KURIKULUM STANDARD SEKOLAH RENDAH

English Language Scheme of

Work Primary Year 1 SJK

Primary Year 1

National-Type School

Scheme of Work

Primary Year 1 (SJK) Scheme of Work

 Contents

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

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

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

3. Differentiation strategies for Primary Year 1 p.9

4. Formative Assessment p.13

5. Suggested Pre-Lesson tasks p.14

6. Suggested Post-Lesson tasks p.19

7. Scheme of Work (Lessons 1 – 81) p.25Primary Year 1 (SJK) Scheme of Work

Introduction to Primary Year 1 National-Type School Scheme of Work Document

The purpose of the Primary Year 1 Scheme of Work document is to provide teachers with support and
information for planning and delivering their lessons throughout the year. The Scheme of Work contains
the following sections:

1. Overview of Primary Year 1 National-Type School Scheme of Work

This section will explain to teachers how the Scheme of Work is organised and provides detail on the two
types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based lessons.

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

In order to assist teachers in understanding the Content and Learning Standards which will appear in
each lesson, a number of these Standards have been explained in more detail.

3. Differentiation strategies for Primary Year 1

This section provides teachers with a number of suggested differentiation strategies which teachers may
wish to use within their classes. There are a total of seven strategies and each lesson will have a
recommendation for teachers as to which strategies could be used within that particular lesson.

4. Formative Assessment

This section provides a short overview of formative assessment and suggests 5 possible ways teachers
can assess their pupils.

5. Suggested Pre-Lesson Tasks

Teachers have been provided with a selection of tasks which can be used at the start of each of the non-
textbook-based lessons. There are a total of 12 tasks and details in how each task can be used are
provided.
6. Suggested Post-Lesson Tasks

As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be used at
the end of each non-textbook-based lesson.

7. Scheme of Work (Lessons 1 – 81)

This section provides teachers with detailed information for both the textbook-based lessons and the non-
textbook-based lessons. This will include the Content and Learning Standards for each lesson, details of
the lesson outline, the learning materials and suggested differentiation strategies. For the textbook-based
lessons teachers will need to refer to the accompanying Teacher’s Book. For the non- textbook-based
lessons, detailed lesson outlines have been supplied which teachers can choose to follow or adapt as
necessary.

3 Primary Year 1 (SJK) Scheme of Work k

1. Overview of the Primary Year 1 National-TypeSchool Scheme of Work

1. What is the Primary Year 1 National-Type School Scheme of Work, and how can it help
teachers?

The Primary Year 1 National-Type School Scheme of Work gives teachers an overview of the
Content and Learning Standards, lesson content and materials for their lessons with Primary Year 1
pupils. They can use the Scheme of Work to help with their daily, weekly and longer-term lesson
planning.

2. How is the Primary Year 1 National-Type School Scheme of Work organised?

The Scheme of Work provides outlines for lessons which focus on listening, speaking, reading, writing or
Language Arts over the whole school year.

It links the lessons to:

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

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

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

Primary Year 1 starts with two getting-to-know-you lessons, two phonics lessons, and a Language Arts
lesson. From Lesson 6 onwards, Primary Year 1 is generally organised into textbook-based lessons
(using the selected textbook - Superminds 1) and non-textbook-based lessons. In the textbook-based
lessons, there are four skills lessons and a Language Arts lesson. The sequence of the skills lessons in
the textbook-based lessons is decided by the focus in the Superminds 1 textbook. In the non-textbook-
based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking, Reading, Writing and
Language Arts as suggested in KSSR Bahasa Inggeris Tahun 1 and KSSR Bahasa Inggeris SJK Tahun
1 of 2011.

Within each lesson, pupils do a range of activities and they often use and practise more than one skill, as
is found in everyday language use. For example, a speaking lesson may also involve listening;
introductory and/or follow-up activities may practise target language through a different skill, for example,
pupils may read words they have practised using in spoken language. Therefore, every lesson identifies
a main and a complementary content and learning standard, and these often focus on different skills. The
first standard stated in the Scheme of Work represents the main focus of the lesson, and the
complementary standards are secondary. Lesson objectives can be derived from both these main and
complementary standards.

4 Primary Year 1 (SJK) Scheme of Work k

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.

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

Teachers need to keep to the given Content and Learning Standards for lessons. This is because
Content and Learning Standards are repeated a number of times over Primary Year 1 in order to
increase pupils’ chances of success in achieving them across all skills and within Language Arts, but
teachers do not have to follow the learning outline and materials suggested. These can, of course, be
adapted according to the teaching and learning context, as long as they work towards the Content and
Learning Standards for that particular lesson.
 5 Primary Year 1 (SJK) Scheme of Work k
2. Glossary of terms in the Primary Year 1 curriculum framework

Term in Primary Year 1 curriculum Listening 1.2.1

framework Understand with support the main idea of
Meaning very simple phrases and sentences

See also
• Listening 1.2.2
Listening 1.1.1
• Reading 3.2.1
Recognise and reproduce with support a
limited range of high frequency target • Reading 3.2.2
language phonemes very simple phrases and sentences Very
a limited range of high frequency target language simple phrases and sentences are simple in structure. They are
phonemes These are the phonemes shown in the phonics short and contain just one clause (e.g. I’m seven; She can swim,
table in the syllabus document. He’s got 2 sisters). The ideas they contain are easy for pupils to
understand (e.g. They live in Kuching, I like bananas)
A range of target language phonemes in Year 1 means a
suitable variety of phonemes from the phonics table, based on
the teacher’s judgment of how well the pupils they teach can
read.
Listening 1.2.3
Listening 1.2 Understand with a high degree of support
very short simple narratives
Understand meaning in a variety of
very short simple narratives Very short
familiar contexts
narratives are stories which are usually not more than 6
a variety of familiar contexts Familiar
lines long. The simple narratives contain language and
contexts are ones which pupils know. Examples include
ideas which pupils can understand.
contexts linked to topics covered in the Superminds 1 textbook,
such as friends and family, school and food.
Teachers should use
narratives, based on
However, pupils in rural or remote areas and pupils who live in
teach.
cities may be familiar with different contexts. Teachers should
use their own judgment here.

6 Primary Year 1 (SJK) Scheme of Work k

simple Speaking 2.1
information Communicate simple information
Simple information is frequent, everyday information intelligibly
which is simple cognitively. Examples include pupils saying their name and age, talking about their home, or
saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple
 information.
Speaking 2.1.1
Give very basic personal information using fixed phrases
See also
• Speaking 2.1.2
• Speaking 2.1.4
• Speaking 2.3.1
• Writing 4.2.1
• Writing 4.2.2
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 word level
digital games Digital games are language games children 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.
7 Primary Year 1 (SJK) Scheme of Work k
Writing 4.3.2 words which pupils use often in Year 1 writing, such as
Spell familiar high frequency words colours, numbers, and classroom objects. Teachers should
accurately use their own judgment on familiar high frequency words,
familiar high frequency words High frequency words are according to words pupils write often in their lessons.
 8 Primary Year 1 (SJK) Scheme of Work k
3. Differentiation strategies for Primary Year 1

Strategy 1: Differentiate by the task pupils are given If teachers are using the same task for the
whole class, using open-ended tasks such as brainstorming allows a large number of correct
responses. Open-ended tasks (e.g. Tell me the food words you know, or What will happen next?) allow
more proficient pupils to contribute more unusual words, more complex language, or more original
ideas. Sometimes, the teacher can also give different tasks to more proficient and less proficient
groups of pupils according to their needs and interests: see strategy 5 for more on this.

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

The teacher can support pupils to understand and use language with:
• their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)
• with gestures
• with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
• with written words (e.g. written words on a worksheet to help pupils with spelling).

Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils The teacher may expect more
language from some pupils, and less from others. The main aim is that every pupil says or writes
something, so that they feel successful. Two useful strategies here are:
• compulsory plus optional
• remember and share.

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

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

Strategy 4: Differentiate by the time pupils are given to complete a task Some pupils need longer
than others to complete tasks, especially when writing is involved. When it is appropriate, these pupils
should be given a little more time to finish, and extra tasks for pupils who complete the task early
should be provided (e.g. Write as many animal words as you can; Name the things in the picture in the
textbook; Talk with your friend in English: You choose what to talk about). Rewarding fast finishers with
something ‘fun’ to do (such as playing with toys or drawing a picture) should be avoided, as this will
encourage pupils to work quickly, rather than to work carefully at their own speed. Extra tasks should
extend and enrich learning.

9 Primary Year 1 (SJK) Scheme of Work k

Strategy 5: Differentiate by supporting individual learning preferences and needs When
appropriate, teachers can support preferences by letting pupils make choices about what they do and
how they do it. Sometimes, for example, pupils decide for themselves which tasks they want to do (e.g.
the gestures they create for an action song or a revision game), depending on the ways they prefer to
learn (for example visually, through speaking or listening, or through movement).

Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes
pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet
write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a
group manager, writer or artist. Teachers should make sure to vary pairing and grouping over time.

Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide on
a reading target for each child, and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks. It should be noted that the
Schemes of Work for Primary Year 1 and Year 2 give recommendations for less proficient readers to
be given support during some reading lessons.

Strategy 6: Differentiate by the types of question asked Closed questions are questions in which the
choice of possible answers is limited. They often involve very short responses. Open questions usually
have more possible answers and longer responses. Asking closed questions to less proficient pupils
(e.g. Which boy is Thunder? Is it a dog or a cat?) gives them a chance to produce accurate answers as
they are usually easier to answer than open questions. Asking open questions to more proficient pupils
(e.g. What can Misty do now?) provides extra challenge. As less proficient pupils grow in confidence
and competence, teachers can ask them more open questions. Sometimes there are also good reasons
for asking more proficient pupils easier questions, as this involves them in the lesson and helps the pace
of the lesson.

Strategy 7: Differentiate by the feedback given Feedback given to pupils should be varied according
to their ability to act on the feedback. For example, if a pupil who is weak at writing has tried hard and
produces work with a number of misspellings, feedback can be given on what they did well, and only
two or three misspellings of common or important words highlighted. The pupil should respond to this
feedback because the suggested improvement is achievable for them. If a stronger pupil writes well and
makes two misspellings, the teacher can tell them the lines in which the misspellings are, and ask them
to find and correct them. The pupil should be able to respond to the extra challenge built in to this
feedback. The same principle applies to giving feedback on pupils’ spoken language.
 10 Primary Year 1 (SJK) Scheme of Work k
Pupils with pre- and low-level literacy skills Some pupils are already literate when they begin
Primary Year 1, whereas others may not yet be literate or may be just learning to read. Within the
Scheme of Work, reading and writing skills are developed in different ways and pupils’ literacy skills will
be developed through the activities and lessons, both in the textbook-based lessons and the non-
textbook-based lessons as the relevant Content and Learning Standards are given adequate attention
for pupils who are developing literacy skills.

However, pre-literate pupils, or those with low-level literacy skills, will need extra support. It is
recommended that teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI)
Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where
indicated in the Scheme of Work. This information can be found in the Differentiation column within
the Scheme of Work below.

Please note the following Content and Learning Standards which develop these skills:

1 Content Standard Reading 3.1 Recognise words in linear

Listening 1.1 Recognise and and non- linear texts by using
reproduce target language sounds knowledge of sounds and letters
Learning Standard Listening Learning Standard Reading 3.1.1
1.1.1 Recognise and reproduce Identify and recognise the shapes of
with support a limited range of the letters of the alphabet
high frequency target language
phonemes Readin
sound
beginn
sounds
2 Content Standard

Reading 3.1.3 Blend phonemes

(CVC, CCVC)

Reading 3.1.4 Segment phonemes

(CVC, CCVC)
 11 Primary Year 1 (SJK) Scheme of Work k
For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need to
be addressed from the beginning of Primary Year 1. They are not otherwise covered in the Scheme of
Work. Suggestions for this are also indicated in the Differentiation column, where appropriate.

Note the following Content and Learning Standards which develop these skills:

1 Content Standard drawing lines

Writing 4.1 Form letters and words
in neat legible print using cursive Writing
writing lower c
Learning Standard Writing 4.1.1 i) and sh
Demonstrate fine motor control of words
hands by using pen or pencil right w
correctly ii) Demonstrate correct words
posture and pen hold grip iii) Develop and fam
hand-eye coordination through and ph

12 Primary Year 1 (SJK) Scheme of Work k

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.

13 Primary Year 1 (SJK) Scheme of Work k

 5. Suggested Pre-Lesson tasks

Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson section
within the Schemes of Work. These pre-lesson tasks are suitable to begin almost any skills- focussed
lesson and require minimal materials and preparation. Teachers can, of course, use their own pre-lesson
tasks whenever they think that these would be more suitable for the pupils they teach.

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

Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.

PRE-LESSON TASK 1: WORK OUT THE WORDS

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

MATERIAL: Board, exercise books and pens

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

e l o y l w (for yellow) r e n e
g (for green)

Put pupils into pairs or groups and ask them to work out the words by completing the anagrams. If
pupils find this difficult provide the first letter of each word or provide a picture to help them with
meaning. When finished, invite pupils to form larger groups to see if they have the same words. Ask
volunteers to say a word then spell it or come up to the board to write it.

PRE-LESSON TASK 2: GUESS THE ANSWER

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.
 14 Primary Year 1 (SJK) Scheme of Work k
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). 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.
 15 Primary Year 1 (SJK) Scheme of Work k
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).
 16 Primary Year 1 (SJK) Scheme of Work k
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.
 17 Primary Year 1 (SJK) Scheme of Work k
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.

18 Primary Year 1 (SJK) Scheme of Work k

6. Suggested Post-Lesson tasks

Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson
section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-
focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think that
these would be more suitable for the pupils they teach.

Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.

POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: to provide practice in listening for detail

MATERIALS: Text

1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which
pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals). 2. During
the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences. 3. Ask pupils to
listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference. 4. Read out your text with
changes. 5. Pupils listen and correct the differences to make it the same as the
original.

POST-LESSON TASK 2: MAKE CONNECTIONS

AIM: to review topic vocabulary and grammar

MATERIALS: Flashcards, pens and board

1. Before the lesson, choose or prepare between 3-6 flashcards which represent the content of a text
which pupils will work on in the lesson. 2. During the lesson and after pupils have worked on
the text, place the flashcards on the board and
elicit ideas from the pupils about items in the pictures. 3. Ask pupils how the pictures link to the
text (e.g. if a flashcard shows some animals the link may be
The story is on a farm).
To extend, if time: 4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other
everything they can
remember from the text, using the flashcards to help them. This could be sentences focusing on content or
simply words. 5. Ask pupils to tell you the connections they have made between the pictures and the text. 6.
If you want pupils to practise writing as well as speaking, pupils could come up to the board and write
information under the corresponding flashcard.

19 Primary Year 1 (SJK) Scheme of Work k

POST-LESSON TASK 3: GUESS THE WORD

AIM: to review topic vocabulary

MATERIALS: Cards with words or pictures, bag

1. Choose about 7 words related to the lesson. 2. Prepare small cards with the names or
pictures of the items. 3. Put the words in a bag then take out a card without letting the
pupils see what it is. 4. Explain the word without saying the name or mime it. 5. Invite
pupils to guess the word. 6. Continue with all the words until there is none left in the bag.

A possible variation is: 1. Make 3 or 4 sets of the cards. 2. Explain or mime 1 or 2 words
yourself (step 4 above). 3. Divide pupils into groups. 4. Give each group a set of cards and
ask pupils to follow steps 4 – 6 in their own groups.

POST-LESSON TASK 4: CORRECT THE ERROR

AIM: to review topic language, and to review spelling and punctuation

MATERIALS: Board, words or sentences with errors from pupils’ written work

1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task.
These should be common errors made by more than 1 pupil. 2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them. 4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.
 20 Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 5: REMEMBER IT, SAY IT

AIM: to practise the pronunciation of key language from the lesson

MATERIALS: Listening or reading text, board

1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you
want the pupils to focus on. 2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it. 4. Repeat step 3 if you have chosen more than 1
sentence. 5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a
line. Ask
the pupils to say the complete sentence: they have to remember the missing word too. 6. Continue
rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.

NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of
words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.

POST-LESSON TASK 6: WHISPER AND WRITE

AIM: to review topic language and spelling

MATERIAL: Board

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

AIM: to review topic vocabulary

MATERIALS: Flashcards of topic vocabulary

1. Briefly review the vocabulary on the flashcards. 2. Place the flashcards

on the walls around the room. 3. Say a word. Pupils point to the
corresponding flashcard. 4. Divide pupils into groups. Pupils continue this
activity in their groups.

POST-LESSON TASK 8: MAKE A WORD LADDER

AIM: to review topic vocabulary, to practise spelling

MATERIALS: Board

1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team. 2. Ask each team to stand in a line facing the board. Give each pupil at
the front of the line some
chalk or a board pen. 3. Write the lesson topic on the board (e.g. school), and draw a ladder
of at least 4 to 5 spaces for
each team (at least one for each pupil in a team). 4. The pupil at the front of each line writes a
word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the
ladder. Pupils can help each other with spellings if need be. 5. You can either continue until each pupil
has had a turn to write a word or you can continue for a
fixed time, e.g. 3 minutes, if you have more time available. 6. Each team gets one point for a
word which is related to the topic and correctly spelled. If a team has a word which no other team has,
they get an extra point. Alternatively, you can avoid giving points for these kinds of game, but offer
praise yourself and from the other students when teams do well.
 22 Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND

AIM: to review topic vocabulary, to practise listening, speaking and reading

MATERIALS: Board

1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is
a good number. Write a number in front of each target language item. 2. Quickly review the
target language with pupils. 3. Ask a pupil to come to the front and whisper to you or write down on a
piece of paper the number of
the target language item she is thinking of. 4. Give the pupil about 5 seconds to pretend to
‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers. 5. The other pupils write down the number they
think she has chosen. If your class is large, pupils can
work in pairs to agree a number together and write it down. 6. Quickly check around the class,
asking each pupil to say the phrase they guessed. 7. The pupil at the front keeps a score by ticking or
making a mark on the board against the number of
each target language item suggested. 8. Calculate the pupil’s score. For example, if he or she
were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil score 4 points. 9. Repeat this with a new pupil coming
to the front, to see if they can beat the score of the previous
pupil.

If this scoring system is too complex for younger children or those less proficient in numeracy, you can tell
pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct word.

POST-LESSON TASK 10: TEST YOUR MEMORY

AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)

MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another
source

1. Make sure that each pupil can see the textbook picture or your own picture. 2. Give them 1 minute to
look at the picture and remember what’s in it. 3. Ask them to close their books. Hide the picture if you
are not using the textbook. 4. Make true/false statements (e.g. There are 2 pupils in the picture. The car
is red). 5. Pupils tell you if your statements are true or false, and correct false statements. 6. Divide the
class into groups, and ask pupils to continue the game in their groups: give them more
time to look at the picture if they need to do this in order to make their statements.
 23 Primary Year 1 (SJK) Scheme of Work k
POST-LESSON TASK 11: WHAT ABOUT ME?

AIM: to review topic content or vocabulary and encourage pupils to make links between English
learning and their own lives

MATERIALS: Board and/or pictures, exercise books

1. Choose some key words or language from the lesson. Write the words on the board and ask pupils
to read them or use pictures to elicit them and put the pictures on the board. 2. Look at the
board and act as if you are thinking carefully. Say: “What about me?’ Choose and
circle one of the pictures/words. This should be something you can connect to your personal life (e.g. a
cat – you like cats or you have a cat). 3. Elicit from pupils why you have circled the cat. 4. Ask pupils to
do the same in pairs by telling the word to their partner, who should try to guess what
the connection is.

POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: to reflect on and share learning

MATERIALS: Exercise book for more literate pupils, or none

1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.
Write it on the board (for more literate pupils). 2. Nominate a more proficient pupil and ask them
“What about you? What can you remember?” Elicit an answer and write it on the board. Then give
another example; then elicit another example. You could include examples of other language structures
too, depending on your lesson focus and level of pupils. 3. Ask pupils to work in pairs to share what they
remember from the lesson. More literate pupils can
write in their notebooks or it can be done as a speaking activity. This would also be a little quicker. Set
either a time limit or a number of words limit. 4. An adaptation of this would be suitable to review different
sounds that have been taught or
reviewed by asking pupils to remember words with a particular sound. This could be from the
lesson or could be from the whole year so far.
 24 Primary Year 1 (SJK) Scheme of Work k

7. Scheme of Work (Lessons 1 – 81)

25 Primary Year 1 (SJK) Scheme of Work k

EEK: _______________
W
LESSON: 1 (Speaking 1)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Hi. What’s your name? I’m (name) He’s, She’s (name) Bye

26 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly
COMPLEMENTARY SKILL
Speaking 2.3 Communicate appropriately to a small or large group
MAIN SKILL
Speaking 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases
COMPLEMENTARY SKILL
Speaking 2.3.1 Introduce self to an audience using fixed phrases
Pre-lesson 1. Introduce target language (Hi, I’m ... What’s your name?) using yourself and pupils as examples.
2. Pupils report back (I’m... He’s...
She’s...) ...
Lesson delivery
3. Pupils practise target language in
pairs.
4. Pupils report back to the whole
class e.g. I’m ... he’s/she’s ...
5. Divide pupils into groups of about
6: they repeat step 3.
6. Make larger groups of about 12:
pupils report names within the larger group.
7. Pupils report back to whole class
Post lesson 8. Ask pupils to stand in a line in alphabetical order of their first names.
9. In pairs, pupils remember as many names as they can (e.g. He’s Ahmed, She’s Regina).
10. Finish by eliciting the names of
everyone in the line.
11. Teach pupils Bye!
12. Divide pupils into groups Pupils
say Bye! to each other (e.g. Bye Nur!, Bye. Amir!). and Bye! to you.
None needed Values (Friendship) Strategies 3 and 4 may
be suitable.
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 work
towards Content Standard:
Writing 4.1 Form letters and words in neat legible print using cursive writing.
27 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 2 (Listening 1)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Point to something (green) ... Colours: blue, green, yellow, red, white
 28 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
COMPLEMENTARY SKILL
Writing 4.1 Form letters and words in neat legible print using cursive writing
MAIN SKILL
Listening 1.2.4 Understand short basic supported classroom instructions
COMPLEMENTARY SKILL
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape**
**preliterate pupils only
ii) write letters and words in a straight line from left to right with regular spaces between words and spaces*
*all pupils
iii) copy letters and familiar high frequency words and phrases correctly*
*all pupils
NB Learning standard 4.1.1 also applies to preliterate pupils here, and in all other lessons in the first few school
weeks which involve writing. Please use your own judgement on this, as appropriate to the needs of your pupils.
Pre-lesson
1. Introduce and teach pupils
names of colours.
Lesson delivery
2. Give pupils instructions’ Point to something (red/green etc) - pupils point to things inside or outside the classroom.
3. Pupils do step 2 in small
groups.
4. Play Simon says. If your instruction is Simon says point to something green, pupils do this. If you just say Point to
something green, they don’t do it.
5. Pupils do step 4 in groups.
6. Pupils write the names of
the colours.
Post lesson
7. Extend the colour sequence by adding a colour e.g. Point to something red and something blue.
8. Pupils do step 7 in groups.
Flashcards for colours
Language Strategies 1 and 2 may
be suitable.
Use other strategies if appropriate.
29 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 3 (Reading 1)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Colour words

30 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN SKILL
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet
COMPLEMENTARY SKILL
Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word
Pre-lesson Review colour words by playing Simon Says (the same as Lesson 2).
Lesson delivery 1. Have pupils sit or stand in a circle. Ask the pupils their names and practise any other spoken
language they may know at this point (e.g. How are you? How old are you?).
2. Show each letter/letter card and ask pupils which letter is it. Elicit the sound of the letter, too, as appropriate. Put
the letters in the middle of the circle.
3. Show pupils the colour flashcards and ask them to tell you the colour in English. What colour is this?
4. Next ask them which sound the colour starts with e.g. green starts with g-. Nominate pupils to take the letter from
the circle. Repeat.
5. Have pupils sit down at their desks. Show pupils a set of colour word sound cards and elicit the sounds on them.
6. On the board, show them how to put together the colour word sounds cards to make the colour word.
7. In pairs or small groups, pupils put together the colour words.
8. Next, pupils take their notebooks. They copy the colour words into their book using the appropriate colour
pencil/pen.
Post lesson Sing or play the alphabet song or other appropriate song.
Plastic letters if available, or alphabet cards
Flashcards of colours
Colour word cards, divided into sounds, e.g. Card 1 – gr Card 2 – ee Card 3 – n
One set of three or four colours for each pair or group = one set for modelling
Alphabet song: e.g. [Link] m/watch?v=A7InEgfPG xc
Language Strategy 1 may be
suitable.
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 work
towards Content Standard:
Writing 4.1 Form letters and words in neat legible print using cursive writing.
31 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 4 (Writing 1)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Alphabet, pupils’ names

 32 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.1 Form letters and words in neat legible print using cursive writing
COMPLEMENTARY SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN SKILL
Writing 4.1.2 i) Form upper and lower case letters of regular size and shape**
**preliterate pupils only
ii) write letters and words in a straight line from left to right with regular spaces between words and spaces*
*all pupils
iii) copy letters and familiar high frequency words and phrases correctly*
*all pupils
COMPLEMENTARY SKILL
Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet
Pre-lesson Task 7 using a colour word
Lesson delivery 1. Play or sing the alphabet song as in previous lesson.
2. Ask pupils What’s your name?
3. Have pupils ask each other what their names are.
4. Ask pupils how to spell their name: What’s your name? How do you spell that? (this may be a new question for
pupils, but they only need to understand it. Make the meaning clear by miming writing and eliciting the letter names)
5. Give each pupil a piece of card. Ask them to write their name on the card to complete the sentence.
6. When pupils are finished. Collect the name cards, mix them up and give them back to different pupils.
7. Pupils read the name on the cards and try to find the pupil whose card it is. At this point, they can say simply A:
Alia? B: Yes / No
8. Make sure pupils all have their own name cards. Tell them to keep them in their books so that they can put them
on their desks for English classes.
Post lesson Task 3 (perhaps using name cards, and give them back to the pupils afterwards)
Your choice, as appropriate to your lesson content
Card for name cards for each pupil. If possible, like a worksheet, with the sentence stem: I’m _____.
Language Strategy 5 may be
suitable.
Use other strategies if appropriate.
33 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 5 (Language Arts 1)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:

Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses
include colours or letters of the alphabet

34 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs
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
COMPLEMENTARY 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
Plan a Language Arts lesson which gives pupils a chance to enjoy responding to and using language in a chant, rap,
rhyme or action song.
Once pupils can respond with confidence and enjoyment, you can help them to develop entrepreneurial skills by
encouraging them to create their own gestures.
Use your own, as appropriate to your lesson content
If your focus is on colours, one possibility is the rainbow song.
See
[Link] arning/schoolradio/subj ects/earlylearning/nurs erysongs/F- J/sing_a_rainbow
for the tune and words.
Entrepreneurship Your choice, as
appropriate to your lesson.
35 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES
 EEK: _______________ THEME: World of Self, Family and Friends
W
LESSON: 6 (Listening 2)
MAIN SKILL(S) FOCUS: Listening

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Hi. What’s your name? I’m (name)

36 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
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 1.2.2 Understand with support specific information and details of very simple phrases and sentences
COMPLEMENTARY SKILL
Speaking 2.1.1 Give very basic personal information using fixed phrases
Pre-lesson See Teacher’s Book
Lesson delivery See Teacher’s Book
Post lesson See Teacher’s Book.
Superminds 1 p.4 Language Strategy 2 may be
suitable.
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 work
towards
Content Standard: Writing 4.1
Form letters and words in neat legible print using cursive writing
37 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 7 (Writing 2)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Numbers 1 - 10 How old are you? I’m (age)

38 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
 LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.1 Form letters and words in neat legible print using cursive writing
COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Writing 4.1.2 ii) write letters and words in a straight line from left to right with regular spaces between words and
spaces
COMPLEMENTARY SKILL
Writing 4.2.1 Give very basic personal information using fixed phrases
Pre-Lesson
See Teacher’s Book
Lesson delivery
See Teacher’s Book
Post lesson
See Teacher’s Book
Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
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 work
towards Content Standard:
Writing 4.1 Form letters and words in neat legible print using cursive writing
39 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 8 (Reading 2)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Names of letters of the alphabet

 40 Primary Year 1 (SJK) Scheme of Work k
TEACHER’S CONTENT
LEARNING STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
NOTES / REMARKS
MAIN SKILL
MAIN SKILL
Reading
Reading 3.1 3.1.1 Recognise words in
Identify and recognise linear and non-linear
the shapes of the letters texts by using
in the alphabet knowledge of sounds of letters
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL
Writing
Writing 4.1
4.1.2 Form letters and words
ii) write letters and words in neat legible print
in a straight line from left using cursive writing
to right with regular spaces between words and spaces
Pre-Lesson
See Teacher’s Book
Lesson delivery
See Teacher’s Book
Post lesson
See Teacher’s Book
Superminds 1 p.6 Language Strategies 2, 6, and 7
may be suitable.
Use other strategies if appropriate.
41 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 9 (Speaking 2)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:
Colours My hat is (colour)

42 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly
COMPLEMENTARY SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN SKILL
Speaking 2.1.5 Name or describe objects using suitable words from word sets
COMPLEMENTARY SKILL
Reading 3.1.3 Blend phonemes (CVC, CCVC)
Pre-lesson
See Teacher’s Book
Lesson delivery
See Teacher’s Book
Post lesson
See Teacher’s Book
Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
Use other strategies if appropriate.
43 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 10 (Language Arts 2)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Recycled language: letters of the alphabet

44 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs
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
COMPLEMENTARY 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
Pre-lesson
1. Your choice, as appropriate to your
lesson.
Lesson delivery
2. Design a lesson
in which pupils develop and share gestures to accompany a numbers song.
3. Body numbers: small groups of
pupils represent numbers with their bodies: all group members are involved in representing each number.
Post lesson
4. Your choice, as appropriate to your
lesson.
Choose a number song you know and like, or create your own.
10 little numbers [Link] m/watch?v=dk9Yt1PqQ iw is one possibility.
Entrepreneurship Strategies 2, 3, 4 and 7
may be suitable.
Use other strategies if appropriate.
45 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 11 (Listening 3)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 6 – 10: What’s your name...? How old are you? I’m (years old)
How do you spell? Names of the letters of the alphabet
 46 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Listening 1.2.5 Understand short supported questions
COMPLEMENTARY SKILL
Writing 4.2.2 Greet, say goodbye, and express thanks using suitable fixed phrases
Pre-lesson
1. Pre-lesson task 1: Work at the
word.
2. Introduce and teach the fixed phrase How do you spell....?
Lesson development
3. In groups of 6-8, pupils do a survey
of names, ages, and ask how to spell their classmates’ names.
4. In pairs, they draw their neighbour and write about him/her (E.g. Lukman/Mira. He’s/She’s 7 years old).
5. Pupils put their work on the wall to
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the
error.
Paper and something to stick pictures on the wall if appropriate
Values (Friendship) Strategies 2 and 7 may
be suitable.
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 work
towards Content Standard:
Writing 4.1 Form letters and words in neat legible print using cursive writing
47 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 12 (Speaking 3)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:

Recycled language from lessons 6 – 10 What’s your name...? How old are you? I’m (years old)

48 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.3 Communicate appropriately to a small or large group
COMPLEMENTARY SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Speaking 2.3.1 Introduce self to an audience using fixed phrases
COMPLEMENTARY SKILL
Writing 4.3.1 Use capital letters appropriately in personal and place names
Pre-lesson
1. Pre-lesson task 7: Beat the teacher
Lesson delivery
2. Pupils stand in groups of about 5
or 6.
3. They throw a ball of paper to each
other to practise target language in a chain activity.
4. E.g. Pupil 1 starts: Hi, I’m X ..., I’m
years old and throws the ball of paper to pupil 2 in the circle who repeats this information, and adds their own
information to make a chain. i.e. He’s/ she’s X, he’s /she’s ... years old. I’m Y... I’m years old.
5. Each pupil repeats previous
information and adds their own information to the chain.
6. Pupils write about themselves and
a classmate.
Post lesson
7. Post lesson task 6: Whisper and
write
Pieces of paper to screw up into a ball
Language Strategies 2 and 7 may
be suitable.
Use other strategies if appropriate.
49 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 13 (Reading 3)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Recycled language: I’m (name/age), What’s your name? How old are you?

50 Primary Year 1 (SJK) Scheme of Work k

LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading
strategies
COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Reading 3.2.2 Understand specific information and details of very simple phrases and sentences
COMPLEMENTARY SKILL
Listening 1.2.3 Understand with a high degree of support very short simple narratives
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.8 - 9 Entrepreneurship
(role play)
Strategies 2, 5, and 7 may be suitable.
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 work
towards Content Standard:
Writing 4.1 Form letters and words in neat legible print using cursive writing
51 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 14 (Writing 3)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: Friends

LANGUAGE/GRAMMAR FOCUS:

Recycled language from topic of Friends

 52 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
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 2.1 Communicate simple information intelligibly
MAIN SKILL
Writing 4.2.1 Give very basic personal information using fixed phrases
COMPLEMENTARY SKILL
Speaking 2.1.5 Name or describe objects using suitable words from word sets
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.9 Language Strategies 2, 4, and 6
may be suitable.
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 work
towards Content Standard:
Writing 4.1 Form letters and words in neat legible print using cursive writing
53 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 15 (Listening 4)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Classroom objects
 54 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
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 very simple phrases and sentences
COMPLEMENTARY SKILL Speaking 2.1.5 Name or describe objects using suitable words from word sets
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.10 Language Strategies 2 and 3 may
be suitable.
Use other strategies if appropriate.
55 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________ TOPIC: At School

W
LESSON: 16 (Speaking 4)
MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS:

What’s this? It’s a (ruler) Is it a (ruler)? Yes, it is/No, it isn’t.

 56 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
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 2.1.5 Name or describe objects using suitable words from word sets
COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of very simple phrases and sentences
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.11 Language Strategies 2, 4 and 7 may
be suitable.
Use other strategies if appropriate.
57 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 17 (Language Arts 3)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

It’s a (colour) (object).

 58 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.2 Express personal responses to literary texts
COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Language Arts 5.2.1 Name people, things or places of interest in illustrations accompanying texts
COMPLEMENTARY SKILL
Speaking 2.1.5 Name or describe objects using suitable words from word sets
Plan a Language Arts lesson which allows pupils to listen and respond to short texts. These could be descriptions of
classroom objects that pupils need to identify.
You could, for example, collect various classroom items and other realia (real things) to review vocabulary so far. Put
these on a tray. Describe an item and pupils should tell you what it is. You could also write the sentences on the
board if you would like to support reading skills development too.
You could then play ‘Kim’s Game’, where pupils look at the items on the tray for 30 seconds. Then close their eyes as
you take something away. The pupils should tell you what you took away. Pupils can then play a similar game in
small groups.
Your choice of materials and resources.
Realia (real things) are recommended.
Short texts (e.g. for you to say to describe classroom items.)
Language Use appropriate
strategies according to your lesson and class.
.
59 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 18 (Speaking 5)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

It isn’t my (pen) Look at (the desk)

 60 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
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 very basic personal information using fixed phrases
COMPLEMENTARY SKILL
Listening 1.2.5 Understand short supported questions
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.12 Language Strategies 2 and 7 may
be suitable.
Use other strategies if appropriate.
61 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________ THEME: World of Self, Family and Friends

W
LESSON: 19 (Writing 4)
MAIN SKILL(S) FOCUS: Writing

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Imperatives + please e.g. Sit at your desk, please, Open your bag, please
 62 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
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
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Writing 4.2.4 Name or describe objects using suitable words from word sets
COMPLEMENTARY SKILL
Listening 1.2.4 Understand short basic supported classroom instructions
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.13 Language Strategies 2 and 6 may
be suitable.
Use other strategies if appropriate.
63 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 20 (Listening 5)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Here’s (your pencil case) I’m sorry Thank you

 64 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
COMPLEMENTARY SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading
strategies
MAIN SKILL
Listening 1.2.3 Understand with a high degree of support very short simple narratives
COMPLEMENTARY SKILL
Reading 3.2.1 Understand the main idea of very simple phrases and sentences
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.14 Values Strategies 1 and 2 may
be suitable.
Use other strategies if appropriate.
65 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 21 (Reading 4)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

The letter sound /æ/

 66 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
COMPLEMENTARY SKILL
Listening 1.1 Recognise and reproduce target language sounds
MAIN SKILL
Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word
COMPLEMENTARY SKILL
Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.15 Creativity Strategies 2 and 7 may
be suitable.
Use other strategies if appropriate.
67 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 22 (Language Arts 4)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: At school

LANGUAGE/GRAMMAR FOCUS:

Is it your X? It isn’t my X.
 68 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs
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
COMPLEMENTARY 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
Plan a Language Arts lesson that allows pupils to listen to again and appreciate a song.
For example, you could use and review the song on p.12 and encourage pupils to use classroom items when
responding to the song. For example, they could set up some desks with names and items on them in a similar way
to the picture on p.12.
A song of your choice. For example, Superminds 1 p.12 Own material.
Creativity and Imagination
Your choice depending on your lesson and class.
69 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________ THEME: World of Self, Family and Friends

W
LESSON: 23 (Listening 6)
MAIN SKILL(S) FOCUS: Listening

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

This is (my desk) There’s a bag

 70 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
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 1.2.2 Understand with support specific information and details of very simple phrases and sentences
COMPLEMENTARY SKILL
Speaking 2.1.1 Give very basic personal information using fixed phrases
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.16 Language Strategies 3 and 4 may
be suitable.
Use other strategies if appropriate.
71 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 24 (Speaking 6)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Imperatives: Put away (your book). Look for (the rubber). Can you see (the ruler)? What
number?
 72 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly
COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Speaking 2.1.2 Find out about very basic personal information using fixed phrases
COMPLEMENTARY SKILL
Writing 4.2.5 Connect words and proper names using ‘and’
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.17 Language Strategies 4 and 7 may
be suitable.
Use other strategies if appropriate.
73 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________ THEME: World of Self, Family and Friends

W
LESSON: 25 (Writing 5)
MAIN SKILL(S) FOCUS: Writing

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Recycled language: colours Adjectives: primary (colours), secondary (colours)

 74 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
COMPLEMENTARY SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading
strategies
MAIN SKILL
Writing 4.3.2 Spell familiar high frequency words accurately
COMPLEMENTARY SKILL
Reading 3.2.1 Understand the main idea of very simple phrases and sentences
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.18 Creativity and
Imagination
Strategies 3 and 4 may be suitable.
Use other strategies if appropriate.
75 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 26 (Reading 5)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: At School

LANGUAGE/GRAMMAR FOCUS:

Recycled language: colours, primary, secondary (colours)

 76 Primary Year 1 (SJK) Scheme of Work k
LEARNING CONTENT STANDARD
LEARNING OUTLINE MATERIALS /
STANDARD REFERENCES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading
strategies
COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Reading 3.2.2 Understand specific information and details of very simple phrases and sentences
COMPLEMENTARY SKILL
Speaking 2.1.5 Name or describe objects using suitable words from word sets
Pre-lesson
See Teacher’s Book.
Lesson delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.19 Creativity and
Innovation
Strategies 2, 4 and 7 may be suitable.
Use other strategies if appropriate.
77 Primary Year 1 (SJK) Scheme of Work k
CROSS - CURRICULAR ELEMENT
DIFFERENTIATION STRATEGIES

EEK: _______________
W
LESSON: 27 (Language Arts 5)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: At school

LANGUAGE/GRAMMAR FOCUS:

Review of imperative verb forms and phrases

78 Primary Year 1 (SJK) Scheme of Work k