Primary Year 4 SK SOW-2

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

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

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list of pre-lesson tasks.
Get Smart Plus Differentiate learning
tify the phrases for jobs around the 4 according to the needs of
for Grammar Box to review the your pupils and class. Please
us with a short, interactive language Activities 3-4 see the seven differentiation
ack 26) in the Teacher’s Book. Student’s Book strategies listed in the
e pupils ask and answer about what (page 19) and introduction. Please also
Teacher’s Book consider the following:
e list of post-lesson tasks to (page 37)
g/form. Try to personalise learning
by helping your pupils talk
more about the jobs they do
at home in English.

If pupils find the vocabulary
(or phrases) difficult, you
could provide written models
for them to refer to, perhaps
as part of Stage 2.

63

WEEK: __ LESSON: 28 (Speaking 6) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Follow instructions for the Optional activ
pre-lesson task from the list to review learn
2.1 2.1.5 Warm up in the Teacher’s Book.

Communicate Describe people, Lesson delivery

simple information and objects using 2. Follow instructions for Activities 1-3 in th

intelligibly suitable statements Note: When pupils present their work to th
pupils who are listening, so that they have

Complementary Complementary Post-lesson
Skill Skill
3. Review pupils’ work in this lesson and g
Listening Listening for more peer feedback. Alternatively, you
to review and assess learning.

1.2 1.2.5

Understand Understand longer
meaning in a supported questions
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

aking THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Have to (present simple
yes/no questions) to ask about obligation

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
vity (‘seat switch’) or choose a suitable
ning in the unit of follow instructions for Get Smart Plus 4 Differentiate learning
according to the needs
he Teacher’s Book. Activities 1-3 of your pupils and
he class, make sure to set a task for the Student’s Book class. Please see the
(page 21) and seven differentiation
a reason to listen carefully. Teacher’s Book strategies listed in the
(pages 40-41) introduction. Please
give positive feedback on their efforts. Ask also consider the
could use a post-lesson task from the list Pens, pencils, following:
rulers
You could ask more
proficient pupils to
make questions to
answer while listening
to the presentations.

Have a task ready for
pairs who finish quickly,
or ask them to help
others.

64

WEEK: __ LESSON: 29 (Reading 6) SCHEME OF WORK: TEXTBO
TOPIC: Social Studies (CLIL 1)
MAIN SKILL FOCUS: Readin

CROSS-CURRICULAR ELEM
Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose an activity from the list of pre-lesso
lesson.
3.2 3.2.2
Lesson delivery
Understand a Understand specific
variety of linear information and 2. Introduce the topic further using the picture
and non-linear details of simple Ask pupils to describe them however they can
print and digital texts of one or two useful new words in English. Ask them to com
texts by using paragraphs a basic way.
appropriate
reading strategies Complementary 3. Write the new words (library, country, spec
Skill
Complementary 4. Have pupils work in pairs or small groups t
Skill Reading dictionary.

Reading 3.2.4 5. Pupils check their understanding of the wo
student’s book at the top of the Page.
3.2 Recognise and use
with little or no 6. Follow the Lesson plan (Steps: Warm up (T
Understand a support key Vocabulary, Activity 1 (Track 36) and Activity
variety of linear features of a simple
and non-linear monolingual 7. Follow up by asking pupils to re-read the se
print and digital dictionary create four ‘true’ statements about their schoo
texts by using
appropriate Note: This could be done orally and/or in writ
reading strategies
Post -lesson

8. Ask pupils to reflect on their learning by us
lesson tasks.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Knowledge

MENT: Global LANGUAGE/GRAMMAR FOCUS: Review of present simple
to describe and talk about routine.

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

on tasks to introduce the topic of the Get Smart Plus 4 Differentiate learning
according to the needs of
es of different schools in Malaysia. Activities 1-2 your pupils and class. Please
n in English and help them with (page 129) see the seven differentiation
mpare these schools to their own in Student’s Book strategies listed in the
and Teacher’s introduction. Please also
cial, strange, forest) on the board. Book (page 193) consider the following:
to check one or more of these in the
Monolingual If you have extra time at the
ords by looking at the pictures in the dictionaries end of this unit, you could do
the Optional Project work
Track 35, listen & repeat), Pictures of outlined in the Teacher’s
2 in the Teacher’s Book. different schools Book.
entences in Activity 2 and, in pairs, in various areas of
ol. Malaysia If you think your class may
ting. have difficulty reading three
texts, you could share out
sing an activity from the list of post- the texts so pupils read just
one (or two) and answer the
True/false questions for their
text only. They can then
share their information to
complete Activity 2.

Allow pupils to work together
in pairs or even small groups
to support each other in
understanding the texts.

65

WEEK: __ LESSON: 30 (Writing 6) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing
Writing 4.3.2 1. Review spelling of key vocabulary in this le
Spell most high words/phrases which are useful for pupils to r
4.3 frequency words spelling these words in the main lesson, leave
accurately in guided
Communicate writing Lesson delivery
with appropriate 2. Play ‘hot card pantomime’ (see instructions
language form Complementary
and style for a Skill Note: Instead of preparing the cards yourself
range of purposes Listening Focus on accurate spelling at this point.
in print and digital 1.2.5 3. Follow the instructions for Activity 1 in the T
media Understand longer
supported questions 4. Follow instructions for Activity 2 (CD2, Trac
Complementary 5. Play the ‘hopscotch’ game, if time allows.
Skill
Post-lesson
Listening
6. Choose a suitable Post-lesson task from th
1.2 their learning in this sequence of lessons.

Understand
meaning in a
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Have to (present simple
questions, 3rd person) to ask about obligation

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
esson and other related vocabulary
review. If pupils may need support with Get Smart Plus 4 Differentiate learning
e them on the board for now. according to the needs of
Activity 1-2 your pupils and class.
s in the Teacher’s Book for Revision. Student’s Book Please see the seven
f, have pupils write their own cards. (page 20) and differentiation strategies
Teacher’s Book. Teacher’s Book listed in the introduction.
ck 29) in the Teacher’s Book. (pages 38-39) Please also consider the
following:
he list, which asks pupils to reflect on
In Stages 3 and 4,
consider pairing more
proficient pupils with
those who have more
difficulty. Encourage
pupils to give each other
feedback, in particular
feedback related to the
learning standards of this
lesson.

66

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 31 (Language Arts 7) MAIN SKILL FOCUS: Lang

TOPIC: Poem (Noisy Food) CROSS-CURRICULAR ELE
and Technology

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill Main Skill 1. Conduct Steps 1-6 of Activity 1 in the CC

Language Arts Language Arts

5.3 5.3.1 Lesson delivery
Express an
imaginative Respond 2. Conduct Steps 8-11 of Activity 1 in the C
response to imaginatively and 65). Explain the use of adjectives to descri
literary texts intelligibly through
creating simple 3. Follow instructions for Activity 3 in the C
Complementary picture stories, 69-70).
Skill simple poems and
Reading cartoon stories 4. Conduct Steps 1-10 of Activity 2 in the C
3.3 67-68).
Read Complementary
independently for Skill Post lesson
information and
enjoyment Reading 5. Distribute peer-assessment checklist. F

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 2)

guage Arts THEME: World of Knowledge

EMENT: Values, Science LANGUAGE/GRAMMAR FOCUS: Adjectives

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

CL Teaching Guidebook-Poetry (page 65). Anthology of Differentiate learning
poems according to the needs of
CCL Teaching Guidebook-Poetry (page your pupils and class.
ibe people and objects. Contemporary Please see the seven
CCL Teaching Guidebook-Poetry (pages Children’s differentiation strategies
CCL Teaching Guidebook-Poetry (pages Literature (CCL) listed in the introduction.
Teaching Please also consider the
Guidebook- following:
Poetry (BPK)
Teacher can encourage
Peer-assessment more proficient pupils to
checklist produce more than one
shape poem (according
Pre-recorded to stanza).
sounds of food
being eaten (Strategy 3A)

Finally, conduct Gallery Walk. Worksheet 1
Placard

67

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Lang

TOPIC: My Week CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Language Language Pre-lesson
Awareness Awareness lessons
lessons should be should be 1. Review housework vocabulary with an a
presented and presented and
practised using a practised using a Lesson delivery
main skill and a main skill and a
complementary complementary skill 2. Follow the instructions in the Teacher’s
skill (Listening, (Listening, could also use the Optional activity in the T
Speaking, Speaking, Reading
Reading or or Writing). Note:
Writing). Teachers Teachers can use
can use Year 4 Year 4 Content and  Plan any further activities for this lesso
Content and Learning Standards your pupils’ needs.
Learning in the DSKP
Standards in the curriculum  You can use information about your p
DSKP curriculum document. using formative assessment strategies
document.
 The information could include your ob
classroom activities and their perform

 Plan activities which focus on languag
communicative way.

Post-lesson

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

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

guage Awareness THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 2

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

activity from the list of pre-lesson tasks. Get Smart Plus 4 Differentiate learning
according to the needs of
Book for Activities 1 (Track 35) to 2. You Revision 2 Activity your pupils and class.
Teacher’s Book. 1-2 Student’s Please see the seven
Book (page 26) differentiation strategies
on to develop language skills according to and Teacher’s listed in the introduction.
Book (page 47) Please also consider the
pupils’ performance which you collected following:
s while teaching this unit. Self-assessment
bservation of pupils interacting in worksheet *Pupils will need support
ance in written activities. understanding and
ge practice in a meaningful, fun 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 – the next page, and note in

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

68

How did I do in Unit 2?
Put ✔ next to Great, OK, or A little.

In English, I know how to…
…talk about school subjects
Great ____ OK ____

…talk about weekly schedules Great ____ OK ____

…talk about housework Great ____ OK ____

…talk about my duties (what I have to Great ____ OK ____
do)

 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.

69

WEEK: __Unit 3 SCHEME OF WORK: TEXTBO

LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listen
TOPIC: In the Past
CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Show pictures about Ancient Egypt to in
Listening Listening pupils may know.

1.2 1.2.2 Lesson delivery

Understand Understand with 2. Show the pictures again and tell pupils t
meaning in a support specific pictures on the board.
variety of familiar information and
contexts details of longer 3. Read or play the text that you have prep
simple texts pictures are mentioned in the text.
Complementary
Skill Complementary 4. Introduce the vocabulary at the top of th
Skill pairs to complete the quiz.
Listening
Listening 5. Discuss the answers with pupils. You ca
1.2 the Student’s Book (page 118).
1.2.1
Understand Post-lesson
meaning in a Understand with
variety of support the main 6. Review learning by asking pupils to tell
familiar contexts idea of longer the quiz. Focus on what pupils remember,
simple texts language.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ning THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Past simple (regular
and irregular verbs)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ntroduce the topic and elicit what
Get Smart Plus 4 Differentiate learning
that they are about the past. Put the according to the needs of
pared and get pupils to guess which Activity 1 your pupils and class.
he page and ask pupils to work in Student’s Book Please see the seven
an check the answers at the end of page 27 and differentiation strategies
Teacher’s Book listed in the introduction.
each other what they learned from (page 48) Please also consider the
rather than on accurate use of following:
Picture of a
mummy and other Depending on your pupils’
items from the context, they may have a
theme of ancient lot or a little knowledge of
Egypt. Ancient Egypt. Some
pupils will know more than
A text (recording others. Allow pupils to use
or spoken) based first language to talk about
on the quiz. what they know and what
they have found out in the
lesson, and ask for their
opinions on the topic as a
whole-class discussion
involving all pupils in the
class.

70

WEEK: __ LESSON: 34 (Speaking 7) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Spea

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose a pre-lesson task from the list w
ancient history.
2.1 2.1.2
Lesson delivery
Communicate Find out about and
simple information describe 2. Write some new words from the previou
intelligibly experiences in the verbs. Ask pupils to identify two or three th
past check the meaning in the dictionary in pair
Complementary
Skill Complementary 3. Do an activity where pupils talk about an
Skill sharing what they know.
Reading
Reading . Using the verbs in Simple Past Tense, ha
3.2 about ancient cultures in and around Mala
3.2.4
Understand a 5. Choose a few pairs to present their disc
variety of linear Recognise and use
and non-linear with little or no Post-lesson
print and digital support key 7. Follow instructions for ‘line jumping’, the
texts by using features of a simple
appropriate monolingual
reading strategies dictionary

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

aking THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Past simple (regular
and irregular verbs)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

which reviews/reintroduces the theme of Get Smart Plus 4 Differentiate learning
according to the needs
us lesson on the board, including some Activity 2 of your pupils and
hey don’t remember well. Have them Student’s Book class. Please see the
rs. page 27 and seven differentiation
ncient cultures in and around Malaysia, Teacher’s Book strategies listed in the
pages 48 - 49 introduction.

Monolingual Grammar explanations
dictionaries may be complex for
some pupils. At this
ave pupils work in pairs to say sentences stage of the unit,
aysia. support those pupils by
focussing on the
cussions. context of when we use
simple past tense.
e Optional activity. Introduce the past
forms of irregular verbs
without complex
explanation about
spelling rules at this
point. You can return to
these later. Avoid using
grammar terminology
when explaining this.

71

WEEK: __ LESSON: 35 (Reading 7) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Elicit from pupils what they did yesterda
lesson tasks.
3.2 3.2.1
Lesson delivery
Understand a Understand the 2. Play the CD (CD1 – Track 39) for Activit
variety of linear main idea of simple pupils they’ll hear Greg and Anna talking. F
and non-linear texts of one or two
print and digital paragraphs 3. Ask pupils to read the text on the page t
texts by using
appropriate Complementary 4. Follow the instructions for Vocabulary (C
reading strategies Skill
Post-lesson
Complementary
Skill Listening 5. Review some of the past tense verbs by
1.2.3 activity from the list of post-lesson tasks.
Listening
Understand with
1.2 support short simple
narratives on a
Understand range of familiar
meaning in a topics
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ding THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Past simple yes/no
questions with did and was/were

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ay using one of the activities in the pre-
Get Smart Plus 4 Differentiate learning
ty 1 with the Student’s Book shut. Tell according to the
Follow the instruction in Activity 1. Activity 1 needs of your pupils
to check their answers. Student’s Book and class. Please see
CD1 – Track 38) in the Teacher’s Book. (page 28) and the seven
Teacher’s Book differentiation
y playing a word game or choosing an (page 50) strategies listed in the
introduction. Please
also consider the
following:

You could vary the
questions/statements
in Stage 5 so that
different pupils have
more or less
challenge in this
activity, according to
their proficiency level.

72

WEEK: __ LESSON: 36 (Writing 7) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

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

Writing Writing 1. Play a game where pupils listen and exp
answer/response (e.g. pre-lesson task 5) t
4.3 4.3.1 questions/statements.

Communicate Use capital letters, Lesson delivery
with appropriate full stops, question
language form marks and commas 2. Ask pupils to read the text from last less
and style for a in lists appropriately of questions in past tense.
range of purposes in guided writing at 3. Follow instructions for Grammar Box in
in print and digital discourse level attention to punctuations (use of comma, f
media word order in writing questions in past tens
Complementary
Complementary Skill 4. Prepare a set of questions in past tense
Skill pupils to punctuate correctly.
Reading 5. Then, follow instructions for Activity 3 in
Reading
3.2.2 Post-lesson
3.2
Understand specific 7. Choose a suitable Post-lesson task from
Understand a information and reflect on their learning in this sequence of
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 3)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple yes/no
questions with did

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
press their own
to review past tense Get Smart Plus 4 Differentiate learning
according to the needs of
son again and find examples Activity 3 your pupils and class. Please
the Teacher’s Book. Draw Student’s Book (pages see the seven differentiation
full stop and apostrophe) and 28 – 29) and Teacher’s strategies listed in the
se. Book (pages 50 - 51) introduction. Please also
e without punctuations. Get consider the following:
n the Teacher’s Book. A set of questions
without punctuations Consider pairing pupils with
different proficiencies so they
can support each other; or
pair similar proficiencies so
that you can offer support to
those who need it. In this
case, be sure to prepare a
useful activity for fast
finishers.

m the list, which asks pupils to
f lessons.

73

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 37 (Language Arts 7) MAIN SKILL FOCUS: Lang

TOPIC: Woodpecker (Poem) CROSS-CURRICULAR ELE
Sustainability / Creativity an

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre lesson
1. Conduct Steps 1-4 of Activity 2 in the CC
Language Arts Language Arts
Lesson delivery
5.3 5.3.1 2. Conduct Steps 1-4 of Activity 3 in the CC
Highlight the use of ‘wh’ questions in unde
Express an Respond 3. Continue Activity 3 by conducting Steps
imaginative imaginatively and 4. Get pupils act out the dialogue.
response to intelligibly through
literary texts creating simple Post lesson
picture stories, 5. Conduct Steps 7-10 of Activity 2 in the C
simple poems and 75).
cartoon stories

Complementary Complementary
Skill Skill

Writing Writing

4.2 4.2.1

Communicate Explain and give
basic information reasons for simple
intelligibly for a opinions
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

guage Arts THEME: World of Knowledge
LANGUAGE/GRAMMAR FOCUS: ‘Wh’ questions
EMENT: Environmental
nd Innovation

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Anthology of Differentiate learning
poems according to the
needs of your pupils
CL Teaching Guidebook-Poetry (page 75). Contemporary and class. Please see
Children’s the seven
CL Teaching Guidebook-Poetry (page 79). Literature (CCL) differentiation
erstanding the poem. Teaching strategies listed in the
s 5 and 6. Guidebook- introduction. Please
Poetry (BPK) also consider the
following:
Picture puzzle
Teacher can
Sticker encourage more
proficient pupils to
CCL Teaching Guidebook-Poetry (page share what they
remember from the
poem.

(Strategy 3B)

74

WEEK: __ LESSON: 38 (Listening 8) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1. Choose a pre-lesson task from the list w
questions in simple past tense.

1.2 1.2.5 Lesson delivery

Understand Understand longer 2. Follow instructions in the Teacher’s Boo
meaning in a supported questions
variety of familiar 3. Prepare a matching activity with verbs +
contexts Complementary listening text (see transcript on Teacher’s B
Skill present'. Have pupils do this activity Focus
Complementary meaning of these verb phrases.
Skill Speaking
4. Follow the instructions in the Teacher’s
Speaking 2.1.2 41). You could adapt this activity to be mo
or to include movement in another way.
2.1 Find out about and
describe Post-lesson
Communicate experiences in the
simple information past 5. Choose a post-lesson task from the list
intelligibly

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple yes/no
questions with did; Past simple (regular & irregular verbs)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
which reviews/reintroduces Activities 4-5 your pupils and class. Please
Student’s Book see the seven differentiation
ok for Activity 4 (CD1 – Track 40). (page 29) and strategies listed in the
+ nouns/noun phrases from Teacher’s Book introduction. Please also
Book), e.g. 'dry + hair', 'wrap + (page 51) consider the following:
s on pupils’ understanding of the
Matching activity Some pupils may find it
with verbs + useful to work with pictures
nouns/noun in the matching activity. You
phrases could include a drawing
game (e.g. ‘Pictionary’ to
Book for Activity 5 (CD1 – Track help these pupils understand
ore like the ‘line jumping’ activity and remember the phrases).

that reviews learning.

75

WEEK: LESSON: 39 (Speaking 8) SCHEME OF WORK: NON-TEXT
__ TOPIC: In the Past
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose an activity from the list of pre-le
Speaking Speaking reviews language focus for this lesson in a

2.1 2.1.3 Lesson delivery

Communicate Give a longer 2. Plan a lesson which reviews past simple
simple information sequence of basic well as questions). Focus in particular on a
intelligibly instructions or have had difficulty with or need more pract
directions
Note:
Complementary Complementary
Skill Skill  The lesson should focus on developin
complementary skills.
Speaking Speaking
 Activities could involve pupils miming
2.1 2.1.2 asking about them, for example a ‘hot

Communicate Find out about and Post-lesson
simple information describe
intelligibly experiences in the 3. Choose an activity from the list of post-l
past consolidates learning.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (review)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
esson tasks which introduces or
a fun way. Choose and create Differentiate learning
your own materials according to the needs of
e (regular and irregular forms as and resources to your pupils and class. Please
areas of language your pupils suit your lesson. see the seven differentiation
tice in. strategies listed in the
introduction. Please also
ng both the main and the consider the following:

sequences of actions and then When developing activities
t seat’ activity in small groups. and materials, take into
account that some of your
lesson tasks which reviews and pupils may lack confidence
when speaking in English,
while others may find it
difficult to use language
accurately. Give different
amounts and types of
support to these pupils, and
make sure to give different
feedback to different pupils,
depending on their individual
achievements to develop
confidence or accuracy as
appropriate.

76

WEEK: __ LESSON: 40 (Reading 8) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose an activity from the list of pre-le
reviews the in a fun way Lesson delivery
3.3 3.3.1
2. Use the Background Note (see Teacher
Read Read and enjoy A1 Explain as much as possible in simple, cle
independently for fiction/non-fiction own language where necessary.
information and print and digital
enjoyment texts of interest 3. Follow the instructions for Vocabulary (C
Book.
Complementary Complementary
4. Tell pupils they will read about ‘The Cur
Skill Skill prediction questions with their partner (e.g
in the desert/tomb?). You could put the qu
Speaking Speaking them on a worksheet. Encourage pupils to
feedback.
2.1 2.1.4
5. Ask pupils to read the text in the Studen
Communicate Give reasons for predictions.

simple information simple predictions 6. Ask pupils to read the text again and tel
what they found interesting, how they wou
intelligibly the jungle). You could put these questions
focused on the task.

Post-lesson

7. Choose a post-lesson activity which rev

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ding THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Past simple questions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

esson tasks which introduces or Get Smart Plus 4 Differentiate learning
according to the needs of
r’s Book) to set the scene for the story. Student’s Book your pupils and class.
ear English, and use some of pupils’ page 30 and Please see the seven
Teacher’s Book differentiation strategies
CD 1 – Track 42) in the Teacher’s page 52 listed in the introduction.
Please also consider the
rse’. Ask pupils to discuss some Picture of a following:
g. What did Carter and Carnarvon find pyramid and/or
uestions on the board, or you could put Tutankhamun, Some pupils may find the
o explain their predictions when giving and other items text challenging.
from the theme of Consider having different
nt’s Book. Then they check their ancient Egypt. sets of prediction
questions to extend or
ll each other a personal response (e.g. Optional: reduce the load of this
uld feel if they found a tomb entrance in worksheets based task.
s on a worksheet to keep the pupils on pupils’ needs
When giving feedback on
pupils’ predictions, ask
more confident or
proficient pupils to justify
their answers.

views the text.

77

WEEK: __ LESSON: 41 (Writing 8) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task from the list to
Egypt.
4.2 4.2.4
Lesson delivery
Communicate Describe people
basic information and objects using 2. Follow instructions for Grammar Box in
intelligibly for a suitable statements
range of purposes 3. Have pupils listen to the text ‘The Curse
in print and digital Complementary questions. Pupils review their answers by
media Skill to write the answers to the questions in ful
don’t read the story, only listen to it.
Complementary Listening
Skill 4. In pairs, pupils write one or more statem
1.2.3 story. Select some pairs to read aloud thei
Listening
Understand with Post-lesson
1.2 support short simple
narratives on a 6. Choose a suitable Post-lesson task from
Understand range of familiar on their learning in this sequence of lesson
meaning in a topics
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ng THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple questions
and statements

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o review learning about ancient Get Smart Plus 4 Differentiate learning
according to the needs of
the Teacher’s Book. Activity 2 your pupils and class.
e’ (CD1 – Track 43) and answer the Student’s Book Please see the seven
y reading the story and work together page 31 and differentiation strategies
ll sentences (Activity 2). Note: they Teacher’s Book listed in the introduction.
page 53 Please also consider the
following:
Question strips
Some pupils may need
ment about the characters in the support to write full
ir statements. sentences. Provide this
support by reviewing the
m the list, which asks pupils to reflect language in the Grammar
ns. Box/ by reviewing past
forms/ by having more
proficient pupils support
those who need help
and/or by giving extra
individual or small group
tutoring to less proficient
pupils.

78

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 42 (Language Arts 8) MAIN SKILL FOCUS: Lang

TOPIC: Sand Castle (Poem) CROSS-CURRICULAR ELE
Sustainability / Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre lesson
Main Skill Main Skill

Language Arts Language Arts 1. Follow instructions for Activity 1 in the C
85).
5.2 5.2.1
Express personal Lesson delivery
responses to Say in simple words
literary texts and phrases how a 2. Follow instructions for Activity 2 in the C
text makes them 86-89). Highlight the use of past tense whe
Complementary feel beach.
Skill
Speaking Complementary 3. Conduct Steps 1-5 of Activity 3 and Step
2.1 Skill average and lower-intermediate pupils, co
Communicate Teaching Guidebook-Poetry (pages 96-97
simple information Speaking
intelligibly Post lesson
2.1.2
4. Choose a suitable activity from the post
Find out about and personalises learning.
describe
experiences in the
past

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

guage Arts THEME: World of Self, Family and Friends

EMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Past Simple

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
CCL Teaching Guidebook - Poetry (page
Anthology of Differentiate learning
CCL Teaching Guidebook-Poetry (pages poems according to the
en describing their experience at the needs of your pupils
p 3 of Activity 5 for advanced pupils. For Contemporary and class. Please see
onduct Steps 1-5 of Activity 6 in the CCL Children’s the seven
7). Literature (CCL) differentiation
Teaching strategies listed in the
t-lesson tasks which extends and Guidebook- introduction. Please
Poetry (BPK) also consider the
following:
Worksheet 1
Teacher can give
Worksheet 2 different tasks to
more proficient and
Worksheet 4 less proficient groups
of pupils according to
their needs and
interests.

(Strategies 1 and 5)

79

WEEK: __ LESSON: 43 (Listening 9) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Listen

CROSS-CURRICULAR ELE
Global Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening
Listening 1. Choose an activity from the pre-lesson t
tense.
1.1
1.1.1 Lesson delivery
Recognise and
reproduce target Recognise and 2. Use the verbs from the pre lesson task t
language sounds reproduce with past simple -ed ending. Then continue with
support a wide Teacher’s Book for Activity 1 (CD 3 – Trac
Complementary range of target
Skill language 3. Follow the instructions for Activity 2 (CD
phonemes
Listening 4. Draw three column on the whiteboard an
Complementary Get pupils to write the verbs from the chan
1.2 Skill understanding. Then, have pupils look at U
their books. Ask them to find examples of
Understand Listening /t/: wrapped; /id/: painted).
meaning in a
variety of familiar 1.2.5 5. You could add more regular past tense
contexts different sounds for the past tense endings
Understand longer
supported questions Post-lesson

6. Choose an activity from the post-lesson
focus and/or content in this lesson, or desi
opinion on what they have found out.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ning THEME: World of Knowledge

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Past simple
(pronunciation of -ed endings)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

tasks to review common verbs in past Get Smart Plus 4 Differentiate learning
according to the
to introduce the different sounds for the Phonics 3 needs of your pupils
h this by following the instructions in the Activities 1-2 and class. Please see
ck 10) Phonics 3. Student’s Book the seven
D 3 – Track 11) in the Teacher’s Book. page 121 and differentiation
nd label each column with /d/, /t/ and /id/. Teacher’s Book strategies listed in the
nt in the column to check their pages 177 – 178. introduction. Please
Unit 3 (Student’s Book pages 27-31) of also consider the
verbs with each ending. (e.g. /d/: opened; following:

verbs here so that pupils practise the If some of your pupils
s. need extra practice
hearing or saying the
past tense -ed
sounds, you could
add an activity such
as the Optional
activities described in
Teacher’s Book,
Phonics 3.

n tasks which reviews learning of language
ign a short activity where pupils give their

80

WEEK: __ LESSON: 44 (Speaking 9) SCHEME OF WORK: NON-TEXT
TOPIC: In the Past
MAIN SKILL FOCUS: Spea

CROSS-CURRICULAR ELE
Creativity and Imagination

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose an activity from the pre-lesson t
reviewing prior knowledge related to this le
2.3 2.3.1
Lesson delivery
Communicate Narrate short basic
appropriately to a stories 2. Plan a lesson where pupils work in grou
small or large notes into a story about some historical fig
group collaboratively so that some act a scene an
happened (narrate the story). As this is a s
Complementary Complementary should use notes, rather than write and lea
Skill Skill
3. Have groups perform their scenes.
Speaking Speaking
Post-lesson
2.1 2.1.2
4. Plan a post-lesson stage where you give
Communicate Find out about and feedback on pupils’ efforts and use of lang
simple information describe
intelligibly experiences in the
past

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

aking THEME: World of Knowledge

EMENT: Patriotism / LANGUAGE/GRAMMAR FOCUS: Past simple (regular
and/or irregular statements)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
tasks which focuses on
esson. Information (e.g. a Differentiate learning according to
short text) about the needs of your pupils and
ups to organise jumbled key figures from class. Please see the seven
gures. Pupils should work one particular time differentiation strategies listed in
nd other describe what in Malaysian or the introduction. Please also
speaking lesson, pupils local history. consider the following:
arn a script. Alternatively, you
can recycle As this is a speaking lesson,
e and ask for positive language used in encourage pupils to use notes
guage. previous lessons rather than to write a script for the
about ancient story narration. Help groups
Egypt. assign roles for this collaborative
activity if necessary so that
Pictures of chosen different pupils can be successful
historical figures. in the role that they play (e.g.
more confident pupils may be
Notes that together better narrators, where as those
form a story that who are less confident in English
can be performed may be actors). Make sure all
participate in devising the scene in
You could provide English, however.
props or costumes,
if appropriate.

81

WEEK: __ LESSON: 45 (Reading 9) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose a pre-lesson task from the list to
based on ‘Facts about Egypt Past and Pre
3.2 3.2.2
Lesson delivery
Understand a Understand specific
variety of linear information and 2.
and non-linear details of simple
print and digital texts of one or two 3. Prepare a set of sentences on a worksh
texts by using paragraphs sentences from the textbook and two or m
appropriate Egypt mixed into these. (The number of se
reading strategies Complementary make up a paragraph so it meets the main
Skill
Complementary 4. Give the worksheet and ask pupils to re
Skill Listening 1.2.4 sentences are false.

Listening Understand longer 5. Discuss with pupils their answers.
supported
1.2 classroom 6. Follow the instructions in the Teacher’s
instructions Track 47).
Understand
meaning in a Post-lesson
variety of familiar
contexts 7. Play ‘Hangman’ or ‘Do as I say’ (see ins
activity in the Teacher’s Book).

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ding THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Present & Past simple

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o introduce new vocabulary
esent’. Get Smart Plus 4 Differentiate learning according
to the needs of your pupils and
heet. There should be nine Activity 1-2 class. Please see the seven
more false sentences about Student’s Book differentiation strategies listed in
entences in this activity can page 32 and the introduction. Please also
n skill.) Teacher’s Book consider the following:
ead and guess in pairs which pages 54 - 55
You could create different
Sentences from versions of the worksheet,
Activity 1 on a varying the level of difficulty of
worksheet, plus the sentences and vocabulary.
two or more
additional false
sentences about
Egypt

Book for Activity 2 (CD1 –

structions for Optional 1 or 2

82

WEEK: __ LESSON: 46 (Writing 9) SCHEME OF WORK: TEXTBO
TOPIC: In the Past
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Communications Technolog

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task from the list to
receiving email.
4.2 4.2.5
Lesson delivery
Communicate Connect sentences
basic information into a coherent 2. Follow the instructions in the Teacher’s
intelligibly for a paragraph using reading aloud in the Teacher’s Book notes
range of purposes basic coordinating will be time consuming in this lesson.
in print and digital conjunctions and
media reference pronouns 3. Follow the instructions in the Teacher’s

Complementary Complementary 4. Focus on the Writing Tip and use the gu
Skill Skill your class about the four writing points.

Reading Reading 5. Ask pupils to find examples of the four p

3.2 3.2.2 6. Have pupils write an email to a friend ab
in the Writing Tip. They could finish the em
Understand a Understand specific Have pupils sit in pairs and support each o
variety of linear information and pupils use computers or other devices to w
and non-linear details of simple
print and digital texts of one or two 7. Pupils send or exchange the emails with
texts by using paragraphs feedback on it. If time allows, pupils can w
appropriate
reading strategies Post-lesson

8. Choose a suitable and short Post-lesson
reflect on their learning in this sequence of

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ng THEME: World of Self, Family and Friends

EMENT: Information and LANGUAGE/GRAMMAR FOCUS: Past simple; use of
gy Science & Technology adjectives; coordinating conjunctions: and; / but

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o elicit pupils’ experiences on writing or Get Smart Plus 4 Differentiate learning
according to the needs
Book for Activity 1(CD1 – Track 49). Skip Activities 1 & 2 of your pupils and
s as it does not develop reading skills and Student’s Book class. Please see the
Book for Activity 2. (page 33). seven differentiation
uidelines in the Teacher’s Book to talk to strategies listed in the
Teacher’s Book introduction. Please
(page 56). An also consider the
email printed (or following:
on the screen)
Set different targets for
points in the email in Activity 1. different pupils, for
example the number of
bout a trip they made using the four points words to write or the
mail with a question, to encourage a reply. number of sentences.
other in their writing. If possible, have However, all pupils will
write the emails. benefit from writing
their paragraph(s) as
h another pupil, who reads it and gives an email.
write a reply, or can do so as homework.

n task from the list, which asks pupils to
f lessons.

83

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 47 (Language Arts 9) MAIN SKILL FOCUS: Lang
TOPIC: The King of Kites
CROSS-CURRICULAR ELE
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre lesson
Main Skill Main Skill
Language Arts Language Arts 1. Choose a suitable activity to introduce th
publisher/ synopsis) (refer to pages 71-72)

5.2 5.2.1 Lesson delivery
2. Follow the steps from the Teaching Guid
Express personal Say in simple words 3. Encourage pupils to talk about the cove
responses to and phrases how a 4. Get the pupils to complete Worksheet 1
literary text text makes them
feel

Complementary Complementary Post lesson
Skill Skill
5. Show another story book and get pupils
Speaking Speaking reconsolidate the lesson learnt.

2.1 2.1.4

Communicate Give reasons for
simple information simple predictions
intelligibly

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

guage Arts THEME: World of Stories
EMENT: Language /
LANGUAGE/GRAMMAR FOCUS: Vocabulary – features
of a book cover

G OUTLINE MATERIALS / DIFFERENTIATION

he book features (title/ illustrator/ author/ REFERENCES STRATEGIES
).
The King of Kites Differentiate
debook on page 70. learning according
er and predict the story. Contemporary to the needs of your
1 (page 73). Children’s pupils and class.
Literature (CCL) Please see the
s to identify the features on the cover to Teaching seven differentiation
Guidebook (BPK) strategies listed in
– Short story the introduction.
Please also
consider the
following (Strategy
2):

You could ask
pupils to tell you
other books that
they have read
(title/author/cover).
This will give
individual pupils
ownership of the
activity and
increase motivation.

84

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Lang

TOPIC: In the past CROSS-CURRICULAR ELE
Global Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Language Language Pre-lesson
Awareness Awareness lessons
lessons should be should be 1. Follow the instructions in the Teacher’s B
presented and presented and
practised using a using a main skill Lesson delivery
main skill and a and a
complementary complementary skill 2. Follow the instructions in the Teacher’s B
skill (Listening, (Listening, could also use the Optional activity in the T
Speaking, Speaking, Reading
Reading or or Writing). 3. Plan any further activities for this lesson
Writing). Teachers Teachers can use according to your pupils’ needs. You can u
can use Year 4 Year 4 Content and pupils’ performance which you collected us
Content and Learning Standards strategies while teaching this unit. The info
Learning in DSKP curriculum observation of pupils interacting in classroo
Standards in document. performance in written activities. Plan activ
DSKP curriculum practice in a meaningful, fun and communi
document.
Post-lesson

4. Ask pupils to think about their learning a
They then complete the self-assessment w
in differentiation strategies column).

5. Collect the worksheets from pupils and r
responses. If there are any areas of conce
upcoming lessons.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 3)

guage Awareness THEME: teacher to complete

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Review of language
from Unit 3

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Warm up activity.
Get Smart Plus 4 Differentiate learning
Book for Activities 1 to 3. You according to the needs of
Teacher’s Book. Revision 3 your pupils and class.
n to develop language skills Activities 1-3 Please see the seven
use information about your (Activity 2 CD 1 – differentiation strategies
sing formative assessment Track 51) listed in the introduction.
ormation could include your Student’s Book Please also consider the
om activities and their page 36 and following:
vities which focus on language Teacher’s Book
icative way. pages 60 - 61 *Some pupils will continue
to need support
Self-assessment understanding and
worksheet completing the self-
assessment worksheet.
and performance in this unit. Other pupils may be able
worksheet (see below and note to complete it more
independently by this stage
review them to note pupils’ of the year.
ern, prepare a review of these in
Pupils can complete it in
their own language if
necessary, but encourage
more proficient pupils to
complete it in English as
much as they can.

85

How did I do in Unit 3? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about things that happened in the past Great ____

…ask information using questions about the Great ____
past Great ____

…see the difference between past and now

…write about a trip Great ____

 I’m proud of myself because I can ____________________
 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work



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

A little
____

A little
____

_________________ very well.
______ better / more.

86

WEEK:Unit 4 SCHEME OF WORK: TEXTBO
__
LESSON: 49 (Listening 10) MAIN SKILL FOCUS: Listen
TOPIC: Celebrations CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Play a game or do an activity to introduce th

1.2 1.2.1 Lesson delivery

Understand Understand with 2. Follow instructions for Warm up in the Teac
meaning in a support the main
variety of familiar idea of longer 3. Introduce the ordinal numbers by following
contexts simple texts in the Teacher’s Book.

Complementary Complementary 4. Follow the instructions for Activity 1 (CD1, T
Skill Skill the focus of this lesson should be on listening
the song lyrics or ask pupils to close their boo
Reading Reading to help the pupils to focus on listening not rea

3.2 3.2.3 5. Highlight a few words from the song such a
Give pupils the worksheet, which has a choice
Understand a Guess the simple English (one definition is correct for ea
variety of linear meaning of definitions.
and non-linear unfamiliar words
print and digital from clues 6. Play the song again and have pupils sing a
texts by using provided by title book.
appropriate and topic
reading strategies 7. Optional: Follow the instructions in the Teac

Post-lesson

8. Choose an activity from the post-lesson tas

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ning THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Ordinal numbers

OUTLINE MATERIALS / DIFFERENTIATI
REFERENCES ON STRATEGIES

Get Smart Plus 4 Differentiate
learning according
he broad topic of celebrations. Activity 1 to the needs of
Student’s Book your pupils and
cher’s Book. (page 37) and class. Please see
instructions for Vocabulary (CD1, Track 52) Teacher’s Book the seven
(pages 62-63) differentiation
Track 53) in the Teacher’s Book. Note that strategies listed in
g, so you could adapt the activity (e.g. hide Matching activity the introduction.
oks when listening for the first time) in order worksheet
ading.

as celebrate, celebration, fun and special.
e of definitions for each word in clear and
ach word). Pupils choose the correct

along, following the words in the student’s

cher’s Book for Optional 2, ‘bingo’ game.

sk list to consolidate learning.

87

WEEK: __ LESSON: 50 (Speaking 10) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 1. Choose a pre-lesson task from the list to
2.2 Speaking
Use appropriate Lesson delivery
communication 2.2.1 2. Follow instructions in the Teacher’s Boo
strategies
Keep interaction 3. Show or elicit from pupils how to make t
Complementary going in short by adding in expressions such as Really?
Skill exchanges by: soon to show understanding. They could a
Listening to make them more interactive. Give pupils
1.2 using suitable clarification. Talk to pupils about the impor
Understand words using pupil-friendly language.
meaning in a
variety of familiar (i) to show 4. Ask some pupils to perform their dialogu
contexts understanding
Post-lesson
(ii) to ask for
clarification 6. Ask pupils to reflect on their learning an
You could do this using or adapting a post
Complementary
Skill

Listening

1.2.5

Understand longer
supported
questions

Primary Year 4 SK Scheme of Work