Primary Year 4 SK SOW-2

OOK BASED LESSON (Unit 4)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
when; Giving dates using on / no preposition

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
o review ordinal numbers. Activity 3 your pupils and class. Please
Student’s Book see the seven differentiation
ok for Activity 3 (CD1, Track 54). strategies listed in the
(page 37) and introduction. Please also
the exchange more natural, e.g. Teacher’s Book consider the following:
or a comment like Oh, that’s
also join the exchanges together (pages 62-63) If some of your pupils have
s models for language to ask for difficulty with an extended
rtance of such discourse skills dialogue, repeat the activity
by pairing more and less
ue to the class. proficient pupils together so
that they have the support of
each other as well as of the
extra examples.

nd give each other feedback.
t-lesson task from the list.

88

WEEK: __ LESSON: 51 (Reading 10) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE
Values

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.3 3.3.1 1. Choose a pre-lesson task from the list to
celebrations/festivals using pictures.

Lesson delivery

Read Read and enjoy A1 2. Ask pupils to read the text and highlight
independently for fiction/non-fiction the board (e.g. you may also include the vo
information and print and digital
enjoyment texts of interest 3. Then, they work in pairs to look at and d
Get the pupils to find the words in the dictio
Complementary Complementary
Skill Skill 4. Ask pupils to read the story again and te
up as if they go to the parade.
Reading Reading
5. Get pupils to share with the class what t
3.2 3.2.4

Understand a Recognise and use Post-lesson
variety of linear with little or no
and non-linear support key 8. Choose a post-lesson task which will rev
print and digital features of a simple lesson.
texts by using monolingual
appropriate dictionary
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ding THEME: World of Stories
EMENT: Patriotism /
LANGUAGE/GRAMMAR FOCUS: going to future for
planned actions (optional) / choice

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o introduce the theme of
Get Smart Plus Differentiate learning
new words. Write these words on 4 according to the needs of
ocabulary at the top of the page). your pupils and class.
discuss the meaning of the words. Student’s Book Please see the seven
onary to check their answers. (page 38) differentiation strategies
ell their partner what they will dress listed in the introduction.
they will dress up as. Pictures of Please also consider the
celebrations following:

Monolingual You may need to support
dictionaries some pupils more than
others when they are
talking freely about the
story. If you have very
proficient pupils in your
class, you could ask
them to help less
proficient pupils when
they have finished talking
to their own partners.

view or consolidate learning in this

89

WEEK: __ LESSON: 52 (Writing 10) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task from the list to
Independence Day.
4.2 4.2.4
Lesson delivery
Communicate Describe people
basic information and objects using 2. Follow the instructions for Vocabulary (C
intelligibly for a suitable statements book.
range of purposes
in print and digital 3. Draw attention to the Grammar Box and
media Teacher’s Book. Check pupils’ understand
asking plenty of questions about their plan
Complementary Complementary Follow instructions for Activity 3 in the Tea
Skill Skill
4. Get pupils to draw their costume for the
Writing Writing write 3-5 sentences to describe their costu

4.1 4.1.2 5. Ask pupils to pay attention to their hand
closely and work with individual pupils who
Form letters and Use cursive writing
words in neat in written work Note: The activities should be done in curs
legible print using
cursive writing Post-lesson

6. 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 4)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to future for
planned actions

UTLINE MATERIALS / DIFFERENTIATION
o review the topic of REFERENCES STRATEGIES
CD1, Track 55) in the Teacher’s
Get Smart Plus 4 Differentiate learning
according to the needs of
Activities 1-3 your pupils and class. Please
Student’s Book see the seven differentiation
(page 38) and strategies listed in the
Teacher’s Book introduction. Please also
(pages 64-65) consider the following:

d follow instructions for this in the Some pupils may continue to
ding of this as a future form by have difficulty with the form
ns for tomorrow/the weekend. of cursive writing and/or
acher’s Book. neatness. You could ask
pupils to draft their answers
Independence Day parade and in their notebooks so that
ume. you can monitor carefully
and help where needed.
dwriting in this activity. Monitor Then ask pupils to write the
o need extra support in this area. final answers in their
notebooks as well, and
sive writing. collect these in to review for
content, language and
handwriting.

m the list, which asks pupils to
f lessons.

90

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 53 (Language Arts 10) MAIN SKILL FOCUS: Lang
TOPIC: The King of Kites
CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Pre lesson
Main Skill
Language Arts
Language Arts 1. Choose a suitable activity from the list
5.2 5.2.1 activity (show a video on kite-making and s
Say in simple words previous lesson in a fun, active way. You c
Express personal and phrases how a previous lesson.
responses to text makes them
literary text feel Lesson delivery

Complementary Complementary 2. Ask pupils to skim through the book and
Skill Skill of the first and second mind maps - things
Reading things needed for sewing (page 9).
Reading 3.3.1
3. Ask pupils to complete the mind maps g
3.3
4. Ask pupils what the two main characters
Read kites; Anil’s mother - sewing)
independently for
information and Read and enjoy A1 Post lesson
enjoyment fiction/non-fiction 5. Give pupils a template of a kite. In group
print and digital 6. Have the groups present their work in fr
texts of interest

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

guage Arts THEME: World of Stories
EMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Vocabulary (nouns
related to kite-making and sewing)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

of pre-lesson tasks or use your own short The King of Kites Differentiate
sewing) to review key learning from the learning according
could reuse the book cover from the Contemporary to the needs of your
Children’s pupils and class.
Literature (CCL) Please see the
Teaching seven differentiation
Guidebook (BPK) strategies listed in
– Short story the introduction.
Please also
d find the pages which match the headings consider the
s needed to make a kite (page 10) and following (Strategies
1-7):
given.
s in the story are doing. (Anil – making Some pupils may
find it difficult to sit
ps, pupils design the kite creatively. still and quietly to
ront of the class. read. Try to find
somewhere
comfortable and
away from
distraction,
especially for pupils
who are easily
distracted.

91

WEEK: __ LESSON: 54 (Listening 11) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Listen

CROSS-CURRICULAR ELE
Global Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening
1.2 Listening 1. Choose a pre-lesson task from the list to r
Understand previous textbook-based lessons.
meaning in a 1.2.3
variety of familiar Lesson delivery
contexts Understand with
support short 2. Remind pupils of the story they read on pa
Complementary simple narratives remember about the story.
Skill on a range of
Listening familiar topics 3. Distribute the worksheet to pupils. Tell pu
1.2 again and they have to answer the True and
Understand Complementary Play the CD (CD1, Track 56) for the story in
meaning in a Skill answers with pupils.
variety of familiar
contexts Listening 4. Prepare pupils for the next listening activit
pictures in Activity 4 in the Student’s Book in
1.2.2
5. Follow instructions for Activity 4 in the Tea
Understand with
support specific 6. Have pupils work in pairs to exchange the
information and based on what they have learned in the stud
details of longer pupils’ language by giving some adjectives t
simple texts
7. If time allows, extend the activity so that p
celebrations.

Post-lesson

8. Choose a suitable post-lesson activity wh

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ning THEME: World of Self, Family and Friends

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: going to future for
planned actions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

re-introduce / review the topic from the Get Smart Plus 4 Differentiate learning
according to the needs
age 38. Ask pupils what they Activities 1 and 4 of your pupils and class.
Student’s Book Please see the seven
upils that they will listen to the story (pages 38-39) and differentiation strategies
d False questions on the worksheet. Teacher’s Book listed in the
(pages 64-65) introduction. Please
Activity 1. Discuss the correct also consider the
Worksheet: True following:
ty by having them work with the and false
n a speaking activity. questions based You will find the
acher’s Book. on the story on transcript for the
eir opinions of Independence Day page 38 listening activity in the
dent’s book. You may need to support Teacher’s Book.
to help them do this in English. Consider pre-teaching
pupils give their opinions of familiar or reviewing some of
the key vocabulary in
hich reviews or evaluates learning. stage 2 of the lesson.

If possible, encourage
pupils to express their
true opinions. Many
pupils can use some
fixed phrases for this,
but more proficient
pupils can be
encouraged to use
language more freely.

92

WEEK: __ LESSON: 55 (Speaking 11) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose a pre-lesson task from the list to
time in the future, e.g. tomorrow, next wee
2.1 2.2.2
Lesson delivery
Communicate Check steps
simple information needed to complete 2. Follow instructions for Activity 5 (CD1, T
intelligibly short classroom the activity by having pupils respond to ea
tasks ‘That sounds fun/exciting!’ Encourage pup
instructions, either by asking you for clarific
pupils about the verb phrases that they ha
Grammar Box on page 39).

Complementary Complementary 3. Get pupils to complete the table in Activ
Skill Skill class about what they are going to do tomo
this task:
Speaking Speaking
 Step 1: Find another friend to ask
2.2 2.1.1
 Step 2: Complete the table in Act
Use appropriate Explain and give friend’s answer.
communication reasons for basic
strategies opinions  Step 3: Your friend will ask you th
question.

 Step 4: Present to the class.

Note: Remind pupils to use the dialogue fr

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to (questions)
future for planned actions

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o introduce time expressions to show a Get Smart Plus Differentiate learning
ek etc. . 4 according to the needs of
your pupils and class.
Track 58) in the Teacher’s Book. Extend Activity 5 Please see the seven
ach other’s plans, giving an opinion, e.g. differentiation strategies
pils to practise the language for checking Student’s Book listed in the introduction.
ication or by asking each other. Remind (page 39) and
ave learnt in the previous lesson (refer to Teacher’s Book
(page 65)

vity 5 by asking another friend in the
orrow. Provide pupils with the steps for

k what they are going to do tomorrow.
tivity 5 in your notebook with your

he same question. Answer your friend’s

rom Activity 5.

93

4. When pupils are presenting their answe
steps needed for the task.
Post-lesson
7. Choose a post-lesson task which review

Primary Year 4 SK Scheme of Work

ers, ask pupils if they have completed the
ws the form going to in a fun way.

94

WEEK: __ LESSON: 56 (Reading 11) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Use the pictures to introduce the topic o
3.2.1 know about the celebrations. Write new wo
3.2 Understand the useful.
main idea of simple
Understand a texts of one or two Lesson delivery
variety of linear paragraphs
and non-linear 2. Follow instructions for Vocabulary (CD1
print and digital Complementary
texts by using Skill 3. Write China and The US on the board. G
appropriate Chinese New Year and half of the pupils th
reading strategies Reading Ask pupils to read the text and say if it is a
3.2.2
Complementary 4. Follow instructions for Activity 2 in the T
Skill Understand specific the text they have read only. Have pupils c
information and who has the same text.
Reading details of simple
texts of one or two 5. Follow instructions for Grammar Box in
3.2 paragraphs.
6. Pair pupils who have read different texts
Understand a answers for Activity 2 using full sentences,
variety of linear table.
and non-linear
print and digital Post-lesson
texts by using
appropriate 7. Review the vocabulary from this lesson
reading strategies which celebration. Ask for pupils’ opinion o

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ding THEME: World of Self, Family and Friends

EMENT: Values / Global LANGUAGE/GRAMMAR FOCUS: going to (negatives)
future for planned actions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of celebrations. Find out what pupils Get Smart Plus Differentiate learning
ords on the board where they are 4 according to the needs of your
pupils and class. Please see
1, Track 59) in the Teacher’s Book. Activity 1-2 the seven differentiation
Give half of the pupils the text about strategies listed in the
he text about Independence Day. Student’s Book introduction. Please also
about China or the US. (page 40) and consider the following:
Teacher’s Book. Pupils answer about Teacher’s
check their answers with a partner Book (pages There may be some first
66-67) language spoken in this stage
the Teacher’s Book. of the lesson. Support pupils in
s. Have them exchange their Pictures of saying some of what they want
, so that they both complete the different to say in English.
celebrations
around the Lunar New Year may be
world familiar to pupils, and this may
make the text a little easier to
follow. Plan in advance which
pupils will have which text, so
that you can offer more
support to those who need it.

by asking which words belong to
of these celebrations.

95

WEEK: __ LESSON: 57 (Writing 11) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task from the list to

4.3 4.3.3 Lesson delivery

Communicate Produce a plan or 2. Prepare some questions using main que
with appropriate draft of one etc) based on the texts on page 40, e.g. ‘W
language form paragraph for a you celebrate it with? What do you do on t
and style for a familiar topic and
range of purposes modify this 3. Ask pupils to answer these questions. D
in print and digital appropriately in question words (who/what/when, etc) when
media response to
feedback 3. Based on the question under the texts o
Complementary ask pupils in pairs to think of a celebration
Skill Complementary they make notes about the celebration usin
Skill
Writing 4.
Writing
4.3 5. Pupils write about the celebration in the
4.3.1 Remind pupils to use the correct punctuati
Communicate
with appropriate Use capital letters, 6. Have pupils exchange their work and re
language form full stops, question to give feedback on the writing, both langu
and style for a marks and commas particular focus on punctuation and use of
range of purposes in lists appropriately feedback as well.
in print and digital in guided writing at
media discourse level. 7. Pupils re-write their work.

Post-lesson

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Self, Family and Friends

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: going to future for
planned actions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o review the topic celebrations.
Get Smart Plus Differentiate learning according
estion words (who/what/when, 4 to the needs of your pupils and
What is the celebration? Who do class. Please see the seven
that day?’ etc. Student’s Book differentiation strategies listed in
Draw pupils’ attention to main (page 40) the introduction. Please also
n answering the questions. consider the following:
on page 40 in the student’s book, Questions using
n they like. In their notebooks, main question Some pupils may need more
ng the question words. words (who/ support in writing than others.
what/ when, etc) Pupils can use the texts as
eir notebooks, individually. based on the models. Monitor closely and
ions when writing their answers. texts on page 40 offer support for those pupils
eview it. Offer guidance for pupils who need it.
uage and content, with a
f capitals. Monitor and offer More proficient pupils can write
more than less proficient pupils.
They can also support other
pupils. It is a good idea to pair
more proficient pupils together
so that they can both receive
valuable feedback when
checking their work

96

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

Primary Year 4 SK Scheme of Work

m the list, which asks pupils to
f lessons.

97

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 58 (Language Arts 11) MAIN SKILL FOCUS: Lang
__
TOPIC: The King of Kites CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Pre lesson
Main Skill
Language Arts
Language Arts 1. Choose an activity from the pre-lesson
5.2 the story. For example, they can do the se
5.2.1 30).
Express personal
responses to Say in simple words Lesson delivery
literary text and phrases how a
text makes them 3. Choose an appropriate reading method
Complementary feel aloud/ guided reading/ choral reading/ grou
Skill
Complementary 4. Distribute jumbled up strips (Worksheet
Reading Skill group.

3.3 Reading 5. Pupils arrange sentence strips accordin

Read 3.3.1 Post lesson
independently for 6. Check answers through individual and w
information and Read and enjoy A1 7. Select a few pairs to present in front of t
enjoyment fiction/non-fiction
print and digital
texts of interest

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

guage Arts THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Vocabulary

G OUTLINE MATERIALS / DIFFERENTIATION

task list to introduce the main events of REFERENCES STRATEGIES
equencing activity in Worksheet 4 (page
The King of Kites Differentiate
to read the story with the class. (reading learning according
up reading). Contemporary to the needs of your
3 – page 28) in an envelope to each Children’s pupils and class.
ng to the events of the story. Literature (CCL) Please see the
Teaching seven differentiation
whole class feedback. Guidebook (BPK) strategies listed in
the class. – Short story the introduction.
Please also
Worksheet 4 consider the
following (Strategies
Worksheet 3 1-7):
(Jumbled up
strips) Some pupils may
find it difficult to sit
still and quietly to
read. Try to find
somewhere
comfortable and
away from
distraction,
especially for pupils
who are easily
distracted.

98

WEEK: __ LESSON: 59 (Listening 12) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Listen

CROSS-CURRICULAR ELE
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose an activity from the pre-lesson t
41.
Listening Listening Lesson delivery
2. Play Track 61 and ask pupils what the c
1.2 1.2.1 why they think that is the answer.
3. Follow instructions for Activity 3 and 4 in
Understand Understand with Post-lesson
meaning in a support the main 4. Follow instructions for Revision box in th
variety of familiar idea of longer
contexts simple texts

Complementary Complementary
Skill Skill

Listening Listening

1.2 1.2.2

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ning THEME: World of Self, Family and Friends

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: going to future
(statements positive/negative) for planned actions

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
task list to review Grammar Box on page
Get Smart Plus 4 Differentiate learning
conversation is about. Elicit from pupils according to the
n the Teacher’s Book. Activities 3-4 needs of your pupils
he Teacher’s Book and class. Please see
Student’s Book the seven
(pages 40-41) and differentiation
Teacher’s Book strategies listed in the
(pages 66-67) introduction. Please
also consider the
following:

Some pupils may
need support with
listening. Prepare
them for the activity
by introducing/
reviewing key
vocabulary and/or
asking a gist question
for each of the four
dialogues (e.g. about
who is speaking,
what/who they are
speaking about).

99

WEEK: __ LESSON: 60 (Speaking 12) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose an activity from the pre-lesson t
2.1.4 page 42.
2.1 Give reasons for
simple predictions Lesson delivery
Communicate
simple information Complementary 2. Follow instructions for Warm up in the T
intelligibly Skill
3. Follow instructions for Activity 1 in the T
Complementary Writing think the person is going to do this, e.g. …
Skill 4.3.2 school bag.

Writing Spell most high 4. Have pupils choose some pictures from
frequency words from stage 3. You may need to monitor ca
4.3 accurately in guided
writing 5. Pupils choose one (or more) picture. Th
Communicate
with appropriate 6. Pupils write a sentence to go with their p
language form because he is wearing pyjamas. Remind p
and style for a Encourage them to check spelling for them
range of purposes resources.
in print and digital
media 7. Have pupils present their work in groups

Post-lesson

8. Choose an activity from the post-lesson
used in this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to future
(statements positive/negative) for planned actions

NING OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list to review some key vocabulary from Get Smart Plus Differentiate learning
4 according to the
Teacher’s Book. needs of your pupils
Teacher’s Book. Pupils should justify why they Activity 1 and class. Please see
…because I can see a pool / …because he has a the seven
Student’s Book differentiation
m the magazines and continue the same activity (page 42) and strategies listed in the
arefully and support pupils with language for this. Teacher’s Book introduction. Please
hey take it and stick it onto their paper/notebook. (pages 68-69) also consider the
picture, e.g. I think he’s going to go to bed following:
pupils to focus on accurate spelling in this activity. Lots of pictures
mselves if they are unsure, using appropriate of various If pupils have
people, e.g. particular difficulty
s. from a magazine with spelling, consider
(or copies of including an activity
magazines to which focuses more
cut up & on spelling.. If
scissors) necessary, write and
leave key words on
Glue the board for pupils to
use as models for
Paper/ notebook their own work.

n tasks which reviews the language pupils have

100

WEEK: __ LESSON: 61 (Reading 12) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading
Reading 3.2.2 1. Use the diary/picture to introduce the ide
Understand specific instructions in the Teacher’s Book for War
3.2 information and
details of simple Lesson delivery
Understand a texts of one or two
variety of linear paragraphs 2. Follow the instructions for Activity 1 (CD
and non-linear Book for reading Sabrina’s diary.
print and digital Complementary
texts by using Skill 3. Follow the instructions for Activity 2 in th
appropriate Writing work in pairs to support each other in writin
reading strategies 4.1.2 them to focus on their cursive handwriting
Use cursive writing
Complementary in written work 4. To personalise this lesson, ask pupils to
Skill plans for their birthdays (see the end of ins
Teacher’s Book).
Writing
Post-lesson
4.1
5. Choose a lesson from the post-lesson ta
Form letters and and consolidates learning.
words in neat
legible print using
cursive writing

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ding THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: going to future
(statements positive/negative) for planned actions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
ea of diary-keeping, based on the Activity 1-2 your pupils and class. Please
rm up. see the seven differentiation
Student’s Book strategies listed in the
D1, Track 65) in the Teacher’s (page 43) and introduction. Please also
Teacher’s Book consider the following:
(page 70)
Set a number of sentences
he Teacher’s Book. Have pupils A diary, if possible to write in answering
ng the longer answer. Encourage (or picture of one) question 2 in the Student’s
to make it neat and legible. book. This could be a
number for all pupils, or you
o talk to a partner about their own could have different pupils
structions for Activity 1 in the write a different number of
sentences.
asks which further personalises
If your pupils need support
with their handwriting,
provide this before step 3.

101

WEEK: __ LESSON: 62 (Writing 12) SCHEME OF WORK: TEXTBO
TOPIC: Celebrations
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a pre-lesson task which focusse
celebrations.
4.2 4.2.5
Lesson delivery
Communicate Connect sentences
basic information into a coherent 2. Ask pupils to think about an upcoming ce
intelligibly for a paragraph using their partner what their plans are.
range of purposes basic coordinating
in print and digital conjunctions and 3. Use the model diary entry to highlight the
media reference pronouns and/but/because) and reference pronouns
4. Follow instructions for Writing Tip in the

Complementary Complementary 5. Have pupils write a diary entry for an upc
Skill Skill
6. Pupil invite one person in the class to joi
Writing Writing approach the pupil and ask them ‘I’m going

4.2 4.2.2 7. The pupil reads their diary entry and dec
be busy). They will write their response on
Communicate Make and respond accepting and declining invitations politely
basic information to simple offers and
intelligibly for a invitations Post-lesson
range of purposes
in print and digital 7. Choose a suitable Post-lesson task from
media on their writing and/or reflect on their learni

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: Wold of Self, Family and Friends

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: going to future
(questions, statements positive/negative) for planned
actions

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

es on the topic of birthdays and Get Smart Plus 4 Differentiate
learning according
elebration (national or personal) and tell Student’s Book to the needs of your
(page 43) and pupils and class.
e use of conjunctions (e.g. Teacher’s Book Please see the
(he/she/we/it, etc). (page 70) seven differentiation
Teacher’s Book strategies listed in
coming celebration (for example see step 2) Papers with the introduction.
in them for the celebration. They should celebrations written Please also
g to… .Can you join me?’. on them (see consider the
cides if they can come or not (e.g. they may Teacher’s Book) following:
a piece of paper. Model language for
before beginning the activity. Model diary entry Vary the support
using conjunctions you give pupils
and reference when asking
pronouns questions and giving
feedback so that
A piece of paper for they can practise
each pupil to and develop their
respond to the writing skills
invitation according to their
level of proficiency.
m the list, which asks pupils to give feedback You can also ask
ing in this sequence of lessons. different pupils for
more/less detail or
length.

102

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 63 (Language Arts 12) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre lesson
Main Skill Main Skill

Language Arts Language Arts 1. Choose an activity from the pre-lesson t
5.2 5.2.1 characters.

Express personal Say in simple words Lesson delivery
responses to and phrases how a 3. Give examples of adjectives. (Example:
literary text text makes them 4. Distribute Worksheets 6a (page 38) and
feel

Complementary Complementary 5. Ask pupils to fill in the blanks with suitab
Skill Skill each picture.

Writing Writing Post lesson
6. Give pupils feedback and list the answe
4.2 4.2.4

Communicate Describe people
basic information and objects using
intelligibly for a suitable statements.
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Adjectives
(characteristics of a person)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list to introduce adjectives to describe The King of Kites Differentiate
learning according
: friendly, honest, kind, and etc…) Contemporary to the needs of your
d 6b (page 39) to each group. Children’s pupils and class.
ble adjectives to describe the character in Literature (CCL) Please see the
Teaching seven differentiation
ers on the board. Guidebook (BPK) strategies listed in
– Short story the introduction.
Please also
- Worksheets 6a & consider the
6b following (Strategies
1-7):

Some pupils may
need a lot of
support
conceptually and
with completing the
mind map. You
could ask more
proficient pupils to
support other pupils
in the class when
they have finished.

103

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS Langu

TOPIC: Celebrations CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Language Language
Awareness Awareness lessons 1. Follow the instructions in the Teacher’s
lessons should be should be
presented and presented and Lesson delivery
practised using a practised using a
main skill and a main skill and a 2. Follow the instructions in the Teacher’s
complementary complementary skill could also use the Optional activity in the T
skill (Listening, (Listening,
Speaking, Speaking, Reading 3. Plan any further activities for this lesson
Reading or or Writing). according to your pupils’ needs. You can u
Writing). Teachers Teachers can use performance which you collected using for
can use Year 4 Year 4 Content and while teaching this unit. The information co
Content and Learning Standards pupils interacting in classroom activities an
Learning in DSKP curriculum activities. Plan activities which focus on lan
Standards in document. fun and communicative way.
DSKP curriculum
document. Post-lesson

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

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 4)

uage Awareness THEME: teacher to complete

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
from Unit 4

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Warm up activity.
Get Smart Plus Differentiate learning according
Book for Activities 1 to 3. You 4 to the needs of your pupils and
Teacher’s Book. class. Please see the seven
n to develop language skills Revision 4 differentiation strategies listed in
use information about your pupils’ Student’s Book the introduction. Please also
rmative assessment strategies (page 48) and consider the following:
ould include your observation of Teacher’s Book
nd their performance in written (pages 76-77) *Some pupils will continue to
nguage practice in a meaningful, need support understanding and
Self-assessment completing the self-assessment
and performance in this unit. They worksheet worksheet. Other pupils may be
heet (see below and note in able to complete it more
independently by this stage of
the year.

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.

review them to note pupils’
ern, prepare a review of these in

104

How did I do in Unit 4? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…say the ordinal numbers (first, second, third, Great ____ OK
etc)

…ask and answer questions about dates Great ____ OK

…talk about future plans Great ____ OK

…talk about celebrations Great ____ OK

…talk about things that are about to happen Great ____ OK

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

Primary Year 4 SK Scheme of Work



K ____ A little
____

K ____ A little
____

K ____ A little
____

K ____ A little
____

K ____ A little
____

_____________ very well.

______ better / more.

105

WEEK: Unit 5 SCHEME OF WORK: TEXTBO
__
LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listen
TOPIC: Eating right CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1. Introduce and review food vocabulary from the pre
(e.g. sweet foods, fruit, etc).

1.3 1.3.1 Lesson delivery

Use appropriate Guess the 2. Introduce the new vocabulary by following instruct
listening meaning of Teacher’s Book.
strategies in a unfamiliar words
variety of from clues 3. Ask pupils to close their books and listen to the so
contexts provided by they don’t know in the text (e.g. yummy, market), or d
knowledge of the the meaning of these words based on the topic know
Complementary topic definitions for these words and ask them to think abo
Skill
Complementary 4. Follow the instructions for Activity 1 (Track 71) in t
Listening Skill lesson should be on listening, so you could adapt the
pupils to close their books when listening the first tim
1.1 Listening listening, not reading or speaking.

Recognise and 1.1.1 5. Ask pupils to find a word with the sound /eə/ in the
reproduce target instructions for Activity 1 in Teacher’s Book Phonics*
language Recognise and
sounds reproduce with 6. Ask pupils to brainstorm more words with each of
support a wide on one sound each group.
range of target
language 7. Optional: Follow instructions for TPR Activity in the
phonemes
Post-lesson

8. Choose an activity from the post-lesson tasks whic
either the main or complementary skill in this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Phonemes

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

e-lesson activities with a categorisation activity Get Smart Plus 4 Differentiate
tions for Vocabulary (Track 70) in the learning according
Activity 1 (Track to the needs of your
71) , Activities 1-2 pupils and class.
Student’s Book Please see the
(page 49) and seven differentiation
Teacher’s Book strategies listed in
(page 78) the introduction.

ong (Track 71). Ask pupils to highlight words Activity 1
direct them to these words. Get them to guess
wledge. Provide pupils with various possible (phonics),
out the topic to decide what the words mean. Teacher’s Book

the Teacher’s Book. Note that the focus of this (page 175) and
e activity (e.g. hide the song lyrics or ask Student’s Book
me) in order to help the pupils to focus on
(page 120)

e song [pear]. Focus on this sound using the Vocabulary (Track
* (page 175) and Student’s Book (page 120). 70)

the three sounds. Pupils could work in groups

e Teacher’s Book.

ch focuses on reviewing and consolidating
.

106

WEEK: __ LESSON: 66 (Speaking 13) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 1. Revise food vocabulary from the pre-les
2.2 Speaking countable and uncountable nouns.
Use appropriate
communication 2.2.1 Lesson delivery
strategies 2. Focus on the Grammar Box using the in
Keep interaction Book.
Complementary going in short
Skill exchanges by: 3. Follow the instructions in the Teacher’s
Listening 72). Some of the dishes may be unfamiliar
1.2 using suitable about these dishes and ask for pupils’ opin
Understand words
meaning in a 4. Have pupils re-do Activity 3 but this time
variety of familiar (i) to show ingredient to confuse their partner. Their p
contexts understanding clarification, e.g. Omelette: eggs and choc
chocolate?.
(ii) to ask for
clarification 5. Have pupils talk to their partner about in
dishes they like. You may need to help wit
Complementary
Skill Post-lesson

Listening 6. Play the song again and have pupils sin

1.2.5

Understand longer
supported
questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

aking THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: want and need +
(un)countable nouns

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
sson activities. Focus on
Get Smart Plus 4 Differentiate learning according to
nstructions in the Teacher’s the needs of your pupils and
Activity 3 class. Please see the seven
Book for Activity 3 (CD1, Track Student’s Book differentiation strategies listed in
r to your pupils. Talk to pupils (page 49) and the introduction. Please also
nion of them. Teacher’s Book consider the following:
e they should change the (page 79)
partner should ask for Presenting to a group rather than
colate: Sorry, did you say 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.
This is especially true in large
classes.

ngredients needed for other
th vocabulary here.

ng along.

107

WEEK: __ LESSON: 67 (Reading 13) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Play the game Market Races (see Teac
Teacher’s Book, page 79)
3.2 3.2.4
Lesson delivery
Understand a Recognise and use
variety of linear with little or no 2. On the board, write the words of the new
and non-linear support key student’s book). Hand out dictionaries to p
print and digital features of a simple for the definitions of the words. Note that m
texts by using monolingual so pupils may need to look up more than o
appropriate dictionary
reading strategies 3. Pupils check their understanding by look
Complementary
Complementary Skill 4. Follow instructions in the Teacher’s Boo
Skill
Reading 5. Follow instructions in the Teacher’s Boo
Reading
3.2.2 Post-lesson
3.2
Understand specific 7. If time allows, have pupils do a speaking
Understand a information and food they can see in the story and compar
variety of linear details of simple own kitchen. This will help pupils to go ove
and non-linear texts of one or two during the lesson and use them in sentenc
print and digital paragraphs
texts by using 8. Ask pupils to complete exit cards writing
appropriate from their reading, including those they che
reading strategies their exit cards and address emerging lear
new words not mentioned). Address these

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ding THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: (un)countable nouns
with some / any

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
cher’s Book, Optional activity –
Get Smart Plus 4 Differentiate learning
w vocabulary (at the top of according to the needs of
pairs/groups and have pupils look Activities 1&3 your pupils and class. Please
many of these are noun phrases, Student’s Book see the seven differentiation
one word for each item. (pages 50 &51) strategies listed in the
king in the student’s book. and Teacher’s introduction. Please also
ok for Activity 1. Book (pages 79 & consider the following:
ok for Activity 3. 80)
If you have fast readers in
Monolingual your class, you could ask
dictionaries them to make more
true/false questions in
Student’s Book (page 51)
about the text.

g activity where they talk about the
re it to the food they have in their
er new vocabulary they learned
ces.

g three words they learned today
hecked in the dictionary. Check
rning needs (e.g. weak spelling,
e needs in the next lesson.

108

WEEK: __ LESSON: 68 (Writing 13) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
1. Choose an activity from the pre-lesson t
of a word pupils found challenging in the pr

4.3 4.3.2 Lesson delivery

Communicate Spell most high 2. Introduce the idea of a picnic and relate
with appropriate frequency words Tell them that they are going to follow the i
language form accurately in guided Book for Activity 5. Focus on the spelling o
and style for a writing
range of purposes 3. Pupils write sentences in their notebook
in print and digital Complementary buy for their picnic, e.g. We’re going to buy
media Skill packet of crisps. Remind pupils how to use

Complementary Writing Post-lesson
Skill
4.3.1 4. Choose a suitable Post-lesson task from
Writing give feedback on their writing and/or reflec
Use capital letters, sequence of lessons.
4.3 full stops, question
marks and commas
Communicate in lists appropriately
with appropriate in guided writing at
language form discourse level
and style for a
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ng THEME: World of Self, Family and Friends

EMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: (Un)countable nouns;
listing items

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

tasks which focusses on spelling Get Smart Plus 4 Differentiate learning
revious lesson. according to the needs of
Activities 4-5 Student’s your pupils and class.
it to pupils’ own experience. Book (page 51) and Please see the seven
instructions in the Teacher’s Teacher’s Book (page differentiation strategies
of the list. 81) listed in the introduction.
Please also consider the
k, saying what they are going to Activity 4 (CD1, Track following:
y some eggs, some juice and a 75)
e commas in lists,
Activity 5 (CD1, Track
76)

m the list, which asks pupils to
ct on their learning in this

109

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 69 (Language Arts 13) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Pre lesson
Main Skill
Language Arts
Language Arts 1. Choose an activity from the pre-lesson t
5.2 emotions.
5.2.1
Express personal 2. Ask pupils to identify the emotions of the
responses to Say in simple words Example: Elicit emotions seen on page 5 (
literary text and phrases how a
text makes them Note: Ask pupils to identify other situations
feel pictures of people showing different emotio

Complementary Complementary Lesson delivery
Skill Skill 3. Distribute Worksheet 5 (pages 80-81) to
social expressions.
Reading Reading
Post lesson
3.3 3.3.1 4. Ask pupils to check their answer with the
5. Get pupils’ feedback and list answers on
Read Read and enjoy A1
independently for fiction/non-fiction
information and print and digital
enjoyment texts of interest

Note: Accept any suitable answers. For in
answers.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

guage Arts THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives (feelings
and emotions)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list which introduces feelings and The King of Kites Differentiate
learning according
e characters found on selected pages. Contemporary to the needs of your
(happy). Children’s pupils and class.
s where they feel happy. Teacher provides Literature (CCL) Please see the
ons. Teaching seven differentiation
Guidebook (BPK) strategies listed in
– Short story the introduction.
Please also
o pupils and ask pupils to fill in the suitable consider the
following (Strategy
eir partner. 3):
n the board.
The teacher may
expect more
language from
some pupils, and
less from others.
The main aim is that
every pupil says or
writes something,
so that they feel
successful.

ntermediate learners, list options for

110

WEEK: __ LESSON: 70 (Listening 14) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose a pre-lesson task which introduc
Listening instructions in the Teacher’s Book for Warm
Listening 1.2.5 Track 77).
Understand longer
1.2 supported Lesson delivery
questions
Understand 2. Teacher prepares a worksheet based on
meaning in a Complementary (Remove the questions and retain the answ
variety of familiar Skill Teacher reads the quiz questions from Act
contexts Listening choose the best answer individually in the
1.2.2
Complementary Understand with 3. Have pupils talk about their answers in p
Skill support specific the Teacher’s Book for Activity 2.
information and 4. Follow instructions in the Teacher’s Boo
Listening details of longer 79).
simple texts
1.2 Post-lesson

Understand 5. Choose a post-lesson task from the list w
meaning in a this lesson.
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ning THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Questions with
How much/many/often…?

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ces the topic ‘health’ or follow Get Smart Plus 4 Differentiate learning
m up and Vocabulary (CD1, according to the needs of
Activities 1-3 your pupils and class.
Student’s Book Please see the seven
(pages 52-53) and differentiation strategies
Teacher’s Book listed in the introduction.
(pages 82-83)

n Health Quiz on page 52. Vocabulary (CD1,
wers for the questions). Track 77).
tivity 1 aloud. Pupils listen and
worksheet. Activity 3 (CD1, Track
79).
pairs, following instructions in
Worksheet with the
ok for Activity 3 (CD1, Track answer choices to the
quiz questions

which consolidates learning in

111

WEEK: __ LESSON: 71 (Speaking 14) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Review the use of collective nouns (e.g.
Speaking Speaking a bottle of water) by following instructions i
Revision activity (‘Call it out’) page 82.
2.1 2.1.1
Lesson delivery
Communicate Explain and give
2. Follow instructions in the Teacher’s Boo
simple information reasons for basic 80.

intelligibly opinions 3. Have pupils tell each other how healthy
partner are, based on their answers to the
Complementary Complementary will probably need to model language for th
healthy (but/and) I’m (not) very healthy (too
Skill Skill
4. Have pupils write sentence(s) about the
Writing Writing e.g. Sadia drinks two cans of lemonade ev
healthy.
4.2 4.2.3
Post-lesson
Communicate Describe basic
basic information everyday routines 5. Talk to pupils about the importance of ha
intelligibly for a childhood using English language that can
range of purposes pupils. Use as much English as possible.
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

aking THEME: World of Self, Family and Friends

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Questions with
How much/many/often…?; Statements with countable

and uncountable nouns + determiners

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
. A cup of tea, a carton of milk, Activity 4 Student’s your pupils and class.
in the Teacher’s Book for the Book (page 53) and Please see the seven
Teacher’s Book differentiation strategies
ok for Activity 4, CD1,Track (pages 82 & 83, listed in the introduction.
CD1, Track 80) Please also consider the
following:
they think they and their
questions in Activity 4. You Some pupils may need a
his, e.g. I think Aisha is very lot of support with
o). language (both written and
spoken in this lesson). If
eir partner in their notebooks, necessary, focus on
very day. I think this is not very language and provide
written models on the
aving a healthy diet in board for pupils to work
n be understood by your from. Be sure to give pupils
a chance to practise saying
the models too, e.g. by
drilling, so that they are all
ready to participate in the
activities.

112

WEEK: __ LESSON: 72 (Reading 14) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3.2.2 1. Review food vocabulary from previous le
or an activity. Introduce any new food voca
pupils’ daily lives. Then follow instructions
Warm up for one to two words in each cate

Understand a Understand specific Lesson delivery
variety of linear information and
and non-linear details of simple 2. On the worksheet, have pupils work in p
print and digital texts of one or two brainstorm more words to go into each cat
texts by using paragraphs on spelling at this point. Also see differenti
appropriate
reading strategies Complementary 3. Talk to pupils about the importance of e
Skill
Complementary 4. Follow the instructions in the Teacher’s
Skill Writing CD1, Track 83.

Writing 4.3.2 5. Follow the instructions in the Teacher’s
Remind pupils to focus on correct spelling.
4.3 Spell most high
frequency words 6. Have pupils review the spelling of the wo
Communicate accurately in guided They could use a dictionary, refer to the St
with appropriate writing support them in this. .
language form
and style for a Post-lesson
range of purposes
in print and digital 7. Choose an activity from the post-lesson
media pupils found challenging in this lesson.

Primary Year 4 SK Scheme of Work