Sow Year 2 Word

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

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

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

 the four – lesson cycle of skills lessons (listening, speaking, reading and writing) and a
Language Arts lesson outlined in the Year 2 national curriculum
 achievement targets from the curriculum framework
 suggested materials.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It also
suggests ways of differentiating learning tasks to help pupils at different levels of language understanding
and use.
3. How are content and skills organised in Primary Year 2?
Primary Year 2 starts with a getting-to-know you lesson, which reviews learning from Year 1. From
Lesson 2 onwards, Primary Year 2 is organised into textbook-based lessons (using the selected textbook
- Superminds 1) and non-textbook-based lessons. In the textbook-based lessons there are four skills
lessons and a Language Arts lesson. The sequence of the skills lessons in the textbook-based lessons is
decided by the focus in the Superminds 1 textbook. In the non-textbook-based lessons, the skills lessons
are mostly in the fixed order of listening, speaking, reading and writing, as suggested in KSSR Bahasa
Inggeris Tahun 2 (National schools) and KSSR Bahasa Inggeris SJK Tahun 2 (National-type
schools) of 2012.
Within each lesson, pupils do a range of activities and they often use and practise more than one skill, as
is found in everyday language use. For example, a speaking lesson may also involve listening; or
introductory and/or follow-up activities may practise target language through a different skill, for
example, pupils may read words they have practised using in spoken language. Therefore, every lesson
identifies a main and a complementary Content and Learning Standard, and these often focus on different
skills. The first Standard stated in the Scheme of Work represents the main focus of the lesson, and the
complementary Standards are secondary. Lesson objectives can be derived from both these main and
complementary standards.
The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills
practised in the textbook-based lessons, which should be identified through formative classroom-
based assessment of pupils’ progress.
The last few lessons (156 – 160) review language and skills practised over the whole of Primary Year 2.
The final three Language Arts lessons suggest a class performance of some kind which reviews a chosen
area of language learned during the year.
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4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given content and learning standards for lessons. This is because content
and learning standards are repeated a number of times over Year 2 in order to increase pupils’ chances of
success in achieving them across all skills and within Language Arts, but teachers do not have to follow
the learning outline and materials suggested. These can be adapted according to the teaching and learning
context, as long as they work towards the Content and Learning Standards for that particular lesson.
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2. Glossary of terms in Primary Year 2 curriculum framework
Term in Year 2 curriculum Meaning

framework
Listening 1.1.1 a range of high frequency target language phonemes These

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

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

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

Understand with support Very short narratives are stories which are usually not more than 6 lines
very short simple long. The simple narratives contain language and ideas which pupils can
narratives understand.
Please use your own judgment on very short simple narratives, based on
the level and interest of the pupils you teach.
Speaking 2.1 simple information

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

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

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

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

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

Communicate basic Basic information means the same as simple information (see
information intelligibly for a Speaking 2.1 above).
range of purposes in print
and digital media a range of purposes
The range of purposes is described in the Learning Standards for Years
1 - 6. These purposes involve finding out about and giving personal
details and opinions.
Writing 4.3.2 high frequency words

Spell a narrow range of High frequency words are words which pupils use often in Primary Year
familiar high frequency 2 writing, such as colours, numbers, days of the week, and classroom
words accurately in guided objects. Please use your own judgment on familiar high frequency
writing words, according to words pupils write often in your lessons.
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3. Differentiation strategies for Primary Year 2 pupils
Strategy 1: Differentiate by the task pupils are given

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

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

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

Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In
your group, say 3 colours or more. The minimum target (2 sentences, 3 colours) is compulsory,
and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a
chance for more proficient language pupils to challenge themselves. Some pupils will stop at the
minimum target at first, but with more practice, they will soon get the idea of going beyond the
minimum target.
ii) Remember and share

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

Some pupils need longer than others to complete tasks, especially when writing is involved. When it is
appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who
complete the task early should be provided (e.g. Write as many animal words as you can; Name
the things in this picture in the textbook; Talk with your friend in English: You choose what to
talk about). Rewarding fast finishers with something ‘fun’ to do (such as playing
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with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather
than to work carefully at their own speed. Extra tasks should extend and enrich learning.
Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they do
and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want to do
(e.g. the gestures they create for an action song, or a revision game), depending on the ways they prefer
to learn (for example visually, through speaking or listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes
pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet
write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a
group manager, writer or artist. Teachers should make sure to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide on a
reading target for each child, and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks. It should be noted that the
Schemes of Work for Primary Year 1 and 2 give recommendations for less proficient readers to be given
support during some reading lessons.
Strategy 6: Differentiate by the types of question asked

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

Feedback given to pupils should be varied according to their ability to act on the feedback. For example,
if a pupil who is less proficient at writing has tried hard and produces work with a number of
misspellings, feedback can be given on what they did well, and only 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested
improvement is achievable for them. If a stronger pupil writes well and makes 2 misspellings, the
teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The
pupil should be able to respond to the extra challenge built in to this feedback. The same principle
applies to giving feedback on pupils’ spoken language.
Pupils with pre-and low-level literacy skills

Some pupils may begin Year 1 with few or no literacy skills, and continue to need to develop these
skills into Year 2. Within the Scheme of Work, reading and writing skills are developed in different
ways and pupils’ literacy skills will be developed through the activities and lessons outlined in the
Scheme of Work, both in the textbook and non-textbook lessons as the relevant
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Content and Learning Standards are given adequate attention for pupils who are developing literacy
skills.
However, pupils with lower literacy proficiency will need extra support. It is recommended that teachers
select relevant material from LINUS, Literasi Bahasa Inggeris (LBI) Pupil’s Modules 1 and 2
(Second Edition) as supplementary to reading and writing lessons where indicated in the Scheme of
Work in the Differentiation column.
Please note the following Content and Learning Standards which develop these skills:
1 Content Standard Learning Standard

Listening 1.1 Listening 1.1.1
Recognise and reproduce target Recognise and reproduce with
language sounds support a range of high frequency
target language phonemes
2 Content Standard Learning Standard

Reading 3.1 Reading 3.1.1
Recognise words in linear and non- Identify, recognise and name the
linear texts by using knowledge of letters of the alphabet
sounds and letters
Reading 3.1.2
Recognise and sound out with
some support beginning, medial
and final sounds in a word
Reading 3.1.3
Blend phonemes (CVC, CCVC,
CVCV, CCV)
Reading 3.1.4
Segment phonemes (CVC, CCVC,
CVCV, CCV)
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4. Formative Assessment
Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as language
learners, and in communicating this information clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative assessment is
therefore also informative. Formative assessment of listening or reading may involve talking with
pupils about different listening and reading strategies they can use. Some of this discussion may be in
L1, as the focus is on learning, not on language performance.
Formative assessment of speaking, may involve highlighting how well a pupil has communicated
a message, as well as some explicit or implicit correction of pronunciation, vocabulary or
grammar. The picture is similar with formative assessment of writing, with spelling and
punctuation replacing pronunciation.
There are five common ways of collecting information in order to find out what pupils have done
well, and what they need to improve:
1. observing pupils in class

2. reading and marking their written work
3. asking pupils about their learning, e.g. what they find easy and difficult, what task types and
topics they enjoy
4. asking pupils to self- or peer assess their work
5. testing pupils.
Formative assessment also involves teachers reflecting on the learning in a lesson in order to plan
upcoming lessons effectively. This is of particular value when considering the non- textbook-based
lessons, where learning from the textbook can be reviewed and/or enriched.
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5. Suggested Pre-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson section
within the Scheme of Work. These pre-lesson tasks are suitable to begin almost any skills- focused lesson
and require minimal materials and preparation. Teachers can, of course, use their own pre-lesson tasks
whenever they think that these would be more suitable for the pupils they teach. Each pre-lesson task takes
about 5-10 minutes of class time.
Note: These tasks are the same for Primary Year 1 and Primary Year 2. The language and vocabulary
focus will be different, however, and some tasks can be modified for slightly older or more proficient
pupils, as is noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: to prepare and give pupils confidence for a listening or reading text MATERIAL:
Board, exercise books and pens
Write anagrams of key topic vocabulary words on the board, e.g.
e l o y l w (for yellow) r
e n e g (for green)
Put pupils into pairs or groups and ask them to work out the words by completing the anagrams. If pupils
find this difficult provide the first letter of each word or provide a picture to help them with meaning.
When finished, invite pupils to form larger groups to see if they have the same words. Ask
volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
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.
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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.
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PRE-LESSON TASK 6: FINGER-WRITING
AIM: to practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words the pupils will need for the lesson. These should be words the pupils already
know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head
down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word off
the board. If you want to review word-spelling, then you could use a picture.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes
the word on their back by using their finger.
6. Each pupil works out what word his/her partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
NB: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
1. Choose a key topic word from the lesson.

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

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive
whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: to practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other
topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the
phoneme you are focusing on, e.g. for /ɒ/:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more
difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils
check their answers.
5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from
the others). Pictures could be used instead of words to check vocabulary production rather than reading
recognition.
PRE-LESSON TASK 12: PASS IT ON
AIM: to review vocabulary or language to prepare for a lesson
MATERIALS: Word or picture cards
1. Review with the whole class the word or picture cards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes
it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the pupils
to be much faster.
6. After the words have all been passed around, you might want to review them again.
NB: You can use this activity to support vocabulary learning or reading. You could use short
sentences for more proficient groups of pupils.
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6. Suggested Post-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the post- lesson
section within the Scheme of Work. These post-lesson tasks are suitable for ending almost any
skills-focused lesson. Teachers can, of course, use their own post-lesson tasks whenever they think
that these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or more
proficient pupils, as is noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: to provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text which
pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: to review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3 and 6 flashcards which represent the content of a text
which pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and elicit
ideas from the pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may be
The story is on a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can
remember from the text, using the flashcards to help them. This could be sentences focusing on
content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise writing as well as speaking, pupils could come up to the board and
write information under the corresponding flashcard.
17
POST-LESSON TASK 3: GUESS THE WORD
AIM: to review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.

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

1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: to review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task.
These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected
versions.
18
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: to practise the pronunciation of key language from the lesson
MATERIALS: Listening or reading text, board
1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you want
the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line.
Ask the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of
words that pupils remember (the number of words depending on their familiarity, the age and the
proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: to review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a topic
word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the word, or follows the
instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their
answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the front).
19
POST-LESSON TASK 7: LISTEN AND POINT
AIM: to review topic vocabulary MATERIALS:
Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: to review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in
each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or
a board pen.
3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for each team
(at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the
ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed
time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team has a
word which no other team has, they get an extra point. Alternatively, you can avoid giving points for
these kinds of game, but offer praise yourself and from the other students when teams do well.
20
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: to review topic vocabulary, to practise listening, speaking and reading
MATERIALS: Board
1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is
a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number
of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think she has chosen. If your class is large, pupils can
work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number
of each target language item suggested.
8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the
previous pupil.
If this scoring system is too complex for younger children or those less proficient in numeracy, you can tell
pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct word.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another
source
1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are true or false, and correct false statements.
6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more
time to look at the picture if they need to do this in order to make their statements.
21
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: to review topic content or vocabulary and encourage pupils to make links between English learning
and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to
read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and circle
one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat –
you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what
the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: to reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson. Write it
on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit
an answer and write it on the board. Then give another example; then elicit another example. You
could include examples of other language structures too, depending on your lesson focus and level of
pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can
write in their notebooks or it can be done as a speaking activity. This would also be a little quicker. Set
either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed
by asking pupils to remember words with a particular sound. This could be from the lesson or could
be from the whole year so far.
22
7. Scheme of Work (Lessons 1 – 160)
23
Primary Year 2 Scheme of Work (Lessons 1 – 160)
LESSON: 1 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family & Friends
TOPIC: Introduction
LANGUAGE/GRAMMAR FOCUS:
WEEK:
Review of present simple to describe self
24
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a lesson to review learning from Large paper, coloured Values (Friendship) Your choice, depending on
Year 1. pencils. the needs of individuals in
Writing Writing your class.
4.2 4.2.1 In this lesson, pupils work in pairs or
Communicate basic Ask for and give basic small groups to ask and answer questions You can offer more or less
information intelligibly personal information about themselves on topics such as their support for the speaking and
for a range of purposes in using basic questions name, age, favourites. writing, and encourage
print and digital media and statements pupils to write more or less
Then they will write about their partner detail depending on the
(My new friend) and draw a picture (for level of literacy of your
example, of them, their family, pet, a pupils and what you would
COMPLEMENTARY favourite something). like to review.
SKILL COMPLEMENTARY
SKILL Have pupils introduce their partner to the
Speaking class.
2.3 Speaking
Communicate 2.3.1 These pictures can be left on the
appropriately to a small Introduce self and others to classroom wall to help you and the
or large group an audience using fixed pupils get to know each other.
phrases
25
LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
Days of the week

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

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

See Teacher’s Book. may be suitable.
Speaking Speaking
Communicate simple Give simple personal See Teacher’s Book. appropriate.
statements Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
Understand meaning in a Understand with support
contexts sentences
29
LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
TOPIC: Free Time
WEEK:
Present simple On (day) we (verb).
30
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.60 Language Strategy 5 may be
Reading Reading
Understand a variety of Understand specific See Teacher’s Book. appropriate.
linear and non-linear print information and details of
and digital texts by using simple sentences NB – this is a reading lesson. Have
appropriate reading pupils read and match, draw a line
strategies before/while listening.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
31
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Free Time
WEEK:
Days of the week

Food vocabulary (review)
32
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson A story about days of the Language Strategy 6 may be
Task 10 (with flashcards or realia of week, for example The suitable.
Language Arts Language Arts known words from the list) Very Hungry
5.2 5.2.1 Caterpillar (Book Use other strategies if
Lesson delivery
Express personal Name people, things, available or see appropriate.
1. Ask pupils to sit or stand in a circle.
responses to literary actions, or places of https://www.youtube.co
Place the flashcards/realia in the middle of
texts interest in texts m/watch?v=vkYmvxP0
the circle. Ask pupils to point to the food
they like. AJI
Also, movie at:
2. Review the words by helping pupils to https://www.youtube.co
COMPLEMENTARY COMPLEMENTARY say I like x. or My favourite is x. m/watch?v=75NQK-
SKILL SKILL 3. Ask pupils if they ate any of these foods Sm1YY )
this week. Ask them which day they ate it
Listening Listening on. NB This asks about the past. Do not Flashcards/realia/toys of
1.2 1.2.1 focus on this, just elicit the days of the food:
Understand meaning in a Understand with support week in association with the foods.
variety of familiar the main idea of simple apple pear
contexts sentences 4. Introduce the caterpillar. Ask pupils strawberry
what it likes to eat. orange
cake
5. Read/tell/show the story (Very Hungry ice cream
Caterpillar), asking questions to check cheese
understanding and using the images to sausage lolly
support understanding. NB pupils do not pop
need to understand every word, just the watermelon
general idea of the story. leaf
6. Ask pupils if their prediction about caterpillar
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
33
TOPIC: Free Time
WEEK:
I + verb (+phrase) + on + day+s
34
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards for Language Strategy 3 may be
Task 4: Identify the flashcard actions from p.56-60 suitable at stage 8 (see
Listening Listening Lesson Delivery (these can be hand- Learning Outline).
1.2 1.2.2 drawn if necessary) :
1. Review the flashcards on the board from
Understand meaning in a Understand with support play football, go Use other strategies if
the pre-lesson task by checking pupils
variety of familiar specific information and swimming, play the appropriate.
know these expressions. Then mime each
contexts details of simple sentences piano etc. Enough for
one and ask pupils to guess what you are
one per pupil (they can
doing.
be repeated)
COMPLEMENTARY 2. Ask pupils to stand in a circle. Say the
COMPLEMENTARY SKILL action words and pupils mime. Ask pupils Word cards for days of
SKILL to turn to their neighbour to do the week
this in pairs.
Speaking Speaking 3. Put the days of the week word cards
2.1 2.1.1 around the classroom. Give each pupil an
Communicate simple Give simple personal action flashcard.
statements 4. Say the sentence I (verb) on (day).
The pupil with the action flashcard should
take it and stand by the correct day.
Repeat for all cards.
5. Ask pupils to tell you a sentence for
their action and day (where they are
standing).
6. Pupils return to their places. Tell pupils a
sentence about your week (e.g. I ride my
pony on Mondays). They should tell you
if it is right or wrong. Repeat a few times.
7. Pupils do the Right or Wrong activity in

pairs.
8. Feedback as a whole class by asking
pupils to tell you what their partner does in
the week. Depending on your class, you
could ask them to say:
X said, “I xxx on xxxs’
She xxxxs on xxxxs.
She doesn’t xxx on xxxs.
Post lesson
Task 1 (you will need to make notes as
pupils talk about their weekly activities for
this)
35
36
TOPIC: Free Time
WEEK:
I / we + verb + on + day+s
37
CROSS
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES
STANDARD STANDARD REFERENCES STRATEGIES / REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards Language Strategies 2 or 5 may be
Task 4: Identify the flashcard of actions (from suitable.
Speaking Speaking Lesson 6)
Lesson delivery
2.1 2.1.1 Use other strategies if
1. Write numbers 1 to 6 (or one to six)* on the board.
Communicate simple Give simple personal One or two dice appropriate.
If you have a numbers song, you could sing the song.
information intelligibly information using basic per pair or group
statements 2. Review the action flashcards and put them on the (or whole class if
board next to a number as the pupils say them correctly. not available) *You could extend this to
3. Ask pupils to close their eyes or turn around. Remove 12 and use two dice for this
COMPLEMENTARY COMPLEMENTARY an action card from the board. Ask pupils to tell you activity.
SKILL SKILL A worksheet for
which card you removed. They can tell you the number
and/or the action. Repeat. each pupil with a
Listening Listening table for pairwork
1.2 1.2.2 4. Put the pictures back on the board and write the interview (see
Understand meaning in a Understand with support phrase next to them (you can elicit spelling, ask pupils below)
variety of familiar specific information and to write in their notebooks or ask a pupil to come and
contexts details of simple sentences write on the board).
5. Give out papers. Pupils work in pairs to tell each other

what they do in the week. They should choose (if
possible) from the actions on the board 1 - 6.
The partner listens and writes in the table (they can write
the words or the number from the board).
6. Ask pupils to compare their worksheets to find any
activity that they do at the same time. If they do, they
should say Let’s do it together! You will need to model
this and explain together using gesture and mime.
7. Tell pupils to stand up and walk around the room to

talk to new partners. They should try to find something in
common:
A: I play football on Saturdays.
B: I play football on Saturdays, too.
A&B: Let’s do it together!
Model and practice the dialogue before beginning the
activity.
8. Feed back by asking pupils to tell you what they have
in common, e.g. We play football on Saturdays.
Make notes on what pupils say here, you will need this to
prepare the next lesson.
Post lesson
Task 3
38
Example table for pairwork interview worksheet for Lesson 7
Day Activity
Mondays
Tuesdays I play football

Wednesdays
Thursdays
Fridays
Saturdays
Sundays
39
TOPIC: Free Time
WEEK:
I / we + verb + on + day+s
/ei/ sound in words from unit
40
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Picture flashcards of Language Strategies 1 or 3 may be
Task 4 actions suitable.
Reading Reading Lesson delivery
3.1 3.1.2 One worksheet for each Use other strategies if
1. Write the words on the board:
Recognise words in linear Recognise and sound out pupil, in two parts. Part 1 appropriate.
play
and non-linear texts by with some support – see below.
watch
using knowledge of beginning, medial and final Part 2 – sentences based
day
sounds of letters sounds in a word on pupils’ responses in When writing the worksheet
game
Lesson 7) part 2, you could choose
ball
pupils who participate less
what
often, who have lower
hurray
COMPLEMENTARY proficiency or who have
match
SKILL COMPLEMENTARY low motivation. This will
Elicit the common letter (a).
SKILL help involve them more in
Ask pupils to read the words to their
Reading their learning.
partner.
3.1 Reading
Recognise words in linear 3.1.1 2. Model the /ei/ sound. Ask pupils to tell
and non-linear texts by Identify, recognise and their partner which words have this If appropriate, select
using knowledge of name the letters of the sound. suitable activities for your
sounds of letters alphabet Feedback on 1 and 2 whole class and pupils from LINUS
check pronunciation. Module 1 to be added in to
3. Elicit spellings for /ei/ sound: ay and this lesson to focus on
a+C+e (ask pupils to say the letter phonemes from Lines a and
names). b of the Year 1 Phonics
Ask pupils to write (or tell you) more Table (see syllabus)
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
41
Example sentences for worksheet part 1 (Lesson 8):
1. I play football on Mondays.
2. I go swimming on Saturdays.
3. I ride my bike on Sundays.
[Add more activities that your pupils do regularly]
Example sentences for worksheet part 2:
(Pupil’s name) I xxx on xxxs.
1. (Aishah) I play computer games on Mondays and Sundays. True / False
2. (Ryan) I ride my bike on Saturdays and Sundays. True / False
(8 - 10 sentences, depending on your class)
42
TOPIC: Free Time
WEEK:
My favourite day is X. I
+ verb + on + day+s.
43
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Word cards to make up Language Strategies 3 or 4 may be
Task 1 (days of the week) sentences. One per suitable (see learning
Writing Writing student. e.g. outline).
Lesson delivery
4.3 4.3.3
1. Have pupils sit or stand in a circle. Give
Communicate with Plan, draft and write I / go / swimming / on / Use other strategies if
each pupil a word card. Ask pupils to find
appropriate language simple sentences Saturdays / I / play / appropriate.
friends to make sentences. They should
form and style for a football / on / Fridays
stand in a line to make a sentence with their
range of purposes in If appropriate, select
words.
print and digital media Worksheet for each suitable activities for your
If you have a very large class or would
pupil (see below) pupils from LINUS
like to control this more, children can
Module 1 to be added in to
work in groups so that each group makes
this lesson to focus on
one sentence.
COMPLEMENTARY COMPLEMENTARY phonemes from Lines a and
Ask pupils to say their sentences. Put the
SKILL SKILL b of the Year 1 Phonics
sentences on the board. Elicit the need
Table (see syllabus).
for full stops.
Writing Writing
4.2 4.2.1 2. Play a game to elicit the spelling of
Communicate basic Ask for and give basic favourite (e.g. see pre-lesson task 7),
information intelligibly personal information leave the word on the board.
for a range of purposes in using basic questions
print and digital media and statements 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
44
Suggested design of worksheet for Lesson 9:
Day:
45
TOPIC: Free Time
WEEK:
Days of the week and food vocabulary review
46
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson linked to the Your choice depending Science and Your choice depending
main and the complementary content and on the focus of your Technology on your lesson
Language Arts Language Arts learning standards. lesson.
5.2 5.2.1
Express personal Name people, things, You could extend Lesson 5 by re- reading Suggested material:
responses to literary actions, or places of The Very Hungry Caterpillar and The Very Hungry
texts interest in texts. providing some activities to develop Caterpillar
understanding of life cycles in nature,
specifically the butterfly.
SKILL SKILL
Speaking Speaking
2.1 2.1.3
Communicate simple Give a short sequence of
information intelligibly basic instructions
47
TOPIC: Free Time
WEEK:
Do you…?
Yes, I do…/ No, I don’t
48
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.61 Language Strategy 2, 3 or 7 may be
Speaking Speaking
Communicate simple Give simple personal See Teacher’s Book. appropriate.
statements Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.2
Communicate simple Find out about personal
information intelligibly information by asking
basic questions
49
TOPIC: Free Time
We’re lost
Lake
Wait and see
WEEK:
Come with me
Thank you very much
50
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.62- Values Strategy 6 may be
See Teacher’s Book. p.63 (asking for help when suitable.
Listening Listening you need it)
Understand meaning in a Understand with support See Teacher’s Book. appropriate.
variety of familiar very short simple
contexts narratives NB – this lesson focuses on Activity 1
(picture story), which continues onto
page 63.
COMPLEMENTARY COMPLEMENTARY Post lesson

SKILL SKILL See Teacher’s Book.
Listening Listening
1.2 1.2.2
variety of familiar specific information and
contexts details of simple sentences
51
TOPIC: Free Time
WEEK:
Recycled story language from lesson 17
52
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.63 Values Strategy 2 may be
See Teacher’s Book. (asking for help when suitable.
Reading Reading you need it)
Recognise words in linear Blend phonemes (CVC, Lesson Delivery appropriate.
and non-linear texts by CCVC, CVCV, CCV) See Teacher’s Book.
using knowledge of
sounds of letters
Post lesson
SKILL SKILL
Listening Listening
1.1 1.1.1
Recognise and Recognise and reproduce
reproduce target with support a range of
language sounds high frequency target
language phonemes
53
TOPIC: Free Time
WEEK:
How many days do….?

Possessive ’s
54
CROSS
ELEMENT
Writing Writing
Communicate with Use capital letters and full Lesson Delivery appropriate.
appropriate language stops appropriately in See Teacher’s Book.
form and style for a guided writing at sentence
range of purposes in level
print and digital media Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
55
TOPIC: Free Time
WEEK:
Your choice of phoneme blends CVC, CCVC, CVCV, CCV
56
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Language Your choice, as
linked to the main and the complementary appropriate to your appropriate to your
Language Arts Language Arts content and learning standards. lesson. lesson.
5.1 5.1.2
Enjoy and appreciate Say the words in simple In this lesson, pupils listen to and join in a Some example songs
rhymes, poems and texts, and sing simple song which focuses on blending phonemes. can be found here:
songs songs with intelligible They should see and work with the words
pronunciation, rhythm and of the song in written form as well. https://www.kizphonics.
intonation com/phonics-phoneme-
i) simple chants and raps songs/
ii) simple rhymes
iii) simple action songs http://www.earlychildho
iv) simple songs odeducationzone.com/
best-phonics-songs/
SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in linear Blend phonemes (CVC,
and non-linear texts by CCVC, CVCV, CCV)
using knowledge of
sounds of letters
57
TOPIC: Free Time
WEEK:
Your choice of review or extension of recently introduced language and vocabulary
58
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Language Your choice, as
main and the complementary content appropriate to your appropriate to your
Listening Listening and learning standards. lesson lesson.
1.2 1.2.2 Review or extend
Understand meaning in a Understand with support One possibility is to extend the listening p.61-64.
variety of familiar specific information and activity on p.64 of the textbook. Pupils
contexts details of simple sentences work in pairs to dictate spelling and other
information to each other in a similar way.
SKILL SKILL
Reading Reading
3.1 3.1.1
Recognise words in linear Identify, recognise and
and non-linear texts by name the letters of the
using knowledge of alphabet
sounds of letters
59
TOPIC: Free Time
WEEK:
60
CROSS
ELEMENT
Speaking Speaking and learning standards. lesson lesson.
Communicate simple Find out about personal One possibility is to have pupils write and p.61-64.
information intelligibly information by asking then work in pairs and then mingle to do a
basic questions survey, where they find out about each
other’s’ weekend activities. They can
report on their findings in
Lesson 19.
SKILL SKILL
Writing Writing
4.2 4.2.1
Communicate basic Ask for and give basic
information intelligibly personal information
print and digital media and statements
61
TOPIC: Free Time
WEEK:
62
CROSS
ELEMENT
Reading Reading and learning standards. lesson. lesson.
Understand a variety of Understand specific One possibility is to review the story on p.61-64. If appropriate, select
linear and non-linear print information and details of p.62-63 by cutting it up into stages and suitable activities for your
and digital texts by using simple sentences asking pupils to read and order the pupils from LINUS
appropriate reading sentences or pictures, encouraging pupils Module 1 to be added in to
strategies to use particular reading strategies. this lesson to focus on
phonemes from Lines c and
d of the Year 1 Phonics
Table (see syllabus)
SKILL SKILL
Reading Reading
3.2 3.2.3
Understand a variety of i) Reread a word, phrase or
linear and non-linear print sentence to understand
and digital texts by using meaning
appropriate reading
strategies
63
TOPIC: Free Time
WEEK:
64
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as ICT Your choice, as
Writing Writing and learning standards. lesson. lesson.
Communicate with Plan, draft and write One possibility is for pupils to work in p.61-64. If appropriate, select
appropriate language simple sentences pairs at a computer and report the findings suitable activities for your
form and style for a of their survey done in Lesson pupils from LINUS
range of purposes in 17. They could use a programme to do this Module 1 to be added in to
print and digital media that is suitable for their level of this lesson to focus on
technological skill (e.g. Microsoft Excel or phonemes from Lines c and
Word). d of the Year 1 Phonics
Table (see syllabus)
SKILL SKILL
Writing Writing
4.2 4.2.5
Communicate basic Connect words and phrases
information intelligibly using basic coordinating
for a range of purposes in conjunctions
print and digital media
65
TOPIC: Free Time
WEEK:
On day+s I + verb phrase
66
CROSS
ELEMENT
MAIN SKILL MAIN SKILL In this Language Arts lesson, pupils Superminds 1 p.65 Language Your choice, as
work with the poem on p.65 of their appropriate to your
Language Arts Language Arts textbook. lesson.
5.1 5.1.2
Enjoy and appreciate Say the words in simple Pre-lesson
rhymes, poems and texts, and sing simple See Teacher’s Book.
songs songs with intelligible
pronunciation, rhythm and
intonation. Lesson Delivery
i) simple chants and raps See Teacher’s Book.
ii) simple rhymes
iii) simple action songs
iv) simple songs Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.1
67
TOPIC: Free Time
WEEK:
Recycled language : food, free-time activities

Healthy, unhealthy, eat healthy food, keep fit, have fun
68
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.66 Values Strategies 1, 2 or 6 may be
See Teacher’s Book. (eating healthily) suitable.
Reading Reading
Understand a variety of Understand specific Lesson Delivery appropriate.
linear and non-linear print information and details of See Teacher’s Book.
and digital texts by using simple sentences
appropriate reading
strategies Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.2
basic questions
69
TOPIC: Free Time
WEEK:
Recycled language: free-time activities, days of the week Hour
70
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.67 Entrepreneurship Strategy 3 may be
Speaking Speaking
Communicate simple Find out about personal Lesson Delivery appropriate.
information intelligibly information by asking See Teacher’s Book.
basic questions
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
71
TOPIC: Free Time
WEEK:
Recycled language: imperatives
72
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.68 Creativity and Strategies 2 or 5 may be
See Teacher’s Book. Innovation suitable.
Listening Listening
Understand meaning in a Understand with support Lesson Delivery appropriate.
variety of familiar very short simple See Teacher’s Book.
contexts narratives
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
Understand meaning in a Understand an increased
variety of familiar range of short basic
contexts supported classroom
instructions
73
TOPIC: Free Time
WEEK:
Recycled language from the topic
74
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.69 ICT All strategies may be
Writing Writing
4.3 4.3.1
Communicate with Use capital letters and full Lesson Delivery
appropriate language stops appropriately in See Teacher’s Book.
print and digital media Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.4
Understand a variety of Use a picture dictionary to
linear and non-linear print find, list and categorise
and digital texts by using words from Year 2 topics
appropriate reading and themes
strategies
75
TOPIC: Free Time
WEEK:
Your choice depending on your lesson
76
CROSS
ELEMENT
5.1 5.1.1
Enjoy and appreciate Demonstrate appreciation In this Language Arts lesson, pupils listen You could choose a text
rhymes, poems and through non- verbal to a text for enjoyment. Try to use digital from:
songs responses to media where facilities are available (such https://learnenglishkids.
i) simple chants and raps as an interactive digital story, or video britishcouncil.org/en/list
ii) simple rhymes material) en-watch
iv) simple songs
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
77
THEME: World of Stories
TOPIC: The old house
House vocabulary: house, bathroom, bedroom, living room, hall, dining room, kitchen, stairs, cellar Down,
up
WEEK:
Now
Find out
78
CROSS
ELEMENT
Listening Listening
variety of familiar specific information and See Teacher’s Book.
contexts details of simple
sentences
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.2
Communicate with Spell a narrow range of
appropriate language familiar high frequency
form and style for a words accurately in
range of purposes in guided writing
79
TOPIC: Free Time
WEEK:
80
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Values (living Your choice, as
main and the complementary content appropriate to your healthily) appropriate to your
Speaking Speaking and learning standards. lesson. lesson.
2.1 2.1.3 Review or extend p.65-
Communicate simple Give a short sequence of One possibility is for pupils to ask each 69.
information intelligibly basic instructions other about their habits and to then give
each other advice on how to make their
lives healthier.
SKILL SKILL
Listening Listening
1.2 1.2.5
variety of familiar range of short supported
contexts questions
81
TOPIC: Free Time
WEEK:
82
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is for pupils to read a series 69. If appropriate, select
linear and non-linear print information and details of of instructions and put them in order. They suitable activities for your
and digital texts by using simple sentences can then write instructions on small cards pupils from LINUS
appropriate reading and play a reading mime game in small Module 1 to be added in to
strategies groups. this lesson to focus on
phonemes from Lines e and
f of the Year 1 Phonics
SKILL SKILL
Writing Writing
4.2 4.2.3
Communicate basic Write short familiar
information intelligibly instructions
for a range of purposes in
83
TOPIC: Free Time
WEEK:
84
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to play some spelling 69. If appropriate, select
appropriate language familiar high frequency revision games for topic vocabulary. suitable activities for your
form and style for a words accurately in Then pupils write sentences based on their pupils from LINUS
range of purposes in guided writing posters (p.69). The focus of this writing Module 1 to be added in to
print and digital media activity is on accuracy of spelling, this lesson to focus on
punctuation and use of capital letters. phonemes from Lines e and
f of the Year 1 Phonics
SKILL SKILL
Writing Writing
4.3 4.3.1
Communicate with Use capital letters and full
appropriate language stops appropriately in
range of purposes in level.
85
TOPIC: Free Time
WEEK:
Your choice as appropriate to your lesson
86
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Patriotism & Your choice, as
linked to the main and the complementary appropriate to your Citizenship (co- appropriate to your
Language Arts Language Arts content and learning standards. lesson. operation), Values lesson.
5.3 5.3.1 Review or extend p.65- (Healthy living)
Express an imaginative Respond imaginatively One possibility is to base the lesson on 69.
response to literary texts and intelligibly through pupils’ report on the survey results from
creating simple short p.67. From these, they could co- operate as
chants or raps a class or in large groups to create a big
poster for the classroom or a class
Other imaginative chant/rap about their healthy and/or
responses as appropriate unhealthy habits.
Pupils should try to use English to
communicate in a group, although this may
not always be possible. Encourage them to
COMPLEMENTARY COMPLEMENTARY ask for help in English by pre- teaching
SKILL SKILL phrases such as:
‘We don’t understand/know what
Speaking Speaking to do/write here.’
2.2 2.2.2 ‘How do you spell…?’
Use appropriate Ask for attention of help
communication from a teacher of a
strategies classmate by using
suitable statements and
questions
87
WEEK:
There’s a …
There are …
88
CROSS
ELEMENT
Speaking Speaking
Communicate simple Describe objects using Lesson Delivery appropriate.
information intelligibly suitable words and See Teacher’s Book.
phrases
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
89
Is there a?
Are there any…?
WEEK:
Yes, there is / No, there isn’t Yes,

there are / No, there aren’t
90
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.73 Language Strategies 2, 6 or 7 may be
Listening Listening NB: p.72 will be the
1.2 1.2.2 focus of Lesson 35 Use other strategies if
NB: Introduce pupils to some non-
verbal and verbal strategies that give
thinking time, for example Mmm …,
COMPLEMENTARY Er…, Let me see…
COMPLEMENTARY SKILL These can be used in Activity 3 while
SKILL pupils look for the items in the pictures.
Speaking Speaking
2.2 2.2.1 Post lesson
Use appropriate Keep interaction going in See Teacher’s Book.
communication short exchanges by using
strategies suitable non-verbal
responses
91
WEEK:
Recycled home and animal vocabulary
92
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.74 - 75 Patriotism and Strategies 2 or 5 may be
See Teacher’s Book. Citizenship suitable.
Reading Reading (looking after your
3.2 3.2.3 friends) Use other strategies if
Understand a variety of i) Reread a word, phrase or Lesson Delivery appropriate.
linear and non-linear print sentence to understand See Teacher’s Book.
appropriate reading NB: The main focus of this lesson is the
strategies ii) Ignore unknown story in Activity 1. This continues onto
words in order to p.75.
understand a phrase or Encourage children to use reading
sentence strategies as shown in the learning
standard for this lesson.

Listening Listening
1.2 1.2.1
contexts sentences
93
WEEK:
94
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to have pupils draw 74 (Note that p.72 will be
appropriate language familiar high frequency their own home and label the rooms in it. the focus of Lesson 35).
form and style for a words accurately in They then talk about their homes with
range of purposes in guided writing their partner, who asks questions (e.g.
print and digital media What’s in the living room?)
SKILL SKILL
Speaking Speaking
2.1 2.1.2
basic questions
95
WEEK:
96
CROSS
ELEMENT
MAIN SKILL MAIN SKILL This Language Arts lesson is based on the Superminds 1 p.72 Language Strategies 2 or 5 may be
song on p.72. suitable.
Language Arts Language Arts
5.1 5.1.2 Pre-lesson Use other strategies if
Enjoy and appreciate Say the words in simple See Teacher’s Book. appropriate.
rhymes, poems and texts, and sing simple
pronunciation, rhythm and Lesson Delivery
intonation See Teacher’s Book.
i) simple chants and raps
ii) simple rhymes
iii) simple action songs Post lesson
iv) simple songs See Teacher’s Book.
SKILL SKILL
Listening Listening
1.3 1.3.1
Use appropriate listening Understand the message the
strategies in a variety of teacher or classmate is
contexts communicating by using
visual clues when they are
speaking
97
WEEK:
98
CROSS
ELEMENT
Listening Listening and learning standards. lesson. lesson.
1.2 1.2.3 Review or extend p.71 -
Understand meaning in a Understand with support One possibility is to review the story on 74
variety of familiar very short simple p.74-75. Have pupils listen and act the
contexts narratives story in small groups as they listen.
In pairs, they then dictate pictures to
each other from the story, e.g.
The cellar stairs: How many stairs are
COMPLEMENTARY COMPLEMENTARY there? How many rats are there?
SKILL SKILL
Listening Listening
1.2 1.2.2
99
WEEK:
100
CROSS
ELEMENT
Communicate simple Find out about personal One possibility is to do an 74
information intelligibly information by asking Information – gap activity. Pupils have
basic questions information about an old house, but their
information is incomplete. Their partner
has the complementary information. Pairs
should ask questions to each other to find
COMPLEMENTARY COMPLEMENTARY out the missing information.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
Communicate simple Describe objects using
information intelligibly suitable words and
phrases
101
WEEK:
102
CROSS
ELEMENT
Recognise words in linear Segment phonemes You can use vocabulary from this unit of 74 If appropriate, select
and non-linear texts by (CVC, CCVC, CVCV, the textbook to work on recognising, suitable activities for your
using knowledge of CCV) producing and segmenting phonemes. pupils from LINUS
sounds of letters Module 1 to be added in to
phonemes from Lines g and
h of the Year 1 Phonics
COMPLEMENTARY Table (see syllabus).
SKILL COMPLEMENTARY
SKILL
Listening
1.1 Listening
Recognise and 1.1.1
reproduce target Recognise and reproduce
language sounds with support a range of
high frequency target
language phonemes
103
WEEK:
104
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Creativity and Your choice, as
main and the complementary content appropriate to your Innovation appropriate to your
Communicate with Plan, draft and write One possibility is for pupils to write and 74. If appropriate, select
appropriate language simple sentences illustrate one or more extra picture for the suitable activities for your
form and style for a story on p.74-75 to include different things pupils from LINUS
range of purposes in they’d find in an old house. Module 1 to be added in to
print and digital media They should draft their writing in their this lesson to focus on
exercise books before producing the phonemes from Lines g and
annotated picture in pairs, focusing on h of the Year 1 Phonics
accuracy of spelling and punctuation. Table (see syllabus).
SKILL SKILL
Writing Writing
4.3 4.3.1
105
WEEK:
Your choice depending on your lesson focus
106
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your own story. You Creativity and Your choice, as
linked to the main and the complementary could write a short story Innovation appropriate to your
Language Arts Language Arts content and learning standards. for your pupils about an lesson.
5.3 5.3.1 unusual house, based on a
Express an imaginative Respond imaginatively The pupils should listen to and enjoy a picture such as The Old
response to literary texts and intelligibly through story about an unusual house and respond Lady who lived in a
creating short simple imaginatively, perhaps by drawing a shoe:
chants or raps. picture of an unusual house and labelling https://www.youtube.co
it. m/watch?v=6XKH3QEt
Other imaginative HQg
responses as appropriate
For more pictures and
ideas:
http://weburbanist.com/
COMPLEMENTARY COMPLEMENTARY 2008/12/09/amazing-
SKILL SKILL bizarre-homes-exotic-
houses/
Listening Listening
1.2 1.2.1
contexts sentences
107
WEEK:
Recycled home, animals and food vocabulary from the story in Lesson 33
108
CROSS
ELEMENT
Listening Listening
Recognise and Recognise and reproduce Lesson Delivery appropriate.
reproduce target with support a range of See Teacher’s Book.
language phonemes NB: You will need to review the story on
p.74-75 at the beginning of this lesson.
Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in linear Blend phonemes (CVC,
and non-linear texts by CCVC, CVCV, CCV)
using knowledge of
sounds of letters
109
WEEK:
Recycled animal, toy, classroom objects, home vocabulary, there is, there are
110
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.76 Language Strategies 5 or 7 may be
Reading Reading
Understand a variety of Understand the main idea Lesson Delivery appropriate.
linear and non-linear print of simple sentences See Teacher’s Book.
and digital texts by using
appropriate reading
SKILL SKILL
Reading Reading
3.1 3.1.2
Recognise words in linear Recognise and sound out
and non-linear texts by with some support
using knowledge of beginning, medial and final
sounds of letters sounds in a word
111
WEEK:
I live in..
112
CROSS
ELEMENT
Writing Writing
Communicate basic Ask for and give basic Lesson Delivery appropriate.
information intelligibly personal information See Teacher’s Book.
Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.5
113
WEEK:
Vocabulary of habitats: habitat, polar region, ocean, jungle, desert, mountains, rocks, sand, coral, snow
114
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.78 Environmental Strategies 1, 2 or 7 may be
See Teacher’s Book. sustainability suitable.
Speaking Speaking It would be helpful to
2.1 2.1.5 make a poster of useful Use other strategies if
Communicate simple Describe objects using Lesson Delivery classroom language to appropriate.
information intelligibly suitable words and See Teacher’s Book. put on the classroom
phrases wall if possible,
NB: Note the COMPLEMENTARY
SKILL for this lesson. Pupils may need
help with Activity 2. For this, you should
COMPLEMENTARY COMPLEMENTARY review or pre-teach useful expressions and
SKILL SKILL have pupils practise them during this
activity. E.g.
Speaking Speaking Please can you help
2.2 2.2.2 me? I’m not sure about
Use appropriate Ask for attention or help this.
communication from a teacher or classmate
strategies using suitable statements Post lesson
of questions See Teacher’s Book.
115

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

SKILL SKILL https://www.youtube.co
m/watch?v=2nYjGy_ZU
Speaking Speaking G8
2.1 2.1.5
phrases
117
WEEK:
118
CROSS
ELEMENT
Understand meaning in a Understand with support One possibility is to prepare short 78.
variety of familiar specific information and descriptions of houses for pupils to read to
contexts details of simple sentences each other. They listen to their partner and You could use the house
draw items in a house. pictures on p.77 as
Model this by having the class listen to templates to create
you describing a house first. resources.
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL
Speaking
Speaking 2.1.5
2.1 Describe objects using
Communicate simple suitable words and
information intelligibly phrases
119
WEEK:
120
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to prepare a picture and 78 If appropriate, select
linear and non-linear print information and details of some sentences to describe it. These suitable activities for your
and digital texts by using simple sentences sentences are either true or false. Pupils pupils from LINUS
appropriate reading need to read and decide. Then they write a Module 2 to be added in to
strategies True/False sentence for another pupil to this lesson to focus on
read. phonemes from Lines i and
j of the Year 1 Phonics
SKILL SKILL
Writing Writing
4.2 4.2.4
Communicate basic Describe objects using
for a range of purposes in phrases
121
WEEK:
122
CROSS
ELEMENT
Communicate basic Connect words and One possibility is to teach some basic 78 If appropriate, select
information intelligibly phrases using basic conjunctions, such as and, but and so, suitable activities for your
for a range of purposes in coordinating depending on the proficiency level of your pupils from LINUS
print and digital media conjunctions. class. Module 2 to be added in to
Then, use pupils’ writing from Activity 2, this lesson to focus on
p.77, to practise the conjunctions. phonemes from Lines i and
j of the Year 1 Phonics
COMPLEMENTARY Table (see syllabus).
SKILL COMPLEMENTARY
SKILL
Writing
4.3 Writing
Communicate with 4.3.1
appropriate language Use capital letters and full
form and style for a stops appropriately in
range of purposes in guided writing at sentence
print and digital media level
123
WEEK:
Animal vocabulary: goat, camel, parrot, shark, penguin, polar bear, jellyfish
124
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.79 Entrepreneurship Strategies 3, 4, 5 or 7

See Teacher’s Book. may be suitable.
Speaking Speaking
Communicate simple Describe objects using Lesson Delivery appropriate.
phrases
Please note the COMPLEMENTARY
SKILL for this lesson. Pupils may need
help with Activity 2. For this, you should
COMPLEMENTARY COMPLEMENTARY review and encourage pupils to use the
SKILL SKILL expressions you introduced in Lesson
44.
Speaking Speaking
2.2 2.2.2 Post lesson
Use appropriate Ask for attention or help See Teacher’s Book
communication from a teacher or classmate
strategies using suitable statements
and questions
125
MAIN SKILL(S) FOCUS: Language Arts;
WEEK:
126
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Environmental Your choice, as
linked to the main and the complementary appropriate to your sustainability appropriate to your
5.1 5.1.1
Enjoy and appreciate Demonstrate appreciation You could choose a song,
rhymes, poems and though non- verbal In this lesson, pupils listen to and enjoy a chant, rap or story or
songs responses to: song, chant, rap or story about animals and story about animals and
i) simple chants and raps their habitats. their homes or habitat,
ii) simple rhymes such as:
iii) simple action songs https://learnenglishkids.
iv) simple songs britishcouncil.org/en/so
ngs/the-ballad-lisa-the-
lemur
COMPLEMENTARY COMPLEMENTARY or
SKILL SKILL https://learnenglishkids.
britishcouncil.org/en/so
Listening Listening ngs/animal-house
1.2 1.2.3
Understand meaning in a Understand with support There should be a focus
variety of familiar very simple short on ecology and
contexts narratives environmental
sustainability.
127
WEEK:
Recycled home vocabulary, adjectives and imperatives
128
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.80 Creativity and Strategies 2, 5 or 6 may be
Listening Listening
sentences
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
129
WEEK:
130
CROSS
ELEMENT
Reading Reading
appropriate reading
SKILL SKILL
Reading Reading
3.2 3.2.4
strategies
131
WEEK:
132
CROSS
ELEMENT
Use appropriate Ask for attention or help You could, for example, extend the quiz on 81.
communication from the teacher or p.81 and ask the questions orally.
strategies classmate by using Pupils work in pairs to discuss the
suitable statements and answers before saying them.
questions Introduce and have pupils practise
expressions for asking for attention
when they know the answer, e.g.
I know the answer!
COMPLEMENTARY COMPLEMENTARY Can I try, please?
SKILL SKILL Can I guess,
please?
Listening Listening
1.2 1.2.5
contexts questions
133
WEEK:
134
CROSS
ELEMENT
Communicate basic Write short familiar You could, for example, extend the quiz on 81 If appropriate, select
information intelligibly instructions p.81 by asking pupils to write one/some suitable activities for your
for a range of purposes in quiz questions in pairs or small groups. pupils from LINUS
print and digital media This might be suitable if you did not Module 2 to be added in to
already review the quiz in Lesson 53. this lesson to focus on
phonemes from Line k of
the Year 2 Phonics Table
(see syllabus).
SKILL SKILL
Writing Writing
4.2 4.2.4
135
WEEK:
136
CROSS
ELEMENT
5.3 5.3.1
Express an imaginative Respond imaginatively One possibility is for pupils to listen to a You could write a short
response to literary texts and intelligibly through short story about a witch who lives in an old story about a witch who
creating simple short house. She is chanting and making a spell. makes spells using a
chants or raps Pupils can predict what the witch uses in chant. Use realia is
her spell or what her spell is for. After the possible to support
Other imaginative story, pupils create their own spell meaning and make the
responses as appropriate chants. Support this activity with realia is lesson memorable.
possible.
SKILL SKILL
Speaking Speaking
2.1 2.1.3
137
THEME: World of Self, Family, and Friends
TOPIC: Get dressed!
WEEK:
Clothes vocabulary: clothes, jeans, sweater, jacket, skirt, shorts, cap, shoes, socks, T-shirt, trousers
Imperative: Put on
138
CROSS
ELEMENT
Listening Listening
sentences
Post lesson
SKILL SKILL
Reading Reading
3.3 3.3.1
Read independently for Read and enjoy simple print
information and and digital games at
enjoyment sentence level
139
TOPIC: Get dressed!
Do you like…?
WEEK:
Yes, I do / No, I don’t

This, These
140
CROSS
ELEMENT
Speaking Speaking
information intelligibly information asking basic See Teacher’s Book.
questions
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
141
TOPIC: Get dressed!
WEEK:
142
CROSS
ELEMENT
Recognise words in linear Blend phonemes (CVC, One possibility is to prepare activities 83 If appropriate, select
and non-linear texts by CCVC, CVCV, CCV) for pupils to practise blending and suitable activities for your
using knowledge of segmenting phonemes using the pupils from LINUS
sounds of letters vocabulary on p.82 Module 2 to be added in to
phonemes from Line k of
(see syllabus).
SKILL SKILL
Reading Reading
3.1 3.1.4
Recognise words in linear Segment phonemes
and non-linear texts by (CVC, CCVC, CVCV,
using knowledge of CCV)
sounds of letters
143
TOPIC: Get dressed!
WEEK:
144
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to prepare a wordsearch 83 If appropriate, select
appropriate language familiar high frequency with pictures to go with it. Pupils find the suitable activities for your
form and style for a words accurately in words in the word search and write them pupils from LINUS
range of purposes in guided writing next to the pictures. For a word search Module 2 to be added in to
print and digital media They could then make their own word creator see: this lesson to focus on
searches. www.puzzle- phonemes from Line l of
maker.com the Year 2 Phonics Table
(see syllabus).
COMPLEMENTARY COMPLEMENTARY For pupils to use:
SKILL SKILL www.abcya.com/make_
a_word_search.htm
Reading Reading
3.1 3.1.1
sounds of letters
145
TOPIC: Get dressed!
WEEK:
146
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Language Your choice, as
linked to the main and the complementary appropriate to your
Language arts Language arts content and learning standards. lesson.
5.2 5.2.1
Express personal Name people, things, One possibility is to prepare a dialogue
responses to literary actions, or places of about what clothes people like and use
texts interest in texts puppets or toys to act it out.
Pupils might respond by drawing a picture
of the characters and labelling it.
SKILL SKILL
Writing Writing
4.3 4.3.2
147
TOPIC: Get dressed!
WEEK:
148
CROSS
ELEMENT
Understand meaning in a Understand an increased One possibility is to use several different recent lessons up to
variety of familiar range of short supported styles and designs of T-shirts or other p.83.
contexts questions clothes and eliciting pupils’ opinions of
them.
SKILL SKILL
Listening Listening
1.3.1 1.3.1
speaking
149
TOPIC: Get dressed!
WEEK:
150
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Financial education Your choice, as
Communicate simple Find out about personal One possibility is for pupils to do a role recent lessons up to
information intelligibly information by asking play in pairs or small groups, where they p.83.
basic questions buy some clothes that they like in a shop.
They will need to use verbal as well as
non-verbal strategies to keep
interaction going.
SKILL SKILL
Speaking Speaking
2.2 2.2.1
Use appropriate Keep interaction going in
responses
151
TOPIC: Get dressed!
WEEK:
152
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to review, perhaps in a recent lessons up to If appropriate, select
linear and non-linear print information and details of reading game, this and these using p.83. suitable activities for your
and digital texts by using simple sentences pictures/flashcards and sentences for pupils from LINUS
appropriate reading pupils to match, e.g. Module 2 to be added in to
strategies I like this hat. (Match with this lesson to focus on
picture/flashcard of one hat) phonemes from Line l of
I like these hats (Match with the Year 2 Phonics Table
picture/flashcard of several hats) (see syllabus).
SKILL SKILL
Reading Reading
3.2 3.2.3
Understand a variety of i) Reread a word, phrase of
appropriate reading
strategies
153
TOPIC: Get dressed!
WEEK:
154
CROSS
ELEMENT
Communicate basic Write short familiar One possibility is to plan a writing recent lessons up to If appropriate, select
information intelligibly instructions lesson which reviews Unit 6. p.83. suitable activities for your
for a range of purposes in pupils from LINUS
print and digital media Module 2 to be added in to
phonemes from Line m of
(see syllabus).
SKILL SKILL
Writing Writing
4.3 4.3.1
155
TOPIC: Get dressed!
WEEK:
Your choice depending on the focus of your lesson
156
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice of poem or Language Your choice, as
linked to the main and the complementary rhyme, as appropriate to appropriate to your
Language Arts Language Arts content and learning standards. your lesson. lesson.
5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple In this lesson, pupils will read a chant,
songs songs with intelligible rap or a rhyme in English. Try to use
pronunciation, rhythm and plenty of visuals to support
intonation understanding.
ii) simple rhymes
iv) simple songs
SKILL SKILL
Reading Reading
3.2 3.2.3
Understand a variety of ii) ignore unknown words
linear and non-linear print in order to understand a
and digital texts by using phrase or sentence
appropriate reading
strategies
157
TOPIC: Get dressed!
WEEK:
Recycled clothes and colours vocabulary

Adjectives: Cool, super
158
CROSS
ELEMENT
Listening Listening
Use appropriate listening Understand the message the Lesson Delivery appropriate.
strategies in a variety of teacher or classmate is See Teacher’s Book.
speaking Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
159
TOPIC: Get dressed!
WEEK:
Present continuous 3rd person singular statement, question and answer: He/she is wearing…, Is he/she wearing….?, Yes he/she is/ No, he/she isn’t
160
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
161
TOPIC: Get dressed!
WEEK:
Recycled clothes vocabulary
162
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.86-87 Patriotism and Strategies 1 or 6 may be
Reading Reading (saying sorry)
appropriate reading NB: The main focus of this lesson is on the
strategies picture story in Activity 1. It continues on
to the top of p.87.
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book.
SKILL SKILL
Reading Reading
3.2 3.2.2
Understand a variety of Understand specific
linear and non-linear print information and details of
appropriate reading
strategies
163
TOPIC: Get dressed!
WEEK:
164
CROSS
ELEMENT
Communicate with Use capital letters and full In this lesson, pupils should work on 86 If appropriate, select
appropriate language stops appropriately in their writing skills at sentence level, suitable activities for your
form and style for a guided writing at sentence reviewing some of the key language pupils from LINUS
range of purposes in level from p.84-86. Module 2 to be added in to
print and digital media this lesson to focus on
phonemes from Line m of
(see syllabus).
SKILL SKILL
Writing Writing
4.2 4.2.5
165
TOPIC: Get dressed!
WEEK:
166
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Values (Saying sorry) Your choice, as
5.2 5.2.1
Express personal Name people, things, You could choose or
responses to literary actions, or places of write a short story which
texts interest in texts reviews or reinforces the
message of the story on
p.86-87
SKILL SKILL
Listening Listening
1.3 1.3.1
speaking
167
TOPIC: Get dressed!
WEEK:
Further practice of present continuous 3rd person singular statements and questions
168
CROSS
ELEMENT
Listening Listening
language phonemes
Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.4
Recognise words in linear Segment phonemes
sounds of letters
169
TOPIC: Get dressed!
WEEK:
170
CROSS
ELEMENT
Communicate simple Give a short sequence of One possibility is for pupils to review, 87
information intelligibly basic instructions modify and act out the story on p.86-87
SKILL SKILL
Speaking Speaking
2.2 2.2.1
responses
171
TOPIC: Get dressed!
WEEK:
172
CROSS
ELEMENT
Recognise words in linear Recognise and sound out One possibility is to extend the focus of 87 If appropriate, select
and non-linear texts by with some support Activity 4, p.87, to provide extra extended suitable activities for your
using knowledge of beginning, medial and final practice related to the content and learning pupils from LINUS
sounds of letters sounds in a word standards. Module 2 to be added in to
phonemes from Line n of
(see syllabus).
SKILL SKILL
Reading Reading
3.1 3.1.3
Recognise words in linear Blend phonemes
sounds of letters
173
TOPIC: Get dressed!
WEEK:
174
CROSS
ELEMENT
Communicate with Spell a narrow range of In this lesson, pupils should work in pairs 87 If appropriate, select
appropriate language familiar high frequency or small groups to plan, draft and write suitable activities for your
form and style for a words accurately in sentences to be displayed or presented to pupils from LINUS
range of purposes in guided writing the class. These sentences should review Module 2 to be added in to
print and digital media and/or extend the key vocabulary from this lesson to focus on
p.84- 87 phonemes from Line n of
(see syllabus).
SKILL SKILL
Writing Writing
4.3 4.3.3
Communicate with Plan, draft and write
appropriate language simple sentences
form and style for a
range of purposes in
175
TOPIC: Get dressed!
WEEK:
176
CROSS
ELEMENT
5.3 5.3.1
Express an imaginative Respond imaginatively You could review the song from p.84.
response to literary texts and intelligibly through Pupils (or you) could write with
creating short simple guidance a new verse for the song in
chants of raps groups or pairs.
Other imaginative
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
177
TOPIC: Get dressed!
WEEK:
X is wearing (a) (colour) (clothes)
178
CROSS
ELEMENT
Reading Reading
appropriate reading NB: Encourage pupils to reread a
strategies sentence when they do not fully
understand it.
Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.3
appropriate reading
strategies
179
TOPIC: Get dressed!
WEEK:
Further practice of present continuous 3rd person singular statements and questions
180
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.89 Patriotism & Strategies 1 or 3 may be
See Teacher’s Book. Citizenship (saying no suitable.
Speaking Speaking politely)
Communicate simple Find out basic personal Lesson Delivery appropriate.
basic questions
Post lesson
SKILL SKILL
Writing Writing
4.2 4.2.4
181
TOPIC: Get dressed!
WEEK:
Recycled clothes vocabulary

Materials vocabulary: cotton, wool, woollen, leather
182
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.90 Science and Strategy 2 may be
See Teacher’s Book. technology suitable.
Listening Listening
visual clues when they are NB: This is a Listening lesson. Use the CD
speaking or read the short text aloud (Activity 1).
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
183
TOPIC: Get dressed!
WEEK:
Adjectives to describe materials
184
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.91 Science and Strategies 3 or 4 may be
See Teacher’s Book. technology, suitable.
Writing Writing
4.3 4.3.2 Creativity and Use other strategies if
Communicate with Spell a narrow range of Lesson Delivery Innovation appropriate.
appropriate language familiar high frequency See Teacher’s Book.
range of purposes in guided writing NB: Monitor and talk to pupils about what
print and digital media they have put on their posters as they work
on them. Encourage pupils to
talk to each other in English about the
content of their posters.
SKILL SKILL Post lesson
Speaking Speaking
2.1 2.1.5
phrases
185
TOPIC: Get dressed!
WEEK:
186
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Creativity and Your choice, as
linked to the main and the complementary appropriate to your Innovation appropriate to your
Express an imaginative Respond imaginatively You could use or create a text/texts 91.
response to literary texts and intelligibly through which describe(s) a person, similar to
creating simple short Activity 3, p.89.
chants or raps. Pupils respond creatively by miming or
even dressing up and acting.
Other imaginative
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
187
TOPIC: Get dressed!
WEEK:
188
CROSS
ELEMENT
Use appropriate listening Understand the message the One possibility is to extend the miming 91.
strategies in a variety of teacher or classmate is activity in Activity 4, p.89.
speaking
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
189
TOPIC: Get dressed!
WEEK:
190
CROSS
ELEMENT
main and the complementary content appropriate, to your appropriate to your
Communicate simple Describe objects using One possibility is to have pupils present the 91.
information intelligibly simple words and posters they made in Activity 2,
phrases p.91 in a group or as a class.
You may need to pre-teach or review
fixed phrases for introducing themselves
to the group/class before talking about
COMPLEMENTARY COMPLEMENTARY their posters.
SKILL SKILL
Speaking Speaking
2.3 2.3.1
Communicate Introduce self and others to
appropriately to a small an audience using fixed
or large group phrases
191
TOPIC: Get dressed!
WEEK:
192
CROSS
ELEMENT
main and the complementary content appropriate, to your appropriate to your
Understand a variety of Understand specific One possibility is to create a crossword 91. If appropriate, select
linear and non-linear print information and details of puzzle for pupils where they read a clue to suitable activities for your
and digital texts by using simple sentences guess the words (vocabulary from the unit). You can find crossword pupils from LINUS
appropriate reading makers online, for Module 2 to be added in to
strategies example: this lesson to focus on
http://www.puzzle- phonemes from Line o of
maker.com/CW/ the Year 2 Phonics Table
(see syllabus).
SKILL SKILL
Reading Reading
3.3 3.3.1
193
TOPIC: Get dressed!
WEEK:
194
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is for pupils to write their 91 If appropriate, select
appropriate language familiar high frequency own crossword puzzle or perhaps quiz in suitable activities for your
form and style for a words accurately in pairs or small groups. The pairs/groups then pupils from LINUS
range of purposes in guided writing exchange their puzzles to solve them. Module 2 to be added in to
print and digital media this lesson to focus on
phonemes from Line o of
(see syllabus).
SKILL SKILL
Reading Reading
3.3 3.3.1
195
TOPIC: Get dressed!
WEEK:
196
CROSS
ELEMENT
Enjoy and appreciate Say the words in simple In this lesson, pupils should listen to, 91.
rhymes, poems and texts, and sing simple sing and respond to a song.
songs songs with intelligible One possibility is to use
pronunciation, rhythm and the nursery rhyme Baa,
intonation. Baa, Black Sheep:
i) simple chants and raps http://www.bbc.co.uk/le
ii) simple rhymes arning/schoolradio/subj
iii) simple action songs ects/earlylearning/nurs
iv) simple songs erysongs/A-
E/baa_baa_black_shee p
Although as a nursey
COMPLEMENTARY COMPLEMENTARY rhyme it is a little young
SKILL SKILL for pupils in Year 2, the
song is well suited to the
Speaking Speaking topic and as second
2.1 2.1.5 language learners, the
Communicate simple Describe objects using pupils probably will not
information intelligibly suitable words and find this babyish; they
phrases will find it less difficult
to join in the song.
197
TOPIC: Get dressed!
WEEK:
Recycled imperatives
New imperatives: Turn around, Catch
198
CROSS
ELEMENT
Listening Listening
variety of familiar very short simple See Teacher’s Book.
contexts narratives
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions
199
TOPIC: Get dressed!
WEEK:
200
CROSS
ELEMENT
Reading Reading
Understand a variety of Use a picture dictionary to Lesson Delivery appropriate.
linear and non-linear print find, list and categorise See Teacher’s Book.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
201
TOPIC: The robot
WEEK:
Vocabulary of parts of the body: head, arm, fingers, hand, knee, leg, toes, foot
202
CROSS
ELEMENT
Speaking Speaking
Communicate simple Give a short sequence of Lesson Delivery appropriate.
information intelligibly basic instructions See Teacher’s Book.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
203
TOPIC: The robot
WEEK:
Can and can’t for ability
204
CROSS
ELEMENT
Writing Writing
Communicate basic Express simple ability Lesson Delivery appropriate.
information intelligibly See Teacher’s Book.
print and digital media NB: After saying sentences in Activity 4,
pupils should write a sentence in their
exercise books.
Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.1
Understand a variety of Understand the main idea
linear and non-linear print of simple sentences
appropriate reading
strategies
205
TOPIC: The robot
WEEK:
206
CROSS
ELEMENT
Express an imaginative Respond imaginatively One possibility is to find or create a 95.
response to literary texts and intelligibly through short chant or rap which follows a
creating simple short similar pattern as Activity 1, p.92.
chants or raps. Pupils can listen and mime before
creating their own.
Other imaginative
SKILL SKILL
Speaking Speaking
2.1 2.1.3
207
TOPIC: The robot
WEEK:
208
CROSS
ELEMENT
Understand meaning in a Understand with support One possibility is for pupils to use their 95.
variety of familiar specific information and picture dictionaries for the topic of clothes
contexts details of simple sentences and to ask and answer questions about the
clothes in the picture dictionary.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
209
TOPIC: The robot
WEEK:
210
CROSS
ELEMENT
Communicate simple Ask about and express One possibility is for pupils to listen to 95.
information intelligibly ability sentences about parts of the body (see
p.94). They respond by touching that part
of their body and saying short sentences,
e.g. Here’s my leg. I can touch my leg.
COMPLEMENTARY COMPLEMENTARY They then do the activity in small
SKILL SKILL groups.
Listening Listening
1.2 1.2.2
211
TOPIC: The robot
WEEK:
212
CROSS
ELEMENT
Recognise words in linear Blend phonemes (CVC, One possibility is to use or extend clothes 95. If appropriate, select
and non-linear texts by CCVC, CVCV, CCV) vocabulary from Unit 7 or parts of the body suitable activities for your
using knowledge of vocabulary from Unit 8 to practise these pupils from LINUS
sounds of letters reading skills, depending on the progress of Module 2 to be added in to
your class. this lesson to focus on any
phonemes from the Phonics
Table that pupils continue
COMPLEMENTARY to have problems with.
SKILL COMPLEMENTARY
SKILL
Reading
3.1 Reading
Recognise words in linear 3.1.4
and non-linear texts by Segment phonemes
using knowledge of (CVC, CCVC, CVCV,
sounds of letters CCV)
213
TOPIC: The robot
WEEK:
214
CROSS
ELEMENT
Communicate basic Write short familiar One possibility is to review and extend 95.
information intelligibly instructions imperative forms from p.92. Pupils write
for a range of purposes in instructions on cards and then play a card
print and digital media 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.
SKILL SKILL
Reading Reading
3.3 3.3.1
215
TOPIC: The robot
WEEK:
216
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Entrepreneurship Your choice, as
5.3 5.3.1
Express an imaginative Respond imaginatively One possibility is to review the Robot
response to literary texts and intelligibly through chant from p.94. You could bring some
creating simple short materials (or ask pupils to bring from
chants or raps. home) to create robots in groups.
Pupils then describe their robots to the
Other imaginative class in the form of chants and raps
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
217
TOPIC: The robot
WEEK:
Action verbs: jump up high, run, dance, crawl, fly

Recycled animal and parts of the body vocabulary
218
CROSS
ELEMENT
Listening Listening
sentences
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.4
Communicate simple Ask about and express
information intelligibly ability
219
TOPIC: The robot
Question forms and answers using can for ability
Can you/he/she swim?

WEEK:
Yes, I/he/she can

No, I/he/she can’t
220
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Speaking Speaking
2.1 2.1.1
sentences
221
TOPIC: The robot
WEEK:
Recycled vocabulary for parts of the body
222
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.98 - 99 Patriotism and Strategies 2 or 6 may be
Reading Reading (importance of
3.2 3.2.1 teamwork) Use other strategies if
appropriate reading NB Activity 1, the main activity in this
strategies lesson, is a picture story which
continues onto p.99.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.2
223
TOPIC: The robot
WEEK:
224
CROSS
ELEMENT
Communicate basic Express simple ability One possibility is for pupils to first play a 98.
information intelligibly guessing game in small groups, where
for a range of purposes in they provide clues, e.g. I can swim and
print and digital media 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
COMPLEMENTARY their pictures and then display them in the
SKILL COMPLEMENTARY classroom.
SKILL
Speaking
2.1 Speaking
Communicate simple 2.1.4
information intelligibly Ask about and express
ability
225
TOPIC: The robot
WEEK:
226
CROSS
ELEMENT
5.1 5.1.1
Enjoy and appreciate Demonstrate appreciation One possibility is for pupils to listen to an Superheroes song idea:
rhymes, poems and through non- verbal action song or chant which talks about https://fr.pinterest.com/
songs responses to: abilities of superheroes. After listening, pin/3446661777027424
i) simple chants and raps pupils can become their favourite 10/
ii) simple rhymes superhero and talk/ask and answer about
iii) simple action songs what special powers they have. Or you could write a
iv) simple songs chant or rhyme
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions
227
TOPIC: The robot
WEEK:
228
CROSS
ELEMENT
Understand meaning in a Understand with support One possibility is to review the song on 98
variety of familiar specific information and p.96. Pupils create a new verse in
contexts details of simple sentences groups, sing their verse and others
have to guess which animal it is.
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
229
TOPIC: The robot
WEEK:
230
CROSS
ELEMENT
Communicate Introduce self and others to One possibility is for pupils to make 98
appropriately to a small an audience using fixed simple animal masks using, for example,
or large group phrases paper plates or something they bring
from home. Then, in pairs, they present
their masks to the class.
COMPLEMENTARY COMPLEMENTARY They first introduce themselves to the

SKILL SKILL class, then put on the mask. They become
the animal. Pairs have a short dialogue
Speaking Speaking asking each other about themselves and
2.1 2.1.2 what they can do.
basic questions
231
TOPIC: The robot
WEEK:
232
CROSS
ELEMENT
Recognise words in linear Segment phonemes One possibility is to play some word / 98.
and non-linear texts by (CVC, CCVC, CVCV, sound games which focus on blending and If appropriate, select
using knowledge of CCV) segmenting using the verbs in the unit. suitable activities for your
sounds of letters pupils from LINUS
Module 2 to be added in to
this lesson to focus on any
COMPLEMENTARY Table that pupils continue
SKILL COMPLEMENTARY to have problems with.
SKILL
Reading
3.1 Reading
Recognise words in linear 3.1.2
and non-linear texts by Recognise and sound out
using knowledge of with some support
sounds of letters beginning, medial and final
sounds in a word
233
TOPIC: The robot
WEEK:
234
CROSS
ELEMENT
Communicate with Spell a narrow range of One possibility is to play some spelling 98.
appropriate language familiar high frequency games and activities to practise the verbs
form and style for a words accurately in from the unit.
SKILL SKILL
Reading Reading
3.1 3.1.1
sounds of letters
235
TOPIC: The robot
WEEK:
236
CROSS
ELEMENT
Express an imaginative Respond imaginatively One possibility is to review the story on 98.
response to literary texts and intelligibly through p.98 - 99. Pupils can extend the story by
creating simple short having the robot have more problems that
chants or raps. they need to fix. Pupils act out the scenes
(or the whole story) in groups.
Other imaginative
SKILL SKILL
Speaking Speaking
2.1 2.1.4
Communicate simple Ask about and express
information intelligibly ability
237
TOPIC: The robot
WEEK:
Letter sound /g/ at the beginning and end of words
238
CROSS
ELEMENT
Listening Listening
language phonemes NB: You will need to review the picture
story on p.98-99 at the beginning of this
lesson.
Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.2
239
TOPIC: The robot
WEEK:
Can you…? / Yes, I can / No, I can’t.
240
CROSS
ELEMENT
Speaking Speaking
basic questions
NB: This is a writing lesson. The survey
in Activity 2 should be extended so that
pupils write one or more new questions for
COMPLEMENTARY COMPLEMENTARY their survey.
SKILL SKILL
Post lesson
Writing Writing See Teacher’s Book.
4.2 4.2.1
241
TOPIC: The robot
WEEK:
Recycled vocabulary for actions, parts of the body, and numbers
242
CROSS
ELEMENT
Writing Writing
Communicate basic Connect words and phrases Lesson Delivery appropriate.
information intelligibly using basic coordinating See Teacher’s Book.
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
243
TOPIC: The robot
WEEK:
244
CROSS
ELEMENT
Reading Reading
Understand a variety of i) Reread a word, phrase or Lesson Delivery appropriate.
appropriate reading NB: Encourage pupils to use the
strategies reading strategy identified in the
relevant learning standard.
Encourage pupils to justify their answers
to Activity 2 by describing the animals
COMPLEMENTARY COMPLEMENTARY and their matching skeleton (e.g. It has
SKILL SKILL four legs and a tail).
Writing Writing Post lesson

4.3 4.3.2 See Teacher’s Book.
245
TOPIC: The robot
WEEK:
246
CROSS
ELEMENT
5.1 5.1.1
Enjoy and appreciate Demonstrate appreciation One possibility is to use the song Head, You will find many
rhymes, poems and through non- verbal Shoulders, Knees and Toes and sources for the song.
songs responses to: accompanying actions. Here are some:
i) simple chants and raps Pupils could then create a model of a
ii) simple rhymes person and describe it to the class using the http://www.bbc.co.uk/le
iii) simple action songs language as in p.101 plus the new arning/schoolradio/subj
iv) simple songs vocabulary. ects/earlylearning/nurs
erysongs/F-
J/heads_shoulders_kne
es_toes
SKILL SKILL http://supersimplelearni
ng.com/songs/original-
Speaking Speaking series/one/head-
2.1 2.1.1 shoulders-knees-and-
Communicate simple Give simple personal toes-learn-it/
statements
247
TOPIC: The robot
WEEK:
248
CROSS
ELEMENT
Understand meaning in a Understand an increased One possibility is for pupils to play a game 102.
variety of familiar range of short supported in pairs, where they ask Can you…? The
contexts questions partner has to decide if the answer is yes or
no and act it out.
SKILL SKILL
Listening Listening
1.3 1.3.1
Use appropriate listening Understand the m message
strategies in a variety of the teacher or classmate is
speaking
249
TOPIC: The robot
WEEK:
250
CROSS
ELEMENT
Communicate simple Ask about and express One possibility is for pupils to share their 102.
information intelligibly ability findings from the survey on p.100 orally,
in groups and then as a class. Take notes
as they do this.
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
251
TOPIC: The robot
WEEK:
252
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to review the survey 102.
linear and non-linear print information and details of results from pupils (from previous If appropriate, select
and digital texts by using simple sentences lesson) and devise some True/False suitable activities for your
appropriate reading statements about these. Pupils will need pupils from LINUS
strategies to analyse the data as well as read the Module 2 to be added in to
sentences to find out if the sentences are this lesson to focus on any
true or false. phonemes from the Phonics
COMPLEMENTARY COMPLEMENTARY to have problems with.
SKILL SKILL
Reading Reading
3.2 3.2.3
appropriate reading
strategies
253
TOPIC: The robot
WEEK:
254
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as ICT Your choice, as
Communicate with Use capital letters and full One possibility is to have pupils write, on 102.
appropriate language stops appropriately in the computer (printed out/emailed to the
form and style for a guided writing at sentence teacher/for the class blog/website) a very
range of purposes in level short, simple report on the findings of their
print and digital media survey (from recent lessons).
They can use the True/False sentences from
Lesson 113 as models if necessary.
SKILL SKILL
Writing Writing
4.3 4.3.3
appropriate language simple sentences
255
TOPIC: The robot
WEEK:
256
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as ICT Your choice, as
5.3 5.3.1
Express an imaginative Respond imaginatively One possibility is for pupils to do a mini
response to literary texts and intelligibly through project in small groups. They choose an
creating short simple animal and research it online (or in an
chants or raps. encyclopaedia if you don’t have access to
the internet).
Other imaginative They should find out about the animal, if
responses as appropriate possible print out some pictures,
including one skeleton, then make an
annotated poster about the animal.
Pupils will likely need your help during
COMPLEMENTARY COMPLEMENTARY this process, so it is a good opportunity to
SKILL SKILL review this language and ensure pupils
practise it.
Speaking Speaking
2.2 2.2.2 You could base the lesson around a story of
Use appropriate Ask for attention or help an animal/animals, which pupils then
communication from a teacher of research.
questions
257
TOPIC: The robot
WEEK:
258
CROSS
ELEMENT
Reading Reading
appropriate reading NB: Extend Activity 1 by writing more
strategies quiz questions for pupils to read and
answer.
Introduce strategies for non-verbal

COMPLEMENTARY COMPLEMENTARY communication, such as using eye contact,
SKILL SKILL nodding and so on. Pupils should use only
English as they work on the skeletons in
Speaking Speaking Activity 3. They can practise these
2.2 2.2.1 communication skills at that point.
strategies suitable non-verbal Post lesson
responses See Teacher’s Book.
259
TOPIC: The robot
WEEK:
260
CROSS
ELEMENT
Writing Writing
Communicate basic Describe objects using Lesson Delivery appropriate.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.1
contexts sentences
261
TOPIC: The robot
WEEK:
262
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.105, Creativity and Strategies 3 or 4 may be
See Teacher’s Book. Activity 1 Innovation suitable.
Speaking Speaking
Use appropriate Keep interaction going in Lesson Delivery appropriate.
communication short exchanges by using See Teacher’s Book.
responses NB: This lesson focuses on Activity 1,
making a poster. Review and extend non-
verbal communication strategies from
Lesson 116 and encourage pupils to
COMPLEMENTARY COMPLEMENTARY practise them as they work on their posters
SKILL SKILL together.
Pupils are likely to need help to find
Speaking Speaking pictures. They should ask for this help in
2.2 2.2.2 English from you or another pupil.
Use appropriate Ask for attention or help Activity 2 will be the focus on Lesson
communication from a teacher or 119.
suitable statements or Post lesson
questions See Teacher’s Book.
263
TOPIC: The robot
WEEK:
264
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.105, Language Strategy 1 may be
Teacher s will need to create their own Activity 2 suitable.
Listening Listening Pre-Lesson activity for this lesson.
Understand meaning in a Understand with support appropriate.
variety of familiar specific information and Lesson Delivery
contexts details of simple sentences See Teacher’s Book.
The focus of this lesson is Activity 2. Play

this game as a True/False activity. Pupils
COMPLEMENTARY look at each other’s posters from Lesson
COMPLEMENTARY SKILL 118. They make sentences which can be
SKILL true or false. Their partner should listen,
Reading look at the poster and decide if it is true or
Reading 3.2.4 false.
3.2 Use a picture dictionary to
Understand a variety of find, list and categorise Post lesson
linear and non-linear print words from Year 2 topics See Teacher’s Book.
and digital texts by using and themes
appropriate reading
strategies
265
TOPIC: The robot
WEEK:
266
CROSS
ELEMENT
5.1 5.1.1
Enjoy and appreciate Demonstrate appreciation One possibility is to use a variation of ‘Dem Bones”
rhymes, poems and through non- verbal ‘Dem Bones’ to review or extend the https://www.youtube.co
songs responses to: vocabulary on p.103, and allow children to m/watch?v=cLi55MV04
i) simple chants and raps dance to the music. Have children cut out a8
ii) simple rhymes pictures of bones and then put them back
iii) simple action songs together to make a human skeleton. http://www.songsfortea
iv) simple songs ching.com/folk/dembon
es.php
SKILL SKILL

5.1 5.1.2
Enjoy and appreciate Say the words in simple
rhymes, poems and texts, and sing simple
intonation.
ii) simple rhymes
iv) simple songs
267
TOPIC: The robot
WEEK:
268
CROSS
ELEMENT
1.2 1.2.2 Review or extend p.103
Understand meaning in a Understand with support One possibility is for pupils to do a – 105.
variety of familiar the specific information picture dictation. You describe
contexts and details of simple something (e.g. a person, a robot, an
sentences animal), pupils listen and draw.
Then pupils try to recall the description
– provide a gapped text for pupils to
write about the picture (i.e. recall the
COMPLEMENTARY COMPLEMENTARY description they heard).
SKILL SKILL
Writing Writing
4.3 4.3.2
269
TOPIC: The robot
WEEK:
270
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is to build on the previous – 105.
information intelligibly suitable words and lesson by having pupils do picture
phrases 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
COMPLEMENTARY COMPLEMENTARY partner, who draws.
SKILL SKILL Last, they check the picture against the
notes.
Writing Writing
4.2 4.2.4
271
TOPIC: The robot
WEEK:
272
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to prepare a quiz or – 105.
linear and non-linear print information and details of game for pupils to review vocabulary If appropriate, select
and digital texts by using simple sentences. and concepts. In the quiz, pupils read suitable activities for your
appropriate reading clues to find an answer. pupils from LINUS
strategies It could be, for example, a crossword Module 2 to be added in to
puzzle or wordsearch using clues. this lesson to focus on any
SKILL SKILL
Writing Writing
4.3 4.3.2
273
TOPIC: The robot
WEEK:
274
CROSS
ELEMENT
Communicate with Plan, draft and write One possibility is to have pupils review the – 105.
appropriate language simple sentences unit language and vocabulary by reflecting
form and style for a on what they have learned. They should
range of purposes in plan, draft and write 4 or 5 sentences and
print and digital media draw pictures to go with them.
SKILL SKILL
Writing Writing
4.3 4.3.1
range of purposes in level.
275
TOPIC: The robot
WEEK:
276
CROSS
ELEMENT
5.2 5.2.1
Express personal Name people, things, One possibility is to have pupils listen as
responses to literary actions, or places of you read a story about animals, robots or
texts interest in texts superheroes.
Discuss with the pupils what they like
about the characters and what makes
them different/special (their abilities).
SKILL SKILL
Listening Listening
1.2 1.2.3
contexts narratives
277
THEME: World of Knowledge
TOPIC: At the beach
WEEK:
Verb + noun phrases
278
CROSS
ELEMENT
Listening Listening
variety of familiar the main idea of simple See Teacher’s Book.
contexts sentences
Post lesson
SKILL SKILL
Listening Listening
1.3 1.3.1
speaking.
279
TOPIC: At the beach
WEEK:
Let’s + verb + noun
280
CROSS
ELEMENT
Speaking Speaking
basic questions
Post lesson
SKILL SKILL
Listening Listening
1.3 1.3.1
Use appropriate listening Understand the message a
speaking
281
TOPIC: At the beach
WEEK:
Review of Let’s + verb + noun
282
CROSS
ELEMENT
Writing Writing
Communicate with Spell a narrow range of Lesson Delivery appropriate.
appropriate language familiar high frequency See Teacher’s Book.
form and style for a words accurately in NB: This is a writing lesson. See extension
range of purposes in guided writing activity in Teacher’s Book. Choose an
print and digital media appropriate activity from the pre- or post-
lesson activities to further focus on
spelling.
SKILL SKILL Post lesson
Listening Listening
1.2 1.2.2
283
TOPIC: At the beach
WEEK:
Where is? / Where are? / It’s / They are in
284
CROSS
ELEMENT
Reading Reading
appropriate reading
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
285
TOPIC: At the beach
WEEK:
286
CROSS
ELEMENT
5.1 5.1.2
Enjoy and appreciate Say the words in simple One possibility is to focus on a Tongue Example Tongue Twisters
thymes, poems and texts, and sing simple Twister (a rhyme with many very similar are available here, with
songs songs with intelligible sounds). Have pupils listen to and practise audio:
pronunciation, rhythm and saying the Tongue Twister before looking https://learnenglishkids.
intonation. at it in written form. They could then draw britishcouncil.org/en/ton
i) simple chants and raps a picture to illustrate it. gue-twisters
ii) simple rhymes
iv) simple songs She sells sea shells on
the sea shore etc.
SKILL SKILL
Reading Reading
3.1 3.1.2
287
TOPIC: At the beach
WEEK:
288
CROSS
ELEMENT
Understand meaning in a Understand with support One possibility is for the teacher to – 109.
variety of familiar specific information and prepare a text about what you like and
contexts details of simple sentences 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
COMPLEMENTARY like doing.
COMPLEMENTARY SKILL Then they read three or four sentences on a
SKILL worksheet (e.g. I like going to the beach
Writing but I don’t like playing in the sand) and
Writing 4.2.5 say if they are correct or not. Lastly, they
4.2 Connect words and phrases write a sentence about themselves using
Communicate basic using basic coordinating but.
information intelligibly conjunctions
289
TOPIC: At the beach
WEEK:
290
CROSS
ELEMENT
Communicate simple Give simple personal One possibility is to review and extend the – 109.
information intelligibly information using basic dialogue on p.107. Have pupils practise
statements 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
COMPLEMENTARY COMPLEMENTARY dialogues more natural.
SKILL SKILL
Speaking Speaking
2.2 2.2.1
responses
291
TOPIC: At the beach
WEEK:
292
CROSS
ELEMENT
Understand a variety of Understand specific One possibility is to prepare some – 109.
linear and non-linear print information and details of pictures of different objects in different If appropriate, select
and digital texts by using simple sentences places (e.g. a fish in the sea). Pupils look suitable activities for your
appropriate reading at the pictures, read some questions (e.g. pupils from LINUS
strategies Where’s the fish?) and match them to an Module 2 to be added in to
answer (e.g. it’s in the sea). You could this lesson to focus on any
prepare cards for this so that pupils match phonemes from the Phonics
cards and a picture, rather than written Table that pupils continue
COMPLEMENTARY COMPLEMENTARY sentences. to have problems with.
SKILL SKILL
Reading Reading
3.2 3.2.3
appropriate reading
strategies ii) Ignore unknown words
in order to understand a
phrase or sentence
293
TOPIC: At the beach
WEEK:
294
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Values Your choice, as
Communicate with Plan, draft and write One possibility is for pupils to create a – 109.
appropriate language simple sentences plan for a trip to the beach. They can plan
form and style for a together, e.g. On Monday, let’s build a
range of purposes in sandcastle. / Good idea.
print and digital media Then pupils write their plan in a diary
(not at sentence level, as this would
require future forms).
SKILL SKILL
Speaking Speaking
2.1 2.1.1
statements
295
TOPIC: At the beach
WEEK:
296
CROSS
ELEMENT
5.2 5.2.1
Express personal Name people, things, One possibility is to have pupils listen to One possible story is
responses to literary actions, or places of and enjoy a story about the beach without (some or all of) Kipper
texts interest in texts trying to understand everything in the story. the Dog: The Seaside.
Available as a book or
cartoon:
https://www.youtube.co
COMPLEMENTARY COMPLEMENTARY m/watch?v=7dCdT6tN3
SKILL SKILL WY
Listening Listening
1.2 1.2.3
contexts narratives
297
TOPIC: At the beach
WEEK:
Review of can / can’t
298
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.110 - Values (modesty) Strategies 2 or 6 may be
See Teacher’s Book. 111 suitable.
Reading Reading
Understand a variety of i) Reread a word, phrase of Lesson Delivery appropriate.
appropriate reading NB: The picture story in Activity 1
strategies ii) Ignore unknown words continues on to p.111.
in order to understand a Encourage pupils to use the relevant
phrase or sentence reading strategies.
Post lesson
SKILL SKILL
Reading Reading
3.2 3.2.1
Understand a variety of Understand the main idea
linear and non-linear print of simple sentences
appropriate reading
strategies
299
TOPIC: At the beach
WEEK:
The letter combinations ee and ea for /iː/ sound
300
CROSS
ELEMENT
Listening Listening
language phonemes
Post lesson
SKILL SKILL
Reading Reading
3.1 3.1.2
sounds of letters sounds in a word.
301
TOPIC: At the beach
WEEK:
Imperative form + noun phrases
302
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Global Sustainability Strategies 3 or 4 may be

See Teacher’s Book. Superminds 1 p.112 (global citizenship) suitable.
Writing Writing
Communicate with Plan, draft and write Lesson Delivery appropriate.
appropriate language simple sentences See Teacher’s Book.
range of purposes in NB: In Activity 3, pupils should plan,
print and digital media draft and review their writing in pairs
before writing a final draft.
Post lesson
SKILL SKILL
Writing Writing
4.3 4.3.1
303
TOPIC: At the beach
WEEK:
Put + noun + preposition + noun
304
CROSS
ELEMENT
Speaking Speaking
Communicate simple Give a short sequence of Lesson Delivery appropriate.
information intelligibly basic instructions See Teacher’s Book.
Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions
305
TOPIC: At the beach
WEEK:
306
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as Patriotism & Your choice, as
linked to the main and the complementary appropriate to your citizenship appropriate to your
5.3 5.3.1
Express an imaginative Respond imaginatively One possibility is to use a song, poem or
response to literary texts and intelligibly through story that focuses on the themes of
creating simple short international cooperation, diversity and
chants or raps. Malaysians as world citizens.
Other imaginative
SKILL SKILL
Listening Listening
1.2 1.2.2
307
TOPIC: At the beach
WEEK:
308
CROSS
ELEMENT
Understand meaning in a Understand with support One possibility is to prepare some pictures – 113.
variety of familiar specific information and of people doing things on holiday. Pupils
contexts details of simple sentences 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,
COMPLEMENTARY saying and understanding English names
SKILL using a phonics-based game
COMPLEMENTARY
SKILL Reading
3.1.2
Reading Recognise and sound out
3.1 with some support
Recognise words in linear beginning, medial and final
and non-linear texts by sounds in a word
using knowledge of
sounds of letters
309
TOPIC: At the beach
WEEK:
310
CROSS
ELEMENT
Communicate simple Give simple personal One possibility is to play a game/do a – 113.
information intelligibly information using basic speaking activity where pupils make
statements suggestions about what to do on holiday
and then decide which country is best for
them. Pupils justify their choice by saying,
for example. Let’s go to Mexico. We can
COMPLEMENTARY COMPLEMENTARY play in the sand and swim in the sea.
SKILL SKILL
Speaking Speaking
2.1 2.1.5
phrases
311
TOPIC: At the beach
WEEK:
312
CROSS
ELEMENT
Understand a variety of Understand the main idea One possibility is to prepare some short – 113.
linear and non-linear print of simple sentences texts about more, different countries or If appropriate, select
and digital texts by using places in Malaysia. suitable activities for your
appropriate reading Pupils read the texts to get a general pupils from LINUS
strategies understanding, ignoring then guessing Module 2 to be added in to
unknown words. Include just one or two in this lesson to focus on any
each text that do not carry important phonemes from the Phonics
meaning Table that pupils continue
SKILL SKILL
Reading Reading
3.2 3.2.3
and digital texts by using meaning.
appropriate reading
strategies ii) Ignore unknown
words to understand a
phrase or sentence
313
TOPIC: At the beach
WEEK:
314
CROSS
ELEMENT
Communicate with Use capital letters and full One possibility is to give pupils sentences – 113.
appropriate language stops appropriately in with words mixed-up with supporting
form and style for a guided writing at sentence pictures. Pupils write correct sentences.
range of purposes in level Alternatively, you could provide a
print and digital media gapped text (paragraph).
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Writing
4.3 Writing
Communicate with 4.3.2
appropriate language Spell a narrow range of
form and style for a familiar high frequency
range of purposes in words accurately in
print and digital media guided writing
315
TOPIC: At the beach
WEEK:
316
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own Language Arts lesson Your choice, as ICT Your choice, as
5.2 5.2.1
Express personal Name people, things, One possibility is to have pupils research
responses to literary actions, or places of different countries on child- friendly
texts interest in texts websites which have plenty of pictures.
You could use stories from different
countries if you prefer.
COMPLEMENTARY COMPLEMENTARY They discuss why they like the country and
SKILL SKILL prepare a very short presentation for
example a PowerPoint presentation or a
Writing Writing poster. This would be a good introduction
4.3 4.3.2 to some of the new countries introduced in
Communicate with Spell a narrow range of the next section of the textbook.
317
TOPIC: At the beach
WEEK:
Weather and countries vocabulary: It’s + adjective + in + country
318
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.114 Global Sustainability Strategies 6 or 7 may be
See Teacher’s Book. (Global citizenship) suitable.
Reading Reading
appropriate reading
SKILL SKILL
Writing Writing
4.3 4.3.2
319
TOPIC: At the beach
WEEK:
Review of weather vocabulary
320
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.115 Global Sustainability Strategies 1, 2 or 3 may be
See Teacher’s Book. (Global Citizenship) suitable.
Writing Writing
Communicate with Plan, draft and write Lesson Delivery appropriate.
appropriate language simple sentences. See Teacher’s Book.
range of purposes in NB: Pupils should plan, draft and
print and digital media review before making their weather
diaries. They should write in full
sentences.

Writing Writing
4.3 4.3.1
321
TOPIC: At the beach
WEEK:
Recycled vocabulary of holiday activities and imperatives
322
CROSS
ELEMENT
Listening Listening
speaking Post lesson
SKILL SKILL
Listening Listening
1.2 1.2.4
instructions.
323
TOPIC: At the beach
WEEK:
324
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is for pupils to play a – 116.
information intelligibly suitable words and guessing-the-country game or a
phrases telephone role play where they talk
about their holiday (see p.115 for
ideas).
SKILL SKILL
Listening Listening
1.2 1.2.2
325
TOPIC: At the beach
WEEK:
326
CROSS
ELEMENT
5.1 5.1.2
Enjoy and appreciate Say the words in simple One possibility is for the next three
rhymes, poems and texts, and sing simple Language Arts lessons to plan, prepare and
songs songs with intelligible practise a short performance, which will be
pronunciation, rhythm and held in the final lesson.
intonation. You could invite other classes, teachers or
i) simple chants and raps parents to the performance.
ii) simple rhymes The performance will be a review of any
iii) simple action songs aspect(s) of the learning over the school
iv) simple songs 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
COMPLEMENTARY COMPLEMENTARY some of the songs, chants and stories in the
SKILL SKILL textbook to decide on a focus.
Begin preparing the performance.
5.2 5.2.1
Express personal Name people, things,
responses to literary actions, or places of
texts interest in texts
327
TOPIC: At the beach
WEEK:
Review of unit topics: vocabulary and language
328
CROSS
ELEMENT
Reading Reading
appropriate reading
SKILL SKILL
Reading Reading
3.2 3.2.4
strategies
329
TOPIC: At the beach
WEEK:

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

153.
SKILL SKILL
Writing Writing
4.3 4.3.3
appropriate language simple sentences.
331
TOPIC: At the beach
WEEK:
332
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Superminds 1 Unit 9 Language Strategy 2 may be
main and the complementary content suitable.
Listening Listening and learning standards.
Understand meaning in a Understand an increased In this lesson, the class will participate in appropriate.
variety of familiar range of short supported a quiz. Groups ask (orally) and answer
contexts questions (written) each other’s quiz questions from
Lesson 152.
SKILL SKILL
Listening Listening
1.2 1.2.2
333
TOPIC: At the beach
WEEK:
334
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is for pupils share with – 117.
information intelligibly suitable words and their partner what they have learned in
phrases Unit 9.
SKILL SKILL
Speaking Speaking
2.2 2.2.2
Use appropriate Ask for attention or help
communication from the teacher or
questions
335
TOPIC: At the beach
WEEK:
336
CROSS
ELEMENT
5.1 5.1.2
Enjoy and appreciate Say the words in simple In this lesson, practise/rehearse for the
rhymes, poems and texts, and sing simple performance.
intonation.
ii) simple rhymes
iv) simple songs
SKILL SKILL
Speaking Speaking
2.3 2.3.1
337
TOPIC: Free Time
WEEK:
Your choice of review of Unit 5
338
CROSS
ELEMENT
1.2 1.2.5 Review or extend Unit
Understand meaning in a Understand an increased One possibility is for pupils to answer a 5.
variety of familiar range of short supported healthy living quiz.
contexts questions
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL
Listening
Listening 1.2.2
1.2 Understand with support
Understand meaning in a specific information and
variety of familiar details of simple sentences
contexts
339
WEEK:
Your choice of review or extension of Unit 6
340
CROSS
ELEMENT
Communicate simple Describe objects using One possibility is for pupils to talk about 6.
information intelligibly suitable words and different habitats. This could be extended to
phrases review weather and/or the holidays theme.
SKILL SKILL
Listening Listening
1.2 1.2.5
contexts questions
341
TOPIC: Get dressed
WEEK:
342
CROSS
ELEMENT
MAIN SKILL MAIN SKILL Design your own lesson linked to the Your choice, as Financial education Your choice, as
Understand a variety of i) Reread a word, phrase or One possibility is for pupils to read a 7.
linear and non-linear print sentence to understand brochure, website or magazine to find out If appropriate, select
and digital texts by using meaning how much different items of clothing cost. suitable activities for your
appropriate reading They then decide with their partner what to pupils from LINUS
strategies ii) Ignore unknown words buy. Module 2 to be added in to
in order to understand a this lesson to focus on any
phrase or sentence phonemes from the Phonics
Table that pupils
continue to have
problems with.
SKILL SKILL
Listening Listening
1.2. 1.2.5
contexts questions
343
TOPIC: The robot
WEEK:
344
CROSS
ELEMENT
Communicate with Plan, draft and write One possibility is to return to the superhero 8.
appropriate language simple sentences and animal theme. Pupils write about their
form and style for a super pets. They should describe it in detail
range of purposes in and say what it can do.
SKILL SKILL
Writing Writing
4.3 4.3.1
345
TOPIC: At the beach
WEEK:
346
CROSS
ELEMENT
Language Arts Language Arts content and learning standards. lesson. Review or lesson.
5.1 5.1.2 extend Unit 9.
Enjoy and appreciate Say the words in simple In this lesson, the pupils perform to a
rhymes, poems and texts, and sing simple group – another class, teachers or
songs songs with intelligible parents.
intonation.
ii) simple rhymes
iv) simple songs
SKILL SKILL
Speaking Speaking
2.3 2.3.1
347
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

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KURIKULUM STANDARD SEKOLAH RENDAH

Primary Year 2 Scheme of Work

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

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

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

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

4. Formative Assessment p.11

5. Suggested Pre-Lesson Tasks p.12

6. Suggested Post-Lesson Tasks p.17

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

Primary Year 2 Scheme of Work

1. Overview of Primary Year 2 Scheme of Work

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

3. Differentiation strategies for Primary Year 2

5. Suggested Pre-Lesson Tasks

6. Suggested Post-Lesson Tasks

7. Scheme of Work (Lessons 1 – 160)

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

It links the lessons to:

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

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

Term in Year 2 curriculum Meaning

Listening 1.1.1 a range of high frequency target language phonemes These

Listening 1.2 a variety of familiar contexts

Listening 1.2.1 simple sentences

Listening 1.2.3 very short simple narratives

Speaking 2.1 simple information

Speaking 2.1.3 short sequence of basic instructions

Speaking 2.3.1 fixed phrases

Reading 3.1 linear and non-linear texts

Reading 3.3.1 digital games

Writing 4.2 basic information

Writing 4.3.2 high frequency words

Strategy 1: Differentiate by the task pupils are given

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

Strategy 3: Differentiate by the outcome expected from pupils

i) Compulsory plus optional

ii) Remember and share

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

Strategy 5: Differentiate by supporting individual learning preferences and needs

Strategy 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

Pupils with pre-and low-level literacy skills

1 Content Standard Learning Standard

2 Content Standard Learning Standard

1. observing pupils in class

PRE-LESSON TASK 1: WORK OUT THE WORDS

Board, exercise books and pens

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

PRE-LESSON TASK 2: GUESS THE ANSWER

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: to revise topic vocabulary

PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

AIM: to practise spelling of topic vocabulary

PRE-LESSON TASK 7: BEAT THE TEACHER

1. Choose a key topic word from the lesson.

AIM: to help pupils with listening or reading comprehension