English Year 4 RPT (revised)

TBOOK BASED LESSON (Unit 2)

guage Arts THEME: World of Self, Family and Friends

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Imperative verbs

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of pre-lesson tasks or create your own Anthology of Differentiate learning
he previous lesson in a fun, active way. poems according to the needs
ew vocabulary for the lesson. of your pupils and
Contemporary class. Please see the
CCL Teaching Guidebook-Poetry (page Children’s seven differentiation
n the poem. Literature (CCL) strategies listed in the
introduction. Please
pupils. Follow instructions for Activity 2 in Teaching also consider the
ge 60). Guidebook- following:

-lesson tasks which extends and Poetry (BPK) Teacher can get pupils
to choose to perform
Peer-assessment according to their
checklist learning
preferences/styles.

(Strategy 5)

62

LESSON: 27 (Listening 6) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

WEEK 10

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening
Listening 1. Review key vocabulary using an activity fr
1.2
Understand 1.2.2 Lesson delivery
meaning in a
variety of familiar Understand with 2. Play a game where pupils listen and ident
contexts support specific house.
information and 3. Follow instructions in the Teacher’s Book
Complementary details of longer target language, and continue grammar focu
Skill simple texts practice activity.
Listening
1.2 4. Follow instructions for Activity 3 (CD1, Tra
Understand
meaning in a Complementary 5. Based on Activity 4 (CD1, Track 37), have
variety of familiar Skill they have to do at home in a fun way.
contexts
Listening Post-lesson

1.2.5 6. Play a game or choose an activity from the
consolidate vocabulary and focus on spelling

Understand longer
supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Have to (present simple
questions) to ask about obligation

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list of pre-lesson tasks.
Get Smart Plus Differentiate learning
tify the phrases for jobs around the 4 according to the needs of
for Grammar Box to review the your pupils and class. Please
us with a short, interactive language Activities 3-4 see the seven differentiation
ack 26) in the Teacher’s Book. Student’s Book strategies listed in the
e pupils ask and answer about what (page 19) and introduction. Please also
Teacher’s Book consider the following:
e list of post-lesson tasks to (page 37)
g/form. Try to personalise learning
by helping your pupils talk
more about the jobs they do
at home in English.

If pupils find the vocabulary
(or phrases) difficult, you
could provide written models
for them to refer to, perhaps
as part of Stage 2.

63

LESSON: 28 (Speaking 6) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK
11

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Follow instructions for the Optional activ
Speaking
2.1 Speaking pre-lesson task from the list to review learn
Communicate Warm up in the Teacher’s Book.
simple information 2.1.5 Lesson delivery
intelligibly Describe people, 2. Follow instructions for Activities 1-3 in th
and objects using
Complementary suitable statements Note: When pupils present their work to th
Skill pupils who are listening, so that they have
Listening
1.2 Complementary Post-lesson
Understand Skill
meaning in a 3. Review pupils’ work in this lesson and g
variety of familiar Listening for more peer feedback. Alternatively, you
contexts to review and assess learning.

1.2.5

Understand longer
supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

aking THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Have to (present simple
yes/no questions) to ask about obligation

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

vity (‘seat switch’) or choose a suitable Get Smart Plus 4 Differentiate learning
ning in the unit of follow instructions for according to the needs
Activities 1-3
he Teacher’s Book. of your pupils and
he class, make sure to set a task for the Student’s Book class. Please see the
e a reason to listen carefully. (page 21) and seven differentiation
Teacher’s Book strategies listed in the
give positive feedback on their efforts. Ask (pages 40-41) introduction. Please
could use a post-lesson task from the list also consider the
Pens, pencils,
rulers following:

You could ask more
proficient pupils to
make questions to
answer while listening
to the presentations.

Have a task ready for
pairs who finish quickly,
or ask them to help
others.

64

LESSON: 29 (Reading 6) SCHEME OF WORK: TEXTBO

TOPIC: Social Studies (CLIL 1) MAIN SKILL FOCUS: Readin

WEEK CROSS-CURRICULAR ELEM
11 Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose an activity from the list of pre-lesso
lesson.
3.2 3.2.2
Lesson delivery
Understand a Understand specific
variety of linear information and 2. Introduce the topic further using the picture
and non-linear details of simple Ask pupils to describe them however they ca
print and digital texts of one or two useful new words in English. Ask them to com
texts by using paragraphs a basic way.
appropriate
reading strategies Complementary 3. Write the new words (library, country, spec
Skill 4. Have pupils work in pairs or small groups t
Complementary dictionary.
Skill Reading
5. Pupils check their understanding of the wo
Reading 3.2.4 student’s book at the top of the Page.

3.2 Recognise and use 6. Follow the Lesson plan (Steps: Warm up (T
with little or no Vocabulary, Activity 1 (Track 36) and Activity
Understand a support key
variety of linear features of a simple 7. Follow up by asking pupils to re-read the s
and non-linear monolingual create four ‘true’ statements about their scho
print and digital dictionary
texts by using Note: This could be done orally and/or in writ
appropriate
reading strategies Post -lesson

8. Ask pupils to reflect on their learning by us
lesson tasks.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Knowledge

MENT: Global LANGUAGE/GRAMMAR FOCUS: Review of present simple
to describe and talk about routine.

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

on tasks to introduce the topic of the Get Smart Plus 4 Differentiate learning
according to the needs of
es of different schools in Malaysia. Activities 1-2 your pupils and class. Please
an in English and help them with (page 129) see the seven differentiation
mpare these schools to their own in Student’s Book
and Teacher’s strategies listed in the
cial, strange, forest) on the board. Book (page 193) introduction. Please also
to check one or more of these in the consider the following:
Monolingual
ords by looking at the pictures in the dictionaries If you have extra time at the
end of this unit, you could do
Track 35, listen & repeat), Pictures of the Optional Project work
y 2 in the Teacher’s Book. different schools outlined in the Teacher’s
sentences in Activity 2 and, in pairs, in various areas of Book.
ool. Malaysia
ting. If you think your class may
have difficulty reading three
sing an activity from the list of post- texts, you could share out
the texts so pupils read just
one (or two) and answer the

True/false questions for their
text only. They can then
share their information to
complete Activity 2.

Allow pupils to work together
in pairs or even small groups
to support each other in
understanding the texts.

65

LESSON: 30 (Writing 6) SCHEME OF WORK: TEXTBO

TOPIC: My Week MAIN SKILL FOCUS: Writing
WEEK 11 CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Review spelling of key vocabulary in this le
words/phrases which are useful for pupils to r
4.3 4.3.2 spelling these words in the main lesson, leav

Communicate Spell most high Lesson delivery
with appropriate frequency words
language form accurately in guided 2. Play ‘hot card pantomime’ (see instructions
and style for a writing
range of purposes Note: Instead of preparing the cards yourself
in print and digital Focus on accurate spelling at this point.
media
Complementary Complementary 3. Follow the instructions for Activity 1 in the T
Skill Skill 4. Follow instructions for Activity 2 (CD2, Trac
5. Play the ‘hopscotch’ game, if time allows.
Listening Listening
Post-lesson
1.2 1.2.5
6. Choose a suitable Post-lesson task from th
Understand their learning in this sequence of lessons.
meaning in a
variety of familiar Understand longer
contexts supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

MENT: Language THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS: Have to (present simple
questions, 3rd person) to ask about obligation

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

esson and other related vocabulary Get Smart Plus 4 Differentiate learning
review. If pupils may need support with according to the needs of
ve them on the board for now. Activity 1-2 your pupils and class.
Student’s Book Please see the seven
s in the Teacher’s Book for Revision. (page 20) and
f, have pupils write their own cards. Teacher’s Book differentiation strategies
(pages 38-39) listed in the introduction.
Please also consider the
Teacher’s Book. following:
ck 29) in the Teacher’s Book.
In Stages 3 and 4,
he list, which asks pupils to reflect on consider pairing more
proficient pupils with
those who have more

difficulty. Encourage
pupils to give each other
feedback, in particular
feedback related to the

learning standards of this
lesson.

66

SCHEME OF WORK: NON-TEXT

LESSON: 31 (Language Arts 7) MAIN SKILL FOCUS: Lang

TOPIC: Poem (Noisy Food) CROSS-CURRICULAR ELE
WEEK 11 and Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill Main Skill 1. Conduct Steps 1-6 of Activity 1 in the CC
Language Arts
Language Arts
5.3
5.3.1 Lesson delivery
Express an
imaginative Respond 2. Conduct Steps 8-11 of Activity 1 in the C
response to imaginatively and 65). Explain the use of adjectives to descri
literary texts intelligibly through
creating simple 3. Follow instructions for Activity 3 in the C
Complementary picture stories, 69-70).
Skill simple poems and 4. Conduct Steps 1-10 of Activity 2 in the C
Reading cartoon stories 67-68).
3.3
Read Complementary Post lesson
independently for Skill
information and 5. Distribute peer-assessment checklist. Fi
enjoyment Reading

3.3.1

Read and enjoy A1
fiction/non-fiction
print and digital
texts of interest

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

guage Arts THEME: World of Knowledge

EMENT: Values, Science LANGUAGE/GRAMMAR FOCUS: Adjectives

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Anthology of Differentiate learning
CL Teaching Guidebook-Poetry (page 65). poems according to the needs of
your pupils and class.
CCL Teaching Guidebook-Poetry (page Contemporary Please see the seven
ibe people and objects. Children’s differentiation strategies
CCL Teaching Guidebook-Poetry (pages Literature (CCL) listed in the introduction.

CCL Teaching Guidebook-Poetry (pages Teaching Please also consider the
Guidebook- following:
Poetry (BPK)
Teacher can encourage
Peer-assessment more proficient pupils to
checklist produce more than one
shape poem (according
Pre-recorded to stanza).
sounds of food
being eaten (Strategy 3A)

Finally, conduct Gallery Walk. Worksheet 1
Placard

67

SCHEME OF WORK: TEXTBO

LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Lang

TOPIC: My Week CROSS-CURRICULAR ELE

WEEK 11

CONTENT LEARNING LEARNING
STANDARD STANDARD

Language Language Pre-lesson
Awareness Awareness lessons
1. Review housework vocabulary with an a
lessons should be should be Lesson delivery
presented and presented and
practised using a practised using a 2. Follow the instructions in the Teacher’s
could also use the Optional activity in the T
main skill and a main skill and a Note:
complementary complementary skill
skill (Listening, (Listening,
Speaking, Speaking, Reading

Reading or or Writing).  Plan any further activities for this lesso
Writing). Teachers Teachers can use your pupils’ needs.
can use Year 4 Year 4 Content and
Content and Learning Standards  You can use information about your pup
Learning in the DSKP using formative assessment strategies
Standards in the
DSKP curriculum curriculum  The information could include your obse
document. classroom activities and their performa
document.

 Plan activities which focus on languag
and communicative way.

Post-lesson

3. Ask pupils to think about their learning a
complete the self-assessment worksheet (
differentiation strategies column) *

4. Collect the worksheets from pupils and r
there are any areas of concern, prepare a

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

guage Awareness THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 2

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

activity from the list of pre-lesson tasks. Get Smart Plus 4 Differentiate learning
according to the needs of
Book for Activities 1 (Track 35) to 2. You Revision 2 Activity
Teacher’s Book. 1-2 Student’s your pupils and class.
Book (page 26) Please see the seven
on to develop language skills according to and Teacher’s differentiation strategies
Book (page 47)
pils’ performance which you collected listed in the introduction.
s while teaching this unit. Self-assessment Please also consider the
ervation of pupils interacting in following:
ance in written activities.
ge practice in a meaningful, fun worksheet *Pupils will need support
understanding and

completing the self-
assessment worksheet,
especially at the
beginning of the year.

Pupils can complete it in
their own language if
necessary.

and performance in this unit. They then
(see below – the next page, and note in

review them to note pupils’ responses. If
review of these in upcoming lessons.

68

How did I do in Unit 2?
Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about school subjects Great ____ OK ____

…talk about weekly schedules Great ____ OK ____

…talk about housework Great ____ OK ____

…talk about my duties (what I have to Great ____ OK ____
do)

 I’m proud of myself because I can ______________________



 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work

A little
____
A little
____
A little
____
A little
____

_______________ very well.

______ better / more.

69

CUTI PERTENG
(KUMPULAN A: 13.03.2020 - 21.03.202

CUTI PERINTAH
18.03.2020

GAHAN PENGGAL 1
20, KUMPULAN B: 14.03.2020 - 22.03.2020)

KAWALAN PERGERAKAN (PKP)
0 – 14.07.2020

Unit 3

__ LESSON: 33 (Listening 7) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Listen
WEEK CROSS-CURRICULAR ELE
26 Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Show pictures about Ancient Egypt to in
Listening Listening pupils may know.

1.2 1.2.2 Lesson delivery
2. Show the pictures again and tell pupils t
Understand Understand with pictures on the board.
meaning in a support specific 3. Read or play the text that you have prep
variety of familiar information and pictures are mentioned in the text.
contexts details of longer
Complementary simple texts 4. Introduce the vocabulary at the top of th
Skill pairs to complete the quiz.
Complementary 5. Discuss the answers with pupils. You ca
Listening Skill the Student’s Book (page 118).
Post-lesson
1.2 Listening
6. Review learning by asking pupils to tell e
Understand 1.2.1 the quiz. Focus on what pupils remember,
meaning in a language.
variety of Understand with
familiar contexts support the main
idea of longer
simple texts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ning THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Past simple (regular
and irregular verbs)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ntroduce the topic and elicit what
Get Smart Plus 4 Differentiate learning
that they are about the past. Put the according to the needs of
pared and get pupils to guess which Activity 1 your pupils and class.
he page and ask pupils to work in Student’s Book Please see the seven
an check the answers at the end of page 27 and
Teacher’s Book differentiation strategies
each other what they learned from (page 48) listed in the introduction.
rather than on accurate use of
Picture of a Please also consider the
mummy and other following:
items from the
theme of ancient Depending on your pupils’
context, they may have a
Egypt. lot or a little knowledge of

A text (recording Ancient Egypt. Some
or spoken) based pupils will know more than
on the quiz.
others. Allow pupils to use
first language to talk about
what they know and what
they have found out in the
lesson, and ask for their
opinions on the topic as a

whole-class discussion
involving all pupils in the
class.

70

LESSON: 34 (Speaking 7) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Spea
WEEK CROSS-CURRICULAR ELE
26 Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
Speaking 1. Choose a pre-lesson task from the list w
ancient history.
2.1
2.1.2 Lesson delivery
Communicate 2. Write some new words from the previou
simple information Find out about and verbs. Ask pupils to identify two or three th
intelligibly describe check the meaning in the dictionary in pair
experiences in the
Complementary past 3. Do an activity where pupils talk about an
Skill Complementary sharing what they know.
Skill
Reading . Using the verbs in Simple Past Tense, ha
Reading about ancient cultures in and around Mala
3.2 5. Choose a few pairs to present their disc
3.2.4
Understand a Post-lesson
variety of linear Recognise and use
and non-linear with little or no 7. Follow instructions for ‘line jumping’, the
print and digital support key
texts by using features of a simple
appropriate monolingual
reading strategies dictionary

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

aking THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Past simple (regular
and irregular verbs)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

which reviews/reintroduces the theme of Get Smart Plus 4 Differentiate learning
according to the needs
us lesson on the board, including some Activity 2 of your pupils and
hey don’t remember well. Have them Student’s Book class. Please see the
rs. page 27 and
ncient cultures in and around Malaysia, Teacher’s Book seven differentiation
pages 48 - 49 strategies listed in the

Monolingual introduction.
dictionaries
Grammar explanations
ave pupils work in pairs to say sentences may be complex for
aysia.
some pupils. At this
cussions. stage of the unit,
support those pupils by
e Optional activity. focussing on the
context of when we use
simple past tense.
Introduce the past
forms of irregular verbs
without complex
explanation about
spelling rules at this
point. You can return to
these later. Avoid using
grammar terminology
when explaining this.

71

LESSON: 35 (Reading 7) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK
26

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 1. Elicit from pupils what they did yesterda
lesson tasks.
3.2
3.2.1 Lesson delivery
Understand a 2. Play the CD (CD1 – Track 39) for Activit
variety of linear Understand the pupils they’ll hear Greg and Anna talking. F
and non-linear main idea of simple
print and digital texts of one or two 3. Ask pupils to read the text on the page t
texts by using paragraphs
appropriate 4. Follow the instructions for Vocabulary (C
reading strategies Complementary Post-lesson
Complementary Skill
Skill
Listening 5. Review some of the past tense verbs by
Listening 1.2.3 activity from the list of post-lesson tasks.

1.2 Understand with
support short simple
Understand narratives on a
meaning in a range of familiar
variety of familiar topics
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ding THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Past simple yes/no
questions with did and was/were

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ay using one of the activities in the pre-
Get Smart Plus 4 Differentiate learning
ty 1 with the Student’s Book shut. Tell according to the
Follow the instruction in Activity 1. Activity 1 needs of your pupils
to check their answers. Student’s Book and class. Please see
CD1 – Track 38) in the Teacher’s Book. (page 28) and the seven
Teacher’s Book differentiation
y playing a word game or choosing an (page 50)
strategies listed in the
introduction. Please
also consider the
following:

You could vary the
questions/statements
in Stage 5 so that
different pupils have
more or less
challenge in this
activity, according to
their proficiency level.

72

W LESSON: 36 (Writing 7) SCHEME OF WORK: TEXTBO
E TOPIC: In the Past
E MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE
K_
:_

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing Writing 1. Play a game where pupils listen and exp
answer/response (e.g. pre-lesson task 5) t
4.3 4.3.1 questions/statements.

Communicate Use capital letters, Lesson delivery
with appropriate full stops, question 2. Ask pupils to read the text from last less
language form marks and commas of questions in past tense.
and style for a in lists appropriately
range of purposes in guided writing at 3. Follow instructions for Grammar Box in
in print and digital discourse level attention to punctuations (use of comma, f
media word order in writing questions in past tens
Complementary
Complementary Skill 4. Prepare a set of questions in past tense
Skill pupils to punctuate correctly.
Reading 5. Then, follow instructions for Activity 3 in
Reading
3.2.2 Post-lesson
3.2
Understand specific 7. Choose a suitable Post-lesson task from
Understand a information and reflect on their learning in this sequence of
variety of linear details of simple
and non-linear texts of one or two
print and digital paragraphs
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple yes/no
questions with did

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

press their own Get Smart Plus 4 Differentiate learning
to review past tense according to the needs of
Activity 3 your pupils and class. Please
son again and find examples Student’s Book (pages see the seven differentiation
28 – 29) and Teacher’s
the Teacher’s Book. Draw Book (pages 50 - 51) strategies listed in the
full stop and apostrophe) and introduction. Please also
se. A set of questions consider the following:
e without punctuations. Get without punctuations
Consider pairing pupils with
n the Teacher’s Book. different proficiencies so they
can support each other; or
pair similar proficiencies so
that you can offer support to
those who need it. In this
case, be sure to prepare a
useful activity for fast

finishers.

m the list, which asks pupils to
f lessons.

73

SCHEME OF WORK: NON-TEXT

W LESSON: 37 (Language Arts 7) MAIN SKILL FOCUS: Lang
E
E
K
1
1

TOPIC: Woodpecker (Poem) CROSS-CURRICULAR ELE
Sustainability / Creativity an

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre lesson

Language Arts Language Arts 1. Conduct Steps 1-4 of Activity 2 in the CC

5.3 5.3.1 Lesson delivery

Express an Respond 2. Conduct Steps 1-4 of Activity 3 in the CC
imaginative Highlight the use of ‘wh’ questions in unde
response to imaginatively and 3. Continue Activity 3 by conducting Steps
literary texts intelligibly through 4. Get pupils act out the dialogue.
creating simple
picture stories, Post lesson
simple poems and 5. Conduct Steps 7-10 of Activity 2 in the C
cartoon stories 75).

Complementary Complementary
Skill
Skill

Writing Writing

4.2 4.2.1

Communicate Explain and give
basic information reasons for simple
intelligibly for a opinions
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

guage Arts THEME: World of Knowledge
LANGUAGE/GRAMMAR FOCUS: ‘Wh’ questions
EMENT: Environmental
nd Innovation

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Anthology of Differentiate learning
poems according to the
needs of your pupils
CL Teaching Guidebook-Poetry (page 75). Contemporary
Children’s and class. Please see
CL Teaching Guidebook-Poetry (page 79). Literature (CCL) the seven
erstanding the poem. Teaching differentiation
s 5 and 6. Guidebook- strategies listed in the

Poetry (BPK) introduction. Please
also consider the
Picture puzzle following:

Sticker Teacher can
encourage more
CCL Teaching Guidebook-Poetry (page proficient pupils to
share what they
remember from the
poem.

(Strategy 3B)

74

LESSON: 38 (Listening 8) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK 26

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1. Choose a pre-lesson task from the list w
1.2 questions in simple past tense.
Understand
meaning in a 1.2.5 Lesson delivery
variety of familiar 2. Follow instructions in the Teacher’s Boo
contexts Understand longer
supported questions 3. Prepare a matching activity with verbs +
Complementary listening text (see transcript on Teacher’s B
Skill Complementary present'. Have pupils do this activity Focus
Skill meaning of these verb phrases.
Speaking
2.1 Speaking 4. Follow the instructions in the Teacher’s
Communicate 2.1.2 41). You could adapt this activity to be mor
simple information or to include movement in another way.
intelligibly Find out about and
describe Post-lesson
experiences in the
past 5. Choose a post-lesson task from the list

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple yes/no
questions with did; Past simple (regular & irregular verbs)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
which reviews/reintroduces Activities 4-5 your pupils and class. Please
Student’s Book see the seven differentiation
ok for Activity 4 (CD1 – Track 40). (page 29) and strategies listed in the
+ nouns/noun phrases from Teacher’s Book introduction. Please also
Book), e.g. 'dry + hair', 'wrap + (page 51)
s on pupils’ understanding of the consider the following:
Matching activity
with verbs + Some pupils may find it
nouns/noun useful to work with pictures
phrases in the matching activity. You
could include a drawing
Book for Activity 5 (CD1 – Track game (e.g. ‘Pictionary’ to
re like the ‘line jumping’ activity help these pupils understand
and remember the phrases).

that reviews learning.

75

__ 26 SCHEME OF WORK: NON-TEXT
WEEK:
LESSON: 39 (Speaking 8) MAIN SKILL FOCUS: Spea
TOPIC: In the Past CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose an activity from the list of pre-le

Speaking Speaking reviews language focus for this lesson in a
2.1 2.1.3 Lesson delivery
2. Plan a lesson which reviews past simple
Communicate Give a longer well as questions). Focus in particular on a
simple information sequence of basic have had difficulty with or need more pract
intelligibly instructions or Note:

directions  The lesson should focus on developing
complementary skills.
Complementary Complementary
Skill Skill  Activities could involve pupils miming se
asking about them, for example a ‘hot
Speaking Speaking
Post-lesson
2.1 2.1.2
3. Choose an activity from the list of post-l
Communicate Find out about and consolidates learning.
simple information describe
intelligibly experiences in the
past

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (review)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES
esson tasks which introduces or STRATEGIES
a fun way. Choose and create
your own materials Differentiate learning
e (regular and irregular forms as according to the needs of
areas of language your pupils and resources to
tice in. suit your lesson. your pupils and class. Please
see the seven differentiation
g both the main and the strategies listed in the
equences of actions and then introduction. Please also
t seat’ activity in small groups. consider the following:

esson tasks which reviews and When developing activities
and materials, take into

account that some of your
pupils may lack confidence
when speaking in English,
while others may find it
difficult to use language
accurately. Give different
amounts and types of
support to these pupils, and
make sure to give different
feedback to different pupils,
depending on their individual
achievements to develop
confidence or accuracy as
appropriate.

76

LESSON: 40 (Reading 8) SCHEME OF WORK: TEXTBO

TOPIC: In the Past MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
26 Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.3 3.3.1 1. Choose an activity from the list of pre-le
Read Read and enjoy A1 reviews the in a fun way Lesson delivery
independently for fiction/non-fiction
information and print and digital 2. Use the Background Note (see Teacher
enjoyment texts of interest Explain as much as possible in simple, cle
own language where necessary.
Complementary Complementary
Skill Skill 3. Follow the instructions for Vocabulary (C
Book.
Speaking Speaking 4. Tell pupils they will read about ‘The Cur
prediction questions with their partner (e.g
in the desert/tomb?). You could put the qu
them on a worksheet. Encourage pupils to
feedback.

5. Ask pupils to read the text in the Studen
predictions.

2.1 2.1.4 6. Ask pupils to read the text again and tel
what they found interesting, how they wou
Communicate Give reasons for the jungle). You could put these questions
focused on the task.
simple information simple predictions
Post-lesson
intelligibly
7. Choose a post-lesson activity which rev

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ding THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Past simple questions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

esson tasks which introduces or Get Smart Plus 4 Differentiate learning
according to the needs of
r’s Book) to set the scene for the story. Student’s Book your pupils and class.
ear English, and use some of pupils’ page 30 and Please see the seven
Teacher’s Book differentiation strategies
CD 1 – Track 42) in the Teacher’s page 52 listed in the introduction.
Please also consider the
rse’. Ask pupils to discuss some Picture of a following:
g. What did Carter and Carnarvon find pyramid and/or
uestions on the board, or you could put Tutankhamun, Some pupils may find the
o explain their predictions when giving and other items text challenging.
from the theme of Consider having different
nt’s Book. Then they check their ancient Egypt. sets of prediction
questions to extend or
ll each other a personal response (e.g. Optional: reduce the load of this
uld feel if they found a tomb entrance in worksheets based task.
s on a worksheet to keep the pupils
on pupils’ needs When giving feedback on

pupils’ predictions, ask
more confident or
proficient pupils to justify
their answers.

views the text.

77

LESSON: 41 (Writing 8) SCHEME OF WORK: TEXTBO

TOPIC: In the Past MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
26

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
1. Choose a pre-lesson task from the list to
Egypt.

4.2 4.2.4 Lesson delivery
Describe people 2. Follow instructions for Grammar Box in
Communicate and objects using
basic information suitable statements 3. Have pupils listen to the text ‘The Curse
intelligibly for a questions. Pupils review their answers by
range of purposes Complementary to write the answers to the questions in ful
in print and digital Skill don’t read the story, only listen to it.
media
Complementary Listening 4. In pairs, pupils write one or more statem
Skill story. Select some pairs to read aloud thei
1.2.3
Listening Post-lesson
Understand with
1.2 support short simple 6. Choose a suitable Post-lesson task from
narratives on a on their learning in this sequence of lesson
Understand range of familiar
meaning in a topics
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ng THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple questions
and statements

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o review learning about ancient Get Smart Plus 4 Differentiate learning
according to the needs of
the Teacher’s Book. Activity 2 your pupils and class.
e’ (CD1 – Track 43) and answer the Student’s Book Please see the seven
page 31 and
reading the story and work together Teacher’s Book differentiation strategies
ll sentences (Activity 2). Note: they page 53 listed in the introduction.
Please also consider the
ment about the characters in the Question strips
ir statements. following:

m the list, which asks pupils to reflect Some pupils may need
ns. support to write full
sentences. Provide this

support by reviewing the
language in the Grammar
Box/ by reviewing past
forms/ by having more

proficient pupils support
those who need help
and/or by giving extra
individual or small group
tutoring to less proficient
pupils.

78

SCHEME OF WORK: NON-TEXT

LESSON: 42 (Language Arts 8) MAIN SKILL FOCUS: Lang

TOPIC: Sand Castle (Poem) CROSS-CURRICULAR ELE
Sustainability / Values
WEEK
26

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Pre lesson
Language Arts Main Skill

5.2 Language Arts 1. Follow instructions for Activity 1 in the C
85).
Express personal 5.2.1
responses to Lesson delivery
literary texts Say in simple words
and phrases how a 2. Follow instructions for Activity 2 in the C
Complementary text makes them 86-89). Highlight the use of past tense whe
Skill feel beach.

Speaking Complementary 3. Conduct Steps 1-5 of Activity 3 and Step
2.1 Skill average and lower-intermediate pupils, co
Teaching Guidebook-Poetry (pages 96-97
Communicate Speaking Post lesson
simple information 2.1.2
intelligibly 4. Choose a suitable activity from the post
Find out about and personalises learning.
describe
experiences in the
past

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

guage Arts THEME: World of Self, Family and Friends

EMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Past Simple

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
CCL Teaching Guidebook - Poetry (page
Anthology of Differentiate learning
CCL Teaching Guidebook-Poetry (pages poems according to the
en describing their experience at the needs of your pupils
p 3 of Activity 5 for advanced pupils. For Contemporary and class. Please see
onduct Steps 1-5 of Activity 6 in the CCL Children’s the seven
7). Literature (CCL) differentiation
Teaching
-lesson tasks which extends and Guidebook- strategies listed in the
Poetry (BPK)
introduction. Please
Worksheet 1 also consider the
Worksheet 2 following:

Worksheet 4 Teacher can give
different tasks to
more proficient and
less proficient groups
of pupils according to
their needs and
interests.

(Strategies 1 and 5)

79

LESSON: 43 (Listening 9) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Listen
WEEK CROSS-CURRICULAR ELE
27 Global Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1. Choose an activity from the pre-lesson t
1.1 tense.
Recognise and
reproduce target 1.1.1 Lesson delivery
language sounds
Recognise and 2. Use the verbs from the pre lesson task t
Complementary
Skill reproduce with past simple -ed ending. Then continue with
support a wide Teacher’s Book for Activity 1 (CD 3 – Trac
Listening range of target
1.2 language 3. Follow the instructions for Activity 2 (CD
phonemes
Understand 4. Draw three column on the whiteboard a
meaning in a Complementary Get pupils to write the verbs from the chant
variety of familiar Skill understanding. Then, have pupils look at U
contexts their books. Ask them to find examples of v
Listening /t/: wrapped; /id/: painted).
5. You could add more regular past tense
1.2.5 different sounds for the past tense endings

Understand longer Post-lesson
supported questions
6. Choose an activity from the post-lesson
focus and/or content in this lesson, or desi
opinion on what they have found out.

OOK BASED LESSON (Unit 3)

ning THEME: World of Knowledge

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Past simple
(pronunciation of -ed endings)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

tasks to review common verbs in past Get Smart Plus 4 Differentiate learning
according to the
to introduce the different sounds for the Phonics 3 needs of your pupils
h this by following the instructions in the Activities 1-2 and class. Please see
ck 10) Phonics 3. Student’s Book the seven
D 3 – Track 11) in the Teacher’s Book. page 121 and differentiation
and label each column with /d/, /t/ and /id/. Teacher’s Book
t in the column to check their strategies listed in the
Unit 3 (Student’s Book pages 27-31) of pages 177 – 178.
verbs with each ending. (e.g. /d/: opened; introduction. Please
also consider the
verbs here so that pupils practise the following:
s.
If some of your pupils
n tasks which reviews learning of language
ign a short activity where pupils give their need extra practice
hearing or saying the
past tense -ed
sounds, you could

add an activity such
as the Optional
activities described in
Teacher’s Book,
Phonics 3.

Primary Year 4 SK Scheme of Work

80

LESSON: 44 (Speaking 9) SCHEME OF WORK: NON-TEXT

TOPIC: In the Past MAIN SKILL FOCUS: Spea
WEEK CROSS-CURRICULAR ELE
27 Creativity and Imagination

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose an activity from the pre-lesson t
2.3 2.3.1 reviewing prior knowledge related to this le

Communicate Narrate short basic Lesson delivery
appropriately to a stories
small or large 2. Plan a lesson where pupils work in grou
group notes into a story about some historical fig
collaboratively so that some act a scene an
Complementary Complementary happened (narrate the story). As this is a s
should use notes, rather than write and lea
Skill Skill
3. Have groups perform their scenes.
Speaking Speaking
Post-lesson
2.1 2.1.2 4. Plan a post-lesson stage where you give
Communicate feedback on pupils’ efforts and use of lang
simple information Find out about and
intelligibly describe
experiences in the
past

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

aking THEME: World of Knowledge

EMENT: Patriotism / LANGUAGE/GRAMMAR FOCUS: Past simple (regular

and/or irregular statements)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
tasks which focuses on
esson. Information (e.g. a Differentiate learning according to
short text) about the needs of your pupils and
ups to organise jumbled key figures from class. Please see the seven
gures. Pupils should work one particular time differentiation strategies listed in
nd other describe what in Malaysian or the introduction. Please also
speaking lesson, pupils local history. consider the following:
arn a script. Alternatively, you
can recycle As this is a speaking lesson,
e and ask for positive language used in encourage pupils to use notes
guage. previous lessons rather than to write a script for the
about ancient
Egypt. story narration. Help groups
assign roles for this collaborative
Pictures of chosen
historical figures. activity if necessary so that
different pupils can be successful
Notes that together in the role that they play (e.g.
form a story that more confident pupils may be
can be performed better narrators, where as those
who are less confident in English
You could provide may be actors). Make sure all
props or costumes, participate in devising the scene in
if appropriate. English, however.

81

LESSON: 45 (Reading 9) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
27 Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 1. Choose a pre-lesson task from the list to
based on ‘Facts about Egypt Past and Pre
3.2
3.2.2 Lesson delivery
Understand a
variety of linear Understand specific 2.
and non-linear information and
print and digital details of simple 3. Prepare a set of sentences on a worksh
texts by using texts of one or two sentences from the textbook and two or m
appropriate paragraphs Egypt mixed into these. (The number of se
reading strategies make up a paragraph so it meets the main

Complementary Complementary 4. Give the worksheet and ask pupils to re
Skill Skill sentences are false.

Listening 5. Discuss with pupils their answers.

1.2 Listening 1.2.4 6. Follow the instructions in the Teacher’s
Track 47).
Understand Understand longer
meaning in a supported Post-lesson
variety of familiar classroom
contexts instructions 7. Play ‘Hangman’ or ‘Do as I say’ (see ins
activity in the Teacher’s Book).

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ding THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Present & Past simple

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o introduce new vocabulary
esent’. Get Smart Plus 4 Differentiate learning according
to the needs of your pupils and
heet. There should be nine Activity 1-2 class. Please see the seven
more false sentences about Student’s Book differentiation strategies listed in
page 32 and
entences in this activity can Teacher’s Book the introduction. Please also
n skill.) pages 54 - 55 consider the following:
ead and guess in pairs which
Sentences from You could create different
Activity 1 on a versions of the worksheet,
worksheet, plus varying the level of difficulty of
two or more the sentences and vocabulary.
additional false
sentences about
Egypt

Book for Activity 2 (CD1 –

structions for Optional 1 or 2

82

LESSON: 46 (Writing 9) SCHEME OF WORK: TEXTBO

TOPIC: In the Past MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
27 Communications Technolog

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
1. Choose a pre-lesson task from the list to
receiving email.

4.2 4.2.5 Lesson delivery
2. Follow the instructions in the Teacher’s
Communicate Connect sentences reading aloud in the Teacher’s Book notes
basic information into a coherent will be time consuming in this lesson.
intelligibly for a paragraph using 3. Follow the instructions in the Teacher’s

range of purposes basic coordinating 4. Focus on the Writing Tip and use the gu
in print and digital conjunctions and your class about the four writing points.
media reference pronouns
5. Ask pupils to find examples of the four p
Complementary Complementary

Skill Skill

Reading Reading 6. Have pupils write an email to a friend ab
in the Writing Tip. They could finish the em
3.2 3.2.2 Have pupils sit in pairs and support each o
pupils use computers or other devices to w
Understand a Understand specific
variety of linear information and 7. Pupils send or exchange the emails with
and non-linear details of simple feedback on it. If time allows, pupils can w
print and digital texts of one or two
texts by using paragraphs Post-lesson
appropriate
reading strategies 8. Choose a suitable and short Post-lesson
reflect on their learning in this sequence of

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ng THEME: World of Self, Family and Friends

EMENT: Information and LANGUAGE/GRAMMAR FOCUS: Past simple; use of
gy Science & Technology adjectives; coordinating conjunctions: and; / but

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o elicit pupils’ experiences on writing or Get Smart Plus 4 Differentiate learning
according to the needs
Book for Activity 1(CD1 – Track 49). Skip Activities 1 & 2 of your pupils and
s as it does not develop reading skills and Student’s Book class. Please see the
Book for Activity 2. (page 33). seven differentiation
uidelines in the Teacher’s Book to talk to strategies listed in the
Teacher’s Book introduction. Please
(page 56). An also consider the
email printed (or following:
on the screen)
Set different targets for
points in the email in Activity 1. different pupils, for
example the number of
bout a trip they made using the four points words to write or the
mail with a question, to encourage a reply. number of sentences.
other in their writing. If possible, have However, all pupils will
write the emails. benefit from writing
their paragraph(s) as
h another pupil, who reads it and gives an email.
write a reply, or can do so as homework.

n task from the list, which asks pupils to
f lessons.

83

SCHEME OF WORK: NON-TEXT

LESSON: 47 (Language Arts 9) MAIN SKILL FOCUS: Lang
TOPIC: The King of Kites CROSS-CURRICULAR ELE
Values
WEEK
27

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre lesson
Main Skill Main Skill 1. Choose a suitable activity to introduce th
Language Arts publisher/ synopsis) (refer to pages 71-72)
Language Arts
5.2.1 Lesson delivery
5.2 2. Follow the steps from the Teaching Guid
Express personal Say in simple words 3. Encourage pupils to talk about the cove
responses to and phrases how a 4. Get the pupils to complete Worksheet 1
literary text text makes them
feel
Complementary
Skill Complementary Post lesson
Speaking Skill
2.1 5. Show another story book and get pupils
Communicate Speaking reconsolidate the lesson learnt.
simple information
intelligibly 2.1.4

Give reasons for
simple predictions

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

guage Arts THEME: World of Stories
EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Vocabulary – features
of a book cover

G OUTLINE MATERIALS / DIFFERENTIATION

he book features (title/ illustrator/ author/ REFERENCES STRATEGIES
).
The King of Kites Differentiate
debook on page 70.
er and predict the story. Contemporary learning according
1 (page 73). Children’s to the needs of your
Literature (CCL) pupils and class.
s to identify the features on the cover to Teaching Please see the
Guidebook (BPK) seven differentiation
– Short story strategies listed in
the introduction.
Please also
consider the
following (Strategy
2):

You could ask
pupils to tell you
other books that

they have read
(title/author/cover).
This will give
individual pupils
ownership of the
activity and
increase motivation.

84

SCHEME OF WORK: TEXTBO

LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Lang

TOPIC: In the past CROSS-CURRICULAR ELE
Global Sustainability
WEEK 27

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Language Language Pre-lesson
Awareness Awareness lessons
1. Follow the instructions in the Teacher’s B
lessons should be should be
presented and presented and Lesson delivery
practised using a using a main skill
2. Follow the instructions in the Teacher’s B
main skill and a and a could also use the Optional activity in the T
complementary complementary skill
skill (Listening, (Listening, 3. Plan any further activities for this lesson
Speaking, Speaking, Reading according to your pupils’ needs. You can u
Reading or or Writing). pupils’ performance which you collected us
Writing). Teachers Teachers can use strategies while teaching this unit. The info
can use Year 4 Year 4 Content and observation of pupils interacting in classroo
Content and Learning Standards performance in written activities. Plan activ
Learning in DSKP curriculum practice in a meaningful, fun and communi
Standards in document.
Post-lesson
DSKP curriculum
document. 4. Ask pupils to think about their learning an
They then complete the self-assessment w
in differentiation strategies column).

5. Collect the worksheets from pupils and r
responses. If there are any areas of conce
upcoming lessons.

Primary Year 4 SK Scheme of Work