet 8. Make sure pupils all have their own
texts by using
knowledge of sounds of name cards. Tell them to keep them in
letters their books so that they can put them
on their desks for English classes.
Post lesson
Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)
33
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Friends
WEEK:
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet
34
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson.
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility
songs verbal responses to: confidence and enjoyment, you can is the rainbow song.
help them to develop entrepreneurial
i) simple chants and raps skills by encouraging them to create See
ii) simple rhymes their own gestures.
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
COMPLEMENTARY COMPLEMENTARY J/sing_a_rainbow
SKILL SKILL
for the tune and words.
Language Arts Language Arts
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
songs songs with intelligible
pronunciation, rhythm
and intonation
i) simple chants and raps

ii) simple rhymes
iii) simple action songs
35
TOPIC: Friends
WEEK:
Hi. What’s your name?

I’m (name)
36
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teacher’s Book suitable.
Listening Listening
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson delivery
contexts details of very simple See Teacher’s Book If appropriate, select
phrases and sentences suitable activities for your
pupils from LINUS
Post lesson to this lesson, to work
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book. towards
SKILL SKILL
Content Standard:
Speaking Speaking Writing 4.1
2.1 2.1.1
Communicate simple Give very basic personal Form letters and words in
information intelligibly information using fixed neat legible print using
phrases cursive writing
37
TOPIC: Friends
Numbers 1 - 10
WEEK:
How old are you?

I’m (age)
38
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book
Form letters and words ii) appropriate.
in neat legible print write letters and words in
using cursive writing a straight line from left to Lesson delivery If appropriate, select
right with regular spaces suitable activities for your
between words and See Teacher’s Book pupils from LINUS
spaces Module 1 to be added in
to this lesson, to work
towards Content
Post lesson Standard:
SKILL SKILL See Teacher’s Book Writing 4.1
Form letters and words in
Speaking Speaking neat legible print using
2.1 2.1.1 cursive writing
Communicate simple Give very basic
information personal information
intelligibly using fixed phrases
39
TOPIC: Friends
WEEK:
Names of letters of the alphabet
40
CROSS - TEACHER’S NOTES /
CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE CURRICULAR REMARKS
STANDARD STANDARD REFERENCES STRATEGIES
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.6 Language Strategies 2, 6, and 7
may be suitable.
Reading Reading See Teacher’s Book
Recognise words in Identify and recognise appropriate.
linear and non-linear the shapes of the letters
texts by using in the alphabet Lesson delivery
knowledge of sounds of
letters See Teacher’s Book
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL
See Teacher’s Book
Writing Writing
4.1 4.1.2
Form letters and words ii) write letters and words
in neat legible print in a straight line from left
using cursive writing to right with regular
spaces between words
and spaces
41
TOPIC: Friends
WEEK:
Colours
My hat is (colour)
42
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets Lesson delivery
SKILL SKILL
Post lesson
Reading Reading
3.1 3.1.3 See Teacher’s Book
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC)
texts by using
letters
43
TOPIC: Friends
WEEK:
Recycled language: letters of the alphabet
44
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2, 3, 4 and 7
you know and like, or may be suitable.
Language Arts Language Arts 1. Your choice, as appropriate to your create your own.
5.1 5.1.1 lesson. Use other strategies if
Enjoy and appreciate Demonstrate 10 little numbers appropriate.
rhymes, poems and appreciation through non- Lesson delivery https://www.youtube.co
songs verbal responses to m/watch?v=dk9Yt1PqQ
2. Design a lesson iw
i) simple chants and raps in which pupils develop and share is one possibility.
ii) simple rhymes gestures to accompany a numbers
iii) simple action songs song.
3. Body numbers: small groups of

pupils represent numbers with their
COMPLEMENTARY COMPLEMENTARY bodies: all group members are
SKILL SKILL involved in representing each
number.
5.1 5.1.2 Post lesson
rhymes, poems and texts, and sing simple 4. Your choice, as appropriate to your
songs songs with intelligible lesson.
and intonation

ii) simple rhymes
45
TOPIC: Friends
Recycled language from lessons 6 – 10:

What’s your name…?
How old are you?
I’m (years old)
WEEK:
How do you spell?

Names of the letters of the alphabet
46
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper and something Values (Friendship) Strategies 2 and 7 may
to stick pictures on the be suitable.
Listening Listening 1. Pre-lesson task 1: Work out the wall if appropriate
1.2 1.2.5 words.
Understand meaning in Understand short Use other strategies if
a variety of familiar supported questions 2. Introduce and teach the fixed appropriate.
contexts phrase How do you spell….?
If appropriate, select
Lesson development suitable activities for your
pupils from LINUS
COMPLEMENTARY COMPLEMENTARY 3. In groups of 6-8, pupils do a survey Module 1 to be added in
SKILL SKILL of names, ages, and ask how to to this lesson, to work
spell their classmates’ names. towards Content
Writing Writing Standard:
4.2 4.2.1 4. In pairs, they draw their neighbour
Communicate basic Give very basic personal and write about him/her (E.g. Writing 4.1
information intelligibly information using fixed Lukman/Mira. He’s/She’s 7 years Form letters and words in
for a range of purposes phrases old). neat legible print using
in print and digital cursive writing
media 5. Pupils put their work on the wall to
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the

error.
47
TOPIC: Friends
Recycled language from lessons 6 – 10

What’s your name…?
WEEK:
How old are you?

I’m (years old)
48
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to Language Strategies 2 and 7 may
screw up into a ball be suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher
Communicate Introduce self to an Lesson delivery appropriate.
appropriately to a small audience using fixed
or large group phrases 2. Pupils stand in groups of about 5
or 6.
3. They throw a ball of paper to each

COMPLEMENTARY COMPLEMENTARY other to practise target language in
SKILL SKILL a chain activity.
Writing Writing 4. E.g. Pupil 1 starts: Hi, I’m X …, I’m

4.3 4.3.1 years old and throws the ball of
Communicate with Use capital letters paper to pupil 2 in the circle who
appropriate language appropriately in personal repeats this information, and adds
form and style for a and place names their own information to make a
range of purposes in chain. i.e. He’s/ she’s X, he’s
print and digital media /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

write
49
TOPIC: Friends
WEEK:
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers
50
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Letter cards or plastic Language Strategies 2 and/or 4
Play Find Something- pupils listen to letters. may be suitable.
Reading Reading you say Find something red, and go to
3.1 3.1.1 touch something red in the classroom. Colour pencils Use other strategies as
Recognise words in Identify and recognise Write the colour words on the board as appropriate to your
linear and non-linear the shapes of the letters you use them. Worksheet – one per pupils.
texts by using in the alphabet pupil (see below)
knowledge of sounds of Lesson delivery If appropriate, select
letters 1. Pupils sit in small groups. Give each suitable activities for your
group some letters (cards or plastic pupils from LINUS
ones). Call out a letter; pupils have to Module 1 to be added in
try to grab the correct letter. They keep to this lesson
COMPLEMENTARY COMPLEMENTARY it if they grab it first. to focus on phonemes
SKILL SKILL from Line a of the
2. Next, tell pupils a colour word. They Phonics Table (see
Writing Writing should work together to try to spell it Syllabus).
4.1 4.1.2 using the letters they have. They can
Form letters and words i) Form upper and lower use the words on the board to help.
in neat legible print case letters of regular
using cursive writing size and shape** 3. Depending on the level of
proficiency, you could repeat this
**preliterate pupils only activity with the words on the board
erased.
ii) write letters and words
in a straight line from left 4. Hand out worksheet and ask pupils
to right with regular to write their name at the top. Pupils
then read and colour the words (Part
A).
and spaces*
5. Next pupils colour the hat in Part B
*all pupils and write the colour in the gap.
iii) copy letters and Post lesson
familiar high frequency Task 10 using picture on p.4. This may
words and phrases need adapting to your pupils.
correctly*
*all pupils
51
Suggested worksheet design for Lesson 13:
I’m
A: Read and colour
B: Write and draw
[pupil’s drawing of a hat]
My hat is .
52
TOPIC: Friends
WEEK:
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers
53
CROSS -
ELEMENT
Strategies 2 and/or 4
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language may be suitable.
Task 1 using colour words. Leave the cards for each group
Writing Writing words on the board if necessary. (i.e. pairs of cards, one Use other strategies as
4.1 4.1.2 with a coloured circle appropriate to your
Form letters and words i) Form upper and lower (or object) and the pupils.
in neat legible print case letters of regular Lesson delivery other with the written
using cursive writing size and shape** 1. Review the colour words using word of the colour). If appropriate, select
flashcards. Put the flashcards around suitable activities for your
**preliterate pupils only the room. Say a colour and the pupils Coloured pencils, pupils from LINUS
should go to that flashcard (run or poster paper (or large Module 1 to be added in
ii) write letters and words walk). paper for display). to this lesson
in a straight line from left You may need to to focus on phonemes
to right with regular 2. Play a game of pelmanism with create a worksheet from Line b of the
colour flashcards in small groups – lay which shows pupils Phonics Table (see
out all the cards, face-down. Pupils turn where to draw and Syllabus).
and spaces*
over two cards in turns to find a pair of where to write. Include
matching colour + word. lines to help with letter
*all pupils size and shape as/if
3. Pupils work in pairs. Give each pair you would normally do.
iii) copy letters and two or maybe three colours. Pupils
familiar high frequency make a poster by drawing object(s) of a
words and phrases certain colour. They colour them and
correctly* then write the colour word underneath.
*all pupils 4, Display pupils’ work in the
classroom. Have pupils talk about the
colours and objects using as much
vocabulary as they may have. You
COMPLEMENTARY COMPLEMENTARY could introduce new words here if you
SKILL SKILL feel it is appropriate and useful.
Reading Reading Post lesson

3.3 3.3.1 Task 11. Ask about colours of objects
Read independently for Read and enjoy simple they have in their school bag, for
information and print and digital games at example, that they can take out and
enjoyment word level show the class
54
TOPIC: Friends
WEEK:
Your choice, as appropriate to your pupils’ needs and interests
55
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson content
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on You may want to provide
rhymes, poems and appreciation through non- Once pupils can respond with colours, one possibility prompts for pupils to help
songs verbal responses to: confidence and enjoyment, you can is the rainbow song. them to create their own
help them to develop entrepreneurial verse.
i) simple chants and raps skills by encouraging them to create See:
ii) simple rhymes their own words to their own extra http://www.bbc.co.uk/le
iii) simple action songs verse. arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/F-
J/sing_a_rainbow
SKILL SKILL for the tune and words.
Speaking Speaking
2.1 2.1.5
Communicate simple Name or describe objects
word sets
56
TOPIC: Friends
WEEK:
Recycled language: I’m (name/age), What’s your name? How old are you?
57
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.8 - 9 Entrepreneurship Strategies 2, 5, and 7
(role play) may be suitable.
Reading Reading See Teacher’s Book.
Understand a variety of Understand specific appropriate.
linear and non-linear information and details of
print and digital texts by very simple phrases and Lesson delivery If appropriate, select
using appropriate sentences suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
to this lesson, to work
towards Content
COMPLEMENTARY COMPLEMENTARY Standard:
SKILL SKILL Post lesson
Writing 4.1
Listening Listening See Teacher’s Book. Form letters and words in
1.2 1.2.3 neat legible print using
Understand meaning in Understand with a high cursive writing
a variety of familiar degree of support very
contexts short simple narratives
58
TOPIC: Friends
WEEK:
Recycled language from topic of Friends
59
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.9 Language Strategies 2, 4, and 6
may be suitable.
Writing Writing See Teacher’s Book.
Communicate basic Give very basic personal appropriate.
information intelligibly information using fixed
for a range of purposes phrases Lesson delivery If appropriate, select
in print and digital suitable activities for your
media See Teacher’s Book. pupils from LINUS
If you do not have access to the to this lesson, to work
Workbook, towards Content
COMPLEMENTARY COMPLEMENTARY Standard:
SKILL SKILL 1. Draw on the board or give to
pupils the grid on the next Writing 4.1
Speaking Speaking page as a handout. Form letters and words in
2.1 2.1.5 2. Ask pupils to copy the grid if it neat legible print using
Communicate simple Name or describe objects is on the board. cursive writing
information intelligibly using suitable words from 3. Ask pupils to work individually
word sets to draw and write examples of
what they know.
4. Close the task by sharing a
few examples with the whole
class
5. 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.
60
Draw and write examples of what you know
1. 2.
I’m six
3. 4.
61
TOPIC: At School
WEEK:
Classroom objects
62
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.10 Language Strategies 2 and 3 may
be suitable.
Listening Listening See Teacher’s Book.
a variety of familiar the main idea of very
contexts simple phrases and Lesson delivery
sentences
Speaking Speaking See Teacher’s Book.

2.1 2.1.5
word sets
63
TOPIC: At School
What’s this?
It’s a (ruler)
Is it a (ruler)?
WEEK:
Yes, it is/No, it isn’t.
64
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.11 Language Strategies 2, 4 and 7 may
be suitable.
SKILL SKILL
Listening Listening Post lesson

1.2 1.2.2
Understand meaning in Understand with support See Teacher’s Book.
a variety of familiar specific information and
contexts details of very simple
phrases and sentences
65
TOPIC: At School
Classroom objects
WEEK:
It’s a… (pencil)
66
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson https://d3ddkgxe55ca6c Creativity and Strategies 2, 4 and 7 may
.cloudfront.net/assets/a Innovation be suitable
Language Arts Language Arts 1. Revision: Pupils do the school /44/f4/109155_100smar
5.2 5.2.1 objects chant from p.10. ty1_sip-45-26007.pdf Use other strategies if
Express personal Name people, things or appropriate.
responses to literary places of interest in Lesson delivery shows you how to
texts illustrations make a zigzag book .
accompanying texts 2. Show pupils how to make a zigzag
book.
3. Pupils make the book, following

COMPLEMENTARY COMPLEMENTARY your instructions.
SKILL SKILL
4. Pupils draw and label 5 classroom
Language Arts Language Arts objects.
5.3 5.3.1
Express an imaginative Respond imaginatively 5. Pupils share their books and name
response to literary and intelligibly through the objects in their friends’ books.
texts creating simple art and
craft products Post lesson
Other imaginative 6. Your choice, as appropriate to your

responses as lesson.
appropriate.
67
TOPIC: At School
Imperative: draw
WEEK:
Recycled language from lessons 16 - 20:

colours and classroom objects
68
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Language Strategies 1 and 3 may
1. Pre-lesson task 6: Finger writing be suitable.
Listening Listening
1.3 1.3.1 Lesson Delivery Use other strategies if
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge 2. Tell pupils that you‘ll ask them to
variety of contexts of a topic draw some classroom objects.
Elicit their predictions of target
language.
COMPLEMENTARY COMPLEMENTARY 3. Give a picture dictation of 3 or 4

SKILL SKILL objects, pausing in between each
object. Include classroom objects,
Listening Listening colours and numbers (e.g. Draw a
1.2 1.2.4 red pencil case… Now draw 2 blue
Understand meaning in Understand short basic rulers).
a variety of familiar supported classroom
contexts instructions 4. Pupils compare and name objects.
5. In pairs pupils take turns to do a

picture dictation of 3 objects with
each other.
Post lesson
6. Post-task 8: Make a word ladder
69
TOPIC: At School
How are you?

I’m fine, thanks
Good

numbers 1 - 10, Bye!
WEEK:
How old are you?
70
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Cards with written Language Strategies 2 and 7 may
1. Introduce and teach How are you? numbers. Before the be suitable.
Speaking Speaking I’m fine thanks, Good. lesson, prepare a set of
2.1 2.1.4 telephone number Use other strategies if
Communicate simple Greet, say goodbye, and Lesson delivery cards, one card for appropriate.
information intelligibly express thanks using each pupil in your class
suitable fixed phrases 2. Give 1 card to each pupil in the and one for you. Write
class and explain that the black a number in black and
number is theirs, and that the red a different number in
one is the number of a classmate. red on each card.
SKILL SKILL 3. Say the red number on your card. Make sure that every
The pupil whose number it is black number occurs as
Listening Listening answers. a red number on
1.2 1.2.2 another card.
4. The conversation should be similar
Understand meaning in Understand with support
to this:
contexts details of very simple Pupil: Hi, X here Toy or pretend phones
phrases and sentences Teacher: Hi X, (your name) here if you have them:
Pupil: How are you? Pupils can use their
Teacher: I’m fine, thanks. How are fingers as phones if
you, X? not.
Pupil: I’m fine thanks
Teacher: 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 lesson
9. Post-lesson task 6: Whisper and

write (Use a sequence of about 5
numbers for this).
W
E
71
TOPIC: At School

Classroom objects
72
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Word cards for the ICT Strategies 2 and/or 4
Task 10 using classroom objects classroom objects used may be suitable.
Reading Reading in pre-lesson (one for
3.1 3.1.3 Lesson delivery each pupil. There can Use other strategies
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a large circle. be multiple cards of the depending on your
linear and non-linear CCVC) Arrange the objects from the pre-lesson same object). pupils.
texts by using task on a table or on the floor in the
knowledge of sounds of middle of the circle. Give each pupil a Create a very simple, If appropriate, select
letters word card. Ask them to try to read it completed wordsearch suitable activities for your
silently. to use as a model OR pupils from LINUS
2. Sound out the words (e.g. p-e-n-s-l, have a wordsearch you Module 1 to be added in
b-u-k) on the word cards. As pupils can do with the class to this lesson, to work
COMPLEMENTARY COMPLEMENTARY hear their word, they should put the together. towards Content
SKILL SKILL card by the object in the circle. Standard:
One possibility for an
Writing Writing 3. Feedback by showing the word card online wordsearch Writing 4.1
4.3 4.3.2 for each item and ask pupils to read maker is Form letters and words in
Communicate with Spell familiar high and sound out the words together. https://worksheets.thete neat legible print using
appropriate language frequency words acherscorner.net/make- cursive writing
form and style for a accurately 4. If pupils need more practice in this your-own/word-search/
range of purposes in area, you could play a game where and/or
print and digital media they sound out the word on the card If you have internet
and pass it to their neighbour, who access, make sure that to focus on phonemes
sounds it out and passes it to theirs, you choose a from Line b of the
and so on around the circle. wordsearch maker Phonics Table (see
5. Pupils sit back in their places. Show which produces words Syllabus)
pupils your completed wordsearch only across or down:
example and elicit what it is (if you think you can choose this
pupils are familiar with wordsearches). option on the better
If not, work through an example wordsearch makers.
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 lesson
Post lesson Task 12
73
TOPIC: At School
Recycled language from lessons 16 - 20

WEEK:
It’s a …, colours, classroom objects
74
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters or letter Values (saying thank Your choice, as
Task 4 (try to use the dialogue pattern cards. you) appropriate to your
Writing Writing here) lesson.
4.2 4.2.2 One worksheet per
Communicate basic Greet, say goodbye, and Lesson delivery pupil (see below for If appropriate, select
information intelligibly express thanks using 1. In small groups or pairs, pupils play a suggested design) suitable activities for your
for a range of purposes suitable fixed phrases jumbled letters game, where they have pupils from LINUS
in print and digital to spell words correctly using the letters Module 1 to be added in
media given. Use plastic letters or letter cards to this lesson, to work
to spell words from the unit. towards Content
Standard:
2. Have pupils copy the words into their
COMPLEMENTARY COMPLEMENTARY exercise books if you feel they need Writing 4.1
SKILL SKILL further support in this area. Form letters and words in
neat legible print using
Writing Writing 3. Model the dialogue (as on the cursive writing
4.2 4.2.4 worksheet) using flashcards or realia
Communicate basic Name or describe objects held behind your back. Note that when and/or
information intelligibly using suitable words from guessed, you give the object to the
for a range of purposes word sets pupil, saying Here you are and the pupil to focus on phonemes
in print and digital should respond with Thank you. from Line b of the
media Phonics Table (see
4. Have pupils play the guessing game Syllabus)
in pairs using real objects.
5. Write a model dialogue on the board

that follows the same pattern as the
worksheet. Nominate a boy and a girl to
read the dialogue, eliciting the missing
words and writing them in the gaps.
6. Give pupils a worksheet and ask

them to write in the missing words.
They could work in pairs to do this,
perhaps a boy + a girl.
7. When they have finished, pupils

practise the dialogue.
Post lesson
Task 5
75
Suggested worksheet design for Lesson 24
I’m .
[picture of a ruler]
[picture of a girl] [picture of a boy]
What’s this?
Is it a book?
, it isn’t.
Is it a ?
Yes, it is. Here you are!
you.
76
TOPIC: At School
WEEK:
It’s a (colour) (object).
77
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Your choice of Language Use appropriate
allows pupils to listen and respond to materials and strategies according to
Language Arts Language Arts short texts. These could be resources. your lesson and class.
5.2 5.2.1 descriptions of classroom objects that
Express personal Name people, things or pupils need to identify. Realia (real things) are .
responses to literary places of interest in recommended.
texts illustrations You could, for example, collect various
accompanying texts classroom items and other realia (real Short texts (e.g. for you
things) to review vocabulary so far. Put to say to describe
these on a tray. Describe an item and classroom items.)
pupils should tell you what it is. You
COMPLEMENTARY COMPLEMENTARY could also write the sentences on the
SKILL SKILL board if you would like to support
reading skills development too.
Speaking Speaking
2.1 2.1.5 You could then play ‘Kim’s Game’,
Communicate simple Name or describe objects where pupils look at the items on the
information intelligibly using suitable words from tray for 30 seconds. Then close their
word sets eyes as you take something away. The
pupils should tell you what you took
away. Pupils can then play a similar
game in small groups.
78
TOPIC: At School
It isn’t my (pen)
WEEK:
Look at (the desk)
79
CROSS -
ELEMENT
be suitable.
Communicate simple Give very basic personal appropriate.
phrases Lesson delivery
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.5 See Teacher’s Book.
Understand meaning in Understand short
a variety of familiar supported questions
contexts
80
TOPIC: At School
WEEK:
Imperatives + please
e.g. Sit at your desk, please, Open your bag, please
81
CROSS -
ELEMENT
be suitable.
Communicate basic Name or describe objects appropriate.
information intelligibly using suitable words from Lesson delivery
for a range of purposes word sets
in print and digital See Teacher’s Book.
media
In the listening task (task 1), pupils can
write the words on pieces of paper If
they do not have stickers.

1.2 1.2.4
Understand meaning in Understand short basic
82
TOPIC: At School
Here’s (your pencil case)

WEEK:
I’m sorry
Thank you
83
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
Understand meaning in Understand with a high appropriate.
contexts short simple narratives Lesson delivery

3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of very simple
print and digital texts by phrases and sentences
using appropriate
reading strategies
84
TOPIC: At School
WEEK:
The letter sound /æ/
85
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.15 Creativity and Strategies 2 and 7 may
Innovation be suitable.
Recognise words in Recognise and sound out appropriate.
linear and non-linear with support beginning,
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word
letters See Teacher’s Book.

SKILL SKILL
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
86
TOPIC: At school
WEEK:
Phonics: /æ/ sound and related vocabulary
87
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Song: Creativity and Your choice, as
Play a game where the teacher says If you’re happy, happy, Innovation appropriate to your
Language Arts Language Arts two words (from the textbook), one with happy, say a, a. lesson and pupils.
5.1 5.1.2 /æ/ sound, one with a different sound. If you’re happy, happy,
Enjoy and appreciate Say the words in simple Pupils stand up when they hear the happy, say a, a. Possibly strategies 2 and
rhymes, poems and texts, and sing simple word with /æ/ and sit down when the If you’re happy, happy, 3:
songs songs with intelligible word has no /æ/. happy, really happy,
pronunciation, rhythm happy, happy, You may want to provide
and intonation Lesson delivery If you’re happy, happy, prompts for pupils to help
1. Write the letter a on the board and happy, say a, a. them to think of words
i) simple chants and raps ask pupils what it sounds like. with the /æ/ sound (such
ii) simple rhymes Video available at: as flashcards).
iii) simple action songs 2. Sing or play the song (if you’re happy https://www.kizphonics.
and you know it adaptation). Encourage com/short-a-phonics- You may want to
pupils to join in with the /æ/ sound. warmer-song/ put/draw pictures on the
board of the words
COMPLEMENTARY COMPLEMENTARY 3. Ask pupils to tell you some words instead of/as well as
SKILL SKILL with the /æ/ sound. Write the words on writing the words.
the board.
Language Arts Language Arts Pupils only need to insert
5.3 5.3.1 4. Show pupils how to make a new one word, but may have
Express an imaginative Respond imaginatively verse using an /æ/ word If you’re happy difficulty repeating the
response to literary and intelligibly through and you know it say ‘apple, apple’ for rest of the verse – if so,
texts creating simple art and example. they need only to say the
craft products new word and not repeat
5. Pupils work in pairs to create new the verse.
Other imaginative verses and to practise singing them.
responses as appropriate Depending on your pupils, you may
need to support them in this.
6. Pairs perform their verses to the

class.
Post lesson
3. Using words the pupils have used in
their songs.
W
E
88
TOPIC: At School
Recycled language from lessons 26 - 30: school objects
89
CROSS -
STANDARD STANDARD REFERENCES STRATEGIE / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pictures of school Creativity and Strategies 2 and 7
objects, or the real Innovation may be suitable.
1. Pre-lesson task 7: Beat the teacher, to
Listening Listening object themselves
introduce the title of the story you’ll tell in
1.2 1.2.1 (Step 10 and 11 in Use other strategies if
the lesson. The title is Mira goes to school
Understand meaning in Understand with support lesson) appropriate.
a variety of familiar the main idea of very 2. Explain or elicit goes if necessary.
sentences
3. Put pictures of a school bag and 5-8
school objects on the board, or put real
objects on a table.
4. Tell pupils to listen to the story and decide
SKILL SKILL
if Mira takes all the objects to school.
Listening Listening 5. Tell the story below, and make sure that
1.2 1.2.2 you leave out one of the items:
Understand meaning in Understand with support Mira goes to school. She says bye to her
a variety of familiar specific information and mum, and says hi to her friend Aisha
phrases and sentences Mira gets to school. She opens her school
bag. She has a green ruler, a blue rubber
etc (name 5-8 objects). Oh, no…!
6. Ask pupils if Mira took everything to
school, and ask why she said Oh no !
(she’s left something at home), and what’s
missing.
7. Give each picture on the board to a
different group.
8. Tell the story again: the group stand up
when they hear their object.
9. Put the pictures back on the board.
10. Divide pupils into pairs. They create their
own story, using the objects on the board,
and leaving at least one out.
11. Put pairs into groups of 4. Pupils tell each
other their story: the listening pair says
which items or items are missing.
Post lesson
12. Post lesson task 1: Spot the differences
90
TOPIC: At School

WEEK:
Classroom objects. Hi, How are you, Here’s a … Is it yours? Bye. Thanks
91
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pictures of Creativity and Strategies 2 and 3
classroom objects Innovation may be suitable.
1. Pre-lesson task 10: Say what’s missing
Speaking Speaking or the real objects
2.1 2.1.4 Lesson delivery themselves Use other strategies if
Communicate simple Greet, say goodbye, appropriate.
information intelligibly and express thanks 2. Put pupils into pairs.
using suitable fixed 3. Explain that they’ll create a dialogue In which they
phrases ask if a classroom object belongs to another pair.
The other pair will answer their questions.
4. Before pupils start preparing, make sure that they
COMPLEMENTARY COMPLEMENTARY know which pair they’ll be speaking to.
SKILL SKILL 5. Put a speaking frame on the board to help the pairs
of pupils prepare and understand who says what:
Speaking Speaking e.g.
2.2 2.2.2
Use appropriate Ask for attention or Pupil X: Hi A and B,
communication help from a teacher or Pupil Y: How are you?
strategies classmate using one Pupil X: Here’s a…
word or a fixed (pupils use the real object or a picture)
phrase Pupil Y: Is it yours?
Pupil A: Hi X and Y,
Pupil B: We’re fine thanks. How are you?
Pupil A: Yes it is/No it isn’t.
Pupil B: Thanks.
Pupil A: Bye!
6. Do an example or two of the dialogue together with a
proficient pupil to demonstrate the activity.
7. Ask pupils to prepare. Make sure that pupils practise
speaking the dialogue rather than writing it.
8. As they prepare, encourage them to ask you or their
classmates for help with vocabulary or pronunciation
if necessary (see Learning Standard 2.1.4)
9. Pupils exchange dialogues.
10. If time, ask some pairs to do their dialogues for the
whole class.
Post lesson
11. Post-lesson 4: Correct the error
92
TOPIC: At School
WEEK:
Recycled language from lessons 26 – 30:

School objects
93
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Word cards for Language Your choice, as
Task 1 vocabulary items appropriate to your class,
Reading Reading (classroom items) depending on their level
3.1 3.1.3 Lesson delivery of proficiency in reading.
Recognise words in Blend phonemes (CVC, 1. Pupils sit or stand in a circle. Sound cards for colour
linear and non-linear CCVC) Play a guessing game with the word words (i.e. bl / ue, gr / If appropriate, select
texts by using cards, where you reveal words sound- ee / n) suitable activities for your
knowledge of sounds of by-sound and ask pupils to read aloud pupils from LINUS
letters and guess the word. One worksheet per Module 1 to be added in
pupil. See below for to this lesson, to work
2. Repeat step 1, pupils take the role of suggested outline. towards Content
the teacher. Standard:
SKILL SKILL 3. Give out the word cards and ask Writing 4.1
pupils to find realia to match the card in Form letters and words in
Reading Reading their bag or on their desk. neat legible print using
3.1 3.1.4 cursive writing
Recognise words in Segment phonemes 4. Have pupils say Here’s my xxx. It’s
linear and non-linear (CVC, CCVC) (colour). and/or
texts by using
knowledge of sounds of 5. Using the sound cards, on the board, to focus on phonemes
letters nominate pupils to come to the board from Line c of the
and make the colour words. Phonics Table (see
Syllabus)
6. Pupils do Activity A on the worksheet
– they match beginning and final
sounds by drawing a line.
7. Review the word cards from step 1

before having pupils do Activity B.
8. Depending on time available, pupils

can draw something of theirs (e.g. My
red pencil) and write under it.
Post lesson
Use pupil’s pictures to play a guessing
game.
Another option for this lesson is to

design a lesson in which pupils create
anagrams of school objects for their
classmates to solve. This is suitable for
more proficient classes.
94
Suggested Worksheet
I’m .
A. Draw a line to make colour words
bl llow
ye
re ple
pur ue
B. Complete the words
[5 pictures across the page with part of the word

underneath:
[bag] [ruler] [pencil case] [desk] [book]

g ler ncil se sk k
de ba boo pe ru ca
C. Draw and write
My
95
TOPIC: At School
Recycled language from lessons 26 – 30, and from lesson 32

WEEK:
Classroom objects. Hi, How are yours, Here’s a … Is it yours? Bye! Thanks
96
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Word cards for: Language Strategies 1, 2 or 5 may
1. Here’s / a / ruler /. be suitable.
Writing Writing Lesson delivery / Is / it / yours / ?
4.2 4.2.2 1. Collect some objects from pupils. Use other strategies as
Communicate basic Greet, say goodbye, and Hold up the objects and say Here’s a … One set for each pair or appropriate depending on
information intelligibly express thanks using Is it yours? Keep the objects. small group your class.
for a range of purposes suitable fixed phrases
in print and digital 2. Have pupils ask and answer the Removable stickers or
media question in pairs or small groups. labels OR small papers If appropriate, select
with sticky tape/tack suitable activities for your
4. Put word cards (or write) for: e.g. pupils from LINUS
Hello / Adelia on the board and elicit Module 1 to be added in
COMPLEMENTARY COMPLEMENTARY their correct order to make Hello Adelia. to this lesson, to work
SKILL SKILL Repeat for From Nor. towards Content
Standard:
Writing Writing 5. Give each pair or small group a set
4.3 4.3.1 of words. They should arrange them to Writing 4.1
Communicate with Use capital letters make sentences: Here’s a xxx. Is it Form letters and words in
appropriate language appropriately in personal yours? neat legible print using
form and style for a and place names cursive writing
range of purposes in 6. Using a sticker/label, show pupils
print and digital media how to write the message: and/or
Hello Adelia. Here’s a rubber. Is it
yours? From Nor. They can use their to focus on phonemes
picture dictionaries to check spelling. from Line c of the
Phonics Table (see
7. Hand out to pupils the objects you Syllabus)
collected from step 1 and a sticker/label
for each pupil. Have pupils write their
message on it.
8. Collect the objects and have pupils

help you give them to the person
addressed in the message.
9. Depending on time, you could repeat

a similar process for the reply (e.g.
Hello Nor. No, it isn’t.) or you could do
this orally.
Post lesson
Task 12
97
TOPIC: At school
WEEK:
Is it your X? It isn’t my X.
98
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson that A song of your choice. Creativity and Your choice depending
allows pupils to listen to again and For example, Innovation on your lesson and class.
Language Arts Language Arts appreciate a song. Superminds 1 p.12
5.1 5.1.1 Own material.
Enjoy and appreciate Demonstrate For example, you could use and review
rhymes, poems and appreciation through non- the song on p.12 and encourage pupils
songs verbal responses to: to use classroom items when
responding to the song. For example,
i) simple chants and raps they could set up some desks with
ii) simple rhymes names and items on them in a similar
iii) simple action songs way to the picture on p.12.
SKILL SKILL

5.1 5.1.2
and intonation.

ii) simple rhymes
99
TOPIC: At School
WEEK:
This is (my desk)

There’s a bag
100
CROSS -
ELEMENT
be suitable.
contexts details of very simple Lesson delivery

2.1 2.1.1
Communicate simple Give very basic personal
phrases
101
TOPIC: At School
Imperatives: Put away (your book). Look for (the rubber).

WEEK:
Can you see (the ruler)?

What number?
102
CROSS -
ELEMENT
be suitable.
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using Lesson delivery
fixed phrases

4.2 4.2.5
Communicate basic Connect words and
information intelligibly proper names using ‘and’
for a range of purposes
in print and digital
media
103
TOPIC: At School
WEEK:
Recycled language: colours

Adjectives: primary (colours), secondary (colours)
104
CROSS -
ELEMENT
Communicate with Spell familiar high appropriate.
appropriate language frequency words
form and style for a accurately Lesson delivery
range of purposes in
print and digital media See Teacher’s Book.
SKILL SKILL
Post lesson
Reading Reading
using appropriate
reading strategies
105
TOPIC: At School
WEEK:
Recycled language: colours, primary, secondary (colours)
106
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.19 Creativity and Strategies 2, 4 and 7 may
print and digital texts by very simple phrases and Lesson delivery
using appropriate sentences
reading strategies See Teacher’s Book.

2.1 2.1.5
word sets
107
TOPIC: At school
WEEK:
Review of imperative verb forms and phrases

Please
108
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Before the lesson, prepare Values Your choice as
Play a mime game to review imperative a puppet. Here are some (politeness/saying appropriate to your
Language Arts Language Arts verbs from the textbook. Say the words ideas for simple puppet please) lesson and pupils.
5.3 5.3.1 and the pupils mime. making:
Express an imaginative Respond imaginatively http://www.wikihow.com/M Possibly strategies 2 and
response to literary and intelligibly through Lesson delivery ake-Puppets 3.
texts creating simple art and 1. Introduce your puppet. Get your
craft products puppet to ask some pupils their names *Pupils will make their own You can model several
and review Hello, what’s your name? puppets too. Before the verses to help
Other imaginative or How are you? lesson, decide which kind demonstrate the
responses as appropriate of puppet you are going to response to the chant. If
2. Tell pupils you will say a chant and make and use so that you
that they should listen and watch. necessary pupils could
can prepare the resources use L1 to explain the
for the pupils too (or ask need for ‘please’.
3. Make sure you have a book in your them to bring from home,
COMPLEMENTARY COMPLEMENTARY hand before you start the chant. Say
SKILL SKILL e.g. socks) In small group work, you
the first verse of the chant (see
example in next column). When you Create a suitable chant could nominate some
Listening Listening reach the last line of the verse, the line using your puppet’s name more proficient pupils to
1.2 1.2.4 which includes the word please, open and verbs from the be the teacher and ask
Understand meaning in Understand short basic your book textbook. For example: for more volunteers.
a variety of contexts supported classroom
instructions 4. Ask pupils why you opened your Hi, I’m Farah. Farah. Listen
book after that last line. to me!
Farah says open your
5. Elicit that this is because please is book. Open your book.
polite (pupils will probably need to use Open your book.
L1 here). Farah says open your
book. Open your book,
6. Explain that you’ll continue with other please.
verses, and that pupils should only do
an action after they hear the word Farah says close your
please book, close your book,
close your book.
7. Say more verses and make sure that Farah says close your
pupils do the actions when you say book, close your book,
please. You could vary the speed please.
and/or volume of your voice
Farah says open the door.
8. Ask pupils to make their own Open the door, open the
puppets* (or at least one for each door.
group) Farah says, open the door.
Open the door,
Farah says open the door,
please.
109
9. Ask pupils to work in small groups
and take it in turns to be the teacher You can continue with
who says the chant using their puppet, other verses which use
imperatives from
Post-lesson Superminds p.17 such as
Write verbs on the board (e.g. open). Put away…, Take out…
Pupils read the verbs and put each verb Pass me… Write… Find…
into as many spoken imperative Look for …
statements as possible using please
(e.g. open your book/ the window/the
door please)
2. Tell students to listen and watch. Say

the first verse of the chant, opening
your book on the last line (where you
say please).
Ask pupils why you opened your book
then.
3. Say more verses in a similar pattern
and ask pupils to do the actions when
you say please. You could vary the
speed and/or volume of your voice.
4. Introduce a new pattern (with Now).
You could try to trick the pupils into
doing the action before eliciting that
there is no ‘please’.
5. Continue in this way, mixing up the
verse patterns.
6. Ask pupils to make their own
puppets* (or at least one for each
group).
6. Ask pupils to work in small groups
and take it in turns to be the teacher
using their puppet.
Post lesson
Your choice or suggested activity:
Write verbs on the board (e.g. open).
Pupils read the words and put them into
as many imperative statements as
possible (e.g. open your book/ the
window/the door).
110
TOPIC: At School
WEEK:
Recycled language from lessons 36 - 40: colours

What colour’s the…?
111
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S
STANDARD STANDARD REFERENCES STRATEGIES NOTES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson 5 sets of colours Language Strategies 2 and 7
cards: one for you, may be suitable.
1. Pre-Lesson task 10: Say what’s missing
Listening Listening and 4 sets for 4
1.2 1.2.2 Lesson Delivery teams of pupils Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific 2. Draw 4 columns on the board. Classroom objects:
contexts information and details 3. Divide the class into 4 teams. Ask each team to stand in a real ones or pictures
of very simple phrases line facing the board.
and sentences A cloth to cover the
4. Give each pupil at the front of the line a set of colour cards. objects with
5. Go to the back of the line and ask the 4 pupils at the back
of each line to come to you.
SKILL SKILL 6. Show them a colour card.
7. The pupils go back to their lines and whisper the colour to
Listening Listening
the next pupil in the line. This continues until the pupil at the
1.2 1.2.5
front of the line, who shows a card matching the colour
Understand meaning Understand short
they hear.
in a variety of familiar supported questions
contexts 8. Each team gets one point for a correct answer. The team
who finished first get an extra point if their answer is
correct.
9. Continue with new colours.
10. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the
front).
11. You can add challenge by showing 2 or 3 colours, so that
pupils have to whisper more than one colour at the same
time.
12. Change focus by putting classroom objects on a table, or
pictures of these on a screen.
13. Give pupils time to remember the objects and remember
their colours.
14. Cover the objects and ask What colour’s the (pencil case)?
15. Repeat step 14 a few times.
16. Divide pupils into small groups: They play the same game
with their own classroom objects.
Post lesson
17. Post lesson task 9 Read your friend’s mind.
112
TOPIC: At School
Imperatives: Put away your…please, Take out your… please, Pass me a… please, Open your…
please, Thank you.
WEEK:
Classroom objects
113
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Classroom objects Language Strategies 4 and 7 may
be suitable.
Speaking Speaking 1. Pre-Lesson Task 2: Sequence the
2.1 2.1.4 information Use other strategies if
Communicate simple Greet, say goodbye, and (Do this with a set of instructions appropriate.
information intelligibly express thanks using similar to those on p.17 of the
suitable fixed phrases textbook).
Lesson Delivery
COMPLEMENTARY COMPLEMENTARY 2. Give instructions to pupils similar to

SKILL SKILL those on p.17 of Superminds 1
(e.g. Open your notebooks please).
Listening Listening Say Thank you when pupils follow
1.2 1.2.4 the instructions carefully.
a variety of familiar supported classroom 3. Divide pupils into small groups.
4. Ask them to take turns to give
instructions, and say thank you
when others in the group do this
correctly.
5. Ask some pupils to give

instructions to the whole class.
6. Extend step 2 by combining

instructions (e.g. Pass me a pencil
and a rubber please, Open your
bag and take out your notebook,
please).
Post lesson
7. Post lesson task 5: Remember it,

say it
114
TOPIC: At School

WEEK:
Colours
115
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Colour / word cards (1 Language Strategies 1 or 3 may be
Review the words you will need for this set) appropriate, especially if
Reading Reading lesson (depending on your picture) by you have strong readers
3.1 3.1.2 playing a word game, e.g. Task 1. Paper, pens, and a in your class.
Recognise words in Recognise and sound out numbered picture (for
linear and non-linear with support beginning, Lesson delivery example of a house or If appropriate, select
texts by using medial and final sounds 1. Review colour words using the cards park) on the board or suitable activities for your
knowledge of sounds of in a word – either as a whole class matching as a handout pupils from LINUS
letters activity on the board, or by giving each Module 1 to be added in
pupil a card and asking them to find to this lesson
their partner (a pair is the colour and its to focus on phonemes
matching word). from Line d of the
COMPLEMENTARY COMPLEMENTARY Phonics Table (see
SKILL SKILL 2. Feedback on this activity and write Syllabus).
the colours on the board, numbered (in
Writing Writing preparation for the next step).
4.3 4.3.2
Communicate with Spell familiar high 3. Draw a picture on the board, or give
appropriate language frequency words a handout. Write numbers inside some
form and style for a accurately of the things in your picture, and add a
range of purposes in number key (e.g. 1 = blue, 2 = green).
4. Pupils (copy and) colour the picture
appropriately, according to the number
key.
5. Pupils then draw their own picture,

create their own key, and exchange
with a partner.
6. Pupils then colour the picture

according to the key and check each
other’s work.
Post lesson
Task 1
116
TOPIC: At School
WEEK:
117
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A colour wheel on the Language Strategy 3 may be
Task 6 using colour words board or on a handout suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Colour pencils. Other strategies may be
Communicate with Spell familiar high 1. Draw a colour wheel on the board, appropriate depending on
appropriate language frequency words and ask pupils to copy and then label it Dice (one per group) your class.
form and style for a accurately with the correct colour words.
range of purposes in Instructions on board: If appropriate, select
print and digital media 2. Pupils create their own colour wheel, 1. Draw a red circle. suitable activities for your
and swap it with another pupil and label 2. Open your book. pupils from LINUS
their new wheel. 3. Stand up. Module 1 to be added in
4. Take out your to this lesson
COMPLEMENTARY COMPLEMENTARY 3. On the board (or worksheet), write textbook. to focus on phonemes
SKILL SKILL six instructions, numbered. Have pupils 5. Put your ruler on from Line d of the
read them together. your head. Phonics Table (see
Reading Reading 6. Stretch. Syllabus).
3.2 3.2.2 4. Give each group a dice. In turns,
Understand a variety of Understand specific pupils roll the dice. The other pupils
linear and non-linear information and details of should tell them what to do. according
print and digital texts by very simple phrases and to the number they roll, e.g. Sam, open
using appropriate sentences your book.
reading strategies
5. Groups write new instructions 1-6
and exchange with another group.
6. Groups play the dice again.
Post lesson
Ask pupils if they had to do something
funny in this lesson. What was it?
118
TOPIC: At school
Vocabulary review:
WEEK:
Primary and secondary colours
119
CROSS - TEACHER’S
LEARNING OUTLINE CURRICULAR NOTES /
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson You will need card for Science and Your choice
Guessing game. Think of an item, pupils ask you each student and technology depending on your
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: scissors (or cut into class and pupils.
5.1 5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. circles for each student
Enjoy and appreciate Demonstrate Is it a banana? Yes. Depending on time available in advance), colour Possibly 5 or 6.
rhymes, poems and appreciation through and the level of your class, you could have the pens/paints/pencils.
songs non-verbal responses pupils take the role of the teacher or work in pairs. Each student will need You could
to a pen or pencil and a encourage the
Lesson delivery ruler. pupils to sing along
1. Put flashcards with words of the six main
i) simple chants and to the song.
raps colours (primary and secondary) on the board. Song:
Ask pupils to put them into two groups. You can use a suitable
ii) simple rhymes You could ask short
song that focuses on
iii) simple action 2. Play/sing the song and ask pupils to check their answer questions at
primary and secondary
songs answer to stage 1. stage 8 (e.g Will you
colours. A suggestion
see red? Orange?
3. Give each pupil a colour flashcard OR ask each is: What other colours
pupil to write the name of their favourite colour on https://www.youtube.co do you know?
COMPLEMENTARY COMPLEMENTARY a paper. m/watch?v=bmquqAP2
Maybe black? Or
SKILL SKILL w_8
4. Play/sing the song again and ask pupils to hold white?) You might
up their flashcard/paper when they hear their Here is a song based want to explain in L1
Language Arts Language Arts colour. on this: why the spinning
5.3 5.3.1 We are the primary wheel produces
Express an Respond 5. Draw a circle on the board and divide it into six colours. white.
imaginative response imaginatively and parts. Elicit the primary colours and write them (or Red, yellow and blue.
to literary texts intelligibly through ask a pupil to write them) in alternate parts of the Mix us together, and
creating simple art circle. we turn a colour that’s
and craft products 6. Elicit the secondary colours that are made new.
when the primary colours are mixed and fill in the I‘m red, I’m a primary
Other imaginative last three segments with these. The order should
responses as colour.
be: red – orange – yellow – green – blue – purple. I’m blue. I’m a primary
appropriate
7. Ask pupils to make their own colour wheels. colour too.
They should colour each part (not write the colour We are primary
name); make a small hole in the middle of the colours. Mix us
circle and put in their pencil/pen so it will spin. together, and we make
purple. It’s new!
8. Ask pupils what they think will happen when
they spin their wheel. Ask them to spin it and tell Etc.
you. Some information
Post lesson about colour wheels:
Ask pupils to tell each other which colour they like http://www.bigshotcam
best and why, e.g. I like red. My pencil case is era.com/fun/buildables/
red. colorwheel#01
120
LESSON: 46 Listening (10)
MAIN SKILL(S) FOCUS Listening:
TOPIC: At School
WEEK:
Imperatives: Look down and catch it, Turn around, Stretch, Cut out. Fold, Glue
121
CROSS -
ELEMENT
be suitable.
Understand meaning in Understand short basic appropriate.
contexts instructions Lesson delivery
COMPLEMENTARY COMPLEMENTARY (The giving and following instructions

SKILL SKILL part of the lesson is a good opportunity
for pupils to begin to develop and
Speaking Speaking practise Speaking Learning Standard
2.2 2.2.2 2.2.2)
Use appropriate Ask for attention or help
communication from a teacher or
strategies classmate using one
word or a fixed phrase Post lesson
122
TOPIC: At School
WEEK:
Recycled vocabulary and grammar from the At School topic
123
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.21 Creativity and Strategies 2, 4 and 5 may
Communicate basic Name or describe objects appropriate.
for a range of purposes word sets Lesson delivery
media See Teacher’s Book.
If you and pupils do not have access to

the Workbook.
SKILL SKILL 1. Put Classroom objects
flashcards on the board
Reading Reading
3.2 3.2.4 The flashcards should show
Understand a variety of Use with support a pictures for this vocabulary
linear and non-linear simple picture dictionary
print and digital texts by to find, list and categorise bag, notebook, ruler, desk, book,
using appropriate words from Year 1 topics pencil case, pencil, rubber, pen
reading strategies and themes
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
124
THEME: World of Stories
TOPIC: Let’s Play!
Let’s go, That’s right

WEEK:
Topic vocabulary: kite, doll, monster, plane, ball, bike, go-kart, computer game, train, car
125
CROSS -
ELEMENT
be suitable.
SKILL SKILL
Post lesson
Listening Listening
1.2 1.2.1 See Teacher’s Book
contexts simple phrases and
sentences
126
WEEK:
His, her, he, she, he’s, she’s, favourite
127
CROSS -
ELEMENT
be suitable.
If pupils do not have stickers for the

COMPLEMENTARY COMPLEMENTARY listen and stick task (task 1):
SKILL SKILL
1. Tell them to write the names of
Speaking Speaking the 4 children on 4 small
2.1 2.1.2 pieces of paper before they
Communicate simple Find out about very basic listen.
information intelligibly personal information 2. Ask them to listen to the
using fixed phrases recording and place the
correct piece of paper on each
name.
Post lesson
128
WEEK:
Your choice, depending on the story.
129
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on Your own choice of ICT Your choice depending
a short story related to the content of short story. Try to find on the focus of your
Language Arts Language Arts Unit 1 of the textbook or the content of an interactive story for lesson and your class.
5.2 5.2.1 pupils’ learning in other subject areas. the computer if you
Express personal Name people, things or have the facilities. For Remember to vary
responses to literary places of interest in You might need to pre-teach some example: questions during story
texts illustrations vocabulary, but pupils do not need to http://www.topmarks.co telling.
accompanying texts understand every word of the story. .uk/Interactive.aspx?cat
=45
Plan the lesson so pupils can enjoy
listening to and interacting with the https://www.education.c
COMPLEMENTARY COMPLEMENTARY story on the computer (where possible). om/stories/
SKILL SKILL
Where computers are not available, http://primaryhomework
Listening Listening pupils could respond by acting out the help.co.uk/interactive/o
1.2 1.2.3 story or parts of it. nlinestory.htm
Understand meaning in Understand with a high
130
Recycled language from lesson 46
Imperatives: look down, catch, put, turn around, stretch, stand up

WEEK:
robot
131
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards with target Language Strategies 1 and 3 may
language imperatives be suitable.
1. Pre-lesson task 4: Identify the
Listening Listening (e.g. Put your notebook
flashcards
1.2 1.2.4 on your head, Turn Use other strategies if
Understand meaning in Understand short basic 2. Teach pupils the meaning and around) and robot for appropriate.
a variety of familiar supported classroom pronunciation of robot. the pre-lesson task
Lesson delivery
3. Ask 3 pupils to come to the front of
the class. Tell them that they are
COMPLEMENTARY COMPLEMENTARY robots, and must move like robots
SKILL SKILL (e.g. with stiff arms and legs and
uneven movements).
Speaking Speaking
2.1 2.1.5 4. Give robots instructions (e.g. Stretch,
Communicate simple Name or describe Put a book on your head).
information intelligibly objects using suitable 5. Bring 3 new pupils to the front of the
words from word sets class and give a sequence of
instructions (e.g. Look down and
take out your pencil case, Turn
around and stretch).
6. Divide pupils into groups of 4 and
ask them to continue the activity, at
first with single instructions.
7. Later, tell pupils to give a sequence
of instructions to the robots in their
group.
8. Make sure that everyone in the
group gets the chance to give
instructions.
9. Ask some pupils to demonstrate their
robot instructions to the whole class
10. If there is time, ask pupils to write
one or two instructions for a partner
to read and act out.
Post lesson
11. Post lesson
Task 9: Read your friend’s mind
132

Toy vocabulary
WEEK:
What’s your name? How old are you? What’s your favourite toy? His/her name is … His/her favourite toy is …
This is …
133
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Language Strategies 3 and 7

may be suitable.
Speaking Speaking 1. Pre-lesson Task 7: Beat the teacher. Use
2.1 2.1.3 the question: What’s your favourite toy? Use other strategies if
Communicate simple Express basic likes appropriate.
Lesson delivery
information intelligibly and dislikes
2. Draw this grid on the board
Name Age Favourite Toy
SKILL SKILL
Speaking Speaking
2.3 2.3.1
Communicate Introduce self to an
3. Pupils copy the grid.
appropriately to a audience using fixed
small or large group phrases 4. Ask a pupil:
 What’s your name,?
 How old are you?
 What’s your favourite toy?
5. Complete the grid with the pupil’s answers.
6. Explain that pupils will find out information
about their classmates and complete the
grid.
7. Check target language questions with
pupils.
8. Pupils mingle or work in groups of 6 to ask
and answer and complete the grid.
9. Pupils report to the whole class:
 This is (Haziq/ Najwa).
 He’s/She’s (seven) years old.
 His /Her favourite toy is a (doll).
10. They then give this information for
themselves (My name is … etc.).
Post lesson
11. Post lesson task 4: Correct the error
134
135
WEEK:
Recycled toy vocabulary from lesson 48
136
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters Language Strategy 2 may be
Task 4 (magnetic if possible) suitable.
Reading Reading
3.1 3.1.3 Lesson delivery You might want to Use other strategies if
Recognise words in Blend phonemes (CVC, 1. Review letters of the alphabet using make a worksheet for appropriate.
linear and non-linear CCVC) plastic letters by playing a game where this lesson, or pupils
texts by using you point to a letter, pupils tell you what could use their exercise If appropriate, select
knowledge of sounds of letter it is. Then ask them to tell you a books. suitable activities for your
letters word beginning with that letter (prepare pupils from LINUS
this in advance so you use letters for Module 1 to be added in
words the pupils know well and can to this lesson
guess easily). Do this three times. Put the to focus on phonemes
COMPLEMENTARY COMPLEMENTARY letters on the board if you can. from Line e of the
SKILL SKILL Phonics Table (see
2. Play ‘I spy’ – Teacher thinks of a word Syllabus).
Reading Reading for something in the classroom they can
3.1 3.1.4 see and says ‘I spy with my little eye,
Recognise words in Segment phonemes something beginning with A’ (for
linear and non-linear (CVC, CCVC) example). Pupils guess the word the
texts by using teacher is thinking of. The pupil who
knowledge of sounds of guesses correctly becomes teacher.
letters Pupils may need support with this so they
match phonemes and letter names.
3. Using the magnetic letters on the

board, present an anagram (a word with
letters mixed up). The word should
review toy vocabulary (e.g. o – y – t).
Pupils guess the word and spelling.
4. Give pupils more anagrams to solve in

pairs. You could use the board or give
them a worksheet.
5. Ask pupils to create their own

anagrams. They may need extra support
in this as the letters need to be right.
6. Pairs swap anagrams and solve each

other’s’ anagrams.
Post lesson
Task 11 (toys that they have at home)
137
WEEK:
138
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A picture of a child ICT Strategies 2, 3 or 4

Task 1 (review any problematic spellings from may be suitable.
Writing Writing Lesson 53)
Communicate basic Express basic likes appropriate.
information intelligibly and dislikes Lesson delivery
for a range of 1. Show the picture of the child. Elicit some If appropriate, select
purposes in print and information about the child by asking questions: suitable activities for
digital media What’s his/her name? your pupils from
How old is he/she? LINUS Module 1 to
What’s his/her favourite …? be added in to this
Pupils can use their own ideas in their answers. lesson
COMPLEMENTARY COMPLEMENTARY Write their suggested answers to these questions to focus on
SKILL SKILL on the board. phonemes from Line
e of the Phonics
Speaking Speaking 2. Ask some pupils about the person sitting next to Table (see Syllabus).
2.2 2.2.2 them using the questions from stage 1. If the pupil
Use appropriate Ask for attention or doesn’t know the answer, they should ask the pupil
communication help from a teacher or for help.
word or a fixed 3. Pupils work in groups of 4 (i.e. 2 pairs). In their
phrase group, they should ask the other pair about their
partner (in the pair) using the questions above. They
should note the answer in their exercise book, so
that they have information about their partner.
Remind pupils that they don’t need to focus on
spelling right now.
4. Pupils check their notes with their partner. At this

point, focus on spelling as well, to correct or edit
their notes.
5. Pupils write about their partner on the computer.

It could be a blog post for a class website, or simply
on a document using Word, for example. Depending
on facilities and context, it might be possible for
them to take and add a photograph.
You can do this activity on paper if the digital option
is not suitable for your context.
Encourage pupils to ask for your help in English.
Post lesson
Task 9
139
This is…
His/her name’s …
WEEK:
He’s … (years old).

His/her favourite toy is a (colour) monster.
140
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A short text about a Language Your choice depending
A game to review toy vocabulary (e.g. Task brother and a sister (or on your class.
Language Arts Language Arts 1). friends) with a picture
5.2 5.2.1 to go with it. It can be Possibly strategies 1, 2, 3
Express personal Name people, things Lesson delivery hand-drawn, a photo or and 5.
responses to literary or places of interest in 1. Put up/draw the toy flashcards/pictures on something from a
texts illustrations the board. Ask the pupils what they are and magazine) For a class that is more
accompanying texts review the colours, e.g. It’s a red monster. literate, you could give
For example: them the written text.
2. Show the pupils the flashcards of the two Either they can read it for
characters in the text. You could ask the This is Nor. She’s six. themselves, or they can
COMPLEMENTARY COMPLEMENTARY pupils to invent their names if you are telling This is her brother. His follow along as you read
SKILL SKILL the story orally. Write the names on the name’s Ahmad and it aloud by touching their
board. he’s seven. fingers on the words as
Listening Listening Ahmad likes toys. His you say them.
1.2 1.2.2 3. Ask the pupils how old they think the favourite toy’s his green
Understand meaning Understand with characters are. Write various suggestions monster. His favourite At stage 6, you could
in a variety of support specific (including the correct answer) on the board colour’s green, too. prepare a worksheet for
contexts information and under the characters’ names. Nor likes toys, too. Her pupils to do in pairs
details of very simple favourite toy’s her before checking the
phrases and 4. Ask the pupils to listen (or read) about the monster. Her monster answers as a class.
sentences boy and girl and to tell you how old they are isn’t green. It’s red. Her
and what their favourite toys are. favourite colour’s red. At stage 7, you could
provide a sentence with
5. Pupils listen to/read the text. gaps in it to fill in to
Pictures or flashcards support pupils in their
6. Ask the pupils to tell their to show the characters writing, and/or you could
partner/neighbour what they think the and various toys, ask them a more direct
answers are. Then ask some pupils to come including monsters of question (e.g. Is Nor a
to the board and circle the correct answer. different colours (you boy or a girl?).
could draw and colour
7. Ask pupils what other information they these yourself if
remember about the characters. Ask them to necessary).
write a sentence in pairs.
Post lesson
Ask pupils to tell their partner which toy is
their favourite from the pictures on the board.
Ask some students to tell the class about
their favourite toy at home.
141
WEEK:
Recycled toy vocabulary + favourite

That’s smart, That’s great
142
CROSS -
ELEMENT
be suitable.
Writing Writing
4.2 4.2.1
Communicate basic Give very basic personal
for a range of purposes phrases
media
143
WEEK:
a/an
adjectives: long, short, big, small, ugly, beautiful, old, new
144
CROSS -
ELEMENT
be suitable.
phrases and sentences See Teacher’s Book.
Post lesson
SKILL SKILL See Teacher’s Book.
Listening Listening
1.2 1.2.5
contexts
145
WEEK:
Revision of toy vocabulary
146
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Crossword on the Language Strategies 2 and 4 may
Task 9 board or as a handout be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Flashcards of toys Use other strategies if
Communicate with Spell familiar high 1. Review the toys flashcards by playing appropriate.
appropriate language frequency words ‘Slap’. Pupils sit in a circle. Put all the
form and style for a accurately flashcards face up in the middle of the circle. If appropriate, select
range of purposes in When you say the word, pupils have to race suitable activities for your
print and digital media to grab or slap the correct flashcard. You pupils from LINUS
could organise this so you nominate two or Module 1 to be added in
three pupils to play each time, making sure to this lesson
that all pupils get a turn. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line f of the Phonics
SKILL SKILL 2. Write the numbers of the crossword on the
Table (see Syllabus).
board, and put the corresponding pictures
next to the numbers. Don’t write the words.
Reading Reading
For example, using the crossword given
3.3 3.3.1
below:
Read independently Read and enjoy
for information and simple print and Across
enjoyment digital games at word 3. Plane
level 5. Monster
7. Ball
8. Car
10. Kite
Down
1. Computer game
2. Train
4. Go-kart
6. Doll
9. Bike
3. Do one word across (and perhaps one

down, too) as an example with the whole
class.
4. Ask pupils to complete the crossword in

pairs.
5. Check the answers all together.
Post lesson
Task 8
147
148
WEEK:
Recycled colours, numbers, toys
149
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.26 Patriotism and Strategies 2 and 7 may
citizenship (fair play) be suitable.
Understand a variety of Understand the main appropriate.
print and digital texts by phrases and sentences Lesson delivery If appropriate, select
using appropriate suitable activities for your
reading strategies See Teacher’s Book. pupils from LINUS
to this lesson
to focus on phonemes
COMPLEMENTARY COMPLEMENTARY Post lesson from Line f of the Phonics
SKILL SKILL Table (see Syllabus).
Listening Listening
1.2 1.2.3
150
My favourite colour’s…
WEEK:
My favourite toy’s a(n)…

My favourite number’s…
151
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plain paper (small Patriotism and Your choice depending
Review p.24: Play the song and poster paper) and citizenship on your pupils.
Language Arts Language Arts encourage the pupils to sing along to it pencils for each
5.2 5.2.1 as much as possible. student. Possibly strategy 2.
Express personal Name people, things or You could prepare the
responses to literary places of interest in Lesson delivery paper with a box for a You could give different
texts illustrations 1. Ask pupils questions about the picture and gapped levels of support for the
accompanying texts pictures on p.24. text/lines for writing on writing depending on
underneath. your pupils’ literacy level
2. Ask pupils to tell their partner about – for example gaps to
their favourite number, toy and colour. insert grammar words
COMPLEMENTARY COMPLEMENTARY and/or content words
SKILL SKILL 3. Ask pupils to tell the class about their and/or build a model on
partner (e.g. This is Mastura. Her the board as a class, or
Writing Writing favourite toy’s a ball. Her favourite no support at all for
4.3 4.3.3 colour’s green .and her favourite highly literate classes
Communicate with Plan and write words and number ‘s 9). E.g.
appropriate language phrases
form and style for a 4. Give out poster paper and ask pupils I’m . My favourite
range of purposes in to write about themselves at the bottom colour is . My
print and digital media of the paper. Let pupils use their toy is
textbook to check spellings and to ask . favourite number
each other for help. .
5. When pupils have finished writing,

they can draw a picture above. This
could be of themselves, their favourite
toy etc.
6. Display the pupils’ work in the

classroom.
7. As a class, sing new verses of the

song based on the pupils’ favourite
things.
Post lesson
Ask pupils to read each other’s work
and to find favourites they share with
their classmates, e.g. This is
Mohammed. His favourite number is 7.
My favourite number is seven, too.
152
WEEK:
Recycled language from lessons 56 - 60: adjectives and toys
153
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ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards similar to Language Strategies 2 and 7 may
the pictures in be suitable.
Listening Listening 1. Pre-lesson task Superminds p.25
1.3 1.3.1 10: Say what’s missing Use other strategies if
Use appropriate Predict words they appropriate.
listening strategies in will hear by using Lesson delivery
a variety of contexts knowledge of a topic
2. Put about 8 flashcards of
drawings similar to those on p.25 of
Superminds 1.
SKILL SKILL 3. Number the flashcards from 1-8.
Listening Listening 4. Tell pupils that you’ll describe the

1.2 1.2.2 flashcards. Ask them to predict the words
Understand meaning Understand with they’ll hear (e.g. beautiful green ball).
in a variety of familiar support specific
contexts information and 5. Tell pupils to choose 3 pictures and write
details of very simple down the 3 numbers. Each pupil makes
phrases and their own choice.
sentences
6. Describe the pictures (e.g. a new blue
bike).
7. Pupils tick () their number when they

hear it.
8. When a pupil has heard all 3 of their

numbers, they say Finished.
9. Check that you have said all 3 of the

pupil’s numbers.
10. Repeat steps 5-8.
11. After 2 or 3 repeats, pupils do this activity

in groups of about 8, with different pupils
taking turns to describe the pictures.
Post lesson
12. Post-lesson task 1: Spot the differences
154
WEEK:
Recycled language from lessons 56 - 60: toy vocabulary
155
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A chant which recycles Creativity and Strategies 2, 3 and 4 may
Pre-lesson task 4: identify the toy vocabulary from Innovation be suitable.
Speaking Speaking flashcards Superminds p22, for
2.1 2.1.5 example: Use other strategies if
information intelligibly using suitable words from Lesson delivery Doll and monster
word sets 1. Use flashcards to practise the Doll and monster
language of a toy chant for these Go-kart and car
words: doll, monster, go-kart, car, Go-kart and car
ball, kite, bike. Ball and kite
COMPLEMENTARY COMPLEMENTARY Ball and kite
SKILL SKILL 2. Tell pupils that they’ll say a toy Bi-i-i-i-ke! Bi-i-i-i-ke!
chant together.
Speaking Speaking
2.2 2.2.2 3. Move your arms backwards and Flashcards for toy
Use appropriate Ask for attention or help forwards and say ch-ch-ch to vocabulary
communication from a teacher or imitate the rhythm of a train. Ask
strategies classmate using one pupils to copy you.
word or a fixed phrase
4. Say the chant below starting
slowly, and increasing your rhythm
like a train as the chant continues.
Move your arms in time with the
rhythm of the chant.
5. Ask pupils to join in with the chant,

and to speak and move like you.
6. Help pupils to see the vocabulary

pattern in the chant (i.e each toy is
repeated, joined with and, and
changes every 2 lines).
7. Put pupils in to pairs or small

groups and ask them to create
their own chant using topic
vocabulary.
Post lesson
8. Ask volunteer pairs to perform their

chant for others.
156
WEEK:
Recycled language from lesson 52: Favourite and toy vocabulary
157
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pictures of toys (you Language Strategies 2, 4 and 7 may
Task 9 (using the toy words, not could use the pictures be suitable.
Reading Reading adjectives). from p.25)
Understand a variety of i) Use visuals on the Lesson delivery Sentences that appropriate.
linear and non-linear page to help understand 1. Play run and touch (or insist pupils describe the toys on
print and digital texts by a word of phrase walk). Say, for example ‘Touch strips of paper. At least If appropriate, select
using appropriate something long’ or ‘Touch something two or three strips suitable activities for your
reading strategies blue’. Pupils move around the (sentences) for each pupils from LINUS
classroom or use items they have at pupil or a set for each Module 1 to be added in
their desks. group. to this lesson
COMPLEMENTARY COMPLEMENTARY 2. Nominate some pupils to be the from Line g of the
SKILL SKILL teacher. Phonics Table (see
Syllabus).
Writing Writing 3. Now put up the toy pictures around
4.2 4.2.4 the room.
Communicate basic Name or describe objects
information intelligibly using suitable words from 4. Give each pupil some sentences (or
for a range of purposes word sets give groups a complete set). Ask pupils
in print and digital to read the sentences. They can ask for
media your help of for another pupil’s help in
English if necessary.
5. Tell pupils to get up and put the

sentence next to the correct picture.
6. Have all pupils stand up and move

together to check whether all the
sentences have been put in the right
place.
7. Ask pupils to look at the toy they

drew in Lesson 57. They should write a
short sentence about it to label it (e.g. a
red ball).
Post lesson
Task 12
158
WEEK:

His/Her name’s ..., He’s/She’s (seven), His/Her favourite toy’s … ,
159
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper for writing on Language Strategy 3 may be
Task 12 and sharing suitable.
Writing Writing
Communicate with Use capital letters 1. Write Name? How old? Favourite appropriate.
appropriate language appropriately in personal toy? Favourite colour? and other
form and style for a and place names favourites you’ve practised recently on If appropriate, select
range of purposes in the board. Elicit full questions from suitable activities for your
print and digital media pupils using 3rd person (he / she). pupils from LINUS
2. Nominate pupils to ask and answer to this lesson
the questions about other pupils in the to focus on phonemes
COMPLEMENTARY COMPLEMENTARY class. Pupils can ask for help if they from Line g of the
SKILL SKILL don’t know the answer (e.g. Ali’s Phonics Table (see
favourite colour). Syllabus).
Reading Reading
3.2 3.2.2 3. Ask the pupils ‘What about you?’
Understand a variety of Understand specific Elicit the questions and some answers.
print and digital texts by very simple phrases and 4. Give pupils a piece of paper. On the
using appropriate sentences paper, they write their age and
reading strategies favourites, but not their name. Develop
a model on the board first if necessary.
5. When they have finished, they fold

their paper in half. Collect the papers
and redistribute them.
6. Pupils read the paper they have

been given and try to guess who wrote
it. I think it’s Ali.
7. They can ask other pupils to check if

they were right – How old are you?
What’s your favourite X?
8. When they have found the writer of

the paper, pupils should tell the class
about the person. His name is Ali. He’s
seven. His favourite toy’s his train.
Post lesson
Task 12
160
TOPIC: Let’s Play
WEEK:
Teacher’s choice, depending on story
161
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson around A storybook of your Language Teacher’s choice
reading a story about toys. choice, possibly related depending on the story
Language Arts Language Arts to the topic of Toys. and your class.
5.2 5.2.1 The pupils should have the chance to
Express personal Name people, things or prepare for the story so they For example: Strategies 2, 5 and 6 in
responses to literary places of interest in understand the main elements a little https://www.booksfortop particular may be useful.
texts illustrations better, and should have the chance to ics.com/toys
accompanying texts listen to you reading the story and talk
about it as you read it. This lesson is intended
to bring real story
Note: you will re-use this story in the books into the English
COMPLEMENTARY COMPLEMENTARY next Language Arts lesson (Lesson 70). classroom. If another
SKILL SKILL book is available but is
not related to the topic,
Listening Listening then it can be used
1.2 1.2.3 instead. Remember the
Understand meaning in Understand with a high pupils don’t need to
a variety of familiar degree of support very understand every word
contexts short simple narratives of the story, it is for
global understanding
with the support of
pictures and
enjoyment.
If no books are
available, there are
many recordings of
books being read aloud
online. Look on Google
or YouTube for a book
of your choice if you
have these facilities.
162
WEEK:
Recycled vocabulary for toys and adjectives
163
CROSS -
ELEMENT
citizenship (Fair play) be suitable.
Recognise words in Recognise and sound out appropriate.
texts by using medial and final sounds Lesson delivery
knowledge of sounds of in a word

SKILL SKILL
Listening Listening
1.1 1.1.1
frequency target
language phonemes
164
WEEK:
Recycled vocabulary for toys and adjectives
165
CROSS -
ELEMENT
be suitable.

3.2 3.2.2
Understand a variety of Understand specific
print and digital texts by very simple phrases and
reading strategies
166
THEME: World of Stories:
WEEK:
What’s your favourite (colour)?

Recycled toy vocabulary and adjectives
167
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.29 Language Strategies 1 and 2 and 6
and 7 may be suitable.
Communicate basic Express basic likes and appropriate.
information intelligibly dislikes
for a range of purposes Lesson delivery
COMPLEMENTARY
SKILL
COMPLEMENTARY Post lesson
SKILL Speaking
2.1.3 See Teacher’s Book.
Speaking Express basic likes and
2.1 dislikes
Communicate simple
information intelligibly
168
WEEK:
Shapes: tangram, triangle, square, circle, parallelogram, rectangle
169
CROSS -
ELEMENT
SKILL SKILL
Post lesson
Reading Reading
print and digital texts by very simple phrases and
reading strategies
170
TOPIC: Let’s Play
WEEK:
Your choice, depending on your story
171
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Continue the story book Creativity and Your choice, depending
Review the story from the previous you started in the Innovation on the activities, the story
Language Arts Language Arts Language Arts lesson by showing previous Language Arts and the pupils.
5.2 5.2.1 pupils the book and asking them to tell lesson (Lesson 65).
Express personal Name people, things or you what they remember (e.g. the
responses to literary places of interest in characters, the storyline). Use the front Develop your own
texts illustrations cover to elicit as much information as materials to use as a
accompanying texts possible, including the name of the follow up to the story,
author and where the book comes from. depending on the story
and on your pupils.
Lesson delivery
COMPLEMENTARY COMPLEMENTARY 1. Re-read the story, reviewing pupils’ Other resources such
SKILL SKILL understanding. as pens, paper, glue,
scissors, etc.
Language Arts Language Arts 2. Plan activities which follow on from depending on your
5.3 5.3.1 the story and extend it. These could planned activities.
Express an imaginative Respond imaginatively include:
response to literary and intelligibly through - vocabulary activities, e.g. matching,
texts creating simple art and sorting: colours
craft products - activities related to character
descriptions, e.g. a guessing game
Other imaginative ‘Who am I?’
responses as appropriate - activities related to the storyline, e.g.
ordering pictures.
3. Plan a creative activity depending on

your class. This could be related to the
story/characters, storyline, topic or
vocabulary. The activity could be
making something, drawing something,
acting something etc.
Post lesson
Ask pupils to sit in a circle to present
what they have made.
Talk to the pupils about the story and
ask them what they liked about the
story, which was their favourite
character and so on.
172
WEEK:
Recycled language from lessons 66 - 68: What’s your favourite (colour)?, toy vocabulary and adjectives
173
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Language Strategies 1 and 7
may be suitable.
Pre-lesson task 9: Remember the words
Listening Listening
Understand meaning Understand with 1. Elicit favourite colours, numbers and toys from appropriate.
in a variety of familiar support specific the class.
contexts information and
details of very simple 2. Ask pupils to stand in a circle. Tell them that
phrases and they’ll do an activity called Change places if…
sentences 3. Say Change places if your favourite colour’s
red.
4. Pupils change places if this is true for them: this
COMPLEMENTARY COMPLEMENTARY is not a competition, so they can move calmly.
SKILL SKILL 5. Continue with other phrases (e.g. Change
places if your favourite toy’s a…/ your favourite
Speaking Speaking number’s…)
2.1 2.1.5
Communicate simple Name or describe 6. If it’s difficult for pupils to move in your
information intelligibly objects using suitable classroom, pupils can put up their hands, touch
words from word sets their head or stand up instead of changing
places.
7. Divide pupils into 2 groups and ask pupils to
continue with the activity. Make sure that
different pupils have the chance to give
instructions.
8. When pupils have had enough practice, change
focus to a chain activity.
9. Divide pupils into groups of about 5. One pupil
says their favourite toy. The next pupil repeats
this info and adds their own information (e.g.
Jannah’s favourite toy is her bike, my favourite
toy is my doll). Pupils continue in this way until
everyone has had a turn.
10. Repeat with other language (e.g. numbers or
colours) if there is time.
Post lesson
11. Post-lesson task 9: Read your friend’s mind
174
WEEK:
175
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S
STANDARD STANDARD REFERENCES STRATEGIES NOTES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Values Strategies 3 and 6

1. Pre-lesson task 1: Work at the words (cooperation) may be suitable.
Speaking Speaking
2.1 2.1.3 Lesson delivery Use other strategies
Communicate simple Express basic likes 2. Elicit the names of about 10 toys which pupils like, and write these in if appropriate.
information and dislikes a list on the board, or ask pupils to write them on the board.
intelligibly 3. The toys do not have to be from the textbook: they can also be other
toys which pupils know and like.
4. Pupils may need to ask you for help with vocabulary (Speaking
Learning Standard 2.2.2) when telling you the toys.
SKILL SKILL 5. Draw this grid on the board:
Toy Name
Speaking Speaking
2.2 2.2.2
Use appropriate Ask for attention or
communication help from a teacher
strategies or classmate using 6. Ask pupils to copy the grid in their exercise books, and to write the
one word or a fixed names of any 7 toys from the list on the board in their table.
phrase 7. Tell pupils they have to find a classmate for toys in their table by
asking What’s your favourite toy?
8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your
favourite toy?
9. Make sure that the answer you give is not one of the toys in Pupil A’s
grid.
10. Tell Pupil A to ask another pupil, until an answer matches one of the
toys in their table. Pupil A then writes down the name of Pupil B in
the grid next to the appropriate toy.
11. Tell pupils that they have to find names for 5 or more of the toys in
the table.
12. Pupils mingle and complete their tables. If mingling isn’t possible in
your class, you can go outside, or ask pupils to sit in groups.
13. Stop when most but not all pupils are finished.
14. Ask them to report back to you (e.g. Ayesha’s favourite toy is her
ball).
15. If there is extra time, ask pupils to write a true sentence and a false
sentence from their grid for their partner, who reads their grid and
then corrects the false sentence.
Post lesson
16. Post-lesson task 1: Spot the differences
176
WEEK:
Recycled language from lesson 69 and Year 1, as appropriate
177
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson You might want to Language Strategy 1 might be
Task 10 using the shape words make a worksheet for suitable.
Reading Reading this lesson.
Lesson delivery
3.1 3.1.1 Use other strategies as
1. Review the vocabulary you have
Recognise words in identify and recognise the Cut up letters (roughly appropriate.
used in the pre-lesson task.
linear and non-linear shapes of the letters in cut, on paper), enough
texts by using the alphabet 2. On the board, write the word red. Ask for pupils to use to If appropriate, select
knowledge of sounds of pupils to read it. Then draw an outline each make one or two suitable activities for your
letters around the word that shows its shape words. pupils from LINUS
when written. For example: Module 1 to be added in
Scissors, glue and plain to this lesson
paper for each pupil. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line h of the
SKILL SKILL Phonics Table (see
Syllabus).
Reading Reading
3.1 3.1.2
Recognise words in Recognise and sound out
texts by using medial and final sounds 3. Draw the outline of another, longer
knowledge of sounds of in a word word on the board and encourage
letters pupils to guess what the word is.
4. Draw more word shapes on the
board or provide them on a worksheet.
You could give pupils a word list, too.
Pupils write the words in their exercise
books. Use the words from the pre-
lesson task for this.
5. Ask pupils to draw one or two word
shapes for their partner to guess the
word.
6. Give pupils some letters, glue and
paper. Pupils arrange the letters on the
paper to make words, then stick them.
7. Next, pupils cut the paper to show
word outline.
8. Each pupil should sound out the
word they have created.
178
WEEK:
Recycled language from lessons 68 and 69
179
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards of objects of Creativity and Strategy 2 may be
Task 11 a particular shape, e.g. Innovation suitable.
Writing Writing an orange (round) or a
4.3 4.3.2 Lesson delivery book (rectangle). Use other strategies as
Communicate with Spell familiar high 1. Show flashcards of objects and check pupils Around 10-12 cards if appropriate.
appropriate language frequency words know the vocabulary. possible. You could
form and style for a accurately draw these if If appropriate, select
2. Put the flashcards on the board in groups
range of purposes in necessary. suitable activities for your
relating to each colour (e.g. all the round
print and digital media pupils from LINUS
objects together). Elicit what the groups
You might want to Module 1 to be added in
represent from the pupils. Write the shape
create a worksheet. to this lesson
words under the groups of pictures.
COMPLEMENTARY COMPLEMENTARY 3. Draw a table on the board and ask pupils to Paper (or exercise from Line h of the
SKILL SKILL copy it into their exercise book (or have a books), pencils and Phonics Table (see
worksheet for this). Head each column with a rulers Syllabus).
Writing Writing shape word. See example on the next page.
4.3 4.3.3
Communicate with Plan and write words 4. Put pupils in groups. The groups decide an
appropriate language and phrases order (who will go first, second and so on).
form and style for a Give the first pupil in each group a board
range of purposes in pen/piece of chalk. When you say ‘Go!’ they
print and digital media should go to the board and write one word for
an object in one column. Then it is the next
pupil’s turn. They don’t need to worry too much
about spelling at this point.
5. After each pupil has had a turn, review the

words on the board so that the class corrects
any spelling mistakes together.
6. Give pupils some paper (or they can use

their exercise books). Ask pupils to draw the
five shapes on the paper/page. These should
be big.
7. Next ask pupils to write some words for

objects inside each shape. They can copy from
the board or you could erase the words from
the board.
Post lesson
Task 9 where pupils outline the shape with
their hands
180
Lesson 74
Example table on the board:
triangle square circle parallelogram rectangle
181
TOPIC: Let’s Play
WEEK:
Shape vocabulary
182
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper for pupils to Language Your choice depending
Body shapes. Tell pupils a shape name make flashcards. on your lesson and class.
Language Arts Language Arts and they have to try to make that shape Coloured pencils, rulers
5.1 5.1.1 with their body/arms/with a partner. Possibly strategy 2 or 3.
Enjoy and appreciate Demonstrate Teach ‘diamond’ during this stage. Shape song, to the
rhymes, poems and appreciation through non- tune of ‘Brother You could take out Stage
songs verbal responses to John/Frere Jacques: 2 (writing); you could give
Lesson delivery https://www.youtube.co letter prompts; you could
i) simple chants and raps 1. Give the pupils two or three papers. m/watch?v=ZD2BLeD6 allow pupils to copy the
ii) simple rhymes Ask them to draw a shape on each nDI ) – spellings from their books
iii) simple action songs paper. Square and circle, (p.30).
Square and circle,
2. Ask them to write the name of the Rectangle, You could change
shape under the picture. Rectangle. ‘diamond’ for
COMPLEMENTARY COMPLEMENTARY Triangle and tangram, ‘parallelogram’ (but it
SKILL SKILL 3. Tell them they are going to listen to a Triangle and tangram, doesn’t fit well into the
song. Sing the song. Diamond, song).
Language Arts Language Arts Diamond.
5.2 5.2.1 4. Ask them to listen to the song again
Express personal Name people, things or and to hold up their shapes when they
responses to literary places of interest in hear them.
texts illustrations
accompanying texts 5. Ask them to listen to the song again
and tell you how many shapes they
hear.
6. Encourage the pupils to sing the

song with you.
Post lesson
Ask pupils to tell each other what their
favourite shape is, then report to the
class
and/or
to tell you what they have in their home
of different shapes.
183
WEEK:
Recycled vocabulary of shapes from lessons 69, 73 and 74
184
CROSS -
ELEMENT
Communicate simple Give very basic personal Lesson delivery appropriate.
phrases See Teacher’s Book.
(Project parts a and b are a good

opportunity for pupils to begin to
COMPLEMENTARY COMPLEMENTARY develop and practise Speaking
SKILL SKILL Learning Standard 2.2.2.)
Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help
communication from a teacher or See Teacher’s Book.
word or a fixed phrase
185
WEEK:
Recycled language: colours, toys, imperatives
186
CROSS -
ELEMENT
Reading Reading See Teacher’s Book. Paper, scissors
Understand a variety of i) Use visuals on the appropriate.
linear and non-linear page to help understand
print and digital texts by a word or phrase Lesson delivery
using appropriate
reading strategies ii) Identify and remember See Teacher’s Book.
high frequency sound
and letter patterns If you do not have access to the
Workbook, replace the Make a paper
kite task with a Make a paper doll chain
task.
SKILL SKILL
1. Photocopy the handout on the next
Listening Listening page, or prepare a poster before
1.2 1.2.5 the lesson.
a variety of familiar supported questions 2. You may need to pre-teach or
contexts check the word chain, as this is a
new word for pupils.
3. Pupils can do the task individually

or in pairs, as appropriate
Post lesson
187
Make a paper doll chain
1. Cut paper. 4. Cut the doll out.
2. Fold it into 4 5. You have a doll chain!
3. Draw a doll.
188
WEEK:
Recycled vocabulary and grammar from topic 2
189
CROSS -
ELEMENT
be suitable.

the Workbook.
SKILL SKILL 1. Put Toy flashcards on the
board
Writing Writing
4.2 4.2.1 The flashcards should show
Communicate basic Give very basic personal pictures for this vocabulary
for a range of purposes phrases car, doll, kite, ball, computer
in print and digital game, plane, go-kart, bike,
media monster and train

board so that pupils have to

this lesson.
Post lesson
190
THEME: World of Knowledge
TOPIC: Pet Show
WEEK:
Animal vocabulary: elephant, rat, lizard, frog, spider, duck, dog, cat, pet show
191
CROSS -
ELEMENT
be suitable.
sentences

2.1 2.1.5
word sets
192
TOPIC: Pet Show
WEEK:
Complete review of Unit 2 Superminds 1
193
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your own, depending Creativity and Your choice depending
pupils review pages of Unit 2 and say on the focus of your Innovation on your class and lesson.
Language Arts Language Arts what they have learned. lesson.
5.3 5.3.1 Possibly strategy 2 or 4
Express an imaginative Respond imaginatively You can select pages from Unit 2 you
response to literary and intelligibly through think pupils would benefit from You might want to
texts creating simple art and reviewing, possibly focusing on the provide lines for the
craft products songs, chants and stories as Language children to write the
Arts texts. words on the cards or
Other imaginative ask the pupils to write
responses as appropriate Ask pupils to draw a picture and write lines before writing the
about it to show what they have learned words.
(e.g. My favourite toy is my long, blue
train). If you are concerned
COMPLEMENTARY COMPLEMENTARY about pupils’ drawing
SKILL SKILL Here is a possible lesson, using the skills (the ability to draw a
song on p24 as a focus recognisable animal), you
Writing Writing could prepare the picture
4.2 4.2.4 Pre-lesson cards in advance.
Communicate basic Name or describe objects Pre-lesson task 10 with the song on
information intelligibly using suitable words from p24 If you are concerned
for a range of purposes word sets about pupils using
in print and digital Lesson delivery scissors, you can prepare
media 1. Elicit key language e.g. My favourite the cards in advance or
toy’s my.... My favourite number’s…. can have lines for cutting
and write this on the board. Add also along on the card. It is
My favourite colour’s useful, however, for
pupils to practise and
2. Ask pupils to draw a picture related continue to develop this
to their favourite thing. fine motor skill, however.
3. Tell them to write about it using the

language support on the board to show
what they have learned (e.g. My
favourite toy’s my long, blue train).
Post lesson
Ask pupils to share their texts with their
classmates and to read what they have
written.
194
TOPIC: Pet Show
WEEK:
Recycled language from lesson 79: animal vocabulary

Adjectives, a/an
195
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board and grid (see Language Strategies 2 and 4 may
next page) be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing
1.2 1.2.2 Animal pictures or Use other strategies if
Understand meaning in Understand with support Lesson delivery drawings appropriate.
a variety of familiar specific information and 1. Put the grid on the next page on
contexts details of very simple the board. Use your own pictures
phrases and sentences for the images of animals.
2. Tell pupils to copy the grid.
COMPLEMENTARY COMPLEMENTARY 3. Ask them to tick () 3 boxes

SKILL SKILL secretly (e.g. a small frog, an old
elephant, a beautiful cat) and to
Speaking Speaking cover their picture.
2.1 2.1.5 4. Explain that pupils have to guess a
Communicate simple Name or describe objects classmate‘s 3 descriptions by
information intelligibly using suitable words from saying them.
word sets
5. Demonstrate with 2 pupils how to
play the game Pupil A says, e.g. A
big spider, and marks this square
in their grid to signal that they have
used this choice. Pupil B says yes
or no, depending on whether the
guess matches one of the 3 ticks in
their grid.
6. Pupil B now guesses in the same
way as Pupil A.
7. Divide pupils into pairs or small
groups and ask them to play the
game.
8. Fast finishers can add extra ticks
and continue.
9. Stop when most, but not all pupils
have finished.
Post lesson
10. Post-lesson task 4: Correct the
error
196
Grid for lesson 81
Picture of Picture of Picture of Picture of Picture of

frog cat lizard spider elephant
big
small
old
beautiful
197
TOPIC: Pet Show

WEEK:
What’s your favourite …?
198
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper for the Values (cooperation) Strategies 2, 4, and 7
snapdragon and may be suitable.
Show pupils a finished snapdragon: the
Speaking Speaking pencils
outside should have 4 colours on it, the
inside 8 numbers 1 - 8 and the very inside 4
Communicate simple Find out about very If you are not sure appropriate.
questions What’s your favourite animal /
information intelligibly basic personal number / toy / colour? how to make a
information using snapdragon (also
fixed phrases Lesson delivery called a fortune
1. Choose a pupil and tell him/her to say a teller), an example is
colour. The pupil chooses one of the here:
colours on the snapdragon and says it.
COMPLEMENTARY COMPLEMENTARY http://www.origamiwa
SKILL SKILL 2. If they say green, for example, ask the y.com/how-to-make-
pupil to say something green in the a-paper-fortune-
Speaking Speaking classroom. teller.shtml
2.1 2.1.3 3. Open the snapdragon and ask the pupil
Communicate simple Express basic likes to say a number.
information intelligibly and dislikes NB: Some pupils will
4. Count the number together with the find making a
pupil and open and shut the snapdragon snapdragon difficult.
the same number of times as the Some will also find
number the pupil tells you. putting colours,
5. Ask the pupil to choose another number. numbers and
questions on it
6. Now open the snapdragon and ask the challenging.
pupil the question on the inside (e.g.
What’s your favourite animal?): the pupil Provide plenty of
answers. support and
7. Give every pupil a piece of square encouragement, and
paper. encourage pupils to
help each other, as
8. Give instructions how to make a the effort of making
snapdragon: they make it with you. It’s the snapdragon
important that they follow you step by usually justifies the
step. language benefits the
9. Tell pupils to draw colours on the pupils gain from it.
outside, numbers on the inside and 4
questions on the inside. If you are sure that
making the
Post lesson
snapdragon will be
10. When they are ready, tell pupils to play too difficult for your
the game with their classmates. pupils, make enough
snapdragons yourself
before the lesson for
199
pupils to work with in
groups (e.g. 1
snapdragon between
4 pupils).
If you make your own

snapdragons, miss
steps 7 and 8 from
the learning outline
column.
200
TOPIC: Pet Show
WEEK:
201
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Animal flashcards for Language Strategy 1 may be
Task 4 for animal vocabulary pre-lesson task suitable.
Reading Reading
3.1 3.1.3 Lesson delivery Other strategies as
Recognise words in Blend phonemes (CVC, 1. Review spelling of animal vocabulary appropriate.
linear and non-linear CCVC) by writing gapped words on the board.
texts by using E.g. s_ider If appropriate, select
knowledge of sounds of suitable activities for your
letters 2. Draw a word snake or word sausage pupils from LINUS
on the board with the names of animals Module 2 to be added in
hidden inside it, e.g. to this lesson
COMPLEMENTARY COMPLEMENTARY bdogseeratxtelephantthedflizrdnmc from Line i of the Phonics
SKILL SKILL atuh Table (see Syllabus).
Reading Reading 3. Pupils read it, and tell each other the
3.3 3.3.1 5 animals in it, and then tell you.(dog,
Read independently for Read and enjoy simple rat, elephant, lizard, cat)
information and print and digital games at
enjoyment word level 4. Pupils work in pairs to create and
their own word snake/sausage puzzles.
5. Pupils swap puzzles with another

pair, who solve the puzzle.
Post lesson
Task 11 perhaps about pets or a trip to
the zoo
202
TOPIC: Pet Show
WEEK:
Recycled language from lesson 34: animal vocabulary, …’s favourite animal is a …
203
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards of animals Language Your choice, as
Task 1 appropriate to your
Writing Writing lesson.
4.2 4.2.3 Lesson delivery
Communicate basic Express basic likes and 1. Review animal vocabulary by playing If appropriate, select
information intelligibly dislikes a mime game. You say a word and suitable activities for your
for a range of purposes pupils mime the animal. pupils from LINUS
in print and digital Module 2 to be added in
media 2. After miming, ask pupils to tell you to this lesson
the animals they mimed in the correct to focus on phonemes
order. Elicit the spellings and write them from Line i of the Phonics
on the board, perhaps next to a Table (see Syllabus).
COMPLEMENTARY COMPLEMENTARY flashcard.
SKILL SKILL
3. Hold up a flashcard of an animal. Tell
Writing Writing pupils that it is your favourite one. They
4.3 4.3.1 should say ‘(your name)’s favourite
Communicate with Use capital letters animal is a xxx.’
appropriate language appropriately in personal
form and style for a and place names 4. Tell the pupils that that was just an
range of purposes in example. Now hold up another
print and digital media flashcard and ask pupils to write the
sentence: ‘(Your names)’s favourite
animal is a…’
5. Check by asking a pupil to write the

sentence on the board.
6. Repeat 2 or 3 times.
7. Pupils continue the game in groups,

with a different pupil choosing the
flashcard each time.
8. Ask some pupils to read their

sentences to the class.
Post lesson
Task 11
204
TOPIC: Pet Show
WEEK:
Animal vocabulary from Superminds p.34
205
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Flashcards of Creativity and Your choice
Play a mime game to review animal vocabulary – teacher animals Innovation depending on your
Language Arts Language Arts says a word, pupils pretend to be the animal. Similar to lesson and class.
5.3 5.3.1 Lesson 84, but this time ask a pupil to write the name of the Card to be cut into
Express an Respond animal on the board. small rectangles Possibly strategies
imaginative response imaginatively and Lesson delivery: (e.g. size of a credit 2, 3 and 5.
to literary texts intelligibly through 1. Play a game to review spelling of the eight words from card or slightly
creating simple art bigger). One sheet You might want to
p.34 of the textbook. For example, pre-lesson tasks 1 or 6.
and craft products for each pupil. provide lines for the
Leave the words written on the board. (You could write a
short sentence, e.g. It’s a xxx.) Paper is possible, children to write the
Other imaginative but can be seen words on the cards
responses as 2. Using flashcards, ask pupils to match the words to the through, so is not or ask the pupils to
appropriate pictures on the flashcards. Leave these on the board. advised write lines before
3. Pupils work in groups of four. Each pupil should choose writing the words.
two of the eight animals. Give out a sheet of card to each Coloured
pupil and ask them to cut it into four equal parts (cards), the pens/pencils and If you are
COMPLEMENTARY COMPLEMENTARY size of a credit card. scissors. concerned about
SKILL SKILL pupils’ drawing
4. Ask each pupil to take two of their smaller cards and tell Keep the pupils’ skills (the ability to
Speaking Speaking them to write the name of the animal, one on each card in cards so you can draw a recognisable
2.1 2.1.5 big and neat writing. use them again in animal), you could
Communicate simple Name or describe 5. Now ask pupils to draw a picture of their animal, one on later lessons prepare the picture
information intelligibly objects using suitable each of the remaining cards. cards in advance.
words from word sets
6. Assign a group leader to each group. This pupil should If you are
check then collect together all the cards from their group. concerned about
The group can count them together, there should be 16 pupils using
cards (8 words, 7 corresponding pictures). scissors, you can
8. Use a group to model the activity for the whole class – prepare the cards in
this is a pelmanism or matching game (where all cards are advance or can
placed face-down on the table. In turns, pupils turn over have lines for
cards, saying ‘it’s a …’ as they do so. They should try to cutting along on the
find a pair (word + picture). They keep a pair they find. If card. It is useful,
not a pair, they turn the cards back over, taking care not to however, for pupils
move them out of position. Then it is the next player’s turn, to practise and
and so on. The winner is the player with the most pairs). continue to develop
this fine motor skill,
9. The pupils could play the game a few times and/or
however.
change groups.
Post lesson
Your choice, perhaps another word game or post-lesson
task 7 or 8.
206
TOPIC: Pet Show
WEEK:
Prepositions of place: in, on, under
207
CROSS -
ELEMENT
be suitable.

2.1 2.1.5
word sets
208
TOPIC: Pet Show
WEEK:
Plural animal nouns (e.g. dogs, spiders, rats)

Recycled animals, colours, prepositions
209
CROSS -
ELEMENT
be suitable.
SKILL SKILL
Post lesson
Listening Listening
frequency target
language phonemes
210
TOPIC: Pet Show
WEEK:
Recycled topic vocabulary and other Year 1 vocabulary as appropriate
211
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A worksheet for each Language Strategy 7 may be
Task 6 using animal vocabulary pupil (see next page) suitable.
Reading Reading
3.2 3.2.2 Lesson delivery Pictures of children Use other strategies if
Understand a variety of Understand specific 1. Review animal vocabulary if (one for each person appropriate.
linear and non-linear information and details of necessary. Play pelmanism using the on the worksheet)
print and digital texts by very simple phrases and cards pupils made in Lesson 85. If appropriate, select
using appropriate sentences Animal flashcards suitable activities for your
reading strategies 2. Show the pictures of the children and pupils from LINUS
tell the pupils their names (as on Module 2 to be added in
worksheet). Put the pictures on the to this lesson
board and write their name under them. to focus on phonemes
COMPLEMENTARY COMPLEMENTARY from Line j of the Phonics
SKILL SKILL 3. Give out worksheet (or write the table Table (see Syllabus).
on the board, asking pupils to copy it
Speaking Speaking into their exercise books).
2.1 2.1.3
Communicate simple Express basic likes and 4. Ask pupils to read the sentences
information intelligibly dislikes about the children in the pictures. They
should read and put a tick or cross (or
write yes or no) in the table depending
if the child likes or dislikes the animal.
5. Have pupils check their answers with

a partner before checking with the
whole class.
6. Ask pupils to write their own name

under the names in the table and put
ticks or crosses in the table for their
own likes and dislikes.
7. Pupils tell their partner what they like

and dislike before some pupils tell the
class.
Post lesson
Task 12
212
Lesson 88
Possible worksheet
Cat (picture) Spider (picture) Rat (picture)
Sarah
Tom
Kate
Sarah
I like cats and rats. I don’t like spiders.
Kate
I don’t like cats and I don’t like spiders. I like rats.
Tom
I like spiders, cats and rats.
213
TOPIC: Pet Show
WEEK:
Recycled animal vocabulary and prepositions from topic 3 (Pet Show)

and
214
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Teacher to select as Creativity and Teacher to select as
Task 5 appropriate for their Innovation appropriate for their
Writing Writing lesson. lesson.
4.2 4.2.5 Lesson delivery
Communicate basic Connect words and 1. Review some classroom objects by If appropriate, select
information intelligibly proper names using ‘and’ playing a game where you tell pupils to, suitable activities for your
for a range of purposes for example, ‘show me your pupils from LINUS
in print and digital book/pencil’ etc. Pupils find and hold up Module 2 to be added in
media the object. to this lesson
2. Next, extend the game to: to focus on phonemes
‘Put your book on your desk. Put your from Line j of the Phonics
pencil in your book’. And so on. Table (see Syllabus).
SKILL SKILL 3. Ask a few pupils to be the teacher.
and to give instructions like these to
Writing Writing their classmates.
4.3 4.3.3
Communicate with Plan and write words and 4. Draw a picture of 4 animals, on and
appropriate language phrases under classroom objects on the board.
form and style for a Write 2 false sentences about them
range of purposes in using and (e.g. The frog is on the desk
print and digital media and the lizard is in the pencil case, The
rat is under the bag and the spider is on
the book)
5. Ask pupils to read the sentences

and orally correct the false information.
6. Pupils draw a similar (or more basic)

picture in their exercise books and write
a similar false sentence.
7. Pupils swap their exercise books with

a partner and correct each other’s false
sentences in writing.
8. Pupils talk together about the

mistakes to check the answers.
9. Pupils write a correct sentence under

their picture.
Post lesson
Task 3
215
TOPIC: Pet Show
WEEK:
Animal vocabulary of your choice (review or extend)
216
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson where A rap or chant about Language Your choice depending
pupils can listen to, mime with and animals: for some on the activities and
Language Arts Language Arts begin to join in with a rap or chant examples that could be pupils.
5.1 5.1.1 about animals. adapted, see:
Enjoy and appreciate Demonstrate
rhymes, poems and appreciation through non- See Lesson 62 for one way of helping http://www.songsforteac
songs verbal responses to pupils to join in with a chant. Other hing.com/store/animal-
ways are of course possible. songs-c-395.html
ii) simple rhymes You could use the lesson to review Or a song, e.g.
iii) simple action songs animal vocabulary or to introduce new https://www.youtube.co
animals, perhaps some they can find in m/watch?v=p5qwOxlvy
their home environment. hk
SKILL SKILL

5.1 5.1.2
and intonation

ii) simple rhymes
217
TOPIC: Pet Show
WEEK:
Recycled topic language: animals and prepositions
218
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Language Strategies 2 and 7
Pre-lesson task 6: Finger writing (with preposition phrases or pictures of may be suitable.
Listening Listening such as on the desk, in the bag) classroom objects
1.2 1.2.5 Use other strategies
Understand meaning Understand short Lesson delivery if appropriate.
in a variety of familiar supported questions 1. Put real classroom objects on a table or pictures,
contexts drawings or a poster of classroom objects on the
board.
2. Tell pupils that a spider (The class can give the spider
COMPLEMENTARY COMPLEMENTARY a name if they like) is hiding somewhere among the
SKILL SKILL objects/in the picture, and that pupils have to find it.
Listening Listening 3. Ask one pupil to come to the front of the class, think of
1.2 1.2.2 a place to hide the spider. Ask him/her to write down or
Understand meaning Understand with whisper to you where the spider is.
in a variety of familiar support specific
contexts information and 4. The class guess (e.g. Is it under the desk?) until
details of very simple someone guesses correctly. A new pupil then comes
phrases and to the front, and the game continues.
sentences
5. Continue the game for one or two rounds.
6. Divide pupils into pairs or small groups.
7. Give them a copy of the picture of the classroom

objects if you can. If not, pupils can play the game
using the pictures or flashcards on the wall.
8. Tell one pupil in each pair to write down where the

spider is hiding and to cover this information. The other
pupil in the pair or pupils in the group guess, as in step
5. They can check their final correct guess against
what the first pupil has written if necessary.
9. A new pupil hides the spider after a correct guess, and

the game continues as in step 8.
Post lesson
Post-lesson task 4: Correct the error
219
TOPIC: Pet Show
Recycled topic language: prepositions, plural nouns

Imperative: Put…
WEEK:
Classroom vocabulary
Colours
220
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson Classroom objects Values Strategies 2 and 5
Prepare a desk or table with a number of classroom objects, (cooperation) may be suitable.
Speaking Speaking if possible 2 or 3 at least of each item. Board and grid from
2.1 2.1.5 Give pupils time to look and remember the items. Pupils the next page Use other strategies
Communicate simple Name or describe close their eyes and you move an item. Pupils tell you what if appropriate.
information intelligibly objects using suitable the difference is.
words from word sets
Lesson delivery
1. Ask a pupil to come to the front of the class and carry
out an instruction involving classroom objects and
COMPLEMENTARY COMPLEMENTARY prepositions (e.g. Put 3 blue pencils under the desk, Put
SKILL SKILL 2 pencil cases in the red bag).
Listening Listening 2. Continue for 4 or 5 rounds with a new pupil each time.
1.2 1.2.4
Understand meaning Understand short 3. Divide pupils into large groups of about 6-8. Ask them to
in a variety of familiar basic supported use their own classroom objects to continue the game.
contexts classroom Make sure that pupils take turns to give instructions.
instructions
4. Tell pupils that the focus will now change to a new
activity.
5. Hand out or draw the grid from the next page of this
scheme of work on the board, and ask pupils to copy it.
Draw the grid on the next page on the board, and ask
pupils to copy it.
6. Tell pupils that they will pretend to hide a pencil in 3

places, and that their friend must find the 3 places.
7. Pupils tick () 3 boxes in the grid, and then work in pairs or
small groups to guess where their partner’s classroom
objects are.
8. They guess by asking questions such as Is the pen

under the book/in the bag?
9. The game continues in the same way as in lesson 81.
Post lesson
221
Grid for lesson 92
Picture of Picture of Picture of Picture of Picture of

bag book pencil case notebook desk
in
on
under
222
TOPIC: Pet Show
WEEK:
Recycled animal vocabulary
223
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson 12 small pieces of Language Strategies 2 or 4 might
Task 6 paper for each pupil in be suitable.
Reading Reading the class
Recognise words in Blend phonemes (CVC, 1. Invite volunteers to write 12 animal appropriate.
linear and non-linear CCVC) names on the board (8 from the
texts by using textbook on p.34, plus 4 new ones). If appropriate, select
knowledge of sounds of suitable activities for your
letters 2. Put pupils in pairs, and make sure pupils from LINUS
that each pupil has 12 small pieces of Module 1 or 2 to be
paper. Each pupil writes the name of all added in to this lesson
12 animals, one on each piece of to focus on any
COMPLEMENTARY COMPLEMENTARY paper. phonemes from the
SKILL SKILL Phonics Table that pupils
3. Ask pupils to put their cards face-up continue to have
Writing Writing on the desk. problems with.
4.3 4.3.2
Communicate with Spell familiar high 4. Say a word and pupils take the
appropriate language frequency words correct card, if they have it. The first
form and style for a accurately pupils to have taken all their cards are
range of purposes in the ‘winners’ and can become teacher
print and digital media in the next round.
5. Play another round, where pupils

play the game in small groups.
6. Next, pupils put the papers face

down on their desk, mix them, and take
turns to turn 2 papers up. If they get a
matching pair, they take them and keep
them. If not, they turn the papers back
over. The game continues until all
animal pairs have gone
7. When the game is finished, pupils

can play again, or make another
smaller set of other words of their own
choice.
Post lesson
Task 9
224
TOPIC: Pet Show
WEEK:
Recycled prepositions and topic vocabulary
225
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Creativity and Strategy 2 might be
Task 4 Innovation suitable.
Writing Writing Use the board to
4.3 4.3.3 Lesson delivery demonstrate/model the Use other strategies if
Communicate with Plan and write words and 1. Review animal vocabulary and task and target appropriate.
appropriate language phrases prepositions by playing a game such as language for pupils
form and style for a miming or listening to instructions.
range of purposes in Choose a game that your pupils have
print and digital media enjoyed in previous lessons.
2. Draw the puzzle on the board (see

below for example). Use different
COMPLEMENTARY COMPLEMENTARY colours for each line. Ask pupils to
SKILL SKILL follow a line from an animal to an object
to make sentences orally (e.g. The
Writing Writing lizard is on the pencil case. The cat is in
4.3 4.3.2 the bag).
Communicate with Spell familiar high
appropriate language frequency words 3. Pupils write the sentences in their
form and style for a accurately exercise books. You might want to
range of purposes in model the first one on the board.
4. Pupils make their own, similar puzzle
in their exercise books or on paper. If 4
animals and 4 classroom objects are
too many for pupils to work with, ask
them to use fewer examples
5. Pupils swap puzzles with a partner

and solve each other’s puzzles. They
write sentences accordingly.
Post lesson
Task 10
226
Picture for Lesson 94
Picture of pencil case (on) picture of bag (in)
lizard
rat
cat spider
Picture of ruler (on) picture of desk (under)
Key:
The spider is on the ruler.
The cat is in the bag.
The rat is under the desk
The lizard is on the pencil case.
227
TOPIC: Pet Show
WEEK:
Prepositions of place
228
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Prepare a picture of a Values (negotiation / Your choice depending
Do a vocabulary review activity to classroom to use as a compromise) on your class and lesson.
Language Arts Language Arts remind pupils of any words you will template. Each pupil
5.3 5.3.1 recycle from Units 1 or 2 (e.g. Pre- will need a copy. Possibly strategy 1, 2 or
Express an imaginative Respond imaginatively lesson task 1, 4 or 6). 3.
response to literary and intelligibly through Coloured pens/pencils
texts creating simple art and Lesson delivery For stage 2, you might
craft products 1. Divide the class into pairs. Assign Sentences – your want to choose pupils
pupils a number 1 or 2. choice. Suggestions: who you know will draw
Other imaginative quickly and reasonably
responses as appropriate 2. Ask pupil 1 from each group to come The cat is on the desk. clearly.
to the front of the room. Dictate one or The monster is in the
more sentences about animals and the bag. Depending on the level of
classroom (examples given). The pupils The mouse is under the your class, you could
COMPLEMENTARY COMPLEMENTARY listen and quickly draw a rough picture notebook. dictate one, two, three or
SKILL SKILL to help them memorise the sentences. even four sentences.
Listening Listening 3. Next, pupil 1 goes to pupil two and You could ask pairs to
1.2 1.2.4 dictates the picture as you did. Pupil 2 write one or more
Understand meaning in Understand short basic quickly draws the picture. sentences under the
a variety of contexts supported classroom pictures.
4. In ‘secret’, pupils colour their picture.
instructions
They can choose their own colours.
5. Pupils compare pictures and decide

which colours are best for each item.
6. Pairs of pupils draw a final picture

and colour it according to what they
have decided.
7. Display pupils’ work in the

classroom. Ask pupils to look at each
other’s pictures and say which their
favourite one is.
Post lesson
Play a game in small groups, where
pupils direct each other to put items
around the classroom, (e.g. The
Superminds book is on the chair).
229
TOPIC: Pet Show
I like/I don’t like

Happy mouth/sad mouth
WEEK:
What about you?
230
CROSS -
ELEMENT
be suitable.
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes Lesson delivery
SKILL SKILL
Post lesson
Listening Listening
231
TOPIC: Pet Show
Imperatives: Come back, touch

WEEK:
Adjectives: amazing, clever

I’ve got an idea
232
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.38-39 Values (bravery) Strategies 2 and 6 may
be suitable.
Use appropriate Predict words they will appropriate.
listening strategies in a hear by using knowledge
variety of contexts of a topic Lesson delivery
SKILL SKILL
Post lesson
Listening Listening
233
TOPIC: Pet Show
WEEK:
Recycled language from the story in lesson 97
234
CROSS -
ELEMENT
be suitable.
Recognise words in Blend phonemes (CVC, appropriate.
texts by using Lesson delivery

SKILL SKILL
Reading Reading
3.1 3.1.4
Recognise words in Segment phonemes
linear and non-linear (CVC, CCVC)
texts by using
letters
235
TOPIC: Pet Show
WEEK:
Recycled vocabulary: classroom objects, animals
236
LEARNING MATERIALS / CROSS - CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING OUTLINE
STANDARD REFERENCES ELEMENT STRATEGIES REMARKS
be suitable.
Communicate basic Express basic likes and appropriate.
information intelligibly for dislikes
a range of purposes in Lesson delivery

4.2 4.2.5
Communicate basic Connect words and
information intelligibly for proper names using ‘and’
a range of purposes in
237
TOPIC: Pet Show
WEEK:
Your choice
238
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson based on A song about animals. Language Your choice depending
a song about animals. A fun song to use in on the activities you
Language Arts Language Arts this topic is ‘There Was choose to follow up on
5.1 5.1.1 Pre-lesson An Old Lady Who the song.
Enjoy and appreciate Demonstrate Aim to have pupils listen to the song, do Swallowed A Fly’. For
rhymes, poems and appreciation through non- some actions and join in when they lyrics, see:
songs verbal responses to can/want to.
http://www.rhymes.org.
i) simple chants and raps Lesson delivery uk/there_was_an_old_l
ii) simple rhymes As a follow up, pupils could work in ady.htm
iii) simple action songs small groups to create a picture that
represents the song, or they could write Also available is an
words they remember or a sentence animated version:
from the song. http://learnenglishkids.b
COMPLEMENTARY COMPLEMENTARY ritishcouncil.org/en/son
SKILL SKILL Post lesson gs/old-lady-who-
As a follow up to the song, ask the swallowed-fly
Language Arts Language Arts children if they liked the song, if they
5.1 5.1.2 liked the tune (music) and the words,
Enjoy and appreciate Say the words in simple which was their favourite animal and so
rhymes, poems and texts, and sing simple on.
and intonation

ii) simple rhymes
239
TOPIC: Pet Show
Recycled topic language: animals, prepositions

WEEK:
Colours, adjectives
It goes
240
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A picture of a park or Creativity and Strategies 2 and 7 may
Pre-lesson task 2: Guess the answer garden with a small Innovation be suitable.
Listening Listening tree, a big tree and 3
1.2 1.2.3 Lesson delivery tables of different Use other strategies if
Understand meaning in Understand with a high 1. Teach pupils the meaning and colours appropriate.
a variety of familiar degree of support very pronunciation of It goes.
contexts short simple narratives A flashcard of an
2. Give pupils a copy of the picture animal
(see Materials/References column)
or ask them to copy it.
SKILL SKILL 3. Show pupils a flashcard of an
animal and ask them to give it a
Speaking Speaking name.
2.1 2.1.5
Communicate simple Name or describe objects 4. Explain that you’ll tell them a story
information intelligibly using suitable words from about the animal. The animal goes
word sets to 5 places in the picture, and
pupils number the places 1-5.
5. Tell the story (e.g. Lenny the lizard

goes under the green table. Then
he goes in the small tree etc.)
6. Pupils number the places he goes

to 1-5.
7. Repeat the story if need be, and

elicit from the class the answers to
where Lenny goes.
8. Divide pupils into small groups.

They take turns to tell a new story
with 3 -5 places. Make sure that
each pupil has the chance to tell a
story. Pupils can change the
animal if need be.
Post lesson
Mark the answers to your story at the
start of the lesson on the picture and do
post-lesson task 10: Test your memory.
241
TOPIC: Pet Show
WEEK:
Recycled language: animal vocabulary, I like/don’t like…, What about you?
242
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards of animals Values (cooperation) Strategies 3 and 7 may
be suitable.
Speaking Speaking Pre-lesson task 4: Identify the flashcards If possible, large pieces
2.1 2.1.2 of paper for pupils to Use other strategies if
Communicate simple Find out about very Lesson delivery make a bar chart appropriate.
information intelligibly basic personal
information using 1. Divide pupils into groups of about 5.
fixed phrases
2. Draw a grid 5 squares by 5 on the board
like the one below:
SKILL SKILL
Listening Listening
1.2 1.2.5
a variety of familiar supported questions 3. Pupils copy it and choose 4 animals at
contexts the top. Pupils write their name and the
names of the 4 classmates in their group
down the left-hand side.
4. Pupils complete the grid with a happy or

sad face for their own preference, and
then tell and ask each other I like/don’t
like … What about you. ?
5. Pupils complete their grids with happy

and sad faces, according to the answers
they get.
6. Pupils stay in their groups to make a bar

chart of the information they have
collected.
Post lesson
Pupils share the bar chart information with

the rest of the class or with other groups.
243
TOPIC: Pet Show
WEEK:
Recycled animal vocabulary, like, numbers

Lives in/doesn’t like
244
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper with Values (cooperation) Strategy 5 might be
Task 5 sentences as in the suitable.
Reading Reading examples.
3.2 3.2.2 Lesson Delivery Use other strategies if
Understand a variety of Understand specific 1. Nominate 5 or 6 pupils to come to One set for the appropriate.
linear and non-linear information and details of the front and tell you their personal example, and one set
print and digital texts by very simple phrases and information (see table) quietly. for each group of pupils
using appropriate sentences in the main lesson If appropriate, select
reading strategies 2. Play a guessing game where you activity suitable activities for your
describe one of the pupils (using the pupils from LINUS
target language) and the class has to Module 1 or 2 to be
guess who you are talking about. added in to this lesson to
COMPLEMENTARY COMPLEMENTARY focus on any phonemes
SKILL SKILL 3. Review meaning and form of doesn’t from the Phonics Table
like and lives in if necessary with your that pupils continue to
Listening Listening class. have problems with.
1.2 1.2.2
Understand meaning in Understand with support 4. Take one of the 4 short texts from
a variety of familiar specific information and Text set 1 on the next page yourself,
contexts details of very simple and give the other 3 texts to 3 proficient
phrases and sentences pupils.
5. Put Grid 1 from the next page on the

board. Pupils read these out and the
whole class helps you to complete the
grid.
6. After solving the problem, pupils then

draw the empty grid again in their
exercise books.
7. Divide pupils into groups of 4, give

each pupil one of the 4 texts from Text
set 2 on the next page and ask them to
solve the problem in the same way as
in the whole-class example by reading
the texts themselves.
Post lesson
Task 10 using pictures to represent the
children in the activity
245
Grid 1
Name
House
Age
Likes
Doesn’t like
Text set 1 Text set 2
Jessie lives at number 2. She is 8 years old. She likes lizards. She doesn’t like Amira lives at number 3. She is 9 years old. She likes frogs. She doesn’t like
rats. cats.
Firdaus lives at number 3. He is 7 years old. He likes cats. He doesn’t like Harry lives at number 4. He is 6 years old. He likes spiders. He doesn’t like
dogs. frogs
Priya lives at number 4. She is 6 years old. She likes elephants. She doesn’t like Melissa lives at number 6. She is 10 years old. She likes cats. She doesn’t like
spiders. dogs.
Andrew lives at number 5. He is 5 years old. He likes ducks. He doesn’t like Rahman lives at number 5. He is 5 years old. He likes lizards. He doesn’t like
spiders. ducks.
246
TOPIC: Pet Show
Recycled: animals vocabulary, I like/don’t like…

WEEK:
247
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Some pictures of ICT Strategy 5 may be
Choose a suitable pre-lesson task that groups of children. You suitable.
Writing Writing reviews vocabulary and spelling. could draw these if
4.2 4.2.3 necessary Use other strategies if
Communicate basic Express basic likes and Lesson delivery appropriate.
information intelligibly dislikes 1. Show pictures of children. Ask pupils Computer and internet
for a range of purposes how many children they can see in the access if possible
in print and digital pictures.
media The tasks are also
2. Elicit some sentences about the suitable in a paper-
groups of children, e.g. 5 children like based lesson
dogs.
SKILL SKILL 3. You could write the sentences on the
board as model and then ask pupils to
Writing Writing write them in their exercise books.
4.2 4.2.1
Communicate basic Give very basic personal 4. Ask pupils to review the bar chart
information intelligibly information using fixed they made in Lesson 102. Show pupils
for a range of purposes phrases how to interpret the data in the bar
in print and digital chart.
media
5. Have pupils put their bar charts on
the computer, if appropriate, and to
then write about them. If computers are
not available, this can easily be done
on paper.
6. Give pupils some time to look at

each other’s’ work. You could display it
if you can print it out.
Post lesson
Task 12
248
TOPIC: Pet Show
I like/don’t like
Animals review
Colours review
WEEK:
Initial sounds and rhyming

Introduction to linking words but / and
249
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson based Example rhyming Creativity and Your choice depending
around short, rhyming sentences. sentence: Innovation on the activities you
Language Arts Language Arts choose.
5.3 5.3.1 Review adjectives and animals. You I don’t like red rats but I
Express an imaginative Respond imaginatively could ask pupils to alphabetise them, like long lizards. Possibly strategy 2.
response to literary and intelligibly through which would help with the main activity.
texts creating simple art and You could provide more
craft products Provide pupils with a model sentences or fewer new vocabulary
that rhyme about animals (example items, for example, or try
Other imaginative given). You could do this with a rhythm, different pairings.
responses as appropriate so it is a chant.
Encourage pupils to create their own

rhyming sentences with like/don’t like in
COMPLEMENTARY COMPLEMENTARY pairs. Encourage the use of but or and
SKILL SKILL if suitable.
Listening Listening Depending on time available, have

1.1 1.1.1 pupils draw a picture of the animal they
Recognise and Recognise and like (or don’t like). They could perhaps
reproduce target reproduce with support a write a sentence too, e.g. I like brown
language sounds limited range of high birds.
frequency target
language phonemes
250
TOPIC: Pet Show
WEEK:
Recycled language: animals, plurals, numbers, toys
251
CROSS -
ELEMENT
be suitable.
If you do not have access to the

Workbook
SKILL SKILL EITHER
1. Use the board to draw a picture of
Listening Listening two elephants, nine ducks, eight
1.2 1.2.4 frogs, six lizards and one spider.
a variety of familiar supported classroom 2. Write the words elephants, ducks,
contexts instructions frogs, lizards and spider on the
board. Do not write the numbers of
each animal.
3. Ask pupils to tell you how many

elephants there are, how many
ducks, and so on.
4. Give an example of the task by

asking a pupil to come to the
board and write the number of
elephants on the board against
the correct word
5. Now ask pupils to write the

numbers and animals in their
exercise books.
6. Check answers with the whole

class.
OR Use a photocopied worksheet

instead of the board, and follow steps
3,4 5 and 6 above
252
Post lesson
253
TOPIC: Pet Show
WEEK:
camouflage, snake, crocodile, butterfly, tiger, giraffe, grass, leaf, ground
254
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.42 Environmental Strategies 2 and 4 may
sustainability be suitable.
SKILL SKILL
Post lesson
Listening Listening
contexts
255
TOPIC: Pet Show
WEEK:
leaves, tall (grass)
256
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.43 Environmental Strategies 3 and 5 may
sustainability be suitable.
using appropriate
and letter patterns NB words for blending are the content
words in the 4 target sentences from
the Thinking Skills task Where do the
animals hide?

3.1 3.1.3
Recognise words in Blend phonemes (CVC,
texts by using
letters
257
TOPIC: Pet Show
Imperatives: Hug, Go to open, Pick him up, Tie, Mark

WEEK:
Parts of the body: face, eyes, nose

paper plate, mask, hole
258
CROSS -
ELEMENT
Understand meaning in Understand with a high appropriate.
contexts short simple narratives Lesson delivery
SKILL SKILL
Post lesson
1.2 1.2.2
W
E
259
TOPIC: Pet Show
Camouflage
X hides in …
260
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A quiz, e.g. a Environmental Your choice depending
Quiz – ask questions about where different True/False quiz: sustainability on your pupils.
Language Arts Language Arts animals hide. This could be a True/False
5.3 5.3.1 quiz. It should be written, but could be done 1. Tigers hide under Possibly strategies 2 or
Express an Respond orally if necessary. logs. 3.
imaginative response imaginatively and You might want/need to teach some new 2. Snakes live in tall
to literary texts intelligibly through animal vocabulary if you have particular trees. You could provide more
creating simple art animals living in the environment. Etc. or less new vocabulary
and craft products Have pupils work in teams to answer the depending on their
quiz questions A collection of realia interests and capabilities.
Other imaginative (real things). These can
responses as Lesson delivery be gathered and You could provide a
appropriate prepared by you, or you model sentence on the
1. Gather realia (see Materials/References could include a trip board or ask more
column) or show pupils what you have outside with the pupils proficient pupils to work
gathered. Ask them what kinds of animal to collect things from with less proficient.
COMPLEMENTARY COMPLEMENTARY hide in these items. You might want to help the environment if
SKILL SKILL children with new vocabulary. possible. This would
add value to the
Listening Listening 2. Give the animal pictures/toys to the pupils activity.
1.2 1.2.2 and some of the gathered items.
Understand meaning Understand with e.g. some brown and
in a variety of familiar support specific 3. Tell pupils some sentences – they should green leaves, some
contexts information and put the animals in the right place (e.g. The sand, some sticks,
details of very simple snake hides in the sand/under the leaves). some grass, some
phrases and flowers
sentences 4. In pairs or small groups, pupils design and
create a collage on poster paper. They draw Some small toy animals
an animal on the poster and then cover it up or teacher-made
by sticking sand/leaves/sticks etc onto the flashcards/small
poster. pictures of animals
5. Ask pupils to write a sentence on their Coloured pens/pencils,

collage and display them in the classroom glue, poster paper
Post lesson
Discuss with pupils about the natural
environment and why we should look after it.
Get their ideas about why animals should
stay in their natural environment. You might
need to use a little L1 for this.
261
TOPIC: Pet Show
Recycled animal vocabulary, plurals and numbers from lesson 106

WEEK:
There are …
262
CROSS -
ELEMENT

Brainstorm the names of animals with pupils, and may be suitable.
Listening Listening make a list on the board. Pupils can help you to
1.2 1.2.2 write these if need be. Use other strategies if
Understand meaning Understand with appropriate.
in a variety of familiar support specific Write a letter of the alphabet before each animal
contexts information and (e.g. A: crocodile, B: tiger).
details of very simple
phrases and Lesson delivery
sentences 1. Draw this grid on the board and ask pupils to
copy it:
1 2
COMPLEMENTARY COMPLEMENTARY 3 4
SKILL SKILL 5 6
Speaking Speaking 2. Explain to pupils that you’re going to tell them

2.1 2.1.5 about your perfect zoo, e.g. There are 5
Communicate simple Name or describe crocodiles in number 1, (Pupils write 5A in box
information intelligibly objects using suitable 1), and there are 4 tigers in number 2 (pupils
words from word sets write 4B in box 2).
3. Check answers with the whole class.
4. Tell pupils to make 2 more copies of the empty

grid, to think about their zoo, and write numbers
and letters in the 6 boxes, according to the
number of animals they want in their zoo.
5. Check target language with pupils (There are +

number + plural animal in…) if necessary.
6. Divide pupils into pairs or small groups and tell

them to exchange information, in the same way
as step 5.
Post lesson
263
TOPIC: Pet Show
WEEK:
Recycled imperatives and animal vocabulary from lesson 109
264
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Creativity and Strategies 2 and 5 may
Speaking Speaking Brainstorm with pupils possible ways of
2.1 2.1.5 adapting the action story on Superminds Use other strategies if
Communicate simple Name or describe p.44. appropriate.
information intelligibly objects using suitable
words from word sets Possibilities include: another animal, different
weather, another setting, such as a park or
classroom, animal is hungry/thirsty, hot etc.
COMPLEMENTARY COMPLEMENTARY Help pupils with new vocabulary as

SKILL SKILL appropriate.
Speaking Speaking Lesson delivery

2.2 2.2.2
Use appropriate Ask for attention or 1. Divide pupils into small groups and ask
communication help from a teacher or them to create a new action story.
word or a fixed 2. Provide pupils with a language frame to
phrase help them structure the story, e.g.
1. Listen!
2. …
3. …
4. …
5. …
6. …
7. …Pick him up.
6. Pupils create their story. They can write

the story down, if they like, but must also
be able to say the story.
7. Pupils tell their story to other groups,

who mime the story.
Post lesson
Pupils identify differences between their

stories and the original in Superminds p.44.
Some of this part of the lesson may need to
be in L1, because the focus here is more on
thinking than on language production.
265
TOPIC: Pet Show
WEEK:
Recycled vocabulary from lessons 107 – 109, and other vocabulary from Year 1, as appropriate
266
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Prepare sentences to Language Your choice, as
Task 1 describe the pictures appropriate to your
Reading Reading on p.42 (some true and lesson.
3.2 3.2.3 Lesson delivery some false), e.g.
Understand a variety of i) Use visuals on the 1. Ask pupils to look at p.42 of If appropriate, select
linear and non-linear page to help understand Superminds. Review some of the The crocodile is green suitable activities for your
print and digital texts by a word or phrase vocabulary. and the water is green. pupils from LINUS
using appropriate Module 1 or 2 to be
reading strategies 2. Write your sentences on the board or The snake is yellow added in to this lesson to
give them to pupils on a worksheet. and white. focus on any phonemes
Pupils read the sentences and tell you if from the Phonics Table
they are true or false. that pupils continue to
COMPLEMENTARY COMPLEMENTARY Superminds 1 p.42 have problems with.
SKILL SKILL 3. Have pupils re-write the false
sentences in their exercise books.
Writing Writing
4.2 4.2.5 4. Ask pupils to look at their camouflage
Communicate basic Connect words and collages from Lesson 110. They should
information intelligibly proper names using ‘and’ write 2 or 3 sentences about their
for a range of purpose posters, some true, some false.
media (NB this lesson continues into Lesson
114.)
Post lesson
Task 11
267
LESSON:114 (Writing 23)
TOPIC: Pet Show
WEEK:
Recycled language from lessons 107 and 108
268
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A substitution table of Environmental Strategy 4 may be
Choose a suitable pre-lesson task to animals, prepositions sustainability suitable.
Writing Writing review vocabulary. and hiding places
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Ask pupils to look again at the
form and style for a True/False sentences they wrote about
range of purposes in their own collages. Let them read
print and digital media carefully and try to find and correct any
language or spelling mistakes.
2. Pupils swap their collages and

COMPLEMENTARY COMPLEMENTARY sentences with another pair. The pair
SKILL SKILL reads the sentences and corrects the
information of any false sentences.
Writing Writing
4.3 4.3.2 3. Ask pupils to check spelling and
Communicate with Spell familiar high language in the sentences.
form and style for a accurately Pupils can pretend to be a teacher in
range of purposes in stages 2 and 3.
4. Pupils swap back the collages and
sentences.
5. Pupils now re-write correct and true

sentences about their collages.
6. Display the collages.
Post lesson
Choose a suitable post-lesson task that
enriches or consolidates vocabulary or
learning.
269
TOPIC: Pet Show
WEEK:
Review animal vocabulary and prepositions through a song (or chant)
270
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson One or five Environmental Your choice
Review some animal vocabulary as necessary using a flashcards/pictures of sustainability depending on your
Language Arts Language Arts game. This could be a miming game, where children mime a monkey (depending pupils.
the different animals from the unit. Or choose a pre-lesson
5.1 5.1.2 on your class level)
task that is suitable to your class.
Enjoy and appreciate Say the words in Possibly strategy 1 or
rhymes, poems and simple texts, and sing Lesson delivery Song: Five Little 3.
songs simple songs with 1. Show a flashcard/picture of a monkey and elicit/teach the Monkeys Jumping on
intelligible word monkey. the Bed (this could Depending on your
pronunciation, rhythm 2. Encourage the children to mime monkeys as they say also be a chant). pupils, they could
and intonation (I’m) a monkey. either just say/sing
http://www.bbc.co.uk/l the new animal word
3. If necessary, review numbers 1-5, showing pupils how to
i) simple chants and earning/schoolradio/s in the song or they
count them on their fingers. You can use the five monkey
raps flashcards on the board to show this if necessary. ubjects/earlylearning/ could sing more (or
ii) simple rhymes nurserysongs/F- all) of the song
iii) simple action 4. Play the song. As pupils listen, they should hold up the J/five_little_monkeys themselves.
songs correct number of fingers.
5. Check pupils’ understanding of ‘jump’ and ‘bed’ Various animal If you would like to
pictures/flashcards challenge your pupils,
6. Play the song again and encourage the pupils to sing
along as much as possible.
from the unit you could ask them to
COMPLEMENTARY COMPLEMENTARY tell you animal names
SKILL SKILL 7. Using animal flashcards if necessary, elicit different that have two
animals from the pupils. syllables (sounds) so
Language Arts Language Arts 8. Put pupils in groups of five. They should choose an animal that they fit in with the
5.3 5.3.1 and create a new version of the song, which they will act out song well (e.g. ti-ger,
Express an Respond (each pupil being one of the animals). but not el-e-phant).
imaginative response imaginatively and
9. Groups should practice. Play the song again 2-3 times to
to literary texts intelligibly through help them practise.
creating simple art
and craft products 10. Groups perform their song to the class.
Post lesson
Other imaginative Ask pupils some questions about monkeys. These don’t
responses as need to be answered accurately or fully. The aim is to
appropriate encourage communication and fluency.
For example:
- Do you like monkeys?
- What do they eat?
- Where do they live?
- Do you think they are well camouflaged there?
- Can you have a monkey as a pet?
You could talk to pupils about conservation of monkeys’
natural habitat or perhaps about the problems of keeping
monkeys as pets.
271
TOPIC: Pet Show
WEEK:
Recycled language: toys, animals, prepositions, numbers, colours
272
CROSS -
ELEMENT
be suitable.
Writing Writing See Teacher’s Book
appropriate language frequency words Lesson delivery
form and style for a accurately
range of purposes in See Teacher’s Book.
print and digital media If you and pupils do not have access to
the Workbook.
1. Put Toy flashcards on the

COMPLEMENTARY COMPLEMENTARY board
SKILL SKILL
The flashcards should show
Reading Reading pictures for this vocabulary
3.2 3.2.4
Understand a variety of Use with support a rat, duck, frog, lizard, cat, elephant,
linear and non-linear simple picture dictionary spider, dog
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics 2. Write the words for the
reading strategies and themes flashcards at the top of the
board, so that pupils have to

this lesson.
Post lesson
273
TOPIC: Lunchtime
What’s for lunch?

WEEK:
Lunchtime
Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak, peas, carrots
274
CROSS -
ELEMENT
be suitable.
SKILL SKILL
Post lesson
Listening Listening
sentences
275
TOPIC: Lunchtime
WEEK:
I’ve got/I haven’t got

Recycled food vocabulary
276
CROSS -
ELEMENT
be suitable.
using appropriate
and letter patterns
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.

SKILL SKILL
Speaking Speaking
2.1 2.1.1
phrases
277
TOPIC: Lunchtime
kitchen, milk, juice,

WEEK:
Imperatives: Help me, Come and take him out
278
CROSS -
ELEMENT
be suitable.

1.2 1.2.2
279
TOPIC: Lunchtime
WEEK:
Review I like/don’t like
280
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson using a A chant or song about Language Your choice depending
chant or a song (to contrast with likes and dislikes. The on your pupils and your
Language Arts Language Arts previous Language Arts lesson) which topic can be animals or lesson.
5.1 5.1.1 lets pupils listen to, respond verbally food (or both).
Enjoy and appreciate Demonstrate and physically to the song/chant, and
rhymes, poems and appreciation through non- enjoy it. Example:
songs verbal responses to https://www.youtube.co
Some activities could include: m/watch?v=IQcX-
i) simple chants and raps g98Ao8
ii) simple rhymes - Listen and mime or dance.
iii) simple action songs - Listen and distinguish likes and http://www.dreamenglis
dislikes. h.com/fruit
- Listen and personalise.
SKILL SKILL
Listening Listening
1.2 1.2.1
sentences
281
TOPIC: Lunchtime
Recycled food vocabulary from lessons 117 – 119

WEEK:
Prepositions: on, in, under

Imperative: Put
282
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson 4 sets of pictures of the Values (cooperation) Strategies 4 and 5 may
10 items of food be suitable.
Listening Listening Pre-lesson task 10: Say what’s missing vocabulary from
1.2 1.2.4 lessons 116 – 119. Use other strategies if
Understand meaning in Understand short basic Lesson delivery appropriate.
a variety of familiar supported classroom 1. Clear a space in the classroom and Pupils can help you to
contexts instructions divide pupils into 4 groups. draw these if
necessary.
2. Put the 4 sets of pictures on 4
chairs, one chair near each group.
SKILL SKILL 3. Give instructions, e.g. Put the
banana on a table.
Speaking Speaking
2.1 2.1.5 4. One pupil in each group follows
Communicate simple Name or describe objects your instructions. This is not a
information intelligibly using suitable words from race: the idea is simply to follow
word sets 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 ladder
283
TOPIC: Lunchtime
Recycled food vocabulary from lesson 117 – 119

I’ve got
WEEK:
Prepositions
Help me, please
284
CROSS -
ELEMENT

may be suitable.
Speaking Speaking Brainstorm with pupils possible ways of adapting
2.1 2.1.5 the song in Superminds p.48 (Lesson 119). Use other strategies if
Communicate simple Name or describe appropriate.
information intelligibly objects using suitable Possibilities include: a different character name,
words from word sets different food, different prepositions.
Do an example together with the whole class for

the first 2 lines of verse 2 of the song. Help
COMPLEMENTARY COMPLEMENTARY pupils with new vocabulary as appropriate.
SKILL SKILL
Lesson delivery
Reading Reading 1. Divide pupils into pairs or small groups and
3.2 3.2.2 ask them to create a new song.
linear and non-linear information and details 2. Provide pupils with a language frame to
print and digital texts by of very simple phrases help them structure the song. Put the first
using appropriate and sentences verse (which is also verse 3 and 5) on the
reading strategies board or a handout, with a blank in place of
Tommy’s, and for verses 2 and 4, write:
I’ve got…my
I’ve got…my
I’ve got…my
Help! 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.
285
TOPIC: Lunchtime
WEEK:
286
CROSS -
CONTENT LEARNING DIFFERENTIATION TEACHER’S NOTES
LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR
STANDARD STANDARD STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Texts of recipes (cut up into stages) Language Strategy 5 may be
Choose a pre-lesson task that and shopping lists suitable.
Reading Reading reviews key vocabulary and is
Pictures or toys/models of the items
3.2 3.2.1 suitable for your class Use other strategies if
and actions in the recipe.
Understand a variety Understand the main appropriate.
of linear and non- idea of very simple Lesson delivery A possible recipe for a cheese
linear print and digital phrases and 1. Introduce any new vocabulary sandwich is below. If appropriate, select
texts by using sentences using flashcards or toy food and suitable activities for
appropriate reading kitchen equipment. 1. You need a slice of cheese, two your pupils from
strategies slices of bread, some lettuce and LINUS Module 1 or 2
2. Ask pupils what they think you some butter to be added in to this
could make with all these different 2. Put butter on the bread. lesson to focus on
foods. You could teach the words any phonemes from
COMPLEMENTARY COMPLEMENTARY ‘ingredient’ and ‘recipe’. 3. Put the cheese on one piece of the Phonics Table
SKILL SKILL bread. that pupils continue to
3. Either by miming or using toys, 4. Now put some lettuce on the have problems with.
Reading Reading show pupils how to make the cheese.
3.2 3.2.2 sandwich.
Understand a variety Understand specific 5. Put the other slice of bread on
of linear and non- information and 4. Give pupils the stages of the the lettuce.
linear print and digital details of very simple recipe. You can give each group a
6. Cut the sandwich into two pieces.
texts by using phrases and complete set or you can give
appropriate reading sentences individual pupils one stage. Ask 7. Eat it and enjoy it!
strategies pupils to put the stages in order.
(Idea based on text in Halliwell (1992)
Teaching English in the Primary
5. Give pupils the chance to mime
Classroom)
or use the toys to check the answer.
Shopping lists:
6. Write shopping list on the board.
Elicit from pupils what they need to List 1:
buy from the shop. You could put cheese
pictures or write words on the bread
board. butter
lettuce
7. Give or show pupils two shopping List 2:
lists. Ask them which one they bread
should use to shop for ingredients to tomato
make the sandwich. cheese
lettuce
Post lesson
Task 12
287
TOPIC: Lunchtime
WEEK:

Do you like (sausages and peas)? Yes, I do. / No I don’t.
288
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-task Pictures or toys of food Creativity and Strategies 1, 2 and 3 may
Task 7 using cheese sandwich including pizza Innovation be suitable.
Writing Writing vocabulary
Communicate with Spell familiar high Lesson delivery appropriate
appropriate language frequency words 1. Review previous lesson by asking
form and style for a accurately pupils to mime making a sandwich.
print and digital media 2. Ask pupils what kind of sandwich
they like. Then change to pizza.
3. Find out which pupils like pizza and

COMPLEMENTARY COMPLEMENTARY what toppings they like on their pizza.
SKILL SKILL Use pictures to give ideas and write the
words for the food next to them on the
Writing Writing board.
4.3 4.3.3
Communicate with Plan and write words and 3. Ask pupils to mime steps in making a
appropriate language phrases pizza and try to elicit as much language
form and style for a as possible.
print and digital media 4. Write the stages on the board as you
elicit them.
5. Highlight the food words in the recipe

and show pupils how to change the
recipe using different toppings.
6. Pupils work in pairs to write a new

recipe for pizza with toppings of their
choice using the recipe on the board as
a model. Depending on the proficiency
of your pupils you could erase some of
the model.
7. Pupils mime and say their recipes to

the class.
Post lesson
Task 11
289
TOPIC Lunchtime
WEEK:
Do you like X? Yes, I do. / No, I don’t.

I’ve got X on/in/with my Y.
290
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Poster paper for Crazy Creativity and Your choice depending
Review food vocabulary with a fun Food pictures and Innovation on your pupils.
Language Arts Language Arts activity, for example Task 1, 4, 6 or 9 paints (coloured pens
5.2 5.2.1 and pencils if paint not Possibly strategies 1, 2
Express personal Name people, things or Another option is to use step 1 from the possible) for each pair. or 4.
responses to literary places of interest in lesson delivery stage below as a pre- You could use paper if
texts illustrations task activity. you prefer, but posters You could offer more or
accompanying texts are better for less support for the
Lesson delivery displaying. sentence pupils will write
1. Ask pupils if they like foods (review) by eliciting and writing a
– Do you like pizza/sandwich? And model on the board. This
COMPLEMENTARY COMPLEMENTARY What’s your favourite pizza/sandwich? could be gapped. Or you
SKILL SKILL Pupils could ask each other questions could encourage the
in pairs. pupils to use the textbook
Writing Writing as a model.
4.3 4.3.2 2. Review the song from p.48 of the
Communicate with Spell familiar high textbook. Ask pupils to tell their partner More proficient pupils can
appropriate language frequency words if they like the food Tommy makes (e.g. work with less proficient
form and style for a accurately Do you like an apple in your sandwich?) pupils. They can have
range of purposes in more than one ingredient
print and digital media 3. Tell pupils they will make a Crazy in their Crazy Food.
Food Poster. They should work in pairs.
First, pupils should decide on their If you are concerned
crazy food. about drawing skills
and/or time, you could
4. Give each pair a poster paper. Pupils prepare a template of a
should write the sentence I’ve got xxx pizza (or sandwich) that
on/in/with my xxx. on the poster paper. pupils draw on instead of
giving them a free choice.
5. When pupils have finished writing, This is less creative, but
they can draw a picture of their crazy can be less time
food. Then they can add a title: My consuming and simpler
Crazy Food. for pupils of less artistic
proficiency.
6. Display pupils’ work in the
classroom.
Ask pupils to tell each other which
crazy food they like/don’t like.
Post lesson
Task 3, 4 or 6
W
E
291
TOPIC: Lunchtime
292
CROSS -
ELEMENT
be suitable.
Communicate simple Find out about very basic appropriate.
information intelligibly personal information
using fixed phrases Lesson delivery
SKILL SKILL
Post lesson
Listening Listening
293
TOPIC: Lunchtime
Where’s (Misty)?
Please
WEEK:
Hot
What have you got?
294
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.50-51 Patriotism and Strategies 2 and 6 may
Citizenship (waiting be suitable.
Listening Listening See Teacher’s Book. your turn)
phrases and sentences See Teacher’s Book.
Post lesson
SKILL SKILL See Teacher’s Book.
Reading Reading
3.2 3.2.1
using appropriate
reading strategies
295
TOPIC: Lunchtime
WEEK:
Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I haven’t
296
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards of food Language Strategies 4 and 7 may
Choose an appropriate pre-lesson task items be suitable.
Writing Writing that reviews vocabulary and spelling.
4.3 4.3.3 plain paper for writing Use other strategies if
Communicate with Plan and write words and Lesson delivery appropriate.
appropriate language phrases 1. Use the picture on p.49 to review the
form and style for a idea of food in the fridge. Ask pupils
range of purposes in which of the foods like they.
2. In their exercise books, pupils draw a
fridge (or you could have a worksheet
with a fridge already drawn on it).
SKILL SKILL 3. Have pupils write and maybe draw 5
foods in their fridge.
Writing Writing
4.3 4.3.2 4. Next, on separate paper, pupils write
Communicate with Spell familiar high some questions for their partner (e.g.
appropriate language frequency words Have you got any steak? Have you got
form and style for a accurately any apples?). They could write 2-5
range of purposes in questions, depending on their
print and digital media proficiency.
5. Pupils exchange their questions with

their partner and write the answers
(according to their pictures).
6. Pupils then check each other’s work

and fridge. They give their partner a
point for each correct sentence and for
each correct guess.
Post lesson
Task 10 using other pupils’ pictures.
297
TOPIC: Lunchtime
WEEK:
Sorry, stop, shop, hot dog
298
CROSS -
ELEMENT
Citizenship (waiting be suitable.
Reading Reading See Teacher’s Book. your turn)

SKILL SKILL
Listening Listening
1.1 1.1.1
frequency target
language phonemes
299
TOPIC Lunchtime
WEEK:
Your choice, depending on story chosen
300
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson where Your choice of story. Values Your choice depending
pupils have the chance to listen to, The story could be on your pupils and your
Language Arts Language Arts enjoy and talk about a story with a based around: activities.
5.2 5.2.1 moral or message if possible. - the topic of food
Express personal Name people, things or - the language
responses to literary places of interest in Depending on your choice, you may I’ve/we’ve got’
texts illustrations need to pre-teach some vocabulary for - waiting your turn
accompanying texts the story. - The sound /ɒ/
Encourage the pupils to listen actively Some examples are:

by asking plenty of questions and
COMPLEMENTARY COMPLEMENTARY involving pupils in the story as you read An adaptation of Little
SKILL SKILL it to them. Red Riding Hood
(where the wolf says
Listening Listening Include some activities to follow on from ‘What big eyes you
1.2 1.2.3 the story which develop motor and/or have’ – change to
Understand meaning in Understand with a high artistic skills. ‘You’ve got big eyes’
a variety of familiar degree of support very perhaps). This story
contexts short simple narratives 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
TOPIC: Lunchtime
WEEK:
302
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A copy of the story The Patriotism and Strategies 1 and 5 may
Teach the pupils mouse and yummy. big mouse and the Citizenship be suitable.
Listening Listening Explain that you’ll tell them a story with small mouse similar to (hospitality and
1.3 1.3.1 these 2 words in it and ask them to the one on the next politeness) Use other strategies if
Use appropriate Predict words they will guess what words they’ll hear in the page. appropriate.
listening strategies in a hear by using knowledge story.
variety of contexts of a topic Elicit their suggestions and put them on Flashcards or drawings
the board. of the animals and food
Lesson delivery
COMPLEMENTARY COMPLEMENTARY 1. Ask pupils to listen to the story to
SKILL SKILL check their guesses.
Listening Listening 2. Tell the story, using pictures and

1.2 1.2.2 gestures to support meaning.
a variety of familiar specific information and 3. Elicit pupils’ answers (see step 4).
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
Lesson 131
The big mouse and the small mouse
A big mouse visits a small mouse. They are friends.
‘Hi!’ says the big mouse.
‘Hi!’ says the small mouse. Please have some cake, apple and banana!’
‘Thank you. Yummy! I like your food’ says the big mouse.
The small mouse visits the big mouse.
‘Hi!’ says the big mouse.
‘Hi!’ says the big mouse. ‘Please have some sausages, cheese and pizza!’
‘Mmm. Yummy! Thank you, I like your food.’ says the small mouse.
304
TOPIC: Lunchtime

Recycled greetings
Have you got any…?
How much are…?
WEEK:
Here you are…
305
CROSS - TEACHER’S
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson One set of pictures or Financial education Strategies 2 and 3
Pre-lesson task 3: sequence the information: use word cards of the may be suitable.
Speaking Speaking some of the information from the dialogue. food vocabulary in
2.1 2.1.4 lesson 117 for each Use other strategies if
Communicate simple Greet, say goodbye, Lesson delivery group of 4 pupils in appropriate.
information intelligibly and express thanks 1. Divide pupils into groups of about 4. the class (So if you
using suitable fixed 2. Ask each group to choose picture or word cards have 32 pupils in the
phrases of 6 food items, to put them on a desk, and to class, you need 8
write a price under each item. sets of cards). Pupils
can help you to make
3. Elicit target language with one group: e.g. these if need be.
SKILL SKILL Teacher: Hi Toy money if
Pupil: Hi appropriate. Pupils
Listening Listening can also use
1.2 1.2.5 Teacher: Have you got any apples? counters, stones or
Understand meaning Understand short small items (e.g.
in a variety of familiar supported questions Pupil: Yes, we have. paper clips) as
contexts Teacher: How much are the apples? pretend money if
appropriate.
Pupil: 3 ringgits.
Teacher: OK, yes please.
Pupil: 3 ringgits, please
Teacher: Here you are
Thank you
Teacher: Bye!
Pupil: Bye!
4. Practise the target language with the whole
class.
5. Pupils do their dialogues in their groups. Make
sure that everyone in the group has the 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.
306
TOPIC: Lunchtime
WEEK:
307
CROSS -
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
COMPLEMENTARY COMPLEMENTARY letter by letter or as a whole word. Use from the Phonics Table
SKILL SKILL words that will come up in the lesson. that pupils continue to
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
Lesson 133
Example grid
Name Tiffany Shaun Ali Noor
Food
309
TOPIC: Lunchtime
WEEK:
310
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Flashcards/pictures for Creativity and Strategy 2 may be
Play the anagrams pre-lesson task key words Innovation suitable.
Writing Writing (pre-lesson task 1) for key words from
4.3 4.3.2 this lesson. Leave the anagrams on Use other strategies if
Communicate with Spell familiar high the board when you give the answer appropriate.
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).
SKILL SKILL 2. In their exercise books, ask pupils to
draw 4-6 pictures. These should be for
Reading Reading words from the unit or lesson.
3.1 3.1.3
Recognise words in Blend phonemes (CVC, 3. Next ask pupils to write anagrams for
linear and non-linear CCVC) the words, also randomly arranged on
texts by using the page to create a puzzle. They may
knowledge of sounds of need to plan these separately.
letters
4. Pupils exchange their puzzles with a
partner.
Post lesson
Task 11
311
TOPIC Lunchtime
Have you got…? Yes, we have. / No, we haven’t.

WEEK:
X, please.
Sorry, we haven’t got X. / OK, here you are.
312
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson An example menu Values (being polite) Your choice depending
Review or teach the word school containing words from on your pupils.
Language Arts Language Arts canteen (from p.50) using Task 1 or 6. the textbook (see
5.2 5.2.1 below) Possibly strategies 1 or
Express personal Name people, things or Lesson delivery 2.
responses to literary places of interest in 1. Introduce the word menu to the A worksheet for each
texts illustrations pupils using your example menu. Ask pupil containing a You could elicit the
accompanying texts pupils where they can find menus (elicit picture menu that spellings of the words for
canteen, perhaps extend to restaurant corresponds to your the menu and write them
and café depending on your class). example menu. on the board before
stage 2. You could partly
COMPLEMENTARY COMPLEMENTARY 2. Hand out the worksheet and ask Blank card for each pair erase them, fully erase
SKILL SKILL pupils to write the words next to the to write their menus them or leave them as a
pictures. model.
Speaking Speaking Example dialogue:
2.1 2.1.4 3. Elicit a dialogue based on the menu. You can design your
Communicate simple Greet, say goodbye and You could write this on the board, or A: Hello. menu to include different
information intelligibly express thanks using you could write prompts. The dialogue B: Hello. Pizza, please. kinds of food (as shown
suitable fixed phrases can be the same/similar to those used A: No, I’m sorry. We on the next page), with
in recent lessons, in particular p.50 – haven’t got pizza. more/fewer items on the
51. Emphasise the need to be polite by B: OK. Have you got a menu.
saying please and thank you, and sorry. sandwich?
A: Yes. We’ve got a You can limit/extend the
4. Ask pupils to work in pairs (Pupil A + chicken sandwich. number of items pupils
Pupil B). They should write their own B: OK. A chicken put on their menus.
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
Lesson 135
Menu
Main course Vegetables Drinks
 Sausages  Peas  Juice

 Pizza  Carrots  Milk
 Sandwich
314
TOPIC: Lunchtime
WEEK:
Numbers 11 – 20
315
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.52 Values (cooperation) Strategies1 and 3 may be
suitable.

4.3 4.3.2
Communicate with Spell familiar high
form and style for a accurately
316
TOPIC: Lunchtime
WEEK:
Recycled language: food vocabulary, numbers 11 – 20
317
CROSS -
ELEMENT
be suitable.
using appropriate
and letter patterns
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.

SKILL SKILL
Speaking Speaking
2.1 2.1.1
phrases
318
TOPIC: Lunchtime
WEEK:
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
CROSS -
ELEMENT
be suitable.
Communicate simple Express basic likes and appropriate.
information intelligibly dislikes
Lesson delivery

SKILL SKILL If pupils do not have stickers for the
listen and stick task (task 2):
Reading Reading
3.3 3.3.1 1. Tell them to write the words
Read independently for Read and enjoy simple broccoli, mushrooms,
information and print and digital games at pineapples and coconuts on 4
enjoyment word level 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
320
TOPIC: Lunchtime
WEEK:
Recycled topic language: food vocabulary
321
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Language Strategy 1 may be

Choose a suitable pre-lesson task to suitable.
Writing Writing review key vocabulary and spelling.
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 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.
SKILL SKILL 1. Review spelling of food vocabulary
by writing gapped words on the board.
Reading Reading Focus on sounds rather than individual
3.3 3.3.1 letters here, e.g. s t _ _ k.
Read independently for Read and enjoy simple
information and print and digital games at 2. Draw a word snake or word sausage
enjoyment word level 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
TOPIC Lunchtime
WEEK:
She’s got … (in her basket).
323
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Story – Adaptation of Language Your choice depending
Put up a picture of Little Red Riding Little Red Riding Hood on your pupils.
Language Arts Language Arts Hood on the board. Ask questions (LRRH). See below or
5.2 5.2.1 about her, e.g. Task 8. for example: Possibly strategies 1, 2,
Express personal Name people, things or https://learnenglishkids. or 5.
responses to literary places of interest in Lesson delivery britishcouncil.org/en/sh
texts illustrations 1. Pre-teach ‘wolf’, ‘grandmother’ and ort-stories/little-red- You can adapt the story
accompanying texts ‘house’ using pictures/flashcards or riding-hood to suit the proficiency of
puppets/toys if possible. your pupils as well as
NB you may have used their level of sensitivity
2. Put up the pictures showing the this story in Lesson (the original story tells
COMPLEMENTARY COMPLEMENTARY stages of the story on the board. 130, so you can use that the wolf has eaten
SKILL SKILL the same story and just the grandmother, for
3. Ask pupils to try to arrange them to review it in this lesson. example).
Listening Listening form a story. This could be whole class
1.3 1.3.1 or in small groups or pairs. Pictures/puppets/toys You can limit or extend
Use appropriate Predict words they will to represent the number of items in
listening strategies in a hear by using knowledge 4. Tell the story, taking care to show grandmother, wolf and her basket, provide
variety of contexts of a topic 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
Story suggestion for Lesson 140
Little Red Riding Hood.

Once upon a time there was a girl in red. Her name was Sara.
Let’s hear what happens to Sara one day.
Sara is walking in the woods. She has got a basket. She is going to her 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.
325
LESSON: 141 Listening (29)
TOPIC: Lunchtime
WEEK:
Recycled topic language: food vocabulary, numbers

Hungry
326
CROSS -
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 obedience) be suitable.
Listening Listening about Daniel, who goes shopping for on the next page.
1.2 1.2.1 his mum. Use other strategies if
Understand meaning in Understand with support Show them a drawing or picture of Simplify the story if appropriate.
a variety of familiar the main idea of very Daniel and his mum: the mum should need be (e.g. omit the
contexts simple phrases and look a bit puzzled or a bit angry. names of the shops)
sentences Ask pupils to guess why this is.
Explain that you’ll tell pupils the story, Flashcards of the food
and ask them to tell you whether Daniel and animals, drawings
comes home with everything on his or pictures of Daniel
COMPLEMENTARY COMPLEMENTARY mum’s shopping list. and his mum.
SKILL SKILL
Lesson delivery
Listening Listening 1. Tell the story, using flashcards and
1.2 1.2.2 gestures to support the story.
a variety of familiar specific information and 2. Elicit pupils’ response to step 4.
phrases and sentences 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
Daniel goes shopping
One day, Daniel’s mum tells him to go to the shops.
Daniel: please get

2 cakes
14 sausages
10 bananas
and 12 big peaches
So, Daniel goes to the baker’s and gets 2 cakes.

He goes to the butcher’s and gets 14 sausages.
He goes to the fruit shop and gets 10 bananas and 12 big peaches.
One the way home, he meets a duck. ‘I’m hungry,’ says the duck. ‘Please help 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…
328
TOPIC: Lunchtime

Have you got any?
Yes, I have.
Here you are.
WEEK:
Sorry, no I haven’t.
329
CROSS -
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).
fixed phrases 2. Give each pupil in each group one
of the 4 You like lists, and 4 of the One set of 16 pictures
16 picture or word cards. or word cards per
group of 4 pupils of the
COMPLEMENTARY COMPLEMENTARY 3. Explain that the aim of the game is food on the You Like
SKILL SKILL to collect the 4 cards on the You list
like list, and that pupils take turns
Listening Listening to ask a pupil in their group ‘Have Pupils can help you to
1.2 1.2.5 you got any (chicken)?.. If the make both lists and
Understand meaning in Understand short answer is no, the reply is Sorry, no sets of cards if need be
a variety of familiar supported questions I haven’t. and it is the next pupil’s
contexts 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
330
You like cards C: You like
A: You like green beans
bananas chicken
peas cake
coconuts milk
steak
D: You like
B: You like carrots
cheese sandwiches apples
sausages tomatoes
peaches juice
pizza
331
TOPIC: Lunchtime

spends
WEEK:
times… is… (3 times 2 is 6)

and (11 and 7 is 18)
332
CROSS -
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
fruit and/or vegetables in their exercise imaginary one if the Module 1 or 2 to be
books. prices are not suitable added in to this lesson to
to your context. focus on any phonemes
COMPLEMENTARY COMPLEMENTARY 3. Next, elicit some prices for the items from the Phonics Table
SKILL SKILL on the board. Ask pupils to put a price that pupils continue to
on their own fruit/vegetables. Toy money if have problems with.
Speaking Speaking appropriate and
2.1 2.1.4 4. Model the activity using the available
Communicate simple Greet, say goodbye, and information on the board. Ask pupils to
information intelligibly express thanks using tell you what they want by saying Hello.
suitable fixed phrases 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
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
TOPIC: Lunchtime

spends
WEEK:
times… is.. (3 times 2 is 6)

and (11 and 7 is 18)
335
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic food Financial Education Strategy 2 may be
Choose an appropriate pre-lesson task suitable.
Writing Writing to review food vocabulary. An outline of the text in
4.3 4.3.3 lesson 143 for pupils to Use other strategies if
Communicate with Plan and write words and Lesson delivery use as a model. appropriate.
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 4.2.5 problems in their exercise books. They
Communicate basic Connect words and could use their drawings and prices
information intelligibly proper names using ‘and’ from Lesson 143 for ideas or as a base.
for a range of purposes
in print and digital 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
TOPIC Lunchtime
WEEK:
I’ve got… / I haven’t got…
337
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Small pictures of food Language Your choice, depending
Put the letters g – f – I – d – r – e on the items, cut up, with on your pupils.
Language Arts Language Arts board. Ask pupils to unscramble the word sticky tape or a magnet
5.2 5.2.1 (fridge). on the back. Possibly strategy 2.
Express personal Name people, things or Draw a big picture of a fridge on the board.
responses to literary places of interest in A shopping list You may need to guide
texts illustrations Lesson delivery containing some of the some/all of the pupils to
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
their word, they come out and stick the pupil or a large copy on reasoning task).
food onto the picture of the fridge. the board.
COMPLEMENTARY COMPLEMENTARY If you wish to further
SKILL SKILL 2. Tell the pupils you are going shopping. Worksheet with picture review numbers 11-20,
You have a shopping list (put on the of empty fridge and you can include lots of
Reading Reading board/give to pupils). blank shopping list (one small food on the list or in
3.1 3.1.3 for each student or the fridge, e.g. 12
Recognise words in Blend phonemes (CVC, 3. Ask pupils to read the shopping list. pair) strawberries.
texts by using 4. Ask pupils to tell you what is in the fridge
knowledge of sounds (this is a deductive reasoning task – if food
and letters 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
TOPIC: Lunchtime
WEEK:

On the ground, in trees, on plants
339
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.55 Science and Strategies 2 and 3 may
Technology be suitable.
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.
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
and letter patterns
Post lesson
340
1. Think! Colour the fruit words red. Colour the vegetable words green.
peppers strawberries bananas
onions potatoes carrots,
tomatoes oranges peas
apples peaches pears
2. Draw the fruit and vegetables on the trees, in the ground, or on the plants
carrot pepper onion pear apple potato tomato
341
TOPIC: Lunchtime
WEEK:
Recycled language: toys, food, imperatives
342
CROSS -
ELEMENT
Communicate basic Give very basic personal appropriate.
for a range of purposes phrases Lesson delivery
If you do not have access to the

Workbook
SKILL SKILL 1. Before the lesson, prepare a
poster of a monster with a
Reading Reading sandwich in its stomach, Give
3.2 3.2.2 the monster a name
Understand a variety of Understand specific 2. Put the poster on the board.
linear and non-linear information and details of 3. Elicit key details about the
print and digital texts by very simple phrases and monster (i.e. .name, colour
using appropriate sentences what’s in the sandwich).
reading strategies 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
343
TOPIC: Lunchtime
WEEK:
Recycled language from the topic
344
CROSS -
ELEMENT
be suitable.
Understand a variety of Use with support a appropriate.
linear and non-linear simple picture dictionary Lesson delivery
print and digital texts by to find, list and categorise
using appropriate words from Year 1 topics See Teacher’s Book.
reading strategies and themes
the Workbook.
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:
phrases apples, bananas, cake,
carrots, sandwich, chicken, peas,
pizza, sausages, steak

board so that pupils have to

this lesson.
Post lesson
345
TOPIC: Lunchtime
WEEK:
Recycled topic language

Healthy/unhealthy
346
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Global sustainability Strategies 2 and 5
Teach pupils new vocabulary: healthy and unhealthy. may be suitable.
Listening Listening Make 2 columns on the board: healthy food and unhealthy Copy of Wendy, Nasir
1.3 1.3.1 food. and Lisa text and grid Use other strategies if
Ask pupils to name healthy and unhealthy food. They can
Use appropriate Predict words they on next page appropriate.
use L1 if they don’t know the food in English. Teach
listening strategies in will hear by using sweets and fizzy drink if pupils don’t suggest these.
a variety of contexts knowledge of a topic Pupils come to the board and write the items in the correct
columns on the board.
Pre-lesson task 2: Guess the answer: linked to a text you

COMPLEMENTARY COMPLEMENTARY tell pupils about Wendy, Nasir and Lisa (see next page).
SKILL SKILL Pupils predict the healthy and unhealthy food they will hear
Lesson delivery
Listening Listening
1. Tell the story in the Wendy, Nasir and Lisa text, and
1.2 1.2.2 check pupils’ guesses with them.
Understand meaning Understand with
in a variety of familiar support specific 2. Give pupils the grid on the next page and read out the
contexts information and text. Ask pupils to complete the grid. Read the text
details of very simple out again if necessary.
phrases and
sentences 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
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
TOPIC Lunchtime
WEEK:
Your choice. Should include review of food vocabulary, fruit and vegetables.
349
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson around A text/story about Values (cooperation) Your choice depending
the theme of healthy eating. healthy eating and/or on the focus of your
Language Arts Language Arts This could be based on a pupils’ responses on lesson and your pupils.
5.2 5.2.1 story/text/poem about a child who eats p.55, exercise 2 of the
Express personal Name people, things or healthily and is very happy or it could textbook.
responses to literary places of interest in be based on the pupils’ responses to
texts illustrations the food diary on p.55 of the textbook.
accompanying texts The lesson should encourage
happiness through eating a balanced
diet with lots of fruit and vegetables and
should let pupils talk or write about their
COMPLEMENTARY COMPLEMENTARY own eating habits.
SKILL SKILL
Listening Listening
1.2 1.2.3
350
THEME: Revision of Year 1 themes: World of Self, Family and Friends, World of Stories, World of Knowledge
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s play!, Pet Show and Lunchtime
WEEK:
Revision of Year 1 Language
351
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Copy of Noughts and Values (cooperation) Strategies 2 and 7 may
Before the lesson, make 6 revision Crosses grid and 5 be suitable.
Listening Listening questions on each of the topics in the questions for each
1.2 1.2.5 squares of the noughts and crosses square. Use other strategies if
Understand meaning in Understand short grid on the next page. Prepare appropriate.
a variety of familiar supported questions flashcards, too, of topic vocabulary.
contexts
For topics covered in the textbook, you
can ask questions such as What’s this?
(show flashcard of a classroom object,
COMPLEMENTARY COMPLEMENTARY food item etc), Name 5 (animals, toys
SKILL SKILL etc), Spell…( e.g. yellow). For Listen
and do, you can make instructions for
Speaking Speaking pupils to do (e.g. Put a red pencil and a
2.1 2.1.5 green pencil case on the chair). There
Communicate simple Name or describe objects are 2 squares not directly linked to
information intelligibly using suitable words from textbook topics. Correct it! These
word sets should be typical grammar, vocabulary,
spelling, or pronunciation mistakes your
pupils make. Question mark These can
be a mix of simple and difficult
questions related to anything studied
over the year.
Lesson delivery
1. See next page.
Post lesson
2. Finish the lesson with a brief

reminder to pupils of any key
language learning points which
emerged.
352
Noughts and crosses grid for Year 1 Example of a completed line on a noughts and crosses grid
Food Correct it! Friends O X O
Animals
? Colours
X O X
Classroom objects Listen and do Toys
X O
353
Lesson delivery
1. Divide pupils into 2 teams of equal size and ask them to give their team a name.
2. Write the team names on the board.
3. Draw the noughts [O] and crosses [X] grid on the board.
4. Tell pupils that their team gets a nought or cross on a topic square if they answer a question about that topic correctly. The aim of the game is to make a line of their
team’s symbol (nought or cross) across, down or diagonally in order to score a point. If a team makes this line, they score a point. In the example on the previous
page, the noughts team have made a diagonal line by answering three questions correctly. The board is then cleaned and the game continues.
5. Explain that teams will take turns to answer your questions.
6. Tell pupils that they must take it in turns to ask and answer questions, so that everyone gets a chance to practise language. If a team member is not sure of the answer
to a question, team mates can help, but the chosen team member must say the answer to the opposing team.
7. Explain that
 you will read each question only once

 you will accept only the first answer you hear
 there will be a time limit of 40 seconds to answer after the question has been read.
8. Toss a coin to choose a starting team, and play the game.
9. Mark noughts and crosses in the appropriate square when teams answer correctly. Make sure that pupils are quiet when a team reads out their question, so that
everyone can hear it.
354
WEEK:
355
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Copies of Superminds Language Strategies 4 and 5 may
Ask pupils questions about pictures in 1 be suitable.
Speaking Speaking the textbook (see step 2 for examples).
2.1 2.1.5 Each time, show pupils a page of the Use other strategies if
Communicate simple Name or describe objects Superminds textbook, and ask a appropriate.
information intelligibly using suitable words from question or give an instruction, e.g.
word sets  What colour’s the apple?
 What’s this?
 How many pineapples?
 Find something yellow, and
COMPLEMENTARY COMPLEMENTARY something red.
SKILL SKILL
Practise useful questions with pupils
Listening Listening and write them on the board.
1.2 1.2.5
Understand meaning in Understand short Lesson delivery
a variety of familiar supported questions 1. Divide pupils into small groups and
contexts ask them to prepare 7 questions or
more.
2. Put groups together and ask them

to ask and answer each other’s
questions.
3. Repeat step 5 by changing the

groups, if there is time.
4. Ask pupils to read out their

questions for the whole class to
answer.
Post lesson
356
WEEK:
357
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Dice, counters, and Entrepreneurship Strategies 2 and 7
Explain that pupils will revise the term’s work by one copy of the Year may be suitable.
Reading Reading reading and responding to instructions on topics 1 Revision board
3.2 3.2.2 they have covered over the term in a board game. game on the next Use other strategies if
Understand a variety Understand specific page for each group appropriate.
of linear and non- information and Lesson delivery
linear print and digital details of very simple 1. Explain that pupils will play a game. Ask them If appropriate, select
texts by using phrases and to talk about how they can cooperate as a suitable activities for
appropriate reading sentences group in the game, and how they can deal with your pupils from
strategies any challenges in content or language. LINUS Module 1 or 2
2. Pupils talk about this in L1, as the focus here is to be added in to this
on learning skills, not on language. lesson to focus on
any phonemes from
COMPLEMENTARY COMPLEMENTARY 3. Elicit pupils’ suggestions. the Phonics Table
SKILL SKILL that pupils continue to
4. Explain that when pupils land on a square on have problems with.
Speaking Speaking the board, they must speak about the topic for
2.1 2.1.5 half a minute to a minute so that they get
Communicate simple Name or describe sufficient language practice from the game.
information intelligibly objects using suitable 5. Divide pupils into groups of 3 or 4 and handout
words from word sets out a dice and counters for each group.
6. If a pupil lands on a Free question square,
explain that others can each ask them a
question, either a personal one or one
connected to the term’s work. Give or elicit
examples to help if necessary.
7. Pupils throw the dice and move their counter
forward. They tell others in their group about
the topic they land on.
Post lesson
Stop the game and ask them to reflect on and give
examples of
 how well they worked as a group
 how they dealt with any challenges in content

or language .
As in steps 2 and 3, this feedback will be in L1.
Elicit feedback from the groups, summarising this,
and make any additional comments of your own.
358
Year 1 Revision Board Game
Free question
Say 2 things you like Spell an animal name Name 2 healthy foods Make a false sentence with
under (Your friends ask you)
Free question
Names 2 places where Say the colours of 5 things How old are you? Say the letters of the
animals hide in the classroom (Your friends ask you) alphabet
Free question
Say something you’ve got Make a false sentence with Count from 1 to 10 Tell your friends to do
in (Your friends ask you) something
Count from 11 to 20 Free question Name 3 vegetables Name 2 unhealthy foods Make a true sentence with
on
(Your friends ask you)
Free question Name 3 shapes in this What’s your favourite toy? Say something you Name 5 classroom objects
classroom haven’t got
(Your friends ask you)
359
WEEK:
Revision of Year 1 language
360
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board Creativity and Strategies1 and 5
Ask 3 pupils to come to the front of the class and Innovation may be suitable.
Writing Writing to draw vocabulary items from Superminds 1
4.2 4.2.5 according to the suggestions of their classmates. Use other strategies
Communicate basic Connect words and You need about 24-30 items on the board, so each if appropriate.
information intelligibly proper names using pupil draws 8-10 items.
for a range of ‘and’
purposes in print and If step 1 is too time-consuming in your class, pupils
digital media can prepare pictures on paper before the lesson,
and you can stick these on the board.
Lesson delivery
COMPLEMENTARY COMPLEMENTARY 1. Now write these 2 sentence outlines on the
SKILL SKILL board:
 A and a are …
Reading Reading  A and a have got …
3.2 3.2.2
2. Give pupils an example which completes each
Understand a variety Understand specific
outline by making connections between the
of linear and non- information and pictures on the board, e.g. A banana and a
linear print and digital details of very simple pear are fruit; or A table and a cat have got
texts by using phrases and four legs.
appropriate reading sentences
strategies 3. After you have given pupils these examples,
ask them to speak in groups and make as
many connections as they can in a given time
limit.
4. Check answers with the whole class.
5. Divide pupils into pairs or small groups.
6. Ask them to write 4 true connections

sentences and one false one. They should not
show which sentence is a false connection.
7. Ask groups to swap sentences and to identify

and correct the false sentence.
8. Repeat steps 8 and 9 if there is time.

Post lesson
Post-lesson task 6: Whisper and Write
361
WEEK:
Your choice. To review language taught over the year
362
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Dialogues (see Language Your choice
Review four key words, one from each unit. You examples on the next depending on your
Language Arts Language Arts could use Task 1, 4 or 6. page) that represent class and lesson.
5.3 5.3.1 learning from each
Express an Respond Lesson delivery unit and the year Possibly strategies 2,
imaginative response imaginatively and 1. On the board, do a matching activity: Textbook overall. 6 and 7.
to literary texts intelligibly through unit to theme:
creating simple art Unit 1: At School You can give different
and craft products Unit 2: Let’s Play! amounts of support to
Unit 3: Pet Show help pupils write their
Other imaginative Unit 4: Lunchtime dialogues, or allow
responses as them to write freely.
2. Make four or eight groups. Ask each group to
appropriate Remember to monitor
brainstorm vocabulary and language they remember
closely and support
from a different unit each. Give them a time limit.
groups as they write.
3. Ask groups to check in their textbooks. If
COMPLEMENTARY COMPLEMENTARY necessary they can add or change their answers. Encourage self-
SKILL SKILL correction by showing
4. Ask each group to present their answers to the where mistakes are
Speaking Speaking class. or asking questions,
2.3 2.3.1 rather than giving a
Communicate Introduce self to an 5. Read the dialogues – you can ask more proficient correction.
appropriately to a audience using fixed pupils to take different parts or you could use
small or large group phrases puppets or similar to take on different roles. Pupils
should tell you which unit it relates to.
6. Tell groups they will be making similar dialogues

to perform in the next LA lesson. Give each group a
new unit to look at and ask them to write a dialogue.
7. Monitor and help where needed.
8. Groups can practise their dialogues a little.
9. Remind pupils they will need to introduce

themselves to the audience. Check they have the
language for this and practise as appropriate.
10. Collect their written dialogues at the end of the

class to review.
Post lesson
Word ladders
363
364
Suggested dialogues for Lesson 155
Dialogue 1: Dialogue 2:
Teacher: Hello. How are you? A: Let’s go to the toyshop.
Pupil 1 and 2: I’m fine, thank you. B: OK. Do you like toys?
Teacher: Sit at your desks, please. A: Yes, I do. My favourite toy’s a kite.
Pupils 1 and 2: OK. [They sit down]. B: I like kites too.
Pupil 1: Abdul, I haven’t got a pencil. Have you got a pencil? [At the toyshop]
Pupil 2: Sorry, I haven’t got a pencil. Toyshop owner: Hello.
Pupil 1: OK. Teacher, pass me a pencil, please. A: Hello. A kite, please.
Teacher: Here you are [passes pencil]. Owner: Yes, here you are.
Pupil 1: Thank you.
A: Thank you.
A: I’m very happy; I have a new, red kite.
365
Dialogue 3: Dialogue 4:
A: Do you like animals, Hana? A: Mum, I’m hungry.
B: Yes, I like cats and rabbits. I’ve got a cat at my house. Have you got a B: OK. We’ve got cheese.
pet, Afiq?
A: I don’t like cheese. Have we got any bananas? I like bananas.
A: No, I haven’t. I don’t like dogs and I don’t like cats.
B: No, we haven’t. We haven’t got any fruit!
B: Do you like rabbits?
A: Oh no! Let’s make a shopping list.
A: Yes, I do. Let’s play at your house.
B: OK. We haven’t got any bananas, and we haven’t got any apples.
B: OK. Let’s go. Please write down bananas and apples.
A: OK. Now let’s go shopping.
366
WEEK:
367
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board and grid on next Entrepreneurship Strategies 4 and 5 may
Give pupils the Find a friend who… grid page be suitable.
Listening Listening on the next page, or write it on the
1.2 1.2.5 board and ask pupils to copy it. Use other strategies if
Understand meaning in Understand short Practise the questions pupils will need appropriate.
a variety of familiar supported questions to ask (e.g. Do you like cats? Have you
contexts got 2 brothers?).
Lesson delivery
1. Tell pupils to mingle and complete
COMPLEMENTARY COMPLEMENTARY the grid with a new name for each
SKILL SKILL question. If mingling is not possible
in your classroom, pupils can sit
Speaking Speaking and work in groups of about 8-10.
2.1 2.1.2
Communicate simple Find out about very basic 2. When most, but not all, pupils are
information intelligibly personal information ready, stop the game.
using fixed phrases
3. Elicit a few answers from pupils as
a whole class.
4. Divide pupils into pairs or small

groups and tell them that they’ll
create their own grid, using about 3
entries, depending on time
available.
5. Elicit a few possible entries for a

new grid to help pupils get ideas
for their task.
6. Pupils create their new grid.
7. Pupils repeat steps 3 and 4.
Post lesson
Repeat step 5.
368
Find a friend who
Find a friend who… Name
likes cats
has got 2 brothers
is 7 years old
is brave
likes cheese
has got a red pencil case
369
WEEK:
370
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Board and Me and my Values (cooperation) Strategies 3 and 4 may
Give pupils the Me and my friends grid friends grid on the next be suitable.
Speaking Speaking on the next page, or write it on the page
2.1 2.1.1 board and ask pupils to copy it. Use other strategies if
Communicate simple Give very basic personal Ask pupils to complete the grid with appropriate.
information intelligibly information using fixed information which is true for them.
phrases
Lesson delivery
1. Practise the statements pupils will
need to use to communicate
COMPLEMENTARY COMPLEMENTARY information to their classmates
SKILL SKILL (e.g. I’m 7 years old, My favourite
food is/I like chicken).
Listening Listening
1.2 1.2.2 2. Put pupils in groups of 4 and ask
Understand meaning in Understand with support them to exchange information.
contexts details of very simple 3. When most, but not all, pupils are
phrases and sentences ready, stop the game.
4. Ask pupils to report back one

interesting thing from their group
(e.g. Zil and me like spiders,
Ahmed and Chelvi have got 5
brothers).
Post lesson
Post-lesson task 1: Spot the

differences: pupils do this in groups.
They change information in their
completed grids, and their groupmates
correct them.
371
Me and my friends
Me My Friend My Friend My Friend

(Name:…………….…….) (Name:…………………….) (Name:…………………….)
Age
Brothers
Sisters
Favourite food
Favourite animal
Favourite toy
372
TOPIC: Revision of all Year 1 topics: Friends, At school, Let’s Play!, Pet Show and Lunchtime
WEEK:
373
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your own ABC poster Values (cooperation) Strategies 4 and 5
Pre-lesson task 4: Identify the flashcards (optional) may be suitable.
Writing Writing
4.3 4.3.2 Lesson delivery Poster paper for Use other strategies if
Communicate with Spell familiar high 1. Tell pupils that they’ll be making an ABC poster pupils appropriate.
appropriate language frequency words of Year 1 words together.
form and style for a accurately 1 set of 18 small
2. You can show pupils a finished ABC poster you
range of purposes in pieces of paper for
have made yourself as an example if
print and digital media each group of 3
appropriate. pupils
3. Divide pupils into groups of 3.
COMPLEMENTARY COMPLEMENTARY 4. Give each group poster paper on which they
SKILL SKILL will draw pictures of Year 1 vocabulary items.
Reading Reading 5. Write letters of the alphabet on the board. Miss

3.2 3.2.3 out letters h, I, j q, u, w, x, z, as it is difficult to
Understand a variety i) Use visuals on the make words beginning with these letters.
of linear and non- page to help
linear print and digital understand a word or 6. Ask pupils to copy these letters onto their
texts by using phrase poster.
appropriate reading
7. Give each group the set of 18 pieces of paper.
strategies ii) Identify and
Tell pupils that they’ll write the words for their
remember high
pictures on these pieces of paper.
frequency sound and
letter patterns 8. Tell pupils to agree who is responsible for
letters a, b, c, d, e, f, who for g, k, l, m, n, o and
who for p, r, s, t, v, y.
9. Tell pupils to look though the Superminds

textbook, to draw pictures of items beginning
with their letters on the poster and to write the
words on their pieces of paper.
Post lesson
Collect the poster and pieces of paper and make
sure you know which poster they belong to, as you
will need these in the next lesson.
Tell pupils to remember who is in their group, as

they’ll start the next lesson in the same group.
374
WEEK:
375
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Posters and sets of Values (cooperation) Strategies 2 and 7 may
Tell pupils to form the same groups of 3 paper from previous be suitable.
Reading Reading as in the previous lesson, and hand out lesson
3.3 3.3.1 ABC posters and words to each group. Use other strategies if
Read independently for Read and enjoy simple appropriate.
information and print and digital games at Lesson delivery
enjoyment word level 1. Join groups of 3 to form groups of
6.
2. Tell pupils to swap posters and

COMPLEMENTARY COMPLEMENTARY sets of pieces of paper.
SKILL SKILL
3. Pupils match pieces of paper to the
Reading Reading pictures and check each other’s
3.2 3.2.3 answers.
Understand a variety of i) Use visuals on the
linear and non-linear page to help understand 4. Repeat steps 1, 2, and 3 with new
print and digital texts by a word or phrase groups as appropriate.
using appropriate
reading strategies ii) Identify and remember Post lesson
high frequency sound Post-lesson task 7, Listen and point,
and letter patterns using pupils’ posters as a prompt.
376
WEEK:
Your choice. To review language taught over the year
377
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL In this final lesson, pupils review their You may want to bring Patriotism and You can support different
dialogues in groups (from Lesson 155), props for the pupils to Citizenship groups in different ways
Language Arts Language Arts based on your feedback. use in their acting, or as necessary, especially
5.3 5.3.1 They then learn and practise their you can ask pupils to if they feel nervous about
Express an imaginative Respond imaginatively dialogues so they can act them out bring them from home. performing.
response to literary and intelligibly through freely.
texts creating simple art and Last of all, they perform their dialogues You may want to invite
craft products to the class/parents/other parents, other teachers,
classes/teachers, having introduced staff or classes to
Other imaginative themselves. watch the performance
responses as appropriate or you could video
record them with
appropriate permission
from the school and
COMPLEMENTARY COMPLEMENTARY parents.
SKILL SKILL
Speaking Speaking
2.3 2.3.1
Communicate Introduce self to an
appropriately to a small audience using fixed
or large group phrases
378
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

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KURIKULUM STANDARD SEKOLAH RENDAH

Introduction to Primary Year 1 Scheme of Work Document p.3

1. Overview of the Primary Year 1 Scheme of Work p.4

2. Glossary of terms in the Primary Year 1 curriculum framework p.6

3. Differentiation strategies for Primary Year 1 p.9

4. Formative Assessment p.13

5. Suggested Pre-Lesson tasks p.14

6. Suggested Post-Lesson tasks p.19

7. Scheme of Work (Lessons 1 – 160) p.25

Primary Year 1 Scheme of Work

1. Overview of Primary Year 1 Scheme of Work

2. Glossary of terms in the Primary Year 1 curriculum framework

3. Differentiation strategies for Primary Year 1

5. Suggested Pre-Lesson Tasks

6. Suggested Post-Lesson Tasks

7. Scheme of Work (Lessons 1 – 160)

2. How is the Primary Year 1 Scheme of Work organised?

It links the lessons to:

 themes and cross-curricular elements in the Primary Year 1 national curriculum

In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It

3. How are content and skills organised in Primary Year 1?

4. Do teachers need to follow the Scheme of Work exactly?

Term in Primary Year 1 curriculum Meaning

Listening 1.1.1 a limited range of high frequency target language

A range of target language phonemes in Year 1 means a

Listening 1.2 a variety of familiar contexts

However, pupils in rural or remote areas and pupils who

Listening 1.2.1 very simple phrases and sentences

Listening 1.2.3 very short simple narratives

Teachers should use their own judgment on very short

Speaking 2.1.1 fixed phrases

Reading 3.1 linear and non-linear texts

See also Non-linear texts combine words and pictures. They

Reading 3.3.1 digital games

Writing 4.2 basic information

Strategy 1: Differentiate by the task pupils are given

Strategy 2: Differentiate by the type and amount of support provided

Strategy 3: Differentiate by the outcome expected from pupils

i) Compulsory plus optional

ii) Remember and share

Strategy 4: Differentiate by the time pupils are given to complete a task

Strategy 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

1 Content Standard Learning Standard

2 Content Standard Learning Standard

1 Content Standard Learning Standard

Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as

1. observing pupils in class

Each pre-lesson task takes about 5-10 minutes of class time.

PRE-LESSON TASK 1: WORK OUT THE WORDS

MATERIAL: Board, exercise books and pens

Write anagrams of key topic vocabulary words on the board, e.g.

PRE-LESSON TASK 2: GUESS THE ANSWER

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: to revise topic vocabulary

PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

AIM: to practise spelling of topic vocabulary

PRE-LESSON TASK 7: BEAT THE TEACHER

1. Choose a key topic word from the lesson.

AIM: to help pupils with listening or reading comprehension

MATERIALS: Board and pictures