English Year 4 RPT (revised)

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

___________ very well.
_ better / more.

158

Unit 8 SCHEME OF WORK: TEXTBO

LESSON: 113 (Listening 22) MAIN SKILL FOCUS: Listen
TOPIC: Amazing animals CROSS-CURRICULAR ELE
WEEK Values
40

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2.5 1. Choose a pre-lesson task to elicit from p
1.2 Understand longer
Understand supported questions Lesson delivery
meaning in a
variety of familiar Complementary 2. Make flash cards to introduce new anim
contexts Skill 1). Stick the pictures on the whiteboard an
Listening about these animals.
Complementary
Skill 1.3.1 3. Point to the picture of the camels. Write
Listening what this word means and other words rela
‘strong’, ‘big’, ‘fast’ and ‘small’.

4. Read aloud the quiz questions from Acti
guess the answers by pointing to the corre
add other questions related to the pictures
animals. Post-lesson

1.3 Guess the meaning 5. Choose a post-lesson activity which con
of unfamiliar words
Use appropriate from clues provided
listening by knowledge of the
strategies in a topic
variety of contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ning THEME: World of Knowledge

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Comparative adjective
forms: adjective + -er than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
pupils the animals they already know.
Get Smart Plus 4 Differentiate learning
mals (use pictures of animals from Activity according to the needs of
nd ask pupils to tell you what they know Activity 1 your pupils and class.
Student’s Book Please see the seven
‘hump’ on the board. Have pupils guess (page 81) and
ated to the animals such as ‘heavy’, Teacher’s Book differentiation strategies
(page122)
listed in the introduction.
Pictures of the
animals

ivity 1 on page 81 and get a few pupils to

ect pictures on the whiteboard. You may
s. Focus on the adjectives to describe the

nsolidates vocabulary in this lesson.

159

LESSON: 114 (Speaking 22) SCHEME OF WORK: TEXTBO

TOPIC: Amazing animals MAIN SKILL FOCUS: Spea
WEEK CROSS-CURRICULAR ELE
40

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Choose a pre-lesson task to review the
the pictures of animals from the previous le

2.1 2.1.5 Lesson delivery
2. Follow the instructions in the Teacher’s
Communicate Describe people,
3. Have pupils write animal names on card
simple information and objects using check spelling in a dictionary or in the Stud

intelligibly suitable statements

Complementary Complementary 4. Have pupils play a speaking game to co
Skill Skill just made based on the instructions in the

Writing Writing Post-lesson

5. Review areas of learning that pupils had
related to the main or complementary skills

4.3 4.3.2

Communicate Spell most high
with appropriate frequency words
language form accurately in guided
and style for a writing
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

aking THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative adjective
forms: adjective + -er than; Comparative questions

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

spelling of animal words. You could use Get Smart Plus 4 Differentiate learning
esson in this activity. according to the needs
Activity 2 of your pupils and
Book for Activity 2. Student’s Book class. Please see the
ds. Insist on correct spelling; have pupils and Teacher’s
dent’s Book. Book seven differentiation
ompare animals using the cards they have strategies listed in the
Teacher’s Book for the Optional activity. Pictures of introduction. Please
animals they also consider the
d difficulty with in this lesson, especially if learned in Lesson following:
s. 113
Give pupils plenty of
Blank cards time to write the words

Monolingual on the cards. If they are
dictionaries
unsure of the spelling,
encourage them to
check in the dictionary
or the Student’s Book
rather than ask for help.
This is a useful skill for
all pupils. Less

proficient pupils may
write fewer cards than
more proficient ones.

160

LESSON: 115 (Reading 22) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK
40

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 1. Choose a pre-lesson task using the pict
and find out what pupils know.
3.2
3.2.4 Lesson delivery
Understand a
variety of linear Recognise and use 2. Review adjectives and animals by askin
and non-linear with little or no of the animals. This could be a pairwork ac
print and digital support key two syllables adjectives) and draw attentio
texts by using features of a simple on pg.81).
appropriate
reading strategies monolingual 3. Ask pupils to read the text in the Studen
dictionary notebooks.
Complementary
Skill Complementary 4. Have pupils check the new words in the
Skill when they are using the dictionary.
Speaking 5. Follow the relevant instructions in the Te
Speaking
2.1 Post-lesson
2.1.5
Communicate 6. Choose or adapt an activity from the pos
simple information Describe people,
intelligibly and objects using
suitable statements

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ding THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative adjective
forms: adjective + -er / more + adjective + than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ture of the dinosaur to introduce the topic Get Smart Plus 4 Differentiate learning
according to the needs
ng pupils to compare the dinosaur to some Activity 1 of your pupils and
ctivity. Focus on short adjectives (one or Student’s Book class. Please see the
on to the –er ending (refer to Grammar Box (page 82) and seven differentiation
nt’s Book and write any new words in their Teacher’s Book strategies listed in the
(pages 124 & 125)
e dictionary. Facilitate and assist pupils introduction. Please
eacher’s Book for Activity 1. Picture of a
dinosaur also consider the

Animal pictures following:

Monolingual Many pupils should be
dictionaries
able to use the
monolingual dictionary
independently by now.
Have pupils do this

activity on their own
and offer individual
support to pupils who
still need it.

st lesson tasks which reviews the text.

161

LESSON: 116 (Writing 22) SCHEME OF WORK: TEXTBO

TOPIC: Amazing animals MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
40

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing
Writing 4.2.4 1. Play a game to brainstorm adjectives to
Describe people
4.2 and objects using Lesson delivery
suitable statements 2. Follow instructions in the Teacher’s Boo
Communicate long comparative adjectives. Include an ex
basic information Complementary benefit from it.
intelligibly for a Skill
range of purposes Writing 3. Have pupils write a description of an ani
in print and digital 4.3.2 comparative adjective. On the other side, t
media Spell most high group of pupils can try to guess the animal
frequency words answer on the other side of the card.
Complementary accurately in guided
Skill writing 4. Optional: Follow instructions in the Teac
Post-lesson
Writing
5. Finish the lesson with a post-lesson task
4.3 learning in this sequence of lessons.

Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ng THEME: World of Knowledge
EMENT: Language LANGUAGE/GRAMMAR FOCUS Comparative adjective
forms: adjective + -er / more + adjective + than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o compare animals and dinosaurs. Get Smart Plus 4 Differentiate learning
according to the needs
ok for Grammar Box. Compare short and Activity 2 of your pupils and
xtra activity here if your pupils would Student’s Book class. Please see the
(page 82) and seven differentiation
imal on one side of the paper using a Teacher’s Book strategies listed in the
they write the name of the animal. Another (pages 124 & 125)
l by reading the clue, then checking their introduction. Please
Animals & also consider the
cher’s Book for Activity 2. dinosaur
flashcards following:
k which asks pupils to reflect on their
Blank cards Some pupils may not
be aware about

syllables in words
before, so introduce the
concept to them. Tell
them that syllables are

parts of a word, the
number of "chunks" that
a word breaks into
when you say it.

162

SCHEME OF WORK: NON-TEXT

LESSON: 117 (Language Arts 22) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE
Innovation
WEEK
40

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Elicit responses from pupils pertaining to
5.2 relationships, feelings, deeds)
5.2.1
Express personal Lesson delivery
responses to Say in simple words 2. Have pupils recap Chapters 1 to 4 and t
literary texts and phrases how a
text makes them 3. On page 63 of The Jungle Book, in pairs
Complementary feel would happen to Mowgli next.
Skill
Complementary 4. Get pupils to rearrange the 5 strips of sy
Speaking Skill each strip. (Teaching Guidebook pages
2.1
Communicate Speaking Note: Remove the chapter number of ea
simple information Post – Lesson
intelligibly 2.1.1 5. Have pupils share their thoughts and fee

Explain and give
reasons for basic
opinions

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o the characters of the story. (e.g. their
Year 4 Graphic Differentiate learning
then read Chapter 5. Novel – The
s, pupils discuss their opinions on what Jungle Book according to the needs
ynopsis and write Mowgli’s feelings in of your pupils and
s 33 – 34) Contemporary class. Please see the
each strip. Children’s seven differentiation
elings about the whole story. Literature strategies listed in the
Teaching introduction. Please
Guidebook (BPK) also consider the
- Graphic Novel following:

Strategy 6: Differentiate
by the types of question
asked

Strategy 7: Differentiate
by the feedback given

163

SCHEME OF WORK: NON-TEXT

LESSON: 118 (Listening 23) MAIN SKILL FOCUS: Listen

TOPIC: Amazing animals CROSS-CURRICULAR ELE
WEEK Sustainability
41

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Review comparative forms, for example
1.3 1.3.1 Optional activity in the Teacher’s Book).
Use appropriate Guess the meaning
listening of unfamiliar words Lesson delivery
strategies in a from clues provided
variety of contexts by knowledge of the 2. Plan a listening lesson to meet the main
topic which focuses on comparing animals nativ
Complementary opportunity to learn about endangered wild
Skill Complementary protect the natural environment.
Skill
Speaking You could find a listening text on this topic
2.1 Speaking something aloud. Alternatively, pupils can
2.1.4 content and/or comparisons which will be m
Communicate
simple information Give reasons for Post-lesson
intelligibly simple predictions 3. Choose a post-lesson task that is appro
discussion with pupils about the content of
Malaysia).

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

ning THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparative
adjective forms: adjective + -er / more + adjective + than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
e by playing ‘animal comparisons’ (see
Use plenty of Differentiate learning
n and complementary learning standards, pictures in this according to the needs
ve to Malaysia. Pupils should have the lesson. You may of your pupils and
dlife in Malaysia, and the people’s duty to also want to class. Please see the
prepare a seven differentiation
c, or you could prepare and read worksheet for this strategies listed in the
listen to each other. Pupils may predict lesson. introduction. Please
made. also consider the
following:
opriate for your lesson. This may involve
f the lesson (endangered animals in This lesson focuses on

content as well as
language learning and
practice. The language
in the lesson may be
challenging for some
pupils, so allow them to
use some of their first
language.

164

LESSON: 119 (Speaking 23) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK
41

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 2.1.5 1. Choose a pre-lesson task using the pict
Communicate Describe people,
simple information and objects using Lesson delivery
intelligibly suitable statements 2. Follow instructions in the Teacher’s Boo

Complementary Complementary 3. Introduce more dinosaurs using pictures
Skill Skill information about these dinosaurs.
Speaking Speaking
2.2 2.2.2 4. Have pupils write adjectives on the card
Use appropriate comparisons game, where they take a card
communication dinosaurs. Review language for checking i
strategies pupils to check the instructions with you, or
Post-lesson

5. Choose a post-lesson task which asks p
performance in this lesson.

Check steps
needed to complete
short classroom
tasks

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

aking THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of comparative
adjective forms: adjective + -er / more + adjective + than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs
ture to review dinosaurs and adjectives. Activity 3 of your pupils and
ok for Activity 3. class. Please see the
Student’s Book seven differentiation
(page 83) and strategies listed in the
Teacher’s Book introduction. Please

(page 125) also consider the
following:
s. You may need to research some Various dinosaur
pictures Try to nominate some
ds. In small groups, they play a shy or less proficient
d and use it to compare two of the Blank cards pupils to check the
instructions at this point. Nominate various instructions. If you still
r they could do this in pairs. have this language on
the classroom wall,
pupils to reflect on their learning and they can use it as a
model.

165

LESSON: 120 (Reading 23) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK
41

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Choose a pre-lesson task using the pict
Reading
Reading These should include the vocabulary at the
3.2 in the text.
Understand a 3.2.2
variety of linear Lesson delivery
and non-linear Understand specific
print and digital information and 2. Follow instructions in the Teacher’s Boo
texts by using details of simple usage of comparisons using Grammar Box
appropriate texts of one or two
reading strategies paragraphs 3. Show pictures of two different dinosaurs
these two dinosaurs meet. Ask pupils to gi
Complementary Tyrannosaurus Rex would eat Gallimimus,
Skill with other dinosaurs.

Speaking Complementary Post-lesson
Skill
2.1 4. Choose a post-lesson task which conso
Speaking relate learning to pupils’ own lives or their
Communicate of prehistoric life locally/nationally/within A
simple information
intelligibly 2.1.4

Give reasons for
simple predictions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ding THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative forms: as
[adjective] as [noun]

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ture to introduce dinosaurs’ body parts. Get Smart Plus 4 Differentiate learning
e top of page 84 as well as the body parts according to the needs of
Activity 1-2
ok for Activity 1. Draw attention to the your pupils and class.
x on pg.85. Continue with Activity 2. Student’s Book Please see the seven
s. Have pupils predict what will happen if (pages 84 & 85) differentiation strategies
ive reasons for their predictions, e.g. and Teacher’s listed in the introduction.
, because T-Rex was a carnivore. Repeat Book (pages 126 Please also consider the

olidates learning in this lesson. It could & 127) following:
interests, or it could focus on any findings
Asia. Enlarged dinosaur Pupils may find it difficult to
pictures pronounce the dinosaur
names. Allow them to give
Body parts the dinosaurs nicknames.
flashcards
Give plenty of support to
(Optional) pupils when they give
worksheet reasons for their
predictions, especially to
less proficient pupils, who
may lack vocabulary and/or
ideas. You could do this by
asking questions and
suggesting vocabulary.

166

LESSON: 121 (Writing 23) SCHEME OF WORK: TEXTBO

TOPIC: Amazing animals MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
41 Innovation

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
1. Choose a pre-lesson task using the pict
and vocabulary.

4.2 4.2.4 Lesson delivery

Communicate Describe people 2. Follow the instructions in the Teacher’s
and objects using 3. Follow the instructions in the Teacher’s
basic information suitable statements
intelligibly for a 4. Have pupils work in pairs to ‘create’ a ne
range of purposes the dinosaur and write a description of it, u
in print and digital previous lessons.
media Post-lesson
5. Have pupils present and evaluate each
Complementary Complementary
Skill Skill

Listening Listening

1.2 1.2.2

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ng THEME: World of Knowledge

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Review of comparative
forms

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ture to review the dinosaur topic
Get Smart Plus 4 Differentiate learning
Book for Activity 3. according to the needs of your
Book for Activity 4. Activities 3-4 pupils and class. Please see
ew dinosaur. They should draw Student’s Book the seven differentiation
using language from this and (pages 84-85) and
Teacher’s Book (page strategies listed in the
other’s work in a positive way. 127) introduction. Please also
consider the following:
Various dinosaur
pictures Some pupils may need more
support in writing than others.
Body parts pictures Consider providing a clear
model for pupils to follow and

help pupils use the material in
the textbook to base their
ideas on and to find useful

vocabulary. Have pupils write
in pairs, but try to pair pupils
with similar levels of
proficiency so that they both
participate more equally and

can gain confidence, working
to the best of their ability. Give
extra support to pairs of less
proficient pupils.

167

SCHEME OF WORK: NON-TEXT

LESSON: 122 (Language Arts 23) MAIN SKILL FOCUS: Lang
CROSS-CURRICULAR ELE
TOPIC: Graphic Novel – The Jungle Book Innovation
WEEK
41

CONTENT LEARNING LEARNIN
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Choose a pre-lesson task which revi

5.2 5.2.1 Lesson delivery
2. Follow the instructions in the Teachi
Express personal Say in simple words 3. Have pupils give feedback to each g
responses to and phrases how a text
literary texts makes them feel

Complementary Complementary Skill Post – Lesson
Skill 4. Get pupils to vote for the best group
Reading
Reading
3.3.1
3.3
Read and enjoy A1
Read fiction/non-fiction print
independently for and digital texts of
information and interest
enjoyment

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary/ Simple
Present Tense

NG OUTLINE MATERIALS / DIFFERENTIATION

iews/reintroduces the story. REFERENCES STRATEGIES
ing Guidebook on page 48. (Steps 1 – 5)
group. Year 4 Graphic Differentiate
p and reward them. Novel – The
Jungle Book learning according
to the needs of your
Contemporary pupils and class.
Children’s Please see the
Literature seven differentiation
Teaching strategies listed in
Guidebook (BPK) the introduction.
- Graphic Novel Please also
consider the
following:

Strategy 1:
Differentiate by the
task pupils are
given

168

LESSON: 123 (Listening 24) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK
42

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Follow the instructions in the Teacher’s

1.1 1.1.1 Lesson delivery

Recognise and Recognise and 2. Follow the instructions in the Teacher’s
reproduce target reproduce with
language sounds support a wide 3. Follow the instructions in the Teacher’s
range of target
Complementary language 4. Give each team of pupils a few dictionar
Skill phonemes the pupils must find the word as quickly as
team to call out the correct page number w
Reading point for the whole team rather than individ
3.2
Understand a 5. Follow the instructions in the Teacher’s
variety of linear
and non-linear Complementary Post-lesson
print and digital Skill 6. Choose a post-lesson task to consolidat
texts by using
appropriate Reading
reading strategies
3.2.4

Recognise and use
with little or no
support key
features of a simple
monolingual
dictionary

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Phonology (vowel
sounds, with focus on /ə/ sound).

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

s Book for Warm up. Get Smart Plus 4 Differentiate learning

Book for Activity 1. Phonics 9 Student’s according to the needs of your
Book for the Optional 1 activity. Book page 127) and pupils and class. Please see
ries. When you call out a word, Teacher’s Book the seven differentiation
s possible. The first person in the (pages189-190)
wins the round. The winner wins a strategies listed in the
dually. Monolingual
Book for Activity 2. dictionaries introduction.

te learning.

169

LESSON: 124 (Speaking 24) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK
42

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Follow instructions in the Teacher’s Boo
2.1 animal names in Activity 1 (Student’s Book
Communicate
simple information 2.1.1 Lesson delivery
intelligibly Explain and give 2. Follow instructions in the Vocabulary.
reasons for basic 3. Follow the instructions in the Teacher’s
Complementary opinions
Skill 4. Follow the instructions in the Teacher’s
Complementary Post-lesson
Speaking Skill
2.1 5. Choose a post-lesson task which asks p
Communicate Speaking learning in this lesson.
simple information 2.1.5
intelligibly
Describe people,
and objects using
suitable statements

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Asking about and giving
reasons for preferences; Review of comparative forms

(optional)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ok for Warm up (page 129) to review the
k page 86). Get Smart Plus 4 Differentiate learning
according to the needs
Book for Activity 1. Activity 1 of your pupils and
Book for the Optional activity. Student’s Book class. Please see the
pupils to reflect on and evaluate their (page 86) and
Teacher’s Book seven differentiation
(pages 128 & 129) strategies listed in the
introduction. Please
Sets of small also consider the
pictures of the following:
animals
Based on your
observation of pupils in

recent lessons, if you
think some of your
pupils need more
practice in comparative
forms, you could
include this in this
lesson.

170

LESSON: 125 (Reading 24) SCHEME OF WORK: TEXTBO

TOPIC: Amazing animals MAIN SKILL FOCUS: Read
WEEK CROSS-CURRICULAR ELE
42

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose a pre-lesson task which will link
3.3 3.3.1 (Student’s Book pages 88 & 89).

Read Read and enjoy A1 Lesson delivery
independently for fiction/non-fiction
information and print and digital 2. Introduce the story using pictures of the
enjoyment texts of interest the story.3. Have pupils do an activity in gr
other what they liked about the story. Enco
adjectives from previous lessons.

3. Have the groups discuss what they think
pupils to choose one or two person(s) to n
The rest of the group members can act ou

Complementary Complementary Post-lesson

Skill Skill 4. Choose a post-lesson task which review
focuses on particular language points pupi
Speaking Speaking Ask pupils to bring pictures of their favourit

2.3 2.3.1

Communicate Narrate short basic
appropriately to a stories
small or large
group

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ding THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of descriptive
language

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
k to the story in this lesson
Get Smart Plus 4 Differentiate learning according
e characters. Have pupils read to the needs of your pupils and
roups where they tell each Student’s Book class. Please see the seven
ourage pupils to use the (pages 88-89) differentiation strategies listed in
the introduction. Please also
k will happen at the end. Get Pictures of the main consider the following:
narrate the story to the class. characters of the
ut the story. story Some pupils will find it
challenging to read without
ws the story in the lesson or understanding every word.
ils still find challenging. Remind pupils that they don’t
te animals to the next lesson.
need to understand every word.
Encourage them to use
strategies to guess the meaning
of new words.

You could include an activity
towards the end of the lesson

which focuses on new
vocabulary, but remind pupils
who are concerned that they can
enjoy a story without completely
understanding of it.

171

LESSON: 126 (Writing 24) SCHEME OF WORK: TEXTBO

TOPIC: Amazing animals MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
42 Innovation / Language

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

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

4.2 4.2.5 Lesson delivery
2. Follow instructions in the Teacher’s Boo
Communicate Connect sentences 3. Follow instructions in the Teacher’s Boo
basic information into a coherent
intelligibly for a paragraph using 4. Follow instructions in the Teacher’s Boo
range of purposes basic coordinating 5. Follow instructions in the Teacher’s Boo
in print and digital conjunctions and find examples of conjunctions in the text in
media reference pronouns to the mind map in Activity 2 as a techniqu

Complementary Complementary 6. Have pupils make a writing plan about th
Skill Skill pupils write about their favourite animal us
permit, this could be finished as a homewo
Writing Writing Post-lesson
4.3 4.3.3
7. Follow instructions in the Teacher’s Boo
Communicate Produce a plan or use their plans for this activity.

with appropriate draft of one
language form paragraph for a
and style for a familiar topic and
range of purposes modify this
in print and digital appropriately in
media response to
feedback

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ng THEME: World of Knowledge

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Review of descriptive
language

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
s the animal vocabulary.
Get Smart Plus 4 Differentiate learning according to
ok for Warm up. the needs of your pupils and
ok for Activity 1. Activities 1-2 class. Please see the seven
ok for Activity 2. Student’s Book differentiation strategies listed in
ok for Writing tip. Have pupils (page 87) and the introduction. Please also
n Activity 1 and draw attention Teacher’s Book consider the following:
ue for planning. (pages 130 & 131)
heir favourite animal. Have Have pupils work in mixed
sing the plan. If time does not Pupils’ pictures of proficiency pairs for steps 3 and 4
ork. their favourite so that more proficient pupils can
animals support less proficient ones. Offer
plenty of support so that pupils
Animal pictures can work quickly but effectively.
Note that more time should be
ok for Optional 1 activity. Pupils spent on writing the paragraphs.

Setting homework can give you
the opportunity to see how
individual pupils are progressing
in their written work. Make sure
that all pupils understand exactly
what and how much they should
write.

172

SCHEME OF WORK: NON-TEXT

LESSON: 127 (Language Arts 24) MAIN SKILL FOCUS: Lang
CROSS-CURRICULAR ELE
TOPIC: Graphic Novel – The Jungle Book Innovation
WEEK
42

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Get random pupils to pick a verb card ea

5.3 5.3.1 2. Have other pupils name the verbs.

Express an Respond Lesson delivery
imaginative imaginatively and 3. Provide a sample jazz chant to pupils. (T
response to intelligibly through 4. Follow the instructions in the Teaching G
literary texts creating simple
picture stories, Note: Ask pupils to replace some of the
Complementary simple poems and 5. Write out the jazz chants.
Skill cartoon stories 6. Get pupils to present their jazz chants.
Post – Lesson
Writing Complementary 7. Have pupils do a gallery walk awarding
Skill
4.3
Writing
Communicate
with appropriate 4.3.2
language form
and style for a Spell most high
range of purposes frequency words
in print and digital accurately in guided
media writing

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Verbs

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ach and act it out.
Year 4 Graphic Differentiate learning
Teaching Guidebook page 62) Novel – The according to the needs of
Guidebook on page 62. (Steps 1 – 4) Jungle Book your pupils and class.
e words in the jazz chant with other verbs. 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 7: Differentiate
by the feedback given

stars/ smileys and wishes.

173

SCHEME OF WORK: TEXTBO

LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Lang

TOPIC: Amazing animals CROSS-CURRICULAR ELE

WEEK 42

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Language Language Pre-lesson
Awareness Awareness lessons
lessons should be should be 1. Follow the instructions in the Teacher’s
presented and presented and
practised using a practised using a Lesson delivery

main skill and a main skill and a 2. Follow the instructions in the Teacher’s
complementary complementary skill also use the Optional activity in the Teache
skill (Listening, (Listening,
3. Plan any further activities for this lesson
Speaking, Speaking, Reading to your pupils’ needs. You can use informa
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
document. 4. Ask pupils to think about their learning a
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 8)

guage Awareness THEME: teacher to complete

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 8

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book for the Warm up activity. Get Smart Plus Differentiate learning
4 according to the needs of
Book for Activities 1 to 3. You could your pupils and class. Please
er’s Book. Revision 8 see the seven differentiation
Student’s Book strategies listed in the
and Teacher’s
Book introduction. Please also
consider the following:

n to develop language skills according Self-assessment *Most pupils will be able to
ation about your pupils’ performance
ssment strategies while teaching this worksheet complete the self-
bservation of pupils interacting in assessment worksheet with
e in written activities. Plan activities just a little support. Continue
aningful, fun and communicative way. to explain the criteria to
pupils so they understand
and performance in this unit. They then them clearly.
(see below and note in differentiation
Support pupils where
review them to note pupils’ responses. needed and allow pupils to
a review of these in upcoming write in their own language if
necessary. You could then
help them to express
themselves in English.

174

How did I do in Unit 8? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…describe animals Great ____ OK ____

…compare animals Great ____ OK ____

…talk about what I like and don’t like Great ____ OK ____

…say why I like or don’t like something Great ____ OK ____

…write about my favourite animal Great ____ OK ____

 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
____

A little
____

___________ very well.

______ better / more.

175

Unit 9

LESSON: 129 (Listening 25) SCHEME OF WORK: TEXTBO
TOPIC: Get active!
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK 43

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Note: The focus of this lesson should be o
Listening Listening the textbook for Steps 1-3 in this lesson.

1.2 1.2.2 1. Review/pre-teach the adjectives from pa
the sports topic.
Understand Understand with Lesson delivery
meaning in a support specific
variety of familiar information and 2. Write some topics for the song on the bo
contexts details of longer e.g. Animals / Food / Sports / School.
simple texts
3. Play the song and ask pupils to listen to
Complementary Complementary is (sports) and continue with instructions in
Skill Skill 4. Follow instructions in the Teacher’s Boo

Listening Listening 5. Optional: If time allows, have pupils do a
sports vocabulary in pairs or small groups.
1.2 1.2.1
Post-lesson
Understand Understand with
meaning in a support the main 6. Choose a post-lesson task which person
variety of familiar idea of longer
contexts simple texts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 9)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Expressing degrees
of likes and dislikes: e.g. I like/love/hate + gerund

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

on listening so pupils do not need to open Get Smart Plus 4 Differentiate
age 93 Student’s book without introducing learning according
Activity 1 to the needs of your
oard, including the correct one ‘sports’, Student’s Book pupils and class.
(page 93) and
Teacher’s Book Please see the
(pages 138 &139) seven differentiation
strategies listed in

the introduction.

o it to tell you what the topic of the song
n the Teacher’s Book for Activity 1.

ok for TPR activity.

a speaking activity where they practise the
.

nalises learning.

176

LESSON: 130 (Speaking 25) SCHEME OF WORK: TEXTBO
TOPIC: Get active!
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK 43

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. 1. Choose a pre-lesson task to review sp
Speaking Speaking the previous lesson.

2.1 2.1.1 Lesson delivery
Communicate Explain and give 2. Follow instructions in the Teacher’s Boo
simple information reasons for basic 3. Follow instructions in the Teacher’s Boo
intelligibly opinions to make it more natural and to help suppor
learning standard.
Complementary Complementary
Skill Skill 4. Have pupils conduct a survey where the
Speaking Speaking they like/dislike. You may want to prepare
get pupils to share their findings.
2.2 2.2.1 Post-lesson
5. Follow instructions in the Teacher’s Boo
Use appropriate Keep interaction next line’.
communication going in short
strategies exchanges by:

using suitable
words

(i) to show
understanding

(ii) to ask for
clarification

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 9)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Expressing degrees of
liking and disliking: e.g. I like/love/hate + gerund

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ports vocabulary and adjectives from Get Smart Plus 4 Differentiate learning
according to the
ok for Grammar Box. Activity 2 Student’s needs of your pupils
ok for Activity 3. Extend the dialogue Book (page 93) and and class. Please see
rt development of the complementary Teacher’s Book (pages
138 & 139) the seven
ey talk to each other about the sports differentiation
a worksheet for this activity. Then, strategies listed in the
introduction. Please
ok for the Optional activity ‘sing the also consider the
following:

A worksheet for the
survey activity could

help some pupils
understand what to
say and how to
record the information
they hear.

177

LESSON: 131 (Reading 25) SCHEME OF WORK: TEXTBO
TOPIC: Get active!
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK
43

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Review and extend the sports topic by h
3.2 3.2.2 Vocabulary.
Understand a Understand specific
variety of linear information and Lesson delivery
and non-linear details of simple 2. Follow the instructions in the Teacher’s
print and digital texts of one or two 3. Ask pupils to discuss in groups the best
texts by using paragraphs asking them to give reasons for their answ
appropriate
reading strategies Complementary 4. Follow the instructions in the Teacher’s
Skill 5. Follow the instructions in the Teacher’s
Complementary Reading
Skill Post-lesson
Reading 3.2.1
3.2 Understand the 6. Play a mime game to review vocabulary
Understand a main idea of simple lesson.
variety of linear
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 9)

ding THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
the adjective + -est / best / worst

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning

having pupils do Warm up and Activities 1 & 3 according to the needs of your
Book for Activity 1. Student’s Book (page pupils and class. Please see
94) and Teacher’s the seven differentiation
strategies listed in the
Book (pages 140 & introduction. Please also
consider the following:
141)
If pupils have no experience or
t title for this story. Extend by Flash cards knowledge of the sports in this
wer. lesson, use some extra
pictures or video clips to talk to
Book for Activity 2. pupils about the sports.
Book for Grammar Box.

y and concepts covered in this

178

LESSON: 132 (Writing 25) SCHEME OF WORK: NON-TEXT

TOPIC: Get active! MAIN SKILL FOCUS: Writin
WEEK CROSS-CURRICULAR ELE
43 Innovation

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task to suit the les

4.2 4.2.2 Lesson delivery

Communicate Make and respond 2. Plan a writing lesson which develops the
to simple offers and and practises superlative forms.
basic information invitations
intelligibly for a For example, pupils plan a fun mini compe
range of purposes ‘activities day’ in groups (e.g. to see who c
in print and digital books). Ask pupils to give a name to their a
media be done in L1.

Complementary Complementary Show pupils the model invitation to suppor
Skill Skill Writing invitations to their classmates to take part

Writing 4.2.5 The competitions take place and pupils wor
findings and prepare a very short report on
4.2 Connect sentences that pupils may need a model report for thi
into a coherent
Communicate paragraph using Collect the reports and provide feedback.
basic information basic coordinating
intelligibly for a conjunctions and Post-lesson
range of purposes reference pronouns
in print and digital 3. Choose a post-lesson task which review
media to reflect on their learning in this sequence

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 9)

ng THEME: World of Self, Family and Friends

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
the adjective + -est / best / worst

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson you have planned. Develop some Differentiate learning
materials or bring according to the needs of
e main and complementary skills some resources to your pupils and class. Please
this lesson. see the seven differentiation
etitions/challenges for a class strategies listed in the
can make the tallest tower out of A model invitation introduction. Please also
activity. The planning stage may consider the following:
A model report
rt them in writing their own Think about the amount of
in their competition(s). support pupils may need in
rk in groups to organise their developing the activities for
n them (in a short paragraph). Note their competition. You could
is. give them some ideas or you
could give them a choice of
pre-planned activities.

ws recent learning and asks pupils
e of lessons.

179

SCHEME OF WORK: NON-TEXT

LESSON: 133 (Language Arts 25) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE
Innovation
WEEK
43

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Quiz questions to recap the events in Ch
5.2 5.2.1 2. Draw the picture of the red flower. (Base

Express personal Say in simple words Lesson delivery
responses to 3. Follow the instructions in the Teaching G
literary texts and phrases how a 4. Have pupils share their answers. (Flying
text makes them
Complementary feel
Skill
Speaking Complementary Post – Lesson
2.1 Skill 5. Elicit pupils’ responses on why Mowgli s
Communicate
simple information Speaking
intelligibly
2.1.1

Explain and give
reasons for basic
opinions

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 9)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Verbs

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
hapter 3.
ed on pupils’ understandings) Year 4 Graphic Differentiate learning
Guidebook page 63. ( Steps 1 – 3) Novel – The
g Carpets Activity) Jungle Book according to the
said it was a red flower. needs of your pupils
Contemporary and class. Please see
Children’s the seven
Literature differentiation
Teaching strategies listed in the
Guidebook (BPK) introduction. Please
- Graphic Novel also consider the
following:

Strategy 7:
Differentiate by the
feedback given

180

LESSON: 134 (Listening 26) SCHEME OF WORK: TEXTBO

TOPIC: Get active! MAIN SKILL FOCUS: Listen
WEEK CROSS-CURRICULAR ELE
44

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose a pre-lesson task from the list to
Lesson delivery
Listening Listening 2. Follow instructions in the Teacher’s Boo
three interviews and complete the activity i
1.2 1.2.2
Understand Understand with 3. Review the language in the Grammar B
meaning in a support specific 95 Show an example of a paragraph to de
variety of familiar information and these adjectives.

contexts details of longer 4. Ask pupils to write a paragraph about a
simple texts pupils to use the language in the Grammar
Complementary Post-lesson
Skill Complementary 5. Offer feedback on pupils’ writing and on
Skill
Writing
Writing
4.3
4.3.3
Communicate
with appropriate Produce a plan or
language form 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

OOK BASED LESSON (Unit 9)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
the adjective + -est / best / worst

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o review sports vocabulary.
Get Smart Plus 4 Differentiate learning
ok for Activity 4 so that pupils listen to the according to the needs
in the book. Activity 4 of your pupils and
Box in the Student’s Book on page 93 and Student’s Book class. Please see the
escribe a sport you like or dislike using (page 95) and seven differentiation
Teacher’s Book strategies listed in the
a sport they like or dislike. Encourage (pages 140 & 141) introduction. Please
r Box.
A sample also consider the
n the process of self-editing.
paragraph about a following:

sport you like or Some pupils may find
dislike self-editing process
challenging. You could

review their writing
beforehand, note some
common mistakes in
English and add an
error correction stage.
Monitor closely as
pupils work on self-
correcting their work.

Primary Year 4 SK Scheme of Work

181

LESSON: 135 (Speaking 26) SCHEME OF WORK: TEXTBO
TOPIC: Get active!
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

WEEK
44

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Review adjectives from previous lessons
2.1 superlative forms in a game such as a mat
Communicate
simple information 2.1.5 Lesson delivery
intelligibly
Describe people, 2. Review the reading lesson text.
Complementary and objects using
Skill suitable statements 3. Follow instructions in the Teacher’s Boo
Listening to the change from sport to person (high ju
1.2 windsurfer; javelin – javelin thrower).
Understand
meaning in a Complementary 4. You can add other characters in the stor
variety of familiar Skill Carlos.
contexts
Listening Post-lesson

1.2.2 5. Choose a post-lesson task which extend
this lesson.

Understand with
support specific
information and
details of longer
simple texts

Primary Year 4 SK Scheme of Work