Year 2 SK Scheme of Work.pdf · 3 Primary Year 2 Scheme of Work Introduction to Primary Year 2...

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

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

3 Primary Year 2 Scheme of Work

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.


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.


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.


2. Glossary of terms in Primary Year 2 curriculum framework

Term in Year 2 curriculum

framework

Meaning

Listening 1.1.1

Recognise and reproduce with support a range of high frequency target language phonemes

a range of high frequency target language phonemes

These are the phonemes shown in the phonics table in the syllabus document. 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

Understand meaning in a variety of familiar contexts

a variety of familiar contexts

Familiar contexts are ones which pupils know. Examples include 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

Understand with support the main idea of simple sentences See also:

Listening 1.2.2

Reading 3.2.1

Reading 3.2.2

simple sentences

Simple sentences are short and contain just one clause (e.g. I’m seven; She can swim, He’s got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in Kuching, I like bananas).

Listening 1.2.3

Understand with support very short simple narratives

very short simple narratives

Very short narratives are stories which are usually not more than 6 lines long. The simple narratives contain language and ideas which 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

Communicate simple information intelligibly

simple information

Simple information is frequent, everyday information which is simple 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.


Speaking 2.1.1

Give simple personal information using basic phrases

See also:

Speaking 2.1.2 Basic questions

Writing 4.2.1 Basic questions and statements

basic phrases

Basic phrases are short, simple phrases for communication which pupils can understand and adapt to communicate successfully. These include phrases such as “How are you?” “I’m tired today”. There are many basic phrases presented in Superminds 1.

Speaking 2.1.3

Give a short sequence of basic instructions

short sequence of basic instructions

Basic instructions are short, often two or three words long and use 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

Introduce self and others to an audience using fixed phrases

fixed phrases

Fixed phrases are useful phrases for communication which pupils can understand and use to communicate successfully. Often the 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

Recognise words in linear and non-linear texts by using knowledge of sounds of letters

See also

Reading 3.2

linear and non-linear texts

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

Reading 3.3.1

Read and enjoy simple print and digital games at sentence level

digital games

Digital games are language games which pupils play on language learning DVD ROMs, CD ROMS or websites.

Writing 4.2

Communicate basic information intelligibly for a range of purposes in print and digital media

basic information

Basic information means the same as simple information (see Speaking 2.1 above).

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

Spell a narrow range of familiar high frequency words accurately in guided writing

high frequency words

High frequency words are words which pupils use often in Primary Year 2 writing, such as colours, numbers, days of the week, and classroom objects. Please use your own judgment on familiar high frequency words, according to words pupils write often in your lessons.


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


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


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 Listening 1.1 Recognise and reproduce target language sounds

Learning Standard Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes

2

Content Standard Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters

Learning Standard Reading 3.1.1 Identify, recognise and name the letters of the alphabet 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)


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.


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 AIM: to prepare and give pupils confidence for a listening or reading text 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.


PRE-LESSON TASK 3: SEQUENCE THE INFORMATION AIM: to prepare and give pupils confidence for a listening or reading text 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.


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).


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.


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.


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.


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.


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).


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.


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.


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.


7. Scheme of Work (Lessons 1 – 160)


Primary Year 2 Scheme of Work (Lessons 1 – 160)

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LESSON: 1 (Writing 1)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family & Friends

TOPIC: Introduction

LANGUAGE/GRAMMAR FOCUS: Review of present simple to describe self


CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES / REMARKS

MAIN SKILL

Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL

Speaking 2.3 Communicate appropriately to a small or large group

MAIN SKILL

Writing 4.2.1 Ask for and give basic personal information using basic questions and statements COMPLEMENTARY SKILL

Speaking 2.3.1 Introduce self and others to an audience using fixed phrases

Plan a lesson to review learning from Year 1. In this lesson, pupils work in pairs or small groups to ask and answer questions about themselves on topics such as their name, age, favourites. Then they will write about their partner (My new friend) and draw a picture (for example, of them, their family, pet, a favourite something). Have pupils introduce their partner to the class. These pictures can be left on the classroom wall to help you and the pupils get to know each other.

Large paper, coloured pencils.

Values (Friendship)

Your choice, depending on the needs of individuals in your class. You can offer more or less support for the speaking and writing, and encourage pupils to write more or less detail depending on the level of literacy of your pupils and what you would like to review.


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LESSON: 2 (Listening 1)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Days of the week It’s (days) On + day


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL

Speaking 2.1 Communicate simple information intelligibly

MAIN SKILL

Listening 1.2.1 Understand with support the main idea of simple sentences COMPLEMENTARY SKILL

Speaking 2.1.1 Give simple personal information using basic statements

Pre-lesson

See Teacher’s Book. Lesson Delivery

See Teacher’s Book. Post lesson

See Teacher’s Book.

Superminds 1 p.58

Language

Strategies 2 and 5 may be suitable. Use other strategies if appropriate.


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LESSON: 3 (Speaking 1)

MAIN SKILL(S) FOCUS: Speaking


TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Days of the week Present simple for regular activities ( I +verb + on + day)


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL

Listening 1.2 Understand meaning in a variety of familiar contexts

MAIN SKILL

Speaking 2.1.1 Give simple personal information using basic statements COMPLEMENTARY SKILL

Listening 1.2.1 Understand with support the main idea of simple sentences

Pre-lesson




Superminds 1 p.59

Language

Strategies 1, 2, 3 or 6 may be suitable. Use other strategies if appropriate.


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LESSON: 4 (Reading 1)

MAIN SKILL(S) FOCUS: Reading


TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Present simple On (day) we (verb).


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL


MAIN SKILL

Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. NB – this is a reading lesson. Have pupils read and match, draw a line before/while listening. Post lesson


Superminds 1 p.60

Language

Strategy 5 may be suitable. Use other strategies if appropriate.


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LESSON: 5 (Language Arts 1)

MAIN SKILL(S) FOCUS: Language Arts


TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Days of the week Food vocabulary (review)


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.2 Express personal responses to literary texts COMPLEMENTARY SKILL


MAIN SKILL

Language Arts 5.2.1 Name people, things, actions, or places of interest in texts COMPLEMENTARY SKILL


Pre-lesson

Task 10 (with flashcards or realia of known words from the list)

Lesson delivery

1. Ask pupils to sit or stand in a circle. Place the flashcards/realia in the middle of the circle. Ask pupils to point to the food they like.

2. Review the words by helping pupils to say I like x. or My favourite is x.

3. Ask pupils if they ate any of these foods this week. Ask them which day they ate it on. NB This asks about the past. Do not focus on this, just elicit the days of the week in association with the foods.

4. Introduce the caterpillar. Ask pupils what it likes to eat.

5. Read/tell/show the story (Very Hungry Caterpillar), asking questions to check understanding and using the images to support understanding. NB pupils do not need to understand every word, just the general idea of the story.

6. Ask pupils if their prediction about what the caterpillar eats were correct.

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

A story about days of the week, for example The Very Hungry Caterpillar (Book

available or see https://www.youtube.com/watch?v=vkYmvxP0AJI Also, movie at: https://www.youtube.com/watch?v=75NQK-Sm1YY ) Flashcards/realia/toys of food: apple pear strawberry orange cake ice cream cheese sausage lolly pop watermelon leaf caterpillar

Language


https://www.youtube.com/watch?v=vkYmvxP0AJI



https://www.youtube.com/watch?v=75NQK-Sm1YY




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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: I + verb (+phrase) + on + day+s


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL


Pre-lesson

Task 4: Identify the flashcard

Lesson Delivery

1. Review the flashcards on the board from the pre-lesson task by checking pupils know these expressions. Then mime each one and ask pupils to guess what you are doing.

2. Ask pupils to stand in a circle. Say the action words and pupils mime. Ask pupils to turn to their neighbour to do this in pairs.

3. Put the days of the week word cards around the classroom. Give each pupil an action flashcard.

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)

Picture flashcards for actions from p.56-60 (these can be hand-drawn if necessary) : play football, go swimming, play the piano etc. Enough for one per pupil (they can be repeated) Word cards for days of the week

Language

Strategy 3 may be suitable at stage 8 (see Learning Outline). Use other strategies if appropriate.


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: I / we + verb + on + day+s


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.2.2 Understand with support specific information and details of simple sentences

Pre-lesson

Task 4: Identify the flashcard

Lesson delivery 1. Write numbers 1 to 6 (or one to six)* on the

board. If you have a numbers song, you could sing the song.

2. Review the action flashcards and put them on the board next to a number as the pupils say them correctly.

3. Ask pupils to close their eyes or turn around. Remove an action card from the board. Ask pupils to tell you which card you removed. They can tell you the number and/or the action. Repeat.

4. Put the pictures back on the board and write the phrase next to them (you can elicit spelling, ask 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

Picture flashcards of actions (from Lesson 6) One or two dice per pair or group (or whole class if not available) A worksheet for each pupil with a table for pairwork interview (see below)

Language

Strategies 2 or 5 may be suitable. Use other strategies if appropriate. *You could extend this to 12 and use two dice for this activity.


Example table for pairwork interview worksheet for Lesson 7

Day

Activity

Mondays

Tuesdays I play football

Wednesdays

Thursdays

Fridays

Saturdays

Sundays


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: I / we + verb + on + day+s /ei/ sound in words from unit


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY SKILL

Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters

MAIN SKILL

Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word COMPLEMENTARY SKILL

Reading 3.1.1 Identify, recognise and name the letters of the alphabet

Pre-lesson

Task 4

Lesson delivery

1. Write the words on the board: play watch day game ball what hurray match Elicit the common letter (a). Ask pupils to read the words to their partner.

2. Model the /ei/ sound. Ask pupils to tell their partner which words have this sound. Feedback on 1 and 2 whole class and check pronunciation.

3. Elicit spellings for /ei/ sound: ay and a+C+e (ask pupils to say the letter names). Ask pupils to write (or tell you) more words which follow this rule.

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

Picture flashcards of actions One worksheet for each pupil, in two parts. Part 1 – see below. Part 2 – sentences based on pupils’ responses in Lesson 7)

Language

Strategies 1 or 3 may be suitable. Use other strategies if appropriate. When writing the worksheet part 2, you could choose pupils who participate less often, who have lower proficiency or who have low motivation. This will help involve them more in their learning. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines a and b of the Year 1 Phonics Table (see syllabus)


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)


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: My favourite day is X. I + verb + on + day+s.


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL

Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

MAIN SKILL

Writing 4.3.3 Plan, draft and write simple sentences COMPLEMENTARY SKILL

Writing 4.2.1 Ask for and give basic personal information using basic questions and statements

Pre-lesson

Task 1 (days of the week)

Lesson delivery

1. Have pupils sit or stand in a circle. Give each pupil a word card. Ask pupils to find friends to make sentences. They should stand in a line to make a sentence with their words. If you have a very large class or would like to control this more, children can work in groups so that each group makes one sentence. Ask pupils to say their sentences. Put the sentences on the board. Elicit the need for full stops.

2. Play a game to elicit the spelling of favourite (e.g. see pre-lesson task 7),

leave the word on the board.

3. Tell pupils that your favourite day is 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

Word cards to make up sentences. One per student. e.g. I / go / swimming / on / Saturdays / I / play / football / on / Fridays Worksheet for each pupil (see below)

Language

Strategies 3 or 4 may be suitable (see learning outline). Use other strategies if appropriate. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines a and b of the Year 1 Phonics Table (see syllabus).


Suggested design of worksheet for Lesson 9:

Day: _____________________________________

_________________________________

_________________________________

_________________________________


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Days of the week and food vocabulary review


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.2.1 Name people, things, actions, or places of interest in texts. COMPLEMENTARY SKILL

Speaking 2.1.3 Give a short sequence of basic instructions

Plan a Language Arts lesson linked to the main and the complementary content and learning standards. You could extend Lesson 5 by re-reading The Very Hungry Caterpillar and providing some activities to develop understanding of life cycles in nature, specifically the butterfly.

Your choice depending on the focus of your lesson. Suggested material: The Very Hungry Caterpillar

Science and Technology

Your choice depending on your lesson


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Do you…? Yes, I do…/ No, I don’t


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.2 Find out about personal information by asking basic questions

Pre-lesson




Superminds 1 p.61

Language

Strategy 2, 3 or 7 may be suitable. Use other strategies if appropriate.


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: We’re lost Lake Wait and see Come with me Thank you very much


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Listening 1.2.3 Understand with support very short simple narratives COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. NB – this lesson focuses on Activity 1 (picture story), which continues onto page 63. Post lesson


Superminds 1 p.62-p.63

Values (asking for help when you need it)



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LANGUAGE/GRAMMAR FOCUS: Recycled story language from lesson 17


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Listening 1.1 Recognise and reproduce target language sounds

MAIN SKILL

Reading 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) COMPLEMENTARY SKILL

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

Pre-lesson




Superminds 1 p.63

Values (asking for help when you need it)



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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: How many days do….? Possessive ’s


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.64

Language



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LANGUAGE/GRAMMAR FOCUS: Your choice of phoneme blends CVC, CCVC, CVCV, CCV


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL


MAIN SKILL

Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL

Reading 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV)

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, pupils listen to and join in a song which focuses on blending phonemes. They should see and work with the words of the song in written form as well.

Your choice, as appropriate to your lesson. Some example songs can be found here: https://www.kizphonics.com/phonics-phoneme-songs/ http://www.earlychildhoodeducationzone.com/best-phonics-songs/

Language

Your choice, as appropriate to your lesson.

https://www.kizphonics.com/phonics-phoneme-songs/



http://www.earlychildhoodeducationzone.com/best-phonics-songs/




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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to extend the listening activity on p.64 of the textbook. Pupils work in pairs to dictate spelling and other information to each other in a similar way.

Your choice, as appropriate to your lesson Review or extend p.61-64.

Language



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TOPIC: Free Time



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.2 Find out about personal information by asking basic questions COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils write and then work in pairs and then mingle to do a survey, where they find out about each other’s’ weekend activities. They can report on their findings in Lesson 19.

Your choice, as appropriate to your lesson Review or extend p.61-64.

Language



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TOPIC: Free Time



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies

MAIN SKILL


Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to review the story on p.62-63 by cutting it up into stages and asking pupils to read and order the sentences or pictures, encouraging pupils to use particular reading strategies.

Your choice, as appropriate to your lesson. Review or extend p.61-64.

Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines c and d of the Year 1 Phonics Table (see syllabus)


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TOPIC: Free Time



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.2.5 Connect words and phrases using basic coordinating conjunctions

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to work in pairs at a computer and report the findings of their survey done in Lesson 17. They could use a programme to do this that is suitable for their level of technological skill (e.g. Microsoft Excel or Word).


ICT

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines c and d of the Year 1 Phonics Table (see syllabus)


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: On day+s I + verb phrase


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation. i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL

Writing 4.2.1

Ask for and give basic personal information using basic questions and statements

In this Language Arts lesson, pupils work with the poem on p.65 of their textbook. Pre-lesson




Superminds 1 p.65

Language



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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Recycled language : food, free-time activities Healthy, unhealthy, eat healthy food, keep fit, have fun


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.66

Values (eating healthily)

Strategies 1, 2 or 6 may be suitable. Use other strategies if appropriate.


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Recycled language: free-time activities, days of the week Hour


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.67

Entrepreneurship



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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Recycled language: imperatives


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.2.4 Understand an increased range of short basic supported classroom instructions

Pre-lesson




Superminds 1 p.68

Creativity and Innovation

Strategies 2 or 5 may be suitable. Use other strategies if appropriate.


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Recycled language from the topic


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes

Pre-lesson




Superminds 1 p.69

ICT

All strategies may be suitable.


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Your choice depending on your lesson


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.1.1 Demonstrate appreciation through non-verbal responses to i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL


Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this Language Arts lesson, pupils listen to a text for enjoyment. Try to use digital media where facilities are available (such as an interactive digital story, or video material)

Your choice, as appropriate to your lesson. You could choose a text from: https://learnenglishkids.britishcouncil.org/en/listen-watch

Language


https://learnenglishkids.britishcouncil.org/en/listen-watch




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THEME: World of Stories

TOPIC: The old house

LANGUAGE/GRAMMAR FOCUS: House vocabulary: house, bathroom, bedroom, living room, hall, dining room, kitchen, stairs, cellar Down, up Now Find out


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

MAIN SKILL


Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing

Pre-lesson




Superminds 1 p.70

Language



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TOPIC: Free Time



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.3 Give a short sequence of basic instructions COMPLEMENTARY SKILL

Listening 1.2.5 Understand an increased range of short supported questions

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to ask each other about their habits and to then give each other advice on how to make their lives healthier.


Values (living healthily)



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TOPIC: Free Time



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.2.3 Write short familiar instructions

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to read a series of instructions and put them in order. They can then write instructions on small cards and play a reading mime game in small groups.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines e and f of the Year 1 Phonics Table (see syllabus).


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TOPIC: Free Time



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing COMPLEMENTARY SKILL

Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level.

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to play some spelling revision games for topic vocabulary. Then pupils write sentences based on their posters (p.69). The focus of this writing activity is on accuracy of spelling, punctuation and use of capital letters.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines e and f of the Year 1 Phonics Table (see syllabus).


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Your choice as appropriate to your lesson


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.3 Express an imaginative response to literary texts COMPLEMENTARY SKILL

Speaking 2.2 Use appropriate communication strategies

MAIN SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple short chants or raps Other imaginative responses as appropriate COMPLEMENTARY SKILL

Speaking 2.2.2 Ask for attention of help from a teacher of a classmate by using suitable statements and questions

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to base the lesson on pupils’ report on the survey results from p.67. From these, they could co-operate as a class or in large groups to create a big poster for the classroom or a class chant/rap about their healthy and/or unhealthy habits. Pupils should try to use English to communicate in a group, although this may not always be possible. Encourage them to ask for help in English by pre-teaching phrases such as: ‘We don’t understand/know what to do/write here.’ ‘How do you spell…?’


Patriotism & Citizenship (co-operation), Values (Healthy living)



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LANGUAGE/GRAMMAR FOCUS: There’s a … There are …


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.5 Describe objects using suitable words and phrases COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.71

Language



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LANGUAGE/GRAMMAR FOCUS: Is there a? Are there any…? Yes, there is / No, there isn’t Yes, there are / No, there aren’t


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses

Pre-lesson


See Teacher’s Book. NB: Introduce pupils to some non-verbal and verbal strategies that give thinking time, for example Mmm …, Er…, Let me see… These can be used in Activity 3 while pupils look for the items in the pictures. Post lesson


Superminds 1 p.73 NB: p.72 will be the focus of Lesson 35

Language



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LANGUAGE/GRAMMAR FOCUS: Recycled home and animal vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii)Ignore unknown words in order to understand a phrase or sentence COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. NB: The main focus of this lesson is the story in Activity 1. This continues onto p.75. Encourage children to use reading strategies as shown in the learning standard for this lesson. Post lesson


Superminds 1 p.74 - 75

Patriotism and Citizenship (looking after your friends)



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils draw their own home and label the rooms in it. They then talk about their homes with their partner, who asks questions (e.g. What’s in the living room?)

Your choice, as appropriate to your lesson. Review or extend p.70-74 (Note that p.72 will be the focus of Lesson 35).

Language



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Listening 1.3 Use appropriate listening strategies in a variety of contexts

MAIN SKILL


Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking

This Language Arts lesson is based on the song on p.72. Pre-lesson




Superminds 1 p.72

Language



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to review the story on p.74-75. Have pupils listen and act the 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 there? How many rats are there?

Your choice, as appropriate to your lesson. Review or extend p.71 -74

Language



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.5 Describe objects using suitable words and phrases

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to do an Information – gap activity. Pupils have information about an old house, but their information is incomplete. Their partner has the complementary information. Pairs should ask questions to each other to find out the missing information.

Your choice, as appropriate to your lesson. Review or extend p.71-74

Language



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Listening 1.1 Recognise and reproduce target language sounds

MAIN SKILL

Reading 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) COMPLEMENTARY SKILL

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

Design your own lesson linked to the main and the complementary content and learning standards. You can use vocabulary from this unit of the textbook to work on recognising, producing and segmenting phonemes.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines g and h of the Year 1 Phonics Table (see syllabus).


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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to write and illustrate one or more extra picture for the story on p.74-75 to include different things they’d find in an old house. They should draft their writing in their exercise books before producing the annotated picture in pairs, focusing on accuracy of spelling and punctuation.



Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines g and h of the Year 1 Phonics Table (see syllabus).


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LANGUAGE/GRAMMAR FOCUS: Your choice depending on your lesson focus


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating short simple chants or raps. Other imaginative responses as appropriate COMPLEMENTARY SKILL


Design your own Language Arts lesson linked to the main and the complementary content and learning standards. The pupils should listen to and enjoy a story about an unusual house and respond imaginatively, perhaps by drawing a picture of an unusual house and labelling it.

Your own story. You could write a short story for your pupils about an unusual house, based on a picture such as The Old Lady who lived in a shoe:

https://www.youtube.com/watch?v=6XKH3QEtHQg For more pictures and ideas: http://weburbanist.com/2008/12/09/amazing-bizarre-homes-exotic-houses/



https://www.youtube.com/watch?v=6XKH3QEtHQg



http://weburbanist.com/2008/12/09/amazing-bizarre-homes-exotic-houses/





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LANGUAGE/GRAMMAR FOCUS: Recycled home, animals and food vocabulary from the story in Lesson 33


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY SKILL


MAIN SKILL

Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. NB: You will need to review the story on p.74-75 at the beginning of this lesson. Post lesson


Superminds 1 p.75

Language



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LANGUAGE/GRAMMAR FOCUS: Recycled animal, toy, classroom objects, home vocabulary, there is, there are


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.1 Understand the main idea of simple sentences COMPLEMENTARY SKILL

Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word

Pre-lesson




Superminds 1 p.76

Language



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LANGUAGE/GRAMMAR FOCUS: I live in..


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.1

Ask for and give basic personal information using basic questions and statements COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.77

Language



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LANGUAGE/GRAMMAR FOCUS: Vocabulary of habitats: habitat, polar region, ocean, jungle, desert, mountains, rocks, sand, coral, snow


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.2.2 Ask for attention or help from a teacher or classmate using suitable statements of questions

Pre-lesson


See Teacher’s Book. NB: Note the COMPLEMENTARY SKILL for this lesson. Pupils may need help with Activity 2. For this, you should review or pre-teach useful expressions and have pupils practise them during this activity. E.g. Please can you help me? I’m not sure about this. Post lesson


Superminds 1 p.78 It would be helpful to make a poster of useful classroom language to put on the classroom wall if possible,

Environmental sustainability



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LANGUAGE/GRAMMAR FOCUS: Teacher to complete


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to promote tolerance and diversity by showing how people live in different places, but we are all the same.

Your choice depending on your lesson. You could create short stories/texts or a song about children who live in different countries/parts/climates in the world. An example song: https://www.youtube.com/watch?v=2nYjGy_ZUG8

Values (global diversity and tolerance)


https://www.youtube.com/watch?v=2nYjGy_ZUG8




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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare short descriptions of houses for pupils to read to each other. They listen to their partner and draw items in a house. Model this by having the class listen to you describing a house first.

Your choice, as appropriate to your lesson. Review or extend p.75-78. You could use the house pictures on p.77 as templates to create resources.

Language



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.2.4 Describe objects using suitable words and phrases

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare a picture and some sentences to describe it. These sentences are either true or false. Pupils need to read and decide. Then they write a True/False sentence for another pupil to read.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Lines i and j of the Year 1 Phonics Table (see syllabus).


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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.5 Connect words and phrases using basic coordinating conjunctions. COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to teach some basic conjunctions, such as and, but and so, depending on the proficiency level of your class. Then, use pupils’ writing from Activity 2, p.77, to practise the conjunctions.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Lines i and j of the Year 1 Phonics Table (see syllabus).


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LANGUAGE/GRAMMAR FOCUS: Animal vocabulary: goat, camel, parrot, shark, penguin, polar bear, jellyfish


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.2.2 Ask for attention or help from a teacher or classmate using suitable statements and questions

Pre-lesson


See Teacher’s Book. Please note the COMPLEMENTARY SKILL for this lesson. Pupils may need help with Activity 2. For this, you should review and encourage pupils to use the expressions you introduced in Lesson 44. Post lesson

See Teacher’s Book

Superminds 1 p.79

Entrepreneurship

Strategies 3, 4, 5 or 7 may be suitable. Use other strategies if appropriate.


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MAIN SKILL(S) FOCUS: Language Arts;





CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.1.1 Demonstrate appreciation though non-verbal responses to: i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL

Listening 1.2.3 Understand with support very simple short narratives

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, pupils listen to and enjoy a song, chant, rap or story about animals and their habitats.

Your choice, as appropriate to your lesson. You could choose a song, chant, rap or story or story about animals and their homes or habitat, such as: https://learnenglishkids.britishcouncil.org/en/songs/the-ballad-lisa-the-lemur or https://learnenglishkids.britishcouncil.org/en/songs/animal-house There should be a focus on ecology and environmental sustainability.

Environmental sustainability


https://learnenglishkids.britishcouncil.org/en/songs/the-ballad-lisa-the-lemur




https://learnenglishkids.britishcouncil.org/en/songs/animal-house




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LANGUAGE/GRAMMAR FOCUS: Recycled home vocabulary, adjectives and imperatives


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson



Post lesson


Superminds 1 p.80




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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.81

Language



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Speaking 2.2 Use appropriate communication strategies COMPLEMENTARY SKILL


MAIN SKILL

Speaking 2.2.2 Ask for attention or help from the teacher or classmate by using suitable statements and questions COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. You could, for example, extend the quiz on p.81 and ask the questions orally. Pupils work in pairs to discuss the answers before saying them. Introduce and have pupils practise expressions for asking for attention when they know the answer, e.g. I know the answer! Can I try, please? Can I guess, please?


Language



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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.3 Write short familiar instructions COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. You could, for example, extend the quiz on p.81 by asking pupils to write one/some quiz questions in pairs or small groups. This might be suitable if you did not already review the quiz in Lesson 53.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line k of the Year 2 Phonics Table (see syllabus).


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CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple short chants or raps Other imaginative responses as appropriate COMPLEMENTARY SKILL


Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to listen to a short story about a witch who lives in an old house. She is chanting and making a spell. Pupils can predict what the witch uses in her spell or what her spell is for. After the story, pupils create their own spell chants. Support this activity with realia is possible.

Your choice, as appropriate to your lesson. You could write a short story about a witch who makes spells using a chant. Use realia is possible to support meaning and make the lesson memorable.

Language



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THEME: World of Self, Family, and Friends

TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Clothes vocabulary: clothes, jeans, sweater, jacket, skirt, shorts, cap, shoes, socks, T-shirt, trousers Imperative: Put on


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Reading 3.3 Read independently for information and enjoyment

MAIN SKILL


Reading 3.3.1 Read and enjoy simple print and digital games at sentence level

Pre-lesson




Superminds 1 p.82

Language



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Do you like…? Yes, I do / No, I don’t This, These


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.2 Find out about personal information asking basic questions COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.83

Language



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV)

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare activities for pupils to practise blending and segmenting phonemes using the vocabulary on p.82


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line k of the Year 2 Phonics Table (see syllabus).


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare a wordsearch with pictures to go with it. Pupils find the words in the word search and write them next to the pictures. They could then make their own word searches.

Your choice, as appropriate to your lesson. Review or extend p.82-83 For a word search creator see: www.puzzle-maker.com For pupils to use: www.abcya.com/make_a_word_search.htm

Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line l of the Year 2 Phonics Table (see syllabus).

http://www.puzzle-maker.com/

http://www.puzzle-maker.com/

http://www.abcya.com/make_a_word_search.htm

http://www.abcya.com/make_a_word_search.htm


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Language arts 5.2 Express personal responses to literary texts COMPLEMENTARY SKILL


MAIN SKILL

Language arts 5.2.1 Name people, things, actions, or places of interest in texts COMPLEMENTARY SKILL


Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to prepare a dialogue 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.

Language



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Listening 1.3.1 Use appropriate listening strategies in a variety of contexts

MAIN SKILL

Listening 1.2.5 Understand an increased range of short supported questions COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to use several different styles and designs of T-shirts or other clothes and eliciting pupils’ opinions of them.

Your choice, as appropriate to your lesson. Review or extend recent lessons up to p.83.

Language



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to do a role play in pairs or small groups, where 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.


Financial education



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.3 i) Reread a word, phrase of sentence to understand meaning

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to review, perhaps in a reading game, this and these using pictures/flashcards and sentences for pupils to match, e.g. I like this hat. (Match with picture/flashcard of one hat) I like these hats (Match with picture/flashcard of several hats)


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line l of the Year 2 Phonics Table (see syllabus).


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to plan a writing lesson which reviews Unit 6.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line m of the Year 2 Phonics Table (see syllabus).


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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Your choice depending on the focus of your lesson


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.3 ii) ignore unknown words in order to understand a phrase or sentence

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, pupils will read a chant, rap or a rhyme in English. Try to use plenty of visuals to support understanding.

Your choice of poem or rhyme, as appropriate to your lesson.

Language



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Recycled clothes and colours vocabulary Adjectives: Cool, super


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Listening 1.3 Use appropriate listening strategies in a variety of contexts COMPLEMENTARY SKILL


MAIN SKILL

Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.84

Language



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: 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


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.85

Language



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Recycled clothes vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.2 Understand specific information and details of simple sentences

Pre-lesson


See Teacher’s Book. NB: The main focus of this lesson is on the picture story in Activity 1. It continues on to the top of p.87. Post lesson


Superminds 1 p.86-87

Patriotism and Citizenship (saying sorry)



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. In this lesson, pupils should work on their writing skills at sentence level, reviewing some of the key language from p.84-86.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line m of the Year 2 Phonics Table (see syllabus).


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards.

Your choice, as appropriate to your lesson. You could choose or write a short story which reviews or reinforces the message of the story on p.86-87

Values (Saying sorry)



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Further practice of present continuous 3rd person singular statements and questions


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.87

Language



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to review, modify and act out the story on p.86-87


Language



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to extend the focus of Activity 4, p.87, to provide extra extended practice related to the content and learning standards.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line n of the Year 2 Phonics Table (see syllabus).


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.3.3 Plan, draft and write simple sentences

Design your own lesson linked to the main and the complementary content and learning standards. In this lesson, pupils should work in pairs or small groups to plan, draft and write sentences to be displayed or presented to the class. These sentences should review and/or extend the key vocabulary from p.84- 87


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line n of the Year 2 Phonics Table (see syllabus).


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating short simple chants of raps Other imaginative responses as appropriate COMPLEMENTARY SKILL


Design your own Language Arts lesson linked to the main and the complementary content and learning standards. You could review the song from p.84. Pupils (or you) could write with guidance a new verse for the song in groups or pairs.


Language



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: X is wearing (a) (colour) (clothes)


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: Encourage pupils to reread a sentence when they do not fully understand it. Post lesson


Superminds 1 p.88

Language



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Further practice of present continuous 3rd person singular statements and questions


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.2 Find out basic personal information by asking basic questions COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.89

Patriotism & Citizenship (saying no politely)



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Recycled clothes vocabulary Materials vocabulary: cotton, wool, woollen, leather


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: This is a Listening lesson. Use the CD or read the short text aloud (Activity 1). Post lesson


Superminds 1 p.90

Science and technology



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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Adjectives to describe materials


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: Monitor and talk to pupils about 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. Post lesson


Superminds 1 p.91

Science and technology, Creativity and Innovation



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple short chants or raps. Other imaginative responses as appropriate COMPLEMENTARY SKILL


Design your own Language Arts lesson linked to the main and the complementary content and learning standards. You could use or create a text/texts which describe(s) a person, similar to Activity 3, p.89. Pupils respond creatively by miming or even dressing up and acting.

Your choice, as appropriate to your lesson. Review or extend p.88 -91.




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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to extend the miming activity in Activity 4, p.89.





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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.5 Describe objects using simple words and phrases COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils present the posters they made in Activity 2, 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 talking about their posters.

Your choice, as appropriate, to your lesson. Review or extend p.88-91.

Language



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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to create a crossword puzzle for pupils where they read a clue to guess the words (vocabulary from the unit).

Your choice, as appropriate, to your lesson. Review or extend p.88 -91. You can find crossword makers online, for example: http://www.puzzle-maker.com/CW/

Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line o of the Year 2 Phonics Table (see syllabus).

http://www.puzzle-maker.com/CW/

http://www.puzzle-maker.com/CW/


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to write their own crossword puzzle or perhaps quiz in pairs or small groups. The pairs/groups then exchange their puzzles to solve them.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line o of the Year 2 Phonics Table (see syllabus).


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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, pupils should listen to, sing and respond to a song.

Your choice, as appropriate to your lesson. Review or extend p.88 -91. One possibility is to use the nursery rhyme Baa, Baa, Black Sheep: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/A-E/baa_baa_black_sheep Although as a nursey rhyme it is a little young for pupils in Year 2, the song is well suited to the topic and as second language learners, the pupils probably will not find this babyish; they will find it less difficult to join in the song.

Language


http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/A-E/baa_baa_black_sheep







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TOPIC: Get dressed!

LANGUAGE/GRAMMAR FOCUS: Recycled imperatives New imperatives: Turn around, Catch


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.92




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TOPIC: Get dressed!



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.93

Language



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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Vocabulary of parts of the body: head, arm, fingers, hand, knee, leg, toes, foot


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.94

Language



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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Can and can’t for ability


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.2 Express simple ability COMPLEMENTARY SKILL

Reading 3.2.1 Understand the main idea of simple sentences

Pre-lesson


See Teacher’s Book. NB: After saying sentences in Activity 4, pupils should write a sentence in their exercise books. Post lesson


Superminds 1 p.95

Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to find or create a short chant or rap which follows a similar pattern as Activity 1, p.92. Pupils can listen and mime before creating their own.





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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to use their picture dictionaries for the topic of clothes and to ask and answer questions about the clothes in the picture dictionary.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.4 Ask about and express ability COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to listen to 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 touch my leg. They then do the activity in small groups.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to use or extend clothes vocabulary from Unit 7 or parts of the body vocabulary from Unit 8 to practise these reading skills, depending on the progress of your class.


Language

Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on any phonemes from the Phonics Table that pupils continue to have problems with.


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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to review and extend imperative forms from p.92. Pupils write instructions on cards and then play a card action game in groups, where 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.





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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to review the Robot chant from p.94. You could bring some materials (or ask pupils to bring from home) to create robots in groups. Pupils then describe their robots to the class in the form of chants and raps


Entrepreneurship



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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Action verbs: jump up high, run, dance, crawl, fly Recycled animal and parts of the body vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.4 Ask about and express ability

Pre-lesson




Superminds 1 p.96

Language



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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Question forms and answers using can for ability Can you/he/she swim? Yes, I/he/she can No, I/he/she can’t


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Speaking 2.1.1 Give simple personal information using basic sentences

Pre-lesson




Superminds 1 p.97

Language



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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for parts of the body


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB Activity 1, the main activity in this lesson, is a picture story which continues onto p.99. Post lesson


Superminds 1 p.98 - 99

Patriotism and Citizenship (importance of teamwork)



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.2 Express simple ability COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to first play a guessing game in small groups, where they provide clues, e.g. I can swim and jump. (a frog). 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 them in the classroom.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.1.1 Demonstrate appreciation through non-verbal responses to: i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL


Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to listen to an action song or chant which talks about abilities of superheroes. After listening, pupils can become their favourite superhero and talk/ask and answer about what special powers they have.

Your choice, as appropriate to your lesson. Superheroes song idea: https://fr.pinterest.com/pin/344666177702742410/ Or you could write a chant or rhyme



https://fr.pinterest.com/pin/344666177702742410/




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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to review the song on p.96. Pupils create a new verse in groups, sing their verse and others have to guess which animal it is.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Speaking 2.3 Communicate appropriately to a small or large group COMPLEMENTARY SKILL


MAIN SKILL

Speaking 2.3.1 Introduce self and others to an audience using fixed phrases COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to make simple animal masks using, for example, paper plates or something they bring from home. Then, in pairs, they present their masks to the class. They first introduce themselves to the class, then put on the mask. They become the animal. Pairs have a short dialogue asking each other about themselves and what they can do.





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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to play some word / sound games which focus on blending and segmenting using the verbs in the unit.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to play some spelling games and activities to practise the verbs from the unit.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to review the story on p.98 - 99. Pupils can extend the story by having the robot have more problems that they need to fix. Pupils act out the scenes (or the whole story) in groups.





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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Letter sound /g/ at the beginning and end of words


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: You will need to review the picture story on p.98-99 at the beginning of this lesson. Post lesson


Superminds 1 p.99

Language



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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Can you…? / Yes, I can / No, I can’t.


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: This is a writing lesson. The survey in Activity 2 should be extended so that pupils write one or more new questions for their survey. Post lesson


Superminds 1 p.100

Language



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TOPIC: The robot

LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for actions, parts of the body, and numbers


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.5 Connect words and phrases using basic coordinating conjunctions COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.101

Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. NB: Encourage pupils to use the reading strategy identified in the relevant learning standard. Encourage pupils to justify their answers to Activity 2 by describing the animals and their matching skeleton (e.g. It has four legs and a tail). Post lesson


Superminds 1 p.102




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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to use the song Head, Shoulders, Knees and Toes and

accompanying actions. Pupils could then create a model of a person and describe it to the class using the language as in p.101 plus the new vocabulary.

Your choice, as appropriate to your lesson. You will find many sources for the song. Here are some: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/heads_shoulders_knees_toes http://supersimplelearning.com/songs/original-series/one/head-shoulders-knees-and-toes-learn-it/

Language


http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/heads_shoulders_knees_toes






http://supersimplelearning.com/songs/original-series/one/head-shoulders-knees-and-toes-learn-it/






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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.3.1 Understand the m message the teacher or classmate is communicating by using visual clues when they are speaking

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to play a game in pairs, where they ask Can you…? The partner has to decide if the

answer is yes or no and act it out.





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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Speaking 2.1.4 Ask about and express ability COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to share their findings from the survey on p.100 orally, in groups and then as a class. Take notes as they do this.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to review the survey results from pupils (from previous lesson) and devise some True/False statements about these. Pupils will need to analyse the data as well as read the sentences to find out if the sentences are true or false.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.3.3 Plan, draft and write simple sentences

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils write, on the computer (printed out/emailed to the teacher/for the class blog/website) a very short, simple report on the findings of their survey (from recent lessons). They can use the True/False sentences from Lesson 113 as models if necessary.


ICT



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating short simple chants or raps. Other imaginative responses as appropriate COMPLEMENTARY SKILL

Speaking 2.2.2 Ask for attention or help from a teacher of classmate by using suitable statements and questions

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to do a mini project in small groups. They choose an animal and research it online (or in an encyclopaedia if you don’t have access to the internet). They should find out about the animal, if possible print out some pictures, including one skeleton, then make an annotated poster about the animal. Pupils will likely need your help during this process, so it is a good opportunity to review this language and ensure pupils practise it. You could base the lesson around a story of an animal/animals, which pupils then research.


ICT



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: Extend Activity 1 by writing more quiz questions for pupils to read and answer. Introduce strategies for non-verbal communication, such as using eye contact, nodding and so on. Pupils should use only English as they work on the skeletons in Activity 3. They can practise these communication skills at that point. Post lesson


Superminds 1 p.103




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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.2.4 Describe objects using suitable words and phrases COMPLEMENTARY SKILL


Pre-lesson




Superminds 1 p.104




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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Speaking 2.2 Use appropriate communication strategies COMPLEMENTARY SKILL


MAIN SKILL

Speaking 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses COMPLEMENTARY SKILL

Speaking 2.2.2 Ask for attention or help from a teacher or classmate by using suitable statements or questions

Pre-lesson


See Teacher’s Book. NB: This lesson focuses on Activity 1, making a poster. Review and extend non-verbal communication strategies from Lesson 116 and encourage pupils to practise them as they work on their posters together. Pupils are likely to need help to find pictures. They should ask for this help in English from you or another pupil. Activity 2 will be the focus on Lesson 119. Post lesson


Superminds 1 p.105, Activity 1




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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson

Teacher s will need to create their own Pre-Lesson activity for this lesson. Lesson Delivery

See Teacher’s Book. The focus of this lesson is Activity 2. Play this game as a True/False activity. Pupils look at each other’s posters from Lesson 118. They make sentences which can be true or false. Their partner should listen, look at the poster and decide if it is true or false. Post lesson


Superminds 1 p.105, Activity 2

Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs

MAIN SKILL


Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation. i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to use a variation of ‘Dem Bones’ to review or extend the vocabulary on p.103, and allow children to dance to the music. Have children cut out pictures of bones and then put them back together to make a human skeleton.

Your choice, as appropriate to your lesson. ‘Dem Bones” https://www.youtube.com/watch?v=cLi55MV04a8 http://www.songsforteaching.com/folk/dembones.php

Language


https://www.youtube.com/watch?v=cLi55MV04a8



http://www.songsforteaching.com/folk/dembones.php




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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Listening 1.2.2 Understand with support the specific information and details of simple sentences COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to do a picture dictation. You describe something (e.g. a person, a robot, an 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 description they heard).

Your choice, as appropriate to your lesson. Review or extend p.103 – 105.

Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to build on the previous lesson by having pupils do 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 dictate to their partner, who draws. Last, they check the picture against the notes.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.2 Understand specific information and details of simple sentences. COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare a quiz or game for pupils to review vocabulary and concepts. In the quiz, pupils read clues to find an answer. It could be, for example, a crossword puzzle or wordsearch using clues.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level.

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils review the unit language and vocabulary by reflecting on what they have learned. They should plan, draft and write 4 or 5 sentences and draw pictures to go with them.


Language



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TOPIC: The robot



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.2.3 Understand with support very short simple narratives

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils listen as you read a story about animals, robots or superheroes. Discuss with the pupils what they like about the characters and what makes them different/special (their abilities).


Language



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THEME: World of Knowledge

TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Verb + noun phrases


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Listening 1.2.1 Understand with support the main idea of simple sentences COMPLEMENTARY SKILL

Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking.

Pre-lesson




Superminds 1 p.106

Language



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Let’s + verb + noun


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.3.1 Understand the message a teacher or classmate is communicating by using visual clues when they are speaking

Pre-lesson




Superminds 1 p.107

Language



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Review of Let’s + verb + noun


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: This is a writing lesson. See extension activity in Teacher’s Book. Choose an appropriate activity from the pre- or post-lesson activities to further focus on spelling. Post lesson


Superminds 1 p.108

Language



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Where is? / Where are? / It’s / They are in


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.109

Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL

Language Arts 5.1 Enjoy and appreciate thymes, poems and songs COMPLEMENTARY SKILL


MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to focus on a Tongue Twister (a rhyme with many very similar sounds). Have pupils listen to and practise saying the Tongue Twister before looking at it in written form. They could then draw a picture to illustrate it.

Your choice, as appropriate to your lesson. Example Tongue Twisters are available here, with audio: https://learnenglishkids.britishcouncil.org/en/tongue-twisters She sells sea shells on the sea shore etc.

Language


https://learnenglishkids.britishcouncil.org/en/tongue-twisters




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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for the teacher to prepare a text about what you like and don’t like doing on holiday. Use but to

link contrasting ideas. Read the text aloud and pupils have to mime only the actions for the things you like doing. Then they read three or four sentences on a worksheet (e.g. I like going to the beach but I don’t like playing in the sand) and say if they are correct or not. Lastly, they write a sentence about themselves using but.


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to review and extend the dialogue on p.107. Have pupils 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 make their dialogues more natural.


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare some pictures of different objects in different places (e.g. a fish in the sea). Pupils look at the pictures, read some questions (e.g. Where’s the fish?) and match them to an answer (e.g. it’s in the sea). You could prepare cards for this so that pupils match cards and a picture, rather than written sentences.


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to create a plan for a trip to the beach. They can plan together, e.g. On Monday, let’s build a sandcastle. / Good idea. Then pupils write their plan in a diary (not at sentence level, as this would require future forms).


Values



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.2.3 Understand with support very short simple narratives

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils listen to and enjoy a story about the beach without trying to understand everything in the story.

Your choice, as appropriate to your lesson. One possible story is (some or all of) Kipper the Dog: The Seaside.

Available as a book or cartoon: https://www.youtube.com/watch?v=7dCdT6tN3WY

Language


https://www.youtube.com/watch?v=7dCdT6tN3WY




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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Review of can / can’t


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Reading 3.2.3 i) Reread a word, phrase of sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence COMPLEMENTARY SKILL

Reading 3.2.1 Understand the main idea of simple sentences

Pre-lesson


See Teacher’s Book. NB: The picture story in Activity 1 continues on to p.111. Encourage pupils to use the relevant reading strategies. Post lesson


Superminds 1 p.110 -111

Values (modesty)



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: The letter combinations ee and ea for /iː/ sound


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word.

Pre-lesson




Superminds 1 p.111

Language



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Imperative form + noun phrases


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson


See Teacher’s Book. NB: In Activity 3, pupils should plan, draft and review their writing in pairs before writing a final draft. Post lesson


Superminds 1 p.112

Global Sustainability (global citizenship)



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Put + noun + preposition + noun


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.113

Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to use a song, poem or story that focuses on the themes of international cooperation, diversity and Malaysians as world citizens.


Patriotism & citizenship



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare some pictures of people doing things on holiday. Pupils listen to you describing 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 names using a phonics-based game


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to play a game/do a speaking activity where pupils make 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 to Mexico. We can play in the sand and swim in the sea.


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning. ii)Ignore unknown words to understand a phrase or sentence

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare some short texts about more, different countries or places in Malaysia. Pupils read the texts to get a general understanding, ignoring then guessing unknown words. Include just one or two in each text that do not carry important meaning


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to give pupils sentences with words mixed-up with supporting pictures. Pupils write correct sentences. Alternatively, you could provide a gapped text (paragraph).


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils research different countries on child-friendly websites which have plenty of pictures. You could use stories from different countries if you prefer. They discuss why they like the country and prepare a very short presentation for example a PowerPoint presentation or a poster. This would be a good introduction to some of the new countries introduced in the next section of the textbook.


ICT



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Weather and countries vocabulary: It’s + adjective + in + country


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Pre-lesson




Superminds 1 p.114

Global Sustainability (Global citizenship)



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Review of weather vocabulary


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL

Writing 4.3.3 Plan, draft and write simple sentences. COMPLEMENTARY SKILL


Pre-lesson


See Teacher’s Book. NB: Pupils should plan, draft and review before making their weather diaries. They should write in full sentences. Post lesson


Superminds 1 p.115

Global Sustainability (Global Citizenship)



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary of holiday activities and imperatives


CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL


Listening 1.2.4 Understand an increased range of short basic supported classroom instructions.

Pre-lesson




Superminds 1 p.116

Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL



MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to play a guessing-the-country game or a telephone role play where they talk about their holiday (see p.115 for ideas).


Language



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TOPIC: At the beach



CONTENT STANDARD

LEARNING STANDARD


CROSS CURRICULAR

ELEMENT



MAIN SKILL


Language Arts 5.2 Express personal responses to literary texts

MAIN SKILL


Language Arts 5.2.1 Name people, things, actions, or places of interest in texts

Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is for the next three Language Arts lessons to plan, prepare and practise a short performance, which will be held in the final lesson. You could invite other classes, teachers or parents to the performance. The performance will be a review of any 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 performance from the pupils and review some of the songs, chants and stories in the textbook to decide on a focus. Begin preparing the performance.


Language



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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Review of unit topics: vocabulary and language


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MAIN SKILL



Pre-lesson




Superminds 1 p.117

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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Review of unit topics: vocabulary and language Question forms


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Writing 4.3.3 Plan, draft and write simple sentences.

Design your own lesson linked to the main and the complementary content and learning standards. In this lesson, pupils should work in pairs or small groups to write a set of new review questions for Unit 9. This should involve drafting before writing a final set of questions. The quiz itself will be done in Lesson 153.

Superminds 1 Unit 9

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TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS: Review of unit topics: vocabulary and language


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MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. In this lesson, the class will participate in a quiz. Groups ask (orally) and answer (written) each other’s quiz questions from Lesson 152.

Superminds 1 Unit 9

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TOPIC: At the beach



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MAIN SKILL


Speaking 2.2.2 Ask for attention or help from the teacher or classmate by using suitable statements and questions

Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils share with their partner what they have learned in Unit 9.


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TOPIC: At the beach



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MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, practise/rehearse for the performance.


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TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Your choice of review of Unit 5


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MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to answer a healthy living quiz.

Your choice, as appropriate to your lesson. Review or extend Unit 5.

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LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of Unit 6


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Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to talk about different habitats. This could be extended to review weather and/or the holidays theme.


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TOPIC: Get dressed



CONTENT STANDARD

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Listening 1.2. Understand meaning in a variety of familiar contexts

MAIN SKILL

Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii) Ignore unknown words in order to understand a phrase or sentence COMPLEMENTARY SKILL


Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to read a brochure, website or magazine to find out how much different items of clothing cost. They then decide with their partner what to buy.


Financial education



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TOPIC: The robot



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MAIN SKILL



Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to return to the superhero and animal theme. Pupils write about their super pets. They should describe it in detail and say what it can do.


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TOPIC: At the beach



CONTENT STANDARD

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MAIN SKILL



MAIN SKILL



Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, the pupils perform to a group – another class, teachers or parents.


Language


Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9 Kompleks Kerajaan Parcel E

62604 W.P. Putrajaya Tel: 03-8884 2000 Fax: 03-8888 9917

http://bpk.moe.gov.my/

Year 2 SK Scheme of Work.pdf · 3 Primary Year 2 Scheme of Work Introduction to Primary Year 2...

Documents

Transcript of Year 2 SK Scheme of Work.pdf · 3 Primary Year 2 Scheme of Work Introduction to Primary Year 2...