RPT Cefr Year 1 2018

SK JALAN SUNGAI BESI 2
KSSR
English Language
Year 1
Scheme of Work
2018
Scheme of Work Lessons 1 – 15 & Lesson 45
LESSON: 1 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Friends
LANGUAGE/GRAMMAR FOCUS:
Hi. What’s your name?

I’m (name)
He’s, She’s (name)
Bye
CROSS -
LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING OUTLINE CURRICULAR
STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
Primary Year 1 Scheme of Work

MAIN SKILL MAIN SKILL Pre-lesson None needed Values (Friendship) Strategies 3 and 4 may
1. Introduce target language (Hi, I’m be suitable.
Speaking Speaking … What’s your name?) using
2.1 2.1.4 yourself and pupils as examples. Use other strategies if
Communicate simple Greet, say goodbye, and appropriate.
information intelligibly express thanks using 2. Pupils report back (I’m… He’s…
suitable fixed phrases She’s…) … If appropriate, select
suitable activities for your
Lesson delivery pupils from LINUS
Module 1 to be added in
to this lesson, to work
COMPLEMENTARY COMPLEMENTARY 3. Pupils practise target language in towards Content
SKILL SKILL pairs. Standard:
Speaking Speaking 4. Pupils report back to the whole Writing 4.1

2.3 2.3.1 class e.g. I’m … he’s/she’s … Form letters and words in
Communicate Introduce self to an
neat legible print using
appropriately to a small audience using fixed
5. Divide pupils into groups of about cursive writing.
or large group phrases
6: they repeat step 3.
6. Make larger groups of about 12:

pupils report names within the
larger group.
7. Pupils report back to whole class
Post lesson
8. Ask pupils to stand in a line in
alphabetical order of their first
names.
9. In pairs, pupils remember as many

names as they can (e.g. He’s
Ahmed, She’s Regina).
10. Finish by eliciting the names of

everyone in the line.
11. Teach pupils Bye!

12. Divide pupils into groups Pupils
say Bye! to each other (e.g. Bye
Nur!, Bye. Amir!). and Bye! to you.

LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
TOPIC: Friends
Point to something (green) …

Colours: blue, green, yellow, red, white
CROSS -
CONTENT LEARNING MATERIALS / CURRICULAR DIFFERENTIATION TEACHER’S NOTES
LEARNING OUTLINE
STANDARD STANDARD REFERENCES ELEMENT STRATEGIES / REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Flashcards for colours Language Strategies 1 and 2 may
be suitable.
Listening Listening 1. Introduce and teach pupils
1.2 1.2.4 names of colours. Use other strategies if
Understand meaning in Understand short basic appropriate.
a variety of familiar supported classroom Lesson delivery
contexts instructions
2. Give pupils instructions’
Point to something
(red/green etc) - pupils point
COMPLEMENTARY COMPLEMENTARY SKILL to things inside or outside
SKILL the classroom.
Writing
Writing 4.1.2 3. Pupils do step 2 in small
4.1 i) Form upper and lower groups.
Form letters and words case letters of regular size and
in neat legible print shape** 4. Play Simon says. If your
using cursive writing instruction is Simon says
**preliterate pupils only point to something green,
pupils do this. If you just say
ii) write letters and words Point to something green,
in a straight line from left to right they don’t do it.
with regular spaces between
words and spaces* 5. Pupils do step 4 in groups.
*all pupils 6. Pupils write the names of

the colours.
iii) copy letters and familiar
high frequency words and Post lesson
phrases
correctly* 7. Extend the colour sequence
by adding a colour e.g. Point
*all pupils to something red and
something blue.
NB Learning standard 4.1.1 also
applies to preliterate pupils here, 8. Pupils do step 7 in groups.
and in all other lessons in the
first few school weeks which
involve writing. Please use your
own judgement on this, as
appropriate to the needs of your
pupils.

LESSON: 3 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
TOPIC: Friends
Colour words
7
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if Language Strategy 1 may be
Review colour words by playing Simon available, or alphabet suitable.
Reading Reading Says (the same as Lesson 2). cards
3.1 3.1.1 Use other strategies if
Recognise words in Identify and recognise Lesson delivery Flashcards of colours appropriate
linear and non-linear the shapes of the letters 1. Have pupils sit or stand in a
texts by using knowledge in the alphabet circle. Ask the pupils their names and Colour word cards, If appropriate, select
of sounds of letters practise any other spoken language divided into sounds, suitable activities for your
they may know at this point (e.g. How e.g. pupils from LINUS
are you? How old are you?). Card 1 – gr Module 1 to be added in
Card 2 – ee to this lesson, to work
2. Show each letter/letter card Card 3 – n towards Content
COMPLEMENTARY
and ask pupils which letter is it. Elicit Standard:
SKILL
COMPLEMENTARY the sound of the letter, too, as One set of three or four
SKILL appropriate. Put the letters in the middle colours for each pair or Writing 4.1
Reading group = one set for Form letters and words in
of the circle.
3.1 modelling neat legible print using
Recognise words in Reading
3.1.2 cursive writing.
linear and non-linear 3. Show pupils the colour
texts by using knowledge Recognise and sound out Alphabet song: e.g.
flashcards and ask them to tell you the
of sounds of letters with support beginning, colour in English. What colour is this? https://www.youtube.co
medial and final sounds m/watch?v=A7InEgfPG
in a word xc
4. Next ask them which sound
the colour starts with e.g. green starts
with g-. Nominate pupils to take the
letter from the circle. Repeat.
5. Have pupils sit down at their

desks. Show pupils a set of colour word
sound cards and elicit the sounds on
them.
6. On the board, show them how

to put together the colour word sounds
cards to make the colour word.
7. In pairs or small groups, pupils

put together the colour words.
8
8. Next, pupils take their
notebooks. They copy the colour words
into their book using the appropriate
colour pencil/pen.
Post lesson
Sing or play the alphabet song or other
appropriate song.
9
LESSON: 4 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
TOPIC: Friends
Alphabet, pupils’ names
10
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Your choice, as Language Strategy 5 may be
Task 7 using a colour word appropriate to your suitable.
Writing Writing lesson content
4.1 4.1.2 Lesson delivery Use other strategies if
Form letters and words in i) Form upper and 1. Play or sing the alphabet song Card for name cards for appropriate.
neat legible print lower case letters of as in previous lesson. each pupil. If possible,
using cursive writing regular like a worksheet, with
size and shape** 2. Ask pupils What’s your name? the sentence stem: I’m
_____.
**preliterate pupils only 3. Have pupils ask each other
what their names are.
ii) write letters and
words in a straight line 4. Ask pupils how to spell their
from left to right with name: What’s your name? How do you
regular spaces between spell that? (this may be a new question
words and spaces* for pupils, but they only need to
understand it. Make the meaning clear
*all pupils by miming writing and eliciting the letter
names)
iii) copy letters and
familiar high frequency 5. Give each pupil a piece of
words and phrases card. Ask them to write their name on
correctly* the card to complete the sentence.
*all pupils 6. When pupils are finished.

Collect the name cards, mix them up
and give them back to different pupils.
7. Pupils read the name on the

COMPLEMENTARY cards and try to find the pupil whose
SKILL card it is. At this point, they can say
simply A: Alia?
Reading B: Yes / No
COMPLEMENTARY
SKILL 3.1.1
Identify and recognise 8. Make sure pupils all have their
the shapes of the letters own name cards. Tell them to keep
Reading
in the alphabet them in their books so that they can put
3.1
them on their desks for English classes.
Recognise words in
linear and non-linear
11
texts by using knowledge Post lesson
of sounds of letters Task 3 (perhaps using name cards, and
give them back to the pupils afterwards)
12
LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests. Possible language focuses include colours or letters of the alphabet
13
CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
LEARNING OUTLINE CURRICULAR
STANDARD STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson.
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on colours,
rhymes, poems and appreciation through Once pupils can respond with one possibility is the rainbow
songs nonverbal responses to: confidence and enjoyment, you can song.
help them to develop entrepreneurial
i) simple chants and raps skills by encouraging them to create See
ii) simple rhymes their own gestures.
iii) simple action songs http://www.bbc.co.uk/le
arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/FJ/sing_a_rainbow
COMPLEMENTARY
COMPLEMENTARY SKILL for the tune and words.
SKILL
Language Arts
Language Arts 5.1.2
5.1 Say the words in simple
Enjoy and appreciate texts, and sing simple
rhymes, poems and songs with intelligible
songs pronunciation, rhythm
and intonation
i) simple chants and

raps ii) simple rhymes
iii) simple action songs
14
TOPIC: Friends
Hi. What’s your name?

I’m (name)
15
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be
See Teacher’s Book suitable.
Listening Listening
Understand meaning in Understand with support appropriate.
a variety of familiar specific information and
contexts details of very simple Lesson delivery
If appropriate, select
phrases and sentences See Teacher’s Book
suitable activities for your
pupils from LINUS
Module 1 to be added in
Post lesson towards
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL See Teacher’s Book.
Content Standard:
Writing 4.1
Speaking Speaking
2.1 2.1.1
Give very basic personal Form letters and words in
Communicate simple neat legible print using
information intelligibly information using fixed
phrases cursive writing
16
TOPIC: Friends
Numbers 1 - 10
How old are you?
I’m (age)
17
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.5 Language Strategies 2 and 7 may
be suitable.
Writing Writing See Teacher’s Book
Form letters and words ii) appropriate.
in neat legible print write letters and words in
using cursive writing a straight line from left to If appropriate, select
right with regular spaces Lesson delivery suitable activities for your
between words and pupils from LINUS
spaces See Teacher’s Book Module 1 to be added in
towards Content
Standard:
COMPLEMENTARY Post lesson
COMPLEMENTARY SKILL Writing 4.1
SKILL Form letters and words in
See Teacher’s Book neat legible print using
Writing cursive writing
Writing 4.2.1
4.2 Give very basic personal
Communicate basic information using fixed
information intelligibly phrases
for a range of purposes
in print and digital
media
18
TOPIC: Friends
Names of letters of the alphabet
19
CROSS - TEACHER’S NOTES /
CONTENT LEARNING MATERIALS / CURRICULAR DIFFERENTIATION REMARKS
LEARNING OUTLINE
STANDARD STANDARD REFERENCES ELEMENT STRATEGIES
MAIN SKILL MAIN SKILL Pre-Lesson Superminds 1 p.6 Language Strategies 2, 6, and 7
may be suitable.
Reading Reading See Teacher’s Book
Recognise words in Identify and recognise the appropriate.
linear and non-linear shapes of the letters in
texts by using the alphabet
knowledge of sounds of Lesson delivery
letters
See Teacher’s Book
COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL Post lesson
Writing See Teacher’s Book

4.1 Writing 4.1.2
Form letters and words ii) write letters and words
in neat legible print in a straight line from left
using cursive writing to right with regular
spaces between words
and spaces
20
TOPIC: Friends
Colours
My hat is (colour)
21
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.7 Language Strategies 1, 2 and 3 may
be suitable.
Speaking Speaking See Teacher’s Book
Communicate simple Name or describe objects appropriate.
information intelligibly using suitable words from
word sets
Lesson delivery
See Teacher’s Book
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Reading Reading Post lesson

3.1 3.1.3
Blend phonemes (CVC,
Recognise words in See Teacher’s Book
linear and non-linear CCVC)
texts by using
knowledge of sounds of
letters
22
TOPIC: Friends
Recycled language: letters of the alphabet
23
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2, 3, 4 and 7
you know and like, or may be suitable.
Language Arts Language Arts 1. Your choice, as appropriate to your create your own.
5.1 5.1.1 lesson. Use other strategies if
Enjoy and appreciate Demonstrate 10 little numbers appropriate.
rhymes, poems and appreciation through Lesson delivery https://www.youtube.co
songs nonverbal responses to m/watch?v=dk9Yt1PqQ
iw is one
2. Design a lesson in which pupils possibility.
i) simple chants and raps develop and share gestures to
ii) simple rhymes accompany a numbers song.
iii) simple action songs
3. Body numbers: small groups of
pupils represent numbers with their
bodies: all group members are
COMPLEMENTARY involved in representing each
COMPLEMENTARY SKILL number.
SKILL
Language Arts Post lesson
Language Arts 5.1.2
5.1 Say the words in simple 4. Your choice, as appropriate to your
Enjoy and appreciate texts, and sing simple lesson.
rhymes, poems and songs with intelligible
songs pronunciation, rhythm
and intonation
i) simple chants and raps

ii) simple rhymes iii)
simple action songs
24
TOPIC: Friends
Recycled language from lessons 6 – 10:

What’s your name…? How
old are you?
I’m (years old)
How do you spell?
Names of the letters of the alphabet
25
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper and something to Values (Friendship) Strategies 2 and 7 may
stick pictures on the be suitable.
Listening Listening 1. Pre-lesson task 1: Work at the wall if appropriate
1.2 1.2.5 word.
Understand meaning in Understand short Use other strategies if
a variety of familiar supported questions 2. Introduce and teach the fixed appropriate.
contexts
phrase How do you spell….?
If appropriate, select
Lesson development suitable activities for your
pupils from LINUS
COMPLEMENTARY Module 1 to be added in
COMPLEMENTARY 3. In groups of 6-8, pupils do a survey to this lesson, to work
SKILL SKILL of names, ages, and ask how to towards Content
spell their classmates’ names. Standard:
Writing Writing
4.2 4.2.2 4. In pairs, they draw their neighbour Writing 4.1
Communicate basic Greet, say goodbye, and
information intelligibly and write about him/her (E.g. Form letters and words in
express thanks using Lukman/Mira. He’s/She’s 7 years neat legible print using
for a range of purposes suitable fixed phrases
in print and digital old). cursive writing
media
5. Pupils put their work on the wall to
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the

error.
26
TOPIC: Friends
Recycled language from lessons 6 – 10

What’s your name…?
How old are you?
I’m (years old)
27
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to Language Strategies 2 and 7 may
screw up into a ball be suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher
Communicate Introduce self to an Lesson delivery appropriate.
appropriately to a small audience using fixed
or large group phrases
2. Pupils stand in groups of about 5 or
6.
3. They throw a ball of paper to each

COMPLEMENTARY COMPLEMENTARY other to practise target language in
SKILL SKILL a chain activity.
Writing Writing 4. E.g. Pupil 1 starts: Hi, I’m X …, I’m

4.3 4.3.1 years old and throws the ball of
Communicate with Use capital letters paper to pupil 2 in the circle who
appropriate language appropriately in personal repeats this information, and adds
form and style for a and place names their own information to make a
range of purposes in chain. i.e. He’s/ she’s X, he’s
print and digital media /she’s … years old. I’m Y… I’m
years old.
5. Each pupil repeats previous

information and adds their own
information to the chain.
6. Pupils write about themselves and

a classmate.
Post lesson
7. Post lesson task 6: Whisper and

write
28
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers
29
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Letter cards or plastic Language Strategies 2 and/or 4 may
Play Find Something- pupils listen to letters. be suitable.
Reading Reading you say Find something red, and go to
3.1 3.1.1 touch something red in the classroom. Colour pencils Use other strategies as
Recognise words in Identify and recognise the Write the colour words on the board as appropriate to your pupils.
linear and non-linear shapes of the letters in you use them.
Worksheet – one per
texts by using the alphabet pupil (see below) If appropriate, select
knowledge of sounds of Lesson delivery suitable activities for your
letters 1. Pupils sit in small groups. Give pupils from LINUS
each group some letters (cards or Module 1 to be added in
plastic ones). Call out a letter; pupils to this lesson to focus
have to try to grab the correct letter. on phonemes from
They keep it if they grab it first. Line a of the Phonics
COMPLEMENTARY
COMPLEMENTARY Table (see Syllabus).
SKILL
SKILL 2. Next, tell pupils a colour word.
They should work together to try to spell
Writing it using the letters they have. They can
4.1 Writing
use the words on the board to help.
Form letters and words 4.1.2
in neat legible print i) Form upper and
lower case letters of 3. Depending on the level of
using cursive writing
regular proficiency, you could repeat this
size and shape** activity with the words on the board
erased.
**preliterate pupils only
4. Hand out worksheet and ask
pupils to write their name at the top.
ii) write letters and Pupils then read and colour the words
words in a straight line (Part A).
from left to right with
regular spaces between
5. Next pupils colour the hat in
words and spaces*
Part B and write the colour in the gap.
*all pupils
Post lesson
Task 10 using picture on p.4. This may
iii) copy letters and need adapting to your pupils.
familiar high frequency
words and phrases
correctly*
*all pupils
30
31
Suggested worksheet design for Lesson 13:
I’m _________________
A: Read and colour
B: Write and draw
[pupil’s drawing of a hat]
My hat is ___________.
32
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers
33
CROSS -
ELEMENT
Strategies 2 and/or 4 may
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language be suitable.
Task 1 using colour words. Leave the cards for each group
Writing Writing words on the board if necessary. (i.e. pairs of cards, one Use other strategies as
4.1 4.1.2 with a coloured circle appropriate to your
Form letters and words i) Form upper and (or object) and the other pupils.
in neat legible print lower case letters of with the written word of
Lesson delivery
using cursive writing regular the colour). If appropriate, select
1. Review the colour words using
size and shape** flashcards. Put the flashcards around suitable activities for your
the room. Say a colour and the pupils Coloured pencils, pupils from LINUS
should go to that flashcard (run or walk). poster paper (or large Module 1 to be added in
**preliterate pupils only
paper for display). You to this lesson to focus on
may need to create a phonemes from Line b of
ii) write letters and 2. Play a game of pelmanism with worksheet which the Phonics Table (see
words in a straight line colour flashcards in small groups – lay shows pupils where to Syllabus).
from left to right with out all the cards, face-down. Pupils turn draw and where to
regular spaces between over two cards in turns to find a pair of write. Include lines to
words and spaces* matching colour + word. help with letter size
and shape as/if you
*all pupils 3. Pupils work in pairs. Give each would normally do.
pair two or maybe three colours. Pupils
make a poster by drawing object(s) of a
iii) copy letters and certain colour. They colour them and
familiar high frequency then write the colour word underneath.
words and phrases
correctly*
4, Display pupils’ work in the classroom.
Have pupils talk about the colours and
*all pupils objects using as much vocabulary as
they may have. You could introduce
new words here if you feel it is
appropriate and useful.
COMPLEMENTARY
SKILL Post lesson
Task 11. Ask about colours of objects
they have in their school bag, for
COMPLEMENTARY Reading example, that they can take out and
SKILL 3.3.1 show the class
Read and enjoy simple
print and digital games at
Reading
word level
3.3
34
Read independently for
information and
enjoyment
35
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests
36
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which Use your own, as Entrepreneurship Your choice, as
gives pupils a chance to enjoy appropriate to your appropriate to your
Language Arts Language Arts responding to and using language in a lesson content lesson content
5.1 5.1.1 chant, rap, rhyme or action song.
Enjoy and appreciate Demonstrate If your focus is on colours, You may want to provide
rhymes, poems and appreciation through Once pupils can respond with one possibility is the rainbow prompts for pupils to help
songs nonverbal responses to: confidence and enjoyment, you can song. them to create their own
help them to develop entrepreneurial verse.
i) simple chants and raps skills by encouraging them to create See: http://www.bbc.co.uk/le
ii) simple rhymes their own words to their own extra arning/schoolradio/subj
iii) simple action songs verse. ects/earlylearning/nurs
erysongs/FJ/sing_a_rainbow
for the tune and words.

COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL
Speaking
Speaking 2.1.5
2.1 Name or describe objects
Communicate simple using suitable words from
information intelligibly word sets
37
TOPIC: At school
Vocabulary review:
Primary and secondary colours
38
CROSS - TEACHER’S
CONTENT LEARNING DIFFERENTIATION
LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR NOTES /
STANDARD STANDARD STRATEGIES
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson You will need card for each Science and Your choice depending on
Guessing game. Think of an item, pupils ask you student and scissors (or cut into technology your class and pupils.
Language Arts Language Arts about what colour it is and guess, e.g. Teacher: circles for each student in
5.1.1 It’s a fruit. Pupils: Is it blue? No. Is it yellow? Yes. advance), colour Possibly 5 or 6.
i) simple chants Is it a banana? Yes. Depending on time available pens/paints/pencils. Each
5.1 Enjoy and and the level of your class, you could have the student will need a pen or
appreciate rhymes, and raps ii) You could encourage the
simple rhymes pupils take the role of the teacher or work in pairs. pencil and a ruler.
poems and songs pupils to sing along to the
iii) simple action song.
songs Lesson delivery Song:
1. Put flashcards with words of the six main You can use a suitable song
colours (primary and secondary) on the board. that focuses on primary and You could ask short answer
Ask pupils to put them into two groups. secondary colours. A questions at stage 8 (e.g
2. Play/sing the song and ask pupils to suggestion is: Will you see red? Orange?
check their answer to stage 1. https://www.youtube.co What other colours do you
m/watch?v=bmquqAP2 w_8 know? Maybe black? Or
COMPLEMENTA 3. Give each pupil a colour flashcard OR ask
white?)
COMPLEMENTAR RY SKILL each pupil to write the name of their favourite
Y SKILL colour on a paper. Here is a song based on this:
4. Play/sing the song again and ask pupils to You might want to explain in
Language Arts L1 why the spinning wheel
Language Arts hold up their flashcard/paper when they hear their
5.3.1 Respond We are the primary colours. produces white.
colour.
imaginatively and Red, yellow and blue. Mix us
5. Draw a circle on the board and divide it
5.3 intelligibly through together, and we turn a colour
into six parts. Elicit the primary colours and write
Express an creating simple art that’s new.
them (or ask a pupil to write them) in alternate
imaginative response and craft products parts of the circle.
to literary texts 6. Elicit the secondary colours that are made I‘m red, I’m a primary colour.
Other imaginative when the primary colours are mixed and fill in the I’m blue. I’m a primary colour
responses as last three segments with these. The order should too.
appropriate be: red – orange – yellow – green – blue – purple. We are primary colours.
7. Ask pupils to make their own colour Mix us together, and we make
wheels. They should colour each part (not write the purple.
colour name); make a small hole in the middle of It’s new!
the circle and put in their pencil/pen so it will spin.
8. Ask pupils what they think will happen
Etc.
when they spin their wheel. Ask them to spin it and
tell you.
Post lesson Some information about colour
Ask pupils to tell each other which colour they like wheels:
best and why, e.g. I like red. My pencil case is red.
http://www.bigshotcam
era.com/fun/buildables/
colorwheel#01
39
40

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SK JALAN SUNGAI BESI 2

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

Hi. What’s your name?

Primary Year 1 Scheme of Work

Speaking Speaking 4. Pupils report back to the whole Writing 4.1

6. Make larger groups of about 12:

7. Pupils report back to whole class

9. In pairs, pupils remember as many

10. Finish by eliciting the names of

11. Teach pupils Bye!

Primary Year 1 Scheme of Work

Primary Year 1 Scheme of Work

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

Point to something (green) …

Primary Year 1 Scheme of Work

*all pupils 6. Pupils write the names of

Primary Year 1 Scheme of Work

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

5. Have pupils sit down at their

6. On the board, show them how

7. In pairs or small groups, pupils

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

Alphabet, pupils’ names

*all pupils 6. When pupils are finished.

7. Pupils read the name on the

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

i) simple chants and

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

Hi. What’s your name?

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

Names of letters of the alphabet

Writing See Teacher’s Book

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

See Teacher’s Book

Reading Reading Post lesson

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

Recycled language: letters of the alphabet

i) simple chants and raps

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

Recycled language from lessons 6 – 10:

6. Post-lesson task 4: Correct the

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

Recycled language from lessons 6 – 10

3. They throw a ball of paper to each

Writing Writing 4. E.g. Pupil 1 starts: Hi, I’m X …, I’m

5. Each pupil repeats previous

6. Pupils write about themselves and

7. Post lesson task 6: Whisper and

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends