Primary Year 2 SK Scheme of Work

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Scheme of Work

Primary Year 2

SK

Primary Year 2

Scheme of Work

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

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 non-textbook-based lessons, teachers will need to refer to the accompanying Teacher’s Book. For the non-textbook-based lessons, teachers will be required to develop their own lesson plans and materials. However, possible activities have been suggested for some of these non-textbook-based lessons which teachers may choose to develop.

1. Overview of the Primary Year 2 Scheme of Work

1. What is the Primary Year 2 Scheme of Work, and how can it help teachers? The Primary Year 2 Scheme of Work gives teachers an overview of Content and Learning Standards, lesson content and materials for their lessons with Primary Year 2 pupils. They can use the Scheme of Work to help with their daily, weekly and longer-term lesson planning. 2. How is the Primary Year 2 Scheme of Work organised?

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

It links the lessons to:

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

 the four – lesson cycle of skills lessons (listening, speaking, reading and writing) and a Language Arts lesson outlined in the Year 2 national curriculum

 achievement targets from the curriculum framework  suggested materials.

In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It also suggests ways of differentiating learning tasks to help pupils at different levels of

language understanding and use.

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

Primary Year 2 starts with a getting-to-know you lesson, which reviews learning from Year 1. From Lesson 2 onwards, Primary Year 2 is organised into textbook-based lessons (using the selected textbook - Superminds 1) and non-textbook-based lessons. In the textbook-based lessons there are four skills lessons and a Language Arts lesson. The sequence of the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook. In the non-textbook-based lessons, the skills lessons are mostly in the fixed order of listening, speaking, reading and writing, as suggested in KSSR Bahasa Inggeris Tahun 2 (National schools) and KSSR Bahasa Inggeris SJK Tahun 2 (National-type schools) of 2012.

Within each lesson, pupils do a range of activities and they often use and practise more than one skill, as is found in everyday language use. For example, a speaking lesson may also involve listening; or introductory and/or follow-up activities may practise target language through a different skill, for example, pupils may read words they have practised using in spoken

language. Therefore, every lesson identifies a main and a complementary Content and Learning Standard, and these often focus on different skills. The first Standard stated in the Scheme of Work represents the main focus of the lesson, and the complementary Standards are

secondary. Lesson objectives can be derived from both these main and complementary standards.

The purpose of the non-textbook-based lessons is to recycle and consolidate language and skills practised in the textbook-based lessons, which should be identified through formative classroom-based assessment of pupils’ progress.

The last few lessons (156 – 160) review language and skills practised over the whole of Primary Year 2. The final three Language Arts lessons suggest a class performance of some kind which reviews a chosen area of language learned during the year.

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

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

2. Glossary of terms in Primary Year 2 curriculum framework

Term in Year 2 curriculum framework

Meaning

Listening 1.1.1

Recognise and reproduce with support a range of high

frequency target language phonemes

a range of high frequency target language phonemes

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

A range of target language phonemes in Year 2 means a suitable variety of phonemes from the phonics table, based on your judgment of how well the pupils you teach can read. These are in addition to the phonemes already covered in Year 1.

Listening 1.2

Understand meaning in a

variety of familiar contexts

a variety of familiar contexts

Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the Superminds 1 textbook, such as friends and family, school and food (from Year 1), as well as free time, the home and clothes (from Year 2).

However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Please use your own

judgment here.

Listening 1.2.1

Understand with support the main idea of simple

sentences

See also:

 Listening 1.2.2  Reading 3.2.1  Reading 3.2.2

simple sentences

Simple sentences are short and contain just one clause (e.g. I’m

seven; She can swim, He’s got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in Kuching, I like

bananas).

Listening 1.2.3

Understand with support

very short simple narratives

very short simple narratives

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

Please use your own judgment on very short simple narratives, based on the level and interest of the pupils you teach.

Speaking 2.1

Communicate simple

information intelligibly

simple information

Simple information is frequent, everyday information which is simple cognitively. Examples include pupils saying their name and age, or saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple information.

Speaking 2.1.1

Give simple personal information using basic

phrases

See also:

 Speaking 2.1.2 Basic

questions

 Writing 4.2.1 Basic

questions and statements 

basic phrases

Basic phrases are short, simple phrases for communication which pupils can understand and adapt to communicate successfully.

These include phrases such as “How are you?” “I’m tired today”.

There are many basic phrases presented in Superminds 1.

Speaking 2.1.3

Give a short sequence of

basic instructions

short sequence of basic instructions

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

Speaking 2.3.1

Introduce self and others to an audience using fixed

phrases

fixed phrases

Fixed phrases are useful phrases for communication which pupils can understand and use to communicate successfully. Often the language in the fixed phrases is above their general language level. Here are some examples: It’s my turn, Good idea! No problem! There are many fixed phrases in Superminds 1.

Reading 3.1

Recognise words in linear

and non-linear texts by

using knowledge of sounds of letters

See also

 Reading 3.2

linear and non-linear texts

Linear texts contain only words. Pupils usually read their content in the sequence in which it appears on the page. Examples of linear texts include: dialogues, stories and descriptions.

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

Reading 3.3.1

Read and enjoy simple print and digital games at sentence level

digital games

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

Writing 4.2

Communicate basic

information intelligibly for a range of purposes in print

and digital media

basic information

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

a range of purposes

The range of purposes is described in the Learning Standards for Years 1 - 6. These purposes involve finding out about and giving personal details and opinions.

Writing 4.3.2

Spell a narrow range of familiar high frequency

words accurately in guided

writing

high frequency words

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

3. Differentiation strategies for Primary Year 2 pupils

Strategy 1: Differentiate by the task pupils are given

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

Strategy 2: Differentiate by the type and amount of support provided The teacher can support pupils to understand and use language with:

 their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)  with gestures

 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary  with written words (e.g. written words on a worksheet to help pupils with spelling). Different types and amount of support can be given to less proficient pupils, depending on their needs, and extra challenge can be provided for more proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they feel successful. Two useful strategies here are:

 compulsory plus optional  remember and share.

i) Compulsory plus optional

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

ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In

one minute, I’ll cover them… Now, share with your group what you remember and then tell

me). Sometimes, less proficient pupils have good memories, and so this task also allows different pupils to make successful contributions.

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

Some pupils need longer than others to complete tasks, especially when writing is involved. When it is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many animal words as you can; Name the things in this picture in the textbook; Talk with your friend in English: You choose what to talk about). Rewarding fast finishers with something ‘fun’ to do (such as playing

with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their own speed. Extra tasks should extend and enrich learning. Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game),

depending on the ways they prefer to learn (for example visually, through speaking or listening, or through movement).

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

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

recommendations for less proficient readers to be given support during some reading lessons. Strategy 6: Differentiate by the types of question asked

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

Strategy 7: Differentiate by the feedback given

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

Pupils with pre-and low-level literacy skills

Some pupils may begin Year 1 with few or no literacy skills, and continue to need to develop these skills into Year 2. Within the Scheme of Work, reading and writing skills are developed in different ways and pupils’ literacy skills will be developed through the activities and lessons outlined in the Scheme of Work, both in the textbook and non-textbook lessons as the relevant

Content and Learning Standards are given adequate attention for pupils who are developing literacy skills.

However, pupils with lower literacy proficiency will need extra support. It is recommended that teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI) Pupil’s Modules 1 and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the Scheme of Work in the Differentiation column.

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

1 Content Standard

Listening 1.1

Recognise and reproduce target language sounds

Learning Standard Listening 1.1.1

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

2 Content Standard

Reading 3.1

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

Learning Standard Reading 3.1.1

Identify, recognise and name the letters of the alphabet

Reading 3.1.2

Recognise and sound out with some support beginning, medial and final sounds in a word Reading 3.1.3

Blend phonemes (CVC, CCVC, CVCV, CCV)

Reading 3.1.4

Segment phonemes (CVC, CCVC, CVCV, CCV)

4. Formative Assessment

Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as language learners, and in communicating this information clearly to pupils through feedback. As formative assessment involves clear communication with pupils, effective formative assessment is therefore also informative. Formative assessment of listening or reading may involve talking with pupils about different listening and reading strategies they can use. Some of this discussion may be in L1, as the focus is on learning, not on language performance. Formative assessment of speaking, may involve highlighting how well a pupil has

communicated a message, as well as some explicit or implicit correction of pronunciation, vocabulary or grammar. The picture is similar with formative assessment of writing, with spelling and punctuation replacing pronunciation.

There are five common ways of collecting information in order to find out what pupils have done well, and what they need to improve:

1. observing pupils in class

2. reading and marking their written work

3. asking pupils about their learning, e.g. what they find easy and difficult, what task types and topics they enjoy

4. asking pupils to self- or peer assess their work 5. testing pupils.

Formative assessment also involves teachers reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular value when considering the non-textbook-based lessons, where learning from the textbook can be reviewed and/or enriched.

5. Suggested Pre-Lesson tasks

Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson section within the Scheme of Work. These pre-lesson tasks are suitable to begin almost any skills-focused lesson and require minimal materials and preparation. Teachers can, of course, use their own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach. Each pre-lesson task takes about 5-10 minutes of class time.

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

PRE-LESSON TASK 1: WORK OUT THE WORDS

AIM: to prepare and give pupils confidence for a listening or reading text MATERIAL: Board, exercise books and pens

Write anagrams of key topic vocabulary words on the board, e.g. e l o y l w (for yellow)

r e n e g (for green)

Put pupils into pairs or groups and ask them to work out the words by completing the anagrams. If pupils find this difficult provide the first letter of each word or provide a picture to help them with meaning.

When finished, invite pupils to form larger groups to see if they have the same words. Ask volunteers to say a word then spell it or come up to the board to write it.

PRE-LESSON TASK 2: GUESS THE ANSWER

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

1. Write questions on the board for a listening or reading text that the pupils will answer during the lesson.

2. Provide two or three possible answers for each question for example, “What does Sara like

doing?”

a. going swimming b. watching TV

c. reading books (make sure one is the correct answer!) 3. Ask pupils to guess which one they think is the correct answer. 4. Pupils then listen to or read the text to check their predictions.

PRE-LESSON TASK 3: SEQUENCE THE INFORMATION

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

1. Write a list of events in the listening or reading text in a random order or use pictures to illustrate them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He sees a mouse in the tent at night. His mother screams! The mouse runs away) order.

2. Put pupils in pairs to decide on the order. 3. Invite pupils to compare their ideas in groups.

4. Pupils then listen to or read the text to check their predictions.

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS AIM: to revise topic vocabulary

MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards 1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson. 2. Place the flashcards face down on a table in front of the class.

3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card then slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece of paper or an interactive whiteboard, if either is available.

4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until the pupils have guessed all the words.

PRE-LESSON TASK 5: SIT DOWN, STAND UP AIM: to revise topic vocabulary

MATERIALS: True and false sentences about the topic

1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to prepare them for the content of the lesson.

2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is blue” etc).

3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct any false sentences. You could change the action to suit the topic of the lesson or to review other vocabulary, especially verbs.

4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or with the whole class.

PRE-LESSON TASK 6: FINGER-WRITING AIM: to practise spelling of topic vocabulary MATERIALS: Board

1. Choose some words the pupils will need for the lesson. These should be words the pupils already know, so are reviewing.

2. Divide pupils into pairs.

3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head down on the desk so that they can’t see the board.

4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the word off the board. If you want to review word-spelling, then you could use a picture.

5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes the word on their back by using their finger.

6. Each pupil works out what word his/her partner is writing. 7. Reverse the roles so that each pupil gets the chance to write. 8. Repeat for other topic words.

NB: When pupils know this activity, they can choose their own words.

PRE-LESSON TASK 7: BEAT THE TEACHER

AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary MATERIALS: Board

1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the example below _ _ _ _ _ _ (pencil).

3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair). 4. Explain that the aim of the game is to guess the word before the face is completed.

5. Tell pupils to put up their hands if they want to guess a letter.

6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to remind pupils it has already been used.

7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!

NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).

PRE-LESSON TASK 8: PREDICT THE CONTENT

AIM: to help pupils with listening or reading comprehension MATERIALS: Board and pictures

1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will have in the lesson, or tell them the title of the story, song etc.

2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time, e.g. 3 minutes.

3. Review their answers and provide correct spelling by writing the words on the board. 4. Ask pupils to read or listen to the text and see if any of their predictions are correct.

5. Check the predictions with the whole class before moving on to the main listening or reading focus for the lesson.

PRE-LESSON TASK 9: REMEMBER THE WORDS

AIM: to review topic vocabulary and prepare pupils for the lesson

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet. 1. Choose about 7 or 8 topic words which pupils will need for the lesson. 2. Put flashcards or real objects of these vocabulary items on a table. 3. Ask pupils to work in pairs or small groups and to say the words. 4. Check briefly with the whole class.

5. Place a cloth over all the items on the table. 6. Ask pairs to remember 5 words or more. 7. Elicit answers from the whole class.

8. Uncover the items so that pupils can check their answers.

NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.

PRE-LESSON TASK 10: SAY WHAT’S MISSING

AIM: to review topic vocabulary and prepare pupils for the lesson

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet 1. Follow steps 1-5 in Pre-task 9, Remember the Words.

2. Take one or two vocabulary items away.

3. Remove the cloth, keeping the removed items in it. 4. Pupils say which items are missing.

NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.

PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS) AIM: to practise distinguishing different sounds

MATERIALS: Board (or flashcards)

1. Choose some words that contain the sound(s) you are/have been working on and some other topic words you would like to review.

2. Write the words in chains of three or four on the board, containing one example of the phoneme you are focusing on, e.g. for /ɒ/:

cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more difficult because of the o in monkey, which is not /ɒ/)

3. Ask pupils to guess which word has an /ɒ/ sound.

4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils check their answers.

5. Ask pupils to read all the words aloud.

NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of words to check vocabulary production rather than reading recognition.

PRE-LESSON TASK 12: PASS IT ON

AIM: to review vocabulary or language to prepare for a lesson MATERIALS: Word or picture cards

1. Review with the whole class the word or picture cards you are using in this task. 2. Have pupils sit in a circle (or two, if you have a very large class).

3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes it on, and so on.

4. Meanwhile, repeat for the next word, and the next, so that several words are circulating. 5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the pupils to be much faster.

6. After the words have all been passed around, you might want to review them again. NB: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.

6. Suggested Post-Lesson tasks

Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-lesson section within the Scheme of Work. These post-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

POST-LESSON TASK 3: GUESS THE WORD AIM: to review topic vocabulary

MATERIALS: Cards with words or pictures, bag 1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.

3. Put the words in a bag then take out a card without letting the pupils see what it is. 4. Explain the word without saying the name or mime it.

5. Invite pupils to guess the word.

6. Continue with all the words until there is none left in the bag. A possible variation is:

1. Make 3 or 4 sets of the cards.

2. Explain or mime 1 or 2 words yourself (step 4 above). 3. Divide pupils into groups.

4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.

POST-LESSON TASK 4: CORRECT THE ERROR

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

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

1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing task. These should be common errors made by more than 1 pupil.

2. Write the sentences on the board.

3. Ask pupils to form groups to identify the errors and to correct them. 4. Elicit answers with the whole class.

5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected versions.

POST-LESSON TASK 5: REMEMBER IT, SAY IT

AIM: to practise the pronunciation of key language from the lesson MATERIALS: Listening or reading text, board

1. After pupils have worked on a listening or reading text, choose a key sentence or sentences you want the pupils to focus on.

2. Make sure that pupils understand the meaning of the sentence(s). 3. Say the sentence twice and ask the pupils to repeat it.

4. Repeat step 3 if you have chosen more than 1 sentence.

5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask the pupils to say the complete sentence: they have to remember the missing word too.

6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full sentence.

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

POST-LESSON TASK 6: WHISPER AND WRITE AIM: to review topic language and spelling

MATERIAL: Board

1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board. 3. Give each pupil at the front of the line some chalk or a board pen.

4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).

5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This continues until it reaches the pupil at the front of the line, who writes down the word, or follows the instruction.

6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their answer is correct.

7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).

POST-LESSON TASK 7: LISTEN AND POINT AIM: to review topic vocabulary

MATERIALS: Flashcards of topic vocabulary 1. Briefly review the vocabulary on the flashcards. 2. Place the flashcards on the walls around the room. 3. Say a word. Pupils point to the corresponding flashcard.

4. Divide pupils into groups. Pupils continue this activity in their groups.

POST-LESSON TASK 8: MAKE A WORD LADDER AIM: to review topic vocabulary, to practise spelling MATERIALS: Board

1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in each team.

2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or a board pen.

3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for each team (at least one for each pupil in a team).

4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the ladder. Pupils can help each other with spellings if need be.

5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g. 3 minutes, if you have more time available.

6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point. Alternatively, you can avoid giving points for these kinds of game, but offer praise yourself and from the other students when teams do well.

POST-LESSON TASK 9: READ YOUR FRIEND’S MIND

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

1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target items is a good number. Write a number in front of each target language item.

2. Quickly review the target language with pupils.

3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of the target language item she is thinking of.

4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates, who pretend to be mind readers.

5. The other pupils write down the number they think she has chosen. If your class is large, pupils can work in pairs to agree a number together and write it down.

6. Quickly check around the class, asking each pupil to say the phrase they guessed. 7. The pupil at the front keeps a score by ticking or making a mark on the board against the

number of each target language item suggested.

8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza, and 4 pupils guessed this correctly, the pupil scores 4 points.

9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.

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

POST-LESSON TASK 10: TEST YOUR MEMORY

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

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

1. Make sure that each pupil can see the textbook picture or your chosen picture. 2. Give them 1 minute to look at the picture and remember what’s in it.

3. Ask them to close their books. Hide the picture if you are not using the textbook. 4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red). 5. Pupils tell you if your statements are true or false, and correct false statements.

6. Divide the class into groups, and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make their statements.

POST-LESSON TASK 11: WHAT ABOUT ME?

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

MATERIALS: Board and/or pictures, exercise books

1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the pictures on the board.

2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and circle one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat – you like cats or you have a cat).

3. Elicit from pupils why you have circled the cat.

4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.

POST-LESSON TASK 12: WHAT ABOUT YOU? AIM: to reflect on and share learning

MATERIALS: Exercise book for more literate pupils, or none

1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson. Write it on the board (for more literate pupils).

2. Nominate a more proficient pupil and ask them “What about you? What can you remember?” Elicit an answer and write it on the board. Then give another example; then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.

3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a speaking activity. This would also be a little quicker. Set either a time limit or a number of words limit.

4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound. This could be from the lesson or could be from the whole year so far.

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

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LESSON: 1 (Writing 1)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family & Friends

TOPIC: Introduction

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

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL Speaking 2.3 Communicate

appropriately to a small or large group

MAIN SKILL

Writing 4.2.1

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

COMPLEMENTARY SKILL

Speaking 2.3.1

Introduce self and others to an audience using fixed phrases

Plan a lesson to review learning from Year 1.

In this lesson, pupils work in pairs or small groups to ask and answer questions about themselves on topics such as their name, age, favourites. Then they will write about their partner (My new friend) and draw a picture (for example, of them, their family, pet, a favourite something).

Have pupils introduce their partner to the class.

These pictures can be left on the classroom wall to help you and the pupils get to know each other.

Large paper, coloured pencils.

Values (Friendship) Your choice, depending on the needs of

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

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LESSON: 2 (Listening 1)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Days of the week

It’s (days) On + day

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

COMPLEMENTARY SKILL

Speaking 2.1

Communicate simple information intelligibly

MAIN SKILL

Listening 1.2.1

Understand with support the main idea of simple sentences

COMPLEMENTARY SKILL

Speaking 2.1.1

Give simple personal information using basic statements

Pre-lesson

See Teacher’s Book.

Lesson Delivery

See Teacher’s Book.

Post lesson

See Teacher’s Book.

Superminds 1 p.58 Language Strategies 2 and 5 may be suitable.

Use other strategies if appropriate.

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LESSON: 3 (Speaking 1)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Days of the week

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Speaking 2.1

Communicate simple information intelligibly

COMPLEMENTARY SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

MAIN SKILL

Speaking 2.1.1

Give simple personal information using basic statements

COMPLEMENTARY SKILL

Listening 1.2.1

Understand with support the main idea of simple sentences

Pre-lesson

See Teacher’s Book.

Lesson Delivery

See Teacher’s Book.

Post lesson

See Teacher’s Book.

Superminds 1 p.59 Language Strategies 1, 2, 3 or 6 may be suitable. Use other strategies if appropriate.

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LESSON: 4 (Reading 1)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Free Time

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

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Reading 3.2

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

COMPLEMENTARY SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

MAIN SKILL

Reading 3.2.2

Understand specific information and details of simple sentences

COMPLEMENTARY SKILL

Listening 1.2.1

Understand with support the main idea of simple sentences

Pre-lesson

See Teacher’s Book.

Lesson Delivery

See Teacher’s Book.

NB – this is a reading lesson. Have pupils read and match, draw a line before/while listening.

Post lesson

See Teacher’s Book.

Superminds 1 p.60 Language Strategy 5 may be suitable.

Use other strategies if appropriate.

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LESSON: 5 (Language Arts 1)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Days of the week

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Language Arts 5.2

Express personal responses to literary texts

COMPLEMENTARY SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

MAIN SKILL

Language Arts 5.2.1

Name people, things, actions, or places of interest in texts

COMPLEMENTARY SKILL

Listening 1.2.1

Understand with support the main idea of simple sentences

Pre-lesson

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

Lesson delivery

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

2. Review the words by helping pupils to say I like x. or My favourite is x. 3. Ask pupils if they ate any of these foods this week. Ask them which day they ate it on. NB This asks about the past. Do not focus on this, just elicit the days of the week in association with the foods.

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

5. Read/tell/show the story (Very Hungry Caterpillar), asking questions to check understanding and using the images to support understanding. NB pupils do not need to understand every word, just the general idea of the story. 6. Ask pupils if their prediction about what the caterpillar eats were correct. 7. Write the days of the week on the board.

8. Repeat the story and encourage pupils to remember what the caterpillar eats on each day.

9. Pupils work in pairs or small groups to note in their exercise book what the caterpillar eats each day. They could write the words or draw pictures, depending on the proficiency level of your class.

Post lesson

Task 11

A story about days of the week, for example The Very Hungry Caterpillar (Book available or see https://www.youtube.co m/watch?v=vkYmvxP0 AJI

Also, movie at: https://www.youtube.co m/watch?v=75NQK-Sm1YY )

Flashcards/realia/toys of food: apple pear strawberry orange cake ice cream cheese sausage lolly pop watermelon leaf caterpillar

Language Strategy 6 may be suitable.

Use other strategies if appropriate.

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LESSON: 6 (Listening 2)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Free Time

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

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL Speaking 2.1 Communicate simple information intelligibly MAIN SKILL Listening 1.2.2

Understand with support specific information and details of simple sentences

COMPLEMENTARY SKILL

Speaking 2.1.1

Give simple personal information using basic statements

Pre-lesson

Task 4: Identify the flashcard

Lesson Delivery

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

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

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

4. Say the sentence I (verb) on (day). The pupil with the action flashcard should take it and stand by the correct day. Repeat for all cards.

5. Ask pupils to tell you a sentence for their action and day (where they are standing).

6. Pupils return to their places. Tell pupils a sentence about your week (e.g. I ride my pony on Mondays). They should tell you if it is right or wrong. Repeat a few times.

7. Pupils do the Right or Wrong activity in pairs.

8. Feedback as a whole class by asking pupils to tell you what their partner does in the week. Depending on your class, you could ask them to say:

X said, “I xxx on xxxs’

She xxxxs on xxxxs.

She doesn’t xxx on xxxs.

Post lesson

Task 1 (you will need to make notes as pupils talk about their weekly activities for this)

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

Word cards for days of the week

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

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LESSON: 7 (Speaking 2)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Free Time

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

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS MAIN SKILL Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL Listening 1.2

Understand meaning in a variety of familiar contexts

MAIN SKILL

Speaking 2.1.1

Give simple personal information using basic statements

COMPLEMENTARY SKILL

Listening 1.2.2

Understand with support specific information and details of simple sentences

Pre-lesson

Task 4: Identify the flashcard

Lesson delivery

1. Write numbers 1 to 6 (or one to six)* on the board. If you have a numbers song, you could sing the song.

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

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

4. Put the pictures back on the board and write the phrase next to them (you can elicit spelling, ask pupils to write in their notebooks or ask a pupil to come and write on the board).

5. Give out papers. Pupils work in pairs to tell each other what they do in the week. They should choose (if possible) from the actions on the board 1 - 6. The partner listens and writes in the table (they can write the words or the number from the board). 6. Ask pupils to compare their worksheets to find any activity that they do at the same time. If they do, they should say Let’s do it together! You will need to model this and explain together using gesture and mime.

7. Tell pupils to stand up and walk around the room to talk to new partners. They should try to find something in common:

A: I play football on Saturdays. B: I play football on Saturdays, too. A&B: Let’s do it together!

Model and practice the dialogue before beginning the activity.

8. Feed back by asking pupils to tell you what they have in common, e.g. We play football on

Saturdays.

Make notes on what pupils say here, you will need this to prepare the next lesson.

Picture flashcards of actions (from Lesson 6) One or two dice per pair or group (or whole class if not available)

A worksheet for each pupil with a table for pairwork interview (see below)

Language Strategies 2 or 5 may be suitable.

Use other strategies if appropriate.

*You could extend this to 12 and use two dice for this activity.

Example table for pairwork interview worksheet for Lesson 7

Day Activity

Mondays

Tuesdays _{I play football}

Wednesdays Thursdays Fridays Saturdays Sundays

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LESSON: 8 (Reading 2)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Free Time

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

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Reading 3.1

Recognise words in linear and non-linear texts by using

knowledge of sounds of letters

COMPLEMENTARY SKILL

Reading 3.1

Recognise words in linear and non-linear texts by using

knowledge of sounds of letters

MAIN SKILL

Reading 3.1.2

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

COMPLEMENTARY SKILL

Reading 3.1.1

Identify, recognise and name the letters of the alphabet

Pre-lesson

Task 4

Lesson delivery

1. Write the words on the board: play watch day game ball what hurray match

Elicit the common letter (a). Ask pupils to read the words to their partner.

2. Model the /ei/ sound. Ask pupils to tell their partner which words have this sound.

Feedback on 1 and 2 whole class and check pronunciation.

3. Elicit spellings for /ei/ sound: ay and a+C+e (ask pupils to say the letter names).

Ask pupils to write (or tell you) more words which follow this rule.

4. Give pupils the worksheet. Ask them to read the sentences in part 1 and circle the /ei/ sounds. Then they should read them with their partner before checking whole class.

5. Ask pupils to read the sentences in Part 2 of the worksheet (these should be a mix of sentences about pupils, some true (or right), some false (or wrong), based on their responses in Lesson 7. See below). They should circle True or False.

6. Check answers whole class by asking the relevant pupils to say if it is true or false.

Post lesson

Task 12

Picture flashcards of actions

One worksheet for each pupil, in two parts. Part 1 – see below. Part 2 – sentences

based on pupils’

responses in Lesson 7)

Language Strategies 1 or 3 may be suitable.

Use other strategies if appropriate.

When writing the worksheet part 2, you could choose pupils who participate less often, who have lower proficiency or who have low motivation. This will help involve them more in their learning.

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

Example sentences for worksheet part 1 (Lesson 8): 1. I play football on Mondays.

2. I go swimming on Saturdays. 3. I ride my bike on Sundays.

[Add more activities that your pupils do regularly]

Example sentences for worksheet part 2:

(Pupil’s name) I xxx on xxxs.

1. (Aishah) I play computer games on Mondays and Sundays. True / False 2. (Ryan) I ride my bike on Saturdays and Sundays. True / False

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LESSON: 9 (Writing 2)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: My favourite day is X.

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

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

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

MAIN SKILL

Writing 4.3.3

Plan, draft and write simple sentences

COMPLEMENTARY SKILL

Writing 4.2.1

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

Pre-lesson

Task 1 (days of the week)

Lesson delivery

1. Have pupils sit or stand in a circle. Give each pupil a word card. Ask pupils to find friends to make sentences. They should stand in a line to make a sentence with their words.

If you have a very large class or would like to control this more, children can work in groups so that each group makes one sentence.

Ask pupils to say their sentences. Put the sentences on the board. Elicit the need for full stops.

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

3. Tell pupils that your favourite day is X. Tell them what you do on that day. Ask pupils to write their favourite day in their exercise books. They can also write what they do on that day, depending on the proficiency level of your class or pupils. Monitor and help pupils as necessary.

4. Ask pupils to check their partner’s

writing.

5. Hand out worksheet to pupils. They should write their favourite day at the top of the page. On the lines at the bottom, they write My favourite day is X. They can also write I xxx on xxxs if they drafted this in stage 3. They draw a picture in the box.

6. Display pupils’ work in the

classroom. Ask pupils to tell the class about their work.

Post lesson

Task 5

Word cards to make up sentences. One per student. e.g.

I / go / swimming / on / Saturdays / I / play / football / on / Fridays Worksheet for each pupil (see below)

Language Strategies 3 or 4 may be suitable (see learning outline).

Use other strategies if appropriate.

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

Suggested design of worksheet for Lesson 9:

Day: _____________________________________

_________________________________ _________________________________ _________________________________

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LESSON: 10 (Language Arts 2)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS:

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Language Arts 5.2

Express personal responses to literary texts

COMPLEMENTARY SKILL

Speaking 2.1

Communicate simple information intelligibly

MAIN SKILL

Language Arts 5.2.1

Name people, things, actions, or places of interest in texts.

COMPLEMENTARY SKILL

Speaking 2.1.3

Give a short sequence of basic instructions

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

Your choice depending on the focus of your lesson.

Suggested material: The Very Hungry Caterpillar

Science and Technology

Your choice depending on your lesson

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LESSON: 11 (Speaking 3)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Do you…?

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Speaking 2.1

Communicate simple information intelligibly

COMPLEMENTARY SKILL

Speaking 2.1

Communicate simple information intelligibly

MAIN SKILL

Speaking 2.1.1

Give simple personal information using basic statements

COMPLEMENTARY SKILL

Speaking 2.1.2

Find out about personal information by asking basic questions

Pre-lesson

See Teacher’s Book.

Lesson Delivery

See Teacher’s Book.

Post lesson

See Teacher’s Book.

Superminds 1 p.61 Language Strategy 2, 3 or 7 may be suitable.

Use other strategies if appropriate.

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LESSON: 12 (Listening 3)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: We’re lost

Lake

Wait and see Come with me

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

COMPLEMENTARY SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

MAIN SKILL

Listening 1.2.3

Understand with support very short simple narratives

COMPLEMENTARY SKILL

Listening 1.2.2

Understand with support specific information and details of simple sentences

Pre-lesson

See Teacher’s Book.

Lesson Delivery

See Teacher’s Book.

NB – this lesson focuses on Activity 1 (picture story), which continues onto page 63.

Post lesson

See Teacher’s Book.

Superminds 1 p.62-p.63

Values

(asking for help when you need it)

Strategy 6 may be suitable.

Use other strategies if appropriate.

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LESSON: 13 (Reading 3)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS: Recycled story language from lesson 17

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Reading 3.1

Recognise words in linear and non-linear texts by using

knowledge of sounds of letters

COMPLEMENTARY SKILL

Listening 1.1

Recognise and reproduce target language sounds

MAIN SKILL

Reading 3.1.3

Blend phonemes (CVC, CCVC, CVCV, CCV)

COMPLEMENTARY SKILL

Listening 1.1.1

Recognise and

reproduce with support a range of high frequency target language phonemes

Pre-lesson

See Teacher’s Book.

Lesson Delivery

See Teacher’s Book.

Post lesson

See Teacher’s Book.

Superminds 1 p.63 Values

(asking for help when you need it)

Strategy 2 may be suitable.

Use other strategies if appropriate.

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LESSON: 14 (Writing 3)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: Free Time

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

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES

CROSS CURRICULAR

ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Writing 4.3

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

COMPLEMENTARY SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

MAIN SKILL

Writing 4.3.1

Use capital letters and full stops appropriately in guided writing at

sentence level

COMPLEMENTARY SKILL

Listening 1.2.2

Understand with support specific information and details of simple sentences

Pre-lesson

See Teacher’s Book.

Lesson Delivery

See Teacher’s Book.

Post lesson

See Teacher’s Book.

Superminds 1 p.64 Language Strategy 2 may be suitable.

Use other strategies if appropriate.

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LESSON: 15 (Language Arts 3)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS:

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Language Arts 5.1

Enjoy and appreciate rhymes, poems and songs

COMPLEMENTARY SKILL

Reading 3.1

Recognise words in linear and non-linear texts by using

knowledge of sounds of letters

MAIN SKILL

Language Arts 5.1.2

Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation

i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs

COMPLEMENTARY SKILL

Reading 3.1.3

Blend phonemes (CVC, CCVC, CVCV, CCV)

Design your own Language Arts lesson linked to the main and the

complementary content and learning standards.

In this lesson, pupils listen to and join in a song which focuses on blending phonemes. They should see and work with the words of the song in written form as well.

Your choice, as appropriate to your lesson.

Some example songs can be found here: https://www.kizphonics. com/phonics-phoneme-songs/ http://www.earlychildho odeducationzone.com/ best-phonics-songs/

Language Your choice, as appropriate to your lesson.

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LESSON: 16 (Listening 4)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS:

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Listening 1.2

Understand meaning in a variety of familiar contexts

COMPLEMENTARY SKILL

Reading 3.1

Recognise words in linear and non-linear texts by using

knowledge of sounds of letters

MAIN SKILL

Listening 1.2.2

Understand with support specific information and details of simple sentences

COMPLEMENTARY SKILL

Reading 3.1.1

Identify, recognise and name the letters of the alphabet

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

One possibility is to extend the listening activity on p.64 of the textbook. Pupils work in pairs to dictate spelling and other information to each other in a similar way.

Your choice, as appropriate to your lesson

Review or extend p.61-64.

Language Your choice, as appropriate to your lesson.

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LESSON: 17 (Speaking 4)

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS:

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

MAIN SKILL

Speaking 2.1.2

Find out about personal information by asking basic questions

COMPLEMENTARY SKILL

Writing 4.2.1

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

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

One possibility is to have pupils write and then work in pairs and then mingle to do a survey, where they find out

about each other’s’ weekend activities. They can report on their findings in Lesson 19.

Your choice, as appropriate to your lesson

Review or extend p.61-64.

Language Your choice, as appropriate to your lesson.

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LESSON: 18 (Reading 4)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS:

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Reading 3.2

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

Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies MAIN SKILL Reading 3.2.2 Understand specific information and details of simple sentences

COMPLEMENTARY SKILL

Reading 3.2.3

i) Reread a word, phrase or sentence to

understand meaning

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

One possibility is to review the story on p.62-63 by cutting it up into stages and asking pupils to read and order the sentences or pictures, encouraging pupils to use particular reading strategies.

Your choice, as appropriate to your lesson.

Review or extend p.61-64.

Language Your choice, as appropriate to your lesson.

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

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LESSON: 19 (Writing 4)

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

TOPIC: Free Time

LANGUAGE/GRAMMAR FOCUS:

345

Primary Year 2 Scheme of Work

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

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

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

MAIN SKILL

Writing 4.3.3

Plan, draft and write simple sentences

COMPLEMENTARY SKILL

Writing 4.3.1

Use capital letters and full stops appropriately in guided writing at

sentence level

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

One possibility is to return to the superhero and animal theme. Pupils write about their super pets. They should describe it in detail and say what it can do.

Your choice, as appropriate to your lesson.

Review or extend Unit 8.

Language Your choice, as appropriate to your lesson.

346

Primary Year 2 Scheme of Work

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LESSON: 160 (Language Arts 42)

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Knowledge

TOPIC: At the beach

LANGUAGE/GRAMMAR FOCUS:

347

Primary Year 2 Scheme of Work

CONTENT STANDARD

LEARNING

STANDARD LEARNING OUTLINE

MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES

TEACHER’S NOTES /

REMARKS MAIN SKILL

Language Arts 5.1

Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL Speaking 2.3 Communicate

appropriately to a small or large group

MAIN SKILL

Language Arts 5.1.2

Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation.

i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs

COMPLEMENTARY SKILL

Speaking 2.3.1

Introduce self and others to an audience using fixed phrases

Design your own Language Arts lesson linked to the main and the

complementary content and learning standards.

In this lesson, the pupils perform to a group – another class, teachers or parents.

Your choice, as appropriate to your lesson. Review or extend Unit 9.

Language Your choice, as appropriate to your lesson.

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/