Primary Year 4 SK SOW-2

OOK BASED LESSON (Unit 5)

ding THEME: World of Knowledge
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of
(un)countable nouns

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
essons. You can plan a game Project Activities your pupils and class. Please
abulary which is relevant to your 1-2 Student’s see the seven differentiation
in the Teacher’s Book for Book (page 55) strategies listed in the
egory. and Teacher’s introduction. Please also
Book (page 87, consider the following:
pairs or small groups. They CD1, Track 83)
tegory. They don’t need to focus The categorisation of foods
iation section for more details. Worksheet with may be challenging to some
food categories pupils. Spend plenty of time
checking their understanding
each food group.. of the different food
Book for Project Activity 1, categories and letting them
brainstorm more foods in
each category.

Book for Project Activity 2.
.

ords in the worksheet earlier.
tudent’s Book or teacher can

n tasks to review any vocabulary

113

WEEK: __ LESSON: 73 (Writing 14) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Play ‘supermarket frenzy’ (see Teacher’

4.2 4.2.5 Lesson delivery

Communicate Connect sentences 2. Have pupils categorise the foods from th
basic information into a coherent groups.
intelligibly for a paragraph using
range of purposes basic coordinating 3. Teachers prepares a worksheet based o
in print and digital conjunctions and the table should be empty except for the fo
media reference pronouns ‘Tony’ with ‘You/I’. Talk to pupils about the
decide together what to put in that column.
Complementary Complementary included here.

Skill Skill 4. Follow the instructions in the Teacher’s B
worksheet and have pupils write their answ
Writing Writing
5. Introduce the word and concept of ‘enou
4.2 4.2.3 xxx yesterday). Have pupils share their wo
whether they had enough fruits/vegetables
Communicate Describe basic
basic information everyday routines 8. Pupils add sentences to the worksheet t
intelligibly for a enough/not enough of yesterday: I need xx
range of purposes have enough xxx.
in print and digital
media Post-lesson

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ng THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of
(un)countable structures; conjunction: or / but

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

’s Book, Optional activity) Get Smart Plus Differentiate learning
4 according to the needs of your
he pre-lesson stage into their food pupils and class. Please see
Student’s Book the seven differentiation
on the table in Activity 2. Note that (page 55) and strategies listed in the
ood/activity type column. Replace Teacher’s introduction. Please also
Book (page 87) consider the following:
column ‘How much you need’ and
. Ensure the conjunction ‘or’ is Worksheet Some pupils may need a lot of
based on the support. Consider pairing more
Book for Writing Tip. Hand out the table in Activity and less proficient pupils
wers on the worksheet. 2 together, having one
ugh’ (He had/didn’t have enough worksheet per pair so that they
orksheets in groups and say can enter both pupils’ details in
s/sleep etc. yesterday. the table. Alternatively, you
to say something they had could ask more proficient
xx every day, but yesterday I didn’t pupils to support other pupils
in the class when they have
finished.

m the list, which asks pupils to
f lessons.

114

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 74 (Language Arts 14) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Pre lesson
Language Arts Main Skill
5.3
Express an Language Arts 1. Choose an activity from the pre-lesson t
imaginative story.
response literary 5.3.1 2. Follow instructions on page 41.
texts
Respond Note: Ask pupils to bring materials to set u
Complementary imaginatively and making.
Skill intelligibly through
Speaking creating simple Lesson delivery
2.2 picture stories,
Use appropriate simple poems and
communication cartoon stories.
strategies
Complementary 3. Distribute Worksheets 7(a) (page 43) an
Skill 4. Follow instructions on page 42 to create

Speaking

2.2.2 Post lesson
5. Get pupils to present their pop-up storyb
Check steps
needed to complete
short classroom
tasks

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary (settings)

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

task list which introduces the setting of the The King of Kites Differentiate
up a mini corner for sewing and kite learning according
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.
Worksheet 7a & Please also
7b consider the
following (Strategy
nd 7(b) (page 44). 7):
e a pop-up storyboard.
Feedback given to
pupils should be
varied according to
their ability to act on
the feedback.

board at the mini corner.

115

WEEK: __ LESSON: 75 (Listening 15) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Introduce to pupils the concept and the
restaurant such as ‘menu’, ‘order’, ‘pay’, ‘fo
1.2 1.2.5 should also introduce the roles of a waiter

Understand Understand longer Lesson delivery
meaning in a supported questions
variety of familiar 2. Follow the instructions in the Teacher’s
contexts Complementary questions aloud and practise them orally w
Skill order to address the main skill.
Complementary
Skill Speaking 3. Develop the dialogue so that it is more n
clarify understanding (e.g. by repeating a w
Speaking 2.2.1 To drink? Yes, please…).

2.2 Keep interaction 4. Provide pupils with the sample menu. Fo
going in short for Activity 4.Pupils can re-use questions f
Use appropriate exchanges by: this activity.
communication
strategies using suitable Post-lesson
words
5. Have pupils talk about their favourite res
(i) to show experiences of eating out that may be rele
understanding

(ii) to ask for
clarification

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ning THEME: World of Knowledge

EMENT: Value LANGUAGE/GRAMMAR FOCUS: Functional language:
Would you like…? / Yes, please. I’d like + a/some

(un)countable noun

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

vocabulary related to eating at a Get Smart Plus 4 Differentiate learning
ork and knife’, ‘table for two’ etc. You according to the needs
and a customer in a restaurant. Activities 3-4 of your pupils and
Student’s Book class. Please see the
Book for Activity 3. Be sure to read the (page 57) and seven differentiation
with pupils when checking answers in Teacher’s Book strategies listed in the
(page 89) introduction.
natural, to include language to show and
word: Would you like anything to drink? / An example menu Consider
(simple and with a pairing/grouping very
ollow instructions in the Teacher’s Book few choices low proficiency pupils
from Activity 3 and the example menus for suitable for Year 4 with more proficient
pupils) ones, who can support
them in the dialogue
practice.

staurants, what they like to eat and other
evant to them.

116

WEEK: __ LESSON: 76 (Speaking 15) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Follow instructions in the Teacher’s Boo
Track 81).

2.1 2.1.5 Lesson delivery

Communicate Describe people, 2. Prepare a set of instructions to play the
The instructions should have some blanks
simple information and objects using needed to play the game.

intelligibly suitable statements 3. Tell pupils they will play a board game in
instructions to pairs or groups of pupils. Th
Complementary Complementary blanks with the correct words. Have pupils
Skill Skill instructions. Discuss the answers.

Speaking Speaking 4. Pupils play the board game in small gro
together. Follow instructions for Activity 1.
board game when playing the game using

2.2 2.2.2 Post-lesson

Use appropriate Check steps 5. Finish with an error correction activity ba
communication needed to complete the language and vocabulary covered in th
strategies short classroom point at individual pupils who made the err
tasks

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

aking THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of (un)countable
structures

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ok for Warm up and Vocabulary (CD1,
Get Smart Plus 4 Differentiate learning
board game based on Activity 1 (pg.54). according to the needs
s so that pupils can check the steps Activity 1 of your pupils and
Student’s Book class. Please see the
n the Student’s Book. Hand out the (page 54) and seven differentiation
hey read the instructions and fill the Teacher’s Book strategies listed in the
s ask questions to complete the (page 84) introduction. Please
also consider the
oups following the written instructions Written, gapped following:
Focus on describing the objects on the instructions (See
Activity 1, Monitor as pupils play
g collective nouns. Teacher’s Book) the board game. Note
for the game (see language problems that
student’s book they still have and
Activity 1). return to these
(anonymously) at the
end of the lesson.

ased on mistakes you hear pupils make in
his unit (or previous units). Do not name or
rors.

117

WEEK: __ LESSON: 77 (Reading 15) SCHEME OF WORK: TEXTBO
TOPIC: Eating right
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3.2.2 1. Adapt an activity from the pre-lesson tas
pupils to categorise healthy and unhealthy

Lesson delivery

Understand a Understand specific 2. Follow instructions in the Teacher’s Boo
variety of linear information and
and non-linear details of simple 3. Prepare a worksheet for matching new w
print and digital texts of one or two These should be words that are probably n
texts by using paragraphs topic knowledge e.g. strong, half. Have pu
appropriate words from the worksheet in the text. Then
reading strategies Complementary definitions on the worksheet. You could als
Skill vocabulary presented at the top of the pag
Complementary
Skill Reading 4. Follow the instructions in the Teacher’s

Reading 3.2.3 Note: In the next lesson, pupils will do a po
Set up the project task for next lesson if yo
3.2 Guess the meaning information at home.
of unfamiliar words
Understand a from clues provided Post-lesson
variety of linear by title and topic
and non-linear 5. Follow instructions for the Before leavin
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ding THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositional verbs: be
good for

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sks or create your own activity which asks Get Smart Plus 4 Differentiate learning
y foods. according to the needs
CLIL 2 Student’s of your pupils and
ok for Activity 1 (CD3, Track 38). Book (page 130) class. Please see the
words from Activity 1 and their definitions. and Teacher’s seven differentiation
new to pupils and can be guessed from Book (page 194) strategies listed in the
upils find and underline or highlight the introduction. Please
n ask them to match the words with their Worksheet for also consider the
so include definitions for the new matching new following:
ge, which would help consolidate it. words and their
Book for Activity 2. definitions Some pupils may read
oster project (see Lesson 78 for details). very slowly, while
ou expect your pupils to research others may race
through the text as
ng activity in the Teacher’s Book. quickly as they can. Try
to discourage reading
too quickly. Avoid
giving fast finishers
something ‘fun’ to do.
You could set a gist
reading question for
them to write the
answer to while they
wait.

118

WEEK: __ LESSON: 78 (Writing 15) SCHEME OF WORK: NON-TEXT
TOPIC: Eating right
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNIN
STANDARD STANDARD

Pre-lesson

Main Skill Main Skill 1. Choose a pre-lesson task which lets pup
Writing language for the posters in a fun way.
Writing 4.1.2
4.1 Use cursive writing Lesson delivery
Form letters and in written work
words in neat 2. Plan a lesson where pupils work on a po
legible print using Complementary should present information about the healt
cursive writing Skill be their favourite foods, healthy foods, foo
Writing more foods each to put on their posters.
Complementary 4.3.2
Skill Spell most high Emphasise to pupils that they should take
frequency words work will be displayed. Depending on their
Writing accurately in guided pay particular attention to handwriting. Mo
4.3 writing their work in particular.

Communicate They will need to research information abo
with appropriate you have access to the internet, or pupils c
language form before the lesson. Make sure to give plent
and style for a look at so that pupils can use the internet s
range of purposes
Have pupils work collaboratively in the less
presenting the posters. Remind them that
should take care with handwriting, spelling

Post-lesson

3. Ask pupils to think about their learning a
far. They then complete the self-assessme
able to complete the self-assessment work

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

ng THEME: World of Knowledge

EMENT: ICT LANGUAGE/GRAMMAR FOCUS: Review of
(un)countable structures; Prepositional verbs: be good for

NG OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

pils review challenging and/or useful Resources for Differentiate learning
posters (paper, according to the
oster project in small groups. The posters pens, etc) needs of your pupils
th value of foods of their choice. These could and class. Please see
ods to avoid etc. They could choose one or Tacks etc for the seven
displaying differentiation
particular care with their handwriting as their posters strategies listed in the
r level, when they draft the text, they could introduction. Please
nitor and support pupils with this aspect of also consider the
following:
out the foods. This could be done in class if
could be asked to do this research at home Consider having
ty of clear guidance and suggested sites to different pupils play
safely. They should do this with an adult. different roles in the
son so that they all participate in creating and group (e.g. writer,
effort in presentation is important, so they designer, manager,
g etc. artist etc). This can
allow pupils to work in
a way they feel most
able.

.

and performance in this unit and the year so
ent worksheet (see below). Most pupils will be
ksheet with just a little support. Continue to

119

in print and digital explain the criteria to pupils so they unders
media needed and allow pupils to write in their ow
help them to express themselves in Englis

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

Talk to individual pupils about their progres

How did I do in Unit 5? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about food and containers Great
…ask and answer questions about food and drink Great
…talk about keeping healthy Great
…write a health log Great

 I’m proud of myself because I ________________________
 So far this year, I have been good at __________________
 In the next unit, I will _______________________________

Primary Year 4 SK Scheme of Work

stand them clearly. Support pupils where
wn language if necessary. You could then
sh.

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

ss in this first half of the year.



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

_____________ very well in this unit.
___________________.
______ better / more.

120

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
Main Skill Main Skill 1. Choose an activity from the pre-lesson t
moral of the story.
Language Arts Language Arts 2. Follow instructions on page 52.
Note: Teacher can prepare pictures in the
5.3 5.3.1
Lesson delivery
Express an Respond 3. Distribute Task sheet 3 (page 53).
imaginative imaginatively and 4. Get pupils to share their responses base
response literary intelligibly through
texts creating simple Post lesson
picture stories, 5. Provide feedback to pupils’ responses.
simple poems and
cartoon stories.

Complementary Complementary
Skill Skill

Speaking Speaking

2.1 2.1.1

Communicate Explain and give
simple information reasons for basic
intelligibly opinions

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary (giving
opinions and reasons)

G OUTLINE MATERIALS / DIFFERENTIATION
task list which introduces the message/
e text with different situations as prompts. REFERENCES STRATEGIES

ed on the situations given. The King of Kites Differentiate
learning according
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
consider the
following (Strategy
7):

Feedback given to
pupils should be
varied according to
their ability to act on
the feedback.

121

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Proje
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Teachers to select Teachers to select Teachers will need to develop their own le
an appropriate an appropriate main resources that they select. Ideas for projec
main skill and skill and interests of the pupils.
complementary complementary skill
skill based on the based on the needs
needs and and interest of the
interest of the pupils.
pupils.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

ect-Based Learning THEME: Teacher to select

EMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
essons based on topic/themes and
cts should be based on the needs and Teacher to select For differentiation
their own strategies, please
materials refer to the provided
list of differentiation
strategies and
select appropriate
strategy/strategies
based on the needs
of the pupils.

122

WEEK: __Unit 6 SCHEME OF WORK: TEXTBO

LESSON: 81 (Listening 16) MAIN SKILL FOCUS: Listen
TOPIC: Getting around CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening
1.1 Listening 1. Follow instructions in the Teacher’s Book fo
Recognise and 2).
reproduce target 1.1.1
language sounds Lesson delivery
Recognise and
Complementary reproduce with 2. Prepare a set of flashcards to introduce rhy
Skill support a wide
Speaking range of target 3. Show large-sized pictures 1-6. Have pupils
2.1 language about each picture (e.g. This is dangerous/oka
Communicate phonemes Ask pupils to justify why they think it is safe or
simple information
intelligibly Complementary Note that the focus of this lesson should be on
Skill (e.g. hide the song lyrics or ask pupils to close
in order to help the pupils to focus on listening
Speaking
4. Follow instructions in the Teacher’s Book fo
2.1.4 pupils check their predictions from the previou

Give reasons for Post-lesson
simple
predictions 5. Follow instructions in the Teacher’s Book fo

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ning THEME: World of Knowledge

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

or Warm up and Vocabulary (CD 2, Track Get Smart Plus 4 Differentiate learning
according to the
yming words from the song.. Activity 1 needs of your pupils
s predict in pairs what the song will say Student’s Book and class. Please see
ay/a good idea. I think this is (un)safe.) (page 59) and the seven
r unsafe. Teacher’s Book differentiation
n listening, so you could adapt the activity (page 92) strategies listed in the
e their books when listening the first time) introduction. Please
g not reading or writing. Vocabulary (CD 2, also consider the
or Activity 1 (CD 2, Track 4), then have Track 2). following:
us step.
Flashcards to Provide a simple
or TPR activity. show rhyming model to give reasons
words from song for their predictions,
(e.g. Jules-rules; but also encourage
Joe-window; pupils to give their
handlebars-cars) opinions more freely
using as much
Large-sized language as they
pictures (1-6 in have available to
Activity 1) them. Support pupils
in saying what they
want to say so that
each pupil can work
at their own level.

123

WEEK: __ LESSON: 82 (Speaking 16) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Review the safety rules in the song by p
along.
2.1 2.1.3
Lesson delivery
Communicate Give a longer
simple information sequence of basic 2. Have pupils read the song and underline
intelligibly instructions or language, following instructions in the Tea
directions
3. Get pupils to discuss in groups/pairs on
Complementary Complementary bike and in the street. Encourage pupils to
Skill Skill mentioned in the song using sequences of

Writing Writing 4. Ask pupils to write these rules in cursive
neatness and clarity of their handwriting as
4.1 4.1.2
5. Then, get pupils to present their rules to
Form letters and Use cursive writing
words in neat in written work Post-lesson
legible print using
cursive writing 6. Review the safety rules by showing the
what is safe and what is not safe. Pay atte
plan further support during the coming less

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

aking THEME: World of Knowledge

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the
playing it again and having pupils sing Activity 2 needs of your pupils
Student’s Book and class. Please see
e the rules. Use this to introduce the target the seven
acher’s Book for Grammar Box. (page 59) and differentiation
Teacher’s Book strategies listed in the
introduction.
(page 92)

n the rules when they are in the car, on the
o add more rules besides the ones
f imperative verb forms.

e writing. Remind pupils to pay attention to
s it will be displayed.

o the class.

flash cards and asking pupils to identify
ention to pupils who are still struggling and
sons.

124

WEEK: __ LESSON: 83 (Reading 16) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Language

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading 1. Follow the instructions in the Teacher’s

3.2 3.2.2 Lesson delivery
2. Follow the relevant instructions in the Te
Understand a Understand specific and play the listening track. Pupils listen a
variety of linear information and 3. Follow instructions in the Teacher’s Boo
and non-linear details of simple Optional: Ask pupils to think about a schoo
print and digital texts of one or two activity where they talk about the trip using
texts by using paragraphs
appropriate Post-lesson
reading strategies Complementary 4. Choose a post-lesson task from the list
Skill pupils worked with in this lesson.
Complementary
Skill Listening

Listening 1.2.1

1.2 Understand with
support the main
Understand idea of longer
meaning in a simple texts
variety of familiar
contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ding THEME: World of Self, Family and Friends

EMENT: Values / LANGUAGE/GRAMMAR FOCUS: Prepositions; Question
forms

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book for Vocabulary.(CD2, Track 5) Get Smart Plus 4 Differentiate learning
according to the
eacher’s Book for Activity 1 (CD2, Track 6) Activities 1&3 needs of your pupils
and answer the question. Student’s Book and class. Please see
(pages 60-61) and the seven
Teacher’s Book differentiation
(pages 94-95) strategies listed in the
introduction.

ok for Activity 3

ol trip they had recently. Plan a speaking
g Activity 3 as a guide for what to say.

which reviews learning and/or the text

125

WEEK: __ LESSON: 84 (Writing 16) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Put the pictures of the famous buildings on the boa
the vocabulary on the board. Follow the instructions
4.3 4.3.3 Vocabulary (CD3, Track 39).

Communicate Produce a plan Lesson delivery
with appropriate or draft of one
language form paragraph for a 2. Introduce vocabulary that may be new to pupils (e
and style for a familiar topic and instructions for Activity 1 (without listening track), so
range of modify this the class reads text B. Note: the texts may be challen
purposes in print appropriately in them by either providing extra support or revising the
and digital media response to handouts.
feedback
3. Follow the instructions in the Teacher’s Book for A
boxes for the building they read about.

Complementary Complementary 4. Pupils check their answers with someone who rea
Skill Skill of ticks.

Reading Reading 5. Hand out worksheets (the questions should match
Where is it? What does it look like? What can you do
3.2 3.2.2 statements 1-4 in Activity 2.

Understand a Understand 6. Pairs of pupils choose a famous building (they cou
variety of linear specific pre-lesson stage). They make notes about the buildin
and non-linear information and They may need to find out more information about th
print and digital details of simple plan for writing in Lesson 89.
texts by using texts of one or
appropriate two paragraphs 7. Pupils can begin writing the first draft of a descript
reading They will finish it in Lesson 89. Ask pupils to bring a p
strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ng THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Descriptive language
(present simple); Prepositions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ard and elicit vocabulary related to them. Write Get Smart Plus 4 Differentiate learning
in the Teacher’s Book for Warm up and according to the needs of
CLIL 3 Student’s your pupils and class.
e.g. Danish). Divide the class in half. Follow the Book (page 131) Please see the seven
that half of the class reads text A and half of and Teacher’s differentiation strategies
nging for many Year 4 pupils. Try to simplify Book (page 195) listed in the introduction.
em and giving the revised versions on Please also consider the
Pictures of following:
Activity 2, so that pupils tick in the relevant famous buildings
(in Malaysia and Allow pupils to choose a
ad the other text. They should have a full table other countries, building to write about of
including those in their choice. They may
h the information asked about in Activity 2, e.g. Student’s Book) prefer to write about
o there?). Pupils match the questions to the something that is familiar to
Sets of questions them, for example a famous
uld use one from the pictures introduced in the on a worksheet building in Malaysia (e.g.
ng based on the questions on the worksheet. the Petronas Towers), or a
he building at home, which they will use as a building in another country
they have visited or a
record-breaking building
(e.g. Burj Khalifa). Giving
pupils the choice of building
will motivate them to find out
and write about it.

tion of the building if there is time in this lesson.
picture of their famous building to Lesson 89.

126

Post-lesson
8. Choose a suitable Post-lesson task from the list, w
this sequence of lessons.

Primary Year 4 SK Scheme of Work

which asks pupils to reflect on their learning in
127

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 85 (Language Arts 16) 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. Introduce pupils to a song about being a
5.3 Mars.
5.3.1 2. Ask pupils to watch the video clip of the
Express an Note: Teacher can prepare the lyrics of th
imaginative Respond
response literary imaginatively and Lesson delivery
texts intelligibly through 3. Ask pupils to listen for information on ho
creating simple
Complementary picture stories,
Skill simple poems and
cartoon stories.
Listening
Complementary Note: Teacher may repeat the song as ma
1.2 Skill
4. Get pupils to brainstorm and discuss on
Understand Listening the song.
meaning in a
variety of familiar 1.2.3 5. Get pupils to share their responses base
contexts
Understand with Post lesson
support short simple
narratives on a 6. Get pupils to complete a double bubble
range of familiar and the story (The King of Kites) to compa
topics

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

guage Arts THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

a good friend - "Count On Me" by Bruno The King of Kites Differentiate
e song on Youtube. learning according
Contemporary to the needs of your
e song (page 56). Children’s pupils and class.
Literature (CCL) Please see the
ow they help their friend from the song. Teaching seven differentiation
any times as possible. Guidebook (BPK) strategies listed in
n how they can help their friends based on – Short story the introduction.
ed on the song. Please also
consider the
map between the song (Count On Me) following (Strategy
are what good friends do. 4):

Some pupils need
longer than others
to complete tasks,
especially when
writing is involved.
When it is
appropriate, these
pupils should be
given a little more
time to finish, and
extra tasks for
pupils who
complete the task
early should be
provided

128

WEEK: __ LESSON: 86 (Listening 17) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Choose an activity from the pre-lesson t
Listening Listening the vocabulary of time in the previous less
example 14 and 40 or 16 and 60.
1.2 1.2.2 Lesson delivery

Understand Understand with 2. Follow the instructions in the Teacher’s
meaning in a support specific examples of the target language in the tex
variety of familiar information and 3. Follow the instructions in the Teacher’s
contexts details of longer
simple texts
Complementary
Skill Complementary 4. Plan a pairwork activity, where pupils pr
Skill questions in the Grammar box, the statem
Listening Activity 3.
Listening
1.2 Post-lesson

Understand 1.2.5 5. Review learning in this lesson based on
meaning in a activities. You could do this based on one
variety of familiar Understand longer
contexts supported questions

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions; Question
forms

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

task list which reintroduces and reviews Get Smart Plus 4 Differentiate learning
sons. Focus on distinguishing between, for according to the
Student’s Book needs of your pupils
Book for Grammar Box. Have pupils find Activity 4 (page and class. Please see
xt to give context. 61) Teacher’s the seven
Book (pages 94 & differentiation
Book for Activity 4 (CD2, Track 7). 95) strategies listed in the
ractise similar conversations, based on the introduction. Please
ments in Activity 4 and their answers to also consider the
following:
n your observation of pupils during the
of the post-lesson tasks in the list. Be sure to instruct
clearly and model the
language, showing
where pupils can find
the information on the
page. Use some
more proficient pupils
to help you
demonstrate and
model the
conversations.

129

WEEK: __ LESSON: 87 (Speaking 17) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
1. Review vocabulary of time by choosing
Speaking Speaking lesson task list.

2.2 2.2.1

Use appropriate Keep interaction Lesson delivery
communication going in short 2. Have pupils do an activity (e.g. a matchi
strategies exchanges by: 3. Follow instructions in the Teacher’s Boo
that it becomes a more natural interaction
Complementary using suitable 4. In pairs, have pupils write an invitation to
Skill words sure to help pupils with the language for th
come with us?
Writing (i) to show 5. Pairs deliver their invitations, and reply t
understanding
4.2 Post-lesson
(ii) to ask for 6. Choose a post-lesson task which review
Communicate clarification on pupils’ trips and see which ones sound
basic information
intelligibly for a Complementary
range of purposes Skill
in print and digital
media Writing

4.2.2

Make and respond
to simple offers and
invitations

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

aking THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions; Question
forms; Making invitations: Would you like to come?

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

or modifying an activity from the pre- Get Smart Plus 4 Differentiate learning
according to the
Activity 4 needs of your pupils
Student’s Book and class. Please see
(page 61) and the seven
Teacher’s Book differentiation
(page 95) strategies listed in the
introduction. Please
ing activity) to review prepositions. also consider the
following:
ok for Activity 5. Extend the dialogue so
(e.g. add: Really? or That sounds fun!). A model invitation will
be useful for pupils
o another pair to join them on their trip. Be who need extra
his, e.g. We’re going to… Would you like to support in writing.
Prepare one if
to other invitations. necessary.

ws learning. You could also give feedback Remember to vary
the most fun. your questions and
feedback for different
pupils.

130

WEEK: __ LESSON: 88 (Reading 17) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Sustainability / Values

CONTENT LEARNING LEARNIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading 1. Follow the instructions in the Teacher’s Boo

3.2 3.2.2 Lesson delivery

Understand a Understand 2. Put the pictures of the three vehicles on the
variety of linear specific away detail from the texts).
and non-linear information and
print and digital details of simple 3. Divide the class into three groups. Assign p
texts by using texts of one or has the text on tuk-tuks, one on gondolas, the
appropriate two paragraphs which picture their text refers to by reading the
reading strategies 4. Follow instructions in the Teacher’s Book fo
Complementary for the vehicle they have read about.
Complementary Skill
Skill 5. Invite pupils to describe their experiences w
Speaking whether they’d like to go on any of them. Note
Speaking accordingly.
2.1.5
2.1 Post-lesson
Describe people,
Communicate and objects 6. Choose an activity from the post-lesson tas
simple information using suitable response to the text and/or what they rememb
intelligibly statements

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ding THEME: World of Knowledge

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Gerunds (Noun + ing)

NG OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

ok for Warm up and Vocabulary (CD2, Track 9). Get Smart Plus Differentiate
e board and ask some questions (avoid giving 4 learning according
to the needs of your
Activity 1-2 pupils and class.
Student’s Book Please see the
(page 62) and seven differentiation
Teacher’s Book strategies listed in
(pages 96-97) the introduction.
Please also
pupils in each group a different text (one group Large-sized consider the
e other on snowmobiles). Ask pupils to decide pictures of following:
eir text quietly. vehicles on
page 62 If some pupils have
or Activity 2. Note that pupils give answers just had experience of
the vehicles in the
with these vehicles, if they have any, and/or **Remind pupils texts but are unable
e pupils’ progress and plan future support to bring their to talk about it in
research about English, allow them
buildings to the to use their first
next lesson. language to tell the
class. Help them
sks which asks pupils for their personal say some words
ber about what they have read. and phrases in
English as well.

131

WEEK: __ LESSON: 89 (Writing 17) SCHEME OF WORK: NON-TEXT
TOPIC: Getting around
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Creativity and Innovation / IC

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a pre-lesson task to reintroduce
Writing Writing to incorporate the pictures of the buildings

4.3 4.3.3 Lesson delivery

Communicate Produce a plan or 2. Plan a lesson where pupils write about a
with appropriate draft of one
language form paragraph for a In lesson 84, in pairs, they chose a building
and style for a familiar topic and about it, based on Activity 2. At home, they
range of purposes modify this information and found a picture. You will h
in print and digital appropriately in this homework in the previous lesson so th
media response to Have some material prepared for pupils wh
feedback research or have forgotten to bring their ho

Complementary Complementary In this lesson, pupils use the information to
Skill Skill They will then write a first draft individually
review both their writing and formulate a si
Writing Writing
3. Pupils present their final draft along with
4.2 4.2.4
Post-lesson
Communicate Describe people
basic information and objects using 4. Have pupils review each other’s work an
intelligibly for a suitable statements another and/or choose a suitable Post-less
range of purposes asks pupils to reflect on their learning in th
in print and digital
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

ng THEME: World of Knowledge

EMENT: Patriotism / LANGUAGE/GRAMMAR FOCUS: Review of descriptive
CT language

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
e the theme of buildings. Try
from lesson 84. Get Smart Plus 4 Differentiate learning according
to the needs of your pupils and
a famous building. CLILL 3 Student’s class. Please see the seven
g and planned what to write Book (page 131) (for differentiation strategies listed in
y will have researched more reference) Teacher’s the introduction. Please also
have reminded pupils about Book (page 195) consider the following:
hey should come prepared.
ho may not have done the Research about Pupils will need a lot of
omework. buildings done by individual support in this lesson.
o fill out their plan for writing. pupils* It is important to work with both
y. Pairs then work together to more and less proficient pupils
ingle final draft. Pupils’ pictures of a to help them work to the best of
h the picture to the class. famous building their ability. Allow pairs to
support each other as much as
nd give feedback to one Pupils’ writing plans possible.
son task from the list, which from Lesson 84
his sequence of lessons. Provide plenty of positive
Pictures of buildings feedback and avoid too much
from Lesson 84 marking of errors on pupils’
writing. Focus on recent target
language when highlighting
mistakes.

132

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 90 (Language Arts 17) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
Communications Technolog

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre lesson
Main Skill Main Skill

Language Arts Language Arts 1. Introduce pupils to samples of wedding

5.3 5.3.1 2. Get pupils to talk about the contents of t
RSVP, etc…
Express an Respond
imaginative imaginatively and Note: Teacher asks pupils to bring sample
response literary intelligibly through cards.
texts creating simple
picture stories, Lesson delivery
simple poems and
cartoon stories. 3. Assign pupils to create their own card ac
Powerpoint.

Complementary Complementary 4. Pupils present their work.
Skill Skill Note: Teacher may refer to page 66 for ins
Post lesson
Writing Writing 5. Teacher assesses their work and provid

4.2 4.2.2

Communicate Make and respond
basic information to simple offers and
intelligibly for a invitations
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

guage Arts THEME: World of Stories

EMENT: Information and LANGUAGE/GRAMMAR FOCUS: Vocabulary (invitation)
gy

G OUTLINE MATERIALS / DIFFERENTIATION
invitations/ congratulatory cards.
the card. For example: date, time, venue, REFERENCES STRATEGIES
es of wedding invitations/ congratulatory
The King of Kites Differentiate
according to their creativity using MS learning according
Contemporary to the needs of your
structions on this activity. Children’s pupils and class.
des feedback. Literature (CCL) Please see the
Teaching seven differentiation
Guidebook (BPK) strategies listed in
– Short story the introduction.
Please also
consider the
following (Strategy
2):

Different types and
amount of support
can be given to less
proficient pupils. For
example, you can
give more proficient
pupils more verbal
instructions without
using gestures.

133

WEEK: __ LESSON: 91 (Listening 19) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose a pre-lesson task to pre-teach a
listening (Activity 3, see Teacher’s Book fo
Listening Listening Lesson delivery

1.2 1.2.2 2. Follow the instructions in the Teacher’s
3. Follow the instructions in the Teacher’s
Understand Understand with 4. Follow the instructions in the Teacher’s
meaning in a support specific 5. Extend the language and have pupils do
variety of familiar information and use the target language in Activity 4 to talk
contexts details of longer to school by bus every day. Travelling by b
simple texts Post-lesson
6. Choose a post-lesson task which review
Complementary Complementary the listening texts.
Skill Skill

Writing Writing

4.2 4.2.3

Communicate Describe basic
basic information everyday routines
intelligibly for a
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Gerunds (Verb + ing)
used as a noun

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
any key concepts or vocabulary in the
or transcript) that may be new to pupils. Get Smart Plus 4 Differentiate learning
according to the needs
Book for Activity 3 (CD2, Track 11). Activities 3-4 of your pupils and
Book for Grammar box. Student’s Book class. Please see the
Book for Activity 4 (CD2, Track 12). (page 63) and seven differentiation
o an interactive writing activity where they Teacher’s Book strategies listed in the
k about transport they use daily (e.g. I go (page 97) introduction.
bus is fun).
**Remind pupils to
bring recycle
materials needed
to create their
favourite
transports

ws language learning and/or the content of

134

WEEK: __ LESSON: 92 (Speaking 18) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Spea

CROSS-CURRICULAR ELE
Education

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
2.2 Speaking 1. Follow instructions in the Teacher’s Boo
Use appropriate
communication 2.2.2 Lesson delivery
strategies
Check steps 2. Teacher prepares a set of instructions to
Complementary needed to complete the instructions include materials and step
Skill short classroom
Speaking tasks 3. Teacher inform pupils that they are goin
2.1 Follow the instructions in Activity 1. Before
Communicate Complementary check the steps needed to complete the pr
simple information Skill provides questions for pupils to check the
intelligibly next?’
Speaking
4. Get pupils to complete their favourite tra
2.1.3 and explain the steps they took to create it
such as ‘First, Second...’.
Give a longer
sequence of basic Post-lesson
instructions or
directions 5. Review vocabulary used in this activity u

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

aking THEME: World of Self, Family and Friends

EMENT: Financial LANGUAGE/GRAMMAR FOCUS: Imperative forms.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ok for Warm up activity. Get Smart Plus 4 Differentiate learning
according to the needs of
o create a model transport. Ensure that Activity 1 your pupils and class.
ps needed for the project. Student’s Book Please see the seven
ng to create their favourite transports. (page 65) and differentiation strategies
e they begin the project, get pupils to Teacher’s Book listed in the introduction.
roject with the pupil next to them. Teacher (pages 100 & 101) Please also consider the
following:
steps, i.e. ‘What is step 1? What do we do
In stages of the lesson
ansport. Pupils will present their transports which develop the main
t. Teacher supports by adding connectors and complementary skills,
make sure that all pupils
have the opportunity to
participate. Different types
and amount of support can
be given to less proficient
pupils.

using post-lesson tasks.

135

WEEK: __ LESSON: 93 (Reading 18) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a pre-lesson task from the list wh
Reading Reading vocabulary from the story that is new to the p

3.3 3.3.1 Lesson delivery

Read Read and enjoy 2. Show the pictures from the story, one by o
independently for A1 fiction/non- order. Elicit from pupils some details about t
information and fiction print and the main background to the story at this stag
enjoyment digital texts of
interest 3. Ask pupils to decide in pairs on the correc
answer in their books. Play the CD of the sto
if they arranged the pictures correctly.

Complementary Complementary 4. Have pupils read the story quietly from the
Skill Skill to the story – Did they enjoy it? This isn’t the
finding out what happens?
Speaking Speaking
5. Have pupils use the pictures to narrate the
2.3 2.3.1
6. Follow instructions in the Teacher’s Book
Communicate Narrate short narration at this stage, perhaps using the pic
appropriately to a basic stories
small or large Post-lesson
group
7. Choose a post-lesson task which reviews

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ding THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
previous lessons.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

hich introduces the story and pre-teach key Get Smart Plus 4 Differentiate learning
pupils. according to the needs
Student’s Book of your pupils and
one. The pictures should be in random (pages 66-67) and class. Please see the
the pictures. Introduce the characters and Teacher’s Book seven differentiation
ge. (pages 102-103) strategies listed in the
introduction.
ct order of the pictures. They note their Large-sized
ory (CD2, Track 16) and have pupils listen pictures from the
story

e student’s book. Ask for pupils’ reactions
e end of the story – how do they feel about

he story to each other in pairs.
for the after reading stage. Include story
ctures only.

s the story.

136

WEEK: __ LESSON: 94 (Writing 18) SCHEME OF WORK: TEXTBO
TOPIC: Getting around
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Imagination

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Follow instructions for Warm Up and Vo

4.2 4.2.1 Lesson delivery

Communicate Explain and give 2. Follow instructions for Activity 1.
basic information reasons for simple
intelligibly for a opinions 3. Teacher prepares an advertisement tha
range of purposes transportation, prices for each ticket and tim
in print and digital Complementary attraction (e.g., Melaka, Zoo Negara, KL T
media Skill
4. Get pupils to work in pairs to decide whi
Complementary Writing choose by describing the transportation an
Skill their notebook.
4.2.4
Writing Post-lesson
Describe people
4.2 and objects using 5. Conduct a gallery walk for pupils to shar
suitable statements
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ng THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Review of language from
previous lessons.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ocabulary on Teacher’s Book page 99.
Optional: Differentiate learning
at shows different types of public according to the needs
me these transports leave to a tourist Get Smart Plus 4 of your pupils and
Tower). class. Please see the
ich public transportation they would Student’s Book seven differentiation
nd give simple reasons for their choice in (page 64) and strategies listed in the
Teacher’s Book introduction.
re their work. (page 99)
Pupils will need a lot of
individual support in
this lesson. It is
important to work with
both more and less
proficient pupils to help
them work to the best
of their ability. Allow
pairs to support each
other as much as
possible.

Provide plenty of
positive feedback and
avoid too much
marking of errors on
pupils’ writing. Focus
on recent target
language when
highlighting mistakes.

137

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Lang

TOPIC: The King of Kites CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre lesson
1. Introduce pupils to samples of notes of e
Main Skill Main Skill 2. Ask pupils when do they give it and why
3. List pupils’ answers on the board.
Language Arts Language Arts
Lesson delivery
5.3 5.3.1 4. Follow instructions on page 60 for the ac
5. Distribute Worksheets 10(a) (page 62) a
Express an Respond
imaginative imaginatively and Post lesson
response literary intelligibly through 6. Check answers through individual and w
texts creating simple
picture stories, Note: Teacher may refer to page 64 for op
Complementary simple poems and
Skill cartoon stories.

Writing Complementary
Skill
4.3
Writing
Communicate
with appropriate 4.3.3 Produce a
language form plan or draft of one
and style for a paragraph for a
range of purposes familiar topic and
in print and digital modify this
media appropriately in
response to
feedback

Primary Year 4 SK Scheme of Work