Unit 1: Where Are You From?: Remedial Instruction Programme For Year 4 Students

Remedial Instruction Programme for Year 4 students
UNIT 1:
Where are
you from?
In collaboration with:
Overview
CEFR Level DSKP Main Skill (Speaking) Vocabulary Phonics Grammar

Pre-A1 2.1.1 Give very basic personal information using fixed computer game, kite, /s/ (as in sat) His, her, he, she
phrases doll, plane, train, car, / æ/ (as in hat) What's his / her
bike, ball, triangle, /t/ (as in tap) favourite…?
2.1.2 Find out about very basic personal information square, circle, /p/ (as in pat) Adjective sentences
using fixed phrases rectangle / ɪ/ (as in ship) (a big green ball, a
/n/ (as in new) long blue train etc.)
2.1.3 Express basic likes and dislikes Simple adjectives
(big, old, new, small,
2.1.5 Name or describe objects using suitable words ugly, short etc.).
from word sets
Low A1 2.1.1 Give simple personal information using basic Monday, Tuesday, / ɪə/ (as in hear) I (play football) on
statements Wednesday, Thursday, / eə/ (as in hair) (Saturdays).
Friday, Saturday, Do you (watch TV) at
2.1.2 Find out about personal information by asking Sunday, week, month, the weekend?
basic questions year, hour, minute Yes, I do. / No, I don’t.
Mid A1 2.1.1 Give simple personal information using basic pretty, ugly, straight L blends (as in plane, have got (1st & 3rd
statements hair, curly hair, blonde blonde, clap) person statements)
hair, do karate, paint, have got 3rd person,
2.1.5 Describe people and objects using suitable dive, plane, play has contraction
words and phrases football, fly, play Modal can + verb
games question + Yes/No
2.2.2 Ask for attention or help from a teacher or answer.
classmate by using suitable questions
2.1.2 Find out about and describe basic everyday

routines
2
Scheme of Work (SoW) and Content Mapping
Student
SoW # Book Get Remedial Printable Printable Remedial Year 1, 2, & 3
Smart Year Instruction Resources Resources Instruction Unit Number & Pages
4 Page # Focus # Strategy
1 5 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #23(Pg.32) RI 3: Embed visual and verbal
#24(Pg.33) resources in lessons to
#25(Pg.34) support student learning
RI 4: Encourage peer-assisted
learning opportunities
RI 7: Encourage collaborative
small-group learning
opportunities
2 5 Skill: Speaking Pre-A1 My Name is… #1(Pg.12) RI 1: Provide clear instruction Super Minds
Low A1 My Name is… #2(Pg.12) of literacy components Student’s Book 1
Mid A1 My Name is… #3(Pg.13) RI 3: Embed visual and verbal Year 1 Unit 2
resources in lessons to (pgs. 22-33)
support student learning
Super Minds
RI 4: Encourage peer-assisted Student’s Book 1
learning opportunities Year 2 Unit 5
RI 7: Encourage collaborative (pgs. 58-69)
Get Smart Year 3
3 6-7 Phonics Pre-A1 Roll and Read #11(Pg.20) RI 4: Encourage peer-assisted Unit 1 (pgs. 5-14)
Low A1 Roll and Read #12(Pg.21) learning opportunities
Mid A1 Four in a Row #13(Pg.22) RI 7: Encourage collaborative
opportunities
4 - Phonics Pre-A1 Word Wheel #14(Pg.23) RI 4: Encourage peer-assisted

Low A1 Word Wheel #15(Pg.24) learning opportunities
Mid A1 Word Wheel #16(Pg.25) RI 7:
Encourage collaborative
opportunities
opportunities
3
Student
6 7 Grammar Pre-A1 Noughts and Crosses #26(Pg.35) RI 1: Provide clear instruction

Low A1 What do you do on Monday? #27(Pg.36) of literacy components
Mid A1 Create a Monster! #28(Pg.36)
RI 3: Embed visual and verbal
resources in lessons to
small-group learning Super Minds
Student’s Book 1
8 8-9 Grammar Pre-A1 What’s his / her favourite? #29(Pg.37) RI 1: Provide clear instruction Year 1 Unit 2
of literacy components (pgs. 22-33)
resources in lessons to Super Minds
support student learning Student’s Book 1
Year 2 Unit 5
RI 4: Encourage peer-assisted (pgs. 58-69)
RI 7: Encourage collaborative Get Smart Year 3
small-group learning Unit 1 (pgs. 5-14)
9 8-9 Skill: Speaking Pre-A1 A big green ball #7(Pg.16) RI 1: Provide clear instruction
#8(Pg.17) of literacy components
Low A1 On Monday, I…
Mid A1 What do you do? RI 3: Embed visual and verbal
10 - Phonics Pre-A1 Read and Reveal #17(Pg.26) RI 4: Encourage peer-assisted

Mid A1 Phoneme Finder #19(Pg.28) RI 7: Encourage collaborative
opportunities
4
Student
11 12-13 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #23(Pg.32) RI 3: Embed visual and verbal
opportunities
12 10 & 14 Skill: Speaking Pre-A1 I like / I don’t like #9(Pg.18) RI 1: Provide clear instruction Super Minds
Low A1 What does Ahmad do? #10(Pg.19) of literacy components Student’s Book 1
Mid A1 Have you got…? Year 1 Unit 2
Super Minds
RI 4: Encourage peer-assisted Student’s Book 1
Get Smart Year 3
13 11 Phonics Pre-A1 Review #9(Pg.18) RI 4: Encourage peer-assisted Unit 1 (pgs. 5-14)
Low A1 Roll and Spell #10(Pg.19) learning opportunities
Mid A1 Roll and Spell
opportunities
opportunities
15 - - N/A
16 14 Grammar N/A
5
Thinking about Speaking
Pre-A1 Low A1 Mid A1

CEFR
I can give personal I can give personal I can describe him/herself,
information (first and last information (first and last what he/she does and where
name, address, telephone name, address, telephone he/she lives.
number, nationality, age, number, nationality, age,
family, and hobbies). family, and hobbies). I can say what I do in my
free time.
I can say what I like or don’t I can say what I do in my
like. free time. I can speak in simple
sentences about people and
I can say what I do in my I can speak in simple places I know.
free time. sentences about people and
places I know.
Remedial Instruction Strategies

Break the information into Break the information into Break the information into
chunks. chunks. chunks.
Model with clear Model with clear Model with clear

explanations. explanations. explanations.
Provide opportunities to Provide opportunities to Provide opportunities to

practice. practice. practice.
Scaffolding with vocabulary. Scaffolding with vocabulary. Scaffolding with vocabulary.
Provide opportunities for Monitor student progress Use graphic organisers.

students to share about their (AfL).
home life. Monitor student progress
(AfL).
Speaking Activities
SOW 2 SOW 2 SOW 2
Student’s book pg. 5 Student’s book pg. 5 Student’s book pg. 5
My name is… My name is… My name is…
DSKP: 2.1.1 Give very basic DSKP: 2.1.1 Give simple DSKP: 2.1.1 Give simple personal
personal information using personal information using information using basic
fixed phrases basic statements statements
Printable Resource #1 (Pg.12) Printable Resource #2 (Pg.12) Printable Resource #3(Pg.13)
SOW 7 SOW 7 SOW 7

What’s her name? What’s her name? Who is he?
DSKP: 2.1.2 Find out about very DSKP: 2.1.2 Find out about DSKP: 2.1.5 Describe people
basic personal information personal information by asking and objects using suitable
using fixed phrases basic questions words and phrases
Printable Resource #4 (Pg.14)

Printable Resource #5 (Pg.14) Printable Resource #6 (Pg.15)
SOW 9 SOW 9 SOW 9
Student’s book pgs. 8-9 Student’s book pgs. 8-9 Student’s book pgs. 8-9
A big green ball. On Monday, I…. What do you do?
DSKP: 2.1.5 Name or describe DSKP: 2.1.2 Find out about and DSKP: 2.1.2 Find out about and
objects using suitable words describe basic everyday describe basic everyday
from word sets routines routines
Printable Resource #7 (Pg.16)
Printable Resource #8 (Pg.17) Printable Resource #8(Pg.17)
6
Thinking about Phonics

Break the information into chunks.
Model with clear explanations.
Provide opportunities to practice.
Explicitly teach young children intonation / pronunciation / word stress / sentence stress /
syllables.
Phonics Activities
SOW 3 SOW 3 SOW 3
Roll and Read Roll and Read Four in a Row
/s/ (as in sat) / ɪə/ (as in hear) L blends (as in like)

/ æ/ (as in hat)
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and DSKP: 3.1.3 Blend phonemes
sound out with support sound out with support (CVC, CCVC, CVCV, CCV)
beginning, medial and final beginning, medial and final
sounds in a word sounds in a word
Printable Resource #11(Pg.20) Printable Resource #12(Pg.21) Printable Resource #13(Pg.22)

SOW 4 SOW 4 SOW 4
(no student book pg. for this (no student book pg. for this (no student book pg. for this
SOW) SOW) SOW)
Word Wheel Word Wheel Word Wheel
/t/ (as in tap) /ɪə/ (as in hear) L blends (as in like)

/p/ (as in pat)
DSKP: 3.1.3 Blend phonemes DSKP: 3.1.3 Blend phonemes DSKP: 3.1.3 Blend phonemes
(CVC, CCVC) (CVC, CCVC, CVCV, CCV) (CVC, CCVC, CVCV, CCV)
SOW 10 SOW 10 SOW 10

SOW) SOW) SOW)
Read and Reveal Roll and Read Phoneme Finder
/t/ (as in tap) / eə/ (as in hair) L blends (as in like)
/p/ (as in pat)
Review Roll and Spell Roll and Spell
/ eə/ (as in hair) L blends (as in like)
DSKP: 3.1.3 Blend phonemes DSKP: 3.1.4 Segment phonemes DSKP: 3.1.4 Segment
(CVC, CCVC) (CVC, CCVC, CVCV, CCV) phonemes (CVC, CCVC, CVCV,
CCV)
Printable Resource #21(Pg.30)
Printable Resource #20(Pg.29) Printable Resource #22(Pg.31)
7
Thinking about Vocabulary

Recognise and understand the meanings of words.
Deliver small group instruction effectively and peer-assisted learning activities.
Provide opportunities to practices.
Give feedback.
Scaffolding with vocabulary.
Use verbal interactions that clarify content, e.g., defining words in context.
Pairs are changed frequently to ensure students work on a variety of language skills.
Get the parents involved.
Monitor student progress (AfL).
Set clear goals and expectations.
Differentiate tasks.
Vocabulary Activities
SOW 1 SOW 1 SOW 1
SOW 5 SOW 5 SOW 5



8
Thinking about Grammar

CEFR
I can give personal informa- I can give personal informa- Can describe him/herself,
tion (first and last name, tion (first and last name, what he/she does and where
address, telephone number, address, telephone number, he/she lives.
nationality, age, family, and nationality, age, family, and
hobbies). hobbies). I can say what I do in my free
time.
I can say what I like or don’t I can say what I do in my free
like. time. I can speak in simple
I can say what I do in my free I can speak in simple places I know.
time. sentences about people and
places I know.

Model with clear explana- Model with clear explana- Model with clear
tions. tions. explanations.
Verbalize the thinking Verbalize the thinking Verbalize the thinking

process. process. process.

Give feedback. Give feedback. Give feedback.
Provide opportunities for Provide opportunities for Provide opportunities for

students to engage in role students to engage in role students to engage in role
play and information gap play and information gap play and information gap
activities. activities. activities.
Scaffolding with vocabulary. Scaffolding with vocabulary.
Set clear goals and

expectations of given tasks.
Grammar
His, her, he, she. I (play football) on Have got (1st & 3rd person
What's his / her favourite…? (Saturdays). statements).
Adjective sentences (a big Do you (watch TV) at the Have got 3rd person, has
green ball, a long blue train weekend? contraction.
etc.). Yes, I do. / No, I don’t. Modal can + verb question +
Simple adjectives (big, old, Yes/No answer
new, small, ugly, short etc.).
Grammar Activities
SOW 6 SOW 6 SOW 6
His, her, or their What do you do on Monday? Create a Monster!

Noughts and Crosses.
Printable Resource Printable Resource Printable Resource

#26(Pg.35) #27(Pg.36) #28(Pg.36)
9

Grammar Activities
SOW 8 SOW 8 SOW 8
What's his / her favourite…? Students write yes / no Students write ‘Can you..’
questions in their notebook questions in their notebooks
Printable Resource using the Vocabulary Mat to using the Vocabulary Mat to
#29(Pg.37) find out if people do certain find out whether their
activities on certain days. friends can or can’t do
For example: certain activities. For
example:
‘Do you play football on
Tuesday?’ ‘Can you do karate?;
Yes, I do. Yes, I can.
No, I don’t. No, I can’t.
They then ask their group The then ask their group
members the questions they members the questions they
wrote. wrote.

Re-use Printable Resource Students choose which Students choose which

#7 to practice adjective activity they’d like to activity they’d like to practice
noun word order. practice from the previous from the previous activities
activities done in this unit. done in this unit.
Printable Resource
#7(Pg.16)
10
Thinking about Out of Class

CEFR
I can use digital resources to I can use digital resources to I can use digital resources to
find information. find information. find information.

Home-based projects used as topics for sharing and learning.
Show & Tell sessions on different community backgrounds.
Getting parents involved.
Provide opportunities for students to share about their home life.
Practice at Home
Students ask their parents or Student interview their Students interview their
family members what their family members about their family members about what
favourite food, sports, weekly routines. they can and can’t do.
books, and games are.
Create at Home
Students make a video asking Students make a video Students make a video
their parents or family mem- asking their family members asking their family members
bers what their favourite about their weekly routines. what they can and can’t do.
food, sports, books, and
games are.
App Time
LearnEnglish Kids: LearnEnglish Kids: LearnEnglish Kids:
Playtime by British Council Playtime by British Council Playtime by British Council
Free Trial Free Trial Free Trial
Download the app and Download the app and Download the app and
spend 30 minutes looking spend 30 minutes looking spend 30 minutes looking
through the activities. through the activities. through the activities.
Practice speaking. Practice speaking. Practice speaking.
11
Year 1 Year 1
Printable Resource # 1 Unit 2 Printable Resource # 2 Unit 2
Pgs. 22-33 Pgs. 22-33
(Pre-A1 My Name is…) LS: 2.1.1 & 2.1.2
(Low A1 My name is…) LS: 2.1.1 & 2.1.2
Activity Suggestion Activity Suggestion

1. Put students into pairs. 1. Put students into pairs.
2. Student A looks at any of the pictures and asks Student B a question based on the picture. 2. Student A looks at any of the pictures and asks Student B a question based on the picture.
3. Student B answers the question. 3. Student B answers the question.
4. Student B then chooses a different picture and asks Student A. 4. Student B then chooses a different picture and asks Student A.
5. Students take turns asking and answering questions. Swap partners when they have finished. 5. Students take turns asking and answering questions. Swap partners when they have finished.
12
Year 3
Printable Resource # 3 (Mid A1 My Name is...) Unit 1
Pgs. 5-14
LS: 2.1.1
Activity Suggestion
1. Put students into pairs.
2. Student A looks at any of the pictures and asks Student B a question based on the picture.
3. Student B answers the question.
4. Student B then chooses a different picture and asks Student A.
5. Students take turns asking and answering questions. Swap partners when they have finished.
13
Year 1 Year 1
Pgs. 22-33 Pgs. 22-33
(Pre-A1 What’s her name?) LS: 2.1.1 & 2.1.2
(Low A1 What’s her name?) LS: 2.1.1 & 2.1.2

1. Cut out the 4 cards and put students into pairs. 1. Cut out the 4 cards and put students into pairs.
2. Give each student their respective cards. 2. Give each student their respective cards.
3. Get each pair to sit with their backs to each other so that they cannot see each other's cards. 3. Get each pair to sit with their backs to each other so that they cannot see each other's cards.
4. Student A asks Student B questions on the card, to which Student B provides the answer. 4. Student A asks Student B questions on the card, to which Student B provides the answer.
5. Student B then asks Student A questions on the card, to which Student A provides the answer. 5. Student B then asks Student A questions on the card, to which Student A provides the answer.
6. Students repeat Steps 3 - 4 until they have all the missing information. 6. Students repeat Steps 3 - 4 until they have all the missing information.
14
!
Year 3
Printable Resource # 6 (Mid A1 Who is he?) Unit 1
Pgs. 5-14
LS: 2.1.5
Activity Suggestion
2. Students take turns to make up information about one of the people in the pictures.
3. The other student must guess which student is being described.
4. As an extension, students can draw their own person and ask their partner to describe him or her.
His name‛s… He‛s got… He likes…

Her name‛s… She‛s got… She likes…
He‛s … She‛s … He lives in…
She lives in…
15
Year 1
Printable Resource # 7 (Pre-A1 A Big Green Ball) Unit 2
Pgs. 22-33
LS: 2.1.5
Activity Suggestion
SOW 9:
1. Put students in pairs.
2. Student A says a sentence using the words given (For example: A big green train).
3. Student B draws what Student A says.
4. Students swap roles and repeat Steps 2 - 3.
SOW 10:
1. Cut out the words and put students in pairs.
2. Student A mixes up the given words.
3. Student B places the mixed words in the correct order.
4. Both students write the resulting phrase in their notebook.
16
Year 2 Year 3
Printable Resource # 8 (Low A1 & Mid A1 On Monday I,..) Unit 5 Unit 1
Pgs. 58-69 Pgs. 5-14
LS: 2.1.2 LS: 2.1.2
Activity Suggestion
Low A1
2. Student A says a sentence using the pictures given (for example: On Monday, I play football).
3. Student B then says a sentence.
4. Students proceed to take turns for all the pictures given.
5. Students can complete the activity by adding their own activities in the empty boxes.
Mid A1
2. Student A asks a question based on the pictures given (for example: What did you do on Monday?).
3. Student B answers the question based on the same picture (for example: On Monday, I play football).
4. Students take turns to ask questions and elicit answers.
5. Students can complete the activity by adding their own activities in the empty boxes.
17
Year 2
Printable Resource # 9 (Low A1 What does Ahmad do?) Unit 5
Pgs. 58-69
LS: 2.1.2
Activity Suggestion
2. Get each pair to sit with their backs to each other.
3. Student A asks a question based on an empty box to find the missing information
(for example: What does Ahmad do on Monday mornings?).
4. Student B answers based on their picture (for example: On Monday morning, Ahmad plays football).
5. Student B then asks a question based on one of their empty boxes.
6. Student A answers based on their picture.
7. Students take turns to ask and answer questions to complete the gaps on their worksheets.
18
Year 3
Printable Resource # 10 (Mid A1 Have you Got?) Unit 1
Pgs. 5-14
LS: 2.2.2
Activity Suggestion
1. Cut out the cards and put students in small groups.
2. Students must hide their cards from each other.
3. Student A asks a group member for the items that they need (for example: Have you got any rulers?)
4. If that group member answers 'Yes, I have', then Student A can cross that item off their 'You Want' list.
5. Student B then asks another group member for the items that they need.
6. Students take turns and repeat Steps 3 - 5.
7. Students can only ask one question at each turn and can ask anyone they want.
8. The first student to cross all items off is the winner.
19
Year 1
Printable Resource # 11 (Pre-A1 Roll and Read) Phonics
LS: 3.1.3
Activity Suggestion
1. Put students in pairs or small groups and give each pair or group a dice.
2. Student A rolls the dice and reads the words that correspond to the number on the dice.
3. Student B listens to the words and corrects any errors.
4. Student B then rolls the dice and Steps 1 - 3 are repeated.
5. As an extension, students can practice writing the words in their exercise books.
20
Year 2
Printable Resource # 12 (Low A1 Roll and Read) Phonics
LS: 3.1.3
Activity Suggestion
21
Year 3
Printable Resource # 13 (Mid A1 Four in a Row) Phonics
LS: 3.1.3
Activity Suggestion
1. Cut out the counters at the bottom and put students into small groups.
2. Student A reads a word. If the group agrees that the word was read correctly, Student A can cover it with a counter.
3. Students take turns.
4. The first student to get four in a row is the winner.
black flag slug plan cluck flop plug
glass slab club sled slim flash blip
plant slush flock gloss plot class slap
slack clash slam flick slick block glad
slit fleck blob flat glob plum slot
flesh plump clap slant slid click flip
22
Year 1
Printable Resource # 14 (Pre-A1 Phonics Wheel ‘t’ and ‘p’) Phonics
LS: 3.1.3
Activity Suggestion
1. Put students into small groups.
2. Student A spins the wheel and reads aloud the word it lands on.
3. Other students in the group take turns doing the same until all the words on the wheel have been read.
4. Students can also create a word wall for the classroom based on words given.
Words with
/t/ and /p/
Bottom Wheel
tap
t
pa
pam tan
pan
m
ta
23
Year 2
Printable Resource # 15 (Low A1 Phonics Wheel ‘ea’) Phonics
LS: 3.1.3
Activity Suggestion
Words with
‘ea’
Bottom Wheel
ge
r
fea
ar
beard rear
hea
r
ea
24
Year 3
Printable Resource # 16 (Mid A1 Phonics Wheel ‘L’ blends) Phonics
LS: 3.1.3
Activity Suggestion
Words with
L blends
Bottom Wheel
ck
fla
bla
g
gloss plug
ss
slo
cla
25
Year 1
Printable Resource # 17 (Pre-A1 Read and Reveal) Phonics
LS: 3.1.3
Activity Suggestion
1. Cut out the cards and fold along the line to hide the picture.
3. Student A picks one card and blends the word (for example: s – i – t sit).
4. Student B unfolds the card to show the picture and to see whether the blended word is correct.
26
Year 2
LS: 3.1.3
Activity Suggestion
27
Year 3
Printable Resource # 19 (Mid A1 Phoneme Finder) Phonics
LS: 3.1.3
Activity Suggestion
1. Student work in pairs or small groups.
2. Ask students to read through the story and circle all the 'bl' that they can find.
3. When they have finished, students should say the words aloud and then record them in their exercise
books or on the class word wall.
28
Year 1
Printable Resource # 20 (Pre A1 Read and Race Review) Phonics
LS: 3.1.3
Activity Suggestion
1. Put students in small groups and give them a dice.
2. Student A rolls the dice and then moves the counter that many spaces.
3. Student A blends the word the counter lands on (for example: p - a - n pan).
4. Other students take turns repeating Steps 2 - 4.
29
Year 2
Printable Resource # 21 (Low A1 Roll and Spell) Phonics
LS: 3.1.4
Activity Suggestion
1. Put students in pairs and give them a dice.
2. Student A rolls the dice and spells the words that correspond to the number on the dice.
3. Student B listens to the words being spelt and corrects any errors.
30
Year 3
Printable Resource # 22 (Mid A2 Roll and Spell) Phonics
LS: 3.1.4
Activity Suggestion
.
31
Year 1
Printable Resource # 23 (Pre-A1 My Words) Unit 2
Pgs. 22-33
LS: 2.1.3 & 2.1.5
Activity Suggestion
SOW 1, SOW 5, SOW 11, SOW 14:
1. Put students into pairs or small groups.
2. Ask students to take turns pointing at the pictures and saying the words aloud.
3. Students should record new words in their exercise books or on the class word wall.
32
Year 2
Printable Resource # 24 (Low A1 My Words) Unit 5
Pgs. 58-69
LS: 2.1.2
Activity Suggestion
1. Divide the class into 2 large groups.
2. Student A in the first group is allowed to secretly glance at the first image (For example: Monday) and says the category aloud.
3. Student A then acts out the image without any verbal clues and student from the same group tries to guess the image (Monday).
4. Once the correct answer is obtained, Student B from the second group repeats Steps 2 - 3.
5. Group with the most number of correct answers wins.
33
Year 3
Printable Resource # 25 (Mid A1 My Words) Unit 1
Pgs. 5-14
LS: 2.1.2
Activity Suggestion
2. Students should cover the words leaving only the pictures showing.
3. Student A points at a picture and asks Student B what the word is.
4. Student B says the word. If he or she gets it correct, he or she scores one point.
5. Students take turns until all the words are complete.
6. The winner is the one with the most points after all words have been read.
34
Year 1
Printable Resource # 26 (Pre A1 Noughts and Crosses) Unit 2
Pgs. 22-33
LS: 2.1.1
Activity Suggestion
1. Cut out all the 'X' and 'O' and put students in pairs.
2. Each student chooses whether he or she is 'X' or 'O'
3. Students take turns to choose one of the sentences to read aloud and add the missing possessive pronouns.
4. If the student gets the correct possessive pronoun, he or she can add an 'X' or 'O' on top of the sentence.
5. The winner is the first to get 3 in a row.
.
35
Year 2 Year 3
Pgs. 58-69 Pgs. 5-14
(Low A1 What did you do on..) LS: 2.1.1 & 2.1.2
(Mid A1 Create a Monster) LS: 2.1.5

1. Put students in pairs. 1. Put students in pairs or small groups and give them a dice.
2. Student A asks Student B what he/she does on different days of the week. 2. Students start with the 'Body' row and take turns to roll the dice.
3. Student B must answer in a full sentence (for example: On Monday, I play football). 3. They draw the corresponding body part for the number they rolled into their exercise books.
4. Student A either writes the answer or draws the related picture in the space provided. 4. Once all students have drawn the 'Body', they move onto the 'Hair' row and continue until they
5. Student B then asks Student B what he/she does on different days of the week. have a complete Monster.
6. Steps 2 - 4 are repeated until all spaces are full. 5. When they have finished, students take turns to describe their Monster using 'has got' (for
example: 'My monster has got a big nose.')
36
Year 1
Printable Resource # 29 (Pre A1 Sentence Builder) Unit 2
Pgs. 22-33
LS: 2.1.3 &
Activity Suggestion
2. Student A makes a sentence using the words and pictures provided.
3. Student B then makes a sentence using the words and pictures provided.
4. Steps 2 - 3 are repeated till all words and pictures are used.
37
UNIT 2:
My Week
Overview
CEFR Level DSKP Main Skill (Reading) Vocabulary Phonics Grammar

Pre-A1 3.1.3 Blend phonemes (CVC, CCVC) pen, pencil, rubber, /m/ (m as in man) What's this?
ruler, bag, I’m sorry!, /d/ (d as in duck) It's a…
3.1.2 Recognise and sound out with support take out your books, /g/ (g as in goat) Is it a…? Yes, it is / no
beginning, medial and final sounds in a word tell me, write, pass me /ɒ/ (o as in hot) it isn't
a pen, sit at your desk, /c/ (c as in cat) Imperatives
3.1.4 Segment phonemes (CVC, CCVC) thank you /ck/ (ck as in duck)
3.2.4 Use with support a simple picture dictionary
to find, list and categorise words from Year 1
topics and themes
Low A1 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) bathroom, bedroom, /ʊə/ (as in pure) There’s a (monster).
living room, hall, /ɜ:/ (as in sister) There are (four cats).
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) dining room, kitchen, Is there a (plane)?
stairs, cellar, house, Yes, there is.
3.1.2 Recognise and sound out with some support door, sofa, bed Are there any (rats)?
beginning, medial and final sounds in a word No, there aren’t.
How many (cars) are
3.2.4 Use a picture dictionary to find, list and there?
categorise words from Year 2 topics and There are (four cars)
themes
Mid A1 3.2.4 Recognise and use with support key features brush my teeth, have a /r/ blends (as in grey, Present simple for
of a simple monolingual dictionary shower, get dressed, drive, tree) routines
comb my hair, drive, Present simple,
3.1.3 Blend phonemes (cvc, ccvc, cvcv, ccv) walk, take the bus, Yes/No questions
take the train, Present simple with
3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) firefighter, put out how often.
fires, lifeguard, save
someonel
39
Student
SoW # Remedial Printable Printable Remedial Year 1, 2, & 3
Book Get
Instruction Resources Resources Instruction Unit Number & Pages
Smart Year
Focus # Strategy
4 Page #
17 15 Skill: Pre-A1 Initial Sounds #1(Pg.51) RI 1: Provide clear instruction
Reading Low A1 Initial, Medial, and Final Sounds #2(Pg.52) of literacy components
#3(Pg.53) RI 4: Encourage peer-assisted
Mid A1 Blending CVC Words
opportunities
#20(Pg.70) resources in lessons to Super Minds
#21(Pg.71)
RI 4: Encourage peer-assisted Year 1 Unit 1 (pgs.
learning opportunities 10-21)
RI 7: Encourage collaborative Super Minds
Student’s Book 1
19 16 Skill: Pre-A1 Blending Initial and Medial Sounds #1(Pg.51) RI 1: Provide clear instruction Year 2 Unit 6 (pgs.
Reading Low A1 Blending CVC Words #2(Pg.52) of literacy components 70-81)
Mid A1 Blending CCVC Words #4(Pg.54) RI 4: Encourage peer-assisted Get Smart Year 3
Unit 2 (pgs. 15-24)
opportunities
20 - Grammar Pre-A1 What’s this? #19(Pg.69) RI 1: Provide clear instruction

Low A1 There’s a …. #20(Pg.70) of literacy components
Mid A1 Truth or Lie! #21(Pg.71) RI 3: Embed visual and verbal
40
Student
21 - Phonics Pre-A1 Roll and Read #7(Pg.57) RI 1: Provide clear instruction

Low A1 Roll and Read #8(Pg.58) of literacy components
Mid A1 Four in a Row #9(Pg.59) RI 4: Encourage peer-assisted
opportunities
22 16-17 Grammar Pre-A1 Is it a…? #19(Pg.69) RI 1: Provide clear instruction

Low A1 Is there a….? #20(Pg.70) of literacy components Super Minds
Mid A1 Present Simple #21(Pg.71) RI 3: Embed visual and verbal Student’s Book 1
resources in lessons to Year 1 Unit 1 (pgs.
support student learning 10-21)
RI 4: Encourage peer-assisted Super Minds
Student’s Book 1
RI 7: Encourage collaborative Year 2 Unit 6 (pgs.
small-group learning 70-81)
23 - Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19(Pg.69) RI 3: Embed visual and verbal Get Smart Year 3
#20(Pg.70)
resources in lessons to Unit 2 (pgs. 15-24)
#21(Pg.71)
24 18-19 Skill: Pre-A1 Segmenting Initial Sounds #5(Pg.55) RI 1: Provide clear instruction
Reading Low A1 Segmenting CVC Words #5(Pg.55) of literacy components
Mid A1 Segmenting CCVC Words
opportunities
41
Student
SoW # Book Get
Remedial Printable Printable Remedial Year 1, 2, & 3
Smart Year
4 Page #
Focus # Strategy
25 18 Phonics Pre-A1 Word Wheel #10(Pg.60) RI 1: Provide clear instruction

Low A1 Word Wheel #11(Pg.61) of literacy components
Mid A1 Word Wheel
opportunities
26 - Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19(Pg.69) RI 3: Embed visual and verbal
#20(Pg.70) resources in lessons to Super Minds
#21(Pg.71)
small-group learning Student’s Book 1
Year 2 Unit 6 (pgs.
27 19 Phonics Pre-A1 Flashcards #13(Pg.63) RI 1: Provide clear instruction 70-81)
Low A1 Flashcards #14(Pg.64) of literacy components
Mid A1 Flashcards #15(Pg.65) RI 4: Encourage peer-assisted Get Smart Year 3
learning opportunities Unit 2 (pgs. 15-24)
opportunities
42
Student
29 129 Skill: - - RI 1: Provide clear instruction

Reading of literacy components
opportunities
30 20 Phonics Pre-A1 Roll and Spell #16(Pg.66) RI 1: Provide clear instruction

Low A1 Roll and Spell #17(Pg.67) of literacy components Super Minds
Mid A1 Roll and Spell #18(Pg.68) RI 4: Encourage peer-assisted Student’s Book 1
learning opportunities Year 1 Unit 1 (pgs.
RI 7: Encourage collaborative 10-21)
opportunities Super Minds
Student’s Book 1
Year 2 Unit 6 (pgs.
31 - - 70-81)
26 Grammar Pre-A1 Imperatives #22(Pg.72) RI 1: Provide clear instruction Get Smart Year 3
Low A1 How many? #23(Pg.74) of literacy components Unit 2 (pgs. 15-24)
Mid A1 How often? #24(Pg.75) RI 3: Embed visual and verbal
32 learning opportunities
43
Thinking about Reading

CEFR
I can read and understand I can read short songs and I can read and understand
familiar words from a song rhymes when I see pictures simple, short texts about
we have sung together. along with it, e.g. songs and days of the week, months of
rhymes from a children‘s the year and seasons, e.g.
I can read simple book. Today is 5th January. It is
instructions. winter.
I can read and understand
I can read and understand familiar words from a song I can read the day and
my teacher’s simple, short we have sung together. month and the timetable for
instructions, e.g. Bring your [118.2010-SLO/6-10] (A1) school.
homework book tomorrow!
I can understand simple I can read timetables.
I can understand simple written school instructions.
written school instructions.




students to share about their (AfL). Monitor student progress
home life. (AfL).
Reading Activities
Sound out the beginning Sound out the beginning, Blend CVC words.
sound of CVC words. medial, and final sounds of
CVC words. DSKP: 3.1.3 Blend phonemes
(CVC, CCVC, CVCV, CCV)
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and
sound out with support sound out with support
beginning, medial and final beginning, medial and final
sounds in a word sounds in a word
Printable Resource # 1(Pg.51) Printable Resource # 2(Pg.52) Printable Resource # 3(Pg.53)
44

Reading Activities
Using Printable Resource #1, Using Printable Resource #2, Blend CCVC words.
students blend the initial and students blend the CVC
medial sounds of the CVC words.
words.

#1(Pg.51) #2(Pg.52) #4(Pg.54)

Segment initial sounds of Segment familiar CVC Segment CCVC words.

familiar CVC words. words.
DSKP: 3.1.4 Segment
DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment phonemes (CVC, CCVC,
phonemes (CVC, CCVC) phonemes (CVC, CCVC, CVCV, CCV)
CVCV, CCV)

#5(Pg.55) #5(Pg.55) #6(Pg.56)

Use the dictionary to find Use the dictionary to find Use the dictionary to find
CVC words from flashcards CVC words from flashcards CCVC and CVC words from
flashcards
DSKP: 3.2.4 Use with DSKP: 3.2.4 Use a picture DSKP: 3.2.4 Recognise and
support a simple picture dictionary to find, list and use with support key
dictionary to find, list and categorise words from Year features of a simple
categorise words from Year 1 2 topics and themes monolingual dictionary
topics and themes
45

syllables.
Phonics Activities
SOW) SOW) SOW)
Roll and Read Roll and Read Four in a Row
/m/ and /d/ /ʊə/ (as in pure) /r/ blends
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and
sound out with support sound out with support sound out with support
beginning, medial and final beginning, medial and final beginning, medial and final
sounds in a word sounds in a word sounds in a word
3.1.3 Blend phonemes (CVC,
CCVC, CVCV, CCV)
Printable Resource #7(Pg.57) Printable Resource # 8(Pg.58) Printable Resource # 9(Pg.59)

Student book pg. 18 Student book pg. 18 Student book pg. 18
/g/ and /ɒ/ (o as in hot) hot, /ʊə/ (as in pure) pure, surer, /r/ blends
got, pond, gone, get, girl cure, mature, sure, secure

Flashcards Flashcards Flashcards
/c/ and /ck/ /ɜ:/ (as in sister) /r/ blends

Roll and Spell Roll and Spell Roll and Spell
Review / :/ (as in sister) /r/ blends
DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment

phonemes (CVC, CCVC) phonemes (CVC, CCVC, CVCV, phonemes (CVC, CCVC, CVCV,
CCV) CCV)
46

Recognise and understand the meanings of words
Give feedback.

SOW) SOW) SOW)

SOW) SOW) SOW)

47

CEFR
I can read short sentences. I can read short sentences. I can read and understand
simple, short texts about
I can understand phrases and I can understand phrases and days of the week, months of
word combinations with the word combinations with the the year and seasons, e.g.
help of common words and help of common words and Today is 5th January. It is
names in very simple short names in very simple short winter.
texts. texts.
I can read the day and month
I can read and understand I can read the names of and the timetable for school.
familiar words and phrases I buildings and rooms in
see at school, in shops, in houses. I can read timetables.
streets and elsewhere.

Model with clear Model with clear explana- Model with clear
explanations. tions. explanations.
Assign pairs of different Use supporting materials that Set clear goals and
levels and get the more able are culturally contextualized expectations of given tasks
student to support the other.
Grammar
What's this? It's a… There’s a (monster). Present simple for routines
Is it a…? Yes, it is / no it isn't There are (four cats). Present simple, Yes/No
Imperatives Is there a (plane)? questions
Yes, there is. Present simple with how
Are there any (rats)? often.
No, there aren’t.
How many (cars) are there?
There are (four cars)
Grammar Activities
Student book pg. 16-17 Student book pg. 16-17 Student book pg. 16-17
What's this?’ There’s a …. Present simple for routines.

‘It's a…’ There are ….
Truth or lie!
Students use their Students take turns to ask each
Vocabulary Mat and take other to describe their house Students take turns to say a
turns asking each other using the Vocabulary Mat for sentence using their
‘What's this?’ support. Vocabulary Mat. The other
‘It's a…’ students say ‘Truth or Lie’
‘What does your house look
Extension can be other like?’ ‘Every day I (get dressed).’
classroom objects.
‘There’s a ….’ ‘True’
‘There are ….’
Printable Resource #19 Printable Resource
(Pg.69) Printable Resource #20(Pg.70) #21(Pg.71)
48

Grammar Activities
SOW 22 Student book pgs. 16-17 Student book pgs. 16-17
Student book pgs. 16-17
Is there a ….? Present simple for routines.
Is it a…? Yes, it is / no it isn't Yes, there is / No, there isn’t Present simple, Yes/No
questions.
Students take turns to ask
Students use their each other about their Students ask each other Yes
Vocabulary Mat from Unit 1 houses using their / No questions about their
and Unit 2 and take turns to Vocabulary Mat. daily routines using the
mentally choose an object. Vocabulary Mat and Get
Other students guess what ‘Is there a…..?’ Smart pgs. 16-17.
word they are thinking of. ‘Yes, there is.’
‘Do you brush your teeth
‘Is it a computer game?’ every day?’
‘Yes, it is.’ ‘Yes, I do.’
‘Do you have English every
day?’
‘No, I don’t.’

#19(Pg.69) and Printable #20(Pg.70) #21(Pg.71)
Resource #23(Pg.32) from
Unit 1

Imperatives How many ….. are there? Present simple with how
There are …… often.

#22(Pg.72) #23(Pg.74) #24(Pg.75)
49

CEFR
I can use digital resources to I can use digital resources to I can use digital resources to
find information. find information find information.

Practice at Home
Students practice their Students use post it notes at Create a weekly calendar of
spelling of Unit 2 vocabulary home and label all the your activities at home
using the vocabulary mat. vocabulary from this unit.
Create at Home
Students make a poster of Students draw a map of their Students make a video
classroom instructions using home or an imaginary home describing their weekly
the imperatives from this unit. labelling all the rooms. activities using the language
from this unit.
App Time
Bob Books Reading Magic Khan Academy Kids Khan Academy Kids
Lite
Free Version
Download the app and Download the app and Download the app and
spend 30 minutes over the spend 30 minutes doing spend 30 minutes doing
week doing phonics basic activities and exploring basic activities and exploring
activities. the books. the books.
50
Year 1
Printable Resource # 1 (Pre-A1 Blending) Phonics
LS: 3.1.2
Activity Suggestion
SOW 17: Initial sounds
2. Student A picks a card and sounds out the first sound of the word.
3. Student B then picks a card and sounds out the first sound of the word.
4. Steps 2 - 3 are repeated till all cards are used.
.
SOW 19: Blending initial and medial sounds
2. Student A picks a card and sounds out the first two sounds (For example: p - e “pe”)
3. Student B then picks a card and sounds out the first two sounds.
pen bag hot
sit cat bin
tap ant
51
Year 1
Printable Resource # 2 (Low-A1 Blending) Phonics
LS: 3.1.2
Activity Suggestion
SOW 17: Initial, medial and final
2. Student A picks a card and then a number.
3. Based on the number, Student A sounds out the sound of the corresponding letter (for example, if the card
shows a bag and the student picked number 2, the student sounds out the middle sound 'a').
4. Student B then picks a card and number and repeats as above.
5. Steps 3 - 4 are repeated till all cards and numbers are used.
.SOW 19: Blending CVC words

2. Student A picks a card and blends the phonemes to read the word (for example: p - e - n "pen")
3. Student B then picks a card and repeats as above.
pen bag hot
sit cat bin
tap ant 1
2 3 52
Year 1
Printable Resource # 3 (Mid-A1 Blending) Phonics
LS: 3.1.3
Activity Suggestion
Blending CVC Words
2. Student A picks a card and blends the phonemes to read the word (for example: p - e - n "pen")
5. As an extension activity, ask students to cover the words and then spell them out loud to their friends.
.
pen bag hot
sit cat bin
tap ant
53
Year 1
Printable Resource # 4 (Mid-A1 Blending) Phonics
LS: 3.1.3
Activity Suggestion
Blending CVC Words
2. Student A picks a card and blends the phonemes to read the word (for example: c - r – a - b "crab")
5. As an extension activity, ask students to cover the words and then spell them out loud to their friends.
crab plug step
swim skip frog
clap flag
54
Year 1 &
Printable Resource # 5 (Pre-A1 and Low A1 Segmenting) Year 2
Phonics
LS: 3.1.4
Activity Suggestion
Pre-A1: Segmenting initial sounds
2. Student A picks a card, says the word and then segments the initial sound of the word (For example: ‘bag. b’)
Low A1: Segmenting CVC words

2. Student A picks a card, says the word and then segments the
spelling of the word (For example: ‘bag. b - a - g’)
55
Year 3
Printable Resource # 6 (Mid A1 Segmenting) Phonics
LS: 3.1.4
Activity Suggestion
Segmenting CCVC words
2. Student A picks a card, says the word and then segments the spelling of the word (For example: ‘crab. c - r - a - b’)
56
Year 1
LS: 3.1.2
Activity Suggestion
Roll and Read:
Roll and Read: /m/and/d/
d m d
m d m
dad mum dad
mum dad mum
man dan man
dan man dan
57
Year 2
LS: 3.1.2
Activity Suggestion
Roll and Read:
Roll and Read: ‘ure’
sure cure pure secure mature
surer curer purer secures matures
cured secured matured surer purer
sure cure pure secure mature
surer curer purer secures matures
cured secured matured surer purer
58
Year 3
Printable Resource # 9 (Mid A1 Four in a Row) Phonics
LS: 3.1.2
Activity Suggestion
Four in a row:
1. Cut out the counters at the bottom and put students into small groups.
2. Student A reads a word. If the group agrees that the word was read correctly,
Student A can cover it with a counter.
trip frill drag brat crib frost grill
grab brush crab draft broth frizz brick
press dress fresh gram print crack drift
thrash crash drag brick grant track gram
crop drum brass frog crust grub drop
from brim craft drill drip trust flip
59
Year 1
Printable Resource # 10 (Pre-A1 Phonics Wheel) Phonics
LS: 3.1.3
Activity Suggestion
Word Wheel ‘o’ and ‘g’
Bottom Wheel
go
t
ho
t
gone pond
ge
l
gir
60
Year 2
Printable Resource # 11 (Low A1 Phonics Wheel) Phonics
LS: 3.1.3
Activity Suggestion
Word Wheel ‘ure’
Bottom Wheel
su
re
re
pu
r
mature cure
re
sur
cu
e
se
61
Year 3
Printable Resource # 12 (Mid A1 Phonics Wheel) Phonics
LS: 3.1.3
Activity Suggestion
Word Wheel
Bottom Wheel
dr
ab
ink
gr
bring crab
dro
op
pr
62
Year 1
Printable Resource # 13 (Pre-A1 Flashcards) Phonics
LS: 3.1.3
Activity Suggestion
Flashcards
1. Put students in small groups.
2. Student A picks a card, covers the word and shows it to his or her group.
3. Other students say the word and then spell it out loud.
4. Student A checks the spelling and corrects any mistakes.
5. The next student takes the next card and steps 2 to 4 are repeated.
cat cup
car cap
kick sock
duck neck
63
Year 2
Printable Resource # 14 (Low A1 Flashcards) Phonics
LS: 3.1.3
Activity Suggestion
Flashcards
finger father
mother ladder
hammer danger
flower shower
64
Year 3
Printable Resource # 15 (Mid A1 Flashcards) Phonics
LS: 3.1.3
Activity Suggestion
Word Wheel
crab dress
brush frog
drink drum
brick thrash
65
Year 1
LS: 3.1.4
Activity Suggestion
Roll and Spell:
.
Roll and Spell
66
Year 2
Printable Resource # 17 (Low A1 Roll and Spell) Phonics
LS: 3.1.4
Activity Suggestion
Roll and Spell:
.
Roll and Spell
67
Year 3
Printable Resource # 18 (Mid A1 Roll and Spell) Phonics
LS: 3.1.4
Activity Suggestion
Roll and Spell:
. Roll and Spell
68
Year 1
Pgs. 10-21
LS: 3.1.2
Activity Suggestion
Vocabulary Games
SOW 18, SOW 23, SOW 26 and SOW 28
SOW 20
1.Put students in pairs and they take turns using the Vocabulary Mat.
2. Student A asks Student B ‘What's this?’.
3. Student B responds: ‘It's a…’ and writes down the word.
4. Student A checks the spelling and they swap roles to repeat Steps 2 -3.
SOW 22
2. Each student should have their Vocabulary Mat from Unit 1 and 2.
3. Student A mentally chooses an object while the other students guess which word is being thought
of (For example: Is it a ruler?)
4. Student A responds with either ‘Yes, it is.’ or ‘No, it isn’t’.
5. The game continues until the students guess correctly. They then write the word in their exercise books.
6. Steps 3 - 5 are repeated for the rest of the group.
.
.
69
Year 2
Pgs. 70-81
LS: 3.1.2
Activity Suggestion
Vocabulary Games
SOW 20
2. Student A asks Student B in the group to describe his/her house
(For example: ‘What does your house look like?').
3. Student B responds by using words from their Vocabulary Mat
(For example: ‘There’s a ….’ ‘There are ….’).
4. Student B then repeats Steps 1 - 3 with Student C.
5. Steps 2 - 3 are then repeated for all students till they have asked a question for each word.
.
SOW 22
1. Put students into small groups and get them to use their Vocabulary Mat.
2. Student A asks Student B in the group about his/her house (For example: ‘Is there a…..?').
3. Student B responds by saying ‘Yes, there is.’
5. Steps 2 - 3 are then repeated for all students till they have asked a question for each word.
.
.
70
Year 3
Pgs. 15-24
Activity Suggestion
Vocabulary Games
SOW 18, SOW 23, SOW 26, SOW 28
SOW 20
1. Put students in small groups and get them to use their Vocabulary Mats.
2. Student A says a sentence (For example: Every day I [get dressed].
3. Other students in the group responds with 'Truth or Lie'.
4. Student A responds whether it is the truth or a lie.
4. Other students repeat Steps 2 - 3 until all phrases have been used.
SOW 22
1. Put students in small groups and get them to use their Vocabulary Mats.
2. Student A asks Student B a yes/no question about their daily routines using the
Vocabulary Mat and Get Smart pgs. 16-17 (For example: ‘Do you brush your teeth every day?’).
3. Student B responds with a yes or no.
5. Other students repeat Steps 2 - 3 until all phrases have been used.
Fast finishers for all activities can write the questions and responses in their notebooks.
71
Year 1
Printable Resource # 22 (Pre-A1 Imperatives) Unit 1
Pgs. 10-21
Activity Suggestion
Vocabulary Games
2. Student A matches a picture to its imperative phrase while saying the phrase
(For example: Take out your books).
3. Student B then does the same until all phrases have been matched.
4. Once all phrases have been matched, students take turns to show each other the pictures.
Their partner must say the phrase in the picture.
.
.
.
72
Year 1
Printable Resource # 22 (Pre-A1 Imperatives) Unit 1
Pgs. 10-21
take out your pass me a

books pen
write your sit at your

name desk
tell me be quiet
something
stand in wash your

a line hands
73
Year 2
Printable Resource # 23 (Low A1 How Many..?) Unit 6
Pgs. 70-81
Activity Suggestion
2. Student A asks Student B about the number of an item in the picture
(For example: How many houses are there?)
3. Student B answers, then repeats step 2 with Student A.
4. Step 2 is repeated in turn by both students until all items are covered.
.
.
How many........are there?

There are 3...........
74
Year 3
Printable Resource # 24 (Mid A1 How Often..?) Unit 2
Pgs. 15-24
Activity Suggestion

2. Student A asks Student B about how often Ahmad does something
3. Student B answers by looking at the collection of pictures given and using the target language from Get Smart
(once a week, twice a week, three times a week, and every day).
4. Student B then repeats Step 2 with Student A.
5. Step 2 is repeated in turn by both students until all pictures are covered.
As an extension, students can ask each other how often they do things
How often does Ahmad.....?
Lorem ipsum
75
UNIT 3:
In the Past
Overview
CEFR Level DSKP Main Skill (Writing) Vocabulary Phonics Grammar

Pre-A1 4.3.1 Use capital letters appropriately in personal and elephant(s), rat(s), /e/ (e as in elephant) Prepositions of place
place names lizard(s), frog(s),
spider(s), snake(s), /ʌ/ (u as in duck) like and don't like
4.2.5 Connect words and proper names using 'and' duck(s), dog(s), cat(s),
crocodile(s), /r/ (r as in rat)
4.3.3 Plan and write words and phrases butterfly(ies), tiger(s)
/h/ (h as in horse)
/b/ (b as in bat)
/f/ (f as in frog)
,
Low A1 4.3.1 Use capital letters and full stops appropriately in mum, sister, brother, / eɪ/ (ay as in day) I (play football) on
guided writing at sentence level dad, sleep, badminton, (Saturdays).
tennis, jump, crawl, / aʊ/ (as in house) Do you (watch TV) at
4.2.5 Connect words and phrases using basic run, catch, dance the weekend?
coordinating conjunctions Yes, I do. / No, I don’t.
4.3.3 Plan, draft and write simple sentences
Mid A1 4.3.1 Use capital letters, full stops and question island, sea, sun, forest, /s/ blends (as in Past simple Positive &
marks appropriately in guided writing at sentence open, pick flowers, smile) Negative statements
level catch fish, river, make Past Simple: Yes/No
a fire, look at stars, questions and
4.2.5 Connect sentences using basic coordinating buy postcards, pack answers
conjunctions
4.3.3 Plan, draft and write an increased range of

simple sentences
77
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
33 27 Vocabulary My words 1 Pre-A1 #17(Pg.101) RI 3: Embed visual and verbal

My words 2 Low-A1 support student learning
#19(Pg.103)
My words 3 Mid-A1
34 27 Grammar Picture This 1 Pre-A1 #26(Pg.110) RI 1: Provide clear instruction Super Minds
Picture This 2 Low-A1 #27(Pg.111) of literacy components
Student’s Book 1
Picture This 3 Mid-A1 #28(Pg.112) RI 3: Embed visual and verbal Year 1 Unit 3 (pgs.
resources in lessons to 34-45)
learning opportunities Student’s Book 1
Year 2 Unit 5 (pgs.
35 28 Phonics Phonics Wheel ‘e’ and ‘u’ Pre-A1 #10(Pg.94) RI 4: Encourage peer-assisted Get Smart Year 3
Phonics Wheel /ay/ Low A1 #11(Pg.95) learning opportunities Unit 9 (pgs. 85-94)
Phonics Wheel /s/ blends Mid A1 #12(Pg.96) RI 7: Encourage collaborative
Phonics Wheel Template #13(Pg.97) small-group learning
opportunities
36 28-29 Skill: Writing Replace It 1 Pre-A1 #1(Pg.87) RI 1: Provide clear instruction

Replace It 2 Low A1 #2(Pg.87) of literacy components
#3(Pg.88) RI 3: Embed visual and verbal
Replace It 3 Mid A1
37 - - -
78
Student
38 29 Grammar Noughts & Crosses 1 Pre-A1 #29(Pg.113) RI 1: Provide clear instruction

Noughts & Crosses 2 Low-A1 #30(Pg.114) of literacy components
Noughts & Crosses 3 Mid-A1
Student’s Book 1
39 - Vocabulary Unscramble & Plurals Pre-A1 #20(Pg.104) RI 3: Embed visual and verbal Year 1 Unit 3 (pgs.
Word Combo Low A1 support student learning 34-45)
#22(Pg.106)
Jeopardy Mid A1
Year 2 Unit 5 (pgs.
40 30 Phonics Roll and Read 1 Pre-A1 #14(Pg.98) RI 4: Encourage peer-assisted Get Smart Year 3
Roll and Read 2 Low A1 #15(Pg.99) learning opportunities Unit 9 (pgs. 85-94)
Roll and Read 3 Mid A1 #16(Pg.100) RI 7: Encourage collaborative
opportunities
41 31 Skill: Writing Word Bingo (Pre-A1, Low A1, & Mid A1) #16(Pg.100) RI 1: Provide clear instruction
42 - - -
79
Student
43 121 Phonics Treasure Hunt. Students find words in Unit 3 Unit 3 RI 4: Encourage peer-assisted
opportunities
44 - Grammar Mix and Match 1 Pre-A1 #32(Pg.116) RI 1: Provide clear instruction

Mix and Match 2 Low-A1 #33(Pg.117) of literacy components
Mix and Match 3 Mid-A1 #34(Pg.118) RI 3: Embed visual and verbal
resources in lessons to Super Minds
small-group learning Student’s Book 1
Year 2 Unit 5 (pgs.
45 32 Vocabulary Graffiti 1 Pre-A1 #23(Pg.107) RI 3: Embed visual and verbal
resources in lessons to 58-69)
Graffiti 1 Low A1 #24(Pg.108)
Graffiti 3 Mid A1 #25(Pg.109)
Get Smart Year 3
RI 4: Encourage peer-assisted Unit 9 (pgs. 85-94)
46 33 Skill: Writing Build a phrase Pre-A1 #7(Pg.91) RI 1: Provide clear instruction

Build a sentence Low A1 #8(Pg.92) of literacy components
Build a paragraph Mid A1 #9(Pg.93) RI 3: Embed visual and verbal
80
Thinking about Writing

CEFR
I can give basic personal I can write about what I like I can write simple isolated
information in writing (e.g. doing in my free time, using phrases and sentences.
name, address, nationality). words given to me.
I can write simple sentences,
I can write about what they I can write simple, short using given words.
like doing in their free time, sentences about free-time
using words given to them. activities, using given I can fill in the missing words
pictures and words, e.g. On in a short text.
I can copy words to label Sundays I read.
pictures of animals.
I can write some information
I can write words and short about my family: my mother,
sentences next to pictures. father, sister, brother, etc.

Use short videos, visuals, Use short videos, visuals, Break the information into
and graphic organizers. and graphic organizers. chunks.
Scaffolding with vocabulary. Scaffolding with vocabulary. Model with clear

explanations.
Differentiate tasks. Differentiate tasks.
Provide opportunities to
Break the information into Break the information into practice.
chunks. chunks.
Model with clear Model with clear
explanations. explanations. Monitor student progress
(AfL).
Writing Activities
Student’s book pg. 28 -29 Student’s book pg. 28 -29 Student’s book pg. 28 -29
Replace It 1 Replace It 2 Replace It 3

DSKP: 4.3.1 Use capital letters DSKP: 4.3.1 Use capital letters DSKP: 4.3.1 Use capital letters,
appropriately in personal and and full stops appropriately in full stops and question marks
place names guided writing at sentence appropriately
level
Link Up 1 Link Up 2 Link Up 3
DSKP: 4.2.5 Connect words DSKP: 4.2.5 Connect words DSKP: 4.2.5 Connect sentences
and proper names using 'and’ and phrases using basic using basic coordinating
coordinating conjunctions conjunctions
Printable Resource # 5(Pg.89) Printable Resource #6(Pg.90)

Build a phrase Build a sentence Build a paragraph
DSKP: 4.3.3 Plan and write DSKP: 4.3.3 Plan, draft and DSKP: 4.3.3 Plan, draft and
words and phrases write simple sentences write an increased range of
simple sentences
81

syllables.
Phonics Activities
Phonics Wheel Phonics Wheel Phonics Wheel

/e/ (e as in egg)
/^/ (u as in up) / eI/ (ay as in day) /s/ blends (as in snack,
Printable Resource Printable Resource slack etc.)
#10(Pg.94) #11(Pg.95) Printable Resource
Phonic Wheel Template Phonic Wheel Template #12(Pg.96)
#13(Pg.97) #13(Pg.97) Phonic Wheel Template
#13(Pg.97)
Roll and Read Roll and Read Roll and Read
/r/ (as in rat) / au/ (as in house) /s/ blends (as in snack,
/h/ (as in hat) slack etc.)
Printable Resource #14 Printable Resource #15 Printable Resource #16

(Pg.98) (Pg.99) (Pg.100)

/b/ (as in bat) Review Review

/ eI/ (ay as in day) /s/ blends (as in snack,
/f/ (as in frog slack etc.)
/ au/ (as in house)
Treasure Hunt: Find words Treasure Hunt: Find words Treasure Hunt: Find words
beginning with ‘b’ and ‘f’ in with ‘ay’ and ‘ou’ in Unit 3 with /s/ blends in Unit 3
Unit 3
82

Give feedback.
My words 1 My words 2 My words 3
#17(Pg.101) #18(Pg.102) #19(Pg.103)
(no student book pg. for (no student book pg. for (no student book pg. for
this unit) this unit) this unit)

#20(Pg.104) #21(Pg.105) #22(Pg.106)

#23(Pg.107) #24(Pg.108) #25(Pg.109)
83

CEFR
I can write simple sentences,
I can write about what they I can write simple, short using given words.
like doing in their free time, sentences about free-time
using words given to them. activities, using given I can fill in the missing words
pictures and words, e.g. On in a short text.
I can copy words to label Sundays I read.
pictures of animals.
I can write some information
I can write words and short about my family: my mother,
sentences next to pictures. father, sister, brother, etc.

Model with clear explana- Model with clear Model with clear explana-
tions. explanations. tions.



Assign pairs of different Use supporting materials that Set clear goals and expecta-
levels and get the more able are culturally contextualized. tions of given tasks
Grammar
Prepositions of place (in, on, I (play football) on Present continuous
at, between) (Saturdays). statements (be + -ing)
…like / don’t like Do you (watch TV) at the Present continuous negative
weekend? statements (be + ing)
Yes, I do. / No, I don’t. Past Simple: Yes/No
like / don’t like - yes/no questions and answers
answers
Grammar Activities
Picture This Picture This Picture This

Prepositions Present Simple for routines Present Continuous
DSKP: 4.3.3 Plan and write DSKP: 4.3.3 Plan, draft and DSKP: 4.3.3 Plan, draft and
words and phrases write simple sentences write an increased range of
simple sentences

#26(Pg.110) #27(Pg.111) #28(Pg.112)
84

Grammar Activities
Noughts and Crosses Noughts and Crosses Noughts and Crosses

Prepositions Present Simple Questions Present Continuous negative
statements.

#29(Pg.113) #30(Pg.114) #31(Pg.115)

unit) unit) unit)
Mix & Match 1 Mix & Match 2 Mix & Match 3

Likes and dislikes Present Simple Questions Past simple
and answers with likes and
dislikes

#32(Pg.116) #33(Pg.117) #34(Pg.118)
85

CEFR
I write simple sentences,
I can use digital resources to I can write simple, short using words given.
find information. sentences about free-time
activities, using given I can use digital resources to
pictures and words, e.g. On find information.
Sundays I read.
I can use digital resources to

find information.

Practice at Home
My Zoo Interview Investigate
Recycle words in vocabulary Students ask their families Recycle words in vocabulary
lesson. Write other animals whether they like or don’t lesson and grammar section.
you can find at the zoo. like words that they have Write a list of questions to
learnt from the first 3 units. ask your family members
(use the present or present
continuous tense).
Create at Home
Draw a map of a zoo with the Create a weekly calendar Create a poster of your
animals and where you can from Monday to Sunday and family and what they do
find them in the zoo. Include list the activities from the based on their answers.
activities you like to do at the puzzle to do each day.
zoo.
App Time
Word Aware (YouTube Kids Academy Toca World
Channel)
This channel has songs and Gamifying learning for 30 Children visit and explore
raps that children can sing minutes a day to develop places (shopping mall, food
along with and add their skills and children can use court) and can write stories
new words to. on their own (self-directed). using different characters at
these places.
86
Year 1
Printable Resource # 1 (Pre-A1 Replace It) Unit 3
Pgs. 34-45
LS: 4.3.1
Activity Suggestion
1. Working in pairs or small groups, students take turns to read the sentences aloud.
2. They then work together to correct the mistakes with capital letters and full stops.
3. When they have finished, students can write the correct sentences in their exercise books.
.
Year 2
Printable Resource # 2 (Low A1 Replace It) Unit 5
Pgs. 58-69
LS: 4.3.1
Activity Suggestion
2. They then work together to correct the mistakes with capital letters and full stops.
87
Year 3
Printable Resource # 3 (Mid A1 Replace It) Unit 9
Pgs. 85-94
LS: 4.3.1
Activity Suggestion
2. They then work together to correct the mistakes with capital letters, full stops, and question marks.
Year 1
Printable Resource # 4 (Pre-A1 Link Up) Unit 3
Pgs. 34-45
LS: 4.2.5
Activity Suggestion
1. Ask students to cut up the cards and place them face down in the middle of the table.
2. Working in small groups, students take turns to turn over two cards to find a matching pair.
For example:
• dog and cat (food)
• take out your books and sit at your desk (classroom instructions)
3. The student with the most matching pairs at the end is the winner.
4. Students can write or draw the phrases in their exercise books if time permits.
sit at
dog pen football
your desk
take out
pencil badminton your cat
books
88
Year 2
Printable Resource # 5 (Low A1 Link Up) Unit 5
Pgs. 58-69
LS: 4.2.5
Activity Suggestion
2. Working in small groups, students take turns to turn over two cards to find a matching pair.
For example:
• bathroom and living room (room names)
• Saturday and Sunday (days of the week)
dining
bathroom dad tennis
room
mum Saturday badminton Sunday
living
jump brother sofa
room
kitchen dance bed sister
89
Year 3
Printable Resource # 6 (Mid A1 Link Up) Unit 9
Pgs. 85-94
LS: 4.2.5
Activity Suggestion
2. Working in small groups, students take turns to turn over two cards to find matching phrases that are
linked with a conjunction.
For example:
• I visited Melaka and Penang last year
• I watched Superman but I haven’t watched Batman
90
Year 1
Printable Resource # 7 (Pre-A1 Build a Phrase) Unit 3
Pgs. 34-45
LS: 4.3.3
Activity Suggestion
1. Put students in pairs or small groups.

2. Students work together to say simple phrases and then write them in their notebook.
3. All words are recycled from previous Toolkit units.
4. Students can find the spelling from their previous Vocabulary Mats if they are not sure how to spell words (for example, ‘square and triangle’).
91
Year 2
Printable Resource # 8 (Low A1 Build a Sentence) Unit 5
Pgs. 58-69
LS: 4.3.3
Activity Suggestion
2. Working in small groups, students take turns to turn over one card at a time to reveal a clue and then think
of an answer together.
For example:
• Something short: a student / a cat etc.
• Something round: a ball / a clock etc.
3. Students use these words to write simple sentences in their exercise books using correct capitalisation
and punctuation. For example: The student has a ball.
92
Year 3
Printable Resource # 9 (Mid A1 Build a Paragraph) Unit 9
Pgs. 85-94
LS: 4.3.3
Activity Suggestion
1. Put students in pairs or small groups.

2. Each group is given a set of words, phrases, conjunctions, and punctuation cards.
3. Students arrange the words, phrases, and conjunctions in the correct order to make complete sentences.
4. Students then combine the sentences to make a short paragraph using conjunctions
(For example: Last week, Soon).
5. Students write the paragraph in their books using capital letters and punctuation
(full stops, question marks etc.).
and and and and and but
picked
do you
but my family some my sister my dad
know
flowers
how to
mum the food make a . my dad .
fire
went to the sun forgot to

. ? .
an island was hot pack
the sea likes to

liked the my got a
was . look at
forest brother boat
rough the stars
we were the sky do you

catch
. . very was too know
fish
hungry cloudy where
swim in i can buy

? - - -
the sea postcards
93
Year 1
LS: 3.1.3
Activity Suggestion

Words with
/e/ and /u/
Bottom Wheel
eg
ck
g
du
luck elephant
ed
ck
tu
it
94
Year 2
LS: 3.1.3
Activity Suggestion

Words with
/ay/
Bottom Wheel
da
lay
y
ray may
say
y
ba
95
Year 3
LS: 3.1.3
Activity Suggestion

Words with
/s/ blends
Bottom Wheel
sm
e
ak
ile
sn
spider stop
spi
r
sta
ll
96
Printable Resource # 13 (Phonics Wheel Template)
This is the top part of the phonics wheel.
Top Wheel
Cut Out
97
Year 1
LS: 3.1.2
Activity Suggestion
Roll and Read: ‘r’ and ‘h’
rat happy horse hard ruler
hat rail red rash hair
rain hair hand ring radio
half radio raw horse happy
rash hat hard rain rail
hang rat ring half hammer
98
Year 2
LS: 3.1.2
Activity Suggestion
Roll and Read: ‘ou’
house flour mouse louse sound
ground loud round mouth pounce
cloud sound found pound louse
mouse flour house ground loud
round mouth pounce cloud sound
found pound louse mouse ground
99
Year 3
Printable Resource # 16 (Mid A1 Roll and Read) Phonics
LS: 3.1.2
Activity Suggestion
.
Roll and Read: ‘s’ blends
skate square school slide sweet
sky scarf sleep skate swing
skin scar slip swan skirt
skate scarf sky slide swan
sleep swing square sweet slip
sky slide school scar skin
100
Year 1
Pgs. 34-45
LS: 3.1.2
Activity Suggestion

2. Student A looks at a word and says it out loud, covers the word and then writes the word in his/her exercise book.
3. Student B then repeats Step 2.
4. Steps 2 - 3 are repeated until all words have been used
5. Students then exchange exercise books to check the spelling.
101
Year 2
Pgs. 58-69
LS: 3.1.2
Activity Suggestion

102
Year 3
Pgs. 85-94
LS: 3.1.2
Activity Suggestion

.
103
Year 1
Printable Resource # 20 (Pre-A1 Unscramble) Unit 3
Pgs. 34-45
Activity Suggestion
1. Working in pairs or small groups, students unscramble words to form the correct spelling (singular form).
2. Students check the spelling of each word from My Words.
3. Students then write plural forms using ‘s’, ‘es’, or ‘ies’ for the singular words in their exercise books.
• elephant – elephants (add ‘s’)
• fox – foxes (add ‘es’ for words
• ending with s, z, x, ss, sh, ch)
• butterfly – butterflies (add ‘ies’ for words ending with ‘y’)
104
Year 2
Printable Resource # 21 (Low A1 Word Combo) Unit 5
Pgs. 58-69
LS: 4.3.1 &
4.2.5
Activity Suggestion
1. Each student selects any 3 words from My Words.

2. Student then writes phrases or sentences using ‘and’, capital letters and punctuation.
.
105
Year 3
Printable Resource # 22 (Mid A1 Jeopardy) Unit 9
Pgs. 85-94
LS: 4.3.1 & 4.2.5
Activity Suggestion
1. Students are given a Jeopardy Table with headings – Plural, Opposites, Same Meaning.
2. Students complete the table using words from My Words to complete as many rows and columns as possible.
3. Using the words from the Jeopardy Table, students write simple sentences in their exercise books (with capital letters and punctuation).
106
Year 1
Unit 3
Printable Resource # 23 (Pre-A1 Graffiti) Pgs. 34-45
Activity Suggestion
1. Working in pairs or small groups, students get a list of words with the right and wrong spellings.
2. Students cross out words that have the incorrect spelling.
3. Using the correct words on the list, students find the meaning of each word in the dictionary.
4. They then write the words and meanings in their exercise books.
107
Year 2
Unit 5
Printable Resource # 24 (Pre-A1 Graffiti) Pgs. 58-69
Activity Suggestion
108
Year 3
Printable Resource # 25 (Low-A1 Graffiti) Unit 9
Pgs. 85-94
Activity Suggestion
109
Year 1
Printable Resource # 26 (Pre-A1 Picture This) Unit 3
Pgs. 34-45
Prepositions
Activity Suggestion

2. Each student writes 3 or 4 phrases using prepositions of place based on the given words and pictures.
3. Students then check each other’s work and suggest corrections if they see any mistakes.
at
on
under
in
110
Year 2
Printable Resource # 27 (Low A1 Picture This) Unit 5
Pgs. 58-69
Present Simple
Activity Suggestion

2. Each student writes 3 or 4 simple sentences in the present tense based on the given words and pictures (for example: I play football on Saturdays.)
111
Year 3
Printable Resource # 28 (Mid A1 Picture This) Unit 9
Pgs. 85-94
Present
Continuous
Activity Suggestion

2. Each student writes 3 or 4 simple sentences in the present continuous tense based on the given words
and pictures (for example: The children are dancing.)
112
Year 1
Printable Resource # 29 (Pre-A1 Noughts and Crosses) Unit 3
Pgs. 34-45
Prepositions
Activity Suggestion

2. Each student gets a Noughts & Crosses sheet or they can draw their own in their exercise book.
3. Students take turns to select 2 picture cards and write a phrase using prepositions of place (for example: The rabbit is under the tree)
4. For each correct written phrase, they cross (X) or circle (O) on the Noughts & Crosses sheet until they complete a row.
5. If a student makes a mistake in their writing, they do not get to add an X or O to the grid.
6. The first student to complete a row wins.
Noughts & Crosses
ball apple field box

wardrobe bird chair table
tree cat bag pencils
books rabbit - -
113
Year 2
Printable Resource # 30 (Low A1 Noughts and Crosses) Unit 5
Pgs. 58-69
Present Simple
Activity Suggestion

3. Students take turns to select a picture card and write a question (for example: ‘Do you sing at the weekends?’)
7. When they have finished, students take turns to ask and answer the questions they have written.
Noughts & Crosses
114
Year 3
Printable Resource # 31 (Mid A1 Noughts and Crosses) Unit 9
Pgs. 85-94
Present
Activity Suggestion Continuous
Negatives

3. Students take turns to select a picture card and write a complete sentence using the present continuous tense in the negative
(for example: Mum isn’t cooking)
.
Noughts & Crosses
115
Year 1
Printable Resource # 32 (Pre-A1 Mix and Match) Unit 3
Pgs. 34-45
Likes & Dislikes
Activity Suggestion
1. Working in pairs or small groups, ask students to cut out the word cards.
2. Students then arrange the word cards to make sentences and then write them in their exercise books.
I like....
I don’t like....
like likes don’t like he
she I my mum
my my elephants computer
brother teacher games
cats dogs reading
books cars trains butterflies
116
Year 2
Printable Resource # 33 (Low A1 Mix and Match) Unit 5
Pgs. 58-69
Do you like…?
Activity Suggestion
2. Students then arrange the word cards to make questions and then write them in their exercise books.
3. When they have finished, students take turns to ask and answer the questions they have written.
Do you like?...
like likes don’t like do
does doesn’t yes

like
no chess footballs animals
toys ? and
. draw flowers play
she my he
teacher
117
Year 3
Printable Resource # 34 (Mid A1 Mix and Match) Unit 9
Pgs. 85-94
Past Simple
Activity Suggestion
2. Students then arrange the word cards to make sentences and then write them in their exercise books.
beach went last swam
the week too
in picked sandwiches we
seashells and .
sandcastles ate build sea
118
UNIT 4:
Celebrations
Overview
CEFR Level DSKP Main Skill (Listening) Vocabulary Phonics Grammar

Pre-A1 1.2.1 Understand with support the main idea of very eleven, twelve, /f/ (‘ff’ as in fluff) “I've got / haven't
simple phrases and sentences thirteen, fourteen, /l/ (l as in love) got a…”
fifteen, sixteen, /l/ (‘ll’ as in ball) “Have we got any…?”
1.2.2 Understand with support specific information seventeen, eighteen, /s/ (s as in sun) “Yes, we have / no
and details of very simple phrases and sentences nineteen, twenty, we haven't”
numbers, counting
1.1.1 Recognise and reproduce with support a limited
range of high frequency target language phonemes
1.2.5 Understand short, supported questions
Low A1 1.2.1 Understand with support the main idea of catch a fish, paint a /aɪ/ (ie as in tie) “Let’s… (play the
simple sentences picture, eat ice cream, /i:/ (ea as in beach) guitar).
take a photo, listen to “Good idea.”
1.3.1 Understand the message the teacher or music, read a book, “Where’s the.. (blue
classmate is communicating by using visual clues watch TV, make a book)?
when they are speaking. sandcastle, play in the “It’s in the… (green
sun, wake up, keep bag).
1.2.2 Understand with support specific information clean, play computer “Where are (the
and details of simple sentences games orange books…)?
“They’re in the…
1.1.1 Recognise and reproduce with support a range (black bag).
of high frequency target language phonemes
1.2.5 Understand an increased range of short
Mid A1 1.1.1 Recognise and reproduce with support a range winter, spring, autumn, /æ/ (a as in cat) Present simple
of high frequency target language phonemes beach, go sailing, go /e/ (e as in pen) Prepositions
windsurfing, go skiing, /ɪ/ (I as in pin) Adjectives and verbs
1.2.1 Understand with support the main idea of short warm, cool, tree, /o/ (as in hot) Adverbs of
simple texts flower, windy /^/ (u as in sun) frequency
Nouns
1.2.2 Understand with support specific information
and details of short simple texts
1.2.5 Understand a wide range of short, supported

questions
120
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
49 37 Skill: Listening Pre- A1: Running Dictation 1 #1(Pg.130) RI 1: Provide clear instruction
Low A1: Running Dictation 2 #2(Pg.131) of literacy components
Mid A1: Running Dictation 3
#13 & #16 Student’s Book 1
50 37 Vocabulary Memorising Game (Vocab Mat 1,2 and 3) (Pg.142 & 145)
RI 3: Embed visual and verbal Year 1 Unit 4
(Pre-A1, Low A1, & Mid A1) resources in lessons to (pgs. 46-57)
#14 & #16 support student learning
(Pg143 & 145)
#15 & #17 RI 4: Encourage peer-assisted Super Minds
(Pg.144 & 146) learning opportunities Student’s Book 1
Year 2 Unit 9
small-group learning (pgs. 106-117)
51 38 Phonics Phonics Wheel 1,2,3 (Pre-A1, Low A1, & Mid A1) #7(Pg.136) RI 4: Encourage peer-assisted Get Smart Year 3
#8(Pg.137) learning opportunities Unit 4
#9(Pg.138) (pgs. 35-44)
opportunities
52 38 Grammar Mix and Match 1,2,3, (Pre-A1, Low A1, & Mid A1) #17(Pg.146) RI 1: Provide clear instruction
121
Student
53 - Vocabulary Odd One Out 1,2,3-Word Lists (Pre-A1, Low A1, #13(Pg.142) RI 3: Embed visual and verbal
& Mid A1) #14(Pg.143) resources in lessons to
54 38-39 Skill: Listening Whisper Game 1,2,3 (Pre-A1, Low A1, & Mid A1) #1(Pg.130) RI 1: Provide clear instruction
of literacy components Super Minds
#2(Pg.131)
#3(Pg132)
Student’s Book 1
support student learning (pgs. 46-57)

RI 7: Encourage collaborative Year 2 Unit 9
55 39 Grammar Ask Your Friends #20(Pg.149) RI 1: Provide clear instruction Get Smart Year 3
Get it Right #21(Pg.150) of literacy components Unit 4
Where is it? #22(Pg.151) RI 3: Embed visual and verbal (pgs. 35-44)
56 40 Phonics Roll and Read 1,2,3 (Pre-A1, Low A1, & Mid A1) #10(Pg.139) RI 4: Encourage peer-assisted
#11(Pg.140) learning opportunities
#12(Pg.141) RI 7: Encourage collaborative
opportunities
122
Student
59 40-41 Skill: Listening Domino Story 1,2,3 (Pre-A1, Low A1, & Mid A1) #4(Pg.133) RI 1: Provide clear instruction
of literacy components Super Minds
#5(Pg.134)
#6(Pg135)
Student’s Book 1

60 42 Grammar How often do you…? #23(Pg.152) RI 1: Provide clear instruction Get Smart Year 3
of literacy components Unit 4
RI 3: Embed visual and verbal (pgs. 35-44)
61 43 Phonics N/A N/A RI 4: Encourage peer-assisted

opportunities
123
Thinking about Listening

CEFR
free time.
I can say what I do in my I can say what I do in my
free time. free time. I can speak in simple
I can identify familiar words I can speak in simple places I know.
and phrases. sentences about people and
places I know.



Scaffolding with vocabulary. Scaffolding with vocabulary.
Listening Activities
Student’s Book (p.37) Student’s Book (p.37) Student’s Book (p.37)
Running Dictation 1 Running Dictation 2 Running Dictation 3
DSKP: 1.2.1 Understand with DSKP: 1.2.1 Understand with DSKP: 1.2.1 Understand with
support the main idea of very support the main idea of simple support the main idea of short
simple phrases and sentences sentences simple texts

Student’s Book (p.38-39) Student’s Book (p.38-39) Student’s Book (p.38-39)
Whisper Game 1 Whisper Game 2 Whisper Game 3
support specific information support specific information support specific information
and details of very simple and details of simple sentences and details of short simple texts
phrases and sentences

Student’s Book (p.40-41) Student’s Book (p.40-41) Student’s Book (p.40-41)
Domino Story 1 Domino Story 2 Domino Story 3

(At Home) (My Day) (My Family)
DSKP: 1.2.2 Understand with DSKP: 1.3.1 Understand the DSKP: 1.2.2 Understand with
support specific information message the teacher or support specific information
and details of very simple classmate is communicating by and details of short simple texts
phrases and sentences using visual clues when they are
speaking.
124

syllables.
Phonics Activities
Student’s Book (p. 38) Student’s Book (p.38) Student’s Book (p. 38)
Phonics Wheel 1 Phonics Wheel 2 Phonics Wheel 3
/f/ (‘ff’ as in fluff) /aɪ/ (ie as in tie) /æ/ (a as in cat)
DSKP: 1.1.1 Recognise and DSKP: 1.1.1 Recognise and DSKP: 1.2.5 Understand a wide
reproduce with support a reproduce with support a range of short, supported
limited range of high range of high frequency target questions
frequency target language language phonemes
phonemes

Student’s Book (p. 40) Student’s Book (p. 40) Student’s Book (p. 40)
Roll and Read 1 Roll and Read 2 Roll and Read 3
/l/ (l as in love) /i:/ (ea as in beach) /e/ (e as in pen)

/l/ (‘ll’ as in ball) /ɪ/ (i as in pin)
DSKP: 1.1.1 Recognise and DSKP: 1.1.1 Recognise and DSKP: 1.1.1 Recognise and
reproduce with support a reproduce with support a reproduce with support a
limited range of high range of high frequency target range of high frequency target
frequency target language language phonemes language phonemes
phonemes
Printable Resource Printable Resource Printable Resource #12(Pg.141)
#10(Pg.139) #11(Pg.140)

Treasure Hunt Treasure Hunt Treasure Hunt
/s/ (s as in sun) /aɪ/ (ie as in tie) /o/ (as in hot)

/i:/ (ea as in beach) /^/ (u as in sun)
Students look for and Students look for and Students look for and
underline words ending with underline words with ‘ie’ and underline words with ‘o’ and
/s/ in Unit 4. ‘ea’ in Unit 4 ‘u’ in Unit 4
No printable resource No printable resource No printable resource
125

Give feedback.
Printable Resource #13 & Printable Resource #14 & Printable resource #15 & #16
#16 (Pg. 142 & 145) #16 (Pg.143 & 145) (Pg.144 & 145)

(Language Arts) (Language Arts) (Language Arts)
Odd One Out Odd One Out Odd One Out

(Pg.142) (Pg.143) (Pg.144)

(Language Arts) (Language Arts) (Language Arts)
Spell it Out Spell it Out Spell it Out

(Pg.142) (Pg.143) (Pg.144)


(Pg.142) (Pg.143) (Pg.144)
126

CEFR
free time.
I can say what I do in my I can say what I do in my
free time. free time. I can speak in simple
I can identify familiar words I can speak in simple places I know.
and phrases. sentences about people and
places I know.

Model with clear explana- Model with clear explana- Model with clear
tions. tions. explanations.



levels and get the more able are culturally contextualized expectations of given tasks.
Grammar
I've got / haven't got a Let’s (play the guitar). Good Prepositions of place: in/on
Have we got any…? idea. + place
Yes we have / no we haven't Where’s the (blue book)? Preposition + time
It’s in the (green bag). expression: on + days of the
Where are (the orange week; adverbs of frequency
books)? Adjectives, nouns
They’re in the (black bag).
Grammar Activities
Mix & Match: Have you got? Mix & Match: Let’s… Mix & Match 3: Where is it?
support specific information support the main idea of support the main idea of
and details of very simple simple sentences short simple texts

(Pg.146) (Pg.147) (Pg.148)
127

Grammar Activities
Ask your friends. Get it Right Where is it?
DSKP: 1.2.4 Understand DSKP: 1.2.2 Understand with DSKP: 1.2.5 Understand a
short basic supported support specific information wide range of short,
classroom instructions and details of simple supported questions
sentences

#20(Pg.149) #21(Pg.150) #22(Pg.151)
Review. Students can Review. Students can How often do you…?

choose to do one of the choose to do one of the
units’ activities again. units’ activities again.
Printable Resource
#23(Pg.152)
128

CEFR
I can identify familiar words I can understand the words I can understand days of the
and phrases. for the holidays and festivals week and months of the year.
during the school year.
I can use digital resources to I can use digital resources to
find information. I can use digital resources to find information.
find information.

Practice at Home
Vocabulary: All things green Vocabulary: I Spy Vocabulary: Charades
Call out things that are Play ‘I Spy’ with family Play Charades at home with
green in colour members on objects found your family members.
at home.
Create at Home
Watch a short celebration of Identify similarities between Create a monthly calendar of
your choice on YouTube/T- the celebration you listened activities you like to do
V/Internet or ask your family and watched to one that you during the celebrations
to show you an old video or your family
capture of a festival or cele- celebrate/observe
bration and draw a picture
about it
App Time
ESLExpat LearnEnglish Kids: Playtime Randall’s ESL Cyber
by British Council Listening Lab
Free Trial
This website has activities Download the app and Quiz on listening skills on
such as drawing dictation to spend 30 minutes looking celebrations
improve listening skills through the activities.
Practice speaking.
129
Year 1
Printable Resource # 1 (Pre-A1 Running Dictation & Whisper Game) Unit 4
Pgs. 46-57
LS: 1.2.1
Activity Suggestion
SOW 49:
1. Teacher pastes words on the wall at the back of the class.
3. Student A reads and memorises the key words and goes to say the words to Student B.
4. Student B writes the words down.
5. Students then swap roles and repeat Steps 3 - 4.
SOW 54:
1. Get students to sit in a circle.
2. Student A reads a sentence silently and whispers it to student B.
3. Student B listens and repeats the sentence to student C and so on.
4. The last student shares the sentence with the group and compares it with the original sentence.
Take out your Pass me a pen.

books.
Sit at your desk. There’s a rat.
Have you got a The kite is on

ruler? the desk.
The butterfly I like computer

is under the car. games.
130
Year 2
Printable Resource # 2 (Low A1 Running Dictation & Whisper Game) Unit 9
Pgs. 106-117
LS: 1.2.1
Activity Suggestion
SOW 49:
SOW 54:
I like listening She watches TV

to music. every night.
My mum has long On Saturdays, I wake

curly hair. up late and then I
brush my teeth.
How many bedrooms

There is a big sofa
does your house in the living room.
have?
She eats ice-cream

They like to dance.
in the dining room.
I like to read books My house has 3

and do karate. bedrooms.
131
Year 3
Printable Resource # 3 (Mid A1 Running Dictation & Whisper Game) Unit 4
Pgs. 35-44
LS: 1.2.1
Activity Suggestion
SOW 49:
SOW 54:
We like to pick My dad drives to

flowers and play work but I take the
in the sun. bus to school.
My mum takes the

train to work and Firefighters put out
I walk to school. fires.
I want to go skiing The trees are really

in the winter. pretty in autumn.
Every morning, I I like to go camping

wake up, have a in the forest. We
shower and brush my make a fire and look
teeth. at the stars.
I like lifeguards
My mum has long
because they save curly blonde hair.
people.
132
Year 1
Printable Resource # 4 (Pre-A1 Domino Story) Unit 4
Pgs. 46-57
LS: 1.2.2
Activity Suggestion
1. Put students in groups of 3.

2. Student A selects the first picture and describes it.
3. Student B selects the next picture to describe but the picture and description must continue from
the first picture.
4. Student C continues with third picture card that continues from Student B.
5. Steps 2 - 4 are repeated until all picture cards are described to make a whole story.
133
Year 2
Printable Resource # 5 (Low A1 Domino Story) Unit 9
Pgs. 106-117
LS: 1.3.1
Activity Suggestion

2. Student A begins with what he/she does first thing in the morning (wake up at 7am).
3. Student B continues (wake up at 7 am, take a bath).
4. Student C continues by repeating the activities and adds one activity
(wake up at 7am, take a bath, have breakfast).
5. Students continue in their groups for 3 minutes or until they have completed an entire day of activities.
134
Year 3
Printable Resource # 6 (Mid A1 Domino Story) Unit 4
Pgs. 35-44
LS: 1.2.2
Activity Suggestion

2. Student A picks up a question card and asks Student B.
3. Student B listens and answers and then picks up the next question card to ask Student A.
4. Student A and Student B take turns to ask, listen and answer questions till all questions are answered.
135
Year 1
LS: 1.1.1
Activity Suggestion

Words with
/f/
Bottom Wheel
stu
ff
flu
ff
bluff cliff
sta
iff
sn
ff
136
Year 2
Printable Resource # 8 (Low-A1 Phonics Wheel) Phonics
LS: 1.1.1
Activity Suggestion

Words with
/ aɪ/
Bottom Wheel
ail
ta
sn
il
nail rail
ain
rai
tr
137
Year 3
Printable Resource # 9 (Mid-A1 Phonics Wheel) Phonics
LS: 1.1.1
Activity Suggestion

Words with
/æ/
Bottom Wheel
fla
t
ca
t
chat stand
k
han
ac
sn
138
Year 1
LS: 1.1.1
Activity Suggestion
Roll and Read: ‘l’ and ‘ll’
bull lid call
lot mill like
tall lick well
lad well lord
ball lie mill
lug bill late
139
Year 2
LS: 1.1.1
Activity Suggestion
Roll and Read: ‘ea’
beach neat sea beat clean
pea bead seam eats flea
weak heat dean bean team
each meat beast gleam bleak
freak yeast wheat peat tea
pea seam gleam beach eats
140
Year 3
Printable Resource # 12 (Mid A1 Roll and Read) Phonics
LS: 1.1.1
Activity Suggestion
Roll and Read: ‘i’ and ‘e’
hit hen mit when den
pen ten lit send then
bit sip grip went trend
den when mit hen hit
then lit send ten pent
dent beds hens grip sip
141
Year 1
Pgs. 46-57
Activity Suggestion
Memory Spell it Out

1. Students view My Words for 20 seconds and flip it over. 1. Put students in pairs.
2. Students then use Vocab Memorising Game Template to 2. Student A says a word from My Words.
write and/or draw what they remember from My Words. 3. Student B writes the word down and checks spelling using the My Words.
4. Student A and B take turns to spell words and check the spelling (self-assessment).
142
Year 2
Pgs. 106-117
Activity Suggestion
Memory Spell it Out

143
Year 3
Pgs. 35-44
Activity Suggestion
Memory Spell it Out

143
144
Year 1
Printable Resource # 16 (Memorising Game Template) Unit 4
Pgs. 46-57
LS: 1.2.2
Activity Suggestion
Memory
1. Students view My Words 1 for 20 seconds and flip it over.
2. Students then use Vocab Memorising Game Template to write and/or draw what they remember from My Words.
145
Year 1
Printable Resource # 17 (Pre-A1 Mix and Match) Unit 4
Pgs. 46-57
LS: 1.2.2
Activity Suggestion

2. Each student gets a different Mix and Match worksheet.
3. Student A asks Student B 'Have you got any / some / a…?’ and Student B answers.
4. Student B then repeats the action with Student A.
5. Steps 3 and 4 are repeated until all matches are complete.
146
Year 2
Printable Resource # 18 (Low A1 Mix and Match) Unit 9
Pgs. 106-117
LS: 1.2.1
Activity Suggestion

2. Each group gets a set of pictures.
3. Each student in the group takes turns to select a picture and suggests ‘Let’s play…’, ‘Let’s eat…’, or ‘Let’s..’ (depending on the picture selected).
4. Students continue until all pictures are used.
147
Year 3
Printable Resource # 19 (Mid A1 Mix and Match) Unit 4
Pgs. 35-44
LS: 1.2.1
Activity Suggestion
1. Put students in small groups. For example:

2. Each group gets a set of pictures. Picture of a bag.
3. Students take turns to select a picture and use the correct phrase to make Correct phrase: It’s on the bag or They’re in the bag.
a complete sentence. Incorrect phrase: She’s at the bag
148
Year 1
Printable Resource # 20 (Pre-A1 Have you got..?) Unit 4
Pgs. 46-57
LS: 1.2.4
Activity Suggestion
1. Each student takes turns to ask 3 of their friends the given questions.
2. Upon getting the answer from each friend, they must write 'yes' or 'no' in the space provided.
149
Year 2
Printable Resource # 21 (Low A1 Get it Right) Unit 9
Pgs. 106-117
LS: 1.2.2
Activity Suggestion

2. Student A selects a sentence strip and reads the positive sentence.
3. Student B listens and changes it to a negative using ‘not’ in the correct place.
4. Pairs then take turns to ask and answer until all sentence strips are used.
. . . .
. .
. . .
.
. . .
. . . .
150
Year 3
Printable Resource # 22 (Mid A1 Spot On) Unit 4
Pgs. 35-44
LS: 1.2.5
Activity Suggestion

2. Each group gets a set of questions and a set of picture cards (face down) placed in the
centre of the group.
3. Student A pick a question card and reads out the question (For example: “Where is
the old blue book?”).
4. The 3 other students have to open the picture cards one at a time
until they find correct picture that answers the question (For example: The picture
of an old blue book on a table).
5. The student who has the correct picture answers in complete sentence
(For example: “The old blue book is on the table”).
6. The picture cards are gathered and placed back in the centre (face down).
7. Student B then selects the next question and the game goes on till all questions are
asked and answered.
151
Year 3
Printable Resource # 23 (Mid A1 How Often..?) Unit 4
Pgs. 35-44
LS: 1.2.5
Activity Suggestion

2. Each pair cuts up and make the adverbs of frequency dice.
3. Student A rolls the dice and based on the results, asks Student B ‘How often do you…?’
questions using the Vocabulary Mat from Unit 2.
5. Steps 3 - 4 are repeated till all adverbs have been utilised.
How often do you..?
152
UNIT 5: Eating
Right
Overview
CEFR Level DSKP Main Skill (Reading & Writing) Vocabulary Phonics Grammar
Pre-A1 3.1.2 Recognise and sound out with support sausage, carrot(s), /dʒ/ (j as in juice) I've got/ haven't got a
beginning, medial and final sounds in a word broccoli, long bean(s), …
steak, mushroom(s), /v/ (v as in vet) Have we got any…?
3.1.3 Blend phonemes (CVC, CCVC) corn, orange(s), Yes, we have. /
pear(s), pepper(s), /w/ (w as in water) No, we haven't.
3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) peach(es),
vegetable(s) /ks/ (x as in box)
3.2.2 Understand specific information and details of
very simple phrases and sentences /j/ (y as in you)
4.3.1 Use capital letters appropriately in personal and /z/ (z as in zip)

place names
Low A1 3.1.2 Recognise and sound out with some support jeans, sweater, jacket, /ɔɪ/ (oi as in soil) Do you like this
beginning, medial and final sounds in a word skirt, shorts, cap, (hat)/these (shoes)?
shoes, socks, t-shirt, /ɜ:/ (ir as in girl) Yes, I do./No, I don’t.
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) trousers, trainers, (Olivia’s) wearing (a
helmet /u:/ (ue as in glue) red sweater).
3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV) Is he/she wearing (a
blue T-shirt)?
3.2.2 Understand specific information and details of Yes he/she is. / No,
simple sentences he/she isn’t.
4.3.1 Use capital letters and full stops appropriately in

guided writing at sentence level
4.3.2 Spell a narrow range of familiar high frequency

words accurately in guided writing
Mid A1 3.2.3 Guess the meaning of unfamiliar words from chocolate, pineapple, /ð/ (th as in this ) Countable &
clues provided by visuals and the topic coconut, onions, uncountable nouns
biscuits, ice-cream, / / (th as in three) Some (countable &
3.2.2 Understand specific information and details of pancake, peas, uncountable)
short simple texts cheeseburger, / / (sh as in shoes) Any: countable and
omelette, noodles, uncountable nouns in
4.2.3 Give simple directions soup, / / (ch as in cheese) questions
Imperatives (cooking
4.3.2 Spell an increased range of familiar high directions)
frequency words accurately in guided writing Some & Any:
Questions and
negatives
154
Student
65 49 Phonics Word Wheel (Pre-A1, Low A1, & Mid A1) #10 & #11 RI 1: Provide clear instruction
(Pg.173 & 174) of literacy components
#12 (Pg.175) RI 4: Encourage peer-assisted
66 49 Grammar I’ve got / I haven’t got #21 & #24 RI 1: Provide clear instruction
Do you like this...? (Pg.184 & 187) of literacy components
#25(Pg.188)
Super Minds Student’s
Countable & Uncountable Nouns RI 3: Embed visual and verbal Book 1
#23 & #26 resources in lessons to
(Pg.186 & 189) support student learning Year 1 Unit 4
(pgs. 46-57)
learning opportunities Super Minds Student’s
Book 1
67 50-51 Skill: Reading & CVC Flashcards #1(Pg.164) RI 1: Provide clear instruction Year 2 Unit 7
Writing CCVC Flashcards #2(Pg.165) of literacy components
(pgs. 82-93)
Matching Activity #3(Pg.166) RI 4: Encourage peer-assisted
learning opportunities Get Smart
68 51 Phonics Roll and Read (Pre-A1, Low A1, & Mid A1) #14 & #15 RI 1: Provide clear instruction
(Pg.177 & 178) of literacy components
69 - Grammar Have we got any...? #27(Pg.190) RI 1: Provide clear instruction

She’s wearing... #28(Pg.191) of literacy components
Have you got any...? #23(Pg.186) RI 3: Embed visual and verbal
155
Student
70 52-53 Vocabulary Word Mat (Pre-A1, Low A1, & Mid A1) #21(Pg.184) RI 3: Embed visual and verbal
71 53 Grammar Have you got any...? #29(Pg.192) RI 1: Provide clear instruction
Guess Who? #28(Pg.191) of literacy components Super Minds Student’s
RI 3: Embed visual and verbal Book 1
resources in lessons to Year 1 Unit 4
Book 1
(pgs. 82-93)
72 55 Skill: Reading and Drawing #4(Pg.167) RI 1: Provide clear instruction
Reading & Reading and Drawing #5(Pg.168) of literacy components Get Smart
Writing Reading and Drawing #6(Pg.169) Year 3 Unit 6
73 55 Vocabulary Word Mat (Pre-A1, Low A1, & Mid A1) #21(Pg.184) RI 3: Embed visual and verbal
156
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
75 57 Vocabulary Word Mat (Pre-A1, Low A1, & Mid A1) #2(Pg.165) RI 3: Embed visual and verbal
76 54 Phonics Four in a Row #18(Pg.181) RI 1: Provide clear instruction
Four in a Row #19(Pg.182) of literacy components Super Minds Student’s
Four in a Row #20(Pg.183) RI 4: Encourage peer-assisted Book 1
Book 1
78 - Skill: Reading and Drawing #7(Pg.170) RI 1: Provide clear instruction Year 2 Unit 7
Reading & Reading and Drawing #8(Pg.171) of literacy components
Writing (pgs. 82-93)
Reading and Drawing #9(Pg.172) RI 3: Embed visual and verbal
resources in lessons to Get Smart
Year 3 Unit 6
157
Thinking about Reading and Writing

CEFR
I can identify familiar words I can read and understand I can understand short notes,
and phrases. names of food and drinks messages and simple
with the help of pictures, e.g. notices.
I can write words for apple, milk.
different foods and for the I can write about which food
clothes we wear. I can write about my and drinks I like/dislike in
clothing in simple, short simple, short sentences
I can read short sentences. sentences, using given using given pictures and
pictures and words, words,
I can match words and e.g. I am wearing a green e.g. I like spaghetti/I don’t
sentences with pictures. pullover. like coffee.
I can read short sentences. I can follow short, simple

written directions.



Reading and Writing Activities

Student’s book pg. 50-51 Student’s book pg. 50-51 Student’s book pg. 50-51
CVC Flashcards CCVC Flashcards Matching Activity

(segmenting) (segmenting)
DSKP 3.2.3 Guess the
DSKP: 3.1.4 Segment DSKP: 3.1.4 Segment meaning of unfamiliar
phonemes (CVC, CCVC) phonemes (CVC, CCVC, words from clues provided
CVCV, CCV) by visuals and the topic
Printable Resources #1 Printable Resources #2 Printable Resource #3
(Pg.164) (Pg.165) (Pg.166)
Student’s book pg. 55 Student’s book pg. 55 -56 Student’s book pg. 55
Reading and Drawing Reading and Drawing Reading and Drawing
DSKP: 3.2.2 Understand DSKP: 3.2.2 Understand DSKP 3.2.2 Understand

specific information and specific information and specific information and
details of very simple details of simple sentences details of short simple texts
(Pg.167) (Pg.168) (Pg.169)
No Student’s book page. No Student’s book page. No Student’s book page.
Roll and write Roll and write Roll and Write Pancake
Bingo!
DSKP: 4.3.1 Use capital DSKP: 4.3.1 Students use
letters appropriately in capital letters and full stops DSKP: 4.2.3 Give simple
personal and place names appropriately in guided directions
writing at sentence level.
(Pg.170) (Pg.171) (Pg.172)
158

Phonics Activities
Student’s book page 49 Student’s book page 49 Student’s book page 49
/d / (j as in juice) / / (oi as in soil) /ð/ (th as in this)
/v/ (v as in view)
DSKP: 3.1.2 Recognise and DSKP: 3.1.2 Recognise and
DSKP: 3.1.2 Recognise and sound out with support sound out with support
sound out with support beginning, medial and final beginning, medial and final
beginning, medial and final sounds in a word sounds in a word
sounds in a word 3.1.3 Blend phonemes (CVC, 3.1.3 Blend phonemes (CVC,
DSKP 3.1.3 Blend phonemes CCVC, CVCV, CCV) CCVC, CVCV, CCV)
(CVC, CCVC)
Printable Resource #10 & Printable Resource # 12 Printable Resource # 13
#11(Pg.173 & 174) (Pg.175) (Pg.176)
/w/ (w as in water) / :/ (ir as in girl) // (th as in think)

/ju:/ (y as in young)
Printable Resource #14 & 15 Printable Resource #16 Printable Resource #17
(Pg.177 & 178) (Pg.179) (Pg.180)

Four in a Row Four in a Row Four in a Row

/ks/ (as in box) /t / (ch as in chair)
/z/ (as in zip) /u:/ (as in glue) / / (sh as in sheep)
DSKP: 3.2.3
ii) Identify and remember DSKP: 3.2.3 DSKP: 3.2.3
high frequency sound and ii) Identify and remember ii) Identify and remember
letter patterns high frequency sound and high frequency sound and
letter patterns letter patterns
(Pg.181) (Pg.182) (Pg.183)
159

Give feedback.

(Pg.184) (Pg.185) (Pg.186)

Student book pg 55 Student book pg 55 Student book pg 55

(Pg.184) (Pg.185) (Pg.186)

(Pg.184) (Pg.185) (Pg.186)
160

CEFR
I can identify familiar words I can read and understand I can understand short notes,
and phrases. (A1) names of food and drinks messages and simple notices.
with the help of pictures, e.g.
I can write words for differ- apple, milk. (A1) I can write about which food
ent foods and for the clothes and drinks I like/dislike in
we wear. I can write about my clothing simple, short sentences using
in simple, short sentences, given pictures and words,
I can read short sentences. using given pictures and e.g. I like spaghetti/I don’t like
words, coffee.
I can match words and e.g. I am wearing a green
sentences with pictures. pullover. I can follow short, simple
written directions.
I can read short sentences.
I can write simple instructions.

Model with clear explana- Model with clear Model with clear explana-
tions. explanations. tions.



Provide opportunities for Provide opportunities for
Provide opportunities for students to engage in role students to engage in role
students to engage in role play and information gap play and information gap
play and information gap activities. activities.
activities. Scaffolding with vocabulary. Scaffolding with vocabulary.
Use supporting materials that Set clear goals and expecta-
Scaffolding with vocabulary. are culturally contextualized tions of given tasks
Assign pairs of different Grammar
I've got/ haven't got a … Do you like this (hat)/these Countable & uncountable nouns
Have we got any…? (shoes)? Some (countable & uncountable)
Yes, we have / Yes, I do./No, I don’t. Any: countable and uncountable
No, we haven't (Olivia’s) wearing (a red nouns in questions
sweater). Imperatives (cooking directions)
Is he/she wearing (a blue Some & Any: Questions and
negatives
Grammar Activities
Do you like this (hat)/these Any: countable &
I've got / haven't got a (shoes)? uncountable nouns in
…sentence using My Words Yes, I do./No, I questions using My Words
don’t…sentences
Printable Resource #21 & Printable Resource #25 Printable Resource #23 & 26
#24 (Pg.184 & 187) (Pg.188) (Pg.186 & 189)
No Student book page for No Student book page for No Student book page for
this SOW this SOW this SOW
Have we got any…? She’s wearing… Students use Printable

Resource #23 (Pg.186) to
Printable Resource #27 Printable Resource #28 ask and answer questions
(Pg.190) (Pg.191) using ‘Have you got any /
some…?’
161

Grammar Activities
Guess who?
Have you got any…? Using Printable Resource Review. Students write
#28(Pg.191), students take their own recipe with
Printable Resource #29 turns to think of a person in instructions on how to cook
(Pg.192) the pictures and then ask a meal.
questions to guess who
their partners are thinking
of. For example ‘Is he
wearing a blue shirt?’
162

CEFR
I can match words and I can read the words for the I can understand simple
sentences with pictures. clothes that I know and the stories and shorter texts with
food that I like and don’t like. the help of pictures and
I can use digital resources to drawings.
find information. I can use digital resources to
find information. I can use digital resources to
find information.

Practice at Home
Vocabulary & Phonics Draw a picture of a room Simple Comprehension &
Practice with lots of clothes from Guessing words from
this unit (e.g. shorts, t-shirt, context
Students play I Spy with skirt, cap, shoes, etc.) Label
their parents or siblings at the words. Read a book from the
library with your parents.
Create at Home
Draw a picture of a room with Send a photo with your Write and draw a simple
as many of the food words clothes list or a short video recipe of your favourite dish.
from this unit in as possible. to your teacher of your
Label the words. favourite clothes or clothes Make a video of you helping
found at home. your parents preparing food
Send a photo of your food list in the kitchen or of you
or a short video to your learning how to cook or bake.
teacher of food found at
App Time
Channel)
https://www.kidsacademy.m https://www.educationalapp
obi/ store.com/app/toca-life-wor
ld
This channel has songs and Gamifying learning for 30 Children visit and explore
raps that children can sing minutes a day to develop places (shopping mall, food
along with and add their skills and children can use court) and can write stories
new words to. on their own (self-directed). using different characters at
these places.
163
Year 1
Printable Resource # 1 (Pre-A1 Segmenting Flashcards) Unit 4
Pgs. 46-57
LS: 3.1.4
Activity Suggestion

2. Student A matches one of the pictures to the right word.
4. Once the matches have been completed, students take turns to point to a picture and ask their partner to say and then sound out the word.
(For example: ‘box; b – o – x’).
5. Step 4 is repeated until all pictures and matching words have been sounded out.
164
Year 2
Printable Resource # 2 (Low A1 Segmenting Flashcards) Unit 7
Pgs. 82-93
LS: 3.1.4
Activity Suggestion

2. Student A matches one of the pictures to the right word.
4. Once the matches have been completed, students take turns to point to a picture and ask their partner to say and then sound out the word.
(For example: ‘skip: s – k – i - p’).
5. Step 4 is repeated until all pictures and matching words have been sounded out.
.
165
Year 3
Printable Resource # 3 (Mid A1 Matching Worksheet) Unit 6
Pgs. 55-64
LS: 3.2.3
Activity Suggestion

2. Student A reads a sentence and matches it to the right picture.
4. Steps 2 - 3 are repeated till all matches are complete.
5. When they have finished, students should use the vocabulary mats
from this unit and previous units to create their own sentences and pictures for their friends to guess.
166
Year 1
Printable Resource # 4 (Pre-A1 Reading & Drawing) Unit 4
Pgs. 46-57
LS: 3.2.2
Activity Suggestion

2. Student A reads out a sentence and then draws a picture that represents the sentence.
4. Steps 2 - 3 are repeated until pictures have been drawn for all sentences.
Fast finishers can write their own simple sentence and then ask their partners to draw what they have written.
The book is
in the bag.
The cat is
under the desk.
The butterfly is
on the car.
This is a pencil.
It is on the desk.
167
Year 2
Printable Resource # 5 (Low A1 Reading & Drawing) Unit 7
Pgs. 82-93
LS: 3.2.2
Activity Suggestion

There is a sofa
in the living room.
There are 3 books

on the bed in the
bedroom.
My sister likes
playing badminton
and dancing.
My brother likes
to play computer
games in the
living room.
168
Year 3
Printable Resource # 6 (Mid A1 Reading & Drawing) Unit 6
Pgs. 55-64
LS: 3.2.2
Activity Suggestion

Every morning,
I have a shower,
brush my teeth,
and then get
dressed.
At the weekends,
I do karate and
play football. My
karate teacher has
curly blonde hair.
169
Year 1
Printable Resource # 7 (Pre-A1 Roll and Write) Unit 4
Pgs. 46-57
LS: 4.3.1
Activity Suggestion

2. Student A rolls the dice and reads the sentence that corresponds to the number on the dice.
3. Student A then re-writes the sentence in their notebooks with the correct capitalisation.
4. Student B then rolls the dice and repeats Steps 2 -3.
5. Steps 2 - 4 are repeated until all sentences are completed.
Fast finishers can draw a picture that represents the sentence in their notebooks.
170
Year 2
Printable Resource # 8 (Low A1 Roll and Write) Unit 7
Pgs. 82-93
LS: 4.3.1
Activity Suggestion

3. Student A then re-writes the sentence in their notebooks with the correct capitalisation.
4. Student B then rolls the dice and repeats Steps 2 -3.
5. Steps 2 - 4 are repeated until all sentences are completed.
Fast finishers can draw a picture that represents the sentence in their notebooks.
171
Year 3
Printable Resource # 9 (Mid A1 Roll and Write Pancake Bingo) Unit 6
Pgs. 55-64
LS: 4.2.3
Activity Suggestion
1. Put students in pairs. 08086022052137

2. Student A rolls the dice and based on the results, re-writes the sentence in the correct order
into their answer sheet.
4. If a student rolls the same number on their next go, they must pass the dice to the next player.
5. Step 2 - 3 are repeated and the first student to complete the instructions for making a pancake is the winner.
172
Year 1
LS: 3.1.2
Activity Suggestion

Words beginning with

/ /
//
Bottom Wheel
je
ce
an
jui
s
jet jam
jum
r
ja
173
Year 1
LS: 3.1.2
Activity Suggestion


/v/
Bottom Wheel
ve
t
ve
rb
video vest
it
van
vis
174
Year 1
LS: 3.1.2
Activity Suggestion

Words with
/oi/ sound
Bottom Wheel
co
il
so
in
coil foil
joi
il
bo
175
Year 1
LS: 3.1.2
Activity Suggestion


/ /
Bottom Wheel
th
is
em
th
then that
e
er
the
th
176
Year 1
Printable Resource # 14 (Pre-A1 Roll and Read) Unit 4
Pgs. 46-57
LS: 3.1.3
Activity Suggestion
177
Year 1
Pgs. 46-57
LS: 3.1.3
Activity Suggestion
178
Year 2
Printable Resource # 16 (Low A1 Roll and Read) Unit 7
Pgs. 82-93
LS: 3.1.3
Activity Suggestion
179
Year 2
Printable Resource # 17 (Mid A1 Roll and Read) Unit 7
Pgs. 82-93
LS: 3.1.3
Activity Suggestion
180
Year 1
Printable Resource # 18 (Pre-A1 Four in a Row) Unit 4

Pgs. 46-57
LS: 3.2.3
Activity Suggestion

2. Student A reads a word. If the group agrees that the word was read correctly, Student A can
cover it with a counter.
box fox wax exam mix six zoo
zoom zero zinc zap zebra zone zip
fix ox zit crux box fox wax
exam mix six zoo zoom zero zinc
zap zebra zone zip fix ox zit
crux box fox wax exam mix six
181
Year 2
Printable Resource # 19 (Low A1 Four in a Row) Unit 7

Pgs. 82-93
LS: 3.2.3
Activity Suggestion

2. Student A reads a word. If the group agrees that the word was read correctly, Student A
can cover it with a counter.
.
glue rue sue true cue due blue
sued cued value argue issue undue blues
clues venue glue rue sue true cue
due blue sued cued value argue issue
undue blues clues venue glue rue sue
true cue due blue sued cued value
182
Year 3
Printable Resource # 20 (Mid A1 Four in a Row) Unit 6

Pgs. 55-64
LS: 3.2.3
Activity Suggestion

2. Student A reads a word. If the group agrees that the word was read correctly, Student A
can cover it with a counter.
church chair cheap share sheep shoot shy
chap chat chart beach chop inch each
pouch porch fetch itch hunch torch chime
chess chalk she ash rash shin wash
push slush smash crash crush fish shine
shade shirt sharp clash brush flesh shape
183
Year 1
Pgs. 46-57
Activity Suggestion

2. Using My Words, students take turns to look at a word and say it out loud, cover the word and write the word in their exercise book.
3. Once completed, students exchange exercise books to check the spelling of the words from My Words.
184
Year 2
Pgs. 82-93
Activity Suggestion

185
Year 3
Pgs. 55-64
Activity Suggestion

186
Year 1
Printable Resource # 24 (Pre-A1 Grammar Worksheet) Unit 4
Pgs. 46-57
What have
Activity Suggestion you got..?
1. In class, students compare My Words 1 and Grammar Worksheet 1 and write a sentence for each item they have and haven’t got.
2. If it is on My Words that means they do have it.
187
Year 2
Printable Resource # 25 (Low A1 Grammar Worksheet) Unit 7
Pgs. 82-93
Do you like..?
Activity Suggestion
1. Put students in pair.

2. Students take turns choosing an item and writing down whether they like it or not
(For example: Do you like these shoes? Yes, I do) until all items are covered.
188
Year 3
Printable Resource # 26 (Mid A1 Grammar Worksheet) Unit 6
Pgs. 55-64
Do you have
Activity Suggestion any/some..?
1. In class, students compare My Words and Grammar Worksheet 3 and write a sentence for each item they have and haven’t got.
2. If it is on My Words then they do have it.
189
Year 1
Printable Resource # 27 (Pre-A1 Grammar Matching Worksheet 1) Unit 4
Pgs. 46-57
Have we got..?
Activity Suggestion
1. In class, students match the questions and answers.

2. Students then write down the matching questions and answers.
190
Year 1
Printable Resource # 28 (Low A1 She’s Wearing..) Unit 4

Pgs. 46-57
LS: 3.2.3
Activity Suggestion

2. Students take turns to say what each of the people are wearing.
3. They then write sentences in their notebooks.
191
Year 2
Pgs. 82-93
Have you
Activity Suggestion got..?

2. Students write 6 words from their My Words mat for this unit. These are the words they are searching for to get Bingo.
3. All the pictures are cut out and put into a bag or envelope.
4. Students take turns to take one picture each until all the pictures are gone. They must keep their cards a secret.
5. Students then ask each other for the pictures they need to make bingo.
Have you got any...? Have you got any...? Have you got any...? Have you got any...?
Yes, I have. Yes, I have. Yes, I have. Yes, I have.
No, I haven’t. No, I haven’t. No, I haven’t. No, I haven’t.
192
UNIT 6:
Getting
Around
Overview

Pre-A1 2.1.1 Give very basic personal information using diamond, long, short, /kw/ (qu as in queen) His, her, he, she
fixed phrases favourite, new, old, /ʧ/ (ch as in chips) What's his / her
beautiful, ugly, small, /ʃ/ (sh as in ship) name?
2.1.2 Find out about very basic personal information fish, bird, boat /θ/ (th as in thin) His / her name is…
using fixed phrases What's his / her
favourite…?
2.1.3 Express basic likes and dislikes How old is he / she?
Adjective sentences
2.1.4 Greet, say goodbye, and express thanks using (a big green ball, a
suitable fixed phrases long blue train etc.)
2.1.5 Name or describe objects using suitable words • Simple adjectives
from word sets (big, old, new, small,
ugly, short etc.)
Low A1 2.1.2 Find out about personal information by asking hot, sunny, cold, /ɔ:/ (aw as in draw) Let’s (play the guitar).
basic questions snowing, raining, /w/ (wh as in white) Good idea.
cloudy, sea, hill, map, /f/ (ph as in phone) Where’s the (blue
Give simple personal information using basic lake, forest, country book)?
2.1.1 statements It’s in the (green bag).
Where are (the
Keep interaction going in short exchanges by orange books)?
2.2.1 using suitable non-verbal responses They’re in the (black
bag).
2.1.3 Give a short sequence of basic instructions
2.1.5 Describe objects using suitable words and
phrases
Mid A1 2.1.3 Give a short sequence of basic directions duck, horse, sheep, Plural word endings Imperative statements
goat, mouse, cow, /s / (s as in books) (positive & negative)
2.1.5 Describe people and objects using suitable wolf, rubbish bin, /z/ (s as in bags)
words and phrases mobile phone, library, /ɪz/ (es as in boxes) Descriptive language
museum, swimming (present simple);
2.1.2 Find out about and describe everyday routines pool Prepositions
Question forms;
2.1.4 2.1.4 Ask about, make and respond to simple Making invitations:
predictions Would you like to
come?
Gerunds (verb + ing)

used as a noun
194
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy

My words 2 LowA1 support student learning
#22(Pg.225)
My words 3 Mid A1 #23(Pg.226) RI 4: Encourage peer-assisted
Memorising Game Template learning opportunities
82 59 Skill Flash Card (Fixed Phrases 1) Pre-A1 #1(Pg.204) RI 4: Encourage peer-assisted

Flash Card (Question Prompts 1) Low A1 #2(Pg.205) learning opportunities Super Minds Student’s
Flash Card (Question Prompts 2) Mid A1 #3(Pg.206) Book 1 Year 1
small-group learning Unit 2
(pgs. 22-33)
83 60-61 Phonics Sound Bingo ‘qu’ Pre-A1 #10(Pg.213) RI 1: Provide clear instruction
Phonics Wheel ‘qu’ Pre-A1 #11(Pg.214) of literacy components Super Minds Student’s
Sound Bingo ‘aw’ Low A1 #12(Pg.215) RI 3: Embed visual and verbal Book 1 Year 2
Phonics Wheel ‘aw’ Low A1 #13(Pg.216) resources in lessons to Unit 9
Sound Bingo ‘s’ Mid A1 #14(Pg.217) support student learning (pgs. 106-117)
Phonics Wheel ‘s’ Mid A1 #15(Pg.218)
RI 4: Encourage peer-assisted Get Smart Year 3
Phonics Wheel Template #19(Pg.222) learning opportunities Unit 7
84 131 Grammar Word Bingo 1 Pre-A1 #28(Pg.231) RI 4: Encourage peer-assisted

Word Bingo 2 Low A1 #29(Pg.232) learning opportunities
Word Bingo 3 Mid A1 #30(Pg.233)
85 -
86 61 Vocabulary My words 1 Pre-A1 #20(Pg.223) RI 4: Encourage peer-assisted

My words 2 LowA1 #21(Pg.224) learning opportunities
#22(Pg.225)
My words 3 Mid A1 #24(Pg.227) RI 7: Encourage collaborative
Spell it Out small-group learning
195
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
87 61 Skil Flash Card (Fixed Phrases 2) Pre-A1 #4(Pg.207) RI 3: Embed visual and verbal
Flash Card (Question Prompts 3) Low A1 support student learning
#6(Pg.209)
Flash Card (Question Prompts 4) Mid A1
88 62 Phonics Roll and Read ‘ch’ Pre-A1 #16(Pg.219) RI 1: Provide clear instruction
Roll and Read ‘wh’ Low A1 #17(Pg.220) of literacy components Super Minds Student’s
Roll and Read ‘z’ Mid A1 #18(Pg.221) RI 4: Encourage peer-assisted Book 1 Year 1
learning opportunities Unit 2
(pgs. 22-33)
Book 1 Year 2
89 131 Grammar Picture Mat 1 Pre-A1 #31(Pg.234) RI 3: Embed visual and verbal Unit 9
Picture Mat 2 Low A1 #32(Pg.235) resources in lessons to (pgs. 106-117)
#33(Pg.236)
Picture Mat 3 Mid A1
RI 4: Encourage peer-assisted Get Smart Year 3
learning opportunities Unit 7
90 - N/A

My words 2 Low A1 support student learning
#22(Pg.225)
My words 3 Mid A1
Domino Gap 1 Pre-A1 #26(Pg.229) learning opportunities
Domino Gap 1 Low A1 #27(Pg.230)
Domino Gap 1 Mid A1 small-group learning
196
Student
92 65 Skil Flash Card (Word Set 1) Pre-A1 #7(Pg.210)

Flash Card (Word Set 2) Low A1 #8(Pg.211)
#9(Pg.212)
Flash Card (Word Set 3) Mid A1
93 66-67 Phonics Treasure Hunt (students use Year 4 textbook) Unit 6 RI 4: Encourage peer-assisted
RI 7: Encourage collaborative Book 1 Year 1
(pgs. 22-33)
94 64 Grammar Magic Bag 1 Pre-A1 #34(Pg.237) RI 1: Provide clear instruction
Magic Bag 2 Low A1 #35(Pg.238) of literacy components Super Minds Student’s
Magic Bag 3 Mid A1 #36(Pg.239) Encourage collaborative Book 1 Year 2
RI 7:
(pgs. 106-117)
95 - N/A
96 - N/A Get Smart Year 3
Unit 7
(pgs. 65-74)
197
Thinking about Speaking

CEFR
I can give such information Can describe him/herself, I can describe places and
as my age, my address, my what he/she does and where objects related to my
telephone number and my he/she lives. everyday life.
nationality..

Turn taking Responding appropriately Asking questions to continue
Deliver small group while listening conversations
instruction effectively Peer-assisted learning in Students practice the
pairs or small cooperative activities in pairs for 15
groups minutes
DSKP: 12.1.1 Give very basic DSKP: 2.1.2 Find out about DSKP: 2.1.2 Find out about
personal information using personal information by and describe everyday
fixed phrases asking basic questions routines
2.1.2 Find out about very 2.1.1 Give simple personal
basic personal information information using basic
using fixed phrases statements
Flash cards
(question prompt 2)
Flash cards Flash cards Printable Resource # 3
(question prompt 2) (question prompt 2) (Pg.206)
Printable Resource # 1 Printable Resource # 2
(Pg.204) (Pg.205)

DSKP: 2.1.4 Greet, say DSKP: 2.2.1 Keep interaction DSKP: 2.1.3 Give a short
goodbye, and express thanks going in short exchanges by sequence of basic directions
using suitable fixed phrases using suitable non-verbal
Flash cards responses Flash cards
(fixed phrases 2) Flash cards (question prompts 4)
Printable Resource #4 (question prompts 3) Printable Resource #6
(Pg.207) Printable Resource #5 (Pg.209)
(Pg.208)

DSKP: 2.1.5 Name or DSKP: 2.1.5 Describe objects DSKP: 2.1.5 Describe people
describe objects using using suitable words and and objects using suitable
suitable words from word phrases words and phrases
sets
Flash cards
Flash cards Flash cards (word set 3)
(word set 1) (word set 2) Printable Resource #9
Printable Resource #7 Printable Resource #8 (Pg.212)
(Pg.210) (Pg.211)
198

Teach young children explicitly to hear the individual English sounds or phonemes within words
(phonemic awareness)
Use the letters and spelling patterns within words to decode the words’ pronunciations
(phonics)
Phonics Activities
/kw/ (qu) /ɔ:/ (aw) /s/ (s)

quiet, quarter, queen, quiz, paw, jaw, draw, raw, straw, ducks, goats, cows, books,
quill, question saw hats
*when the singular form
DSKP: 1.1.1 Recognise and ends with an unvoiced
reproduce with support a consonant
limited range of high
frequency target language
phonemes
Sound Bingo ‘qu’ & Phonics Sound Bingo ‘aw’ & Phonics Sound Bingo ‘s’ & Phonics
Wheel ‘qu’ Wheel ‘aw’ Wheel ‘s’
Phonic Wheel Template Printable Resource #12 & Printable Resource
#10 & #11 #13 (Pg.215 & Pg.216) #14 & #15
(Pg.213 & Pg.214) (Pg.217 & Pg.218)

/ʧ/ (ch) /w/ (wh) /z/ (z)

chips, child, chain, cheese, white, wheel, whale, whip, words, bags, fans, crabs,
chilli, chop, chess, chest, whisk, wheat bins, beds, chairs,
cheap, chart, chair *when the singular form
ends with a voiced
consonant
Roll and Read ‘ch’ Roll and Read ‘wh’ Roll and Read ‘z’
(Pg.219) (Pg.220) (Pg.221)

/ʃ/ (sh) /f/ (ph) /ɪz/ (es)

ship, shoes, shirt, shake, phone, photo, graph, boxes, dishes, brushes,
shop, sheep, shorts elephant, dolphin, trophy matches, churches, watches
/θ/ (th) *when the singular form
thin, three, thing, think, third, ends with a siblant (sh, ch, x)
thirsty
Treasure Hunt: Students Treasure Hunt: Students Treasure Hunt: Students

look for and underline words look for and underline words look for and underline words
with /ʃ/ (sh) and /θ/ (th) in Unit with /f/ (ph) in this Unit 6 with /ɪz/ (es) in this Unit 6
6
199

Know the meanings of words and affixes (vocabulary)
Deliver small group instruction effectively

Memorising Game Template Memorising Game Template Memorising Game Template
#23 (Pg.223 & 226) #23 (Pg.224 & 226) #23 (Pg.225 & 226)


Spell it Out #24 Spell it Out #24 Spell it Out #24
(Pg.223 & 227) (Pg.224 & 227) (Pg.225 & 227)

Domino Gap 1 Domino Gap 2 Domino Gap 3

(Pg.228) (Pg.229) (Pg.230)
200

CEFR
nationality.

Ensuring the programmes are implemented for at least 30 minutes in small homogenous groups
Grammar
His, her, he, she Let’s (play the guitar). Present continuous
What's his / her name? Good idea. statements (be + -ing)
His / her name is… Where’s the (blue book)? Present continuous negative
What's his / her favourite…? It’s in the (green bag). statements (be + ing)
How old is he / she? Where are (the orange
Adjective sentences (a big books)?
green ball, a long blue train They’re in the (black bag).
etc.)
Simple adjectives (big, old,
new, small, ugly, short etc.)
Grammar Activities
Let’s (play the guitar). Imperative statements

His, her, he, she Good idea. (positive & negative
What's his / her name? commands/instructions)
His / her name is… DSKP: 2.1.2 Find out about
personal information by DSKP: 2.1.3 Give a short
DSKP: 2.1.1 Give very basic asking basic questions sequence of basic directions
personal information using 2.1.1 Give simple personal
fixed phrases information using basic
2.1.2 Find out about very statements
basic personal information
using fixed phrases
Word Bingo 1 (Ask and Word Bingo 2 (Suggest and Word Bingo 3 (Instruct and
answer) tick) do)
(Pg.231) (Pg.232) (Pg.233)
201

Grammar Activities
DSKP: 2.1.3 Express basic DSKP: 2.2.1 Keep interaction DSKP: 2.1.5 Describe people
likes and dislikes going in short exchanges by and objects using suitable
using suitable non-verbal words and phrases
responses
Picture Mat 1 Picture Mat 2 Picture Mat 3
(Pg.234) (Pg.235) (Pg.236)

Simple adjectives (big, old, Where are (the orange Language of directions
new, small, ugly, short etc.) books)?
Adjective sentences (a big They’re in the (black bag).
green ball, a long blue train Students use the questions
etc.) and answers learned in SOW
89
Students use the questions ‘Where is/Where are…’
and answers learned in SOW ‘It is in / There are in…’
89
“What’s your favourite……..?
‘My favourite …….. is ……..’
DSKP: 2.1.5 Name or DSKP: 2.1.5 Describe objects DSKP: 2.1.2 Find out about
describe objects using using suitable words and and describe everyday
suitable words from word phrases routines
sets 2.1.4 Ask about, make and
respond to simple predictions
Magic Bag 1 Magic Bag 2 Magic Bag 3

(Pg.237) (Pg.238) (Pg.239)
202

CEFR
nationality.

Home-based projects used as topics for sharing and learning
Build on students’ home language, culture, and social experiences
Practice at Home
Vocabulary: All things blue Vocabulary: I Spy Vocabulary: Charade
Draw and label things at Play ‘I Spy’ with family Play Charades at home with
home that are blue in colour members on objects found your family members.
at home.
Create at Home
Create a collage / poster or a Draw a map of your local Create a weekly calendar of
collection of pictures and area and label the places activities you like to do.
words related to yourself, (e.g., shops, road name, my
your family, and your hobbies. house, park etc.)
App Time
Word Aware Kids Academy Toca World
(YouTube Channel)
DSKP: 2.1.1 Give very basic DSKP: 2.1.5 Describe objects DSKP: 2.1.2 Find out about
personal information using using suitable words and and describe everyday
fixed phrases phrases routines
This channel has songs and

raps that children can sing Gamifying learning for 30 Children visit and explore
along with and add their minutes a day to develop places (shopping mall, food
new words to. skills and children can use on court) and can record/create
their own (self-directed). stories using different
characters to role play
activities at these places.
203
Year 1
Printable Resource # 1 (Pre-A1 Flashcards Using Fixed Phrases 1) Unit 2
Pgs. 22-33
LS: 2.1.1 & 2.1.2
Activity Suggestion

2. Students take turns introducing themselves using fixed phrases.
What’s your name? Where do you live?
What do you have What are your

for breakfast? hobbies?
How old are you? What is your

favourite drink?
204
Year 2
Printable Resource # 2 (Low A1 Flashcards Using Question Prompts 1) Unit 9
Pgs. 106-117
LS: 2.1.1 & 2.1.2
Activity Suggestion

2. Students take turns to interact and exchange personal information using question prompts.
Routines and Pastimes
Maria Hafiz Santi

What is Maria’s favourite? What is Hafiz’s favourite? What is Santi’s favourite?
breakfast
book
hobby
palace
205
Year 3
Printable Resource # 3 (Mid A1 Flashcards Using Question Prompts 2) Unit 7
Pgs. 65-74
LS: 2.1.2
Activity Suggestion

2. Students take turns to interact and exchange personal information using question prompts.
What do you do in the

library?
Read quietly
What is not allowed in the

museum?
Taking photos
Where do you throw the

rubbish?
Rubbish bin
What must you do when in

the cinema
Switch off mobile phone
206
Year 1
Printable Resource # 4 (Pre-A1 Flashcards Using Fixed Phrases #2) Unit 2
Pgs. 22-33
LS: 2.1.4
Activity Suggestion

2. Students take turns to greet, say goodbye and thanks using fixed phrases.
Hi Maria. My name
Hello! I’m Maria.
is Hafiz.
I like the
I like to play here.
playground.
I am going home
Let’s play!
now.
Me too. I have Thanks for playing

homework. with me.
See you!
See you tomorrow.
Goodbye.
207
Year 2
Printable Resource # 5 (Low A1 Flashcards Using Question Prompts 3) Unit 9
Pgs. 106-117
LS: 2.2.1
Activity Suggestion

2. Students take turns to interact and exchange information using suitable non-verbal responses guided by question prompts.
Shrug shoulders
Non-verbal Responses
Shake head
Nod head
Maria Hafiz Santi
What is Maria’s favourite? What is Hafiz’s favourite? What is Santi’s favourite?
breakfast
book
hobby
palace
208
Year 3
Printable Resource # 6 (Mid A1 Flashcards Using Question Prompts 4) Unit 7
Pgs. 65-74
LS: 2.1.3
Activity Suggestion

2. Students take turns to give information on directions using question prompts.
Directions
school - beside - park go straight - on the right
Where is the school? How do I get to the market?
post office - across - bus stop cross the bridge - on the left
Where is the post office? How do I get to the lake?
209
Year 1
Printable Resource # 7 (Pre-A1 Flashcards Using Word Set 1) Unit 2
Pgs. 22-33
LS: 2.1.5
Activity Suggestion

2. Students take turns to name and describe objects using the given word sets.
210
Year 2
Printable Resource # 8 (Low A1 Flashcards Using Word Set 2) Unit 9
Pgs. 106-117
LS: 2.1.5
Activity Suggestion

2. Students take turns to name and describe objects using the given word sets.
211
Year 3
Printable Resource # 9 (Mid A1 Flashcards Using Word Set 3) Unit 7
Pgs. 65-74
LS: 2.1.5
Activity Suggestion

2. Students take turns to describe people and objects using suitable words and phrases.
small-brown-mouse tall-smiling-man
old-smelly cool-blue
-rubbish bin -swimming pool
beautiful-old-woman small-woolly-sheep
212
Year 1
Printable Resource # 10 (Pre-A1 Sound Bingo ‘qu’) Unit 2
Pgs. 22-33
LS: 1.1.1
Activity Suggestion

2. Students take turns to read the words in the Sound Bingo mat
(with pictures to help).
3. Students take turns to spin the Phonics Wheel and say the word where the wheel stops.
quiet queen
quill quiz
question quarter
213
Year 1
Printable Resource # 11 (Pre-A1 Phonics Wheel) Unit 2
Pgs. 22-33
LS: 1.1.1
Activity Suggestion


/qu/
Bottom Wheel
qu
ill
ee
qu
n
quiet quarter
n
tio
qu
es
iz
qu
214
Year 2
Printable Resource # 12 (Low A1 Sound Bingo ‘aw’) Unit 9
Pgs. 106-117
LS: 1.1.1
Activity Suggestion

paw saw
jaw draw
straw raw
215
Year 2
Printable Resource # 13 (Low A1 Phonics Word Wheel) Unit 9
Pgs. 106-117
LS: 1.1.1
Activity Suggestion


/aw/
Bottom Wheel
sa
jaw
w
paw draw
aw
raw
str
216
Year 3
Printable Resource # 14 (Mid A1 Sound Bingo ‘s’) Unit 7
Pgs. 65-74
LS: 1.1.1
Activity Suggestion

ducks goats
books paws
hats cows
217
Year 3
Printable Resource # 15 (Mid A1 Phonics Wheel) Unit 7
Pgs. 65-74
LS: 1.1.1
Activity Suggestion


/aw/
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
hat
co
218
Year 1
Pgs. 22-33
LS: 3.1.2
Activity Suggestion

3. Student B then rolls the dice and repeats Step 2.
4. Students take turns to repeat Steps 2 - 3.
Words beginning with ‘ch’
chip church child check chain
cheese chin chilli cherry chop
chess chicken chest chalk cheap
chart chilli chair chip chicken
chalk chain chin chop chill
church child cherry cheese check
219
Year 2
Pgs. 106-117
LS: 3.1.2
Activity Suggestion

Words beginning with ‘wh’
white whisk when whack whale
whip whale who white wheat
what where wheel white whizz
whack whizz whey whisker which
whisk whey while whip white
where wheel why wheat whisker
220
Year 3
Pgs. 65-74
LS: 3.1.2
Activity Suggestion

Words ending with /z/ sound
bags fairs words cars fans
crabs stairs bins hairs beds
chairs cords cabs fans cans
cars words hairs bags wins
chins cans stairs cabs chains
fairs beds hens chairs cords
221
Activity Suggestion
1. Teacher to cut out both wheels and the window o this wheel.
2. Fix both wheels together with a paper fastener.
Bottom Wheel
222
Year 1
Pgs. 22-33
Activity Suggestion
1. In class, students view My words 1 for 20 seconds and flip it over.

2. Students then use Vocab Memorising Game Template to write and/or draw what they remember from the My words 1.
223
Year 2
Pgs. 106-117
Activity Suggestion

224
Year 3
Printable Resource # 22 (Mid A1 My Words} Unit 7
Pgs. 65-74
Activity Suggestion

225
Printable Resource # 23 (Memorising Game Template)
Activity Suggestion
1. Prepare this template for students to use.
Memorising Game
226
Printable Resource # 24 (Spell It Out)
Activity Suggestion

2. Student A says a word from Vocabulary Mat 1,2, or 3.
3. Student B used the letters to spell out the word (teacher previously cuts out the letters from the
Spell it Out table and puts it in a box/bag).
4. Student B checks spelling using Vocabulary Mat 1, 2, or 3.
a a a a a a
e e e e e e
i i i i i i
o o o u u u
b c d f g h
j k l m n p
q r s t v w
x y z b c d
f g h j k l
m n p q r s
t w m n t s
227
Year 1
Printable Resource # 25 (Pre-A1 Domino Gap 1) Unit 2
Pgs. 22-33
Activity Suggestion
1. In class, students use Domino Gap 1 to write words that begin with the last letter of the previous word (the first 2 words are given as examples).
2. Students use words from the Vocabulary Mat 1 and add their own words to complete the Domino Gap 1.
START HERE
small long
grass
Domino Gap 1
dab hub lash web ten
228
Year 2
Printable Resource # 26 (Low A1 Domino Gap 2) Unit 9
Pgs. 106-117
Activity Suggestion
START HERE
hill lake
Domino Gap 2
229
Year 3
Printable Resource # 27 (Mid A1 Domino Gap 3) Unit 7
Pgs. 65-74
Activity Suggestion
START HERE
cow wolf
Domino Gap 3
230
Year 1
Printable Resource # 28 (Pre-A1 Word Bingo 1) Unit 2
Pgs. 22-33
LS: 2.1.1 & 2.1.2
Activity Suggestion

2. Students complete the Word Bingo by takeing turns to ask the names other group members.
3. Student who completes the Bingo in 3 minutes, wins.
What’s your name? What’s his name?
My name is His name is
What’s her name? What’s his name?
Her name is His name is
What’s her name? What’s her name?
Her name is Her name is
231
Year 2
Printable Resource # 29 (Low A1 Word Bingo 2) Unit 9
Pgs. 106-117
LS: 2.1.1 & 2.1.2
Activity Suggestion

2. Students take turns suggesting activities from the Word Bingo to each group member and tick
activities that are liked.
3. Student who has ticked 3 activities first, wins.
play - guitar play - football
sing - song read - book
watch - movie draw - picture
232
Year 3
Printable Resource # 30 (Mid A1 Word Bingo 3) Unit 7
Pgs. 65-74
LS: 2.1.3
Activity Suggestion

2. Student A reads instructions from the Word Bingo for Student B to do.
3. The pair in class that completes all instructions, wins.
play the guitar close the door
sing a song read a book
sit on the chair draw a picture
233
Year 1
Printable Resource # 31 (Pre-A1 Picture Mat 1) Unit 2
Pgs. 22-33
LS: 2.1.3
Activity Suggestion

2. Students sit in a circle.
3. Student A selects a picture from the Picture Mat and asks Student B “What’s your favourite….”
4. Student B answers, “My favourite…..”
5. Student B then selects another picture to ask Student C “What’s his/her favourite….” (pointing to another student in the group) for Student C to answer.
6. Repeat Steps 4 - 6 until all pictures have been used.
fish bird book drink
shirt food toy shoes
234
Year 2
Printable Resource # 32 (Low A1 Picture Mat 2) Unit 9
Pgs. 106-117
LS: 2.2.1
Activity Suggestion

2. Students sit in a circle.
3. Student A selects a picture from the Picture Mat and asks Student B “Where is the ….” Or “Where are the…”
4. Student B answers, “It’s in the…” Or “They are in…” (using the correct preposition).
5. Student B then selects another picture to ask Student C to answer.
6.Game goes on till all pictures are used.
books-shelf children- bird nest-

playground tree
cars-road sweets-bottle toys-box
235
Year 3
Printable Resource # 33 (Mid A1 Picture Mat 3) Unit 7
Pgs. 65-74
LS: 2.1.5
Activity Suggestion
1. Individually, students use pictures to write the plural form of the words (regular / irregular)
2. Teacher places the answer sheet at the back of the class.
3. Students then check answers (self-assessment).
wolf - book - knife -
goat - pencil - leaf -
236
Year 1
Printable Resource # 34 (Pre-A1 Magic Bag 1) Unit 2
Pgs. 22-33
LS: 2.1.5
Activity Suggestion

2. Student A asks the question.
3. Student B takes out word cards from the magic bag to arrange them to form the answers. If the word card cannot be used, the student puts
it back into the magic bag and takes out another word card till a complete sentence (answer) is created.
5. Students take turns to ask and construct the answers.
What is your favourite..
My is fish
favourite
goldfish food
noodles drink orange

juice
book Harry
Potter
237
Year 2
Printable Resource # 35 (Low A1 Magic Bag 2) Unit 9
Pgs. 106-117
LS: 2.1.5
Activity Suggestion

2. Student A asks the question.
3. Student B takes out word cards from the magic bag to arrange them to form the answers. If the word card cannot be used, the student puts
it back into the magic bag and takes out another word card till a complete sentence (answer) is created.
5. Students take turns to ask and construct the answers.
Where is Where It is They are

are
in on under
the orange black bag brown cat

book
red table blue big bottle

marbels
new toys green tall tree small ball

chair
238
Year 3
Printable Resource # 36 (Mid A1 Magic Bag 3) Unit 7
Pgs. 65-74
LS: 2.1.2 & 2.1.4
Activity Suggestion

2. Student A picks out an instruction (imperative) from the magic bag and acts it out (charade).
3. Student B guesses.
4. Students take turns to mimic the following phrases: turn right, turn left, go straight, stop, throw rubbish in the rubbish bin, be quiet in the library.
Don’t open Go
Turn left the door straight
Throw rubbish
Don’t write in the rubbish
bin
Be quiet in Close the Sweep the
the library window floor
Don’t shout Turn right
239
UNIT 7:
Helping
Out
Overview

Pre-A1 3.1.2 Recognise and sound out with support big, book, car, desk, /ŋ/ (ng as in ring) Subject pronouns
beginning, medial and final sounds in a word hungry, listen, look for, /aɪ/ (igh as in light) (I, you, he, she)
3.1.3 Blend phonemes (CVC, CCVC) notebook, pencil case, /eɪ/ (ai as in rain) Possessive
put away, read, speak pronouns (my, his,
3.1.4 Segment phonemes (CVC, CCVC) her, your)
3.2.3 (i) Use visuals on the page to help understand a
word or phrase
3.2.3 (ii) Identify and remember high frequency sound
and letter patterns
3.2.4 Use with support a simple picture dictionary
to find, list and categorise words from Year 1
topics and themes
3.3.1 Read and enjoy simple print and digital
games at word level
Low A1 3.1.2 Understand the main idea of simple living room, dining /ju:/ (ew as in new) There is, there are,
sentences room, stairs, ocean, /əʊ/ (ow as in show) how many (cars)
jungle, desert, /ɔ:/ (or as in for) are there?
3.2.3 (i) Reread a word, phrase or sentence to mountains, rocks,
understand meaning shark, polar bear, find
3.2.4 Use a picture dictionary to find, list and (v)
categorise words from Year 2 topics and
themes
3.1.2 Recognise and sound out with some support
beginning, medial and final sounds in a word
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV)
3.1.4 Segment phonemes (CVC, CCVC, CVCV,
CCV)
Mid A1 3.2.1 Understand the main idea of short simple armchair, behind, /eɪ/ (ay as in hay) Pronouns:
texts between, bookcase, /aɪ/ (like as in like) demonstrative,
3.2.3 Guess the meaning of unfamiliar words from clothes, cupboard, /ɒ/ (o as in pot) possessive, subject,
dirty, floor, lamp, /i:/ (ee as in sheep) object
clues provided by visuals and the topic mirror, pick up, under /u:/ (oo as in boot)
3.2.4 Recognise and use with support key features /ju:/ (ew as in new)
of a simple monolingual dictionary
241
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
98 71 Grammar Pre-A1 Subject Pronoun Matching #13(Pg.262 RI 3: Embed visual and verbal
& 263) resources in lessons to Super Minds Student’s
Low A1 There is / there are support student learning
#14(Pg.264) Book 1 Year 1 Unit 1
Mid A1 Demonstrative Pronouns #16(Pg.266, RI 4: Encourage peer-assisted (pgs. 10-21)
267 & 268) learning opportunities
RI 7: Encourage collaborative Super Minds Student’s
small-group learning Book 1 Year 2 Unit 6
(pgs. 70-81)
99 72 Skill: Reading Pre-A1 CVC Flashcards #1(Pg.250) RI 1: Provide clear instruction
#2(Pg.251) of literacy components Get Smart Year 3 Unit 5
Low A1 CCVC Flashcards
(pgs. 45-54)
100 73 Grammar Low A1 How many are there? #15(Pg.265) RI 3: Embed visual and verbal
#17(Pg.269, resources in lessons to
Mid A1 Possessive Object Pronouns support student learning
270,271)
242
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
101 - Phonics N/A - RI 1: Provide clear instruction

of literacy components
102 73 Grammar N/A - RI 4: Encourage peer-assisted

RI 7: Encourage collaborative Book 1 Year 1 Unit 1
103 73 Phonics Roll & Read (Pre-A1, Low A1, & Mid A1) #7(Pg.256) RI 1: Provide clear instruction Super Minds Student’s
#8(Pg.257) of literacy components Book 1 Year 2 Unit 6
#9(Pg.258) (pgs. 70-81)
Get Smart Year 3 Unit 5
104 74-75 Skill: Reading Pre-A1 CVC Flashcards #1(Pg.250) RI 1: Provide clear instruction
Low A1 CCVC Flashcards #2(Pg251) of literacy components
105 75 Grammar N/A -
106 - Phonics N/A - RI 1: Provide clear instruction

of literacy components
107 75 Phonics N/A
243
Student
Smart Year
4 Page #
Focus # Strategy
109 - Skill: Reading N/A #13(Pg.262 RI 4: Encourage peer-assisted

& 263) learning opportunities Super Minds Student’s
#14(Pg.264) Book 1 Year 1 Unit 1
#16(Pg.266, RI 7: Encourage collaborative
267 & 268)
RI 3: Embed visual and verbal Super Minds Student’s

110 76 Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #10(Pg.259)
resources in lessons to Book 1 Year 2 Unit 6
#11(Pg.260)
#12(Pg.261)
learning opportunities Get Smart Year 3 Unit 5
(pgs. 45-54)
111 - N/A
112 80 Grammar N/A RI 4: Encourage peer-assisted

244

CEFR
I can identify familiar words I can read and understand a I can find what I need in
and phrases. simple and short story with simple informative texts.
illustrations, e.g., an
adventure story.

Teach young children Use the letters and spelling Think about what they are
explicitly to hear the patterns within words to reading (reading
individual English sounds or decode the words’ comprehension)
phonemes within words pronunciations (phonics)
Reading Activities
CVC flashcard Segmenting CCVC and CVC flashcard Cover the vocab at the top
segmenting of the page, read the
DSKP: 3.1.4 Segment cartoon and underline
phonemes (CVC, CCVC) DSKP: 3.1.4 Segment unknown words. Guess the
phonemes (CVC, CCVC, following words from the
Printable Resource # 1 CVCV, CCV) pictures in the cartoon.
(Pg.250)
Printable Resource # 2 sleeping bag, peanuts,
(Pg.251) squirrel, torch
DSKP: 3.2.3 Guess the

meaning of unfamiliar words
from clues provided by
visuals and the topic
SOW 104 SOW 104 SOW 104

CVC flashcard blending CCVC and CVC flashcard Context clues worksheet
blending
DSKP: 3.1.2 Recognise and DSKP: 3.2.3 Guess the
sound out with support DSKP: 3.1.2 Recognise and meaning of unfamiliar words
beginning, medial and final sound out with support from clues provided by
sounds in a word beginning, medial and final visuals and the topic
3.1.3 Blend phonemes (CVC, sounds in a word
CCVC) 3.1.3 Blend phonemes (CVC,
CCVC, CVCV, CCV)
Printable Resource # 1 Printable Resource # 2 Printable Resource # 3
(Pg.250) (Pg.251) (Pg.252)
SOW 109 SOW 109 SOW 109

Using a dictionary / teacher Using a dictionary / teacher Using a dictionary / teacher
produces their own text for produces their own text for produces their own text for
students to read students to read students to read
Use the dictionary to find Use the dictionary to find Use the dictionary to find
CVC words from flashcards CCVC and CVC words from unknow words from Unit 7
flashcards
DSKP: 3.2.4 Use with DSKP: 3.2.4 Recognise and
support a simple picture DSKP: 3.2.4 Use a picture use with support key
dictionary to find, list and dictionary to find, list and features of a simple
categorise words from Year 1 categorise words from Year monolingual dictionary
topics and themes 2 topics and themes
245

(phonics)
Phonics Activities
SOW 101 SOW 101 SOW 101
/ŋ/ (ng) /ju:/ (ew) /eɪ/ (ay)

ring, sing, king, bang, thing, grew, new, few, blew, chew, day, stay, say, play, always,
wing, boring, sting, long, newt, away, Monday, Tuesday,
song, young, hang, doing, holiday, pay
bring DSKP: 3.1.2 Recognise and
sound out with support DSKP: 3.1.2 Recognise and
DSKP: 3.1.2 Recognise and beginning, medial and final sound out with support
sound out with support sounds in a word beginning, medial and final
beginning, medial and final 3.1.3 Blend phonemes (CVC, sounds in a word
sounds in a word CCVC, CVCV, CCV) 3.1.3 Blend phonemes (CVC,
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV)
CCVC)
(Pg.253) (Pg.254) (Pg.255)
SOW 103 SOW 103 SOW 103

/aɪ/ (igh) /əʊ/ (ow) /aɪ/ (like)

right, sight, fight, light, tight, show, grow, throw, row, tow, dike, hike, life, ice, file, buy,
might sown, snow, flow climb
/ɒ/ o
DSKP: 3.1.3 Blend phonemes DSKP: 3.1.3 Blend phonemes hot, pot, shot, shone, spot,
(CVC, CCVC) (CVC, CCVC, CVCV, CCV) not, fox
/i:/ ee
Printable Resource # 7 Printable Resource # 8 sheep, sleep, keep, meet,
(Pg.256) (Pg.257) keep, deep
DSKP: 3.1.3 Blend phonemes

(CVC, CCVC, CVCV, CCV)
Printable Resource # 9
(Pg.258)
SOW 106/107 SOW 106/107 SOW 106/107
/eɪ/ (ai) /ɔ:/ (or) /u:/ (oo)

wait, rain, drain, brain, afraid, corn, cork, fork, stork, sport, food, mood, soon, shoot,
plain, pain, train short, torch, more, floor choose, moon
/ju:/ (ew)
new, few, grew, chew
DSKP: 3.2.3 DSKP: 3.2.3 DSKP: 3.2.3

ii) Identify and remember ii) Identify and remember ii) Identify and remember
high frequency sound and high frequency sound and high frequency sound and
letter patterns letter patterns letter patterns
Treasure hunt; find (ai) Treasure hunt; find (ai) Treasure hunt; find (oo) &
spelling in Unit 7 spelling in Unit 7 (ew) spelling in Unit 7
246


Memorising games Memorising games Memorising games
(Pg.259) (Pg.260) (Pg.261)
SOW 101 SOW 101 SOW 101
unit) unit) unit)
Test your friend (meaning Test your friend (meaning Test your friend (meaning
and spelling) and spelling) and spelling)
(Pg.259) (Pg.260) (Pg.261)
SOW 108 SOW 108 SOW 108
Group words by theme Group words by theme Group words by theme
(Pg.259) (Pg.260) (Pg.261)
SOW 110 SOW 110 SOW 110

Test your friend (meaning Test your friend (meaning Test your friend (meaning
and spelling and spelling and spelling

(Pg.259) (Pg.260) (Pg.261)
247

CEFR
I can identify familiar words I can read short sentences. I can understand phrases
and phrases. and word combinations with
the help of common words
and names in very simple
short texts.

Think about what they are reading (reading comprehension)
Grammar
Subject pronouns (I, you, he, There is, there are, how Pronouns: demonstrative,
she) many (cars) are there? possessive, subject, object
Possessive pronouns (my,
his, her, your)
Grammar Activities

Subject pronouns I, you, he, There is, there are, Demonstrative pronouns
she, it, they this, that, these, those
(Pg.262 & 263) (Pg.264) (Pg.266,267 & 268)
SOW 100 SOW 100 SOW 100

Possessive pronouns His, her, how many? There is, there Demonstrative pronouns +
my, your are possessive object pronouns
Printable Resource # 15 Using recycled vocabulary Printable Resource # 17

(Pg.265) from Unit 2 (rooms in a (Pg.269,270 & 271)
house) and Unit 5 (clothes),
students ask and answer
questions in pairs.
SOW 102 SOW 102 SOW 102

Possessive pronouns with They’re, it’s his, her, my, your Possessive pronouns with
‘whose’ ‘whose’
Possessive pronoun magic
Possessive pronouns magic bag question game ‘Whose Possessive pronoun magic
bag game ‘Whose pencil is …. is this?’ It’s his, they’re bag question game ‘Whose
this?’ mine etc. …. is this?’
SOW 112 SOW 112 SOW 112

Review Review Review
Play review games using Play review games using Play review games using
grammar from this unit. grammar from this unit. grammar from this unit.
248
Towards A1 Low A1 Mid A1

CEFR
I can match words and I can read the names of I can understand simple
sentences with pictures. buildings and places in my stories and shorter texts with
area. the help of pictures and
drawings.

Show & Tell sessions on different community backgrounds
Practice at Home
Vocabulary & Phonics Blending and Segmenting Simple Comprehension &
Practice Guessing words from
Find words in your local context
Play I-spy at home with your community and write them
parents. in your notebook (e.g., shop Read a book from the library
names, road names, park, with your parents.
area names etc.)
Create at Home
Draw a picture of a room Draw a map of your local Make a video of you reading
with as many of the words area and label the places a book with your parents
from this unit in as possible. (e.g., shops, road name, my and tell the teacher if you
Label the words. house, park etc.) like the book or not.
App Time
HOMER Learn and Grow Planet Lettra Planet Lettra
DSKP: 3.3.1 Read and enjoy DSKP: 3.2.3 i) Reread a word, DSKP: 3.2.3 i) Reread a word,
simple print and digital phrase or sentence to phrase or sentence to
games at word level understand meaning understand meaning
Early learners follow an An app for experimenting An app for experimenting

individualised path of skills with word building and with word building and
and interests to gain literacy hearing what words you hearing what words you
skills and more. have made. Children have made. Children
arrange a set of letter blocks arrange a set of letter blocks
A top-notch phonics any way they want and the any way they want and the
program effectively listen to the words they have listen to the words they have
balancing and guiding made. made.
student.
249
Year 1
Printable Resource # 1 (Pre-A1 CVC Flashcards) Unit 1
Pgs. 10-21
LS: 3.1.2, 3.1.3,
& 3.1.4
Activity Suggestion
Students can play a variety of games with these flashcards, for example, Snap, Matching Games,
Bingo, Magic Hat etc.
Memory
1.Students work in small groups.

2.Put the cards face down in the middle of the table.
3.Students take turns turning over 2 cards with the aim of finding a matching pair.
4.If a student finds a matching pair, they keep those cards.
5.The student with the most matching pairs at the end of the game is the winner.
rat red hat wet
log leg cup hot
dig pot tap bin
250
Year 2
Printable Resource # 2 (Low A1 CCVC Flashcards) Unit 6
Pgs. 70-81
LS: 3.1.2, 3.1.3,
& 3.1.4
Activity Suggestion
Students can play a variety of games with these flashcards, for example, Snap, Matching Games,
Bingo, Magic Hat etc.
Memory
1.Students work in small groups.

2.Put the cards face down in the middle of the table.
3.Students take turns turning over 2 cards with the aim of finding a matching pair.
4.If a student finds a matching pair, they keep those cards.
5.The student with the most matching pairs at the end of the game is the winner.
pram drip plug frog
crab black cross flag
grass lamp train milk
251
Year 3
Printable Resource # 3 (Mid A1 Guessing Words from Context Worksheet) Unit 5
Pgs. 45-54
LS: 3.2.3
Activity Suggestion
2. Student A reads the clues and everyone else in the group guesses the word.
3. Other students then take turns repeating Step 2 until all clues have been used.
4. For extension, students can write their own questions.
. My schoolbooks are too 1. Lunch box

heavy. I need a new 2. Bag
satchel. 3. Purse
We got a new couch for 1. Sofa

our living room yesterday. 2. Table
I love to sit on it and 3. Piano
watch TV.
I thought it was hilarious 1. Funny

when the clown got a pie 2. Sad
thrown in his face. 3. Weird
Sofia did horribly on her 1. Good

spelling yesterday. Her 2. Badly
mum was not very happy. 3. Great
They were absolutely terrified 1. Scared

in the ghost house. 2. Happy
3. Tired
My swimsuit was still damp 1. Cold

even after sitting in the 2. Big
sun. 3. Wet
252
Year 1
Printable Resource # 4 (Pre-A1 Word Wheel) Unit 1
Pgs. 10-21
LS: 3.1.2 & 3.1.3
Activity Suggestion
4. Students then create a word wall with new words.
Words ending with

/s/ sound
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
ha
co
ts
253
Year 2
Printable Resource # 5 (Low A1 Word Wheel) Unit 6
Pgs. 70-81
LS: 3.1.2 & 3.1.3
Activity Suggestion
Words ending with

/s/ sound
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
ha
co
ts
254
Year 3
Printable Resource # 6 (Mid A1 Word Wheel) Unit 5
Pgs. 45-54
LS: 3.1.2 & 3.1.3
Activity Suggestion
Words ending with

/s/ sound
Bottom Wheel
bo
ws
ok
pa
s
ducks goats
ws
ha
co
ts
255
Year 1
Pgs. 10-21
LS: 3.1.3
Activity Suggestion

5. An alternative to the above activity is for students to play Bingo.
high sigh light night might
right sight fight tight thigh
sigh night right fight thigh
tight sight might light high
sigh sight night tight light
fight night right thigh sigh
256
Year 2
Pgs. 70-81
LS: 3.1.3
Activity Suggestion

Roll & Read ‘ow’
show grow throw row tow
sown snow flow show grow
throw row tow sown snow
flow show grow throw row
tow sown snow flow show
grow throw row tow sown
257
Year 3
Pgs. 45-54
LS: 3.1.3
Activity Suggestion

Roll and Read: ‘i’, ‘o’, ‘ee’
dike hike life ice file
climb shot pot spot shone
fox sheep sleep keep deep
meet feet dike hike life
ice file climb shot pot
spot shone sheep sleep keep
258
Year 1
Printable Resource # 10 (Pre-A1 Vocabulary Mat) Unit 1
Pgs. 10-21
Activity Suggestion
1. Students work in small groups.

2. Student A secretly glances at the first image (for example ‘book’).
3. Student A then sketches out the image on a piece of paper without any verbal clues.
4. Other students then try to guess what Student A is drawing.
5. The first person to guess gets a point, and then the group repeats the above steps until all words have been used.
6. The student with the most points at the end is the winner.
7. Fast finishing groups can choose words from previous unit vocabulary mats as an extension.
259
Year 2
Printable Resource # 11 (Low A1 Vocabulary Mat) Unit 6
Pgs. 70-81
Activity Suggestion

2. Student A secretly glances at the first image (for example ‘stairs’).
260
Year 3
Printable Resource # 12 (Mid A1 Vocabulary Mat) Unit 5
Pgs. 45-54
Activity Suggestion

2. Student A secretly glances at the first image (for example ‘stairs’).
261
Year 1
Printable Resource # 13 (Pre-A1 Subject Pronoun Matching Worksheet) Unit 1
Pgs. 10-21
Subject
Pronouns
Activity Suggestion
2. Students cut out the cards then fold the pronouns behind the picture and take turns testing each other.
3. The winner is the student with most correct answers.
262
Year 1
Printable Resource # 13 (Pre-A1 Subject Pronoun Matching Worksheet) Unit 1
Pgs. 10-21
Subject
Pronouns
Activity Suggestion
1. Put students in pairs and ask them to sit back to back.
2. Each student in a pair is given a different picture with the objective of trying to find the differences between the two pictu
3. They must not look at each other’s picture.
4. They take turns to say what ‘there is’ and what ‘there are’ in their pictures.
263
Year 2
Printable Resource # 14 (Low A1 There is / There are Worksheet) Unit 6
Pgs. 70-81
There is /
Activity Suggestion There are
1. Put students in pairs and ask them to sit back to back.

2. Each student in a pair is given a different picture with the objective of trying to find the differences between the two pictures.
3. They must not look at each other’s picture.
4. They take turns to say what ‘there is’ and what ‘there are’ in their pictures.
Spot the Difference in the Classroom

Look at the 2 pictures. Can you find 6 things that are different in the 2 pictures?
264
Year 2
Printable Resource # 15 (Low A1 How many are there?) Unit 6
Pgs. 70-81
How many…?
Activity Suggestion
1. In pairs, students are given a picture to work on.

2. Students look at the picture and ask and answer the questions with each other.
3. As an extension, they can create their own picture to share with their friends.
265
Year 3
Printable Resource # 16 (Mid A1 Demonstrative Pronouns) Unit 5
Pgs. 45-54
Demonstrative
Pronouns
Activity Suggestion

2. Students take turns testing each other on demonstrative pronouns.
3. The winner is the student with the most correct answers.
266
Year 3
Pgs. 45-54
Demonstrative
Pronouns
Activity Suggestion

267
Year 3
Pgs. 45-54
Demonstrative
Pronouns
Activity Suggestion

268
Year 3
Printable Resource # 17 (Mid A1 Possessive Object Pronouns) Unit 5
Pgs. 45-54
Possessive
Object
Activity Suggestion Pronouns

2. Each student gets a Noughts & Crosses sheet.
3. Students take turns to complete a sentence.
4. For each correct written phrase, they cross (x) or circle (o) the Noughts & Crosses sheet until
they complete a column or row.
5. The winner is the first student with a complete column or row.
269
Year 3
Printable Resource # 17 (Mid A1 Possessive Object Pronouns) Unit 5
Pgs. 45-54
Possessive
Object
Activity Suggestion Pronouns

3. Students take turns to complete a sentence.
4. For each correct written phrase, they cross (x) or circle (o) the Noughts & Crosses sheet until
they complete a column or row.
5. The winner is the first student with a complete column or row.
270
Printable Resource # 17
271
UNIT 8:
Amazing
Animals
Overview
CEFR Level DSKP Main Skill (Writing) Vocabulary Phonics Grammar

Pre-A1 4.2.4 Name or describe objects using suitable words beautiful, clever, /i:/ (ee as in green) prepositions of place
from word sets amazing, great, silly, /əʊ/ (oa as in boat) like and don't like
tall, logs, trees, leaves, /u:/ (oo as in hoot)
4.2.3 Express basic likes and dislikes grass, rocks, river
4.3.1 Use capital letters appropriately in personal and

place names
4.2.5 Connect words and proper names using ‘and’
Low A1 4.3.3 Plan, draft and write simple sentences goat, camel, parrot, /eɪ/ (a_e as in make) There’s a (monster).
shark, penguin, polar /i:/ (e_e as in scene) There are (four cats).
4.3.1 Use capital letters and full stops appropriately in bear, jellyfish, cheetah, Is there a (plane)?
guided writing at sentence level kangaroo, human, Yes, there is.
skeleton, bones Are there any (rats)?
4.2.5 Connect words and phrases using basic No, there aren’t.
coordinating conjunctions How many (cars) are
there?
4.2.4 Describe objects using suitable words and There are (four cars).
phrases
Mid A1 4.2.4 Describe people and objects using suitable rat, strong, fast, angry, / k /(ck as in kick) Comparatives: Short
words and phrases whale, science, planet, / nk /(nk as in bank) adjectives;
around, close, far, / /(ng as in ring) Statements
4.3.3 Plan, draft and write an increased range of young, old Comparative
simple sentences adjectives, animal
vocabulary
4.3.1 Use capital letters, full stops and question Superlatives: Short
marks appropriately in guided writing at sentence adjectives;
level Statements &
questions with which
Superlatives: Short
adjectives
Superlative questions
273
Student
114 81 Grammar Pre-A1 Prepositions of Place: Where’s Teddy? #22(Pg.305) RI 1: Provide clear instruction
Low A1 There is / There are #2(Pg.285) of literacy components Super Minds Student’s
Mid A1 Short and Long Comparative #23(Pg.306) Book 1 Year 1 Unit 3
Adjectives resources in lessons to (pgs. 34-45)
RI 4: Encourage peer-assisted Book 1 Year 2 Unit 6
(pgs. 70-81)
small-group learning Get Smart Year 3 Unit
10 (pgs. 95-104
115 82 Phonics Pre-A1 Roll and Read #13(Pg.296) RI 4: Encourage peer-assisted
Mid A1 Roll and Read #15(Pg.298)
116 82 Vocabulary Low A1 How many are there? #19(Pg.302) RI 3: Embed visual and verbal
Mid A1 Possessive Object Pronouns support student learning
#21(Pg.304)
274
Student
117 - Skill: Writing Pre-A1 Flashcards #1(Pg.284) RI 1: Provide clear instruction

Low A1 There is / There are Pictures #2(Pg.285) of literacy components
Mid A1 Flashcards #3(Pg.286) RI 3: Embed visual and verbal
Book 1 Year 1 Unit 3
118 - Vocabulary Vocabulary Mats (Pre-A1, Low A1, & Mid A1) #19(Pg.302) RI 3: Embed visual and verbal (pgs. 34-45)
(pgs. 70-81)
10 (pgs. 95-104
119 83 Grammar Low A1 There is / There are Pictures #1(Pg.284) RI 1: Provide clear instruction
Mid A1 Short and Long Superlative Adjectives #2(Pg.285) of literacy components
120 84-85 Skill: Writing Pre-A1 Phrases with ‘and’ Flashcards #4(Pg.287) RI 1: Provide clear instruction
Low A1 Sentences with basic conjunctions #5(Pg.288) of literacy components
Mid A1 Sentences with ‘and’ #6(Pg.289) RI 3: Embed visual and verbal
275
Student
121 84-85 Grammar Low A1 There is / There are Pictures #2(Pg.285) RI 1: Provide clear instruction
Mid A1 Comparatives or Superlatives? #25(Pg.308) of literacy components
122 - Phonics Pre-A1 Word Wheel #16(Pg.299) RI 4: Encourage peer-assisted
#17(Pg.300) learning opportunities (pgs. 34-45)
Low A1 Word Wheel
Mid A1 Word Wheel #18(Pg.301)
RI 7: Encourage collaborative Super Minds Student’s
small-group learning Book 1 Year 2 Unit 6
(pgs. 70-81)
123 127 Phonics N/A RI 4: Encourage peer-assisted
Get Smart Year 3 Unit
RI 7: Encourage collaborative 10 (pgs. 95-104
124 86 Skill: Writing Pre-A1 Likes and Dislikes Worksheet #7(Pg.290) RI 1: Provide clear instruction
Low A1 Where do Animals Live? #8(Pg.291) of literacy components
Mid A1 About Animals #9(Pg.292) RI 4: Encourage peer-assisted
RI 5: Build on students’ home
language, culture, and
social experiences
276
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
126 87 Skill: Writing Pre-A1 Capital Letters #10(Pg.293) RI 2: Provide clear instruction
Low A1 Capital Letters and Full Stops #11(Pg.294) of literacy components Super Minds Student’s
Mid A1 Planning to Write #12(Pg.295) Book 1 Year 1 Unit 3
learning opportunities (pgs. 34-45)
Encourage collaborative Super Minds Student’s
RI 7: small-group learning
(pgs. 70-81)
127 - N/A
128 92 Grammar Low A1 There is / There are Pictures #2(Pg.285) RI 3: Embed visual and verbal 10 (pgs. 95-104
277

CEFR
I can write words and short I can copy words to label I can write simple, short
sentences next to pictures. pictures of animals. sentences about animals,
using given pictures and
I can write some personal I can write words and short words, e.g. A fish lives in the
details: my first and last sentences next to pictures. water.
name, age, where I live, what
I like etc. I can write simple, short I can write words and short
sentences about animals, sentences next to pictures.
using given pictures and
words, e.g. A fish lives in the
water.




students to share about their (AfL).
home life. Monitor student progress
(AfL).
Writing Activities
SOW 117 SOW 117 SOW 117
SOW) SOW) SOW)
Write the words from the Write simple sentences using Write simple sentences using
flashcards into their ‘There’s’ and ‘There are’ by the words provided.
notebooks. looking at the pictures.
DSKP: 4.2.4 Name or DSKP: 4.2.4 Describe objects DSKP: 4.2.4 Describe people
describe objects using using suitable words and and objects using suitable
suitable words from word phrases words and phrases
sets
(Pg.284) (Pg.285) (Pg.286)
SOW 120 SOW 120 SOW 120

Student book pgs. 84 & 85 Student book pgs. 84 & 85 Student book pgs. 84 & 85
Write phrases using ‘and’. Write sentences using ‘and’, Write sentences using ‘and’
‘but’ and ‘or’.
DSKP: 4.2.5 Connect words DSKP: 4.2.5 Connect words DSKP: 4.3.3 Plan, draft and
and proper names using and phrases using basic write an increased range of
‘and’ coordinating conjunctions simple sentences

(Pg.287) (Pg.288) (Pg.289)
278

Writing Activities
SOW 124 SOW 124 SOW 124
Write about themselves and Write sentences about Write sentences about
their likes and dislikes. where animals live. where animals live.
DSKP: 4.2.3 Express basic DSKP: 4.3.3 Plan, draft and DSKP: 4.3.3 Plan, draft and
likes and dislikes write simple sentences write simple sentences

(Pg.290) (Pg.291) (Pg.291)
SOW 126 SOW 126 SOW 126

Use capital letters by writing Add capital letters and full Plan to write about their
place names and personal stops to guided writing. favourite animal.
names in their notebooks.
DSKP: 4.3.1 Use capital DSKP: 4.3.1 Use capital DSKP: 4.3.3 Plan, draft and
letters appropriately in letters and full stops write an increased range of
personal and place names appropriately in guided simple sentences
writing at sentence level

(Pg.293) (Pg.294) (Pg.295)
279

Give feedback.
SOW 113 SOW 113 SOW 113

(Pg.302) (Pg.303) (Pg.304)
SOW 116 SOW 116 SOW 116


(Pg.302) (Pg.303) (Pg.304)
SOW 118 SOW 118 SOW 118
SOW) SOW) SOW)

(Pg.302) (Pg.303) (Pg.304)
SOW 125 SOW 125 SOW 125


(Pg.302) (Pg.303) (Pg.304)
280

CEFR
I can write words and short I can write some information I can write simple, short
sentences next to pictures. about my school and my sentences about animals,
I can write some personal class. using given pictures and
details: my first and last I can write simple, short words, e.g. A fish lives in the
name, age, where I live, what sentences about animals, water.
I like etc. using given pictures and
words, e.g. A fish lives in the
water.
I can write simple sentences
about my school, my family
or where I live.

Grammar
Prepositions of place Demonstrative pronouns Comparatives: Short
I like / I don’t like ‘This is..’ and ‘There are…’ adjectives; Statements
There’s a (monster). Comparative adjectives,
There are (four cats). animal vocabulary
Is there a (plane)? Superlatives: Short
Yes, there is. adjectives; Statements &
Are there any (rats)? questions with which
No, there aren’t. Superlatives: Short
How many (cars) are there? adjectives
Here are (four cars). Superlative questions
Grammar Activities
SOW 114 SOW 114 SOW 114
Prepositions of place. There is / there are. Using adjectives from

Where is Teddy? student book pg. 86
Short and long comparative

adjectives

(Pg.305) (Pg.285) (Pg.306)
281

Grammar Activities
SOW 119 SOW 119 SOW 119
Prepositions of place. Is there / are there ? Short and long superlative

Students use their own items adjectives
and ask their friends ‘Where
is my _____?’
Printable Resource #2 Printable Resource #24

(Pg.285) (Pg.307)
SOW 121 SOW 121 SOW 121

I like / I don’t like How many are there? Comparatives or superlatives?
Use the food Vocabulary

Mats from Unit 5. Students
take turns to say sentences
using the target language. Printable Resource #2 Printable Resource #25
(Pg.285) (Pg.308)
SOW 128 SOW 128 SOW 128

I like / I don’t like There is / there are, how Use Student book pg. 81.
many are there?, is there / Students ask and answer the
Use the food Vocabulary are there questions.
Mats from Unit 5. Students
take turns to write sentences Comparative and superlative
using the target language. questions
Printable Resource #2
(Pg.285)
282

Explicitly teach young children intonation / pronunciation / word stress / sentence stress / syllables.
Phonics Activities
SOW 115 SOW 115 SOW 115
/i:/ (ee) /i:/ (e_e) / k /(_ck)

green, see, free, tree, bee, these, eve, delete, theme, kick, flick, back, lick, sack,
meet concrete, scene duck
DSKP: 3.1.2 Recognise and

DSKP: 3.1.2 Recognise and sound out with support DSKP: 3.1.2 Recognise and
sound out with support beginning, medial and final sound out with support
beginning, medial and final sounds in a word beginning, medial and final
sounds in a word 3.1.3 Blend phonemes (CVC, sounds in a word
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) 3.1.3 Blend phonemes (CVC,
CCVC) CCVC, CVCV, CCV)
(Pg.296) (Pg.297) (Pg.298)
SOW 122 SOW 122 SOW 122

/əʊ/ (oa) /eɪ/ (a_e) / nk /(_nk)

boat, goat, coat, road, toad, make, take, rake, bake, cake, bank, think, drink, sink,
soap fake wink, tank

(Pg.299) (Pg.300) (Pg.301)
SOW 123 SOW 123 SOW 123

Treasure hunt; find (oo) Treasure hunt; find (a_e) Treasure hunt; find (_ng)
spelling in Unit 8 spelling in Unit 8 spelling in Unit 8
/u:/ (oo) /eɪ/ (a_e) / ŋ /(_ng)

hoot, root, food, mood, make, take, rake, bake, cake, sing, thing, ring, king, wing,
boot, moon fake sting

(Pg.299) (Pg.300) (Pg.301)
283
Year 1
Printable Resource # 1 (Pre-A1 Flashcards Using Fixed Phrases 1) Unit 3
Pgs. 34-45
LS: 4.2.4
Activity Suggestion
Students can play a variety of games with flashcards, including Memory, Snap, Bingo etc.
1. In class, students individually match the pictures to the correct words.

2. They list the matches in their notebooks.
tall beautiful great

silly clever amazing
rocks river grass
leaves trees logs
284
Year 2
Printable Resource # 2 (Low A1 There is / There are) Unit 6
Pgs. 70-81
LS: 4.2.4
Activity Suggestion
SOW 117
2. Students write what they can see using ‘there are’ or ‘there’s’ in
their notebooks using simple sentences.
3. Students compare and check sentences with their partners.
SOW 114
2. Student A looks at the pictures for 10 seconds.
3. Student B tests Student A by saying: ”There are (6) bones”.
4. Student A responds “True or False”.
5. Student B gives Student A 1 point if correct.
SOW 119
2. Student A looks at the animal cards for 10 seconds.
3. Student B asks “Are there any/ Is there a (penguin, horse, bone, human etc).
4. Student A remembers and responds “Yes, there are…/no, there aren’t any…”
SOW 121
2. Student A looks at the animal cards for 10 seconds.
3. Student B asks “How many …are there?"
4. Students A remembers and responds “There is/there are……”
SOW 128
2. Student A asks questions about the pictures using: “How many….are there?/
Is there any…/Are there any…?”
3. Student B responds.
285
Year 3
Printable Resource # 3 (Mid A1 Describing Objects) Unit 10
Pgs. 95-104
LS: 4.2.4
Activity Suggestion
1. In class, students individually write simple sentences using the words provided in their notebooks.
2. Fast finishers can draw the sentences they wrote.
rat whale strong fast

planet young ocean old
jungle close elephant beautiful
monkey cold hot cat
Use these words to write some sentences about animals.
Examples:
Whales live in the ocean.
Elephants are stronger than monkeys.
tall beautiful great

silly clever amazing
rocks river grass
leaves trees logs
286
Year 1
Printable Resource # 4 (Pre-A1 Magic Bag) Unit 3
Pgs. 34-45
LS: 4.2.5
Activity Suggestion

2. Students take turns to pull two pictures from the magic bag.
3. If they can complete a grammatically correct phrase using the words, they should write the
phrase in their notebook.
tall
silly
rocks
leaves
great
amazing
beautiful
clever
river
trees
grass
logs
Connect words using ‘and’

Example:
tall and beautiful
rocks and beautiful
287
Year 2
Printable Resource # 5 (Low A1 Conjunctions) Unit 6
Pgs. 70-81
LS: 4.2.5
Activity Suggestion

2. Student A says sentences using ‘there are’ or ‘there’s’ + a simple conjunction (and, but, or).
3. The other students in the group decide whether the sentence is true or not.
4. If it’s true, all students write the sentence in their notebook.
and, but, or
There’s a _____ and 4 _________.
Is there a _____ or a _______?
There are 4 _______ and a _______.
There are 4 _______, but there aren’t any _______.
288
Year 3
Printable Resource # 6 (Mid A1 Conjunctions) Unit 10
Pgs. 95-104
LS: 4.3.3
Activity Suggestion
1. In class, students individually read the example then write similar sentences about the rat and the monkey.
2. When they have finished, students choose another animal and write similar sentences in their notebooks.
rat whale strong fast

planet young ocean old
jungle close elephant beautiful
monkey cold hot large
Use these words to write some sentences using ‘and’ about animals.
My Plan
Whales are the largest animals on Earth.
Whales live in the ocean.
My Sentence
Whales are the largest animals on Earth and they live in the ocean.
My Plan
My Sentence
My Plan
My Sentence
289
Year 1
Printable Resource # 7 (Pre-A1 I like..) Unit 3
Pgs. 34-45
LS: 4.2.3
Activity Suggestion

2. Students complete the sentences.
3. They then take turns to read their sentences to their partner.
Write some more sentences in your notebook.
I don’t
I like
like
All About Me!
My name is ______________________________________________.
My birthday is ____________________________________________.
I am _______________ years old.
I like eating ______________________________________________.
I don’t like eating _________________________________________.
I like ___________________________________________________.
I don’t like ______________________________________________.
290
Year 2
Printable Resource # 8 (Low A1 Magic Bag) Unit 6
Pgs. 70-81
LS: 4.3.3
Activity Suggestion
1. In class, students take turns to take a picture from a magic bag or a pile in the middle of the table.
2. They then use one of the habitat words to create a sentence for that animal.
3. Students then write the sentences in their notebooks.
water mountains jungle ocean desert

snow sand
Examples
Goats live in the mountains.
Jellyfish live in the
291
Year 3
Printable Resource # 9 (Mid A1 I like…) Unit 10
Pgs. 95-104
LS: 4.3.3
Activity Suggestion
1. In class, s tences.
2. Then they write their own sentences.
I like kittens because they are cute and funny.
I like lions because they are ________ and ___________.
I like camels because

______________________________________________________________.
I like monkeys
______________________________________________________________.
I like
______________________________________________________________.
I
______________________________________________________________.
Your Choice
1)
______________________________________________________________
2)
______________________________________________________________
3)
______________________________________________________________
4)
______________________________________________________________
292
Year 1
Printable Resource # 10 (Pre-A1 Capital Letters) Unit 3
Pgs. 34-45
LS: 4.3.1
Activity Suggestion

2. Students in each group take turns to take one picture from the Magic Bag and then decide whether
the picture should have a capital letter or not.
3. When they have finished all the pictures, they should write the words in their notebook with correct capitalisation.
kuala lumpur malaysia trees
river ahmad mrs.nurul
rocks siti monkey
praba grass suhaila
293
Year 2
Printable Resource # 11 (Low A1 Capital Letters) Unit 6
Pgs. 70-81
LS: 4.3.1
Activity Suggestion

2. Students take turns to identify where the capital letters and full stops should be in the sentences below.
3. When they have finished, students can check their answers by looking at the sentences on Get Smart pg. 87.
malayan tigers live in forests in Malaysia and parts of

thailand they are orange with black stripes malayan
tigers are smaller than other tigers they are very strong
malayan tigers are very good hunters they hunt and eat
large animals like monkeys, deer or goats they can even
eat small elephants
294
Year 3
Printable Resource # 12 (Mid A1 My Favourite Animal) Unit 10
Pgs. 95-104
LS: 4.3.3
Activity Suggestion
1. In class, students individually use the scaffolded planning template below to plan their writing on their favourite animal from Get Smart pg. 87.
2. Fast finishers can then draw their animal.
Use the plan to write about your favourite animal.
Where do they live? Why do you like them?

What do they eat?
They live in ____________. I like _______________ because they
They eat ____________.
are ___________ and ___________.
the jungle, the ocean, the desert,
small animals, large animals,
the mountains, the city, people’s cute, clever, beautiful, strong,
plants, grass, trees, fish, meat
homes silly, interesting, small
My Favourite
Animal
What do they look like? Interesting facts
They are ____________ and They are _______________.

__________.
the biggest, the smallest, the
beautiful, strong, colourful, big, fastest, the slowest, the cutest,
small, long, tall, small the strongest
295
Year 1
Pgs. 34-45
LS: 3.1.2 & 3.1.3
Activity Suggestion

3. Other students in the group then take turns repeating Step 2.
3. Students can also play bingo with the words, and create ‘ee’ posters to put around the room.
Phase 3 Roll and Read - ee
see feel weep feet keep
seem meet week deep beep
feel feet seem week beep
deep meet keep weep see
meet weep feet deep feel
keep seem see week feel
296
Year 2
Pgs. 70-81
LS: 3.1.2 & 3.1.3
Activity Suggestion

3. Students can also play bingo with the words, and create ‘_e_e’ posters to put around the room.
Roll and Read: _e_e
eve scene delete even cheese
compete these theme concrete eve
scene delete even cheese compete
these theme concrete eve scene
delete even cheese compete these
theme concrete eve scene delete
297
Year 3
Pgs. 95-104
LS: 3.1.2 & 3.1.3
Activity Suggestion

3. Students can also play bingo with the words, and create ‘ck’ posters to put around the room.
tick neck sick even cheese
pick pack lick sock duck
sack hack dock tick neck
sick pick hack sack dock
tick sack lick pack hack
neck dock pick duck hack
298
Year 1
Pgs. 34-45
LS: 3.1.3
Activity Suggestion
1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
6. Students can also create a word wall for the classroom.
Top Wheel
Cut Out
299
Year 2
Printable Resource # 17 (Low A1 Phonics Wheel) Unit 6
Pgs. 70-81
LS: 3.1.3
Activity Suggestion

Bottom Wheel
bo
at
at
go
soap coat
roa
ad
to
300
Year 3
Pgs. 95-104
LS: 3.1.3
Activity Suggestion

Bottom Wheel
bo
at
at
go
soap coat
roa
ad
to
301
Year 1
Printable Resource # 19 (Pre-A1 Vocabulary Mat) Unit 3
Pgs. 34-45
Activity Suggestion

302
Year 2
Printable Resource # 20 (Low A1 Vocabulary Mat) Unit 6
Pgs. 70-81
Activity Suggestion

303
Year 3
Printable Resource # 21 (Mid A1 Vocabulary Mat) Unit 10
Pgs. 95-104
Activity Suggestion

304
Year 1
Printable Resource # 22 (Pre-A1 Where is Teddy?) Unit 3
Pgs. 34-45
Prepositions
Activity Suggestion

2. Students take turns to pull out a picture. They must then show the picture to the group.
3. The first person to say where teddy is correctly wins the card.
4. The student with the most cards at the end of the game is the winner.
5. Students then write sentences using the prepositions in their notebook.
Where is Teddy?
the table the table of the table the table the box
Teddy is on Teddy is under Teddy is in front Teddy is beneath Teddy is in
table
the table the table the table to the table
the box and
Teddy is beside Teddy is at Teddy is behind Teddy is next
Teddy is between
305
Year 3
Printable Resource # 23 (Mid A1 Comparatives) Unit 10
Pgs. 95-104
Comparatives
Activity Suggestion
1. In class, students individually attempt to categorise the adjectives into the table at the bottom of the page.
Which of these words should have ‘-er’ or ‘more’?
1
=-er (smaller)
small
1 2
=-ier (prettier)
pret ty
1 2 3
=more (more dangerous)
dan ger ous
pretty cute big small

scary thin fat tall
long short heavy interesting
dangerous intelligent boring strong
-er /-ier more
306
Year 3
Printable Resource # 24 (Mid A1 Superlatives) Unit 10
Pgs. 95-104
Superlatives
Activity Suggestion
1. In class, students individually attempt to categorise the adjectives into the table at the bottom of the page.
Which of these words should have ‘the -est’ or ‘the most?
1
= the -est (the smallest)
small
1 2
= the -iest (the prettiest)
pret ty
1 2 3
= the most (the most dangerous)
dan ger ous
pretty cute big small

scary thin fat tall
long short heavy interesting
dangerous intelligent boring strong
the -est / the -iest the most
307
Year 3
Printable Resource # 25 (Mid A1 Comparatives & Superlatives) Unit 10
Pgs. 95-104
Comparatives
& Superlatives
Activity Suggestion
1. In class, students individually attempt to complete the table with comparative and superlative adjectives.
308
UNIT 9:
Get
Active!
Overview

Pre-A1 1.1.1 Recognise and reproduce with support a healthy, unhealthy, /ɑ:/ (ar as in card) Prepositions of
limited range of high frequency target lunch, dinner, /ɔ:/ (or as in thorn) place like and
language phonemes breakfast, snack, full, /ɜ:/ (ur as in turn) don't like
thirsty, mum, sister,
1.2.1 Understand with support the main idea of dad, brother
very simple phrases and sentences
1.2.2 Understand with support specific
information and details of very simple
Low A1 1.3.1 Understand the message the teacher or cotton, leather, wool, /aɪ/ (i_e as in kite) Do you like this
classmate is communicating by using visual woollen, strong, warm, /əʊ/ (o_e as in close) (hat)/these
clues when they are speaking cool, cow, sheep, get, /u:/ (u_e as in flute) (shoes)?
stop, turn around, Yes, I do. /No, I
1.2.2 Understand with support specific catch, put don’t.
information and details of simple sentences Is he/she wearing
(a blue T-shirt)?
1.2.5 Understand an increased range of short, Yes, he/she is. / No,
supported questions he/she isn’t.
Mid A1 1.3.1 Guess the meaning of unfamiliar words by playing the guitar, /nd/ (nd as in bend) Present continuous
using visual clues when a teacher or playing tennis, hitting /nt/ (nt and in tent) statements
classmate is speaking the ball, throwing the (be + -ing)
ball, making a cake, Present continuous
1.2.2 Understand with support specific cleaning, washing the negative
information and details of short simple texts dishes, watering the statements
plants, making the (be + ing)
1.2.5 Understand a wide range of short, supported bed, exercising,
questions skateboarding,
gymnastics
310
SoW # Student Remedial Printable Printable Remedial Year 1, 2, & 3
Book Instruction Resources Resources Instruction Unit Number & Pages
Page # Focus # Strategy
129 - Listening Sound Hunt Pre-A1 #1(Pg.320) RI 1: Provide clear instruction

Charades 2 Low A1 #3(Pg.322)
Charades 3 Mid A1 RI 4: Encourage peer-assisted
130 - Phonics Phonics Wheel ‘or’ Pre-A1 #7(Pg.326) RI 4: Encourage peer-assisted
Phonics Wheel ‘i_e’ Low A1 #8(Pg.327) learning opportunities
Phonics Wheel ‘nd’ Mid A #9(Pg.328) Super Minds Student’s
Phonics Wheel Template small-group learning Book 1 Year 1 Unit 3
(pgs. 34-45)
131 - Vocabulary My words 1 Pre-A1 #14(Pg.333) RI 4: Encourage peer-assisted
My words 2 Low A1 #15(Pg.334) learning opportunities Super Minds Student’s
My words 3 Mid A1 #16(Pg.335) Book 1 Year 2 Unit 7
#20(Pg.339) Get Smart Year 3 Unit 3
132 - Grammar Spot On 1 A & 1 B Pre-A1 RI 1: Provide clear instruction
#21(Pg.340) of literacy components (pgs. 25-34)
Spot On 2A & 2B Low A1
Spot On 3A & 3B Mid A1 #22(Pg.341)
133 - N/A
134 93 Listening Running Dictation & Whisper 1 Pre-A1 #4(Pg.323) RI 4: Encourage peer-assisted
Running Dictation & Whisper 2 Low A1 #5(Pg.324) learning opportunities
#6(Pg.325)
Running Dictation & Whisper 3 Mid A1 RI 7: Encourage collaborative
135 - Phonics Roll and Read ‘or’ Pre-A1 #11(Pg.330) RI 4: Encourage peer-assisted
Roll and Read ‘o_e’ Low A1 #13(Pg.332)
Roll and Read ‘nt’ Mid A1 RI 7: Encourage collaborative
311
Student
SoW # Book Get
Smart Year
4 Page #
Focus # Strategy
136 - Vocabulary My words 1 Pre-A1 #14(Pg.333) RI 3: Embed visual and verbal

My words 2 Low A1 support student learning
#16(Pg.335)
My words 3 Mid A1
137 - Grammar Picture Cards 1 Pre-A1 + Noughts & #23(Pg.342) RI 1: Provide clear instruction
CrossesSheet #25(Pg.344) of literacy components Super Minds Student’s
Picture Cards 2 Low A1 + Noughts & #24(Pg.343) Book 1 Year 1 Unit 3
CrossesSheet resources in lessons to (pgs. 34-45)
Picture Cards 3 Mid A1 + Noughts & support student learning
CrossesSheet Super Minds Student’s
(pgs. 82-93)
small-group learning Get Smart Year 3 Unit 3
138 - N/A (pgs. 25-34)
139 - Listening Running Dictation & Whisper 1 Pre-A1 #4(Pg.323) RI 1: Provide clear instruction
Running Dictation & Whisper 2 Low A1 #5(Pg.324) of literacy components
Running Dictation & Whisper 3 Mid A1 #6(Pg.325) RI 4: Encourage peer-assisted
140 - Phonics No Printable Resources Unit 9 RI 4: Encourage peer-assisted

312
Student
141 - Vocabulary Word Maze 1 Pre-A1 #17(Pg.336) RI 3: Embed visual and verbal
Word Maze 2 Low A1 support student learning
#19(Pg.338)
Word Maze 3 Mid A1
142 - Grammar Magic Bag 1 Pre-A1 #26(Pg.345) RI 1: Provide clear instruction

Magic Bag 2 Low A1 #27(Pg.346) of literacy components Super Minds Student’s
Magic Bag 3 Mid A1 #28(Pg.347) Book 1 Year 1 Unit 3
(pgs. 82-93)
small-group learning Get Smart Year 3 Unit 3
(pgs. 25-34)
143 -
144 -
313
Thinking about Listening

CEFR
I can recognise every day, I can identify familiar words I can understand very short
familiar words, provided they and phrases. conversations when people
are delivered clearly and [2012.R007-TUR/6-12] (A1) speak slowly and clearly.
slowly in a clearly defined, [86.2007-ARM/6-10]
familiar, everyday context.

Teach young children Use the letters and spelling Strategies to have simple
explicitly to hear the patterns within words to and short two-way
individual English sounds or decode the words’ interactions
phonemes within words pronunciations (phonics)
SOW 129 SOW 129 SOW 129
unit) unit) unit)
DSKP: 1.1.1 Recognise and DSKP: 1.3.1 Understand the DSKP: 1.3.1 Guess the
reproduce with support a message the teacher or meaning of unfamiliar words
limited range of high classmate is communicating by using visual clues when a
frequency target language by using visual clues when teacher or classmate is
phonemes they are speaking speaking
Sound Hunt Charades 2 Charades 3

(Pg.320) (Pg.321) (Pg.322)
SOW 134 SOW 134 SOW 134

support specific information support specific information support specific information
and details of very simple and details of simple and details of short simple
phrases and sentences sentences texts
Running Dictation & Running Dictation & Running Dictation &

Whisper 1 Whisper 2 Whisper 2
Printable Resource #4 Printable Resource # 5 Printable Resource # 6
(Pg.323) (Pg.324) (Pg.325)
SOW 139 SOW 139 SOW 139

unit) unit) unit)
DSKP: 1.2.1 Understand with DSKP: 1.2.5 Understand an DSKP: 1.2.5 Understand a
support the main idea of increased range of short, wide range of short,
very simple phrases and supported questions supported questions
sentences
Running Dictation & Running Dictation &
Running Dictation & Whisper 2 Whisper 3
Whisper 1 Printable Resource #5 Printable Resource #6
Printable Resource #4 (Pg.324) (Pg.325)
(Pg.323)
314

(phonics)
Phonics Activities
SOW 130 SOW 130 SOW 130
unit) unit) unit)
/ɑ:/ (ar) /aɪ/ (i_e) /nd/ (nd)

card, jar, star, bark, scar, kite, ice, mice, rice, life, bend, sand, band, lend,
sharp nice pond, bond

reproduce with support a
phonemes
Phonics Wheel ‘ar’ Phonics Wheel ‘i_e’ Phonics Wheel ‘nd’

Phonic Wheel Template #10 Phonic Wheel Template #10 Phonic Wheel Template #10
(Pg.326 & 329) (Pg.327 & 329) (Pg.328 & 329)
SOW 135 SOW 135 SOW 135

unit) unit) unit)
/ɔ:/ (or) /əʊ/ (o_e) /nt/ (nt)

thorn, port, corn, horn, short, close, clove, dove, home, tent, aunt, dent, pent, rent,
torch dome, bone lent

reproduce with support a
phonemes
Roll and Read ‘or’ Roll and Read ‘o_e’ Roll and Read ‘nt’
(Pg.330) (Pg.331) (Pg.332)
SOW 140 SOW 140 SOW 140

unit) unit) unit)
/ɜ:/ (ur) /u:/ (u_e) Review

turn, purse, surf, fur, nurse, flute, duke, fume, mute, tube, /nd/ (nd as in bend)
burn mule /nt/ (nt and in tent)
bend, sand, band, lend,
DSKP: 1.1.1 Recognise and pond, bond, send, mind, find,
reproduce with support a hand, tent, aunt, dent, pent,
limited range of high rent, lent, scent, mint, tint,
frequency target language want
phonemes
Treasure Hunt: Find words Treasure Hunt: Find words Treasure Hunt: Find words
with (ur) spelling in Unit 9 with (u_e) spelling in Unit 9 ending with (nd) and (nt) in
Unit 9
315

SOW 131 SOW 131 OW 131
unit) unit) unit)
Memorising games Memorising games Memorising games

(Pg.333) (Pg.334) (Pg.335)
SOW 136 SOW 136 SOW 136

unit) unit) unit)
Against the Clock Against the Clock Against the Clock

(Pg.333) (Pg.334) (Pg.335)
SOW 141 SOW 141 SOW 141

unit) unit) unit)
Word Maze: Listen and Word Maze: Listen and Word Maze: Listen and
Search Search SearchMemorising games

(Pg.336) (Pg.337) (Pg.338)-
316

CEFR

Grammar
Prepositions of place Do you like this (hat)/these Present continuous
like and don't like (shoes)? statements (be + -ing)
Yes, I do. /No, I don’t. Present continuous negative
Is he/she wearing (a blue statements (be + ing)
T-shirt)?
Yes, he/she is. / No, he/she
isn’t.
Grammar Activities
SOW 132 SOW 132 SOW 132
unit) unit) unit)
Spot On Spot On Spot On

Prepositions of place Is he/she wearing (a blue Present continuous
T-shirt)? statements (be + -ing)
isn’t.
Spot On 1A & 1 B Spot On 2A & 2B Spot On 3A & 3B
(Pg.339) (Pg.340) (Pg.341)
SOW 137 SOW 137 SOW 137

unit) unit) unit)
Noughts & Crosses Noughts & Crosses Noughts & Crosses

Prepositions of place Prepositions of place Prepositions of place
(Pg.342) (Pg.343) (Pg.344)
SOW 142 SOW 142 SOW 142

unit) unit) unit)
Magic Bag Magic Bag Magic Bag

…like / don’t like Do you like this (hat)/these Present continuous
(shoes)? statements (be + -ing)
T-shirt)?
isn’t.
(Pg.342) (Pg.343) (Pg.344)
317

CEFR

Grammar
Prepositions of place Do you like this (hat)/these Present continuous
like and don't like (shoes)? statements (be + -ing)
T-shirt)?
isn’t.
Grammar Activities
SOW 132 SOW 132 SOW 132
unit) unit) unit)
Spot On Spot On Spot On
Prepositions of place Is he/she wearing (a blue Present continuous
T-shirt)? statements (be + -ing)
isn’t.
Spot On 2A & 2B Spot On 3A & 3B
Spot On 1A & 1 B Printable Resource # 21 Printable Resource # 22
Printable Resource # 20 (Pg.340) (Pg.341)
(Pg.339)
SOW 137 SOW 137 SOW 137

unit) unit) unit)
Noughts & Crosses Noughts & Crosses Noughts & Crosses

Prepositions of place Prepositions of place Prepositions of place

(Pg.342) (Pg.343) (Pg.344)
SOW 142 SOW 142 SOW 142

unit) unit) unit)
Magic Bag Magic Bag Magic Bag

…like / don’t like Do you like this (hat)/these Present continuous
(shoes)? statements (be + -ing)
T-shirt)?
isn’t.

(Pg.342) (Pg.343) (Pg.344)
318
Towards A1 Low A1 Mid A1

CEFR

Show & Tell sessions on different community backgrounds
Practice at Home
Vocabulary Practice: Think Vocabulary Practice: Think Vocabulary Practice:
Before Together Think-ing
Recycle words in vocabulary Recycle words in vocabulary Recycle words in vocabulary

lesson. Find and write words lesson. List the different lesson.
that uses the prefix ‘un’ types of materials. Match List other activities that use
healthy – unhealthy material to source. ‘playing’, and ‘making’ when
fair – unfair Wool – sheep you are at home or with
happy - unhappy Cotton – plant friends.
Leather - cow
Create at Home
Draw emoticons/emojis of Draw your cupboard with all Create a calendar of
words learned in this unit. the different clothes activities for the month
(materials) you have and using activities in Vocabulary
label each item Practice..
(clothe – material)
App Time
Channel)
DSKP: 1.3.1 Guess the

DSKP: 1.1.1 Recognise and DSKP: 1.2.2 Understand with meaning of unfamiliar words
reproduce with support a support specific information by using visual clues when a
limited range of high and details of simple teacher or classmate is
frequency target language sentences speaking
phonemes
Gamifying learning for 30 Children visit and explore
This channel has songs and minutes a day to develop places (shopping mall, food
raps that children can sing skills and children can use on court) and can record/create
along with and add their their own (self-directed stories using different
new words to. listen to the words they have characters to role play
made. activities at these places.
speech-language pathologist
chose Milo’s activities to
help kids learn to organise
time, sentence and
storytelling concepts.
319
Year 1
Printable Resource # 1 (Pre-A1 Sound Hunt) Unit 3
Pgs. 34-45
LS: 1.1.1
Activity Suggestion

2. Picture cards are placed on the table, face up.
3. Student A closes his/her eyes. Student B reads a word.
4. Student A listens, opens his/her eyes, and points to the word.
5. Students take turns to listen and identify all the words
320
Year 2
Printable Resource # 2 (Low A1 Charades 2) Unit 7
Pgs. 82-93
LS: 1.3.1
Activity Suggestion
11. Put students in 2 groups.

2. Student from Group A picks a phrase card and acts it out for team members to guess. Give a time limit of 45 seconds.
3. Then student from Group B repeats.
4. Charades continues till all cards are used or till time permits.
This is a shoe This is a cow This is a sheep
Catch the ball This is a hat Get a pencil
Put the book

Turn around Stop talking
in the bag
This is a
cotton dress
321
Year 3
Printable Resource # 3 (Mid A1 Charades 3) Unit 3
Pgs. 25-34
LS: 1.3.1
Activity Suggestion

2. Student from Group A picks a phrase card and acts it out for team members to guess. Give a time limit of 45 seconds.
3. Then student from Group B repeats.
4. Charades continues till all cards are used or till time permits
Playing the
Hitting the ball Making a cake
guitar
Watering the Playing Washing the

plants Badminton cups
Throwing the
Making the bed Exercising
ball
Cleaning the
room
322
Year 1
Printable Resource # 4 (Pre-A1 Running Dictation and Whisper 1) Unit 3
Pgs. 34-45
LS: 1.2.1 & 1.2.2
Activity Suggestion

2. Phrases are placed in various sections of the class (or pasted on the walls).
3. Students in each group take turns to read a phrase, run back to the team and whisper it to the scribe (another student) to write it down.
4. Student who has read the phrase becomes the scribe while another student reads the next phrase.
5. Game continues till all phrases are read and written or till time permits.
on the table under the tree over the gate
at the
in the bag behind the door
restaurant
The cat is
Dad is in Mum is sitting
sleeping
the car on the chair
beside my sister
We are having
lunch at the
restaurant
323
Year 2
Printable Resource # 5 (Low A1 Running Dictation and Whisper 2) Unit 7
Pgs. 82-93
LS: 1.2.2 & 1.2.5
Activity Suggestion

This is a This is a This is a

leather shoe brown cow big sheep
Do you like Do you like Get a pencil

this ball? this hat? and write
Turn around and Stop talking and Put the book

walk to the door listen to the and pencil
teacher in the bag
Is she wearing
a cotton dress?
324
Year 3
Printable Resource # 6 (Mid A1 Running Dictation and Whisper 3) Unit 3
Pgs. 25-34
LS: 1.2.2 & 1.2.5
Activity Suggestion

She is cleaning He is watching They are

the room the cups having lunch
She is making They are playing He is playing

a cake for football in the guitar and
her mother the field singing a song
They are throwing

The children are He is exercising
the ball over
making the beds outside the house
the gate
She is watering
the plants in
the garden
325
Year 1
Pgs. 34-45
LS: 1.1.1
Activity Suggestion

Words with
/a:/ (ar)
Bottom Wheel
ca
p
ar
rd
sh
jar scar
bar
r
sta
326
Year 2
Printable Resource # 8 (Low A1 Phonics Wheel) Unit 7
Pgs. 82-93
LS: 1.1.1
Activity Suggestion

Words with
/aɪ/ (i_e)
Bottom Wheel
kit
ice
e
mice rice
nic
life
327
Year 3
Pgs. 25-34
LS: 1.1.1
Activity Suggestion

Words with
/nd/ (nd)
Bottom Wheel
se
nd
nd
sa
lend bend
bo
nd
po
nd
328
Activity Suggestion
Use this template for creating the Phonics Wheel
Bottom Wheel
329
Year 1
Pgs. 34-45
LS: 1.1.1
Activity Suggestion

thorn porch port torn corn
horn sport short ford torch
porch born torn horn cord
fort storm lord force storm
born corn cork port sport
force torch ford lord snort
330
Year 2
Pgs. 82-93
LS: 1.1.1
Activity Suggestion

close stone dove zone drove
clove love home bone dome
bone move lone cone gone
rose some stone close hope
zone home done drove move
cone lone love gone some
331
Year 3
Pgs. 25-34
LS: 1.1.1
Activity Suggestion

tent want aunt tint pent
dent lint rent font lent
sent rant mint went tint
pant mint pint tent want
went pent lint sent gent
rant pint vent rent font
332
Year 1
Printable Resource # 14 (Pre-A1 My Words 1) Unit 3
Pgs. 34-45
Activity Suggestion
SOW 131: Memorising Game

2. Using My words 1, students take turns to look at a word and say it out loud, cover the word and write
the word in their exercise book.
3. Students exchange exercise books to check the spelling of the words from My words 1.
SOW 131: Against the Clock

1. Put students in a small group.
2. Student A is given 30 seconds to memorise the words in My words 1 and then whispers them to the
next student, who whispers them to the next student until they reach the last student.
3. The last student writes the words on a piece of paper.
4. The whole group checks the words to see which words were remembered and which words were spelt correctly.
5. Play again if there is time.
333
Year 2
Printable Resource # 15 (Low A1 My Words 2) Unit 7
Pgs. 82-93
Activity Suggestion


334
Year 3
Printable Resource # 16 (Mid A1 My Words 3) Unit 3
Pgs. 25-34
Activity Suggestion


335
Year 1
Printable Resource # 17 (Pre-A1 Word Maze 1) Unit 3
Pgs. 34-45
Activity Suggestion

2. Student A reads out a word from My words 1 for Student B to look for in the Word Maze.
3. Student B then reads out another word from My Words 1 for Student A to look for in the Word Maze.
4. Activity continues until most or all the words are identified.
Word Maze 1
e q f r k j f d r
s n d c k f h i m
x a a a u f c n k
s n s l d d n n n
s w l m u m u e i
g z e k z h l r r
d p r e t s i s d
a r e h t o r b i
b t h i r s t y c
336
Year 2
Printable Resource # 18 (Low A1 Word Maze 2) Unit 7
Pgs. 82-93
Activity Suggestion

Word Maze 2
w r s c s i m n j p
o u e t o r y m b h
r t o h a w c o o l
h p u w t j r f q g
t t x s a a l d n l
n o t t o c e o s o
j w m r s v r l h o
x n n f n t e e e w
e r v l s d c b e p
h c t a c f e n p b
337
Year 3
Printable Resource # 19 (Mid A1 Word Maze 2) Unit 3
Pgs. 25-34
Activity Suggestion

Word Maze 3
x g v o e s k r d p n r o o d
d g y r d z k x f e l j o t h
j j r m s l f q q g q a t u t
v p b r n u j f o n t v n e j
h w x s n a b e d i h l v t s
g u i t a r s u z k l m g t s
a q p f b g g t e a v e n k z
x z r a v n n l i m w a e t f
p d l e k a c i s c l a t l d
r l g l g t w i y p s m e c t
y z k e a h e l c a v b n p g
g n i s i c r e x e l s n b x
y q c s s s y a j y j p i d j
n e u r b u p d u l w d s w j
s k a t e b o a r d i n g q c
338
Year 1
Printable Resource # 20 (Pre-A1 Spot On 1A & 1B) Unit 3
Pgs. 34-45
Prepositions
of Place
Activity Suggestion

2. Each student gets a ‘Spot On’ Sheet 1A & 1B with missing information.
3. Student A asks Student B (Where is the ball?).
4. Student B looks at his/her sheet and answers.
5. Students take turns to complete the activity.
339
Year 2
Printable Resource # 21 (Low A1 Spot On 2A & 2B) Unit 7
Pgs. 82-93
Present
Continuous
Activity Suggestion

2. Each student gets a ‘Spot On’ Sheet 2A & 2B with questions and answers.
3. Student A asks Student B (Is he wearing a blue shirt?).
4. Student B looks at his/her sheet and answers.
340
Year 3
Printable Resource # 22 (Mid A1 Spot On 3A & 3B) Unit 3
Pgs. 25-34
Present
Continuous
Activity Suggestion

2. Each student gets a ‘Spot On’ Sheet 3A & 3B with questions and answers.
3. Student A asks Student B (Is he playing the guitar?). Student B looks at his/her sheet and answers.
341
Year 1
Printable Resource # 23 (Pre-A1 Picture Cards 1) Unit 3
Pgs. 34-45
Activity Suggestion

3. Students take turns to select a picture card and describe it.
4. For each correct description, they cross (x) or circle (o) the Noughts & Crosses sheet until they complete a row.
Noughts & Crosses
342
Year 2
Printable Resource # 24 (Low A1 Picture Cards 2) Unit 7
Pgs. 82-93
Activity Suggestion

Noughts & Crosses
343
Year 3
Printable Resource # 25 (Mid A1 Picture Cards 3) Unit 3
Pgs. 25-34
Activity Suggestion

Noughts & Crosses
344
Year 1
Printable Resource # 26 (Pre-A1 Magic Bag 1) Unit 3
Pgs. 34-45
Activity Suggestion
1. Teacher to cut out picture cards and put them in a box/small bag.
3. Students take turns selecting a picture (random) and make a complete sentence using ‘like / don’t like’.
(Picture of a packet of chips with a X. Student says “I don’t like to eat chips”)
Magic Bag 1
345
Year 2
Printable Resource # 27 (Low A1 Magic Bag 2) Unit 7
Pgs. 82-93
Activity Suggestion
3. Students take turns to select a picture (random) and ask and answer questions.
(Picture of a hat with a X. Student A says “Do you like this hat?” Student B answers, “Yes, I do” or "No, I don’t”)
4. Repeat activity with students asking questions “Is he/she wearing a hat?” and answer “Yes, she/he is “Or “No, she/he isn’t”)
Magic Bag 2
346
Year 3
Printable Resource # 28 (Mid A1 Magic Bag 3) Unit 3
Pgs. 25-34
Activity Suggestion
3. Students take turns selecting a picture (random) and describe it (Picture of a guitar with a X. Student A says “I don’t like playing the guitar”)
Magic Bag 3
347
UNIT 10:
What’s
the Matter?
Overview
CEFR Level DSKP Main Skill (Reading & Writing) Vocabulary Phonics Grammar
Pre-A1 3.2.3 Use visuals on the page to help understand a banana, cake, /əʊ/ (ow as in low) I've got /
word or phrase sandwich, apple, haven't got a
pizza, chicken, /ɔɪ/ (oi as in coin) Have we got
3.1.3 Blend phonemes (CVC, CCVC) orange(s), any…?
pineapple(s), Yes we have /
4.2.4 Name or describe objects using suitable words coconut(s), no we haven't
from word set tomato(es),
strawberry(ies),
4.3.2 Spell familiar high frequency words accurately potato(es)
Low A1 3.2.3 i) Reread a word, phrase or sentence to head, arm, fingers, /aɪ/ I can/can’t (stand on
understand meaning hand, knee, leg, toes, (i_e as in bite) one leg).
foot, jump, run, dance, He/She can/can’t
/əʊ/
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) touch (o_e as in cope) (skip).
Can you (swim)?
4.3.2 Spell a narrow range of familiar high frequency /u:/ Yes, I can. / No, I
words accurately in guided writing (u_e as in cute) can’t.
Mid A1 3.2.1 Understand the main idea of short simple home, shopping /f/ (f as in flower) Past simple
texts centre, movie theatre, statements
in the afternoon, in /w/ (w as in water) (was/were)
3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) the evening, scary, /f/ (gh as in laugh) Yes/No questions
funny, delicious, (was/were)
4.3.2 Spell an increased range of familiar high boring, popcorn, Past simple
frequency words accurately in guided writing noisy, interesting (was/were/n’t)
statements
4.2.4 Describe people and objects using suitable
words and phrases
349
Student
145 103 Skill: Reading Pre-A1 Match words to pictures #1(Pg.360) RI 3: Embed visual and verbal
& Writing Low A1 Complete the spelling of words #2(Pg.361) resources in lessons to
Mid A1 Match words to pictures
146 -
147 103 Skill: Reading Pre-A1 Complete the spelling of words #4(Pg.363) RI 1: Provide clear instruction Book 1 Year 1 Unit 4
& Writing Low A1 Match words to pictures #5(Pg.364) of literacy components
(pgs. 46-57)
Mid A1 Fill in the blanks with suitable #6(Pg.365) RI 3: Embed visual and verbal
words / phrasesto form a complete sentence. resources in lessons to Super Minds Student’s
support student learning Book 1 Year 2 Unit 8
small-group learning 8 (pgs. 75-84)
148 105 Phonics Pre-A1 Roll and Read #10(Pg.369) RI 3: Embed visual and verbal
Low A1 Roll and Read #11(Pg.370) resources in lessons to
Mid A1 Roll and Read
RI 5: Build on students’ home
language, culture, and
social experiences
149 -
#21(Pg.380)
350
Student
151 - Phonics Pre-A1 Phoneme Spotter #13(Pg.372) RI 1: Provide clear instruction

Low A1 Phoneme Spotter #14(Pg.373) of literacy components
#15(Pg.374)
Mid A1 Phoneme Spotter RI 3: Embed visual and verbal
152 106-107 Grammar Pre-A1 Sort things that I have / haven’t got #25(Pg.384) RI 3: Embed visual and verbal (pgs. 46-57)
Low A1 Sort things that I can/can’t do #26(Pg.385) resources in lessons to
Mid A1 Fill in the blanks #27(Pg.386) Super Minds Student’s
8 (pgs. 75-84)
154 -
155 107 Grammar Pre-A1 Fill in the blanks #28(Pg.387) RI 1: Provide clear instruction
Low A1 Fill in the blanks #29(Pg.388) of literacy components
Mid A1 Fill in the blanks #30(Pg.389) RI 4: Encourage peer-assisted
351
Student
156 108 Phonics Word Bingo (Pre-A1, Low A1, & Mid A1) #16(Pg.375) RI 1: Provide clear instruction
#18(Pg.377)
157 111 Skill: Reading Match words to pictures #7(Pg.366) RI 1: Provide clear instruction
& Writing Match sentences to pictures. #8(Pg.367) of literacy components Super Minds Student’s
Match sentences to pictures. #9(Pg.368) Book 1 Year 1 Unit 4
8 (pgs. 75-84)
158 109 Vocabulary Pre-A1 Gap-fill activity. #22(Pg.381) RI 4: Encourage peer-assisted
Low A1 Gap-fill activity. #23(Pg.382) learning opportunities
Mid A1 Gap-fill activity. #24(Pg.383) RI 7: Encourage collaborative
159 - Grammar Board Game (Pre-A1, Low A1, & Mid A1) #31(Pg.390) RI 4: Encourage peer-assisted
352

CEFR
I can identify familiar words I can read and understand I can find what I need in
and phrases. simple and short sentences simple informative texts.
underneath pictures.
I can match words and I can write something about
sentences with pictures. I can write some personal myself.
details.
I can write some information I can write simple, short
about my school and my I can understand the main sentences about school
class. point(s) from a short written things, with the help of
passage in clear printed pictures and words, e.g. My
I can write words for script. pencil is yellow.
different foods and for the
clothes we wear.

Use short videos, visuals, Use short videos, visuals, Break the information into
and graphic organizers. and graphic organizers. chunks.
Scaffolding with vocabulary. Scaffolding with vocabulary. Model with clear

explanations.
Differentiate tasks. Differentiate tasks.
Provide opportunities to
Break the information into Break the information into practice.
chunks. chunks.
Model with clear Model with clear
explanations. explanations. Use graphic organisers.
Monitor student progress

(AfL).

SOW 145 SOW 145 SOW 145
Student’s book pg.103 Student’s book pg. 103 Student’s book pg. 103
Match words to picture Complete the spelling of Match words to pictures

(body parts) words (body parts) (-aches)
DSKP: 3.2.3 Use visuals on DSKP: 4.3.2 Spell a narrow DSKP: 4.2.4 Describe people
the page to help understand range of familiar high and objects using suitable
a word or phrase frequency words accurately words and phrases
in guided writing

(Pg.360) (Pg.361) (Pg.362)
353

syllables.
Phonics Activities
SOW 148 SOW 148 SOW 148
Student book pg. 105 student book pg. 105 student book pg. 105
/əʊ/ (ow as in low) /aɪ/ (i_e as in hike) /f/ (f as in flower)

(Pg.369) (Pg.370) (Pg.371)
SOW 151 SOW 151 SOW 151

Student book pg.- Student book pg.- Student book pg.-
Phoneme Spotter Phoneme Spotter Phoneme Spotter
/ɔɪ/ (oi as in noise) /əʊ/ (o_e as in note) /w/ (w as in water)
DSKP: 4.2.4 name or DSKP: 4.3.2 Spell a narrow DSKP: 4.3.2 Spell an increased
describe objects using range of familiar high range of familiar high frequency
suitable words from word frequency words accurately words accurately in guided writing
set in guided writing

(Pg.372) (Pg.373) (Pg.374)
SOW 156 SOW 156 SOW 156

Word Bingo! Word Bingo! Word Bingo!
/əʊ/ (ow as in low) /u:/ (u_e as in cute) /f/ (gh as in cough)

/ɔɪ/ (oi as in noise) /f/ (f as in flower)
DSKP: 4.3.2 Spell familiar DSKP: 4.3.2 Spell a narrow DSKP: 4.3.2 Spell an
high frequency words range of familiar high increased range of familiar
accurately frequency words accurately high frequency words
in guided writing accurately in guided writing
(Pg.375) (Pg.376) (Pg.377)
354

Give feedback.
(Pg.380)
SOW 150 SOW 150 SOW 150

(Pg.378) (Pg.379) (Pg.380)
SOW 153 SOW 153 SOW 153

SOW) SOW) SOW)
Printable Resource # 19 Printable Resource # 20 Printable Resource #

(Pg.378) (Pg.379) 21(Pg.380)
SOW 158 SOW 158 SOW 158

Gap-fill activity (word) Gap-fill activity (phrase) Gap-fill activity (sentence)

(Pg.381) (Pg.382) (Pg.383)
355

CEFR
I can identify familiar words I can read and understand I can find what I need in
and phrases. simple and short sentences simple informative texts.
I can match words and I can write something about
sentences with pictures. I can write some personal myself.
details.
I can write some information I can write simple, short
about my school and my I can understand the main sentences about school
class. point(s) from a short written things, with the help of
passage in clear printed pictures and words, e.g. My
I can write words for script.
different foods and for the
clothes we wear.




Grammar
I've got / haven't got a I can/can’t (stand on one Past simple (was/were/n’t)
Have we got any…? leg). statements
Yes, we have / no we haven't He/She can/can’t (skip). Yes/No questions
Can you (swim)? (was/were)
Yes, I can. / No, I can’t.
356

Grammar Activities
SOW 152 SOW 152 SOW 152
I've got / haven't got a I can/can’t (stand on one Past simple (was/were/n’t)
leg). statements
Sort out things that I have / he/she can/can’t (skip).
haven’t got (words) Fill in the blanks (sentence)
(Worksheet) Sort out things that I (Worksheet)
can/can’t do (phrase)
(Worksheet)

(Pg.384) (Pg.385) (Pg.386)
SOW 155 SOW 155 SOW 155

Have we got any…? Can you (swim)? yes/no questions (was/were)

Yes, we have / no we haven't Yes, I can. / no, I can’t.
Fill in the blanks (sentence)
Fill in the blanks (words) Fill in the blanks (phrase) (Based on a picture)
(Based on a picture) (Based on a picture)
(Pg.387) (Pg.388) (Pg.389)
SOW 159 SOW 159 SOW 159

The Jungle Book The Jungle Book The Jungle Book
Review Review Review
Board Game Board Game Board Game

(Pg.390) (Pg.391) (Pg.392)
357

CEFR
I can match words and I can read and understand I can find what I need in
sentences with pictures. simple and short sentences simple informative texts.
I can use digital resources to I can use digital resources to
find information. I can use digital resources to find information.
find information.

Practice at Home
Vocabulary & Phonics Grammar Practice Simple Comprehension &
Practice Guessing words from
List down what you can and context
Play I-spy (food items) at can’t do at home with your
home with your parents. parents. Read a book from the library
with your parents.
Create at Home
Draw a picture of what you Create a 5 minute exercise Write a journal of what you
ate for breakfast, lunch and routine with jump, run, dance did and felt in the morning,
dinner, and label the food. and touch. afternoon and evening, for
one day.
App Time
HOMER Learn and Grow Planet Lettra Planet Lettra
Free Trial
Spend 30 minutes practising Spend 30 minutes playing Spend 30 minutes playing

the reading and writing the word building games. the word building games.
elements.
358

SOW Lesson 147 SOW Lesson 147 SOW Lesson 147
Complete the spelling of Match words to pictures Fill in the blanks

words (body parts) (-aches)
DSKP: 4.3.2 Spell familiar DSKP: 3.2.3 i) Reread a DSKP: 4.2.4 Describe people
high frequency words word, phrase or sentence to and objects using suitable
accurately understand meaning words and phrases

(Pg.363) (Pg.364) (Pg.365)
SOW 157 SOW Lesson 157 SOW Lesson 157

Match words to pictures Match sentences to pictures Match sentences to pictures

(antonym concept cards). (antonyms). (antonyms).
DSKP: 3.2.3 Use visuals on DSKP: 3.2.3 i) Reread a DSKP: 4.2.4 Describe people
the page to help understand word, phrase or sentence to and objects using suitable
a word or phrase understand meaning words and phrases

(Pg.366) (Pg.367) (Pg.368)
359
Year 1
Printable Resource # 1 (Pre-A1 Match Words to Pictures) Unit 4
Pgs. 46-57
LS: 3.2.3
Activity Suggestion
1.Students sit in pairs.

2.Fold the paper over and ask them to remember the body parts. Give them 2 minutes to remember as many as they can.
3.Turn the paper so it is on the gap fill side.
4.Students write down as many of the body parts as they can remember.
5.Students check their memory to see how many they got correct.
Our Body
Label the body parts
360
Year 2
Printable Resource # 2 (Low A1 Complete the Spelling of Words) Unit 8
Pgs. 94-105
LS: 4.3.2
Activity Suggestion

2. Students work together to complete the spelling of the body parts.
Our Body
Spell out the body parts
361
Year 2
Printable Resource # 3 (Mid A1 Match Words to Pictures) Unit 8
Pgs. 94-105
LS: 4.3.2
Activity Suggestion
1.In class, students individually attempt to match the words to the correct pictures.
2.Students check their answers with a partner when they have finished.
Match the words to the pictures
headache
stomach-ache
toothache
backache
earache
cough
362
Year 3
Printable Resource # 4 (Pre-A1 Complete the Spelling of Words) Unit 8
Pgs. 75-84
LS: 4.2.4
Activity Suggestion

2. Students work together to complete the spelling of the body parts
Our Body
Spell out the body parts
363
Year 2
Printable Resource # 5 (Low A1 Match Words to Pictures) Unit 8
Pgs. 94-105
LS: 3.2.3 (i)
Activity Suggestion
Match the words to the pictures
headache
stomach-ache
toothache
backache
earache
cough
364
Year 3
Printable Resource # 6 (Mid A1 Fill in The Blanks with Suitable Words) Unit 8
Pgs. 75-84
LS: 4.2.4
Activity Suggestion
Fill in the blanks with the suitable words.
Ali has a s_________ ______.
Susan has a c_____________.
Chong has ___ b__________.
Ramli ____ ___ h_________.
Mutu _____ ___ t________.
Lina ____ an e__________.
365
Year 1
Printable Resource # 7 (Pre-A1 Match Words to Pictures) Unit 4
Pgs. 46-57
LS: 3.2.3
Activity Suggestion
1. In class, students individually attempt to fill in the gaps.

Match the words with the pictures
big s______________
bright d_____________
inside o_____________
stop _____________
outside dark
small go
366
Year 2
Printable Resource # 8 (Low A1 Match Sentences to Pictures) Unit 8
Pgs. 94-105
LS: 3.2.3 (i)
Activity Suggestion

Match the sentences with the pictures
This ball is
big.
This cat is It is dark.

dry.
It is tidy after I cleaned up.
It is bright.
This ball is small.
This bird is This bird is outside.
inside.
This cat is wet.
The sign says
stop! The sign says go!
It is messy
before I
cleaned up.
367
Year 3
Printable Resource # 9 (Mid A1 Match Sentences to Pictures) Unit 8
Pgs. 75-84
LS: 4.2.4
Activity Suggestion

Match the sentences with the pictures
This ball is
big.
This cat is It is dark.

dry.
It is tidy after I cleaned up.
It is bright.
This ball is small.
This bird is This bird is outside.
inside.
This cat is wet.
The sign says
stop! The sign says go!
It is messy
before I
cleaned up.
368
Year 1
Pgs. 46-57
LS: 3.1.3
Activity Suggestion

369
Year 2
Pgs. 94-105
LS: 3.1.3
Activity Suggestion

370
Year 3
Pgs. 75-84
LS: 3.1.3
Activity Suggestion

371
Year 1
Printable Resource # 13 (Pre-A1 ‘oi’ – Phoneme Spotter Story) Unit 4
Pgs. 46-57
LS: 4.2.4
Activity Suggestion

2. Each student is given the phoneme spotter story to read.
3. Students are required to underline the words with the sound - (oi).
4. They then swap their work and assess each other.
cent
372
Year 2
Printable Resource # 14 (Low A1 ‘o_e’ – Phoneme Spotter Story) Unit 8
Pgs. 94-105
LS: 4.3.2
Activity Suggestion

2. Each student in given the phoneme spotter story to read.
3. Students are required to underline the words with the sound - (_o_e).
373
Year 3
Printable Resource # 15 (Mid A1 ‘w’ – Phoneme Spotter Story) Unit 8
Pgs. 75-84
LS: 4.3.2
Activity Suggestion

2. Each student in given the phoneme spotter story to read.
3. Students are required to underline the words with the sound - (w).
He went to ask his He went to her desk, but

teacher, Madam Wini, to help she had not arrived.
him with his homework.
He wrote some questions

while waiting for her - who? When Madam Wini arrived, Wan was happy to see her
where? when? she was suiprised to see and Madam Wini gladly
why? how? Wan so early. helped him out.
374
Year 1
Printable Resource # 16 (Pre-A1 Word Bingo) Unit 4
Pgs. 46-57
LS: 4.3.2
Activity Suggestion
1. Teacher cuts out the words and puts them into a bag or envelope.
2. Students fill in the table with 12 of the words below.
3. Students take it in turns to pull out a word from the bag/envelope and read it out loud.
4. Students cross out your words when they hear them.
5. Students say BINGO! When they get a full line (vertical, horizontal, or diagonal) and when they
go on to complete a full card.
Take turns to read out a word. Cross our your words when you hear them. Say
BINGO! when you get a full line (vertical, horizontal, or diagonal) or a full card.
low row sow tow bow

boil foil coin join point
low row sow tow bow

boil foil coin join point
375
Year 2
Printable Resource # 17 (Low A1 Word Bingo) Unit 8
Pgs. 94-105
LS: 4.3.2
Activity Suggestion
cube cute dune cure dude

tube mule huge rune duke
cube cute dune cure dude

tube mule huge rune duke
376
Year 3
Printable Resource # 18 (Mid A1 Word Bingo) Unit 8
Pgs. 75-84
LS: 4.3.2
Activity Suggestion
flower floor face forehead fingers
laugh cough rough tough enough
flower floor face forehead fingers
laugh cough rough tough enough
377
Year 1
Printable Resource # 19 (Pre-A1 Matching Game) Unit 4
Pgs. 46-57
Activity Suggestion

2. Student A secretly glances at the first image (for example ‘cake’).
378
Year 2
Printable Resource # 20 (Low A1 Matching Game) Unit 8
Pgs. 94-105
Activity Suggestion

2. Student A secretly glances at the first image (for example ‘fingers’).
379
Year 3
Printable Resource # 21 (Mid A1 Matching Game) Unit 8
Pgs. 75-84
Activity Suggestion

2. Student A secretly glances at the first image (for example ‘home’).
cinema
380
Year 1
Printable Resource # 22 (Pre-A1 Gap Fill Activity) Unit 4
Pgs. 46-57
Activity Suggestion
1. In class, students work in pairs to label the food items in the fridge.
381
Year 2
Printable Resource # 23 (Low A1 Gap Fill Activity) Unit 8
Pgs. 94-105
Activity Suggestion
1. In class, students individually attempt to complete the sentences below.

2. When they have finished, they should check their answers with a partner.
Complete the sentences below
I have a I have
_____________________. ____________________.
I can I
___________________. ____________________.
They The monster has

______________________. _______________.
382
Year 3
Printable Resource # 24 (Mid A1 Gap Fill Activity) Unit 8
Pgs. 75-84
Activity Suggestion
1. In class, students individually attempt to complete the sentences below.

What happened yesterday?
Morning Afternoon Night
you and your you

noisy delicious funny
mother interesting
popcorn
cinema
shopping
your
centre
father
You and your family
your mother
scary home
Write sentences using the words given above. You can add your
own words too.
Yesterday morning, my mother and I went to the

______________________. We ate ________________.
__________________ stayed at home and watched a
movie on TV. It was _________________.
In the ____________________, I ______________
___________________. It was ____________________.
My mother ___________________________________
and bought a new handbag.
_________________, my family and I had dinner at
_______. It was ___________________________
______________________________________________
______________________________________________
383
Year 1
Printable Resource # 25 (Pre-A1 Sort out things that I have / haven’t got) Unit 4
Pgs. 46-57
Have got /
haven’t got
Activity Suggestion
1. In class, students individually put a tick or a cross next to the items that they have.
2. Students then ask their partner whether they have got each of the items.
3. Working with their partner, they complete the sentences at the bottom of the page.
384
Year 2
Printable Resource # 26 (Low A1 Sort out things that I can / cannot do) Unit 8
Pgs. 94-105
Can / cannot
Activity Suggestion
1. In class, students individually attempt to put a tick or a cross next to the actions they can do/cannot do in a library.
2. Students then complete the sentences below and check their answers with a partner when they have finished.
385
Year 3
Printable Resource # 27 (Mid A1 Fill in the blanks) Unit 8
Pgs. 75-84
Past Simple
Activity Suggestion
1. In class, students individually attempt to fill in the blanks with was / were / wasn’t / weren’t.

Quick notes:
Was / were Wasn’t / weren’t
I was happy. I wasn’t unhappy.
He was hungry. He wasn’t full.
She was a nurse. She wasn’t a doctor.
It was big. It wasn’t small.
We were early. We weren’t late.
You were at school. You weren’t at home.
They were quiet. They weren’t noisy.
Fill in the blanks with was / were / wasn’t / weren’t.
1. I ____________ reading in the morning yesterday.
2. They ___________ eating popcorn yesterday.
3. The movie ____________ scary yesterday.
4. Siti _____________ happy yesterday.
5. Yesterday, my friends _____________ playing in the field.
6. Yesterday, my sister _____________ shopping.
386
Year 1
Printable Resource # 28 (Pre-A1 Fill in the blanks) Unit 4
Pgs. 46-57
Have got /
haven’t got
Activity Suggestion
1. In class, students individually attempt to answer the questions below on what is in the fridge
with 'Yes, we have' OR 'No, we haven’t'.
2. Working with a parnter, students then ask and asnwer questions about what is in the fridge.
What have we got in the fridge?
Answer the questions below with :

Yes, we have OR No, we haven’t
1. Have we got apples in the fridge?

______________________________________
2. Have we got orange juice in the fridge?
______________________________________
3. Have we got a banana in the fridge?
______________________________________
4. Have we got a cake in the fridge?
______________________________________
5. Have we got strawberries in the fridge?
______________________________________
6. Have we got pineapples in the fridge?
______________________________________
387
Year 2
Printable Resource # 29 (Low A1 Fill in the blanks) Unit 8
Pgs. 94-105
Can / cannot
Activity Suggestion
1. In class, students individually attempt to answer the questions below on what can be done in the
library with 'Yes, I can' OR 'No, I can’t'.
2. Working with a parnter, students then ask and asnwer questions about what they can and can't do in a library.
What can I do in the library?

Put a √ or X next to the actions.
run walk jump read
sing write dance eat
Answer the questions below with

Yes, I can OR No, I can’t
1. Can you walk in the library?

________________________________________
2. Can you run in the library?
________________________________________
3. Can you jump in the library?
________________________________________
4. Can you read in the library?
________________________________________
5. Can you write an essay in the library?
________________________________________
6. Can you eat in the library?
________________________________________
388
Year 3
Printable Resource # 30 (Mid A1 Fill in the blanks) Unit 8
Pgs. 75-84
Past Simple
Activity Suggestion
1. In class, students individually attempt to answer the questions below on what happened yesterday
with 'Yes, I was' OR 'No, I wasn’t'.
2. Working with a partner, students then ask and answer questions about what happened yesterday.

Morning Afternoon Night
You
Your sister
You and your sister
You and your family

You Your mother
Answer the questions with

Yes, I was OR No, I wasn’t
1. Were you reading yesterday?

_________________________________________
2. Were you watching a scary movie yesterday?
_________________________________________
3. Were you shopping yesterday?
_________________________________________
4. Were you at the beach in the afternoon yesterday?
_________________________________________
5. Were you eating with your family in the morning
yesterday?
_________________________________________
6. Were you crying yesterday?
_________________________________________
7. Were you at the beach in the morning yesterday?
_________________________________________
389
Year 1
Printable Resource # 31 (Pre-A1 Board Game) Unit 4
Pgs. 46-57
Have got /
haven’t got
Activity Suggestion

2. Roll the dice to see how many squares to move.
3. If it lands on a picture, the student tells their partner if they have the item or not with 'I have got ______' OR 'I haven't got ______'.
4. If it lands on a question, student will answer the question with 'Yes I have' OR 'No I haven't'.
5. The partner then repeats Steps 2 - 4.
390
Year 2
Printable Resource # 32 (Low A1 Board Game) Unit 8
Pgs. 94-105
Can / cannot
Activity Suggestion

3. If it lands on a picture, the student tells their partner if they can do the actions or not with 'I can ______' OR 'I can't ______'.
4. If it lands on a question, student will answer the question with 'Yes I can' OR 'No I can't'.
391
Year 3
Printable Resource # 33 (Mid A1 Board Game) Unit 8
Pgs. 75-84
Past Simple
Activity Suggestion

3. If it lands on a picture, the student tells their partner if they were there yesterday with 'I was at the ______' OR 'I wasn't at the ______'.
4. If it lands on a question, student will answer the question with 'Yes I was' OR 'No I wasn't'.
392

Unit 1: Where Are You From?: Remedial Instruction Programme For Year 4 Students

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Unit 1: Where Are You From?: Remedial Instruction Programme For Year 4 Students

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Remedial Instruction Programme for Year 4 students

CEFR Level DSKP Main Skill (Speaking) Vocabulary Phonics Grammar

2.1.2 Find out about and describe basic everyday

4 - Phonics Pre-A1 Word Wheel #14(Pg.23) RI 4: Encourage peer-assisted

6 7 Grammar Pre-A1 Noughts and Crosses #26(Pg.35) RI 1: Provide clear instruction

10 - Phonics Pre-A1 Read and Reveal #17(Pg.26) RI 4: Encourage peer-assisted

Pre-A1 Low A1 Mid A1

Remedial Instruction Strategies

Model with clear Model with clear Model with clear

Provide opportunities to Provide opportunities to Provide opportunities to

Scaffolding with vocabulary. Scaffolding with vocabulary. Scaffolding with vocabulary.

Provide opportunities for Monitor student progress Use graphic organisers.

Printable Resource #1 (Pg.12) Printable Resource #2 (Pg.12) Printable Resource #3(Pg.13)

SOW 7 SOW 7 SOW 7

What’s her name? What’s her name? Who is he?

Printable Resource #4 (Pg.14)

Pre-A1 Low A1 Mid A1

Model with clear explanations.

Provide opportunities to practice.

Roll and Read Roll and Read Four in a Row

/s/ (as in sat) / ɪə/ (as in hear) L blends (as in like)

Printable Resource #11(Pg.20) Printable Resource #12(Pg.21) Printable Resource #13(Pg.22)

Word Wheel Word Wheel Word Wheel

/t/ (as in tap) /ɪə/ (as in hear) L blends (as in like)

Printable Resource #14(Pg.23) Printable Resource #15(Pg.24) Printable Resource #16(Pg.25)

SOW 10 SOW 10 SOW 10

Review Roll and Spell Roll and Spell

/ eə/ (as in hair) L blends (as in like)

Pre-A1 Low A1 Mid A1

Printable Resource #23(Pg.32) Printable Resource #24(Pg.33) Printable Resource #25(Pg.34)

SOW 5 SOW 5 SOW 5

Printable Resource #23(Pg.32) Printable Resource #24(Pg.33) Printable Resource #25(Pg.34)

SOW 11 SOW 11 SOW 11

Printable Resource #23(Pg.32) Printable Resource #24(Pg.33) Printable Resource #25(Pg.34)

SOW 14 SOW 14 SOW 14

Printable Resource #23(Pg.32) Printable Resource #24(Pg.33) Printable Resource #25(Pg.34)

Pre-A1 Low A1 Mid A1

Remedial Instruction Strategies

Verbalize the thinking Verbalize the thinking Verbalize the thinking

Provide opportunities to Provide opportunities to Provide opportunities to

Give feedback. Give feedback. Give feedback.

Provide opportunities for Provide opportunities for Provide opportunities for

Scaffolding with vocabulary. Scaffolding with vocabulary.

Set clear goals and

His, her, or their What do you do on Monday? Create a Monster!

Printable Resource Printable Resource Printable Resource

Pre-A1 Low A1 Mid A1

SOW 16 SOW 16 SOW 16

Re-use Printable Resource Students choose which Students choose which

Pre-A1 Low A1 Mid A1

Remedial Instruction Strategies

Activity Suggestion Activity Suggestion

Activity Suggestion Activity Suggestion

His name‛s… He‛s got… He likes…

black flag slug plan cluck flop plug

glass slab club sled slim flash blip

plant slush flock gloss plot class slap

slack clash slam flick slick block glad

slit fleck blob flat glob plum slot

flesh plump clap slant slid click flip

Activity Suggestion Activity Suggestion

CEFR Level DSKP Main Skill (Reading) Vocabulary Phonics Grammar

20 - Grammar Pre-A1 What’s this? #19(Pg.69) RI 1: Provide clear instruction