RPT Cefr Year 1 2019 SP

SUMBERPENDIDIKAN.
COM
2
Primary Year 1 Scheme of Work
KSSR
English Language
Year 1
Scheme of Work
2019
3
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 -
MATERIALS / DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE CURRICULAR
REFERENCES STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson None needed Values (Friendship) Strategies 3 and 4 may be
1. Introduce target language (Hi, I’m suitable.
Speaking Speaking … What’s your name?) using yourself
2.1 2.1.4 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 pupils from
Lesson delivery LINUS Module 1 to be added
in to this lesson, to work
COMPLEMENTARY COMPLEMENTARY 3. Pupils practise target language in pairs. towards Content Standard:
SKILL SKILL
Writing 4.1
4. Pupils report back to the whole class
Speaking Speaking Form letters and words in
e.g. I’m … he’s/she’s …
2.3 2.3.1 neat legible print using
Communicate Introduce self to an audience cursive writing.
5. Divide pupils into groups of about 6:
appropriately to a small or using fixed
they repeat step 3.
large group phrases
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 -
MATERIALS / CURRICULAR DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE
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 a Understand short basic supported appropriate.
variety of familiar classroom Lesson delivery
contexts instructions
2. Give pupils instructions’ Point to
something (red/green etc) -
pupils point to things inside or
COMPLEMENTARY COMPLEMENTARY SKILL outside the classroom.
SKILL
Writing 3. Pupils do step 2 in small
Writing 4.1.2 groups.
4.1 i) Form upper and lower
Form letters and words in case letters of regular size and 4. Play Simon says. If your
neat legible print using shape** instruction is Simon says point
cursive writing
to something green, pupils do
**preliterate pupils only this. If you just say Point to
something green, they don’t do
ii) write letters and words in a it.
straight line from left to right with
regular spaces between words and 5. Pupils do step 4 in groups.
spaces*
6. Pupils write the names of the
*all pupils
colours.
iii) copy letters and familiar Post lesson

high frequency words and phrases
correctly* 7. Extend the colour sequence by
adding a colour e.g. Point to
*all pupils
something red and something
blue.
NB Learning standard 4.1.1 also
applies to preliterate pupils here, and
8. Pupils do step 7 in groups.
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
8
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Plastic letters if available, Language Strategy 1 may be suitable.
Review colour words by playing Simon Says or alphabet cards
Reading Reading (the same as Lesson 2). Use other strategies if
3.1 3.1.1 Flashcards of colours appropriate
Recognise words in linear Identify and recognise the Lesson delivery
and non-linear texts by shapes of the letters in the 1. Have pupils sit or stand in a circle. Colour word cards, divided If appropriate, select suitable
using knowledge of sounds alphabet Ask the pupils their names and practise any into sounds, e.g. activities for your pupils from
of letters other spoken language they may know at Card 1 – gr LINUS Module 1 to be added
this point (e.g. How are you? How old are Card 2 – ee in to this lesson, to work
you?). Card 3 – n towards Content Standard:
COMPLEMENTARY One set of three or four Writing 4.1

SKILL COMPLEMENTARY
2. Show each letter/letter card and
colours for each pair or Form letters and words in
SKILL ask pupils which letter is it. Elicit the sound
group = one set for neat legible print using
of the letter, too, as appropriate. Put the
Reading modelling cursive writing.
letters in the middle of the circle.
3.1 Reading
Recognise words in linear 3.1.2 Alphabet song: e.g.
and non-linear texts by Recognise and sound out 3. Show pupils the colour flashcards https://www.youtube.co
using knowledge of sounds with support beginning, and ask them to tell you the colour in m/watch?v=A7InEgfPG
of letters medial and final sounds in a English. What colour is this? xc
word
4. Next ask them which sound the
colour starts with e.g. green starts with g-.
Nominate pupils to take the letter from the
circle. Repeat.
5. Have pupils sit down at their

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

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

together the colour words.
8. Next, pupils take their notebooks.

They copy the colour words into their book
using the appropriate colour pencil/pen.
9
Post lesson
Sing or play the alphabet song or other
appropriate song.
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 suitable.
Task 7 using a colour word appropriate to your
Writing Writing lesson content Use other strategies if
4.1 4.1.2 Lesson delivery appropriate.
Form letters and words in i) Form upper and 1. Play or sing the alphabet song as Card for name cards for
neat legible print lower case letters of regular in previous lesson. each pupil. If possible, like
using cursive writing size and shape** a worksheet, with the
2. Ask pupils What’s your name? sentence stem: I’m _____.
**preliterate pupils only
3. Have pupils ask each other what
ii) write letters and their names are.
words in a straight line from
left to right with regular 4. Ask pupils how to spell their
spaces between words and name: What’s your name? How do you spell
spaces* that? (this may be a new question for pupils,
but they only need to understand it. Make
*all pupils the meaning clear
by miming writing and eliciting the letter
iii) copy letters and names)
familiar high frequency
words and phrases 5. Give each pupil a piece of card.
correctly* Ask them to write their name on 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.
COMPLEMENTARY
COMPLEMENTARY SKILL
SKILL 7. Pupils read the name on the cards
and try to find the pupil whose card it is. At
Reading this point, they can say simply A: Alia?
Reading 3.1.1
3.1 B: Yes / No
Identify and recognise the
Recognise words in linear shapes of the letters in the
and non-linear texts by 8. Make sure pupils all have their
alphabet
using knowledge of sounds own name cards. Tell them to keep them in
of letters their books so that they can put them on
their desks for English classes.
Post lesson
Task 3 (perhaps using name cards, and give
them back to the pupils afterwards)
11
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
WEEK 14 : NON ACADEMIC WEEK ( SPORT )
12
CROSS -
DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR
STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which gives Use your own, as appropriate to Entrepreneurship Your choice, as appropriate
pupils a chance to enjoy responding to and your to your lesson.
Language Arts Language Arts using language in a chant, rap, rhyme or lesson content
5.1 5.1.1 action song.
Enjoy and appreciate Demonstrate If your focus is on colours, one
rhymes, poems and songs appreciation through Once pupils can respond with confidence possibility is the rainbow song.
nonverbal responses to: and enjoyment, you can help them to
develop entrepreneurial skills by See
i) simple chants and raps ii) encouraging them to create their own
simple rhymes gestures. http://www.bbc.co.uk/le
iii) simple action songs arning/schoolradio/subj
ects/earlylearning/nurs
erysongs/FJ/sing_a_rainbow
COMPLEMENTARY
SKILL COMPLEMENTARY for the tune and words.
SKILL
Language Arts
5.1 Language Arts
Enjoy and appreciate 5.1.2
rhymes, poems and songs 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
13
TOPIC: Friends
Hi. What’s your name?

I’m (name)
14
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Superminds 1 p.4 Language Strategy 2 may be suitable.
See Teacher’s Book
Listening Listening Use other strategies if
1.2 1.2.2 appropriate.
Understand meaning in a Understand with support
variety of familiar specific information and Lesson delivery If appropriate, select suitable
contexts details of very simple See Teacher’s Book activities for your pupils from
phrases and sentences LINUS Module 1 to be added
towards
Post lesson
COMPLEMENTARY COMPLEMENTARY See Teacher’s Book. Content Standard:
SKILL SKILL Writing 4.1
Speaking Speaking Form letters and words in

2.1 2.1.1 neat legible print using
Communicate simple Give very basic personal cursive writing
information intelligibly information using fixed
phrases
15
TOPIC: Friends
Numbers 1 - 10 How
old are you?
I’m (age)
16
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
4.1 4.1.2 Use other strategies if
Form letters and words in ii) appropriate.
neat legible print write letters and words in a
using cursive writing straight line from left to right Lesson delivery If appropriate, select suitable
with regular spaces between activities for your pupils from
words and spaces See Teacher’s Book LINUS Module 1 to be added
towards Content Standard:
COMPLEMENTARY Post lesson Writing 4.1

COMPLEMENTARY SKILL Form letters and words in
SKILL 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 for a phrases
range of purposes
in print and digital media
17
TOPIC: Friends
Names of letters of the alphabet
18
CROSS - TEACHER’S NOTES /
MATERIALS / DIFFERENTIATION
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE CURRICULAR REMARKS
REFERENCES STRATEGIES
ELEMENT
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 linear Identify and recognise the appropriate.
and non-linear texts by shapes of the letters in the
using knowledge of sounds alphabet Lesson delivery
of letters
COMPLEMENTARY
SKILL COMPLEMENTARY Post lesson
SKILL
Writing See Teacher’s Book
4.1 Writing 4.1.2
Form letters and words in ii) write letters and words in a
neat legible print using straight line from left to right
cursive writing with regular spaces between
words and spaces
19
TOPIC: Friends
Colours
My hat is (colour)
20
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
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL
Post lesson
Reading Reading
3.1 3.1.3 See Teacher’s Book
Recognise words in linear Blend phonemes (CVC,
and non-linear texts by CCVC)
using knowledge of sounds
of letters
21
TOPIC: Friends
Recycled language: letters of the alphabet
22
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Choose a number song Entrepreneurship Strategies 2, 3, 4 and 7 may
you know and like, or 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 songs appreciation through Lesson delivery https://www.youtube.co
nonverbal responses to m/watch?v=dk9Yt1PqQ
2. Design a lesson in which pupils develop iw is one
i) simple chants and raps ii) and share gestures to accompany a possibility.
simple rhymes numbers song.
iii) simple action songs
3. Body numbers: small groups of pupils
represent numbers with their bodies: all
COMPLEMENTARY group members are involved in
SKILL COMPLEMENTARY representing each number.
SKILL
Language Arts Post lesson
5.1 Language Arts
Enjoy and appreciate 5.1.2 4. Your choice, as appropriate to your
rhymes, poems and songs Say the words in simple lesson.
texts, and sing simple songs
with intelligible
pronunciation, rhythm and
intonation
i) simple chants and raps ii)

simple rhymes iii) simple
action songs
23
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
24
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Paper and something to Values (Friendship) Strategies 2 and 7 may be
stick pictures on the wall if suitable.
Listening Listening 1. Pre-lesson task 1: Work at the word. appropriate
1.2 1.2.5
Understand meaning in a Understand short 2. Introduce and teach the fixed phrase Use other strategies if
variety of familiar supported questions How do you spell….? appropriate.
contexts
Lesson development If appropriate, select suitable
activities for your pupils from
3. In groups of 6-8, pupils do a survey of LINUS Module 1 to be added
COMPLEMENTARY COMPLEMENTARY names, ages, and ask how to spell their in to this lesson, to work
SKILL SKILL classmates’ names. towards Content Standard:
Writing Writing 4. In pairs, they draw their neighbour and Writing 4.1
4.2 4.2.2 write about him/her (E.g. Lukman/Mira. Form letters and words in
Communicate basic Greet, say goodbye, and He’s/She’s 7 years old). neat legible print using
information intelligibly for a express thanks using cursive writing
range of purposes suitable fixed phrases
5. Pupils put their work on the wall to
in print and digital media
create a class profile.
Post lesson
6. Post-lesson task 4: Correct the error.
25
TOPIC: Friends
Recycled language from lessons 6 – 10

What’s your name…? How
old are you?
I’m (years old)
26
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Pieces of paper to screw Language Strategies 2 and 7 may be
up into a ball suitable.
Speaking Speaking 1. Pre-lesson task 7: Beat the teacher
Communicate Introduce self to an audience Lesson delivery appropriate.
appropriately to a small or using fixed
large group phrases 2. Pupils stand in groups of about 5 or 6.
3. They throw a ball of paper to each other

to practise target language in a chain
COMPLEMENTARY COMPLEMENTARY activity.
SKILL SKILL
4. E.g. Pupil 1 starts: Hi, I’m X …, I’m
Writing Writing years old and throws the ball of paper to
4.3 4.3.1 pupil 2 in the circle who repeats this
Communicate with Use capital letters information, and adds their own
appropriate language form appropriately in personal information to make a chain. i.e. He’s/
and style for a range of and place names she’s X, he’s /she’s … years old. I’m
purposes in Y… I’m years old.
print and digital media
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
27
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi, I’m (name), I’m (years old), colours, numbers
28
CROSS -
ELEMENT
MAIN SKILL MAIN SKILL Pre-lesson Letter cards or plastic Language Strategies 2 and/or 4 may be
Play Find Something- pupils listen to you say letters. suitable.
Reading Reading Find something red, and go to touch
3.1 3.1.1 something red in the classroom. Write the Colour pencils Use other strategies as
Recognise words in linear Identify and recognise the colour words on the board as you use them. appropriate to your pupils.
and non-linear texts by shapes of the letters in the Worksheet – one per pupil
using knowledge of sounds alphabet Lesson delivery (see below) If appropriate, select suitable
of letters 1. Pupils sit in small groups. Give activities for your pupils from
each group some letters (cards or plastic LINUS Module 1 to be added
ones). Call out a letter; pupils have to try to in
grab the correct letter. They keep it if they to this lesson to focus on
COMPLEMENTARY grab it first. phonemes from Line a of
SKILL COMPLEMENTARY the Phonics Table (see
SKILL 2. Next, tell pupils a colour word. Syllabus).
Writing They should work together to try to spell it
4.1 Writing using the letters they have. They can use the
Form letters and words in 4.1.2 words on the board to help.
neat legible print using i) Form upper and
cursive writing lower case letters of regular 3. Depending on the level of
size and shape** proficiency, you could repeat this activity with
the words on the board erased.
**preliterate pupils only
4. Hand out worksheet and ask pupils
ii) write letters and to write their name at the top. Pupils then
words in a straight line from read and colour the words (Part A).
left to right with regular
spaces between words and 5. Next pupils colour the hat in Part B
spaces* and write the colour in the gap.
*all pupils Post lesson

Task 10 using picture on p.4. This may need
iii) copy letters and adapting to your pupils.
familiar high frequency
words and phrases
correctly*
*all pupils
29
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 ___________.
30
TOPIC: Friends
Recycled language from lessons 6 – 10: Hi. I’m (name), I’m (years old), colours, numbers
31
CROSS -
ELEMENT
Strategies 2 and/or 4 may be
MAIN SKILL MAIN SKILL Pre-lesson Sets of word + colour Language suitable.
Task 1 using colour words. Leave the words cards for each group (i.e.
Writing Writing on the board if necessary. pairs of cards, one with a Use other strategies as
4.1 4.1.2 coloured circle (or object) appropriate to your pupils.
Form letters and words in i) Form upper and and the other with the
neat legible print lower case letters of regular Lesson delivery written word of the colour). If appropriate, select
using cursive writing size and shape** 1. Review the colour words using suitable activities for your
flashcards. Put the flashcards around the Coloured pencils, poster pupils from LINUS Module 1
**preliterate pupils only room. Say a colour and the pupils should go paper (or large paper for to be added in to this lesson
to that flashcard (run or walk). display). You may need to focus on phonemes from
ii) write letters and to create a worksheet Line b of the Phonics Table
words in a straight line from 2. Play a game of pelmanism with which shows pupils (see Syllabus).
left to right with regular colour flashcards in small groups – lay out all where to draw and where
spaces between words and the cards, face-down. Pupils turn over two to write. Include lines to
spaces* cards in turns to find a pair of matching help with letter size and
colour + word. shape as/if you would
*all pupils normally do.
3. Pupils work in pairs. Give each
iii) copy letters and pair two or maybe three colours. Pupils make
familiar high frequency a poster by drawing object(s) of a certain
words and phrases colour. They colour them and then write the
correctly* colour word underneath.
*all pupils 4, Display pupils’ work in the classroom.

Have pupils talk about the colours and
objects using as much vocabulary as they
may have. You could introduce new words
COMPLEMENTARY here if you feel it is appropriate and useful.
COMPLEMENTARY SKILL
SKILL Post lesson
Reading Task 11. Ask about colours of objects they
Reading 3.3.1 have in their school bag, for example, that
3.3 Read and enjoy simple print they can take out and show the class
Read independently for and digital games at word
information and enjoyment level
32
TOPIC: Friends
Your choice, as appropriate to your pupils’ needs and interests
33
CROSS -
DIFFERENTIATION TEACHER’S NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR
STRATEGIES REMARKS
ELEMENT
MAIN SKILL MAIN SKILL Plan a Language Arts lesson which gives Use your own, as appropriate to Entrepreneurship Your choice, as appropriate
pupils a chance to enjoy responding to and your to your
Language Arts Language Arts using language in a chant, rap, rhyme or lesson content lesson content
5.1 5.1.1 action song.
Enjoy and appreciate Demonstrate If your focus is on colours, one You may want to provide
rhymes, poems and songs appreciation through Once pupils can respond with confidence possibility is the rainbow song. prompts for pupils to help
nonverbal responses to: and enjoyment, you can help them to them to create their own
develop entrepreneurial skills by See: http://www.bbc.co.uk/le verse.
i) simple chants and raps ii) encouraging them to create their own arning/schoolradio/subj
simple rhymes words to their own extra verse. ects/earlylearning/nurs
iii) simple action songs erysongs/FJ/sing_a_rainbow
for the tune and words.

COMPLEMENTARY
SKILL COMPLEMENTARY
SKILL
Speaking
2.1 Speaking
Communicate simple 2.1.5
information intelligibly Name or describe objects
using suitable words from
word sets
34
TOPIC: At school
Vocabulary review:
Primary and secondary colours
WEEK 42 : NON ACADEMIC WEEK ( AWARDS DAY )
WEEK 43 : NON ACADEMIC WEEK ( Teacher’s Day/ National Day/ Ihya’ Ramadhan / Children’s Day/ Cocuriculum
Day/ Campaign anti-drug )
35
CROSS - TEACHER’S NOTES
LEARNING DIFFERENTIATION
CONTENT STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CURRICULAR /
STANDARD STRATEGIES
ELEMENT REMARKS
MAIN SKILL MAIN SKILL Pre-lesson You will need card for each student Science and Your choice depending on your
Guessing game. Think of an item, pupils ask you about and scissors (or cut into circles for technology class and pupils.
Language Arts Language Arts what colour it is and guess, e.g. Teacher: It’s a fruit. each student in
5.1.1 Pupils: Is it blue? No. Is it yellow? Yes. Is it a banana? advance), colour Possibly 5 or 6.
5.1 Enjoy and i) simple chants Yes. Depending on time available and the level of your pens/paints/pencils. Each student
appreciate rhymes, and raps ii) simple class, you could have the pupils take the role of the will need a pen or pencil and a You could encourage the pupils
poems and songs rhymes teacher or work in pairs. ruler. to sing along to the song.
iii) simple action
songs Lesson delivery Song: You could ask short answer
1. Put flashcards with words of the six main You can use a suitable song that questions at stage 8 (e.g Will
colours (primary and secondary) on the board. focuses on primary and secondary you see red? Orange? What
Ask pupils to put them into two groups. colours. A suggestion is: other colours do you know?
2. Play/sing the song and ask pupils to check https://www.youtube.co Maybe black? Or white?)
COMPLEMENTAR COMPLEMENTA their answer to stage 1. m/watch?v=bmquqAP2 w_8
Y SKILL RY SKILL 3. Give each pupil a colour flashcard OR ask You might want to explain in L1
each pupil to write the name of their favourite colour on a Here is a song based on this: why the spinning wheel
Language Arts Language Arts 5.3.1 paper. produces white.
Respond 4. Play/sing the song again and ask pupils to hold We are the primary colours. Red,
5.3 imaginatively and up their flashcard/paper when they hear their colour. yellow and blue. Mix us together,
Express an imaginative intelligibly through and we turn a colour that’s new.
5. Draw a circle on the board and divide it into six
response to literary creating simple art
parts. Elicit the primary colours and write them (or ask a
texts and craft products I‘m red, I’m a primary colour. I’m
pupil to write them) in alternate parts of the circle.
blue. I’m a primary colour too.
6. Elicit the secondary colours that are made
Other imaginative We are primary colours.
when the primary colours are mixed and fill in the last
responses as Mix us together, and we make
three segments with these. The order should be: red –
appropriate purple.
orange – yellow – green – blue – purple.
It’s new!
7. Ask pupils to make their own colour wheels.
They should colour each part (not write the colour name);
Etc.
make a small hole in the middle of the circle and put in
their pencil/pen so it will spin.
Some information about colour
8. Ask pupils what they think will happen when
wheels:
they spin their wheel. Ask them to spin it and tell you.
Post lesson
http://www.bigshotcam
Ask pupils to tell each other which colour they like best
era.com/fun/buildables/
and why, e.g. I like red. My pencil case is red.
colorwheel#01
36

RPT Cefr Year 1 2019 SP

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SUMBERPENDIDIKAN.

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

Hi. What’s your name?

Primary Year 1 Scheme of Work

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!

12. Divide pupils into groups Pupils say

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

iii) copy letters and familiar Post lesson

Primary Year 1 Scheme of Work

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

COMPLEMENTARY One set of three or four Writing 4.1

5. Have pupils sit down at their

6. On the board, show them how to

7. In pairs or small groups, pupils put

8. Next, pupils take their notebooks.

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

Alphabet, pupils’ names

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

WEEK 14 : NON ACADEMIC WEEK ( SPORT )

i) simple chants and raps ii)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

Hi. What’s your name?

Speaking Speaking Form letters and words in

MAIN SKILL(S) FOCUS: Writing

THEME: World of Self, Family and Friends

COMPLEMENTARY Post lesson Writing 4.1

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

Names of letters of the alphabet

MAIN SKILL(S) FOCUS: Speaking

THEME: World of Self, Family and Friends

See Teacher’s Book

MAIN SKILL(S) FOCUS: Language Arts

THEME: World of Self, Family and Friends

Recycled language: letters of the alphabet

i) simple chants and raps ii)

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 error.

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 other

6. Pupils write about themselves and a

7. Post lesson task 6: Whisper and write

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends

*all pupils Post lesson

A: Read and colour