English Year 4 RPT (revised)

OOK BASED LESSON (Unit 5)

ng THEME: World of Self, Family and Friends

EMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: (Un)countable nouns;
listing items

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

tasks which focusses on spelling Get Smart Plus 4 Differentiate learning
revious lesson. according to the needs of
Activities 4-5 Student’s your pupils and class.
it to pupils’ own experience. Book (page 51) and Please see the seven
instructions in the Teacher’s Teacher’s Book (page
of the list. 81) differentiation strategies
listed in the introduction.
k, saying what they are going to Activity 4 (CD1, Track Please also consider the
y some eggs, some juice and a 75)
e commas in lists, following:
Activity 5 (CD1, Track
76)

m the list, which asks pupils to
ct on their learning in this

109

SCHEME OF WORK: NON-TEXT

LESSON: 69 (Language Arts 13) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
WEEK
31

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Pre lesson
Main Skill
Language Arts
Language Arts 1. Choose an activity from the pre-lesson t
5.2 emotions.
5.2.1
Express personal 2. Ask pupils to identify the emotions of the
responses to Say in simple words Example: Elicit emotions seen on page 5 (
literary text and phrases how a

text makes them Note: Ask pupils to identify other situations
feel pictures of people showing different emotio

Complementary Complementary Lesson delivery
Skill Skill 3. Distribute Worksheet 5 (pages 80-81) to
social expressions.
Reading Reading
Post lesson
3.3 3.3.1 4. Ask pupils to check their answer with the
5. Get pupils’ feedback and list answers on
Read Read and enjoy A1
independently for fiction/non-fiction
information and print and digital
enjoyment texts of interest

Note: Accept any suitable answers. For int
answers.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

guage Arts THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives (feelings
and emotions)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list which introduces feelings and The King of Kites Differentiate
learning according
e characters found on selected pages. Contemporary to the needs of your
(happy). Children’s pupils and class.
Literature (CCL)
Please see the
Teaching seven differentiation
Guidebook (BPK)
strategies listed in
s where they feel happy. Teacher provides – Short story the introduction.
ons. Please also
consider the
o pupils and ask pupils to fill in the suitable following (Strategy
3):
eir partner.
n the board. The teacher may
expect more
language from
some pupils, and
less from others.
The main aim is that
every pupil says or
writes something,
so that they feel
successful.

ntermediate learners, list options for

110

LESSON: 70 (Listening 14) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK 32

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1. Choose a pre-lesson task which introdu
Listening instructions in the Teacher’s Book for Warm
1.2.5 Track 77).
1.2 Understand longer
Understand supported Lesson delivery
meaning in a questions
variety of familiar 2. Teacher prepares a worksheet based on
contexts Complementary (Remove the questions and retain the answ
Skill Teacher reads the quiz questions from Act
Complementary Listening choose the best answer individually in the
Skill 1.2.2
Understand with 3. Have pupils talk about their answers in p
Listening support specific the Teacher’s Book for Activity 2.
information and 4. Follow instructions in the Teacher’s Boo
1.2 details of longer 79).
simple texts
Understand Post-lesson
meaning in a
variety of familiar 5. Choose a post-lesson task from the list
contexts this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ning THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Questions with
How much/many/often…?

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

uces the topic ‘health’ or follow Get Smart Plus 4 Differentiate learning
m up and Vocabulary (CD1,
Activities 1-3 according to the needs of
Student’s Book your pupils and class.
(pages 52-53) and Please see the seven
Teacher’s Book
(pages 82-83) differentiation strategies
listed in the introduction.

n Health Quiz on page 52. Vocabulary (CD1,
wers for the questions). Track 77).
tivity 1 aloud. Pupils listen and
worksheet. Activity 3 (CD1, Track
79).
pairs, following instructions in
Worksheet with the
ok for Activity 3 (CD1, Track answer choices to the
quiz questions

which consolidates learning in

111

LESSON: 71 (Speaking 14) SCHEME OF WORK: TEXTBO

TOPIC: Eating right MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE
WEEK
32

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Review the use of collective nouns (e.g.
Speaking Speaking a bottle of water) by following instructions in
Revision activity (‘Call it out’) page 82.
2.1 2.1.1
Lesson delivery
Communicate Explain and give
2. Follow instructions in the Teacher’s Boo
simple information reasons for basic 80.

intelligibly opinions 3. Have pupils tell each other how healthy
partner are, based on their answers to the
Complementary Complementary will probably need to model language for th
healthy (but/and) I’m (not) very healthy (too
Skill Skill
4. Have pupils write sentence(s) about the
Writing Writing e.g. Sadia drinks two cans of lemonade ev
healthy.
4.2 4.2.3
Post-lesson
Communicate Describe basic
basic information everyday routines 5. Talk to pupils about the importance of h
intelligibly for a childhood using English language that can
range of purposes pupils. Use as much English as possible.
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

aking THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Questions with
How much/many/often…?; Statements with countable

and uncountable nouns + determiners

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
. A cup of tea, a carton of milk, Activity 4 Student’s your pupils and class.
n the Teacher’s Book for the Please see the seven
Book (page 53) and
ok for Activity 4, CD1,Track Teacher’s Book differentiation strategies
(pages 82 & 83, listed in the introduction.
Please also consider the
CD1, Track 80) following:

they think they and their Some pupils may need a
questions in Activity 4. You
his, e.g. I think Aisha is very lot of support with
o). language (both written and
spoken in this lesson). If
eir partner in their notebooks, necessary, focus on
very day. I think this is not very language and provide
written models on the
having a healthy diet in
n be understood by your board for pupils to work
from. Be sure to give pupils
a chance to practise saying
the models too, e.g. by

drilling, so that they are all
ready to participate in the
activities.

112

LESSON: 72 (Reading 14) SCHEME OF WORK: TEXTBO

TOPIC: Eating right MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
32

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3.2.2 1. Review food vocabulary from previous le
or an activity. Introduce any new food voca
pupils’ daily lives. Then follow instructions
Warm up for one to two words in each cate

Understand a Understand specific Lesson delivery
variety of linear information and
and non-linear details of simple 2. On the worksheet, have pupils work in p
texts of one or two brainstorm more words to go into each cat
print and digital paragraphs on spelling at this point. Also see differenti
texts by using
appropriate Complementary 3. Talk to pupils about the importance of ea
reading strategies Skill
4. Follow the instructions in the Teacher’s
Complementary Writing CD1, Track 83.
Skill 5. Follow the instructions in the Teacher’s
4.3.2 Remind pupils to focus on correct spelling.
Writing
Spell most high 6. Have pupils review the spelling of the wo
4.3 frequency words They could use a dictionary, refer to the St
accurately in guided support them in this. .
Communicate writing
with appropriate Post-lesson
language form
and style for a 7. Choose an activity from the post-lesson
range of purposes pupils found challenging in this lesson.
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ding THEME: World of Knowledge
EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of
(un)countable nouns

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
essons. You can plan a game Project Activities your pupils and class. Please
abulary which is relevant to your 1-2 Student’s see the seven differentiation
in the Teacher’s Book for Book (page 55) strategies listed in the
egory. and Teacher’s introduction. Please also
Book (page 87, consider the following:
pairs or small groups. They CD1, Track 83)
tegory. They don’t need to focus The categorisation of foods
iation section for more details. Worksheet with may be challenging to some

food categories pupils. Spend plenty of time
checking their understanding
each food group.. of the different food
categories and letting them
Book for Project Activity 1, brainstorm more foods in

each category.

Book for Project Activity 2.
.

ords in the worksheet earlier.
tudent’s Book or teacher can

n tasks to review any vocabulary

113

LESSON: 73 (Writing 14) SCHEME OF WORK: TEXTBO

TOPIC: Eating right MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
32

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Play ‘supermarket frenzy’ (see Teacher’s

4.2 4.2.5 Lesson delivery

Communicate Connect sentences 2. Have pupils categorise the foods from th
groups.
basic information into a coherent
intelligibly for a paragraph using 3. Teachers prepares a worksheet based o
range of purposes basic coordinating the table should be empty except for the fo
in print and digital conjunctions and ‘Tony’ with ‘You/I’. Talk to pupils about the
decide together what to put in that column.
media reference pronouns included here.

Complementary Complementary 4. Follow the instructions in the Teacher’s B
worksheet and have pupils write their answ
Skill Skill 5. Introduce the word and concept of ‘enou
xxx yesterday). Have pupils share their wo
Writing Writing whether they had enough fruits/vegetables

4.2 4.2.3 8. Pupils add sentences to the worksheet t
enough/not enough of yesterday: I need xx
Communicate Describe basic have enough xxx.
basic information everyday routines
intelligibly for a Post-lesson
range of purposes
in print and digital 7. Choose a suitable Post-lesson task from
media reflect on their learning in this sequence of

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ng THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of
(un)countable structures; conjunction: or / but

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

s Book, Optional activity) Get Smart Plus Differentiate learning
4 according to the needs of your
he pre-lesson stage into their food pupils and class. Please see
Student’s Book the seven differentiation
on the table in Activity 2. Note that (page 55) and
ood/activity type column. Replace Teacher’s strategies listed in the
Book (page 87) introduction. Please also
column ‘How much you need’ and consider the following:
. Ensure the conjunction ‘or’ is Worksheet
based on the Some pupils may need a lot of
Book for Writing Tip. Hand out the table in Activity support. Consider pairing more
wers on the worksheet. 2 and less proficient pupils
ugh’ (He had/didn’t have enough together, having one
orksheets in groups and say
s/sleep etc. yesterday. worksheet per pair so that they
can enter both pupils’ details in
the table. Alternatively, you

could ask more proficient
pupils to support other pupils
in the class when they have
finished.

to say something they had
xx every day, but yesterday I didn’t

m the list, which asks pupils to
f lessons.

114

SCHEME OF WORK: NON-TEXT

LESSON: 74 (Language Arts 14) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
WEEK Innovation
32

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill 1. Choose an activity from the pre-lesson t
Language Arts Main Skill story.
2. Follow instructions on page 41.
5.3 Language Arts
Express an Note: Ask pupils to bring materials to set u
imaginative 5.3.1 making.
response literary
texts Respond Lesson delivery
imaginatively and
Complementary intelligibly through
Skill creating simple
Speaking picture stories,
2.2 simple poems and
Use appropriate cartoon stories.
communication
strategies Complementary 3. Distribute Worksheets 7(a) (page 43) an
Skill 4. Follow instructions on page 42 to create

Speaking

2.2.2 Post lesson

Check steps 5. Get pupils to present their pop-up storyb
needed to complete
short classroom
tasks

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary (settings)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list which introduces the setting of the The King of Kites Differentiate
up a mini corner for sewing and kite
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
Worksheet 7a & the introduction.
7b Please also
consider the
nd 7(b) (page 44). following (Strategy
e a pop-up storyboard. 7):

Feedback given to
pupils should be
varied according to
their ability to act on

the feedback.

board at the mini corner.

115

LESSON: 75 (Listening 15) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK
33

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Introduce to pupils the concept and the
Listening
Listening restaurant such as ‘menu’, ‘order’, ‘pay’, ‘fo
1.2 should also introduce the roles of a waiter
Understand 1.2.5
meaning in a Lesson delivery
variety of familiar Understand longer
contexts supported questions 2. Follow the instructions in the Teacher’s
questions aloud and practise them orally w
Complementary Complementary order to address the main skill.
Skill Skill
Speaking 3. Develop the dialogue so that it is more n
Speaking clarify understanding (e.g. by repeating a w
2.2 To drink? Yes, please…).
Use appropriate 2.2.1
communication 4. Provide pupils with the sample menu. F
strategies Keep interaction for Activity 4.Pupils can re-use questions f
going in short this activity.
exchanges by:
Post-lesson
using suitable
words 5. Have pupils talk about their favourite res
experiences of eating out that may be rele
(i) to show
understanding

(ii) to ask for
clarification

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ning THEME: World of Knowledge

EMENT: Value LANGUAGE/GRAMMAR FOCUS: Functional language:
Would you like…? / Yes, please. I’d like + a/some

(un)countable noun

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

vocabulary related to eating at a Get Smart Plus 4 Differentiate learning
ork and knife’, ‘table for two’ etc. You according to the needs
and a customer in a restaurant. Activities 3-4
of your pupils and
Book for Activity 3. Be sure to read the Student’s Book class. Please see the
with pupils when checking answers in (page 57) and seven differentiation
Teacher’s Book strategies listed in the
natural, to include language to show and (page 89) introduction.
word: Would you like anything to drink? /
An example menu Consider
Follow instructions in the Teacher’s Book (simple and with a pairing/grouping very
rom Activity 3 and the example menus for few choices low proficiency pupils
suitable for Year 4 with more proficient
pupils)
ones, who can support
them in the dialogue
practice.

staurants, what they like to eat and other
evant to them.

116

W LESSON: 76 (Speaking 15) SCHEME OF WORK: TEXTBO
E
E MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE
K: __

TOPIC: Eating right

WEEL
K 33

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Follow instructions in the Teacher’s Boo
Track 81).

2.1 2.1.5 Lesson delivery

Communicate Describe people, 2. Prepare a set of instructions to play the
The instructions should have some blanks
simple information and objects using needed to play the game.

intelligibly suitable statements 3. Tell pupils they will play a board game in
instructions to pairs or groups of pupils. Th
Complementary Complementary blanks with the correct words. Have pupils
instructions. Discuss the answers.
Skill Skill
4. Pupils play the board game in small gro
Speaking Speaking together. Follow instructions for Activity 1.
board game when playing the game using

2.2 2.2.2 Post-lesson

Use appropriate Check steps 5. Finish with an error correction activity ba
communication needed to complete the language and vocabulary covered in th
strategies short classroom point at individual pupils who made the err
tasks

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

aking THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of (un)countable
structures

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ok for Warm up and Vocabulary (CD1,
Get Smart Plus 4 Differentiate learning
board game based on Activity 1 (pg.54). according to the needs
s so that pupils can check the steps Activity 1 of your pupils and
n the Student’s Book. Hand out the Student’s Book class. Please see the
hey read the instructions and fill the (page 54) and seven differentiation
s ask questions to complete the Teacher’s Book strategies listed in the

oups following the written instructions (page 84) introduction. Please
Focus on describing the objects on the
collective nouns. Written, gapped also consider the
instructions (See following:
Activity 1,
Teacher’s Book) Monitor as pupils play
for the game (see the board game. Note
student’s book language problems that
Activity 1). they still have and
return to these
(anonymously) at the
end of the lesson.

ased on mistakes you hear pupils make in
his unit (or previous units). Do not name or
rors.

117

LESSON: 77 (Reading 15) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK 33

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 1. Adapt an activity from the pre-lesson tas
pupils to categorise healthy and unhealthy
3.2
3.2.2 Lesson delivery
Understand a
variety of linear Understand specific 2. Follow instructions in the Teacher’s Boo
information and
and non-linear 3. Prepare a worksheet for matching new w
print and digital details of simple These should be words that are probably n
texts by using texts of one or two topic knowledge e.g. strong, half. Have pu
appropriate paragraphs words from the worksheet in the text. Then
reading strategies definitions on the worksheet. You could als
Complementary vocabulary presented at the top of the pag
Complementary Skill 4. Follow the instructions in the Teacher’s
Skill
Reading Note: In the next lesson, pupils will do a po
Reading 3.2.3 Set up the project task for next lesson if yo
information at home.
3.2 Guess the meaning
of unfamiliar words Post-lesson
Understand a from clues provided
variety of linear by title and topic 5. Follow instructions for the Before leaving
and non-linear
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ding THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositional verbs: be
good for

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sks or create your own activity which asks Get Smart Plus 4 Differentiate learning
y foods. according to the needs
CLIL 2 Student’s of your pupils and
ok for Activity 1 (CD3, Track 38). Book (page 130) class. Please see the
words from Activity 1 and their definitions. and Teacher’s seven differentiation
new to pupils and can be guessed from Book (page 194) strategies listed in the
upils find and underline or highlight the introduction. Please
n ask them to match the words with their Worksheet for
so include definitions for the new matching new also consider the
ge, which would help consolidate it.
Book for Activity 2. words and their following:
oster project (see Lesson 78 for details). definitions
ou expect your pupils to research Some pupils may read
very slowly, while
g activity in the Teacher’s Book. others may race
through the text as

quickly as they can. Try
to discourage reading
too quickly. Avoid
giving fast finishers
something ‘fun’ to do.
You could set a gist
reading question for
them to write the
answer to while they
wait.

118

LESSON: 78 (Writing 15) SCHEME OF WORK: NON-TEXT

TOPIC: Eating right MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
33

CONTENT LEARNING LEARNIN
STANDARD STANDARD

Pre-lesson

Main Skill Main Skill 1. Choose a pre-lesson task which lets pup
Writing Writing language for the posters in a fun way.
4.1 4.1.2
Lesson delivery

2. Plan a lesson where pupils work on a po

Form letters and Use cursive writing should present information about the healt
words in neat in written work be their favourite foods, healthy foods, foo
legible print using more foods each to put on their posters.
cursive writing Complementary
Skill Emphasise to pupils that they should take
Complementary Writing work will be displayed. Depending on their
Skill 4.3.2 pay particular attention to handwriting. Mo
Writing Spell most high their work in particular.
frequency words
4.3 accurately in guided They will need to research information abo
writing you have access to the internet, or pupils c
Communicate before the lesson. Make sure to give plent
with appropriate look at so that pupils can use the internet s
language form
and style for a Have pupils work collaboratively in the less
range of purposes presenting the posters. Remind them that
should take care with handwriting, spelling

Post-lesson

3. Ask pupils to think about their learning a
far. They then complete the self-assessme
able to complete the self-assessment work

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

ng THEME: World of Knowledge

EMENT: ICT LANGUAGE/GRAMMAR FOCUS: Review of
(un)countable structures; Prepositional verbs: be good for

NG OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

pils review challenging and/or useful Resources for Differentiate learning
posters (paper,
oster project in small groups. The posters pens, etc) according to the
th value of foods of their choice. These could needs of your pupils
ods to avoid etc. They could choose one or Tacks etc for and class. Please see
displaying the seven
particular care with their handwriting as their differentiation
r level, when they draft the text, they could posters
onitor and support pupils with this aspect of strategies listed in the
introduction. Please
out the foods. This could be done in class if also consider the
could be asked to do this research at home following:
ty of clear guidance and suggested sites to
safely. They should do this with an adult. Consider having
son so that they all participate in creating and different pupils play
effort in presentation is important, so they different roles in the
g etc. group (e.g. writer,
designer, manager,
artist etc). This can
allow pupils to work in
a way they feel most
able.

.

and performance in this unit and the year so
ent worksheet (see below). Most pupils will be
ksheet with just a little support. Continue to

119

in print and digital explain the criteria to pupils so they unders
media needed and allow pupils to write in their ow
help them to express themselves in Englis

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

Talk to individual pupils about their progres

How did I do in Unit 5? Put ✔ next to Great, OK, or A little.

In English, I know how to… Great
Great
…talk about food and containers Great
…ask and answer questions about food and drink Great
…talk about keeping healthy
…write a health log

 I’m proud of myself because I _______________________


 So far this year, I have been good at __________________


 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work

stand them clearly. Support pupils where
wn language if necessary. You could then
sh.

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

ss in this first half of the year.

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

______________ very well in this unit.
___________________.
______ better / more.

120

SCHEME OF WORK: NON-TEXT

LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
WEEK
33

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill Main Skill 1. Choose an activity from the pre-lesson t
moral of the story.
Language Arts Language Arts
2. Follow instructions on page 52.
5.3 5.3.1 Note: Teacher can prepare pictures in the

Express an Respond Lesson delivery
3. Distribute Task sheet 3 (page 53).
imaginative imaginatively and 4. Get pupils to share their responses base
response literary intelligibly through
texts creating simple Post lesson
picture stories, 5. Provide feedback to pupils’ responses.
simple poems and
cartoon stories.

Complementary Complementary
Skill Skill

Speaking Speaking

2.1 2.1.1

Communicate Explain and give
simple information reasons for basic
intelligibly opinions

TBOOK BASED LESSON (Unit 5)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary (giving
opinions and reasons)

G OUTLINE MATERIALS / DIFFERENTIATION
task list which introduces the message/ REFERENCES STRATEGIES
e text with different situations as prompts.
The King of Kites Differentiate
ed on the situations given. learning according
Contemporary
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.
Please also
consider the
following (Strategy
7):

Feedback given to
pupils should be
varied according to
their ability to act on

the feedback.

Primary Year 4 SK Scheme of Work

121

SCHEME OF WORK: NON-TEXT

34 MAIN SKILL FOCUS: Proje

LESSON: 80 (Project-Based Learning 1)
__
WEEK: TOPIC: Teacher to select CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Teachers to select Teachers to select Teachers will need to develop their own le
an appropriate an appropriate main resources that they select. Ideas for projec
main skill and skill and interests of the pupils.
complementary complementary skill
skill based on the based on the needs
needs and and interest of the
interest of the pupils.
pupils.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

ect-Based Learning THEME: Teacher to select

EMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES
essons based on topic/themes and STRATEGIES
cts should be based on the needs and Teacher to select
their own For differentiation
materials strategies, please
refer to the provided
list of differentiation
strategies and
select appropriate
strategy/strategies
based on the needs
of the pupils.

122

Unit 6

LESSON: 81 (Listening 16) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK
34

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.1 1. Follow instructions in the Teacher’s Book fo
Recognise and 2).
reproduce target
language sounds 1.1.1 Lesson delivery

Complementary Recognise and 2. Prepare a set of flashcards to introduce rhy
Skill
Speaking reproduce with 3. Show large-sized pictures 1-6. Have pupils
2.1 about each picture (e.g. This is dangerous/oka
Communicate support a wide Ask pupils to justify why they think it is safe or
simple information range of target
intelligibly language Note that the focus of this lesson should be on
phonemes (e.g. hide the song lyrics or ask pupils to close
in order to help the pupils to focus on listening
Complementary 4. Follow instructions in the Teacher’s Book fo
Skill pupils check their predictions from the previou

Speaking Post-lesson

2.1.4 5. Follow instructions in the Teacher’s Book fo

Give reasons for
simple
predictions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ning THEME: World of Knowledge

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

or Warm up and Vocabulary (CD 2, Track Get Smart Plus 4 Differentiate learning
according to the
yming words from the song.. Activity 1 needs of your pupils
Student’s Book and class. Please see
s predict in pairs what the song will say (page 59) and the seven
ay/a good idea. I think this is (un)safe.) Teacher’s Book differentiation
r unsafe. (page 92)
n listening, so you could adapt the activity strategies listed in the
e their books when listening the first time) Vocabulary (CD 2,
g not reading or writing. introduction. Please
or Activity 1 (CD 2, Track 4), then have Track 2).
us step. also consider the
Flashcards to following:
or TPR activity. show rhyming
words from song Provide a simple
(e.g. Jules-rules; model to give reasons
Joe-window; for their predictions,
handlebars-cars)
but also encourage
Large-sized pupils to give their
pictures (1-6 in opinions more freely
Activity 1) using as much
language as they
have available to
them. Support pupils
in saying what they
want to say so that
each pupil can work
at their own level.

123

WEE LESSON: 82 (Speaking 16) SCHEME OF WORK: TEXTBO
K 34 TOPIC: Getting around
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Review the safety rules in the song by p
along.

2.1 2.1.3 Lesson delivery

Communicate Give a longer 2. Have pupils read the song and underline
simple information sequence of basic language, following instructions in the Tea
intelligibly instructions or
directions 3. Get pupils to discuss in groups/pairs on
bike and in the street. Encourage pupils to
Complementary Complementary mentioned in the song using sequences of
Skill Skill
4. Ask pupils to write these rules in cursive
Writing Writing neatness and clarity of their handwriting as

4.1 4.1.2 5. Then, get pupils to present their rules to

Form letters and Use cursive writing Post-lesson
words in neat in written work
legible print using 6. Review the safety rules by showing the
cursive writing what is safe and what is not safe. Pay atte
plan further support during the coming less

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

aking THEME: World of Knowledge

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the
playing it again and having pupils sing Activity 2 needs of your pupils
Student’s Book and class. Please see
e the rules. Use this to introduce the target (page 59) and
acher’s Book for Grammar Box. Teacher’s Book the seven
differentiation
(page 92)
strategies listed in the
introduction.

n the rules when they are in the car, on the
o add more rules besides the ones
f imperative verb forms.

e writing. Remind pupils to pay attention to
s it will be displayed.

o the class.

flash cards and asking pupils to identify
ention to pupils who are still struggling and
sons.

124

LESSON: 83 (Reading 16) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
34 Language

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 1. Follow the instructions in the Teacher’s
Reading
3.2.2 Lesson delivery
3.2
Understand specific 2. Follow the relevant instructions in the Te
Understand a information and and play the listening track. Pupils listen an
variety of linear details of simple
and non-linear texts of one or two 3. Follow instructions in the Teacher’s Boo
print and digital paragraphs
texts by using Optional: Ask pupils to think about a schoo
appropriate activity where they talk about the trip using
reading strategies
Complementary Post-lesson
Complementary Skill
Skill 4. Choose a post-lesson task from the list
Listening pupils worked with in this lesson.
Listening
1.2.1
1.2
Understand with
Understand support the main
meaning in a idea of longer
variety of familiar simple texts
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ding THEME: World of Self, Family and Friends

EMENT: Values / LANGUAGE/GRAMMAR FOCUS: Prepositions; Question
forms

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book for Vocabulary.(CD2, Track 5) Get Smart Plus 4 Differentiate learning
according to the
eacher’s Book for Activity 1 (CD2, Track 6) Activities 1&3 needs of your pupils
nd answer the question. Student’s Book and class. Please see
(pages 60-61) and
Teacher’s Book the seven
(pages 94-95)
differentiation
strategies listed in the
introduction.

ok for Activity 3

ol trip they had recently. Plan a speaking
g Activity 3 as a guide for what to say.

which reviews learning and/or the text

125

LESSON: 84 (Writing 16) SCHEME OF WORK: TEXTBO

TOPIC: Getting around MAIN SKILL FOCUS: Writin
WEEK 34
CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Put the pictures of the famous buildings on the bo
the vocabulary on the board. Follow the instructions
4.3 4.3.3 Vocabulary (CD3, Track 39).

Communicate Produce a plan Lesson delivery
with appropriate or draft of one
language form paragraph for a 2. Introduce vocabulary that may be new to pupils (e
and style for a familiar topic and instructions for Activity 1 (without listening track), so
range of modify this the class reads text B. Note: the texts may be challen
purposes in print appropriately in them by either providing extra support or revising the
and digital media response to handouts.
feedback 3. Follow the instructions in the Teacher’s Book for A
boxes for the building they read about.

Complementary Complementary 4. Pupils check their answers with someone who rea
Skill Skill of ticks.

Reading Reading 5. Hand out worksheets (the questions should match
Where is it? What does it look like? What can you do
3.2 3.2.2 statements 1-4 in Activity 2.

Understand a Understand 6. Pairs of pupils choose a famous building (they cou
variety of linear specific pre-lesson stage). They make notes about the buildin
and non-linear information and They may need to find out more information about th
print and digital details of simple plan for writing in Lesson 89.
texts by using texts of one or
appropriate two paragraphs 7. Pupils can begin writing the first draft of a descript
reading They will finish it in Lesson 89. Ask pupils to bring a
strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ng THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Descriptive language
(present simple); Prepositions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

oard and elicit vocabulary related to them. Write Get Smart Plus 4 Differentiate learning
in the Teacher’s Book for Warm up and according to the needs of
CLIL 3 Student’s your pupils and class.
e.g. Danish). Divide the class in half. Follow the Book (page 131) Please see the seven
that half of the class reads text A and half of and Teacher’s differentiation strategies
nging for many Year 4 pupils. Try to simplify Book (page 195) listed in the introduction.
em and giving the revised versions on Please also consider the
Pictures of
Activity 2, so that pupils tick in the relevant famous buildings following:

ad the other text. They should have a full table (in Malaysia and Allow pupils to choose a
other countries,
h the information asked about in Activity 2, e.g. including those in building to write about of
o there?). Pupils match the questions to the Student’s Book) their choice. They may
prefer to write about
uld use one from the pictures introduced in the Sets of questions something that is familiar to
ng based on the questions on the worksheet. on a worksheet
he building at home, which they will use as a them, for example a famous
building in Malaysia (e.g.
the Petronas Towers), or a
building in another country
they have visited or a
record-breaking building
(e.g. Burj Khalifa). Giving
pupils the choice of building
will motivate them to find out
and write about it.

tion of the building if there is time in this lesson.
picture of their famous building to Lesson 89.

126

Post-lesson
8. Choose a suitable Post-lesson task from the list, w
in this sequence of lessons.

Primary Year 4 SK Scheme of Work

which asks pupils to reflect on their learning
127

SCHEME OF WORK: NON-TEXT

34 MAIN SKILL FOCUS: Lang

LESSON: 85 (Language Arts 16)
__
WEEK: TOPIC: The King of Kites CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill Main Skill 1. Introduce pupils to a song about being a
Mars.
Language Arts Language Arts
2. Ask pupils to watch the video clip of the
5.3 5.3.1 Note: Teacher can prepare the lyrics of the

Express an Respond Lesson delivery
3. Ask pupils to listen for information on ho
imaginative imaginatively and
response literary intelligibly through
texts creating simple
picture stories,
simple poems and
cartoon stories.

Complementary Complementary Note: Teacher may repeat the song as ma
Skill Skill 4. Get pupils to brainstorm and discuss on
the song.
Listening Listening
5. Get pupils to share their responses base
1.2
1.2.3
Understand
meaning in a Understand with Post lesson
variety of familiar support short simple
contexts narratives on a 6. Get pupils to complete a double bubble
and the story (The King of Kites) to compa
range of familiar
topics

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES
a good friend - "Count On Me" by Bruno STRATEGIES
The King of Kites
song on Youtube. Differentiate
e song (page 56). Contemporary learning according
Children’s
ow they help their friend from the song. Literature (CCL) to the needs of your
any times as possible. pupils and class.
n how they can help their friends based on Teaching
ed on the song. Please see the
Guidebook (BPK)
map between the song (Count On Me) – Short story seven differentiation
are what good friends do. strategies listed in
the introduction.
Please also
consider the
following (Strategy
4):

Some pupils need
longer than others
to complete tasks,
especially when

writing is involved.
When it is
appropriate, these
pupils should be
given a little more
time to finish, and
extra tasks for
pupils who
complete the task
early should be
provided

128

LESSON: 86 (Listening 17) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK
35

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Choose an activity from the pre-lesson t
Listening
Listening the vocabulary of time in the previous less
1.2 example 14 and 40 or 16 and 60.
Understand 1.2.2
meaning in a Understand with Lesson delivery
variety of familiar support specific
contexts information and 2. Follow the instructions in the Teacher’s
details of longer examples of the target language in the tex
Complementary simple texts
Skill 3. Follow the instructions in the Teacher’s
Complementary 4. Plan a pairwork activity, where pupils pr
Listening Skill questions in the Grammar box, the statem
1.2 Activity 3.
Understand
meaning in a Listening Post-lesson
variety of familiar
contexts 1.2.5 5. Review learning in this lesson based on
activities. You could do this based on one
Understand longer
supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions; Question
forms

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

task list which reintroduces and reviews Get Smart Plus 4 Differentiate learning
sons. Focus on distinguishing between, for according to the
Student’s Book
Book for Grammar Box. Have pupils find needs of your pupils
xt to give context. Activity 4 (page and class. Please see
61) Teacher’s
Book for Activity 4 (CD2, Track 7). Book (pages 94 & the seven
ractise similar conversations, based on the 95) differentiation
ments in Activity 4 and their answers to strategies listed in the
introduction. Please
n your observation of pupils during the also consider the
of the post-lesson tasks in the list. following:

Be sure to instruct
clearly and model the

language, showing
where pupils can find
the information on the
page. Use some
more proficient pupils
to help you
demonstrate and
model the
conversations.

129

LESSON: 87 (Speaking 17) SCHEME OF WORK: TEXTBO

TOPIC: Getting around MAIN SKILL FOCUS: Spea
WEEK CROSS-CURRICULAR ELE
35

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
1. Review vocabulary of time by choosing
Speaking Speaking lesson task list.

2.2 2.2.1

Use appropriate Keep interaction Lesson delivery
2. Have pupils do an activity (e.g. a matchi
communication going in short 3. Follow instructions in the Teacher’s Boo
strategies exchanges by: that it becomes a more natural interaction
4. In pairs, have pupils write an invitation to
Complementary using suitable sure to help pupils with the language for th
Skill words come with us?

Writing (i) to show 5. Pairs deliver their invitations, and reply t
understanding
4.2 Post-lesson
(ii) to ask for 6. Choose a post-lesson task which review
clarification on pupils’ trips and see which ones sound

Communicate Complementary
basic information Skill
intelligibly for a
range of purposes Writing
in print and digital
media 4.2.2

Make and respond
to simple offers and
invitations

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions; Question
forms; Making invitations: Would you like to come?

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

or modifying an activity from the pre- Get Smart Plus 4 Differentiate learning
according to the
Activity 4 needs of your pupils
Student’s Book and class. Please see
(page 61) and the seven
Teacher’s Book differentiation
(page 95) strategies listed in the
introduction. Please
ing activity) to review prepositions. also consider the
ok for Activity 5. Extend the dialogue so following:
(e.g. add: Really? or That sounds fun!).
o another pair to join them on their trip. Be A model invitation will
his, e.g. We’re going to… Would you like to be useful for pupils

to other invitations. who need extra
support in writing.
ws learning. You could also give feedback Prepare one if
the most fun. necessary.

Remember to vary
your questions and
feedback for different
pupils.

130

LESSON: 88 (Reading 17) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
35 Sustainability / Values

CONTENT LEARNING LEARNIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 1. Follow the instructions in the Teacher’s Boo
Reading
3.2.2 Lesson delivery
3.2
Understand a Understand 2. Put the pictures of the three vehicles on the
variety of linear specific away detail from the texts).
and non-linear information and
print and digital details of simple 3. Divide the class into three groups. Assign p
texts by using texts of one or has the text on tuk-tuks, one on gondolas, the
appropriate two paragraphs which picture their text refers to by reading the
reading strategies
Complementary 4. Follow instructions in the Teacher’s Book fo
Complementary Skill for the vehicle they have read about.
Skill
Speaking 5. Invite pupils to describe their experiences w
Speaking whether they’d like to go on any of them. Note
2.1 accordingly.

Communicate 2.1.5
simple information
intelligibly Describe people, Post-lesson
and objects
using suitable 6. Choose an activity from the post-lesson tas
statements response to the text and/or what they rememb

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ding THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Gerunds (Noun + ing)

NG OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

ok for Warm up and Vocabulary (CD2, Track 9). Get Smart Plus Differentiate
4 learning according
e board and ask some questions (avoid giving to the needs of your
pupils in each group a different text (one group Activity 1-2 pupils and class.
e other on snowmobiles). Ask pupils to decide Student’s Book
eir text quietly. (page 62) and Please see the
or Activity 2. Note that pupils give answers just Teacher’s Book seven differentiation
with these vehicles, if they have any, and/or (pages 96-97) strategies listed in
e pupils’ progress and plan future support the introduction.
Large-sized Please also
sks which asks pupils for their personal pictures of consider the
ber about what they have read. vehicles on following:
page 62
If some pupils have
**Remind pupils
to bring their had experience of
research about the vehicles in the
buildings to the
next lesson. texts but are unable
to talk about it in
English, allow them
to use their first
language to tell the
class. Help them
say some words
and phrases in
English as well.

131

LESSON: 89 (Writing 17) SCHEME OF WORK: NON-TEXT

TOPIC: Getting around MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
35 Creativity and Innovation / IC

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
1. Choose a pre-lesson task to reintroduce
Writing Writing to incorporate the pictures of the buildings

4.3 4.3.3

Communicate Produce a plan or Lesson delivery
with appropriate draft of one 2. Plan a lesson where pupils write about a
language form paragraph for a
and style for a familiar topic and In lesson 84, in pairs, they chose a building
about it, based on Activity 2. At home, they
range of purposes modify this information and found a picture. You will h
in print and digital appropriately in this homework in the previous lesson so th
media response to Have some material prepared for pupils wh
feedback research or have forgotten to bring their ho

Complementary Complementary In this lesson, pupils use the information to
Skill Skill They will then write a first draft individually
review both their writing and formulate a si
Writing Writing
3. Pupils present their final draft along with
4.2 4.2.4
Post-lesson
Communicate Describe people
basic information and objects using 4. Have pupils review each other’s work an
intelligibly for a suitable statements another and/or choose a suitable Post-less
range of purposes asks pupils to reflect on their learning in th
in print and digital
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

ng THEME: World of Knowledge

EMENT: Patriotism / LANGUAGE/GRAMMAR FOCUS: Review of descriptive
CT language

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
e the theme of buildings. Try
from lesson 84. Get Smart Plus 4 Differentiate learning according
to the needs of your pupils and
a famous building. CLILL 3 Student’s class. Please see the seven
g and planned what to write Book (page 131) (for differentiation strategies listed in
y will have researched more reference) Teacher’s the introduction. Please also
have reminded pupils about Book (page 195) consider the following:
hey should come prepared.
ho may not have done the Research about Pupils will need a lot of
omework. buildings done by individual support in this lesson.
o fill out their plan for writing. pupils* It is important to work with both
y. Pairs then work together to Pupils’ pictures of a more and less proficient pupils
ingle final draft. famous building to help them work to the best of
their ability. Allow pairs to
h the picture to the class. Pupils’ writing plans support each other as much as
from Lesson 84 possible.
nd give feedback to one
son task from the list, which Pictures of buildings Provide plenty of positive
his sequence of lessons. from Lesson 84 feedback and avoid too much
marking of errors on pupils’
writing. Focus on recent target
language when highlighting
mistakes.

132

SCHEME OF WORK: NON-TEXT

LESSON: 90 (Language Arts 17) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
WEEK Communications Technolog
35

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill Main Skill 1. Introduce pupils to samples of wedding

Language Arts Language Arts

5.3 5.3.1 2. Get pupils to talk about the contents of t
RSVP, etc…
Express an Respond
Note: Teacher asks pupils to bring sample
imaginative imaginatively and cards.
response literary intelligibly through
texts creating simple Lesson delivery
picture stories,
simple poems and 3. Assign pupils to create their own card ac
cartoon stories. Powerpoint.
4. Pupils present their work.
Complementary Complementary
Skill Skill Note: Teacher may refer to page 66 for ins
Post lesson
Writing Writing
5. Teacher assesses their work and provid
4.2 4.2.2

Communicate Make and respond
basic information to simple offers and
intelligibly for a invitations
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work