English Year 4 RPT (revised)

TBOOK BASED LESSON (Unit 6)

guage Arts THEME: World of Stories

EMENT: Information and LANGUAGE/GRAMMAR FOCUS: Vocabulary (invitation)
gy

G OUTLINE MATERIALS / DIFFERENTIATION
invitations/ congratulatory cards.
the card. For example: date, time, venue, REFERENCES STRATEGIES
es of wedding invitations/ congratulatory
The King of Kites Differentiate
ccording to their creativity using MS
Contemporary learning according
structions on this activity. Children’s to the needs of your
des feedback. 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
2):

Different types and
amount of support
can be given to less
proficient pupils. For

example, you can
give more proficient
pupils more verbal
instructions without
using gestures.

133

LESSON: 91 (Listening 19) SCHEME OF WORK: TEXTBO

TOPIC: Getting around MAIN SKILL FOCUS: Listen
WEEK CROSS-CURRICULAR ELE
36

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose a pre-lesson task to pre-teach a
listening (Activity 3, see Teacher’s Book fo
Listening Listening
Lesson delivery
1.2 1.2.2
2. Follow the instructions in the Teacher’s
Understand Understand with 3. Follow the instructions in the Teacher’s
meaning in a support specific 4. Follow the instructions in the Teacher’s
variety of familiar information and
contexts details of longer 5. Extend the language and have pupils do
simple texts use the target language in Activity 4 to talk
to school by bus every day. Travelling by b
Complementary Complementary Post-lesson
Skill Skill 6. Choose a post-lesson task which review
the listening texts.
Writing Writing

4.2 4.2.3

Communicate Describe basic
basic information everyday routines
intelligibly for a
range of purposes
in print and digital
media

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: Gerunds (Verb + ing)
used as a noun

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

any key concepts or vocabulary in the Get Smart Plus 4 Differentiate learning
or transcript) that may be new to pupils.
Activities 3-4 according to the needs
Book for Activity 3 (CD2, Track 11). Student’s Book of your pupils and
Book for Grammar box. (page 63) and class. Please see the
Book for Activity 4 (CD2, Track 12). Teacher’s Book
o an interactive writing activity where they (page 97) seven differentiation
k about transport they use daily (e.g. I go strategies listed in the
bus is fun). **Remind pupils to introduction.
bring recycle
materials needed
to create their
favourite
transports

ws language learning and/or the content of

134

LESSON: 92 (Speaking 18) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Spea
WEEK CROSS-CURRICULAR ELE
36 Education

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
2.2 Speaking 1. Follow instructions in the Teacher’s Boo
Use appropriate
communication 2.2.2 Lesson delivery
strategies Check steps
needed to complete 2. Teacher prepares a set of instructions to
Complementary short classroom the instructions include materials and step
Skill tasks
Speaking 3. Teacher inform pupils that they are goin
2.1 Complementary Follow the instructions in Activity 1. Before
Communicate Skill check the steps needed to complete the pr
simple information provides questions for pupils to check the
intelligibly Speaking next?’

2.1.3 4. Get pupils to complete their favourite tra
and explain the steps they took to create it
Give a longer such as ‘First, Second...’.
sequence of basic
instructions or Post-lesson
directions
5. Review vocabulary used in this activity u

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

aking THEME: World of Self, Family and Friends

EMENT: Financial LANGUAGE/GRAMMAR FOCUS: Imperative forms.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ok for Warm up activity. Get Smart Plus 4 Differentiate learning

o create a model transport. Ensure that Activity 1 according to the needs of
ps needed for the project. Student’s Book your pupils and class.
ng to create their favourite transports. (page 65) and Please see the seven
e they begin the project, get pupils to Teacher’s Book
roject with the pupil next to them. Teacher (pages 100 & 101) differentiation strategies
listed in the introduction.
steps, i.e. ‘What is step 1? What do we do Please also consider the
following:
ansport. Pupils will present their transports
t. Teacher supports by adding connectors In stages of the lesson

which develop the main
and complementary skills,
make sure that all pupils
have the opportunity to
participate. Different types
and amount of support can

be given to less proficient
pupils.

using post-lesson tasks.

135

LESSON: 93 (Reading 18) SCHEME OF WORK: TEXTBO

TOPIC: Getting around MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
36

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a pre-lesson task from the list wh
Reading Reading vocabulary from the story that is new to the p

3.3 3.3.1 Lesson delivery
2. Show the pictures from the story, one by o
Read Read and enjoy order. Elicit from pupils some details about t
independently for A1 fiction/non- the main background to the story at this stag
information and fiction print and
enjoyment digital texts of 3. Ask pupils to decide in pairs on the correc
interest answer in their books. Play the CD of the sto
if they arranged the pictures correctly.

Complementary Complementary 4. Have pupils read the story quietly from the
Skill Skill to the story – Did they enjoy it? This isn’t the
finding out what happens?
Speaking Speaking 5. Have pupils use the pictures to narrate the

2.3 2.3.1 6. Follow instructions in the Teacher’s Book
narration at this stage, perhaps using the pic
Communicate Narrate short
appropriately to a basic stories Post-lesson
small or large
group 7. Choose a post-lesson task which reviews

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ding THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
previous lessons.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

hich introduces the story and pre-teach key Get Smart Plus 4 Differentiate learning
pupils. according to the needs
Student’s Book of your pupils and
one. The pictures should be in random (pages 66-67) and class. Please see the
the pictures. Introduce the characters and Teacher’s Book
ge. (pages 102-103) seven differentiation
strategies listed in the
ct order of the pictures. They note their Large-sized introduction.
ory (CD2, Track 16) and have pupils listen pictures from the
story

e student’s book. Ask for pupils’ reactions
e end of the story – how do they feel about

e story to each other in pairs.
for the after reading stage. Include story
ctures only.

s the story.

136

LESSON: 94 (Writing 18) SCHEME OF WORK: TEXTBO

TOPIC: Getting around MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
36 Imagination

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Follow instructions for Warm Up and Vo
4.2 4.2.1
Lesson delivery
Communicate Explain and give
basic information reasons for simple 2. Follow instructions for Activity 1.
intelligibly for a opinions
range of purposes 3. Teacher prepares an advertisement tha
in print and digital Complementary transportation, prices for each ticket and tim
media Skill attraction (e.g., Melaka, Zoo Negara, KL T

Complementary Writing 4. Get pupils to work in pairs to decide whi
Skill 4.2.4 choose by describing the transportation an
their notebook.
Writing Describe people Post-lesson
and objects using
4.2 suitable statements 5. Conduct a gallery walk for pupils to shar

Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ng THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Review of language from
previous lessons.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ocabulary on Teacher’s Book page 99.
Optional: Differentiate learning
at shows different types of public according to the needs
me these transports leave to a tourist Get Smart Plus 4 of your pupils and
Tower). Student’s Book class. Please see the
ich public transportation they would (page 64) and seven differentiation
nd give simple reasons for their choice in Teacher’s Book strategies listed in the
(page 99)
re their work. introduction.

Pupils will need a lot of
individual support in
this lesson. It is
important to work with
both more and less

proficient pupils to help
them work to the best
of their ability. Allow

pairs to support each
other as much as
possible.

Provide plenty of

positive feedback and
avoid too much
marking of errors on
pupils’ writing. Focus
on recent target
language when
highlighting mistakes.

137

SCHEME OF WORK: NON-TEXT

LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
WEEK Innovation
36

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill Main Skill 1. Introduce pupils to samples of notes of e
2. Ask pupils when do they give it and why
Language Arts Language Arts 3. List pupils’ answers on the board.

5.3 5.3.1 Lesson delivery
4. Follow instructions on page 60 for the a
Express an Respond 5. Distribute Worksheets 10(a) (page 62) a
imaginative imaginatively and
response literary intelligibly through Post lesson
texts creating simple 6. Check answers through individual and w
picture stories,
Complementary simple poems and Note: Teacher may refer to page 64 for op
Skill cartoon stories.

Writing Complementary
Skill
4.3
Writing
Communicate
with appropriate 4.3.3 Produce a
language form plan or draft of one
and style for a paragraph for a
range of purposes familiar topic and
in print and digital modify this
media appropriately in
response to
feedback

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary (words of
encouragement)

G OUTLINE MATERIALS / DIFFERENTIATION
encouragement.
y. REFERENCES STRATEGIES

activity. The King of Kites Differentiate
and Worksheet 10(b) (page 63).
Contemporary learning according
whole class feedback. 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.

ptional activity (role play)

138

SCHEME OF WORK: TEXTBO

LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Lang

TOPIC: Getting around CROSS-CURRICULAR ELE

WEEK
36

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Language Language Pre-lesson
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
also use the Optional activity in the Teache
main skill and main skill and
complementary complementary skill 3. Plan any further activities for this lesson
skill (Listening, (Listening, according to your pupils’ needs. You can u
Speaking, Speaking, Reading performance which you collected using for
Reading or or Writing). teaching this unit. The information could in
Writing). Teachers Teachers can use interacting in classroom activities and their
can use Year 4 Year 4 Content and Plan activities which focus on language pra
Content and Learning Standards communicative way.
Learning in DSKP curriculum
Standards in document. Post-lesson

DSKP curriculum
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
responses. If there are any areas of conce
upcoming lessons.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

guage Awareness THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 6

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Warm up activity.
Get Smart Plus 4 Differentiate learning
Book for Activities 1 to 3. You could
er’s Book. Revision 6 according to the needs of
n to develop language skills Student’s Book your pupils and class. Please
use information about your pupils’ (page 70) and see the seven differentiation
rmative assessment strategies while
nclude your observation of pupils Teacher’s Book strategies listed in the
r performance in written activities. (page 106) Self- introduction. Please also
actice in a meaningful, fun and assessment consider the following:
worksheet
and performance in this unit. They *Most pupils will be able to
heet (see below and note in complete the self-
assessment worksheet with
review them to note pupils’ just a little support. Continue
ern, prepare a review of these in to explain the criteria to
pupils so they understand
them clearly.
Support pupils where
needed and allow pupils to
write in their own language if
necessary. You could then
help them to express
themselves in English.

139

How did I do in Unit 6? Put ✔ next to Great, OK, or A little.

In English, I know how to… Great ____ OK ____
…talk about street safety Great ____ OK ____
…tell the time Great ____ OK ____
…talk about transport and vehicles Great ____ OK ____
…talk about prices and schedules

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

 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work

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

______________ very well.

______ better / more.

140

Unit 7

LESSON: 97 (Listening 19) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK
37

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening
Listening 1. Introduce the topic of ‘helping out’ using
tasks.
1.2
1.2.2 Lesson delivery
Understand 2. Follow the instructions in the Teacher’s
meaning in a Understand with 20).
variety of familiar support specific 3. Follow the instructions in the Teacher’s
contexts information and
details of longer 4. Ask pupils to find the words ‘give you a
Complementary simple texts text in the Student’s Book. Pupils decide o
Skill the context of the song.
Complementary 5. Follow instructions in the Teacher’s Boo
Reading Skill
6. Follow instructions in the Teacher’s Book
3.2 Reading
Post-lesson
Understand a 3.2.3
variety of linear 7. Choose a post-lesson task to review an
and non-linear Guess the meaning
print and digital of unfamiliar words
texts by using from clues provided
appropriate by title and topic
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ning THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Transitive verbs: e.g. help +

object pronoun me/him/her/etc.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

g one of the activities from the pre-lesson Get Smart Plus 4 Differentiate learning
Book for Warm up and Vocabulary (Track according to the needs of
Activity 1 your pupils and class.
Student’s Book Please see the seven
(page 71) and differentiation strategies
Teacher’s Book listed in the introduction.
(page 108)
Please also consider the
Book for Activity 1 (Track 21). following:
hand’, ‘hurry up’ and ‘getting dark’ in the
on the meaning of these words, based on Some pupils will need
guidance with the
ok for the TPR activity. complementary skill for this
k for the Optional 2 activity. lesson. Remember to vary
your questions so that you
nd consolidate learning.
can support the
understanding of less
proficient pupils, and ask
more proficient pupils to
help explain this reading
strategy.

141

LESSON: 98 (Speaking 19) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK
37

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 1. Play the song from Lesson 97 (Track 21
Communicate listen. They can sing along with the song if
simple information
intelligibly 2.1.5 Lesson delivery
Describe people,
Complementary and objects using 2. Review vocabulary by following instructi
Skill suitable statements Optional 1 activity.
Speaking
2.1 Complementary 3. Follow the instructions in the Teacher’s
Communicate Skill
simple information Speaking 4. Follow instructions in the Teacher’s Boo
intelligibly 2.1.2 usage of Present Continuous Tense.
Find out about and 5. Have pupils do a speaking activity in pa
describe an experience of helping someone. For ex
experiences in the to a group, who guess what they did – e.g.
past opportunity to review some vocabulary from

Post-lesson

6. Review and/or reflect on learning using

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

aking THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Transitive verbs: e.g. help +
object pronoun me/him/her/etc.; Past simple review; Present

continuous review

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

1) again and have pupils mime as they Get Smart Plus 4 Differentiate learning
f they wish. according to the needs of
Activity 2 your pupils and class.
ions in the Teacher’s Book for the Student’s Book Please see the seven
(page 71) and
Book for Activity 2 (Cursive Writing). Teacher’s Book differentiation strategies
ok for Activity 3 (Track 22) to review the (pages 108 – 109) listed in the introduction.

airs or small groups where they talk about Please also consider the
xample, pupils could mime a short sketch following:
. You helped him clear the table. Use this
m earlier units, as well as the past tense. Spend time before stage 5
of this lesson reviewing key
an activity from the post-lesson tasks. vocabulary. Some pupils

will remember it well, but
others may have more
difficulty. Use the board to
keep a record of the
vocabulary you are
reviewing so that pupils

can refer to it during the
activity.

142

LESSON: 99 (Reading 19) SCHEME OF WORK: TEXTBO

TOPIC: Helping out MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
37 Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
1. Introduce the theme of camping using re
from the pre-lesson tasks.

3.3 3.3.1 Lesson delivery
Read Read and enjoy A1 2. Follow instructions in the Teacher’s Boo
independently for fiction/non-fiction 23).
information and print and digital
enjoyment texts of interest 3. Follow the first three instructions in the T

Complementary Complementary 4. Ask pupils whether they have any camp
Skill Skill they might feel if they were to go camping.
Listening Listening to the story.
1.2 5. Follow the remaining instructions in the
1.2.3 change the content of the story (e.g. the ch
Understand sleeping bag/tent).
meaning in a Understand with
variety of familiar support short simple 6. Divide pupils into groups to act out the s
contexts narratives on a
range of familiar Post-lesson
topics
7. Choose a post-lesson task which asks p

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ding THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Questions with Whose..?;
Personal possessive pronouns: e.g. mine/yours

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ealia (where possible) and/or an activity Get Smart Plus 4 Differentiate learning
according to the needs of
ok for Warm up and Vocabulary (Track Activity 1 your pupils and class.
Teacher’s Book for Activity 1 (Track 24). Student’s Book Please see the seven
and Teacher’s
Book (page 110). differentiation strategies
listed in the introduction.
Camping realia if Please also consider the
possible. following:

ping experiences. If not, ask them how Some pupils will be more
. Share some ideas about camping related creative than others in
Stage 5. Monitor and
Teacher’s Book for Activity 1. Have pupils help individual pupils and
hildren find a different animal in their
groups develop their
ideas and with the
language they need to
express them.

story read. – Activity 2, Teacher’s Book

pupils to evaluate their performance.

143

LESSON: 100 (Writing 19) SCHEME OF WORK: TEXTBO

TOPIC: Helping out MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE
WEEK
37

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

Writing Writing 1. Review the story using a short whole cla

4.3 4.3.1 Lesson delivery

Communicate Use capital letters, 2. Follow instructions in the Teacher’s Boo
the text to support this.
with appropriate full stops, question 3. Review the possessive’s (e.g. Mei’s bag
language form marks and commas Focus in particular on punctuation that ma
and style for a in lists appropriately bananas). Include an activity to differentiat
range of purposes in guided writing at
in print and digital discourse level 4. Follow instructions in the Teacher’s Boo
media capital letters and full stops.
Complementary 5. Draw attention to the difference between
Complementary Skill lessons. Plan an interactive reading and/or
Skill
Reading Post-lesson
Reading
3.2.2 6. Choose a post-lesson task to review an
3.2 lesson.
Understand specific
Understand a information and
variety of linear details of simple
and non-linear texts of one or two
print and digital paragraphs
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with Whose..?;
personal possessive pronouns :e.g. mine/yours; possessive

apostrophe ‘s; personal object pronouns: e.g. me/him

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ass quiz. Get Smart Plus 4 Differentiate learning
ok for Grammar Box. Use examples from according to the needs of
Activity 3 your pupils and class.
Student’s Book Please see the seven
(page 73) and
Teacher’s Book differentiation strategies

(page 111). listed in the introduction.
Please also consider the
g) with an explanation and short activity. following:
akes it different from the plural s (e.g. three
te these, if necessary. You may need to spend
more time reviewing the
ok for Activity 3. Remind pupils to use possessive ‘s, and to
contrast the pronouns in
n the pronouns in this lesson and in earlier this sequence of lessons
r writing activity to contrast these. (mine/his etc.) with those
in the previous one
nd consolidate the language covered in this
(me/him etc.). Plan extra
time to help pupils
understand the difference
with these and give
individual support where
necessary.

144

SCHEME OF WORK: NON-TEXT

LESSON: 101 (Language Arts 19) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE
Innovation
WEEK
37

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson
Language Arts 1. Ask pupils to talk about the front and ba
5.2 Language Arts
Express personal 5.2.1 e.g.: the attire, facial expression of the b
responses to 2. Elicit pupils’ understanding from the title
literary texts Say in simple words
and phrases how a Lesson delivery
Complementary text makes them 3. Follow the instructions in the Teaching G
Skill feel 4. Get pupils to talk about the characteristi
Speaking 5. Have pupils guess the relationships betw
2.1 Complementary
Communicate Skill Post – Lesson
simple information 6. Have pupils draw their favourite animal(
intelligibly Speaking
2.1.5 7. Get pupils to share their feelings about t

Describe people,
and objects using
suitable statements

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ack covers of the book.
boy and the setting, author, blurb, etc. Year 4 Graphic Differentiate learning
e of the book. Novel – The
Jungle Book according to the needs of
Guidebook page 27 (Steps 1 – 3). your pupils and class.
ics of the animals. Contemporary Please see the seven
ween the animals. Children’s differentiation strategies
Literature listed in the introduction.
(s) that live in the jungle. Teaching Please also consider the
their animal(s) Guidebook (BPK) following:
- Graphic Novel
Depending on the needs

and level of your pupils,
you could extend the
vocabulary in this lesson

by asking pupils about
the subjects that they
cover in their weekly time
table.

Strategy 3: Differentiate
by the outcome expected
from pupils

145

LESSON: 102 (Listening 20) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Listen

CROSS-CURRICULAR ELE
Values

WEEK
38

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening
Listening 1. Choose a pre-lesson task to review the
1.2
Understand 1.2.2 Lesson delivery
meaning in a
variety of familiar Understand with 2. Review language and grammar focus (P
contexts support specific the previous lesson or other similar activitie
information and
Complementary details of longer 3. Set the scene for the listening activity an
Skill simple texts the flashcards.
Speaking
2.1 Complementary 4. Follow instructions in the Teacher’s Boo
Communicate Skill 5. Ask pupils to give feedback on the answ
simple information explain their answers using descriptive lan
intelligibly Speaking
2.1.5 6. Ask pupils to do a guessing activity in pa
activities in the Student’s Book to ask and a
Describe people, target language. Alternatively, you could p
and objects using for this activity.
suitable statements
Post-lesson

7. Choose a post-lesson task to finish the l
language.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ning THEME: World of Self, Family and Friends
EMENT: Language /
LANGUAGE/GRAMMAR FOCUS: Questions with Whose…?
& Which…?; Personal possessive pronouns: e.g. mine/yours;

possessive ‘s

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

camping theme. Get Smart Plus 4 Differentiate learning according to
the needs of your pupils and
Possessive ‘s) from the activity in Activity 4 class. Please see the seven
es. Student’s Book differentiation strategies listed in
nd review key vocabulary using (page 73) and the introduction. Please also
Teacher’s Book consider the following:
(page 111).
A range of language forms are
ok for Activity 4 (Track 25). covered in this lesson, which may
be confusing for some pupils. If
wers in pairs and ask pupils to some pupils become confused,
nguage. avoid complicated language
explanations and use plenty of
airs using pictures story or pupils’ own ideas to make
answer questions using the example sentences (and
prepare some different materials questions) which clearly show the
difference between the grammar
lesson in a fun way and review points. Use the board and leave
examples of language on the
board. Pair more proficient pupils
with less proficient pupils so that
they can support them in addition
to your support.

146

LESSON: 103 (Speaking 20) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK 38

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 1. Choose a pre-lesson task to review voc
Communicate notebooks, pens, rulers etc.).
simple information
intelligibly 2.1.5 Lesson delivery

Complementary Describe people, 2. Collect some items from pupils (e.g. pen
Skill and objects using Whose… is this? for pupils to answer It’s m
Listening suitable statements
3. Follow the instructions in the Teacher’s
1.2
Understand Complementary 4. Have pupils do a further practice activity
meaning in a Skill pupils to draw something which is theirs on
variety of familiar group/classmates then have to guess who
contexts Listening
5. Finish the main part of the lesson with a
have reviewed in this lesson.

Post-lesson

1.2.5 6. Choose a post-lesson task to consolidat
correction activity.
Understand longer
supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

aking THEME: World of Self, Family and Friends
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: Questions with Whose…?;
Personal possessive pronouns (e.g. mine/his)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

cabulary for classroom items (e.g. Get Smart Plus 4 Differentiate learning
according to the needs of
ns, notebook, etc.). Use the items to ask Activity 5 your pupils and class.
mine. Student’s Book Please see the seven
Book for Activity 5 (Track 26). (page 73) and differentiation strategies
y in pairs or small groups. You could ask Teacher’s Book listed in the introduction.
n a piece of paper. Their page 111
ose it is. Please also consider the
an activity to focus on the vocabulary you following:

te learning in this lesson, such as an error Depending on the level of
your pupils, you could
review the question from
Activity 3 (Which..?) in
stage 2, and include this
language in the pairwork
activity. Consider doing
this for all pupils or for
more proficient pupils

only.

147

LESSON: 104 Reading (20) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
38 Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Main Skill Pre-lesson
Main Skill 1. Introduce the topic of recycling using an
Reading list.
Reading
3.2.1
3.2
Understand the Lesson delivery
Understand a main idea of simple 2. Use the flashcard for ‘recycle’ to elicit m
variety of linear texts of one or two pupils what they recycle.
and non-linear paragraphs 3. Follow the instructions in the Teacher’s
print and digital Vocabulary (Track 27) as necessary.
texts by using Complementary
appropriate Skill 4. Show pupils the paragraph headings (Th
reading strategies What is recycling? / What can we recycle?
Reading
Complementary 5. Have pupils read the text about recyclin
Skill 3.2.2 the headings.

Reading Understand specific 6. Follow instructions in the Teacher’s Boo
information and
3.2 details of simple 7. Including examples from the text, follow
texts of one or two Book for Grammar Box.
Understand a paragraphs
variety of linear 8. Follow instructions in the Teacher’s Boo
and non-linear
print and digital Post-lesson
texts by using
appropriate 9. Choose a post-lesson task which conso
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ding THEME: World of Knowledge

EMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Indefinite pronouns: e.g.
someone/ everything

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

n activity from the pre-lesson task Get Smart Plus 4 Differentiate learning
according to the needs of your
materials that can be recycled. Ask Activities 1-2 pupils and class. Please see
Book for Warm up and Student’s Book the seven differentiation
(pages 74-75) and strategies listed in the
These could be as questions, e.g. Teacher’s Book introduction. Please also
? / How can we recycle?) (pages 112 – 113). consider the following:
ng and match the paragraphs to
ok for Activity 1 (Track 28). Sentences (in strips If this topic is not appropriate
or on a worksheet): in your context, you could
instructions in the Teacher’s paragraph headings replace this text, or broaden it
ok for Activity 2 (Teacher’s Book). for the text so that it addresses issues
local to you and your pupils.

Allow pupils to work in pairs for
reading activities so that they
can share their ideas and
understanding.

If the complete text is too long
for your pupils, consider
modifying the heading
matching task so that pupils
only read one paragraph each
and match it to a heading.

olidates learning in this lesson.

148

LESSON: 105 (Writing 20) SCHEME OF WORK: TEXTBO

TOPIC: Helping out MAIN SKILL FOCUS: Writin

WEEK CROSS-CURRICULAR ELE
38 Sustainability

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

Writing Writing 1. Choose a pre-lesson task which reviews t

4.2 4.2.3 Lesson delivery

Communicate Describe basic 2. Have pupils play a spelling game to review
indefinite pronouns.
basic information everyday routines
intelligibly for a 3. Review the target language by repeating s
range of purposes Complementary instructions in the Teacher’s Book).
in print and digital Skill
media Writing 4. Follow instructions in the Teacher’s Book
4.3.2 5. Have pupils do an interactive, communica
Complementary Spell most high about their own recycling habits. For exampl
Skill frequency words sentences about what, when and how they r
accurately in glass bottle I use.) / Everyone in my family p
Writing guided writing the use of present simple for routines. Other
which are true/false.
4.3
6. At the end of the lesson, follow instruction
Communicate (Track 29), if time allows.
with appropriate
language form Post-lesson
and style for a 7. Talk to pupils more about recycling as an
range of purposes pupils can do more of to help global or local
in print and digital This may be in their first language, but try to
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of Self, Family and Friends

EMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Indefinite pronouns (e.g.
someone, everything); present tense review; adverbs of

frequency review

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

the theme of recycling. Get Smart Plus 4 Differentiate learning
w and consolidate the spelling of the according to the needs of
Activities 3-4 your pupils and class. Please
Student’s Book see the seven differentiation
page 75 and strategies listed in the
Teacher’s Book
introduction. Please also
page 113. consider the following:

steps of Grammar Box (see Plan plenty of support in the
writing activity for pupils who
for Activity 3. need it. Have pupils work on
ative writing activity where they write their own as much as
le, pupils could write true and false possible, so that you can
recycle (e.g. I always recycle every monitor and evaluate their
puts bottles in the recycling bin). Note language progress, but allow
r pupils read the sentences and decide them to seek help from their

ns in the Teacher’s Book for Activity 4 classmates as well as from
you. Encourage them to use
English for this.

environmental concern. Find out what
problems with rubbish and recycling.
include English where possible.

149

SCHEME OF WORK: NON-TEXT

38 MAIN SKILL FOCUS: Lang
LESSON: 106 (Language Arts 20)
__
WEEK: TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Play sounds of the five animals that they
Arts lesson.
5.2 5.2.1 2. Get pupils to name the animals and mim

Express personal Say in simple words Lesson delivery
responses to and phrases how a 3. Have pupils read Chapters 1 & 2.
literary texts text makes them 4. Explore the features in the graphic nove
feel

Complementary Complementary 5. Get pupils to sit in groups to retell the pl
Skill Skill Post – Lesson
6. Have pupils predict the storyline in the fo
Speaking Speaking 7. Get pupils to share their predictions and

2.1 2.1.4

Communicate Give reasons for
simple information simple predictions
intelligibly

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

guage Arts THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Simple Past Tense

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

y have learnt from the previous Language Year 4 Graphic Differentiate learning
mic the sounds. Novel – The according to the needs
Jungle Book of your pupils and
el. (Teaching Guidebook pages 6-12) class. Please see the
lot of the story in Chapters 1 & 2. Contemporary
seven differentiation
Children’s strategies listed in the

Literature introduction. Please
Teaching
also consider the
Guidebook (BPK) following:
- Graphic Novel
Strategy 2: Differentiate
by the type and amount
of support provided

ollowing chapter. Strategy 3: Differentiate
d state the reason(s). by the outcome
expected from pupils

150

LESSON: 107 (Listening 21) SCHEME OF WORK: TEXTBO

TOPIC: Helping out MAIN SKILL FOCUS: Listen
WEEK CROSS-CURRICULAR ELE
39

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1. Show one of the pictures from Part One
remember about the story.

1.2 1.2.3 Lesson delivery
Understand
meaning in a Understand with 2. Have pupils put in order the pictures from
variety of familiar support short simple story in pairs. Then use instructions from W
contexts narratives on a
range of familiar the story.
Complementary topics
Skill 3. If pupils wrote a story ending in Lesson
Reading Complementary re-read their writing to remember their pred
Skill ending to the story and give it out to pupils
3.3 ending. Make sure pupils understand the a
Read Reading stage.
independently for
information and 4. Play the CD of the story. Have pupils lis
enjoyment story and their predictions.

3.3.1 5. Pupils read the story to check again. Ha
comfortably. Have pupils talk about the sto
Read and enjoy A1 activity – Pupils may use some of their firs
fiction/non-fiction them, helping them to express themselves
print and digital
texts of interest 6. Enhance listening activity by playing the
pupils to answer comprehension questions
are available in the after reading activity in

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ning THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of forms from
recent learning

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

e of the story (and find out what pupils Get Smart Plus 4 Differentiate learning
according to the needs of
m Part 1 of the story and retell the Student’s Book your pupils and class. Please
Warm up to fully review part one of (pages 66-67) and see the seven differentiation
Teacher’s Book
94 for The Lost Boy 1, ask them to (pages 118 – 119) strategies listed in the
dictions. Prepare an alternative introduction. Please also
s who did not pre-write a story Pictures from
alternative ending before the next story and an consider the following:
alternative story
sten to find similarities between the ending Provide support for pupils
who need it while listening.
ave them read together while sitting You could use the pictures
ory together. This is a free speaking
st language. Monitor and support from the story to help pupils
s in English. see the basic storyline
before they listen or to pre-

teach any important
vocabulary. Encourage
pupils to close their eyes
while they listen. This will
help some pupils
concentrate, especially those
who are easily distracted.

e CD (Track 32) and then get the

s. Some comprehension questions
n the Teacher’s Book .

151

Post-lesson
7. Follow instructions for the post-reading
Ask pupils to bring empty jars, boxes, plas
to the next lesson.

Primary Year 4 SK Scheme of Work

activity in the Teacher’s Book
stic and other containers from home

152

__ 39 SCHEME OF WORK: TEXTBOO
WEEK:
LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Spea
TOPIC: Helping out CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking 1. Review the topic of recycling, emphasis
make something into something else).

2.1 2.1.3 Lesson delivery
2. Follow instructions for Warm up in the T
Communicate Give a longer
3. Follow instructions for Activity 1.
simple information sequence of basic
intelligibly instructions or 5. Based on the instructions in the Teache
directions make something new with their containers
this will leave some containers spare. Save
Complementary Complementary 6. Have pupils work in groups to present w
Skill Skill book, Activity 3). They should explain the p
wash the container, then (you) paint it.), as
Speaking Speaking how to use it now.

2.2 2.2.2 7. When pupils have finished, they should
check the steps to reuse the containers.
Use appropriate Check steps
communication needed to complete Post-lesson
strategies short classroom
tasks 7. Choose a post-lesson task which evalua
work in this lesson.

Primary Year 4 SK Scheme of Work

OK BASED LESSON (Unit 7)

aking THEME: World of Self, Family and Friends

EMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Review of imperative verbs

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sing the idea of ‘reuse’ ’ (when we Get Smart Plus 4 Differentiate learning
according to the needs of
Teacher’s Book. Student’s Book
your pupils and class. Please
er’s Book for Activity 2, have pupils (pages 76 and 77) see the seven differentiation
s. They can work in pairs. Note that and Teacher’s Book strategies listed in the
e them for a later lesson. (page 116). introduction. Please also
what they made (based on Teacher’s consider the following:
process of making it (e.g. First, (you) Empty containers
s well as describing what it was and (supplied by you Many pupils will need a
and/or pupils) model of language to present
ask questions to their friends to their work. It is a good idea
Scissors, glue, etc. to prepare something
ates and gives feedback on pupils’ yourself so that you can
model the show and tell
language.

Ask pupils questions about
their work when they
present, so that you ask
simple questions to give
confidence to less proficient
pupils and more complex
questions to those who are
more proficient or confident.

153

SCHEME OF WORK: NON-TEXT

LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading

TOPIC: Helping out CROSS-CURRICULAR ELEM
Financial Education
WEEK
39

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose a suitable pre-lesson task to int

3.2 3.2.4 Lesson delivery

Understand a Recognise and use 2, To begin the main lesson, include an ac
variety of linear with little or no using a monolingual dictionary (e.g. a dicti
and non-linear support key lesson).
print and digital features of a simple
texts by using monolingual 3. Find or write a short, simple text about a
appropriate dictionary project in your local area. Focus on the cro
reading strategies i.e. talk about the financial impact as well a
Complementary include a range of different language that h
Complementary Skill earlier units. Ensure that language used is
Skill (avoid using words like entrepreneurship; f
Reading above the level).
Reading
3.2.1 4. Ask two or three gist questions before p
3.2
Understand the 5. Follow up the reading with an activity tha
Understand a main idea of simple asks for pupils’ personal response to the te
variety of linear texts of one or two
and non-linear paragraphs Post-lesson
print and digital
texts by using 6. Choose an appropriate post-lesson task
appropriate learning (language and/or content) in this l
reading strategies

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

g THEME: World of Knowledge
MENT: Entrepreneurship / LANGUAGE/GRAMMAR FOCUS: Review of forms from

recent learning

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

troduce the theme of the lesson. A short, simple Differentiate learning
text. according to the needs of
ctivity which develops pupils’ skills at your pupils and class. Please
ionary race using words needed in the You may need to see the seven differentiation
develop more strategies listed in the
a recycling or another environmental materials for this introduction. Please also
oss-curricular elements in this lesson, lesson, see
as entrepreneurship of this project, and learning outline consider the following:
has been covered recently and in and the learning
s suitable for pupils’ proficiency level standards. Differentiate through the
financial, sustainability, which are support you give in preparing
Monolingual pupils for the reading text
dictionaries and the time you give for
reading.
pupils read the text.
You could share the words
at is related to the topic and which for the dictionary activity so
ext. that faster pupils check more
words than those who find
dictionaries challenging.
Make sure to check all pupils
understand the dictionary
definitions of the words.

k to review and consolidate or evaluate
lesson.

154

__ 39 SCHEME OF WORK: TEXTBOO
WEEK:
LESSON: 110 (Writing 21) MAIN SKILL FOCUS: Writin
TOPIC: Helping out CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Follow the instructions in the Teacher’s
Writing Writing Lesson delivery
2. Follow the instructions in the Teacher’s
4.3 4.3.1 review other key vocabulary at this stage.

Communicate Use capital letters, 3. Follow the instructions in the Teacher’s
with appropriate full stops, question 4. Follow the instructions in the Teacher’s

language form marks and commas 5. Give each group a board game template
and style for a in lists appropriately writing questions in each space. Remind p
range of purposes in guided writing at carefully on their board game.
in print and digital discourse level 6. Pupils play their games in their groups.
media Post-lesson
Complementary 7. Choose a suitable Post-lesson task from
Complementary Skill their learning in this sequence of lessons.
Skill
Reading
Reading
3.2.2
3.2
Understand specific
Understand a information and
variety of linear details of short
and non-linear simple texts
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OK BASED LESSON (Unit 7)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of question forms

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Optional activity.
Get Smart Plus 4 Differentiate learning
Book for Vocabulary (Track 31) and Student’s Book according to the needs of
and Teacher’s your pupils and class.
Book for Grammar box. Book (page 115). Please see the seven
Book for Activity 1. Board game differentiation strategies
e. Groups make a new board game by templates listed in the introduction.
pupils to punctuate and use capital letters Student’s Book
(page 76). Please also consider the

Coins following:

Some pupils may
dominate group work. Set
the task so that each

pupil should write at least
2 questions (for example)
on the board. This will
ensure each pupil has
practice.

m the list, which asks pupils to reflect on

155

SCHEME OF WORK: NON-TEXT

LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE
Innovation
WEEK
39

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-Lesson
Main Skill Main Skill 1. Get pupils to recap Chapters 1 & 2 of th

Language Arts Language Arts lesson.
5.3 5.3.1 2. Have pupils share their predictions from
Express an
imaginative Respond Lesson delivery
response to imaginatively and
literary texts intelligibly through 3. Have pupils read Chapters 3 & 4.
creating simple 4. Follow the instructions in the Teaching G
Complementary picture stories,
Skill simple poems and Note: Use pictures from Chapters 1 to 4
Speaking cartoon stories 5. Check the sequence of the pictures.
2.1 Post – Lesson
Communicate Complementary 6. Provide pupils with four random pictures
simple information Skill 7. Get pupils to predict the sequence of the
intelligibly 8. Have pupils share their predictions and
Speaking

2.1.4

Give reasons for
simple predictions

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Simple Past Tense

G OUTLINE MATERIALS / DIFFERENTIATION
he story from the previous Language Arts REFERENCES STRATEGIES
m the previous Language Arts lesson.
Year 4 Graphic Differentiate learning
Guidebook page 35 & 36. (Steps 1 – 7). Novel – The according to the needs of
4. Jungle Book your pupils and class.
Please see the seven
Contemporary differentiation strategies
Children’s listed in the introduction.
Literature Please also consider the
Teaching following:
Guidebook (BPK)
- Graphic Novel Strategy 2: Differentiate

by the type and amount
of support provided

s from Chapter 5. (The Jungle Book)
e pictures.
state the reason(s).

156

SCHEME OF WORK: TEXTBO

LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Lang

TOPIC: Helping out CROSS-CURRICULAR ELE

WEEK 39

CONTENT LEARNING LEARNING O
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 also use the Optional activity in the Teache

complementary complementary skill 3. Plan any further activities for this lesson
skill (Listening, (Listening, to your pupils’ needs. You can use informa
Speaking, Speaking, Reading which you collected using formative asses
Reading or or Writing). unit. The information could include your ob
Writing). Teachers Teachers can use classroom activities and their performance
can use Year 4 Year 4 Content and which focus on language practice in a mea
Content and Learning Standards
Learning in DSKP curriculum Post-lesson
Standards in document.
DSKP curriculum 4. Ask pupils to think about their learning a
document. complete the self-assessment worksheet (
strategies column).

5. Collect the worksheets from pupils and r
If there are any areas of concern, prepare
lessons.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

guage Awareness THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 7

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book for the Warm up activity. Get Smart Plus Differentiate learning
4
Book for Activities 1 to 3. You could according to the needs of
er’s Book. Revision 7 your pupils and class. Please
n to develop language skills according Student’s Book see the seven differentiation
ation about your pupils’ performance strategies listed in the
ssment strategies while teaching this and Teacher’s
bservation of pupils interacting in Book (page introduction. Please also
e in written activities. Plan activities 120). consider the following:
aningful, fun and communicative way.
Self-assessment *Most pupils will be able to
and performance in this unit. They then worksheet complete the self-
(see below and note in differentiation assessment worksheet with
just a little support. Continue
review them to note pupils’ responses. to explain the criteria to
a review of these in upcoming pupils so they understand
them clearly.

Support pupils where
needed and allow pupils to
write in their own language if
necessary. You could then
help them to express
themselves in English.

157

How did I do in Unit 7? Put ✔ next to Great, OK, or A little.

In English, I know how to… Grea
Grea
…talk about helping people Grea
…talk about what people have (possession)
…talk about recycling and the environment

 I’m proud of myself because I __________________________
In the next unit, I will ____________________________________

Primary Year 4 SK Scheme of Work