ENGLISH YEARLY SCHEME OF WORK YEAR TWO 2018

Week/ Theme/ topic LISTENING SPEAKING READING WRITING LANGUAGE ARTS

Date

CONTENT STANDARD: CONTENT STANDARD CONTENT STANDARD: CONTENT STANDARD: CONTENT STANDARD:
Free Time MAIN SKILL MAIN SKILL MAIN SKILL
MAIN SKILL MAIN SKILL
Listening 1.2 Speaking 2.1 Reading 3.2 Writing 4.2 Language Arts
World of Self, Understand a variety of Communicate basic 5.2 Express personal
Family and Friends Understand meaning in Communicate simple
linear and non-linear information intelligibly responses to literary texts
a variety of familiar information intelligibly
print and digital texts by for a range of purposes
contexts using appropriate in print and digital COMPLEMENTARY SKILL
CROSS COMPLEMENTARY SKILL reading strategies media Listening 1.2
CURRICULAR COMPLEMENTARY Listening 1.2 Understand meaning in a
ELEMENT COMPLEMENTARY COMPLEMENTARY variety of familiar
SKILL Understand meaning in a
WEEK: (L/S/R/LA) SKILL Listening 1.2 SKILL contexts
Language Speaking 2.1 variety of familiar
1 Understand meaning in Speaking 2.3
Communicate simple contexts
a variety of familiar Communicate LEARNING STANDARD:
information intelligibly contexts appropriately to a small
2-5 MAIN SKILL
CROSS LEARNING STANDARD: or large group
JAN Language Arts 5.2.1
CURRICULAR LEARNING STANDARD: MAIN SKILL LEARNING STANDARD:
2018 Name people, things,
ELEMENT MAIN SKILL Speaking 2.1.1 LEARNING STANDARD:
MAIN SKILL actions, or places of
(W)
Listening 1.2.1 Give simple personal Reading 3.2.2 MAIN SKILL interest in texts
Values (Friendship)
Understand with information using basic Understand specific Writing 4.2.1
support the main idea statements information and details Ask for and give basic COMPLEMENTARY SKILL
LEARNING
of simple sentences personal information Listening 1.2.1
OUTLINE: of simple sentences
using basic questions Understand with support
(L/S/R/LA) COMPLEMENTARY SKILL COMPLEMENTARY and statements the main idea of simple
Pre-lesson COMPLEMENTARY Listening 1.2.1 SKILL sentences
See Teacher’s SKILL Understand with support Listening 1.2.1 COMPLEMENTARY
Book. Speaking 2.1.1 the main idea of simple Understand with SKILL LANGUAGE/GRAMMAR
Give simple personal sentences support the main idea Speaking 2.3.1 FOCUS:
Lesson Delivery of simple sentences Introduce self and Days of the week
information using basic
See Teacher’s others to an audience Food vocabulary (review)
statements
using fixed phrases
Book.

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page1

 Post lesson LANGUAGE/GRAMMAR LANGUAGE/GRAMMAR LANGUAGE/GRAMMAR LANGUAGE/GRAMMAR LEARNING OUTLINE:
See Teacher’s Book FOCUS: FOCUS: FOCUS: FOCUS: Pre-lesson
Days of the week Days of the week Present Present simple Review of present Task 10 (with flashcards
On (day) we (verb) simple to describe self or realia of known words
It’s (days) simple for regular
from the list)
On + day activities ( I +verb + on +
PHONICS FOCUS: PHONICS FOCUS:
day) Lesson delivery
ay/ou/ie/ea ay/ou/ie/ea
PHONICS FOCUS: 1. Ask pupils to sit or
ea/air/ure/er PHONICS FOCUS: MATERIALS/ LEARNING OUTLINE: stand in a circle. Place the
ear/air/er Plan a lesson to review flashcards/realia in the
REFERENCES
WEEK: MATERIALS/ learning from Year 1. middle of the circle. Ask
Superminds 1 p.60 pupils to point to the
1
REFERENCES
In this lesson, pupils food they like.
Superminds 1 p.58 MATERIALS/ DIFFERENTIATION
2-5 STRATEGIES work in pairs or small
REFERENCES 2. Review the words by
JAN Strategy 5 may be groups to ask and
2018
Superminds 1 p.59 answer questions about helping pupils to say I like
DIFFERENTIATION suitable. Use other x. or My favourite is x.
strategies if themselves on topics
STRATEGIES
DIFFERENTIATION appropriate. such as their name, age,
Strategies 2 and 5 may 3. Ask pupils if they ate
STRATEGIES favourites.
be suitable. any of these foods this
Use other strategies if week. Ask them which
Strategies 1, 2, 3 or 6 may Then they will write
appropriate. about their partner (My day they ate it on. NB
be suitable. Use other
new friend) and draw a This asks about the past.
strategies if appropriate. Do not focus on this, just
picture (for example, of
them, their family, pet, elicit the days of the
a favourite something). week in association with
the foods.
Have pupils introduce
their partner to the 4. Introduce the
class. These pictures can caterpillar. Ask pupils
be left on the classroom what it likes to eat.
wall to help you and the
pupils get to know each 5. Read/tell/show the
other. story (Very Hungry
Caterpillar), asking
MATERIALS/ questions to check
understanding and using
REFERENCES
the images to support
Large paper, coloured

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page2

 pencils. understanding. NB pupils
do not need to
understand every word,
just the general idea of
DIFFERENTIATION the story.
STRATEGIES
Your choice, depending 6. Ask pupils if their
on the needs of prediction about what
individuals in your class. the caterpillar eats were
correct.
You can offer more or
less support for the 7. Write the days of the
speaking and writing, week on the board. 8.
and encourage pupils to Repeat the story and
write more or less detail encourage pupils to
WEEK:
1 depending on the level remember what the
of literacy of your pupils caterpillar eats on each
and what you would like day.
2-5 to review.
JAN 9. Pupils work in pairs or
2018
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

MATERIALS/
REFERENCES
A story about days of the
week, for example The
Very Hungry Caterpillar
(Book available or see

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page3

 https://www.youtube.co
m/watch?v=vkYmvxP0 AJI
Also, movie at:
https://www.youtube.co
m/watch?v=75NQKSm1Y
Y)

Flashcards/realia/toys of
food: apple,pear,
strawberry,orange,cake,
ice
WEEK: cream,cheese,sausage,
1 lolly pop, watermelon,
leaf & caterpillar
2-5
JAN
2018 DIFFERENTIATION
STRATEGIES
Strategy 6 may be
suitable.
Use other strategies if
appropriate.

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page4

 ENGLISH YEARLY SCHEME OF WORK YEAR TWO 2018

Week/ Theme/ topic LISTENING SPEAKING READING WRITING LANGUAGE ARTS

Date

CONTENT STANDARD: CONTENT STANDARD CONTENT STANDARD: CONTENT STANDARD: CONTENT STANDARD:
Free Time MAIN SKILL MAIN SKILL MAIN SKILL
MAIN SKILL MAIN SKILL
Listening 1.2 Speaking 2.1 Reading 3.1 Writing 4.3 Language Arts
World of Self, Recognise words in Communicate with 5.2 Express personal
Family and Friends Understand meaning in Communicate simple
linear and non-linear appropriate language responses to literary texts
a variety of familiar information intelligibly
texts by using form and style for a
contexts knowledge of sounds range of purposes in COMPLEMENTARY SKILL
CROSS COMPLEMENTARY SKILL and letters print and digital media Speaking 2.1
CURRICULAR COMPLEMENTARY Listening 1.2 Communicate simple
ELEMENT COMPLEMENTARYSKILL COMPLEMENTARY information intelligibly
SKILL Understand meaning in a
WEEK: (L/S/R/W) Reading 3.1 SKILL
Language Speaking 2.1 variety of familiar
2 Recognise words in Writing 4.2 LEARNING STANDARD:
Communicate simple contexts
linear and non-linear Communicate basic MAIN SKILL
information intelligibly texts by using information intelligibly
8 -12 Language Arts
LEARNING STANDARD: knowledge of sounds for a range of purposes 5.2.1 Name people,
JAN
2018 LEARNING STANDARD: MAIN SKILL and letters in print and digital things, actions, or places
MAIN SKILL Speaking 2.1.1 media of interest in texts
Listening 1.2.2 Give simple personal LEARNING STANDARD:
Understand with information using basic MAIN SKILL LEARNING STANDARD: COMPLEMENTARY SKILL
support specific statements Reading 3.1.2 MAIN SKILL Speaking 2.1.3 Give a
Recognise and sound Writing 4.3.3 short sequence of basic
information and details
out with some support Plan, draft and write instructions
of simple sentences COMPLEMENTARY SKILL beginning, medial and simple sentences
Listening 1.2.2 final sounds in a word LANGUAGE/GRAMMAR
COMPLEMENTARY Understand with support COMPLEMENTARY FOCUS:
SKILL specific information and COMPLEMENTARY SKILL Days of the week and
Speaking 2.1.1 details of simple SKILL Writing 4.2.1
food vocabulary review
Reading 3.1.1 Ask for and give basic
Give simple personal sentences
Identify, recognise and personal information
information using basic LEARNING OUTLINE:
name the letters of the using basic questions
statements alphabe and statements Plan a Language Arts
lesson linked to the main
LANGUAGE/GRAMMAR and the complementary
content and learning

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page5

 LANGUAGE/GRAMMAR LANGUAGE/GRAMMAR FOCUS: LANGUAGE/GRAMMAR standards.
FOCUS: FOCUS: I / we + verb + on + FOCUS:
I + verb (+phrase) + on + I / we + verb + on + day+s day+s /ei/ sound in My favourite day is X. You could extend Lesson
words from unit 5 by rereading The Very
day+s I + verb + on + day+s.
Hungry Caterpillar and
PHONICS FOCUS: providing some activities
PHONICS FOCUS:
PHONICS FOCUS: wh/ph/ew/oe/au PHONICS FOCUS: to develop understanding
wh/ph/ew/oe/au
oy/ir/ue/aw a-e/e-e/i-e/o-e/u-e of life cycles in nature,
LEARNING OUTLINE: specifically the butterfly.
LEARNING OUTLINE: Pre-lesson MATERIALS/ LEARNING OUTLINE:
Pre-lesson Task 4: Identify the Pre-lesson MATERIALS/
REFERENCES
WEEK: CROSS Task 1 (days of the REFERENCES
Task 4: Identify the flashcard Picture flashcards of
2 CURRICULAR week) Your choice depending on
flashcard actions
ELEMENT the focus of your lesson.
(LA) Lesson delivery One worksheet for each Lesson delivery
8 -12 pupil, in two parts. Suggested material: The
Science and Lesson 1. Write numbers 1 to 6 1. Have pupils sit or
JAN Part 1 – see below. Very Hungry Caterpillar
2018 Technology Delivery (or one to six)* on the stand in a circle. Give
Part 2 – sentences each pupil a word card.
1. Review the flashcards board. If you have a DIFFERENTIATION
based on pupils’ Ask pupils to find
on the board from the numbers song, you could responses in Lesson 7) STRATEGIES
friends to make Your choice depending on
pre-lesson task by sing the song.
sentences. They should your lesson
checking pupils know DIFFERENTIATION stand in a line to make a
these expressions. Then 2. Review the action STRATEGIES sentence with their
mime each one and ask flashcards and put them words. If you have a
Strategies 1 or 3 may be
pupils to guess what on the board next to a very large class or
suitable. Use other
you are doing. number as the pupils say would like to control
strategies if
them correctly. this more, children can
appropriate.
work in groups so that
2. Ask pupils to stand in
each group makes one
a circle. Say the action 3. Ask pupils to close their When writing the
sentence. Ask pupils to
words and pupils mime. eyes or turn around. worksheet part 2, you
say their sentences. Put
could choose pupils
Ask pupils to turn to Remove an action card the sentences on the
who participate less
their neighbour to do from the board. Ask board. Elicit the need
often, who have lower
this in pairs. pupils to tell you which for full stops.
proficiency or who have
card you removed. They low motivation. This will
2. Play a game to elicit
3. Put the days of the can tell you the number help involve them more
the spelling of favourite
week word cards and/or the action. in their learning.
(e.g. see pre-lesson task

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page6

 around the classroom. Repeat. If appropriate, select 7), leave the word on
Give each pupil an suitable activities for the board.
action flashcard. 4. Put the pictures back your pupils from LINUS
Module 1 to be added
on the board and write
in to this lesson to focus 3. Tell pupils that your
4. Say the sentence I the phrase next to them on phonemes from favourite day is X. Tell
(verb) on (day). The (you can elicit spelling, Lines a and b of the Year them what you do on
pupil with the action ask pupils to write in their 1 Phonics Table (see that day. Ask pupils to
flashcard should take it notebooks or ask a pupil syllabus) write their favourite day
and stand by the correct to come and write on the in their exercise books.
day. Repeat for all board). They can also write
what they do on that
cards.
day, depending on the
5. Give out papers. Pupils proficiency level of your
5. Ask pupils to tell you work in pairs to tell each class or pupils. Monitor
WEEK:
a sentence for their other what they do in the and help pupils as
2 action and day (where week. They should necessary.
they are standing). choose (if possible) from
the actions on the board 4. Ask pupils to check
8 -12 their partner’s writing.
JAN 6. Pupils return to their 1 - 6. The partner listens
2018 places. Tell pupils a and writes in the table 5. Hand out worksheet
sentence about your (they can write the words to pupils. They should
week (e.g. I ride my or the number from the write their favourite day
pony on Mondays). board). at the top of the page.
They should tell you if it On the lines at the
bottom, they write My
is right or wrong. 6. Ask pupils to compare
favourite day is X. They
Repeat a few times. their worksheets to find can also write I xxx on
any activity that they do xxxs if they drafted this
7. Pupils do the Right or at the same time. If they in stage 3. They draw a
Wrong activity in pairs. do, they should say Let’s picture in the box.
do it together! You will
8. Feedback as a whole need to model this and 6. Display pupils’ work
in the classroom. Ask
class by asking pupils to explain together using
pupils to tell the class
tell you what their gesture and mime. about their work.
partner does in the

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page7

 week. Depending on 7. Tell pupils to stand up Post lesson
your class, you could and walk around the Task 5
ask them to say: X said, room to talk to new
“I xxx on xxxs’ She xxxxs partners. They should try
MATERIALS/
on xxxxs. She doesn’t to find something in
REFERENCES
xxx on xxxs. Post lesson common:
Word cards to make up
Task 1 (you will need to A: I play football on sentences.
make notes as pupils Saturdays. One per student. e.g. I /
talk about their weekly B: I play football on go / swimming / on /
activities for this) Saturdays, too. Saturdays / I / play /
A&B: Let’s do it together! football / on / Fridays
WEEK:
MATERIALS/ Model and practice the Worksheet for each
2
pupil (see below)
REFERENCES dialogue before
8 -12
Picture flashcards for beginning the activity.
JAN actions from DIFFERENTIATION
2018 p.56-60 (these can be 8. Feed back by asking STRATEGIES
handdrawn if necessary) Strategies 3 or 4 may be
pupils to tell you what
: play football, go suitable (see learning
swimming, play the they have in common,
e.g. We play football on outline).
piano etc. Enough for
one per pupil (they can Saturdays. Make notes on
Use other strategies if
be repeated) Word what pupils say here, you appropriate.
cards for days of the will need this to prepare
week the next lesson. If appropriate, select
suitable activities for
Post lesson your pupils from LINUS
DIFFERENTIATION Module 1 to be added
STRATEGIES Task 3
in to this lesson to focus
Strategy 3 may be on phonemes from
suitable at stage 8 (see MATERIALS/ Lines a and b of the Year
Learning Outline). REFERENCES 1 Phonics Table (see
Picture flashcards of syllabus).
Use other strategies if actions (from Lesson 6)
appropriate.
One or two dice per pair
or group (or whole class if

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page8

 not available)

A worksheet for each

pupil with a table for
pairwork interview (see
WEEK:
2 below)

DIFFERENTIATION
8 -12
JAN STRATEGIES
2018 Strategies 2 or 5 may be
suitable. Use other
strategies if appropriate.

could extend this to 12

and use two dice for this
activity

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page9

 ENGLISH YEARLY SCHEME OF WORK YEAR TWO 2018

Week/ Theme/ topic LISTENING SPEAKING READING WRITING LANGUAGE ARTS

Date

CONTENT STANDARD: CONTENT STANDARD CONTENT STANDARD: CONTENT STANDARD: CONTENT STANDARD:
Free Time MAIN SKILL MAIN SKILL MAIN SKILL
MAIN SKILL MAIN SKILL
Listening 1.2 Speaking 2.1 Reading 3.1 Writing 4.3 Language Arts 5.1
World of Self, Recognise words in Communicate with Enjoy and appreciate
Family and Friends Understand meaning in Communicate simple
linear and non-linear appropriate language rhymes, poems and songs
a variety of familiar information intelligibly
texts by using form and style for a
contexts knowledge of sounds of range of purposes in COMPLEMENTARY SKILL
CROSS COMPLEMENTARY SKILL letters print and digital media Reading 3.1
CURRICULAR COMPLEMENTARY Speaking 2.1 Recognise words in linear
ELEMENT COMPLEMENTARYSKILL COMPLEMENTARY and non-linear texts by
SKILL Communicate simple
WEEK: (L/R) Listening 1.1 SKILL using knowledge of
Values (asking for Listening 1.2 information intelligibly
3 Recognise and Listening 1.2 sounds and letters
help when you Understand meaning in
reproduce target Understand meaning in
need it) a variety of familiar LEARNING STANDARD: a variety of familiar LEARNING STANDARD:
15 -19 contexts MAIN SKILL language sounds
JAN contexts MAIN SKILL
2018 Speaking 2.1.1 Language Arts 5.1.2
LEARNING STANDARD: Give simple personal LEARNING STANDARD: Say the words in simple
MAIN SKILL information using basic MAIN SKILL LEARNING STANDARD: texts, and sing simple
Reading 3.1.3 Blend MAIN SKILL songs with intelligible
Listening 1.2.3 statements
phonemes (CVC, CCVC, Writing 4.3.1 pronunciation, rhythm
Understand with CVCV, CCV) Use capital letters and and intonation
support very short COMPLEMENTARY SKILL
full stops appropriately i) simple chants
simple narratives Speaking 2.1.2 COMPLEMENTARY in guided writing at and raps
Find out about personal SKILL sentence level ii) simple rhymes
COMPLEMENTARY information by asking Listening 1.1.1 iii) simple action
SKILL basic questions Recognise and COMPLEMENTARY songs
reproduce with support SKILL iv) simple songs
Listening 1.2.2
a range of high Listening 1.2.2
Understand with LANGUAGE/GRAMMAR frequency target Understand with COMPLEMENTARY SKILL
support specific FOCUS: language phonemes support specific Reading 3.1.3

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page10

 information and details Do you…? Yes, I do…/ No, information and details Blend phonemes (CVC,
of simple sentences I don’t of simple sentences CCVC, CVCV, CCV)
LANGUAGE/GRAMMAR
FOCUS: LANGUAGE/GRAMMAR LANGUAGE/GRAMMAR
LANGUAGE/GRAMMAR LEARNING OUTLINE:
Pre-lesson Recycled story language FOCUS: FOCUS:
FOCUS:
See Teacher’s Book. from lesson 17 How many days do….? Your choice of phoneme
We’re lost
Possessive pronoun blends CVC, CCVC, CVCV,
Lake CCV
Wait and see Lesson Delivery
Come with me See Teacher’s Book. MATERIALS/ LEARNING OUTLINE: LEARNING OUTLINE:
Thank you very much REFERENCES Pre-lesson Design your own
Post lesson Superminds 1 p.63 See Teacher’s Book. Language Arts lesson
LEARNING OUTLINE: See Teacher’s Book. linked to the main and
Lesson Delivery the complementary
Pre-lesson See Teacher’s Book.
DIFFERENTIATION content and learning
See Teacher’s Book.
WEEK: STRATEGIES standards.
3 CROSS MATERIALS/ Post lesson
CURRICULAR Strategy 2 may be See Teacher’s Book.
Lesson Delivery REFERENCES In this lesson, pupils listen
ELEMENT suitable.
See Teacher’s Book. NB Superminds 1 p.61 Use other strategies if to and join in a song
15 -19 (S/W) MATERIALS/
JAN – this lesson focuses on appropriate. which focuses on
Language REFERENCES blending phonemes.
2018 Activity 1 (picture DIFFERENTIATION
story), which continues STRATEGIES Superminds 1 p.64
Strategy 2, 3 or 7 may be They should see and work
onto page 63.
suitable. DIFFERENTIATION with the words of the
Use other strategies if STRATEGIES song in written form as
Post lesson appropriate Strategy 2 may be well.
See Teacher’s Book. suitable.
Use other strategies if MATERIALS/
MATERIALS/ appropriate. REFERENCES
REFERENCES Your choice, as
Superminds 1 p.62 appropriate to your
lesson. Some example
songs can be found here:
https://www.kizphonics.
DIFFERENTIATION
com/phonics-
STRATEGIES
phonemesongs/
Strategy 6 may be
http://www.earlychildho
suitable.
odeducationzone.com/

ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page11

 Use other strategies if best-phonics-songs/
appropriate.

DIFFERENTIATION
STRATEGIES
Your choice, as
appropriate to your
lesson.

WEEK:
3

15 -19
JAN
2018

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ENGLISH LANGUAGE YEARLY SCHEME OF WORK YEAR 2/ 2018 Page13