Primary Year 2 SK Scheme of Work

KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 2
SK
Primary Year 2
Scheme of Work
Primary Year 2 Scheme of Work

Contents
Introduction to Primary Year 2 Scheme of Work Document p.3
1. Overview of the Primary Year 2 Scheme of Work p.4
2. Glossary of terms in Primary Year 2 curriculum framework p.6
3. Differentiation strategies for Primary Year 2 pupils p.8
4. Formative Assessment p.11
5. Suggested Pre-Lesson Tasks p.12
6. Suggested Post-Lesson Tasks p.17
7. Primary Year 2 Scheme of Work (Lessons 1 – 160) p.23

Introduction to Primary Year 2 Scheme of Work Document
The purpose of the Primary Year 2 Scheme of Work document is to provide teachers with support
and information for planning, creating and delivering their lessons throughout the year. The
Scheme of Work contains the following sections:
1. Overview of Primary Year 2 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 2 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 2
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 information for both the textbook-based lessons and the non-
textbook-based lessons. For the textbook-based lessons, teachers will need to refer to the
accompanying Teacher’s Book. For the non-textbook-based lessons, teachers will be required to
develop their own lesson plans and materials. However, possible activities have been suggested
for some of these non-textbook-based lessons which teachers may choose to develop.
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1. Overview of the Primary Year 2 Scheme of Work
1. What is the Primary Year 2 Scheme of Work, and how can it help teachers?
The Primary Year 2 Scheme of Work gives teachers an overview of Content and Learning
Standards, lesson content and materials for their lessons with Primary Year 2 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 2 Scheme of Work organised?
The Scheme of Work provides outlines and suggestions 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 2 national curriculum

 the four – lesson cycle of skills lessons (listening, speaking, reading and writing) and a
Language Arts lesson outlined in the Year 2 national curriculum
 achievement targets from the curriculum framework
 suggested materials.
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 2?
Primary Year 2 starts with a getting-to-know you lesson, which reviews learning from Year 1.
From Lesson 2 onwards, Primary Year 2 is 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 lessons, the skills lessons are mostly in the fixed order of listening,
speaking, reading and writing, as suggested in KSSR Bahasa Inggeris Tahun 2 (National
schools) and KSSR Bahasa Inggeris SJK Tahun 2 (National-type schools) of 2012.
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; or 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.
The last few lessons (156 – 160) review language and skills practised over the whole of Primary
Year 2. The final three Language Arts lessons suggest a class performance of some kind which
reviews a chosen area of language learned during the year.
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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 Year 2 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 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 Primary Year 2 curriculum framework
Term in Year 2 curriculum Meaning

framework
Listening 1.1.1 a range of high frequency target language phonemes

Recognise and reproduce These are the phonemes shown in the phonics table in the syllabus
with support a range of high document.
frequency target language
phonemes A range of target language phonemes in Year 2 means a suitable
variety of phonemes from the phonics table, based on your judgment
of how well the pupils you teach can read. These are in addition to
the phonemes already covered in Year 1.
Listening 1.2 a variety of familiar contexts

Understand meaning in a Familiar contexts are ones which pupils know. Examples include
variety of familiar contexts contexts linked to topics covered in the Superminds 1 textbook, such
as friends and family, school and food (from Year 1), as well as free
time, the home and clothes (from Year 2).
However, pupils in rural or remote areas and pupils who live in cities
may be familiar with different contexts. Please use your own
judgment here.
Listening 1.2.1 simple sentences

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

Understand with support Very short narratives are stories which are usually not more than 6
very short simple lines long. The simple narratives contain language and ideas which
narratives pupils can understand.
Please use your own judgment on very short simple narratives,

based on the level and interest of the pupils you teach.
Speaking 2.1 simple information

Communicate simple Simple information is frequent, everyday information which is simple
information intelligibly cognitively. Examples include pupils saying their name and age, or
saying what they like. Superminds 1 provides frequent opportunities
for pupils to communicate simple information.
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Speaking 2.1.1 basic phrases
Give simple personal Basic phrases are short, simple phrases for communication which
information using basic pupils can understand and adapt to communicate successfully.
phrases These include phrases such as “How are you?” “I’m tired today”.
See also: There are many basic phrases presented in Superminds 1.
 Speaking 2.1.2 Basic
questions
 Writing 4.2.1 Basic
questions and
statements

Speaking 2.1.3 short sequence of basic instructions

Give a short sequence of Basic instructions are short, often two or three words long and use
basic instructions imperative verb forms, for example “Stand up” or ‘Pass me the book,
please”. Two or three of these together make a short sequence of
basic instructions.
Speaking 2.3.1 fixed phrases

Introduce self and others to Fixed phrases are useful phrases for communication which pupils
an audience using fixed can understand and use to communicate successfully. Often the
phrases language in the fixed phrases is above their general language level.
Here are some examples: It’s my turn, Good idea! No problem!
There are many fixed phrases in Superminds 1.
Reading 3.1 linear and non-linear texts

Recognise words in linear Linear texts contain only words. Pupils usually read their content in
and non-linear texts by the sequence in which it appears on the page. Examples of linear
using knowledge of sounds texts include: dialogues, stories and descriptions.
of letters
Non-linear texts combine words and pictures. They involve a
different kind of reading from linear texts, as pupils may move
See also between the words and the pictures as they read, not always in a
 Reading 3.2 sequence. Examples of non-linear texts include graphs, diagrams
and some computer games.
Reading 3.3.1 digital games

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

Communicate basic Basic information means the same as simple information (see
information intelligibly for a Speaking 2.1 above).
range of purposes in 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.
Writing 4.3.2 high frequency words

Spell a narrow range of High frequency words are words which pupils use often in Primary
familiar high frequency Year 2 writing, such as colours, numbers, days of the week, and
words accurately in guided classroom objects. Please use your own judgment on familiar high
writing frequency words, according to words pupils write often in your
lessons.
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3. Differentiation strategies for Primary Year 2 pupils
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 2 sentences or more,
or In your group, say 3 colours or more. The minimum target (2 sentences, 3 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 this 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
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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.
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 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 less proficient at writing has tried hard and produces work with a
number of misspellings, feedback can be given on what they did well, and only 2 or 3
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 2 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.
Pupils with pre-and low-level literacy skills

Some pupils may begin Year 1 with few or no literacy skills, and continue to need to develop
these skills into Year 2. 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
outlined in the Scheme of Work, both in the textbook and non-textbook lessons as the relevant
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Content and Learning Standards are given adequate attention for pupils who are developing
literacy skills.
However, pupils with lower literacy proficiency 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 in the Differentiation column.
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 range of high frequency
target language phonemes
2 Content Standard Learning Standard

Reading 3.1 Reading 3.1.1
Recognise words in linear and non- Identify, recognise and name the
linear texts by using knowledge of letters of the alphabet
sounds and letters
Reading 3.1.2
Recognise and sound out with
some support beginning, medial
and final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC,
CVCV, CCV)
Reading 3.1.4
Segment phonemes (CVC, CCVC,
CVCV, CCV)
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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 Scheme of Work. These pre-lesson tasks are suitable to begin almost any skills-
focused 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.
Note: 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)
order.
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 and 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.
17
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.
18
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).
19
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.
20
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 scores 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 chosen 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.
21
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.
22
7. Scheme of Work (Lessons 1 – 160)
23
Primary Year 2 Scheme of Work (Lessons 1 – 160)
LESSON: 1 (Writing 1)
MAIN SKILL(S) FOCUS: Writing

WEEK: _______________
THEME: World of Self, Family & Friends
TOPIC: Introduction
LANGUAGE/GRAMMAR FOCUS:
Review of present simple to describe self
24
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a lesson to review learning from Large paper, coloured Values (Friendship) Your choice, depending
Year 1. pencils. on the needs of
Writing Writing individuals in your class.
4.2 4.2.1 In this lesson, pupils work in pairs or
Communicate basic Ask for and give basic small groups to ask and answer You can offer more or
information intelligibly personal information questions about themselves on topics less support for the
for a range of purposes using basic questions such as their name, age, favourites. speaking and writing, and
in print and digital and statements encourage pupils to write
media Then they will write about their partner more or less detail
(My new friend) and draw a picture (for depending on the level of
example, of them, their family, pet, a literacy of your pupils and
favourite something). what you would like to
COMPLEMENTARY COMPLEMENTARY review.
SKILL SKILL Have pupils introduce their partner to
the class.
Speaking Speaking
2.3 2.3.1 These pictures can be left on the
Communicate Introduce self and others classroom wall to help you and the
appropriately to a small to an audience using pupils get to know each other.
or large group fixed phrases
25
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends

WEEK: _______________
TOPIC: Free Time
Days of the week

It’s (days)
On + day
26
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.58 Language Strategies 2 and 5 may
See Teacher’s Book. be suitable.
Listening Listening
1.2 1.2.1 Lesson Delivery Use other strategies if
Understand meaning in Understand with support See Teacher’s Book. appropriate.
a variety of familiar the main idea of simple
contexts sentences Post lesson
See Teacher’s Book.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Speaking Speaking
2.1 2.1.1
Communicate simple Give simple personal
information intelligibly information using basic
statements
27
LESSON: 3 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking

WEEK: _______________
TOPIC: Free Time
Days of the week

Present simple for regular activities ( I +verb + on + day)
28
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.59 Language Strategies 1, 2, 3 or 6

See Teacher’s Book. may be suitable.
Speaking Speaking
Communicate simple Give simple personal See Teacher’s Book. appropriate.
statements Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
Understand meaning in Understand with support
contexts sentences
29
LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading

WEEK: _______________
TOPIC: Free Time
Present simple On (day) we (verb).
30
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.60 Language Strategy 5 may be
See Teacher’s Book. suitable.
Reading Reading
Understand a variety of Understand specific See Teacher’s Book. appropriate.
linear and non-linear information and details of
print and digital texts by simple sentences NB – this is a reading lesson. Have
using appropriate pupils read and match, draw a line
reading strategies before/while listening.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
31
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts

WEEK: _______________
TOPIC: Free Time
Days of the week

Food vocabulary (review)
32
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A story about days of Language Strategy 6 may be
Task 10 (with flashcards or realia of the week, for example suitable.
Language Arts Language Arts known words from the list) The Very Hungry
5.2 5.2.1 Caterpillar (Book Use other strategies if
Lesson delivery
Express personal Name people, things, available or see appropriate.
1. Ask pupils to sit or stand in a circle.
responses to literary actions, or places of https://www.youtube.co
Place the flashcards/realia in the middle
texts interest in texts m/watch?v=vkYmvxP0
of the circle. Ask pupils to point to the
AJI
food they like.
Also, movie at:
2. Review the words by helping pupils https://www.youtube.co
COMPLEMENTARY COMPLEMENTARY to say I like x. or My favourite is x. m/watch?v=75NQK-
SKILL SKILL 3. Ask pupils if they ate any of these Sm1YY )
foods this week. Ask them which day
Listening Listening they ate it on. NB This asks about the Flashcards/realia/toys
1.2 1.2.1 past. Do not focus on this, just elicit the of food:
Understand meaning in Understand with support days of the week in association with the
a variety of familiar the main idea of simple foods. apple
contexts sentences pear
4. Introduce the caterpillar. Ask pupils strawberry
what it likes to eat. orange
5. Read/tell/show the story (Very cake
Hungry Caterpillar), asking questions to ice cream
check understanding and using the cheese
images to support understanding. NB sausage
pupils do not need to understand every lolly pop
word, just the general idea of the story. watermelon
leaf
6. Ask pupils if their prediction about
what the caterpillar eats were correct. caterpillar
7. Write the days of the week on the
board.
8. Repeat the story and encourage
pupils to remember what the caterpillar
eats on each day.
9. Pupils work in pairs or small groups
to note in their exercise book what the
caterpillar eats each day. They could
write the words or draw pictures,
depending on the proficiency level of
your class.
Post lesson
Task 11
33

WEEK: _______________
TOPIC: Free Time
I + verb (+phrase) + on + day+s
34
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards for Language Strategy 3 may be
Task 4: Identify the flashcard actions from p.56-60 suitable at stage 8 (see
Listening Listening Lesson Delivery (these can be hand- Learning Outline).
1.2 1.2.2 drawn if necessary) :
1. Review the flashcards on the board
Understand meaning in Understand with support play football, go Use other strategies if
from the pre-lesson task by checking
a variety of familiar specific information and swimming, play the appropriate.
pupils know these expressions. Then
contexts details of simple piano etc. Enough for
mime each one and ask pupils to guess
sentences one per pupil (they can
what you are doing.
be repeated)
2. Ask pupils to stand in a circle. Say
COMPLEMENTARY COMPLEMENTARY the action words and pupils mime. Ask Word cards for days of
SKILL SKILL pupils to turn to their neighbour to do the week
this in pairs.
Speaking Speaking 3. Put the days of the week word cards
2.1 2.1.1 around the classroom. Give each pupil
Communicate simple Give simple personal an action flashcard.
statements 4. Say the sentence I (verb) on (day).
The pupil with the action flashcard
should take it and stand by the correct
day. Repeat for all cards.
5. Ask pupils to tell you a sentence for
their action and day (where they are
standing).
6. Pupils return to their places. Tell
pupils a sentence about your week (e.g.
I ride my pony on Mondays). They
should tell you if it is right or wrong.
Repeat a few times.
7. Pupils do the Right or Wrong activity
in pairs.
8. Feedback as a whole class by asking
pupils to tell you what their partner does
in the week. Depending on your class,
you could ask them to say:
X said, “I xxx on xxxs’
She xxxxs on xxxxs.
She doesn’t xxx on xxxs.
Post lesson
Task 1 (you will need to make notes as
pupils talk about their weekly activities
for this)
35
36

WEEK: _______________
TOPIC: Free Time
I / we + verb + on + day+s
37
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards Language Strategies 2 or 5 may be
Task 4: Identify the flashcard of actions (from suitable.
Speaking Speaking Lesson 6)
Lesson delivery
2.1 2.1.1 Use other strategies if
1. Write numbers 1 to 6 (or one to six)* on the
Communicate simple Give simple personal One or two dice appropriate.
board. If you have a numbers song, you could sing
information intelligibly information using basic per pair or group
the song.
statements (or whole class if
2. Review the action flashcards and put them on the not available) *You could extend this to
board next to a number as the pupils say them 12 and use two dice for
COMPLEMENTARY COMPLEMENTARY correctly. this activity.
SKILL SKILL A worksheet for
3. Ask pupils to close their eyes or turn around.
each pupil with a
Remove an action card from the board. Ask pupils to
Listening Listening table for pairwork
tell you which card you removed. They can tell you
1.2 1.2.2 interview (see
the number and/or the action. Repeat.
Understand meaning in Understand with support below)
a variety of familiar specific information and 4. Put the pictures back on the board and write the
contexts details of simple phrase next to them (you can elicit spelling, ask
sentences pupils to write in their notebooks or ask a pupil to
come and write on the board).
5. Give out papers. Pupils work in pairs to tell each
other what they do in the week. They should choose
(if possible) from the actions on the board 1 - 6.
The partner listens and writes in the table (they can
write the words or the number from the board).
6. Ask pupils to compare their worksheets to find
any activity that they do at the same time. If they do,
they should say Let’s do it together! You will need to
model this and explain together using gesture and
mime.
7. Tell pupils to stand up and walk around the room
to talk to new partners. They should try to find
something in common:
A: I play football on Saturdays.
B: I play football on Saturdays, too.
A&B: Let’s do it together!
Model and practice the dialogue before beginning
the activity.
8. Feed back by asking pupils to tell you what they
have in common, e.g. We play football on
Saturdays.
Make notes on what pupils say here, you will need
this to prepare the next lesson.
Post lesson
Task 3
38
Example table for pairwork interview worksheet for Lesson 7
Day Activity
Mondays
Tuesdays I play football

Wednesdays
Thursdays
Fridays
Saturdays
Sundays
39

WEEK: _______________
TOPIC: Free Time
I / we + verb + on + day+s
/ei/ sound in words from unit
40
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards of Language Strategies 1 or 3 may be
Task 4 actions suitable.
Reading Reading Lesson delivery
3.1 3.1.2 One worksheet for Use other strategies if
1. Write the words on the board:
Recognise words in Recognise and sound out each pupil, in two parts. appropriate.
play
linear and non-linear with some support Part 1 – see below.
watch
texts by using beginning, medial and Part 2 – sentences
day
knowledge of sounds of final sounds in a word based on pupils’ When writing the
game
letters responses in Lesson 7) worksheet part 2, you
ball
could choose pupils who
what
participate less often,
hurray
who have lower
match
COMPLEMENTARY COMPLEMENTARY proficiency or who have
Elicit the common letter (a).
SKILL SKILL low motivation. This will
Ask pupils to read the words to their
help involve them more in
partner.
Reading Reading their learning.
3.1 3.1.1 2. Model the /ei/ sound. Ask pupils to
Recognise words in Identify, recognise and tell their partner which words have this
linear and non-linear name the letters of the sound. If appropriate, select
texts by using alphabet Feedback on 1 and 2 whole class and suitable activities for your
knowledge of sounds of check pronunciation. pupils from LINUS
letters 3. Elicit spellings for /ei/ sound: ay and Module 1 to be added in
a+C+e (ask pupils to say the letter to this lesson to focus on
names). phonemes from Lines a
Ask pupils to write (or tell you) more and b of the Year 1
words which follow this rule. Phonics Table (see
syllabus)
4. Give pupils the worksheet. Ask them
to read the sentences in part 1 and
circle the /ei/ sounds. Then they should
read them with their partner before
checking whole class.
5. Ask pupils to read the sentences in
Part 2 of the worksheet (these should
be a mix of sentences about pupils,
some true (or right), some false (or
wrong), based on their responses in
Lesson 7. See below). They should
circle True or False.
6. Check answers whole class by
asking the relevant pupils to say if it is
true or false.
Post lesson
Task 12
41
Example sentences for worksheet part 1 (Lesson 8):
1. I play football on Mondays.
2. I go swimming on Saturdays.
3. I ride my bike on Sundays.
[Add more activities that your pupils do regularly]
Example sentences for worksheet part 2:
(Pupil’s name) I xxx on xxxs.
1. (Aishah) I play computer games on Mondays and Sundays. True / False
2. (Ryan) I ride my bike on Saturdays and Sundays. True / False
(8 - 10 sentences, depending on your class)
42

WEEK: _______________
TOPIC: Free Time
My favourite day is X.
I + verb + on + day+s.
43
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Word cards to make up Language Strategies 3 or 4 may be
Task 1 (days of the week) sentences. One per suitable (see learning
Writing Writing student. e.g. outline).
Lesson delivery
4.3 4.3.3
1. Have pupils sit or stand in a circle.
Communicate with Plan, draft and write I / go / swimming / on / Use other strategies if
Give each pupil a word card. Ask pupils
appropriate language simple sentences Saturdays / I / play / appropriate.
to find friends to make sentences. They
form and style for a football / on / Fridays
should stand in a line to make a
range of purposes in If appropriate, select
sentence with their words.
print and digital media Worksheet for each suitable activities for your
If you have a very large class or would
pupil (see below) pupils from LINUS
like to control this more, children can Module 1 to be added in
work in groups so that each group
to this lesson to focus on
COMPLEMENTARY COMPLEMENTARY makes one sentence.
phonemes from Lines a
SKILL SKILL Ask pupils to say their sentences. Put
and b of the Year 1
the sentences on the board. Elicit the
Phonics Table (see
need for full stops.
Writing Writing syllabus).
4.2 4.2.1 2. Play a game to elicit the spelling of
Communicate basic Ask for and give basic favourite (e.g. see pre-lesson task 7),
information intelligibly personal information leave the word on the board.
for a range of purposes using basic questions
in print and digital and statements 3. Tell pupils that your favourite day is
media X. Tell them what you do on that day.
Ask pupils to write their favourite day in
their exercise books. They can also
write what they do on that day,
depending on the proficiency level of
your class or pupils. Monitor and help
pupils as necessary.
4. Ask pupils to check their partner’s
writing.
5. Hand out worksheet to pupils. They
should write their favourite day at the
top of the page. On the lines at the
bottom, they write My favourite day is
X. They can also write I xxx on xxxs if
they drafted this in stage 3. They draw
a picture in the box.
6. Display pupils’ work in the
classroom. Ask pupils to tell the class
about their work.
Post lesson
Task 5
44
Suggested design of worksheet for Lesson 9:
Day: _____________________________________
_________________________________
_________________________________
_________________________________
45

WEEK: _______________
TOPIC: Free Time
Days of the week and food vocabulary review
46
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson linked to Your choice depending Science and Your choice depending
the main and the complementary on the focus of your Technology on your lesson
Language Arts Language Arts content and learning standards. lesson.
5.2 5.2.1
Express personal Name people, things, You could extend Lesson 5 by re- Suggested material:
responses to literary actions, or places of reading The Very Hungry Caterpillar The Very Hungry
texts interest in texts. and providing some activities to Caterpillar
develop understanding of life cycles in
nature, specifically the butterfly.
SKILL SKILL
Speaking Speaking
2.1 2.1.3
Communicate simple Give a short sequence of
information intelligibly basic instructions
47

WEEK: _______________
TOPIC: Free Time
Do you…?
Yes, I do…/ No, I don’t
48
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.61 Language Strategy 2, 3 or 7 may be
Speaking Speaking
Communicate simple Give simple personal See Teacher’s Book. appropriate.
statements Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions
49
TOPIC: Free Time

WEEK: _______________
We’re lost
Lake
Wait and see
Come with me
Thank you very much
50
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.62- Values Strategy 6 may be
See Teacher’s Book. p.63 (asking for help when suitable.
Listening Listening you need it)
Understand meaning in Understand with support See Teacher’s Book. appropriate.
a variety of familiar very short simple
contexts narratives NB – this lesson focuses on Activity 1
(picture story), which continues onto
page 63.
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL See Teacher’s Book.
Listening Listening
1.2 1.2.2
a variety of familiar specific information and
contexts details of simple
sentences
51

WEEK: _______________
TOPIC: Free Time
Recycled story language from lesson 17
52
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.63 Values Strategy 2 may be
See Teacher’s Book. (asking for help when suitable.
Reading Reading you need it)
Recognise words in Blend phonemes (CVC, Lesson Delivery appropriate.
linear and non-linear CCVC, CVCV, CCV) See Teacher’s Book.
texts by using
knowledge of sounds of
letters Post lesson
SKILL SKILL
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
language sounds range of high frequency
target language
phonemes
53

WEEK: _______________
TOPIC: Free Time
How many days do….?

Possessive ’s
54
CROSS
ELEMENT
Writing Writing
Communicate with Use capital letters and Lesson Delivery appropriate.
appropriate language full stops appropriately in See Teacher’s Book.
form and style for a guided writing at
range of purposes in sentence level
print and digital media Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
55

WEEK: _______________
TOPIC: Free Time
Your choice of phoneme blends CVC, CCVC, CVCV, CCV
56
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Language Your choice, as
linked to the main and the appropriate to your appropriate to your
Language Arts Language Arts complementary content and learning lesson. lesson.
5.1 5.1.2 standards.
Enjoy and appreciate Say the words in simple Some example songs
rhymes, poems and texts, and sing simple In this lesson, pupils listen to and join in can be found here:
songs songs with intelligible a song which focuses on blending
pronunciation, rhythm phonemes. They should see and work https://www.kizphonics.
and intonation with the words of the song in written com/phonics-phoneme-
i) simple chants and raps form as well. songs/
ii) simple rhymes
iii) simple action songs http://www.earlychildho
iv) simple songs odeducationzone.com/
best-phonics-songs/
SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC, CVCV, CCV)
texts by using
letters
57

WEEK: _______________
TOPIC: Free Time
Your choice of review or extension of recently introduced language and vocabulary
58
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Language Your choice, as
main and the complementary content appropriate to your appropriate to your
Listening Listening and learning standards. lesson lesson.
1.2 1.2.2 Review or extend
Understand meaning in Understand with support One possibility is to extend the listening p.61-64.
a variety of familiar specific information and activity on p.64 of the textbook. Pupils
contexts details of simple work in pairs to dictate spelling and
sentences other information to each other in a
similar way.
SKILL SKILL
Reading Reading
3.1 3.1.1
Recognise words in Identify, recognise and
linear and non-linear name the letters of the
texts by using alphabet
letters
59

WEEK: _______________
TOPIC: Free Time
60
CROSS
ELEMENT
Speaking Speaking and learning standards. lesson lesson.
Communicate simple Find out about personal One possibility is to have pupils write p.61-64.
information intelligibly information by asking and then work in pairs and then mingle
basic questions to do a survey, where they find out
about each other’s’ weekend activities.
They can report on their findings in
Lesson 19.
SKILL SKILL
Writing Writing
4.2 4.2.1
Communicate basic Ask for and give basic
information intelligibly personal information
in print and digital and statements
media
61

WEEK: _______________
TOPIC: Free Time
62
CROSS
ELEMENT
Reading Reading and learning standards. lesson. lesson.
Understand a variety of Understand specific One possibility is to review the story on p.61-64. If appropriate, select
linear and non-linear information and details of p.62-63 by cutting it up into stages and suitable activities for your
print and digital texts by simple sentences asking pupils to read and order the pupils from LINUS
using appropriate sentences or pictures, encouraging Module 1 to be added in
reading strategies pupils to use particular reading to this lesson to focus on
strategies. phonemes from Lines c
and d of the Year 1
Phonics Table (see
COMPLEMENTARY COMPLEMENTARY syllabus)
SKILL SKILL
Reading Reading
3.2 3.2.3
Understand a variety of i) Reread a word, phrase
linear and non-linear or sentence to
print and digital texts by understand meaning
using appropriate
reading strategies
63

WEEK: _______________
TOPIC: Free Time
64
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as ICT Your choice, as
Writing Writing and learning standards. lesson. lesson.
Communicate with Plan, draft and write One possibility is for pupils to work in p.61-64. If appropriate, select
appropriate language simple sentences pairs at a computer and report the suitable activities for your
form and style for a findings of their survey done in Lesson pupils from LINUS
range of purposes in 17. They could use a programme to do Module 1 to be added in
print and digital media this that is suitable for their level of to this lesson to focus on
technological skill (e.g. Microsoft Excel phonemes from Lines c
or Word). and d of the Year 1
Phonics Table (see
COMPLEMENTARY COMPLEMENTARY syllabus)
SKILL SKILL
Writing Writing
4.2 4.2.5
Communicate basic Connect words and
information intelligibly phrases using basic
for a range of purposes coordinating conjunctions
in print and digital
media
65

WEEK: _______________
TOPIC: Free Time
On day+s I + verb phrase
66
CROSS
ELEMENT
MAIN SKILL MAIN SKILL In this Language Arts lesson, pupils Superminds 1 p.65 Language Your choice, as
work with the poem on p.65 of their appropriate to your
Language Arts Language Arts textbook. lesson.
5.1 5.1.2
Enjoy and appreciate Say the words in simple Pre-lesson
rhymes, poems and texts, and sing simple See Teacher’s Book.
songs songs with intelligible
pronunciation, rhythm
and intonation. Lesson Delivery
i) simple chants and raps See Teacher’s Book.
ii) simple rhymes
iii) simple action songs
iv) simple songs Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.1
media
67

WEEK: _______________
TOPIC: Free Time
Recycled language : food, free-time activities

Healthy, unhealthy, eat healthy food, keep fit, have fun
68
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.66 Values Strategies 1, 2 or 6 may
See Teacher’s Book. (eating healthily) be suitable.
Reading Reading
Understand a variety of Understand specific Lesson Delivery appropriate.
linear and non-linear information and details of See Teacher’s Book.
print and digital texts by simple sentences
using appropriate
reading strategies Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.2
basic questions
69

WEEK: _______________
TOPIC: Free Time
Recycled language: free-time activities, days of the week

Hour
70
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.67 Entrepreneurship Strategy 3 may be
Speaking Speaking
Communicate simple Find out about personal Lesson Delivery appropriate.
information intelligibly information by asking See Teacher’s Book.
basic questions
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
71

WEEK: _______________
TOPIC: Free Time
Recycled language: imperatives
72
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.68 Creativity and Strategies 2 or 5 may be
See Teacher’s Book. Innovation suitable.
Listening Listening
Understand meaning in Understand with support Lesson Delivery appropriate.
a variety of familiar very short simple See Teacher’s Book.
contexts narratives
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
Understand meaning in Understand an increased
a variety of familiar range of short basic
contexts supported classroom
instructions
73

WEEK: _______________
TOPIC: Free Time
Recycled language from the topic
74
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.69 ICT All strategies may be
Writing Writing
4.3 4.3.1
Communicate with Use capital letters and Lesson Delivery
appropriate language full stops appropriately in See Teacher’s Book.
print and digital media Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.4
Understand a variety of Use a picture dictionary
linear and non-linear to find, list and categorise
print and digital texts by words from Year 2 topics
using appropriate and themes
reading strategies
75

WEEK: _______________
TOPIC: Free Time
Your choice depending on your lesson
76
CROSS
ELEMENT
Enjoy and appreciate Demonstrate You could choose a
rhymes, poems and appreciation through non- In this Language Arts lesson, pupils text from:
songs verbal responses to listen to a text for enjoyment. Try to use https://learnenglishkids.
i) simple chants and raps digital media where facilities are britishcouncil.org/en/list
ii) simple rhymes available (such as an interactive digital en-watch
iii) simple action songs story, or video material)
iv) simple songs
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
77
THEME: World of Stories

WEEK: _______________
TOPIC: The old house
House vocabulary: house, bathroom, bedroom, living room, hall, dining room, kitchen, stairs, cellar
Down, up
Now
Find out
78
CROSS
ELEMENT
Listening Listening
a variety of familiar specific information and See Teacher’s Book.
sentences
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.2
Communicate with Spell a narrow range of
appropriate language familiar high frequency
form and style for a words accurately in
range of purposes in guided writing
print and digital media
79

WEEK: _______________
TOPIC: Free Time
80
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Values (living Your choice, as
main and the complementary content appropriate to your healthily) appropriate to your
Speaking Speaking and learning standards. lesson. lesson.
2.1 2.1.3 Review or extend p.65-
Communicate simple Give a short sequence of One possibility is for pupils to ask each 69.
information intelligibly basic instructions other about their habits and to then give
each other advice on how to make their
lives healthier.
SKILL SKILL
Listening Listening
1.2 1.2.5
a variety of familiar range of short supported
contexts questions
81

WEEK: _______________
TOPIC: Free Time
82
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is for pupils to read a 69. If appropriate, select
linear and non-linear information and details of series of instructions and put them in suitable activities for your
print and digital texts by simple sentences order. They can then write instructions pupils from LINUS
using appropriate on small cards and play a reading mime Module 1 to be added in
reading strategies game in small groups. to this lesson to focus on
phonemes from Lines e
and f of the Year 1
Phonics Table (see
COMPLEMENTARY COMPLEMENTARY syllabus).
SKILL SKILL
Writing Writing
4.2 4.2.3
Communicate basic Write short familiar
information intelligibly instructions
for a range of purposes
media
83

WEEK: _______________
TOPIC: Free Time
84
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to play some spelling 69. If appropriate, select
appropriate language familiar high frequency revision games for topic vocabulary. suitable activities for your
form and style for a words accurately in Then pupils write sentences based on pupils from LINUS
range of purposes in guided writing their posters (p.69). The focus of this Module 1 to be added in
print and digital media writing activity is on accuracy of to this lesson to focus on
spelling, punctuation and use of capital phonemes from Lines e
letters. and f of the Year 1
Phonics Table (see
SKILL SKILL
Writing Writing
4.3 4.3.1
Communicate with Use capital letters and
appropriate language full stops appropriately in
range of purposes in sentence level.
85

WEEK: _______________
TOPIC: Free Time
Your choice as appropriate to your lesson
86
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Patriotism & Your choice, as
linked to the main and the appropriate to your Citizenship (co- appropriate to your
Language Arts Language Arts complementary content and learning lesson. operation), Values lesson.
5.3 5.3.1 standards. Review or extend p.65- (Healthy living)
Express an imaginative Respond imaginatively 69.
response to literary and intelligibly through One possibility is to base the lesson on
texts creating simple short pupils’ report on the survey results from
chants or raps p.67. From these, they could co-
operate as a class or in large groups to
Other imaginative create a big poster for the classroom or
responses as appropriate a class chant/rap about their healthy
and/or unhealthy habits.
Pupils should try to use English to
communicate in a group, although this
COMPLEMENTARY COMPLEMENTARY may not always be possible. Encourage
SKILL SKILL them to ask for help in English by pre-
teaching phrases such as:
Speaking Speaking ‘We don’t understand/know what to
2.2 2.2.2 do/write here.’
Use appropriate Ask for attention of help ‘How do you spell…?’
communication from a teacher of a
strategies classmate by using
suitable statements and
questions
87

WEEK: _______________
There’s a …
There are …
88
CROSS
ELEMENT
Speaking Speaking
Communicate simple Describe objects using Lesson Delivery appropriate.
information intelligibly suitable words and See Teacher’s Book.
phrases
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
89

WEEK: _______________
Is there a?
Are there any…?
Yes, there is / No, there isn’t
Yes, there are / No, there aren’t
90
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.73 Language Strategies 2, 6 or 7 may
Listening Listening NB: p.72 will be the
1.2 1.2.2 focus of Lesson 35 Use other strategies if
sentences NB: Introduce pupils to some non-
verbal and verbal strategies that give
thinking time, for example Mmm …,
Er…, Let me see…
COMPLEMENTARY COMPLEMENTARY These can be used in Activity 3 while
SKILL SKILL pupils look for the items in the pictures.
Speaking Speaking
2.2 2.2.1 Post lesson
Use appropriate Keep interaction going in See Teacher’s Book.
communication short exchanges by using
strategies suitable non-verbal
responses
91

WEEK: _______________
Recycled home and animal vocabulary
92
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.74 - 75 Patriotism and Strategies 2 or 5 may be
See Teacher’s Book. Citizenship suitable.
Reading Reading (looking after your
3.2 3.2.3 friends) Use other strategies if
Understand a variety of i) Reread a word, phrase Lesson Delivery appropriate.
linear and non-linear or sentence to See Teacher’s Book.
using appropriate NB: The main focus of this lesson is the
reading strategies ii)Ignore unknown words story in Activity 1. This continues onto
in order to understand a p.75.
phrase or sentence Encourage children to use reading
strategies as shown in the learning
standard for this lesson.

Listening Listening
1.2 1.2.1
contexts sentences
93

WEEK: _______________
94
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to have pupils draw 74 (Note that p.72 will
appropriate language familiar high frequency their own home and label the rooms in be the focus of Lesson
form and style for a words accurately in it. 35).
range of purposes in guided writing They then talk about their homes with
print and digital media their partner, who asks questions (e.g.
What’s in the living room?)
SKILL SKILL
Speaking Speaking
2.1 2.1.2
basic questions
95

WEEK: _______________
96
CROSS
ELEMENT
MAIN SKILL MAIN SKILL This Language Arts lesson is based on Superminds 1 p.72 Language Strategies 2 or 5 may be
the song on p.72. suitable.
Language Arts Language Arts
5.1 5.1.2 Pre-lesson Use other strategies if
Enjoy and appreciate Say the words in simple See Teacher’s Book. appropriate.
rhymes, poems and texts, and sing simple
pronunciation, rhythm Lesson Delivery
and intonation See Teacher’s Book.
i) simple chants and raps
ii) simple rhymes
iii) simple action songs Post lesson
iv) simple songs See Teacher’s Book.
SKILL SKILL
Listening Listening
1.3 1.3.1
Use appropriate Understand the message
listening strategies in a the teacher or classmate
variety of contexts is communicating by
using visual clues when
they are speaking
97

WEEK: _______________
98
CROSS
ELEMENT
Listening Listening and learning standards. lesson. lesson.
1.2 1.2.3 Review or extend p.71 -
Understand meaning in Understand with support One possibility is to review the story on 74
a variety of familiar very short simple p.74-75. Have pupils listen and act the
contexts narratives story in small groups as they listen.
In pairs, they then dictate pictures to
each other from the story, e.g.
The cellar stairs: How many stairs are
COMPLEMENTARY COMPLEMENTARY there? How many rats are there?
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
99

WEEK: _______________
100
CROSS
ELEMENT
Communicate simple Find out about personal One possibility is to do an 74
information intelligibly information by asking Information – gap activity. Pupils have
basic questions information about an old house, but
their information is incomplete. Their
partner has the complementary
information. Pairs should ask questions
COMPLEMENTARY COMPLEMENTARY to each other to find out the missing
SKILL SKILL information.
Speaking Speaking
2.1 2.1.5
Communicate simple Describe objects using
information intelligibly suitable words and
phrases
101

WEEK: _______________
102
CROSS
ELEMENT
Recognise words in Segment phonemes You can use vocabulary from this unit 74 If appropriate, select
linear and non-linear (CVC, CCVC, CVCV, of the textbook to work on recognising, suitable activities for your
texts by using CCV) producing and segmenting phonemes. pupils from LINUS
knowledge of sounds of Module 1 to be added in
letters to this lesson to focus on
phonemes from Lines g
and h of the Year 1
Phonics Table (see
SKILL SKILL
Listening Listening
1.1 1.1.1
Recognise and Recognise and
reproduce target reproduce with support a
target language
phonemes
103

WEEK: _______________
104
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Creativity and Your choice, as
main and the complementary content appropriate to your Innovation appropriate to your
Communicate with Plan, draft and write One possibility is for pupils to write and 74. If appropriate, select
appropriate language simple sentences illustrate one or more extra picture for suitable activities for your
form and style for a the story on p.74-75 to include different pupils from LINUS
range of purposes in things they’d find in an old house. Module 1 to be added in
print and digital media They should draft their writing in their to this lesson to focus on
exercise books before producing the phonemes from Lines g
annotated picture in pairs, focusing on and h of the Year 1
accuracy of spelling and punctuation. Phonics Table (see
SKILL SKILL
Writing Writing
4.3 4.3.1
105

WEEK: _______________
Your choice depending on your lesson focus
106
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your own story. You Creativity and Your choice, as
linked to the main and the could write a short story Innovation appropriate to your
Language Arts Language Arts complementary content and learning for your pupils about an lesson.
5.3 5.3.1 standards. unusual house, based
Express an imaginative Respond imaginatively on a picture such as
response to literary and intelligibly through The pupils should listen to and enjoy a The Old Lady who lived
texts creating short simple story about an unusual house and in a shoe:
chants or raps. respond imaginatively, perhaps by https://www.youtube.co
drawing a picture of an unusual house m/watch?v=6XKH3QEt
Other imaginative and labelling it. HQg
responses as appropriate
For more pictures and
ideas:
http://weburbanist.com/
COMPLEMENTARY COMPLEMENTARY 2008/12/09/amazing-
SKILL SKILL bizarre-homes-exotic-
houses/
Listening Listening
1.2 1.2.1
contexts sentences
107

WEEK: _______________
Recycled home, animals and food vocabulary from the story in Lesson 33
108
CROSS
ELEMENT
Listening Listening
Recognise and Recognise and Lesson Delivery appropriate.
reproduce target reproduce with support a See Teacher’s Book.
target language NB: You will need to review the story on
phonemes p.74-75 at the beginning of this lesson.
Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes (CVC,
linear and non-linear CCVC, CVCV, CCV)
texts by using
letters
109

WEEK: _______________
Recycled animal, toy, classroom objects, home vocabulary, there is, there are
110
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.76 Language Strategies 5 or 7 may be
Reading Reading
Understand a variety of Understand the main Lesson Delivery appropriate.
linear and non-linear idea of simple sentences See Teacher’s Book.
print and digital texts by
using appropriate
SKILL SKILL
Reading Reading
3.1 3.1.2
Recognise words in Recognise and sound out
linear and non-linear with some support
texts by using beginning, medial and
knowledge of sounds of final sounds in a word
letters
111

WEEK: _______________
I live in..
112
CROSS
ELEMENT
Writing Writing
Communicate basic Ask for and give basic Lesson Delivery appropriate.
information intelligibly personal information See Teacher’s Book.
media Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.5
media
113

WEEK: _______________
Vocabulary of habitats: habitat, polar region, ocean, jungle, desert, mountains, rocks, sand, coral, snow
114
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.78 Environmental Strategies 1, 2 or 7 may
See Teacher’s Book. sustainability be suitable.
Speaking Speaking It would be helpful to
2.1 2.1.5 make a poster of useful Use other strategies if
Communicate simple Describe objects using Lesson Delivery classroom language to appropriate.
information intelligibly suitable words and See Teacher’s Book. put on the classroom
phrases wall if possible,
NB: Note the COMPLEMENTARY
SKILL for this lesson. Pupils may need
help with Activity 2. For this, you should
COMPLEMENTARY COMPLEMENTARY review or pre-teach useful expressions
SKILL SKILL and have pupils practise them during
this activity. E.g.
Speaking Speaking Please can you help me?
2.2 2.2.2 I’m not sure about this.
Use appropriate Ask for attention or help
communication from a teacher or Post lesson
strategies classmate using suitable See Teacher’s Book.
statements of questions
115

WEEK: _______________
LANGUAGE/GRAMMAR FOCUS: Teacher to complete
116
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice depending Values (global Your choice, as
main and the complementary content on your lesson. diversity and appropriate to your
Language Arts Language Arts and learning standards. tolerance) lesson.
5.2 5.2.1 You could create short
Express personal Name people, things, One possibility is to promote tolerance stories/texts or a song
responses to literary actions, or places of and diversity by showing how people about children who live
texts interest in texts live in different places, but we are all in different
the same. countries/parts/climates
in the world.
COMPLEMENTARY COMPLEMENTARY An example song:

SKILL SKILL https://www.youtube.co
m/watch?v=2nYjGy_ZU
Speaking Speaking G8
2.1 2.1.5
phrases
117

WEEK: _______________
118
CROSS
ELEMENT
Understand meaning in Understand with support One possibility is to prepare short 78.
a variety of familiar specific information and descriptions of houses for pupils to read
contexts details of simple to each other. They listen to their You could use the
sentences partner and draw items in a house. house pictures on p.77
Model this by having the class listen to as templates to create
you describing a house first. resources.
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL
Speaking
Speaking 2.1.5
2.1 Describe objects using
Communicate simple suitable words and
information intelligibly phrases
119

WEEK: _______________
120
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to prepare a picture 78 If appropriate, select
linear and non-linear information and details of and some sentences to describe it. suitable activities for your
print and digital texts by simple sentences These sentences are either true or pupils from LINUS
using appropriate false. Pupils need to read and decide. Module 2 to be added in
reading strategies Then they write a True/False sentence to this lesson to focus on
for another pupil to read. phonemes from Lines i
and j of the Year 1
Phonics Table (see
SKILL SKILL
Writing Writing
4.2 4.2.4
Communicate basic Describe objects using
for a range of purposes phrases
media
121

WEEK: _______________
122
CROSS
ELEMENT
Communicate basic Connect words and One possibility is to teach some basic 78 If appropriate, select
information intelligibly phrases using basic conjunctions, such as and, but and so, suitable activities for your
for a range of purposes coordinating depending on the proficiency level of pupils from LINUS
in print and digital conjunctions. your class. Module 2 to be added in
media Then, use pupils’ writing from Activity 2, to this lesson to focus on
p.77, to practise the conjunctions. phonemes from Lines i
and j of the Year 1
Phonics Table (see
SKILL SKILL
Writing Writing
4.3 4.3.1
123

WEEK: _______________
Animal vocabulary: goat, camel, parrot, shark, penguin, polar bear, jellyfish
124
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.79 Entrepreneurship Strategies 3, 4, 5 or 7

See Teacher’s Book. may be suitable.
Speaking Speaking
Communicate simple Describe objects using Lesson Delivery appropriate.
phrases
Please note the COMPLEMENTARY
SKILL for this lesson. Pupils may need
help with Activity 2. For this, you should
COMPLEMENTARY COMPLEMENTARY review and encourage pupils to use the
SKILL SKILL expressions you introduced in Lesson
44.
Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help See Teacher’s Book
communication from a teacher or
strategies classmate using suitable
statements and questions
125
MAIN SKILL(S) FOCUS: Language Arts;

WEEK: _______________
126
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Environmental Your choice, as
linked to the main and the appropriate to your sustainability appropriate to your
Enjoy and appreciate Demonstrate You could choose a
rhymes, poems and appreciation though non- song, chant, rap or
songs verbal responses to: In this lesson, pupils listen to and enjoy story or story about
i) simple chants and raps a song, chant, rap or story about animals and their
ii) simple rhymes animals and their habitats. homes or habitat, such
iii) simple action songs as:
iv) simple songs https://learnenglishkids.
britishcouncil.org/en/so
ngs/the-ballad-lisa-the-
lemur
SKILL SKILL or
https://learnenglishkids.
Listening Listening britishcouncil.org/en/so
1.2 1.2.3 ngs/animal-house
a variety of familiar very simple short There should be a
contexts narratives focus on ecology and
environmental
sustainability.
127

WEEK: _______________
Recycled home vocabulary, adjectives and imperatives
128
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.80 Creativity and Strategies 2, 5 or 6 may
See Teacher’s Book. Innovation be suitable.
Listening Listening
sentences
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
129

WEEK: _______________
130
CROSS
ELEMENT
Reading Reading
using appropriate
SKILL SKILL
Reading Reading
3.2 3.2.4
reading strategies
131

WEEK: _______________
132
CROSS
ELEMENT
Use appropriate Ask for attention or help You could, for example, extend the quiz 81.
communication from the teacher or on p.81 and ask the questions orally.
strategies classmate by using Pupils work in pairs to discuss the
suitable statements and answers before saying them.
questions Introduce and have pupils practise
expressions for asking for attention
when they know the answer, e.g.
I know the answer!
COMPLEMENTARY COMPLEMENTARY Can I try, please?
SKILL SKILL Can I guess, please?
Listening Listening
1.2 1.2.5
contexts questions
133

WEEK: _______________
134
CROSS
ELEMENT
Communicate basic Write short familiar You could, for example, extend the quiz 81 If appropriate, select
information intelligibly instructions on p.81 by asking pupils to write suitable activities for your
for a range of purposes one/some quiz questions in pairs or pupils from LINUS
in print and digital small groups. Module 2 to be added in
media This might be suitable if you did not to this lesson to focus on
already review the quiz in Lesson 53. phonemes from Line k of
the Year 2 Phonics Table
(see syllabus).
SKILL SKILL
Writing Writing
4.2 4.2.4
media
135

WEEK: _______________
136
CROSS
ELEMENT
Express an imaginative Respond imaginatively You could write a short
response to literary and intelligibly through One possibility is for pupils to listen to a story about a witch who
texts creating simple short short story about a witch who lives in an makes spells using a
chants or raps old house. She is chanting and making chant. Use realia is
a spell. possible to support
Other imaginative Pupils can predict what the witch uses meaning and make the
responses as appropriate in her spell or what her spell is for. After lesson memorable.
the story, pupils create their own spell
chants. Support this activity with realia
is possible.
SKILL SKILL
Speaking Speaking
2.1 2.1.3
137
THEME: World of Self, Family, and Friends

WEEK: _______________
TOPIC: Get dressed!
Clothes vocabulary: clothes, jeans, sweater, jacket, skirt, shorts, cap, shoes, socks, T-shirt, trousers
Imperative: Put on
138
CROSS
ELEMENT
Listening Listening
sentences
Post lesson
SKILL SKILL
Reading Reading
3.3 3.3.1
Read independently for Read and enjoy simple
information and print and digital games at
enjoyment sentence level
139

WEEK: _______________
TOPIC: Get dressed!
Do you like…?
Yes, I do / No, I don’t
This, These
140
CROSS
ELEMENT
Speaking Speaking
information intelligibly information asking basic See Teacher’s Book.
questions
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
141

WEEK: _______________
TOPIC: Get dressed!
142
CROSS
ELEMENT
Recognise words in Blend phonemes (CVC, One possibility is to prepare activities 83 If appropriate, select
linear and non-linear CCVC, CVCV, CCV) for pupils to practise blending and suitable activities for your
texts by using segmenting phonemes using the pupils from LINUS
knowledge of sounds of vocabulary on p.82 Module 2 to be added in
phonemes from Line k of
(see syllabus).
SKILL SKILL
Reading Reading
3.1 3.1.4
Recognise words in Segment phonemes
linear and non-linear (CVC, CCVC, CVCV,
texts by using CCV)
letters
143

WEEK: _______________
TOPIC: Get dressed!
144
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to prepare a 83 If appropriate, select
appropriate language familiar high frequency wordsearch with pictures to go with it. suitable activities for your
form and style for a words accurately in Pupils find the words in the word search pupils from LINUS
range of purposes in guided writing and write them next to the pictures. For a word search Module 2 to be added in
print and digital media They could then make their own word creator see: to this lesson to focus on
searches. www.puzzle- phonemes from Line l of
maker.com the Year 2 Phonics Table
(see syllabus).
COMPLEMENTARY COMPLEMENTARY For pupils to use:
SKILL SKILL www.abcya.com/make_
a_word_search.htm
Reading Reading
3.1 3.1.1
letters
145

WEEK: _______________
TOPIC: Get dressed!
146
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Language Your choice, as
linked to the main and the appropriate to your
Language arts Language arts complementary content and learning lesson.
Express personal Name people, things,
responses to literary actions, or places of One possibility is to prepare a dialogue
texts interest in texts about what clothes people like and use
puppets or toys to act it out.
Pupils might respond by drawing a
picture of the characters and labelling it.
SKILL SKILL
Writing Writing
4.3 4.3.2
147

WEEK: _______________
TOPIC: Get dressed!
148
CROSS
ELEMENT
Understand meaning in Understand an increased One possibility is to use several recent lessons up to
a variety of familiar range of short supported different styles and designs of T-shirts p.83.
contexts questions or other clothes and eliciting pupils’
opinions of them.
SKILL SKILL
Listening Listening
1.3.1 1.3.1
they are speaking
149

WEEK: _______________
TOPIC: Get dressed!
150
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Financial education Your choice, as
Communicate simple Find out about personal One possibility is for pupils to do a role recent lessons up to
information intelligibly information by asking play in pairs or small groups, where p.83.
basic questions they buy some clothes that they like in
a shop. They will need to use verbal as
well as non-verbal strategies to keep
interaction going.
SKILL SKILL
Speaking Speaking
2.2 2.2.1
Use appropriate Keep interaction going in
responses
151

WEEK: _______________
TOPIC: Get dressed!
152
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to review, perhaps in recent lessons up to If appropriate, select
linear and non-linear information and details of a reading game, this and these using p.83. suitable activities for your
print and digital texts by simple sentences pictures/flashcards and sentences for pupils from LINUS
using appropriate pupils to match, e.g. Module 2 to be added in
reading strategies I like this hat. (Match with to this lesson to focus on
picture/flashcard of one hat) phonemes from Line l of
I like these hats (Match with the Year 2 Phonics Table
picture/flashcard of several hats) (see syllabus).
SKILL SKILL
Reading Reading
3.2 3.2.3
linear and non-linear of sentence to
using appropriate
reading strategies
153

WEEK: _______________
TOPIC: Get dressed!
154
CROSS
ELEMENT
Communicate basic Write short familiar One possibility is to plan a writing recent lessons up to If appropriate, select
information intelligibly instructions lesson which reviews Unit 6. p.83. suitable activities for your
for a range of purposes pupils from LINUS
in print and digital Module 2 to be added in
media to this lesson to focus on
phonemes from Line m of
(see syllabus).
SKILL SKILL
Writing Writing
4.3 4.3.1
155

WEEK: _______________
TOPIC: Get dressed!
Your choice depending on the focus of your lesson
156
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice of poem or Language Your choice, as
linked to the main and the rhyme, as appropriate appropriate to your
Language Arts Language Arts complementary content and learning to your lesson. lesson.
Enjoy and appreciate Say the words in simple
songs songs with intelligible In this lesson, pupils will read a chant,
pronunciation, rhythm rap or a rhyme in English. Try to use
and intonation plenty of visuals to support
i) simple chants and raps understanding.
ii) simple rhymes
iv) simple songs
SKILL SKILL
Reading Reading
3.2 3.2.3
Understand a variety of ii) ignore unknown words
linear and non-linear in order to understand a
print and digital texts by phrase or sentence
using appropriate
reading strategies
157

WEEK: _______________
TOPIC: Get dressed!
Recycled clothes and colours vocabulary

Adjectives: Cool, super
158
CROSS
ELEMENT
Listening Listening
Use appropriate Understand the message Lesson Delivery appropriate.
listening strategies in a the teacher or classmate See Teacher’s Book.
they are speaking Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
159

WEEK: _______________
TOPIC: Get dressed!
Present continuous 3rd person singular statement, question and answer: He/she is wearing…, Is he/she wearing….?, Yes he/she is/ No, he/she
isn’t
160
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
161

WEEK: _______________
TOPIC: Get dressed!
Recycled clothes vocabulary
162
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.86-87 Patriotism and Strategies 1 or 6 may be
Reading Reading (saying sorry)
using appropriate NB: The main focus of this lesson is on
reading strategies the picture story in Activity 1. It
continues on to the top of p.87.
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL
Reading Reading
3.2 3.2.2
Understand a variety of Understand specific
linear and non-linear information and details of
using appropriate
reading strategies
163

WEEK: _______________
TOPIC: Get dressed!
164
CROSS
ELEMENT
Communicate with Use capital letters and In this lesson, pupils should work on 86 If appropriate, select
appropriate language full stops appropriately in their writing skills at sentence level, suitable activities for your
form and style for a guided writing at reviewing some of the key language pupils from LINUS
range of purposes in sentence level from p.84-86. Module 2 to be added in
print and digital media to this lesson to focus on
phonemes from Line m of
(see syllabus).
SKILL SKILL
Writing Writing
4.2 4.2.5
media
165

WEEK: _______________
TOPIC: Get dressed!
166
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Values (Saying sorry) Your choice, as
Express personal Name people, things, You could choose or
responses to literary actions, or places of write a short story
texts interest in texts which reviews or
reinforces the message
of the story on p.86-87
SKILL SKILL
Listening Listening
1.3 1.3.1
they are speaking
167

WEEK: _______________
TOPIC: Get dressed!
Further practice of present continuous 3rd person singular statements and questions
168
CROSS
ELEMENT
Listening Listening
target language
phonemes Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.4
texts by using CCV)
letters
169

WEEK: _______________
TOPIC: Get dressed!
170
CROSS
ELEMENT
Communicate simple Give a short sequence of One possibility is for pupils to review, 87
information intelligibly basic instructions modify and act out the story on p.86-87
SKILL SKILL
Speaking Speaking
2.2 2.2.1
responses
171

WEEK: _______________
TOPIC: Get dressed!
172
CROSS
ELEMENT
Recognise words in Recognise and sound out One possibility is to extend the focus of 87 If appropriate, select
linear and non-linear with some support Activity 4, p.87, to provide extra suitable activities for your
texts by using beginning, medial and extended practice related to the content pupils from LINUS
knowledge of sounds of final sounds in a word and learning standards. Module 2 to be added in
phonemes from Line n of
(see syllabus).
SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in Blend phonemes
texts by using CCV)
letters
173

WEEK: _______________
TOPIC: Get dressed!
174
CROSS
ELEMENT
Communicate with Spell a narrow range of In this lesson, pupils should work in 87 If appropriate, select
appropriate language familiar high frequency pairs or small groups to plan, draft and suitable activities for your
form and style for a words accurately in write sentences to be displayed or pupils from LINUS
range of purposes in guided writing presented to the class. These Module 2 to be added in
print and digital media sentences should review and/or extend to this lesson to focus on
the key vocabulary from p.84- 87 phonemes from Line n of
(see syllabus).
SKILL SKILL
Writing Writing
4.3 4.3.3
Communicate with Plan, draft and write
appropriate language simple sentences
form and style for a
range of purposes in
175

WEEK: _______________
TOPIC: Get dressed!
176
CROSS
ELEMENT
Express an imaginative Respond imaginatively
response to literary and intelligibly through You could review the song from p.84.
texts creating short simple Pupils (or you) could write with
chants of raps guidance a new verse for the song in
groups or pairs.
Other imaginative
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
177

WEEK: _______________
TOPIC: Get dressed!
X is wearing (a) (colour) (clothes)
178
CROSS
ELEMENT
Reading Reading
using appropriate NB: Encourage pupils to reread a
reading strategies sentence when they do not fully
understand it.
Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.3
using appropriate
reading strategies
179

WEEK: _______________
TOPIC: Get dressed!
Further practice of present continuous 3rd person singular statements and questions
180
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.89 Patriotism & Strategies 1 or 3 may be
See Teacher’s Book. Citizenship (saying no suitable.
Speaking Speaking politely)
Communicate simple Find out basic personal Lesson Delivery appropriate.
basic questions
Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.4
media
181

WEEK: _______________
TOPIC: Get dressed!
Recycled clothes vocabulary

Materials vocabulary: cotton, wool, woollen, leather
182
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.90 Science and Strategy 2 may be
See Teacher’s Book. technology suitable.
Listening Listening
using visual clues when NB: This is a Listening lesson. Use the
they are speaking CD or read the short text aloud (Activity
1).
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
183

WEEK: _______________
TOPIC: Get dressed!
Adjectives to describe materials
184
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.91 Science and Strategies 3 or 4 may be
See Teacher’s Book. technology, suitable.
Writing Writing
4.3 4.3.2 Creativity and Use other strategies if
Communicate with Spell a narrow range of Lesson Delivery Innovation appropriate.
appropriate language familiar high frequency See Teacher’s Book.
range of purposes in guided writing NB: Monitor and talk to pupils about
print and digital media what they have put on their posters as
they work on them. Encourage pupils to
talk to each other in English about the
content of their posters.
SKILL SKILL Post lesson
Speaking Speaking
2.1 2.1.5
phrases
185

WEEK: _______________
TOPIC: Get dressed!
186
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Creativity and Your choice, as
linked to the main and the appropriate to your Innovation appropriate to your
5.3 5.3.1 standards. Review or extend p.88 -
response to literary and intelligibly through You could use or create a text/texts
texts creating simple short which describe(s) a person, similar to
chants or raps. Activity 3, p.89.
Pupils respond creatively by miming or
Other imaginative even dressing up and acting.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
187

WEEK: _______________
TOPIC: Get dressed!
188
CROSS
ELEMENT
Use appropriate Understand the message One possibility is to extend the miming 91.
listening strategies in a the teacher or classmate activity in Activity 4, p.89.
they are speaking
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
189

WEEK: _______________
TOPIC: Get dressed!
190
CROSS
ELEMENT
main and the complementary content appropriate, to your appropriate to your
Communicate simple Describe objects using One possibility is to have pupils present 91.
information intelligibly simple words and the posters they made in Activity 2,
phrases p.91 in a group or as a class.
You may need to pre-teach or review
fixed phrases for introducing
themselves to the group/class before
COMPLEMENTARY COMPLEMENTARY talking about their posters.
SKILL SKILL
Speaking Speaking
2.3 2.3.1
Communicate Introduce self and others
appropriately to a small to an audience using
191

WEEK: _______________
TOPIC: Get dressed!
192
CROSS
ELEMENT
main and the complementary content appropriate, to your appropriate to your
Understand a variety of Understand specific One possibility is to create a crossword 91. If appropriate, select
linear and non-linear information and details of puzzle for pupils where they read a clue suitable activities for your
print and digital texts by simple sentences to guess the words (vocabulary from You can find crossword pupils from LINUS
using appropriate the unit). makers online, for Module 2 to be added in
reading strategies example: to this lesson to focus on
http://www.puzzle- phonemes from Line o of
maker.com/CW/ the Year 2 Phonics Table
(see syllabus).
SKILL SKILL
Reading Reading
3.3 3.3.1
193

WEEK: _______________
TOPIC: Get dressed!
194
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is for pupils to write their 91 If appropriate, select
appropriate language familiar high frequency own crossword puzzle or perhaps quiz suitable activities for your
form and style for a words accurately in in pairs or small groups. The pupils from LINUS
range of purposes in guided writing pairs/groups then exchange their Module 2 to be added in
print and digital media puzzles to solve them. to this lesson to focus on
phonemes from Line o of
(see syllabus).
SKILL SKILL
Reading Reading
3.3 3.3.1
195

WEEK: _______________
TOPIC: Get dressed!
196
CROSS
ELEMENT
5.1 5.1.2 standards. Review or extend p.88 -
Enjoy and appreciate Say the words in simple 91.
rhymes, poems and texts, and sing simple In this lesson, pupils should listen to,
songs songs with intelligible sing and respond to a song. One possibility is to use
pronunciation, rhythm the nursery rhyme Baa,
and intonation. Baa, Black Sheep:
i) simple chants and raps http://www.bbc.co.uk/le
ii) simple rhymes arning/schoolradio/subj
iii) simple action songs ects/earlylearning/nurs
iv) simple songs erysongs/A-
E/baa_baa_black_shee
p
COMPLEMENTARY COMPLEMENTARY Although as a nursey

SKILL SKILL rhyme it is a little young
for pupils in Year 2, the
Speaking Speaking song is well suited to
2.1 2.1.5 the topic and as second
Communicate simple Describe objects using language learners, the
information intelligibly suitable words and pupils probably will not
phrases find this babyish; they
will find it less difficult
to join in the song.
197

WEEK: _______________
TOPIC: Get dressed!
Recycled imperatives
New imperatives: Turn around, Catch
198
CROSS
ELEMENT
Listening Listening
a variety of familiar very short simple See Teacher’s Book.
contexts narratives
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions
199

WEEK: _______________
TOPIC: Get dressed!
200
CROSS
ELEMENT
Reading Reading
Understand a variety of Use a picture dictionary Lesson Delivery appropriate.
linear and non-linear to find, list and categorise See Teacher’s Book.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
201

WEEK: _______________
TOPIC: The robot
Vocabulary of parts of the body: head, arm, fingers, hand, knee, leg, toes, foot
202
CROSS
ELEMENT
Speaking Speaking
Communicate simple Give a short sequence of Lesson Delivery appropriate.
information intelligibly basic instructions See Teacher’s Book.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
203

WEEK: _______________
TOPIC: The robot
Can and can’t for ability
204
CROSS
ELEMENT
Writing Writing
Communicate basic Express simple ability Lesson Delivery appropriate.
information intelligibly See Teacher’s Book.
for a range of purposes
in print and digital NB: After saying sentences in Activity 4,
media pupils should write a sentence in their
exercise books.
Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of simple sentences
using appropriate
reading strategies
205

WEEK: _______________
TOPIC: The robot
206
CROSS
ELEMENT
5.3 5.3.1 standards. Review or extend p.92-
response to literary and intelligibly through One possibility is to find or create a
texts creating simple short short chant or rap which follows a
chants or raps. similar pattern as Activity 1, p.92.
Pupils can listen and mime before
Other imaginative creating their own.
SKILL SKILL
Speaking Speaking
2.1 2.1.3
207

WEEK: _______________
TOPIC: The robot
208
CROSS
ELEMENT
Understand meaning in Understand with support One possibility is for pupils to use their 95.
a variety of familiar specific information and picture dictionaries for the topic of
contexts details of simple clothes and to ask and answer
sentences questions about the clothes in the
picture dictionary.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
209

WEEK: _______________
TOPIC: The robot
210
CROSS
ELEMENT
Communicate simple Ask about and express One possibility is for pupils to listen to 95.
information intelligibly ability sentences about parts of the body (see
p.94). They respond by touching that
part of their body and saying short
sentences, e.g. Here’s my leg. I can
COMPLEMENTARY COMPLEMENTARY touch my leg.
SKILL SKILL They then do the activity in small
groups.
Listening Listening
1.2 1.2.2
sentences
211

WEEK: _______________
TOPIC: The robot
212
CROSS
ELEMENT
Recognise words in Blend phonemes (CVC, One possibility is to use or extend 95. If appropriate, select
linear and non-linear CCVC, CVCV, CCV) clothes vocabulary from Unit 7 or parts suitable activities for your
texts by using of the body vocabulary from Unit 8 to pupils from LINUS
knowledge of sounds of practise these reading skills, depending Module 2 to be added in
letters on the progress of your class. to this lesson to focus on
any phonemes from the
Phonics Table that pupils
continue to have
COMPLEMENTARY COMPLEMENTARY problems with.
SKILL SKILL
Reading Reading
3.1 3.1.4
texts by using CCV)
letters
213

WEEK: _______________
TOPIC: The robot
214
CROSS
ELEMENT
Communicate basic Write short familiar One possibility is to review and extend 95.
information intelligibly instructions imperative forms from p.92. Pupils write
for a range of purposes instructions on cards and then play a
in print and digital card action game in groups, where
media they, in turn, take a card (written
previously by a pupil), read it and mime.
The other pupils need to guess what
the card says.
SKILL SKILL
Reading Reading
3.3 3.3.1
215

WEEK: _______________
TOPIC: The robot
216
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Entrepreneurship Your choice, as
response to literary and intelligibly through One possibility is to review the Robot
texts creating simple short chant from p.94. You could bring some
chants or raps. materials (or ask pupils to bring from
home) to create robots in groups.
Other imaginative Pupils then describe their robots to the
responses as appropriate class in the form of chants and raps
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
217

WEEK: _______________
TOPIC: The robot
Action verbs: jump up high, run, dance, crawl, fly

Recycled animal and parts of the body vocabulary
218
CROSS
ELEMENT
Listening Listening
sentences
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.4
Communicate simple Ask about and express
information intelligibly ability
219
TOPIC: The robot

WEEK: _______________
Question forms and answers using can for ability
Can you/he/she swim?

Yes, I/he/she can
No, I/he/she can’t
220
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.1
sentences
221

WEEK: _______________
TOPIC: The robot
Recycled vocabulary for parts of the body
222
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.98 - 99 Patriotism and Strategies 2 or 6 may be
Reading Reading (importance of
3.2 3.2.1 teamwork) Use other strategies if
using appropriate NB Activity 1, the main activity in this
reading strategies lesson, is a picture story which
continues onto p.99.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
223

WEEK: _______________
TOPIC: The robot
224
CROSS
ELEMENT
Communicate basic Express simple ability One possibility is for pupils to first play 98.
information intelligibly a guessing game in small groups,
for a range of purposes where they provide clues, e.g. I can
in print and digital swim and jump. (a frog).
media Then pupils draw an animal and write a
short description about what the animal
can do. They can play a guessing game
with their pictures and then display
COMPLEMENTARY COMPLEMENTARY them in the classroom.
SKILL SKILL
Speaking Speaking
2.1 2.1.4
225

WEEK: _______________
TOPIC: The robot
226
CROSS
ELEMENT
Enjoy and appreciate Demonstrate Superheroes song
rhymes, poems and appreciation through non- One possibility is for pupils to listen to idea:
songs verbal responses to: an action song or chant which talks https://fr.pinterest.com/
i) simple chants and raps about abilities of superheroes. After pin/3446661777027424
ii) simple rhymes listening, pupils can become their 10/
iii) simple action songs favourite superhero and talk/ask and
iv) simple songs answer about what special powers they Or you could write a
have. chant or rhyme
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions
227

WEEK: _______________
TOPIC: The robot
228
CROSS
ELEMENT
Understand meaning in Understand with support One possibility is to review the song on 98
a variety of familiar specific information and p.96. Pupils create a new verse in
contexts details of simple groups, sing their verse and others
sentences have to guess which animal it is.
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
229

WEEK: _______________
TOPIC: The robot
230
CROSS
ELEMENT
Communicate Introduce self and others One possibility is for pupils to make 98
appropriately to a small to an audience using simple animal masks using, for
or large group fixed phrases example, paper plates or something
they bring from home. Then, in pairs,
they present their masks to the class.
COMPLEMENTARY COMPLEMENTARY They first introduce themselves to the

SKILL SKILL class, then put on the mask. They
become the animal. Pairs have a short
Speaking Speaking dialogue asking each other about
2.1 2.1.2 themselves and what they can do.
basic questions
231

WEEK: _______________
TOPIC: The robot
232
CROSS
ELEMENT
Recognise words in Segment phonemes One possibility is to play some word / 98.
linear and non-linear (CVC, CCVC, CVCV, sound games which focus on blending If appropriate, select
texts by using CCV) and segmenting using the verbs in the suitable activities for your
knowledge of sounds of unit. pupils from LINUS
letters Module 2 to be added in
to this lesson to focus on
COMPLEMENTARY COMPLEMENTARY continue to have
SKILL SKILL problems with.
Reading Reading
3.1 3.1.2
letters
233

WEEK: _______________
TOPIC: The robot
234
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to play some spelling 98.
appropriate language familiar high frequency games and activities to practise the
form and style for a words accurately in verbs from the unit.
SKILL SKILL
Reading Reading
3.1 3.1.1
letters
235

WEEK: _______________
TOPIC: The robot
236
CROSS
ELEMENT
5.3 5.3.1 standards. Review or extend p.96-
response to literary and intelligibly through One possibility is to review the story on
texts creating simple short p.98 - 99. Pupils can extend the story
chants or raps. by having the robot have more
problems that they need to fix. Pupils
Other imaginative act out the scenes (or the whole story)
responses as appropriate in groups.
SKILL SKILL
Speaking Speaking
2.1 2.1.4
237

WEEK: _______________
TOPIC: The robot
Letter sound /g/ at the beginning and end of words
238
CROSS
ELEMENT
Listening Listening
target language NB: You will need to review the picture
phonemes story on p.98-99 at the beginning of this
lesson.
Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.2
letters
239

WEEK: _______________
TOPIC: The robot
Can you…? / Yes, I can / No, I can’t.
240
CROSS
ELEMENT
Speaking Speaking
basic questions
NB: This is a writing lesson. The survey
in Activity 2 should be extended so that
pupils write one or more new questions
COMPLEMENTARY COMPLEMENTARY for their survey.
SKILL SKILL
Post lesson
Writing Writing See Teacher’s Book.
4.2 4.2.1
media
241

WEEK: _______________
TOPIC: The robot
Recycled vocabulary for actions, parts of the body, and numbers
242
CROSS
ELEMENT
Writing Writing
Communicate basic Connect words and Lesson Delivery appropriate.
information intelligibly phrases using basic See Teacher’s Book.
media Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
243

WEEK: _______________
TOPIC: The robot
244
CROSS
ELEMENT
Reading Reading
linear and non-linear or sentence to See Teacher’s Book.
using appropriate NB: Encourage pupils to use the
reading strategies reading strategy identified in the
relevant learning standard.
Encourage pupils to justify their
answers to Activity 2 by describing the
COMPLEMENTARY COMPLEMENTARY animals and their matching skeleton
SKILL SKILL (e.g. It has four legs and a tail).
Writing Writing Post lesson

4.3 4.3.2 See Teacher’s Book.
245

WEEK: _______________
TOPIC: The robot
246
CROSS
ELEMENT
Enjoy and appreciate Demonstrate You will find many
rhymes, poems and appreciation through non- One possibility is to use the song Head, sources for the song.
songs verbal responses to: Shoulders, Knees and Toes and Here are some:
i) simple chants and raps accompanying actions.
ii) simple rhymes Pupils could then create a model of a http://www.bbc.co.uk/le
iii) simple action songs person and describe it to the class arning/schoolradio/subj
iv) simple songs using the language as in p.101 plus the ects/earlylearning/nurs
new vocabulary. erysongs/F-
J/heads_shoulders_kne
es_toes
SKILL SKILL http://supersimplelearni
ng.com/songs/original-
Speaking Speaking series/one/head-
2.1 2.1.1 shoulders-knees-and-
Communicate simple Give simple personal toes-learn-it/
statements
247

WEEK: _______________
TOPIC: The robot
248
CROSS
ELEMENT
Understand meaning in Understand an increased One possibility is for pupils to play a 102.
a variety of familiar range of short supported game in pairs, where they ask Can
contexts questions you…? The partner has to decide if the
answer is yes or no and act it out.
SKILL SKILL
Listening Listening
1.3 1.3.1
Use appropriate Understand the m
listening strategies in a message the teacher or
variety of contexts classmate is
communicating by using
visual clues when they
are speaking
249

WEEK: _______________
TOPIC: The robot
250
CROSS
ELEMENT
Communicate simple Ask about and express One possibility is for pupils to share 102.
information intelligibly ability their findings from the survey on p.100
orally, in groups and then as a class.
Take notes as they do this.
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
251

WEEK: _______________
TOPIC: The robot
252
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to review the survey 102.
linear and non-linear information and details of results from pupils (from previous If appropriate, select
print and digital texts by simple sentences lesson) and devise some True/False suitable activities for your
using appropriate statements about these. Pupils will pupils from LINUS
reading strategies need to analyse the data as well as Module 2 to be added in
read the sentences to find out if the to this lesson to focus on
sentences are true or false. any phonemes from the
Reading Reading
3.2 3.2.3
using appropriate
reading strategies
253

WEEK: _______________
TOPIC: The robot
254
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as ICT Your choice, as
Communicate with Use capital letters and One possibility is to have pupils write, 102.
appropriate language full stops appropriately in on the computer (printed out/emailed to
form and style for a guided writing at the teacher/for the class blog/website) a
range of purposes in sentence level very short, simple report on the findings
print and digital media of their survey (from recent lessons).
They can use the True/False sentences
from Lesson 113 as models if
necessary.
SKILL SKILL
Writing Writing
4.3 4.3.3
appropriate language simple sentences
255

WEEK: _______________
TOPIC: The robot
256
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as ICT Your choice, as
response to literary and intelligibly through One possibility is for pupils to do a mini
texts creating short simple project in small groups. They choose an
chants or raps. animal and research it online (or in an
encyclopaedia if you don’t have access
Other imaginative to the internet).
responses as appropriate They should find out about the animal,
if possible print out some pictures,
including one skeleton, then make an
annotated poster about the animal.
COMPLEMENTARY COMPLEMENTARY Pupils will likely need your help during
SKILL SKILL this process, so it is a good opportunity
to review this language and ensure
Speaking Speaking pupils practise it.
2.2 2.2.2
Use appropriate Ask for attention or help You could base the lesson around a
communication from a teacher of story of an animal/animals, which pupils
strategies classmate by using then research.
questions
257

WEEK: _______________
TOPIC: The robot
258
CROSS
ELEMENT
Reading Reading
using appropriate NB: Extend Activity 1 by writing more
reading strategies quiz questions for pupils to read and
answer.
Introduce strategies for non-verbal

COMPLEMENTARY COMPLEMENTARY communication, such as using eye
SKILL SKILL contact, nodding and so on. Pupils
should use only English as they work
Speaking Speaking on the skeletons in Activity 3. They can
2.2 2.2.1 practise these communication skills at
Use appropriate Keep interaction going in that point.
responses Post lesson
259

WEEK: _______________
TOPIC: The robot
260
CROSS
ELEMENT
Writing Writing
Communicate basic Describe objects using Lesson Delivery appropriate.
media Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
261

WEEK: _______________
TOPIC: The robot
262
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.105, Creativity and Strategies 3 or 4 may be
See Teacher’s Book. Activity 1 Innovation suitable.
Speaking Speaking
Use appropriate Keep interaction going in Lesson Delivery appropriate.
communication short exchanges by using See Teacher’s Book.
responses NB: This lesson focuses on Activity 1,
making a poster. Review and extend
non-verbal communication strategies
from Lesson 116 and encourage pupils
COMPLEMENTARY COMPLEMENTARY to practise them as they work on their
SKILL SKILL posters together.
Pupils are likely to need help to find
Speaking Speaking pictures. They should ask for this help
2.2 2.2.2 in English from you or another pupil.
Use appropriate Ask for attention or help Activity 2 will be the focus on Lesson
communication from a teacher or 119.
suitable statements or Post lesson
questions See Teacher’s Book.
263

WEEK: _______________
TOPIC: The robot
264
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.105, Language Strategy 1 may be
Teacher s will need to create their own Activity 2 suitable.
Listening Listening Pre-Lesson activity for this lesson.
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and Lesson Delivery
contexts details of simple See Teacher’s Book.
sentences
The focus of this lesson is Activity 2.
Play this game as a True/False activity.
Pupils look at each other’s posters from
COMPLEMENTARY COMPLEMENTARY Lesson 118. They make sentences
SKILL SKILL which can be true or false. Their partner
should listen, look at the poster and
Reading Reading decide if it is true or false.
3.2 3.2.4
Understand a variety of Use a picture dictionary Post lesson
linear and non-linear to find, list and categorise See Teacher’s Book.
reading strategies
265

WEEK: _______________
TOPIC: The robot
266
CROSS
ELEMENT
Enjoy and appreciate Demonstrate ‘Dem Bones”
rhymes, poems and appreciation through non- One possibility is to use a variation of https://www.youtube.co
songs verbal responses to: ‘Dem Bones’ to review or extend the m/watch?v=cLi55MV04
i) simple chants and raps vocabulary on p.103, and allow children a8
ii) simple rhymes to dance to the music. Have children
iii) simple action songs cut out pictures of bones and then put http://www.songsfortea
iv) simple songs them back together to make a human ching.com/folk/dembon
skeleton. es.php
SKILL SKILL
Language Arts Language Arts

5.1 5.1.2
and intonation.
ii) simple rhymes
iv) simple songs
267

WEEK: _______________
TOPIC: The robot
268
CROSS
ELEMENT
1.2 1.2.2 Review or extend p.103
Understand meaning in Understand with support One possibility is for pupils to do a – 105.
a variety of familiar the specific information picture dictation. You describe
contexts and details of simple something (e.g. a person, a robot, an
sentences animal), pupils listen and draw.
Then pupils try to recall the description
– provide a gapped text for pupils to
write about the picture (i.e. recall the
COMPLEMENTARY COMPLEMENTARY description they heard).
SKILL SKILL
Writing Writing
4.3 4.3.2
269

WEEK: _______________
TOPIC: The robot
270
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is to build on the – 105.
information intelligibly suitable words and previous lesson by having pupils do
phrases picture dictations in pairs. First, review
plenty of vocabulary and give models
before having pupils plan what they will
dictate by writing notes. Then they can
COMPLEMENTARY COMPLEMENTARY dictate to their partner, who draws.
SKILL SKILL Last, they check the picture against the
notes.
Writing Writing
4.2 4.2.4
media
271

WEEK: _______________
TOPIC: The robot
272
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to prepare a quiz or – 105.
linear and non-linear information and details of game for pupils to review vocabulary If appropriate, select
print and digital texts by simple sentences. and concepts. In the quiz, pupils read suitable activities for your
using appropriate clues to find an answer. pupils from LINUS
reading strategies It could be, for example, a crossword Module 2 to be added in
puzzle or wordsearch using clues. to this lesson to focus on
Writing Writing
4.3 4.3.2
273

WEEK: _______________
TOPIC: The robot
274
CROSS
ELEMENT
Communicate with Plan, draft and write One possibility is to have pupils review – 105.
appropriate language simple sentences the unit language and vocabulary by
form and style for a reflecting on what they have learned.
range of purposes in They should plan, draft and write 4 or 5
print and digital media sentences and draw pictures to go with
them.
SKILL SKILL
Writing Writing
4.3 4.3.1
range of purposes in sentence level.
275

WEEK: _______________
TOPIC: The robot
276
CROSS
ELEMENT
responses to literary actions, or places of One possibility is to have pupils listen
texts interest in texts as you read a story about animals,
robots or superheroes.
Discuss with the pupils what they like
about the characters and what makes
COMPLEMENTARY COMPLEMENTARY them different/special (their abilities).
SKILL SKILL
Listening Listening
1.2 1.2.3
contexts narratives
277

WEEK: _______________
THEME: World of Knowledge
TOPIC: At the beach
Verb + noun phrases
278
CROSS
ELEMENT
Listening Listening
a variety of familiar the main idea of simple See Teacher’s Book.
contexts sentences
Post lesson
SKILL SKILL
Listening Listening
1.3 1.3.1
they are speaking.
279

WEEK: _______________
TOPIC: At the beach
Let’s + verb + noun
280
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Listening Listening
1.3 1.3.1
listening strategies in a a teacher or classmate is
variety of contexts communicating by using
visual clues when they
are speaking
281

WEEK: _______________
TOPIC: At the beach
Review of Let’s + verb + noun
282
CROSS
ELEMENT
Writing Writing
Communicate with Spell a narrow range of Lesson Delivery appropriate.
appropriate language familiar high frequency See Teacher’s Book.
form and style for a words accurately in NB: This is a writing lesson. See
range of purposes in guided writing extension activity in Teacher’s Book.
print and digital media Choose an appropriate activity from the
pre- or post-lesson activities to further
focus on spelling.
SKILL SKILL Post lesson
Listening Listening
1.2 1.2.2
sentences
283

WEEK: _______________
TOPIC: At the beach
Where is? / Where are? / It’s / They are in
284
CROSS
ELEMENT
Reading Reading
using appropriate
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
285

WEEK: _______________
TOPIC: At the beach
286
CROSS
ELEMENT
Enjoy and appreciate Say the words in simple Example Tongue
thymes, poems and texts, and sing simple One possibility is to focus on a Tongue Twisters are available
songs songs with intelligible Twister (a rhyme with many very similar here, with audio:
pronunciation, rhythm sounds). Have pupils listen to and https://learnenglishkids.
and intonation. practise saying the Tongue Twister britishcouncil.org/en/ton
i) simple chants and raps before looking at it in written form. They gue-twisters
ii) simple rhymes could then draw a picture to illustrate it.
iv) simple songs She sells sea shells on
the sea shore etc.
SKILL SKILL
Reading Reading
3.1 3.1.2
letters
287

WEEK: _______________
TOPIC: At the beach
288
CROSS
ELEMENT
Understand meaning in Understand with support One possibility is for the teacher to – 109.
a variety of familiar specific information and prepare a text about what you like and
contexts details of simple don’t like doing on holiday. Use but to
sentences link contrasting ideas.
Read the text aloud and pupils have to
mime only the actions for the things you
like doing.
COMPLEMENTARY COMPLEMENTARY Then they read three or four sentences
SKILL SKILL on a worksheet (e.g. I like going to the
beach but I don’t like playing in the
Writing Writing sand) and say if they are correct or not.
4.2 4.2.5 Lastly, they write a sentence about
Communicate basic Connect words and themselves using but.
media
289

WEEK: _______________
TOPIC: At the beach
290
CROSS
ELEMENT
Communicate simple Give simple personal One possibility is to review and extend – 109.
information intelligibly information using basic the dialogue on p.107. Have pupils
statements practise new dialogues in pairs, making
use of verbal and non-verbal strategies
(such as body language, gesture, eye
contact, sounds like ‘er’ or ‘hmm’) to
COMPLEMENTARY COMPLEMENTARY make their dialogues more natural.
SKILL SKILL
Speaking Speaking
2.2 2.2.1
responses
291

WEEK: _______________
TOPIC: At the beach
292
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to prepare some – 109.
linear and non-linear information and details of pictures of different objects in different If appropriate, select
print and digital texts by simple sentences places (e.g. a fish in the sea). Pupils suitable activities for your
using appropriate look at the pictures, read some pupils from LINUS
reading strategies questions (e.g. Where’s the fish?) and Module 2 to be added in
match them to an answer (e.g. it’s in to this lesson to focus on
the sea). You could prepare cards for any phonemes from the
this so that pupils match cards and a Phonics Table that pupils
COMPLEMENTARY COMPLEMENTARY picture, rather than written sentences. continue to have
Reading Reading
3.2 3.2.3
using appropriate
reading strategies ii) Ignore unknown words
in order to understand a
phrase or sentence
293

WEEK: _______________
TOPIC: At the beach
294
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Values Your choice, as
Communicate with Plan, draft and write One possibility is for pupils to create a – 109.
appropriate language simple sentences plan for a trip to the beach. They can
form and style for a plan together, e.g. On Monday, let’s
range of purposes in build a sandcastle. / Good idea.
print and digital media Then pupils write their plan in a diary
(not at sentence level, as this would
require future forms).
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
295

WEEK: _______________
TOPIC: At the beach
296
CROSS
ELEMENT
Express personal Name people, things, One possible story is
responses to literary actions, or places of One possibility is to have pupils listen to (some or all of) Kipper
texts interest in texts and enjoy a story about the beach the Dog: The Seaside.
without trying to understand everything Available as a book or
in the story. cartoon:
https://www.youtube.co
COMPLEMENTARY COMPLEMENTARY m/watch?v=7dCdT6tN3
SKILL SKILL WY
Listening Listening
1.2 1.2.3
contexts narratives
297

WEEK: _______________
TOPIC: At the beach
Review of can / can’t
298
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.110 - Values (modesty) Strategies 2 or 6 may be
See Teacher’s Book. 111 suitable.
Reading Reading
linear and non-linear of sentence to See Teacher’s Book.
using appropriate NB: The picture story in Activity 1
reading strategies ii) Ignore unknown words continues on to p.111.
in order to understand a Encourage pupils to use the relevant
phrase or sentence reading strategies.
Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.1
Understand a variety of Understand the main
linear and non-linear idea of simple sentences
using appropriate
reading strategies
299

WEEK: _______________
TOPIC: At the beach
The letter combinations ee and ea for /iː/ sound
300
CROSS
ELEMENT
Listening Listening
target language
phonemes Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.2
knowledge of sounds of final sounds in a word.
letters
301

WEEK: _______________
TOPIC: At the beach
Imperative form + noun phrases
302
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Global Sustainability Strategies 3 or 4 may be

See Teacher’s Book. Superminds 1 p.112 (global citizenship) suitable.
Writing Writing
Communicate with Plan, draft and write Lesson Delivery appropriate.
appropriate language simple sentences See Teacher’s Book.
range of purposes in NB: In Activity 3, pupils should plan,
print and digital media draft and review their writing in pairs
before writing a final draft.
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
303

WEEK: _______________
TOPIC: At the beach
Put + noun + preposition + noun
304
CROSS
ELEMENT
Speaking Speaking
Communicate simple Give a short sequence of Lesson Delivery appropriate.
information intelligibly basic instructions See Teacher’s Book.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions
305

WEEK: _______________
TOPIC: At the beach
306
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Patriotism & Your choice, as
linked to the main and the appropriate to your citizenship appropriate to your
response to literary and intelligibly through One possibility is to use a song, poem
texts creating simple short or story that focuses on the themes of
chants or raps. international cooperation, diversity and
Malaysians as world citizens.
Other imaginative
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
307

WEEK: _______________
TOPIC: At the beach
308
CROSS
ELEMENT
Understand meaning in Understand with support One possibility is to prepare some – 113.
a variety of familiar specific information and pictures of people doing things on
contexts details of simple holiday. Pupils listen to you describing
sentences the people (e.g. Tom is snorkelling) and
write the name next to the picture.
In preparation for this, practise reading,
saying and understanding English
COMPLEMENTARY names using a phonics-based game
COMPLEMENTARY SKILL
SKILL
Reading
Reading 3.1.2
3.1 Recognise and sound out
Recognise words in with some support
linear and non-linear beginning, medial and
texts by using final sounds in a word
letters
309

WEEK: _______________
TOPIC: At the beach
310
CROSS
ELEMENT
Communicate simple Give simple personal One possibility is to play a game/do a – 113.
information intelligibly information using basic speaking activity where pupils make
statements suggestions about what to do on
holiday and then decide which country
is best for them. Pupils justify their
choice by saying, for example. Let’s go
COMPLEMENTARY COMPLEMENTARY to Mexico. We can play in the sand and
SKILL SKILL swim in the sea.
Speaking Speaking
2.1 2.1.5
phrases
311

WEEK: _______________
TOPIC: At the beach
312
CROSS
ELEMENT
Understand a variety of Understand the main One possibility is to prepare some short – 113.
linear and non-linear idea of simple sentences texts about more, different countries or If appropriate, select
print and digital texts by places in Malaysia. suitable activities for your
using appropriate Pupils read the texts to get a general pupils from LINUS
reading strategies understanding, ignoring then guessing Module 2 to be added in
unknown words. Include just one or two to this lesson to focus on
in each text that do not carry important any phonemes from the
meaning Phonics Table that pupils
Reading Reading
3.2 3.2.3
print and digital texts by understand meaning.
using appropriate
reading strategies ii)Ignore unknown words
to understand a phrase
or sentence
313

WEEK: _______________
TOPIC: At the beach
314
CROSS
ELEMENT
Communicate with Use capital letters and One possibility is to give pupils – 113.
appropriate language full stops appropriately in sentences with words mixed-up with
form and style for a guided writing at supporting pictures. Pupils write correct
range of purposes in sentence level sentences.
print and digital media Alternatively, you could provide a
gapped text (paragraph).
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Writing
4.3 Writing
Communicate with 4.3.2
appropriate language Spell a narrow range of
form and style for a familiar high frequency
range of purposes in words accurately in
print and digital media guided writing
315

WEEK: _______________
TOPIC: At the beach
316
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as ICT Your choice, as
responses to literary actions, or places of One possibility is to have pupils
texts interest in texts research different countries on child-
friendly websites which have plenty of
pictures. You could use stories from
different countries if you prefer.
SKILL SKILL They discuss why they like the country
and prepare a very short presentation
Writing Writing for example a PowerPoint presentation
4.3 4.3.2 or a poster. This would be a good
Communicate with Spell a narrow range of introduction to some of the new
appropriate language familiar high frequency countries introduced in the next section
form and style for a words accurately in of the textbook.
317

WEEK: _______________
TOPIC: At the beach
Weather and countries vocabulary: It’s + adjective + in + country
318
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.114 Global Sustainability Strategies 6 or 7 may be
See Teacher’s Book. (Global citizenship) suitable.
Reading Reading
using appropriate
SKILL SKILL
Writing Writing
4.3 4.3.2
319

WEEK: _______________
TOPIC: At the beach
Review of weather vocabulary
320
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.115 Global Sustainability Strategies 1, 2 or 3 may
See Teacher’s Book. (Global Citizenship) be suitable.
Writing Writing
Communicate with Plan, draft and write Lesson Delivery appropriate.
appropriate language simple sentences. See Teacher’s Book.
range of purposes in NB: Pupils should plan, draft and
print and digital media review before making their weather
diaries. They should write in full
sentences.

Writing Writing
4.3 4.3.1
321

WEEK: _______________
TOPIC: At the beach
Recycled vocabulary of holiday activities and imperatives
322
CROSS
ELEMENT
Listening Listening
they are speaking Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions.
323

WEEK: _______________
TOPIC: At the beach
324
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is for pupils to play a – 116.
information intelligibly suitable words and guessing-the-country game or a
phrases telephone role play where they talk
about their holiday (see p.115 for
ideas).
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
325

WEEK: _______________
TOPIC: At the beach
326
CROSS
ELEMENT
rhymes, poems and texts, and sing simple One possibility is for the next three
songs songs with intelligible Language Arts lessons to plan, prepare
pronunciation, rhythm and practise a short performance,
and intonation. which will be held in the final lesson.
i) simple chants and raps You could invite other classes, teachers
ii) simple rhymes or parents to the performance.
iii) simple action songs The performance will be a review of any
iv) simple songs aspect(s) of the learning over the
school year. It could be a song, a chant,
a rhyme, a story etc.
In this lesson, gather ideas for the
COMPLEMENTARY COMPLEMENTARY performance from the pupils and review
SKILL SKILL some of the songs, chants and stories
in the textbook to decide on a focus.
Language Arts Language Arts Begin preparing the performance.
5.2 5.2.1
responses to literary actions, or places of
texts interest in texts
327

WEEK: _______________
TOPIC: At the beach
Review of unit topics: vocabulary and language
328
CROSS
ELEMENT
Reading Reading
using appropriate
SKILL SKILL
Reading Reading
3.2 3.2.4
reading strategies
329

WEEK: _______________
TOPIC: At the beach

Question forms
330
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Superminds 1 Unit 9 Language Strategies 2, 6 or 7 may
main and the complementary content be suitable.
Writing Writing and learning standards.
Communicate with Use capital letters and In this lesson, pupils should work in appropriate.
appropriate language full stops appropriately in pairs or small groups to write a set of
form and style for a guided writing at new review questions for Unit 9. This
range of purposes in sentence level should involve drafting before writing a
print and digital media final set of questions.
The quiz itself will be done in Lesson

153.
SKILL SKILL
Writing Writing
4.3 4.3.3
appropriate language simple sentences.
331

WEEK: _______________
TOPIC: At the beach
332
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Superminds 1 Unit 9 Language Strategy 2 may be
main and the complementary content suitable.
Listening Listening and learning standards.
Understand meaning in Understand an increased In this lesson, the class will participate appropriate.
a variety of familiar range of short supported in a quiz. Groups ask (orally) and
contexts questions answer (written) each other’s quiz
questions from Lesson 152.
SKILL SKILL
Listening Listening
1.2 1.2.2
sentences
333

WEEK: _______________
TOPIC: At the beach
334
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is for pupils share with – 117.
information intelligibly suitable words and their partner what they have learned in
phrases Unit 9.
SKILL SKILL
Speaking Speaking
2.2 2.2.2
Use appropriate Ask for attention or help
communication from the teacher or
questions
335

WEEK: _______________
TOPIC: At the beach
336
CROSS
ELEMENT
rhymes, poems and texts, and sing simple In this lesson, practise/rehearse for the
songs songs with intelligible performance.
and intonation.
ii) simple rhymes
iv) simple songs
SKILL SKILL
Speaking Speaking
2.3 2.3.1
337

WEEK: _______________
TOPIC: Free Time
Your choice of review of Unit 5
338
CROSS
ELEMENT
1.2 1.2.5 Review or extend Unit
Understand meaning in Understand an increased One possibility is for pupils to answer a 5.
a variety of familiar range of short supported healthy living quiz.
contexts questions
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL
Listening
Listening 1.2.2
1.2 Understand with support
Understand meaning in specific information and
a variety of familiar details of simple
contexts sentences
339

WEEK: _______________
Your choice of review or extension of Unit 6
340
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is for pupils to talk about 6.
information intelligibly suitable words and different habitats. This could be
phrases extended to review weather and/or the
holidays theme.
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
341

WEEK: _______________
TOPIC: Get dressed
342
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Financial education Your choice, as
Understand a variety of i) Reread a word, phrase One possibility is for pupils to read a 7.
linear and non-linear or sentence to brochure, website or magazine to find If appropriate, select
print and digital texts by understand meaning out how much different items of clothing suitable activities for your
using appropriate cost. They then decide with their pupils from LINUS
reading strategies ii) Ignore unknown words partner what to buy. Module 2 to be added in
in order to understand a to this lesson to focus on
phrase or sentence any phonemes from the
continue to have
problems with.
SKILL SKILL
Listening Listening
1.2. 1.2.5
contexts questions
343

WEEK: _______________
TOPIC: The robot
344
CROSS
ELEMENT
Communicate with Plan, draft and write One possibility is to return to the 8.
appropriate language simple sentences superhero and animal theme. Pupils
form and style for a write about their super pets. They
range of purposes in should describe it in detail and say what
print and digital media it can do.
SKILL SKILL
Writing Writing
4.3 4.3.1
345

WEEK: _______________
TOPIC: At the beach
346
CROSS
ELEMENT
Language Arts Language Arts complementary content and learning lesson. Review or lesson.
5.1 5.1.2 standards. extend Unit 9.
rhymes, poems and texts, and sing simple In this lesson, the pupils perform to a
songs songs with intelligible group – another class, teachers or
pronunciation, rhythm parents.
and intonation.
ii) simple rhymes
iv) simple songs
SKILL SKILL
Speaking Speaking
2.3 2.3.1
347
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Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
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Primary Year 2 SK Scheme of Work

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Primary Year 2 SK Scheme of Work

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KURIKULUM STANDARD SEKOLAH RENDAH

Primary Year 2 Scheme of Work

Introduction to Primary Year 2 Scheme of Work Document p.3

1. Overview of the Primary Year 2 Scheme of Work p.4

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

3. Differentiation strategies for Primary Year 2 pupils p.8

4. Formative Assessment p.11

5. Suggested Pre-Lesson Tasks p.12

6. Suggested Post-Lesson Tasks p.17

7. Primary Year 2 Scheme of Work (Lessons 1 – 160) p.23

Primary Year 2 Scheme of Work

1. Overview of Primary Year 2 Scheme of Work

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

3. Differentiation strategies for Primary Year 2

5. Suggested Pre-Lesson Tasks

6. Suggested Post-Lesson Tasks

7. Scheme of Work (Lessons 1 – 160)

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

It links the lessons to:

 themes and cross-curricular elements in the Primary Year 2 national curriculum

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

3. How are content and skills organised in Primary Year 2?

Term in Year 2 curriculum Meaning

Listening 1.1.1 a range of high frequency target language phonemes

Listening 1.2 a variety of familiar contexts

Listening 1.2.1 simple sentences

Listening 1.2.3 very short simple narratives

Please use your own judgment on very short simple narratives,

Speaking 2.1 simple information

Speaking 2.1.3 short sequence of basic instructions

Speaking 2.3.1 fixed phrases

Reading 3.1 linear and non-linear texts

Reading 3.3.1 digital games

Writing 4.2 basic information

Writing 4.3.2 high frequency words

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 5: Differentiate by supporting individual learning preferences and needs

Strategy 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

Pupils with pre-and low-level literacy skills

1 Content Standard Learning Standard

2 Content Standard Learning Standard

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

As formative assessment involves clear communication with pupils, effective formative

1. observing pupils in class

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