Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 156 (Speaking 30) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short


adjectives


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils p.100 your pupils and class. Please
simple information and objects using for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.150–151 introduction. Please also
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your consider the following:
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as Self-assessment consider providing a written
and non-linear information and pupils do this activity and check their use of superlative adjectives in particular. worksheet (see model on the board.
print and digital details of short 4. Tell pupils they are going to play a game. They will need dice and a counter (they below)
texts by using simple texts can use some paper, a rubber, pencil sharpener etc). Follow instructions for If you have groups that finish
appropriate Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four the game quickly, they could
reading strategies pupils. write some new questions to
make it longer.
5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.









257

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 156 (Speaking 30) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short


adjectives


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils p.100 your pupils and class. Please
simple information and objects using for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.150–151 introduction. Please also
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your consider the following:
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as Self-assessment consider providing a written
and non-linear information and pupils do this activity and check their use of superlative adjectives in particular. worksheet (see model on the board.
print and digital details of short 4. Tell pupils they are going to play a game. They will need dice and a counter (they below)
texts by using simple texts can use some paper, a rubber, pencil sharpener etc). Follow instructions for If you have groups that finish
appropriate Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four the game quickly, they could
reading strategies pupils. write some new questions to
make it longer.
5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.









257

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 156



Self-Assessment worksheet

How did I do in Unit 10?

In English, I know how to:

 talk about different animals Great! [ ] OK [ ] A little [ ]

 talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]
 compare different animals Great! [ ] OK [ ] A little [ ]

 compare people Great! [ ] OK [ ] A little [ ]

 talk about the Solar System Great! [ ] OK [ ] A little [ ]






























258

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 156



Self-Assessment worksheet

How did I do in Unit 10?

In English, I know how to:

 talk about different animals Great! [ ] OK [ ] A little [ ]

 talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]
 compare different animals Great! [ ] OK [ ] A little [ ]

 compare people Great! [ ] OK [ ] A little [ ]

 talk about the Solar System Great! [ ] OK [ ] A little [ ]






























258

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 157 (Reading 30) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives


Technology
& superlatives


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 7. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare p.101 your pupils and class.
variety of linear of unfamiliar words pupils for the lesson. Please see the seven
and non-linear from clues provided Teacher’s Book, differentiation strategies
print and digital by visuals and the Lesson delivery p.152-153 listed in the introduction.
texts by using topic 1. Tell pupils they will make models of the Solar System and talk about them in this Please also consider the
appropriate lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of following:
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary for making the model of the Solar System. With their partner, they should read and texts 1–4 preparing for the show and
Skill match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, tell activity (step 4). You
Complementary Listening 1.2.4 the model instructions. Remind them they can use clues from the pictures to help p.101), one copy could provide a model and
Skill Understand a wide them. per pair let pupils prepare their
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check the presentation by writing it
Understand supported instructions by having one or two pupils say them again. Ask questions to check Various first if you think they will
meaning in a classroom pupils’ understanding of the instructions. resources (see need this support.
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
4. Follow instructions for Activity 2 on Teacher’s Book, p.152.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.










259

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 157 (Reading 30) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives


Technology
& superlatives


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 7. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare p.101 your pupils and class.
variety of linear of unfamiliar words pupils for the lesson. Please see the seven
and non-linear from clues provided Teacher’s Book, differentiation strategies
print and digital by visuals and the Lesson delivery p.152-153 listed in the introduction.
texts by using topic 1. Tell pupils they will make models of the Solar System and talk about them in this Please also consider the
appropriate lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of following:
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary for making the model of the Solar System. With their partner, they should read and texts 1–4 preparing for the show and
Skill match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, tell activity (step 4). You
Complementary Listening 1.2.4 the model instructions. Remind them they can use clues from the pictures to help p.101), one copy could provide a model and
Skill Understand a wide them. per pair let pupils prepare their
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check the presentation by writing it
Understand supported instructions by having one or two pupils say them again. Ask questions to check Various first if you think they will
meaning in a classroom pupils’ understanding of the instructions. resources (see need this support.
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
4. Follow instructions for Activity 2 on Teacher’s Book, p.152.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.










259

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)


LESSON: 158 (Writing 30) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives

& comparatives
Imagination


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Play Missing Planets (see Teacher’s Book, p.153). according to the needs of
Communicate with draft and write an Lesson delivery Teacher’s Book, p.153 your pupils and class.
appropriate increased range of Please see the seven
language form and simple sentences 2. Talk to pupils about the universe, telling them that there are many solar Poster paper differentiation strategies
style for a range of systems in the universe, but we don’t know very much about the other solar listed in the introduction.
purposes in print systems. Tell pupils they will imagine a solar system. You could give an Colour pens and Please also consider the
and digital media example of another solar system, an imaginary one, or even have pupils pencils following:
Complementary research this, if you have time. More proficient
Skill 3. Ask pupils to work in groups of three or four. First they note in their groups/pupils can include
Complementary Writing 4.2.4 notebooks the basic information about the planets in their imaginary solar different information about
Skill Describe people system, e.g. how many planets there are, what they are called, how their solar system, for
Writing 4.2 and objects using big/hot/cold they are etc. Monitor carefully and help pupils with ideas and example whether the
Communicate suitable words and language at this planning stage. planets have life on them,
basic information phrases 4. Each group makes a poster. They should decide who will write, who will draw moons around them etc.
intelligibly for a and who will manage the group. The writer(s) should draft the text that will go
range of purposes on the poster, the artist(s) should plan and draw the solar system on the
in print and digital poster, the manager should make sure that the information is correct
media between the artwork and the text.

5. When the writer(s) has finished the first draft, all the group members should
help review it and check the language and content. Monitor and help as
pupils do this.
6. Pupils finish their posters by adding the text to them.
7. Display the posters in the classroom.
Post-lesson
8. Ask pupils to look at the posters and comment positively on them. Give some
feedback on the content, design and on how well groups have worked
together as a team to produce the posters.




260

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)


LESSON: 158 (Writing 30) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives

& comparatives
Imagination


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Play Missing Planets (see Teacher’s Book, p.153). according to the needs of
Communicate with draft and write an Lesson delivery Teacher’s Book, p.153 your pupils and class.
appropriate increased range of Please see the seven
language form and simple sentences 2. Talk to pupils about the universe, telling them that there are many solar Poster paper differentiation strategies
style for a range of systems in the universe, but we don’t know very much about the other solar listed in the introduction.
purposes in print systems. Tell pupils they will imagine a solar system. You could give an Colour pens and Please also consider the
and digital media example of another solar system, an imaginary one, or even have pupils pencils following:
Complementary research this, if you have time. More proficient
Skill 3. Ask pupils to work in groups of three or four. First they note in their groups/pupils can include
Complementary Writing 4.2.4 notebooks the basic information about the planets in their imaginary solar different information about
Skill Describe people system, e.g. how many planets there are, what they are called, how their solar system, for
Writing 4.2 and objects using big/hot/cold they are etc. Monitor carefully and help pupils with ideas and example whether the
Communicate suitable words and language at this planning stage. planets have life on them,
basic information phrases 4. Each group makes a poster. They should decide who will write, who will draw moons around them etc.
intelligibly for a and who will manage the group. The writer(s) should draft the text that will go
range of purposes on the poster, the artist(s) should plan and draw the solar system on the
in print and digital poster, the manager should make sure that the information is correct
media between the artwork and the text.

5. When the writer(s) has finished the first draft, all the group members should
help review it and check the language and content. Monitor and help as
pupils do this.
6. Pupils finish their posters by adding the text to them.
7. Display the posters in the classroom.
Post-lesson
8. Ask pupils to look at the posters and comment positively on them. Give some
feedback on the content, design and on how well groups have worked
together as a team to produce the posters.




260

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 159 (Language Arts 30) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives


& superlatives


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Express personal 5.2.1 suits your pupils’ needs and interests and that will review adjectives to prepare Student’s Book, p.102– your pupils and class.
responses to Ask and answer pupils for the lesson. 103 Please see the seven
literary texts simple questions Lesson delivery differentiation strategies
about characters, Teacher’s Book, p.154– listed in the introduction.
Complementary actions and events 2. Tell pupils they are going to read a fairy story. Ask them whether they know 155 Please also consider the
Skill of interest in a text any other fairy stories (e.g. Sleeping Beauty). Note that many have been made following:
Reading 3.3 Read into films by Disney, so pupils may know them. Copies of cut-outs of the Ask different kinds of
independently for Complementary 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. sets of characters in the questions to different
information and Skill Tell pupils that many men in the land want to marry the princess, so they have story (one per pair/small pupils so that you are
enjoyment Reading 3.3.1 some competitions. Hand out the character sets (the three strong men in group) challenging them to a
Read and enjoy picture 2, the three jokers in picture 3, the three running men in picture 4) and level where they can still
A1 fiction/non- elicit some adjectives to describe them. Ask pupils to put them in order of how Picture of the princess reply. This may be
fiction print and strong/funny/fast they are. from the story related to the type of
digital texts of 4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see question (higher/lower-
interest whether they were right. Remind them that they do not need to understand (You could choose a level thinking) or the
every word and can use the pictures to help them understand the storyline. different story if it is more language.
appropriate to your local
5. Play the CD and have pupils follow along. Follow the instructions for While culture)
reading on Teacher’s Book, p.154–155.
6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s
Book, p.155).
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.





261

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 159 (Language Arts 30) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives


& superlatives


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Express personal 5.2.1 suits your pupils’ needs and interests and that will review adjectives to prepare Student’s Book, p.102– your pupils and class.
responses to Ask and answer pupils for the lesson. 103 Please see the seven
literary texts simple questions Lesson delivery differentiation strategies
about characters, Teacher’s Book, p.154– listed in the introduction.
Complementary actions and events 2. Tell pupils they are going to read a fairy story. Ask them whether they know 155 Please also consider the
Skill of interest in a text any other fairy stories (e.g. Sleeping Beauty). Note that many have been made following:
Reading 3.3 Read into films by Disney, so pupils may know them. Copies of cut-outs of the Ask different kinds of
independently for Complementary 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. sets of characters in the questions to different
information and Skill Tell pupils that many men in the land want to marry the princess, so they have story (one per pair/small pupils so that you are
enjoyment Reading 3.3.1 some competitions. Hand out the character sets (the three strong men in group) challenging them to a
Read and enjoy picture 2, the three jokers in picture 3, the three running men in picture 4) and level where they can still
A1 fiction/non- elicit some adjectives to describe them. Ask pupils to put them in order of how Picture of the princess reply. This may be
fiction print and strong/funny/fast they are. from the story related to the type of
digital texts of 4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see question (higher/lower-
interest whether they were right. Remind them that they do not need to understand (You could choose a level thinking) or the
every word and can use the pictures to help them understand the storyline. different story if it is more language.
appropriate to your local
5. Play the CD and have pupils follow along. Follow the instructions for While culture)
reading on Teacher’s Book, p.154–155.
6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s
Book, p.155).
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.





261

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)


LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives

& superlatives
Sustainability


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Communicate draft and write an pupils’ needs and interests and that will introduce the word camel and review Malaysian p.119 needs of your pupils
with appropriate increased range of animals from Lesson 148. and class. Please see
language form simple sentences Teacher’s Book, the seven
and style for a Lesson delivery p.182 differentiation
range of purposes 2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of strategies listed in the
in print and digital camels from introduction. Please
media 3. Follow instructions for Vocabulary on Teacher’s Book, p.182. Student’s Book, also consider the
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. p.119 following:
If you have little time
Complementary Complementary 5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson Malaysian in this lesson, focus
Skill Skill 148. Return their sentences to them from that lesson, having pupils work in the same pairs animals on the second part of
Reading 3.2 Reading 3.2.2 if possible. Ask pupils to look at their sentences, to check them and to develop the flashcards the lesson, which is
Understand a Understand information further, using some superlative adjectives if possible. This will depend on the Pupils’ about Malaysian
variety of linear specific animal itself. Encourage pupils to add some information anyway. sentences from animals.
and non-linear information and
print and digital details of short 6. Ask pupils to draw their animal in large size on paper and cut it out. Lesson 148
texts by using simple texts 7. At the same time, have different pupils in the group write the sentences on separate pieces Paper, scissors,
appropriate of paper. glue,
reading strategies string/thread
8. Organise the class so that they all stick their pictures on the display board/very large paper.
They also stick the sentences, separately, away from the pictures. Ask one or two pupils to Very large
supervise this and to write a title for the display (e.g. Malaysian animals in danger! or poster paper /
Endangered animals around us). display board
9. Pairs could connect their sentences to their pictures using the string/thread themselves, or
you ask pupils to match each other’s sentences and pictures if you have time.
Post-lesson

10. Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world.


262

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)


LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives

& superlatives
Sustainability


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Communicate draft and write an pupils’ needs and interests and that will introduce the word camel and review Malaysian p.119 needs of your pupils
with appropriate increased range of animals from Lesson 148. and class. Please see
language form simple sentences Teacher’s Book, the seven
and style for a Lesson delivery p.182 differentiation
range of purposes 2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of strategies listed in the
in print and digital camels from introduction. Please
media 3. Follow instructions for Vocabulary on Teacher’s Book, p.182. Student’s Book, also consider the
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. p.119 following:
If you have little time
Complementary Complementary 5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson Malaysian in this lesson, focus
Skill Skill 148. Return their sentences to them from that lesson, having pupils work in the same pairs animals on the second part of
Reading 3.2 Reading 3.2.2 if possible. Ask pupils to look at their sentences, to check them and to develop the flashcards the lesson, which is
Understand a Understand information further, using some superlative adjectives if possible. This will depend on the Pupils’ about Malaysian
variety of linear specific animal itself. Encourage pupils to add some information anyway. sentences from animals.
and non-linear information and
print and digital details of short 6. Ask pupils to draw their animal in large size on paper and cut it out. Lesson 148
texts by using simple texts 7. At the same time, have different pupils in the group write the sentences on separate pieces Paper, scissors,
appropriate of paper. glue,
reading strategies string/thread
8. Organise the class so that they all stick their pictures on the display board/very large paper.
They also stick the sentences, separately, away from the pictures. Ask one or two pupils to Very large
supervise this and to write a title for the display (e.g. Malaysian animals in danger! or poster paper /
Endangered animals around us). display board
9. Pairs could connect their sentences to their pictures using the string/thread themselves, or
you ask pupils to match each other’s sentences and pictures if you have time.
Post-lesson

10. Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world.


262





Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/