English Year 4 RPT (revised)

TBOOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for

personal information (questions, all persons): Where are you
from? I’m from… ; Nationalities: I‘m…

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of pre-lesson tasks or use your own short You could create a Differentiate learning
evious lesson in a fun, active way. worksheet(s) according to the needs
ew vocabulary for the lesson. and/or use pupil- of your pupils and
made materials for class. Please see the
which helps pupils develop the main and this lesson. seven differentiation
guage/grammar given for this lesson. strategies listed in the
iting words accurately and developing introduction. Please
people are from. Pupils may use other also consider the
aking, Listening). Activities could include following:
rybody get to know each other better.
Pupils may differ a lot
m the list, for example from the tasks in their writing skills
g in this sequence of lessons (post-lesson
competence. Be sure to
plan support (e.g.
models and extra time)
for less proficient pupils

as well as extension for
more proficient pupils.

38

SCHEME OF WORK: NON-TEXT

LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Langua

TOPIC: Holiday Memories (Poem) CROSS-CURRICULAR ELEM
WEEK 1 Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Carry out Steps 1 and 2 of Activity 1 (pa
Language Arts Language Arts Literature (CCL) Teaching Guidebook.
5.3 Note: Make copies of pictures on pages 8
Express an 5.3.1
imaginative Lesson delivery
response to Respond imaginatively 2. Group work: Continue Steps 3 to 7 of Ac
literary texts and intelligibly through
creating simple picture Note: Teacher facilitates pupils’ reading of
Complementary stories, simple poems, intonation.
Skill and cartoon stories.
Reading Other imaginative 3. In the same group, take pupils through S
3.3 responses as CCL Teaching Guidebook.
Read appropriate. Note: Make copies of Worksheet 1 (page 1
independently
for information Complementary Skill 4. Recite poems (with the added line) in re
and enjoyment Post-lesson
Reading 5. Have pupils show a smiley face to repre

3.3.1

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

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

age Arts THEME: World of Self, Family and Friends

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Tenses (Simple Past)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
age 7) of Contemporary Children’s
-11 in the CCL Teaching Guidebook. Anthology of Differentiate learning
Poems according to the needs
ctivity 1. of your pupils and
f poems, checks on pronunciation and Contemporary class. Please see the
Steps 3 to 5 of Activity 2 (page 13) of Children’s seven differentiation
14) of CCL Teaching Guidebook. Literature strategies listed in the
espective groups. Teaching introduction. Please
esent their feelings of the lesson. Guidebook (BPK) also consider the
– Poetry following:

Some pupils might not
be able to read
independently. Teacher
will then have to lead
the reading, or model
read a few times before
asking pupils to do so.

Or

If your class is mixed
ability, have the more
proficient pupils lead
the reading.

(Strategy 2)

39

LESSON: 6 (Listening 2) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Listen

CROSS-CURRICULAR ELE
Sustainability

WEEK 2

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a suitable activity from the list o
Listening Listening
1.2 activity to review key learning from the pre
Understand 1.2.2
meaning in a Understand with Lesson delivery
variety of familiar support specific 2. Begin the lesson with a matching activity
contexts information and nationalities.
details of longer 3. Follow instructions for Activity 4 (CD 1 -
Complementary simple texts
Skill Note: Some pupils may have difficulty with
Listening Complementary changes between country and nationality.
1.1 Skill support pupils who have difficulty in pronou
Recognise and Give feedback and encourage pupils to pra
reproduce target Listening Post-lesson
language sounds 1.1.1
4. Choose a suitable activity from the post
Recognise and consolidates learning from this lesson.
reproduce with
support a wide
range of target
language
phonemes

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ning THEME: World of Self, Family and Friends

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for personal
information (questions, all persons): Where are you from? I’m
from… ; Nationalities: I‘m…

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of pre-lesson tasks or use your own short Get Smart Plus 4 Differentiate learning
evious lesson in a fun, active way. according to the needs of
Activity 4
y where pupils review country and your pupils and class.
Student’s Book Please see the seven
and Teacher’s differentiation strategies
Book page 21. listed in the introduction.
Please also consider the
-Track 8) in the Teacher’s Book. following:

h pronunciation, especially as word stress Monitor carefully while
Provide plenty of drilling activities and pupils are doing the
activity. Support less
ouncing certain phonemes and word stress. proficient pupils as
actise. needed. Note common

-lesson tasks which reviews and problems (e.g. in
pronunciation or change
from noun to adjective)
and review these with the
whole class before the
post-lesson stage.

40

LESSON: 7 (Speaking 2) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Speakin

CROSS-CURRICULAR ELEM
Sustainability

WEEK 2

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 1. Choose a suitable activity from the list of p
Speaking activity to review key learning from the previ
2.1
Communicate 2.1.5 Lesson delivery
simple information
intelligibly Describe people, and 2. Play a game to review countries and natio

Complementary objects using suitable
Skill
Speaking 3. Follow instructions for Activity 5 in Teache
2.2
Use appropriate statements can use the flags they made in previous less
communication
strategies Complementary 4. Play the CD (Track 9) and ask pupils to lis
Skill Play it again and ask pupils to repeat.

Speaking 5. Explain to pupils how the speaker is using
saying the nationality in response).
2.2.1
6. Elicit or give alternative phrases such as ‘
Keep interaction practise the dialogue using open pairs (mod
going in short fun).
exchanges by:
7. Introduce the famous people and do a role
using suitable words similar language. Have pupils clarify your in

(i) to show Post-lesson
understanding
8. Choose a suitable activity from the post-le
(ii) to ask for consolidates learning from this lesson.
clarification

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

MENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for personal
information (questions, all persons): Where are you from? I’m
from… ; Nationalities: I‘m… / You’re…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

pre-lesson tasks or use your own short Get Smart Plus 4 Differentiate learning
ious lesson in a fun, active way. according to the needs of
Activity 5
onalities. your pupils and class.
Student’s Book Please see the seven
er’s Book (page 21). Note that pupils and Teacher’s differentiation strategies
son(s). Book listed in the introduction.
sten and follow the text with their finger. Please also consider the
If possible
g words to show understanding (by pictures of famous following:

‘Really? So, you’re Brazilian’. Then people or popular You could ask pupils to
dify voice, volume, etc., to make it more characters from tell you the names of
different countries. famous Malaysian and
e-play activity based on these using
nstructions before beginning the activity. Pupil-made flags non-Malaysian people
from previous they know and/or like, or
lesson(s) you could have them
choose their own people
in Stage 5. This will give
individual pupils
ownership of the activity
and increase motivation.

esson tasks which reviews and

41

LESSON: 8 (Reading 2) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

WEEK 2

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 1. Choose a suitable Pre-lesson task from the
in a fun and active way (e.g. miming everyday
3.2
3.2.3 Lesson delivery
Understand a 2. Give pupils the title of the text(s). Using the
variety of linear Guess the meaning skater and chess player.
and non-linear of unfamiliar words
print and digital from clues provided 3. Have pupils read the text to find the meani
texts by using by title and topic Book (Page 8), topic: ice-skate and ice-skatin
appropriate
reading strategies Complementary 4. Follow instructions for Activity 1 (Track 11)
Complementary Skill 5. Follow instructions for Activity 2 in Teacher
Skill
Reading Post-lesson
Reading
3.2.2 6. Choose a suitable activity from the post-les
3.2 personalises learning.
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 1)

g THEME: World of Knowledge

MENT: Values LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency to
describe routine: e.g. I always + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
e list which introduces the lesson topic Activities 1-2 your pupils and class.
y activities) Student’s Book Please see the seven
and Teacher’s
e pictures, elicit the meaning of figure Book differentiation strategies
listed in the introduction.
ing of the key vocabulary (see Student’s Pictures of the Please also consider the
ng rink). children from following:
Student’s Book
Some pupils may find
) in Teacher’s Book (page 22). reading a longer text
r’s Book (page 23). challenging. For the first
reading (Stage 3), you
sson tasks which extends and
could give half of the
class one text and the
other half use the other
text. Pupils can then

make pairs and share
their answers before
feeding back as a whole
class. This will allow
pupils to support each
other and work
collaboratively.

42

LESSON: 9 (Writing 2) SCHEME OF WORK: TEXTBO

TOPIC: Where are you from? MAIN SKILL FOCUS: Writin
WEEK 2 CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Choose a suitable activity from the list of pre-le
Writing Writing review key learning from the previous lesson in a

4.2 4.2.3 Lesson delivery

Communicate Describe basic 2. Follow instructions for Grammar Box in Teache
basic information everyday 3. Play a group or pair spelling game which focus
intelligibly for a lesson. Support pupils in the use of cursive writing
routines
range of 4. Follow instructions for Activity 3 (Track 12) in T

purposes in print Note: Remind pupils to focus on accurate spelling
and digital media and provide models using cursive writing if neces
5. Follow instructions for Activity 4 (Track 13) in T
Complementary Complementary
Skill 6. Have pupils write sentences about their day in
Skill
Note: Remind them to use cursive writing and to
Writing Writing letters in words so that their writing is legible.
7. Ask pupils to compare their sentences with som
4.1 4.1.2 large group activity).

Form letters and Use cursive Note: They should try to find another pupil with th
words in neat writing in written Post-lesson
legible print work
using cursive 8. Choose a suitable activity from the post-lesson
writing recent learning.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency
to describe routine: e.g. I always + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

esson tasks or use your own short activity to Get Smart Plus Differentiate learning
fun, active way. 4 according to the
needs of your pupils
er’s Book (page 22). Activities 3-4 and class. Please see
sses on the spelling of adverbs in this Student’s Book
g if necessary. and Teacher’s the seven
Teacher’s Book (page 23). Book differentiation
strategies listed in the
g and to use cursive writing. Support pupils
ssary. introduction. Please
Teacher’s Book (page 23). also consider the
following:
their notebooks.
take care when forming and joining the Give pupils a
minimum number of
me others in the class (as a mingling or a
sentences to write in
he same (or very similar) sentence as theirs. Stage 5 (e.g. two).

n tasks which asks pupils to reflect on their Less proficient pupils
can write two
sentences, while other
pupils can write more.

Depending on your
pupils’ proficiency
level, you may need to
review vocabulary for
everyday activities
and times. You could
use mime and a
model clock.

43

SCHEME OF WORK: NON-TEXT

LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Langu
TOPIC: At the Playground (Poem)
CROSS-CURRICULAR ELE
WEEK 2 Values (Safety)

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Review related vocabulary of the poem A
Language Arts Language Arts 1, page 26) of the CCL Teaching Guideboo
5.2 Note: Make copies of pictures on page 27.
Express personal 5.2.1
responses to Lesson delivery
literary texts Say in simple words 2. Follow Steps 1 to 4 of Activity 3 (page 30
and phrases how a
Complementary text makes them Note: Teacher needs to make copies of W
Skill feel. 3. Guide pupils to give reasons for their fee
Speaking Post-lesson
2.1 Complementary
Communicate Skill
simple information
intelligibly. Speaking 4. Recite poems with feelings as indicated
Note: Encourage other pupils to identify th
2.1.1 words.

Explain and give
reasons for basic
opinion.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

uage Arts THEME: World of Self, Family and Friends
EMENT: Language /
LANGUAGE/GRAMMAR FOCUS: Vocabulary;
Adjectives

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

At the Playground (Steps 1 to 4 of Activity Anthology of Differentiate
ok). Poems learning according
. to the needs of your
Contemporary pupils and class.
0) in the CCL Teaching Guidebook. Children’s Please see the
Worksheet 2 (page 31) for pupils. Literature seven differentiation
Teaching strategies listed in
eling based on the flow map. Guidebook (BPK)
– Poetry the introduction.

in the flow map. Please also
he feelings shown and shout out loud the consider the
following:

Completing the flow
map might be
difficult for some
pupils. Teacher may
want to provide the
necessary
vocabulary, or help
pupils with the
words if they use
L1.

(Strategy 1 and 2)

44

LESSON: 11 (Listening 3) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK 2

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1. Choose or adapt a suitable Pre-lesson ta
Understand focus third person singular of the Simple Pr
meaning in a
variety of familiar 1.2.3 Lesson delivery
contexts
Understand with 2. Using one of the pictures from the story (
Complementary support short simple introduce the characters of the story.
Skill narratives on a
Listening range of familiar 3. Put all four pictures on the board, in an in
topics
1.1 4. Ask pupils to listen to the story and think
Recognise and Complementary go in. Play the CD (Track 16).
reproduce target Skill 5. Check pupils’ answers and play once aga
language sounds
Listening 6. Ask a few further questions about the pic
of the story (e.g. about karate, China, etc.).
the story.

1.1.1 7. Follow instructions for Activities 1 & 2, Ph
page 98).
Recognise and
reproduce with 7. Ask pupils to work in pairs to find exampl
support a wide They listen to the CD (Track 16) again to ch
range of target
language Post-lesson
phonemes
8. Play a fun game which focuses on disting

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ning THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Sound: /s/ and /z/ for
third person singular of the Simple Present Tense

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of your
ask from the list which can Student’s Book pupils and class. Please see
resent Tense in a fun way. (pages 12-13) and the seven differentiation
Teacher’s Book strategies listed in the
introduction. Please also
(Student’s Book, pages 12-13), Large copies of consider the following:
pictures from story
The focus is on extensive
ncorrect order. listening in this lesson. Some
about which order the pictures pupils may want to see the
story in written form sooner. In
ain if necessary. this case, allow them to read
the story as they listen an
ctures that relate to the focus
Ask pupils what they think of extra time after stage 5.

honics 1 (Teacher’s Book, Depending on your pupils, you
may want to extend or reduce
the focus on pronunciation of
the plural -s using extra, fun
activities, or by leaving out
Activity 2 phonics.

les of /s/ and /z/ in the story.
heck their answers.

guishing /s/ and /z/

45

LESSON: 12 (Speaking 3) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

WEEK 3

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Choose a suitable activity from the list of p
Speaking
2.1 Speaking activity to review key learning from the previo
Communicate could re-use the flags from previous lessons.
simple information 2.1.5
intelligibly Describe people, Lesson delivery
and objects using
Complementary suitable statements 2. Begin the main lesson with revision (see R
Skill page 30)
Listening
1.2 3. Follow the instructions for Activity 1 (Track
Understand
meaning in a Note: This activity addresses both main and
variety of familiar
contexts Complementary 4. Ask pupil to make two cards similar to the o
Skill They could draw these or could write the card

Listening 5. Ask pupils to work in small groups. They pl
question and answer forms from this lesson (
1.2.5 a guessing game.

Understand longer Post-lesson
supported questions
6. Choose a post-lesson activity from the list
learning from this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present continuous

questions in third person: e.g. What is he doing?; and answers:
e.g. He’s ..-ing

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

pre-lesson tasks or use your own short Get Smart Plus 4 Differentiate learning
ous lesson in a fun, active way. You according to the needs of
. Activity 1,
your pupils and class.
Revision box, in the Teacher’s Book, Student’s Book Please see the seven
and Teacher’s differentiation strategies
k 17) in the Teacher’s Book (page 30). Book listed in the introduction.
complementary skills. Please also consider the
ones in Activity 2 in Student’s Book. Blank cards (2 per
ds. pupil) following:
lay a game using their cards and the
(Student’s Book, page 14), for example Encourage more
proficient pupils to use
different vocabulary in
Step 4. When they play
the game in Step 5, they
can peer teach to other
pupils in the group.

which allows you to evaluate the pupils’

46

LESSON: 13 (Reading 3) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK 3

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 1. Using a picture of a child, play a guessin
nationality, where they’re from, family, hob
3.2
3.2.1 Lesson delivery
Understand a Understand the 2. Explain that the child in the picture sent
variety of linear main idea of simple email (Student’s Book, page 11) and tell p
and non-linear texts of one or two
print and digital paragraphs 3. Pupils read the email and check their an
texts by using
appropriate Complementary 4. Follow the instructions for Activity 1 (Tra
reading strategies Skill (page 26).
Reading
Complementary Note: Ask pupils to bring (or draw) pictures
Skill 3.2.2 lesson.
Understand specific
Reading information and Post-lesson
details of simple
3.2 texts of one or two 5. Choose a suitable activity from the post
paragraphs consolidates learning.
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ding THEME: World of Self, Family and Friends
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple to describe
oneself

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ng game about their personal details (age, Get Smart Plus 4 Differentiate learning
bbies etc.) to review key language. according to the needs of
Activities 1-2 your pupils and class.
them an email. Hand out the example Student’s Book Please see the seven
pupils it is the email from this child. and Teacher’s
nswers (from the pre-lesson stage). Book differentiation strategies
ack 15) & Activity 2 in Teacher’s Book listed in the introduction.
An example email Please also consider the
es of themselves doing a sport in the next using email in the
Student’s Book as following:
t-lesson tasks which reviews or a model
You can make the
Picture of the child content of the example
who wrote the email simpler or more
email challenging by varying
vocabulary and length.
Try not to introduce new
vocabulary or form in this
email, however.

You could create more
than one version of the
email, with different

levels of difficulty, so that
more proficient pupils are
challenged as much as
less proficient pupils.

47

LESSON: 14 (Writing 3) SCHEME OF WORK: TEXTBO

TOPIC: Where are you from? MAIN SKILL FOCUS: Writin
WEEK 3 CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a suitable Pre-lesson task from
vocabulary in a fun and active way. You co
4.3 4.3.1 lessons.
Communicate
with appropriate Use capital letters, Lesson delivery
language form full stops, question
and style for a marks and commas 2. Begin the main lesson with Warm-up ac
range of purposes in lists appropriately Book (page 26).
in print and digital in guided writing at
media discourse level 3. Using the pictures that pupils brought to
Optional activity in the Teacher’s Book (pa
Complementary Complementary
Skill Skill 4. Follow the instructions for Writing Tip in
5. Have pupils write their own email, based
Speaking have pupils use computers for this activity
Otherwise, you could create a worksheet t
2.1
Speaking 6. If possible, have pupils send/give their e
Communicate
simple information 2.1.5 7. Pupils respond informally (orally or in wr
intelligibly
Describe people, Post-lesson
and objects using 8. Choose a suitable post-lesson task whic
suitable statements

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple to describe
oneself

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

the list which reviews key language and Get Smart Plus 4 Differentiate learning
ould re-use the flags from previous according to the needs of
Writing Tip your pupils and class.
ctivity: follow instructions in Teacher’s Student’s Book Please see the seven
o this lesson, follow the instructions for and Teacher’s
age 27). Book differentiation strategies
listed in the introduction.
Pupils bring Please also consider the
pictures of
themselves following:

n the Teacher’s Book (page 26). Encourage pupils to use
d on the pictures they brought. If possible, the model email in the
and/or send their email to a classmate. Student’s Book as much
that looks like an email. or as little as they need
to. Some pupils will need
emails to a friend. this support more than

riting) to the email they received. others. Encourage more
proficient pupils to write
ch asks pupils to reflect on recent learning. more.

Monitor carefully and

support all pupils, giving
feedback and helping
them extend their
language to say what
they want to say about
themselves.

48

SCHEME OF WORK: NON-TEXT

LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Languag

TOPIC: Sounds like Magic (Poem) CROSS-CURRICULAR ELEM
Creativity and Innovation
WEEK 3

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Follow Steps 3 to 5 of Activity 1 (page 38)
Language Arts Language Arts
5.3 Lesson Delivery
Express an 5.3.1 2. Follow Steps 1 to 9 of Activity 2 (page 40)
imaginative 3. Tell pupils that the theme for today’s lesson
response to Respond 4. In groups, pupils discuss and decide what
literary texts imaginatively and objects in the poem (seashell, eggshell, hollo
intelligibly through
Complementary creating simple 6. Pupils then rewrite any one stanza of the p
Skill picture stories,
simple poems, and hear.
Writing cartoon stories.
Other imaginative Example: I listened to a coconut
4.2 responses as
Communicate appropriate. and thought I could hear
basic information the sound of a fish swimmin
intelligibly for a Complementary
range of purposes Skill inside my ear.
in print and digital
media. Writing Post-lesson

7. Have pupils recite their new stanza in front

4.2.4

Describe people
and objects using
suitable statements.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

ge Arts THEME: World of Self, Family, and Friends

MENT: Values / LANGUAGE/GRAMMAR FOCUS: Tenses (Simple Past)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
of CCL Teaching Guidebook.
Anthology of Differentiate learning
of CCL Teaching Guidebook. Poems
n is ‘Magic’. according to the needs of
other sounds they can hear from the Contemporary your pupils and class.
ow coconut, teacup). Children’s Please see the seven
poem, with the new sound that they Literature differentiation strategies
Teaching listed in the introduction.
ng Guidebook (BPK)
– Poetry Please also consider the
following:

Creating a line to
describe the new sound
they hear may be difficult
for some pupils. Teacher

may have to scaffold this
activity by leading pupils
to list down relevant
vocabulary, and model
write with them.

(Strategy 2)

t of the class.

49

SCHEME OF WORK: TEXTBOO

WEE LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Lang
K3

WEEK: TOPIC: Where are you from? CROSS-CURRICULAR ELE
__

CONTENT LEARNING LEARNING
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 2. Follow the instructions in the Teacher’s
use the Optional activity in the Teacher’s B
practised using a practised using a Note:

main skill and a main skill and a

complementary complementary skill
skill (Listening, (Listening,
Speaking, Speaking, Reading

Reading or or Writing).  Plan any further activities for this lesson
Writing). Teachers Teachers can use your pupils’ needs.
can use Year 4 Year 4 Content and
Content and Learning Standards  You can use information about your pup
Learning in the DSKP using formative assessment strategies

Standards in curriculum  The information could include your obse
classroom activities and their performa
DSKP curriculum document.
document.  Plan activities which focus on language
communicative way.

Post-lesson

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

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

OK BASED LESSON (Unit 1)

guage Awareness THEME: teacher to complete

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 1

G 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 also according to the needs of
Book. Revision 1,
Activities 1-3 your pupils and class.
n to develop language skills according to Student’s Book
pils’ performance which you collected and Teacher’s Please see the seven
s while teaching this unit. Book
ervation of pupils interacting in differentiation strategies
ance in written activities. Self-assessment
e practice in a meaningful, fun and listed in the introduction.
worksheet
Please also consider the
following:

*Pupils will need support
understanding and
completing the self-
assessment worksheet,
especially at the
beginning of the year.
Pupils can complete it in
their own language if
necessary.

and performance in this unit. They then
(see below) and notes in differentiation

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

Primary Year 4 SK Scheme of Work

50

How did I do in Unit 1? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about countries and nationalities Great ____ OK ____

…talk about what I do every day Great ____ OK ____

…talk about my free time Great ____ OK ____

…write an e-mail to a new friend Great ____ OK ____

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

 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work

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

_______________ very well.

______ better / more.

51

Unit 2

LESSON: 17 (Listening 4) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

WEEK 4

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening Listening 1. Choose a suitable Pre-lesson task from th
1.2 1.2.2 and active way.
Understand Understand with
meaning in a support specific Lesson delivery
variety of familiar information and
2. Introduce the subjects vocabulary using th
contexts details of longer their hands to say if they like and/or are good
simple texts
Complementary 3. Ask pupils to repeat the words after you.
Skill Complementary
Listening Skill 4. Play a matching game/activity where pupi
1.1 Listening words. This activity is leading in to the listeni
Recognise and 1.1.1 with vocabulary in written form. It can be an
reproduce target Recognise and 4. Follow the instructions in the Teacher’s Bo
language sounds reproduce with
support a wide Note: The focus of this lesson should be on
range of target (e.g. hide the song lyrics or ask pupils to clos
language time) in order to help the pupils to focus on li
phonemes
5. Draw attention to the rhyming words in the
activity which practises this sound.
6. Follow the instructions in the Teacher’s bo

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Expressing likes and
skills (present tense): e.g. I like/love… / I’m good at…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs
he list which introduces the topic in a fun Activity 1 of your pupils and
Student’s Book class. Please see the
seven differentiation
(page 15) and strategies listed in the
Teacher’s Book introduction. Please

he flashcards and ask pupils to raise (page 32) also consider the
d at a subject. following:
Depending on the
ils match the pictures to the written needs and level of your
ing activity and aims to support pupils pupils, you could
optional activity. extend the vocabulary
ook for Activity 1 (Track 19). in this lesson by asking
pupils about the
listening, so you could adapt the activity subjects that they cover
se their books when listening the first
istening not reading. in their weekly time
table.
e song (too & you). Follow up with an Note that some pupils
may not join in with the
ook for TPR activity. song. In this case, you
could consider having
them say or chant the
words instead.

52

Post-lesson
7. Finish the lesson with an activity from the
and consolidates learning.

Primary Year 4 SK Scheme of Work

post-lesson tasks which reviews
53

LESSON: 18 (Speaking 4) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

WEEK 4

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 1. Choose an activity from the pre-lesson tas
Communicate found challenging in the previous lesson.
simple information
intelligibly 2.1.1 Lesson delivery

Complementary Explain and give 2. Ask pupils to look at their timetable and try
Skill reasons for basic school day.
Listening opinions
3. Have pupils write down three subjects the
1.2 favourite subject(s) is/are, and elicit basic ide
Understand
meaning in a Complementary 4. Follow the instructions in the Teacher’s Bo
variety of familiar Skill give reasons for their answer as best they ca
contexts Listening 5. Follow the instructions in the Teacher’s Bo

1.2.5 Post-lesson

6. Choose an activity from the post-lesson ta
song again and have pupils sing or do a fun

Understand longer
supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Questions (present
simple) to ask about preference: What’s your favourite

[subject]?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
sks to review vocabulary your pupils
Get Smart Plus 4 Differentiate learning
y to elicit subjects they learn in their according to the needs
Activity 3 of your pupils and
ey like. Ask some pupils what their Student’s Book class. Please see the
eas for why they like these subjects. (page 15) and seven differentiation
ook for Activity 3. Encourage pupils to Teacher’s Book strategies listed in the
an. (page 33)
ook for the optional activity. introduction. Please
Pupils’ timetable also consider the
asks to evaluate learning or play the following:
task as they listen.
If pupils have difficulty
writing the words in
their notebooks, remind
them to check the
spelling in the Student’s
Book.

Provide plenty of
controlled practice of
the question-answer in
this lesson to support
less confident pupils.

54

SCHEME OF WORK: TEXTBO

LESSON: Lesson 19 (Reading 4) MAIN SKILL FOCUS: Read

TOPIC: My Week CROSS-CURRICULAR ELE

WEEK 5

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Follow the instructions for Warm up in t
Reading Reading Lesson delivery
2. Introduce the characters in the story usi
3.3 3.3.1 3. Ask pupils to read the story quietly, on th
Read
independently for Read and enjoy A1 4. Ask pupils some questions, e.g. Where
information and fiction/non-fiction at? Do they have the same timetable or dif
enjoyment print and digital 5. Follow up by asking pupils for their opin
texts of interest 6. If time allows, play a true-false activity a
Complementary
Skill Complementary Post-lesson
Skill 7. Review the story using a post-lesson tas
Reading
Reading
3.2
3.2.1
Understand a
variety of linear Understand the
and non-linear main idea of simple
print and digital texts of one or two
texts by using paragraphs
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ding THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple for talking
about regular actions (school timetable)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
the Teacher’s Book.
Get Smart Plus 4 Differentiate learning
ing pictures. according to the needs of
heir own. A story in the your pupils and class. Please
are they? What are they looking Student’s Book see the seven differentiation
fferent timetables?) (page 16) and strategies listed in the
nions on the story. Teacher’s Book introduction. Please also
about the story. (pages 34-35) consider the following:

sk form the list. Pupils may not be used to
reading in this way in
English. Encourage them to
read silently and remind
them they can take as long
as they need to read and
understand the story. Make
sure they are sitting
comfortably.

If you have more proficient
pupils in your class, make
sure to plan for fast finishers
so that they don’t move on to
the next Page. Avoid
rewarding pupils for finishing
quickly, but provide a
meaningful task which will
extend/review their learning.

55

LESSON: 20 (Writing 4) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

WEEK 5

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.2 4.2.4 1. Choose a pre-lesson task from the list wh
Communicate Describe people and review the vocabulary.
basic information and objects using
intelligibly for a suitable statements Lesson delivery
range of purposes
in print and digital Complementary 2. Re-introduce the story and follow instruct
media Skill
Reading 3. Focus on specific understanding of the te
Complementary 3.2.2 Activity 3.
Skill Understand specific
Writing information and 4. Draw attention to the target language by f
3.2 details of simple Grammar box.
Understand a texts of one or two 5. Have pupils write more True/False statem
variety of linear paragraphs pupils.
and non-linear
print and digital 6. If time allows, have pupils write (or say) s
texts by using timetable/week at school.
appropriate
reading strategies Post-lesson

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Questions in present
simple with How often:. e.g. How often do you have
[subject]?; adverbs of frequency: e.g. Three times a week.

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

hich will introduce the lesson Get Smart Plus 4 Differentiate learning according
to the needs of your pupils and
tions for Activity 1 (Track 22). Activities 1-2 class. Please see the seven
ext by following instructions for differentiation strategies listed in
following the instructions for Student’s Book the introduction. Please also
ments as a quiz for other (pages 16-17) and consider the following:
sentences about their Teacher’s Book
(pages 34-35) If some pupils have difficulty
the list, which asks pupils to writing true/false sentences,
lessons. show the class how to change
words in the sentence (e.g. the
person’s name, the adverb of
frequency, the day) using
models on the board. Leave
models there on the board for
pupils to work from.

Give a minimum number of
sentences to write so that more

proficient pupils can write more.

56

SCHEME OF WORK: NON-TEXT

EE LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Langua
K TOPIC: Grandma’s House (Poem)
CROSS-CURRICULAR ELEM
WEEK 6 Creativity and Innovation

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Note: Ask pupils to bring household item toy
Pre-lesson
Language Arts Language Arts 1. Follow Steps 1 to 4 (page 46) of Activity 1
5.3 5.3.1 Lesson delivery
Express an Respond
imaginative imaginatively and 2. Follow Steps 6 to 8 (page 46) of Activity 1
response to intelligibly through Note: Make copies of Worksheet 1 on page
literary texts. creating simple
picture stories, 3. Making a Diorama: Follow Step 2 of Activi
Complementary simple poems, and Guidebook.
Skill cartoon stories. Post-lesson

Listening Other imaginative 4. Pupils describe their dioramas in at least 4
1.2 responses as
Understand appropriate.
meaning in a
variety of familiar Complementary
contexts. Skill

Listening
1.2.5
Understand a wide
range of longer
supported
questions.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

age Arts THEME: World of Self, Family and Friends

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Wh-questions

OUTLINE MATERIALS / DIFFERENTIATION
ys. Teacher brings shoe boxes. REFERENCES STRATEGIES
1 in CCL Teaching Guidebook.
Anthology of Differentiate learning
1 in CCL Teaching Guidebook. Poems according to the needs
47. of your pupils and
ity 4 (page 55) in CCL Teaching Contemporary class. Please see the
Children’s seven differentiation
4 sentences. Literature strategies listed in the
Teaching
Guidebook (BPK) introduction. Please
– Poetry also consider the
following:

Some pupils may need
more time to complete
the dioramas. Teacher
can give them more
time and check with
them the product at a
specified time.

(Strategy 4)

57

LESSON: 22 (Listening 5) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

WEEK 7

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Play a game to review activities vocabul
1.2.5
1.2 Lesson delivery
Understand longer
Understand supported questions 2. Review the story from Activity 1 (Track 2
meaning in a again and respond to questions Why do th
variety of familiar classroom? / Do the girls solve their proble
contexts the end of the story? Why?

Complementary Complementary 3. Provide sentence strips to pupils about th
Skill Skill listened. Ask pupils to sequence the sente
story to show their understanding.
Listening Listening
1.2 Post-lesson
Understand 3. Review learning using an activity from th
meaning in a
variety of familiar 1.2.3
contexts
Understand with
support short simple
narratives on a

range of familiar
topics

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions in present
simple with How often:. e.g. How often do you have [subject]?;
adverbs of frequency: e.g. Three times a week.

TLINE MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES
Differentiate learning according to the
lary. Get Smart Plus 4 needs of your pupils and class.
Activity 1 Please see the seven differentiation
22) by asking pupils to listen Student’s Book strategies listed in the introduction.
he girls go to the wrong (pages 16-17) Please also consider the following:
em? / How do the girls feel at
Sentence strips For Stage 6, provide support for
making these sentences according to
the level of your pupils.

he story that they have read/ Consider extending the speaking
ence strips according to the exchange into a longer dialogue (e.g.
by adding responses such as Oh,
he post-lesson tasks list. lucky you!), depending on the level of

your class or individual pupils. You
could pair more proficient pupils
together for this.

Presenting to a group rather than to

the whole class can support less
confident pupils. It will also help the
pace of the lesson giving time for

pupils to speak more, especially in
large classes.

58

__ 7 LESSON: 23 (Speaking 5) SCHEME OF WORK: NON-TEXT
WEEK: TOPIC: My Week
MAIN SKILL FOCUS: Speak
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Play a game to review school subjects vo
Speaking Speaking
Lesson delivery
2.1 2.1.4
2. Play a game where pupils talk about or m
Communicate Give reasons for subjects (e.g. English / fun)

simple information simple predictions 3. Have pupils look at their timetables (or th
talk about how each day will be, e.g. I think
intelligibly we have maths. Pupils may need a lot of su
Be sure to model it carefully and have pupil
Complementary Complementary before the pair work.
Skill Skill
4. Hand out strips of paper, two (or more) p
Writing Writing on each paper to say what they think about

4.2 4.2.1 5. In groups, pupils put their papers togethe
take a paper in turn, read it, and guess who
Communicate Explain and give if they agree or disagree with the opinion.
basic information reasons for simple
intelligibly for a opinions Post-lesson
range of purposes
in print and digital 6. Review the lesson using an activity from
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

king THEME: World of Self, Family and Friends

MENT: Values LANGUAGE/GRAMMAR FOCUS: Will for prediction

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ocabulary. Pupils’ timetables, Differentiate learning
match adjectives and school if available or an according to the needs of your
example timetable pupils and class. Please see
as a worksheet the seven differentiation
strategies listed in the
Strips of paper introduction. Please also
consider the following:

he example one). In pairs, they Be sure to model language
Monday will be great because pupils need and provide
practise before the speaking
upport in forming this sentence. and writing stages. In Stage 4,
ls practise in a drilling activity pupils could have two or more
strips of paper to write on.
per pupil. Pupils write a sentence
t a subject and why.

er. They mix them up. Pupils
o wrote the paper. They then say

the post-lesson task list.

59

LESSON: 24 (Reading 5) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

WEEK 7

CONTENT LEARNING LEARNING OU
STANDARD
STANDARD
Main Skill Pre-lesson
Main Skill
Reading 1. Introduce vocabulary in the text using m
Reading
3.2.2 instructions for Warm up in the Teacher’s B
3.2 jobs.
Understand specific
Understand a information and Lesson delivery
variety of linear details of simple
and non-linear texts of one or two 2. Ask a question for general understandin
print and digital paragraphs you? Then follow the first two instructions f
texts by using Complementary Book. Have pupils read and listen (Track 2
appropriate Skill 4. Ask pupils to find and guess the meanin
reading strategies Remind them to think about the topic of the
Complementary Reading the words.
Skill
3.2.3 5. Follow the remaining instructions for Act
Reading Note: pupils do not do the writing task at th
Guess the meaning lesson.
3.2 of unfamiliar words
from clues provided 6. Follow the instructions for Activity 2 in th
Understand a by title and topic
variety of linear Post-lesson
and non-linear
print and digital 7. Finish with a game to further consolidate
texts by using point (have to) in a personal way.
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ding THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Questions about
obligation using have to in present simple

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

mime and by following Get Smart Plus 4 Differentiate learning according
Book. Avoid introducing feed and to the needs of your pupils and
Activities 1-2
ng, e.g. Which child is most like class. Please see the seven
for Activity 1 in the Teacher’s Student’s Book differentiation strategies listed in
25) to the text. (pages 18-19) and
ng of unfamiliar words in the text. Teacher’s Book the introduction. Please also
e text and the sentences around (pages 36-37) consider the following:

tivity 1 in the Teacher’s Book. Some of the topic content of this
he bottom of the Page in this lesson may need adapting to
suit your pupils’ context. Make
sure to draw connections
between the language, topic and
pupils’ own lives as much as

possible, while reminding them
that children in other countries
have to do different jobs to help
around the house.

he Teacher’s Book.

e understanding of the language

60

LESSON: 25 (Writing 5) SCHEME OF WORK: TEXTBO

TOPIC: My Week MAIN SKILL FOCUS: Writing
WEEK CROSS-CURRICULAR ELEM
8

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

Writing Writing 1. Do a fun activity with pupils to review spelli
vocabulary relating to helping at home. Durin
4.3 4.3.3 extend phrases for helping at home.

Communicate Produce a plan or Lesson delivery

with appropriate draft of one 2. Have pupils list the jobs they do at home a
language form paragraph for a list.

and style for a familiar topic and 3. Use a pre-prepared paragraph as a model
range of purposes modify this punctuation. You could have pupils insert the
in print and digital worksheet prepared before the lesson).
media appropriately in
response to
feedback

Complementary Complementary 4. Ask pupils to write about what they have to
Skill Skill question in Student’s book, bottom of reading
the model you have provided for support as w
Writing Writing Student’s Book.

4.3 4.3.1 5. Have pupils exchange their writing with a p
Provide guidance on what to check for as nec
Communicate Use capital letters, giving additional support when needed.
with appropriate full stops, question
language form marks and commas 6. Have pupils re-write their work based on fe
and style for a in lists appropriately
range of purposes in guided writing at Post-lesson
in print and digital discourse level
media 7. Choose a suitable Post-lesson task from th
reflect on their learning in this sequence of le

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

THEME: World of Self, Family and Friends

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

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ing of two or three most relevant Student’s Book Differentiate learning according to
ng feedback, help pupils to (page 18) and the needs of your pupils and
Teacher’s Book class. Please see the seven
and talk to a partner about their (page 36) differentiation strategies listed in
the introduction. Please also
to draw attention to features of Model consider the following:
e punctuation (on a separate paragraph about
you or your Some pupils may find writing a
o do at home (see writing
g paragraphs). They can follow family paragraph challenging. You can
well as the paragraphs in the provide support through your
model paragraph, including using
partner to check for mistakes. it as an example for length. You
cessary, and monitor carefully could ask pupils to sit with a
partner, and pair more proficient
pupils with less proficient, so that
they can support them.

If you have fast finishers, ask
them to help you monitor and
support others in the classroom.

eedback from their peers.

he list, which asks pupils to
essons.

61

SCHEME OF WORK: NON-TEXT

LESSON: 26 (Language Arts 5) MAIN SKILL FOCUS: Lang

TOPIC: Clap your hands (Poem) CROSS-CURRICULAR ELE
WEEK Innovation
10

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Language Arts
Language Arts 1. Choose a suitable activity from the list o
5.3 short activity to review key learning from th
Express an 5.3.1
imaginative You can also use this stage to introduce ne
response to Respond
literary texts imaginatively and Lesson delivery
intelligibly through 2. Follow instructions for Activity 1 in the C
Complementary creating simple 59). Explain the use of imperative verbs in
Skill picture stories,
Reading simple poems and 3. Distribute peer-assessment checklist to
3.3 cartoon stories the CCL Teaching Guidebook-Poetry (pag
Read
independently for Complementary Post lesson
information and Skill 4. Choose a suitable activity from the post
enjoyment personalises learning.
Reading

3.3.1

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

Primary Year 4 SK Scheme of Work