English Language Scheme of Work for Phonics … Year 1 English Scheme of Work for Phonics 9 Speaking 2.1 Communicate simple information intelligibly simple information Simple information

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Scheme of Work for Phonics

Primary Year 1

Year 1 English Scheme of Work for Phonics

Scheme of Work for Phonics

Year 1 English

Year 1 English Scheme of Work for Phonics

Page

Glossary of key terms in Year 1 Curriculum Framework 3

Differentiation strategies 6

Formative assessment 11

Scheme of Work 12

3 Year 1 English Scheme of Work for Phonics

The Scheme of Work for Phonics is a prerequisite for the Year 1 Scheme of Work. Teachers are required to carry out the Phonics lessons before

carrying out the lessons from the Year 1 Scheme of Work. However, teachers are encouraged to consolidate Phonics teaching and learning

throughout the year.

Glossary of terms in Year 1 curriculum framework

Page in curriculum framework

Term in Year 1 curriculum framework Meaning

2 Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes

a limited range of high frequency target language phonemes These are the phonemes in the phonics table shown in the phonics table on p2 of the syllabus. A range of target language phonemes in Year 1 means a suitable variety of phonemes from the phonics table, based on the teacher’s judgment of how well the pupils they teach can read.

3 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. However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Teachers should use thier own judgment here.

3 Listening 1.2.1 Understand with support the main idea of very simple phrases and sentences See also

Listening 1.2.2 p 4

Reading 3.2.1 p 21

Reading 3.2.2 p 22

very simple phrases and sentences Very simple phrases and sentences are simple in structure. They 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)

5 Listening 1.2.3 Understand with a high degree of 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. Teachers should use their own judgment on very short simple narratives, based on the level and interest of the pupils they teach.


9 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, talk about their home, or saying what they like. Superminds 1 provides frequent opportunities for pupils to communicate simple information.

9 Speaking 2.1.1 Give very basic personal information using fixed phrases

See also

Speaking 2.1.2 p 10

Speaking 2.1.4 p 12

Speaking 2.3.1 p 16

Writing 4.2.1 p 28

Writing 4.2.2 p 29

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.

17 Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters

See also

Reading 3.2 p21-24

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.

25 Reading 3.3.1 Read and enjoy simple print and digital games at word level

digital games Digital games are language games children play on language learning DVD ROMs, CD ROMS, or websites.

28 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.

34 Writing 4.3.2 Spell familiar high frequency words accurately

familiar high frequency words


High frequency words are words which pupils use often in Year 1 writing, such as colours, numbers, and classroom objects. Teachers should use their own judgment on familiar high frequency words, according to words pupils write often in their lessons.


Differentiation strategies for Year 1 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 with 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 these can provide extra challenge 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 to 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 stronger 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’s 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.

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 your 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 very 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 weak at writing has tried hard

and produces work with a number of misspellings, feedback can be given on what they did well, and only one 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’ Speaking.

Pupils with pre-and low-level literacy skills

Some pupils are already literate when they begin Year 1, whereas others may not yet be literate or may be just learning to read. 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.

However, pre-literate pupils or those with low-level literacy skills 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.

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 limited 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 and recognise the shapes of the letters of the alphabet

Reading 3.1.2

Recognise and sound out with support beginning, medial and final sounds in a word

Reading 3.1.3

Blend phonemes (CVC, CCVC)

Reading 3.1.4

Segment phonemes (CVC, CCVC)

For pupils who are also working on fine motor skills involved in pre-writing skills, these skills will need to be addressed from the beginning of Year 1.

They are not otherwise covered in the Scheme of Work. Suggestion for this is also indicated in the Differentiation column, where appropriate.

Note the following Content and Learning Standards which develop these skills:

Content Standard

Writing 4.1:

Form letters and words in neat legible print using cursive writing

Learning Standard

Writing 4.1.1

i) Demonstrate fine motor control of hands by using pen or pencil correctly

ii) Demonstrate correct posture and pen hold grip

iii) Develop hand-eye coordination through drawing lines

Writing 4.1.2

i) Form upper and lower case letters of regular size and shape

ii) Write letters and words in a straight line from left to right with regular spaces between words and spaces

iii) Copy letters and familiar high frequency words and phrases correctly


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 and learning to understand 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 in reflecting on the learning in a lesson in order to plan upcoming lessons effectively. This is of particular

value when considering the non-textbook lessons, where learning from the textbook can be reviewed and/or enriched.


Primary Year 1 English Scheme of Work

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LESSON: 1 (Listening 1)

MAIN SKILL(S) FOCUS: Listening

THEME: World of Self, Family and Friends

TOPIC: Unit 1 Fun at the Beach, Unit 2 Annie, Ant and Axe, Unit 3 Tom and Pat, Unit 4 Pat the Pencil

LANGUAGE/GRAMMAR FOCUS: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)


CONTENT STANDARD LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES

CROSS CURRICULAR ELEMENT

DIFFERENTIATION STRATEGIES

TEACHER’S NOTES / REMARKS

Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD

Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters

Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD

Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC)

Pre-lesson

1. Sing the Phonics Song (audio)

Lesson delivery

1. Listen to the sounds and do the actions

2. Listen to the words and identify the relevant sounds

3. Listen and circle the

correct pictures

4. Sing a song

Post lesson

1. Read the questions and answers (pair work)

2. Match the pictures to the correct words

3. Wordsearch *Choose any suitable activities in the learning outline for your lesson

Suggested Phonics Song (audio):

1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: 1.1.1

p. 9, 16, 21, 25 3.1.1, 3.1.2 , 3.1.3, 3.1.4

p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 28 KSSR Teacher’s Guidebook English Language Year 1 by BPK

p. 52-60, 77-118, 142, 147 for relevant activities

Language

Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK

At this stage, do not show the video as pupils should learn to pick up the sounds first before associating the sounds with the letters. After that, they will learn how to recognise the letters. Teachers may choose any suitable materials for their pupils from the suggested pages.


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THEME: World of Stories

TOPIC: Unit 5 Dilly’s Doughnut, Unit 6 Hush! Hush!, Unit 7 Who Breaks Mum’s Mug?, Unit 8 Dingo Dog and Daisy Duck

LANGUAGE/GRAMMAR FOCUS: Review: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)

Focus : Row b.: /ɪ/ (i), /n/ (n), /m/ (m), /d/ (d)











Pre-lesson


Lesson delivery



3. Listen and circle the correct pictures

4. Sing a song 5. Listen to the story

and identify the relevant sound

6. Recite a chant Post lesson


2. Read the text/story and answer the questions


*Choose any suitable activities in the learning outline for your lesson



p. 30, 32, 33, 40, 41, 47, 48, 56, 57 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 60 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Unit 9 Goat and Goose, Unit 10 O is for Orange, Unit 11 Cat and Kid

LANGUAGE/GRAMMAR FOCUS: Review: Row a.: /s/ (s), /æ/ (a), /t/ (t), /p/ (p)

Row b.: /ɪ/ (i), /n/ (n), /m/ (m), /d/ (d)

Focus : Row c.: /g/ (g), /ɒ/ (o), /k/ (c), /k/ (k)











Pre-lesson


Lesson delivery




4. Sing a song 5. Recite a chant Post lesson






p. 70, 74, 75, 77, 79 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 79 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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LESSON: 4 (Reading 1)

MAIN SKILL(S) FOCUS: Reading

THEME: World of Self, Family and Friends & World of Stories

TOPIC: Units 1-11

LANGUAGE/GRAMMAR FOCUS: Review for Lessons 1-3







Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT STANDARD

Writing 4.1 Form letters and words in neat legible print using cursive writing

Reading 3.1.1 Identify and recognise the shapes of the letters in the alphabet 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes (CVC, CCVC) COMPLEMENTARY LEARNING STANDARD

Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly

Pre-lesson


Lesson delivery




4. Wordsearch Post lesson

1. Tracing lines 2. Tracing the letter 3. Write the words 4. Fill in the blanks with

the correct word 5. Write the sentences 6. Rearrange the

phrases to form sentences



1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Units 1-4 3.1.1, 3.1.2 , 3.1.3, 3.1.4

p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 28 4.1.2

p. 6, 7, 8, 9, 13, 14, 15, 16, 20(H), 21, 24(G), 25, 26(C), 28 Units 5-8 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 60 4.1.2

p. 30, 38, 40, 44, 47, 50(F), 56, 58, 60 Units 9-11 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 79 4.1.2

p. 62, 63, 65(G), 66, 70, 72, 73(G), 74, 75, 76, 78(I)

Language


Teachers may choose any suitable materials for their pupils from the suggested pages.


KSSR Teacher’s Guidebook English Language Year 1 by BPK



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LESSON: 5 (Writing 1)

MAIN SKILL(S) FOCUS: Writing


TOPIC: Units 1-11








Writing 4.1 Form letters and words in neat legible print using cursive writing COMPLEMENTARY CONTENT STANDARD


Writing 4.1.2 i) Form upper and lower case letters of regular size and shape ii) write letters and words in a straight line from left to right with regular spaces between words and spaces iii) copy letters and familiar high frequency words and phrases correctly COMPLEMENTARY LEARNING STANDARD


Pre-lesson


Lesson delivery




Post lesson




4. Wordsearch *Choose any suitable activities in the learning outline for your lesson


1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Units 1-4 3.1.1, 3.1.2 , 3.1.3, 3.1.4

p. 14, 15, 17, 18, 19, 21, 22, 23(E), 25, 26, 28 4.1.2

p. 6, 7, 8, 9, 13, 14, 15, 16, 20(H), 21, 24(G), 25, 26(C), 28 Units 5-8 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 30, 34, 40, 42, 44, 47, 48, 56, 57, 60 4.1.2

p. 30, 38, 40, 44, 47, 50(F), 56, 58, 60 Units 9-11 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 62, 63, 64, 65, 67, 70, 71, 74, 75, 77, 79 4.1.2

p. 62, 63, 65(G), 66, 70, 72, 73(G), 74, 75, 76, 78(I)

Language







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TOPIC: Unit 12 Jack at the Dock, Unit 13 Jen, Unit 14 Run, Duck! Run!, Unit 15 Ronnie the Runner

LANGUAGE/GRAMMAR FOCUS: Row d: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r)











Pre-lesson


Lesson delivery




4. Sing a song 5. Recite a chant Post lesson

1. Colour the words with the relevant sounds



4. Role play a dialogue *Choose any suitable activities in the learning outline for your lesson



p. 82, 85, 86, 88, 91, 92, 93, 97 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 101 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Unit 16 Happy Hadi, Unit 17 Ben and Bob, Unit 18 Felix Fox and Freddy Frog, Unit 19 Where am I?, Unit 20 Jess and Her Dress

LANGUAGE/GRAMMAR FOCUS: Review : Row d: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r) Focus : Row e: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss)











Pre-lesson


Lesson delivery




4. Sing a song 5. Recite a

rhyme/chant Post lesson


2. Circle the words with the correct sound




p. 102, 104, 106, 107(C), 111, 112, 113, 117, 118, 122, 124 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 102, 103(C), 106, 107, 108, 111, 117, 118, 124 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Unit 21 What Do You Like?, Unit 22 Wan’s Wig, Unit 23 Zox, Rex and Max

LANGUAGE/GRAMMAR FOCUS: Review : Row d.: /k/ (ck), /e/ (e), /ʌ/ (u), /r/ (r) Row e.: /h/ (h), /b/ (b), /f/ (f,ff), /l/ (l, ll), /s/ (ss) Focus : Row f.: /dʒ/ (j), /v/ (v), /w/ (w), /ks/ /gz/ (x)











Pre-lesson


Lesson delivery




4. Recite a chant Post lesson



3. Read the rhyme *Choose any suitable activities in the learning outline for your lesson



p. 127, 128, 133, 137, 141 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 127, 128, 129, 133, 134, 135, 138, 142, 143 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Units 12-23












Pre-lesson


Lesson delivery



3. Read the rhyme 4. Circle the words with

the correct sound 5. Colour the words

with the relevant sounds


7. Role play a dialogue Post lesson






1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: Unit 12-15 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 101 4.1.2

p. 82, 83, 84, 85, 87, 91, 94, 95, 97, 100, 101 Units 16-20 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 102, 103(C), 106, 107, 108, 111, 117, 118, 124 4.1.2

p. 102, 103, 106, 109, 111, 115, 117, 119, 120, 121, 123 Units 21-23 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 127, 128, 129, 133, 134, 135, 138, 142, 143 4.1.2

p. 127, 128, 130, 131, 132, 133, 136, 139, 140, 141

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TOPIC: Units 12-23












Pre-lesson


Lesson delivery



3. Read the rhyme 4. Circle the words with

the correct sound 5. Colour the words

with the relevant sounds


7. Role play a dialogue Post lesson






1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: Unit 12-15 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 82, 84(E), 88, 89, 90, 91, 95(E), 97, 101 4.1.2

p. 82, 83, 84, 85, 87, 91, 94, 95, 97, 100, 101 Units 16-20 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 102, 103(C), 106, 107, 108, 111, 117, 118, 124 4.1.2

p. 102, 103, 106, 109, 111, 115, 117, 119, 120, 121, 123 Units 21-23 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 127, 128, 129, 133, 134, 135, 138, 142, 143 4.1.2

p. 127, 128, 130, 131, 132, 133, 136, 139, 140, 141

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TOPIC: Unit 24 Yaya and Yahya, Unit 25 Zuzu and Zimba, Unit 26 The Queen and the Chess

LANGUAGE/GRAMMAR FOCUS: Row g.: /j/ (y), /z/ (z, zz), /kw/ (qu)











Pre-lesson


Lesson delivery




4. Listen to the story Post lesson


2. Read the rhyme 3. Read the story *Choose any suitable activities in the learning outline for your lesson



p. 141,147, 148, 151 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 142, 143, 145, 148, 149, 153(F), 154 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Unit 26 The Queen and the Chess, Unit 27 Shelly’s Shopping Trip, Unit 28 Cathy has a Bag, Unit 29 The King’s Ring

LANGUAGE/GRAMMAR FOCUS: Row h.: /tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)











Pre-lesson

1. Listen to the chant or tongue twister and identify the reoccurring sounds

Lesson delivery



3. Listen to the story and circle the correct words

4. Bingo 5. Listen and say the

chant Post lesson


2. Read the rhyme/chant


LINUS Module Book 1 Suggested pages: 1.1.1

p. 152, 157(A), 159, 161, 162, 163, 166, 167 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 158, 160(F), 165(H), 168(E) KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Units 24-29

LANGUAGE/GRAMMAR FOCUS: Review: /j/ (y), /z/ (z, zz), /kw/ (qu), /tʃ/ (ch), /ʃ/ (sh), /θ/ /ð/ (th), /ŋ/ (ng)











Pre-lesson

1. Listen to the sounds and guess the words

Lesson delivery



3. Listen to the story and circle the correct words

4. Bingo 5. Listen and say the

chant 6. Listen to the story Post lesson



3. Read the story *Choose any suitable activities in the learning outline for your lesson


1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1 Suggested pages: Units 24-29 1.1.1

p. 141,147, 148, 151, 152, 157(A), 159, 161, 162, 163, 166, 167 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 142, 143, 145, 148, 149, 153(F), 154 153, 154, 158, 160(F), 165(H), 168(E) pages 158, 160(F), 165(H), 168(E) KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Units 24-29












Pre-lesson

1. Jazz chant based on the rhyme (p.145)

Lesson delivery



3. Read the story Post lesson


the correct sound 5. Write the sentences 6. Rearrange the 7. Crossword *Choose any suitable activities in the learning outline for your lesson

LINUS Module Book 1 Suggested pages: Units 24-29 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 142, 143, 145, 148, 149, 153(F), 154 153, 154, 158, 160(F), 165(H), 168(E) p. 158, 160(F), 165(H), 168(E) 4.1.2

p. 141(B), 145(F) 146, 147(B), 150, 151(B), 152(D), 155, 156, 157(B), 158(D), 160(G), 161(B), 165(I), 166(B), 168(F) KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Units 24-29












Pre-lesson

1. Rearrange the letters to form words they have learnt

2. Blend or segment the phonemes in the words

Lesson delivery


the correct sound 5. Write the sentences 6. Rearrange the 7. Crossword Post lesson



3. Read the story *Choose any suitable activities in the learning outline for your lesson


p. 142, 143, 145, 148, 149, 153(F), 154 153, 154, 158, 160(F), 165(H), 168(E) p. 158, 160(F), 165(H), 168(E) 4.1.2

p. 141(B), 145(F) 146, 147(B), 150, 151(B), 152(D), 155, 156, 157(B), 158(D), 160(G), 161(B), 165(I), 166(B), 168(F) KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Unit 30 Daisy the Sheep, Unit 31 Say It Right, Unit 32 Billy Goat and Tammy Toad, Unit 33 The Moon!

LANGUAGE/GRAMMAR FOCUS: Row i.: /eɪ/ (ai), /i:/ (ee), /aɪ/ (igh), /әʊ/ (oa), /ʊ/,/u:/ (oo)











Pre-lesson

1. Point to the pictures that contain the sounds

Lesson delivery



3. Listen and say the chant

4. Sing a song Post lesson




p. 170(A), 171(C), 175, 178(A), 183(A) 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 172, 173(F), 175, 176(C), 179, 184, 185(E) KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Unit 34 Mark goes to the Park, Unit 35 Curly Purly, Unit 36 Crow has a Coin

LANGUAGE/GRAMMAR FOCUS: Row j.: /a:/ (ar), /ɔ:/ (or), /ɜ:/ (ur), /әʊ/ (ow), /ɔɪ/(oi)











Pre-lesson

1. Pass on a set of words using Chinese whispers

Lesson delivery






2. Read the chant and answer the questions

3. Recite a poem *Choose any suitable activities in the learning outline for your lesson


p. 187, 191, 196 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 188, 189(E), 191, 192(D), 197&207(K) KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Units 30-36

LANGUAGE/GRAMMAR FOCUS: Review: Row i: /eɪ/ (ai), /i:/ (ee), /aɪ/ (igh), /әʊ/ (oa), /ʊ/,/u:/ (oo) Row j.: /a:/ (ar), /ɔ:/ (or), /ɜ:/ (ur), /әʊ/ (ow), /ɔɪ/(oi)











Pre-lesson

1. Categorise the pictures based on the similar sounds

Lesson delivery








LINUS Module Book 1 Suggested pages: Units 30-33 1.1.1

p. 170(A), 171(C), 175, 178(A), 183(A) 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 172, 173(F), 175, 176(C), 179, 184, 185(E) Units 34-36 1.1.1

p. 187, 191, 196 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 188, 189(E), 191, 192(D), 197&207(K) KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Units 30-36












Pre-lesson

1. Recite the rhyme and point to the relevant pictures

Lesson delivery



3. Recite a poem Post lesson


the correct sound 5. Copy the phrases 6. Rearrange the

phrases *Choose any suitable activities in the learning outline for your lesson


p. 172, 173(F), 175, 176(C), 179, 184, 185(E) 4.1.2

p. 170(B), 171(D), 174, 175(B), 177(F), 178, 180, 183, 185(F), 186 Units 34-36 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 188, 189(E), 191, 192(D), 197&207(K) 4.1.2

p. 190, 192(C), 193, 206 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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TOPIC: Units 30- 36












Pre-lesson

1. Review the sounds they have learnt

2. Write the letters in the air

Lesson delivery


the correct sound 5. Copy the phrases 6. Rearrange the

phrases Post lesson





p. 172, 173(F), 175, 176(C), 179, 184, 185(E) 4.1.2

p. 170(B), 171(D), 174, 175(B), 177(F), 178, 180, 183, 185(F), 186 Units 34-36 3.1.1, 3.1.2, 3.1.3, 3.1.4

p. 188, 189(E), 191, 192(D), 197&207(K) 4.1.2

p. 190, 192(C), 193, 206 KSSR Teacher’s Guidebook English Language Year 1 by BPK


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LESSON: 21 (Reading 5/Writing 5)

MAIN SKILL(S) FOCUS: Reading/Writing


TOPIC: Units 1-36

LANGUAGE/GRAMMAR FOCUS: Consolidation of all the sounds











Pre-lesson

1. Any suitable activities

Lesson delivery

1. Refer to the LINUS Module Book 1

Post lesson

1. Refer to the LINUS Module Book 1



1. https://youtu.be/ffeZXPtTGC4 2. https://youtu.be/BELlZKpi1Zs 3. https://www.youtube.com/watch?v=saF3-f0XWAY 4. https://youtu.be/zNmh4s9un3c 5. https://youtu.be/c-2j3l7IHLc LINUS Module Book 1

Any pages KSSR Teacher’s Guidebook English Language Year 1 by BPK


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Teachers may choose any suitable materials for their pupils from LINUS Book 1 or other sources.

Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9 Kompleks Kerajaan Parcel E

62604 W.P. Putrajaya Tel: 03-8884 2000 Fax: 03-8888 9917

http://bpk.moe.gov.my/

Documents

English Language Scheme of Work for Phonics … Year 1 English Scheme of Work for Phonics 9 Speaking 2.1 Communicate simple information intelligibly simple information Simple information