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Primary Year 2 (SJK) Scheme of Work
Contents
Introduction to Primary National-Type Year 2 Scheme of Work Document p.3 1. Overview of the Primary Year 2 Scheme of Work p.4 2. Glossary of terms in Primary Year 2 curriculum framework p.6 3. Differentiation strategies for Primary Year 2 pupils p.8 4. Formative Assessment p.11 5. Suggested Pre-Lesson Tasks p.12 6. Suggested Post-Lesson Tasks p.17 7. Primary Year 2 Schemes of Work (Lessons 1 – 80) p.23
3 Primary Year 2 (SJK) Scheme of Work
Introduction to Primary Year 2 National-Type School Scheme of Work Document
The purpose of the Primary Year 2 Scheme of Work document is to provide teachers with support
and information for planning, creating and delivering their lessons throughout the year. The
Scheme of Work contains the following sections:
1. Overview of Primary Year 2 National-Type School Scheme of Work
This section will explain to teachers how the Scheme of Work is organised and provides detail on
the two types of lesson in the Scheme of Work: textbook-based lessons and non-textbook-based
lessons.
2. Glossary of terms in the Primary Year 2 curriculum framework
In order to assist teachers in understanding the Content and Learning Standards which will appear
in each lesson, a number of these Standards have been explained in more detail.
3. Differentiation strategies for Primary Year 2
This section provides teachers with a number of suggested differentiation strategies which
teachers may wish to use within their classes. There are a total of seven strategies and each
lesson will have a recommendation for teachers as to which strategies could be used within that
particular lesson.
4. Formative Assessment
This section provides a short overview of formative assessment and suggests 5 possible ways
teachers can assess their pupils.
5. Suggested Pre-Lesson Tasks
Teachers have been provided with a selection of tasks which can be used at the start of each of
the non-textbook-based lessons. There are a total of 12 tasks and details in how each task can be
used are provided.
6. Suggested Post-Lesson Tasks
As with the above Pre-Lesson tasks, teachers have also been provided with 12 tasks that can be
used at the end of each non-textbook-based lesson.
7. Scheme of Work (Lessons 1 – 80)
This section provides teachers with information for both the textbook-based lessons and the non-
textbook-based lessons. For the textbook-based lessons, teachers will need to refer to the
accompanying Teacher’s Book. For the non-textbook-based lessons, teachers will be required to
develop their own lesson plans and materials. However, possible activities have been suggested
for some of these non-textbook-based lessons which teachers may choose to develop.
4 Primary Year 2 (SJK) Scheme of Work
1. Overview of the Primary Year 2 National-Type School Scheme of Work
1. What is the Primary Year 2 National-Type School Scheme of Work, and how can it help
teachers?
The Primary Year 2 National-Type School Scheme of Work gives teachers an overview of
Content and Learning Standards, lesson content and materials for their lessons with Primary
Year 2 pupils. They can use the Scheme of Work to help with their daily, weekly and longer-
term lesson planning.
2. How is the Primary Year 2 National-Type School Scheme of Work organised?
The Scheme of Work provides outlines and suggestions for lessons which focus on listening,
speaking, reading, writing or Language Arts over the whole school year.
It links the lessons to:
themes and cross-curricular elements in the Primary Year 2 national curriculum
the four – lesson cycle of skills lessons (listening, speaking, reading and writing) and a Language Arts lesson outlined in the Year 2 national curriculum
achievement targets from the curriculum framework
suggested materials.
In addition, it provides suggestions on pre-lesson, lesson development and post-lesson content. It also suggests ways of differentiating learning tasks to help pupils at different levels of language understanding and use.
3. How are content and skills organised in Primary Year 2?
Primary Year 2 starts with a getting-to-know you lesson, which reviews learning from Year 1.
From Lesson 2 onwards, Primary Year 2 is organised into textbook-based lessons (using the
selected textbook - Superminds 1) and non-textbook-based lessons. In the textbook-based
lessons there are four skills lessons and a Language Arts lesson. The sequence of the skills
lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook. In
the non-textbook-based lessons, the skills lessons are mostly in the fixed order of listening,
speaking, reading, writing and Language Arts as suggested in KSSR Bahasa Inggeris Tahun 2
(National schools) and KSSR Bahasa Inggeris SJK Tahun 2 (National-type schools) of 2012.
Within each lesson, pupils do a range of activities and they often use and practise more than
one skill, as is found in everyday language use. For example, a speaking lesson may also
involve listening; or introductory and/or follow-up activities may practise target language through
a different skill, for example, pupils may read words they have practised using in spoken
language. Therefore, every lesson identifies a main and a complementary Content and Learning
Standard, and these often focus on different skills. The first Standard stated in the Scheme of
Work represents the main focus of the lesson, and the complementary Standards are
secondary. Lesson objectives can be derived from both these main and complementary
standards.
The purpose of the non-textbook-based lessons is to recycle and consolidate language and
skills practised in the textbook-based lessons, which should be identified through formative
classroom-based assessment of pupils’ progress.
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4. Do teachers need to follow the Scheme of Work exactly?
Teachers need to keep to the given content and learning standards for lessons. This is because
content and learning standards are repeated a number of times over Year 2 in order to increase
pupils’ chances of success in achieving them across all skills and within Language Arts, but
teachers do not have to follow the learning outline and materials suggested. These can be
adapted according to the teaching and learning context, as long as they work towards the
Content and Learning Standards for that particular lesson.
6 Primary Year 2 (SJK) Scheme of Work
2. Glossary of terms in Primary Year 2 curriculum framework
Term in Year 2 curriculum
framework
Meaning
Listening 1.1.1
Recognise and reproduce with support a range of high frequency target language phonemes
a range of high frequency target language phonemes
These are the phonemes shown in the phonics table in the syllabus document. A range of target language phonemes in Year 2 means a suitable variety of phonemes from the phonics table, based on your judgment of how well the pupils you teach can read. These are in addition to the phonemes already covered in Year 1.
Listening 1.2
Understand meaning in a variety of familiar contexts
a variety of familiar contexts
Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the Superminds 1 textbook, such as friends and family, school and food (from Year 1), as well as free time, the home and clothes (from Year 2). However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Please use your own judgment here.
Listening 1.2.1
Understand with support the main idea of simple sentences See also:
Listening 1.2.2
Reading 3.2.1
Reading 3.2.2
simple sentences
Simple sentences are short and contain just one clause (e.g. I’m seven; She can swim, He’s got 2 sisters). The ideas they contain are easy for pupils to understand (e.g. They live in Kuching, I like bananas).
Listening 1.2.3
Understand with support very short simple narratives
very short simple narratives
Very short narratives are stories which are usually not more than 6 lines long. The simple narratives contain language and ideas which pupils can understand. Please use your own judgment on very short simple narratives, based on the level and interest of the pupils you teach.
Speaking 2.1
Communicate simple information intelligibly
simple information
Simple information is frequent, everyday information which is simple cognitively. Examples include pupils saying their name and age, or saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple information.
Speaking 2.1.1
Give simple personal information using basic phrases
See also:
Speaking 2.1.2 Basic questions
basic phrases
Basic phrases are short, simple phrases for communication which pupils can understand and adapt to communicate successfully. These include phrases such as “How are you?” “I’m tired today”. There are many basic phrases presented in Superminds 1.
7 Primary Year 2 (SJK) Scheme of Work
Writing 4.2.1 Basic questions and statements
Speaking 2.1.3
Give a short sequence of basic instructions
short sequence of basic instructions
Basic instructions are short, often two or three words long and use imperative verb forms, for example “Stand up” or ‘Pass me the book, please”. Two or three of these together make a short sequence of basic instructions.
Speaking 2.3.1
Introduce self and others to an audience using fixed phrases
fixed phrases
Fixed phrases are useful phrases for communication which pupils can understand and use to communicate successfully. Often the language in the fixed phrases is above their general language level. Here are some examples: It’s my turn, Good idea! No problem! There are many fixed phrases in Superminds 1.
Reading 3.1
Recognise words in linear and non-linear texts by using knowledge of sounds of letters
See also
Reading 3.2
linear and non-linear texts
Linear texts contain only words. Pupils usually read their content in the sequence in which it appears on the page. Examples of linear texts include: dialogues, stories and descriptions. Non-linear texts combine words and pictures. They involve a different kind of reading from linear texts, as pupils may move between the words and the pictures as they read, not always in a sequence. Examples of non-linear texts include graphs, diagrams and some computer games.
Reading 3.3.1
Read and enjoy simple print and digital games at sentence level
digital games
Digital games are language games which pupils play on language learning DVD ROMs, CD ROMS or websites.
Writing 4.2
Communicate basic information intelligibly for a range of purposes in print and digital media
basic information
Basic information means the same as simple information (see Speaking 2.1 above).
a range of purposes
The range of purposes is described in the Learning Standards for Years 1 - 6. These purposes involve finding out about and giving personal details and opinions.
Writing 4.3.2
Spell a narrow range of familiar high frequency words accurately in guided writing
high frequency words
High frequency words are words which pupils use often in Primary Year 2 writing, such as colours, numbers, days of the week, and classroom objects. Please use your own judgment on familiar high frequency words, according to words pupils write often in your lessons.
8 Primary Year 2 (SJK) Scheme of Work
3. Differentiation strategies for Primary Year 2 pupils
Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the
food words you know, or What will happen next?) allow more proficient pupils to contribute
more unusual words, more complex language, or more original ideas. Sometimes, the teacher
can also give different tasks to more proficient and less proficient groups of pupils according to
their needs and interests: see Strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:
their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)
with gestures
with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary
with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.
Strategy 3: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The main aim
is that every pupil says or writes something, so that they feel successful. Two useful strategies
here are:
compulsory plus optional
remember and share.
i) Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more,
or In your group, say 3 colours or more. The minimum target (2 sentences, 3 colours) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is
optional, and gives a chance for more proficient language pupils to challenge themselves.
Some pupils will stop at the minimum target at first, but with more practice, they will soon
get the idea of going beyond the minimum target.
ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas
they learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In
one minute, I’ll cover them… Now, share with your group what you remember and then tell
me). Sometimes, less proficient pupils have good memories, and so this task also allows
different pupils to make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task
Some pupils need longer than others to complete tasks, especially when writing is involved.
When it is appropriate, these pupils should be given a little more time to finish, and extra tasks
for pupils who complete the task early should be provided (e.g. Write as many animal words
as you can; Name the things in this picture in the textbook; Talk with your friend in English: You
choose what to talk about). Rewarding fast finishers with something ‘fun’ to do (such as playing
with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly,
rather than to work carefully at their own speed. Extra tasks should extend and enrich learning.
9 Primary Year 2 (SJK) Scheme of Work
Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what
they do and how they do it. Sometimes, for example, pupils decide for themselves which tasks
they want to do (e.g. the gestures they create for an action song, or a revision game),
depending on the ways they prefer to learn (for example visually, through speaking or listening,
or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can
sometimes pair up pupils who can help and support each other (e.g. one who can write and
one who cannot yet write well) or who enjoy working together. Sometimes teachers might want
to mix girls and boys, or have single-sex pairs/groups. In some tasks, pupils can be assigned
different roles to do, for example a group manager, writer or artist. Teachers should make sure
to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher
assessment. For example, if a number of pupils are not able to read well yet, a teacher might
decide on a reading target for each child, and provide them with different tasks from those
pupils who can already read. If a few pupils are proficient readers, they could be given extra
tasks. It should be noted that the Schemes of Work for Primary Year 1 and 2 give
recommendations for less proficient readers to be given support during some reading lessons.
Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is limited. They often
involve very short responses. Open questions usually have more possible answers, and longer
responses. Asking closed questions to less proficient pupils (e.g. Which boy is Thunder? Is it a
dog or a cat?) gives them a chance to produce accurate answers, as they are usually easier to
answer than open questions. Asking open questions to more proficient pupils (e.g. What can
Misty do now?) provides extra challenge. As less proficient pupils grow in confidence and
competence, teachers can ask them more open questions. Sometimes there are also good
reasons for asking more proficient pupils easier questions, as this involves them in the lesson
and helps the pace of the lesson.
Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For
example, if a pupil who is less proficient at writing has tried hard and produces work with a
number of misspellings, feedback can be given on what they did well, and only 2 or 3
misspellings of common or important words highlighted. The pupil should respond to this
feedback because the suggested improvement is achievable for them. If a stronger pupil writes
well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings
are, and ask them to find and correct them. The pupil should be able to respond to the extra
challenge built in to this feedback. The same principle applies to giving feedback on pupils’
spoken language.
Pupils with pre-and low-level literacy skills
Some pupils may begin Year 1 with few or no literacy skills, and continue to need to develop
these skills into Year 2. Within the Scheme of Work, reading and writing skills are developed in
different ways and pupils’ literacy skills will be developed through the activities and lessons
outlined in the Scheme of Work, both in the textbook and non-textbook lessons as the relevant
Content and Learning Standards are given adequate attention for pupils who are developing
literacy skills.
10 Primary Year 2 (SJK) Scheme of Work
However, pupils with lower literacy proficiency will need extra support. It is recommended that
teachers select relevant material from LINUS, Literasi Bahasa Inggeris (LBI) Pupil’s Modules 1
and 2 (Second Edition) as supplementary to reading and writing lessons where indicated in the
Scheme of Work in the Differentiation column.
Please note the following Content and Learning Standards which develop these skills:
1
Content Standard Listening 1.1 Recognise and reproduce target language sounds
Learning Standard Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes
2
Content Standard Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters
Learning Standard Reading 3.1.1 Identify, recognise and name the letters of the alphabet Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word Reading 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) Reading 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV)
11 Primary Year 2 (SJK) Scheme of Work
4. Formative Assessment
Formative Assessment involves teachers in identifying pupils’ strengths and weaknesses as
language learners, and in communicating this information clearly to pupils through feedback.
As formative assessment involves clear communication with pupils, effective formative
assessment is therefore also informative. Formative assessment of listening or reading may
involve talking with pupils about different listening and reading strategies they can use. Some
of this discussion may be in L1, as the focus is on learning, not on language performance.
Formative assessment of speaking, may involve highlighting how well a pupil has
communicated a message, as well as some explicit or implicit correction of pronunciation,
vocabulary or grammar. The picture is similar with formative assessment of writing, with
spelling and punctuation replacing pronunciation.
There are five common ways of collecting information in order to find out what pupils have
done well, and what they need to improve:
1. observing pupils in class
2. reading and marking their written work
3. asking pupils about their learning, e.g. what they find easy and difficult, what task types
and topics they enjoy
4. asking pupils to self- or peer assess their work
5. testing pupils.
Formative assessment also involves teachers reflecting on the learning in a lesson in order to
plan upcoming lessons effectively. This is of particular value when considering the non-
textbook-based lessons, where learning from the textbook can be reviewed and/or enriched.
12 Primary Year 2 (SJK) Scheme of Work
5. Suggested Pre-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Scheme of Work. These pre-lesson tasks are suitable to begin almost any skills-
focused lesson and require minimal materials and preparation. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils they
teach. Each pre-lesson task takes about 5-10 minutes of class time.
Note: These tasks are the same for Primary Year 1 and Primary Year 2. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly older or
more proficient pupils, as is noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS AIM: to prepare and give pupils confidence for a listening or reading text MATERIAL: Board, exercise books and pens Write anagrams of key topic vocabulary words on the board, e.g. e l o y l w (for yellow) r e n e g (for green) Put pupils into pairs or groups and ask them to work out the words by completing the anagrams. If pupils find this difficult provide the first letter of each word or provide a picture to help them with meaning. When finished, invite pupils to form larger groups to see if they have the same words. Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER AIM: to prepare and give pupils confidence for a listening or reading text MATERIALS: Board 1. Write questions on the board for a listening or reading text that the pupils will answer during the
lesson. 2. Provide two or three possible answers for each question for example, “What does Sara like
doing?” a. going swimming b. watching TV c. reading books (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer. 4. Pupils then listen to or read the text to check their predictions.
13 Primary Year 2 (SJK) Scheme of Work
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION AIM: to prepare and give pupils confidence for a listening or reading text MATERIALS: Board 1. Write a list of events in the listening or reading text in a random order or use pictures to
illustrate them. For example, if the text is a story, list the events in any order (Mohamed goes camping. He sees a mouse in the tent at night. His mother screams! The mouse runs away) order.
2. Put pupils in pairs to decide on the order. 3. Invite pupils to compare their ideas in groups. 4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS AIM: to revise topic vocabulary MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards 1. Choose some flashcards of important topic vocabulary the pupils will need in the lesson. 2. Place the flashcards face down on a table in front of the class. 3. Take one of the flashcards, making sure the pupils can’t see it. Cover it with a piece of card
then slowly begin revealing the flashcard to the class. You could use an overhead projector and a piece of paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until the pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP AIM: to revise topic vocabulary MATERIALS: True and false sentences about the topic 1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to
prepare them for the content of the lesson. 2. Read a sentence out, e.g. if the topic is colours, “Ravi’s pencil case is green”, “Regina’s bag is
blue” etc). 3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct
any false sentences. You could change the action to suit the topic of the lesson or to review other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs or with the whole class.
14 Primary Year 2 (SJK) Scheme of Work
PRE-LESSON TASK 6: FINGER-WRITING AIM: to practise spelling of topic vocabulary MATERIALS: Board 1. Choose some words the pupils will need for the lesson. These should be words the pupils
already know, so are reviewing. 2. Divide pupils into pairs. 3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their
head down on the desk so that they can’t see the board. 4. Write a topic word on the board, give pupils 5 seconds or so to remember it, and then rub the
word off the board. If you want to review word-spelling, then you could use a picture. 5. Tell pupils who did not see the board to stand with their back to their partner while the partner
writes the word on their back by using their finger. 6. Each pupil works out what word his/her partner is writing. 7. Reverse the roles so that each pupil gets the chance to write. 8. Repeat for other topic words. NB: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER AIM: to create interest in the lesson and to review and practise spelling of topic vocabulary MATERIALS: Board 1. Choose a key topic word from the lesson. 2. Write lines to correspond to each letter on the board with a space in between as in the example
below _ _ _ _ _ _ (pencil). 3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair). 4. Explain that the aim of the game is to guess the word before the face is completed. 5. Tell pupils to put up their hands if they want to guess a letter. 6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly,
draw one part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!
NB: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).
15 Primary Year 2 (SJK) Scheme of Work
PRE-LESSON TASK 8: PREDICT THE CONTENT AIM: to help pupils with listening or reading comprehension MATERIALS: Board and pictures 1. Ask pupils to look at a picture or pictures which accompany a listening or reading text they will
have in the lesson, or tell them the title of the story, song etc. 2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed
time, e.g. 3 minutes. 3. Review their answers and provide correct spelling by writing the words on the board. 4. Ask pupils to read or listen to the text and see if any of their predictions are correct. 5. Check the predictions with the whole class before moving on to the main listening or reading
focus for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS AIM: to review topic vocabulary and prepare pupils for the lesson MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet. 1. Choose about 7 or 8 topic words which pupils will need for the lesson. 2. Put flashcards or real objects of these vocabulary items on a table. 3. Ask pupils to work in pairs or small groups and to say the words. 4. Check briefly with the whole class. 5. Place a cloth over all the items on the table. 6. Ask pairs to remember 5 words or more. 7. Elicit answers from the whole class. 8. Uncover the items so that pupils can check their answers. NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
16 Primary Year 2 (SJK) Scheme of Work
PRE-LESSON TASK 10: SAY WHAT’S MISSING AIM: to review topic vocabulary and prepare pupils for the lesson MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet 1. Follow steps 1-5 in Pre-task 9, Remember the Words. 2. Take one or two vocabulary items away. 3. Remove the cloth, keeping the removed items in it. 4. Pupils say which items are missing. NB: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS) AIM: to practise distinguishing different sounds MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme you are focusing on, e.g. for /ɒ/: cat : dog : fish : tiger OR cat : dog : monkey : snake (the second example is more difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ sound. 4. Say the words (you can say just the word or you could say it in a short sentence) to let
pupils check their answers. 5. Ask pupils to read all the words aloud.
NB: This can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of words to check vocabulary production rather than reading recognition.
PRE-LESSON TASK 12: PASS IT ON AIM: to review vocabulary or language to prepare for a lesson MATERIALS: Word or picture cards 1. Review with the whole class the word or picture cards you are using in this task. 2. Have pupils sit in a circle (or two, if you have a very large class). 3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes it on, and so on. 4. Meanwhile, repeat for the next word, and the next, so that several words are circulating. 5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling the pupils to be much faster. 6. After the words have all been passed around, you might want to review them again. NB: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.
17 Primary Year 2 (SJK) Scheme of Work
6. Suggested Post-Lesson tasks
Below can be found 12 lesson tasks which teachers may choose from or adapt for the post-
lesson section within the Scheme of Work. These post-lesson tasks are suitable for ending
almost any skills-focused lesson. Teachers can, of course, use their own post-lesson tasks
whenever they think that these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Year 1 and Primary Year 2. The
language and vocabulary focus will be different, however, and some tasks can be modified for
slightly older or more proficient pupils, as is noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES AIM: to provide practice in listening for detail MATERIALS: Text 1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or reading text
which pupils will work on in the lesson (e.g. Whisper talks to fruit instead of Whisper talks to animals).
2. During the lesson, after pupils have worked on a listening or reading text and understood it, tell them they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original text, and to be ready to correct the difference.
4. Read out your text with changes. 5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS AIM: to review topic vocabulary and grammar MATERIALS: Flashcards, pens and board 1. Before the lesson, choose or prepare between 3 and 6 flashcards which represent the content
of a text which pupils will work on in the lesson. 2. During the lesson and after pupils have worked on the text, place the flashcards on the board
and elicit ideas from the pupils about items in the pictures. 3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link
may be The story is on a farm). To extend, if time: 4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything
they can remember from the text, using the flashcards to help them. This could be sentences focusing on content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text. 6. If you want pupils to practise writing as well as speaking, pupils could come up to the board
and write information under the corresponding flashcard.
18 Primary Year 2 (SJK) Scheme of Work
POST-LESSON TASK 3: GUESS THE WORD AIM: to review topic vocabulary MATERIALS: Cards with words or pictures, bag 1. Choose about 7 words related to the lesson. 2. Prepare small cards with the names or pictures of the items. 3. Put the words in a bag then take out a card without letting the pupils see what it is. 4. Explain the word without saying the name or mime it. 5. Invite pupils to guess the word. 6. Continue with all the words until there is none left in the bag. A possible variation is: 1. Make 3 or 4 sets of the cards. 2. Explain or mime 1 or 2 words yourself (step 4 above). 3. Divide pupils into groups. 4. Give each group a set of cards and ask pupils to follow steps 4 – 6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR AIM: to review topic language, and to review spelling and punctuation MATERIALS: Board, words or sentences with errors from pupils’ written work 1. During the lesson, identify 4 or 5 words or sentences with errors the pupils made in a writing
task. These should be common errors made by more than 1 pupil. 2. Write the sentences on the board. 3. Ask pupils to form groups to identify the errors and to correct them. 4. Elicit answers with the whole class. 5. Ask pupils, a different pupil for each mistake, to come up to the board to write the corrected
versions.
19 Primary Year 2 (SJK) Scheme of Work
POST-LESSON TASK 5: REMEMBER IT, SAY IT AIM: to practise the pronunciation of key language from the lesson MATERIALS: Listening or reading text, board 1. After pupils have worked on a listening or reading text, choose a key sentence or sentences
you want the pupils to focus on. 2. Make sure that pupils understand the meaning of the sentence(s). 3. Say the sentence twice and ask the pupils to repeat it. 4. Repeat step 3 if you have chosen more than 1 sentence. 5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a
line. Ask the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full sentence.
NB: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that pupils remember (the number of words depending on their familiarity, the age and the proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE AIM: to review topic language and spelling MATERIAL: Board 1. Draw 4 columns on the board. 2. Divide the class into 4 teams. Ask each team to stand in a line facing the board. 3. Give each pupil at the front of the line some chalk or a board pen. 4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper
a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square). 5. The pupils go back to their lines and whisper the topic language to the next pupil in the line.
This continues until it reaches the pupil at the front of the line, who writes down the word, or follows the instruction.
6. Each team gets one point for a correct answer. The team who finishes first gets an extra point if their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).
20 Primary Year 2 (SJK) Scheme of Work
POST-LESSON TASK 7: LISTEN AND POINT AIM: to review topic vocabulary MATERIALS: Flashcards of topic vocabulary 1. Briefly review the vocabulary on the flashcards. 2. Place the flashcards on the walls around the room. 3. Say a word. Pupils point to the corresponding flashcard. 4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER AIM: to review topic vocabulary, to practise spelling MATERIALS: Board 1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team. 2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some
chalk or a board pen. 3. Write the lesson topic on the board (e.g. school), and draw a ladder of at least 4 to 5 spaces for
each team (at least one for each pupil in a team). 4. The pupil at the front of each line writes a word connected to the topic at the bottom of the
ladder. They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the ladder. Pupils can help each other with spellings if need be.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g. 3 minutes, if you have more time available.
6. Each team gets one point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point. Alternatively, you can avoid giving points for these kinds of game, but offer praise yourself and from the other students when teams do well.
21 Primary Year 2 (SJK) Scheme of Work
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND AIM: to review topic vocabulary, to practise listening, speaking and reading MATERIALS: Board 1. Write target language on the board (e.g. days of the week, I like/don’t like): about 5-7 target
items is a good number. Write a number in front of each target language item. 2. Quickly review the target language with pupils. 3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the
number of the target language item she is thinking of. 4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to
their classmates, who pretend to be mind readers. 5. The other pupils write down the number they think she has chosen. If your class is large, pupils
can work in pairs to agree a number together and write it down. 6. Quickly check around the class, asking each pupil to say the phrase they guessed. 7. The pupil at the front keeps a score by ticking or making a mark on the board against the
number of each target language item suggested. 8. Calculate the pupil’s score. For example, if he or she were thinking of the phrase I like pizza,
and 4 pupils guessed this correctly, the pupil scores 4 points. 9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the
previous pupil. If this scoring system is too complex for younger children or those less proficient in numeracy, you can tell pupils to put their hands up. The pupil at the front chooses others until someone guesses the correct word.
POST-LESSON TASK 10: TEST YOUR MEMORY AIM: to review topic vocabulary and grammar (e.g. there is/are, have/has got) MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source 1. Make sure that each pupil can see the textbook picture or your chosen picture. 2. Give them 1 minute to look at the picture and remember what’s in it. 3. Ask them to close their books. Hide the picture if you are not using the textbook. 4. Make true/false statements (e.g. There are 2 pupils in the picture. The car is red). 5. Pupils tell you if your statements are true or false, and correct false statements. 6. Divide the class into groups, and ask pupils to continue the game in their groups: give them
more time to look at the picture if they need to do this in order to make their statements.
22 Primary Year 2 (SJK) Scheme of Work
POST-LESSON TASK 11: WHAT ABOUT ME? AIM: to review topic content or vocabulary and encourage pupils to make links between English learning and their own lives MATERIALS: Board and/or pictures, exercise books 1. Choose some key words or language from the lesson. Write the words on the board and ask
pupils to read them or use pictures to elicit them and put the pictures on the board. 2. Look at the board and act as if you are thinking carefully. Say: “What about me?’ Choose and
circle one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat. 4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess
what the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU? AIM: to reflect on and share learning MATERIALS: Exercise book for more literate pupils, or none 1. Act as if you are thinking and say “What can you remember?” Give a key word from the lesson.
Write it on the board (for more literate pupils). 2. Nominate a more proficient pupil and ask them “What about you? What can you remember?”
Elicit an answer and write it on the board. Then give another example; then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a speaking activity. This would also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound. This could be from the lesson or could be from the whole year so far.
24 Primary Year 2 (SJK) Scheme of Work
Primary Year 2 Scheme of Work (Lessons 1 – 80)
WE
EK
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LESSON: 1 (Writing 1)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family & Friends
TOPIC: Introduction
LANGUAGE/GRAMMAR FOCUS: Review of present simple to describe self
25 Primary Year 2 (SJK) Scheme of Work
CONTENT
STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL
Speaking 2.3 Communicate appropriately to a small or large group
MAIN SKILL
Writing 4.2.1 Ask for and give basic personal information using basic questions and statements COMPLEMENTARY SKILL
Speaking 2.3.1 Introduce self and others to an audience using fixed phrases
Plan a lesson to review learning from Year 1. In this lesson, pupils work in pairs or small groups to ask and answer questions about themselves on topics such as their name, age, favourites. Then they will write about their partner (My new friend) and draw a picture (for example, of them, their family, pet, a favourite something). Have pupils introduce their partner to the class. These pictures can be left on the classroom wall to help you and the pupils get to know each other.
Large paper, coloured pencils.
Values (Friendship)
Your choice, depending on the needs of individuals in your class. You can offer more or less support for the speaking and writing, and encourage pupils to write more or less detail depending on the level of literacy of your pupils and what you would like to review.
26 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 2 (Listening 1)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week It’s (days) On + day
27 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Listening 1.2.1 Understand with support the main idea of simple sentences COMPLEMENTARY SKILL
Speaking 2.1.1 Give simple personal information using basic statements
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.58
Language
Strategies 2 and 5 may be suitable. Use other strategies if appropriate.
28 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 3 (Speaking 1)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week Present simple for regular activities ( I +verb + on + day)
29 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.1 Give simple personal information using basic statements COMPLEMENTARY SKILL
Listening 1.2.1 Understand with support the main idea of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.59
Language
Strategies 1, 2, 3 or 6 may be suitable. Use other strategies if appropriate.
30 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 4 (Reading 1)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Present simple On (day) we (verb).
31 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Reading 3.2.2 Understand specific information and details pf simple sentences COMPLEMENTARY SKILL
Listening 1.2.1 Understand with support the main idea of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB – this is a reading lesson. Have pupils read and match, draw a line before/while listening. Post lesson
See Teacher’s Book.
Superminds 1 p.60
Language
Strategy 5 may be suitable. Use other strategies if appropriate.
32 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 5 (Language Arts 1)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week Food vocabulary (review)
33 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.2 Express personal responses to literary texts COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Language Arts 5.2.1 Name people, things, actions or places of interest in texts COMPLEMENTARY SKILL
Listening 1.2.1 Understand with support the main idea of simple sentences
Pre-lesson
Task 10 (with flashcards or realia of known words from the list)
Lesson delivery
1. Ask pupils to sit or stand in a circle. Place the flashcards/realia in the middle of the circle. Ask pupils to point to the food they like.
2. Review the words by helping pupils to say I like x. or My favourite is x.
3. Ask pupils if they ate any of these foods this week. Ask them which day they ate it on. NB This asks about the past. Do not focus on this, just elicit the days of the week in association with the foods.
4. Introduce the caterpillar. Ask pupils what it likes to eat.
5. Read/tell/show the story (Very Hungry Caterpillar), asking questions to check understanding and using the images to support understanding. NB pupils do not need to understand every word, just the general idea of the story.
6. Ask pupils if their prediction about what the caterpillar eats were correct.
7. Write the days of the week on the board.
8. Repeat the story and encourage pupils to remember what the caterpillar eats on each day.
9. Pupils work in pairs or small groups to note in their exercise book what the caterpillar eats each day. They could write the words or draw pictures, depending on the proficiency level of your class.
Post lesson
Task 11
A story about days of the week, for example The Very Hungry Caterpillar (Book
available or see https://www.youtube.com/watch?v=vkYmvxP0AJI Also, movie at: https://www.youtube.com/watch?v=75NQK-Sm1YY ) Flashcards/realia/toys of food: apple pear strawberry orange cake ice cream cheese sausage lolly pop watermelon leaf caterpillar
Language
Strategy 6 may be suitable. Use other strategies if appropriate.
34 Primary Year 2 (SJK) Scheme of Work
W
EE
K:
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LESSON: 6 (Speaking 2)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: I / we + verb + on + day+s
35 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.1 Give simple personal information using basic questions COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences
Pre-lesson
Task 4: Identify the flashcard
Lesson delivery 1. Write numbers 1 to 6 (or one to six)* on the
board. If you have a numbers song, you could sing the song.
2. Review the action flashcards and put them on the board next to a number as the pupils say them correctly.
3. Ask pupils to close their eyes or turn around. Remove an action card from the board. Ask pupils to tell you which card you removed. They can tell you the number and/or the action. Repeat.
4. Put the pictures back on the board and write the phrase next to them (you can elicit spelling, ask pupils to write in their notebooks or ask a pupil to come and write on the board).
5. Give out papers. Pupils work in pairs to tell each other what they do in the week. They should choose (if possible) from the actions on the board 1 - 6. The partner listens and writes in the table (they can write the words or the number from the board).
6. Ask pupils to compare their worksheets to find any activity that they do at the same time. If they do, they should say Let’s do it together! You will need to model this and explain together using gesture and mime.
7. Tell pupils to stand up and walk around the room to talk to new partners. They should try to find something in common: A: I play football on Saturdays. B: I play football on Saturdays, too. A&B: Let’s do it together! Model and practice the dialogue before beginning the activity.
8. Feed back by asking pupils to tell you what they have in common, e.g. We play football on Saturdays. Make notes on what pupils say here, you will need this to prepare the next lesson.
Post lesson
Task 3
Picture flashcards of actions (from Lesson 6) One or two dice per pair or group (or whole class if not available) A worksheet for each pupil with a table for pairwork interview (see below)
Language
Strategies 2 or 5 may be suitable. Use other strategies if appropriate. *You could extend this to 12 and use two dice for this activity.
36 Primary Year 2 (SJK) Scheme of Work
Example table for pairwork interview worksheet for Lesson 7
Day
Activity
Mondays
Tuesdays I play football
Wednesdays
Thursdays
Fridays
Saturdays
Sundays
37 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 7 (Reading 2)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: I / we + verb + on + day+s /ei/ sound in words from unit
38 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters
MAIN SKILL
Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word COMPLEMENTARY SKILL
Reading 3.1.1 Identify, recognise and name the letters of the alphabet
Pre-lesson
Task 4
Lesson delivery
1. Write the words on the board: play watch day game ball what hurray match Elicit the common letter (a). Ask pupils to read the words to their partner.
2. Model the /ei/ sound. Ask pupils to tell their partner which words have this sound. Feedback on 1 and 2 whole class and check pronunciation.
3. Elicit spellings for /ei/ sound: ay and a+C+e (ask pupils to say the letter names). Ask pupils to write (or tell you) more words which follow this rule.
4. Give pupils the worksheet. Ask them to read the sentences in part 1 and circle the /ei/ sounds. Then they should read them with their partner before checking whole class.
5. Ask pupils to read the sentences in Part 2 of the worksheet (these should be a mix of sentences about pupils, some true (or right), some false (or wrong), based on their responses in Lesson 7. See below). They should circle True or False.
6. Check answers whole class by asking the relevant pupils to say if it is true or false.
Post lesson
Task 12
Picture flashcards of actions One worksheet for each pupil, in two parts. Part 1 – see below. Part 2 – sentences based on pupils’ responses in Lesson 7)
Language
Strategies 1 or 3 may be suitable. Use other strategies if appropriate. When writing the worksheet part 2, you could choose pupils who participate less often, who have lower proficiency or who have low motivation. This will help involve them more in their learning. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines a and b of the Year 1 Phonics Table (see syllabus)
39 Primary Year 2 (SJK) Scheme of Work
Example sentences for worksheet part 1 (Lesson 7):
1. I play football on Mondays.
2. I go swimming on Saturdays.
3. I ride my bike on Sundays.
[Add more activities that your pupils do regularly]
Example sentences for worksheet part 2:
(Pupil’s name) I xxx on xxxs.
1. (Aishah) I play computer games on Mondays and Sundays. True / False
2. (Ryan) I ride my bike on Saturdays and Sundays. True / False
(8 - 10 sentences, depending on your class)
40 Primary Year 2 (SJK) Scheme of Work
Suggested design of worksheet for Lesson 7:
Day: _____________________________________
_________________________________
_________________________________
_________________________________
41 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 8 (Language Arts 2)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Days of the week and food vocabulary review
42 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.2 Express personal responses to literary texts COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Language Arts 5.2.1 Name people, things, actions or places of interest in texts. COMPLEMENTARY LEARNING STANDARD
Speaking 2.1.3 Give a short sequence of basic instructions
Plan a Language Arts lesson linked to the main and the complementary content and learning standards. You could extend Lesson 5 by re-reading The Very Hungry Caterpillar and providing some activities to develop understanding of life cycles in nature, specifically the butterfly.
Your choice depending on the focus of your lesson. Suggested material: The Very Hungry Caterpillar
Science and Technology
Your choice depending on your lesson
43 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 9 (Speaking 3)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Do you…? Yes, I do…/ No, I don’t
44 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Speaking 2.1.1 Give simple personal information using basic statements COMPLEMENTARY SKILL
Speaking 2.1.2 Give simple personal information using basic statements
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.61
Language
Strategy 2, 3 or 7 may be suitable. Use other strategies if appropriate.
45 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 10 (Listening 2)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: We’re lost Lake Wait and see Come with me Thank you very much
46 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Listening 1.2.3 Understand with support very short simple narratives COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of simple phrases and sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB – this lesson focuses on Activity 1 (picture story), which continues onto page 63. Post lesson
See Teacher’s Book.
Superminds 1 p.62 - 63
Values (asking for help when you need it)
Strategy 6 may be suitable. Use other strategies if appropriate.
47 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 11 (Reading 3)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Recycled story language from lesson 17
48 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY SKILL
Listening 1.1 Recognise and reproduce target language sounds
MAIN SKILL
Reading 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) COMPLEMENTARY SKILL
Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.63
Values (asking for help when you need it)
Strategy 2 may be suitable. Use other strategies if appropriate.
49 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 12 (Writing 2)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: How many days do….? Possessive ’s
50 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of basic phrases and sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.64
Language
Strategy 2 may be suitable. Use other strategies if appropriate.
51 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 13 (Language Arts 3)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: On day+s I + verb phrase
52 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation COMPLEMENTARY SKILL
Writing 4.2.1
Give very basic personal information using fixed phrases
In this Language Arts lesson, pupils work with the poem on p.65 of their textbook. Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.65
Language
Your choice, as appropriate to your lesson.
53 Primary Year 2 (SJK) Scheme of Work
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LESSON: 14 (Reading 4)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Recycled language : food, free-time activities Healthy, unhealthy, eat healthy food, keep fit, have fun
54 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Reading 3.2.2 Understand specific information and details of basic phrases and sentences COMPLEMENTARY SKILL
Speaking 2.1.2 Find out about personal information by asking basic questions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.66
Values (eating healthily)
Strategies 1, 2 or 6 may be suitable. Use other strategies if appropriate.
55 Primary Year 2 (SJK) Scheme of Work
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LESSON: 15 (Speaking 4)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Recycled language: free-time activities, days of the week Hour
56 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Speaking 2.1.2 Find out about personal information by asking basic questions COMPLEMENTARY SKILL
Speaking 2.1.1 Give simple personal information using basic statements
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.67
Entrepreneurship
Strategy 3 may be suitable. Use other strategies if appropriate.
57 Primary Year 2 (SJK) Scheme of Work
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LESSON: 16 (Listening 3)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Recycled language: imperatives
58 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Listening 1.2.3 Understand with support very short simple narratives COMPLEMENTARY SKILL
Listening 1.2.4 Understand an increased range of short basic supported classroom instructions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.68
Creativity and Imagination
Strategies 2 or 5 may be suitable. Use other strategies if appropriate.
59 Primary Year 2 (SJK) Scheme of Work
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LESSON: 17 (Writing 3)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Recycled language from the topic
60 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level COMPLEMENTARY SKILL
Reading 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.69
ICT
All strategies may be suitable.
61 Primary Year 2 (SJK) Scheme of Work
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LESSON: 18 (Reading 5)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary
62 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
MAIN SKILL
Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL
Writing 4.2.3 Write short familiar instructions
Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to read a series of instructions and put them in order. They can then write instructions on small cards and play a reading mime game in small groups.
Your choice, as appropriate to your lesson. Review or extend p.65-70.
Language
Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines e and f of the Year 1 Phonics Table (see syllabus).
63 Primary Year 2 (SJK) Scheme of Work
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LESSON: 19 (Language Arts 4)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Free Time
LANGUAGE/GRAMMAR FOCUS: Your choice as appropriate to your lesson
64 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.3 Express an imaginative response to literary texts COMPLEMENTARY SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Language arts 5.3.1 Respond imaginatively and intelligibly through creating simple short chants of raps Other imaginative responses as appropriate COMPLEMENTARY SKILL
Speaking 2.2.2 Ask for attention of help from a teacher of a classmate by using suitable statements and questions
Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to base the lesson on pupils’ report on the survey results from p.67. From these, they could co-operate as a class or in large groups to create a big poster for the classroom or a class chant/rap about their healthy and/or unhealthy habits. Pupils should try to use English to communicate in a group, although this may not always be possible. Encourage them to ask for help in English by pre-teaching phrases such as: ‘We don’t understand/know what to do/write here.’ ‘How do you spell…?’
Your choice, as appropriate to your lesson. Review or extend p.65-70.
Patriotism & Citizenship (co-operation), Values (Healthy living)
Your choice, as appropriate to your lesson.
65 Primary Year 2 (SJK) Scheme of Work
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LESSON: 20 (Listening 4)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: House vocabulary: house, bathroom, bedroom, living room, hall, dining room, kitchen, stairs, cellar Down, up Now Find out
66 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL
Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.70
Language
Strategy 5 may be suitable. Use other strategies if appropriate.
67 Primary Year 2 (SJK) Scheme of Work
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LESSON: 21 (Speaking 5)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: There’s a … There are …
68 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.5 Describe objects using suitable words and phrases COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.71
Language
Strategy 2 may be suitable. Use other strategies if appropriate.
69 Primary Year 2 (SJK) Scheme of Work
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LESSON: 22 (Listening 5)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Is there a? Are there any…? Yes, there is / No, there isn’t Yes, there are / No, there aren’t
70 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL
Speaking 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: Introduce pupils to some non-verbal and verbal strategies that give thinking time, for example Mmm …, Er…, Let me see… These can be used in Activity 3 while pupils look for the items in the pictures. Post lesson
See Teacher’s Book.
Superminds 1 p.73 NB: p.72 will be the focus of Lesson 35
Language
Strategies 2, 6 or 7 may be suitable. Use other strategies if appropriate.
71 Primary Year 2 (SJK) Scheme of Work
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LESSON: 23 (Reading 6)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Recycled home and animal vocabulary
72 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning ii)Ignore unknown words in order to understand a phrase or sentence COMPLEMENTARY SKILL
Listening 1.2.1 Understand with support the main idea of very simple phrases and sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: The main focus of this lesson is the story in Activity 1. This continues onto p.75. Encourage children to use reading strategies as shown in the learning standard for this lesson. Post lesson
See Teacher’s Book.
Superminds 1 p.74 - 75
Patriotism and Citizenship (looking after your friends)
Strategies 2 or 5 may be suitable. Use other strategies if appropriate.
73 Primary Year 2 (SJK) Scheme of Work
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LESSON: 24 (Language Arts 5)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Your choice depending on your lesson
74 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL
Listening 1.3 Use appropriate listening strategies in a variety of contexts
MAIN SKILL
Language Arts 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL
Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking
This Language Arts lesson is based on the song on p.72. Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.72
Language
Strategies 2 or 5 may be suitable. Use other strategies if appropriate.
75 Primary Year 2 (SJK) Scheme of Work
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LESSON: 25 (Listening 6)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Recycled home, animals and food vocabulary from the story in Lesson 33
76 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN SKILL
Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes COMPLEMENTARY SKILL
Reading 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV)
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: You will need to review the story on p.74-75 at the beginning of this lesson. Post lesson
See Teacher’s Book.
Superminds 1 p.75
Language
Strategy 3 may be suitable. Use other strategies if appropriate.
77 Primary Year 2 (SJK) Scheme of Work
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LESSON: 26 (Reading 7)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Recycled animal, toy, classroom objects, home vocabulary, there is, there are
78 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN SKILL
Reading 3.2.1 Understand the main idea of simple sentences COMPLEMENTARY SKILL
Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.76
Language
Strategies 5 or 7 may be suitable. Use other strategies if appropriate.
79 Primary Year 2 (SJK) Scheme of Work
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LESSON: 27 (Writing 4)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: I live in..
80 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Writing 4.2.1
Ask for and give basic personal information using basic questions and statements COMPLEMENTARY SKILL
Writing 4.2.5 Connect words and phrases using basic conjunctions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.77
Language
Strategies 2, 3 or 4 may be suitable. Use other strategies if appropriate.
81 Primary Year 2 (SJK) Scheme of Work
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LESSON: 28 (Speaking 6)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Vocabulary of habitats: habitat, polar region, ocean, jungle, desert, mountains, rocks, sand, coral, snow
82 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Speaking 2.1.5 Describe objects using suitable words and phrases COMPLEMENTARY SKILL
Speaking 2.2.2 Ask for attention or help from a teacher or classmate using suitable statements of questions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: Note the COMPLEMENTARY SKILL for this lesson. Pupils may need help with Activity 2. For this, you should review or pre-teach useful expressions and have pupils practise them during this activity. E.g. Please can you help me? I’m not sure about this. Post lesson
See Teacher’s Book.
Superminds 1 p.78 It would be helpful to make a poster of useful classroom language to put on the classroom wall if possible,
Environmental sustainability
Strategies 1, 2 or 7 may be suitable. Use other strategies if appropriate.
83 Primary Year 2 (SJK) Scheme of Work
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LESSON: 29 (Speaking 7)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Animal vocabulary: goat, camel, parrot, shark, penguin, polar bear, jellyfish
84 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Speaking 2.1.5 Describe objects using suitable words and phrases COMPLEMENTARY SKILL
Speaking 2.2.2 Ask for attention or help from a teacher or classmate using suitable statements and questions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Please note the COMPLEMENTARY SKILL for this lesson. Pupils may need help with Activity 2. For this, you should review and encourage pupils to use the expressions you introduced in Lesson 44. Post lesson
See Teacher’s Book
Superminds 1 p.79
Entrepreneurship
Strategies 3, 4, 5 or 7 may be suitable. Use other strategies if appropriate.
85 Primary Year 2 (SJK) Scheme of Work
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LESSON: 30 (Language Arts 6)
MAIN SKILL(S) FOCUS: Language Arts;
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Your choice depending on your lesson focus
86 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of contexts
MAIN SKILL
Language Arts 5.1.1 Demonstrate appreciation though non-verbal responses to: i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL
Listening 1.2.3 Understand with support very simple short narratives
Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, pupils listen to and enjoy a song, chant, rap or story about animals and their habitats.
Your choice, as appropriate to your lesson. You could choose a song, chant, rap or story or story about animals and their homes or habitat, such as: https://learnenglishkids.britishcouncil.org/en/songs/the-ballad-lisa-the-lemur or https://learnenglishkids.britishcouncil.org/en/songs/animal-house There should be a focus on ecology and environmental sustainability.
Environmental sustainability
Your choice, as appropriate to your lesson.
87 Primary Year 2 (SJK) Scheme of Work
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LESSON: 31 (Listening 7)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Recycled home vocabulary, adjectives and imperatives
88 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL
Speaking 2.1.1 Give simple personal information using basic statements
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book.
Post lesson
See Teacher’s Book.
Superminds 1 p.80
Creativity and Imagination
Strategies 2, 5 or 6 may be suitable. Use other strategies if appropriate.
89 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 32 (Reading 8)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: The Old House
LANGUAGE/GRAMMAR FOCUS: Recycled language from the topic
90 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL
Reading 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.81
Language
Strategies 2, 4 or 7 may be suitable. Use other strategies if appropriate.
91 Primary Year 2 (SJK) Scheme of Work
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LESSON: 33 (Speaking 8)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary
92 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.2 Use appropriate communication strategies COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of contexts
MAIN SKILL
Speaking 2.2.2 Ask for attention or help from the teacher or classmate by using suitable statements and questions COMPLEMENTARY SKILL
Listening 1.2.5 Understand an increased range of short supported questions
Design your own lesson linked to the main and the complementary content and learning standards. You could, for example, extend the quiz on p.81 and ask the questions orally. Pupils work in pairs to discuss the answers before saying them. Introduce and have pupils practise expressions for asking for attention when they know the answer, e.g. I know the answer! Can I try, please? Can I guess, please?
Your choice, as appropriate to your lesson. Review or extend p.79-81.
Language
Your choice, as appropriate to your lesson.
93 Primary Year 2 (SJK) Scheme of Work
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LESSON: 34 (Writing 5)
MAIN SKILL(S) FOCUS:
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary
94 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Writing 4.2.3 Write short familiar instructions COMPLEMENTARY SKILL
Writing 4.2.4 Describe objects using suitable words and phrases
Design your own lesson linked to the main and the complementary content and learning standards. You could, for example, extend the quiz on p.81 by asking pupils to write one/some quiz questions in pairs or small groups. This might be suitable if you did not already review the quiz in Lesson 53.
Your choice, as appropriate to your lesson. Review or extend p.79-81
Language
Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line k of the Year 2 Phonics Table (see syllabus).
95 Primary Year 2 (SJK) Scheme of Work
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LESSON: 35 (Listening 8)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Clothes vocabulary: clothes, jeans, sweater, jacket, skirt, shorts, cap, shoes, socks, T-shirt, trousers Imperative: Put on
96 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Reading 3.3 Read independently for information and enjoyment
MAIN SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL
Reading 3.3.1 Read and enjoy simple print and digital games at sentence level
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.82
Language
Strategy 5 may be suitable. Use other strategies if appropriate.
97 Primary Year 2 (SJK) Scheme of Work
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LESSON: 36 (Speaking 9)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Do you like…? Yes, I do / No, I don’t This, These
98 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.2 Find out about personal information asking questions COMPLEMENTARY SKILL
Listening 1.2.5 Understand an increased range of short supported questions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.83
Language
Strategies 2 or 7 may be suitable. Use other strategies if appropriate.
99 Primary Year 2 (SJK) Scheme of Work
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LESSON: 37 (Reading 9)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary
100 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters
MAIN SKILL
Reading 3.1.3 Blend phonemes (CVC, CCVC, CVCV, CCV) COMPLEMENTARY SKILL
3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV)
Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to prepare activities for pupils to practise blending and segmenting phonemes using the vocabulary on p.82
Your choice, as appropriate to your lesson. Review or extend p.82-83
Language
Your choice, as appropriate to your lesson. If appropriate, select suitable activities for your pupils from LINUS Module 2 to be added in to this lesson to focus on phonemes from Line k of the Year 2 Phonics Table (see syllabus).
101 Primary Year 2 (SJK) Scheme of Work
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LESSON: 38 (Speaking 10)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary
102 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Speaking 2.1.2 Find out about personal information about asking questions COMPLEMENTARY SKILL
Speaking 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses
Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to do a role play in pairs or small groups, where they buy some clothes that they like in a shop. They will need to use verbal as well as non-verbal strategies to keep interaction going.
Your choice, as appropriate to your lesson. Review or extend recent lessons up to p.83.
Financial education
Your choice, as appropriate to your lesson.
103 Primary Year 2 (SJK) Scheme of Work
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LESSON: 39 (Language Arts 7)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Your choice depending on the focus of your lesson
104 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Language Arts 5.1.2 Say the words in simple texts with intelligible pronunciation, rhythm and intonation i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL
Reading 3.2.3 ii) ignore unknown words in order to understand a phrase or sentence
Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, pupils will read a chant, rap or a rhyme in English. Try to use plenty of visuals to support understanding.
Your choice of poem or rhyme, as appropriate to your lesson.
Language
Your choice, as appropriate to your lesson.
105 Primary Year 2 (SJK) Scheme of Work
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LESSON: 40 (Listening 9)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Recycled clothes and colours vocabulary Adjectives: Cool, super
106 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.3 Use appropriate listening strategies in a variety of contexts COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking COMPLEMENTARY SKILL
Speaking 2.1.5 Describe objects using suitable words and phrases
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.84
Language
Strategies 1 or 5 may be suitable. Use other strategies if appropriate.
107 Primary Year 2 (SJK) Scheme of Work
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LESSON: 41 (Speaking 11)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Present continuous 3rd person singular statement and question : He/she is wearing…, Is he/she wearing….?, Yes he/she is/ No, he/she isn’t
108 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Speaking 2.1.2 Find out about personal information by asking basic questions COMPLEMENTARY SKILL
Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.85
Language
Strategies 6 or 7 may be suitable. Use other strategies if appropriate.
109 Primary Year 2 (SJK) Scheme of Work
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LESSON: 42 (Reading 10)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Recycled clothes vocabulary
110 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Reading 3.2.1 Understand the main idea of simple sentences COMPLEMENTARY SKILL
Reading 3.2.2 Understand specific information and details of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: The main focus of this lesson is on the picture story in Activity 1. It continues on to the top of p.87. Post lesson
See Teacher’s Book.
Superminds 1 p.86-87
Patriotism and Citizenship (saying sorry)
Strategies 1 or 6 may be suitable. Use other strategies if appropriate.
111 Primary Year 2 (SJK) Scheme of Work
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LESSON: 43 (Listening 10)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Further practice of present continuous 3rd person singular statements and questions
112 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN SKILL
Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes COMPLEMENTARY SKILL
Reading 3.1.4 Segment phonemes (CVC, CCVC, CVCV, CCV)
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.87
Language
Strategies 1 or 6 may be suitable. Use other strategies if appropriate.
113 Primary Year 2 (SJK) Scheme of Work
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LESSON: 44 (Reading 11)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: X is wearing (a) (colour) (clothes)
114 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL
Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: Encourage pupils to reread a sentence when they do not fully understand it. Post lesson
See Teacher’s Book.
Superminds 1 p.88
Language
Strategy 2 may be suitable. Use other strategies if appropriate.
115 Primary Year 2 (SJK) Scheme of Work
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LESSON: 45 (Speaking 12)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Further practice of present continuous 3rd person singular statements and questions
116 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Speaking 2.1.2 Find out basic personal information by asking basic questions COMPLEMENTARY SKILL
Writing 4.2.4 Describe objects using suitable words and phrases
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.89
Patriotism & Citizenship (saying no politely)
Strategies 1 or 3 may be suitable. Use other strategies if appropriate.
117 Primary Year 2 (SJK) Scheme of Work
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LESSON: 46 (Listening 11)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Recycled clothes vocabulary Materials vocabulary: cotton, wool, woollen, leather
118 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.3 Use appropriate listening strategies in a variety of contexts COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking COMPLEMENTARY SKILL
Speaking 2.1.5 Describe objects using suitable words and phrases
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: This is a Listening lesson. Use the CD or read the short text aloud (Activity 1). Post lesson
See Teacher’s Book.
Superminds 1 p.90
Science and technology
Strategy 2 may be suitable. Use other strategies if appropriate.
119 Primary Year 2 (SJK) Scheme of Work
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LESSON: 47 (Writing 6)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Adjectives to describe materials
120 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing COMPLEMENTARY SKILL
2.1.5 Describe objects using suitable words and phrases
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: Monitor and talk to pupils about what they have put on their posters as they work on them. Encourage pupils to talk to each other in English about the content of their posters. Post lesson
See Teacher’s Book.
Superminds 1 p.91
Science and technology, Creativity and Imagination
Strategies 3 or 4 may be suitable. Use other strategies if appropriate.
121 Primary Year 2 (SJK) Scheme of Work
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LESSON: 48 (Speaking 13)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary
122 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Speaking 2.3 Communicate appropriately to a small or large group
MAIN SKILL
Speaking 2.1.5 Describe objects using simple words and phrases COMPLEMENTARY SKILL
Speaking 2.3.1 Introduce self and others to an audience using fixed phrases
Design your own lesson linked to the main and the complementary content and learning standards. One possibility is to have pupils present the posters they made in Activity 2, p.91 in a group or as a class. You may need to pre-teach or review fixed phrases for introducing themselves to the group/class before talking about their posters.
Your choice, as appropriate, to your lesson. Review or extend p.88-91.
Language
Your choice, as appropriate to your lesson.
123 Primary Year 2 (SJK) Scheme of Work
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LESSON: 49 (Listening 12)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Recycled imperatives New imperatives: Turn around, Catch
124 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Listening 1.2.3 Understand with support very short simple narratives COMPLEMENTARY SKILL
Listening 1.2.4 Understand an increased range of short basic classroom instructions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.92
Creativity and Imagination
Strategies 5 or 6 may be suitable. Use other strategies if appropriate.
125 Primary Year 2 (SJK) Scheme of Work
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LESSON: 50 (Reading 12)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Recycled language from the topic
126 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Reading 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 2 topics and themes COMPLEMENTARY SKILL
Speaking 2.1.5 Describe objects using suitable words and phrases
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.93
Language
Strategies 2 or 7 may be suitable. Use other strategies if appropriate.
127 Primary Year 2 (SJK) Scheme of Work
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LESSON: 51 (Speaking 14)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The robot
LANGUAGE/GRAMMAR FOCUS: Vocabulary of parts of the body: head, arm, fingers, hand, knee, leg, toes, foot
128 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.3 Give a short sequence of basic instructions COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.94
Language
Strategy 5 may be suitable. Use other strategies if appropriate.
129 Primary Year 2 (SJK) Scheme of Work
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LESSON: 52 (Writing 7)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Stories
TOPIC: The robot
LANGUAGE/GRAMMAR FOCUS: Can and can’t for ability
130 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Writing 4.2.2 Express simple ability COMPLEMENTARY SKILL
Reading 3.2.1 Understand the main idea of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: After saying sentences in Activity 4, pupils should write a sentence in their exercise books. Post lesson
See Teacher’s Book.
Superminds 1 p.95
Language
Strategies 1 or 2 may be suitable. Use other strategies if appropriate.
131 Primary Year 2 (SJK) Scheme of Work
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LESSON: 53 (Language Arts 8)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Your choice depending on your lesson
132 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.3 Express an imaginative response to literary texts COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple short chants or raps. Other imaginative responses COMPLEMENTARY SKILL
Speaking 2.1.5 Describe objects using suitable words and phrases
Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to review the Robot chant from p.94. You could bring some materials (or ask pupils to bring from home) to create robots in groups. Pupils then describe their robots to the class.
Your choice, as appropriate to your lesson.
Entrepreneurship
Your choice, as appropriate to your lesson.
133 Primary Year 2 (SJK) Scheme of Work
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LESSON: 54 (Listening 13)
MAIN SKILL(S) FOCUS Listening
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Action verbs: jump up high, run, dance, crawl, fly Recycled animal and parts of the body vocabulary
134 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL
Speaking 2.1.4 Ask about and express ability
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.96
Language
Strategy 5 may be suitable. Use other strategies if appropriate.
135 Primary Year 2 (SJK) Scheme of Work
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LESSON: 55 (Speaking 15)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Question forms and answers using can for ability Can you/he/she swim? Yes, I/he/she can No, I/he/she can’t
136 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Speaking 2.1.2 Find out about personal information by asking basic questions COMPLEMENTARY SKILL
Speaking 2.1.1 Give simple personal information using basic sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.97
Language
Strategies 1 or 2 may be suitable. Use other strategies if appropriate.
137 Primary Year 2 (SJK) Scheme of Work
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LESSON: 56 (Reading 13)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for parts of the body
138 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Reading 3.2.1 Understand the main idea of simple sentences COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB Activity 1, the main activity in this lesson, is a picture story which continues onto p.99. Post lesson
See Teacher’s Book.
Superminds 1 p.98 - 99
Patriotism and Citizenship (importance of teamwork)
Strategies 2 or 6 may be suitable. Use other strategies if appropriate.
139 Primary Year 2 (SJK) Scheme of Work
W
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LESSON: 57 (Speaking 16)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Your choice of review or extension of recently introduced language and vocabulary
140 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.3 Communicate appropriately to a small or large group COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Speaking 2.3.1 Introduce self and others to an audience using fixed expressions COMPLEMENTARY SKILL
Speaking 2.1.2 Find out about personal information by asking basic questions
Design your own lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to make simple animal masks using, for example, paper plates or something they bring from home. Then, in pairs, they present their masks to the class. They first introduce themselves to the class, then put on the mask. They become the animal. Pairs have a short dialogue asking each other about themselves and what they can do.
Your choice, as appropriate to your lesson. Review or extend p.96 -98
Entrepreneurship
Your choice, as appropriate to your lesson.
141 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 58 (Listening 14)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Letter sound /g/ at the beginning and end of words
142 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters
MAIN SKILL
Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes COMPLEMENTARY SKILL
Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: You will need to review the picture story on p.98-99 at the beginning of this lesson. Post lesson
See Teacher’s Book.
Superminds 1 p.99
Language
Strategies 6 or 7 may be suitable. Use other strategies if appropriate.
143 Primary Year 2 (SJK) Scheme of Work
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LESSON: 59 (Speaking 17)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Can you…? / Yes, I can / No, I can’t.
144 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Speaking 2.1.2 Find out about personal information by asking basic questions COMPLEMENTARY SKILL
Writing 4.2.1 Ask for and give basic personal information using basic questions and statements
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: This is a writing lesson. The survey in Activity 2 should be extended so that pupils write one or more new questions for their survey. Post lesson
See Teacher’s Book.
Superminds 1 p.100
Language
Strategies 1, 2 or 3 may be suitable. Use other strategies if appropriate.
145 Primary Year 2 (SJK) Scheme of Work
W
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LESSON: 60 (Writing 8)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for actions, parts of the body, and numbers
146 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Writing 4.2.5 Connect words and phrases using basic coordinating conjunctions COMPLEMENTARY SKILL
Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.101
Language
Strategies 2 or 5 may be suitable. Use other strategies if appropriate.
147 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 61 (Reading 14)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for parts of the body
148 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Reading 3.2.3 i) Reread a word, phrase or sentence to understand meaning COMPLEMENTARY SKILL
Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: Encourage pupils to use the reading strategy identified in the relevant learning standard. Encourage pupils to justify their answers to Activity 2 by describing the animals and their matching skeleton (e.g. It has four legs and a tail). Post lesson
See Teacher’s Book.
Superminds 1 p.102
Science and technology
Strategy 6 may be suitable. Use other strategies if appropriate.
149 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 62 (Language Arts 9)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Your choice depending on the focus of your lesson
150 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Language Arts 5.1.1 Demonstrate appreciation through non-verbal responses to: i) simple chants and raps ii) simple rhymes iii) simple action songs iv) simple songs COMPLEMENTARY SKILL
Speaking 2.1.2 Give simple personal information using basic statements
Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is to use the song Head, Shoulders, Knees and Toes and
accompanying actions. Pupils could then create a model of a person and describe it to the class using the language as in p.101 plus the new vocabulary.
Your choice, as appropriate to your lesson. You will find many sources for the song. Here are some: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/heads_shoulders_knees_toes http://supersimplelearning.com/songs/original-series/one/head-shoulders-knees-and-toes-learn-it/
Language
Your choice, as appropriate to your lesson.
151 Primary Year 2 (SJK) Scheme of Work
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LESSON: 63 (Language Arts 10)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Self, Family, and Friends
TOPIC: Get Dressed!
LANGUAGE/GRAMMAR FOCUS: Your choice depending on the focus of your lesson
152 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.3 Express imaginative response to literary texts COMPLEMENTARY SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Language Arts 5.3.1 Respond imaginatively and intelligibly through creating short simple chants or raps. Other imaginative responses as appropriate COMPLEMENTARY SKILL
Speaking 2.2.2 Ask for attention or help from a teacher of classmate by using suitable statements and questions
Design your own Language Arts lesson linked to the main and the complementary content and learning standards. One possibility is for pupils to do a mini project in small groups. They choose an animal and research it online (or in an encyclopaedia if you don’t have access to the internet). They should find out about the animal, if possible print out some pictures, including one skeleton, then make an annotated poster about the animal. Pupils will likely need your help during this process, so it is a good opportunity to review this language and ensure pupils practise it. You could base the lesson around a story of an animal/animals, which pupils then research.
Your choice, as appropriate to your lesson.
ICT
Your choice, as appropriate to your lesson.
153 Primary Year 2 (SJK) Scheme of Work
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LESSON: 64 (Reading 15)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for parts of the body
154 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL
Speaking 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: Extend Activity 1 by writing more quiz questions for pupils to read and answer. Introduce strategies for non-verbal communication, such as using eye contact, nodding and so on. Pupils should use only English as they work on the skeletons in Activity 3. They can practise these communication skills at that point. Post lesson
See Teacher’s Book.
Superminds 1 p.103
Science and technology
Strategy 1 may be suitable. Use other strategies if appropriate.
155 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 65 (Writing 9)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for parts of the body
156 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Writing 4.2.4 describe objects using suitable words and phrases COMPLEMENTARY SKILL
Listening 1.2.1 Understand with support the main idea of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.104
Creativity and Imagination
Strategies 2 or 5 may be suitable. Use other strategies if appropriate.
157 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 66 (Speaking 18)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for parts of the body
158 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.2 Use appropriate communication strategies
MAIN SKILL
Speaking 2.2.1 Keep interaction going in short exchanges by using suitable non-verbal responses COMPLEMENTARY SKILL
Speaking 2.2.2 Ask for attention or help from a teacher or classmate by using suitable statements or questions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: This lesson focuses on Activity 1, making a poster. Review and extend non-verbal communication strategies from Lesson 116 and encourage pupils to practise them as they work on their posters together. Pupils are likely to need help to find pictures. They should ask for this help in English from you or another pupil. Activity 2 will be the focus on Lesson 119. Post lesson
See Teacher’s Book.
Superminds 1 p.105, Activity 1
Creativity & Imagination
Strategies 3 or 4 may be suitable. Use other strategies if appropriate.
159 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 67 (Listening 15)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Stories
TOPIC: The Robot
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary for parts of the body
160 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences COMPLEMENTARY SKILL
Reading 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. The focus of this lesson is Activity 2. Play this game as a True/False activity. Pupils look at each other’s posters. They make sentences which can be true or false. Their partner should listen, look at the poster and decide if it is true or false. Post lesson
See Teacher’s Book.
Superminds 1 p.105, Activity 2
Language
Strategy 1 may be suitable. Use other strategies if appropriate.
161 Primary Year 2 (SJK) Scheme of Work
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LESSON: 68 (Listening 16)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: Verb + noun phrases
162 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts COMPLEMENTARY SKILL
Listening 1.3 Use appropriate listening strategies in a variety of contexts
MAIN SKILL
Listening 1.2.1 Understand with support the main idea of simple sentences COMPLEMENTARY SKILL
Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking.
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.106
Language
Strategy 2 may be suitable. Use other strategies if appropriate.
163 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 69 (Speaking 19)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: Let’s + verb + noun
164 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Listening 1.3 Use appropriate listening strategies in a variety of contexts
MAIN SKILL
Speaking 2.1.2 Find out about personal information by asking basic questions COMPLEMENTARY SKILL
Listening 1.3.1 Understand the message a teacher or classmate is communicating by using visual clues when they are speaking
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.107
Language
Strategy 5 may be suitable. Use other strategies if appropriate.
165 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 70 (Writing 10)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: Review of Let’s + verb + noun
166 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing COMPLEMENTARY SKILL
Listening 1.2.2 Understand with support specific information and details of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: This is a writing lesson. See extension activity in Teacher’s Book. Choose an appropriate activity from the pre- or post-lesson activities to further focus on spelling. Post lesson
See Teacher’s Book.
Superminds 1 p.108
Language
Strategies 1 or 2 may be suitable. Use other strategies if appropriate.
167 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 71 (Reading 16)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: Where is? / Where are? / It’s / They are in
168 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Speaking 2.1 Communicate simple information intelligibly
MAIN SKILL
Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL
Speaking 2.1.1 Give simple personal information using basic statements
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.109
Language
Strategy 2 may be suitable. Use other strategies if appropriate.
169 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 72 (Reading 17)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: Review of can / can’t
170 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Reading 3.2.3 i) Reread a word, phrase of sentence to understand meaning. ii) Ignore unknown words in order to understand a phrase or sentence COMPLEMENTARY SKILL
Reading 3.2.1 Understand the main idea of simple sentences
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: The picture story in Activity 1 continues on to p.111. Encourage pupils to use the relevant reading strategies. Post lesson
See Teacher’s Book.
Superminds 1 p.110 -111
Values (modesty)
Strategies 2 or 6 may be suitable. Use other strategies if appropriate.
171 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 73 (Listening 17)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: The letter combinations ee and ea for /iː/ sound
172 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY SKILL
Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters
MAIN SKILL
Listening 1.1.1 Recognise and reproduce with support a range of high frequency target language phonemes COMPLEMENTARY SKILL
Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word.
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.111
Language
Strategies 1 or 3 may be suitable. Use other strategies if appropriate.
173 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 74 (Writing 11)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: Imperative form + noun phrases
174 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media COMPLEMENTARY SKILL
Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
MAIN SKILL
Writing 4.3.3 Plan, draft and write simple sentences COMPLEMENTARY SKILL
Writing 4.2.5 Use capital letters and full stops appropriately in guided writing at sentence level.
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: In Activity 3, pupils should plan, draft and review their writing in pairs before writing a final draft. Post lesson
See Teacher’s Book.
Superminds 1 p.112
Global Sustainability (global citizenship)
Strategies 3 or 4 may be suitable. Use other strategies if appropriate.
175 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 75 (Speaking 20)
MAIN SKILL(S) FOCUS: Speaking
THEME: World of Knowledge
TOPIC: At the Beach
LANGUAGE/GRAMMAR FOCUS: Put + noun + preposition + noun
176 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Speaking 2.1 Communicate simple information intelligibly COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Speaking 2.1.3 Give a short sequence of basic instructions COMPLEMENTARY SKILL
Listening 1.2.4 Understand an increased range of short supported classroom instructions
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.113
Language
Strategies 2 or 7 may be suitable. Use other strategies if appropriate.
177 Primary Year 2 (SJK) Scheme of Work
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LESSON: 76 (Reading 18)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: At the beach
LANGUAGE/GRAMMAR FOCUS: Weather and countries vocabulary: It’s + adjective + in + country
178 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies COMPLEMENTARY SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL
Writing 4.3.2 Spell a narrow range of familiar high frequency words accurately in guided writing
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.114
Global Sustainability (Global citizenship)
Strategies 6 or 7 may be suitable. Use other strategies if appropriate.
179 Primary Year 2 (SJK) Scheme of Work
WE
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LESSON: 77 (Writing 12)
MAIN SKILL(S) FOCUS: Writing
THEME: World of Knowledge
TOPIC: At the beach
LANGUAGE/GRAMMAR FOCUS: Review of weather vocabulary
180 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
MAIN SKILL
Writing 4.3.3 Plan, draft and write simple sentences. COMPLEMENTARY SKILL
Writing 4.3.1 Use capital letters and full stops appropriately in guided writing at sentence level
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. NB: Pupils should plan, draft and review before making their weather diaries. They should write in full sentences. Post lesson
See Teacher’s Book.
Superminds 1 p.115
Global Sustainability (Global Citizenship)
Strategies 1, 2 or 3 may be suitable. Use other strategies if appropriate.
181 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 78 (Listening 18)
MAIN SKILL(S) FOCUS: Listening
THEME: World of Knowledge
TOPIC: At the beach
LANGUAGE/GRAMMAR FOCUS: Recycled vocabulary of holiday activities and imperatives
182 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Listening 1.3 Use appropriate listening strategies in a variety of contexts COMPLEMENTARY SKILL
Listening 1.2 Understand meaning in a variety of familiar contexts
MAIN SKILL
Listening 1.3.1 Understand the message the teacher or classmate is communicating by using visual clues when they are speaking COMPLEMENTARY SKILL
Listening 1.2.4 Understand an increased range of short basic supported classroom instructions.
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.116
Language
Strategy 5 may be suitable. Use other strategies if appropriate.
183 Primary Year 2 (SJK) Scheme of Work
W
EE
K:
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LESSON: 79 (Reading 19)
MAIN SKILL(S) FOCUS: Reading
THEME: World of Knowledge
TOPIC: At the beach
LANGUAGE/GRAMMAR FOCUS: Review of unit topics: vocabulary and language
184 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
MAIN SKILL
Reading 3.2.2 Understand specific information and details of simple sentences COMPLEMENTARY SKILL
Reading 3.2.4 Use a picture dictionary to find, list and categorise words from Year 2 topics and themes
Pre-lesson
See Teacher’s Book. Lesson Delivery
See Teacher’s Book. Post lesson
See Teacher’s Book.
Superminds 1 p.117
Language
Strategies 2, 6 or 7 may be suitable. Use other strategies if appropriate.
185 Primary Year 2 (SJK) Scheme of Work
WE
EK
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LESSON: 80 (Language Arts 11)
MAIN SKILL(S) FOCUS: Language Arts
THEME: World of Knowledge
TOPIC: At the beach
LANGUAGE/GRAMMAR FOCUS: Your choice depending on the focus of your lesson
186 Primary Year 2 (SJK) Scheme of Work
CONTENT STANDARD
LEARNING STANDARD
LEARNING OUTLINE MATERIALS / REFERENCES
CROSS CURRICULAR
ELEMENT
DIFFERENTIATION STRATEGIES
TEACHER’S NOTES / REMARKS
MAIN SKILL
Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs COMPLEMENTARY SKILL
Speaking 2.3 Communicate appropriately to a small or large group
MAIN SKILL
Language Arts 5.1.2 Say the words to simple texts and sing simple songs with intelligible pronunciation, rhythm and intonation COMPLEMENTARY SKILL
Speaking 2.3.1 Introduce self and others to an audience using fixed phrases
Design your own Language Arts lesson linked to the main and the complementary content and learning standards. In this lesson, practise/rehearse for the performance.
Your choice, as appropriate to your lesson.
Language
Your choice, as appropriate to your lesson.