English Year 4 RPT (revised)

OOK BASED LESSON (Unit 3)

guage Awareness THEME: teacher to complete

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Review of language
from Unit 3

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Warm up activity.
Get Smart Plus 4 Differentiate learning
Book for Activities 1 to 3. You according to the needs of
Teacher’s Book. Revision 3
n to develop language skills Activities 1-3 your pupils and class.
use information about your (Activity 2 CD 1 – Please see the seven
sing formative assessment Track 51) differentiation strategies
ormation could include your Student’s Book
om activities and their page 36 and listed in the introduction.
vities which focus on language Teacher’s Book Please also consider the
icative way. pages 60 - 61 following:

Self-assessment *Some pupils will continue
worksheet to need support
understanding and
nd performance in this unit. completing the self-
worksheet (see below and note assessment worksheet.
Other pupils may be able
review them to note pupils’ to complete it more
ern, prepare a review of these in independently by this stage
of the year.

Pupils can complete it in
their own language if
necessary, but encourage
more proficient pupils to
complete it in English as
much as they can.

85

How did I do in Unit 3? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about things that happened in the past Great ____

…ask information using questions about the Great ____
past Great ____

…see the difference between past and now

…write about a trip Great ____

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

 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work

OK ____ A little
OK ____ ____
OK ____
OK ____ A little
____

A little
____

A little
____

_______________ very well.
______ better / more.

86

__ Unit 4 SCHEME OF WORK: TEXTBO
WEEK:
28 MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE
LESSON: 49 (Listening 10)
TOPIC: Celebrations

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Play a game or do an activity to introduce th

1.2 1.2.1 Lesson delivery
Understand Understand with
meaning in a support the main 2. Follow instructions for Warm up in the Teac
variety of familiar idea of longer
contexts simple texts 3. Introduce the ordinal numbers by following
in the Teacher’s Book.
Complementary Complementary
Skill Skill 4. Follow the instructions for Activity 1 (CD1, T
the focus of this lesson should be on listening
the song lyrics or ask pupils to close their boo
to help the pupils to focus on listening not rea

Reading Reading 5. Highlight a few words from the song such a
Give pupils the worksheet, which has a choice
3.2 3.2.3 simple English (one definition is correct for ea
definitions.
Understand a Guess the
variety of linear meaning of 6. Play the song again and have pupils sing a
and non-linear unfamiliar words book.
print and digital from clues
texts by using provided by title 7. Optional: Follow the instructions in the Teac
appropriate and topic
reading strategies Post-lesson

8. Choose an activity from the post-lesson tas

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ning THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Ordinal numbers

OUTLINE MATERIALS / DIFFERENTIATI
REFERENCES
ON STRATEGIES
Get Smart Plus 4
Differentiate
he broad topic of celebrations. Activity 1 learning according
Student’s Book to the needs of
cher’s Book. (page 37) and your pupils and
instructions for Vocabulary (CD1, Track 52) Teacher’s Book class. Please see
(pages 62-63) the seven
differentiation
Matching activity
strategies listed in
worksheet
the introduction.

Track 53) in the Teacher’s Book. Note that
g, so you could adapt the activity (e.g. hide
oks when listening for the first time) in order
ading.

as celebrate, celebration, fun and special.
e of definitions for each word in clear and
ach word). Pupils choose the correct

along, following the words in the student’s

cher’s Book for Optional 2, ‘bingo’ game.

sk list to consolidate learning.

87

LESSON: 50 (Speaking 10) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK
28

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 1. Choose a pre-lesson task from the list to
Speaking
2.2 Lesson delivery
Use appropriate 2.2.1 2. Follow instructions in the Teacher’s Boo
communication Keep interaction
strategies going in short 3. Show or elicit from pupils how to make t
exchanges by: by adding in expressions such as Really?
Complementary using suitable soon to show understanding. They could a
Skill words to make them more interactive. Give pupils
clarification. Talk to pupils about the impor
Listening (i) to show using pupil-friendly language.
1.2 understanding
Understand 4. Ask some pupils to perform their dialogu
meaning in a (ii) to ask for Post-lesson
variety of familiar clarification
contexts Complementary 6. Ask pupils to reflect on their learning an
Skill You could do this using or adapting a post

Listening

1.2.5

Understand longer
supported
questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
when; Giving dates using on / no preposition

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
o review ordinal numbers. Activity 3 your pupils and class. Please
see the seven differentiation
ok for Activity 3 (CD1, Track 54). Student’s Book
the exchange more natural, e.g. (page 37) and strategies listed in the
or a comment like Oh, that’s Teacher’s Book introduction. Please also
also join the exchanges together consider the following:
s models for language to ask for (pages 62-63)
rtance of such discourse skills If some of your pupils have

ue to the class. difficulty with an extended
dialogue, repeat the activity
by pairing more and less
proficient pupils together so
that they have the support of
each other as well as of the
extra examples.

nd give each other feedback.
t-lesson task from the list.

88

LESSON: 51 (Reading 10) SCHEME OF WORK: TEXTBO

TOPIC: Celebrations MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE
WEEK Values
28

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
1. Choose a pre-lesson task from the list to
celebrations/festivals using pictures.

3.3 3.3.1 Lesson delivery

Read Read and enjoy A1 2. Ask pupils to read the text and highlight
independently for fiction/non-fiction the board (e.g. you may also include the vo

information and print and digital 3. Then, they work in pairs to look at and d
enjoyment texts of interest Get the pupils to find the words in the dictio

Complementary Complementary 4. Ask pupils to read the story again and te
Skill Skill up as if they go to the parade.

Reading Reading 5. Get pupils to share with the class what t
3.2 3.2.4

Understand a Recognise and use Post-lesson
variety of linear with little or no
and non-linear support key 8. Choose a post-lesson task which will rev
print and digital features of a simple lesson.
texts by using monolingual
appropriate dictionary
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ding THEME: World of Stories
EMENT: Patriotism / LANGUAGE/GRAMMAR FOCUS: going to future for

planned actions (optional) / choice

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o introduce the theme of
Get Smart Plus Differentiate learning
new words. Write these words on 4 according to the needs of
ocabulary at the top of the page). your pupils and class.
discuss the meaning of the words. Student’s Book Please see the seven
onary to check their answers. (page 38)
ell their partner what they will dress differentiation strategies
they will dress up as. Pictures of listed in the introduction.
celebrations Please also consider the
following:
Monolingual
dictionaries You may need to support
some pupils more than
others when they are
talking freely about the

story. If you have very
proficient pupils in your
class, you could ask
them to help less
proficient pupils when
they have finished talking
to their own partners.

view or consolidate learning in this

89

LESSON: 52 (Writing 10) SCHEME OF WORK: TEXTBO

TOPIC: Celebrations MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
28

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

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

4.2 4.2.4 Lesson delivery

Communicate Describe people 2. Follow the instructions for Vocabulary (C
basic information and objects using book.
intelligibly for a suitable statements 3. Draw attention to the Grammar Box and
range of purposes Teacher’s Book. Check pupils’ understand
in print and digital Complementary asking plenty of questions about their plan
media Skill Follow instructions for Activity 3 in the Tea
Writing
Complementary 4.1.2 4. Get pupils to draw their costume for the
Skill Use cursive writing write 3-5 sentences to describe their costu
in written work
Writing 5. Ask pupils to pay attention to their hand
closely and work with individual pupils who
4.1
Note: The activities should be done in curs
Form letters and
words in neat Post-lesson
legible print using 6. Choose a suitable Post-lesson task from
cursive writing reflect on their learning in this sequence of

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to future for
planned actions

UTLINE MATERIALS / DIFFERENTIATION
o review the topic of REFERENCES STRATEGIES
CD1, Track 55) in the Teacher’s
Get Smart Plus 4 Differentiate learning
according to the needs of
Activities 1-3 your pupils and class. Please
Student’s Book see the seven differentiation
(page 38) and strategies listed in the
Teacher’s Book introduction. Please also
(pages 64-65)
consider the following:
d follow instructions for this in the
ding of this as a future form by Some pupils may continue to
ns for tomorrow/the weekend. have difficulty with the form
acher’s Book. of cursive writing and/or
neatness. You could ask
Independence Day parade and pupils to draft their answers
ume. in their notebooks so that
you can monitor carefully
dwriting in this activity. Monitor and help where needed.
o need extra support in this area. Then ask pupils to write the
final answers in their
sive writing. notebooks as well, and
collect these in to review for
content, language and
handwriting.

m the list, which asks pupils to
f lessons.

90

SCHEME OF WORK: NON-TEXT

LESSON: 53 (Language Arts 10) MAIN SKILL FOCUS: Lang
CROSS-CURRICULAR ELE
TOPIC: The King of Kites Innovation
WEEK
28

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Pre lesson
Main Skill
Language Arts
Language Arts 1. Choose a suitable activity from the list
5.2 activity (show a video on kite-making and s
Express personal 5.2.1 previous lesson in a fun, active way. You c
responses to Say in simple words previous lesson.
literary text and phrases how a
text makes them Lesson delivery
Complementary feel
Skill 2. Ask pupils to skim through the book and
Complementary of the first and second mind maps - things
Reading Skill things needed for sewing (page 9).
Reading
3.3 3. Ask pupils to complete the mind maps g
3.3.1
Read 4. Ask pupils what the two main characters
independently for kites; Anil’s mother - sewing)
information and
enjoyment Read and enjoy A1 Post lesson
fiction/non-fiction 5. Give pupils a template of a kite. In group
print and digital 6. Have the groups present their work in fr
texts of interest

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

guage Arts THEME: World of Stories
EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary (nouns
related to kite-making and sewing)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

of pre-lesson tasks or use your own short The King of Kites Differentiate
sewing) to review key learning from the
could reuse the book cover from the Contemporary learning according
Children’s to the needs of your
Literature (CCL) pupils and class.
Teaching Please see the
Guidebook (BPK) seven differentiation
– Short story strategies listed in
the introduction.
d find the pages which match the headings Please also
s needed to make a kite (page 10) and consider the
following (Strategies
given. 1-7):
s in the story are doing. (Anil – making
Some pupils may
ps, pupils design the kite creatively. find it difficult to sit
ront of the class. still and quietly to
read. Try to find
somewhere

comfortable and
away from
distraction,
especially for pupils
who are easily
distracted.

91

LESSON: 54 (Listening 11) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Listen
WEEK CROSS-CURRICULAR ELE
29 Global Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1. Choose a pre-lesson task from the list to r
1.2 previous textbook-based lessons.
Understand
meaning in a 1.2.3 Lesson delivery
variety of familiar 2. Remind pupils of the story they read on pa
contexts Understand with remember about the story.
support short
Complementary simple narratives 3. Distribute the worksheet to pupils. Tell pu
Skill again and they have to answer the True and
Listening on a range of Play the CD (CD1, Track 56) for the story in
familiar topics answers with pupils.
1.2
Understand Complementary 4. Prepare pupils for the next listening activit
meaning in a Skill pictures in Activity 4 in the Student’s Book in
variety of familiar 5. Follow instructions for Activity 4 in the Tea
contexts Listening
6. Have pupils work in pairs to exchange the
1.2.2 based on what they have learned in the stud
pupils’ language by giving some adjectives t
Understand with
support specific 7. If time allows, extend the activity so that p
information and celebrations.
details of longer
simple texts Post-lesson

8. Choose a suitable post-lesson activity wh

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ning THEME: World of Self, Family and Friends

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: going to future for

planned actions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

re-introduce / review the topic from the Get Smart Plus 4 Differentiate learning
according to the needs
age 38. Ask pupils what they Activities 1 and 4 of your pupils and class.
Student’s Book Please see the seven
upils that they will listen to the story (pages 38-39) and differentiation strategies
d False questions on the worksheet. Teacher’s Book listed in the
(pages 64-65) introduction. Please
Activity 1. Discuss the correct also consider the
Worksheet: True following:
ty by having them work with the and false
n a speaking activity. questions based You will find the
acher’s Book. on the story on
eir opinions of Independence Day page 38 transcript for the
dent’s book. You may need to support listening activity in the
to help them do this in English. Teacher’s Book.
pupils give their opinions of familiar Consider pre-teaching
or reviewing some of
hich reviews or evaluates learning. the key vocabulary in
stage 2 of the lesson.

If possible, encourage
pupils to express their
true opinions. Many
pupils can use some
fixed phrases for this,
but more proficient
pupils can be
encouraged to use
language more freely.

92

LESSON: 55 (Speaking 11) SCHEME OF WORK: TEXTBO

TOPIC: Celebrations MAIN SKILL FOCUS: Spea
WE CROSS-CURRICULAR ELE
EK
29

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose a pre-lesson task from the list to
2.1 2.2.2 time in the future, e.g. tomorrow, next wee

Communicate Check steps Lesson delivery
simple information needed to complete
intelligibly short classroom 2. Follow instructions for Activity 5 (CD1, T
tasks the activity by having pupils respond to eac
‘That sounds fun/exciting!’ Encourage pup
instructions, either by asking you for clarifi
pupils about the verb phrases that they ha
Grammar Box on page 39).

Complementary Complementary 3. Get pupils to complete the table in Activ
Skill Skill class about what they are going to do tomo
this task:
Speaking Speaking
 Step 1: Find another friend to ask w
2.2 2.1.1
 Step 2: Complete the table in Activ
Use appropriate Explain and give friend’s answer.
communication reasons for basic
strategies opinions  Step 3: Your friend will ask you the
question.

 Step 4: Present to the class.

Note: Remind pupils to use the dialogue fr

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to (questions)

future for planned actions

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o introduce time expressions to show a Get Smart Plus Differentiate learning
ek etc. . 4
according to the needs of
Track 58) in the Teacher’s Book. Extend Activity 5 your pupils and class.
ch other’s plans, giving an opinion, e.g. Please see the seven
pils to practise the language for checking Student’s Book differentiation strategies
cation or by asking each other. Remind (page 39) and listed in the introduction.
ave learnt in the previous lesson (refer to Teacher’s Book
(page 65)

vity 5 by asking another friend in the
orrow. Provide pupils with the steps for

what they are going to do tomorrow.
vity 5 in your notebook with your

e same question. Answer your friend’s

rom Activity 5.

93

4. When pupils are presenting their answe
the steps needed for the task.
Post-lesson
7. Choose a post-lesson task which review

Primary Year 4 SK Scheme of Work

ers, ask pupils if they have completed
ws the form going to in a fun way.

94

LESSON: 56 (Reading 11) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
29 Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Use the pictures to introduce the topic o
Reading
Reading know about the celebrations. Write new wo
3.2 useful.
3.2.1
Understand a Lesson delivery
variety of linear Understand the
and non-linear main idea of simple 2. Follow instructions for Vocabulary (CD1
print and digital texts of one or two
texts by using paragraphs 3. Write China and The US on the board. G
appropriate Chinese New Year and half of the pupils th
reading strategies Ask pupils to read the text and say if it is a

Complementary Complementary 4. Follow instructions for Activity 2 in the T
Skill Skill the text they have read only. Have pupils c
who has the same text.
Reading Reading
5. Follow instructions for Grammar Box in
3.2 3.2.2
6. Pair pupils who have read different texts
Understand a Understand specific answers for Activity 2 using full sentences,
variety of linear information and table.
and non-linear details of simple
print and digital texts of one or two Post-lesson
texts by using paragraphs.
appropriate 7. Review the vocabulary from this lesson
reading strategies which celebration. Ask for pupils’ opinion o

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ding THEME: World of Self, Family and Friends

EMENT: Values / Global LANGUAGE/GRAMMAR FOCUS: going to (negatives)
future for planned actions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of celebrations. Find out what pupils Get Smart Plus Differentiate learning
ords on the board where they are 4 according to the needs of your

1, Track 59) in the Teacher’s Book. Activity 1-2 pupils and class. Please see
Give half of the pupils the text about the seven differentiation
he text about Independence Day. Student’s Book strategies listed in the
about China or the US. (page 40) and introduction. Please also
Teacher’s Book. Pupils answer about Teacher’s consider the following:
check their answers with a partner
Book (pages There may be some first
the Teacher’s Book. 66-67) language spoken in this stage
s. Have them exchange their of the lesson. Support pupils in
, so that they both complete the Pictures of saying some of what they want
different to say in English.
celebrations
around the Lunar New Year may be
world familiar to pupils, and this may
make the text a little easier to
follow. Plan in advance which
pupils will have which text, so
that you can offer more
support to those who need it.

by asking which words belong to
of these celebrations.

95

LESSON: 57 (Writing 11) SCHEME OF WORK: TEXTBO

TOPIC: Celebrations MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
29 Innovation

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task from the list to

4.3 4.3.3 Lesson delivery

Communicate Produce a plan or 2. Prepare some questions using main que
with appropriate draft of one etc) based on the texts on page 40, e.g. ‘W
language form paragraph for a you celebrate it with? What do you do on t
and style for a familiar topic and
range of purposes modify this 3. Ask pupils to answer these questions. D
in print and digital appropriately in question words (who/what/when, etc) when
media response to
feedback 3. Based on the question under the texts o
Complementary ask pupils in pairs to think of a celebration
Skill Complementary they make notes about the celebration usin
Skill
Writing 4.
Writing
4.3 5. Pupils write about the celebration in thei
4.3.1 Remind pupils to use the correct punctuati
Communicate 6. Have pupils exchange their work and re
with appropriate Use capital letters, to give feedback on the writing, both langu
language form full stops, question particular focus on punctuation and use of
and style for a marks and commas feedback as well.
range of purposes in lists appropriately
in print and digital in guided writing at 7. Pupils re-write their work.
media discourse level.
Post-lesson

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Self, Family and Friends

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: going to future for
planned actions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o review the topic celebrations. Get Smart Plus Differentiate learning according
4 to the needs of your pupils and
estion words (who/what/when, class. Please see the seven
What is the celebration? Who do Student’s Book differentiation strategies listed in
that day?’ etc. (page 40) the introduction. Please also
Draw pupils’ attention to main consider the following:
en answering the questions. Questions using
Some pupils may need more
on page 40 in the student’s book, main question support in writing than others.
they like. In their notebooks, words (who/ Pupils can use the texts as
ng the question words. what/ when, etc) models. Monitor closely and
based on the offer support for those pupils
ir notebooks, individually. texts on page 40 who need it.
ions when writing their answers.
eview it. Offer guidance for pupils More proficient pupils can write
uage and content, with a more than less proficient pupils.
capitals. Monitor and offer They can also support other
pupils. It is a good idea to pair
more proficient pupils together
so that they can both receive

valuable feedback when

checking their work

96

8. Choose a suitable Post-lesson task from
reflect on their learning in this sequence of

Primary Year 4 SK Scheme of Work

m the list, which asks pupils to
f lessons.

97

SCHEME OF WORK: NON-TEXT

29 MAIN SKILL FOCUS: Lang

LESSON: 58 (Language Arts 11)
__
WEEK: TOPIC: The King of Kites CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Main Skill Pre lesson
Language Arts
Language Arts 1. Choose an activity from the pre-lesson
5.2 the story. For example, they can do the se
Express personal 5.2.1 30).
responses to Say in simple words
literary text and phrases how a Lesson delivery
text makes them 3. Choose an appropriate reading method
Complementary feel aloud/ guided reading/ choral reading/ grou
Skill
Reading Complementary 4. Distribute jumbled up strips (Worksheet
Skill group.
3.3
Read Reading 5. Pupils arrange sentence strips accordin
independently for
information and 3.3.1 Post lesson
enjoyment 6. Check answers through individual and w
Read and enjoy A1 7. Select a few pairs to present in front of t
fiction/non-fiction
print and digital
texts of interest

TBOOK BASED LESSON (Unit 4)

guage Arts THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Vocabulary

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
task list to introduce the main events of
equencing activity in Worksheet 4 (page The King of Kites Differentiate
learning according
to read the story with the class. (reading Contemporary
up reading). Children’s to the needs of your
3 – page 28) in an envelope to each Literature (CCL) pupils and class.
ng to the events of the story. Teaching Please see the

whole class feedback. Guidebook (BPK) seven differentiation
the class. – Short story
strategies listed in
Worksheet 4 the introduction.
Please also
Worksheet 3 consider the
following (Strategies
(Jumbled up
strips) 1-7):

Some pupils may
find it difficult to sit
still and quietly to
read. Try to find
somewhere
comfortable and
away from
distraction,
especially for pupils
who are easily
distracted.

Primary Year 4 SK Scheme of Work

98

LESSON: 59 (Listening 12) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Listen
WEEK CROSS-CURRICULAR ELE
30 Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose an activity from the pre-lesson t
41.
Listening Listening Lesson delivery
1.2 1.2.1
2. Play Track 61 and ask pupils what the c
Understand Understand with why they think that is the answer.
meaning in a support the main 3. Follow instructions for Activity 3 and 4 in
variety of familiar idea of longer
contexts simple texts Post-lesson
4. Follow instructions for Revision box in th
Complementary Complementary
Skill Skill

Listening Listening
1.2 1.2.2
Understand Understand with
meaning in a support specific
variety of familiar information and
contexts details of longer
simple texts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ning THEME: World of Self, Family and Friends

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: going to future
(statements positive/negative) for planned actions

G OUTLINE MATERIALS / DIFFERENTIATION
task list to review Grammar Box on page REFERENCES STRATEGIES

conversation is about. Elicit from pupils Get Smart Plus 4 Differentiate learning
n the Teacher’s Book. according to the
he Teacher’s Book Activities 3-4 needs of your pupils
Student’s Book and class. Please see
(pages 40-41) and the seven
Teacher’s Book differentiation
(pages 66-67)
strategies listed in the
introduction. Please
also consider the
following:

Some pupils may
need support with
listening. Prepare

them for the activity
by introducing/
reviewing key
vocabulary and/or
asking a gist question
for each of the four
dialogues (e.g. about
who is speaking,
what/who they are
speaking about).

99

LESSON: 60 (Speaking 12) SCHEME OF WORK: TEXTBO

TOPIC: Celebrations MAIN SKILL FOCUS: Spea
WEEK CROSS-CURRICULAR ELE
30

CONTENT LEARNING LEARN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Choose an activity from the pre-lesson t
page 42.

2.1 2.1.4 Lesson delivery

Communicate Give reasons for 2. Follow instructions for Warm up in the T
simple information simple predictions
intelligibly 3. Follow instructions for Activity 1 in the T
Complementary think the person is going to do this, e.g. …
Complementary Skill school bag.
Skill
Writing 4. Have pupils choose some pictures from
Writing 4.3.2 from stage 3. You may need to monitor ca
Spell most high 5. Pupils choose one (or more) picture. Th
4.3 frequency words
accurately in guided 6. Pupils write a sentence to go with their p
Communicate writing because he is wearing pyjamas. Remind p
with appropriate
Encourage them to check spelling for them
language form resources.
and style for a
range of purposes 7. Have pupils present their work in groups
in print and digital
media Post-lesson

8. Choose an activity from the post-lesson
have used in this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to future
(statements positive/negative) for planned actions

NING OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list to review some key vocabulary from Get Smart Plus Differentiate learning
4 according to the
Teacher’s Book. needs of your pupils
Teacher’s Book. Pupils should justify why they Activity 1 and class. Please see
…because I can see a pool / …because he has a the seven
Student’s Book differentiation
m the magazines and continue the same activity (page 42) and strategies listed in the
arefully and support pupils with language for this. Teacher’s Book
hey take it and stick it onto their paper/notebook. introduction. Please
picture, e.g. I think he’s going to go to bed (pages 68-69) also consider the
pupils to focus on accurate spelling in this activity. following:
mselves if they are unsure, using appropriate Lots of pictures
of various If pupils have
s. people, e.g. particular difficulty
from a magazine
(or copies of with spelling, consider
magazines to including an activity
cut up & which focuses more
scissors) on spelling.. If
necessary, write and

Glue leave key words on
Paper/ notebook the board for pupils to
use as models for

their own work.

n tasks which reviews the language pupils

100

LESSON: 61 (Reading 12) SCHEME OF WORK: TEXTBO

TOPIC: Celebrations MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
30

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Use the diary/picture to introduce the ide
3.2 3.2.2 instructions in the Teacher’s Book for War
Lesson delivery

Understand a Understand specific 2. Follow the instructions for Activity 1 (CD
variety of linear information and Book for reading Sabrina’s diary.
and non-linear details of simple
print and digital texts of one or two 3. Follow the instructions for Activity 2 in th
texts by using paragraphs work in pairs to support each other in writin
appropriate them to focus on their cursive handwriting
reading strategies Complementary
Skill 4. To personalise this lesson, ask pupils to
Complementary Writing plans for their birthdays (see the end of ins
Skill 4.1.2 Teacher’s Book).
Use cursive writing
Writing in written work Post-lesson

4.1 5. Choose a lesson from the post-lesson ta
and consolidates learning.
Form letters and
words in neat
legible print using
cursive writing

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ding THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to future
(statements positive/negative) for planned actions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
ea of diary-keeping, based on the Activity 1-2 your pupils and class. Please
rm up. see the seven differentiation
Student’s Book strategies listed in the
D1, Track 65) in the Teacher’s (page 43) and introduction. Please also
Teacher’s Book
(page 70) consider the following:

he Teacher’s Book. Have pupils A diary, if possible Set a number of sentences
(or picture of one)
ng the longer answer. Encourage to write in answering
to make it neat and legible. question 2 in the Student’s
book. This could be a
o talk to a partner about their own number for all pupils, or you
structions for Activity 1 in the could have different pupils
write a different number of
asks which further personalises sentences.

If your pupils need support
with their handwriting,
provide this before step 3.

101

LESSON: 62 (Writing 12) SCHEME OF WORK: TEXTBO

TOPIC: Celebrations MAIN SKILL FOCUS: Writin

WEEK CROSS-CURRICULAR ELE
30 Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
1. Choose a pre-lesson task which focusse
celebrations.

4.2 4.2.5 Lesson delivery
2. Ask pupils to think about an upcoming c
Communicate Connect sentences their partner what their plans are.
basic information into a coherent
intelligibly for a paragraph using 3. Use the model diary entry to highlight th
range of purposes basic coordinating and/but/because) and reference pronouns
in print and digital conjunctions and
4. Follow instructions for Writing Tip in the
media reference pronouns

Complementary Complementary 5. Have pupils write a diary entry for an up
Skill Skill
6. Pupil invite one person in the class to joi
Writing Writing approach the pupil and ask them ‘I’m going

4.2 4.2.2 7. The pupil reads their diary entry and dec
be busy). They will write their response on
Communicate Make and respond accepting and declining invitations politely b
basic information to simple offers and
intelligibly for a invitations Post-lesson
range of purposes
in print and digital 7. Choose a suitable Post-lesson task from
media on their writing and/or reflect on their learn

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: Wold of Self, Family and Friends

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: going to future
(questions, statements positive/negative) for planned

actions

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate
learning according
es on the topic of birthdays and Student’s Book to the needs of your
(page 43) and pupils and class.
celebration (national or personal) and tell Teacher’s Book
he use of conjunctions (e.g. (page 70) Please see the
seven differentiation
(he/she/we/it, etc). Papers with strategies listed in
celebrations written the introduction.
on them (see Please also
Teacher’s Book) consider the
following:
Teacher’s Book Model diary entry
using conjunctions Vary the support

pcoming celebration (for example see step 2) and reference you give pupils
pronouns when asking
in them for the celebration. They should
g to… .Can you join me?’. A piece of paper for questions and giving
each pupil to feedback so that
cides if they can come or not (e.g. they may respond to the they can practise
a piece of paper. Model language for invitation and develop their
before beginning the activity.
writing skills
m the list, which asks pupils to give feedback according to their
ning in this sequence of lessons. level of proficiency.
You can also ask
different pupils for
more/less detail or
length.

102

SCHEME OF WORK: NON-TEXT

LESSON: 63 (Language Arts 12) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
WEEK
30

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre lesson
Main Skill Main Skill

Language Arts Language Arts 1. Choose an activity from the pre-lesson t
5.2 5.2.1 characters.

Express personal Say in simple words Lesson delivery
responses to and phrases how a 3. Give examples of adjectives. (Example:
4. Distribute Worksheets 6a (page 38) and
literary text text makes them
feel

Complementary Complementary 5. Ask pupils to fill in the blanks with suitab
Skill Skill each picture.

Writing Writing Post lesson
6. Give pupils feedback and list the answe
4.2 4.2.4

Communicate Describe people
basic information and objects using
intelligibly for a suitable statements.
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Adjectives
(characteristics of a person)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list to introduce adjectives to describe The King of Kites Differentiate

: friendly, honest, kind, and etc…) Contemporary learning according
d 6b (page 39) to each group. Children’s to the needs of your
ble adjectives to describe the character in Literature (CCL) pupils and class.
Teaching Please see the
ers on the board. Guidebook (BPK) seven differentiation

– Short story strategies listed in
the introduction.
- Worksheets 6a & Please also
6b consider the
following (Strategies
1-7):

Some pupils may
need a lot of
support
conceptually and
with completing the
mind map. You
could ask more
proficient pupils to
support other pupils
in the class when
they have finished.

103

SCHEME OF WORK: TEXTBO

LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS Langu

TOPIC: Celebrations CROSS-CURRICULAR ELE

WEEK 30

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Language Language
Awareness Awareness lessons 1. Follow the instructions in the Teacher’s

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
main skill and a main skill and a could also use the Optional activity in the T

complementary complementary skill 3. Plan any further activities for this lesson
(Listening, according to your pupils’ needs. You can u
skill (Listening, Speaking, Reading performance which you collected using for
Speaking, or Writing). while teaching this unit. The information co
Reading or Teachers can use pupils interacting in classroom activities an
Writing). Teachers Year 4 Content and activities. Plan activities which focus on lan
can use Year 4 Learning Standards fun and communicative way.
Content and in DSKP curriculum
Learning document.
Standards in
DSKP curriculum Post-lesson
document.

4. Ask pupils to think about their learning a

then complete the self-assessment worksh
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

OOK BASED LESSON (Unit 4)

uage Awareness THEME: teacher to complete

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
from Unit 4

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Warm up activity.
Get Smart Plus Differentiate learning according
Book for Activities 1 to 3. You 4
Teacher’s Book. to the needs of your pupils and
n to develop language skills Revision 4 class. Please see the seven
use information about your pupils’ Student’s Book differentiation strategies listed in
rmative assessment strategies the introduction. Please also
ould include your observation of (page 48) and
nd their performance in written Teacher’s Book consider the following:
nguage practice in a meaningful, (pages 76-77)
*Some pupils will continue to
and performance in this unit. They Self-assessment need support understanding and
heet (see below and note in worksheet completing the self-assessment
worksheet. Other pupils may be
able to complete it more
independently by this stage of
the year.

Pupils can complete it in their
own language if necessary, but
encourage more proficient pupils
to complete it in English as
much as they can.

review them to note pupils’
ern, prepare a review of these in

104

How did I do in Unit 4? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…say the ordinal numbers (first, second, third, Great ____ OK
etc)

…ask and answer questions about dates Great ____ OK

…talk about future plans Great ____ OK

…talk about celebrations Great ____ OK

…talk about things that are about to happen Great ____ OK

 I’m proud of myself because I _________________________



 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work

K ____ A little
____

K ____ A little
____

K ____ A little
____

K ____ A little
____

K ____ A little
____

___________ very well.

______ better / more.

105

Unit 5 SCHEME OF WORK: TEXTBO

LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listen
TOPIC: Eating right CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1. Introduce and review food vocabulary from the pre
(e.g. sweet foods, fruit, etc).

1.3 1.3.1 Lesson delivery

Use appropriate Guess the 2. Introduce the new vocabulary by following instruct
listening meaning of Teacher’s Book.
strategies in a unfamiliar words
variety of from clues 3. Ask pupils to close their books and listen to the so
contexts provided by they don’t know in the text (e.g. yummy, market), or d
knowledge of the the meaning of these words based on the topic know
Complementary topic definitions for these words and ask them to think abo
Skill
Complementary 4. Follow the instructions for Activity 1 (Track 71) in t
Listening Skill lesson should be on listening, so you could adapt the
1.1 pupils to close their books when listening the first tim
Listening listening, not reading or speaking.
Recognise and
reproduce target 1.1.1 5. Ask pupils to find a word with the sound /eə/ in the
language instructions for Activity 1 in Teacher’s Book Phonics*
sounds Recognise and
reproduce with 6. Ask pupils to brainstorm more words with each of
support a wide on one sound each group.
range of target
language 7. Optional: Follow instructions for TPR Activity in the
phonemes
Post-lesson

8. Choose an activity from the post-lesson tasks whic
either the main or complementary skill in this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Phonemes

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

e-lesson activities with a categorisation activity Get Smart Plus 4 Differentiate
tions for Vocabulary (Track 70) in the learning according
Activity 1 (Track to the needs of your
71) , Activities 1-2 pupils and class.
Student’s Book
(page 49) and Please see the
Teacher’s Book seven differentiation
(page 78)
strategies listed in
the introduction.

ong (Track 71). Ask pupils to highlight words Activity 1
direct them to these words. Get them to guess
wledge. Provide pupils with various possible (phonics),
out the topic to decide what the words mean. Teacher’s Book

the Teacher’s Book. Note that the focus of this (page 175) and
e activity (e.g. hide the song lyrics or ask Student’s Book
me) in order to help the pupils to focus on
(page 120)

e song [pear]. Focus on this sound using the Vocabulary (Track
* (page 175) and Student’s Book (page 120). 70)

the three sounds. Pupils could work in groups

e Teacher’s Book.

ch focuses on reviewing and consolidating
.

106

LESSON: 66 (Speaking 13) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK
31

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Revise food vocabulary from the pre-les
Speaking Speaking countable and uncountable nouns.

2.2 2.2.1 Lesson delivery
Use appropriate 2. Focus on the Grammar Box using the in
communication Keep interaction Book.
strategies going in short 3. Follow the instructions in the Teacher’s
exchanges by: 72). Some of the dishes may be unfamiliar
Complementary using suitable about these dishes and ask for pupils’ opin
Skill words
(i) to show 4. Have pupils re-do Activity 3 but this time
Listening understanding ingredient to confuse their partner. Their p
1.2 clarification, e.g. Omelette: eggs and choc
(ii) to ask for chocolate?.
Understand clarification 5. Have pupils talk to their partner about in
meaning in a Complementary dishes they like. You may need to help wit
variety of familiar Skill
contexts Post-lesson
Listening
6. Play the song again and have pupils sin
1.2.5

Understand longer
supported
questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

aking THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: want and need +
(un)countable nouns

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson activities. Focus on Get Smart Plus 4 Differentiate learning according to
the needs of your pupils and
nstructions in the Teacher’s Activity 3 class. Please see the seven
Student’s Book differentiation strategies listed in
Book for Activity 3 (CD1, Track (page 49) and the introduction. Please also
to your pupils. Talk to pupils Teacher’s Book consider the following:
nion of them. (page 79)
e they should change the Presenting to a group rather than
partner should ask for to the whole class can support
colate: Sorry, did you say
less confident pupils. It will also
help the pace of the lesson giving
time for pupils to speak more.
This is especially true in large
classes.

ngredients needed for other
th vocabulary here.

ng along.

107

LESSON: 67 (Reading 13) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK 31

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play the game Market Races (see Teac
Reading Teacher’s Book, page 79)
Reading
3.2.4 Lesson delivery
3.2 2. On the board, write the words of the new
Recognise and use student’s book). Hand out dictionaries to p
Understand a for the definitions of the words. Note that m
with little or no so pupils may need to look up more than o
variety of linear support key 3. Pupils check their understanding by look
and non-linear features of a simple
print and digital monolingual 4. Follow instructions in the Teacher’s Boo
texts by using dictionary 5. Follow instructions in the Teacher’s Boo
appropriate
reading strategies Complementary
Complementary Skill
Skill
Reading Post-lesson
Reading
3.2.2 7. If time allows, have pupils do a speaking
3.2 food they can see in the story and compar
Understand specific own kitchen. This will help pupils to go ove
Understand a information and during the lesson and use them in sentenc
variety of linear details of simple
and non-linear texts of one or two 8. Ask pupils to complete exit cards writing
print and digital paragraphs from their reading, including those they ch
texts by using their exit cards and address emerging lear
appropriate new words not mentioned). Address these
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ding THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: (un)countable nouns
with some / any

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
cher’s Book, Optional activity –
Get Smart Plus 4 Differentiate learning
w vocabulary (at the top of according to the needs of
pairs/groups and have pupils look Activities 1&3 your pupils and class. Please
many of these are noun phrases, Student’s Book see the seven differentiation
one word for each item. (pages 50 &51) strategies listed in the
king in the student’s book. and Teacher’s introduction. Please also
ok for Activity 1. Book (pages 79 & consider the following:
ok for Activity 3.
80) If you have fast readers in

Monolingual your class, you could ask
dictionaries them to make more
true/false questions in
Student’s Book (page 51)
about the text.

g activity where they talk about the
re it to the food they have in their
er new vocabulary they learned
ces.

g three words they learned today
hecked in the dictionary. Check
rning needs (e.g. weak spelling,
e needs in the next lesson.

108

31WEEK: __ SCHEME OF WORK: TEXTBO

LESSON: 68 (Writing 13) MAIN SKILL FOCUS: Writin
TOPIC: Eating right CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
1. Choose an activity from the pre-lesson t
of a word pupils found challenging in the pr

4.3 4.3.2 Lesson delivery
2. Introduce the idea of a picnic and relate
Communicate Spell most high Tell them that they are going to follow the i
frequency words Book for Activity 5. Focus on the spelling o
with appropriate accurately in guided
language form writing 3. Pupils write sentences in their notebook
and style for a buy for their picnic, e.g. We’re going to buy
range of purposes Complementary packet of crisps. Remind pupils how to use
in print and digital Skill
media Post-lesson
Writing
Complementary 4. Choose a suitable Post-lesson task from
Skill 4.3.1 give feedback on their writing and/or reflec
sequence of lessons.
Writing Use capital letters,
full stops, question
4.3 marks and commas
in lists appropriately
Communicate in guided writing at
with appropriate discourse level
language form
and style for a
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work